My kids love to draw. And if we draw in an unusual way, then this simply delights them. We often draw with our hands. Hand painting is another way of depicting the world around us. I start drawing with children with my hands from an early age. They still do not know how to draw with a brush and a palm or a finger is the best way for a small child. Paint for babies should be poured into a flat saucer so that the child can easily dip his hands. From the age of 5, children can already paint their palms with a brush. In such classes, children get acquainted with the properties of paints, with color, develop artistic taste, spatial imagination. In the process of drawing with palms, fine motor skills, sensory, color perception develop. With the help of palms, you can create any abstractions, draw plot pictures. By turning the palm in different ways, you can draw different details and embody any ideas, enjoying the color. I want to present to your attention the work of children preparatory group hand drawn.

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The development of the creative abilities of preschoolers in artistic and creative activities Educator: Kirsanova Galina Viktorovna MDOU "d / s No. 25", Kimry

“It is impossible to teach creativity, but this does not mean at all that the educator cannot contribute to its formation and manifestation” L.S. Vygotsky

: Relevance The development of creative abilities of preschoolers is given special importance in the context of standardization preschool education. Most effective tool for the development of creative thinking and imagination of children is a productive activity that contributes to: - the development of the ability to think outside the box; - readiness for creative activity; - the ability to create creative products of their own activities; - the formation of an aesthetic attitude to the world.

Novelty Novelty lies in rethinking the target and content guidelines artistically - aesthetic development younger preschoolers through: - the use of non-traditional methods of productive artistic activity along with traditional methods; - the relationship of directly educational with independent and joint activities of children with a teacher; - interaction with parents as active participants educational process.

Purpose Development of creative abilities of preschoolers through the use of traditional and non-traditional techniques of productive artistic activity.

Tasks to introduce artistic features and design capabilities of various materials. Exercise in the transformation of materials into various designs (folding, crushing, molding, combining several images into one, etc.). To promote the development of basic and non-traditional techniques of drawing, application, artistic design and labor. Develop artistic perception, visual-figurative thinking, creative imagination and artistic taste. To support manifestations of initiative, individuality, reflection. To intensify creative manifestations in the process of one's own productive activity in the course of creating an expressive original image. To cultivate confidence, independence, initiative in productive artistic activity. Involve parents in joint creative activities, improve their pedagogical competence in the field of artistic and aesthetic development of children.

The system of work on the development of creative abilities of preschoolers Work with children: 1. Work with children: - Directly educational activities- Joint activities of the educator with children - Independent children's activities 2. Increasing the competence of teachers: - consultations; - Master Class; - workshop; etc. 3. Interaction with parents: - parent meetings; - survey of parents; - consultations; - visual information; - involvement of parents in the production of games and manuals.

Stages of work I. Preparatory stage: Analysis of psychological, pedagogical and methodological literature on the impact of productive activity on the development of artistic and creative abilities of younger preschoolers; Organization and replenishment of the developing environment; Diagnostics of the development of creative abilities of young children preschool age; Selection and systematization of forms of organization of children, methods and techniques that contribute to the development of children's creative abilities. Development of a long-term plan for the development of creative abilities of preschoolers; Drawing up a plan of interaction with parents and teachers. II. Main stage: Implementation of planned activities with children (directly educational activities, joint activities); Interaction with parents and teachers. III. The final stage: Diagnostics, registration and analysis of results, summing up, forecasting further activities. Stages of work on the topic of experience

Art corner equipment Thick wax and watercolor crayons; Colored chalk; plasticine, sets of paints, felt-tip pens, pencils; Sets with stencils for application and drawing; Colored and white paper, cardboard, wallpaper, paper of different tones and textures; Stickers, fabrics, self-adhesive film, glue; Blackboard, easel, magnetic board, flannelgraph Non-standard equipment (pokes, blowing tubes, cotton buds, stamps, brushes, foam rubber, seals, clichés, etc. Educational games; albums on acquaintance with arts and crafts, types and genres of art); Coloring books; illustrative material; Cups for water, napkins for brushes.

Games and exercises used to develop the creative abilities of preschoolers Exercises and games that help children master the properties of visual materials and the rules for using tools; Games for the development of fine motor skills (finger games), game exercises for the development of skills to create simple forms (game situations “Wrapping a thread on a ball”, “We make koloboks”); Exercises that contribute to the development of skills to connect drawing elements (strokes, lines, strokes) with environmental objects; The use of co-creation techniques (children perform a drawing on a silhouette prepared by a teacher, complete the elements) and create collective compositions; The use of non-traditional techniques and materials: drawing with palms, fingers, stamps, applique with scraps of colored paper and drawing, gluing cotton balls, threads, crushed shells, modeling from multi-colored dough with drawing a picture with stamps or subsequent coloring; Games and exercises that contribute to the formation of children's sensory experience: tactile and visual examination of objects and toys; Examination of attractive toys, household items;

Recommendations for teachers and parents To develop the creative abilities of preschoolers, it is necessary to: Create conditions: Prepare the necessary materials for creativity and find time to play with them. Arouse the desire in the child to take the initiative, to develop interest in the world around him. Be patient with unexpected ideas and solutions. Support the child when he is in the process of creative search. Show interest in collaborative productive activities and experimentation with art materials. Show sympathy for the child's attempts to express their impressions in productive activities and the desire to make it understandable to others.

Conclusion Purposeful productive artistic and creative activity contributes to the development of creative abilities of younger preschoolers. The use of non-traditional methods of artistic activity along with traditional ones stimulates creative activity, thinking, imagination, "immerse" the child in an atmosphere of creativity. The role of the teacher, firstly: to form the ability to LOOK and SEE;, FEEL, KNOW, CREATE; equip children with skills (what can be done, from what, with what materials and equipment); secondly: to involve parents in active joint activities. Only in this way the child will have a desire to show creativity in independent productive activities.

Thank you for your attention!

Creative abilities are the individual characteristics of a person's qualities that determine the success of his performance of various creative activities. V.T. Kudryavtsev and V. Sinelnikov singled out the following universal creative abilities: 1. Imagination realism is a figurative grasp of some essential, general trend or pattern of development of an integral object, before a person has a clear idea about it and can enter it into a system of strict logical categories. 2. The ability to see the whole before the parts. 3. Supra-situational - transformative nature of creative solutions - the ability to solve a problem not just choose from alternatives imposed from the outside, but independently create an alternative. 4. Experimentation - the ability to consciously and purposefully create conditions in which objects most clearly reveal their essence hidden in ordinary situations, as well as the ability to trace and analyze the features of the "behavior" of objects in these conditions.

Creative abilities are the individual characteristics of a person's qualities that determine the success of his performance of various creative activities. The main directions for the development of creative abilities in preschool age: 1) The development of a productive creative imagination, which is characterized by such qualities as the richness of the produced images and direction. 2) Development of the qualities of thinking that form creativity.

Imagination is the ability to construct in the mind something new, going beyond the previously perceived, from the elements of life experience (impressions, ideas, knowledge, experiences) through their new combinations and ratios. There are several types of imagination: 1. Recreating - this is the representation of images according to a predetermined description, for example, when reading books, poems, notes, drawings, mathematical signs. Otherwise, this type of imagination is called reproductive, reproducing, remembering. 2. Creative is the independent creation of new images according to one's own design. Children call it "from the head." 3. The unmanageable is what is called "violent fantasy", an absurdity, a set of unrelated absurdities.

Techniques of creative imagination: Bonding (agglutination) - children are invited, by combining elements of various animals, to make a living creature out of them with new unusual properties; Analogies - a variety of objects that do not have a strictly defined shape (clouds, scribbles) that are associated with similar real objects; Exaggeration and understatement - a story about some event, with the exaggeration of one and the understatement of the other; Emphasis - the ability to notice and highlight the main thing; Typification (in artistic creativity) of similar objects - to identify typical ones by any sign;

The divergent way of thinking underlies creative thinking, which is characterized by the following main features (Gilford): 1. Speed ​​- the ability to express the maximum number of ideas (in this case, not their quality, but their quantity is important). 2. Flexibility - the ability to express a wide variety of ideas. 3. Originality - the ability to generate new non-standard ideas (this can manifest itself in answers, decisions that do not coincide with generally accepted ones). 4. Completeness - the ability to improve your "product" or give it a finished look.

Qualities that form creativity: Associativity - the ability to see the connection and similarities in objects and phenomena that are not comparable at first glance; Dialectic - the ability to see contradictions in any systems that hinder their development; the ability to eliminate these contradictions, to solve; Consistency - the ability to see an object or phenomenon as an integral system;

Pedagogical tasks on the development of qualities that form creativity: Pedagogical tasks for the development of associative thinking in preschool age: 1. Development of the ability to find connections and similarities in objects and phenomena. Pedagogical tasks for the formation of dialectic thinking in preschool age: 1. Development of the ability to find contradictions in any subject and phenomenon. 2. Development of the ability to clearly articulate the identified contradictions. 3. To form the ability to resolve contradictions. Pedagogical tasks for the development of systematic thinking in preschool age: 1. Formation of the ability to consider any object or phenomenon as a system that develops over time. 2. Development of the ability to determine the functions of objects, taking into account the fact that any object is multifunctional.

The main conditions for the successful development of creative abilities: Providing the child with freedom in choosing activities; Creating an environment that is ahead of the development of children; Smart, friendly adult help; Comfortable psychological environment, encouragement by adults; Independent problem solving by the child without prior training; Early physical and intellectual development of children;

Techniques early development: 1. Montessori system - "Help me do it myself." - trust in the child and respect for his desires and needs; - immersion in a certain environment, organized according to strict rules, - didactic material - Montessori's "golden material": insert frames, pyramids, lacing games. 2. Method Nikitins - "Tomorrow will be late!" do not limit the development of the child by any prescriptions or "schedules"; everything that the baby can do on his own, he should do just that. Do not prompt ahead of time, do not rush to help with natural difficulties (for example, in a game). a combination of mental and physical development is necessary. Collaboration plays an important role general work, household help to parents, etc. This is both communication with them and a way to learn the skills necessary for life. the best incentive is praise. Do not skimp on the words of approval when something worked out. Failure should not be the focus. 3. Development according to Glenn Doman - "Grow a genius." - classes with the child take place in the form of demonstrating to him certain - - cards that contain "bits of knowledge"; Parents are the best teachers for their child.

Methods and techniques for developing creative abilities: - methods of working in a sensory room, where special technical equipment stimulates the development of leading analyzers - auditory, visual, olfactory, tactile; creates light, sound, tactile effects for working with various game and visual images;

Methods and techniques for the development of creative abilities: Fairy tale therapy is a method of working with a metaphor that uses a fairy-tale form to integrate a person, develop creative abilities, expand consciousness, improve interaction with the outside world;

The technology of working with sand (sand therapy), where the main emphasis is on the creative self-expression of the child, thanks to which, at the unconscious-symbolic level, the reaction of internal stress and the search for ways of development, work with images of the personal and collective unconscious occur. Methods and techniques for developing creative abilities:

The main areas of work of a preschool psychologist on the development of children's creative abilities: 1) Diagnostics of creative abilities (Methods for diagnosing universal creative abilities for children 4-5 years old (authors: V. Sinelnikov, V. Kudryavtsev); 2) Conducting training sessions for preschoolers aimed at development of creative imagination and thinking; 3) Conducting training sessions for teachers of preschool educational institutions aimed at developing the creativity of the teachers themselves and the methods and techniques for developing creative ones; 4) Ensuring interaction with the family on the development of the child's personality;

A set of activities in the preschool educational institution aimed at developing the creative abilities of children: Introduction to the program of preschool education of classes aimed at developing creative imagination and thinking; Inclusion in the programs of classes in fine arts, music, speech development, fiction tasks of a creative nature; Management of adult children's subject and role-playing game in order to develop the imagination of children; The use of special games that develop the creative abilities of children; Working with parents

Experience on the topic Development of creative abilities of younger preschoolers in productive artistic and creative activities Municipal budgetary preschool educational institution kindergarten 8 combined type of Severomorsk Educator Shestopalova Daria Alexandrovna

The development of the creative abilities of preschoolers is given particular importance in the context of the standardization of preschool education. The most effective means for the development of creative thinking and imagination of children is a productive activity that contributes to: - the development of the ability to think outside the box; - readiness for creative activity; - the ability to create creative products of their own activities; - the formation of an aesthetic attitude to the world. Relevance of the chosen topic

The novelty of the experience lies in the rethinking of the target and content guidelines for the artistic and aesthetic development of younger preschoolers through: - using, along with traditional methods, non-traditional methods of productive artistic activity; - the relationship of directly educational with independent and joint activities of children with a teacher; - interaction with parents as active participants in the educational process. Novelty

To acquaint with the artistic features and design capabilities of various materials; Exercise in the transformation of materials into various designs (folding, crushing, molding, combining several images into one, etc.); To promote the development of basic and non-traditional techniques of drawing, application, artistic design and labor; Develop artistic perception, visual-figurative thinking, creative imagination and artistic taste; To form the position of the artist-creator, encourage them to independently choose image techniques when creating expressive images; support manifestations of initiative, individuality, reflection; Activate creative manifestations in the process of one's own productive activity in the course of creating an expressive original image; Coordinate the idea, actions and planning in the process of performing collective creative work. Involve in creative experimentation with pictorial materials, the use of ways to create an image on their own initiative and in new conditions, the use of a variety of pictorial techniques and their combinations; To cultivate confidence, independence, initiative in productive artistic activity; Involve parents in joint creative activities, improve their pedagogical competence in the field of artistic and aesthetic development of children. Tasks

The experience is based on: - L.A. Wenger, N.S. Leites, O.M. Dyachenko, A.V. Zaporozhets, T.S. Komarova, N.P. Sakulina, E.A. Flerina on the study of psychological mechanisms for the development of the ability to perceive artistic images; - theoretical approaches of A.A. Bodalev, V. Yasvin, S.D. Deryabo, V.P. Lebedev about the role of the creative personality of an adult and the developing educational environment as factors that ensure free and active self-development and the realization of the creative potential of preschoolers; - scientific works of P.R. Atutova, A.V. Khutorsky, L.A. Paramonova, V.B. Khoziev and others to the development of children's creative abilities in the process of vigorous activity that has a productive character; - modern technologies G.S. Altshuller, Yu. V. Ruzanova A.A. Melik-Pashaeva, E.L. Yakovleva, Yu.N. Kulyutkina, A.I. Savenkov on the development of the creative potential and creativity of preschoolers when creating their own personal significant creative “product”; - guidelines E.V. Polozova, L.V. Tomashevskaya, E.Yu. Gerts I. A. Lykova on the use of non-traditional methods and techniques of artistic and creative activity in work with preschoolers. Methodological basis

The system of work on the development of the creative abilities of preschoolers Work with children: Directly educational activities Joint activities of the educator with children Independent children's activities Increasing the competence of teachers: consultations; Master Class; seminar-workshop; round table and so on. Interaction with parents: parent meetings; survey of parents; consultations; visual information; open classes for parents; workshops for parents; involvement of parents in the production of games and manuals; library for parents; joint trips to cultural institutions cities (museums, exhibition halls)

I. Preparatory stage: Analysis of psychological, pedagogical and methodological literature on the impact of productive activity on the development of artistic and creative abilities of younger preschoolers; Organization and replenishment of the developing environment; Carrying out diagnostics of the development of creative abilities of children of primary preschool age; Selection and systematization of forms of organization of children, methods and techniques that contribute to the development of children's creative abilities. Development of a long-term plan for the development of creative abilities of preschoolers; Drawing up a plan of interaction with parents and teachers. II. Main stage: Implementation of planned activities with children (directly educational activities, joint activities); Interaction with parents and teachers. III. Final stage: Diagnostics, registration and analysis of the results, summing up, forecasting further activities. Stages of work on the topic of experience

Thick wax and watercolor crayons; Colored chalk; plasticine, sets of paints, felt-tip pens, pencils; Sets with stencils for application and drawing; Colored and white paper, cardboard, wallpaper, paper of different tones and textures; stickers; fabrics; adhesive tape; Paste; Type-setting canvas; Board, easel, magnetic board, flannelgraph or carpet; Non-standard equipment (pokes, blowing tubes, cotton buds, stamps, brushes, foam rubber, seals, clichés, etc. non-standard equipment for creative work; Educational games; albums on acquaintance with arts and crafts, types and genres of art); Coloring books; illustrative material; Cups for water, napkins for brushes. Equipping the corner of visual activity

Exercises and games that help children learn the properties of visual materials and the rules for using tools; Games for the development of fine motor skills (finger games), game exercises for the development of skills to create simple forms (game situations “Wrapping a thread on a ball”, “Sculpting koloboks”); Exercises that contribute to the development of skills to connect drawing elements (strokes, lines, strokes) with environmental objects; The use of co-creation techniques (children perform a drawing on a silhouette prepared by a teacher, complete the elements) and create collective compositions; The use of non-traditional techniques and materials: drawing with palms, fingers, stamps, applique with scraps of colored paper and drawing, gluing cotton balls, threads, crushed shells, modeling from multi-colored dough with drawing a picture with stamps or subsequent coloring; Games and exercises that contribute to the formation of children's sensory experience: tactile and visual examination of objects and toys; Examination of attractive toys, household items; Examination of bright books with illustrations for Russian folk tales, for fun. Games and exercises used to develop the creative abilities of younger preschoolers

MonthContent of work September Questioning of parents "Development of creative abilities of children in preschool educational institutions and in the family" Poster information "What are creative abilities and how to develop them?" October Joint exhibition of drawings "In the world of fairy tales" (non-traditional drawing techniques) November Round table "Game - as a means of developing the creative abilities of children" December Fair for the birthday of the kindergarten (joint activities of children with parents) January Master class "Drawing with fingers, fists, palms" February Round table "Developing creative imagination and thinking of preschoolers" March Master class " Bouquet for Mom" ​​(using stamps, poke) April Seminar-practice "Non-traditional drawing techniques" May Creation of creative parent-child projects on the topic Perspective plan of work with parents

Planning work to improve the competence of teachers Month Content of the work September Consultation "Development of creative abilities in different age groups" October Master class "Drawing with palms and fingers" November Round table "Game as a means of developing children's creative abilities" December Workshop "Making a New Year's toy » January Consultation "Lego - construction as a means of developing the creative abilities of preschoolers" February Workshop "Ship of flowers" March Seminar-practice "Non-traditional drawing techniques" April Round table "Developing creative imagination and thinking of preschoolers" May Consultation "Creativity of young children as figurative knowledge of the world "

Emotionally respond to expressive images, rejoice at a beautiful object, drawing, visual materials; see aesthetic manifestations, means of expression, feel the emotional expressiveness of forms, lines, colors; can express their opinion available means explain the choice of subject. They can create the simplest images (subject, plot and decorative) based on lines, strokes, spots, simple shapes. They have mastered some visual-expressive and technical skills (according to the requirements of the program), ways of creating an image, convey the resemblance to real objects, enrich the image with expressive details. Show some independence in the choice of visual means and materials; Show interest in creative experimentation; Improved manual skill, fine motor skills; The level of development of artistic and creative abilities has increased. Achievements of children (according to T. G. Kazakova, T. S. Komarova):

Results of work with teachers and parents: Parents: Show interest in joint creative productive activities; They are interested in the life of children in a group, provide all possible assistance in the design of exhibitions; The level of competence in matters of artistic and aesthetic development of preschoolers has increased; There was a need to participate in joint projects. We enriched the subject-developing environment in groups, replenished the corners of creative activity; We systematized our own knowledge on the use of non-traditional techniques in working with younger preschoolers; They use a variety of forms of work with parents to develop the creative abilities of children. Teachers:

Criteria for the manifestation of creativity Mr. nsvnsv Enthusiasm, the ability to enter an imaginary situation Resourcefulness in solving new problems, combining familiar elements in new combinations, originality of methods of action Use of expressive means in the manifestation children's creativity and enrichment of the artistic image Monitoring of indicators of the development of creative abilities of younger preschoolers (%) (L.V. Panteleeva, I.A. Lykova) Analysis of monitoring shows consistently high results in the development of creative abilities of preschoolers with their positive dynamics, which allows us to conclude that the work carried out is effective .

To develop the creative abilities of preschoolers, it is necessary to: Create conditions: prepare the necessary materials for creativity and find time to play with them; Arouse the desire in the child to take the initiative, develop interest in the world around them, Show patience for unexpected ideas and solutions; Support the child when he is in the process of creative search; Show interest in collaborative productive activities and experimentation with art materials; Show sympathy for the child's attempts to express their impressions in productive activities and the desire to make it understandable to others. Recommendations for teachers and parents

Conclusion: Purposeful productive artistic and creative activity contributes to the development of creative abilities of younger preschoolers. The use of non-traditional methods of artistic activity along with traditional ones stimulates creative activity, thinking, imagination, "immerse" the child in an atmosphere of creativity. The role of the teacher, firstly, is to form the ability to Look and See, Feel, Learn, Create, equip children with skills (what can be done, from what, with what materials and equipment); secondly, to involve parents in active joint activities. Only in this way the child will have a desire to show creativity in independent productive activities.

FOR KINDERGARTEN TEACHERS: 2012 - consultation "Methods and techniques of working with preschoolers on the development of children's fine arts" as part of a teaching hour; 2013 - master class "Drawing with stamps" within the framework of the round table "Creative development of preschoolers"; 2013 - generalization of work experience on the topic "Development of creative abilities of younger preschoolers in productive artistic and creative activities" at the pedagogical council (Protocol pedagogical council 5 from d.). AT THE MUNICIPAL LEVEL: 2013 - Consultation point "Familiarization of preschoolers with their native land." Speech with a presentation of the educational and creative project “My Favorite City” as part of the round table “Raising Little Citizens. The use of active forms and methods of organizing work with children in the education of moral and patriotic feelings. AT THE REGIONAL LEVEL: 2013 - MSHU, round table "Development of creative abilities of preschoolers in the context of the introduction of the Federal State Educational Standard of preschool education" for students Psychological and pedagogical Institute of the Murmansk State Humanitarian University. Presentation with the report "Lego - design as a means of developing the creative abilities of preschoolers"; - Intermunicipal Correspondence Conference " Kindergarten in joy - the creation of optimal conditions for the physical development and mental health of preschool children educational institutions in the context of preparations for the introduction of the Federal State Educational Standard of Preschool Education”, Apatity. Presentation on the topic "Isotherapy as a means and method of forming the psychological health of preschool children." Dissemination of experience

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Presentation - Development of creative abilities of preschoolers

The text of this presentation

MBOU secondary school No. 6
DEVELOPMENT OF CREATIVE ABILITIES OF PRESCHOOL CHILDREN THROUGH PRODUCTIVE ACTIVITIES (from the experience of preschool education groups) Smirnova Elena Vladimirovna, methodologist of preschool education 2015
MBOU "Secondary school No. 6 named after Hero Soviet Union A.V. Popov, Velikie Luki

PRESCHOOL AGE IS THE FOUNDATION OF CREATIVE POTENTIAL
Society needs proactive individuals who are able to think outside the box, ready for creative activity, creating creative products of their activity.

PRODUCTIVE ACTIVITIES
Ability to think outside the box; Readiness for creative activity; Development of initiative, curiosity, resourcefulness; Creative products of activity; Aesthetic and positive attitude to the world.

STAGES OF CHILDREN'S CREATIVITY
Formation of the idea Implementation of the idea 3. Analysis of creative work

CONDITIONS, METHODS AND TECHNIQUES FOR THE DEVELOPMENT OF CREATIVITY
Object-spatial development environment

2. GCD game plot
3. Create a situation of success

4. Ready-made creative tasks 5. Creating a situation of creative search

6. Create an atmosphere of inspiration

7. Choice art materials and technician

8. Variety of experiences
Directions for the development of cognitive interests: a / gradual enrichment of the child's experience, saturation of experience with new knowledge about various fields of activity; b / gradual expansion and deepening of cognitive interests within the same sphere of reality.

9. positive attitude to the creativity of the child
Joy of knowledge; The joy of discovery; The joy of creativity; Satisfaction with praise 10. The teacher is a creative person!

Purpose: to develop the creative abilities of children in productive activities
Tasks
Improve and deepen visual skills
To contribute to the disclosure of the creative potential of the child, using various techniques in the work
Teach unconventional techniques using different materials
Develop fine motor skills and tactile perception
To lead children to create an expressive image when depicting objects and phenomena of the surrounding reality
Cultivate a culture of activity, form the skills of cooperation
Form an aesthetic attitude to the environment. Cultivate artistic taste

DIRECTIONS OF THE SYSTEM - with children (joint and independent activities); - with teachers (consultations, master classes, workshops) - with parents (exhibitions, competitions, open doors", joint events)

MUGS
"Sculpting-masterilki" (teacher Tsareva T.S.) "Naughty pencil" (teacher Ivanova S.I.) "Rainbow of colors" (teacher Ivanova S.I.) Art studio "Droplet" (teacher of fine arts Smirnova R.V. .)

SYSTEM COMPONENTS
a/ choice of subject; b/ training in techniques; c/ stimulation of independence and manifestations of creativity

Creative activity
ACTION ALGORITHM

Learning activities
cognitive activity