The development in children of the ability to work creatively in a team is one of the most important tasks of modern education. The dynamism of the world in which we live makes creativity not a luxury available and required from the elite, but an everyday necessity for every person. High level The development of creative abilities in our time is increasingly seen as a necessary condition for survival in an ever-changing environment. The ability to work creatively in a team is especially significant for a modern person.

The relevance of the formation of a creative personality is caused by a certain social order of society, characteristic of this period, by the internal need of the individual, taking into account her security in life. Collective creative activity is recognized as one of the effective technologies of education.

Creative collective activity is considered as a constructive creative activity, when a child, trained to act creatively in one area of ​​activity, spreads it to another area of ​​activity.
Creative collective activity implies one of the most important areas of developmental learning - the formation and development of creativity in the regular activities of children.

COLLECTIVE CREATIVE ACTIVITY IN THE SENIOR GROUP DOW

On the way to the formation of a collectivist orientation in a preschooler, a number of successive steps will have to be taken: from forming a child's focus on peers (at the first stage) to creating a sense of self-importance for them (at the second stage) and consolidating the child's sense of his significance to obtain a general result with support each by all (on the third).

In the process of performing collective work, moral and aesthetic education of children is carried out, the following skills are developed:

Work together, yield to each other, help, suggest;

- agree on joint work, its content;

Plan your work, determine its sequencebody, content, composition, additions;

Rejoice in the success of your own and your comrades in creating work.

In drawing, modeling and appliqué classes in senior group preschoolers learn the skills of joint activity. They learn to agree on the content of collective work, discuss techniques and compositional solutions, and provide assistance to those who need it.
Before the start of the lesson, the teacher must clearly plan the stages of work, think about how to place materials and equipment. When distributing tasks, take into account the individual characteristics of each child, his interests, level of skills and abilities.

Conversations, viewing illustrations and reproductions on preparatory stage expand children's knowledge on the topic, form vivid images and a desire to embody them in a drawing or application. When discussing future work, it is important to emphasize the need for joint efforts to achieve the best result and the impossibility of realizing a large-scale idea without the help of other children.
During the lesson, the main task of the teacher is to create conditions for the creative interaction of children, for the formation of skills to jointly solve artistic and technical problems. A trusting atmosphere in the process of work (when discussing design details, choosing a place to place them), the desire to help a friend and the ability to accept this help - all this brings children together and affects the quality of work.
At the final stage of the lesson, the teacher should not only discuss the results of the children's activities, but also note that none of them individually could have made such a big interesting composition. This will help preschoolers feel the benefits of joint activities, create a positive emotional mood for performing similar work in the future.

An example from the experience of pedagogical work. Drawing on the representation of "Planets and Rockets" (creation of a collective composition).

Target: to make a colorful composition to decorate the interior of the group for the 50th anniversary of Yu.A. Gagarin.

preliminary work: in a joint conversation with the teacher, the children shared what they know about space. The teacher in an accessible form told the children about space and astronauts, accompanying the story with colorful photographs, recordings of songs about astronauts.

In the group, teachers organized an exhibition of children's books: "The expanses of the starry sky."

The children looked at the illustrations together and discussed them.

We learned the mobile game "Journey to the Stars".

In the game "Rocket Launch" they trained in the reverse count, compared the numbers standing side by side in the number series 1-10.

The collective work on the creation of the composition "Planets and Rockets" was organized during two of the following days.

Progress.

The teacher shows the children the basis for the future composition - a large black sheet of paper, reads lines from a poem by V.P. Lepilov "Space Tale":

Painted space black

Because there is no atmosphere

There is no night, no day.

There is no earthly blueness here ...

Now there is nothing on this big black sheet. But soon there will be stars, planets, comets, spaceships. And we will do all this with you - we will create our own “small space”. Think about what kind of space objects you would like to draw. Share with each other about this, what colors will you use in the drawing.

Children agree among themselves about who will draw what: stars, planets or other space objects.

The guys embody their plans in the drawing on separate sheets.

Finished drawings are saved until the next day.

The next day, when a drawing or appliqué lesson is scheduled, the teacher exposes the children's drawings and asks how they can put the painted rockets, stars, planets and comets on a large black sheet.

Children answer that drawings can be cut and pasted.

Guys who are good at carving help those who are not very good at it.

From the cut out drawings, a composition is compiled and pasted onto a large black sheet.

A "scatter" of stars can be drawn with the tip of a thin brush with white gouache.

The finished composition is posted in the group for general review and discussion. (See Appendix 7)

A teacher or a trained child reads lines from L. Aleinikova's poem "Rocket and salute":

I took more wonderful colors,

And with a cheerful brush, with a song

Wonderfully painted everything -

Created a holiday!

A rocket exploded into the sky

From it flies a sheaf of light, -

The stars joyfully scurry,

Fireworks are being fired.

The event ends with the recording of songs about astronauts.

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Introduction

Conclusion

Introduction

Analyzing the actions of children in kindergarten and on the streets of the city, one can see that they seek to satisfy, first of all, their needs, desires, interests, regardless of the aspirations of the people around them, and sometimes not even knowing about them. It is in kindergarten that a child must learn to live among people. And teamwork will unite children.

In joint and independent productive activities, most often children perform an image individually, each drawing, modeling, and application. But the creation of common pictures, compositions, where images of all the children of the group are combined, brings special satisfaction to children. Such paintings are called collective works. They are more significant in terms of results for children, cause them admiration, truly, as in the poem by V. Mayakovsky: “What one does not do, we will do together.”

collective form organization gives each child the opportunity to form the skills and abilities to work together, build communication, develop the habit of mutual assistance. Collective work with children is created (starting from the youngest preschool age) in drawing, modeling, appliqué, one type or two or three types in one lesson (modeling and applique, appliqué and drawing, appliqué and art work).

If in the younger groups the creation of collective work, first of all, makes it possible for the child to see how his personal creativity complements the creativity of other children, turning into an integral colorful image, then in older groups, when performing collective work, children learn to agree among themselves on joint work and its content. Do one thing together, give in and help each other, plan work, rejoice in the success of your comrades.

Any teamwork must have a purpose. The teacher leads the children to make a picture together that would be difficult to do alone. During the performance of collective work, children learn to communicate with adults and with each other. If at the initial stage of such work, children communicate mainly with the teacher, then a little later, communication with each other begins. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, empathize. The task of the educator is to teach children how to negotiate, yield to each other, and appreciate the help of a friend.

Solving the problem of the development of collective creativity, the teacher should be based on the following principles:

· creative realization of each student as a condition for the development of collective co-creation;

accounting individual features children in determining their role in collective interaction;

managerial directing in the resolution of the process of collective activity;

the comfort of the child's stay in a group of peers.

Thus, collective activity is defined by teachers as an equal personal interaction of children, aimed at coordinating and uniting common efforts in order to achieve a high level of activity, collective community and individual satisfaction, manifested in an adequate assessment of oneself and others, the realization of creativity and comfort. But one should take into account age features preschool children. The educator plays a special role in organizing the collective activities of preschoolers.

Collective activity in drawing classes has ceased to be a rarity in the practice of kindergarten, it is popular among educators and arouses great interest in artistic creativity among the children themselves.

Collective compositions: drawings, appliqué, modeling - delight children not by chance. After all, the overall result is always richer in content, brighter than the individual work performed. However, in mass practice, such classes are carried out sporadically. And the questions are often asked: “What are collective activities? In what age groups can they be carried out? What forms of interaction are available to preschool children?

Research problem: what is the role of collective classes in the process of organizing the visual activity of older preschoolers, the system of methods for organizing it.

Object of study: collective activities of older preschoolers.

Subject of research: variability of the forms of organizing the collective activity of older preschoolers in the process of visual activity.

The purpose of the study: to study different forms of organizing collective activities in the classroom with productive activities with children of older preschool age.

Research objectives:

1. Conduct an analysis of scientific and methodical literature on the problem of collective interaction;

2. To adapt the features of the organization of collective classes to the age characteristics of children 5-6 years old;

3. To identify the level of visual skills and abilities of children in drawing,

4. Analyze the relationship between children in collective activities.

Research methods:

Theoretical - analysis of scientific and methodological literature; study of regulatory documents.

Empirical - analysis of the developing subject-spatial environment; pedagogical observation, analysis of children's drawings, statistical processing of observation results.

Research base: MDOU "Kindergarten No. 40" of the city of Votkinsk, the older age group "Tsvetik - Semitsvetik".

1. Theoretical foundations for the organization of collective visual activity of older preschoolers

1.1 Forms of organizing collective activities in the classroom for fine arts

pictorial preschool creativity collective

In the practice of organizing productive activities, there are several forms of collective interaction and a large number of methods for organizing it. This situation is explained by the fact that collective activity is popular among educators and teachers as the most effective method introducing children to drawing. Therefore, both theorists and practitioners need a clear, verified classification of the types of collective activity, a system of methods and techniques for its organization.

Forms of collective visual activity and their classification.

In teaching methodology visual arts There are three classifications of collective forms of visual activity.

The author of the first classification is M.N. Turro, who studied back in the 70s. educational and upbringing possibilities of collective works on fine arts. His classification of collective work was based on the peculiarities of organizing the joint collective activity of children. He singled out three forms of collective visual activity: frontal, complex, collective - production.

1. Frontal form, in which collective work is a combination of individual drawings of children, made taking into account the task set by the teacher or with knowledge of the meaning of the overall composition. The process of joint activity is observed only at the end of the lesson, when individually performed parts, elements of the composition are assembled into a single whole.

2. The complex form involves the performance of collective work on the same plane, when each child does his part of the task, having an idea of ​​\u200b\u200bthe overall result and coordinating his activity with what others are doing.

3. A collective production form, in which the activities of children are built on the principle of a conveyor, when each performs only one specific operation in the process of manufacturing a product.

But in the drawing classes in the 70-80s. only the easiest form of joint activity was popular - frontal, which later received the name individually - collective. The method of organizing the collective activity of this form is as follows: break a large image into identical or similar elements performed by children individually, and then combine the fragments into a single one and finalize it. Thus, only in conclusion did the children's activity resemble a collective one. The complexity of the organization of the collective result was that the skills of the children were of different levels, and there was no consistency in the aesthetic ideas of the children.

B.M. Nemensky systematized collective activity on the basis of the number of participants in the process of joint labor. According to this approach and the classification of joint activities, all the collective work of children in the process of performing a collective composition.

A more accurate and complete systematization of the types of collective visual activity is presented in the classification developed by T.S. Komarova and A.I. Savenkov. It is based on three main forms of organizing joint activities identified by psychologists: jointly - individual, jointly - sequential and jointly - interacting.

Joint-individual form of organization of collective visual activity.

Joint-individual activity is one of the simplest forms of organizing work on a collective composition. This form of activity assumes that each child individually performs an image, which at the final stage becomes a part, an element of a collective composition. The coordination of the actions of each of the participants in the joint work is carried out at the beginning of the lesson, at the last stage and when the collective composition is compiled and generalized.

Despite the apparent simplicity of organizing joint-individual activities, the teacher in the drawing class needs to think over a number of issues, the solution of which will determine the success creative work over the compilation of a joint composition and its aesthetic quality.

The methods and techniques of organizing jointly-individual activities of children are diverse. They depend on the complexity of the topic and the technique of execution, but a number of general provisions can be distinguished in the method of organizing work:

· Think over in advance the composition of the collective work, choose the color, size and position of the common plane - the background;

· Choose a single visual material and image technique, both for the background and for the details of the collective composition;

Determine the proportionality of details in the overall composition and the means of achieving proportionality in individually performed elements;

Determine the technique of "assembly" of the collective composition, i.e. think about how and how they will be connected to each other, or fastened individual parts to the general background;

Think over the process of performing a collective composition, appoint assistants from among the children to complete the work

The role of the organizer of collective activities in kindergarten is performed by the educator.

In frontal work with the group, he sets a learning task or an entertaining problem, directs the search for ways to solve it, formulates and defines individual tasks (topic, volume, size, etc.). During the individual work of children, the educator corrects their work depending on what others have done. At the final stage, when a collective composition is organized, the teacher is helped to collect elements, details, parts of the overall composition by assistants from among the successful children. At the end of the lesson, all children take part in the analysis of the result of collective activity. The level of creative activity of children in the process of joint - individual work in the classroom largely depends on the result of collective activity, i.e. collective composition.

The advantages of a jointly-individual form of organizing activities in a drawing lesson include the fact that it allows you to mobilize the creative personal capabilities of each child.

The advantage of the joint - individual activity of children in the drawing classes is not only the simplicity of its organization, but also the ability to trace the contribution of each child to the collective result.

Jointly - consistent activity and forms of its organization in the drawing classes.

Jointly - consistent activity as a form of collective creativity is quite rare. This can be explained, on the one hand, by the complexity of organizing joint labor, the process of which resembles the work of a production line; on the other hand, the opinion that exists among teachers that this type of joint activity generally excludes creativity.

Indeed, joint-sequential activity suggests the consistent performance by children of a certain technological operation, when the result of the work of one child becomes the subject of the activity of another. It cannot be denied that monotonous labor, involving the mechanical execution of a separate technological operation, excludes a creative approach. But the lesson does not recreate an industrial conveyor, but a game is offered, according to the conditions of which each child is likened to a master, plays the role of an artist - a master working on an art production conveyor line.

Jointly - sequential activity in the classroom consists of two main stages:

1. Individual work of the child on an element, part of a common product

2. Sequential work on the conveyor associated with the assembly, a certain technological sequential installation of a collective product.

As a rule, the conveyor “turns on if” if in the classroom the children face the task of short term make a large number of identical products, for example, Christmas decorations, decorative decoration of the hall, etc. From the topics of the examples given, it can be seen that the joint activities of children, organized on the principle of a conveyor belt, always have a practical, socially significant result. The joint-sequential form includes the visual activity of children, organized according to the principle of a relay race. During the “pictorial relay race”, children take turns approaching a common sheet and perform elements of a joint composition, complementing the image that has already been made by previous children. A palette with paints and a brush can be used as a relay baton in a drawing lesson, and if the work is done using the application technique, then a tube of glue can play the role of a baton.

It is easier to organize joint activities on the principle of a relay race than the work of an assembly line.

Organization of collective creativity on the basis of a jointly interacting form of children's activity in drawing classes.

The joint - interacting form is the most difficult in organizing the collective activities of children in a drawing lesson. The difficulty lies in the fact that this form of organization involves either the simultaneous joint work of all participants in collective creativity (work on one sheet, plane), or the constant coordination of the actions of all participants in collective activity. This form is called the form of cooperation or co-creation. Cooperation as a form of organizing collective activity in the classroom requires certain organizational skills from teachers, and from children - the ability to communicate in the process of perception and in practical activities. This form of collective activity requires each child to have a certain communication experience: the ability to cooperate, respect someone else's initiative, defend their own ideas in the process of agreeing on issues of content and form, the use of materials and techniques for performing a composition, and objectively evaluate the results of joint creativity.

It is very difficult to organize the process of wide cooperation of children in a drawing lesson, therefore given form most suitable for drawing classes where teamwork in small groups is possible.

The very method of organizing the process of collective activity in a jointly interacting form differs from jointly individual work. Firstly, by the fact that the original composition is not set by the educator, but is composed by a group of children, that is, already at the first stage of creating a collective panel, there is a creative interaction of children, co-creation. Secondly, while performing a fragment of a collective composition, children are united in small groups in which direct interaction takes place in the course of work.

In practice, there is often a combination of various forms and methods of organizing joint work of children in the field of fine arts, which indicates the relative independence of each of the forms of organizing collective fine arts. In drawing classes, the educator, when organizing the collective activities of children in large and small groups, allows individual work of individual children, the result of their work finds a place in the collective composition.

1.2 Conditions for the organization of collective activities

The success of any activity depends on its organization, and collective work is generally impossible without a carefully thought-out method of introduction, without a clear idea of ​​the composition of the future collective work.

The organization of collective activity in drawing classes requires more effort from the educator than individual. It is especially difficult to organize collective work in a collaborative form in which it is necessary to take into account the interactions both within groups and between groups. But sometimes the work of an educator is not at all complicated by the form of collective activity, but by other reasons. In order to protect the young educator from unjustified expenditure of energy, and children from disappointment in joint activities and its results, we will set out the main conditions that the educator should be guided by when choosing the form and methods of collective work.

The teacher in the drawing classes, when choosing a topic and methodology for collective visual activity, must take into account the following:

· The place of collective activity in the thematic plan and in the structure of the drawing lesson;

· Age features of children - participants of collective visual activity;

· The feasibility of the task and the availability of visual technology for its implementation.

Let us consider in more detail these basic conditions, which must be taken into account when organizing the process of collective activity of children.

The place of collective activity in the educational process.

Collective visual activity assumes a single information level of preparedness of its participants and a relatively equal level of their visual skills, as soon as this guarantees equal responsibility of children for the quality of the result of joint activity. Therefore, it is necessary that each collective work be as limited as possible connected with the system of tasks previously performed by children, being, as it were, their result.

Collective activity is defined as a method of summarizing the knowledge of children obtained during a cycle of classes, united by a single theme.

Collective compositions look very impressive at an exhibition of children's fine arts, so the teacher thinks in advance about the process of children working on a collective thematic or decorative composition. The preparation and execution of the work may take several classes, united in a cycle by a single theme and goal.

Joint activity can be used in a drawing lesson as a game technique aimed at activating the processes of perception and visual creativity of children. In this case, carefully consider:

· The place of the organizational moment in the scenario of the lesson - goal setting, group formation, analysis of the stages of joint work, so as not to destroy the emotional background of the game;

The relationship of individual and collective action, creativity of children in the process practical work and in the structure of the lesson as a whole.

In a drawing lesson, a game moment can, on the one hand, contribute to the development of children's interest in a joint result, activating the organizational moment of the children's collective activity. On the other hand, joint visual activity is in many ways similar to a role-playing game, when children or their group, like magicians, frost, craftsmen, artists or teams, artels, workshops, performing creative work, easily solving complex educational and technological problems.

Thus, the choice of a form or methodology for organizing joint activities largely depends on the type of drawing lesson, its main goal: to inform new material, consolidate what has been passed, or generalize the knowledge of children obtained over several lessons. Collective activity can be used as a means of activating the educational process aimed at achieving the tasks set in the lesson.

Age features of children and collective visual activity.

When choosing the form and methodology for organizing the joint work of children, it is equally important to take into account their readiness for collective activity. Readiness is determined by age characteristics and the level of acquired communication experience of children, which largely depends on their age-related predisposition to communication. Age characteristics of preschoolers impose specific features on the methodology of conducting joint artistic activities in drawing classes. Consider, on the one hand, what age characteristics of preschoolers should be taken into account when organizing the collective activities of children, and on the other hand, we will determine what personality traits develop in collective activities, contributing to its improvement and activating the collective creativity of children.

We list the main age features of a preschooler that affect his artistic interest and activity in visual activity:

high emotionality;

Integrity of perception;

Developed imagination;

Specifically - figurative thinking;

· High level of manifestation of individuality and independence in work;

· Enthusiasm for the process of activity;

· Low focus of interest on the quality of the result;

Easy switching from one type of activity to another;

Quick fatigue from monotonous work.

In connection with the consideration of the problem, all age characteristics can be divided into two main groups. The first group includes parameters that make joint actions difficult: a high level of independence, a low focus of interest on the result, and rapid fatigue with monotonous activities. In the second - a positive impact on collective activity: high emotionality, specifically - figurative thinking, easy switching from one type of activity to another, enthusiasm for the work process.

Considering the age characteristics of children 5-6 years old and known forms organization of collective activities, we can conclude that the joint - individual form of collective fine art is the most appropriate for working with older children. It is the easiest to organize. In the process of joint - individual activity through work in pairs, in a small group and further to joint - interacting activity.

Thus, knowledge of the age characteristics of children aged 5-6 gives the educator the opportunity to choose such a form and method of organizing collective activity that would not interfere with the manifestation of the individual abilities of children - both visual and organizational, and would make visual activity feasible, contributing to success in joint creativity.

The feasibility of classes and artistic techniques for the collective creativity of children in a drawing lesson.

Accessibility and feasibility are one of the main didactic principles of organizing collective creativity in a drawing class. Earlier, forms of joint activity that are available to children of different age groups were considered. The method of organizing classes also depends on the age characteristics. Collective visual activity for preschoolers should have an emotional color and features similar to the game.

The feasibility of engaging in joint labor is another requirement for collective activity, which must be observed in work with all age groups. Accessibility and feasibility, ease in completing the task and obtaining a high-quality result of joint work at first is a good incentive for the development of children's creative activity and their interest in collective activities. The accessibility of a lesson largely depends not only on the level of readiness of children for visual activity, the amount of skills and abilities, but also on the ability to work together in one or another visual technique. If the result of collective creativity is lower in quality than the result of individual work, and does not meet aesthetic requirements, then it can cause children to have a negative attitude towards joint activities. Difficulties in the implementation of the plan, underestimation of the individual contribution to the result of joint work negatively affect the interest in joint visual activity.

The main reasons for failure in joint visual activity, which primarily affect the quality of the result, can be:

The complexity of knowledge, the implementation of which requires more than one lesson;

· The complexity and inaccessibility of fine art for joint activities;

Lack of dimension and color unity in the collective composition;

· Eclecticism of visual materials and means in the execution of details, part of the overall composition.

Thus, in order for the content and process of collective activity to be accessible to each of its participants, it is necessary to know the level of readiness of each child for this work, his interests.

Collective fine art, as well as individual art, is impossible not only without a certain amount of knowledge and skills, but also without preparing children for active artistic and imaginative thinking and creative creation. Therefore, in the drawing classes collective creativity is inextricably linked with the aesthetic perception of reality, the artistic perception of works of fine and decorative art in combination with music and artistic word. To activate the creative potential of children, it is recommended to use the techniques of the game and pedagogical dramatization. Exercises aimed at developing visual skills should not be neglected, the inability to draw can hamper the child's creative activity in the same way as a lack of knowledge of the phenomenon or subject of the image.

Introductory conversation or acquaintance with new material;

· Game motivation;

· Analysis of the task, through consideration of the subject, discussion of the idea;

Organization of joint activities and management of its process;

· Drawing up a collective composition and its analysis;

Evaluation of the result of joint creativity.

For the organization of collective classes in the senior group of the kindergarten, as mentioned above, joint-individual activity is more suitable, since it is easier to organize, and with its help, it is possible to trace the contribution of each child to the collective result and adequately evaluate his work . Many authors agree with this: Dronova T.Ya., Komarova T.S., Kazakova T.G. And others. Children 5 - 6 years old begin to show an active interest in their peers and their fine art. Children develop an active desire to communicate and interact with each other. It is important that these relations have a benevolent character, respect for each other. But such interaction does not arise by itself and is not formed in traditional drawing and modeling classes. Special work is needed that can be carried out simultaneously with teaching children to draw, but include, in addition to visual tasks, tasks aimed at teaching children to interact with each other. This work begins with the formation in children of an interested attitude towards a common product.

To solve this problem, it is important to show the children that together they can do what is beyond the power of any one of them. Therefore, in the first lessons, a common product should be created by the whole group. So that children feel that a common product is a qualitatively common whole, just as a whole, someone needs it. The easiest way is to show it in any game or fairy-tale situation, especially since such situations are always close and understandable to preschoolers. The collective composition itself can be solved in different ways.

There are basic principles of organizing joint - individual activities.

The first of the principles, the simplest one, is the principle of free placement, when elements of future collective work are placed freely against the general background. For example, when working on the collective composition “Flower Meadow”, individually drawn flowers are glued onto a sheet of colored paper, the size and color of the image may be different. Their placement on a common plane is not due to anything. Children, performing the task individually, may not guess about participation in collective work until the end of the lesson. The collective composition that appeared at the end of the lesson becomes a pleasant surprise for them. Large and beautiful, it brings children a sense of joy and pride, as children realize that they are part of a real “work of art” that can be used to decorate the interior of the group.

The main condition for success in joint - individual activity on such collective compositions is the children's ideas about the subject of the image, their skills and abilities in working in a given technique. It does not even require matching the size of the images, and their position in the space of an individual sheet. Templates can also be used to depict the shape of a product or blank that children paint or decorate on their own (butterflies, silhouettes of dishes, toys, mittens, etc.).

The two subsequent principles of organizing collective composition - the principle of frieze and the principle of mosaic - involve children getting to know the future composition before their practical activities, since a number of conditions should be observed that would contribute to obtaining compositional integrity.

The main problem in organizing a decorative and ornamental frieze is the observance of a single language of decorative stylization of elements - patterns in the ornamental composition of the frieze. This problem is partly solved by the fact that the teacher gives the children paper and patterns of a certain color. It is easier to organize the work of children on a frieze collective composition, with a realistic drawing of children. But, despite the apparent lightness of the frieze composition, here, too, when performing an individual fragment of collective work, the following conditions must be observed:

· Unity of visual material and technique;

A certain color palette, if the work is done with paints or colored crayons;

· A certain size of the image;

· The exact location of the element on the sheet.

The educator faces the same problems when organizing the joint work of children on a composition that is composed according to the principle of a mosaic. Conditions for joint-individual work on such compositions may be different.

Thus, the conditions for individual work, which is a constituent element of a collective composition created according to the mosaic principle, are the same as when performing a fragment of a frieze collective composition:

· Unity of material and image technique;

· Unity of language and stylization techniques in decorative composition;

· Unity of color solution;

Compliance with the rules for placing an image on a sheet of individual work.

The fourth principle of organizing joint work on a collective composition also implies that children are aware of participation in joint activities, since at the beginning of the lesson the overall collective composition is analyzed.

Thus, collective visual activity plays an important role in the development of the personality of a preschool child, his interaction with peers and the teacher, and the development of his own visual activity. There are different forms of organization of collective activity, and the choice of one form or another in the classroom is not accidental - it is always due to a number of reasons:

the main goals and objectives of the lesson;

formed visual skills and abilities of children;

age characteristics;

integrative processes and relationships with other activities;

artistic and organizational skills of the teacher himself.

2. Experimental study of the problem of organizing collective classes in visual activity with children of senior preschool age

2.1 Analysis of the state of the problem of collective creativity in visual activity in the practice of pre-school education

Experimental - experimental work was carried out on the basis of MBDOU No. 40 of the city of Votkinsk in the senior group "Tsvetik - Semitsvetik", which works under the "Childhood" program. The content of the program "Childhood" is human-oriented and aimed at educating a humane attitude towards the world (V.I. Loginova). The goal of the program is to create an opportunity for every child in kindergarten to develop their abilities, interact widely with the world, actively practice in various activities, and creative self-realization. The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world.

The teacher is Vdovina Olga Veniaminovna.

In the group "Tsvetik - Semitsvetik" -19 people. Most children are very active, mobile, sociable, often behave noisily. Children are very fond of drawing, engaging in visual activities and are happy to prepare for this type of activity. Classes in fine arts are conducted in accordance with the requirements work program, prospective and scheduling. The individual form of organization of classes is mainly used. Collective interaction is rarely used, mainly it is a joint-individual form of organization. The educator (head of visual activity) collects the work of children in a common composition, children do not participate in this process. They can only observe the final result of their activity in the overall composition. Children's works are used to decorate the interior of the group, art studio, corridors and flights of stairs.

The developing subject-spatial environment in the group allows children to engage in visual activities: perform various applications, drawings, compositions. For children, a visual activity corner in a group is specially equipped so that they can be creative, a lot of material is available to them: pencils of various colors, felt-tip pens, watercolor, gouache, cardboard, whatman paper, colored paper, scissors and a lot more. Aesthetically attractive items for children appear on the shelves of the art and development zone from time to time: folk toys, reproductions of paintings, arts and crafts, small sculptures, illustrations, children's work or examples of joint creativity of parents with children. The corner of visual activity corresponds to the age of children, it is aesthetic. Children often turn to visual materials in their free time.

Thus, according to the requirements of the Federal State Standard preschool education(FSES DO), spatial subject-developing environment in the artistic and aesthetic direction in kindergarten No. 40 in the "Tsvetik - Semitsvetik" group: content-rich; transformable; polyfunctional; variable; accessible; safe; health-saving and aesthetically attractive.

Plan Analysis educational activities.

An analysis of the plans of the educator was carried out. As a result, it was found that the educator has a promising and scheduling work on the organization of visual activities of children.

The teacher uses different non-traditional forms work in productive activities, organizes exhibitions of art objects (mini-vernissages), introduces children to culture native land, organizes games, introduces color, shades of color.

The teacher has planned and carried out individual work with children, gender-role differences, individual inclinations and interests are taken into account.

The works of children in the group are stored for a long time, they are removed to the lower pedestal. Sometimes children take "their work of art" home with them.

Private lessons are held frequently. According to the planning of the educator, collective classes of children are held once every six months. The work is carried out against a good emotional background, according to the teacher, they give children pleasure and joy. Children love to work together. The topics of collective work are diverse - the seasons, traditional holidays, folk crafts, fairy tales and others.

2.2 Comparative analysis collective and visual creativity in children of senior preschool age

The pedagogical experiment was carried out during the production practice.

Purpose of the experiment:

To identify the level of visual skills of children in drawing;

the attitude of children to the individual and collective form of organizing classes,

attitude to the work of comrades, the ability to engage in joint activities.

The pedagogical experiment was carried out with a subgroup of children - 10 people:

Polina is a sensible, friendly girl, emotional, loves to draw people.

Nastya is a girl with character, developed in intellectual activity, loves to draw fairy-tale characters.

Vasilisa is a sociable, active girl, easily finds mutual language with peers and adults, likes to draw.

Sofia is an active girl, independent, loves to draw.

Dasha is a positive, active girl who likes to draw trees.

Masha is a passive girl, she does any work slowly, loves to draw.

Danil is a friendly boy, finds a common language with everyone, enjoys reading literature, loves to draw.

Denis is a cheerful boy, sociable, active, loves to draw.

Alyosha is a passive boy, kind, loves to draw plants.

Ksyusha is an active girl, sociable, she likes to work with her peers, loves to draw at home.

Diagnostics was carried out in two stages.

At the initial stage, a drawing lesson was held on the topic "Figure Skating".

The form of organization is individual.

Purpose: to identify the level of visual skills in drawing, the attitude of children to the image process and to the final result.

In this lesson, the children were asked to draw a figure skater on ice.

At the beginning of the lesson, the children were told about winter sports, then the plot of the drawing was discussed in detail.

The children were asked questions:

Guys, what do you know about figure skating? What is this sport?

What do skaters look like?

What are the skaters (girls) wearing?

What do skates and ice look like on which skaters skate?

Then the task was set for the children - to draw a figure skater on the ice in a jump.

Before drawing, the children were asked about the content of the idea (in what clothes, pose the figure skater will be drawn), they clarified the pictorial actions and the sequence of the work.

In the process of drawing, the children practically did not interact with each other, everyone was busy with their own business. Masha and Alyosha often asked for the help of a teacher, as they could not depict a person in a certain position. Polina, Nastya, Vasilisa, Ksyusha, Dasha, Danil, Denis and Sofya coped with the proposed task. They were satisfied with their drawing, they could not objectively determine their shortcomings or incompleteness of the drawing. They showed no interest in the work of their peers. Each stated only his own result.

The following criteria were evaluated: visual skills, attitude to the drawing process, attitude to the finished drawing.

Polina, Nastya, Vasilisa, Sophia, Dasha, Ksyusha, Denis and Danil have an average level of visual skills. In general, according to the results of the table, it was found that Masha and Alyosha had a low level of attitude to the process, and the rest of the children in the experimental group (Polina, Nastya, Vasilisa, Sophia, Dasha, Ksyusha, Denis, Danila) had an average level.

Thus, despite the fact that visual material was used at the beginning of the lesson, in the conversation they turned to personal experience children, the attitude to the final result in the children of the experimental group was not high enough. In diagram 1, there is no high level, the average level was 75% and the low level was 25%.

At the next stage, they held a drawing lesson “A green oak near the seashore ...”

Form of work - jointly interacting

At the beginning of the lesson, the children's attention was drawn to the poem by A.S. Pushkin "Green Oak by the Seaside".

As a preliminary work, the children were shown pictures on the theme of this poem: a large oak wrapped in a chain; scientist cat; the mermaid sits on the branches; stupa with Baba Yaga; thirty knights; Koschei, Sorcerer and many other characters.

The children were given a task - to draw several heroes of the poem and an oak wrapped in a chain on a piece of drawing paper with various pictorial materials.

During the lesson, the children actively communicated with each other. Discussed the composition of the picture. Together with the teacher, they made a sketch of the future drawing, which should be depicted in the general work of the children; discussed the sequence of work.

Polina and Nastya were painting an oak, once they asked for help from a teacher; Sofya, Danil, Denis, Dasha and Vasilisa drew a chain on an oak tree and fairytale heroes; Ksyusha drew a hut; Masha and Alyosha drew nature, painted, painted the background. Almost all children asked for the help of a teacher, they found it difficult in some situations, because the experience of working together is insufficient.

In this lesson, we used the form jointly - interacting. The work was carried out on a common sheet format. The children worked together. The children saw the result of all the children at the end of this work, felt the importance of their contribution to the common work.

All children have increased interest in the lesson, enthusiasm for work, communication between children has appeared about the concept of work.

Assessing the attitude towards the drawing process and the final result, the children (Masha and Alyosha) remained at a low level, which is 20%, for children (Sofya, Denis, Dasha and Vasilisa, Danila and Ksyusha) - an average level of 60%, for the rest of the children ( Polina and Nastya) - a high level of 20%.

Thus, the ascertaining experiment confirmed the theoretical conclusions that collective activity is an important means in shaping children's sustainable interest in the visual activity itself and in the final result, children experience brighter and deeper emotions, begin to interact with each other, and a friendly type of communication develops. .

Conclusion

The study of scientific and methodological literature on the problem led to the conclusion that the collective visual activity of children of senior preschool age can be organized in different forms: jointly - individual, jointly - sequential and jointly - interacting.

Collective types of work help to form interest and a sense of responsibility for the results of practical activities when two, three or the whole group of children are working on the same idea. Children are happy to participate in the performance of collective work, as they know that the result will be an extraordinary picture, a magnificent panel or an amazing layout, and everyone will be able to find a particle of their labor in the common work. Despite the apparent complexity of the work, the guys do an excellent job with their tasks, because they explain the implementation of all the elements in stages.

The methodology for organizing collective activities at the initial stage assumes the leading role of the teacher: the educator, as a director, distributes responsibilities among all project participants. Over time, preschoolers gain experience in joint actions, among them “main artists” are identified: children who are able to distribute roles among performers. Here it should be remembered that the roles of "leader" and "slave" are interesting and important in their own way, each role involves the performance of certain duties and coordination of actions.

Collective works created by the whole group are usually large, colorful, decorative and expressive. The analysis of such works is carried out with great interest, children actively express their attitude to the results of joint work, rejoice at the result of collective efforts and the consistency of their actions.

Approbation of the form of collective interaction in the pedagogical process of a preschool educational institution showed the effective influence of collective work on the formation of interest in fine arts, high-quality final results, the development of creative activity, the formation of friendly relationships in a group of children. Thanks to the collective form of organizing the lesson, the visual tasks were successfully solved by the children.

Thus, the aim of the study was achieved. In the theoretical part of the work, various forms of organizing the collective activity of children in the process of productive activities are studied. In a practical experiment, the conditions for organizing collective activity on the basis of practice are analyzed. A joint-interacting form of drawing organization was tested.

Collective activity is of great importance in the artistic education of preschoolers as a means of activating the development of their creative potential, forming and improving teamwork skills, developing the need for aesthetic communication and interest in visual activity. Collective activity as a game technique contributes to the active involvement of children in the educational process of their systematization and consolidation. The result of collective activity is of great importance in the education of a socially active position of preschoolers.

Bibliography

1. Babushkin M.A., Belyaev V.V., Pozdeev G.A.: Scientific and methodological journal "Bulletin of pedagogical experience" - issue 12, 2000. - 44 p.

2. Vygodsky L.S. Imagination and creativity in childhood: Psych. essay: Book. for the teacher. - 3rd ed. - M.: Enlightenment, 1991. - 93 p.: ill.

3. Grigorieva G.G. "Visual activity of preschoolers": Proc. Allowance for students. Ped. Proc. Institutions: - 2nd ed., Rev. M.: Publishing Center "Academy", 1998. - 272 p.

4. Grigorieva G.G. Game techniques in teaching fine arts to preschoolers. - M.: Enlightenment, 1995. - 64 p.

5. Childhood: a program for the development and education of children in kindergarten / V.I. Loginova, T.I. Babaeva, N.A. Notkin and others; Under the editorship of Z.A. Mikhailova, Gurovich: Ed. 3 - recycled. 244 p. - St. Petersburg: Childhood - press, 2008.

6. Doronova T.N. "The development of children in visual activity": J. for preschool teachers. - Publishing house "Education of a preschooler", 2 "2005. - 96 p.

7. Kozlova S.A., Kulikova T.A. Preschool Pedagogy. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000. - 416 p.

8. Komarova T.S., Zyryanova O.Yu. Continuity in formation artistic creativity children in kindergarten and primary school. - M.: Pedagogical Society of Russia, 2006-160 p.

9. Leontiev A.A. Speech activity // Fundamentals of the theory of speech activity. - M., 1974.

10. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Senior group. - M .: "KARAPUZ - DIDACTICS", 2006. - 208 p., 8 incl.

11. Mukhina V.S. Visual activity of the child as a form of assimilation of social experience. - M .: Pedagogy, 1981. - 240 p., 16 sheets. ill.

12. Artistic creativity and the child. Monograph. Ed. ON. Vetlugina. M., Pedagogy, 1972

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Psychological and pedagogical aspect of studying the problem of the development of children's creativity. Visual abilities and creative ideas of children in the process of visual activity. Development of creative abilities through plot drawing in the classroom.

Kotkova Galina Nikolaevna,
teacher GBDOU kindergarten №57
Kirovsky district of St. Petersburg

"What we can't do alone, we'll do together"
V. Mayakovsky

Relevance .

Analyzing the actions of children in kindergarten and on the streets of the city, one can see that they strive to satisfy, first of all, their needs, desires, interests, regardless of the aspirations of the people around them, and sometimes not even knowing about them. It is in kindergarten that a child must learn to live among people. And teamwork will unite children.

The development of children to work creatively in a team is one of the most important tasks of modern education. Collective creative work is a unique and at the same time natural social and pedagogical phenomenon that can be taken as the basis of all the activities of the team. Therefore, it is a vital, socially necessary matter. It is collective, because it is planned, prepared, carried out and discussed jointly by pupils and educators as junior and senior comrades in common life-practical care. It is creative, because it is planned, prepared and discussed each time in a new version, as a result of the search better ways means of solving certain vital tasks.

It is known that children's creativity is a unique phenomenon. Many teachers and psychologists, both domestic and foreign, emphasize the great importance of artistic creativity in a comprehensive, especially in the aesthetic development of the individual. The modern view on the aesthetic education of a child assumes the unity of the formation of an aesthetic attitude to the world and artistic development by means of various types of fine and decorative arts in aesthetic activity.

In joint and independent activities, most often children perform an image individually, each drawing, modeling, and application. But the creation of common pictures, compositions, where images of all the children of the group are combined, brings special satisfaction to children. Such paintings are called collective works. They are more significant in terms of results for children, they arouse admiration in them, truly, as in the poem of V. Mayakovsky: “What one does not do, we will do together.”

The collective form of organization enables each child to form the skills and abilities to work together, build communication, develop the habit of mutual assistance. Collective work with children is created (starting from primary preschool age) in drawing, modeling, appliqué, one type or two or three types in one lesson (modeling and appliqué, appliqué and drawing, appliqué and art work).

If in the younger groups the creation of collective work, first of all, makes it possible for the child to see how his personal creativity complements the creativity of other children, turning into an integral colorful image, then in older groups, when performing collective work, children learn to agree among themselves on joint work and its content. Do one thing together, give in and help each other, plan work, rejoice in the success of your comrades.

Any teamwork must have a purpose. The teacher leads the children to make a picture together that would be difficult to do alone. During the performance of collective work, children learn to communicate with adults and with each other. If at the initial stage of such work, children communicate mainly with the teacher, then a little later, communication with each other begins. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, empathize. The task of the educator is to teach children how to negotiate, give in to each other, appreciate the help of a friend.

On the way to the formation of a collectivist orientation in a preschooler, a number of successive steps will have to be taken: from forming a child's focus on peers (at the first stage) to creating a sense of self-importance for them (at the second stage) and consolidating the child's sense of his significance to obtain a general result with support each by all (on the third).

Solving the problem of the development of collective creativity, the teacher should be based on the following principles:

creative realization of each pupil as a condition for the development of collective co-creation;

taking into account the individual characteristics of children in determining their role in collective interaction;

managerial directing in the resolution of the process of collective activity;

the comfort of the child's stay in a group of peers.

The guidance of the teacher at different stages of the implementation of the plan of collective creative activity has its own characteristics. At the first stage, when planning collective actions, the teacher seeks to create a motivational resonance - the emergence of a desire in each child to be involved in a collective business. It is important to unite children with a common goal, the attractiveness of the future result of the activity, to cause an emotional upsurge, good business excitement. The attraction to the common cause is to provide children with a variety of visual materials. So, for example, for the application it is advisable to use not only ready-made colored paper, but also clippings from newspapers and magazines, ready-made drawings of children; for modeling, use both dough and plasticine with clay; in drawing, wax and colored pencils, watercolor and gouache, and various building materials.

The next stage in collective interaction is the distribution of the roles of the forthcoming activity among the children. In order for participation in the common cause to help each child to reveal his best qualities, it is important for the teacher to identify the individual abilities and inclinations of each participant. At the same time, his task is not just to study the child, but to “present” the manifestations of his individual uniqueness and help all children see his best features. Identification of the individual characteristics of children allows the teacher to outline the prospects for the development of collective creativity.

Another option for organizing children's cooperation is that the overall goal of the activity is carried out by several subgroups and the final result depends on the quality of the work of each subgroup. Activities of this type cause a sense of satisfaction in each of its participants, the child has a sense of usefulness and personal contribution to the common cause, which gives him confidence in his abilities. Dividing into subgroups of their own accord, the children independently decide what plot will be reflected by their group on a common visual field.

The final stages of collective interaction are associated with the achievement, awareness and assessment of the significance of the result. At the same time, the teacher focuses the attention of children on the personal contribution of each to the common cause, emphasizes that without joint efforts, the implementation of the collective plan would be impossible. It is good when the success of collective activity is evaluated not only by the children themselves, but also by people whose opinion they value - parents, other educators, children of other groups.

The main forms of joint activities of children :

"jointly - individual", "jointly - sequential" and "jointly - interacting".

a) "Joint - individual" - is characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage, the work of each becomes part of the overall composition.

The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work of the team will be.

On the one hand, this creates the conditions for mobilizing the child's creative abilities, and on the other hand, it requires their manifestation as necessary condition. The advantages of this form of organization of activity also include the fact that it makes it possible to involve in collective creative activity a rather large group of children who have no experience of working together.

b) “Joint-sequential” - involves work on the principle of a conveyor, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.

c) "Joint-interacting" - the work is performed by all participants simultaneously, the coordination of their actions is carried out at all stages.

For the systematic conduct of classes on collective creativity in each kindergarten, a perspective plan, topics, materials are selected, forms of organization are thought out. Collective work can be done in one or more classes. At the same time, it is important that each lesson has the appearance of completion of a certain stage. The collective visual activity of children can be organically connected with all aspects of children's lives, and especially with other artistic and creative activities (with different types of games, musical, artistic, communicative).

When planning classes, the teacher chooses for each topic one or another form of organization of collective work, taking into account the equipment, age characteristics of children. In class, the teacher uses different types arts: fine and decorative, music, dance, literature. Integration makes it possible to show children artistic image different means of expression, to see it in one's own way, to understand the artist's creative workshop, to learn to find ways in creativity, to create one's own image. When performing collective work on visual activity, the teacher actively uses game methods and techniques. At the heart of each is a specially designed game plot.

Planning the stages of work on collective activities .

Preparatory stage

To deepen the children's own knowledge on the topic of future work, to form vivid images in them that give rise to a desire to embody them in their own visual activity (examination of reproductions, illustrations, excursions, conversations)

Main stage. Stage of work.

Planning and evaluation of team work.

Purpose: to provide children with the opportunity to embody images of the world around them in the composition, to create conditions for creative interaction in the course of collective work, to develop their skills to work creatively in a team.

The final stage. Interaction of children with completed work.

The composition made by children is best left in the group room. It will become the object of a variety of discussions, games, stimulates the birth of creative ideas, proposals to complement the already created composition.

Tasks for the development of the collective activity of children, developed on the basis of the program "from birth to school".

Second junior group

To teach, create both individual and collective compositions in drawings, modeling, applications.

middle group

Continue to develop the ability to create collective works in drawing, modeling, and appliqué.

Lead children to evaluate the work created by comrades. Learn to be friendly when evaluating the work of other children. Learn to highlight the means of expression.

Senior group

Improve visual skills and abilities, form artistic and Creative skills. To develop decorative creativity of children (including collective). Continue to improve the ability of children to consider work (drawings, modeling, applications), enjoy the result achieved.

Approximate thematic planning classes

middle group

	View activities	Name lessons	Qty hours
October	Drawing on fabric	"Carpet from autumn leaves»
	Painting	« Golden autumn»
November	Modeling plot	"Help the Hen find the chickens"
	Artistic labor	"Bears"
December	Drawing with elements applications	"Coloured Blanket"
	Application	"Christmas tree"
January	Modeling plot	"Making Snowmen"
	Painting	"Winter forest"
February	Modeling plot	"Congratulations Dad"
	Decorative drawing	"Flags for the holiday"
March	Painting	"Flowers for Moms"
	Drawing with non-traditional technique	“Closer to the sun we want!”
April	Modeling plot	"Tumblers are dancing"
	Painting	"Fly's birthday - Tsokotukha"

Senior group

	View activities	Name lessons	Qty hours
October	Drawing with elements applications	"Flowers"
	Drawing on fabric	"Autumn flower bed"
	Painting	"Autumn forest"
	Drawing and application	"Riches of Autumn"
November	Application	"Colorful flight"
	Drawing and Origami	"Frog traveler"
	Plasticine drawing (3-4 children each)	"The wind blows across the sea..."
	modeling (3-4 children each)	“The wind walks on the sea and the boat drives…”
December	Drawing and Artistic labor	"Winter
	Breakaway appliqué (3-4 children)	"Winter day"
	Painting	« Christmas tree»
	Painting (3-4 children)	« Winter fun»
January	Painting	"Helping the Birds"
	Painting	"Animal world"
	Painting	We create the "Red Book of Nature"
February	Painting (Dymkovo painting)	"Tablecloth"
	Drawing (ornament)	"Napkin"
	Painting (Gorodets patterns)	"Wonder Tree"
	decorative drawing	"Service for Fedora"
March	The application is voluminous	"Lilac"
	Painting	"Poultry yard"
	Painting	"Under the Mushroom"
	Drawing in pairs	"At the seaside, a green oak"
April	Painting	"Space"
		"Space"
	Drawing in pairs	"Let's play, Shurale!" (based on the work of G. Tukay)
	Painting	"Beautiful flowers bloomed"

preparatory group

	View activities	Name lessons	Qty hours
October	Application	"Bouquet of flowers"
	Painting	"Beauty-Autumn"
	Application	"Autumn Mood"
	Painting	"Autumn Mood"
November	Modeling plot	"Our little brothers"
	Drawing and Application	"At the bottom of the sea"
	Modeling plot	"Sea bottom"
	Modeling plot	"The fish are playing, the fish are sparkling"
December	Modeling plot	"White Sea and the Arctic Ocean"
	Drawing and Artistic labor	“Oh, how fun in winter!”
	Drawing in pairs	"Carnival dance"
	Painting	"The Book of Winter"
January	Painting	"Firebird"
	Drawing and manual labor	"Children in a Cage"
	Drawing with appliqué elements	"The circus"
February	Drawing (Dymkovo painting)	"Toy shop"
	Drawing (Gzhel painting)	"Patterns on glass"
	Drawing (Gorodets painting)	"Oh you horses, my horses..."
	decorative drawing	"Patterned Scarf"
March	The application is voluminous	"Gift for Mom"
	Application	"Flower World"
	Drawing and Application. (in pairs)	"At Cinderella's Ball" (Castle)
		(Ladies and gentlemen)
April	Application	"The amazing world of hot countries"
	Manual labor	"Monkeys"
	Drawing (2 groups)	"Victory Park"
	Painting	"My native city"

Literature

1. Gribovskaya A. A. “Collective creativity of preschoolers. Summaries of lessons”. Moscow creative center Sphere, 2004.-192p.
2. Dubrovskaya N.V. "Invitation to Creativity". - "CHILDHOOD-PRESS", 2004. - 128s.
3. Doronova T.N. "The development of children in visual activity." - "CHILDHOOD-PRESS", 2005. - 96s.
4. Kazakova R.G., Saiganova T.I., Sedova, Smagina T.V. “Drawing with preschool children. Moscow, TC Sphere, 2004-128s.
5. "Collective creativity of preschoolers" / Gribovskaya A.A. - "TC Sphere", 2005. - 192 p.
6. Komarova T.S., Savenkov A.I. "Collective creativity of preschoolers". - M .: Pedagogical Society of Russia, 2005. - 128 p.
7. Komarova T.S. Children in the world of creativity. M.: 1995.
8. “Moral and aesthetic education of a child in kindergarten” / Vetlugina N.A., Kazakova T.N., Panteleev G.N. - M.: Enlightenment, 1989. - 79 p.
9. Trunova M. Collective work in the classroom for art activity // preschool education. - 2005. -№2. - S. 60.

Olga Demina
Collective creativity of preschoolers

EVERYTHING is a thousand times more interesting

When we do everything together...

The development of children is one of the most important tasks of modern education. The dynamism of the world in which we live makes creativity not a luxury available and required from the elite, but an everyday necessity for every person. High level of development creative abilities in our time is increasingly seen as a necessary condition for survival in an ever-changing environment. Especially important for modern man is the ability work creatively in a team.

How to organize collective activity of children? To interaction preschoolers in the process of creative activity brought joy from joint assistance?

I single out three main forms of joint activity children:

"jointly - individual", "joint-sequential" and "jointly interacting".

a) "Jointly - individual"- characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage, the work of each becomes part of the overall composition.

The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. Doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work will be. team.

On the one hand, this creates conditions for mobilization creative capabilities of the child, and on the other hand, it requires their manifestation as a necessary condition. The advantages of this form of organization of activity also include the fact that it allows you to involve in collective creative activities of a fairly large group of children with no experience of working together.

b) "Jointly - sequential"- involves work on the principle of a conveyor, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.

in) "Joint - interacting"- work is carried out by all participants simultaneously, coordination of their actions is carried out at all stages.

In the classroom in II junior group I use all three forms of joint activity of children. The choice depends on the tasks that are set in the lesson for the children.

To conduct these classes requires a certain preparation and a certain attitude of the child. For the systematic conduct of classes on collective creativity created a long-term plan, selected topics, materials, thought out forms of organization.

Working on the 2nd junior group, kindergarten, I pay great attention to collective creativity of children. At this age, we can talk about the emerging ability of children to work together. In our group, work on collective activities of children are carried out both in direct organized educational activities with a teacher, and in the morning and evening hours. I distribute the work of creating images among the children so that it is interesting for everyone so that the child is able to create his own part in the overall composition and so that he can express himself, using his abilities in the best possible way, and achieve a high result.

At the center of fine creativity arranged a place to stay collective work. Created teamwork, we leave for some time in the group, this turns the child to the finished work, he can supplement it, talk with peers about the content of the picture. And it makes me want to create new ones. collective compositions.

During collective it is interesting to watch how children find a way out of the current situations, some correct the partner’s flaws (glue, others agree to do what they do best, and someone spoils their mood and loses interest in work. At such moments, I try on time notice the tension and find the right methods to change the situation.Along with this, we try to support each other with the guys friend: "We are not magicians, we are only learning"

In class I use a variety of art: fine and decorative, music, dance, literature.

Integration makes it possible to show children an artistic image by various means of expression, to understand creative artist's workshop, learn to find ways in creativity, creating your image.

An effective technique for identifying subgroups of children seeking joint activities can be the Day of Children's Interests. On this day, children do their favorite things, from which it is clear how many and which children subgroups of children are formed and by what interests.

Joint classes with children are organized for parents, in which parents create works together with their children. In such activities, the child feels parental support and the child is proud that he can teach them something. I also offer homework assignments in which the parent-child make blanks for future joint work, and at the festive event we create one large teamwork. And this causes a sea of ​​\u200b\u200bjoy and delight for everyone.

Very interesting and useful for children are classes in which children come together in twos to create a common composition. Such associations make it necessary for children to have business communication with each other, they teach them to negotiate with their partner. For such work, children unite in twos and the children themselves decide with whom they will work in pairs. After all, children need to decorate paired items identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in terms of composition, composition of decorative elements, color, and this is not so simple. For children to work in pairs, I practice the use of chart cards. I will bring example: “Now I will give you cards that will help you take turns being wizards and their assistants. You will work in pairs."

With the help of conversations, game trainings, simulations of situations, reading works of art, showing cartoons and didactic, mobile, relaxation games brought up friendly relationships in children, taught them to cooperate, empathize, show care and attention to each other.

In progress collective work, the moral and aesthetic education of children is carried out, the following skills:

Work together, yield arcs to a friend, help, suggest;

Agree on joint work, its content

Plan your work, determine its sequence, content, composition, additions;

Rejoice in the success of your own and your comrades when creating work

Drawing in multiple hands a collective form of creativity brings children together. They develop communication culture skills, have emotionally warm relationships with peers. Children easily learn moral norms, rules of behavior.

From the experience of a kindergarten teacher

Description: This material is intended for kindergarten teachers, parents.
Members: preschool children.

Target:
to give children the opportunity to embody images of the world around them in the composition, to create conditions for creative interaction.

Tasks:
Tutorials:
to teach to create collective works, to show their artistic abilities in various types visual activity;

Developing:
develop creativity, imagination, imagination;

Educational:
cultivate the ability to work together, build communication, develop the habit of mutual assistance.

One of the forms of conducting GCD in kindergarten is collective work, the result of which are common paintings, panels, compositions.

Collective work with children is created from the early preschool age on drawing, modeling, application, design.

Creating common pictures, compositions, where images of all the children of the group are combined, gives children great joy. Such pictures are more significant in terms of results for children, cause them admiration, truly, as in the poem of V. Mayakovsky: “What one does not do, we will do together.”

In the process of performing collective work, the moral and aesthetic education of children is carried out, the following skills:
- agree on joint work, its content;
- work together, yield to each other, help, suggest, thus developing the communicative abilities of children;
- plan your work, determine its sequence, content, composition, additions;
- rejoice in the success of one's own and comrades in the creation of work.

The developing possibilities of this form of work consist in the development in children of self-regulation and the ability to interact in a team.

I note that among the targets at the stage of completion of preschool education in the Federal State Educational Standard, it is indicated that "the child actively interacts with peers and adults ... is able to negotiate, take into account the interests and feelings of others."

Performing collective work, we create decorations for the holiday, we make panels for leisure, for the birthday of a child, we illustrate fairy tales, poems, etc.

I choose a variety of topics for collective work, but I am especially attracted to the creation of compositions about nature. These are green fields, pine and mixed forests, rivers and lakes, animals, insects and birds. I teach children to admire the beauty of the nature of their native land.

And how children try to make collective works for the holidays and delight their parents with the results of their work! They dedicate them to the kindest, most sensitive, most gentle and caring mothers and fathers.

Children put so much warmth and kindness into their work that you want to look at them endlessly.

In my classes, I try to use different types of art: fine and decorative, music, dance, literature. Integration makes it possible to show children an artistic image by various means of expression.

Children of the younger group create each individual image, and at the end they get a big picture.

And older children perform more complex and varied tasks (“City Street” - transport, houses, trees, people, etc.). In order for the children not to interfere with each other when creating collective work, each determines the area of ​​\u200b\u200bhis activity, that is, they agree on who will create where.

For the systematic conduct of classes on collective creativity in the group, a long-term plan is created, topics and materials are selected, forms of organization are thought out.

Sometimes group work can be implemented in several classes. A cycle of classes on one topic provides for a gradual solution of the task. For example, the topic “City Street”: in the first lesson a city is created, in the second lesson on another sheet - transport, at the end of the lesson both sheets are connected. In the third lesson, people are made and complement the city as they wish (trees, flowers, clouds, sun, etc.)

Interacting in a team, the child not only learns and develops physically, mentally and verbally, but also receives important social experience, develops social values.

And seeing the result of collective work, children experience positive emotions.

Usually, in the classroom in kindergarten, each child individually performs his own drawing, modeling, and appliqué. But the creation of general pictures, compositions, where images of all the children of the group are combined, gives special pleasure to children. Such work is called collective work.

In collective fine art, not only panels can be created, but also posters, wall newspapers, decorations for performances, holidays, and leisure. Together, children can prepare scenery and masks for dramatization games, and then all together play out the plot of a fairy tale, story.

Usually, such classes are held sporadically and only in light forms, when each child performs separately his own part of the image, which then becomes a fragment of the overall work. Children's interest in collective visual activity increases significantly if its result is of social value.

At the heart of each collective work is a specially developed game plot. The child does his part of the work individually, and at the final stage it becomes part of the overall composition. The planning here is quite simple: the task is given to everyone at the beginning of work and then adjusted depending on what others have done. At first, this is done by the educator, later it happens in the course of a collective discussion by all participants, when it is necessary to summarize the results.

Classes built on the basis of a joint-individual form of organizing activities allow children to form the simplest skills and abilities of cooperation. But when performing these works, the unity of the group has a formal character, since interaction is carried out only at the stages of planning and evaluation, which complicates the formation of skills to coordinate joint activities, but it allows children to demonstrate the simplest options for joint planning.

Collaboration

The joint-sequential form of organizing collective activity involves the gradual implementation of actions by participants, when the result of the action of one participant becomes the subject of the activity of another. The production conveyor operates according to this principle, the same principle underlies sports relay races. In the artistic activity of adults, this form also finds application, for example, in the art industry: one develops the shape of ceramic cups, the other molds them, the third makes the painting, etc. This form is used in labor education, as it allows you to reproduce the conveyor line in a playful way.

As an example, consider the performance of a voluminous work on the topic "Winter's Tale" (snowman factory) in the senior group. The lesson is a game that synthesizes collective literary and constructive creativity. Children are divided into four people per line. The tasks facing everyone are simple: roll up three lumps different sizes from napkins; glue the parts together in accordance with the sex of the snowman, complete the image of the snowman from the proposed parts. From the conveyor line, three snowmen get into the "Winter's Tale".

Joint activities contribute to the formation of skills to coordinate joint actions. Under these conditions, the failure of one child inevitably leads to a disruption in the rhythm of the entire work, to a general failure.

With such an organization of activities, children from the first to the last stage work together, constantly adding something to the overall composition, improving its expressive, meaningful characteristics. A composition made in this way is not simply made up of previously distributed and individually executed details of the work, it is in the full sense of the word the fruit of a collective creative thinking, joint planning, active interaction at all stages of work. Everyone is required to take the initiative and at the same time be willing and able to coordinate their ideas with the tasks.

general work.

This work assumes that children have the ability to work in a team and acts as a means of developing the skills to plan, coordinate their activities and evaluate the results of collective creativity.

We developed tasks when a group created one, common composition, but game plots made it possible to give the process of creative interaction a stepwise character. At the first stage, the children worked in pairs or small groups; at the subsequent stages, interaction was carried out between these pairs and groups.

If the first problem is successfully solved and there are no insurmountable disagreements between the participants of the work at the planning stage, then the next stage of coordinating joint actions is relatively painless. Not without disputes, but without quarrels and insults. It is necessary to correct the attitude of children. Usually one or two pairs do not cope with the tasks. A more complex approach to the distribution of responsibilities requires interaction in large associations. This is especially important when performing the first compositions. Attention should be paid to the recruitment of groups: on the basis of observation, personal sympathies, desire to work together. This simplifies the process of acquiring the first skills and abilities for children to work in small groups. A more complex option is the interaction between groups. Properly structured discussion of completed compositions contributes to the development of children's creative imagination. This will help the formation of originality and flexibility in children's thinking.

None of the children individually could have made such a big interesting composition. This will help children experience the benefits of working together. It will create a good emotional background for performing similar work in the future.

Lidia Pashintseva, kindergarten teacher
compensating type garden No. 94

Independent creative activity, its characteristics

Consolidation of knowledge, skills and abilities of children in visual activities can take place at the request of children in their free time. Most of this time is devoted to games. But if any of the children wants to draw, sculpt, this should not be prevented. Such a desire sometimes indicates the presence of abilities in a child, and it is necessary to promote their identification and development. In the process of independent activity, various skills of children are fixed.
The pictorial activity arising in the course of the game is of a subordinate nature. Its goals and content are determined by the needs of the game. For example, the game of "school" makes it necessary to make notebooks, books, bags for the participants in the game. Some of the children are engaged in the construction of these objects from paper. Such activities develop initiative, creativity and enrich the content of the game.
Children must be provided necessary material to work outside of work. AT group rooms in the corners or on the shelves in the closet should be stored accessories for drawing, modeling, which children can freely use. In younger groups, such a corner is created when the children acquire elementary skills in using the material. True, one has to limit oneself to pencils, since working with paint and clay is difficult and requires constant monitoring by the educator. In the middle group, plasticine is added to the pencils. Children of older groups can be provided with all the materials that they use in the classroom, with only minor restrictions. So, instead of clay, plasticine is given, instead of starch glue - casein or stationery. natural and other additional material stored in child-friendly drawers with compartments. Children use all these materials in their free time and take it with the permission of the teacher. In the process of work, the educator observes the children, gives them advice, and makes sure that the work begun is completed.

Ways of organizing collective activities in the classroom.

Collective visual activity is an effective means of solving many educational and didactic tasks. The collective form of organization makes it possible to form the skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives.

The collective visual activity of children, like other types of children's art, should be closely connected with the game. The use of gaming methods and techniques in such classes increases the effectiveness of artistic activity.

There can be many specific methods for combining collective and individual forms of work of preschoolers in the process of visual, decorative or design activities. They are born as a result of the joint creativity of the educator and children. In collective visual activity, children independently distribute responsibilities, exercise collective control and self-control, strive for coordinated actions, they have additional energy, they overcome difficulties more easily and solve complex creative problems, a collective initiative and competition are born.

Classification of forms of organization of collective work of children. A.I. Savenkov, having conducted a study with children of older preschool age, proposed a classification that allows you to systematize and then constantly complicate the process of joint activities of children from joint-individual to more complex joint-sequential and, finally, joint-interacting. The interaction of children can be carried out in pairs, in a small group (3-5 people) and a large group, which actually includes all the children in the group. Pupils can create images at the same time or work on the image on the principle of a pipeline.

Depending on the levels of formation of skills of collective activity in children different ages the educator chooses the form of organization of collective work:

1. Joint-individual.

2. Joint-sequential.

3. Jointly interacting.

Teamwork can be different not only in form organization of work, but by type, which can be determined by thematic criterion:

· Production of art panels and layouts;

· Execution of gift posters;

· Production of attributes to joint games;

Illustrating fairy tales and stories;

Artistic design of exhibitions;

· Production of suits, theatrical scenery.

How exactly should collective activities be organized with children? First of all, it should be emphasized that the choice of one or another form of organization of collective activity depends on the age of the children, the theme of the depicted picture, the number of children in the group, whether the creation of the image is carried out on a group educational activity or in their free time, in the process of independent artistic activity. The complexity of the content and individual images will increase with the age of the children. Collective work can be carried out both in direct organized educational activities with a teacher, and in the morning and evening hours.

There are 3 stages in the organization of work:

· Preparatory. Tasks: deepening knowledge on the topic of future work, the formation of vivid artistic images.

· The main thing is the performance of work. Tasks: to provide children with the opportunity to embody images of the surrounding reality in the composition, creating conditions for the creative interaction of children.

· Final. This is the period of interaction of children with completed work.

Any teamwork must have a purpose. The teacher leads the children to make a picture or craft together, which would be difficult to do alone. During the performance of collective work, children learn to communicate with adults and with each other. If at the initial stage of such work, children communicate mainly with the teacher, then a little later, communication with each other begins. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, empathize. The task of the educator is to teach children how to negotiate, yield to each other, and appreciate the help of a friend.

Collective work can be carried out in any age group, in any type of art class.

The easiest way to organize collective work is modeling or application, the most difficult is drawing. Forms of organization depend on the age and communication skills of children.

In the younger groups, the children complete the task each on their own sheet, and at the end of the lesson, all the work is combined into one or two common compositions. From the very beginning, children should know that they will get a general composition.

So middle group it is possible to complete the task on one sheet. Children stand in front of tables on which long sheets are located. Everyone determines their place - puts their palms on paper so that the neighbor's elbows do not interfere. Then all the children perform the same task, and then complete the drawing with details as desired. There may be such an option: each child performs an image on a sheet of the same color as the general background of the composition, after completing the task, small leaves are pasted onto a common sheet that combines all the work. This option can be used in younger groups.

In older groups, after preparing the general background, you can divide the sheet into parts and, after completing the task, connect all the parts in the same order.

Already in the younger group, children can complete the task on one sheet, creating two images of the same complexity, then the group can be increased to three - four or more children.

It is easier to perform collective work in the application. Each child cuts out and glues an object in his place, and then sticks it on a common sheet.

With children of senior preschool age, collective works based on folk art are created in a drawing or application.

Oksana Dobrodon

Analyzing the actions of children in kindergarten and on the streets of the city, you can see that they strive to satisfy, first of all, their needs, desires, interests, regardless of the aspirations of the people around them, and sometimes not even knowing about them.

I don't want to see children being selfish!

Exactly at kindergarten the child must learn to live among people. And bring the children together teamwork.

Goals group activities:

Build skills and abilities to work together, build communication, develop the habit of mutual assistance, create the basis for the manifestation and formation of socially valuable motives;

Develop creativity, fantasy, imagination;

Help the child to show their artistic abilities in various types of visual and applied activities.

Main goals:

To develop an aesthetic perception of the world, nature, artistic creativity of adults and children;

To develop the imagination of children, supporting the manifestations of their imagination, courage in presenting their own ideas;

Engage children in work with a variety of materials;

Learn to create collective work.

Collective lessons - in preparatory group I propose to spend in the afternoon, when they have already rested and are full of new strength and desire to communicate with each other again. The duration of the lesson is 25-30 minutes, in accordance with the program.

In progress collective work moral and aesthetic education of children is carried out, the following skills:

- to work together, yield to each other, help, suggest;

agree on a joint work, its content;

Plan your work, determine its sequence, content, composition, additions;

Rejoice in the success of your own and your comrades in creating work.

Summing up, completed work, we are discussing creative work with children. This helps the child to see the world not only from their own point of view, but also from the point of view of other people, to accept and understand the interests of another person.

Teamwork in kindergarten is the result of a joint work of children and adults. Each work serves as visual information for parents and interior decoration. Our work constantly delight both children and parents at the exhibition near the group and in the locker room. Each of the children proudly shows how their part work With detailed description the process of creating a particular part, and part work, which are made by friends from the group. I think that this kind work is the motivation children's creativity, because after completion work the guys continue to stay at the tables, unite in groups and perform work already on your topic.

Independent creative activity, its characteristics

Consolidation of knowledge, skills and abilities of children in visual activities can take place at the request of children in their free time. Most of this time is devoted to games. But if any of the children wants to draw, sculpt, this should not be prevented. Such a desire sometimes indicates the presence of abilities in a child, and it is necessary to promote their identification and development. In the process of independent activity, various skills of children are fixed.
The pictorial activity arising in the course of the game is of a subordinate nature. Its goals and content are determined by the needs of the game. For example, the game of "school" makes it necessary to make notebooks, books, bags for the participants in the game. Some of the children are engaged in the construction of these objects from paper. Such activities develop initiative, creativity and enrich the content of the game.
Children must be provided with the necessary material for work outside of classes. In group rooms, in the corners or on the shelves in the closet, drawing and modeling supplies that children can freely use should be stored. In younger groups, such a corner is created when the children acquire elementary skills in using the material. True, one has to limit oneself to pencils, since working with paint and clay is difficult and requires constant monitoring by the educator. In the middle group, plasticine is added to the pencils. Children of older groups can be provided with all the materials that they use in the classroom, with only minor restrictions. So, instead of clay, plasticine is given, instead of starch glue - casein or stationery. Natural and other additional material is stored in drawers with compartments that are easily accessible to children. Children use all these materials in their free time and take it with the permission of the teacher. In the process of work, the educator observes the children, gives them advice, and makes sure that the work begun is completed.

Ways of organizing collective activities in the classroom.

Collective visual activity is an effective means of solving many educational and didactic tasks. The collective form of organization makes it possible to form the skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives.

The collective visual activity of children, like other types of children's art, should be closely connected with the game. The use of gaming methods and techniques in such classes increases the effectiveness of artistic activity.

There can be many specific methods for combining collective and individual forms of work of preschoolers in the process of visual, decorative or design activities. They are born as a result of the joint creativity of the educator and children. In collective visual activity, children independently distribute responsibilities, exercise collective control and self-control, strive for coordinated actions, they have additional energy, they overcome difficulties more easily and solve complex creative problems, a collective initiative and competition are born.

Classification of forms of organization of collective work of children. A.I. Savenkov, having conducted a study with children of older preschool age, proposed a classification that allows you to systematize and then constantly complicate the process of joint activities of children from joint-individual to more complex joint-sequential and, finally, joint-interacting. The interaction of children can be carried out in pairs, in a small group (3-5 people) and a large group, which actually includes all the children in the group. Pupils can create images at the same time or work on the image on the principle of a pipeline.

Depending on the levels of formation of the skills of collective activity in children of different ages, the educator chooses the form of organization of collective work:

1. Joint-individual.

2. Joint-sequential.

3. Jointly interacting.

Teamwork can be different not only in form organization of work, but by type, which can be determined by thematic criterion:

· Production of art panels and layouts;

· Execution of gift posters;

· Making attributes for joint games;

Illustrating fairy tales and stories;

Artistic design of exhibitions;

· Production of suits, theatrical scenery.

How exactly should collective activities be organized with children? First of all, it should be emphasized that the choice of one or another form of organization of collective activity depends on the age of the children, the theme of the depicted picture, the number of children in the group, whether the creation of the image is carried out on a group educational activity or in their free time, in the process of independent artistic activity. The complexity of the content and individual images will increase with the age of the children. Collective work can be carried out both in direct organized educational activities with a teacher, and in the morning and evening hours.

There are 3 stages in the organization of work:

· Preparatory. Tasks: deepening knowledge on the topic of future work, the formation of vivid artistic images.

· The main thing is the performance of work. Tasks: to provide children with the opportunity to embody images of the surrounding reality in the composition, creating conditions for the creative interaction of children.

· Final. This is the period of interaction of children with completed work.

Any teamwork must have a purpose. The teacher leads the children to make a picture or craft together, which would be difficult to do alone. During the performance of collective work, children learn to communicate with adults and with each other. If at the initial stage of such work, children communicate mainly with the teacher, then a little later, communication with each other begins. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, empathize. The task of the educator is to teach children how to negotiate, yield to each other, and appreciate the help of a friend.

Collective work can be carried out in any age group, in any type of art class.

The easiest way to organize collective work is modeling or application, the most difficult is drawing. Forms of organization depend on the age and communication skills of children.

In the younger groups, the children complete the task each on their own sheet, and at the end of the lesson, all the work is combined into one or two common compositions. From the very beginning, children should know that they will get a general composition.

From the middle group, it is possible to complete the task on one sheet. Children stand in front of tables on which long sheets are located. Everyone determines their place - puts their palms on paper so that the neighbor's elbows do not interfere. Then all the children perform the same task, and then complete the drawing with details as desired. There may be such an option: each child performs an image on a sheet of the same color as the general background of the composition, after completing the task, small leaves are pasted onto a common sheet that combines all the work. This option can be used in younger groups.

In older groups, after preparing the general background, you can divide the sheet into parts and, after completing the task, connect all the parts in the same order.

Already in the younger group, children can complete the task on one sheet, creating two images of the same complexity, then the group can be increased to three - four or more children.

It is easier to perform collective work in the application. Each child cuts out and glues an object in his place, and then sticks it on a common sheet.

With children of senior preschool age, collective works based on folk art are created in a drawing or application.