In a study group there are 3-4 children with their parents. The circle is aimed at adaptation and conscious development of the child’s living space, working with didactic material and developing the baby’s motor skills.
2.
From 4 to 6 years.
Development of creative abilities and preparation for school. Development of speech, artistic, creative and musical abilities, writing, reading, counting, and mathematical thinking skills. Groups consist of 6-8 children.
3.
From 3 years old.
2 times a week in the morning and evening.
Development of speech, attention, memory and logical thinking based on psychological games. Testing is carried out periodically; if necessary, individual work with each child is possible. Groups consist of 6-8 children.
4.
For children from 2 years old and their parents.
Once a week in the morning and evening.
Development of fine and gross motor skills, sensory perception, enrichment of vocabulary. Activation of visual, auditory, tactile and taste analyzers. Formation of behavior regulation and development of self-image as an independent person in this world. Classes include elements of the M. Montessori method.
5.
From 6 years old.
2 times a week in the afternoon and evening
Preparation for school, development of cognitive interests and intellectual abilities, speech. Learning literacy and mathematics through educational games and learning activities.
6.
From 4 years old.
Integrated learning of the English language (drawing, development of fine motor skills, rhythm). General intellectual development using elite methods of the Cambridge and Longman courses, developed specifically for children of preschool and primary school age. There are 6-8 children in groups.
7.
From the age of 7.
2 times a week in the morning and evening.
Learning English based on traditional methods using innovative materials.
8.
From 4 years old.
2 times a week in the morning and evening.
Development of musical ear and the ability to hear and correctly reproduce what is heard. Awakening a sense of rhythm based on singing and elementary music-making on children's noise instruments (xylophone, metallophone, bell, maracas). There are 6-8 children in groups.
9.
For school age children.
Classes are held according to a licensed program of music-free training. Voice training, learning to independently select songs of various styles and directions.
10.
From 6 to 18 years old.
Once a week on Sundays.
Groups are divided by age:
Junior - from 6 to 11 years old
Senior - from 12 to 18 years.
Classes are held according to the methods of the acting departments of the Moscow Theater School. B.V. Shchukin and the St. Petersburg Academy of Music, Theater and Cinema.
The program of classes includes acting lessons, artistic reading, stage speech, the basics of stage movement and plastic arts.
11.
From 4 years old.
2 times a week.
There are 7-10 children in groups. Dance, vocals, stage practice.
12.
From 4 years old.
2 times a week.
There are 8-10 children in groups. Drawing, painting, applied arts.
13.
From the age of 7.
2 times a week.
There are 8-10 children in groups.
14.
From the age of 9.
2 times a week.
Groups of 8-10 children
Preparatory department of art school. Drawing, painting.
15.
From 5 years old.
2 times a week.
There are 8-10 children in groups.
All children are very talented. At an early age they are open to creativity, knowledge, experimentation, they are courageous and decisive, they try and are not afraid to make mistakes. One of the important creative areas, along with musical development or drawing, is needlework.
Handicraft is the art of doing something with your hands. This area includes many different areas of everything you can think of and implement with your fingers. Such activities are very important for children and adults, solving different problems at different ages. In childhood, various areas of needlework and related applied arts develop fine motor skills (which ensure mental development), spatial imagination, imagination, sense of taste and style, perseverance and patience, accuracy, attentiveness, diligence and many other qualities that are irreplaceable in life. From a psychological point of view, creating objects with your own hands helps you realize yourself, find a way of self-affirmation for complex children, provide energy through your hands, find inner harmony, and find friends with similar interests.
Doing different types of needlework is especially beneficial for girls. After all, it brings up many useful feminine qualities. And if you look at it from the point of view of modern pragmatism - the ability to sew, knit, weave, decorate, invent, etc. In our time of template patterns, it allows you to be interesting, originally and tastefully dressed, fashionable, relevant and unsurpassed in any society and at any level of material security.
Today we have collected in one review most of the Tomsk clubs in which girls from 5 to 18 years old can learn handicrafts. Almost all classes are permanent. We did not take creative workshops that conduct lessons and master classes in various techniques; you can follow them according to your taste and wallet. But before listing the addresses and the “circles” themselves, I would like to say about the picture we saw in Tomsk.
Almost every children's creativity center has classes in beadwork and creating soft toys. Perhaps these are the most popular activities - accessible, interesting, diverse.
Beadwork is one of the oldest crafts, widespread throughout the world. These are not only jewelry, although jewelry with the proper level of skill turns out to be original and very fashionable, these are artistic compositions, toys, key chains, gifts, embroidery, clothing items and everything that your imagination can handle.
Usually, beadwork classes are not limited to just beads; many different related techniques and friendly types of needlework are used. Beading is very useful for children, because it very well develops fine motor skills, finger muscles, memory, the desire to finish what you start, adherence to rules, imagination, spatial thinking and a love of beauty. It is worth noting that working with beads is a significant strain on your eyesight, so most likely you will be asked for a certificate from an ophthalmologist.
Activities succinctly called “Soft Toy” usually conceal a whole world within themselves. Here children study history, ethnography, national customs, rituals, beliefs and everything related to toys and dolls. Girls and boys learn to work with different materials - fabric, fur, wool (felting), plaster, clay, paper, wood - from all this they make wonderful toys. The creation process begins with a pattern or diagram, then manufacturing, painting or decoration occurs. They sew, weave, knit for dolls, collect clothes, create installations of life around them, in general they spend a very interesting time!
Another popular area is Floristry - creating crafts, bouquets, paintings and everything else from natural (and not only materials). Many teachers write on their pages that working with natural materials transforms children, makes them look at every branch and, of course, at the whole world in a completely different way, with admiration.
A separate area can be distinguished among various kinds of “Couturier” mugs. Here they learn to model, draw, cut and sew clothes, work with sewing and knitting machines, crochet, knitting and even bobbin knitting, decorate and then proudly parade in their products at shows.
For those who want everything or cannot decide on one direction, there are many universal clubs where children do a little bit of everything. Perhaps this will be a good option for the initial stage - to receive diverse development, master many skills, see the world of handicrafts in all its glory, and then choose which path to delve into.
When choosing an activity for your child, don’t be lazy to go to the children’s club - look at the exhibition stands, talk with teachers, look for reviews. After all, here, as elsewhere, the personality, thoughts and even taste of the teacher are of great importance.
Blue Bird
- City of Masters (5-7 years)
- Magic bead (7-11 years old)
- Origami (5-7 years)
- DIY gifts (9-13 years old)
- Textile doll (7-14 years old)
Star,
Elizarov str., 2, zvezdochka.edu.tomsk.ru
- “Nature, creativity, fantasy” (7-12 years old)
making artificial flowers from fabric, appliques from straws, artistic appliques from semolina, etc. - ABC of knitting (7-15 years old)
Knitting, crocheting, fork
Kosareva, 9
- “Soft toy” (7-11 years old)
Gogol, 23
- City of Masters (7-11 years old)
Making soft toys, bead weaving, salt dough modeling, quilling, decoupage
Palace of Creativity for Children and Youth
- School for girls, costume theater "Businka" (7-16 years old)
Beading, creation of costumes from inception to full implementation, demonstration of models in the show
Fairy Tale House
Krasnoarmeyskaya st. 63 st.1, 32-05-12,
- Magic chest (2-3 years and 3-5 years)
Appliques, scratch paper, plasticineography, mosaic of cereals and seeds and much more. - Clay fairy tale - modeling from clay. Children under 6 years old with their mothers, over 6 years old - alone.
House of Childhood and Youth "Fakel"
- Skillful fingers (6-12 years old)
Beads, modeling, paper plastic, quilling, decoupage, mosaic, trimming, paper art, working with waste and natural materials. - Creative Studio "Joy" (7-11 years old)
Includes two blocks: classical fine art and applied art (beads, paper, fabric, wool, wood) - Nail design (14-17 years old)
Manicure, nail extensions, nail design - Image studio (14-18 years old)
Basics of hairdressing, professional etiquette, development of taste.
Hobby center
- Little designer (4-6 years old)
Modeling, modeling from paper and other natural materials - Knitting workshop “Needlewoman”
- "Stylish things"
Creativity from different materials, in different techniques (interior items, jewelry, handbags, etc.)
Children's Art House "At the White Lake"
- Association "FLiKO" - floristry and bobbin weaving (lace weaving)
- Association “Crazy Hands” - beading, decoupage, felting.
Children's Art House "Constellation"
- Beading (7-13 years old)
- School of Floristry “Tsvetik seven-colored” (7-11 years old) - working with natural materials
- Hairdressing art "Beauty" (11-18 years old)
Republic of the Vigorous
- Beadwork workshop “Pearl”
- Creative workshop Art Life
Children's club "Olympia"
lane Derbyshevsky, 24, 406-275
- Beading studio “Our style”
Our Harbor
- Soft toy (6-14 years old)
- Creative association of beadwork “Pearl”
Decorating clothes, creating jewelry, crafts and souvenirs. - Young designer (grades 5 to 11)
Cutting, making and decorating clothes. - Creative association “Floristry. Landscape design"
Multidisciplinary children's club "Ogonyok"
- Wizards Workshop (7-12 years old)
The history of the origin of dolls, souvenirs, various toys, sculptural plastic, paper plastic, textiles, papier-mâché, etc. - Needlewoman (7-14 years old)
Sewing, crocheting and knitting, mastering a knitting machine, weaving baubles and belts, decorating with satin ribbons, souvenirs made of leather, fabric, waste and natural materials
Center for Children's Creativity "Luch"
- “Soft toy” Making toys from various materials, using various techniques, sewing, knitting clothes, etc.
Children's Center "Dominanta"
Pervomayskaya 65/1
- Creative workshop “Straw” (7-11 years old)
Crafts made from straw, paintings, crafts made from natural materials, burning. - Creative workshop “Living Bead” (7-12 years old)
House of children's creativity "Iskorka"
Smirnova 7.
- Creative workshop “Mosaic” - beading
- Creative workshop “Stylish little thing” - souvenirs, crafts from different materials
- Creative workshop “Confetti” - crafts from waste material, scrapbooking
- Creative workshop “Handicraft chest”
- Design studio "Souvenir"
Children's center "Teremok"
Mira Ave., 31
- Creative workshop “Decor” (7-12 years old)
Bülerby, a place of co-creation for children and adults
microdistrict Sunflowers, Gerasimenko 1/17, bulerbu.ru
- Workshop of designer toys (girls from 5 years old and mothers)
- Bead (jewelry making)
- Couturier (wardrobe for a doll)
The First Museum of Slavic Mythology
The museum regularly hosts interesting master classes and activities for adults and children, including:
- Painting wooden and plaster toys
- Clay modeling
- Charms and dolls
- Felting and much more.
In addition to orphanages for creativity in our city, you can find quite a lot of “interest clubs” where master classes of varying complexity are held. They are good because they do not limit the age of the participants to the upper limit of 16 years, which means that you, mothers, can try yourself in a new field. You can learn, see and do a lot of interesting things with your own hands in the centers
Club program “Country of Handicrafts”
artistic and aesthetic orientation
Explanatory note.
Of all the variety of types of creativity, decorative and applied arts are the most popular. It is directly related to a person’s everyday environment and is designed to aesthetically shape and design the life of people and their habitat. Looking around, you will notice that arts and crafts bring beauty to the environment at home, at work and in public places.
Since ancient times, a huge part of the products have been created at home. Women wove cloth, sewed clothes, knitted, and created beautiful paintings. Over all these years, humanity has collected bit by bit the experience of skilled craftsmen, passing on and improving it from generation to generation. Interest in individual crafts either waned or increased again, many new crafts appeared, and some were forgotten forever.
Decorative and applied art enriches children’s creative aspirations to transform the world, develops in children non-standard thinking, individuality, the ability to peer and observe, as well as to see novelty and elements of fairy tales in real objects of decorative and applied art. In the process of creating objects of applied art, children consolidate their knowledge of the standards of shape and color, and form clear and fairly complete ideas about objects of decorative and applied art in life.
Fostering love for the Motherland is one of the main tasks of moral and patriotic education. When introducing children to works of decorative and applied art, it is important to introduce them to the original creativity and applied art of their people. Children show interest, and this is an emerging feeling of love for their native land, its history, nature, and the work of people. And it depends on us whether our children will love their land, understand it, reach out to it, support, respect and develop traditions. The relevance of the program is determined by the social need to educate a citizen and patriot who knows and loves his homeland; this task cannot be successfully solved without a deep knowledge of the spiritual wealth of one’s people and the development of folk culture.
The moral education of children is significantly influenced by the collective nature of the work: children, each creating their own product, together make up the overall composition. In the process of practicing decorative and applied arts, children also develop moral and volitional qualities: the need to complete the work they have started, to study with concentration and purpose, and to overcome difficulties. When creating collective work, children develop the ability to unite for a common cause, agree on the implementation of common work, take into account each other’s interests, the ability to act in concert, develop the ability to give in, do their part of the work independently, and, if necessary, help another.
The inclusion of a child in various types of artistic activities based on the material of folk arts and crafts is one of the main conditions for the full aesthetic education of a child and the development of his artistic and creative abilities. Sewing from scraps, embroidery with silk ribbons, modeling from salt dough, appliqué from natural materials, getting to know a new type of paper plastic - quilling, jute filigree - is an interesting and creative activity. This is a real art with a centuries-old history and rich traditions. In addition, all arts and crafts also bring practical benefits.
This educational program has artistic and aesthetic orientation. The program was developed on the basis of the author’s program “AdekART” by M.S. Mitrokhina (modified).
Novelty program is that it shows the developing functions of the decorative and applied arts of the peoples of Russia as an integral ethnic, cultural, historical and socio-pedagogical phenomenon. That these functions in their integrated form are aimed at ensuring the personal growth of children. Based on this, the program is built on the aesthetic education of schoolchildren, combining reliance on cultural tradition and an innovative focus. In classes in the association, children master not only craftsmanship, but also find new original combinations of traditions and styles with a modern plastic image solution that meets the aesthetics of our days.
Expediency. We live where it is not possible to see the direct technological process of making artistic compositions, household items and toys. Therefore, I set a goal for myself - to teach children to create household items and toys on their own. introduce the history of folk art, show examples of modeling from salt dough and working with a brush, introduce figurative stylization of plant and geometric patterns.
Purpose of the program: formation and development of the foundations of a child’s artistic culture through folk arts and crafts.
Tasks:
Educational:
1.Introduce students to the history and modern trends in the development of arts and crafts;
2. Teach children to master various techniques for working with materials, tools and devices necessary for work;
3.Teach technologies for different types of needlework.
Educational:
1. Introduce students to a system of cultural values that reflect the richness of culture;
2.Encourage to master the basics of moral behavior (kindness, mutual understanding, tolerance towards people, culture of communication);
3. Foster a respectful attitude between team members in joint creative activities;
Educational:
1. To develop the creative potential of each child: observation, thinking, artistic taste.
2.Develop figurative and spatial thinking, memory, imagination, attention, positive emotions and volitional qualities;
3.Develop the need for creative work, the desire to overcome difficulties, and achieve successful achievement of set goals.
Feature of this program is that it gives each child the opportunity to realize their abilities in different types of arts and crafts, choose a priority direction and realize themselves to the maximum in it.
Pedagogical principles:
Love and respect for the child as an active subject of education and development – main operating principle.
Creating situations of success for every child.
Providing conditions conducive to self-determination, self-development, self-realization, and adequate self-esteem of the individual.
Age of students- 9-12 years.
When organizing the educational process, we take into account
leading activities in different age groups of students, During the lessons, respectful communication between children and each other is accepted; mutual assistance is encouraged; Free movement in the office is allowed.
An individual approach is applied to each child:
Awareness and recognition of the individual’s right to be different from others;
Showing respect for the individual;
Assessment not of the child’s personality, but of his activities and actions;
The ability to look at a problem through the eyes of a child;
Taking into account the individual psychological characteristics of the child (type of nervous system, temperament, characteristics of perception and memory, thinking, motives, status in the team, activity).
A personal approach, which requires the teacher to create conditions in the classroom under which the student feels like an individual and feels the mentor’s attention to him personally.
The duration of the additional educational program is 1 year. Just 54 hours – 27 weeks.
Basic forms and methods of organizing the educational process.
Basic form
Educational task solved in the classroom
Methods
1.Cognitive lesson
Transfer of information.
Conversation, story, report, listening
2. Practical lesson to develop a specific skill.
Education. Develop the ability to handle objects, tools, materials. To teach to apply theory in practice, to teach work activity.
Exercises
3.Independent activities of children
Finding a solution to the problem yourself
Exercises
4.Creative exercises
Application of knowledge in new conditions. Exchange of ideas and experiences
Exercises, peer review, temporary group work
5. Game form
Creating an entertaining situation
Short game, shell game
6. Competitions
Control of knowledge, development of communication relationships. Correction of knowledge, skills, development of responsibility, independence
Game
7. Exhibitions
Mass information and visual information, promotion of creativity, assessment of skill growth
Exposition
8. Lesson - competition
Consolidation of skills, knowledge, skills
Game
9. Lesson - lecture
Formation of motivation, setting for active perception
10. Final lesson
Summing up, identifying awareness of knowledge, increasing responsibility for the result of one’s work
Individual or group lesson, interview, test
The practical work planned during the classes is not strictly regulated. Students realize their creative ideas, prepare crafts and souvenirs for their family celebrations and favorite holidays. This allows students to increase their knowledge and interest.
Having mastered several types of needlework and combining them, the child gets the opportunity to create highly artistic products using various techniques.
Lesson mode.
Classes are held once a week for 2 hours.
Expected results and methods of determination
their effectiveness.
Students will need to know:
Types of arts and crafts;
Name and purpose of manual labor tools and devices;
Name and purpose of materials, their elementary properties, use, application and available processing methods;
Rules for organizing the workplace;
Rules for occupational safety and personal hygiene when working with various
materials.
Students will need to be able to:
Organize your workplace correctly;
Use manual tools, applying acquired skills in practice;
Observe occupational safety and personal hygiene rules when working with various materials and tools;
Perform work independently according to technology, using the knowledge, skills and abilities acquired in classes;
Cooperate with your peers, help a friend, and show independence.
Monitoring learning results.
1. Incoming control (conversation, questioning).
2. Current control, determining the degree of students’ assimilation of educational material, increasing the responsibility and interest of students in learning, identifying children who are behind and ahead of their learning (pedagogical observation, survey, independent work).
3. Final control – determination of learning outcomes. Determination of changes in the level of development of children, their creative abilities (collective reflection, self-analysis).
Practical results and the pace of mastering the program are individual indicators, as they depend on the level of creative potential, that is, on the natural abilities and primary training of the student.
Forms for summing up the program implementation: final classes, festive events, games, exhibitions based on the results of training, demonstration of models, presentation of creative works, participation in competitions of various levels, monitoring.
Monitoring the educational level of students:
Low level.
The student shows interest and desire to make a craft, but does not relate what he perceives to personal experience. With the active encouragement of an adult, he can possess certain knowledge, skills and abilities, but does not use them consciously and independently. Creativity does not show creativity.
Average level.
The student shows interest and need in making various types of crafts. Sees characteristic signs of similarity and difference, distinguishes between types of artistic work - appliqué, design, manual labor, etc.. Can perform this or that work together with the teacher. Shows initiative and creativity. Uses knowledge, skills and abilities in his own activities when working with various tools to create an expressive image.
High level.
The student discovers a constant and sustainable interest, a need to communicate with the teacher, and experiences pleasure and joy from the upcoming work. Sees and understands how a variety of existing knowledge, skills, and abilities can be used to produce this or that work. Knows the purposes of various tools and safety rules when working with them. Owns them. Shows initiative and creativity in solving certain problems, provides assistance to peers. Adequately assesses his abilities and capabilities.
Educational and thematic plan.
Topic name
Number of hours
Total
hours
Theoretical classes
Practical exercises
Date
1
Introductory lesson.
1
1
2
Working with fabric.
10
2
8
Artificial flowers made of fabric. Safety briefing. Tools, materials, devices for making artificial flowers.
Preparation of material for work: starching, gelatinization. Making stencils of flowers and leaves. Cutting out parts. Working with waste material. Making a souvenir “basket with flowers”.
Stylized flowers.
Making a rose.
Making a composition of artificial flowers from fabric.
Patchwork applique.
(custom made product)
3
Working with paper.
10
2
8
ABC of paper plastic.
Technique – quilling.
Elements of quilling.
Making flowers.
Making a butterfly.
Making a composition using the quilling technique of your choice.
4
Artistic painting.
6
1
5
Introduction to types of artistic painting on wood.
Artistic painting on wood. Gorodets. Elements of painting.
Cutting board. Gorodets painting.
5
Ribbon embroidery.
9
2
7
Introduction to the history and types of embroidery. Safety precautions.
Labor safety rules.
Ribbon in embroidery. Necessary tools, devices and materials.
Stitches used in ribbon embroidery.
Smooth seam. Loop stitch.
Seam "front sight", "knots".
Tape seam, “basket”.
Making flowers from ribbons.
Development of a design for making a holiday card.
Making a holiday card.
6
Modeling from salt dough.
10
1
9
Materials and tools for working with salt dough.
Methods for making products from salt dough.
The sequence of performing a round toy.
Sequence of execution of flat figures.
Sequence of execution of a wall panel on a solid background.
Making a composition from salt dough on a hard background of your choice.
7
Jute filigree.
7
1
6
Introduction to the technique - jute filigree. Materials and tools for working with jute cord. Safety briefing.
Decorating a vase with jute cord.
Volumetric crafts made from jute cord. Casket.
8
Final (final) lesson
1
1
TOTAL:
54
10
44
Section 1. Introductory lesson.
Topic 1.1 Introductory lesson. Safety precautions.
Organizational issues. Safety briefing. Work plan of the association, goals and objectives of the classes. History of needlework.
Section 2. Working with fabric.
Topic 2.1 Artificial flowers made of fabric. Safety briefing. Tools, materials, devices for making artificial flowers.
Introductory lesson. Safety precautions.
Topic 2.2. Preparation of material for work: starching, gelatinization. Making stencils of flowers and leaves. Cutting out parts. Working with waste material. Making a souvenir “basket with flowers”. Working with stencils, patterns, templates, patterns.
Topic 2.3. Stylized flowers. Making a rose.
Topic 2.4. Making a composition of artificial flowers from fabric.
Basic techniques and elements of patchwork sewing. Finishing elements: stitching, gathering, ruffles, scallops.
Topic 2.5. Patchwork applique. Basic techniques and elements of patchwork appliqué. Production of application on a solid base of your choice.
Section 3. Working with paper.
Topic 3.1. ABC of paper plastic. Technique – quilling. Safety precautions. Labor safety rules.
Topic 3.2. Elements of quilling.
Topic 3.3. Making flowers.
Topic 3.4. Making a butterfly.
Topic 3.5. Making a composition using the quilling technique of your choice.
Section 4. Artistic painting.
Topic 4.1 Introduction to types of artistic painting on wood. Safety precautions.
Labor safety rules.
Topic 4.2. Artistic painting on wood. Gorodets. Elements of painting.
Topic 4.3. Cutting board. Gorodets painting. Development of a pattern for making a cutting board. Painting a cutting board.
Section 5. Ribbon embroidery.
Topic 5.1. Introduction to the history and types of embroidery. Safety precautions.
Labor safety rules.
Topic 5.2. Ribbon in embroidery. Necessary tools, devices and materials.
Topic 5.3. Stitches used in ribbon embroidery. Smooth seam. Loop stitch.
Topic 5.4. Seam "front sight", "knots". Tape seam, “basket”.
Topic 5.5. Making flowers from ribbons.
Topic 5.6. Development of a design for making a holiday card
Topic 5.7. Making a holiday card.
Section 6. Modeling from salt dough.
Topic 6.1. Materials and tools for working with salt dough. Safety precautions.
Labor safety rules.
Topic 6.2. Methods for making products from salt dough.
Topic 6.3. The sequence of performing a round toy.
Topic 6.4. Sequence of execution of flat figures.
Topic 6.5. Sequence of execution of a wall panel on a solid background.
Topic 6.6. Making a composition from salt dough on a hard background of your choice.
Section 7. Jute filigree.
Topic 7.1. Introduction to the technique - jute filigree. Materials and tools for working with jute cord. Safety briefing.
Topic 7.3. Volumetric crafts made from jute cord. Casket.
Section 8. Final (final) lesson
Methodological support for additional
educational program.
Games.
"Analogies"
"The Good and the Bad"
1. Winter, summer, spring, autumn.
"Add a sentence"
2. Notebook, monkey, owl.
5. Pillow, cheerful, chew.
6. Cow, light, fly.
"Walking with the Clouds"
.
Game-exercise “I am a flower”
.
- What is he like?
"Box with a fairy tale."
Progress of the game
"The Magic Trumpet"
Progress of the game
"Help Kolobok"
Progress of the game
"An old fairy tale in a new way"
.
Progress of the game
The presenter recalls a fairy tale with the children using pictures. Ask the children to come up with a “reverse fairy tale”: the bears got lost and ended up with a girl. What would they do, how would they behave? The presenter suggests using circles to act out a new fairy tale. "Analogies"
Children are asked to name objects similar in shape to the given one (plate - disk, moon, sun, clock); by structure (fluff - snow, cotton wool, foam rubber, foam); by color (sun - dandelion, yolk, cheese, lemon); depending on the situation (a box of toys - a bus with passengers, a bowl of fruit, a jar of nuts).
We come up with new words (objects, phenomena)
The meaning of the game is based on the combination of two words, objects, situations, phenomena that are separated by a certain distance, unusualness, and dissimilarity. The game activates the imagination and imagination of children. For example, we tell the children two words and invite them to name a new one (banana + pineapple = bananas; cow + crocodile = corodile). You can invite preschoolers to talk about the way new objects exist.
"The good and the bad."
Purpose: the game is aimed at developing the ability to see opposing properties in one object, find opposites, evaluate the same phenomena from different points of view.
Directions for implementation: the more common category of assessment for children is “good - bad”. Using this category, invite children to evaluate natural phenomena, objects, and deeds:
1. Winter, summer, spring, autumn.
2. Rain, snow, wind, fire, sun.
3. Eat, sleep, walk in the forest, climb mountains.
4. Drink medicine, do exercises, wash.
5. Knife, plate, glass, paint.
For example, summer: good - it’s warm, you can swim, you don’t have to dress for a long time, bad - it’s very hot, you sweat, you can get sunburned. Knife: good - easy to cut, bad - you can cut yourself.
“Make a sentence.”
Goal: develop the ability to generate ideas
Directions: the task is to use three given words to make as many sentences as possible. For example:
1. Car, wet, shepherd.
2. Notebook, monkey, owl.
3. Bell, steps, stand.
4. Light bulb, wood, tall.
5. Pillow, cheerful, chew.
6. Cow, light, fly.
"Walking with the Clouds"
Goal: development of imagination and fantasy
Directions: While walking, ask the children to look carefully at the clouds and imagine what they look like. In amazing images, which often change, you can see animals, birds, fairy-tale characters, etc.
Game-exercise “I am a flower.”
Goal: be aware of your name; train creative imagination
Children sit in a circle on the carpet. Instructions. Close your eyes and imagine a summer day in a garden or forest clearing. Feel the warmth of a summer day, listen to the birds singing, look at the flowers near you. Now imagine a flower that you could call after yourself.
- What is he like?
Look at the flower, feel its aroma, pick it up... Try to remember how your hands feel. You can take a deep breath and open your eyes. After completing the exercise, tell us how you felt (optional). You can draw a flower.
"Box with a fairy tale."
Goal: development of imagination, coherent speech, creative thinking
Material: 8-10 different figures, box
Progress of the game
The presenter offers to randomly remove figures from the box. You need to figure out who or what this object will be in a fairy tale. After the first player has said 2-3 sentences, the next one takes out another object and continues the story.
When the story is over, the items are put back together and a new story begins. It is important that each time a complete story comes out, and that the child in different situations comes up with different options for actions with the same object.
"Magic Trumpet"
Goal: the child’s assimilation of the opposite qualities of objects; development of cognitive function, imagination.
Material: magazine or sheet of paper rolled into a tube.
Progress of the game
The presenter shows the “magic pipe” and says that if you look through it at an object, it will change its characteristics to the opposite. The presenter asks the children to look through the pipe at objects and tell how they have changed.
“Help Kolobok.”
Goal: education of good feelings, development of imagination, creative thinking, coherent speech.
Material: fairy tale “Kolobok”; cards made from two books; multi-colored circles: yellow (Kolobok), gray (wolf), white (hare), brown (bear), orange (fox).
Progress of the game
The presenter asks the children to remind him of the fairy tale about Kolobok, using pictures or colorful circles. Ask the kids to think about how they can save Kolobok. Let the children figure out what will happen to Kolobok if he escapes from the fox, who he will be friends with, where his house will be. These and other questions will help kids come up with an interesting story.
"An old fairy tale in a new way."
Goal: development of speech, imagination, creative thinking, mastering the concepts of “big - smaller - even smaller”
Material: fairy tale “Three Bears”, circles that represent bears (brown, different sizes), red circle (girl)
Progress of the game
The presenter recalls a fairy tale with the children using pictures. Ask the children to come up with a “reverse fairy tale”: the bears got lost and ended up with a girl. What would they do, how would they behave? The presenter suggests using circles to act out a new fairy tale.
Games and exercises for training to develop creativity and creative abilities.
The proposed game exercises are aimed at developing and activating creativity - the system of creative abilities.
The purpose of these exercises is to teach a person to act productively in situations of novelty and uncertainty, relying on his creative potential; navigate in rapidly changing circumstances, make adequate decisions when the initial information for this is incomplete.
What, Where, How.
Description
Participants sitting in a circle are shown some unusual object, the purpose of which is not entirely clear (you can even use not the object itself, but its photograph). Each participant must quickly answer three questions in order:
What is this?
Where did this come from?
How can this be used?
However, repetition is not allowed; each participant must come up with new answers to each of these questions.
The easiest way to get props for this exercise is to take not whole objects (their purpose is usually more or less clear), but fragments of something - such that it is difficult to understand from them where they came from.
The meaning of the exercise
A light “intellectual warm-up” that activates the fluency of the participants’ thinking, stimulating them to come up with unusual ideas and associations.
Discussion
Which answers to questions do the participants remember and seem to be the most interesting and original?
The earth is round
Description
“Everyone knows that the Earth is round. But what specific meaning can be put into these words? As psychological studies show, many children understand these words completely differently from what adults expect from them. For example, they believe that the Earth is a flat circle that floats in the sea or floats freely in space. At the same time, when asked what shape the Earth has, they quite reasonably answer: “Round!” - and this answer does not contradict their ideas about the structure of the world. Come up with as many other options as possible, as erroneously as possible, but from the point of view of logic it is consistent to imagine the “roundness” of the Earth.”
The exercise is performed in subgroups of 3-5 people, work time is 6-8 minutes.
The meaning of the exercise
In addition to developing the ability to generate ideas, the exercise allows you to demonstrate the possibility of ambiguous interpretations and, as a result, the occurrence of errors even when understanding “truths” that seem obvious.
Discussion
Opposites
Description
Participants are given short descriptions of several situations and asked to come up with situations that could be considered the opposite of those proposed. The exercise is performed in subgroups of 3-4 people, the work time is determined based on the calculation of 2-3 minutes per situation. Then representatives of each of the subgroups take turns voicing the invented options and arguing why they can be considered as opposite to the proposed situations.
For example, the following situations can be suggested:
The boxer enters the ring.
A girl rides down a hill on roller skates.
A photojournalist sends photos from competitions to the editor.
Of course, you can offer other situations, but you should avoid too simple options in which the opposite situations are obvious, and choose those where the opposites are not so obvious or, at least, they can be identified on the basis of different signs.
The meaning of the exercise
Training in thinking “by contradiction” - a way of finding solutions to problems in which, in order to more fully understand their essence, their opposite is presented. Development of flexibility in the perception of life situations. Search for non-obvious solutions.
Discussion
What was the meaning of the concept of “opposite” when performing this exercise? In what situations was it easier to come up with opposite options, and in what situations was it more difficult? What is the reason for this? Give examples of life situations where the “by contradiction” approach to solving problems can be useful.
Unusual actions
Description
Each of the participants is asked to remember some unusual, original action, a strange and not entirely explainable act from the perspective of common sense, committed over the past one or two months (1-2 minutes are given for reflection). Then participants are asked to briefly talk about it and also comment:
What exactly do they see as unusual about this action?
What, from their point of view, prompted him?
How do they evaluate this action “in hindsight” - what is it for?
led, was it worth doing?
If there are fewer than 12 participants in the group, it is advisable to perform the exercise together; with a larger number of participants, it is better to divide the group into 2-3 subgroups that will work in parallel.
The meaning of the exercise
The exercise helps to transfer knowledge and skills related to creativity to consideration of one’s own life, increasing the degree of openness to new life experiences.
Discussion
How do unusual actions affect our life - do they make it brighter, more interesting, more complex, more dangerous, or change it in some other way? Have the participants recently had situations when they wanted to do something unusual, but something stopped them? If so, what exactly stopped them and how is this assessed “retrospectively” - is it right that the action was not completed, or would it have been better to have done it? Whose unusual actions did the participants want to repeat?
Using skills
Description
Each of the participants names some sports skill that he owns (for example, snowboarding or rollerblading, doing pull-ups on a bar, throwing a ball in a precisely given direction, etc.). Then the other participants offer possible options for using these skills - not only in physical education and sports, but also in other areas of life. Exercise
performed in a general circle.
The meaning of the exercise
The exercise teaches you to generate ideas about ways to practically use the resources available to participants, helps to increase self-esteem, and also increases motivation to develop new skills and improve existing ones.
Discussion
Participants exchange their impressions and thoughts on what new skills and methods of application interest them.
Exercises.
Exercise “Anagram” (hidden word).
Goal: to develop the child’s mental operations of analysis and synthesis)
Task: write down the name of the flowers by rearranging the letters.
ORZA, YULITK, ALDNSHY.
Exercise "Comparison"
Goal: teach the child to compare objects.
Assignment: name the common characteristics: CHAMOMILE, CORNFORNOW;
How they differ: TREE SHRUSH.
Exercise "Classification"
Goal: teach the child to classify.
Task: large and small, black and white circles are divided into 2 groups. On what basis are the circles divided: a) by color b) by size c) by color and size
List of used literature.
K. Mititello “Applique. Technology and art." Moscow. Ed. LLC "Eksmo", 2005
M.I. Nagibin "Miracles for children from unnecessary things." Yaroslavl "Academy of Development" 1997
T.O. Skrebtsova, L.A. Danilchenko “Salted dough: ideas for the interior.” Rostov-on-Don. Ed. "Phoenix", 2007
N.N. Golubeva “Applique from natural materials.” Moscow. Ed. “Culture and Traditions”, 2002
D.K.Di Fidio, V.S.Bellini “Silk ribbons. We embroider original gifts and decorations.” Moscow. Ed. "Content", 2009.
Today there is a huge variety of different circles, and, of course, it is difficult to stand out from all this multitude. What will help you become more noticeable in the “crowd”? First of all, a competent name, because, oddly enough, it is of utmost importance for the consumer. Let's figure out how to name a circle so that people pay attention to it.
Basic naming rules
Uniqueness
Firstly, the name must be unique; using the same or similar names to competitors is unlikely to serve well. You are creating a unique product, which means its name must be unique; associations with other companies will interfere with correct positioning.
Brevity is the sister of talent
The name should be sonorous and short, it should be quickly and easily remembered. If a long name is inevitable, be sure to come up with a pleasant-sounding abbreviation, but avoid complex letter and sound combinations.
Positive emotions
The name should generate only positive emotions. But keep in mind that if a name evokes only pleasant associations for you, this does not mean that it sounds pleasant to everyone else. Be sure to check your names by at least asking friends and acquaintances.
Versatility
A bad soldier is one who does not dream of becoming a general, and a bad one is an entrepreneur who, when creating a business, does not make plans for its development. Yes, even a tiny circle can grow into a large organization - a network of additional education schools across the country. Therefore, when thinking over the name, keep in mind that it should be universal and suit both a small, modest circle and a large organization equally well.
Reflection of the essence
Well, of course, the name should convey the essence, the name of the circle should be associated with the activities that are carried out in it. Below we will look at examples of circle names for various types of activities.
Name examples
- Theater club: “Mime”, “Theatre-goers”, “Role”, “New Look”.
- Foreign languages club: "ABC", "Kid's land", "Linguistic world", "Polyglot".
- Creative circle: "Art Project", "Subtle Nature", "Talantium".
- Music club: “Violin”, “Sound of Music”, “By notes”, “Mozart”.
- Dance group: “Rhythm”, “Body&Soul”, “At the pace”, “Bright life”.
Needless to say, quite often many deviate from the “reflection of the essence” rule and simply choose a beautiful name for the circle. In some cases this is justified, but it is still better not to deviate from the rules, because they were not invented in vain. For example, at first glance, the idea of calling the children's creative club "Smeshariki" seems good - it's a buzzword that, roughly speaking, people will fall for. However, what happens when the cartoon goes out of fashion? Your circle will immediately lose relevance.