Art-therapeutic technologies in corrective work with children with disabilities. Innovative means of correctional and health-improving work with children with disabilities Animal Therapy. hippotherapy
Art therapy for children with disabilities.
Teacher-psychologist Angur T.A.
MBOU DOD DDT "Planet"
The inner world of a child with developmental problems is complex and diverse. How to help such children see, hear, feel all the diversity environment, to know your “I”, open it and enter the world of adults, fully exist and interact in it, develop yourself and at the same time take care of your health.
I decided that it was necessary to use new technologies that simultaneously ensure the cognitive development of children. In my opinion, art therapy is such a technology that carries special correctional and developmental opportunities. Having familiarized myself with the methodological literature, Internet materials on this topic, for the past two years I have been using elements of art therapy varieties in working with such children.
The relevance of this work lies in the synthesis of the most effective art therapy techniques in the framework of activities for the development of children with disabilities. The use of art therapy tools in working with such children in an accessible and attractive way.
The purpose of my project:
Art therapy has a powerful potential, the actualization of which allows you to radically change didactic approaches to the process of education, upbringing, personal development, organization and implementation of joint intellectual and emotional-artistic activities of a teacher and a student with special needs. The use of art therapy tools makes it possible to informally implement the process of integrating scientific and practical knowledge, skills and abilities in various activities. As my work experience shows, the use of art therapy with children with special needs increases motivation and can significantly optimize the development of the child. Observations have shown that Team work, including art-pedagogical technologies, gives a greater educational, developing and teaching effect.
Expected Result:
Almost every child with special needs can participate in art therapy work, which does not require him to have any visual abilities or artistic skills. In addition, the products of fine art are an objective evidence of the moods and thoughts of the child, which allows them to be used as diagnostics. Art - therapy allows you to know yourself and the world around you.
Kinds art therapy that I used to work with children with special needs: isotherapy; sand therapy; phototherapy; game therapy; music therapy; vocal therapy; fairy tale therapy. Next, I offer a few descriptions of techniques that are easy to use and will be of interest to our children.
doodle technique
Option - drawing in a circle: the doodle technique has always been a valuable method of psychotherapy. The resulting drawings leave no one indifferent. This technique can be used in working with hyperactive children as a tool for developing valuable social qualities (patience, attentiveness, etc.), as well as for increasing self-esteem. The image is created without paints, using pencils and crayons. In our case, scribbles mean the chaotic or rhythmic drawing of thin lines on the surface of the paper. Lines can look illegible, careless, inept, or, conversely, drawn and precise. Individual doodles can form an image, or the combination will appear in an abstract manner. Doodles help stir up the child, make you feel the pressure of a pencil or crayon, remove muscle tension.
Technique "Magic ball".
For work, you will need balls of threads of different colors, a sheet of drawing paper or a piece of wallpaper. In addition to the fact that this technique develops imagination and fantasy, it is also good because it is ideal for timid, shy children who are afraid to draw and play. This is a kind of alternative to drawing, where there is no “good” or “bad” work. The technique can be safely used for hyperactive, impulsive, aggressive children. You can work both individually and in pairs. The use by children of techniques and techniques for creating images acts as a way for them to comprehend their capabilities and the surrounding reality, as a way to model relationships and express various kinds of emotions, including negative, negative ones, and also acts as a means to reduce psycho-emotional stress, aggressiveness, hyperactivity, anxiety in children.
Technique"Collage".
Tasks: development of self-interest, increase in self-esteem, reflection of various "I-schemes", development of creativity.
Progress of work: it is necessary to cut out pictures, slogans, words, parts of the text from newspapers and magazines and use them to compose a composition on a given topic. If there is not enough material to complete the composition (it was not found in the proposed magazines), then it is allowed to finish it with felt-tip pens and pencils.
Often in children with developmental disabilities, the theme of destruction is present in the collage. There is much more negative than positive, so when discussing the work, the guys start with their negative traits not knowing what to say about the positive.
- Movement exercises.
“A walk through the fairy forest” (N. Rimsky-Korsakov, Fevronia’s aria from the opera “The Legend of the Invisible City of Kitezh”). Steps at a slow pace, imagining a beautiful landscape around you and showing other children the magnificence of nature with gestures.
"Festive March" (N. Rimsky-Korsakov, introduction to the opera "The Tale of Tsar Saltan"). Imagine yourself going to a party. Walk confidently and decisively.
- Musical relaxation.
These exercises are aimed at correcting psycho- emotional sphere child to acquire relaxation skills. When performing these exercises, it is important to distract the child from traumatic experiences and help him, with the help of music, see all the beauty of the world. All exercises are commented by the teacher under certain music, causing various emotions. For example, an exercise to activate the vitality "Energy" (for hyperactive children), music. M. Ravel "Bolero".
Method "Telling and composing a fairy tale."
Any storytelling is already therapeutic in itself. It is better to tell a fairy tale, rather than read it, the teacher and the child can compose a fairy tale together, while dramatizing it all or individual elements. The child can compose a fairy tale on his own. The independent inventing of the continuation of the tale and its narration by the child makes it possible to reveal his spontaneous emotional manifestations, which are usually not noted in the child's behavior, but at the same time act in him.
When working with children with special needs, the following requirements are met:
The mood of such children, their psychological state at specific moments can cause variations in the methods, techniques and structure of classes.
The structure of the classes is flexible, designed taking into account age characteristics, the degree of severity of the defect, it includes cognitive material and elements of psychotherapy.
The choice of topics for classes is determined by the nature of the developmental disorder and the selection of the most appropriate tactics for correctional and developmental work.
The forms of work are determined by the objectives of the classes, which are characterized by a combination of both traditional techniques and methods, and innovative ones (drawing tests, drawing to music, etc.).
The psychological impact is constructed by creating dosed tasks and educational situations in terms of content, volume, complexity, physical, emotional and mental stress.
Expected results of work.
Psychological aspect: correction of the emotional-volitional sphere, deficient development of the intellect; increased stress resistance, self-esteem, improved self-regulation of behavior; optimization of mental processes and functions.
Social aspect: harmonization of personal and intellectual potential; emotional readiness - susceptibility to society; harmonization within family relations; reducing the level of conflict in society.
Pedagogical aspect: revealing the creative potential and creative possibilities of minors; development of an aesthetic outlook.
Literature:
Kopytin A.I. Theory and practice of art therapy. St. Petersburg, 2002;
Vygotsky L.S. Psychology of art. - M., Art, 2006;
Kopytin A.I. Fundamentals of art therapy. St. Petersburg, 1999;
Ermolaeva M.V. Practical psychology of children's creativity. M., 2001;
Betensky M. What do you see? New methods of art therapy. St. Petersburg, 2002;
Petrushin V.I. “Musical psychotherapy” M. 2000.
Vetchinkina Galina
Art therapy technologies in corrective work with children with disabilities
Modern trends taking place in society, new approaches to the rehabilitation of children with disabilities, entail changes in special pedagogy. main goal corrective work is the creation of conditions for the full inclusion of a child with psychophysical developmental characteristics in social relations, support for his individual development. Mastering social norms of behavior, personal development children plays an important role in their socialization, therefore, in pedagogical process along with the traditional methods and techniques of education and development are included and unconventional: therapeutic, which do not carry a teaching load, but, nevertheless, allow a special child to develop morally and learn to interact with the outside world.
Capabilities art therapy technologies(music therapy, isotherapy, puppet therapy, dance therapy, etc.) E. A. Medvedeva, O. P. Gavrilushkina, E. A. Ekzhanova, M. Yu. Rau and a number of other researchers have studied difficulties in overcoming the difficulties of emotional-regulatory, social-adaptive processes and the development of cognitive processes in children with disabilities. Application of such technologies allows children with developmental problems to gradually adapt to life realities through artistic and creative activities, develops their communication skills and creative abilities.
On the basis of our institution was opened art therapy studio in which trained educators spend with special children as individual and sub-group lessons. It has created a special environment where the child feels physical and emotional security, and the presence of several spatial zones (theatrical, art studio, music and movement, etc.) allows him to independently make a choice of what he wants to do and how he can express himself creatively.
The process of mastering the real world begins with the perception of nature, man, objects. Children get the opportunity to feel see and hear the diversity of the world around them, learn to communicate with adults and peers, even at a non-verbal level (touch, gesture, etc.). The impact on the visual, auditory, tactile organs of perception ensures the child's immersion in the world of color, sound, words. Further, at this stage, the child gets acquainted with the means of artistic self-expression - these are various visual materials, children's musical instruments, theatrical attributes and scenery, various dolls.
At the next stage art therapy classes, children master ways of self-expression of emotions, moods, relationships through different types of artistic activities (music, drawing, movement). A variety of visual techniques show teachers: how to draw with fingers, plasticine, grits, on glass, on an easel, on fabric. Children learn that musical sounds can be imitated, extracted from different instruments, learn to create their own rhythm and combine sounds, they explore the sound, listen to music. Playing with dolls helps the child indirectly express his attitude to the situation being played out, and participation in dramatization teaches him to reflect the feelings and emotions of the character through gestures, facial expressions, created image. In dance therapy, children show their feelings in movement, pantomime and plasticity.
The experience of positive communication that occurs in art therapy process between children and adults, contributes to the development of a child's emotional responsiveness, encourages him to creativity, self-expression, and at the same time helps to relieve internal tension, anxiety, and uncertainty. In the classroom, the teacher activates the interest of children, offers co-creation and cooperation in artistic activities, but never imposes mandatory participation in it. Creating a situation "success" strengthens the positive results achieved by the child, teaches to overcome difficulties, educating strong-willed qualities, stimulates activity in artistic activity.
Related publications:
Games for the development of fine motor skills of hands using natural material in corrective work with preschoolers with disabilities Games for the development of fine motor skills of hands using natural material in corrective work with preschoolers with disabilities. Klochieva Olga.
Using the sensory room and art therapy methods in working with children with disabilities In the system of social relations, a preschool educational institution is one of the basic steps for a child with disabilities to enter society.
The use of Marbles stones in corrective work on the development of speech in children with disabilities The use of Marbles stones in correctional work on the development of speech in children with disabilities. Corrective goals in using Marbles's pebbles.
Using art therapy methods in working with preschool children Everyone knows that preschool age is one of the most milestones in a child's life. During this period, the child actively learns the world around him.
The program of correctional work with children with disabilities The program of correctional work with children with disabilities Prepared by Terekhova I. A. Explanatory note Purpose: to create conditions for optimizing the mental.
The work of the educator in the senior correctional group with children with disabilities on the formation of higher mental functions. The work of the educator in the senior correctional group with children with disabilities on the formation of higher mental functions. Defect of some analyzer.
isotherapy
Isotherapy - therapy with fine arts, primarily drawing. Visual art therapy is based on a special “signal color system”, according to which a technology participant signals his emotional state through color. Visual art therapy, on the one hand, is a method of artistic reflection; on the other hand, a technology that allows you to reveal the artistic abilities of a person at any age, and the sooner the better; and on the third side - the art-pedagogical method, with which you can correct the feelings that everyone experiences from work: what prevented drawing, and what helped; which of the works do you particularly like and why; how your internal state changed after drawing, etc.
The process and result of the drawing is analyzed according to the following parameters: the speed of filling the sheet, the nature of the lines and shapes shown in the drawing, and the prevailing color tones. For example, dark colors can be an echo of a person's internal problems. Bright colors express creativity, positive emotional state; the predominance of pastel colors indicates the sensitivity of a person. Colors, their arrangement, the play of colors - this is its own special, individual language, there are no established rules, it is rather a drawing of the soul, reflecting its state, therefore, the lighter, brighter, "more fun" the drawing, the brighter the soul, the purer the "human principle" in a person, and vice versa. Visual art therapy includes art, additional drawing, free, communicative and collaborative drawing. Classes are held both individually and in a group.
Artwork. To conduct such a lesson, it is necessary to prepare paints, musical audio recordings and sheets of paper. First, one separate sheet is prepared for each participant, and in subsequent classes - one sheet for two, four, eight, etc. (each time with the increase in the group, the size of the sheet on which they draw everything together increases, without the boundaries of taking into account “their” drawing and without words, communicating only with the help of paints). Before the start of drawing, the facilitator conducts a certain psychological mood, and then all participants begin to draw, without planning anything, spontaneously - there should not be any realism in the drawing. It should be an abstraction that expresses what the participants in the session felt during the psychological mood. The participant tries to draw without thinking about anything and without asking himself: “What would it mean, what is it for, what does it mean”, etc. After the drawing is completed, a reflection is necessarily carried out:
how you managed to convey your feelings, state, color, shape, movement;
what the person felt while drawing.
The more plastic, rounder, smoother in the line drawing, the more plastic the human psyche is, the more adaptable it is to environmental conditions, and vice versa.
2. Free drawing - everyone draws what he wants on a given topic. The drawings are done individually, but the conversation at the end of the work takes place in a group. Approximately 30 minutes are allotted for drawing, then the works are hung out and the conversation begins. First, the members of the group speak about the drawing, and then the author.
3. Communicative drawing - the group is divided into pairs, each of them has their own sheet of paper, on which they jointly draw a drawing on a specific topic. In this case, as a rule, verbal contacts are excluded, the participants communicate with each other using images, colors, lines. After finishing the drawing, the teacher conducts a conversation with the children. At the same time, not the artistic merits of the works are analyzed, but the thoughts and feelings that arose in children in the process of drawing, as well as the relationship that developed between them in the course of work.
4. Joint drawing - several people (or the whole group) silently draw on one sheet. At the end of the work, the participation of each member of the group in it, the nature of his contribution and the features of interaction with other children in the process of drawing are analyzed. The teacher analyzes, observing the progress of work, how each child builds relationships with other children, how he begins to draw, how much space he takes up on the sheet, etc. Then it is possible to consult a psychologist about the style of the child's relationships in the group and about the position that he takes in relation to other children and to himself.
5. Additional drawing - each child, starting to draw on his sheet, then sends his drawing in a circle, and his neighbor continues this drawing, introducing something of his own into it and passing it further along the chain. Thus, each participant makes his own additions to the drawings of other children. Then each of the participants tells what he wanted to draw and what happened as a result of the common work. Of particular interest are the differences in the understanding and interpretation of the drawing by the children's group and the author himself. The discrepancies can be due to both the presence in the drawing of elements unconscious by the author, and the projection of the problems of other children onto this drawing.
Ways to work with finished drawings:
1. Demonstration of all drawings at the same time, viewing and comparison, finding common and individual content by joint efforts.
2. Analysis of each drawing separately (it changes hands, and the participants express what they like about this drawing and what they would change).
In general, visual art therapy promotes self-knowledge, mutual understanding and activation of the group process. In the interpretation of drawings, attention is drawn to the content, ways of expression, color, shape, composition, size, specific features repeated in various drawings of one child. Isotherapy reflects the child's direct perception of a particular situation, various experiences, often not realized and non-verbalized.
For the correct interpretation of children's drawings, the following conditions must be considered:
the level of development of the visual activity of the child, for which it is necessary to view the drawings made by him earlier;
features of the drawing process itself (selection of content corresponding to the theme; preservation of the theme throughout the drawing process or its transformation);
sequence of images as a manifestation of hyperactivity.
When analyzing drawings, the level of visual skills is not taken into account. It should only be about how the emotional experiences of the child are transmitted with the help of artistic means (color, shape, size, etc.).
There are various color-drawing diagnostic tests (for example, a color-drawing test developed by A. O. Prokhorov and G. N. Gening). In drawings and colors, children express what is difficult for them to say in words due to the insufficient development of self-awareness, reflection and the ability to identify. In addition, due to the attractiveness and naturalness of the task, this technique helps to establish good emotional contact with the child.
A feature of isotherapy in working with children with mental retardation is that isotherapy is used to create positive motivation, helps to overcome children's fears of difficulties, helps to create a situation of success, and also fosters a sense of mutual assistance, mutual assistance, helps children develop their imagination using different colors , various materials for work. Isotherapy is of great corrective importance in the development of fine motor skills of the fingers, participates in the coordination of interhemispheric relationships
Music therapy
In addition to tonality, the listener is strongly influenced by the tempo, rhythm and dynamics of a piece of music.
Specially selected pieces of music allow the teacher to “train” the emotional world of the child in a dosed manner.
Means of musical art therapy contribute to the harmonization of the individual with the natural and social environment. The reasons for this are that music has such fundamental principles of all living things as rhythm and sound. With the help of music, you can teach a child to feel the rhythms of nature and human life, to feel the variety of sounds and harmonies of the world around him, to imagine the originality of his own biorhythms, to identify the characteristic features of the sound of his voice, and through it - his unique individuality.
It has been established that music affects many spheres of human life through three main factors: vibrational, physiological and mental. Sound vibrations are stimulating metabolic processes in the body at the cell level. These vibrations are able to change various functions of the body (respiratory, motor, cardiovascular). Thanks to the associative connections that arise in the process of perception and performance of music, the mental state of the child also changes.
It is recommended to use a wide range of musical instruments and types of music that affect various body functions when working with children. For example, to strengthen and improve the respiratory function, you can use wind instruments (clay whistles, flutes, toy pipes, harmonicas, block flutes, etc.), with a weak fine motor skills fingers - keyboard instruments (toy piano or children's synthesizer), for emotional problems, to relieve stress or, on the contrary, activate the emotional sphere of the child's personality - listening to music for relaxation, as well as recordings of natural noises (sounds of the sea, forest, thunderstorms, etc.) .
One of the components of musical art therapy is vocal and breathing training. The main goal of vocal development is to increase the adaptive and reserve capabilities of the human body. And, of course, it is difficult to overestimate the importance of singing as an artistic phenomenon and as a means of self-expression of the individual. It is well known about the positive impact of singing on the psycho-emotional background of the human body.
The perception of music by a person is a process of decoding by the listener of the feelings and thoughts embedded in the musical work by the composer and reproduced by the performer. As if the soul of the composer living in music enters into a kind of dialogue with the soul of the listener, and thus the emotional experience of past generations is passed on to the next. But the fact that everyone hears music differently is explained by the fact that the inner world of each person is different. The effect produced by a piece of music on the listener often depends not so much on the content of the piece of music itself, but on what are the characteristics of the psychological make-up of the listener, what were the conditions of his upbringing, and how his musical experience developed.
Children of the younger school age major-minor is easily distinguished, as for emotional reactions to them, when presented with melodies with accompaniment, they appear at an earlier age. In children aged 3-12, minor melodies with accompaniment are often associated with evil or sadness, and major melodies with accompaniment are often associated with a cheerful or neutral emotional state.
In principle, there are no restrictions for the perception of music by all people, but preschool age is an intensive period of development. The perception of music can occur on a subconscious or conscious level.
Emotions occupy a central place in the process of musical perception. The emotions reflected are the full range of human experiences, both positive and negative. Music is emotional in its essence, and therefore its perception is emotional knowledge, provides an excellent opportunity for the development of a person's emotional sphere.
Compared to other art forms, artistic images encoded in a piece of music are the most abstract.
The psychotherapeutic characteristics of a person, such as: the strength and weakness of the nervous system, its mobility and dynamism at an unconscious level, make a person give his preferences to music that corresponds to his psychodynamic characteristics. The rhythms of music probably influence the biorhythmic structures of the brain, which, under the influence of music, are tuned to the frequency of the perceived rhythms. Along with the growth of musical experience and the expansion of horizons, musical abilities develop, the psychodynamic indicators of brain biorhythm improve, and musical attachments change.
For the music to affect the listener most, it must be specially configured and prepared for this. You need to sit in a comfortable position, relax and focus on the sounds of the music. The melody should become the music that the listener will follow and visit the most hidden corners of the soul - both his own and the composer who created this music.
The true beauty of music lies not so much in the very timbres and modulations of sound, but in the ability to experience with the help of music one's unity with nature, with other people, with one's people and with all of humanity as a whole, and through experiencing this unity, find in oneself the desired psychological stability and mental health.
Classes with children with mental retardation on the perception of music are aimed at modeling their positive emotional state. The process of the child's perception of music takes place together with the teacher, who helps him "step" from real life into another, imaginary world, a world of bizarre images and moods. In a short story that precedes listening, the teacher sets the child up to perceive a certain figurative musical picture, then the melody, as it were, takes the child away from negative experiences, reveals to him the beauty of nature and the world. After listening, the teacher in a conversation (analysis of the work) with the children finds out what they "saw", felt, "did" in an imaginary journey, what picture they can draw in words, describe. This perception of music provides stress relief, improves the psycho-emotional state of children.
Listening to music is used both in individual and group forms of work. Each of these forms can be represented in three types of music therapy: receptive, active and integrative.
The receptive perception of music is based on the connection between music and movement. In the language of gesture, facial expressions, postures, movement, the internal emotional state of the child is always reflected. Rhythmic movements act as a means of non-verbal communication and release of emotional tension.
I. The traditional form of work based on the passive perception of music, firstly, as a catalyst for emotional processes, secondly, as a musical background while drawing, and thirdly, as a means of relaxation that enhances the listener's involvement in the work process.
II. Active work with images of music includes:
1) exercises for self-awareness through music (description of the emotional and figurative content of music, comparing it with one's own state);
2) free dance to music, which enables self-expression, motor emancipation;
3) sketching musical images, including group ones, during which models of optimal interaction with peers are worked out;
4) musical sketches - individual improvisations on a topic (“My state”, for example). This contributes to the emancipation of the child, enriches his non-verbal self-expression;
5) dialogues on instruments, during which children communicate with each other using musical instruments, which contributes to their mutual understanding, improves behavior patterns;
6) "live music", when the same melody is performed in different manners (for example, a lullaby - sometimes resolutely, sometimes frightened, sometimes joyfully, etc.).
The purpose of music perception: harmonization of the child's personality, restoration and correction of his psycho-emotional state and psycho-physiological processes by means of musical art.
regulation (increase or decrease) of the emotional tone of the child;
removal of psycho-emotional arousal;
acquisition of new means of emotional expression;
formation of an optimistic, life-affirming attitude;
development of communication with peers;
developing the ability to convey your mood through music, movement, color;
way out of a traumatic child situation through the perception of music;
modeling a positive state (catharsis).
The child must learn to holistically live the artistic image in different types of art: with sight and hearing, with the fingertips and with the whole being. If children learn to perceive music with love and inspiration, then hidden natural talents and abilities will suddenly open in each of them. The true beauty of music lies not so much in the timbres and overflows of sound, but in the ability to experience, with the help of music, one’s unity with nature, with other people, with one’s people and with all of humanity as a whole, and through experiencing this unity, find in oneself desired psychological stability and mental health.
play therapy
Modern science considers game therapy as one of the most effective means of correction. The psychological and pedagogical conditionality of this choice is determined by the studies of L.S. Vygotsky, D. B. Elkonin, A. S. Spivakovskaya, A. I. Zakharov, who emphasize that when planning corrective measures, priority should be given to the leading activity in childhood - the game.
The use of the game in psychological and psychotherapeutic practice is called game therapy. According to the definition of M. I. Chistyakova, play therapy is a method of psychotherapeutic influence on children and adults using the game. It is based on the recognition that the game has a strong influence on the development of personality. The goal of using play therapy is not to change or remake the child, not to teach him some special behavioral skills, but to give him the opportunity to “live” in the game exciting situations with the full attention and empathy of an adult.
There are several types of play therapy: non-directive, directive and mixed play therapy.
Non-directive play therapy is a targeted therapeutic system, the center of which is the child as an independent person capable of self-development. This type of play therapy focuses on the child's personality, not on his problem, the main focus here is on making the child more adequate as a person in solving current and future problems. According to G.L. Landreth, the objectives of play therapy are to help the child: 1) become more responsible in their actions and actions; 2) develop a more positive self-concept; 3) become more self-governing; 4) develop a greater capacity for self-acceptance; 5) master the feeling of control; 6) develop sensitivity to the process of overcoming difficulties; 7) develop an internal source of evaluation; 8) Gain confidence in yourself.
Directive play therapy is a form in which the teacher acts as an organizer, leader of the psychotherapeutic process with the assumption of responsibility for achieving the goals of psychotherapy. It is based on the theory of social learning, the main task is to teach the child adequate social behavior by imitation (standard, other children, teacher). At the same time, little attention is paid to the affective side of children's play. With directive behavior, the teacher structures the course of play therapy, determines the child's behavior, the requirements for cooperation in therapy.
Mixed play therapy is a method of psychotherapy based on the integration of directive and non-directive play therapy. The synthesis of the most successful methods of play therapy of various forms allows, in a fairly short period of time, to use various options for play actions, taking into account the individual capabilities of the child.
The use of mixed play therapy for the correction of the personality sphere in preschoolers becomes possible with a clear monitoring of personality neoplasms and the so-called shifts in the child's behavior. The ability of the teacher to respond to these changes in a timely manner allows the flexible use of game situations, which increases the effectiveness of the psychotherapeutic process and greatly simplifies its use.
In modern domestic science technologies for using the elements of play therapy are presented in the studies of A. V. Zakharov, M. I. Chistyakova, M. E. Vainer, G. A. Shirokova, L. Kostina.
Game therapy is the leading means of prevention and correction of children with mental retardation due to the fact that the game, unlike non-game-type activities, more actively influences the processes of the formation of the child's personality, affects his deepest emotional experiences more strongly. The success of the game correctional impact is based on the dialogic communication between the adult and the child through the acceptance, reflection and verbalization by him of feelings freely expressed in the game. First in the game, and then in real life, it becomes available to the child: the definition of the specific goals of their actions; selection from a variety of options for adequate means to achieve goals; anticipation of the final result of their actions and deeds; taking responsibility for one's behavior and actions; response with adequate emotions to the feelings and emotional states of other people, to events and phenomena of the surrounding reality. This is the main signs of arbitrariness of behavior.
fairy tale therapy
Fairy tale therapy is the process of forming a connection between fairy tale events and behavior in real life. This is the process of transferring fabulous meanings into reality. This method is especially effective in working with children with mental retardation, as it allows the child to actualize and realize his problems, as well as to see ways to solve them.
A fairy tale for a child is a special reality that allows him to push the boundaries of ordinary life and face complex phenomena and feelings in a form understandable to the child.
When a child listens to a fairy tale, he connects his life experience with the images of the fairy tale, which belongs to several levels at once. It is this projection of emotions and experiences into the plot, the linking of personal experience to the standard images of a fairy tale that provides a deep effect of the influence of fairy tale plots on the child's personality, soul.
Three levels of depth of human perception of a fairy tale are described:
The events of the fairy tale touch emotions, the characters and their relationships are projected onto ordinary life, the situation seems similar and recognizable by association;
The tale reminds of important social and moral norms in life, in relations between people, about what is “good” and “bad”;
The fairy tale touches the deep mechanisms of the subconscious, preserved archaic elements, often unusual for the mind.
Working with fairy tales provides rich opportunities for organizing group activities with children or interacting with the child individually. The fairy tale makes it possible to use game and dialogue methods of correcting the child.
The concept of complex fairy tale therapy is based on five types of fairy tales:
didactic - created by teachers to present educational material or assignments;
psychotherapeutic - fairy tales that heal the soul, revealing the meaning of ongoing events;
psycho-correctional - created by a psychologist or teacher to gently influence the child's behavior;
meditative - created to accumulate positive figurative experience, relieve psycho-emotional stress, create models of relationships with other people in the soul, develop a personal resource.
Many experts in the field of fairy tale therapy note that a fairy tale is as multifaceted as life. This is what makes the fairy tale an effective psychotherapeutic, educational and developmental tool, which makes it possible to effectively use this method in working with children with mental retardation.
Other Therapies
Imagotherapy - classes in theatrical activities of children with disabilities give a positive trend in the qualitative development of the imagination, the formation of its creative component. They provide the formation of the sign-symbolic function of thinking, voluntary attention, correction of the psycho-emotional state, and also contribute to the development of many components of the personality.
Puppet therapy as part of imagotherapy can be easily used in working with children with mental retardation. Working with a doll helps each child independently adjust their movements of various muscle groups and make the doll's behavior as expressive as possible, which develops the articulatory, motor and other basic apparatus of the human body, removes the inferiority complex of the personality itself.
Kinesitherapy. Rhythmic movements form motor self-control and arbitrariness of attention. Coordination of movements improves, imagination develops.
Education by nature (florotherapy, hypotherapy, aquatherapy, dolphin therapy, etc.) is of great importance for the corrective impact on children with mental retardation. After all, nature itself is a pantry of the world of colors, sounds, positive sensations, emotions and many other positive effects on a person. You just need to point it in the right direction.
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"SOUTH URAL STATE HUMANITARIAN AND PEDAGOGICAL UNIVERSITY"
FACULTY OF INCLUSIVE AND CORRECTIONAL EDUCATION
DEPARTMENT OF SOCIAL WORK, PEDAGOGY AND PSYCHOLOGY
Final qualifying work
in the direction 39.03.02 Social work
Orientationundergraduate programs
"Social protection and service for families and children"
Multi-therapy as a technology for the rehabilitation of children with disabilities
Student of group OF-406/103-4-1
Varsegova Elena Alexandrovna
Chelyabinsk2017
INTRODUCTION
Chapter 1. Theoretical foundations for the use of multi-therapy in working with children with disabilities
1.1 Children with disabilities as a category of social work clients
1.2 Multi-therapy as a technology social rehabilitation
Conclusions on the first chapter
Chapter 2 Practical work on the use of multi-therapy in the rehabilitation of children with disabilities
2.1 Organization of the study and the results of the ascertaining experiment
2.2 Project implementation and control experiment results
Conclusions on the second chapter
CONCLUSION
REFERENCES
APPS
INTRODUCTION
According to the Federal State Statistics Service, as of January 1, 2016, 616,905 disabled children were registered in Russia. In the Chelyabinsk region, out of 735.8 thousand children living, 13,118 are children with disabilities.
Children with disabilities are the most unprepared to function in society. Such children have poor social contacts, due to their characteristics, they are often insecure, shy, being in specialized institutions gives rise to dependency and inability to live independently. In most cases, they are isolated from society, and therefore have significant difficulties in adaptation and socialization. On this way essential function performs social rehabilitation.
Akatov L.I. This is how the concept of social rehabilitation activity is defined: “This is a relatively new area of professional activity that has emerged as one of the directions in the system of complex rehabilitation of children with developmental disabilities. Social rehabilitation activity is a purposeful activity of a specialist in the social rehabilitation of a child with disabilities in order to prepare the latter for a productive and fulfilling social life through a specially organized training, education and creation of optimal conditions for this. .
One of the most effective technologies of social rehabilitation is art therapy. “Art therapy is art therapy. Its main goal is to harmonize the development of the individual through the development of the ability of self-expression and self-knowledge.
Cartoon therapy is a creative technology for the rehabilitation and socialization of children through the creation of cartoons. Multi-therapy is based on the fact that by influencing the creative abilities of children, it provides a powerful resource that will allow children to actualize mental reserve capabilities, form adequate behavior on their basis, activate socially significant qualities, feel confident in own forces, tie social contacts and communication, develop communication skills.
Multi-therapy is an innovative technology for our region. Despite the lack of scientific development, it has already been experimentally tested and is an effective rehabilitation technology for children with disabilities. Collective creative activity in which children are involved develops communication skills, a sense of teamwork, a common goal achievement, thereby contributing to the rehabilitation and further socialization of the child.
L.S. Vygotsky in his writings developed the ideas of social rehabilitation and adaptation of children with developmental disabilities through play, work, education and other activities.
The problem of organizing social work with children with disabilities is considered in the studies of D.I. Isaeva, L.P. Kuznetsova, I.Yu. Levchenko, E.V. Morzhina, V.V. Tkacheva, E.K. Naberushkin.
In the studies of I.P. Pomeshchikova, V.A. Friends, A.I. Klimenko considers the problem of adaptation and socialization of children with special needs.
Purpose of the study: substantiate and experimentally explore the possibilities of multi-therapy as a technology for the rehabilitation of children with disabilities.
Object of study: rehabilitation of children with disabilities.
Subject of study: multi-therapy as a technology for the rehabilitation of children with disabilities.
Research objectives:
1. To study children with disabilities as a category of social work clients.
2. To identify the features of multi-therapy as a technology of social rehabilitation.
3. Develop a project for the rehabilitation of children with disabilities through multi-therapy.
Research methods:
1. Theoretical (analysis of scientific literature, legal documents);
2.Empirical (experiment, testing).
Research base: Municipal budgetary educational institution "Special (correctional) general education boarding school for students and pupils with disabilities (disorders of the musculoskeletal system) No. 4 of Chelyabinsk" (MBOU boarding school No. 4).
Work structure: The work consists of an introduction, two chapters, a conclusion and a bibliography.
Chapter 1- therapy in working with children with disabilities
1.1 Children with disabilities as a category of social work clients
Historically, charity, i.e. protection of socially unprotected groups of the population was given great attention in Russia. The category of "special" children was especially distinguished. In the interaction of state structures and such "special" children, historiographers distinguish 3 stages:
1. The community-parish stage (the period from the 18th century to the end of the 19th century).
2. Institutionalization stage (the period from the end of the 19th century to the 60-90s of the 20th century).
3. Integration stage (the period of the 60-90s of the 20th century to the present).
The communal-parochial stage of social work in Russia was characterized by the delegation of state powers for the care of socially unprotected groups of the population (disabled people, orphans, the poor) to tribal communities and religious organizations (churches, monasteries), where these categories were given shelter, treatment and possible employment here.
The founder of the state system of charity for the needy was Peter I. He systematized the categories of the needy, introduced measures to combat social problems. Paul I laid the foundation for state care of children. Under Maria Feodorovna, “family orphanages” functioned, where orphans were brought up in families, and teachers for such homes were trained here. Also at this time, various charitable societies were created that patronized hospitals and shelters. Alexander I introduces a system of education for children with disabilities.
Since the beginning of the 20th century, a state social policy has been formed in Russia aimed at supporting and protecting socially vulnerable groups of the population. At the same time, the church and the community remain the main subjects of assistance for this category of the population.
The institutionalization stage in Russia was distinguished by the transition to centralized social work, i.e. transfer into the hands of the state, and the active work of charitable organizations. There are such philanthropic organizations as the Society for Charity of Underage Cripples and Idiots, the Blue Cross Society for the Care of Poor and Sick Children, and Maria Alexandrovna's Care for Blind Children. By 1917, 23 schools for blind children were opened in Russia with the support of the Guardianship of the Blind.
The turning point in the development of social work was the revolution of 1917. At this time, "there is a complete transfer of functions for the social protection of the population to state institutions."
The first half of the 20s of the 20th century was characterized by the development of the state social security system. In 1918, the All-Russian Social Security Fund was formed. Organizations such as the All-Russian Society of the Blind and the All-Russian Society of the Deaf and Dumb were created.
Social work with children with disabilities in the USSR was organized according to the principle of state institutionalism. For the education and care of "special" children, specialized institutions who were isolated from society. Children under the age of 4 with severe physical disabilities were in the Children's Homes of the Ministry of Health of the USSR. Children from 4 to 18 years old received care in boarding schools.
The transition to the integration stage in social work coincided with the socio-economic transformations of the 1990s. Revolutionary changes caused an explosion social problems, an increase in the number of homeless children, juvenile crimes, undermined the health and made thousands of children disabled, so children found self-affirmation in addictive forms of behavior (drug addiction, substance abuse, alcoholism). All this required a revision of the measures of social protection and support for such children.
In 1994, the Government of the Russian Federation approved the main directions of social protection for people with disabilities: indexation of pensions, payment of benefits and benefits, development of social services. Laws were also adopted aimed at increasing the level of protection for this category of the population.
Since 1991, social work has been formalized in Russia as a science, and professional training of social work specialists has begun.
In modern science, the category of children with disabilities includes children under 18 years of age who have significant limitations in life, leading to social maladaptation due to violations of the development and growth of the child, the ability to self-service, movement, orientation, control over their behavior, learning, communication, labor activity in future .
The most common classification of developmental disorders is the B.P. Puzanova and V.A. Lapshina . They distinguish six groups of children with special needs.
First group- Hearing impaired children.
Deaf - children with a complete lack of hearing, which cannot be used to accumulate a speech reserve.
Hearing impaired - children with partial hearing impairment that hinders speech development.
In accordance with the general patterns of mental development, the personality of a deaf and hard of hearing child is formed in the process of communicating with peers and adults in the course of assimilation of social experience. Impairment or complete loss of hearing leads to difficulties in communicating with others, slows down the process of assimilation of information, impoverishes the social contacts of children and affects the formation of their personality. Difficulties in communication and peculiarities of relationships with ordinary children can lead to the formation of such personality traits as aggressiveness, isolation, self-doubt, low self-esteem.
Second group- children with visual impairment.
Taking as a basis the degree of dysfunction of the visual analyzer, children with persistent visual defects are divided into blind and visually impaired.
Loss of vision affects the originality of the emotional-volitional sphere and character. Difficulties in learning, playing, mastering a profession, everyday problems cause complex experiences and negative reactions. In some cases, the originality of character and behavior is manifested in uncertainty, passivity, inclination and self-isolation, in others - in irritation, excitability and even aggressiveness.
Third group- children with speech impairment.
The psychological and pedagogical classification of speech disorders involves the allocation of two groups of disorders:
Violations of the means of communication;
Violations in the use of means of communication.
Speech disorders in children can lead to violations of their emotional and volitional sphere, which can cause pathological forms of behavior. The behavior of such children is characterized by indecision, conformity, and extreme self-doubt. Children with speech defects always feel some form of disadvantage arising from the defect, which, in turn, may manifest itself in a sense of inferiority.
Fourth group- children with disorders of the musculoskeletal system.
Most of the children with disorders of the musculoskeletal system are children with cerebral palsy. Cerebral palsy (ICP) is a severe disease of the nervous system, which often leads to a child's disability.
Cerebral palsy occurs as a result of underdevelopment or damage to the brain in the early stages of development (during the prenatal period, at the time of birth and in the first year of life). Movement disorders in children with cerebral palsy are often combined with mental and speech disorders, with dysfunctions of other analyzers (vision, hearing).
These children have a disproportionate variant of personality development. This is manifested in the fact that sufficient intellectual development combined with a lack of self-confidence, independence, increased suggestibility. Personal immaturity is manifested in egocentrism, naivety of judgments, weak orientation in everyday and practical issues of life. Moreover, with age, this disproportion usually increases. Dependent attitudes, inability and unwillingness for independent practical activity are easily formed in a child, so a child, even with preserved manual activity, does not master self-service skills for a long time. With intellectual disabilities, the features of personality development are combined with low cognitive interest, insufficient criticality.
Fifth group- children with mental retardation.
Mental retardation is a congenital or acquired at an early age delay, or incomplete development of the psyche, manifested in a violation of the intellect, caused by brain pathology and leading to social maladaptation.
Children with mental retardation, for the most part, cannot control their actions and desires. Many of them are not able to subordinate their behavior to the requirements that their parents, educators, children's team impose on them. The actions of children are often impulsive, and their behavior often does not comply with generally accepted rules and norms. They are characterized by lack of initiative, lack of independence, weakness of internal motives, suggestibility, reduced motivation, not only in learning, but even in play and work activities. Puts them in predicament any obstacle or setback, they cannot resist the desires that arise.
Sixth group- children with developmental disabilities (psychopathy, with pathology of drives). Let us briefly consider one of the forms of distorted development - psychopathy. Psychopathy is a combination of sharply expressed human characters. The problem of psychopathy is a problem of emotions, will and conscience, not of intellect. A person with this disorder cannot learn what is good and what is bad.
Given the exceptional complexity and multidimensional nature of these problems of children with disabilities, they need protection and support from the state, public institutions, families, etc.
The Russian Federation legislates the rights of children with disabilities to protection and social security. The main legislative acts that guarantee and regulate the implementation of social protection for this category of children include:
2. "Family Code of the Russian Federation" dated December 29, 1995 N 223-FZ (as amended on March 28, 2017).
3. Federal Law "On the social protection of disabled people in the Russian Federation" dated November 24, 1995 N 181-FZ.
4. Federal Law of July 17, 1999 N 178-FZ "On State Social Assistance" (with amendments and additions).
5. Federal Law “On the Fundamentals of Social Services for Citizens in the Russian Federation” dated December 28, 2013 N 442-FZ (last edition).
6. Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ.
7. Decree of the President of the Russian Federation "On compensation payments to persons caring for disabled citizens" (as amended as of December 31, 2014).
8. Decree of the President of the Russian Federation "On additional measures of state support for the disabled" (as amended on July 1, 2014).
9. Decree of the Government of the Russian Federation of December 21, 2004 N 817 "On approval of the list of diseases that give disabled people suffering from them the right to additional living space."
10. Decree of the Government of the Russian Federation of February 20, 2006 N 95 (as amended on August 10, 2016) “On the procedure and conditions for recognizing a person as disabled.”
11. Decree of the Government of the Russian Federation of July 27, 1996 N 901 "On the provision of benefits to disabled people and families with disabled children, to provide them with living quarters, pay for housing and utilities"
12. Decree of the Government of the Russian Federation of December 30, 2005 N 2347-r "On the federal list of rehabilitation measures, technical means of rehabilitation and services provided to the disabled" (as amended on September 10, 2014) (version effective from January 1, 2015) .
13. Order of the Ministry of Health and social development RF dated July 22, 2009 N 540n "On approval of the list of sanatorium-resort institutions to which vouchers for sanatorium-resort treatment of citizens entitled to receive state social assistance" are provided.
Judging by the sufficient development of the regulatory and legal framework, it can be concluded that the protection of children with special needs and needs is a strategic direction of state social policy.
Lack of mobility, parental overprotection, fixation on treatment, an authoritarian treatment climate, limited personal responsibility, and lack of decision-making experience often lead children with disabilities to perceive themselves as less competent and less adapted to life.
Because these children have less control over their lives, they cannot develop self-confidence. The feeling of inferiority and rejection by other children is one of the actual problems for children with special needs. Special needs is a term used to describe a wide variety of children living with medical, psychiatric and psychiatric disorders. These may include children diagnosed with Down Syndrome, Cerebral Palsy, or those on the autism spectrum. Children who fall under the umbrella of special needs share many of the same characteristics. Like all children, they are bright, cheerful, creative and curious. They want to be successful, understood, recognized and accepted. Sometimes, poor communication, sensory integration issues, disruptive behaviors, and lack of attention can undermine a child's ability to learn and thrive. Since children with disabilities cannot participate in social life on an equal footing with normal children, they may be perceived as weak, helpless and dependent. Acceptance of the characteristics of children with disabilities helps them develop adequate self-esteem.
A family with a child with disabilities is a family with a special status, the features and problems of which are associated with greater employment in solving the problems of the child, the closeness of the family to the outside world, and a lack of communication. In such a family, many complex problems arise: economic, medical, professional, psychological, problems of raising and caring for a child.
The social worker acts as an intermediary between the family of a child with disabilities and the subjects of social protection. Its functions include the organization of legal, medical, psychological, pedagogical, material and other assistance. Assistance should, as far as possible, be provided in the child's natural environment, not in an isolated institution, but in the family.
A.A. Chernetskaya identifies 5 areas of work of a specialist with a family raising a child with disabilities (Table 1).
Table 1
Areas of activity of a specialist in working with a family raising a child with disabilities
|
Direction of activity |
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Direct work with a specific family |
1. Patronage. A social worker (or other professional) visiting a family: Draws attention to the appearance and surroundings of the house, entrance, apartment; When meeting with the family, he tries to see all the members of the family; Interviews parents about needs, problems and resources; Asks about child's extracurricular activities; Observes how the family treats the child, teaches and develops him; Demonstrates strategies for behavior, learning, problem solving 2. Consulting. Social worker (or other specialist): Organizes meetings with representatives of other services, if it is necessary for him to better understand and solve problems, or if this can directly help the family, for example, with the migration service; Gives parents to fill out maps and charts, child development questionnaires, then compares their results with their own answers |
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Indirect work with a specific family |
1. Consulting: Information and comments are exchanged through a specially organized diary, where parents and specialists make entries, for example, every week or two; Phone contacts. |
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Direct work with a group of parents |
1. Meetings with parents, exchange of information, report on the progress of rehabilitation and progress of the child, discussion of future 2. Organization of a seminar for parents: presentations, conversations, role-playing games, training for subsequent practical exercises at home. 3. Organization of an open lesson or class with a specialist: Open day or evening at the rehabilitation center. 4. Organization of joint events (rest, performances) with parents and specialists: Involving parents in the preparation and holding of special events - holidays, festivals; Assistance to parents in organizing group excursions for children (to the zoo, to the hippodrome, to sports competitions, etc.). 5. Interviewing parents about their attitude to services and future expectations. |
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Indirect work with a group of parents |
1. Information booklet on how and in what cases to contact specific specialists. 2. Preparation of a newsletter and its regular distribution. 3. Preparation of a video program for parents. 4. Organization of a stand or bulletin board 5. Writing articles for local magazines or newspapers. 6. Preparation of a study guide or guide for parents. |
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Development of contacts between families |
1. Assistance in organizing a parent association or self-help group. 2. Helping parents organize clubs and activities for children |
The effectiveness of social work with children with disabilities depends on a number of conditions:
1. Social work should be comprehensive and be accompanied by medical rehabilitation. Restoring the physical and mental functions of the body will solve the problems of the child's entry into the social environment.
2. It is necessary to organize an individual environment for each child, allowing him to find a use in life, an interesting type of activity for him, friends that contribute to the development of the cognitive, emotional-volitional, personal, communicative spheres of the child.
3. Increasing the competence, psychological and pedagogical culture of parents, arming them with technologies, methods of development and social adaptation of children with developmental disabilities.
4. Social partnership and public support in any form of assistance to such children.
The main directions of the rehabilitation of children with disabilities in accordance with the Federal Law of November 24, 1995 N 181-FZ "On the social protection of disabled people in the Russian Federation" include:
1. Restorative medical measures, reconstructive surgery, prosthetics and orthotics, spa treatment.
2. Vocational guidance, training and education, employment assistance, industrial adaptation.
3. Socio-environmental, socio-pedagogical, socio-psychological and socio-cultural rehabilitation, social adaptation.
4. Physical culture and recreation activities, sports.
Social and pedagogical activity also aims to provide social and pedagogical assistance to children with disabilities. Socio-pedagogical rehabilitation solves the problems of successful integration of a disabled child into society in order to ensure the fullness and versatility of the socialization process, and prevent the development of possible negative situations. It can be said that, in a sense, the success of socio-pedagogical rehabilitation largely depends on the success of all forms of rehabilitation assistance. However, it is socio-pedagogical rehabilitation that provides a kind of final success of the whole process. AT recent times The practice of inclusive education is actively developing in the education system - joint education of ordinary children and children with special needs.
The main goals of early socio-pedagogical work in the family:
1. Motivating parents to carry out supportive activities in relation to the child, ensuring the social, emotional, intellectual and physical development of a child with disabilities, and trying to maximize his potential.
2. Prevention of secondary defects in children with developmental disorders resulting from a distortion of the relationship between the child and the family, caused, in particular, by the fact that the parents' expectations regarding the child were not justified.
3. Adaptation of families with children with developmental delays to meet the needs of the child as effectively as possible.
The social educator should treat parents as partners, study the way a particular family functions and develop an individual program that meets the needs and living conditions of this family.
Also, the Federal Law of November 24, 1995 N 181-ФЗ “On the Social Protection of Disabled Persons in the Russian Federation” approved an individual program for the rehabilitation of a disabled person (IPR) - a document that contains a set of optimal rehabilitation measures. On the basis of this document, a disabled child may be provided with technical means of rehabilitation and services for medical, social, professional, psychological and pedagogical rehabilitation.
An important component of the complex of rehabilitation measures is psychological rehabilitation. There are three main aspects in the psychological rehabilitation of children and adolescents with disabilities:
1. Operational and activity - associated with the formation in children early age skills and abilities necessary for independent living.
2. Social - is determined by the adequate interaction of the child and the environment, involvement in the future in working life.
3. Personal - affects the internal awareness of one's condition and position in society.
Education of children with disabilities is an integral part of the rehabilitation process, since it determines their future place in society. Children with disabilities need to create special conditions for education, including special educational programs and teaching methods, individual technical means rehabilitation.
For adolescents with disabilities, issues of vocational training are of great importance. However, this category is characterized by ignorance and inadequate assessment of their capabilities, lack of knowledge about professions, employment opportunities, poor social adaptation, lack of readiness for work. In order to assist in choosing a profession, the social worker should refer the adolescent to professional counseling with a psychologist. There are 4 types of such consultations:
1. Reference and information professional consultation is aimed at familiarization with the content of the profession.
2. Diagnostic consultation allows you to identify interests, abilities and suggest in which professional area a teenager could work.
3. Medical professional consultation helps to determine the compliance of the state of physical abilities of a teenager with the chosen type of professional activity.
4. Corrective professional counseling is designed to correct the adolescent's intentions regarding future professional activity, if this does not correspond to his real capabilities.
Components of the effective activity of a social worker/teacher:
1. Regular contact.
2. Emphasis on the child's abilities, not their lack.
3. Use of auxiliary materials, manuals for parents.
4. Family - in the spotlight. Attention to a wider range of needs (not only the child, but the whole family).
5. Organization of support groups where successes and problems are discussed.
Thus, children with disabilities need support and protection due to their characteristics. For their successful integration and adaptation in society, it is necessary to make a lot of efforts on the part of all parties interested in this. Social work with children with disabilities requires an integrated approach, combining the efforts of regional and municipal educational authorities, health care, social protection, educational institutions of various types, families, and the public.
1.2 Mult- therapyas a technology of social rehabilitation
Cartoon therapy belongs to one of the types of art therapy. In order to understand the essence of cartoon therapy, it is necessary to analyze and summarize the accumulated knowledge and experience in the field of art therapy.
For the first time the term "art therapy" appeared in the work of the British artist A. Hill "Fine art against disease" (1945). While in the hospital for the treatment of tuberculosis patients, he found that drawing helped his recovery. Later, he tried this method on other patients and also noticed that art helps them to distract from the disease and free themselves from the mental disorder associated with military operations. A. Hill described the effect of art therapy as follows: "When the mind (and fingers) are completely involved [in the process of creativity] ... creative energy is released in a usually tense patient", it allows the patient "to build a strong defense against his troubles."
The American Art Therapy Association considers art therapy as a type of " therapeutic use visual activity in the context of professional relations of an art therapist with people who have certain diseases, injuries or difficulties in mental adaptation, or those who seek personal development. Through the creation of visual products and discussion of images and the process of their creation, they can come to a better understanding of themselves and others, cope with the symptoms of illness and stress or the consequences of trauma, develop cognitive skills and come to a positive, life-affirming worldview.
The Russian Art Therapeutic Association interprets art therapy from the point of view of the system. Art therapy is “a system of psychological and psychophysical therapeutic and corrective influences based on the involvement of clients / patients in visual activities, the construction and development of therapeutic relationships. It can be used for the treatment and prevention of various diseases, the correction of disturbed behavior and psychosocial maladjustment, the rehabilitation of persons with mental and physical illnesses and psychosocial disabilities, the achievement of a higher quality of life and the development of human potential.
There is no single approach to the definition of the concept of "art therapy". There are many Russian-language studies in which art therapy is assigned meanings that are not characteristic of it. In our work, we will adhere to the definition of the term "art therapy", which is given by the Russian Art Therapeutic Association. It most fully and meaningfully reveals the essence of the concept.
The formation and development of art therapy was greatly influenced by well-known foreign psychological schools: psychoanalysis by Z. Freud, humanistic client-centered psychology by N. Rogers, Gestalt therapy by J. Rine. Among psychiatrists who have made a significant contribution to the development of art therapy, V. Morgenthaler (Switzerland), G. Prinshorn (Germany), L. Nivratil (Austria), V. Andreoli (Italy), R. Wolma, J. Delay (France) stand out ), I. Hardy (Hungary), A. Jakab, G. Wilmer, N. Lewis (USA) .
The leading role in the development of domestic art therapy was played by psychiatrists and psychotherapists. In the 1970-1980s, three volumes of scientific work were published under the guidance of E. Babayan "The Pictorial Language of Patients with Schizophrenia". In the 1980s, an original domestic method of clinical psychotherapy began to develop - creative self-expression therapy (Burno, 1989, 2006) .
Since the 1990s, the stage of more active development of art therapy in our country has begun (Ionov O.A., 2004; Kopytin A.I., 1999, 2001, 2002, 2010, 2011; Khaikin R.B., 1992). During this period, art therapy becomes interdisciplinary, involving representatives of different professions - psychologists, teachers, artists, social workers and social educators.
There are 3 main forms of art therapy in science:
1. Individual art therapy consultation is a method of work in which, during the course of consultations, visual arts are used in the communication between the client and the specialist.
2. Group art therapy.
3. Family art therapy is characterized by the active use of visual arts, which allow for the diagnosis and correction of family relationships.
Art therapy has a large toolkit of not only universal, but also specialized methods of influencing clients with various mental disorders, adjustment disorders, etc. In many cases, art therapy is most effective where most psychological methods of work are unacceptable, for example, with children, the elderly , in the correction of addictive behavior of adolescents.
Today, art therapy is being actively introduced into the activities of various organizations: general education and special schools, social rehabilitation centers, boarding schools for children with disabilities, compensatory kindergartens, geriatric centers, medical institutions, comprehensive social service centers, etc. .d.
Art therapy includes the following types:
1. Fine art therapy is based on the use of visual arts. It is associated with visual art and implies the possibility of actualizing mental reserve capabilities, the formation of adequate behavior on their basis through creative visual activity.
2. Lecotherapy - therapy with toys.
3. Music therapy is a method that uses a variety of musical means for the psychological, pedagogical and therapeutic correction of the personality, the development of its creativity, intellectual sphere, activation of socially significant qualities.
4. Fairy tale therapy - reading and / or playing fairy tales in a role-playing game.
5. Dance and movement therapy.
6. Theater arts therapy involves the possibility of children creating puppet theater and playing different scenes.
7. Garden therapy is a special area of psychosocial, labor and pedagogical rehabilitation, which consists in introducing children to work with plants. This technology contributes to the development of elementary labor and professional skills, the development of cognitive and creative activity, the acquisition of systematized knowledge about the surrounding life.
8. Clay therapy.
9. Plasticineography - creating stucco paintings depicting more or less convex, semi-volumetric objects on a horizontal surface using plasticine.
10. Hippotherapy - rehabilitation involving the potential of horseback riding.
11. Dolphin therapy - rehabilitation through communication with dolphins.
12. Multi-therapy is a technology for the development and creative socialization of children through the use of cartoons.
The terms "animation" and "animation" are usually presented as synonyms, but the essence of these concepts has different meanings. Here is what the famous cartoonist Fyodor Khitruk says about these terms: “Multi” means multiplicity, multiplication. The production of a cartoon actually involves the production of many drawings. But this is where all the parallels end, no other rapprochements - aesthetic or technological - can be caught here with all the desire. There is another, much more accurate word that this profession is called all over the world: animator, (from the Latin "anima" - soul). AT literally-- "an animator." And this art itself bears a name that is still unusual for many: animation, animation. This is the essence of our work, that we must not only revive the drawing (perhaps this is animation, but no art is required here), but breathe soul into it, create a personality.
Multi-therapy is an innovative effective method of art therapy. Creating cartoons together with children allows you to reveal the creative and improve the cognitive abilities of the child. Animation is a collective creative activity that restores cognitive functions, develops children's creative abilities, improves their emotional state, which positively affects the successful socialization and rehabilitation of children with disabilities. Animation as a type of children's art is relevant at the present time. The characters of animated films show the child ways of interacting with people around them, teach them to develop certain styles of behavior. They form his primary ideas about good and evil. Through comparing himself with the characters, the child has the opportunity to learn to perceive himself positively, to cope with his fears and difficulties, and to treat others with respect. The events taking place in the cartoon develop their thinking and imagination, form a worldview.
Multi-therapy provides an opportunity for children with physical disabilities to gain self-confidence, use their personal potential to accept and overcome the limitations associated with their disability.
In modern science, there are not enough studies and serious scientific works in the field of multi-therapy when working with children with disabilities. This forces social educators, rehabilitologists, art therapists, speech pathologists and other specialists to independently develop a methodology for working with this technology. At the same time, positive experience has been accumulated in this direction. Increasingly, cartoon therapy appears in the activities of social rehabilitation centers, general and correctional educational and preschool organizations, boarding schools, etc.
So the teachers of MBDOU Kindergarten No. 40, Votkinsk, Udmurt Region, use multi-therapy in corrective work with children with visual impairments. In the course of their work, they carried out pedagogical observation of the psycho-emotional state of children. Teachers noted the positive dynamics of behavioral reactions and self-awareness of children. Children showed independence of judgment, defended their opinion in the process of creating a cartoon.
R.A. Samofal, Candidate of Psychological Sciences, Associate Professor of Cherepovets state university, in his article gives the following recommendations on the use of passive multi-therapy in the correction of verbal aggression in children of older preschool age with mental retardation:
1. Attention should be paid to the theme of cartoons, since cartoon therapy should help the child identify and understand their problems and show possible solutions.
2. In the process of work, the teacher needs to create a special atmosphere of emotional acceptance of the child, where everything positive, good that he has is supported; the right to any feelings is recognized, however, social requirements are made for the manifestation of these feelings.
3. Work through multi-therapy is organized in group sessions with three to five children. At the same time, cartoons are created for the whole group as a whole, since it is believed that each child is not like the other and perceives the cartoon in his own way, taking from it only what is relevant to him, in tune with his problems.
4. It is not enough for a child to simply watch a cartoon and retell the plot. The teacher in the course of the lesson should definitely watch the cartoon with the child, comment on what is happening, answer questions and, in turn, ask the child questions, discuss the behavior of the characters and clarify incomprehensible points. Therefore, in the process of watching cartoons, it is important to pause "feet" to work out important semantic plots. Thus, educational tasks are “packed” into the content of the cartoon, which are presented in the form of games, exercises, sketches.
5. Games, tasks, exercises, sketches are conditionally divided into several types in accordance with the areas of the psyche developed with the help of them, as well as based on the areas of work with verbally aggressive children.
He believes that “the purpose of multitherapy is to help the child identify and understand their problems and show some solutions. The teacher in this case creates a special atmosphere of emotional acceptance of the child, where everything positive, good that he has is supported; the right to any feelings is recognized, however, social requirements are made for the manifestation of these feelings.
The essential advantages of multitherapy as a technology for the rehabilitation of children with disabilities include the following:
1. Solving the motivational problems of children, since the ability to create your own cartoon allows you to feel your involvement in a common cause and your significance.
2. The complex nature of multi-therapeutic activity (visual activity, music, literature, computer technology) develops certain competencies.
3. Animation element and the ability to voice your own voice calls positive emotions.
4. Correction of various deviations and disorders of mental and physical development.
5. Increasing the adaptive abilities of children.
Multitherapy is a synthesis of a pedagogical approach, psychological methods of group work, art therapy and animation technologies. Animation therapy makes it possible to approach the deep unconscious of the child, stimulates the elaboration of experiences through the creation of a cartoon character, endowing him with character traits inherent in the child himself. Through work with multifaceted symbols in art, associative-figurative thinking develops, as well as blocked or underdeveloped perception systems. The peculiarity of cartoon therapy, unlike other methods of art therapy, is that at first the child’s own work on creating a cartoon character may seem unsuccessful, but later, seeing it on the screen, in the context of a collective creative product, it acquires special value. When animation work begins and the created character comes to life, it creates a special magic and a sense of self-worth.
An active form of cartoon therapy involves the creation of cartoons by children. Any cartoon is created in several stages, in the passage of each of which the child acts as an active participant and organizer - draws, invents a plot, writes a script, studies the characters, voices. All stages of creating a cartoon stimulate the development of the necessary socialization skills in children: creativity, accepting different roles in society, overcoming self-doubt, mastering the necessary communication skills, developing an adequate style of behavior in a team. In the process of multitherapeutic activity, the child learns the basic methods of searching and making decisions, the feeling of anxiety and fear decreases, self-esteem grows significantly, and freedom appears in communication with adults and peers.
Multitherapy refers to active animation activities. Passive viewing of cartoons forms a worldview, and independent work on creating an animated film by a child allows you to form the following competencies:
1. Creative competence is associated with innovation, productive thinking, non-standard approach to solving problems.
2. Value-semantic competence is a competence associated with value orientations.
3. General cultural competence - these are generalized methods of activity that allow a person to appropriate cultural patterns and create new ones, to navigate in the space of culture.
4. The competence of personal self-improvement is aimed at spiritual and intellectual development, mastering the ways of emotional self-regulation and self-support.
5. Communicative competence includes an understanding of the ways of interacting with others, being in society, the skills of working in a group, team, mastering various social roles.
6. Educational and cognitive competencies are a set of competencies in the field of independent cognitive activity.
7. Organizational and labor competencies are a set of competencies aimed at forming ideas about production processes, effective time management, and working tools.
8. IT competence is a competence that provides knowledge and experience in the field of information technology.
Multitherapy as a technology is divided into several stages: preparatory, main, final.
Stage 1 - preparatory.
The work begins with introducing children to the history of animation, famous animators and international animation studios. The next step is to view the plasticine cartoons. It is necessary to give children an idea of the variety of ways of self-expression, including through cartoons, to set a goal to which the efforts and efforts of all participants will lead. Thus, we awaken children's interest in animation and further work on creating their own cartoon. The technology also includes a diagnostic component. The purpose of the technology is to rehabilitate and socialize children with disabilities. At the preparatory stage, the primary diagnosis takes place. It is necessary to record indicators of socialization and communicative inclinations of children in order to have an idea of the effectiveness of the technology.
Stage 2 - the main one.
At the main stage, direct work is carried out to create a cartoon. Work begins with the choice of the theme of the cartoon. The theme of the future cartoon is thought out by the teacher together with the children. It depends on the interests of children and their abilities. It is important to talk to the children about understanding the chosen topic.
1. Exposure.
2. The plot of the action.
3. Development of action.
4. Climax.
5. Recession of action.
6. Decoupling.
7. Ending.
The next step is the storyboard. A storyboard is a depiction of a story in pictures. In a storyboard, the action is broken down into separate scenes that make up the cartoon. This is necessary in order to understand at the shooting stage what scenes need to be shot.
When storyboarding, you need to put yourself in the place of the future viewer. Will the plot be clear? Scenes that will seem obvious to the authors may not be entirely clear to the viewer. It is desirable to engage in inventing a plot and writing a script and storyboard at the same time. The process will become dynamic. It is also possible when the children come up with a plot together, and the teacher sketches the frames.
This is followed by the creation of the background, scenery and cartoon characters. Here, the teacher must first guide the children, give instructions so that everyone is involved in the creative process, and then you can give the children the opportunity to make decisions on their own and organize themselves and their comrades. The teacher should not evaluate the actions of children, criticize them, but be in the role of an outside observer. At the same time, in controversial moments, it is necessary to take on the functions of a mediator and help children get out of this situation.
After the plot is invented, the script is written, the storyboard is made, the scenery and characters are made, we can start shooting the cartoon directly. For shooting, you can use the transfer technique. It consists in the step-by-step movement of the character. Children, under the guidance of a teacher, move the cartoon characters step by step in accordance with the actions prescribed in the script, creating the illusion of their independent movement. Each scene of the cartoon must be filmed in this way. This is the hardest part of the job.
The next step is to voice the cartoon. Voicing is a very important process. Sounding contributes to the development of speech, memory, thinking and artistic abilities of the child. Each child should be given the opportunity to voice one of the cartoon characters. This will give the child a sense of his significance, importance and need, help to believe in himself, overcome isolation and complexes associated with his peculiarity.
Editing is the final stage of creating a cartoon. You can edit the frames obtained during the shooting process using the Video Editor computer program.
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This program can be used by teachers and parents to work with children with disabilities. As a rule, such children have a narrowed social circle and therefore each of the activities should be beneficial, joyful and leave a feeling of satisfaction and joy in the child's soul. Each lesson involves the involvement of several sensory systems of the child. The purpose of this program is to organize an interesting leisure time for the child by means of fine arts. Classes involve the use of a variety of but accessible materials and tools. Written for two years - since I'm working on it for the second year. No spotlight.
Download:
Preview:
Municipal budgetary educational institution of additional education for children
"Center for additional education of children of the Suzdal region"
Program approved
at the methodological council
"" 20
(Protocol No. )
I approve:
Director Kostina O.I.
"" 20
"Art therapy"
for individual work with a child
compiler: Vikhreva O I,
additional education teacher,
Learner's age. 9 years,
Program implementation period: 1 year
Agreed: Acquainted:
Deputy Director for Science and Head of the Department of Fine Arts
methodical work Bychkova E.A.
Sineva V.V. "" 20
"" 20
Suzdal
2013
Explanatory note
Visual activity is of great importance for the development and education of children with disabilities. It is impossible to get any kind of image without owning objects and tools of visual activity, that is, a pencil, brush, scissors, plasticine, glue and methods of their use. Consequently, the development of the child's visual activity is connected with the development of his objective activity and presupposes a sufficiently high level of development of the latter.
Additional educational program"Art - therapy" for individual work with a child, cerebral palsy has an artistic and aesthetic orientation.
Difficulties in mastering the subject image in the development of the content side of drawing in a child with cerebral palsy are closely related to the underdevelopment of perception, figurative thinking, objective and game activity, speech, that is, those aspects of the psyche that form the basis of visual activity. The proposed self-composed program has a wide range of applications. It is intended for leaders of a circle or studio of fine arts working with children with disabilities and can be used by the parents of these children to study at home. Apparently, it is not in vain that they say that the mind is at the fingertips. The child expresses himself as best he can, draws what is in his soul. ("Drawing yourself", "Drawing the state", "Drawing on wet paper", "Sea"). In addition, each lesson involves the involvement of several sensory systems - vision, hearing, touch, smell, taste.
Music is used. The active nature of the child instantly responds to the impulses coming from it. She captures him entirely, giving him her movement, energy, activating his life rhythm.
Art therapy allows you to gently and delicately, in a playful way, bypass the defense mechanisms, understand what experiences the child has, and also unobtrusively correct them.
An indisputable plus in this case is the age of the girl Nastya - 9 years old at the time of the start of training. The fact is that an adult is already shackled by his existing attitudes: “I can’t draw”, “the grass is green, the sky is blue”. He defends himself from intrusion into his inner world, as he is afraid to seem ridiculous, ridiculous and weak.
Nastya, due to her young age, is open to changes, so art therapy should become effective. The easiest way is to give the girl room for imagination and not interfere. In other cases, when we draw together initially, we master graphic literacy and color science (“Rainbow colors and poems”, “How colors are friends”, etc.), and the laws of composition (“Collage”, “Landscape through the eyes of artists”, “What are paintings, etc.).
- Purpose of the program - raising a child careful attitude to nature and the need for the artistic organization of their living space through the organization of interesting creative leisure by means of fine arts.
Program objectives:
- help the child overcome alienation, isolation, developing a sense of belonging to man, nature, animals by means of objective and play activities;
- visual development and formation of visual skills of the child;
- activation of creative initiative, imagination and fantasy.
The multifunctionality of the tasks of the program is ensured, firstly, by the availability of artistic tools and materials to the child from an early age, and secondly, by the fact that the child’s visual activity as a kind of graphic speech is the most adequate external form of expression of internal emotional and creative tension for this age.
The program is designed for the academic year - 36 weeks for 2 hours a day. Classes are held once a week, taking into account the specifics of a child with disabilities - only indoors and individually.
Educational and thematic plan
p/n | Topic of the lesson | Number of hours | weeks |
||
theory | practice | Total | |||
Introductory lesson. 1.1 Manual dominance test. (according to S.K. Kozhokhina) 1.2 Drawing yourself | |||||
Remembering summer. 2.1 Drawing on the topic "How I spent the summer" 2.2 Status drawing | |||||
Paints tell tales(according to A, Lopatina, M. Skrebtsova) Rainbow Tales and Poems 3.1 The game "All colors of the rainbow". Drawing a rainbow, and on it are all the gifts that its arcs give people. 3.2 Exercise "I can afford to play like a child" | |||||
Collage. Types and styles 4.1 Collage from the magazines "Past-Present-Future". Cutting out fragments. 4.2. Technique - drawing with a ball. (Author Norma Leben) 4.3 Pasting fragments of the collage | |||||
Working with effects 5.1. Interaction with paper. Creation of planar compositions. 5.3 Interaction with paper. Creation of volumetric composition. 5.4 Technique for coloring figures of boys and girls (author Barbara Turner) 5.5 Drawing on crumpled paper. 5.7 Drawing on wet paper. Exercises 5.8 Drawing on wet paper "Seascape" 5.9 Creating a thematic composition using effects of interaction with paper. | |||||
How colors are friendly 6.1 Who is the whitest (according to A. Lopatina, M. Skrebtsova) 6.2 Creative task "Recipe for a white dish" 6.3 Drawing "Snowflake Outfit" 6.4 Meditative drawing. | |||||
Theme "Sea" (according to S.K. Kozhokhina) 7.1. "The magic of the passing day on the sea and the river" 7.2 "The sea worries once, the sea worries twice..." 7.3 "Sea stories" 7.4 "Journey to the bottom of the sea" | |||||
How colors are friendly Theme "Color Separation" 8.1 "Warm and cold realms" 8.2 Crown for queens of the Warm and Cold kingdoms | |||||
colorful world 9.1 Fairy tale "what flowers and colors tell about." 9.2. Answers to questions, discussion. Game "Gardener" 9.3 Showing photos and drawings of flowers. We smell floral scents. Game "Guess the smell". 9.4. Drawing up a "colorful table of friendship of colors and colors" | |||||
Exploring white. (according to A. Lopatina, M. Skrebtsova) 10.1 Poems about white. Creative task "The role of white color" 10.2 Fairy tales and proverbs about the white color. The game "Snow is spinning" 10.3. Work in the color "My winter". Presentation "Landscape through the eyes of artists" 10.4. Corner of nature "Winter". Miniature in a glass jar. | |||||
Who is black friendly with? (according to A. Lopatina, M. Skrebtsova) 11.1 Creative task "Joyful black color" 11.2 Game "Guess the smell" 11.3 Black Fairy's gift " 11.4 Who is friends with black? 11.5 Gift to the queen of colors | |||||
Black and gray (according to A. Lopatina, M. Skrebtsova) 12.1 Creative task "Immersion in color" "Grey cat and black mouse" 12.2 Treasures of a gray day | |||||
Brown color (according to A. Lopatina, M. Skrebtsova) 13.1 Reading poems "The color of the brown earth", "Brown chocolate" 13.2 Drawing packaging for chocolate. 13.3 Chocolate planet. Drawing portraits of the chocolate kingdom | |||||
Purple colour 14.1 "Creative task" draw a lilac flower 14.2 Creative task - drawing up a "colorful table of friendship of colors and colors" | |||||
Theme "Perception" "Simultaneous Perception"(according to S.K. Kozhokhina) 15.1. "Finish the image" 15.2 Working in color | |||||
"Successive Perception" 16.1. "Finish the image" 16.2 Working in color | |||||
The principle of synesthesia. 17.1 "What the smell will tell me" 17.2 "I can picture and draw taste." Drawing emerging images on paper | |||||
"How do we draw" Pencils and markers 18.1 "Pencil Man". Creative task 18.2 Fairy Watercolor. Great gouache. Acrylic and Oil. Creative task. | |||||
Transport 19.1 Art therapy technique "Journey on a flying carpet" 19.2 Drawing on the topic of traffic rules | |||||
What are the paintings The beauty of the landscape 20.1 Window to the world. Creative task. 20.2 Spring landscape. drawing | |||||
Immersion in still life (according to A. Lopatina and M. Skrebtsova) 21.1 Creative task. 22.2 Healing still life. Drawing a still life from a story. | |||||
Historical picture "Priests of History" Monument to Iron Timur (based on the painting by V. Vereshchagin "The Apotheosis of War") | |||||
"Bible stories" (according to A. Lopatina and M. Skrebtsova) "The Holy Trinity". Based on the icon of Andrey Rublev Trinity" Image of the Madonna. Creative task. | |||||
Making postcards (monotype, appliqué) | |||||
"Music and Painting" (According to S.K. Kozhokhina) | |||||
"Flowers" (According to S.K. Kozhokhina) "Wonder Flower" Final lesson | |||||
total | |||||
1 Introductory lesson.
1.1 The manual dominance test allows you to determine the hemisphere of the child. Acquaintance with the office, its equipment, art materials.
1.2. Drawing of oneself (according to A.M. Parishioners and Z. Vasiliauskaite). To complete the drawing, 6 colored pencils (felt-tip pens) are issued: blue, red, yellow, green, black, brown. A sheet of paper folded in a book (in half) is given. Instructions to the child: Now you will draw. Leave the first page blank. And on the second draw a bad girl with three pencils. What colors will you choose? Put away the rest of the pencils. (The bad girl is drawn). And now let's draw a good girl with the other three pencils. (A good girl is drawn). And now draw yourself in the free space - you can use all 6 pencils. After completing the work, a conversation is held with the child, which contains questions about which drawing you liked to draw more, why. Who are good and who are bad girls. Who would you take as your girlfriend, why. What do you like most about yourself, what would you like to learn, etc. Processing of the results according to the general scheme for interpreting the results of the methodology.
2. Remembering summer.
2.1 Drawing on the topic "How I spent the summer." Psychological entry (summer melodies sound - songs of birds, sounds of rain, voices of animals). The child tells stories about summer adventures, describes objects, colors, smells, tastes, memorable sensations, interesting unusual sounds. Cognitive stage - we watch the slide film "Summer" in the paintings of artists. Work in the material - on ½ of the landscape sheet of tinted paper we draw with pastel pencils. We discuss and analyze the drawing.
2.2.Status drawing. Purpose: stimulates creativity and awareness of feelings. Materials: paper, color pencils, wax crayons, paints. Instructions: use 1-2 minutes to become aware of the sensations and feelings that arise at this moment. Draw colored lines and shapes that express how you feel. The drawing is considered but not evaluated.
3 .Paints tell tales.Several sections from the book of the same name by Alexandra Lopatina and Maria Skrebtsova are used:
Rainbow tales and poems.
How colors are friendly
What do we draw
What are the paintings
Rainbow tales and poems.
All colors of the rainbow.
3.1 Reading the poem "Seven-Colored Bridge", questions and tasks
- Where do you think rainbows come from?
- What color of the rainbow do you like the most?
- Imagine that you are walking along the seven-color rainbow bridge with an album. What will you draw during this trip?
The story of "The Birth of the Rainbow" is told. The game "All the colors of the rainbow." Drawing a rainbow, and on it are all the gifts that its arcs gave people.
3.2 Exercise "I can afford to play like a child." Instruction to the child: draw with a “non-working” hand (it is revealed by the manual dominance test) the most favorite game of your childhood and come up with a name for the drawing. Materials: pastel or wax crayons, A3 sheet or larger. Discussion.
4. Collage. The purpose of the work: the disclosure of the potential of a person, implies a greater degree of freedom, is an effective method of working with a person, relies on the positive emotions of experiences associated with the creative process. Types and styles. Types of collages - on canvas, on paper, on fabric, on batik, on a frame - without a background. Collage styles - landscape, vegetative, decorative, form-linear.
4.1. Collage from the magazines "Past-Present-Future". Adjustment to the "here and now." Analysis of one's own experiences, reflection. Relaxation, meditation. Creation of a complete image from several pictures, which can be supplemented with paints, decorative elements, words and phrases. Material: magazines, pictures, postcards, threads, grains. A4 format.
4.2 Technique - drawing with a ball. (by Norma Leben). This technique is an alternative to drawing. The teacher has a ball of thread of any color and thickness. Unwinding the thread, shows the child how, by creating certain shapes on the floor, you can “draw” with it. Then the ball is passed to the child and it is proposed to continue "drawing". Discussion. The discussion includes some questions, for example:
Can you see any letters here?
What figures do you see here?
What do these lines remind you of: people, landscapes, any events? Answers are approved by the teacher.
4.3 Pasting fragments of the collage. Continuation of work on the collage "Past-Present-Future".
Technique "Clay doodles". (author Richard Frenkel). The game begins with the fact that the child and the teacher pick up a piece of soft, but already slightly dried clay. The child is invited to sculpt 4 or 5 any figures of various shapes, the teacher also sculpts. Then the teacher and the child exchange ready-made figures and have the opportunity to combine the figures in any way. Next, the child and the teacher try to create images by combining other people's forms. At the end of the work, what happened is considered and discussed. When the products are dry, you can invite the child to color them. This will allow you to more accurately understand what the creative intentions of the child were.
Working with effectsGoal: in-depth self-knowledge, mastering new activities and ways of behaving in an unknown situation.
5.1 Interaction with paper. Creation of planar compositions. Material: magazines, photographs, glue, scissors, small toys. The work is called, it is discussed what feelings it caused, what was remembered, what else I want to do.
- Technique "Drawing-game". Written by Stanley Kissel. This technique relieves anxiety, allows you to involve the child in a safe and interesting activity for him.Description of technology.The teacher begins to draw on paper with the words "Let's draw a house." And he adds "It was an ordinary house, with two windows, a door, a roof and two pipes." Next come the words: “A girl lived in this house. What is the name of the girl? For example, Katya. Then the teacher continues: “Katya lived in this house with her parents. One day they bought her a puppy. What did Katya name the puppy? The child may suggest a nickname. “Okay, let’s call him Sharik. One day, Katya returned from school and did not find a puppy at home. She left the house to look for the dog.” The teacher draws a straight line from the door of the house down. “Do you think she found her dog there? Katya looked everywhere for her dog. She walked down one street, down another street. Here you can ask the child if Katya found the puppy. Children usually answer "no". The teacher continues to draw until something similar to 4 paws appears in the drawing, and then says: Katya remembered that Sharik liked to walk in the park, so she hurried there ”At the same time, the teacher draws something that remotely resembles a tail. “Did Katya find a puppy there?” usually the answer is "no". “Katya walked around the park looking for a puppy, but she couldn’t find him anywhere, so she went home.” Then you can ask the child what mood Katya was in. How did she walk home - fast or slow? The teacher says: “Katya walked home slowly, because she was very sad.” With these words, she slowly draws a line in the direction of the house. "What happened to our drawing?" Some children will respond immediately, others will remain silent. In any case, the teacher tells the child that the drawing has "turned" into a dog and offers to take the drawing home. Thus, as a result of the exercise, the child receives a drawing as a gift and is involved in interaction with the teacher as he alternates his actions with questions addressed to the child.
5.3 Interaction with paper. Creating a three-dimensional composition or
sculptures. Materials: scissors, glue, adhesive tape, paper (toilet, wrapping, cardboard, bags, etc.).
5.4. Technique for coloring the figures of boys and girls. (by Barbara Turner). This technique can be used as a means of teaching the child the basics of "emotional literacy".Description of technology.For work, cardboard templates of a child's figure are prepared in advance, corresponding to the age and gender of the child. In the lesson, the child is offered a contour image of the figure of a girl (in our case), which needs to be colored. The task can be accompanied by the following words: "Color this girl so that you can find out how this girl would feel if the same thing happened to her as to you." Or “I want to know how this girl feels.”
5.5 Drawing on crumpled paper. Used as a basis for drawing crumpled paper. First, it is thoroughly crushed and tuned to work. You can draw with paints or crayons, you can cut off the edges of the picture, making it in the form of an oval, circle, etc.
5.7 Drawing on wet paper. Exercises. Color solutions are prepared in advance (Water + tinting paste). A sheet of paper is wetted with water using a foam sponge. Diluted color solutions are applied to images on paper. You should experiment with colors, watch how they mix, spread, and notice what feelings arise from this. Then you can transform the patterns into images, give them a name.
5.8 Drawing on wet paper "Seascape". Templates for sails are cut out in advance from newsprint. A sheet of paper is wetted with water on both sides and "glued" to the table. Newsprint templates are tightly applied to the wet sheet. The sky, the sea, the beach are covered, Until the paper is completely dry, newspaper sails are removed. Boats and flags are drawn with a thin brush.
5.9 Creating a thematic composition using effects of interaction with paper. A3 format. Collage materials: magazines, pictures, beads, braid, ribbons, lace, shells. It is based on a plot, for example, "A Fascinating Journey". The color scheme is determined - 2-3 primary colors and several close ones in color. Unexpected and voluminous objects are used. Type inscriptions, symbols, signs on the topic are used. Fragments of the collage are moved along the surface of the sheet in order to find the most effective arrangement. Manipulations with paper are carried out: - tearing, creasing, twisting, arching, embossing for use in work. The final name is given to the finished collage. Discussion.
6. How the races are friendly.
6.1 Who is the whitest.
We read the poem "Where did the white color go?" We answer questions
what is the character of white? What qualities does he recall? What mood does this color evoke in you? Why do you love him or, on the contrary, do not love him? - What does the white color say in people's lives? - Why do some professions wear white clothes?
6.2. Creative task "Recipe for a white dish." The fairy tale "White snowflakes" is told. Discussion.
- Drawing "Outfit of a snowflake". Draw snowflakes from a fairy tale in a snow-white outfit.
- Meditative drawing. Music is turned on at the request of the child. Material: A4 thick paper and gel pen. The process consists in repeating elementary forms, filling the entire sheet with them. They start drawing from the center or from the edge, it doesn't matter. The main thing is to fill the sheet and stop less. In the process of drawing, concentrate on the smoothness of the lines. There is no need to think here: just step by step, leaf by leaf, lines, objects, repeat, repeat. Goal: Complete the entire sheet.
7. Theme "Sea". (according to S.K. Kozhokhina)
7.1 "The magic of the passing day on the sea and the river"
1st stage: cognitive-game psychological entry. We remember songs about the sea. Sailors, let's eat them.
2nd stage: cognitive-playing. We play Straw in the Wind.
3rd stage: cognitive-practical. Watching a slide film about marine painters (images of rivers, seas, waterfalls); make sketches with markers on small pieces of paper; we memorize the formula-rule of artists:
Each (red)
O hotnik (orange)
Wishes (yellow)
Z nat (green)
G de (blue)
C goes (blue)
F azan (purple)
The rule formula is useful when arranging flowers in the image of a sunset on the sea. Sheet A3 is tinted with any shade of sunset: orange, red, yellow-orange.
4th stage: psychophysical unloading. Meditation using the sounds of the sea (cries of dolphins, whales, the sound of waves, the cries of seagulls).
7.2 "The sea worries once, the sea worries twice..."
1st stage: psychological entry. The game "The sea worries once ..."
2nd stage: cognitive. Relaxation to the sounds of the sea (we share our feelings, sensations, look at reproductions of paintings by artists).
3rd stage: practical. With one color of pastel chalk, we compose objects on the sheet according to the sketch; Let's start with pastels.
4th stage: we show the work to the grandmother (parents).
7.3Sea stories»
1st stage: psychological entry. We sing songs about the sea. On sheet A4, moistened with water, without brushes, draw the sea, with fingers throughout the format.
2nd stage: game. We play "Pirates and Sailors", video relaxation.
3rd stage: practical. We continue to work in color, taking into account the arrangement of flowers.
4th stage: we work with the book (information about marine life).
7.4 "Journey to the bottom of the sea"
1st stage: psychological entry. Audio training "Journey to the bottom of the sea."
2nd stage: cognitive. We examine in water poured into large containers, all kinds of pebbles, shells. We smell the smells: crab meat, pieces of herring, dried squid, etc. We taste and invent stories and fairy tales.
3rd stage: practical. We work in color on a sheet painted with fingers - we draw the inhabitants of the sea.
4th stage: psychophysical unloading - fantasizing about marine life. The child is invited to wrap himself in chiffon fabric and turn into any character, moving to the melody.
How the colors are friendly. (according to A. Lopatina, M. Skrebtsova)
- Theme "Color Separation".
8.1. "Warm and cold realm".
- Stage 1: psychological entry - we listen to a fairy tale about the Warm and Cold Kingdom, about the magical colors that live in them ..
- 2nd stage: cognitive. We throw a chiffon fabric over ourselves, imagine ourselves as inhabitants of kingdoms, touch cold and hot water in containers, discuss feelings.
- 3rd stage: practical. On sheets of colored cardboard, we lay out from geometric shapes, cut out of colored paper, any composition that characterizes the Warm and Cold kingdoms.
- 4th stage: psychophysical unloading. Story about your work. Painting of a cardboard blank - a crown for the queen of the Warm or Cold kingdoms.
8.2" Primary and derived colors.
- A fairy tale is told about three kings - the kings of the Yellow, Red and Green kingdoms. Discussion.
- Next, an experiment is carried out on mixing colored water solutions. In plastic cups. Pale in color and saturated solutions are taken. The results are analyzed. The results are drawn into an album.
9.Colorful world
9.1. The fairy tale "What flowers and colors tell about" is told.
We answer questions:
If the grass were blue...
If snow were black...
If the sea were red...
If milk were brown...
If tree trunks were purple...
If the human body were green...
If the sky were pink...
9.2. Game "Gardener"
The teacher is the leader. Cards are placed in the hands of the child, on which flowers of one color or another are depicted. The teacher says: “I was born a gardener, I was seriously angry, I was tired of all colors, except for red (any color is called). The child looks at his cards, looks for a flower of a given color and describes it without naming it. Answers 2-3 questions about where his flower is found, what flowers he is friends with.
9.3. Show photos and drawings of flowers. .
- We smell floral scents.
- We play "Recognize the smell."
- Drawing up a "colorful table of friendship of colors and colors",for example: clover is friendly with scarlet, pink and white colors.
10 Exploring White
10.1. - Poems about white color are read. Discussion.
Creative task "The role of white color". Images of paintings by different artists are shown, for example: A. Rylov "In the blue space", I. Grabar "White winter", A. Kuindzhi "Spots of moonlight in the forest", "Winter", V. Surikov "The capture of a snowy town", B .Kustodiev "Pancake week", I. Levitan "March". All shades of white used by the artists are listed. Then the most liked picture is selected and the child talks about the role and beauty of the white color in the reproduction he has chosen, without naming it. The teacher must guess which picture is being discussed.
10.2 Fairy tales and proverbs about the white color are told.. Discussion.
The game "Snow is spinning". White paper is torn into small pieces, folded into containers. The child gets up from his seat, puts on a white chiffon fabric, dances and throws up torn paper, enjoys the snow. We relax to the "winter" music.
10.3. We work in the color "My Winter".
Presentation "Landscape through the eyes of artists". The visual range includes images of paintings: Pieter Bruegel the Elder "The Fall of Icarus", Francesco Guardi "Isola di San Giorgio of Venice", landscapes by I. Levitan, A. Rylov, I. Shishkin, A. Kuindzhi.
10.4 Corner of nature "Winter". Miniature in a glass jar. Materials: a glass jar with a tightly screwed lid 300-500g, glitter, artificial snow, a small plastic souvenir (an animal figurine, a fairy-tale character, elegant houses), water, waterproof glue, decor for the lid (beads, rhinestones, braid, etc.). ). A souvenir is glued to the bottom of the jar, dried. Then sparkles and snow pour in, everything is filled with water and the lid is screwed on tightly. The lid is decorated. When shaken in a jar, it "snows".
eleven . Who is black friendly with?
11.1 Reading poems "Darkness Fairy", "Chernozem".We answer questions. Discussion.
Creative task "Joyful black color". Instructions to the child “Imagine that the black dot wanted to become an artist. Draw a funny picture with black dots. Material: black marker or charcoal. 11.3
11.2. The fairy tale "The Black Fairy's Gift" is told. Discussion. The game "Recognize the smell" With closed eyes, smells are guessed: black tea, black coffee, dark chocolate, damp earth.
11.3 "Who's friends with black?" We recall animals whose color contains black. We look at photos and pictures.
- We play with the bag. The child is given a bag with a small figure of an animal, and very characteristic and embossed. The top of the bag is tightened with braid and the child does not see what is in it. He puts his hand inside the bag and feels with his fingers what is hidden there. Feeling and imagining the form, the child talks about his feelings, and then sketches them.
- 11.4 Drawing “A gift to the queen of colors”. The task is to draw a gift that you would bring to the ball for a fairy of all the colors and colors of the earth.
- Black and grey.
12.1. The fairy tale "The gray cat and the black mouse" is told. Discussion.
Creative task "Immersion in color". 2 sheets of whatman paper are attached to the board, one with a large black square, the other with a gray one. Relaxing music plays. The child, to the music for several minutes, must, without stopping, look at one and the other squares in turn. Then the child tells what he saw in a black or gray square, what he remembered, what changed in his mood.
- Associative drawing. Instruction to the child: "Draw yourself in the form of a small gray mouse and the environment in which you find yourself."
We read a poem by Alexandra Litvskaya about gray color.
- Practical stage "Treasures of a gray day" - on paper gray color a drawing is made on the topic Material: felt-tip pens, pastel
- Reflection
- Brown color.
13.1 We read the poem "Brown Tan".We look at photos of people of varying degrees of lightness. ,
We read the poem "Brown Chocolate".
We smell chocolate. Tasting chocolate - bitter black, milk, with nuts, etc. (3-4 different tastes)
Task for the child: come up with your own recipe for making chocolate. Then give it a name and draw a package for this chocolate.
- Poems “The Color of the Brown Earth” are read, questions are asked:
- what brown gifts of the earth do you know?, which of them seem the most delicious to you, why?, tell which of your friends has brown clothes.
- The poem "Brown Chocolate" is read. A piece of different chocolate is eaten (for example, black, bitter, milk, with raisins, etc.). The task is given to come up with your own recipe for chocolate and give it a name.
- Drawing packaging for this chocolate.
- 13.2. Images on the theme "Chocolate planet" are displayed.
- Drawing portraits of the inhabitants of the chocolate kingdom.
- Discussion.
- Purple colour.
14.1 We read the poem "Lilac Bush"
- We answer the questions: what lilac flowers do you know? If you were a sorceress, what color would you change to purple?
- We get purple colour different shades and lightness by mixing colors. Experiment. Material: plastic cups, gouache and watercolor paints, whitewash.
- 14.2. The "Lilac Tale" is told. Discussion.
- We consider photos and drawings of lilac flowers.
- Task for the child: come up with and draw your own lilac flower.
- 15. Theme "Perception" by S.K. Kozhokhina
- Simultaneous perception. "Simultaneous" - "instantaneous."Simultaneous perception of an object as a whole or several objects in the absence of eye movement.
- 15.1 "Complete the image."A piece of reproduction with a window cut out inside is pasted onto a blank sheet of paper. The child must complete the work, using and continuing the elements of the lines and colors already suggested. Linear building. Painting with calm music.
- 15.2. Work in color.The child is required to convey the relationship of color with the original.
- Meditation on a candle flame as psychological protection. A thin web of someone else's irritation, anger, stuck around a person, will “burn out” in a small tongue of flame. The candle is placed at a distance of 0 50 cm to 1 m from the child's face. At his eye level. Instructions to the child: "Look with wide eyes exactly at the center of the flame until the eyes begin to water for no more than 3 minutes).
16. "Successive Perception". This is the perception of objects, their parts, associated with the movement of the eyes.
- 16.1 "Complete the image."A piece of reproduction is pasted onto a sheet of white paper, where only part of the object is depicted. The child is invited to complete the image, based on their life observations, imagination, fantasy.
- 16.2. Work in color.
- Mindfulness exercise. Remember people's faces. Instructions to the child: Sit down and concentrate. Try to describe the facial features of some of your friends: nose, eyes, mouth, chin, hair color, general form heads. You need to start by examining the face of a person, try to briefly describe it. Practical lesson (on grandmothers, parents, etc.).
- 17. The principle of synesthesia.This phenomenon consists in the fact that some stimulus, acting on the corresponding sense organ, in addition to the will of the subject, causes not only a sensation specific to this sense organ, but also an additional sensation or representation characteristic of another sense organ.
- 17.1. "What will the smell tell us" .-We talk with the child about how smells enrich our lives. We bring objects with unusual smells to class: pine and currant branches, soap, perfume, a piece of smoked fish, coffee, etc. We discuss the most pleasant and unpleasant smells. We talk about the peculiar discoveries that we made with the help of smells.
- We train the organ of smell. We play as follows: the teacher hides the scented stick, lighting it first to enhance the smell, and the child, inhaling the air deeply, looks for it.
- The child is offered a choice of a variety of smells: flowers, plants, fruits, products and confectionery. All items with odors are covered. Having caught the smell with closed eyes, the child begins to look inside himself, looking at the images that sweep through his imagination. A stimulus in one sensory modality causes sensations in another sensory modality. The smell generates images that the child sketches on paper.
- 17.2 "I can picture and draw taste."Offered products: sunflower oil, honey, lemon, raisins, pumpkin, granulated sugar, pickled cucumber, jam, bread, dill, etc.
- The child tries products with his eyes closed (a bandage made of thick fabric is on his head). Blocking of vision is necessary, since the child begins to receive completely new sensations and create images, visual stereotypes do not interfere with him. The body can make various movements. Then the eyes open and the child sketches his experiences.
18. How do we draw (according to A. Lopatina, M. Skrebtsova)
18.1 Pencils and markers.
- We read the fairy tale "Pencil Man". We answer questions:
- What do you think will happen to the pencil man next? Think of a sequel to the story.
- Show the child drawings drawn with different pencils. (Each pencil is marked with different lead types.) The teacher tells how to distinguish between different types of pencils, then asks to guess from the child's drawings which types of pencils were used.
- Task for the child: draw a pencil in the form of a man and color it in the color that you like best.
18.2. Fairy Watercolor.
- The fairy tale "Watercolor Fairy" is told.
- Art materials are shown - watercolor, gouache, acrylic, oil. The child opens the paints and smells them. The teacher talks about the properties of different colors, their invention.
- Drawing with different colors in an unusual way: with a sponge, blots, splashes, fingers.
19. Transport. (according to S.K. Kozhokhina)
- 19.1 Art therapy technique "Journey on a flying carpet"
- We solve riddles about transport.
- We are watching the book "Machines" - a book from the series "Everything about Everything".
- Steam locomotive game. The child is a “trailer”, the teacher is a “train”, leads the child around the room. The child is blindfolded. The exercise develops confidence in the teacher, teaches to overcome the feeling of fear and self-doubt.
- We make a sketch of a carpet - an airplane on big sheet large brush with relief paint (3-4 colors).
19.2. Drawing on the topic of traffic rules.
- Showing pictures of city streets
- Story about traffic accidents.
- Working on a drawing.
- Discussion.
20. What are the paintings (according to A. Lopatina, M. Skrebtsova M.)
The beauty of the landscape.
- We read the poem "Window to the World". We answer questions.
The teacher describes in detail any landscape. Then he shows the child reproductions of different landscapes, among which is the one he described. The child must recognize the landscape from the description.
What do landscape painters give people?
What landscape would you like to have in the room?
Do you think it is easier for an artist to draw a landscape from nature or from memory, and why?
Creative task .. The teacher is in the role of an artist. The child is given cards different colors. The artist says what he wants to paint. , for example, forest (lake, lawn). The child holds up a card with a color for a given landscape.
20.2. Spring landscape. Drawing.
- We look at reproductions of paintings by artists and children's drawings on the theme "Spring Landscape".
- We close our eyes, listen to the spring voices of birds, smell the poplar branches.
- Wet the sheet with a sponge and draw a landscape according to the watercolor.
21. Immersion in still life
21.1 - Creative task.For a short time, the teacher shows the children a still life, and then asks them to describe it from memory. Then the child examines the same still life for five minutes. During the second viewing, the teacher turns on the music and asks the child to imagine that he picks up one or other objects depicted in the still life, talks to them and uses them. Discussion of how a still life is perceived differently if you just look and if you immerse yourself in it.
- Drawing the edge of the cup depending on the level of the horizon. Exercises.
- 22.2 We listen to the story "Healing Still Life".
- We answer questions:
- Imagine that you were commissioned to paint a still life for a children's hospital. What would you draw on it?
- Do you have a picture in your house that helps you to Hard time? Tell about her.
- What should be depicted in a still life so that it is impossible to forget it?
- Describe and draw a still life from the story: what the vase looked like, where it stood, what fruits were on it.
22. Historical picture
22.1 We read the poem "Priests of History".We answer questions:
- Do you think it is possible to study history from the paintings of artists?
- Should an artist who paints pictures be a historian?
- If you decided to paint a picture on a historical plot, what would you choose?
- Imagine being asked to draw the most significant event from the history of their country. What event would you depict and why?
- 22.2 Monument to Iron Timur (based on the painting by V. Vereshchagin “The Apotheosis of War”. We read the story.
- We answer the question: How should the war be depicted in the artist’s picture so that people no longer want to fight. Display of reproductions of artists dedicated to the war. Discussion.
- The child chooses an interesting topic from the history textbook and draws an illustration for this topic.
23. Biblical stories.
- 23.1 We read the story "Holy Trinity".
- We answer questions:-
- Why did the angels appear to Andrei Rublev?
- What is the most unusual thing about icons?
- Who do the icons represent?
- Creative task. The child is given several reproductions of paintings dedicated to a particular biblical story (for example, "Christmas" by El Greco, "Baptism of Russia" by Viktor Mikhailovich Vasnetsov, "Easter Table" by A.V. Makovsky). The teacher does not say what kind of plot is depicted, but asks to describe the events that occur in the child's paintings.
- 23.2 Image of the Madonna.Creative task. We listen to the story "The Image of the Madonna".
- The child is given a text from a biblical parable and is invited to portray one of the heroes.
- Discuss what the parable teaches.
24.1 Working with effects.
- - Listen to the song "Victory Day".
- We use paper napkins of bright colors - red, yellow, white, pink and crumple small lumps of them. We paste it on a dark sheet of colored cardboard - we make an imitation of fireworks.
- We decorate the picture with colored gels with sparkles.
24.2. Postcard-collage for the holiday.
- We look at options for holiday cards.
- Choose your favorite photos military chronicle(pre-printed from the Internet).
- Coming up with a composition. Materials: photographs, colored cardboard, colored paper, strips of St. George's ribbon. Glue stick, simple and curly scissors.
- We are making a postcard.
- Let's sing a song about Victory.
25. Music and painting (according to S.K. Kozhokhina)
- 25.1 "I am a musician."The melody "Singing drums" is turned on loudly. This is music that ignites with rhythm and temperament.
- The child is invited to take musical instruments (the teacher prepares them in advance) and supplement the melody with new sounds, capturing its temperament. Among the "tools" are water cans, bottles of peas, sandpaper, wooden and metal spoons, tambourines and bells, combs, rubber balls, plastic beads, paper of various textures.
- The child begins to move around the office, beat out time and rhythm with improvised instruments.
25.2 “I am an artist” Pieces of wallpaper are prepared on the desks, huge brushes and containers with colorful colors (tinting paste + water + white acrylic or water-based paint, the teacher prepares in advance). Music changes to calm, relaxing. (for example - the sounds of nature) The child begins to draw to the sound of music.
- The child tells what happened to him, what he drew, about his feelings and impressions. The artistic value of the resulting work is not so important - the child receives an emotional and sensual charge and splashes out his emotions.
26. Flowers. (according to S.K. Kozhokhina)
26.1 "Wonder Flower"
- We listen to songs about flowers.
- We are watching a slide film (tsudou-flower in the images of folk crafts - Gzhel, Zhostovo, Khokhloma, Gorodets.
- We make sketches of the colors of each craft.
26.2 Final lesson.- Fantasy "Rose Bush". Designed by D. Stevenson. Used in an interpreted form. The child sits comfortably and closes his eyes. The teacher sprinkles tea rose toilet water or something with a rose scent, such as essential oil, into the air. The child listens to himself, feels and feels his inner "I", imagines himself as a rose bush. The teacher asks questions:
- Which rose bush are you? Are you small or big?
- Are you lush?
- You are tall?
- Do you have flowers?
- What color are they?
- Do you have spikes?
- Where are you?
- Who is looking after you?
- What surrounds you? Etc.
- The child will then open their eyes. Says what you want to say.
- A rose bush is drawn.
- We share the impressions that arose during the lesson.
- The teacher, saying goodbye to the child and his parents (legal representatives) on summer vacation, gives the task: to observe nature and people as much as possible, Photo for memory.
Methodological support of the program
The curriculum is designed in such a way that:
a) observe the principle of a differentiated approach to training and education; b) introduce a variety of techniques and art materials; c) solve the pedagogical problems of forming the qualities of the child's personality; d) to make the child's stay in the center of extracurricular activities comfortable, informative and interesting.
Classes involve the use of a variety of art materials and tools, such as watercolor, pencils (plain and colored), gouache, acrylic, oil paints, felt-tip pens, colored paper and magazine illustrations, glue, scissors, foam sponge, as well as natural materials - pebbles, leaves , shells, feathers, etc. For the image, I select the most attractive surrounding objects that evoke an emotional response in the child. Depicting certain objects and plots, I accompany them with an emotional verbal explanation, an appeal to Nastya, expressive gestures, movements. At the same time, I suggest that she demonstrate what is depicted.
Having studied the information about working with children with cerebral palsy, I came to the conclusion that visual activity using non-traditional techniques is the most accessible. Therefore, the program includes techniques:
- drawing with a ball;
- clay doodles;
- drawing on wet paper;
- drawing - game;
- various creative tasks.
Working with a child is individual. At the lesson, the child consistently lives through several stages of interaction: with the world of art, with the teacher.
As a rule, stage 1 is a psychological entry into the lesson. Stage 2 - cognitive, or acquaintance with the unknown (new): games, relaxation and meditation, work with visual aids, slide films, elements of art therapy. Stage 3 - practical, or work in the material. Stage 4 - final, or psychophysical unloading: art and psychotherapeutic games, audio training, interaction with parents.
Predicted results and ways to check them.
List of didactic materials.
A set of cards from the series "First Lessons" -
- healing,
- colors
- who lives where
- cards with flowers
Coloring page from the series "First lessons" -
- inhabitants of the seas
- trees and leaves
- migratory birds
- wintering birds
3 Cards with flowers
- Bubbles with aromas
- Chiffon fabric
- Audio files "Sounds of Nature", "Voices of Birds", "Relax", songs "Victory Day", "Sea".
- JPEG files for displaying slide films.
3. Equipment in the office: a desk, a chair, a footstool, a pillow for a chair, a visual stand, a PC, a washstand.
Bibliography
1. Used by the teacher
1. . Vygotsky L.S.Pedagogical psychology. Free electronic library
2. Kozhokhina S.K.. Journey into the world of art. Program for the development of children of preschool and primary school age. M., 2002.
3. Kopytin A.I.Fundamentals of art therapy. St. Petersburg, 1999.
4. A. Lopatina, M. SkrebtsovaColors tell stories. Series "Education and Creativity". The publication is printed using the Print-on-Demand technology (printing on demand) in one copy, on an individual order.
5. Cars. Everything about everything. Edited by N.S. Kocharova. M., 2000.
6. Programs of additional art education for children during the holidays.
7. Razumova E.Yu.Diagnostic and therapeutic possibilities of working with collage in art therapy. IPRbooks electronic library system.
7. Rumyantseva E.A.
8. Sukhanova N.P.Pictures from flowers. M., 2004.
2. Recommended literature for children and parents.
1 . Rumyantseva E.A.Unusual drawing. M., 2006.
2. Rumyantseva E.A. Unusual application. M.. 2006.
3. Coloring pages from the "First Lessons" series.
Applications
Testing
The author of the program has developed thematic test materials for the final control for each stage of training. Tracked: level of knowledge theoretical material, the degree of mastering the methods of working with various art materials, working in various techniques of decorative and applied arts, knowledge of folk art, the ability to analyze and solve creative problems, the formation of students' interest in classes.
The assessment is carried out according to a 10-point system by a teacher and invited methodologists, psychologists, teachers:
0-1 points are given for "wrong answer";
from 2 to 7 points - for "not all the right answer";
from 8 to 10 points - for the "correct answer".
The following are test materials that reveal the level theoretical knowledge students in stages of learning.
Test materials
for the final control survey of students
to identify the level of knowledge of theoretical material
Preparatory stage of training
Surname, name of the child | № | List of questions | Answers (in points) |
||
Right answer | Not all correct answer | Incorrect answer |
|||
1 | What colors need to be mixed to get orange? | ||||
purple? | |||||
green color? | |||||
2 | What colors are warm colors? | ||||
3 | What colors are cold colors? | ||||
4 | What is symmetry? What objects are symmetrical? | ||||
5 | What geometric shapes do you know? | ||||
6 | What is the difference between vertical and horizontal paper format? | ||||
7 | Where is it better to start drawing (with small details or with large parts)? | ||||
The main stage of training
Surname, name of the child | № | List of questions | Answers (in points) | Grade |
|||
Right answer | Not all correct answer | Incorrect answer |
|||||
1 | What are the three main genres of fine art (landscape, portrait, still life) | ||||||
2 | What is the difference between sketch and composition? | ||||||
3 | What colors should be mixed on the palette to get a sad mood? | ||||||
4 | What colors should be mixed on the palette to get a cheerful mood? | ||||||
5 | What lines are used in the drawing? | ||||||
6 | What is the difference between a flat application and a three-dimensional one? | ||||||
7 | What is a horizon line? | ||||||
8 | What is the difference between watercolors and gouache? | ||||||
9. | What volumetric shapes do you know? | ||||||
10 | What colors are contrasting? | ||||||
11 | What types of painting do you know? | ||||||
12. | What types of arts and crafts do you know? | ||||||
13. | What is patchwork? Basic tricks | ||||||
14. | How is graphics different from painting? | ||||||
15. | What is the difference between a three-dimensional toy and a flat panel? | ||||||
16. | |||||||
Reporting Views
completed work of students
Below is a special table that allows you to record this aspect of the development of the program (Table 1).
Table
Table
control of practical skills
students during final reviews at the end of the academic year
№ | Name of the child | Program section | Remarks, recommendations | Evaluation on a 10 point system | Signature |
|||
Drawing, graphics | Painting | Composition | DPI | |||||
Forms for summing up the results of the program implementation
The following forms of summing up the program are used: fine art quizzes, fine art competitions, participation in exhibitions and competitions at various levels: district, regional, All-Russian, international.
To account for the participation of children in exhibitions and competitions, the author uses the following table (Table 2).
Table of accounting for the participation of students in competitions and exhibitions over timeprogram training «»
This table shows the creative growth of the child as he progresses through the additional education program "".
Diagnostics of artistic and creative
students' abilities
Conditions: the child is invited to come up with and draw five drawings on separate sheets of paper of the same size (1/2 of the landscape sheet).
Instruction for children:
“Today I invite you to come up with and draw five drawings. You can draw whatever you want, what you can draw, or what you would like to draw and have never drawn before. Now you have that opportunity." Nothing in the instructions can be changed or supplemented. You can only repeat.
On the reverse side, as the drawings are made, the number of the drawing, the name and the answer to the question “What is this drawing about?” Are written.
Indicators:
1. Independence (originality) - fixes a tendency to productive or reproductive activity, stereotypical or free thinking, observation, memory.
2. Dynamism - reflects the development of fantasy and imagination (static indicates the absence of a work plan, an unformed ability to find and create ideas for one's drawings).
3. Emotionality - shows the presence of emotional responsiveness to life phenomena, attitude to the depicted.
4. Expressiveness - fixed by the presence artistic image. Levels:
| type of | Criteria for evaluation |
|
Intention | Picture |
||
1 | Original, dynamics, emotionality, artistic generalization | A variety of graphic means of expression, proportions, space, chiaroscuro |
|
2 | Indicators for type 1, but less bright | Indicators for type 1, but less pronounced |
|
| 3 | Type 2 indicators, but no level of artistic generalization | There is no perspective, proportions are not respected, the sketchiness of individual images |
4 | The idea is original, based on observations, but does not imply dynamics and emotionality | Can convey proportions, space, chiaroscuro well |
|
| 5 | The idea is original, but poorly based on observations | Schematic, no attempts to convey space and proportions |
6 | Stereotyped | reproductive |
|
1.
2.
3. Diagnostics of aesthetic perception of students (authors E. Torshilova and T. Morozova)
Diagnosis of a sense of form (Test "Geometry in composition").
Among the principles of shaping (the principle of reflection, the principle of integrity, the principle of proportionality and proportionality), this test highlights the principle of geometric similarity. The geometric structure is one of the properties of matter. Geometric figures and bodies are a generalized reflection of the shape of objects. They are standards by which a person orients himself in the world around him.
The stimulus material of the "Geometry in Composition" test includes three reproductions: (K. A. Somov - "Lady in Blue", D. Zhilinsky - "Sunday", G. Holbein the Younger "Portrait of Dirk Burke") and four neutral in color, identical in texture and approximately corresponding in size to the compositional prototypes of the paintings of geometric figures:
a triangle ("Lady in Blue" - a pyramidal composition), a circle ("day" - a spherical composition), a square (Holbein) and an irregularly shaped figure (extra).
Instruction: find which geometric figure fits each of the pictures. Explanations like “Where do you see a circle here?” are unacceptable, since they provoke a fragmentary vision, which is directly opposite to the solution of a problem that involves a holistic vision of the picture.
Evaluation is based on the principle of correct and incorrect answers. The highest score is 6, 2 points for each correct answer. The value of the score itself is conditional each time and is given in order to understand the very principle of evaluation.
Loud - Quiet test.
The assignment material consists of color reproductions depicting three still lifes, three landscapes, and three genre scenes. The subject of the visual materials used throughout the methodology does not include plot images, since they provoke non-aesthetic perception, interest in meaningful information, and an assessment of life events. In addition, the selection of material for the test should meet the requirement of the greatest possible thematic similarity, so that when comparing illustrations, the child is less distracted by their differences, which are insignificant for the purpose of the task.
The researcher can pick up his examples and check their "sound" by peer review. It is impossible to accurately describe the principles of matching the image and its sound (loudness - quietness), it is only obvious that it should be associated not with the plot of the image or the function of the depicted objects, but with color saturation, composition complexity, the nature of the line, the “sound” of the texture.
For example, reproductions of the following paintings can be used in diagnostics: K. A. Korovin - “Roses and Violets”, I. E. Grabar - “Chrysanthemums”, V. E. Tatlin - “Flowers”.
Instructions: tell me which picture out of three is quiet, which is loud, which is the middle one, neither loud nor quiet. One may ask: what kind of “voice does the picture speak” - loud, quiet, medium?
The task is evaluated by pluses and minuses, the number of which is added up, and the child receives a total score for all answers. Absolutely correct answer: ++; relatively true, +-; totally untrue. The logic of such an assessment is that the child is forced to choose from three “sounds” and evaluate the three images, as it were, on a comparative scale.
TEST "MATISSE".
The goal is to determine the sensitivity of children to the figurative structure of the work, the artistic style of the author. As a stimulus material, children are offered a set of twelve still lifes by two artists (K. Petrov-Vodkin and A. Matisse) with the following instruction: “Here are paintings by two artists. I will show you one painting by one and another artist. Look at them carefully and you will see that these artists draw in different ways. These two pictures we will leave as examples of how they paint. And you, looking at these examples, try to determine which of the remaining pictures were drawn by the first artist and which by the second, and put them to the appropriate samples. The protocol records the numbers of still lifes that the child assigned to one and the other artist. After completing the task, the child can be asked how, in his opinion, these pictures differ, how, according to what signs he laid them out.
The artistic material offered to children is fundamentally different in its artistic manner. The defining feature of A. Matisse's still lifes can be considered decorative, K. Petrov-Vodkin is characterized by the development of a planetary perspective, the volume of the artistic solution. The correct performance of the task is associated with the ability, perhaps intuitive, to see the features of the artistic manner, the expressive means of the authors, how, and not what they draw. If, when classifying still lifes, the child is guided by the subject-content layer of the work, by what the artist depicts, then the task is performed incorrectly by him.
The Matisse test is a typical and rather complex example of diagnosing a sense of style.
TEST "FACE".
Reveals the child's ability to look and see (artistic perception) on the material of graphic drawings human face. The child's ability to understand, interpret the depicted person is revealed on the basis of his ability to determine the internal state of a person, his mood, character, etc., by facial expression.
As a stimulus material, children are offered three graphic portraits of A.E. Yakovlev (1887 - 1938). The first drawing (“Woman's Head” - 1909) depicts a beautiful female face framed by long hair, expressing some detachment, self-absorption, with a touch of sadness. The second drawing ("Man's Head" - 1912) depicts a smiling man in a headdress resembling a chef's hat. The person depicted in portrait number 2 probably has a lot of experience and a grasp of life. He obviously has such qualities as cunning, deceit, a sarcastic attitude towards people, which makes a rather unpleasant impression, but children, as a rule, do not notice this. In the third picture ("Portrait of a Man" - 1911) - a man, immersed in himself, thinking, perhaps, about something sad and distant. The man's face expresses a range of non-intense negative experiences, some transitional states.
The drawings are offered to children with the following instruction: “Before you are the drawings of the artist A.E. Yakovleva, look at them and tell me which portrait do you like more than others? Which one do you like less or don't like at all? Why? You probably know that by the expression of a human face you can learn a lot about a person, about his mood, state, character, qualities. People are depicted in these drawings in different states. Look carefully at the expression on their faces and try to imagine what kind of people they are. First, let's look at the portrait that you liked the most. What mood do you think this person is in? What is his character? Is this person kind, pleasant, good, or is he bad, evil, unpleasant in some way? What else can you say about this person? Now consider a portrait that you did not like. Please tell me everything you can about this person. What is he, in what mood, what is his character?
Then the same child tells about the person depicted in the third portrait. The maximum expressiveness of the ability for social perception (i.e., the perception of another person) is estimated at five points.
BUTTERFLY TEST.
The child is offered 5 pairs of reproductions, in which one is an example of “formalistic”, the other is a realistic life-like painting or everyday photography:
1. I. Altman "Sunflowers" (1915) - 1a. Greeting card with pink daisies on a blue background.
2. A. Gorky "Waterfall" (1943) - 2a. Photo of a garden and a man pulling a cart of apples.
3. An artistic photograph of grass and stalks, enlarged to the scale of trees. The conditional "children's" name "Algae" - Za. Photo "Autumn".
4. B.U. Tomplin "Number 2" (1953) - 4a. A. Rylov "Tractor on forest roads." Conditional name "Winter Carpet" (1934).
5. G. Yucker "Forked" (1983) -5a. V. Surikov "Zubovsky Boulevard in winter." Baby name "Butterfly".
By color scheme images in pairs are similar so that the child's sympathy for one or another color does not interfere with the experimenter. The comparative artistic merits of the originals do not serve as the main starting point, since a) interest in the obvious difference in images for children is fixed - abstractness or objectivity, ambiguity or obviousness, aesthetic imagery or functionality of information; b) the quality of the reproductions does not allow us to talk about the full-fledged artistic merits of the reproduced paintings. Nevertheless, examples of recognized masters (A. Gorky, N. Altman and others) were used as a formalistic model in the pair. Thus, formalistic samples have a certificate, as it were, attesting to their aesthetic merits. In each pair of images, one differs from the other in its unusual manner, its non-photographic nature, and the second, on the contrary, approaches photography. Distinguishing images in a pair according to this principle by children, as a rule, is immediately caught.
Instructions: show which picture (of the pair) you like best. All images - in all test tasks - are presented to the child anonymously, the author and the name of the picture are not called.
You can present pairs in any order, and swap pictures within a pair, but it is not advisable to limit yourself to one pair, the choice can be completely random.
The evaluation of the performance of this test task directly depends on the stimulus material itself and on the degree of originality of the choice - the typical attitude expressed by the majority of children.
THE VAN GOGH TEST.
The child is invited to choose the best, in his opinion, image from a pair of reproductions. The purpose of the survey is to identify the child's ability to show features aesthetic attitude not at all common to most children. Therefore, in pairs selected for evaluation, children are offered a rather difficult task: to choose between bright and evil or good, but dark; understandable, but monophonic or unusual, although bright, etc. E. Torshilova and T. Morozov include not only “sad” pictures that are unusual in their pictorial manner, but also emotionally unusual for children, to more complex and requiring greater aesthetic development. The basis of such a position is the hypothesis about the direction of emotional development in ontogenesis from simple to complex emotions, from the harmonic undivided integrity of the emotional reaction to the perception of the "harmony-disharmony" relationship. Therefore, in a number of couples, a sad and darker picture is considered to be both the best in aesthetic value and more “adult”. test material includes six pairs of images.
1. G. Holbein. Portrait of Jane Seymour.
1a. D. Hayter. Portrait of E. K. Vorontsova.
2. Color photography samples of Chinese porcelain, white with gold.
2a. P. Picasso "Can and bowl".
3. Photo of a netsuke figurine.
Per. "Bulka" - fig. dogs "Lev-Fo" (bright and evil; book illustration).
4. Photo of the palace in Pavlovsk.
4a. W. Van Gogh "The Clinic in Saint-Remy".
5. O. Renoir. "Girl with a twig."
5a. F. Ude. "Princess of the Fields"
6. Photo of the Goat toy.
6a. Photo of the Filimonovo toy "Cows".
7. Greeting card.
7a. M. Weiler "Flowers".
Instructions: show which picture you like best. It is worth paying close attention to the degree of informality of the child's understanding of the task and try to include his assessment if he leaves it and automatically chooses always the right or always the left picture.
Pairs are selected so that the “best” picture, the choice of which indicates a developed cultural and aesthetic orientation of the child, and not age-related elementary taste, differs in the direction of greater figurativeness, expressiveness and emotional complexity. In the Van Gogh test, these are pictures under No. 1, 2a, 3, 4a, 5a and 6. The correctness of the choice was estimated at 1 point.
Literature
1. Lepskaya N.A. 5 drawings. - M., 1998.
2. Mezhieva M.V. Development of creative abilities in children aged 5-9 / Artist A.A. Selivanov. Yaroslavl: Academy of Development: Academy Holding: 2002. 128 p.
3. Achievements of students in fine arts as a result of educational activities / Compiled by N.V. Karpov. - Orenburg: Publishing house of OOIUU, 1998.
4. Sokolov A.V. Look, think and answer: Checking knowledge in fine arts: From work experience. M., 1991.
5. Torshilova E.M., Morozova T. Aesthetic development of preschoolers. - M., 2004.