Art therapy in working with children with disabilities. Multitherapy as a rehabilitation technology for children with disabilities

Nasibullina Olga Ivanovna
Job title: personal education teacher
Educational institution: Municipal educational institution Privolzhskaya Osh
Locality: Novoulyanovsk, Lipki village
Name of material: article
Subject: The use of art therapy in working with children with disabilities
Publication date: 02.05.2016
Chapter: secondary vocational

The use of art therapy in fine arts lessons in working with children with disabilities “What is creative is often therapeutic, what is therapeutic often represents the creative process.” In this article I want to introduce you to the practical application of art therapy technology in the system of education and upbringing of children with disabilities, in particular children with mental retardation. Art therapy acts as an effective means of helping children with behavioral and mental health problems. I work with children with disabilities. With “special children” who have serious health problems. Such children have low performance, poor attention, memory, insufficiently developed speech, and low educational motivation. Compensation for a child’s shortcomings is possible by involving him in various creative activities. The process of visual creativity itself is a powerful means of correctional work with “special” children. Today, experts (Druzhinin V.N., Schneider L.B., Eidimiller E, G. are increasingly calling family and school risk areas. Many diseases and defects are associated with family upbringing and schooling (Zakharov A.I. Kozlovskaya G.V. Kremneva L.F., Kagan V.E.) My teaching practice at school shows that in recent years, restless, aggressive children with unstable psyches often come to school. In families where the child has negative social experiences, as a rule, negative character traits. In such families, communication with children occurs quite rarely, in education parents often use punishment, often corporal. Children's hostility towards a friend does not cause condemnation among adults. Parents are the standard by which children compare and base their behavior. Problems accompany a child everywhere, at school, at home, on the street.In Russia in the second half of the 20th century, art therapy was developed and used for therapeutic and correctional purposes, both in various areas of medicine and in psychology, in particular in special psychology. The domestic school of using art in treatment and correction has achieved enormous success in recent years and shows that various means of art, visual, artistic, music, dance, have a healing and corrective effect on both the physiological processes of the body and the psycho-emotional state of a person. The term “art therapy” (literally: art therapy) was introduced into
used by Adrian Hill (1938) when describing his work with tuberculosis patients in sanatoriums. This phrase was used to refer to all types of arts activities that were carried out in hospitals and mental health centers. - Cathartic (cleansing, liberating from negative states). -Regulatory (relieving neuropsychic tension, regulating psychosomatic processes, modeling a positive state). - Communicative - reflexive (providing correction of violations). The forms and methods of art therapeutic work with children are very diverse. Art therapy is used both individually and in groups. There are two forms of art therapy: passive and active. In the passive form, the child “consumes” works of art created by other people: looks at paintings, reads books, listens to music. At active form art therapy, the child himself creates creative products: drawings, sculptures, etc. Currently used in different countries The forms and methods of art therapeutic work with children are very diverse: fairy tale therapy, play therapy, chromatherapy, etc…. Taking into account the psychophysical characteristics of children, I created an art therapy project “I draw success and health.” The goal of the project is the harmonious development of a child with developmental problems, expanding the possibilities of his social adaptation through art, participation in social and cultural activities in the micro- and macroenvironment. Through the use of art therapy, I solve the following pedagogical tasks: 1. I teach children to use a socially acceptable outlet for aggressiveness and other negative feelings. Through working on drawings, paintings, which is in a safe way Let off "steam" and relieve tension. 2. Correcting psycho-emotional state child's creative process. 3. I work through thoughts and feelings that the child is used to suppressing (sometimes non-verbal means are the only possible way to express and clarify strong feelings and beliefs). 4. I contribute to the formation of the qualities of positive communication. (Participation in artistic activity can help create relationships of empathy and mutual acceptance.) 5. Develop a sense of internal control (work on drawings,
paintings or modeling involves ordering colors and shapes). 6. I concentrate on sensations and feelings. Visual arts classes provide rich opportunities to experiment with kinesthetic and visual sensations and develop abilities. 7. Developing artistic abilities. 8.I form positive self-esteem for students. Why art therapy when there are art classes? During art therapy sessions, the main goals are psychotherapeutic and correctional. Value judgments in terms of: beautiful - ugly, similar - not similar, right - incorrect are also not used. Sincerity, openness, spontaneity in expressing one's own feelings and experiences, and an individual style of self-expression are of greater value than the aesthetic side of the product of visual activity. During lessons, the content and order of students' activities are set and strictly controlled by the teacher. Art therapy, on the contrary, provides a high degree of freedom and independence. Each child retains the right to choose the degree of participation in group interaction, participation in social and cultural activities in the micro- and macroenvironment. Sequence of work with children: This is a preparatory stage for visual activity, where the main goal is to arouse interest in drawing, introduce them to the tools and means of visual activity: paints, crayons, felt-tip pens, brushes, gouache, and the very beginning of how to use them. During this period, the idea of ​​what paper, pencil, chalk, and paints are intended for becomes firmly established in the child’s consciousness. The second stage is drawing......but later. For now, the stage of scribbling, scribbling, dots, strokes. And the first achievements are scribbles, or just random strokes. The next stage of drawing is drawing a circle. And this work begins with circular lines, these are game tasks: skeins of thread that a kitten unwinds, smoke from a chimney, clouds, etc. We wind the drawing onto a ball. It’s boring for a child to draw straight lines, so I’ll come up with an interesting task: “Radiant sun”, “The grass has grown”, “Skier’s footprint”, “Fence”.. “Leaf fall” “It’s snowing”. As we master the skills and abilities, we move on to painting with paints. I noticed that almost all children, starting to work with paints, are delighted to paint over the entire sheet of paper. I use the finger painting technique with paint. Just drawing with your finger is boring, I try to organize the activity in a fun and playful way, I come up with a task: a bunny ran along the path, a funny dandelion, a ripe raspberry, a magical rowan.
The classes are very successful, where the children draw with their fingerprints, miracle animals, spotted predators, overseas animals appear on paper, I suggest you come up with an extraordinary story for their drawings. By drawing with their palms and fingers, children enjoy the very fact of the appearance of color prints. Through creativity I help the child alleviate his condition, because... any creativity releases a large amount of positive energy, any creativity is useful. I also help the child find a variety of characters in the drawing. If a child speaks, then he can read the drawing independently; if he does not, then the child develops internal speech through sensations, which contributes to the development of cognitive activity. To do this, I ask leading questions and help the child complete the drawing. In my classes, I try to create conditions for students to develop a motive for self-change. To relieve mental stress, I conduct the lesson “Erasing resentment with paints”; we learn not to accumulate resentments and negative emotions, but to get rid of them as soon as possible. I invite the children to draw their “cloud of resentment” on a piece of paper with gray paint. Then, without allowing the paint to dry, immediately begin to blur it with another, brighter paint, while mentally repeating “I am blurring the offense, it loses its power” and wash off the stain that has formed from the sheet of paper until it completely disappears. When correcting neuroses, fears, stress, and a child’s feeling of deep sadness, we perform the following exercise with children: “I pronounce sadness in black.” Take 3 sheets of white paper, watercolor paints and a brush. On the first sheet we place several black spots, shaking with a brush. I ask the children to look carefully, see some kind of image in these spots, you can connect them slightly and correct them. Perhaps these will be black leaves, black birds, etc. Then take a second sheet of paper, gray paint and do the same. Look carefully at what happened, what it looks like. On the third sheet, repeat the same thing that they did on the first and second sheets, but only do it with bright yellow, green and red paints. Here children come to life, see amazing flowers, magical patterns, and strange animals. Completely different, they look at the world more joyfully, more confidently, i.e. work with bright colors helped improve my mood and change my inner mood. The child understands that love, joy, and sadness can be expressed in color. To achieve what you want healing effect The emotional coloring of information passing through the brain is necessary. Communication with the natural environment through stereotypes and patterns reduces
the effect of work to zero. Therefore, in my work I use tasks to destroy stereotypes. Tasks enrich inner world child. These tasks were developed by D.K. DZYATKOVSKY IN 1986. Examples of tasks this can be any technique. “Tree with its roots up”, “Multi-colored water”, “A soft, kind, sweet flower, a beast flower, a car that drives without the help of wheels, a completely safe car, alien household items, a bird flies, but without the help of wings, pink snow. Tasks for the associative transfer of state, mood (any technique) Feelings of love, feelings of pain, feelings of resentment, tastes sweet, sour, gusty wind, hurricane, waterfall. Each child has his own psychophysiological characteristics, and I take this into account when working with children. For children with hyperdynamic syndrome, I offer tasks with color restrictions, excluding the choice of color when drawing (orange, red, purple, and black colors from the palette; in graphic works, children use brown), we model from paper using narrow strips. The kids also really like the Origami technique. For children with asthenic syndrome, the nature of the tasks is different. Such children have decreased tone, quickly get tired of homogeneous activities, and children’s attention is easily switched. As observations show, from 30% to 50% of children with disabilities have peripheral cervical insufficiency or other syndromes manifested in weakness of hand motor skills. We perform drawings with our hands in weight. Exercises for working with small details are also useful (we roll plasticine balls with our fingertips and lay them out on cardboard in the form of a mosaic. Games evoke a lot of positive emotions in children: I give examples of the games I use: 1. “Press and print.” You can print anything , what you want leaves, flowers, etc. Paints are an unknown world, a world of color. Children notice that the forest is blue, in the morning - orange, in the evening it looks crimson. Working with paints affects the mood in different ways. Differences in color create differences perception of reality can be expressed by colors. 2. "Color guessing games": the child must guess which colors from a limited set were used to obtain a certain mixed tone, and reproduce this result. 3. To awaken the imagination of children, I play the game "Funny Blots" ", it is important that children experience joy from working with paints. 4. "Magic threads" - this technique causes great delight in children. After all, they use it in their works and become small
wizards. For this work, you need to take No. 10 thread and cut it into 20-25 centimeters. Dilute watercolors or take colored ink, dip the threads in the paint so that they are saturated. The threads should be held by the ends. Place the thread on a sheet of paper, press it on top with another sheet, the tip of the thread must stick out. Next, pull the tip of the thread while pressing it with the top sheet. For each new color, use a blank sheet of paper. Look at your drawing with a felt-tip pen or paints and with a brush, complete the image that you saw on paper. 5. Draw with your lungs: “Soap bubbles” technique: take gouache, soap, water, take 5 tablespoons of gouache, 1 tablespoon of soap, 1 teaspoon of water. Place a straw into the mixture and blow to create soap bubbles. Take a sheet of paper and carefully touch the bubbles with it, as if transferring them to the paper (like a transfer). The results are amazing. What do they look like? You can finish drawing and make a picture, postcard, etc. 5.Blowing technique: allows you to draw beautiful flowers. To do this, you need to put a drop of red paint on paper, take a tube, blow sharply on the drop from above so that the drop scatters to the sides and you get a star, next to the red one draw a yellow star, you get a picturesque flower, next to it draw leaves around the flowers using a dipping method: lower one side in yellow paint, the other side dip the brush in green paint, apply the brush sideways to the paper, you get a two-color print, apply tendrils in dark green along the contour of the leaf. The drawing can be framed and will make a wonderful gift for your mother, sister, grandmother, etc. The purpose of these classes is to teach the child to free himself from negative thoughts, to think, to fantasize, to think boldly and freely, fully demonstrating his abilities. Through the development of the ability of self-expression and self-knowledge, any drawing or work of art can have a positive or negative impact on a person. During our classes, we conclude that certain colors help us attract success and make our dreams come true. These colors include: pink, turquoise and gold and we draw ourselves and lady luck. The guys draw how they see themselves from the outside, and next to them they draw a very beautiful Lady Luck. In this way, the guys attract good luck. My task is to instill confidence that they will really soon have luck and success. Faith in imagination and visual perception has enormous power in achieving your plans. Everything we look at affects us and has a certain effect on our well-being. In a painting, everything matters: the image itself, the color scheme. Therefore, before class, I spend a few minutes looking at reproductions, charging them with positive energy.
energy of students. For children with somatic health problems, I offer landscapes of mountain peaks and waterfalls, which have the extraordinary power to raise and strengthen energy and immunity. Paintings with a view of the sea work well for nervous, hot-tempered people... I would like to pay special attention to one of the isotherapy techniques - this is a projective drawing. she has all the necessary techniques to provide a psychocorrective effect on a child. I offer the methods of operation of this technology that I use. The following methods have been successfully recommended: projective drawing, communicative drawing, additional drawing. Projective drawing can be used both individually and in group work. Particularly effective in correcting children's fears. in group work. It allows you to diagnose and interpret communication difficulties, emotional problems, etc. The themes of the drawings are selected in such a way as to provide the children with the opportunity to express their feelings and thoughts graphically or in painting. The method allows you to work with feelings that children are not aware of for one reason or another. Usually children are happy to choose topics: “My Ordinary Day”, “Three Wishes”, “Island of Happiness”, “Tender Sun”. Art-therapeutic techniques allow you to immerse yourself in a problem as much as the child is ready to experience it. The child himself, as a rule, is not even aware of what is happening to him. In my classes I take care of introducing music and poetic words. Music affects the cerebral cortex, causes associations, it influences the child through the rhythm to which all body functions are subordinated: the heart beats rhythmically, the lungs breathe. In this case, one should also take into account the nature of the music, its melody and rhythm. As a rhythmic stimulus, music stimulates the physiological processes of the body not only in the motor, but also in the vegetative (directing the activity of internal organs and systems) sphere. Monotonous drumming causes a hypnotic state, which leads to fatigue of the auditory analyzer and subsequent inhibition in the cerebral cortex. Quiet melodic music has a sedative (calming effect that promotes the development of inhibition processes) effect and normalizes the functions of the cardiovascular system. While musical passages with sharp sound transitions enhance its function. Rhythmic music causes an increase in the tone of skeletal muscles, increases the flow of impulses, which have a beneficial effect on the activity of internal organs and systems. Major melodies give a person vigor, improve psycho-emotional well-being, sounds can also be used
natural natural origin. Sounds such as birdsong, the sound of waves, thunder, the sound of leaves, rain and others help relax the body and then activate it. Art therapy does not at all set itself the task of making everyone an artist. Her goal is different, it is not necessary to be a creator by profession, the main thing is to become the creator of your life. I see the results of art therapy sessions: children develop positive character traits, it becomes easier for them to communicate with peers, they better understand the feelings and emotions of others and express their own more easily. Children develop a sense of cooperation, self-esteem, self-confidence and self-confidence, and self-esteem increases. Thus, it is difficult to underestimate the role of art therapy in the formation of the emotionally-volitional sphere of children with developmental problems. Practice shows that creative self-expression therapy not only promotes personal health, but also makes children more moral and confident.

No toy will bind a child's heart to itself,

as living pets will do it.

In any ward bird, even in a plant,

The child will first of all feel the friend.

V. Bianchi

Desires and requests to organize hippotherapy classes in the city of Stupino often come from parents of disabled children. Together with the equestrian club "Vsadnik" we organized horse riding classes for children diagnosed with ASD and cerebral palsy. For therapeutic riding, the equestrian club “Vsadnik” has a good material and technical base: a stable, a separate arena, a special horse, special equipment, which is why specialists developed this program. The goal of our program was the rehabilitation and integration of children with impaired psychosocial status through therapeutic horse riding, the formation of a socially active life position of children with the help of comprehensive ecosystem rehabilitation.

In the process of these activities, children not only receive certain information, but also acquire new skills, and, as a rule, the activity is collective. The emphasis is on keeping children less entertained and more encouraged to engage in active, independent and purposeful activities.

The hippotherapy system invites the child to switch attention from himself to the horse, inviting him to enter an environment where he and his problems will no longer be the center of intense attention. As children move from one important achievement to the next, they begin to see their abilities and even their mastery.

Therefore, the horse is used as a vehicle to help the patient express, control and accept himself. Communication with a horse helps to increase motivation and independence, it provides opportunities for the development of emotions. A fairly intense relationship between therapist, patient and horse creates a safe, supportive environment. In this relationship, the patient learns trust, independence and initiative.

In other words, we can say that the horse turns out to be an intermediary between the sick person and the world - adults, parents, even the necessary rules of behavior. Psychologically, it is easier for a person with disabilities to build these relationships through a “third party,” in this case a horse. For example, if a child does not tolerate being touched, you can pat or stroke his horse, address it, talk to it. In turn, a child with special needs, when talking to a horse, often talks about what he cannot say to others. Thus, the horse conveys “messages” from the child with disabilities and the instructor to each other.

Ecosystem rehabilitation is an important link in personal development, because In addition to physical rehabilitation, the sick child’s distorted connections with nature are restored. Getting to know the local flora and fauna, collecting natural materials, and making crafts from them opens up a new vision of the world, broadens the horizons and enriches the child’s soul.

Animal therapy (from the Latin “animal” - animal) is a type of therapy that uses animals and their images to provide psychotherapeutic assistance. Hippocrates also noticed the positive influence of animals on a person’s state of mind. However, as an independent direction, animal therapy appeared relatively recently - in the second half of the 20th century, thanks to child psychiatrist Boris Levinson, who experimentally proved the effectiveness of using dogs in therapeutic sessions for children (including his own dog).

Animal-assisted therapy as a method of psychocorrection has virtually no limitations.

The peculiarity of animal-assisted therapy is the possibility of expanding the experience of non-verbal behavior (communication). Through interaction with animals, children develop empathy, i.e. the ability to empathize, sympathize and understand the condition of others. Even simple visual contemplation of living beings is useful: it pacifies, relaxes and gives a lot of positive experiences. In addition, watching four-legged friends expands the repertoire of emotions and has a positive effect on the development of children’s cognitive abilities. In child psychotherapy, an animal can compensate for emotional deprivation and be effective in correcting attachment and disorders associated with communication difficulties (anxiety, shyness, stuttering, low self-esteem, etc.). It is effective to use animals to correct hyperactivity in children, stimulate intelligence and emotional development. An animal can be a “guide” in establishing interaction with other people, finding a social circle, increasing self-esteem, etc.

Hippotherapy (Pet therapy) is treatment with a horse. Even in ancient times, the beneficial effects of riding and communicating with a horse on the sick and wounded were noticed. Hippotherapy is a type of animal-assisted therapy that uses communication with horses and horse riding as the main means. Since the late 50s, it began to be used for mental and neurological diseases, and now therapeutic riding centers have been established in 45 countries in Europe and North America.

Hippotherapy is an effective form of physical therapy, where the horse, the process of horse riding and physical exercises performed by a person while riding (vaulting) act as a rehabilitation tool. Physiotherapeutic horse riding (hippotherapy) has become firmly established in medical practice in the treatment of many diseases. Used for disorders of the musculoskeletal system, atherosclerosis, traumatic brain injuries, poliomyelitis, scoliosis, mental retardation. Recommended for patients with neurological, surgical, traumatic, motor, somatic, psychomotor disorders, especially recommended for children diagnosed with cerebral palsy and ASD.

A horse is a unique living simulator; it adapts its movements to the rider, warms and massages his muscles, and normalizes muscle tone. The rhythmic movements of the horse at a walk help restore the rider’s own rhythms, and this is very important in the treatment of speech disorders in children. In addition, it should be noted that the positive emotional mood that characterizes horse riding contributes to activity, improvement of the child’s mood and general condition.

The hippotherapy method combines socio-psychological and therapeutic and rehabilitation effects. It helps to awaken the personal positive “actions” necessary for the success of any activity.

Children with disabilities perceive the animal world more easily, trust it more, and correctional work is more effective.

But it is also worth adding that animal-assisted therapy is not a panacea for all diseases. There are also contraindications, although their list is insignificant and concerns mainly the acute period of any disease. Absolute contraindications are hemophilia, brittle bones and kidney disease.

In addition, even non-directed animal therapy for humans can have both a therapeutic and preventive effect, so having a pet means a positive influence on your own physical and mental state.

Animal-assisted therapy for children with autism is one of the most effective methods for establishing contact between a special child and the outside world. Most animal-assisted therapy for children with autism is therapy involving dogs, horses and dolphins, with dolphin interaction being considered the most preferred form. In addition to communicating with dolphins, horse riding sessions are recommended for young children with autism, which help combat problems with concentration, and also solve the problem of muscle tone and coordination of movements. Cats and dogs are also great ways to help children with autism; a friendly cat will give peace, and an active dog, on the contrary, will stimulate the child to move. However, in many respects the choice of animal should be determined by the preferences and characteristics of the child himself. Most parents whose children have autism protect them from anything that could harm them. Many people also consider horse riding dangerous, and when a doctor recommends hippotherapy, parents outright refuse, seeing it as a threat to the physical and mental health of their child. This opinion is extremely erroneous, since riding a horse does not imply racing. The animal is controlled by a qualified horse trainer and little riders are not left unattended for a minute.

Only obedient and meek horses that have never shown signs of aggressive behavior are selected for hippotherapy. In addition, the coach is always nearby and any manifestation of disobedience is nipped in the bud. Therefore, you can be calm about your child and not worry about accidental injuries and damage.

The positive effect of using a horse in medicinal purposes, consists of a combination of joint activity, physical communication and, especially, rhythmically ordered motor load. When a horse moves at a walk, it transmits motor impulses to the rider (90-110 per minute) similar to the movements of a person when walking. As a result, a child with developmental disabilities develops a sense of balance, which he switches to the ground when getting off the horse, normalization of muscle tone, functions of the cerebellum, coordination of movement, and general strengthening of the muscles and the entire body. The horse’s body temperature also plays an important role, which has the effect of a warming massage.

Hippotherapy has no side effects.

The relationship between patient and horse is unique in that it involves not only the body, but also the soul. A child with pathology constantly needs the help of adults. When he is on the back of a big horse and also tries to control it, his self-esteem increases: “I can do what many adults cannot!” The child also develops strong-willed character traits and independence, because he must make a lot of effort to develop the correct position and control of the horse. It is not unimportant that the child communicates with the horse, tactile contact with it - all this gives the child a lot of positive emotions, and he finds a new friend in the horse.

The horse also helps in teaching disabled children. A horse awakens a person’s imagination, makes his imagination work and offers an extraordinary solution to the problems facing him. During training, the child is inclined to communicate and perceives information well.

Therapeutic horse riding classes provide an opportunity for children with disabilities to achieve self-expression, organize their leisure time, gain confidence in their actions, become more relaxed and sociable, and thereby contribute to their social adaptation. It is important that during the rehabilitation process there is a consistent transfer of acquired physical, communication and other skills from the riding situation to everyday life.

The advantages of hippotherapy over other types of physical therapy are that horse riding ensures the simultaneous inclusion of almost all muscle groups. And this happens at the reflex level, since while sitting on a horse, moving with it and on it, the patient, throughout the entire session, instinctively tries to maintain balance so as not to fall off the horse, and thereby encourages active work both healthy and diseased muscles of your body. Neither of sports equipment does not have the ability to arouse strong multidirectional motivation in the student, which accompanies therapeutic horse riding.

Therapeutic horse riding has proven to be especially effective and efficient in rehabilitation practice with children suffering from such serious illnesses as cerebral palsy and early childhood autism. Observed therapeutic effects are directly related to the unique and effective property of hippotherapy to simultaneously have a positive impact on the physical, intellectual and psychosocial sphere of a person.

When developing this project, we set the following goals: to promote the restoration of motor functions and lost skills through regular therapeutic horse riding classes. Promote the motivation of an active lifestyle for children with disabilities. To have an educational impact on children, to introduce them to living nature with the help of horses (forming a caring attitude towards living nature, mutual assistance? studying the surrounding world, expanding knowledge about the nature of their region, mastering methods of environmental research).

Contribute to changing attitudes towards people with disabilities in society.

Teacher-defectologist: Elena Mikhailovna Kopanova

Play therapy for children with disabilities.

Today's preschoolers are noticeably different from their peers of previous years: they are more relaxed, more proactive, and smarter. But more and more children are found with behavioral deviations: some are completely unfamiliar with the state of peace and concentration, while others, on the contrary, can play alone for hours, speak quietly, and avoid contact with peers and adults. In recent decades, the problem of behavioral and communication disorders in children has attracted increasing attention from scientists. In preschool practice, it is precisely such children who lead to a deterioration in psychological comfort in the group, create difficulties in the work of teachers, but most importantly, violations in the behavior of children can lead to various kinds of diseases. It is these children who most often end up in groups for children with speech disorders. The existing behavioral problems in such children become quite a serious obstacle to learning in speech therapy group. The most accessible and effective method work with preschoolers is play therapy.

Play therapy - a method for correcting emotional and behavioral disorders in children from 2 to 7 years old, which is based on a child’s characteristic way of interacting with the outside world - play.

A game is for a child what speech is for an adult. In the process of play therapy, personal relationships are created between group members, thereby relieving tension and fear of other people and increasing self-esteem.

With the help of drawing and role-playing games, a child can express those fears, emotional states and psychological traumas that he cannot talk about. The teacher, using game situations, determines the cause of the problem and ways to solve it.

A game lays the foundation for the further development of the preschooler. It is in gaming activities that the development of memory, attention, and the development of the communicative sphere occurs. Game activity has the nature of play therapy and is used for various behavioral disorders, neuroses, fears, anxiety, and communication disorders. With the help of play therapy, aggression and hyperactivity can be corrected.

The purpose of using play therapy isnot to change or remake the child, not to teach him any special behavioral skills, but to give him the opportunity to “live” situations that concern him in the game with the full attention and empathy of an adult.

From work experience, we can confidently say that when a child’s attention is diverted by play, by working through certain tasks in a playful form, much greater results can be achieved than in the classroom. Because play is the main activity of a child. There is no need to encourage children to play; they do it with pleasure.

“Game” and “therapy” - what seems to connect these two words? Game is: entertainment, relaxation; therapy - on the contrary, treatment, stress. And yet they are united, firmly united by long-term practice of application, which in many cases gives very good results. According to psychologists, specially selected games are the most effective, and sometimes the only method of correctional work with young children. For the first time, play therapy was used by 3. Freud. Developing his method, M. Klein began to use special material for treating children: small toys that the child could identify with family members. She argued that “in free play the child symbolically expresses his unconscious hopes, fears, pleasures, concerns and conflicts.”

Everyone remembers such well-known games from childhood ashide and seek, blind man's buff, catch up.It turns out that they help children get rid of internal fears, and also allow them to relieve emotional stress. The most accessible in play therapy and the most indicative is considered playing with dolls. Watching the mother-daughter game, you can learn about the emotional world of the baby. “Mom” and “dad” drink tea together and go for a walk together - the situation in the family is prosperous; the dolls start fights, or the child turns them away from him - the baby is worried about the situation in the house. Landscaping your Dollhouse, the child subconsciously expresses all his fears and complexes. You just need to carefully watch the game process. Children's play in a group is closely related to their ideas about relationships between people. Therefore, it is necessary to constantly form and enrich children’s ideas about the role of each family member, about the ways people communicate with each other. The game fosters socially acceptable norms of relationships between people, teaches one to subordinate one’s behavior to the requirements of the situation and moral standards.

One of the most useful games counts playing with sand. In the sandbox, the kids begin to make friends with their peers, there the first quarrels occur over scoops and buckets, and there the fidget feels calm and comfortable.

The largest number of children with behavior problems suffer from increased anxiety or hyperactivity.

For hyperactive children, working with sand, cereals, water, clay, and drawing with their fingers is extremely useful. All this helps relieve tension. In general, according to psychologists, work here should be built in several directions: relieve tension and excessive motor activity, train attention and follow the interests of the child, that is, try to penetrate his world and analyze it together. For example, if a child is looking at something on the street, an adult must follow his gaze and find this object, then try to keep the child’s attention on it, ask what interests him, and ask him to describe in detail the details of the object, and together somehow comment on them. As V. Oaklander wrote: “When such children are given attention, listened to, and begin to feel that they are being taken seriously, they are able to somehow minimize the symptoms of their hyperactivity.”

Here is an approximate selection of games for such children.

"Find the Difference"

Target: develop the ability to concentrate on details.

The child draws any simple picture (a cat, a house, etc.) and passes it to an adult, but turns away. The adult completes a few details and returns the picture. The child should notice what has changed in the drawing. Then the adult and child can switch roles.

"Tender Paws"

Target: relieve tension, muscle tension, reduce aggressiveness, develop sensory perception, harmonize the relationship between a child and an adult.

An adult selects 6-7 small objects of different textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is asked to bare his arm up to the elbow; The teacher explains that an “animal” will walk along your hand and touch you with its affectionate paws. With your eyes closed, you need to guess which “animal” is touching your hand - guess the object. Touches should be stroking and pleasant.

"Pass the ball"

Target: remove excessive physical activity.

Sitting on chairs or standing in a circle, the players try to pass the ball to their neighbor as quickly as possible without dropping it. You can throw the ball to each other as quickly as possible or pass it, turning your back in a circle and putting your hands behind your back. You can make the exercise more difficult by asking children to play with their eyes closed, or by using several balls in the game at the same time.

"Prohibited Movement"

Target: a game with clear rules organizes, disciplines children, unites the players, develops reaction speed and causes a healthy emotional upsurge.

Children stand facing the leader. To the music, at the beginning of each measure, they repeat the movements shown by the presenter. Then one movement is selected that cannot be performed. The one who repeats the prohibited movement leaves the game.

L.M. Kostina’s book “Play Therapy with Anxious Children” talks in detail about childhood anxiety. Anxiety, a natural and inevitable state, begins early childhood. Under unfavorable circumstances (anxiety and fears in adults, excessive parental care, etc.), anxiety develops into anxiety, which is fixed as a personality trait.
The most natural form of overcoming emotional difficulties for a child is play. L.M. Kostina writes that the game has its own intrinsic value - the world of children really exists, and they talk about it in the game.

Games for anxious children

"Pipe"

Goal: relaxation of facial muscles, especially around the lips.

All of the exercises listed can be done in the classroom, sitting or standing at a desk.

Studies on muscle relaxation. The sketches below are recommended by M.I. Chistyakova in the book “Psychogymnastics” and are probably familiar to many of you. These sketches are useful for different categories children: anxious, autistic, aggressive.

"Humpty Dumpty"

Goal: relax the muscles of the arms, back and chest. Contents: "Let's put on another small play. It's called "Humpty Dumpty."

Humpty Dumpty

Sat on the wall.

Humpty Dumpty

Fell in his sleep. (S. Marshak)

First, we will turn the body left and right, while the arms dangle freely, like a rag doll. To the words “fell in a dream,” we sharply tilt the body downward.”

"Caterpillar" (Korotaeva E.V., 1997)

Purpose: the game teaches trust. Almost always the partners are not visible, although they can be heard. The success of everyone’s promotion depends on everyone’s ability to coordinate their efforts with the actions of other participants.

Contents: “Guys, now you and I will be one big caterpillar and we will all move around this room together. Form a chain, put your hands on the shoulders of the person in front. Hold a balloon or ball between the stomach of one player and the back of the other. hot air balloon(ball) is strictly prohibited! The first participant in the chain holds his ball at outstretched arms. Thus, in a single chain, but without the help of hands, you must follow a certain route." For those watching: pay attention to where the leaders are located, who regulates the movement of the "living caterpillar."

1. Volkovskaya T.N., Yusupova G.H.: Psychological assistance to preschool children with general speech underdevelopment. - M.: Knigolyub, 2004.-104 p.

2. Erina O. N. Consultation on correctional pedagogy on the topic:
Organization of correctional and developmental work with preschool children with disabilities. Published 06/11/2015 ()

3. “Games for children with ADHD.”The authors of the article are G.V. Bolotovsky, L.S. Chutko, Yu.D. Kropotov

4. Kuleshova E. E. “Modern approaches to the socialization of children of preschool and primary school age with disabilities,” Festival of Pedagogical Ideas “Open Lesson”

5. Kostina L.M. Play therapy with anxious children; St. Petersburg, “Speech”, 2003

6. Lyutova, E. K., Monina G. B. Cheat sheet for adults: Psychocorrectional work with hyperactive, aggressive, anxious and autistic children. -M. : Genesis, 2000.

Fedyaeva Marina Aleksandrovna

Teacher primary classes, KhMAO-Ugra "Khanty-Mansiysk School for Students with Disabilities", Khanty-Mansiysk

Fedyaeva M.A. The use of art technologies in working with children with disabilities // Sovushka. 2017. N1(7)..04.2019).

“Art is time and space, in which the beauty of the human soul lives.

Just as gymnastics straightens the body, so art straightens the soul"

V.A. Sukhomlinsky

The inner world of a child with developmental problems is complex and diverse. How to help such children see, hear, feel all the diversity of the environment, get to know their “I”, reveal it and enter the world of adults, fully exist and interact in it, develop themselves and at the same time take care of their health.

It is necessary to use new technologies that simultaneously ensure the cognitive development of children. Such a technology, which has special correctional and developmental capabilities, in my opinion, is art therapy. Art therapy or, literally, “art therapy.” This term was introduced back in 1938 by A. Hill. The main goal of art therapy is the harmonization of personality, psychological and emotional state. Therefore, the importance of the method especially increases when it comes to children with disabilities. Through the development of opportunities for self-knowledge and self-expression through artistic activity, it is possible to change behavioral stereotypes, increase adaptive abilities, find compensatory opportunities for such a child and, ultimately, successfully socialize. To prevent an art therapy lesson from turning into a lesson in visual arts, certain conditions must be met. Art therapy is a safe environment that promotes self-expression and spontaneous activity. Therefore, methods and techniques are selected taking into account the child’s capabilities; any efforts of the child during the work should be interesting and enjoyable for him. The child has the right to refuse to complete some tasks and choose the types and content of creative activities that are suitable for him. An adult should avoid value judgments and comparisons. The main goals of an art therapy session are psychotherapeutic and correctional, not educational. Therefore, you need to focus, first of all, on the process, not the result. Art is only a means that helps to better understand a child and his inner world.

Recently, many art therapy techniques have appeared: blotography; plasticineography; compositions made of colored sand; painting with salt on wet; drawing with fingers, palms; “drawing” with crumbs of dry leaves; nitcography; “drawing” with cereal; isotherapy; sand therapy; phototherapy; play therapy; music therapy; vocal therapy; fairytale therapy.

There are two forms of art therapy: passive and active.

In the passive form, the child “consumes” works of art created by other people: looks at paintings, reads books, listens to music.

With an active form of art therapy, the child himself creates creative products: drawings, sculptures, etc.

Almost every child with developmental disabilities can participate in art therapy work, which does not require any visual abilities or artistic skills. In addition, products of visual creativity are objective evidence of the child’s moods and thoughts, which allows them to be used as diagnostics. Art therapy allows you to understand yourself and the world around you.

One of the areas of art therapy is performing arts. Child's participation in theatrical production helps him immerse himself in the world of his own experiences, teaches him to express his feelings not only with words, but also with gestures, facial expressions, and movements. The child, trying on various images, gains individuality and learns to understand the experiences of other people, and the teacher gently guides him during classes. psychological correction child's behavior.

My kids and I often take part in plays, skits, and dramatizations.

Doodle technique has always been a valuable technique. This technique can be used in working with hyperactive children as a tool for developing valuable social qualities (patience, attentiveness, etc.), as well as for increasing self-esteem. The image is created without paints, using pencils and crayons. Scribbling refers to the chaotic or rhythmic application of thin lines on the surface of paper. The lines may look illegible, careless, inept, or, conversely, drawn and precise. An image can be formed from individual scribbles, or a combination can appear in an abstract manner. Doodles help to stimulate the child, make him feel the pressure of a pencil or chalk, and relieve muscle tension.

Plasticineography. The principle of this technology is the creation of molded paintings based on plasticine depicting convex, semi-volume objects on a horizontal surface. The concept of “plasticineography” has two semantic roots: “graphy” - to create, to draw. And the first half - “plasticine” - means the material with the help of which the plan is carried out. During runtime practical tasks According to plasticineography, various muscle groups are included, and correction of hand motor skills, cognitive activity, and the emotional and volitional sphere occurs. By training our fingers, we have a powerful impact on the performance of the cerebral cortex, and, consequently, on the development of speech. Therefore, the use of development-oriented plasticineography is indispensable in correctional work.

Drawing with cereals. Games with cereals develop children's imagination, imagination, tactile sensitivity, reduce emotional stress and relax. A few simple movements - and you can get some wonderful art. This is a great opportunity to express your feelings. Drawing with grains gives excellent relaxation results. To complete the picture, we use plasticine, pebbles, seeds, and nuts. Even shy children express themselves in creativity.

Drawing with fingers and palms. Paint therapy is now actively used in various educational institutions to help a child adapt to the world around him, teach him to see the world with completely different surrounding colors, teach the child to enjoy life, and of course, develop his creative abilities. In general, working with paints is very interesting and children always like it, because even at that moment when the child does not know how to express his thoughts, he can talk about what he is thinking about now with the help of paints.

Method "Telling and composing a fairy tale." Any storytelling is therapeutic in itself. It’s better to tell a fairy tale rather than read it. The teacher and the child can compose a fairy tale together, while simultaneously dramatizing it all or individual elements. A child can compose a fairy tale on his own. Independently inventing a continuation of a fairy tale and telling it by a child allows one to identify his spontaneous emotional manifestations, which are usually not noted in the child’s behavior, but at the same time act in him.

Nitcography. We create beautiful, unusual works using threads.

The effectiveness of art therapy can be judged on the basis of positive dynamics in development and increased participation in classes, increased interest in the results of one’s own creativity, and an increase in time for independent study. Numerous data show that children with disabilities often discover creative possibilities in themselves and, after stopping art therapy, continue to independently and enthusiastically engage in various types of creativity, the skills of which they acquired during the classes.

Expected results of work.

Psychological aspect: correction of the emotional-volitional sphere, deficient development of intelligence; increasing stress resistance, self-esteem, improving self-regulation of behavior; optimization of mental processes and functions.

Social aspect: harmonization of personal and intellectual potential; emotional readiness - sensitivity to society; harmonization of intra-family relations; reducing the level of conflict in society.

Pedagogical aspect: revealing the creative potential and creative capabilities of minors; development of aesthetic horizons.

Art therapy has a powerful potential, the actualization of which allows us to radically change didactic approaches to the process of teaching, upbringing, personal development, organization and implementation of joint intellectual, emotional and artistic activities of a teacher and a student with special needs. The use of art therapy tools makes it possible to informally implement the process of integrating scientific and practical knowledge, skills, and abilities into different types activities. As my work experience shows, the use of art therapy with children with special needs increases motivation and can significantly optimize the child’s development. Observations have shown that joint activities, including art-pedagogical technologies, provide a greater educational, developmental and training effect.

Literature:

1. Kopytin A.I. Theory and practice of art therapy. St. Petersburg, 2002.
2. Vygotsky L.S. Psychology of art. M.: Art, 2006.
3. Kopytin A.I. Fundamentals of art therapy. St. Petersburg, 1999.
4. Ermolaeva M.V. Practical psychology children's creativity. M., 2001.
5. Betensky M. What do you see? New methods of art therapy. St. Petersburg, 2002.
6. Petrushin V.I. Musical psychotherapy M., 2000.

This program can be used by teachers and parents for classes with children with disabilities. As a rule, such children have a narrowed circle of friends and therefore each of the activities should be beneficial, joyful and leave a feeling of satisfaction and joy in the child’s soul. Each lesson involves the use of several sensory systems of the child. The purpose of this program is to organize interesting leisure time for children through the use of fine arts. Classes involve the use of a variety of available materials and tools. It was written for two years - since I have been working on it for the second year. No spotlight.

Download:

Preview:

Municipal budgetary educational institution additional education children

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

Program approved

at the methodological council

" " 20

(Protocol No.)

I affirm:

Director Kostina O.I.

" " 20

"Art therapy"

For individual work with baby

compiler: Vikhreva O I,

additional education teacher,

Age of the trainee. 9 years,

Program implementation period: 1 year

Agreed: Acquainted:

Deputy Director for Research, Head of Fine Arts Department

methodological work of Bychkova E.A.

Sineva V.V. " " 20

" " 20

Suzdal

2013

Explanatory note

Visual activity has great value for the development and education of children with disabilities. It is impossible to obtain any image without owning objects and tools of visual activity, that is, a pencil, brush, scissors, plasticine, glue and methods of using them. Consequently, the development of a child’s visual activity is associated with the development of his objective activity and presupposes a fairly high level of development of the latter.

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

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

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

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

An undeniable advantage in this case is the age of the girl Nastya - 9 years old at the time of the start of training. The fact is that an adult is already constrained by his existing attitudes: “I can’t draw,” “the grass is green, the sky is blue.” He protects himself from intrusion into his inner world, because he is afraid of seeming funny, ridiculous and weak.

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

• Purpose of the program - nurturing in a child a caring attitude towards nature and the need for artistic organization of his living space through the organization of interesting creative leisure through the means of fine art.

Program objectives:

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

The versatility of the program’s objectives is ensured, firstly, by the availability of artistic tools and materials to children from an early age, and secondly, by the fact that visual activity child as a unique form of graphic speech is the most appropriate external form of expression of internal emotional and creative tension for this age.

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

Educational and thematic plan

p/p	Lesson topic	Number of hours			weeks
		theory	practice	Total
	Introductory lesson. 1.1Manual dominance test. (according to S.K. Kozhokhina) 1.2 Drawing yourself
	Remembering summer. 2.1 Drawing on the theme “How I spent my summer” 2.2 Status drawing
	Colors tell tales(according to A. Lopatina, M. Skrebtsova) Rainbow tales and poems 3.1 Game “All the Colors of the Rainbow”. Drawing a rainbow, and on it are all the gifts that its arcs give people. 3.2 Exercise “I can afford to play like a child”
	Collage. Types and styles 4.1Collage from magazines “Past-present-future”. Cutting out fragments. 4.2. Technique - drawing with a ball. (author Norma Leben) 4.3 Pasting collage fragments
	Working with effects. 5.1. Interaction with paper. Creation of planar compositions. 5.3 Interaction with paper. Creating a three-dimensional composition. 5.4 Technique for painting figures of boys and girls (by Barbara Turner) 5.5 Drawing on crumpled paper. 5.7 Drawing on wet paper. Exercises 5.8 Drawing on wet paper “Seascape” 5.9 Creating a thematic composition using effects of interaction with paper.
	How colors work together 6.1 Who is the whitest (according to A. Lopatina, M. Skrebtsova) 6.2 Creative task"White Dish Recipe" 6.3 Drawing “Snowflake Outfit” 6.4 Meditative drawing.
	Theme “Sea” (according to S.K. Kozhokhina) 7.1. “The magic of a passing day on the sea and river” 7.2 “The sea worries once, the sea worries twice...” 7.3 "Sea Stories" 7.4 "Journey to the bottom of the sea"
	How colors work together Theme "Color separation" 8.1 “Warm and cold kingdoms” 8.2 Crown for the queens of the Warm and Cold kingdoms
	Colorful world 9.1 Fairy tale “what flowers and colors tell about.” 9.2. Answers to questions, discussion. Game "Gardener" 9.3 Display of photos and drawings of flowers. We smell the floral aromas. Game "Guess the smell." 9.4. Drawing up a “colorful table of friendship between colors and colors”
	Let's explore the color white. (according to A. Lopatina, M. Skrebtsova) 10.1 Poems about the color white. Creative task “The role of white” 10.2 Fairy tales and proverbs about the color white. Game "Snow is spinning" 10.3. Work in color “My Winter”. Presentation “Landscape through the eyes of artists” 10.4.Nature corner “Winter”. Miniature in a glass jar.
	Who is black friends with? (according to A. Lopatina, M. Skrebtsova) 11.1 Creative task “Joyful black color” 11.2 Game “Guess the smell” 11.3Gift from the Black Fairy" 11.4 Who is friends with the color black?” 11.5 Gift to the Queen of Colors
	Black and gray (according to A. Lopatina, M. Skrebtsova) 12.1 Creative task “Immersion in color” "Gray cat and black mouse" 12.2 "Treasures of a Gray Day"
	Brown color (according to A. Lopatina, M. Skrebtsova) 13.1 Reading the poems “The Color of Brown Earth”, “Brown Chocolate” 13.2 Drawing packaging for a chocolate bar. 13.3 Chocolate Planet. Drawing portraits of the chocolate kingdom
	Purple colour 14.1 “Creative task” to draw a lilac flower 14.2 Creative task - drawing up a “colorful table of friendship between colors and colors”
	Theme "Perception" "Simultaneous perception"(according to S.K. Kozhokhina) 15.1. “Complete the image” 15.2 Working in color
	"Successive Perception" 16.1. “Complete the image” 16.2 Working in color
	The principle of synesthesia. 17.1 “What does the smell tell me?” 17.2 “I can depict and draw taste.” Drawing emerging images on paper
	"What do we draw with" Pencils and markers 18.1 “Pencil man”. Creative task 18.2 Fairy Watercolor. Wonderful gouache. Acrylic and Oil. Creative task.
	Transport 19.1 Art therapeutic technique “Magic carpet travel” 19.2 Drawing on the topic of traffic rules
	What types of paintings are there? The beauty of the landscape 20.1 Window on the world. Creative task. 20.2 Spring landscape. drawing
	Immersion in still life (according to A. Lopatina and M. Skrebtsova) 21.1 Creative task. 22.2 Healing still life. Drawing a still life from a story.
	Historical picture "Priests of History" Monument to Iron Timur (based on the painting “Apotheosis of War” by V. Vereshchagin)
	“Biblical stories” (according to A. Lopatina and M. Skrabtsova) "The Holy Trinity". Based on the icon of Andrei Rublev Trinity" Madonna's image. Creative task.
	Making a postcard (monotype, applique)
	“Music and Painting” (According to S.K. Kozhokhina)
	“Flowers” ​​(After S.K. Kozhokhina) "Miracle Flower" Final lesson
	total

1 Introductory lesson.

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

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

2. Remembering summer.

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

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

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

Rainbow tales and poems.

How colors work together

What do we draw with?

What types of paintings are there?

Rainbow tales and poems.

All the colors of the rainbow.

3.1 Reading the poem “The Seven-Colored Bridge”, questions and assignments

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

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

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

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

4.1.Collage from magazines “Past-present-future”. Attunement to the “here and now.” Analysis of one’s own experiences, reflection. Relaxation, meditation. Creating a holistic image from several pictures, which can be supplemented with paints, decorative elements, and adding words and phrases. Material: magazines, pictures, postcards, threads, grains. A4 format.

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

Can you see any letters here?

What figures do you see here?

What do these lines remind you of: people, landscapes, some events? The answers are approved by the teacher.

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

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

Working with effects.Goal: in-depth self-knowledge, mastering new types of activities and ways of behavior in an unknown situation.

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

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

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

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

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

5.5 Drawing on crumpled paper. Crumpled paper is used as a basis for the drawing. First, knead it thoroughly and get ready for work. You can draw with paints or crayons, you can tear off the edges of the drawing, shaping it in the form of an oval, circle, etc.

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

5.8 Drawing on wet paper “Seascape”. Templates for the sails are cut out from newsprint in advance. A sheet of paper is moistened with water on both sides and “glued” to the table. Templates made of newsprint are tightly applied to a damp sheet. The sky, sea, beach are covered, Before the paper is completely dry, the newspaper sails are removed. The boats and flags are painted on with a thin brush.

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

6. How to be friends with Raski.

6.1 Who is the whitest.

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

What is the character of white? -What qualities does he resemble? -What mood does this color evoke in you? -Why do you love him or, conversely, why don’t you love him? - What does the color white mean in people’s lives? - Why do some professions wear white clothes?

6.2. Creative task “Recipe for a white dish.” The fairy tale “White Snowflakes” is told. Discussion.

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

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

7.1 “The magic of a passing day on the sea and river”

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

2nd stage: educational and gaming. Let's play "Straw in the Wind".

Stage 3: cognitive-practical. We watch a slide film about marine painters (images of rivers, seas, waterfalls); make sketches with markers on small pieces of paper; Let's memorize the formula-rule of artists:

K each (red)

ABOUT hunter (orange)

Wants (yellow)

Know (green)

G de (blue)

C goes (blue)

F adhan (purple)

The rule formula is useful when arranging colors in an image of a sunset at sea. Sheet A3 can be tinted in any shade of sunset: orange, red, yellow-orange.

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

7.2 “The sea worries once, the sea worries twice...”

Stage 1: psychological entry. Game “The sea is agitated once...”

Stage 2: cognitive. Relaxation to the sounds of the sea (sharing our feelings, sensations, watching reproductions of paintings by artists).

Stage 3: practical. Using one color of pastel chalk, we arrange the objects on the sheet according to the sketch; We begin to work in color with pastels.

Stage 4: show the work to the grandmother (parents).

7.3Sea stories"

Stage 1: psychological entry. We sing songs about the sea. On an A4 sheet moistened with water, without brushes, draw the sea, using your fingers over the entire format.

Stage 2: gaming. We play “Pirates and Sailors”, video relaxation.

Stage 3: practical. We continue to work in color, taking into account the location of the colors.

Stage 4: working with the book (information about marine life).

7.4 "Journey to the Bottom of the Sea"

Stage 1: psychological entry. Audio training “Journey to the bottom of the sea.”

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

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

Stage 4: psychophysical unloading - fantasizing on the theme of sea creatures. The child is invited to wrap himself in chiffon fabric and turn into some character, moving to the melody.

How colors work together. (according to A. Lopatina, M. Skrebtsova)

1. Theme "Color separation".

8.1. "Warm and cold kingdom."

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

8.2 " Primary and derivative colors."

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

9.Colorful world

9.1. The fairy tale “What Flowers and Colors Tell About” is told.

We answer the questions:

If the grass were blue...

If the snow was black...

If the sea was red...

If milk was brown...

If tree trunks were lilac...

If the human body were green...

If the sky were pink...

9.2. Game "Gardener"

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

9.3. Showing photos and drawings of flowers. .

• We smell the floral aromas.
• Let's play "Recognize the Smell".

1. Drawing up a “colorful table of friendship between colors and colors”,for example: clover is friends with scarlet, pink and white colors.

10 Exploring the color white

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

Creative task “The role of white" Images of paintings by different artists are shown, for example: A. Rylov “In the Blue Expanse”, I. Grabar “White Winter”, A. Kuindzhi “Moonlight Spots in the Forest”, “Winter”, V. Surikov “Taking the Snowy Town”, B .Kustodiev “Maslenitsa”, I. Levitan “March”. All shades of white used by artists are listed. Then the picture he likes best is selected and the child talks about the role and beauty of white in the reproduction he has chosen, without naming it. The teacher must guess what picture we are talking about.

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

Game "Snow is spinning". White paper is torn into small pieces and folded into containers. The child gets up from his seat, throws a white chiffon fabric over himself, dances and throws up the torn paper, enjoying the snow. Relax with “winter” music.

10.3. We work in the color “My Winter”.

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

10.4 Nature corner “Winter”. Miniature in a glass jar. Materials: glass jar with a tight screw cap 300-500g, glitter, artificial snow, small plastic souvenir (animal figurine, fairy-tale character, elegant houses), water, waterproof glue, decor for the lid (beads, rhinestones, braid, etc. ). A souvenir is glued to the bottom of the jar and dried. Then sparkles and snow are poured in, everything is filled with water and the lid is screwed on tightly. The lid is decorated. When you shake the jar, it “snows.”

eleven . Who is black friends with?

11.1Reading the poems “Fairy Darkness”, “Black Earth”.We answer questions. Discussion.

Creative task “Joyful black color”. Instructions for the child “Imagine that the black dot wanted to become an artist. Draw a funny picture with black dots.” Material: black felt-tip pen or charcoal. 11.3

11.2. The fairy tale “The Gift of the Black Fairy” is told. Discussion. Game “Recognize the smell” With your eyes closed, you can guess the smells: black tea, black coffee, dark chocolate, damp earth.

11.3 “Who is friends with the color black?” Let's remember animals whose coloring contains black. We look at photographs and pictures.

• We play with the bag. The child is given a bag with a small figurine of an animal, which is very characteristic and embossed. The top of the bag is tied with braid and the child does not see what is in it. He puts his hand inside the bag and feels with his fingers what is hidden there. Having felt and imagined the form, the child talks about his feelings and then sketches them.
• 11.4 Drawing “Gift to the Queen of Colors.” The task is to draw a gift that you would bring to the ball to the fairy of all the colors and colors of the earth.

1. Black and grey.

12.1. The fairy tale “The Gray Cat and the Black Mouse” is told. Discussion.

Creative task “Immersion in color”. 2 sheets of Whatman paper are attached to the board, one with a large black square, the other with a gray one. Calm music plays - relaxation. While listening to music, the child should, without stopping, look at one and the other square in turn. Then the child tells what he saw in the black or gray square, what he remembered, what changed in his mood.

• Associative drawing. Instructions for the child: “Draw yourself as a little gray mouse and the situation in which you find yourself.”

We read a poem by Alexandra Litvskaya about the color gray.

• Practical stage of “Treasures of a gray day” - on paper gray a drawing is made on the topic Material: felt-tip pens, pastel
• Reflection

1. Brown color.

13.1 Read the poem “Brown Tan”.We look at photos of people of varying degrees of lightness. ,

Read the poem "Brown Chocolate".

We smell the chocolate. We taste chocolate - bitter black, milk, with nuts, etc. (3-4 different flavors)

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

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

1. Purple colour.

14.1 Reading the poem “Lilac Bush”

• We answer the questions: what lilac flowers do you know? If you were a sorceress, what color of objects would you change to lilac?
• We get lilac color of different shades and lightness by mixing colors. Experiment. Material: plastic cups, gouache and watercolor paints, whitewash.
• 14.2. The "Lilac Tale" is told. Discussion.
• We look at photos and drawings of lilac flowers.
• Assignment for the child: come up with and draw your own lilac flower.
• 15. Topic “Perception” according to S.K. Kozhokhina
• Simultaneous perception. “Simultaneous” - “instant.”Simultaneous perception of an object as a whole or several objects in the absence of eye movement.
• 15.1 “Complete the image.”A piece of reproduction with a window cut out inside is glued onto a blank sheet of paper. The child must complete the work using and continuing elements of the lines and colors already proposed. Linear construction. Drawing to calm music.
• 15.2. Work in color.The child is required to convey the relationship of the color with the original.
• Meditation on a candle flame as psychological protection. The thin web of someone else’s irritation and anger that has clung to a person will “burn” in a small tongue of flame. The candle is placed at a distance of 0.50 cm to 1 m from the child’s face. At his eye level. Instructions for the child: “Look wide.” with open eyes exactly in the center of the flame until your eyes begin to water (no more than 3 minutes).

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

• 16.1 “Complete the image.”A piece of reproduction is glued onto a sheet of white paper, where only part of the object is depicted. The child is invited to complete the image, relying on his life observations, imagination, and fantasy.
• 16.2. Work in color.
• Exercise to develop attention. Remember people's faces. Instructions to the child: Sit down and concentrate. Try to describe the facial features of some of your friends: nose, eyes, mouth, chin, hair color, general head shape. You need to start by studying a person’s face and try to briefly describe it. Practical lesson (on grandmothers, parents, etc.).
• 17. The principle of synesthesia.This is a phenomenon consisting in the fact that any stimulus, acting on the corresponding sense organ, against the will of the subject, causes not only a sensation specific to a given sense organ, but also an additional sensation or idea characteristic of another sense organ.
• 17.1. “What does the smell tell us?”We talk with the child about how smells enrich our lives. We bring objects with unusual smells to class: pine and currant branches, soap, perfume, a piece of smoked fish, coffee, etc. We discuss the most pleasant and unpleasant smells. We talk about the unique discoveries that we made with the help of smells.
• We train the sense of smell. We play as follows: the teacher hides the scented stick, having previously lit it to enhance the smell, and the child, taking a deep breath of air, looks for it.
• The child is offered a variety of smells to choose from: flowers, plants, fruits, products and confectionery. All items with odors are covered. Having caught the smell with his eyes closed, the child begins to look inside himself, looking at the images that flash through his imagination. A stimulus in one sensory modality causes sensations in another sensory modality. The smell gives rise to images that the child sketches on paper.
• 17.2 “I can depict and draw taste.”Products offered: sunflower oil, honey, lemon, raisins, pumpkin, granulated sugar, pickled cucumber, jam, bread, dill, etc.
• The child tries the products with his eyes closed (with a thick fabric bandage on his head). Blocking vision is necessary, since the child begins to receive completely new sensations and create images, without visual stereotypes interfering with him. The body can make various movements. Then the eyes open and the child sketches his experiences.

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

18.1 Pencils and felt-tip pens.

• We read the fairy tale “The Pencil Man”. We answer the questions:
• What do you think will happen to the pencil man next? Come up with a continuation of the fairy tale.
• Show your child drawings drawn with different pencils. (Each pencil has markings indicating different types of lead). The teacher explains how to distinguish between different types of pencils, then asks the child to guess from the child’s drawings what types of pencils were used.
• Assignment for the child: draw a pencil in the shape of a man and color it in the color you like best.

18.2. "Fairy Watercolor".

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

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

• 19.1 Art therapeutic technique “Magic carpet ride”
• We solve riddles about transport.
• Let's look at the book "Machines" - a book from the "Everything about Everything" series.
• Game "Locomotive". The child is a “car”, the teacher is a “train”, leading the child around the room. The child is blindfolded. The exercise develops trust in the teacher, teaches you to overcome feelings of fear and self-doubt.
• We make a sketch of an airplane carpet on a large sheet with a large brush using relief paint (3-4 colors).

19.2. Drawing on the topic of traffic rules.

• Showing photographs of city streets,
• A story about traffic accidents.
• Working on a drawing.
• Discussion.

20. What kinds of paintings are there (according to A. Lopatina, M. Skrebtsova M.)

The beauty of the landscape.

1. Reading the poem “Window on the World”. We answer questions.

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

What do landscape artists give people?

What landscape would you like to have in your room?

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

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

20.2. Spring landscape. Drawing.

• We look at reproductions of paintings by artists and children’s drawings on the theme “Spring Landscape”.
• We close our eyes, listen to the spring voices of birds, smell the poplar branches.
• We wet the sheet with a sponge and paint the landscape according to the idea using watercolors.

21. Immersion in still life

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

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

22. Historical picture

22.1 Read the poem “Priests of History.”We answer the questions:

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

23. Biblical stories.

• 23.1 Read the story “The Holy Trinity”.
• We answer the questions:-
• Why did angels appear to Andrei Rublev?
• What is the most unusual thing about icons?
• Who do the icons represent?
• Creative task. The child is given several reproductions of paintings dedicated to one or another biblical story (for example, “The Nativity” by El Greco, “The Baptism of Rus'” by Viktor Mikhailovich Vasnetsov, “ Easter table» A.V. Makovsky). The teacher does not say what kind of plot is depicted, but asks to describe the events that occur in the child’s paintings.
• 23.2 Image of the Madonna.Creative task. Listen to the story “The Image of the Madonna.”
• The child is given a text from a biblical parable and is asked to portray one of the heroes.
• Discussion of what the parable teaches.

24.1 Working with effects.

• -We listen to the song “Victory Day”.
• We use paper napkins of bright colors - red, yellow, white, pink and crumple them into small lumps. We glue it onto a dark sheet of colored cardboard and make an imitation of a fireworks display.
• We decorate the picture with colored gels and sparkles.

24.2. Postcard-collage for the holiday.

• Let's look at the options for holiday cards.
• Select your favorite photos from military chronicle(printed in advance from the Internet).
• We come up with a composition. Materials: photographs, colored cardboard, colored paper, strips of St. George's ribbon. Glue stick, simple and curly scissors.
• We make a postcard.
• We sing a song about Victory.

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

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

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

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

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

26.1 "Miracle Flower"

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

• We make sketches of the flowers of each craft.

26.2 Final lesson.-Fantasy “Rose Bush”. Designed by D. Stevenson. Used in interpreted form. The child makes himself comfortable and closes his eyes. The teacher sprays “Tea Rose” eau de toilette or something with a rose scent into the air, for example essential oil. The child listens to himself, senses and senses his inner self, imagines himself as a rose bush. The teacher asks questions:

• What kind of rosebush are you? Are you small or big?
• Are you curvy?
• You are tall?
• Are you wearing flowers?
• What color are they?
• Do you have thorns?
• Where are you?
• Who is looking after you?

- What surrounds you? Etc.

• Then the child opens his eyes. He says what he wants to say.
• A rose bush is drawn.
• We share our impressions that arose during the lesson.
• The teacher, saying goodbye to the child and his parents (legal representatives) on summer holidays, gives the task: observe nature and people as much as possible, take a photo as a keepsake.

Methodological support of the program

Classes in the program are planned in such a way as to:

a) observe the principle of a differentiated approach to training and education; b) introduce a variety of techniques and artistic materials; c) solve pedagogical problems of forming the child’s personality traits; d) make the child’s stay at the after-school work center comfortable, educational and interesting.

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

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

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

Work with a child is individual. During the lesson, the child consistently experiences several stages of interaction: with the world of art, with the teacher.

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

Predicted results and methods for checking them.

List of didactic materials.

A set of cards from the “First Lessons” series -

- comparisons,

• colors
• who lives where
• cards with flowers

Coloring book from the series “First Lessons” -

-dwellers of the seas

- trees and leaves

- migratory birds

- wintering birds

3 Cards with flowers

4. Flavor bubbles
5. Chiffon fabric
6. Audio files “Sounds of Nature”, “Voices of Birds”, “Relax”, songs “Victory Day”, “Sea”.
7. JPEG files for displaying slide films.

3. Equipment in the office: desk, chair, footstool, chair cushion, visual stand, PC, washstand.

Bibliography

1. Used by the teacher

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

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

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

4. A. Lopatina, M. SkrebtsovaColors tell tales. Series "Education and Creativity". The publication was printed using Print-on-Demand technology in one copy, upon individual order.

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

6. Programs for additional artistic education for children during the holidays.

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

7. Rumyantseva E.A.

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

2. Recommended literature for children and parents.

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

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

3. Coloring pages from the “First Lessons” series.

Applications

Testing

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

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

0-1 points are given for an “incorrect answer”;

from 2 to 7 points – for “the answer is not correct in everything”;

from 8 to 10 points – for the “correct answer”.

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

Test materials

for the final test survey of students

to identify the level of knowledge of theoretical material

Preparatory stage of training

Last name, first name of the child	№	List of questions	Answers (in points)
			Correct answer	Not everything is the right answer	Incorrect answer
	1	What colors do you need to mix to get orange?
		purple?
		green color?
	2	What colors belong to the warm range?
	3	What colors belong to the cold range?
	4	What is symmetry? What objects have a symmetrical shape?
	5	What geometric shapes do you know?
	6	What is the difference between vertical and horizontal sheet format?
	7	Where is it better to start drawing (from small parts or from large parts)?

Main stage of training

Last name, first name of the child	№	List of questions	Answers (in points)				Grade
			Correct answer	Not everything is the right answer		Incorrect answer
	1	Name the three main genres of fine art (landscape, portrait, still life)
	2	What is the difference between a sketch and a composition?
	3	What colors should be mixed on the palette to create a sad mood?
	4	What colors should be mixed on the palette to create a cheerful mood?
	5	What lines are used in the drawing?
	6	What is the difference between flat applique and volumetric applique?
	7	What is a horizon line?
	8	What is the difference between watercolors and gouache?
	9.	What volumetric shapes do you know?
	10	What colors are contrasting?
	11	What types of painting do you know?
	12.	What types of decorative and applied arts do you know?
	13.	What is patchwork? Basic Techniques
	14.	What is the difference between graphics and painting?
	15.	What is the difference between a three-dimensional toy and a flat panel?
	16.

Report views

completed student works

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

Table

Table

control of practical skills

students during final viewings at the end of the academic year

№	Child's full name	Program section				Notes, recommendations	Score on a 10 point system	Signature
		Drawing, graphics	Painting	Composition	DPI

Forms for summing up the results of the program implementation

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

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

Table of accounting for student participation in competitions and exhibitions over timetraining program «»

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

Diagnostics of artistic and creative

student abilities

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

Instructions for children:

“Today I invite you to come up with and draw five pictures. You can draw whatever you want, whatever you know how to draw, or whatever you would like to draw and have never drawn before. Now you have such an opportunity.” Nothing in the instructions can be changed or supplemented. You can only repeat it.

On back side As the drawings are completed, the drawing number, name and answer to the question “What is this drawing about?” are written.

Indicators:

1.Independence (originality) – reflects the tendency to productive or reproductive activities, stereotypical or free thinking, observation, memory.

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

3. Emotionality – shows the presence of emotional responsiveness to life events, attitude towards what is depicted.

4. Expressiveness – determined by the presence of an artistic image. Levels:

Level of artistic expression	type	Criteria for evaluation
		Concept	Drawing
	1	Original, dynamics, emotionality, artistic generalization	Variety of graphic means of expression, proportions, space, chiaroscuro
	2	Indicators for type 1, but less bright	Indicators for type 1, but less pronounced
Level of fragmentary expression	3	Type 2 indicators, but no level of artistic generalization	No perspective, proportions are not respected, some images are sketchy
	4	The idea is original, based on observations, but does not imply dynamics and emotionality	Can convey proportions, space, light and shade well
Pre-artistic level	5	The idea is original, but poorly based on observations	Sketchy, no attempts to convey space and proportions
	6	Stereotyped	Reproductive

1. 1.

   2.

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

   Diagnostics of the sense of form (Test “Geometry in Composition”).

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

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

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

   Instructions: find which geometric figure fits each of the paintings. Explanations like “Where do you see the circle here?” are unacceptable, since they provoke a fragmented vision, which is exactly the opposite of solving a problem that requires a holistic vision of the picture.

   The assessment is based on the principle of correct and incorrect answers. The highest score is 6, 2 points for each correct answer. The value of the score itself is conditional each time and is given so that the principle of assessment itself is clear.

   Test "Loud - Quiet".

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

   The researcher can select his own examples and check their “sound” expert assessment. It is impossible to accurately describe the principles of correspondence between an image and its sound (loudness - quietness), it is only obvious that it should not be related to the plot of the image or the function of the depicted objects, but to the color saturation, the complexity of the composition, the nature of the line, and the “sound” of the texture.

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

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

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

   "MATISSE" TEST.

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

   The artistic material offered to children is fundamentally different in artistic style. Decorativeness can be considered a defining feature of A. Matisse's still lifes; K. Petrov-Vodkin is characterized by the development of a planetary perspective and the volume of artistic design. Proper execution The task is associated with the ability, perhaps intuitively, to see the features of the artistic style, expressive means of the authors, how, and not what they draw. If, when classifying still lifes, a child focuses on the subject-content layer of the work, on what the artist depicts, then he performs the task incorrectly.

   The Matisse test is typical and quite complex pattern diagnostics of sense of style.

   "FACES" TEST.

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

   As stimulus material, children are offered three graphic portraits of A.E. Yakovleva (1887 - 1938). The first drawing (“Woman’s Head” - 1909) depicts a beautiful female face, framed by long hair, expressing some detachment, self-absorption, with a tinge of sadness. The second drawing (“Male Head” - 1912) depicts a smiling man in a headdress resembling a chef’s hat. The person depicted in portrait No. 2 probably has a lot of experience and life acumen. He obviously has such qualities as cunning, deceit, and a sarcastic attitude towards people, which makes a rather unpleasant impression, but children, as a rule, do not notice this. In the third picture (“Portrait of a Man” - 1911) there is a man, immersed in himself, perhaps thinking about something sad and distant. The man’s face expresses a range of non-intense negative experiences, some transitional states.

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

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

   "BUTTERFLY" TEST.

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

   1. I. Altman “Sunflowers” ​​(1915) - 1a. Greeting card with an image of pink daisies on a blue background.

   2. A. Gorky “Waterfall” (1943) - 2a. Photo of an orchard and a man pushing a cart of apples.

   3. Artistic photograph of grass and stems, enlarged to the scale of trees. The conventional “children’s” name is “Algae” - For. Photo "Autumn".

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

   5. G. Uecker “Forked” (1983) -5a. V. Surikov “Zubovsky Boulevard in Winter.” Children's name "Butterfly".

   By color scheme the images in pairs are similar so that the child’s liking for one color or another does not interfere with the experimenter. The comparative artistic merits of the originals do not serve as the main point of reference, since a) interest is recorded in the differences in images that are obvious to children - abstractness or objectivity, ambiguity or obviousness, aesthetic imagery or functionality of information; b) the quality of reproductions does not allow us to speak about the full artistic merits of the reproduced paintings. Nevertheless, examples of recognized masters (A. Gorky, N. Altman, etc.) were used in the pair as a formalistic example. Thus, formalistic samples have a kind of certificate indicating their aesthetic merits. In each pair of images, one differs from the other in its unusual manner and its non-photographic nature, while the second, on the contrary, approaches photography. Children, as a rule, immediately catch the distinction between images in a pair according to this principle.

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

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

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

   TEST "VAN GOGH".

   The child is asked to choose the best, in his opinion, image from a pair of reproductions. The purpose of the survey is to identify the child’s ability to demonstrate features of an aesthetic attitude that are generally not characteristic of most children. Therefore, in pairs selected for assessment, children are offered quite difficult task: choose between bright and evil or good but dark; understandable, but monochromatic or unusual, although bright, etc. E. Torshilova and T. Morozova include not only “sad” pictures that are unusual in their visual style, but also emotionally unusual for children, as more complex and requiring greater aesthetic development. The basis for this position is the hypothesis about the direction of emotional development in ontogenesis from simple to complex emotions, from the harmonious undifferentiated integrity of the emotional reaction to the perception of the “harmony-disharmony” relationship. Therefore, in a number of couples, a sad and darker picture is considered both better in terms of aesthetic merit and more “adult”. The test material includes six pairs of images.

   1. G. Holbein. Portrait of Jane Seymour.

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

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

   2a. P. Picasso “Can and Bowl”.

   3. Photo of a netsuke figurine.

   Behind. “Bulka” - rice. dogs “Lion-Fo” (bright and angry; book illustration).

   4. Photo of the palace in Pavlovsk.

   4a. V. Van Gogh “Asylum in Saint-Remy”.

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

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

   6. Photo of the “Goat” toy.

   6a. Photo of the Filimonov toy “Cows”.

   7. Greeting card.

   7a. M. Weiler “Flowers”.

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

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

   Literature

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

   2. Mezhieva M.V. Development creativity in children 5-9 years old / Artist A.A. Selivanov. Yaroslavl: Development Academy: Academy Holding: 2002. 128 p.

   3. Student achievements fine arts as a result educational activities/ Compiled by N.V. Karpova. - Orenburg: Publishing house OOIUU, 1998.

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

   5. Torshilova E.M., Morozova T. Aesthetic development of preschool children. – M., 2004.

   
   

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