Development of children's creative abilities in visual arts: basic principles and techniques

In preschool age, all children love to draw; it helps them express themselves and comprehend the knowledge they have acquired about the world around them. That is why the development of creative abilities in visual arts is so effective and efficient.

For a long time, teaching drawing in childhood was considered almost exclusively as part of aesthetic education. However, at the end of the last century, psychologists finally recognized that visual activity is an important condition for the development of the child’s psyche, and not only creative abilities.

Children's development in visual arts

In the material you can see a selection of drawings by students of the author of the article, Marina Golubeva. Students made these images while doing the Draw a Sound activity. The results were very interesting drawings that illustrate how creativity and imagination come to life on paper.

Draw the sound - the sound of falling snow

The consciousness of preschool children, their thinking and worldview largely remain a mystery to teachers and psychologists. But studying the possibilities of developing creative abilities in visual activities led researchers to very interesting conclusions. It turns out that when a child is engaged in drawing, all mental processes are activated, including the development of creative thinking. But we are not talking only about this higher type of cognitive processes. The development of children in fine arts takes place in a variety of spheres and areas of the psyche.

1. Drawing satisfies the most important needs of children: to communicate and understand the world, to express their emotions and relaxation.
2. The development of fine motor skills of the hand in visual activities has a positive effect on all areas of the brain, activating thought processes.
3. Development of visual memory: drawing not only ensures memorization and long-term preservation of images, but also stimulates their reproduction. Moreover, this happens directly, without connection with speech, which in children (and many adults) is not developed enough to convey all the details and nuances of visual images.
4. The development of creative abilities in visual activity is also associated with the fact that drawing develops the skills of conscious, purposeful imagination.
5. In preschool age, imaginative thinking plays an important role, and nothing develops it better than drawing.

Development of creativity in drawing – Call

The development of creative abilities in fine arts is not the only thing that determines the role of drawing in children’s lives. No less important is the fact that drawing has a huge psychotherapeutic effect. It helps kids relieve emotional stress, throw out negative emotions on paper, calm down and tune in to the positive.

Development of children's visual creativity

The relationship between visual arts and other types of children's activities in kindergarten.

The interconnection of various types of children's activities allows us to deepen and expand children's ideas about the world around them, increase their emotionally positive impact on the upbringing process, and make this process more effective. The influence on the child occurs through activities that are interesting to him.

Visual activities in kindergarten are part of all educational work with children and bear the burden of solving the problems of comprehensive education of preschoolers. The relationship between visual activities in kindergarten and other aspects of educational work with children contributes to the development of interest in drawing, modeling, appliqué, mastering the means of representation, and increasing the effectiveness of the comprehensive education of children.

Program objectives for visual activities are interconnected with the goals and objectives of other sections of the work. Solving specific problems is based on what children have learned and learned before. Work at the institution is organized according to thematic weeks. Every time children are given the opportunity to discover the world around them anew. It contains so many interesting and new things!

During the week “Insects” we consider and study the life of insects. Here's an ant crawling - the baby has never seen anything like this! And all attention is focused on the insect. You can mold it, draw it, make an applique. During the “Spring has come” week, watching the first snowdrops, the child again experiences surprise and the joy of learning. During the “Transport” week, watching with the children a bus, a crane, or a “fire” truck passing by the kindergarten, we observe the enthusiastic children’s eyes following them with their gaze.

The environment evokes positive emotions in children and a desire to talk about what they saw, what delighted and attracted their attention. And having learned the possibilities of drawing, sculpting, and appliqué, children strive to convey this fascinating world in their visual arts. The surrounding life provides ample opportunities for enriching drawings, modeling and applications with new and varied content. Children of junior and senior preschool age always find objects and themes for their images of the life around them.

Visual activities are closely related to children’s familiarization with their surroundings. It is important that the interconnection of these sections of educational work be of a natural, logically substantiated nature, not far-fetched, and that familiarity with the environment is not subordinated only to the tasks of learning to draw, sculpt, and appliqué.

The work of educators and preschool specialists within the framework of a single theme of the week and the integration of different types of activities helps the child to comprehensively become familiar, study and see a subject, object or phenomenon from different sides. Reflect your impressions and acquired knowledge in productive activities.

For example, having planned a drawing on the topic “Cars are driving along the street,” the teacher begins to introduce them to cars driving along the street, offers to look at different cars, watch them on the street, listen to an interesting story about it, and play the game “Crossroads.” Knowing about the great interest of children in cars, the teacher plans activities in which the children can reflect their impressions.

We attach special importance to the relationship between the activities of drawing, modeling, and appliqué with work on developing children’s speech and reading fiction.

We read fairy tales and stories to children, learn poems with them, and together we compose stories, riddles, poems, and fables. Children develop speech, thinking abilities, and artistic and figurative representations. When children subsequently draw, sculpt, cut out and paste images on the themes of fairy tales, stories, and poems, their imagination and desire to express their attitude to what they have learned in visual form are activated. To convey the theme of a fairy tale or poem, children must remember the content.

In order to activate speech, we invite them to explain what and how they will draw, and after finishing the work, talk about their works and the works of their comrades, evaluating them and motivating their assessment. The children enjoy the process and everyone is eager to have their say. Systematic conduct of such analysis as a result of the activity contributes to the acquisition by children of the ability to create detailed statements, and even short stories about work, while their speech is enriched, acquiring a figurative coloring due to the inclusion of epithets, figurative comparisons, poetic lines and a positive emotional attitude. Children love to draw, sculpt, and create applications based on fairy tales, stories, and poems. The proposal to create images on the themes of literary works always finds a lively, emotional response from children. The guys drew a postman from S. Ya. Marshak’s poem “Mail”, a girl with blue hair from A. N. Tolstoy’s fairy tale “The Golden Key”, Doctor Aibolit from the work of the same name by K. I. Chukovsky.

Children especially enjoy drawing covers for fairy tales. During the “Baby Books” themed week, children drew covers for fairy tale books and made book pages. This was preceded by interesting work to get acquainted with the children's book and its creation. The teachers told the children about how a children's book comes into being and who works on it (writer, editor, artist, printers, etc.).

Children's book exhibitions were organized in groups. For them, they used not only those books that were available in groups and in kindergarten, but also books brought by children and adults from home. The children carefully examined the books: how they were designed, which artist created the cover and drawings, paid attention to the features in the manner of design of books by such wonderful artists, and compared the design of the same work by different artists.

Working during the “Baby Books” week with great interest and joy, the children, together with their parents, created books with drawings based on the fairy tales “The Little Humpbacked Horse” by P. Ershov, “The Little Thumb” by C. Perrault and many others. The institution now has a whole collection of children's books with fairy tales, poems, and characters. A collection of books made by children and parents was presented at the general exhibition of the kindergarten.

We attach special importance to the relationship between drawing, modeling, and appliqué with play. Both in play and in visual activities, children reflect their impressions of the life around them. The connection between these types of children's activities is determined by the specifics of the child's visual activity, which consists in playful manifestations in the process of creating an image and in a playful attitude towards the image.

Having created an image of this or that object, an animal, the child begins to play with them: the motor of the drawn airplane begins to “hum”, and now it is already flying. The game “revitalizes” the image, and this in turn determines figurative, emotional perception, ideas about objects and phenomena of the environment, and is an indispensable condition for the development of imagination, without which artistic creativity is impossible.

Role-playing play plays a big role in children’s lives. Educationally valuable is its relationship with visual activity, which not only enriches children’s creativity with new themes, but also deepens knowledge of the surrounding reality and contributes to the development of play. In order to reflect the events of the surrounding life that have become the content of children's games, children must again, as it were, relive these events, clearly imagine and realize them.

The events experienced by the child in the game color his artistic activity with positive emotions: in his drawing he talks about what and how he played. Reflection of games in drawings, as experience shows, helps to deepen and enrich the content of games - they become long-lasting, new characters and new episodes are included in them.

Observations of children's games allow us to identify the most common plots. This is a clinic (hospital), family, pharmacy, store, firefighters, pilots, construction, school and others. Games that reflect the experiences of everyday life. The richer the children’s impressions, the more interesting and meaningful the game.

Teachers, trying to enrich the content of children's games, pay attention to expanding their horizons; this also serves to enrich the visual activities of children. The children welcome the offer to draw how they played.

Great opportunities in implementing the tasks of comprehensive education also lie in the relationship between drawing, modeling, and appliqué with dramatization games. Dramatization games are based on literary works. Carrying out such a game requires a clear representation of the image of the literary hero and the plot of the work, the ability to convey character, actions and deeds using appropriate postures, gestures, movements, voice and other means, which is impossible without imagination.

Teachers and children prepare scenery, details of character costumes, and masks for the dramatization game. The teacher's proposal to draw how the children played this or that fairy tale arouses keen interest in visual activities and helps to enrich children's drawings. Basically, dramatization games are based on fairy tales. We give preference to fairy tales with a large number of characters, so that as many children as possible can take part in them. We also take into account children’s visual abilities.

The connection between visual activities and dramatization games can be carried out from the middle group. For dramatization games we use such fairy tales as “Teremok”, “Three Bears”, The Wolf and the Seven Little Goats”, “The Hare and the Hedgehog” (based on the fairy tale of the Brothers Grimm) and others. In the process of preparing for the dramatization of these fairy tales, we think about what children could do to play in visual activities: color the animal masks cut out by the teacher (vodka, goats) or draw masks of a hare, three bears.

A game for which children have done a lot with their own hands is more lively and interesting, evokes positive emotions that unite the children with a common joy, and leaves deep impressions.

In the senior and preparatory groups, we use more complex fairy tales, with a larger number of characters, plots, and scenery.

Dramatization games are interesting from a pedagogical point of view because all children of the group can be involved in their preparation and implementation: some as role players, others as craftsmen and artists in preparing the details of costumes, masks, and scenery, and others as spectators who actively perceive the actions of the heroes. deeply emotionally experiencing all events. And then the children all draw together on how the fairy tale played out. Thematic exhibitions are decorated with children's works.

During the “Games and Toys” week, the children took with great interest the proposal to create drawings about what outdoor games they played. At the same time, we agreed with the guys that they would portray the game characters in the images of animals and birds, objects and people who are the characters in the game, and not children. The children met this proposal with great interest. The unusual nature of the task evoked a positive emotional response, and mental transformations into the image of an animal or other game character contributed to the development of figurative ideas.

Thus, when creating drawings on the theme of the game “Crucian carp and pike”, children drew the corresponding fish; depicting the game “Geese-geese” - running geese and a wolf waiting for them under the mountain. The offer to draw how the children played this or that outdoor game pleases the children, and the drawings, as a rule, turn out to be varied and expressive.

Images of objects and objects of reality, musical and literary works are conveyed in different types of artistic activity in their own way. Thanks to the means of expressiveness in drawing - this is form, line, stroke, color, proportions, composition, dynamics, rhythm; in a dramatization game - intonation, facial expressions, gestures, movements; in music - tempo, dynamic scores, rhythmic pattern.

In order to implement the relationship between visual activity and music, we use songs, instrumental program and non-program music. A song, being a synthetic form of art, includes not only music, but also an artistic word, the images of which influence the child, causing vivid, imaginative impressions and a positive emotional attitude towards them. This determines the accessibility of the song work for children.

That is why the implementation of the relationship should begin with a song. It can be used as a means of enriching children's creativity from the age of 2-3 years. Children aged 3 listened to the “Autumn Song” (music by A. Alexandrov, lyrics by N. Frenkel), and then enjoyed drawing how colorful autumn leaves swirled in the air and fell to the ground. After singing the song “Chickens” (music by A. Filippenko, lyrics by T. Volgina), the guys pasted a general picture on the theme “Chickens walking on the grass.” Songs as a means of enriching the content of children's drawings, modeling, and applications can be widely used in different age groups.

After listening to the piece, children express their impressions of the music, and then create images in accordance with these impressions. This type of relationship is interesting because it awakens imagination, gives rise to a variety of images that enrich children's visual creativity, which in turn deepens children's impressions of musical works and promotes their memorization.

The connection between visual activities and the work of introducing children to works of art is very important. By looking at paintings or reproductions, sculpture, and works of folk decorative art, children get an idea of ​​how an artist selects objects to depict, what means he uses to convey images, and how differently a particular topic can be solved. For example, in still lifes, different artists depict the same fruits, vegetables, various foods, and dishes in different ways. The variety of creative solutions when artists create images of nature shows children the varied possibilities of art. So, during the “Games and Toys” week, the general exhibition of the kindergarten was decorated with the works of children of senior preschool age (decorative young ladies, goats, lambs...).

Acquaintance with fine arts enriches with new knowledge and ideas about the world; reveals the richness and beauty of the surrounding world; develops aesthetic perception and imagination; introduces new expressive possibilities of drawing, modeling, and appliqué; promotes the development of creativity. The relationship between different types of artistic and creative activities is based on the expressive transmission of their images and the transformation of images of one activity into another (for example, playing drawing).

In this regard, in the process of teaching visual activities in kindergarten, it is necessary to develop in children visual skills and abilities, including drawing techniques, formative movements, generalized methods of action and regulation of drawing movements (in terms of strength, range of speed). Teaching graphic skills and abilities is a means of aesthetic development: the positive emotions that a child experiences, having been able to successfully depict what he wanted, deepen aesthetic processes and feelings, and consolidate interest in the activity. Skills and abilities allow children to freely reflect objects, phenomena of the surrounding life, and the content of literary works in their drawings. Lack of skill fetters, causes negative emotions and even causes refusal of visual activity.

A detailed disclosure of the relationship between visual activity and various types of activities in educational work with children represents the integration of visual activity with all areas of education and training, ensuring an increase in children’s interest in the environment, natural phenomena and objects, various games and in the visual activity itself.

Literature:

1. Bogateeva Z.A. Preparing a child’s hand for writing in drawing classes // Preschool education. 2007. – No. 8.- P. 49-53.

2.Gorkova L.G. Integration of program sections in preschool institutions. – Voronezh, 2001.

3. Klimova E.P. Artistic and aesthetic development of preschool children. – Volgograd, 2005

4. Grigorieva G.G. Visual activity of a preschooler: textbook. manual for universities. – M.: Academy, 2009.

5. Kozlova S.A., Kulikova T.A. Preschool pedagogy. – M., 2007.

6. Matveeva A.N. Preparing your hand for writing. – M., 2004.

7. Preparing children for school in kindergarten / Ed. Sokhina F.A., Taruntaeva T.V. – M., 2008.

Development of children's creative abilities through unconventional drawing

All children are researchers; they are passionate about learning previously unknown things and mastering new activities. Therefore, it is useful to use unusual techniques and develop children’s creative abilities through unconventional drawing.

Imagination on paper - clicking heels

The use of unconventional techniques and techniques helps children overcome fear and uncertainty, because they are still poor at using a pencil and brush, and they do not always like their own drawings. And failures greatly reduce motivation and interest in drawing and make it difficult to develop creative abilities in visual arts.

There are quite a lot of methods that are considered non-traditional, and they are intended for children of different ages. So, for the little ones the following are suitable:

• Finger painting is very useful in early childhood, as it develops not only imaginative thinking, but also tactile sensitivity.
• Finishing the drawing of handprints is very exciting and develops imagination and imaginative thinking.
• Using a variety of prints, which allows kids to admire the beautiful prints.
• Blotography is an absolutely amazing technique. Children love her very much, looking with delight at the original paintings created from simple blots.
• Drawing with sand allows kids to master a completely unusual material.

How to depict Rustle - draw the sound

MAGAZINE Preschooler.RF

With the introduction of the Federal State Educational Standard for Education, the problem of giftedness is becoming increasingly relevant. This is, first of all, due to society’s need for an extraordinary creative personality. The recent growth in the volume of information requires changes in approaches to the content and conditions of educational activities.

The ability to think creatively, to see the problems of the world around us outside the box, is very important for a person, therefore, the disclosure of his creative abilities is the leading goal of education and upbringing.

Our century has opened up the opportunity to create in all areas of human activity. Moreover, novelty became the main criterion for creativity.

Children's creativity is a natural component of their development. At preschool age, a child discovers and reveals many possibilities for creativity, and easily creates one version of a creative product after another.

Every child has a need for creative activity: the child is looking for an opportunity to realize his potential; through creativity he can most fully reveal himself as a person.

Creativity for a child is more a process than a result. During this process, he better expands his experience, enjoys communication, and begins to trust himself more.

Pedagogical practice has a whole range of innovative methods and means for the development of a creative PERSONALITY.

The most effective means of achieving the development of creative abilities and independence are non-traditional types of visual activities for children.

An unconventional approach to creating images gives impetus to the development of children's intellect, encourages the child's creative activity, and teaches him to think outside the box. New ideas arise related to combinations of different materials, the child begins to experiment and create.

According to the requirements of the Federal State Educational Standard, one of the conditions for the development of a creative personality is the opportunity for children to choose materials, types of activities, participants in joint activities and communication; supporting children's initiative and independence. I try to realize all this through this type of fine art, such as modeling.

Modeling is one of the types of fine arts in which three-dimensional (sometimes relief) images and entire compositions are created from plastic materials. The three-dimensionality and three-dimensionality of the image gives enormous scope for imagination, the embodiment of creative thoughts and the development of imagination.

Modeling from various plastic materials is a fascinating, fascinating activity. This is a huge opportunity for children to think, try, search, experiment with materials, and most importantly, express themselves.

It is traditionally believed that the best material for modeling in kindergarten is clay. Unfortunately, recently this material has rarely been used for working with children. Objects made from it dry quickly and can be painted or painted. The main thing is that the clay is one color and when working with it, the child directs his main attention to creating an image, molding the shape of the object as a whole. Children sculpt from clay with greater consistency and pay more attention to the transformation of a piece of plastic material into a finished object than from colored plasticine. The skills learned by sculpting with clay can be easily transferred to sculpting with other materials.

Plasticine is one of the most affordable and easy-to-use materials for modeling. However, one of the disadvantages of working with plasticine is that it must be kneaded before starting work. The hand gets tired from such work, and fine work with the fingers becomes difficult. Therefore, it is advisable to take modeling from plasticine closer to the older group. Difficulty can also be caused by the fact that modeling from colored plasticine is carried out mainly by joining techniques, attaching small colored pieces to each other. When modeling in this way, the child loses sight of the overall shape of the object. But, despite the listed difficulties in working with plasticine, it is this material that allows you to approach the work most creatively.

Modeling from non-traditional plastic materials of your own making (like salt dough or paper pulp) is a real flame of creativity, it is an impetus for the development of imagination, the manifestation of independence, initiative, and expression of individuality.

In accordance with the Federal State Educational Standard for Education, the main model for organizing the educational process is the joint activity of an adult and a child.

In modeling classes I assume joint creativity between an adult and a child. In order to interest the children, I play out the situation, showing them how to operate with plastic materials. Once children have developed basic skills in working with plastic materials, they have more opportunities to work independently. This allows children to have some freedom of choice when making crafts. The child himself chooses what color the plasticine flower will be or where the plasticine snowflake will be located. This approach allows you to develop children’s imagination and their creativity (creative beginning of the individual).

And, of course, it is very important to emotionally charge children and turn the activity into an exciting game. We carefully examine the finished works, and I praise the little author for his efforts. I try to be attentive and conscious about the future fate of children’s works. It is very important that children feel respect for their creations. We must not forget that children need the constant attention of a significant adult, his praise and approval. The expectation of such attention is one of the most powerful psychological motives that encourage children to act and achieve results.

That’s why I organize exhibitions of children’s works and update them regularly. I often praise children, and I am not afraid to overpraise them. After all, such an attitude today will allow them to feel competent and confident people in the future.

The path to creativity has many roads, known and still unknown. Creativity for children is a reflection of mental work. Feelings, mind, eyes and hands are the instruments of the soul. The creative process is a real miracle.

The emphasis is shifted to the education of a truly free personality, the formation in children of the ability to think independently, acquire and apply knowledge, carefully consider decisions made and clearly plan their actions, and be open to new contacts.

Features and signs of development of creative abilities of preschool children

The preschool period is especially favorable for the development of artistic and creative abilities.

The child gets acquainted with visual and constructive activities, pays attention to the musicality of the surrounding world, and tries his hand at creating drawings, crafts and buildings.

A clearly expressed cognitive need of a preschooler is a sign of creative potential. In addition, abilities for various types of artistic activity have specific characteristics. It is useful for parents to know how children's inclinations in certain creative areas manifest themselves.

Signs of creative abilities of preschoolers in art activities

The very way and what means a child chooses to realize his plan indicates the presence or absence of a creative approach. A few more telling signs about the presence of abilities in visual arts:

1. A preschooler prefers drawing or modeling as soon as he has a choice of what to do.
2. As part of the plot, it depicts a large number of objects and people.
3. He chooses original subjects for his drawings. For example, he does not depict the usual house-tree-flowers, but paints a sky strewn with stars around a shining sun, and calls his picture Cosmos.
4. Resorts to drawing or sculpting to express his mood and feelings.
5. He uses new material with interest to implement his plans, and is also eager to try out a new medium in practice (sculpt from clay, not plasticine; draw with paints instead of pencils).
6. Shows interest in works of painting and sculpture - examines, speaks out about the painting or statue he sees.

Creative talent in theatrical activities

Attentive adults notice artistic talent in a child from early preschool age, as soon as the child develops speech skills. Later, nonverbal expression comes into play, complementing the expressive signs of artistry.

1. Likes to imitate colorful characters from fairy tales and cartoons, trying to convey the tone of speech and characteristic movements.
2. He easily takes on any role, imagining himself either as a friendly dog, or as a dangerous wolf, or as a Wizard.
3. Actively uses facial expressions, gestures and movements to convey the feelings and character of the image.
4. Seeks to evoke an emotional response in others when telling something or portraying a character.
5. Uses attributes (appropriate clothing, distinctive supporting details) to emphasize his suitability for the role.
6. He enthusiastically watches children's performances, be it a theatrical game or a puppet show.

Signs of abilities for speech creativity in preschool age

What features should adults look for in order to notice the makings of literary talent in a preschooler:

1. The child listens carefully to fairy tales and children's stories. At some plot points he stops the narrator and asks clarifying questions.
2. Can compose a story himself, observing the key structure: a semblance of a plot plot, a climactic event and a final moment. For younger preschoolers, such stories can literally consist of 4-5 sentences, but the structure of the story can be traced.
3. Comes up with something original when he retells a well-known story or fairy tale.
4. When talking about something, he adheres to the storyline and main idea.
5. Uses words that convey the experiences and feelings of the characters.
6. He explains some points in particular detail so that listeners understand what is happening.

"Expert Methodological Center"

Abstract: non-traditional techniques allow, moving away from the subject image, to express feelings and emotions in the drawing, give the child freedom and instill confidence in their abilities. Mastering different techniques and ways of depicting objects or the world around him, the child gets the opportunity to choose.

Key words: finger painting, poking method, emerging drawing, leaf printing, blotography, monotopy, scratch technique. Drawing is one of the most important means of understanding the world and developing aesthetic perception, as it is associated with the independent, practical and creative activity of the child.

The goal of working with children to develop creative abilities using non-traditional drawing techniques and techniques: to develop in preschoolers the ability to express the perception of the world around them, to improve their intellectual and creative abilities, and creative thinking.

All children love to draw when they are good at it. Drawing with pencils and brushes requires a high level of mastery of drawing techniques, developed skills and knowledge, and working techniques. Very often, the lack of this knowledge and skills quickly turns a child away from drawing, because as a result of his efforts, the drawing turns out to be incorrect, it does not correspond to the child’s desire to get an image that is close to his plan or the real object that he was trying to depict.

From a very early age, children try to reflect their impressions of the world around them in their visual creativity through visual sensations. At first, the “paintings” created by the children, the so-called “doodles,” are understandable only to the “artists” themselves. At an early stage, they sometimes don't need paints, brushes and pencils. Kids draw with their fingers, palms on foggy glass, a stick on the sand, chalk on the asphalt, sometimes mother’s unattended lipstick or paste on the mirror, water spilled on the table, they make images with buttons or beads taken from their grandmother’s box. That is, everything that can leave a visible trace. At the same time, children not only reflect what they see and feel, but also get acquainted with materials and objects of different properties and qualities.

As they get older, preschoolers first acquire the simplest skills and abilities of drawing using traditional methods and means. And over time, they meaningfully seek out new techniques for reflecting the surrounding reality in their own artistic creativity. At that moment, the teacher can make this work purposeful and introduce children to non-traditional techniques that take place in the fine arts. Include the most unusual means of image in the educational process: paraffin candle, comb, toothbrush, cotton swab, thread and much more. This is a free creative process, when the word “impossible” is not present, but there is an opportunity to break the rules of using certain materials: but with your finger and paint. Carrying out such classes helps to relieve children's fears, gain faith in their strengths, internal harmony with themselves and the world around them, and will give children a new wide range of sensations that will become richer, fuller and brighter. Non-traditional drawing methods can be used not only in art classes, but also in other classes and in free time.

In the process of all types of visual activities (drawing, sculpting, appliqué), the child experiences various feelings: he is happy about the beautiful image that he created himself, he is upset if something does not work out. But the most important thing is that by creating an image, the child acquires various knowledge, his ideas about the environment are clarified and deepened, in the process of work he comprehends new qualities of objects, masters visual skills and abilities, and learns to use them consciously.

The freedom of creative expression of a preschooler is determined not only by figurative ideas and the desire to convey them in a drawing, but also by his command of the means of representation. Children’s mastery of various image options and techniques during the learning process will contribute to their creative development.

Observations of the effectiveness of using various drawing techniques in kindergarten lead to the conclusion that it is necessary to use such techniques that will create a situation of success for students and form a stable motivation to draw. The use of non-traditional drawing techniques in fine arts classes allows the child to overcome the feeling of fear of failure in this type of creativity.

We can say that non-traditional techniques allow, moving away from the subject image, to express feelings and emotions in the drawing, give the child freedom and instill confidence in their abilities. Mastering different techniques and ways of depicting objects or the world around him, the child gets the opportunity to choose.

In visual arts classes, non-traditional image techniques are rarely used, their correctional significance is not taken into account, meanwhile, the use of non-traditional techniques helps enrich children’s knowledge and ideas about objects and their use; materials, their properties, ways of working with them.

Non-traditional technology does not allow copying a sample, which gives an even greater impetus to the development of imagination, creativity, independence, initiative, and the manifestation of individuality.

The child gets the opportunity to reflect his impressions of the world around him, convey images of his imagination, translating them into real forms using a variety of materials.

And the main thing is that unconventional drawing plays an important role in the overall mental development of the child. After all, what is intrinsically valuable is not the final product - a drawing, but the development of personality: the formation of self-confidence in one’s abilities, self-identification in creative work, purposefulness of activity.

The main forms of organizing the educational process are frontal classes and circle activities. Unlike main classes, limited by program content and time, in which it is sometimes difficult to provide an individual approach and celebrate the creative manifestations of preschoolers, circle classes can be structured in such a way that it is interesting for both the children and the teacher.

In order for visual activities in the classroom to be most effective, one must adhere to the principle of integrity , which is that children are offered lesson topics that can combine different areas of science and art.

It is also necessary to create psychological conditions in order to create in the child a sense of his own security, relaxedness and freedom through the support of adults for their creative endeavors.

It is imperative to use gaming techniques, fairy-tale images, the effect of surprise , and, of course , one should not forget about the availability of materials for creativity and the ability to act with them at any moment.

All this helps to interest the child and set him up for creative activity.

The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills, and abilities.

The child needs to be helped to learn different ways of drawing, to be given an understanding of different depiction techniques.

Next, we turn to a consideration of various methods of drawing, providing for the accessible use of non-traditional materials, which will expand the creative activities of teachers with children, diversify the developmental environment, the design of groups and kindergartens.

Each of these techniques is a small game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.

For each age, we adhere to different options for non-traditional drawing techniques, starting from simple and gradually moving to more complex ones.

So finger painting is suitable for children of primary preschool age. In scientific terms, this is one of the types of non-traditional drawing techniques, which is drawing with paints using fingers (one or several) or the entire palm.

Children of middle preschool age can be introduced to more complex techniques.

At this age, they can easily cope with drawing using the poking method. To do this, it is enough to take any suitable object, for example, a cotton swab, dip it in the paint and, with a precise movement from top to bottom, make pokes on the album sheet, in accordance with the intended design.

With surprise and delight, children perceive such a technique as emerging drawing. This is a mixed technique of drawing with various materials. The main goal is to become familiar with the properties and characteristics of materials. The planned plot is carried out with wax pencils (crayons). Then watercolor is applied over the drawing. Watercolor paints roll off the drawing, and it seems to appear.

In the fall, while walking with your child in the park, you can collect leaves from different trees that differ in shape, size and color. Using the leaf printing technique, you can create entire pictures - bouquets of leaves, trees, insects and animals, etc.

In older preschool age, children can master even more difficult techniques, such as blotography , when a variety of subjects and images can be seen in the imprint of an ordinary blot.

Next, we should propose the technique of monotyping (obtaining an image by transferring it from one surface to another, i.e., a print of the image).

Monotype is a unique technique that combines the qualities of printmaking (a print on paper from a printing form - matrix), painting and drawing. It can be called both graphic painting and pictorial graphics.

With pleasure and undisguised delight, children perform drawings using the grattage technique (drawing on a wax basis).

This is a method of making a drawing by scratching paper or cardboard covered in ink with a pen or sharp instrument.

These are just a few options for using non-traditional forms in the joint activities of an adult and a child.

The creative process is a real miracle - children reveal their unique abilities and experience the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “In creativity there is no right way, there is no wrong way, there is only your own way.”

Remember that a lot depends on you, on whoever is next to your child at the entrance to the complex and diverse world of beauty. Let creativity bring joy to you and your children!

BIBLIOGRAPHY

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