TRIZ technologies in teaching drawing to children of middle preschool age

TRIZ technologies in teaching drawing to children of middle preschool age

With the help of speech, the preschooler expresses his attitude towards his drawing, for example, its aesthetic assessment.

Speech gradually begins to control, plan and regulate the drawing process, helping the child to stimulate and realize the idea. The child draws what will happen, then names what is depicted in speech. To the question: “What are you drawing?” - answers: “I’ll draw it, then you’ll find out.” The appearance of the idea is due to the fact that speech moves from the end of the drawing process to its beginning and gives the preschooler the opportunity to determine in advance what he will draw. But defining the theme of the drawing is not enough for the idea to be created and realized. To implement a plan, it is necessary to highlight its content, select materials, outline the sequence of work, and evaluate the result from the point of view of how fully the plan is implemented.

The ideas of younger preschoolers are very unstable. External stimuli and difficulties that arise force the child to abandon the original goal.

The older preschooler not only states the result of drawing and formulates a plan, but also implements it. But without special training, children’s ideas, even at 5-7 years old, are often not detailed and develop as the image is created.

The implementation of a plan, in addition to the fact that it is determined by the ability to plan this process, is associated with the presence of complete ideas about the environment, as well as with the level of development of manual skill.

The implementation of a plan, independent finding of means for its implementation, a new original solution in creating an image characterize the manifestations of creativity in children's drawing.

At the same time, speech can negatively affect the originality of the drawing. Naming a figure with a certain word does not give the child the opportunity to visually analyze its outlines and encourages the repetition of a well-known graphic pattern, when a house is depicted as a connection of a square with a triangle on top.

As the child masters visual activity, an internal ideal plan of action is created, which is absent in early childhood. Therefore, it is important to note that the changes that occur in the child’s psyche during the drawing process are much more important than the drawing itself.

Drawing, reflecting the child’s knowledge and ideas about reality, at the same time helps him to master, is a means of cognition. Targeted teaching of visual arts will determine the content of children's drawings, which is determined by the gradual development of technical skills. For example, children of the third year of life draw paths and strings for balls, learning to draw straight lines. At the beginning of preschool age, the image of a person increasingly appears in drawings, which, apparently, is also associated with teaching moments. Until about 5 years of age, a child draws the same objects that adults taught him to depict. After 5 years, also with the help of an adult, children begin to overcome established patterns. Drawing for a long time, they create a huge number of drawings, reflecting everything that happens on land, in the air and at sea. The content of the drawings now includes plots from their favorite fairy tales, episodes from their own experiences, and samples seen in pictures and films. In a word, the same tendency is observed in drawing as in the development of play and writing: bizarre interweaving of the real and the fantastic. Continuation games appear, ongoing stories are invented and depicted. Favorite characters are depicted repeatedly in different situations, the child “arranges” their life, draws the events that happen to him.

The use of TRIZ technologies in the visual activities of preschool children

4. Method of focal objects (MFO). The essence of the method is that the properties and characteristics of other objects that are not related to it are “attached” to a certain object. Combinations of properties sometimes turn out to be very unexpected, but this is precisely what arouses interest.

5. Yes, no, yes. This method makes it possible to teach children to find an essential feature in an object, classify objects and phenomena according to general characteristics, listen and hear the answers of others, build their own questions based on them, and accurately formulate their thoughts.

6. Robinson method. This method develops the ability to find a use for a seemingly completely unnecessary item.

8. System operator. The world is systemic. Any object can be considered as a single whole (system), you can mentally divide it into parts, each part can be divided into even smaller parts. All systems exist in time. They collide, interact with each other, influence each other.

TRIZ technology uses many more methods and techniques (agglutination, hyperbolization, accentuation, synectics, etc.) that are successfully used in teaching children.

3. Stages of work on using TRIZ elements. Work on the TRIZ system with children should be carried out gradually.

To solve TRIZ problems, the following stages of work can be distinguished:

The goal of the first stage is to teach the child to find and distinguish the contradictions that surround him everywhere. After children learn to identify contradictions, we begin the second stage of work on TRIZ-RTV. At the third stage of working with children, we solve fairytale problems and compose fairy tales. Just don’t think that all fairy tales have been written or told. You can come up with as many new fairy tales as you like. But before composing fairy tales, it is advisable to teach children to solve fairytale problems.

“The main thing that education should provide and what is often forgotten is not the store of knowledge, but the ability to master this luggage,” says didactic scientist A.L. Nesmeyanov. The traditional model of education is based on the transmission of ready-made knowledge. At the same time, the child exercises his memory, learns to carry out certain mental operations based on a model in order to independently apply them in typical situations. But facing a new, unfamiliar problem causes him confusion. Universal models developed in TRIZ allow you to make a systematic analysis of the problem, identify contradictions and resolve them. With the advent of TRIZ, mass training in creative technology became possible. In the process of mastering the tools of theory, not only the skills of solving creative problems are acquired, but also the traits of a creative personality begin to form. A child is unique, because as a child is formed, such will be his life, which is why it is important not to miss this period to reveal the creative potential of each child. The main goal that TRIZ teachers set for themselves is to develop creative thinking in children, i.e. education of a creative personality prepared for stable solution of non-standard problems in various fields of activity. Learning should be interesting. Today this statement does not require proof. The main condition for the development of a child’s personality is the presence of attractive types of children’s activities, giving the child the opportunity to independently show initiative and creativity. One of the means that ensures not only a high-quality, but also an exciting learning process, undoubtedly, is a system of creative tasks based on TRIZ methods and techniques.

List of used literature

1.Altshuller, G.S., Vertkin, I.M. How to become a genius: Life strategy of a creative personality. / G.S. Altshuller, I.M. Vertkin - Minsk: “Belarus”, 1994.

2. Berezina, V.G., Vikentyev, I.L., Modestov, S.Yu. Childhood of a creative personality: Meeting with a miracle. Mentors. A worthy goal. / V.G.Berezina, I.L.Vikentyev, S.Yu.Modestov - St. Petersburg: Publishing house. Bukovsky, 1995.

3. Nesterenko, A.A. Country of mysteries. / A.A. Nesterenko - Rostov University, 1993.

"TRIZ-RTV in visual activities in preschool educational institutions"

"TRIZ-RTV in visual activities in preschool educational institutions"

Golysheva Irina Vladimirovna, additional education teacher

MBDOU "Kindergarten No. 25 "Romashka" Nefteyugansk, Khanty-Mansi Autonomous Okrug-Yugra

The main condition for the progressive development of society is a person capable of creative creation. It is through creativity that a person can most fully reveal himself as a person. An integral component of any form of creative activity of a child is imagination. As studies by Vygodsky L.S., Davydov V.V., Rubinshtein S.L., Elkonin D.B. have shown. and others, imagination is not only a prerequisite for the effective assimilation of new knowledge, but is also a condition for the creative transformation of children’s existing knowledge and contributes to the self-development of the individual.

One of the objectives of the Federal State Standard for Preschool Education is to create favorable conditions for the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world.

Creativity is a cognitive ability. They are associated with imagination and allow the child to find original ways and means to solve problems, come up with a fairy tale or story, or create an idea for a game or drawing.

An effective technology for developing children's creative abilities in visual arts is TRIZ-RTV.

In my work I use some TRIZ-RTV methods and techniques.

• Anthropomorphism. Humanization of natural and man-made objects.
• Synectics. Symbolic analogy (direct, graphic). Personal analogy (empathy).
• Morphological analysis (morphological track).
• System operator.

Very interesting work is obtained when using TRIZ methods and techniques. Children like to create compositions, fantasize when looking at them, and try unusual techniques in their creativity.

The use of TRIZ-RTV technology in visual arts ensures the development of creative imagination and thinking of preschool children. By mastering the techniques and methods of technology, children acquire freedom of action, learn a variety of drawing methods, master different visual materials, get the opportunity to depict various objects, phenomena of the surrounding life that aroused their interest, and can create drawings of a different nature.

List of used literature and online sources:

1. Komarova T.S. Development of artistic abilities of preschool children. – M.: MOSAIC-SYNTHESIS, 2013.
2. RA TRIZ. Association of Russian developers, teachers and users of TRIZ. https://ratriz.ru

Publication address:

TRIZ in the development of creative activity of preschool children

By effective means

To solve problems in developing the creativity of preschool children, the following
style of work is used:
- adherence to planning, gradualism in classes, systematicity;

— creating the necessary conditions for applying the knowledge, skills and abilities acquired in the classroom in everyday life;

- the child’s position in which he has the opportunity to act freely and actively in class and outside of class

-before introducing TRIZ elements to children, an adult needs to “feel” this tool himself and be a creative person.

Before starting our work, a creativity test was conducted (it is proposed to complete the drawing of figures: circle, square, the purpose of which is to determine the level of development of creativity in the child. Having identified the level of development of creative imagination in children, a series of classes was developed using TRIZ elements. Series of classes: “ Unusual Zoo" (MRO, "Draw Opposites", "Wizards", "Father Heat" (contradictions, "Let's Decorate a Dress for Spring", "Clothes" (MMA, "What is a Hedgehog Like" (analogy, "Clowns" (contradictions, “If I were a bird” (empathy) “What a tank can do” (VPR).

I use the following TRIZ tools to help children comprehend dialectical patterns:

1. Methods for solving inventive problems (system analysis, resources, su-field analysis.

2. Methods for activating creative imagination (synectics, morphological analysis, modeling with little people, trial and error, brainstorming). 3 Synectics (direct analogy, personal analogy, fantastic analogy). 4 Contradictions (principle of dynamism, copying, “vice versa,” fragmentation).

In her work she used games based on the TRIZ system (games for getting to know contradictions, finding external resources, system analysis, functional-cost analysis) and problem situations.

The main techniques that I use in my work are:

TPF (standard techniques of fantasy) and RTV (development of creative imagination), which I bring to your attention.

Anthropomorphism

.
When we humanize natural objects.
For example, “in a distant country there lived an evil wizard who really did not like people. One not-so-great morning, he got tired of listening to the laughter and hubbub, so he turned all the people into trees. You guys have the opportunity to disenchant them, but with a condition - you need to guess which person the wizard turned into which tree.”

Children look at pictures of trees and make guesses about which person and which tree was turned into. Oak appears to be a hero, a weightlifter, even a bodybuilder, an athlete, because he is big, stocky, and strong. Rowan is a hostess, because she feeds birds with berries in winter, or a fashionista, because she dresses up in bright beads. The Christmas tree was last called Cinderella, because in life it is simple, but for the New Year it is dressed up like a princess.