Training program in the preparatory class of a children's art school. Secondary educational school N1122

Introduction

Modern pedagogy pays great attention to the comprehensive development of the child’s personality, all his inclinations and abilities, including visual abilities.

Research by psychologists and teachers has shown that mastering drawing requires the development of perception, the formation of figurative ideas, imagination, the development of special hand movements, the acquisition of graphic skills and abilities that allow one to embody images of ideas and imagination in a drawing. This block of abilities for visual activity was not subjected to special research. At the same time, the technical basis of drawing is of great importance for children of preschool and primary school age, since at this age children begin to master the methods of representation and failure in this regard can forever turn the child away from visual activity, and success contributes to the development of visual abilities and creativity.

The specifics of the psychology of children aged 6-8 years require constant support by the teacher of children’s interest in activities. Children's interest in visual arts is caused by the effect of luck, which is especially easy to maintain when using new, non-traditional types of graphic images that are more entertaining and accessible to children than traditional types of drawing. Non-traditional types of graphic images are drawing with non-traditional materials: wax candles, cotton wool, foam swabs, wooden sticks, sandpaper, hands, etc. This practice gives children the most complete understanding of the expressive capabilities of various materials, the development of various skills and abilities, and freedom in creating an expressive image. Acquired graphic skills and developed motor abilities of the hand make it possible to realize any graphic design. Thus, non-traditional types of graphic images, along with traditional types, contribute to the development of children’s visual abilities.

However, the work of teachers is significantly complicated by the fact that the issue of teaching children in preparatory classes of children's art schools is not sufficiently covered in modern methodological literature. Currently, there is no unified training program in the preparatory class of an art school that meets the requirements of the time and corresponds to the increased erudition, knowledge, abilities and skills of modern preschoolers, satisfying teachers with consistency, the level of tasks set and issues of education and training to be solved. And if there are developments by leading experts in the field of fine arts, then they are not available to a wide range of practicing teachers.

Therefore, we came to the need to create a training program for children in the preparatory class of an art school that meets the requirements of modern pedagogy and psychology.

I worked on this program from 1996 to 2006 on the basis of the art department of the Municipal Educational Institution of Children's Education "Children's Art School No. 1 of Artem" in the Primorsky Territory. Specializing in methods of teaching visual arts to preschoolers at the Ussuri State Pedagogical Institute allowed me to develop a system of classes in fine arts for children 6-8 years old.

This program is designed for classes with children 6-8 years old for 6 hours a week. In total, the training course is designed for 180 hours per year.

The program alternates tasks of subject, plot, and decorative drawing, their sequence is built according to the principle of increasing the degree of complexity of the tasks. In each task, children are given only one visual task. In each subsequent work, children use all previously acquired knowledge, skills and abilities.

In selecting topics for classes, the following principles are observed:

• taking into account the emotional and intellectual experience of students;
• the sequence of students mastering visual skills;
• need for repetition similar topics while simultaneously complicating the nature of children’s cognitive activity;
• taking into account seasonal phenomena, local environment - natural and social, social phenomena, calendar dates, etc.
• if possible, taking into account the individual emotional and intellectual experience of children as a condition for updating valuable and effective motives for activity;
• finding the tasks offered to the child in the “zone of optimal difficulty,” that is, at the limit of the child’s capabilities.

However, the topic of assignments can be changed by the teacher, while maintaining the visual tasks and their sequence.

All activities are based on observation and study of the surrounding reality, the formation in children of a holistic, living idea of ​​objects and phenomena.

In order for children to master as many means and methods of creating an artistic image as possible, and so that their interest in visual activities does not wane, the program uses the principle of alternating artistic materials and techniques.

Starting from the second half of the year, children must make sketches when working on a composition. When planning classes, tasks that require lengthy work are alternated with quick sketches, sketches, and exercises.

When conducting classes, it is necessary to follow their structure. In the introductory part of the lesson, a conversation is held (7-8 minutes), the main purpose of which is to formulate a plan. Illustrative material, musical and poetic works, and children's stories are used. Discussion of ideas consists of determining the content of the image (what will be depicted), the methods of image (how) and determining the place of the image on the sheet (where). The teacher also shows new ways and techniques of depiction on a separate sheet of paper. Immediately after the display, this sheet is removed. You can also remind children of image methods they already know, but only verbally, without showing them. It is advisable for the children to remember and describe these methods themselves.

In the main part of the lesson, children work on the image, the teacher helps them individually with advice and reminders. The main thing is not to give the child ready-made solutions, invite him to remember the working methods or think about the options for the image.

The final part of the lesson is occupied by viewing and analyzing children's work, accompanied by a conversation in order to draw the children's attention to the result of the activity. It is necessary to return to the analysis of children’s work after a certain time has passed (delayed analysis).

2. Learning Objectives

This program is aimed at developing the following knowledge and skills in children by the end of the second half of the year:

• in the field of compositional organization of images:
• harmoniously fill the entire surface of the sheet with image elements,
• choose the position of the sheet of paper depending on the content depicted,
• choose the size of the image of objects according to the size of the sheet,
• convey the semantic connections of objects in a plot drawing;
• in the field of form, proportion, design:
• be able to draw lines of different directions and character,
• be able to draw objects with symmetrical shapes,
• know the structural features of the human body (torso, limbs, neck, head),
• take into account the position of the figure in the drawing when conveying simple movement;
• in the color area:
• know how to obtain composite colors, light and dark shades of the same color,
• have an understanding of warm and cold color schemes,
• feel the emotional and semantic meaning of color;
• in the field of space transfer:
• be able to convey the planarity of space (closer - lower, further - higher), the obstruction of distant objects by nearby ones,
• simply depict a closed space (floor and back wall),
• be able to convey the visual reduction of distant objects.

3. Thematic plan

№	Lesson topic	Depict. materials and techniques	Watch
	1st half of the year Drawing from the “Magic Garden” show Visual game “What does it look like?” Drawing “House in the village” Subject composition created in a range of shades of the same color An image that gives an idea of ​​warm and cold colors Illustrations for Russian folk tales “Cats and kittens” Drawing from observation “Autumn” Drawing based on the idea “Meeting with Aliens” Drawing from memory “Circus” Portrait of a negative hero “Landscape of mood” Still life of two objects on a colored background “Andersen's Tales” “My native land” “Man and his profession” “Winter fun” 2nd half of the year Drawing on a treated base Drawing “Zimushka-Winter” Scratchboard on a white basis “Our city at night” Colored scratch paper “Fairytale Palace” Drawing “Travel in dreams and in reality” Drawing “Maslenitsa” Portrait “My dad is the best!” Drawing “Sports records” Portrait “My Mother” Conversation “Music and painting” Illustrations for works by Russian composers (eg, “Snow Maiden”, “Sadko”, etc.) Drawing “Blue Planet” Drawing an ornament Drawing a still life with willow Drawing “No to terrorism!” “We are for a healthy future!” “Easter is a bright holiday” Drawing a still life of two fruits “Defenders of the Motherland” Drawing “Dandelions in the grass” Blotography Drawing a bouquet of flowers Final work “Summer”	prints by color background monotype black felt-tip pen watercolor, gouache watercolor, hard brush “separate strokes” wax crayons markers, crayons gouache, watercolor cotton wool, threads, watercolor fabric applique optionally optionally colour pencils sandpaper waxing scratching scratching optionally colour pencils watercolor, gouache optionally watercolor, gouache watercolor, gouache optionally optionally colour pencils simple pencil simple pencil ink, pen ink, pen, brush watercolor, gouache optionally

Total for the course - 180 hours

4. Lesson notes

Monotype “Magic Garden”

Goal: To teach children to reflect impressions of summer in a drawing, to convey its flavor. Teach children ways and techniques of working in the monotype technique, as well as techniques for making impressions with crumpled paper, dry leaves, flowers and twigs. Learn to position the image throughout the sheet: above, below, to the right, to the left.

Materials: 1/4 sheet of paper tinted with watercolors, gouache, watercolor crayons, ink, wooden sticks or pens for ink, brushes No. 3-5, colored and simple pencils.

Methodical instructions: At the beginning of the lesson there is a conversation about the monotype technique. Showing how to make prints using glass, crumpled paper, blades of grass, leaves and flowers coated with paint. Children cover the background of the work with watercolors using a piece of cotton wool, then make prints and complete the details.

Drawing with a felt-tip pen “House in the village”

Goal: To teach drawing techniques with a felt-tip pen. Learn to use a line, stroke, spot as a means of expression, and position the image well on the sheet.

Materials: 1/8 sheet paper, one dark marker, a simple pencil.

Methodical instructions: In the introductory part of the lesson, conduct a conversation about graphics as a form of fine art. Examination of reproductions of ink sketches by Van Gogh and others. Learn to look closely at a work, compare what the artist depicts in a picture with reality, and understand the means of expression.

Remind about the variety of houses in proportions and location. Remind about the dependence of the choice of visual medium on the material of the depicted object.

“Landscape of mood”

Goal: To teach how to convey the mood in a landscape (sadness, dreaminess, fear, anxiety, joy, tenderness, etc.) using color.

Materials: 1/4 sheet paper, gouache, watercolor.

Methodical instructions: In a preliminary conversation, accompanied by a display of reproductions, show how artists convey the mood in the landscape, how they use the expressive capabilities of color. Ask the children to think and tell how the mood in the landscape changes depending on the time of day, season and weather.

Before starting work on the composition, carry out an exercise: lay out 2-3 bright colors at one end of the palette, and 2-3 dark and dull colors at the other, with white and black separated from them. As you begin mixing paints, discuss with your children how the “character” of color changes. At the same time, it is better to avoid calling paints with familiar words, but to say “warm” and “cold”. Give a task, for example, to change the serene blue color so that it becomes alarming or gentle, or to calm the provocative orange, etc.

Children work on the landscape, trying to convey a certain feeling.

After work, there is a collective discussion about which of the children was most successful in conveying their plans, and who was not very successful and why.

Fabric applique

Topic: Tales of H.-H. Andersen

Purpose: To familiarize children with the technique of making fabric appliqué. Teach them to select fabric of the color and texture that best suits their design. Train your skills in working with glue and scissors. Develop accuracy and patience, the desire to help a friend.

Materials: 1/4 sheet cardboard, multi-colored scraps of fabric, PVA or “Master+” glue, glue brush, scissors, tracing paper.

Guidelines: Creation of sketches is required. After applying the design to the cardboard, it is transferred to tracing paper, which serves as a pattern for creating an image from fabric. The work is done from the background (background) to the foreground. To make fabric parts (especially small ones) easy to cut, tracing paper is glued to the wrong side of the fabric. It is convenient to cut out parts of even very complex configurations from fabric reinforced in this way. Lastly, very small details are drawn in with a felt-tip pen. The works are framed or matted.

“Zimushka-Winter”

Purpose: Illustration of poems by S. Yesenin, A.S. Pushkin and others. Transmission of a poetic image in the landscape. Form an idea of ​​neutral colors (black, white, dark gray, light gray), use these colors when creating a picture of winter nature. Develop aesthetic feelings.

Mastering the technique of “opening” with wax. Learn to convey a winter landscape and its color in a drawing (the absence of bright colors in nature). Learn to use different materials to create expressive drawings.

Materials: 1/4 sheet paper, watercolor, white candle wax, student chalk, pastel.

Methodical instructions: In the preliminary work for the lesson, include: observation of various states of winter nature, listening to music and poems about winter, looking at reproductions of winter landscapes.

To successfully use the waxing technique, you first need to decide which parts of the image you want to highlight, and then cover them with wax. When painting with paint, these places will remain light, as the watercolor will roll off the wax. Colored candles can produce interesting results. The more distinct the texture and degree of lightening you want to achieve, the stronger the pressure on the candle should be.

Scratchboard “Fairytale Palace”

Goal: To consolidate the skills of working in the grattage technique (using a colored background), the ability to draw up a plan compositionally, accordingly arranging images on a sheet, and consistently perform all stages of work on the composition. Develop imagination and creativity.

Materials: specially prepared paper? leaves, stacks, wooden sticks, feathers, wax crayons.

Methodical instructions: Prepare the background for scratching in advance: cover with wax a sheet of paper, colored with delicate shades of watercolor paint. You can take any bright picture, magazine cover, postcard, rub it well with a wax candle, then cover it with a mixture of black ink and gouache.

Remind children of the diversity of palace architecture. What should buildings be like to convey the character of the fairy-tale characters living in them? If necessary, recall scratching techniques.

Drawing a still life of two fruits

Goal: To introduce children to drawing techniques. Creating an image that conveys the simplest tonal relationships.

Materials: 1/8 sheet paper, TM-M pencil, eraser

Methodical instructions: The still life is set up simply - an apple and a cucumber on a neutral background.

Remind children about drawing as a form of graphic art. Give the concept of tone. On a separate sheet, show techniques for shading objects with a pencil, as well as techniques for “selecting” tones with an eraser.

Remind children of the need to depict objects large, on the entire sheet, to balance the composition. When working with a pencil, try to choose a tone that is as close as possible to the tone of the objects. Give children the concept of their own and falling shadows. Ask the children to show their own and falling shadows in the still life. Children also tell which object is lighter, which is darker, how they will convey these tonal relationships in the drawing.

Children work independently, the teacher helps with individual advice.

Conclusion

By the age of six or seven, all children, without exception, enjoy drawing. It is this age that is considered in psychology to be the most successful for starting systematic studies in visual arts under the guidance of an artist-teacher.

The works of various authors convince us that creative expression in drawing is closely related to the mastery of visual skills and abilities. The more skills a child has, the more freely he uses them, the wider and deeper he can convey his idea, and show true freedom of creative resolution of the image. It is no coincidence that children associate interest in visual arts, desire or reluctance to draw with the ability to depict. This feature of children's visual activity was pointed out by the Soviet psychologist G.S. Kostyuk, noting that all children at first, especially in preschool age, are carried away by this activity. However, for some this passion continues in the future, for others it subsides. The decisive role here is played by various successes in mastering methods of graphically depicting objects and in developing the necessary skills and abilities.

As experience has shown, this program gives children the most complete understanding of the expressive capabilities of various materials, contributes to the development of a variety of technical skills, and gives freedom of creative expression. After all, as N.A. Vetlugina noted, “mastery of expressive means creates the prerequisites on the basis of which children freely express themselves in creativity.”

An art school or college is an institution of secondary vocational and additional education in a creative direction. These educational institutions are very popular among modern youth. But what to do?

Art school

An art school is an educational institution that provides additional education to school-age children. Education begins at the age of 9 and continues for 4-5 years.

Basic admission rules

Enrollment is carried out according to the following rules:

• entrance exams are held from the beginning of June to the end of August (it all depends on the conditions of a particular educational institution);
• applicants who successfully passed painting and composition are enrolled in 1st grade;
• after the end of the examination stage, meetings are held for parents, where the following are discussed: class times, list of necessary materials, work plan for the year;
• Schoolchildren who did not pass the competitive selection can start studying on a paid basis (to be discussed separately with the school administration).

Admission requirements

If your child has expressed a desire to enroll in an art school, then familiarize yourself with the requirements for all applicants:

• age from 9 years;
• no medical contraindications;
• the ability and desire to learn and learn something new.

entrance exams are painting and composition

List of documents for admission

The following documents must be provided:

• an application for admission to the school addressed to the director, written by parents or legal guardians;
• SNILS;
• 2 color photographs measuring 3x4 cm;
• certificate from the school and clinic about the student’s health status.

Entrance exams

For admission to an art school, there are entrance exams described below.

Painting

The painting exam involves completing a still life, which consists of 2-3 objects. The applicant must correctly arrange the composition on a sheet of paper, correctly convey the proportions, volume and color of all objects. The test is carried out over 3 academic hours. You must bring with you:

• Whatman paper format A 3;
• eraser;
• masking tape (for securing the paper to the easel);
• watercolor paints;
• small and medium size brushes.

Composition

The entrance exam in composition involves performing a sketch on a given topic with the obligatory inclusion of a human figure or the silhouette of an animal. The student must correctly express his idea, correctly and proportionally arrange all the compositional elements on a sheet of paper. The duration of the test is 3 academic hours. You need to take the following with you:

• felt-tip pens (at least 10 pcs);
• colored pencils (at least 12 pcs);
• album in A 4 format;
• 3 simple pencils: hard (H), soft (B) and hard-soft (HB);
• eraser

Art school

A school is an educational institution that provides secondary vocational education to young people and girls who have completed 9 grades. The duration of training is 3 years 10 months.

Admission conditions

• Submission of an application to the admissions committee is allowed no later than the end of June;
• entrance exams in all subjects are held simultaneously on one day;
• Evaluation of work is carried out according to the system: “pass-fail”;
• drawings completed during the exam are not returned to applicants;
• to enroll in the school you need to score at least 2 credits;
• If an applicant receives only 1 credit, then he has the right to apply for a paid department of an art school.

Requirements for applicants

The following requirements are required for admission:

• age from 15 years;
• citizenship of the Russian Federation;
• graduation from an art school or studio (not a prerequisite);
• no contraindications for health reasons;
• completion of 9th grade of secondary school.

List of documents for enrollment

The following documents must be provided to the admissions committee:

• application for admission addressed to the director, written in his own hand;
• certificate of completion of basic general education (photocopy and original);
• diploma of completion of an art school or studio (if available);
• passport (original and photocopy);
• SNILS;
• birth certificate (photocopy and original);
• a certificate from school, as well as a clinic about your health status;
• 4 color photographs measuring 3x4 cm;
• military ID or deferment from military service (for young people entering after 18 years of age).

Exams

You can enter the school, but only after passing the entrance exams described below.

Drawing

Examination work on drawing involves the creation of a still life consisting of several objects (at least 3 pieces), which differ from each other in shape, color, and material. Duration: 10 academic hours. The applicant must take the following available tools:

• Whatman paper format A 2;
• simple pencils of varying hardness;
• eraser;
• masking tape (for attaching a sheet of paper to the easel).

Painting

Painting is an examination stage, which consists of a still life from life (3-5 objects). Duration - 10 academic hours. You need to bring with you:

• simple pencils of different hardness;
• eraser;
• watercolor paints;
• brushes;
• Whatman paper format A 2.

Composition

The composition task will be known exclusively on the day of the exam. Duration - 6 academic hours. To complete the work you will need:

• watercolor paints;
• gouache paints;
• brushes;
• simple pencils;
• eraser;
• A 4 format album.

Popular art schools

In Russia, the following art schools are considered the most popular and prestigious:

• Moscow State Academic Art School named after the memory of 1905;
• St. Petersburg State Restoration and Art College;
• Ryazan Art School named after Wagner;
• College of Gzhel State University;
• Nizhny Novgorod Art School.

In our article, you got acquainted with the basic requirements, rules for admission to an art school or college, as well as the list of documents required for admission.

Almost every child loves to draw, sculpt and decorate the house. Parents are faced with a difficult task: to abandon a cute hobby or develop the child’s abilities at a professional level.

When should I go to art school?

You can enroll in a vocational school at any school age. Preschoolers and primary schoolchildren attend preparatory courses on a commercial basis, and then, based on the results of the selection, they are accepted into a budget-funded place or continue to study for a fee. Average age of admission: 10-11 years.

The school differs from ordinary clubs in intensive training. Classes are held two to three times a week for 2-4 hours. At the same time, students take exams and work on their own projects. Therefore, it is worth explaining to the child that this is not an additional after-school club, but a full-fledged educational institution.

The main reason for entering a professional institution is the desire of the child himself to connect his life with creativity, otherwise the enthusiasm will quickly fade and the child will have to be persuaded to go to lessons.

Art studio - an intermediate option

If a child loves to draw and wants to develop skills, but cannot balance the workload, then parents should pay attention to an art studio. The studios accept children on a commercial basis, and some employ experienced and distinguished teachers who can discern the student’s talent and guide him in the right direction.

Do you need an art school to enter a university?

Each higher education institution has its own admission standards. Of course, an art school provides an academic approach to drawing, but in order to progress to a specific educational level, you need to purposefully prepare with a tutor in the main areas.

We conclude that completing an art school does not guarantee admission. It is important to find an experienced art tutor who can help you cope with specific styles and directions and focuses on problems.

Repetit.ru has a database of professional tutors with prices and student reviews. You can choose a teacher yourself or trust the portal staff - the selection is absolutely free.

Pros and cons of art school

• Opponents of training say the main disadvantage is a standardized approach to lessons. Children are taught techniques and rules, limiting self-expression.
• Lack of mechanical skills can hinder the implementation of an idea, and this is exactly what the school curriculum will help with. It provides a basis from which the student will later develop a unique style.
• To achieve a good result at school, children are taught to choose among supplies: acrylic, watercolor, pencils, gouache, etc.

Cost of classes

The price of classes at an art school depends on the prestige of the educational institution and location. The average cost is 2000 – 3000 rubles per month. With proper preparation, children are placed in budget places, which are paid for from the state budget.

The cost of drawing lessons with a tutor on Repetit.ru starts from 500 rubles/hour.

The main goal of individual lessons is to help the child enter the chosen educational institution and develop abilities. When choosing a teacher, pay attention to the rating and location of the classes. You will work directly with the tutor; after completing the application, the portal staff will provide all contact information.

The website Repetit.ru presents drawing teachers, teachers for preparing for the Unified State Exam and State Examination, and Olympiads.

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Preparing for university in stages

How long will it take? The more, the better, but at least 2 times a week for 3 hours with a teacher + independent studies wherever you can find some time and find any free space. Need talent? Yes! Inspiration? Yes! But the result will be achieved by those who spare no effort and time in drawing.

What did grandfather Lenin say? Draw, draw, draw = study, study, study! Only with this approach you are guaranteed to enter any art university (and not only art, the key word in the last phrase is any!)

We choose a method. Over time we decided ( 2 times for 3 hours), now the technique. Let's start:

1. the teacher determines your current level of training, if you have something to brag about, bring your creativity;
2. depending on the chosen university, the teacher determines the disciplines that need to be completed (we call this thematic course plan);
3. Together with you, the teacher builds a roadmap to the goal (detailed class schedule);
4. we buy materials according to the list and... let's hit the road!

Where do we start?

• getting acquainted with the basic elements (point, line, spot)
• put your hand
• mastering drawing techniques
• build flat geometric shapes
• study shading, draw spots
• studying the laws of composition
• further along the road map...

What we draw in the preparatory course?

• bodies of rotation
• antique plaster vases
• drapery
• simple still lifes in various techniques
• plaster ornaments
• skulls... Oh oh sorry - first chop off the head
• plaster parts of the head, and then the head itself, first the male one, when it starts to work out, we’ll move on to the beautiful antique female plaster head
  further according to plan

Must watch and discussion of work and an experienced teacher next to you throughout the entire period of study.

Who teaches the courses?

Artists, painters, graduates of famous art universities, members of Societies and Unions of Artists, participants in domestic and foreign art exhibitions. You can see the works of our teachers right now in the gallery of teachers' works section. In our school we have been teaching drawing and painting since 2003. We have enough experience, techniques, and proprietary courses to teach you how to draw. You can find the license and documents on compliance with general education standards in the section About the organization .

Training courses. Drawing and painting

Preparation for an art university is quite interesting and begins long before admission. You only have one year? Then you should I stage course of academic drawing and painting. Do you have two years? Great! II stage designed to develop painting and drawing skills. You have three years! Super! We have III stage- for experienced artists, where you improve your acquired skills. It is still a long way to your own art gallery, but it is already visible and you are already walking along the road to it.

The knowledge gained after completing any level will be enough to successfully overcome the entrance exams and get a coveted place among future artists.

For those wishing to enroll in courses, we conduct three intakes of applicants throughout the year: autumn(September), winter(January), summer(May). What could be better? You study and do what you love.

During the learning process, you can sign up for any electives in or Master Class in watercolor, oil painting, pastel, sketching, portrait, animal sketches, graphic art, art history.

What you need to know when preparing to enter an art university

Taking preparatory courses in drawing does not mean becoming a university applicant. You must successfully pass the entrance exams.

1. The first stage upon direct admission is interview. In an art school, it's more like a preview. At this stage, the commission examines your work. Select the best and favorite works.
2. Entrance exams. Assignments are given depending on the discipline. Time to complete is limited. You need to concentrate, calm down, and not let your emotions take over your reason. How to do it? Just treat exams not as a task on which your fate depends, but as one of your regular jobs. Put your soul into it.

The goal has been set Are you an artist, now just believe in yourself. Start preparing today! We will help you make your dream come true. All in your hands. See our schedule, choose a convenient study schedule and sign up! Or call us, we will explain everything in detail. Waiting for you!