Subject : "Drawing from life of a cylindrical object located below the level of vision (a glass jar of water and a ceramic goblet)

Goals and objectives:

Formation of drawing skills from nature of cylindrical objects.
Objectives of the lesson: - consolidation of students' knowledge about the genres of fine arts;
- improving the ability to follow the rules and sequence of depicting cylindrical objects;
- development and correction of visual attention and memory, speech, spatial orientation, fine motor skills, eye measurement, graphic skills, based on the implementation of correctional and developmental tasks, exercises and practical work;
- upbringing positive motivation to the subject being studied;

Lesson type: combined

Main teaching method: practical

Equipment and visibility: gouache paints, kolinsky or squirrel brushes, palettes, water jars,

During the classes:

Lesson stage

Teacher activity

Student activities

Prepare

body

1. Class organization.

2. Communication of the topic and purpose of the lesson

3. Greetings to students

Welcome teachers

Basic

I propose to start our today's lesson by watching an excerpt from the famous children's cartoon "Plasticine Crow-PICTURE" ...
2. Updating of basic knowledge:
I can see from your faces that you perfectly understood what was going to be discussed.
Of course, about the genres of fine art. In fact
there are a lot of genres: animalistic, portrait,
battle, historical, landscape, mythological, still life…
? - Try to choose from the suggested genres of fine art
arts that you have already learned in previous lessons?
(portrait, landscape, still life)
- Let's try to define these terms (What is
landscape, portrait, still life?).

Look carefully at the objects on the table and determine with
which of the genres will we continue our work? (still life).
A still life is not just a collection of random objects. It is important to correctly select objects, arrange them in a group and beautifully arrange them on a plane. Small objects should not obscure large ones so that the shape of each can be seen.
Fizminutka: (exercises for posture correction)

3. Message of the topic and purpose of the lesson, explanation:
- It's time to move on to the main topic of our lesson: Drawing withnature of a cylindrical object.
? Who can explain what "drawing from nature" means?
Which of the genres of fine art does the topic belong to?
our lesson? (to the genre of "still life").
- Due to the small amount of time to work, our still life consists of 2 objects and drapery (fabric, which is located on the vertical and horizontal planes).

What geometric bodies do you know? (ball, cone, cube)

Analysis of nature: a geometric body - a cylinder (repetition by students of the name
geometric body), the cylinder has a lower base and an upper
circle base (working with dynamic aid), cylinder height
greater than its width (which means the picture will be located along
vertical), the cylinder has (what shape if its two halves are the same?)
symmetrical shape, (and what is the name of the line that passes
in the middle and divides the cylinder into two equal parts?) - the axis of symmetry,
the ratio of width to height (which is larger and how much larger).
- explanation and demonstration of the main stages of construction
Fizminutka: (relaxing gymnastics for the eyes, warming up the fingers)

3. Practical work:

Let's sequentially remember together and at the same time build in the album: (show by the teacher)
- first we outline the plane on which the nature is located, then we determine the location of the cylinder (in the middle), we build the axis of symmetry, we mark the height and width of the cylinder, not forgetting that the two halves should be the same, we build the lower and upper ovals (we select visible lines more actively, and invisible ones - we leave slightly noticeable), we outline a falling shadow and a fold on the fabric of the back of the drapery.
timely provision of individual assistance to students, prevention of errors

Answer questions

Perform movements

start painting on your own

individual work with

Conclude

those

linen

Summarizing.

What genres of fine art did we work with today?
- What do you think, the ability to make beautiful compositions of objects, where in life you can come in handy?
- analysis of student work
- cleaning jobs

Answer questions to reinforce the topic. Participate in debriefing

The type of lesson is a set of essential features that are characteristic of a certain group of lessons, which are based on a clearly fixed temporal characteristic of both the media and their alternation in time, and also differ in their target orientation. In the practice of special schools of the 8th type, a propaedeutic lesson, a lesson in the formation of new knowledge, lessons in improving knowledge, correction, systematization and generalization, control, practical, combined lessons, as well as a study tour are distinguished.

1. Propaedeutic lesson.

A propaedeutic lesson is used to prepare for the assimilation of new knowledge, to improve the level of cognitive abilities of children, to instill skills for learning activities (in the first grade), to correct thinking, perception and speech of a mentally retarded student. Lesson in the study of new knowledge: The low productivity of students in special schools of the 8th type when studying new material requires such corrective measures as reducing portions of new knowledge and a small amount of time for their presentation (in primary classes up to 10 minutes, in senior classes up to 25 minutes).

2. A lesson in learning new material.

Learning new material is a long process. Mastering reading and writing takes months. Due to the inertia of the mental processes of mentally retarded children, lessons are also used to improve knowledge. They deepen and expand knowledge within the boundaries of the previously submitted volume. These lessons use exercises in the practical application of knowledge and training to build skills.

3. Lesson to consolidate knowledge.

4. Lesson of generalization and systematization of knowledge.

In order to prevent forgetting, lessons are held to generalize and systematize knowledge. In these lessons, fragments of knowledge are combined into a single system, links between facts are restored. In a programme educational material these types of lessons are used for repetition. In these lessons, the reduced level of distraction and generalization is corrected.

5. Lesson for checking and evaluating knowledge.

The lesson of checking and evaluating knowledge is used to understand the level of assimilation of knowledge and the effectiveness of the teaching methods used. The lesson can be built in the form of a conversation, written work, practical tasks. Practical tasks are aimed at involving students in solving a cognitive problem by practical actions. This type of lesson is realized by practical work in the class.

6. Correction lesson.

Corrective lessons are used for the practical implementation of the correction of speech, concepts, coordination, actions, writing, etc. These lessons correct, clarify, restructure actions implemented in the observation of objects or phenomena, recognition, naming, comparison, classification, description, highlighting the main, generalization. At the same time, outdoor games and physical exercises for the development of all analyzers are widely used.

6. Combined lesson.

In the practice of the work of a special school of the 8th type, a combined lesson is most often used, combining the types of work and tasks of several types of lessons. This type of lesson is very popular due to small portions of new knowledge, the availability of time to solve didactic problems, consolidate, repeat, clarify knowledge, and a variety of methods of the educational process.

Here is an approximate structure of a combined lesson, the outline of which will be given below:

Organizational moment and preparation for the lesson;

Organization of educational activities;

Examination homework;

Repetition of previously studied material;

Preparation for the perception of new material;

Learning new knowledge;

Correction in the process of obtaining new knowledge;

Consolidation of new material;

Summarizing;

homework announcement;

Conclusion from the lesson.

7. Non-traditional lessons.

Decorative drawing, drawing from life, drawing on the theme, extracurricular art classes
27. The structure of the drawing lesson
The general organizational structure of a drawing lesson in a special school can be represented as follows:
I. Preparatory part
1. Organizational stage (general organization of children, preparation of the necessary educational supplies).
2, Introductory conversation (mobilization of attention, creation of emotional interest, increasing the motivation for visual activity of schoolchildren).
II.Main part
1. Analysis of the object of the image (nature or sample) by shape, size, structure, color, position in space or identifying the plot of the picture (in thematic drawing).
2. Determination of the sequence of the drawing (planning of activities).
3. Instructions for the beginning of the work (recommendations on the composition of the drawing and the technique of its execution, the prevention of possible errors).
4. The work of students on the drawing and the management of the process of visual activity (implementation of frontal, differentiated and individual guidance; re-drawing the attention of children to the object of the image; updating the ideas, activating and stimulating the activity of students; additional demonstration of drawing techniques, etc. .).
III. Final part
1. Summing up the lesson (summarizing the activities of students; viewing and detailed analysis of the work in terms of the tasks set; fixing the children's attention on the mistakes and merits of the drawings; their evaluation by the students and the teacher).
2. Homework.
3. Organized end of the lesson. Let's consider the structure of the lesson in more detail.
I. Preparatory part
organizational stage. This preparatory, shortest part of the lesson can be effectively used for educational purposes. On the instructions of the teacher, the attendants distribute drawing notebooks, pencils and colored pencils, rubber bands, brushes, watercolors and gouache paints, jars of water, sheets of paper for sample paints, etc.
The teacher controls the availability of school supplies and the correct, most appropriate placement of them on the desks, makes sure that there is nothing extraneous in the workplace that is not related to the drawing lesson.
At the same stage of the lesson, the necessary samples of work, tables, diagrams for constructing a drawing are hung out, models for drawing from nature are installed. The objects to be drawn are placed on special tables-stands or attached to the board at the place indicated by the teacher.
The students perform this preparatory work in turn under the control of the teacher, who strives to ensure that their actions are clear and purposeful. In the event that the duty officer makes some mistake, the teacher, turning to other children, asks to explain its cause and correct it.
Introductory conversation. The purpose of the introductory conversation is to mobilize the attention of students, to interest them in the upcoming work, to arouse in them a lively, emotional attitude to the drawing process. If there is interest, students work in a completely different way, the nature of visual activity changes dramatically: it becomes active, joyful, more independent. Interest in classes relieves fatigue, has a significant impact on the formation of graphic skills, has a positive effect on the quality of drawings, and ensures more efficient corrective work at subsequent stages of work.
Creating interest at the beginning of the lesson is achieved by various means. First of all, the teacher talks about the content of the upcoming work, introduces the children to the object of the image and its purpose. Students, with the help of a teacher, determine the material from which the object is made.
Thus, by influencing the feelings of children, the teacher causes the necessary activity and an adequate attitude to the tasks set.
II.Main part
Analysis of the object of the image (nature or sample) or identification of the plot of the drawing (in thematic drawing). This stage of the lesson anticipates the practical activities of students. It should be especially noted that without the help of a teacher, the majority of mentally retarded children (especially in elementary grades) cannot independently study the object of the image comprehensively. In this regard, the teacher organizes their activities in a certain way and conducts, together with the students, an in-depth examination, analysis and
study of a sample or subject. Such an analysis, as a rule, should be done by the children themselves, answering the questions posed by the teacher. If the teacher explains and tells everything himself, then the meaning and significance of the correctional work being carried out is lost.
The examination of the subject is usually carried out according to the following scheme:
a) organization of the perception of the object as a whole (its general characteristics: purpose, material from which it is made, aesthetic assessment);
b) subject analysis:
selection of the main, largest part;
selection of other parts;
determining the shape of the main part;
determining the shape of the remaining parts;
establishment of the design, structure of the object (location
parts in relation to the main part and in relation to each other);
highlighting the color of each part;
c) re-drawing the attention of students to the subject in
as a whole (synthesis, combining individual properties into a holistic image of an object).
Depending on the age of the students and their graphic preparation
Readiness is recommended to adhere to the following training scheme for planning the construction of a drawing:
I period
detailed explanations and showing by the teacher on the board of the entire process of building the image;
step-by-step study of drawing construction (oral repetition, comprehension, memorization);
practical implementation of the drawing by students;
student report on the order of drawing;
II period
jointly with the students determine the sequence you
drawing completion; 130
showing the teacher of the individual, most complex moments of the image construction scheme;
repetition by students of the order of the task; practical work of students;
III period
execution of a drawing based on an independent analysis of the image construction scheme.
Instructions for getting started. This stage of the lesson
precedes the practical work of students. The teacher reminds about the rules for arranging a sheet of paper. Work is carried out with children related to their spatial orientation on the plane of a sheet of paper; specific instructions are given on the composition: where and how to arrange the individual elements of the picture, what is their size, what to draw in the foreground, what - in the second. The teacher warns possible mistakes in transferring the sizes of objects on different planes, reminding students that distant objects are depicted smaller, and close objects larger.
In order for the size of the drawing to correspond to the size of a sheet of paper, the teacher uses a pattern that students must follow, but in such a way that drawing from life is not replaced by copying from the finished image. At this stage of the lesson, the teacher also gives recommendations on the technique of working with pencils and paints.
The work of students on the drawing and the management of the process of visual activity. After explaining the task and the corresponding instructions to start work, students start drawing. However, the process of visual activity of schoolchildren is led by a teacher ~ he constantly draws the attention of children to the object of the image; offers to compare your drawing with an object or sample; encourages, activates and stimulates the activity of students.
Given the severity of the defect, it is necessary to remind children more often of the simplest rules of drawing, for example, that while drawing, do not press hard on the pencil.
III. Final part
Summing up the lesson. This is usually the last part of the lesson. During the debriefing, new material is fixed and the results of children's creativity are evaluated.
When summing up the lesson, a detailed analysis of the students' drawings takes place. The works are analyzed from the point of view of the tasks that were set by the teacher at the beginning of the lesson.
The teacher and students review the completed work and at the same time note not only the mistakes made, but also the successes achieved. This approach contributes to the formation in children of a conscious attitude to the performance of tasks and the ability to overcome the difficulties encountered.
Homework assignment. Students of grades I-IV do not receive drawing assignments at home. This work is recommended for students in grades V-VI. The teacher "acquaints the children with the content of homework in detail, for example, offers to draw from nature an object similar to the one that was drawn in the lesson.
In addition, the teacher asks the children to finish at home those drawings that they started in class, for example, to finish coloring an ornament or a thematic drawing (coloring a drawing from nature at home, without a model, is not allowed). As homework, drawing on a given topic should be especially recommended.
Drawings should be done on separate sheets.

Decorative drawing.

Ornament (geometric, floral, zoomorphic, anthropomorphic, combined)

Stylization is a decorative generalization and highlighting characteristic features objects with the help of a number of conditional objects.

Stylization occurs by means of a gradual generalization of the form, the transformation of a volumetric form into a planar one, the replacement of a real color with a conditional one.

The role of decorative drawing in teaching students with intellectual disabilities.

Decorative drawing is considered to be the simplest form of learning to draw. It is supposed to perform patterns and ornaments.

Advantages of decorative painting. Does not require high level development of graphic skills, does not involve a complex analysis of the design of the subject. Technically accessible for mentally retarded students. Lines of different directions. The ability to reproduce the resulting graphic image, the ability to adjust the pressure on the pencil.

Decorative drawing can clarify about geometric shapes. Geometric forms are considered as a transition to the assimilation of the forms of objects.

Decorative drawing allows you to refine and expand spatial representations. Clarify ideas about color, learn to correlate the color of the details of their drawing with the standard, observe the rhythm and symmetry of the color of the elements.

Decorative drawing involves the sequence of drawing up patterns according to ready-made samples, from these elements, drawing up patterns according to a given scheme, and independently drawing up patterns.

Drawing lesson from nature.

It is difficult to overestimate the correctional and developmental value of drawing lessons from life. In

the time of classes is carried out: the formation of perceptual actions, i.e. the ability to examine objects in shape, color, size and determine their position in space; education of a meaningful, differentiated perception of objects and phenomena of the surrounding reality; qualitative improvement of visual representations; development of intellectual operations (analysis, synthesis, comparison, planning); correction of spatial representations; development of speech as a regulator of activity and a means of communication; education of aesthetic feelings and aesthetic attitude to the environment; the formation of positive personality traits: independence, the ability to bring the work started to the end, correctly assess one’s capabilities, etc.

The inability to properly perceive the object of the image does not allow students of the correspondent school to complete a drawing that would be sufficiently similar to nature. In this regard, one of the top priorities is to to form in them clear ideas about the simplest objects in form, their proportions and sizes. In other words, they must be taught to distinguish parts of nature, to determine their shape, color, and also their relative position. An indispensable condition for such activity is the comprehension of a visually perceived object, which cannot be carried out without an active analyzing perception.

To organize such perception in drawing lessons, it must be directed to certain properties of the object. Analyzing consideration of the subject goes through several stages. On each of them, students get acquainted with one of the properties

nature. The sequence of stages and specific goals are determined by the teacher. The outcome of this work is Gestalt.

1 Observation, detailed study and analysis of the subject should always precede the drawing process. Developing the ability to “see” in children, the teacher asks a series of questions: “What is the name of the object? What is the item made of? Where is the item used? How many parts are in an item? What shape are the parts of the object? What color is each part? How are the parts of the object located? Students answer the teacher's questions, name and show the parts of the subject, list their properties. To master the concept of any form or to consolidate the image of a familiar form, it is recommended to use tables on which the corresponding form is depicted in different proportions and positions.

Purposeful observations, the development of analytical and synthetic activities have a strong impact on the dynamics of graphic images. For further activation of students, overcoming passivity of perception and improvement mental operations in the process of drawing from life, it is important to select such objects that could be analyzed by dividing into parts. A children's building kit can be very useful in this regard.

Along with the observation and study of an object in nature, it is sometimes advisable to organize an examination of the image of the same object.

An explanatory drawing made by the teacher on the blackboard is a very effective teaching tool. Its purpose is to demonstrate both the technical methods of work and the sequence of drawing construction. The use of such a pattern in the initial period of training greatly simplifies the task of planning.

Students must understand and memorize each stage of drawing a drawing. To do this, they repeat the sequence of actions. Speech helps them better understand the order of the task. Only then do the children go directly to

drawing. When establishing the order of stages of work, it is necessary to observe the principle of transition from the general to the particular. This principle is of particular importance, since students of a special school often begin the image with details, forgetting about the general shape of the object.

While working on a drawing, the teacher draws the attention of children to the object of the image, encourages them to additionally examine nature, asks control questions: “What did you draw? What do you need to draw now? What are we going to draw next? When the drawing is finished, the students talk about how they worked on it. It is important to teach schoolchildren to ensure that in a verbal report they report not only what they did, but also how they solved visual problems.

The next step in teaching children how to plan work is to jointly draw up a plan for constructing a drawing in the process of talking with the teacher. At this stage, the amount of assistance to students may be different. It depends on the general preparedness of the students, on the degree of complexity of the field setting, on the goals and objectives of the lesson itself. A significant role in the development of students' ability to plan their activities belongs to visual aids, and primarily to schematic drawings, which show the main stages of image construction. Using them, children, under the guidance of a teacher, determine the order of work, talk about it and remember it. After that, the didactic manual is removed; otherwise, students will draw while looking at the diagram, and the natural object will be left without attention. Moreover, mentally retarded children still need help in the course of practical activities. However, this assistance is of a completely different nature, and its share is significantly reduced.

8. Visual activity.

1.Introduction.

In the process of studying fine arts, the comprehensive development of children is carried out: mental, aesthetic, moral, labor, physical. Fine art lessons provide rich opportunities for correcting developmental deficiencies in mentally retarded children. The corrective orientation of the lesson is a prerequisite for the educational process.

In properly organized classes in visual activity, students develop observation, visual memory, imagination, and fantasy. They form and refine many ideas that serve as the basis for a more solid assimilation of knowledge gained in the general process of schooling. A large stock of correct ideas allows students to better understand the world around them. In the course of visual activity, the student is forced to perform a number of intellectual operations: comprehend the structure of a visually perceived object, outline the sequence of drawing, compare the drawing with the object, compare parts of the drawing with each other, etc. Analysis, synthesis, comparison, planning and other mental actions ensure the correct execution of the task. Everything that should be conveyed in a drawing should not only be correctly perceived, but also meaningful.

The leading role in creating a picture belongs to perception, the quality of the image depends on the character, the quality of which entirely depends on the quality of the image. Purposeful perception is a necessary condition for a full reflection in the drawings of objects and phenomena of the surrounding reality. Special studies have established the cognitive nature of children's perception, which is inextricably linked with thinking and speech.

The majority of students in a special school have gross violations of spatial orientations and spatial relationships. The level of development of spatial representations, to a large extent, is an indicator of the general level of development of the child's cognitive activity. In this case, the composition of the picture is important. The concept of "composition" is the designation of the composition, arrangement, connection of parts into a single whole in a certain order. In art lessons, students acquire the ability to navigate in the space of a sheet of paper, navigate in the spatial relationships of the depicted objects, learn to convey the location of objects in space in the drawing.

Color plays a special role in fine art. Our children are happy to color the drawings with colored pencils, paints, crayons and felt-tip pens, sculpt from colored plasticine, make applications from colored paper, etc. At the same time, children experience joy and a sense of satisfaction from the work done. At the same time, children solve a number of cognitive tasks related to the perception and reproduction of colors and color combinations.

The process of drawing is closely connected with kinesthetic sensations, with the muscular-articular work of the hand and fingers. The most complex mechanisms of visual-motor coordination take part in this process. The simultaneity of visual and motor control is of particular importance when drawing.

For the success of visual activity, special graphic skills are necessary: ​​the ability to control the hand, to subordinate movements to the control of the hand and eye, to use a pencil, brush, paints, etc. correctly.

Oligophrenic children have various neurodynamic disorders. Some are calm, balanced and easily obey the requirements of the teacher. Others are easily excitable and difficult to organize. Their inherent shortcomings are easily detected in all areas of activity. Under the influence of drawing lessons, there are significant changes in the behavior of students. They become more restrained, collected, attentive, accurate. Their activity acquires a conscious, motivated and purposeful character. Children develop independence and perseverance in achieving goals. Consequently, drawing as an organizing tool has a positive effect on the development of the emotional-volitional sphere of students.

The vast majority of students love to draw. Children willingly respond to the offer to draw something and are happy to get to work. For younger students, drawing is a kind of game. This is also true for children in the "Special Child" group. Students are especially active during free drawing. Rejoicing in colored pencils, paints, children, as a rule, draw previously depicted and favorite objects. If students are given a specific topic for drawing or are asked to draw from nature, then such a great desire and interest will not be shown. In this case, the teacher has to actively help the students, do everything possible so that the children do not lose faith in themselves, in their abilities, do not get confused and retain interest in creativity.

An important psychological and pedagogical value is the assessment of one's own activity and its results. After each lesson, we discuss the quality of the work performed as a whole class, choose the best work and find good moments in them.

Thus, fine arts in a special school is not just a lesson, but also a method of teaching other subjects, a means of correcting developmental deficiencies and a method for diagnosing a child's intellectual development and emotional problems. Visual activity has a therapeutic value, because. has a beneficial effect on the general psychophysical state of the child, in particular, on his emotional and motor-motor spheres.

There are the following types of fine arts classes:

2) drawing from nature;

3) thematic drawing;

4) conversations about the fine arts.

All types of lessons are closely interconnected and, despite the elementary nature of visual tasks, play an important role in the development of mentally retarded schoolchildren. The systematic teaching of drawing is preceded by a propaedeutic period.

^ 2. Propaedeutic period of learning to draw. The initial task of propaedeutic drawing is to study the characteristic features of each student.

The preparatory stage involves multifaceted work. It is necessary to develop in students the ability to listen to the teacher, sit correctly, hold a pencil, use an elastic band, use stencils, templates in work, draw different lines in length, thickness, direction, distinguish colors, draw patterns in cells.

Didactic games and exercises that precede drawing allow students to develop independence. Games and exercises organized during the propaedeutic period, depending on the didactic task, can be divided into the following groups:

1) games and exercises for recognizing, distinguishing and naming objects by size;

2) items in shape;

3) games and exercises to recognize, distinguish and name colors;

4) games and exercises for the formation of ideas about spatial features and relationships;

5) special graphic exercises for the formation of technical skills and skills of visual activity;

6) exercises for the development of fine motor skills of the hands.

^ Games and exercises for recognizing, distinguishing and naming objects by size.

1) The teacher lays out on the table sets of flat and voluminous objects of various sizes: cubes, balls, nesting dolls, rings, circles, squares, etc. Students should direct their actions to the selection, placement and unfolding of objects and their parts. Children must complete the tasks:

Show me the biggest cube.

\Show the smallest ball.

Fold the tower, starting with the largest cube.

Fold the pyramid, starting with the largest ring.

Arrange the nesting dolls in a row in size, starting with the largest (from the smallest).

Take the largest circle, put the largest cube on it, put the smallest matryoshka on the cube.

2) On the table - three sets of three-piece matryoshka dolls disassembled. Three students are called to fold the nesting dolls, and then put them in a row, starting with the largest. The one who folds his matryoshka the fastest wins.

3) Several students participate in the game. Each of them is given a circle (square) cut out of cardboard: one is large, the other is a little smaller. Children should be divided into two groups, taking into account the size of geometric shapes.

4) Two slats with studs are attached to the board. 8-10 rings (or circles with holes) of two sizes are stacked on the table in advance. Two students are invited. One selects large rings and puts them on carnations, the other - smaller rings. Children begin to complete the task at the same time at the command of the teacher. The winner is the one who puts the rings on the carnations faster and without mistakes.

5) Drawings of objects of different sizes are attached to the board. Students are invited one by one. With each, the following concepts are worked out:

large - small (ball, ball);

high - low (fence, pillar);

long - short (pencil, rope);

wide - narrow (belt, tape);

thick - thin (album, book).

Students draw objects of the appropriate size on the board with chalk.

Games and exercises to recognize, distinguish and name objects by shape.

1) There are cubes and balls on the table. Children should put the cubes in the box on the left and the balls in the box on the right.

2) Each student has a set of one-color geometric shapes (circles, squares). The children are given the task of dividing them into two groups.

3) Each student has "baskets" with vegetables and fruits, in which onions, cucumbers, carrots, turnips, cabbage, lemons, apples, oranges, pears (cut out of cardboard).

Didactic tasks: improve the perception of the shape of objects, consolidate the idea of ​​\u200b\u200bform different vegetables and fruit

The game "Our garden". The teacher suggests: “We need to plant vegetables. To do this, you need to make beds. I'll start the garden, and you continue." Students take turns planting (attached to the board) only the same vegetables in the garden.

Game "Our Garden" On the board are the outlines of fruit trees. Different trees grow different fruits. As a model, one lemon, an apple, etc. are attached to each tree.

The task of the game is to grow a good crop of fruits. To do this, each tree must have a lot of fruit. You need to make sure that pears do not grow on an apple tree, and lemons, etc., on a pear.

^ Games and exercises for recognizing, distinguishing and naming colors.

1) Each student has sets of small objects or geometric shapes of different colors. The task is to group them by color. First, two colors are taken, then three, and so on. A similar work is done by a student who is invited to the board.

2) On the table, the beginning of a path of bars of two colors is given: blue (C), yellow (G). Children must complete the construction of the track according to the model: SZHSZHSZHZH ..., SZHZHSZHSZHZHZH ...

3) Children have multi-colored circles. Instructions are given: “Now we will play flashlights. Let's fire them one by one. When I say: “Light the yellow lanterns,” only those students who have yellow lanterns in their hands raise their lanterns. And when I say: “Green lanterns light up,” the lanterns will be raised by those who have green lanterns, etc.”

4) You can use verbal drawing on artistic texts, poems. For example, the teacher reads P. Efimov's poem "Colored Pencils" and shows a color illustration to it.

On the baby's table

Three colored pencils.

Choose any -

Red, yellow, blue.

The little boy found a notebook.

I began to draw a house in it.

It turned out a good house -

Two porches and five windows.

There is a pipe and even a yard,

There is a big fence all around.

He took a red pencil -

The sun shone brightly.

The pencil took another -

Roof made blue.

The spacious yard became yellow.

How to paint a fence?

It's bad that the baby

Only three pencils.

And stayed so far

Unpainted fence.

^ Games and exercises for the formation of ideas about spatial features and relationships.

1) There is a large sheet of paper on the board. Children take turns doing the following:

Show the top edge of the sheet.

Show the bottom edge of the sheet.

Show where the left (right) side is.

Show the middle of the sheet.

Take this Christmas tree (a cardboard Christmas tree is given) and plant it in the middle of the sheet.

On the left, at the very edge, grows White mushroom. Draw it.

On the right, also at the very edge, a boletus grows. Draw where it grows.

At the very bottom of the leaf is green grass.

High above, in the middle, draw a bright sun.

Students perform a similar "graphic dictation" in their albums.

2) A large bird cage is drawn in the middle of the chalkboard. Children have figures of birds cut out of cardboard. The teacher invites students to the board, and they perform various exercises, during which the concepts are clarified: high - low, above - below, above - below, right - left, right - left, close - far, closer - farther, front - back and etc.

^ Graphic exercises for the formation of technical skills.

1) Freehand drawing of straight vertical lines: "High pillars", "Fence".

2) Freehand drawing of straight horizontal lines: “Wires”, “Paths”, “Colored ropes”.

3) Freehand drawing of straight vertical and horizontal lines: "Ladders", "Windows", "Frames", "Swings", "Chessboard".

4) Freehand drawing of arcuate lines: “Smoke is coming”, “Winding streams”, “Waves”.

6) Drawing closed circular lines: "Balloons", "Bablis", etc.

These and similar graphic exercises are of great practical importance for the development of drawing techniques. Our students, especially beginners, require a lot of repetition to master the proper skills. But sometimes this does not give the expected results. Therefore, in some cases it is necessary to use method 2 of mechanical guidance”, i.e. the teacher guides the child's hand. This technique is leading at the initial stage of learning drawing movements. Given certain difficulties in the formation of representations and motor skills in children, it is advisable to adhere to the following system in the initial period of training:

visual and motor-tactile perception of an object;

drawing up the contour of this object from sticks or matches;

building the shape of an object using a template;

tracing the shape of an object on a stencil;

drawing this shape in the air;

drawing along already prepared contour lines;

drawing an object using anchor points;

hatching and coloring of contour images;

drawing by direct observation on ordinary sheets of paper (objects of a simple form).

Exercises for the development of fine motor skills of hands.

Students perform the following movements counting:

pat your hand on the desk (fingers together, fingers apart);

tap with bent fingers on the desk;

to alternately pat with the palm of your hand and tap with bent fingers on the desk;

stroke the surface of the desk;

clench your hands into a fist, unclench;

bend your fingers simultaneously and in turn;

alternately oppose thumb everyone else

Students work with:

make simple ornaments from the mosaic (according to the model);

take one colored stick out of the box and put them in a “well” (only the hand, thumb, index and middle fingers work);

disassemble the "well" one colored stick, put in a box;

squeeze a small ball (ball of cotton).

The Latin word "decor" means "pattern". Decorative drawing is the drawing of patterns, ornaments designed to decorate various household items, the design of holiday posters, postcards, etc.

The value of decorative drawing for the development of our children is very great, because. it has many benefits. Closely adjoining folk arts and crafts, this type of visual activity contributes to the aesthetic education of schoolchildren to a very high degree. It is the most accessible and understandable to our students. Therefore, with this type of work, you need to start a systematic training in drawing. Decorative drawing involves the so-called stylization of the depicted, i.e.:

a) generalization of the form by simplifying its drawing, when it is enough to reflect only the main, most characteristic features of the object;

b) a planar image of three-dimensional objects that do not require the transmission of chiaroscuro;

c) conditional color transfer, when the coloring of the picture may not correspond to the coloring of a real-life object, and therefore students are given the right to choose the color themselves.

Students gradually master decorative drawing. To do this, the task system is used:

drawing up patterns according to ready-made samples;

drawing up patterns from these elements;

drawing up patterns according to a given scheme;

making your own patterns.

Great importance in the work of decorative drawing is given to conversations, explanations and demonstrations. As a rule, the conversation is held before starting a new job. Questions should be short, clearly formulated, accessible to children, should encourage them to think.

A significant place in teaching decorative drawing is given to the method of display. In this case, students draw as if under dictation. The teacher draws on the board, and the children in the albums.

Patterns are widely used in decorative drawing lessons. The model is the standard that students strive for: a colorful drawing captivates and inspires the child, encourages him to be active, and contributes to the purposeful completion of the task. To develop the activity of students, sometimes part of the lesson is devoted to the collective inventing of a pattern. To do this, students are invited to the board in turn. As a result of such work, a pattern is consistently drawn up - the fruit of the collective creativity of children.

The simplest and most accessible type of work for our students is drawing an ornament in a strip. An example is the pattern of decorative embroidery along the edge of clothes, towels, scarves, tablecloths, etc. It is difficult for children to draw a stripe on a sheet of paper. Therefore, in their albums or on separate sheets, reference points are indicated in advance. Which set the width of the strip.

Students have difficulty dividing the strip into equal parts. To simplify the work, you can use marking with reference points, stencils (squares and rectangles made of thick cardboard).

In the work on decorative drawing, the following types of decorative design are used:

a large pattern occupies the entire middle of the square, and the corners are filled with secondary elements;

the square is divided into four equal parts, in each of which the element of the pattern is repeated;

elements of the pattern are located in the center and on the diagonals of the square;

the square is decorated with a patterned border around the edges, and the middle remains free.

The scheme for constructing patterns in a circle can be used to decorate dishes (plates, saucers).

The program on decorative drawing provides for familiarization with the elements of block type. In this regard, to some extent, the problem of synthesis is already being solved. Students learn how to combine the graphic part and the font part. Children get acquainted with art postcard as a genre of fine art. Everything that is depicted on a postcard must be shown in unity, i.e. elements of the picture and the font part must be skillfully arranged.

^ 4. Drawing lessons from nature.

During the lessons in drawing from nature, the following tasks are solved:

the formation of skills to examine objects in shape, color, size and determine their position in space;

development of a meaningful perception of objects and phenomena of the surrounding reality;

qualitative improvement of visual representations;

formation of intelligent operations and actions;

correction of spatial representations;

development of speech as a regulator of activity and a means of communication;

education of aesthetic feelings and aesthetic attitude to the environment;

the formation of positive personality traits, independence, the ability to bring the work begun to the end, correctly assess one's capabilities, etc.

Drawing from life involves the ability to highlight parts of nature, determine their shape, color, as well as the relative position of objects and their parts. Students learn purposeful observation and analysis of objects. These processes are facilitated by the questions of the teacher organizing the activity: “What is the name of the subject? What is the item made of? What shape are the parts of the object? What color is each part? Where are the parts of the object located? The teacher makes an explanatory drawing on the board. This clearly demonstrates both the technical methods of work and the sequence of constructing a drawing. Students follow the order of work quite accurately and act in accordance with the instructions of the teacher.

An important condition for successful correctional and developmental work in the lessons of drawing from nature is the establishment of a close connection with other lessons and, first of all, with manual labor. Modeling and the subsequent drawing of a molded object is a progressive movement from the visual and muscular-tactile perception of a three-dimensional object to its planar image.

The study of image objects prior to drawing is a reliable means of developing accuracy and differentiation of perception.

^5. Thematic drawing.

Thematic drawing, in contrast to decorative drawing and drawing from life, occupies a more modest place in working with children in the "Special Child" group. This is the most difficult type of activity for mentally retarded children.

When drawing by imagination, students of our school rely on the meager stock of inaccurate visual images that they have and schematic, technically undeveloped image techniques.

The work plan for visual activity should be drawn up in such a way that drawing lessons on topics are preceded by drawing lessons from nature and careful observation of the object with a subsequent image of it according to the presentation.

For example, before drawing on the theme “Spring has come”, a series of lessons are held in which children learn to draw trees, birdhouses, birds, etc.

As preparatory exercises, children are invited to draw two or three well-known objects according to the idea. For example, in the first year of study, you can offer:

draw three balls on strings;

draw two cubes: red and blue;

draw two carrots: small and large.

In the second or third years of study, the exercises become more difficult:

Draw two houses on one sheet: small and large. A small house has a door and one window, a large house has a door and three windows. The small house has a red roof, while the big one has a green one.

Draw a two story house. Two Christmas trees grow to the left of the house, and one to the right. There is a car parked next to her.

On one shelf there are three thick and two thin books, and on the other there are two toys: a matryoshka and a ball. Consider how to draw them.

On the left side of the sheet, closer to the edge, draw a small house, to the right of the house - a large tree, a bench under the tree, a swing to the right of the bench.

Draw a snowman in the middle of the sheet. She has a broom in her hands and a bucket on her head. To the right of the snowman is a small Christmas tree, and to the left is a slide with which children ride. There is heavy snow.

When teaching thematic drawing, much attention is paid to the composition of the drawing.

Nature plays a significant role in the development of children's creative abilities. Children's landscapes are always expressive, although the technique of their execution is sometimes far from perfect. Children uniquely use form, color, composition, coloring in their work.

One of the features of the manifestation of creativity in the landscape drawing of the children of the "Special Child" group should be noted their ability to depict the background in different ways, composing and using shades of colors. The coloring of the background performs an important semantic function: it helps to convey mood and feelings.

The creative expressiveness of children's drawings is not something immutable, frozen. It develops under the influence of learning, enriching the experience of the child, his gradual development

We must always remember about emotions as the driving force of the imagination, about the expressive expressiveness of children's creativity.

L.S. Vygotsky pointed out that emotions are one of the types of connection between imagination and reality. It is emotions that cause the child to desire to convey his attitude to the depicted.

Poetic works greatly contribute to the development of children's compositional skills. Lyrical lines, as it were, suggest the possibility of transferring perspective in the image of space. The image of sublime space can be felt in the poem by N.A. Nekrasov “It is not the wind that rages over the forest ...”

An important teaching technique is the analysis of children's drawings. When evaluating children's drawings, the teacher proceeds from the following criteria:

color transfer of shades of coloring of images of nature, general color, mood of a little draftsman;

variety of composition (connection between objects, their combination, highlighting the main image);

image of the form, its characteristic features, details;

matching the theme.

The purposeful organization of correctional and developmental work in thematic drawing lessons can be achieved if the tasks set before the students are feasible and specific.

^ 6. Conversations about the fine arts.

Conversations about the fine arts enrich the horizons of children, develop their speech and thinking. But for students of the "Special Child" group, this type of work is quite difficult. Therefore, usually conversations about works of fine art are directly related to the specific topic of the lesson and are combined with practical work. For example, before drawing on the theme “Autumn Day”, you can have a conversation on the painting by I.I. Levitan “Golden Autumn”, compare it with the painting by I.S. Ostroukhov "Golden Autumn" This comparison is very useful for students, firstly, as a concrete example of the embodiment of the images of nature, which they have repeatedly observed in life, and secondly, as an example of various compositions, formats that enable variability in the expression of one topic.

After the conversation, the children work on creating a composition for the drawing. This type of work requires sufficient preparation of children. At the initial stages of work, conversations based on pictures perform the task of developing meaningful perception: children learn to recognize real objects, people, animals, plants, etc. in images, to distinguish the shape, size and shape of objects, their relative position, to evaluate the emotional expressiveness of the picture.

Synopsis of a visual activity lesson in the "Special Child" group

Third year of study, first quarter

^ Lesson objectives: 1) To teach children to depict objects complex according to a given pattern, select the appropriate colors and shades, get different colors by mixing the three main ones: blue, yellow, red.

2) Expand ideas about the signs of autumn, consolidate temporary concepts: seasons; to develop operations of analysis and synthesis based on objective and visual material.

3) To cultivate an aesthetic perception of reality, observation, curiosity.

Art class requirements

in a special (correctional) school of the VIII type

Fine arts as one of the school subjects is of considerable importance. In the process of classes, the comprehensive development, training and education of children is carried out.Fine art, due to its concreteness and visibility, has a great influence on the students of the correctional school, makes it possible to acquaint them with new phenomena in social life, nature, everyday life, enriches their ideas.

general didactic requirements.

The teacher must be familiar with the subject and teaching methods.

The lesson should be educative and developing.

Corrective and developmental work should be carried out at each lesson.

At each lesson, an individually differentiated approach to students should be carried out.

The lesson should be equipped with:

• technical training aids;

  didactic material.

All material should be related to the level of development of the child, be associated with the logic of the lesson.

In the classroom, innovative processes should be carried out.

In the classroom, the security regime must be strictly observed.

Special requirements:

The slowness of the pace of learning, which corresponds to the slowness of the course of mental processes;

Simplification of the structure of ZUN in accordance with the psychophysical capabilities of the student;

Implementation of repetition in teaching at all stages and links of the lesson;

Maximum reliance on the child's sensory experience, which is due to the concreteness of the child's thinking;

Maximum reliance on the practical activities and experience of the student;

Reliance on more developed abilities child;

Implementation of differentiated leadership learning activities child.

The lesson should contribute to the solution of the main tasks facing the school:

provide comprehensive pedagogical support to a child with disabilities;

contribute social adaptation child with disabilities.

Types of fine art lessons in SCOS.

Decorative drawing;

Drawing from nature;

Drawing on themes;

Fine art talks.

Drawing from nature. The content of drawing lessons from life is the image of a variety of objects, selectedtaking into account the graphic capabilities of students. Image objects are located, as a rule, slightly below the level of vision. Inwhile working, there should be two or three similar productions, whichprovide good visibility for all students. Small modelslarge sizes are distributed to them at their workplaces.

To enhance the mental activity of studentsappropriately select such objects so that their real analysis can be carried out.

Drawing from nature is necessarily preceded by a study (examinationdefinition) of the depicted object: determination of its shape, design, size of its components, color and their relative position.It is important for students to develop the need to compare theira picture in kind and individual details of the drawing among themselves. essentialimportant for this is the development in children of the ability to applythe middle (axial) line, as well as use auxiliary(additional) lines to check the correctness of the drawing.

Decorative drawing. The content of decorative drawing lessons is the compilation of various patterns designed to decorate household items, as well as the designholiday cards, posters, invitation cards, etc.In parallel with practical work in the lessons of decorativedrawing, students get acquainted with individual samples of decorapplied art. Demonstration of works of folk craftsmen allows children to understand the beauty of products andthe difference between their use in everyday life. During class, studentsreceive information about the use of patterns on fabrics, carpets, wallpaper, dishes, toys, get acquainted with artistic woodcarvingand bones, glass, ceramics and other household items.Decorative drawing assignments must have a specificnew sequence: drawing up patterns according to ready-made samples,according to a given scheme, from these elements, independent compositionlening patterns. During the lessons, skills are developed harmoniouslycombine colors, rhythmically repeat or alternate elementsornament, which has a correctional and developmental value for the mindseverely retarded schoolchildren.

Drawing on themes. The content of drawing lessons on topics is the image of objects and phenomena of the surrounding life andillustrating excerpts from literary works.Drawing on themes should be closely associated withdrawing lessons from life. Skills and skills acquired in the coursekah drawing from life, students transfer to drawings of a thematic nature, in which, as a rule, a group is depictedobjects united by a common plot and, accordingly, locatedlaid out in space.Correctional and educational tasks facing the lessonsthematic drawing, will be solved much more efficiently if, before the practical work of schoolchildren,relevant theoretical preparatory work. Necessaryyou can invite students to determine the plot, name and verbally describe the objects of the image, tell how, where and in what orderto draw them. For a more accurate transfer of objects infigure it is advisable to use, when possible, realobjects, and for a more accurate arrangement of the elements of the picture ona sheet of paper should more actively include the combinatorial activity of students with models and layouts. In order to enrich the visual representations of schoolchildren, book illustrations, posters, postcards can be used as auxiliary material (not for copying).

Fine art talks . In grades 1-4, 10-15 minutes are allocated for conversations at the beginning or at the end of the lesson. In grades 5-7 for childrenSed stand out special lessons. Recommends in one lessonXia show no more than three or four works of painting, sculpturebirds, graphics, selected on one topic, or 5-6 items decorative and applied art. Much attention should be paid by the teacher to the development of students' ability to determine the plot, understand the content of the work and its main idea, andsome available for students to comprehendmeans of artistic expression. Under the influence of learning, students gradually deepenunderstanding of the events depicted in the picture, as well as developingsome ability to talk about the means thatrymi the artist conveyed these events (the nature of the characters, locatedarrangement of objects and characters, paints and so on.). Teach this The teacher teaches children: he poses questions, together with them draws up a story plan for the picture, gives a sample description of the picture.When organizing conversations about art, it is necessary (if possible)conduct excursions to museums, art galleries, workshopsscribes and sculptors, to places of folk art crafts.

Activities should be closely related and complement each other. Classes should be conducted taking into account the time of year, the state of weather conditions, events in society, and also taking into account the interests of students.

Stages of the lesson.

Taking into account the dynamics of the working capacity of mentally retarded students, it is recommended to apply the following stages of organizationactivities in the classroom:

organizational and preparatory;

basic;

final .

Organizational and preparatory stage ensures that children are quickly included in the lesson and prerequisiteski to productive work. In mentally retarded children, the creation of a preworkwhose environment is difficult due to difficulties in switchability andinertia of nervous processes. The teacher's word may not affect the mouthnovelty forwork, so verbal appeal should be supplemented by movementphysical and sensory exercises aimed at activating attentionniya, perception of thinking.

The second moment of the organization of the lesson is to develop the skills of the correct organization of one's actions in the lesson. This stage not only providesensures the productivity of learning, but also teaches children to be organizedyou in any activity. The main principle of the pedagogical organizationlesson work is to constantly control the actions of mentalbut retarded children, up to their complete independence. This and learningto enter the class on time, sit down at the desk without noise, prepareworkplace, etc. The teacher must teach everything: how to sit properly,how to arrange an album on a desk, how to work with a brush and paints, etc.At firstcarries outWhen showing the action, as these skills are formed, you can move on toverbal instructions. In the practice of senior classes, such an organizationis carried out by creating a special situation for independentpreparing students for learning activities.

Onmain stage solve the main tasks of the lesson.teacher in detailtells what the children will do and why it is necessary. Gotta saythe belief that children will cope with the task.The teacher should remember that due to the weakness of analytical and synthetic activity, students of the correctional school are not able to understand the construction of the object and learn the order of the image. In this regard, the drawing is performed, as a rule, without taking into account the requirements put forward by the teacher. And although outwardly the activity unfolds quite favorably and the students are actively working on the drawing, their actions cannot be called expedient and pre-planned. Without delving into the essence of the instruction, moreover, forgetting about it, not at all caring about the final result of their activity, students often replace and greatly simplify the task. They do it insofar as they are forced to do it in order to satisfy the requirements of the teacher to some extent. The usual brief instruction, understandable and accessible to normal children, turns out to be obscure and inaccessible to the mentally retarded. Pedagogical experience shows that students make the most correct image when the teacher uses the demonstration of all stages of drawing construction, accompanying it with detailed explanations and instructions. To draw any object, you must have a clear idea about it. Such representations can be formed by a special organization of the perception of the object.Nessesary to use various kinds of instructions: a) oral explanations, instructions, recommendations; b) demonstration of finished drawings, diagrams; c) the teacher makes sketches on the blackboard in the course of explaining the material.

The final stage is in the organizationat the end of the lesson.At this stage, the success of the students is evaluated, the results of the work are summed up.you, jobs are put in order and an installation is created forbreath.

During periods of decline, performancety (twenty-fifth minute), it is desirable to spend physical training minutes.

Educational tasks:

form representations ...;

to acquaint, to acquaint, to continue to acquaint…;

expand…;

to systematize…;

learn to put into practice ...;

learn to use ...;

to form (fix, improve) graphic skills, drawing skills ...

Correction-developing tasks:

correction and development of attention (voluntary, involuntary, stable, switching attention, increasing the amount of attention) ...;

correction and development of coherent oral speech ...;

correction and development of memory (short-term, long-term) ...;

correction and development of visual perceptions…;

correction and development of tactile perception…;

correction and development of fine motor skills of the hands;

correction and development of mental activity;

correction and development of personal qualities of students, emotional-volitional sphere (skills of self-control, perseverance and endurance, the ability to express their feelings ...;)

Educational tasks:

nurture interest in learning, the subject;

cultivate independence;

educate moral qualities (love, respect for ..., hard work, the ability to empathize, etc.)

The wording of tasks for the lesson depends on the topic of the lesson, the selected tasks and the type of lesson.

Teaching methods:

Fine art lessons involve the use of the following general didactic methods:

explanatory and illustrative;

reproductive;

research.

Training usually starts withexplanatory and illustrative method , which includes various forms: communication of information (story, lectures), demonstration of a variety of visual material, including with the help of technical means. The teacher clearly and intelligibly presents information that children comprehend for further application.

The explanatory and illustrative method is aimed at mastering knowledge, and for the formation of skills and abilities, it is necessary to usereproductive method (multiple repetition of the action). Its forms are diverse: exercises, solving stereotyped problems, conversation, repetition of the description of a visual image of an object. It is assumed that both independent work of schoolchildren and Team work with a teacher.

In order to achieve a certain level of development of creative abilities and abilities of students, it is necessaryresearch teaching method aimed at independent solution of creative problems by schoolchildren. In the course of solving each problem, it involves the manifestation of creativity. At the same time, it is necessary to ensure the availability of creative tasks based on the level of psychophysical abilities of students with disabilities.

For the successful organization of fine art lessons, it is necessary to create a specialsystems of pedagogical conditions :

development of interest in the study of fine arts;

a combination of systematic control over the visual activity of schoolchildren with pedagogically expedient assistance to them;

educating students to believe in their own strength, in their creative abilities;

consistent complication of visual activity;

selection of works of fine art for study;

use of TCO

active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of arts and crafts, culture and life, historical architectural details: introduction to the lesson of creative, improvised and problematic tasks;

the use of a variety of artistic materials and techniques for working with them;

change of types of visual activity during the academic year;

a combination of individual and collective forms of work with students;

introduction to the lesson structure of game elements and artistic and didactic games; use of competition elements.

Konoreva Larisa Alekseevna,
art teacher
GBSKOU school №13
Primorsky district of St. Petersburg

In the history of pedagogy, the problem of creativity has always been relevant in all types of activity, including visual. Many psychologists and educators believed that children's visual activity cannot be called creativity. However, scientists hold other views, and argue that children's creativity

helps the child to master the means of self-expression, i.e. should be used in class different techniques drawing: traditional (pencils, paints) and non-traditional (soap foam, candle, etc.).

Anything unusual attracts the attention of children, makes them wonder. The children develop a taste for learning new things, research, experiment. Children begin to ask questions to the teacher, to each other, their vocabulary is enriched and activated.

Unlike adults who are critical of what they have done, a child lives with feelings. For him, it is not so much important how something is drawn - but what exactly is drawn. Just for a child, creativity is his life. This is his “language”, with the help of which he tries to tell us about himself, about his feelings, joys, experiences and sorrows.

Children with different social experience study in our school and, as a rule, not always positive. Anxious, unbalanced, emotionally unstable, sometimes even aggressive. But each of them is unique - this is a whole world of unrealized opportunities. My task, as a teacher of a correctional school, is not so much to teach children to draw (although this is very important), but to try to overcome or smooth out the shortcomings inherent in such children in the process of art classes, to form students' interest in visual activity during various kinds classes.

In order for children to enjoy the lesson, to feel the taste of creativity, to develop their imagination and fantasy, I use various image techniques in the lessons that allow me to maintain the constant interest of children. Although I should note that according to the program of the correctional school, the author of which is Groshenkov I.A., the guys should draw only with pencils. But I believe that working with paints has a corrective and developmental effect on children with developmental disabilities: it affects their intellectual, emotional and motor spheres (motor skills of the hands), the development of personal qualities, and contributes to the education of aesthetic feelings. In completing tasks, I suggest that the children use various non-traditional image technologies. These tasks are simple, but indispensable in the development of creative imagination, because allow students to understand the mechanism of creating an artistic image. The guys draw a lot with me. They really like to repeat step by step after the teacher. As a rule, such work is very successful for them. During the lesson, I always make detours: I will praise someone, I will help someone. At the end of the lesson, I always post the work on the board. Here it is very important to praise all the guys, in no case criticize any work. I teach children not to compare drawings with each other, but to notice the features of the pictorial techniques of each, to find a zest in someone's drawing. Such methods increase the student's self-esteem, give confidence, motivate them to successfully complete the next task. Drawing for children is not art, but speech. They have a tendency to draw. Through drawing, the individual's need for self-expression is realized. We were all children once, which means that this “language” of creativity is not alien to us and is understandable. I tried to make friends with the guys, shared with them what is so important to them! And in this I was helped by exercises with elements of art therapy. Tasks should be appropriate for the age characteristics of children, be understandable and doable.

Non-traditional image techniques make it possible to avoid copying the proposed sample, since the teacher demonstrates only a way of working with non-traditional materials. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, the expression of individuality.

Many types of non-traditional drawing contribute to an increase in the level of development of hand-eye coordination and coordination of fine motor skills of the fingers.