Good afternoon, dear readers! Today we have an interesting and important topic on the creative development of children. Decorating fine art corners is also an art. There is no doubt that the majority of preschoolers love to draw. This is how they discover and explore the world, learn new things. You can familiarize yourself with the corresponding useful publication by the author N.G. Panteleeva. Kids enjoy drawing and being creative in art classes. Some of the children like to look at albums with paintings by artists or folk crafts. The development of aesthetic taste and creativity is undoubtedly the most important point in education.
Design of fine art corners according to modern standards (FSES)
Respected educators can become wonderful assistants in the knowledge of beauty. An arts and crafts area must be included in the group for the development of creative activity in children. And the bright and colorful design of the fine arts corner will attract children to creativity faster. I would immediately like to recommend a series by I. Lykova on creative activities in the garden. I would like to recommend the next publication , as well as this manual . For the older group, good examples of work are also given to help.
It must be remembered that according to the standard, when creating a corner, a group passport will be required. It is stored directly in the documents of the teacher or in the activity area in the group. The passport includes a description of the group, its number, the age of the children, the purpose of its creation, and the assigned tasks. A list of furniture, tools and materials must also be indicated. It is necessary to mention the number and function of posters, diagrams and other visual materials.
Modern standards of the Federal State Educational Standard dictate certain conditions so that the design of the corners of the fine art is competent. It must meet hygiene requirements. The place where the corner items are located should be well lit. It is advisable to place it near a window. Also, chairs and tables should correspond to the growth characteristics of each age group. The choice of equipment and tools should meet the needs of children.
The fact is that each age group has a certain uniqueness. And the design of the corners of the fine art should be age-appropriate. For example, children in the nursery group are going through a process of adaptation. In this regard, teachers do not need to regularly change the design of the corner. There is no need for kids to be distracted by new objects. A familiar environment without frequent innovations contributes to a softer and faster adaptation for the child.
As for the middle and older groups, the color scheme and information about art are expanding more actively. The displays in the corner can be changed more often, presenting more complex objects. It is proposed to use scissors in work under the supervision of a teacher. It is also possible to use materials such as coal and sanguine in creativity. I recommend reading this software and methodological complex .
Art activity corner in the preparatory group
Larisa Mikhailova
Art activity corner in the preparatory group
Requirements for the activity corner in accordance with Federal State Educational Standards
Thematic zones in the group are a prerequisite for the harmonious all-round development of preschoolers. The richness of their content, together with suitable design, will allow children to gain a great experience during their stay in kindergarten. One of the favorite activities of both younger and older preschoolers is drawing, which contributes to the creative development of preschoolers. And the child will be able to find a suitable activity in the art corner, which the teacher will equip specifically for this purpose.
The purpose of the fine arts corner is to develop children’s creative potential, develop interest in artistic activities, develop aesthetic perception, imagination, artistic and creative abilities, independence, and activity.
Requirements for creating and designing an art corner:
According to the modern educational standard (FSES), the design of the fine art zone in a group must meet the following requirements.
• Compliance with sanitary and hygienic requirements. The corner is located in a well-lit place (near the window). Furniture must be appropriate for the height of children
• Equipment meets age specific needs. After all, each age category is unique. For example, younger preschoolers are in the process of adaptation, so the teacher does not need to change the design often. Children's attention should not be distracted by unnecessary details. In addition, the art corner should contribute to the development of children's sensory skills. At an older age, conditions for self-expression are more important. Materials for creativity and aesthetic development (for example, picture albums) should be freely available to preschoolers so that they feel like “masters” in the group.
• High aesthetics. A good corner attracts children's attention with its beautiful design. The guys should feel comfortable there and experience aesthetic pleasure. “Children’s” design is important - the inclusion of game characters (pictures and dolls, creative works of students) in the design.
• Multifunctionality . The gaming environment can be modified depending on the learning situation and combined with other zones. After all, groups are not very large rooms, so every meter must be used rationally. Equipment and materials must be easily transformed to create a new game. For example, with the help of the Fine Arts corner, you can organize a role-playing game “In the artist’s workshop” (combined with the theatrical corner).
• Variability. The equipment of the zone changes periodically: new material for creativity is added, children's demonstration works and design elements are updated. In addition, conditions should be created in the corner for individual (for example, drawing, coloring pictures) and collective activities (looking at albums, didactic games).
• Safety and high quality of materials used in creating the zone. This applies to both furniture and means for directly equipping the corner (for example, dangerous items should be stored in boxes with a lid).
• Compliance with the gender principle. As you know, boys and girls have their own preferences. The teacher should take this point into account when selecting material in the art corner (in particular, offer coloring pages with cars, airplanes, robots and princesses, flowers, butterflies, etc.)
Contents of the ISO corner in the group
The most important component of the art zone in a group is its capacity.
First of all, these are directly materials for creativity, both traditional and non-traditional
— Paper of various textures and formats (A3, A4, A5).
— Paper, tinted in warm and cold tones, two-color (blue top of the sheet is the sky and green is the grass).
— Colored pencils, wax crayons, felt-tip pens, gel pens, markers, charcoal, sanguine.
— Gouache and watercolor paints, brushes of different thicknesses, palettes, sippy cups, brush stands.
— Small magnetic drawing boards.
— Natural material for decorating drawings (cones, acorns, seeds, sawdust, etc.).
— Devices and tools for drawing in non-traditional techniques (foam rubber, cotton swabs, toothbrushes, stamps, cocktail straws, etc.).
— Coloring books of various subjects, stencils depicting animals, plants, fruits, vegetables, cars, etc.
— Aprons and sleeves for preschoolers.
— When filling the corner with materials, the age of the students must be taken into account.
So, at a younger age, colored pencils and felt-tip pens of primary colors are enough: black, red, yellow, blue and green. Further, the color range expands as children grow older. New materials are added as they are mastered (for example, watercolors, sanguine and charcoal in the older group). The same applies to materials for non-traditional art techniques (for example, after students in the junior group have mastered drawing with cotton swabs in class, the teacher places them in the art area).
Visual materials are also of great importance in the art corner. That is, in the corner there should be:
— Reproductions of paintings by famous artists, demonstrating various genres (landscape, portrait, still life, portraits of painters.
— Albums on decorative and applied arts (“Gzhel”, “Khokhloma”, “Haze”, etc.). If a given topic was discussed in class, additional material on it is provided.
— Samples of toys and handicrafts. For children of primary preschool age - 2 - 3 types of folk toys (Bogorodsk toy, Semyonovsky and other nesting dolls, Gorodets carved toy (horses), etc.).
For children of middle and senior preschool age, 3–4 types of works of folk art are selected (Dymkovo clay toy, works by Khokhloma and Gorodets masters, etc.).
— Folder with the best children's works.
— Album with works in non-traditional visual techniques.
— Collections of beautiful postcards on various topics: New Year, Eighth of March, Victory Day, Cosmonautics Day. Children can use them as samples to create drawings and posters.
— Step-by-step diagrams for drawing popular objects (a person in different poses, a cat, a dog, a horse and other animals, birds, flowers).
— Posters on the topic of visual arts.
An integral part of the fine arts corner are didactic games of this type.
For younger preschoolers, these are simple guides to reinforce primary colors. The child’s task is to determine which colors are used in each specific drawing. Games like “Decorate Matryoshka’s sundress” are also suitable for kids: you need to match the sundress and flowers by color
In the middle group, games of the previous age become more complex and it is already possible to introduce games for the development of compositional skills and games in decorative and applied arts. At first they are simple, for example, “Place the candies in the vases.” Children must outwardly learn to distinguish products from different crafts from each other (match candies and vases)
In older preschool age, these games become more complex. For example, in arts and crafts games, the goal is to deepen knowledge. Children are invited to use cards to recreate the sequence of performing elements of folk painting. The manual may be aimed at a more detailed study of a specific painting, for example, Khokhloma. In addition, games are added to consolidate knowledge about painting genres; about perspective, horizon line, distance and approach of objects, foreground and background of the picture.
Another important component (although not obligatory) of the art corner in the group is a stand for children’s work. The child can hang his drawing there so that the teacher and other children can admire it.
An art corner organized in this way in a group will help preschoolers fully develop their artistic abilities, consolidate the material covered in class, and realize their own fantasies. The main thing is that materials and visual aids are always freely available. The bright and original design of this area is also important: after all, artistic taste needs to be developed from a very early age.
Aesthetics, beauty and creative change
We introduce beauty from an early age. The Fine Art corner should be not only practical, but also beautiful. It needs to be designed so that preschoolers can admire its appearance. That is, they learn to appreciate beauty and acquire the ability to enjoy it. The inclusion of children in the design of toys and children's works also plays a big role. This is how we begin to develop “childish” design in children.
Of course, if the objects in the corner do not change for a long time, the children will begin to lose interest. From time to time, as you study a new topic, you need to change and add materials. Also, conditions for children’s creativity must be created in the corner. Children should have the opportunity to sit next to a corner, color a picture or look at an album with creative works.
Preview:
METHODOLOGICAL RECOMMENDATIONS FOR DESIGNING ARTS CORNERS IN GROUPS
Goal: To create an environment in the group for the creative activity of children, to promote the emergence and development of independent artistic activity in preschool children.
CONDITIONS FOR DESIGNING CORNERS:
1.Location of the visual arts area: accessibility, aesthetics, mobility.
2. Using children's design and creativity in design. 3. Compliance with age requirements.
4. Variety of didactic material and its correspondence to age characteristics, incl. availability of innovative material.
5.Location of material at children's level.
-Paper of different sizes, shapes, textures and colors.
-colored pencils from 12 to 24 pcs.
— watercolor 12-16 colors
- jars for washing brush bristles from paint, napkins made of fabric that absorbs water well, for drying the brush
- colored wax crayons, felt-tip pens
- plasticine, stacks, boards and napkins for modeling, oilcloth for covering tables
— mounted rollers with paper rolls
- school crayons for drawing on the blackboard and asphalt or linoleum.
— Stencils of dishes, vegetables, fruits, etc. Silhouettes of animals, birds and humans.
— Objects of decorative and applied art with elements of painting (haze, Gorodets, etc. according to the program)
— Sculptures of small forms.
— Dummies of vegetables, fruits, berries
— Coloring pages for girls and boys.
— Illustrations based on fairy tales, seasons, made in different styles.
— Thematic folders with children’s work in independent activities. — Material for non-traditional drawing techniques: pokes, candles, toothbrushes, cotton swabs, stamps.
- natural and waste material
— Paint mixing samples (e.g. white + red = pink, etc.)
- Availability of a playable character.
— Various techniques of fine art (samples);
— Development of compositional skills, rhythm (educational and visual material, didactic games).
— Material on genres of painting, portraits of artists, styles of architecture, book graphics, taking into account the age of children.
— Albums with photos corresponding to the theme of the week.
— Corner of artistic manual labor.
— Availability of technological maps, diagrams of the sequence of drawing, modeling, applications, taking into account age and gender specifics.
In older preschool age, it is important to develop any manifestations of the “self” of preschoolers: independence, self-organization, self-esteem, self-control, self-knowledge, self-expression. Therefore, the visual arts corner is organized in such a way that every child has the opportunity to engage in any activity. Placing equipment according to the principle of non-rigid centering allows children to unite into subgroups based on their interests.
All materials used in the visual arts corner are added to the corner as the program progresses; they are constantly updated and varied.
The teacher must change, supplement, and review the materials and equipment in the visual arts corner from time to time.
Most equipment and visual materials can be stored in boxes with pictures and writing.
Source
Many functions in unison
Considering that the group is a small room, you need to make the most of every meter. And the playing area can be changed depending on the initial circumstances. The tools and materials in this case should be easily modified for a new game presentation. You can also sometimes combine zones with similar themes. Let’s say that an “artist’s workshop” and a puppet theater coexist well.
Also, the main argument of the corner is its safety. Furniture, toys, materials must be of high quality and harmless. More dangerous items (sharp, cutting) should be stored in closed containers. Carrying out creative activities using tools should be carried out under the supervision of a teacher.
And another important point, of course, is to take into account the interests of girls and boys. Let there be different objects in the corner that are attractive separately for boys and girls. For example, these will be coloring pages with dolls, butterflies and coloring pages with robots and cars.
Consultation for educators “Organization of visual arts centers”
Urban district city of Vyksa
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION
combined kindergarten No. 7 “Goldfish”
607060, Vyksa, st. Kornilova building 97, 8(83177) 3 – 55 – 11, email: [email protected]
Consultation for teachers of the “Organization of Fine Arts Centers”
Completed by: art teacher Semenova Lyubov Ivanovna
2019
Organizations of fine arts centers
The corner of fine arts can be considered as a kind of artistic and creative complex. The creation of a subject-based environment for a preschool educational institution involves the organization of an artistic and creative complex of a corner of visual activities, which includes the interaction of the arts and various types of artistic activities that activate the independent activity of preschoolers.
Target:
formation of children's creative potential, development of interest in artistic activities, formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity.
The organization of a subject-development environment for the development of visual activities in accordance with the federal educational standard for preschool education meets the following requirements.
Saturation:
The developmental environment for organizing visual arts has a variety of materials, equipment and supplies. It ensures the creative activity of all pupils, their emotional well-being, aesthetic development and the opportunity for self-expression.
Transformability of space:
It assumes the possibility of changes in the subject-spatial environment depending on the educational situation. At the request of the children, the group can be transformed into an “exhibition hall”, “gallery”, “workshop”, etc.
Multifunctionality of materials:
Possibility of varied use of various components of the subject environment. For example, a screen has been converted into an exhibition stand for displaying creative works. The presence of multifunctional items in the group (natural, waste material)
Environment Variability:
Availability of various spaces for the implementation of visual activities. Periodic rotation, renewal of the subject-developmental environment, its aesthetic and intellectual saturation, taking into account the specifics of the child’s perception, allows us to solve the problems of developing children’s creative activity.
Environment Availability:
The environment should be organized so that the materials and equipment necessary for children to carry out any activity are either in the child’s field of view or accessible so that he can take them without seeking help from an adult, including children with disabilities. Consumables must be aesthetic, intact, and clean. Exhibition areas must be accessible to children.
Unique design of the corner and didactic games for the art corner
For example, when taking into account the age of younger preschoolers, attention should be paid to the peculiarities of their perception. For example, a small number of flowers is enough for such kids. These are blue, red, green, yellow, black. At first, there may be pencils and markers in the corner. Then, as the kids get older, you can add other materials. Such as wax crayons, watercolors, charcoal. Or, for example, little pupils mastered drawing with cotton swabs. Then you can put them in the art corner.
A didactic game for any age group plays an equally important role in education. Games of this nature develop preschoolers’ independence in problem solving and curiosity. Most importantly, they contribute to the ability to play in a team. Another interesting point for the teacher is that you can organize a stand for children’s work. Here children can hang their drawing or applique. Parents will also be very pleased to see the work of their children. I invite you to get acquainted with the publication , which contains examples of creative work with children.
MAGAZINE Preschooler.RF
Organization of visual activities with preschool children within the framework of the Federal State Educational Standard for Education.Yakovleva A.V., teacher, kindergarten No. 77, Primorsky district of St. Petersburg
Direct educational activities are implemented through the organization of various types of children's activities or their integration using various forms and methods of work, the choice of which is carried out by teachers independently depending on the number of children, the level of mastery of the general education program of preschool education and the solution of specific educational problems. I agree with L.S.'s theory. Vygotsky and his followers that the processes of upbringing and teaching do not directly develop the child in themselves, but only when they have activity forms and have appropriate content. Unlike other standards, the Federal State Educational Standard for Educational Education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certifications and final certification of students.
For the first time, preschool education is recognized as an independent level of general education. If FGT imposed requirements on the structure and conditions for the implementation of the main educational program, then the Federal State Educational Standards for Educational Education also impose requirements on the results of mastering the main educational program, and this is a fundamental innovation.
I believe that artistic and aesthetic development is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the individual, affects the knowledge of the moral side of reality, and increases cognitive activity. Aesthetic development is the result of aesthetic education. A component of this process is art education - the process of mastering art knowledge, abilities, skills, and developing abilities for artistic creativity. An important component of artistic and aesthetic development is the formation in children of artistic taste (visual, auditory), the ability to communicate with art, actively express themselves in creativity, and create their own subject-developing artistic environment. The system of work on artistic and aesthetic development consists of interconnected components:
- updating the content of education (choice of programs and technologies);
- creating conditions for artistic and aesthetic development (staffing, educational and methodological support, creation of a subject-development environment);
- organization of the educational process (working with children and parents);
- coordination of work with other institutions and organizations.
“Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.)" .
Thus, I would like to say that in order to organize visual activities in a preschool educational institution according to the Federal State Educational Standard, it is necessary to fulfill special conditions, use a variety of methods and techniques and forms of work. The creative process is a real miracle - children reveal their unique abilities and experience the joy that creation brings them. Creative abilities develop when all conditions are created for this and are used to their full extent. Each child's work is individual and unique. “In creativity there is no right path, there is no wrong path, there is only your own path .
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Visual materials in the fine arts area
Visual materials play an important role in the corner. That is, these can be reproductions of famous artists, portraits of the authors themselves. It is also recommended to post materials on applied arts. For example, these will be albums on the themes “Khokhloma” or “Gzhel”. It is good to replenish the area of fine art materials that were studied in classes with children.
It is recommended to add several toys from folk crafts to the design of the fine art corners. For example, it will be a matryoshka doll and a carved horse. Undoubtedly, postcards, perhaps dedicated to passing holidays, will be a good decoration for the Fine Art corner. Such as March 8, Victory Day, New Year, etc.
Composition of the art corner for junior, middle and senior groups
The composition of the zone will change as preschoolers mature. For the youngest, you can focus on the following materials. For furniture, a table with a lid, a chair according to age, and a magnetic board are recommended. You also need paper of different textures, cardboard, stickers, and whatman paper. Cups of pencils, crayons, and felt-tip pens are welcome. You will need aprons, trays, oilcloth tablecloths.
In the corner you can hang a calendar with reproductions of various paintings by famous artists. Every month the picture will change. You can also hang illustrations of different genres: portrait, landscape, still life. It is good to arrange, as mentioned above, templates and coloring pages for children on different topics. Albums made from children's drawings are also useful for children's attention.
Ingredient materials for the junior group corner:
- Colored pencils (primary colors are sufficient);
- Paper white and colored;
- Gouache paint (you can offer 3-4 primary colors for now);
- Brushes, stands;
- Plasticine, sculpture clay;
- Napkins;
- Silhouettes, stencils, templates for objects of simple shapes;
- Albums with illustrations corresponding to the theme of the week;
- Folk arts and crafts toys (horses, nesting dolls);
- Didactic games.
I would immediately recommend the useful guide “Sensory development of children 2-3 years old. Color. Form. Size. Didactic games and exercises for organizing joint activities between the teacher and young children. Federal State Educational Standards DO " .
Components for the corner of the middle group:
- Colored pencils in a wider range than in the younger group;
- Paper of different colors;
- Felt pens, colored crayons;
- Gouache paint (6 pcs);
- Brushes, stand;
- Sculptural clay, plasticine, napkins, tablets;
- Stencils appropriate for age group;
- Toys painted in Dymkovo;
- Natural material, loose and dense;
- Creative box with junk items;
- Schemes for making various crafts;
- Didactic games;
- Examples of Gorodets painting, Filimonov toys;
- Reproductions of paintings by artists (paintings, graphics);
- Small sculptures;
- Collection albums with illustrations on the theme of the week.
I highly recommend getting acquainted with the educational and methodological guide “Visual activities in kindergarten. Middle group" .
Components for the senior group corner:
- Paper of different structures, types, colors;
- Pencils of various colors up to 24 pcs.;
- Gouache paints, watercolors up to 13-16 colors;
- Water, jars for water;
- Palettes;
- Felt pens, wax crayons, regular school crayons;
- Brushes;
- Plasticine, materials for modeling;
- Toolkit for applications;
- Stencils on different themes;
- Examples of arts and crafts;
- Small sculptures;
- Models of products;
- Art reproductions;
- Didactic games;
- Natural materials;
- Subjects on non-traditional drawing;
- Book materials on various genres of painting and architecture;
- Albums with illustrations corresponding to the theme of the week;
- Availability of artistic handicrafts.
Office passport for isoactivities
MUNICIPAL STATE PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN No. 484
Novosibirsk
Educational passport of the office
2016
Office
- a room intended for special classes with the necessary equipment for this
equipment.
Functional use of the cabinet:
- conducting individual and subgroup classes;
- individual counseling;
- family counseling;
- Maximum occupancy of the office is 12 people
Activities:
The main areas of activity of an art teacher at MKDOU are:
- individual and subgroup classes with children in visual arts and modeling;
- conducts a diagnostic examination of children in order to determine the level of development of visual skills;
- develops the subject content of the creative development of preschool children, technologies for its use in the educational process;
- advises teachers and parents on problems in children’s visual arts;
- is engaged in design activities.
Educator: Zhuzhkova Marina Viktorovna
Education: higher, NSPU, KhGF 2002 Qualification – teacher of fine arts and drawing, specialty “Decorative and applied arts and folk crafts, fine arts and drawing”
Advanced training courses on the topic
Work experience – 12 years
Telephone
Conditions for office placement:
The office is proportional and well lit, guaranteeing protection from prying eyes. The general background of the office is made in shades of calm tones. The office is decorated according to the basic principles of room design. The office has accumulated a wealth of material and literature necessary for the effective artistic development of preschool children, which allows for a deeper study of folk art and non-traditional drawing techniques.
Responsible for fire safety of the office - Zhuzhkova M.V.
1.General information:
| Room number | 27 |
| Location (floor) | Second |
| Area, m2) | 34,3 |
| Number of windows | 2 |
| Window area (m2) | |
| Equipping windows with bars | No |
| Equipping windows with darkening | blinds |
| Artificial lighting (hpf) | 2 |
| Electrical sockets (qty.) | 7 |
| Switch | 1 |
| Wash basin | 1 |
| Fire alarms/smoke extractors | 3 |
2. Inventory of office property
| № | Property name | Quantity |
| 1 | Teacher's desk-cabinet | 1 |
| 2 | Laptop | 1 |
| 3 | Printer | 1 |
| 4 | "Mouse" | 1 |
| 5 | Projector | 1 |
| 6 | interactive board | 1 |
| 7 | Children's tables, height corresponds to the height of children | 6 |
| 8 | Children's chairs, height acc. children's growth | 14 |
| 9 | Wardrobe | 1 |
| 10 | Printer stand | 1 |
| 11 | Magnetic board | 1 |
| 12 | Bedside tables under the board | 1 |
| 13 | Mirror | 1 |
| 14 | Chair soft | 1 |
| 15 | Teacher's chair | 1 |
| 16 | Battery grids | 4 |
| 17 | Flower pots | 20 |
| 18 | Artificial flowers | 4 |
| 19 | Easel for drawing | 10 |
| 20 | Information stand | 1 |
| 21 | Record player | 1 |
| 22 | Flower shelf | 1 |
| 23 | Manual rack | 3 |
| 24 | Manual cabinet | 2 |
| 25 | Brochurator | 1 |
| 26 | Laminator | 1 |
| 27 | Equipment table | 1 |
Note:
The inventory is compiled based on the available property and its quantity.
3. Inventory sheet for technical training aids
| № | Name of TSO | Brand | Year acquisitions | Inventory number |
| 1 | Laptop | LENOVO | 2015 | 1013400099 |
| 2 | Record player | BBK | ||
| 3 | Brochurator | Fellowes | 2013 | |
| 4 | Laminator | PDA4-230SN | 2009 | |
| 5 | Printer | EPSON L 800 | 2015 | 1013400102 |
| 6 | Projector | Panasonic | 2015 | 1013400062 |
| 7 | interactive board | Promethean | 2015 | 1013400063 |
Long-term plan for the development of the fine arts classroom:
| № p/p | What's planned | Deadlines | Responsible | Result |
| 1 | Buy teaching aids | During a year | ||
| 2 | Buy objects for drawing from life | During a year | ||
| 3 | Enlarge the collection of objects, paintings, reproductions of decorative and applied arts | During a year | ||
| 4 | Replenish the collection of folk crafts with items of Horde painting, Pavlovo Posad shawls, and items by Severodvinsk craftsmen. | During a year | ||
| 5 | Enrich the library with methodological literature on artistic work, fine arts, modeling | During a year |
Catalog of educational games:
| № | Name | Target |
| 1. | Correct the artist's mistake | Development of attention and observation |
| 2. | Choose a pair of mittens | Development of attention and observation |
| 3. | Santa Claus brought gifts | Development of imagination |
| 4. | Colors | Development of color perception |
| 5. | Multi-colored pockets | Development of color perception |
| 6. | Help the fish hide | Development of color perception |
| 7. | Warm and cool colors | Development of color perception |
| 8. | Seven-flowered flower | Development of color perception |
| 9. | Sea mosaic | Development of color perception |
| 10. | Come up with a name for the color | Development of color perception |
| 11. | Make a kit | Development of color perception |
| 12. | How paints came to visit | Development of color perception |
| 13. | What does it look like? | Development of imagination |
| 14. | On a walk | Development of imagination |
| 15. | Freeze | Development of attention and observation |
| 16. | At home | Development of imagination |
| 17. | Make a pattern | Development of compositional skills |
| 18. | Color the butterfly | Development of compositional skills |
| 19. | Gorodets painting | Development of compositional skills |
| 20. | Make an artist's palette | Development of color perception |
| 21. | Clown costume | Development of color perception |
| 22. | Magic bag | Development of attention and observation |
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Art materials and tools:
| № | Name | Quantity |
| 1 | Squirrel and pony brushes - different sizes | 150 pieces |
| 2 | Colored pencils | 20 sets |
| 3 | Watercolor pencils | 20 sets |
| 4 | Mechanical pencils | 36 pieces |
| 5 | Graphite pencils | 20 sets |
| 6 | White cardboard | 20 sets |
| 7 | Colored cardboard | 20 sets |
| 8 | Watercolor paints | 20 sets |
| 9 | Palette | 12 pieces |
| 10 | Albums A-4 | 100 pcs |
| 11 | Watercolor paper A-4 | 20 sets |
| 12 | Watercolor paper A-3 | 10 sets |
| 13 | Pencil-hedgehog | 12 pieces |
| 14 | Modeling board A-3 | 20 pieces |
| 15 | Modeling board A-4 | 20 pieces |
| 16 | Sippy cans for water | 12 pieces |
| 17 | Pencil cups | 22 pieces |
| 18 | Cup for brushes | 6 items |
| 18 | Modeling stack | 30 pieces |
| 19 | Plasticine for modeling | 20 sets |
| 20 | Plasticine for smearing | 20 sets |
| 21 | Children's scissors | 12 pieces |
| 22 | Curly scissors | 12 pieces |
| 23 | Brush stand | 12 pieces |
| 24 | Rubber | 30 pieces |
| 25 | Pencil sharpener | 6 items |
| 26 | Glitter | 5 sets |
| 27 | Cocktail straws | 100 pcs |
| 28 | Toothpicks | 10 packs |
| 29 | Cotton buds | 5 packs |
| 30 | Paper napkins of different colors. | 5 packs |
| 31 | Sponge pokes | 35 pieces |
| 32 | Modeling wax | 7 packs |
| 33 | Disposable fork | 5 packs |
| 34 | Curly hole punchers of different shapes | 12 pieces |
| 35 | Scratch stick | 10 pieces |
| 36 | Carpet needle | 1 piece |
| 37 | ||
| 38 | ||
| 39 | ||
| 40 |
Visual aids:
| № p/p | Name | Quantity |
| Posters: | ||
| “Winter”, “Spring”, “Summer”, “Autumn”, “Walks”, “Spruce forest”, “Oak grove”, “In the forest”, “Color”, “My village”, “Who lives nearby?”( pets), “Marine ABC”, “Our meadow”, “My Kremlin”, “Fruits”, “Vegetables”, “Colorful landscapes all year round” 16 pieces | ||
| Albums of reproductions: | ||
| 1. | “In the Thirtieth Kingdom” fig. T.A. Mavrina,: publishing house "Malysh", Moscow 1988 | 1 |
| 2. | Paintings by Russian artists. Reproductions and descriptions. "Ilya Repin, Valentin Serov, Mikhail Vrubel." Iris press | 1 |
| 3. | Paintings by Russian artists. Reproductions and descriptions. "Alexey Savrov, Isaac Levitan." Iris press | 1 |
| 4. | Paintings by Russian artists. Reproductions and descriptions. "Vasily Surikov, Vasily Perov." Iris press | 1 |
| 5. | Paintings by Russian artists. Reproductions and descriptions. "Viktor Vasnetsov, Ivan Bilibin." Iris press | 1 |
| 6. | Paintings by Russian artists. Reproductions and descriptions. "Fyodor Vasiliev, Ivan Shishkin." Iris press | 1 |
| 7. | Reproductions of paintings by Russian artists “I. I. Levitan, I. I. Shishkin.” IRIS DIDACTICS | 1 |
| 8. | Reproductions of paintings by Russian artists “I. E. Repin, V. M. Vasnetsov.” IRIS DIDACTICS | 1 |
| 9. | Genres of painting. Issue 1, 10 reproductions with description. Publishing house "Agni", 2007 | 1 |
| 10. | Genres of painting. Issue 2, 10 reproductions with descriptions. Publishing house "Agni", 2007 | 1 |
| 11. | Seasons. Issue 1, 10 reproductions with description. Publishing house "Agni", 2007 | 1 |
| 12. | Seasons. Issue 2, 10 reproductions with descriptions. Publishing house "Agni", 2007 | 1 |
| Products of decorative and applied arts | ||
| 1. | Mezen painting “Hot stand” | 1 |
| 2. | Mezen painting “Cutting board” | 1 |
| 3. | Mezen painting “Matryoshka” | 1 |
| 4. | Mezen painting “Small chest” | 1 |
| 5. | Permogorsk painting "Mug" | 1 |
| 6. | Permogorsk painting “Small Turret” | 1 |
| 7. | Permogorsk painting “Small tray” | 1 |
| 8. | Permogorsk painting “Square salt shaker” | 1 |
| 9. | Gorodets painting “Tea Party Box” | 1 |
| 10. | Gorodets painting “Mushroom salt shaker” | 1 |
| 11. | Gorodets painting "Gorodets merchant's wife" | 1 |
| 12. | Gorodets painting “Gorodets Cavalier” | 1 |
| 13. | Gorodets painting “Color supplies” | 1 |
| 14. | Gorodets painting “Cutting board” type 4 | 1 |
| 15. | Gorodets painting “Cutting board” type 17 | 1 |
| 16. | Gorodets painting “Salt cellar” No. 4 | 1 |
| 17. | Gorodets painting “Sugar Bowl” | 1 |
| 18. | Gorodets painting “Whistle-pipe” | 1 |
| 19. | Gorodets painting “Bird Whistle” | 1 |
| 20. | Gorodets painting “Salt cellar” No. 1 | 1 |
| 21. | Gorodets painting “Candy bowl” | 1 |
| 22. | Gorodets painting “Red Hill” cardboard | 1 |
| 23. | Matryoshka 3 dolls (Semyonovskaya) | 1 |
| 24. | Matryoshka 5 dolls (Semyonovskaya) | 1 |
| 25. | Matryoshka 9 dolls (Semyonovskaya) | 1 |
| 26. | Matryoshka 12 dolls (Semyonovskaya) | 1 |
| 27. | Khokhloma painting “Vase” 110x120 | 1 |
| 28. | Khokhloma painting “Rosette” 40x90 | 1 |
| 29. | Khokhloma painting “Mug” 80x70 | 1 |
| 30. | Khokhloma painting “Bass Spoon” | 3 |
| 31. | Khokhloma painting “Supplies” 90x80 | 1 |
| 32. | Khokhloma painting “Barrel” 90x80 | 1 |
| 33. | Khokhloma painting “Salt shaker”85x70 | 1 |
| 34. | Khokhloma painting “Bird Whistle” | 1 |
| 35. | Khokhloma painting "Bowl" | 1 |
| 36. | Khokhloma painting “Tea couple” | 4 |
| 37. | Khokhloma painting “Teeper” | 1 |
| 38. | Gzhel painting “Candlestick” | 1 |
| 39. | Gzhel painting “Rosette leaf” | 1 |
| 40. | Gzhel painting; sculpture "Chicken" | 1 |
| 41. | Gzhel painting; sculpture "Rocking Horse" | 1 |
| 42. | Gzhel painting "Gzhel painting "Medovitsa" | 1 |
| 43. | Gzhel painting “Souvenir Vase” | 1 |
| 44. | Gzhel painting “Salad bowl” | 1 |
| 45. | Gzhel painting “Napkin holder” | 1 |
| 46. | Gzhel painting “Souvenir Vase” | 1 |
| 47. | Gzhel painting “Tray fish” | 1 |
| 48. | Gzhel painting “Egg stand” | 1 |
| 49. | Gzhel painting “Honey Barrel” | 1 |
| 50.. | Gzhel painting “Milkman” | 1 |
| 51. | Gzhel painting “Sugar bowl” | 1 |
| 52. | Filimonovskaya toy “Horse Rider” | 1 |
| 53. | Filimonovskaya toy “Big Rooster” | 1 |
| 54. | Filimonovskaya toy “Chicken” | 1 |
| 55. | Filimonovskaya toy “Chicken-whistle” | 1 |
| 56. | Filimonovskaya toy “Whistle Goose” | 1 |
| 57. | Filimonovskaya toy “Baba with a duck” | 1 |
| 58. | Filimonovskaya toy “Baba with a pig” | 1 |
| 59. | Filimonovskaya toy “Puppy-whistle” | 1 |
| 60. | Filimonovskaya toy “Pig-whistle” | 1 |
| 61. | Filimonovskaya toy “Pig-whistle” | 1 |
| 62. | Filimonovskaya toy “Lamb-whistle” | 1 |
| 63. | Filimonovskaya toy “Whistle Rider” | 1 |
| 64. | Filimonovskaya toy “Whistle Horse” white | 1 |
| 65. | Abashevskaya toy “Polkan” | 1 |
| 66. | Dymkovo toy “Big Turkey” | 1 |
| 67. | Dymkovo toy “Small Turkey” | 1 |
| 68. | Dymkovo toy “Hen with chicks” | 1 |
| 69. | Dymkovo toy “Watercart” | 1 |
| 70. | Dymkovo toy “Baba the Frantic” large | 1 |
| 71. | Dymkovo toy “Baba the Frantic” small | 1 |
| 72. | Dymkovo toy “Baba with a duck” | 1 |
| 73. | Dymkovo toy “Woman with child” | 1 |
| 74. | Dymkovo toy “A woman with babies” | 1 |
| 75. | Dymkovo toy “Front with harmonica” | 1 |
| 76. | Dymkovo toy “Front on a Pig” | 1 |
| 77. | Dymkovo toy “Cavalier with a Rose” | 1 |
| 78. | Dymkovo toy “Cavalier on a horse” | 1 |
| 79. | Dymkovo toy “Front on a Rooster” | 1 |
| 80. | Dymkovo toy “Horse” large | 1 |
| 81. | Dymkovo toy “Couple with a dog” | 1 |
| 82. | Dymkovo toy “Lady with a gentleman” | 1 |
| 83. | Dymkovo toy “Goat” large | 1 |
| 84. | Dymkovo toy “Goat” small | 1 |
| 85. | Dymkovo toy “Lamb” large | 1 |
| 86. | Dymkovo toy “Lamb” small | 1 |
| 87. | Dymkovo toy “Oleshka” | 1 |
| 88. | Dymkovo toy “Lamb-whistle” | 2 |
| Dymkovo toy “Chicken-whistle” | 2 | |
| Dymkovo toy “Monkey Whistle” | 2 | |
| Dymkovo toy “Bunny-whistle” | 1 | |
List of methodological literature:
| № | Name | Qty |
| 1 | The program “From birth to school” edited by N.E. Veraksa, M.A. Vasilyeva, T.S. Komarova, M. Moscow-Sintez, 2012. | 1 |
| 2 | Draw it. Cell by cell. Lyubov Morozova | 1 |
| 3 | Tony Kern. We draw predatory animals. Minsk 2002 | 1 |
| 4 | Dreznina M.G. Every child is an artist: Teaching preschoolers to draw. –M.: Yuventa Publishing House, 2002. – 200 pp.: ill. | 1 |
| 5 | I'm learning to draw "Fairy-Tale Heroes". "Dragonfly-Press". | 1 |
| 6 | I'm learning to draw "Pets". "Dragonfly-Press". | 1 |
| 7 | I'm learning to draw "Transport". "Dragonfly-Press". | 1 |
| 8 | Cell by cell. We draw forest animals. LLC "Dragonfly" | 1 |
| 9 | Cell by cell. Drawing sea creatures. LLC "Dragonfly" | 1 |
| 10 | Cell by cell. We draw domestic animals. LLC "Dragonfly" | 1 |
| 11 | “Color mosaic”, Lykova I.A. Still lifes, published. house "Karapuz" | 1 |
| 12 | “Cintz Bouquet” Publishing House “Malysh” Moscow 1985 | 1 |
| 13 | Steve Barr. "Funny animals" step by step. Potpourri, Minsk 2003 | 1 |
| 14 | Freddie Levin. "Knights, Castles, Dragons" step by step. Potpourri, Minsk 2003 | 1 |
| 15 | Freddie Levin. Pets step by step. Potpourri, Minsk 2003 | 1 |
| 16 | Freddie Levin. "Cars and other machines" step by step. Potpourri, Minsk 2003 | 1 |
| 17 | Freddie Levin. "Dinosaurs" step by step. Potpourri, Minsk 2003 | 1 |
| 18 | Steve Barr. "Merry Men" step by step. Potpourri, Minsk 2003 | 1 |
| 19 | Finger painting “A Motley Tale”, “Dragonfly” 2007 | |
| 20 | Finger painting “Cold Fairy Tale”, “Dragonfly” 2007 | |
| 21 | Finger painting “White Fairy Tale”, “Dragonfly” 2007 | 1 |
| 22 | Finger painting “Warm Fairy Tale”, “Dragonfly” 2007 | 1 |
| 23 | MM. Evdokimov “Magic colors”. Moscow "School Press" 2001 | 1 |
| 24 | Fun lessons from the wizard Pencil. I draw cars. Moscow: JSC "BAO-PRESS" | 1 |
| 25 | Fun lessons from the wizard Pencil. I draw people and fairy tale heroes. Moscow: JSC "BAO-PRESS" | 1 |
| 26 | Introducing still life, educational and visual aid. Saint Petersburg "Childhood-Press" 1999 | 1 |
| 27 | Drawing without a brush “Every hunter wants to know...” Lykova I.A. "Karapuz", 2000 | 1 |
| 28 | "Drawing a portrait." Panteleeva L.V., Lykova I.A. Publishing House "Karapuz" | |
| 29 | Lukashina M.M. Colors. Multi-colored dragons. Moscow "School Press" 2001 | 1 |
| 30 | “Drawing your house”, Publishing House “ROSMAN” | 1 |
| 31 | Drawing school for kids CJSC "ROSMAN-PRESS" | 1 |
| 32 | “Mom, I can draw” L.V. Kutsakova Moscow, My World, 2007 | 1 |
| 33 | "Drawing School" Brush lessons. For children 3-6 years old. L. Danilova, N. Mikhailova, St. Petersburg: Neva Publishing House, 2005. - 96 p. | 1 |
| 34 | Watt F. “I can draw.” –M.: LLC “ROSME-IZDAT”, 2004. | 1 |
| 35 | “We draw according to the cells.” - JSC “ROSMEN-PRESS”, 2006 | 1 |
| 36 | Remezova L. A. “Playing with color.” Formation of ideas about color in preschoolers 5-6 years old. - Methodology. -M.: School Press, 2005. – 96 p. | 1 |
| 37 | “Drawing School”, Animals of hot countries. 5-7 years. Zaparenko V. S. | 1 |
| 38 | “Drawing School”, Forest animals. 5-7 years. Zaparenko V. S. | 1 |
| 39 | Volchkova V.N. Stepanova N.V. Lesson notes for the senior group of kindergarten. ISO. Practical lesson for educators and methodologists DOW. – Voronezh: TC “Teacher”, 2004. – 95 p. | 1 |
| 40 | A. N. Tkachenko “Formation of independent artistic activity of preschool children. — Novosibirsk 2000 | 1 |
| 41 | Shvaiko G. S. “Lessons in visual arts in kindergarten: Senior group: Program, notes: A manual for teachers of preschools and institutions. — M.: Humanite. ed. VLADOS Center, 2003. - 160 pp.: ill. | 1 |
| 42 | Esafyeva G. P. “Learning to draw.” Senior and preparatory group. / Artist Afonicheva E. A. - Yaroslavl: Academy of Development, 2007. -80 p., ill. | 1 |
| 43 | Shvaiko G. S. “Lessons in visual arts in kindergarten: Preparatory group: Program, notes: A manual for teachers of preschools and institutions. — M.: Humanite. ed. VLADOS Center, 2003. - 160 pp.: ill. | 1 |
| 44 | Collective creativity of preschool children: Lesson notes / Ed. A. A. Gribovskaya. – M.: TC Sfera, 2004. – 192 p. | 1 |
| 45 | Nikitina A. V. “Non-traditional drawing techniques in kindergarten. Planning, lesson notes: A manual for educators and interested parents. – St. Petersburg. KARO, 2007.- 96 p. + 16 s. color on | 1 |
| 46 | Kuznetsova O. G. “We teach preschoolers drawing techniques - M., Pedagogical Society of Russia, 2007. – 32 p. | 1 |
| 47 | Sakulina N.P., Komarova T.S. “Art activities in kindergarten: A manual for teachers. – 2nd ed., revised, and additional. – M.: Education, 1982. – 208 pp., ill., 16 l. on | 1 |
| 48 | I. A. Lykova “Child development in visual arts”: reference guide. – M.: TC Sfera, 2011. – 128 p. | 1 |
| 49 | Komarova T. S., Zaryanova O. Yu., Ivanova L. I., Korzina G. I., Milova O. M. Fine art of children in kindergarten and school. – M.: Pedagogical Society of Russia, 2000. – 152 p. | 1 |
| 50 | Trofimova M.V., Tarabarina T.I. “Both study and play: Fine arts. – Yaroslavl: “Academy of Development”, 1997. -240 p., ill. | 1 |
| 51 | Berdnikova N.V. “Fun Fair. Folk and calendar holidays for children 3-10 years old. – Yaroslavl: “Academy of Development”, 2005. -224 p., ill. | 1 |
| 52 | K. A. Samoldina, E. P. Markova “A polyartistic approach to the education of preschool children,” Program and methodological recommendations. Novosibirsk NIPK and PRO 2010 | 1 |
| 53 | V. Kurchevsky “Fact-tale about pencils and paints”, Moscow “Pedagogy” 1980 | 1 |
| 54 | O. A. Skorolupova “Introducing Russian folk arts and crafts to preschool children” Moscow 2003 | 1 |
| 55 | Drawing with preschool children. Non-traditional techniques, planning, lesson notes. Edited by R. G. Kazakova. M. 2004 | 1 |
| 56 | “We create, we change, we transform.” Classes with preschoolers. O. V. Dybina. Creative Moscow 2002 | 1 |
| 57 | G. G. Grigorieva “Baby in the Land of Watercolors” methodological guide for educators and parents. Moscow "Enlightenment" 2006 | 1 |
| 58 | S. Vdovichenko “Children paint the world with light paint” M. Chistye Prudy 2009 | 1 |
| 59 | O. A. Belobrykina “Little wizards, or on the path to creativity” Methodological recommendations. Novosibirsk 1993 | 1 |
| 60 | Kompantseva L.V. “Poetic image of nature in children’s drawings” A manual for kindergarten and kindergarten teachers. - M.: Education, 1985 - 96 p., ill. | 1 |
| 61 | Davydova G. N. Children's design. Plasticineography. – M.: Publishing house “Scriptorium 2003”, 2006. – 80 p. | 1 |
| 62 | T.N. Doronova “Nature, art and visual activity of children”: Method. Recommendations for educators with children 3-6 years old M.: Education, 2001. – 160 pp.: ill. | 1 |
| 63 | Shalaeva G. P., Kurbatova N. V. Modern encyclopedia “Drawing” / M.: Philol. LLC “WORD”: OLMA-PRESS Education, 2005. – 127 p. | 1 |
| 64 | G. G. Grigorieva “Development of a preschool child in visual arts”: textbook, manual. – M., 1999. – 344 p. | 1 |
| 65 | Wonderland V. I. Ashikov, S. G. Ashikova “DRAWING” M. 1998 | 1 |
| 66 | T. S. Komarova “Classes in visual arts” Publishing house MOSAIC-SYNTHESIS Moscow 2009 | 1 |
| 67 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Early age. – M.: “KARAPUZ-DIDACTICS”, 2009. – 144 p. reissue | 1 |
| 68 | Lykova I. A. “Artistic work in kindergarten. Ecoplastics: arrangements and sculptures made from natural materials. – M.: Publishing house “Karapuz”, 2008. – 160 p., 8 sheets. on | 1 |
| 69 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Preparatory group for school. – M.: “KARAPUZ-DIDACTICS”, 2008. – 208 p. Re-release of additional works and additional ones. | 1 |
| 70 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Middle group. – M.: “KARAPUZ-DIDACTICS”, 2008. – 144 p., 16 p. on reissue of the final version and.additional | 1 |
| 71 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Senior group – M.: “KARAPUZ-DIDACTICS”, 2008. – 208 p. 16 l. on reissue of the final version and.additional | 1 |
| 72 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Junior group. – M.: “KARAPUZ-DIDACTICS”, 2008. – 144 p., 16 p. on reissue of the final version and.additional | 1 |
| 73 | Lykova I. A. “Fine creativity in kindergarten: Traveling in slippers, felt boots, flippers, barefoot, on an airplane carpet and a time machine. Lesson notes in the art studio. – M.: “KARAPUZ”, 2009. – 192 p., illus. | 1 |
| 74 | T. S. Komarova “Art activities in kindergarten.” Program and methodological recommendations. For classes with children 2-7 years old – M.: MOSAIKA-SYNTHEZ, 2010. – 192 pp.: color. on | 1 |
| 75 | T. S. Komarova “Classes in visual arts in the senior group of kindergarten” M.: MOSAIC-SYNTHESIS, 2009. – 128 pp.: color. on | |
| 76 | N. V. Dubrovskaya “Palm Drawings.” Publishing house "Childhood-Press" | 1 |
| 77 | N. V., Dubrovskaya “Bright from the palm.” Publishing house "Childhood-Press" | 1 |
| 78 | Zaitseva A. A. “The Art of Quilling”: The Magic of Paper Tapes. M.: Eksmo, 2013. – 64 p. : ill. | 1 |
| 79 | "Learning to draw vegetables." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 80 | "Learning to draw birds." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 81 | "Learning to draw fruits." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 82 | "Learning to draw flowers." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 83 | "Learning to draw pets." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 84 | "Learning to draw aquatic inhabitants." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 85 | 1 | |
| 86 | 1 | |
| 87 | 1 | |
| 88 | 1 | |
| 89 | 1 | |
| 90 | 1 | |
| 91 | 1 | |
| 92 | 1 | |
| 93 | 1 | |
| 94 | 1 | |
| 95 | 1 | |
| 96 | 1 | |
| 97 | 1 | |
| 98 | 1 | |
| 99 | 1 | |
| 100 | 1 | |
| 101 | 1 | |
| 102 | 1 | |
| 103 | 1 | |
| 104 | 1 |
Sanitary and hygienic requirements:
2.6.1.1. Natural and artificial lighting in offices must comply with the norms and regulations of SNiP-23-05-95.
2.6.1.2. The cabinet windows can be oriented to all sides of the horizon, including to the north. The southern location of the windows requires the use of white curtains or special blinds to protect from direct sunlight.
2.6.1.3. The room should have side lighting on the left side at workplaces. With double-sided lighting and an office room depth of more than 6 m, it is necessary to install right-side lighting, the height of which must be at least 2.2 m from the floor.
2.6.1.4. Student desks should be positioned so that the light falls from the left side and the shadows falling from the hands do not interfere with writing and drawing.
2.6.1.5. It is prohibited to obstruct light openings (from the inside and outside) with equipment or other objects. The light openings of the office should be equipped with adjustable sun-protection devices such as blinds, fabric curtains in light colors that match the color of the walls and furniture.
2.6.1.6. For artificial lighting, fluorescent lamps of the following types should be used: LS002×40, LP028X40, LP002-2X40, LP034-4×36, TsSP-5-2X40. Lamps should be installed in rows along the cabinet parallel to the windows. It is necessary to provide for separate (in rows) switching on of lamps. The blackboard should be illuminated by two mirror lamps of the LPO-30-40-122 (125) type (“oblique light”) installed parallel to it. Lamps should be placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.
2.6.1.7. The illumination level of the surface of student desks under artificial lighting should be at least 500 lux, on the blackboard - 500 lux.
2.6.1.8. For additional lighting, it is recommended to use a series of lamps with a uniform light diffuser.
2.6.1.9. The coloring of the room, depending on the orientation, should be done in warm or cold tones of low saturation. Rooms facing south. they are painted in cold tones (a range of blue, gray, green), and to the north - in warm tones (a range of yellow, pink). Painting in white, dark and contrasting colors (brown, bright blue, lilac, black, red, crimson) is not recommended.
2.6.1.10. The floors must be free of cracks and covered with planks, parquet or linoleum on an insulated base.
2.6.1.11. The walls of the office should be smooth, allowing them to be cleaned using a wet method.
Window frames and doors are painted white.
The light reflection coefficient of walls should be in the range of 0.5-0.6, ceiling - 0.7-0.8, floor - 0.3-0.5.
2.6.1.12. The offices must be provided with heating and supply and exhaust ventilation in such a way that the temperature in the premises is maintained within 18-21 degrees Celsius; air humidity should be between 40-60%.
2.6.1.13. Natural ventilation should be carried out using transoms or vents with an area of at least 1/50 of the floor area and providing three times the exchange of air. Transoms and vents must be equipped with devices that are convenient for closing and opening.
2.6.1.14. The office must have water supply (cold and hot water) for classes in painting, decorative and applied arts, design, sculpture.
2.6.1.15. One or two sinks should be located near the front door.
2.6.1.16. To use various technical teaching aids, the classroom must have power supply in compliance with safety rules in accordance with the requirements of the PUE and GOST 28139-89.
2.6.2. Requirements for the premises of fine art classrooms
2.6.2.1. In a basic school, the teaching of fine arts must take place in two rooms for primary and secondary classes, each with an area of at least 80 m².
2.6.2.2. Alternative and elective classes are recommended to be held in additional studios with an area of at least 36 m²
2.6.2.3. The front wall of the office should be chosen so that natural light is on the left.
2.6.2.4. A blackboard and projection screen should be mounted on the front wall of the classroom.
2.6.2.5. Under the board there can be drawers for tables and a panel with cool drawing tools.
2.6.2.6. The teacher's desk and equipment stand should be placed at a distance of 1.5 - 2 m from the front wall to ensure the possibility of using a graphic projector.
2.6.2.7. Student tables are arranged in accordance with the chosen form of lesson organization.
If tables are arranged in several rows, tables with a smaller height number should be placed closer to the board, and the passage between rows should be at least 0.6 m, the distance between tables should be at least 0.6 m, between rows of tables and longitudinal walls - 0.5-0.7 m, from the first tables to the front wall - 2.6-2.7 m. The greatest distance from the student’s last place from the board is 8.6 m.
2.6.2.8. The educational process using computer technology determines the placement of special tables in the classroom.
Desks with computers and peripheral devices should be placed against the wall so that the back of the computer is directed towards the wall and the sun's rays do not fall on the monitor screen.
2.6.2.9. The office should have cabinets for textbooks or storage containers along the back or side wall.
2.6.2.10. The office must provide space and facilities for storing and drying student work (racks or shelves).
2.6.3. Requirements for a set of furniture in fine art classrooms
2.6.3.1. Furniture must comply with the standards and requirements of GOST 22046-89 “Children's furniture. General technical conditions".
2.6.3.2. The desk for the teacher must comply with GOST 18313-93 Types and functional dimensions."
2.6.3.3. Student tables and chairs must comply with the requirements of GOST 19549-86 “Student tables for drawing and drawing. Types and functional dimensions" and GOST 11016-93 "Student's chairs. Types and functional sizes."
2.6.3.4 In the fine arts classroom, tables and chairs with N2 N4 are placed for primary classes, for middle classes - N4 and N5.
Color markings must be applied to the side surface of the student desk and chair: for N1 - orange, N2 - purple, N3 - yellow, N4 - red, N5 - green.
2.6.3.5. To conduct training using computer technology, student computer tables with space for a printer, scanner, and other peripheral devices must be installed. For primary classes, tables are 580 mm high, for secondary classes - 700 mm high and lift-and-swivel chairs.
2.6.3.6. The blackboard must meet the requirements and standards of GOST 20064-86 “Blackboards. General technical requirements" and comply with type P (folding blackboards with one or more additional rotating working surfaces).
The color of the board covering can be any shade of green.
2.6.3.7. To store educational equipment and teaching aids, the office must have a set of cabinet sections (at least 6) that meet the requirements of GOST 18666-95 “Cabinets for teaching aids. Functional dimensions” or storage containers.
The set should include sections with blind doors and glazed ones.
2.6.3.8. Stands for equipment must comply with the requirements of GOST 22361-95 “Stands for technical teaching aids. Types and functional sizes."
2.6.3.9. The office should have containers for storing tables.
2.6.3.10. The office must have at least 25 folding easels, three still life stands for drawing and painting classes.
2.6.3.11. At least three wall stands are required to demonstrate student work and didactic material and a rotating thematic exhibition.
2.6.4. Organization of work places for teachers and students
2.6.4.1. The teacher's workplace in the fine arts classroom should be located in the front part of the classroom and consist of a teacher's table with a chair, a stand for equipment, a blackboard, and a projection screen.
2.6.4.2. For an office, it is recommended to use a chalkboard with five working surfaces, consisting of a main board and two folding ones. Size of the main panel: 1500×1000 mm, folding panels: 750×1000 mm. These boards must have a magnetic surface.
2.6.4.3. The equipment of the teacher's place should be completely determined by the teaching technology.
2.6.4.4. The student's seat should include a student desk (student computer desk or easel) and a chair.
In student tables for drawing and drawing, the working surface should change from a horizontal position to an inclined one with an angle of up to 75 degrees. The inclined position of the working surface is intended for painting and drawing classes, the horizontal position is for writing, making models and other activities.
2.6.4.5. To organize group classes, it should be possible to divide the room into separate zones using movable screens, partitions or furniture.
2.6.5. Requirements for equipping classrooms with technical devices and devices
2.6.5.1. The fine arts room must be equipped with projection, video and audio equipment:
— slide projector;
— epiprojector;
— graphic projector;
— other projectors;
- color TV with a screen size of at least 61 cm diagonally with a VCR;
- computers.
2.6.5.2. The graphic projector should be located on a stand and located at the teacher’s desk at a distance of at least 1.8 m from the board.
2.6.5.3. To display screen media, a projection screen is required or part of the chalkboard (or one of the doors) must be white.
2.6.5.4. When using educational information technologies, there should be more than several computers in the classroom, one of which is intended for the teacher, connected into a local network. The number of computers is determined based on the classroom area, provided that there is at least 6 m² per computer.
2.6.5.5. When using modern educational information technologies, a printer, plotter, scanner or other peripheral devices should be provided in the classroom.
2.6.6. Requirements for equipping the classroom with educational equipment and the necessary documentation
2.6.6.1. The fine arts classroom must be equipped with teaching aids for the following types of classes: drawing from life, arts and crafts classes, plastic arts; design and production of simple models, conversations about art.
2.6.6.2. The range of educational equipment must correspond to the content of the curriculum chosen by the school and be guided by the current “List of educational equipment in fine arts for educational institutions of Russia,” approved by order of the Ministry of Education of the Russian Federation.
2.6.6.3. The office should have a sufficient set of methodological literature for students, including a methodological journal on the subject, training programs for fine arts in a given educational institution, reference literature of a normative nature, and an educational standard for fine arts.
2.6.6.4. The office should have file cabinets of reference literature, methodological literature for teachers, for students, a file cabinet of teaching aids systematized by grade, by topic, a file cabinet of teacher preparation for the lesson, a thematic file cabinet containing individual and group assignments for students.
2.6.6.5. In an office equipped with equipment and training equipment, a complete set of technical documentation must be presented, including a passport for the technical device, safety and operating instructions.
2.6.7. Requirements for placement and storage of equipment
2.6.7.1. Educational equipment and manuals should be stored in sectional cabinets located along the back wall and having adjustable shelves and half-shelves.
The set should include sections with blind doors and glazed ones. Models, instruments, books, tools, paper and rarely used materials should be stored in cabinet sections with blind doors; in the glazed sections - objects for still lifes, geometric bodies, demonstration aids, reference material and other aids necessary for carrying out frontal work.
2.6.7.2. Filmstrips, transparencies, and selections of materials from current periodicals should be placed on the bookshelves of sectional cabinets. The bottom doors of these cabinets must be solid.
2.6.7.3. Filmstrips must be placed in special installations. Cells and boxes with filmstrips must be labeled and assigned the same numbers as on the boxes of filmstrips.
2.6.7.4. All screen, sound and screen-sound aids must be located away from the heating system.
2.6.7.5. Tables should be placed in special boxes located either under the board or along the wall under the exhibition stands.
2.6.7.6. Materials of current periodicals should be stored in special boxes on which you can paste a cut-out headline of a newspaper, magazine, part of the cover, etc.
2.6.7.7. Audio and video cassettes, floppy disks and discs must be stored in metal safe-type cabinets.
2.6.8. Requirements for interior design of a fine art office
2.6.8.1. The design of fine arts classrooms must meet the functional requirements of educational technology for the scientific organization of activities of students and teachers.
2.6.8.2. A chalkboard should be placed on the front wall of the office.
2.6.8.3. The side wall of the office, free of furniture, should be used for displays. Information stands can be temporary or permanent.
2.6.8.4. Temporary exhibition stands should include working and instructional stands:
— work stands must contain material used in studying a specific topic of the program;
— instructional stands should contain recommendations of a methodological nature and include more textual material.
2.6.8.5. Long-term exhibitions (portraits of artists, statements) should be placed at the top of the side wall above temporary exhibition stands.
2.6.8.6. Different fonts can be used in the design of stands: printed and handwritten, Arabic and Gothic. Headings and subheadings should be in the same style.
Main differences by age group
Children of the younger age group show the greatest interest in drawing. To acquire drawing skills, it is recommended to purchase wax boards and appropriate dry-erase markers. You can also use rolls of wallpaper. They can be mounted on a wall or table. Kids also love to draw with their fingers and palms. For this it is better to use special paints.
For middle preschool age, it is better to organize activities in micro groups of 2-4 children. Successful introduction at this age occurs with modeling, design, and appliqué. You can also begin to introduce children to non-traditional creative techniques. For example, drawing with cotton swabs, printing with foam rubber, candles, corks, drawing with sand, collage. You can use the advice from the book by Morozova D.V.
Older preschoolers are already interested in even more diverse creative and design techniques. I recommend that you familiarize yourself with the publication “Design in kindergarten. Senior group. Notes. Federal State Educational Standard" . Crafts and homemade designs become more complex due to the experience gained in new forms.
Please pay attention to the publication "Crafts for kindergarten" . It is important at this age to cultivate greater independence and self-organization. You can use the following topics: blotography, plasticineography, imprinting with crumpled paper, spraying, drawing with salt. In the preparatory group, more complex experiments can be carried out. For example, drawing on the damp surface of a leaf, blowing droplets across the leaf area.
