What is the school harmony program. EMC "Harmony", an educational program for elementary grades

Appendix___

to the main educational program

primary general education

Order No. 395 of 06/07/2016

Municipal budgetary educational institution

"Lyantorskaya average comprehensive school No. 5"

Working programm

in the subject "Music"

1-4 grade

UMK "Harmony"

primary school teacher

Azanova Gulnara Rafkatovna

The program was compiled on the basis of the main educational program of primary general education of MBOU "Lyantorskaya secondary school No. 5", the author's program in music edited by M. S. Krasilnikova "Music. To the heights of musical art"

Planned results of mastering the subject

Achievement of personal, meta-subject and subject results of mastering the program by students occurs in the process of active perception and discussion of music, mastering the basics of musical literacy, their own experience of musical creative activity students: choral singing and playing elementary musical instruments, plastic intonation, preparation of musical theatrical performances.

As a result of mastering the program, students will form a readiness for self-development, motivation for learning and cognition; understanding the value of domestic national and cultural traditions, awareness of one's ethnic and national identity, respect for the history and spiritual traditions of Russia, the musical culture of its peoples, understanding the role of music in human life and society, spiritual and moral development of a person. In the process of acquiring their own experience of musical and creative activity, students will learn to understand music as an integral and integral part of the world around them, comprehend and comprehend the phenomena of musical culture, express their thoughts and feelings due to the perception of musical works, use musical images when creating theatrical and musical-plastic compositions. , performance of vocal-choral and instrumental works, in improvisation.

Schoolchildren will learn to think about music, emotionally express their attitude to art; show aesthetic and artistic preferences, interest in musical art and musical activity; to form a positive self-esteem, self-esteem, based on the realized creativity, the development of artistic taste, the implementation of their own musical and performing ideas.

Students will show the ability to take the position of another person, conduct a dialogue, participate in the discussion of phenomena of life and art that are significant for a person, cooperate productively with peers and adults in the process of musical and creative activity. The implementation of the program ensures the mastery of social competencies, the development of communication skills through musical and gaming activities, the ability to further self-knowledge and self-development. Students will learn how to organize cultural leisure, independent musical and creative activities, including on the basis of home music-making, joint musical activities with friends and parents.

Personal Outcomes are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the subject "Music":

Formation of the foundations of Russian civic identity, a sense of pride in one's Motherland, the Russian people and its history, awareness of one's ethnic and national identity in the process of mastering the highest examples of Russian musical culture, understanding its significance in the world musical process;

The formation of humanistic and democratic value orientations, the formation of a respectful attitude towards a different opinion, history and culture of different peoples on the basis of acquaintance with their musical traditions, identifying in them general patterns historical development, processes of mutual influence, commonality of moral, value, aesthetic attitudes;

Formation of a holistic, socially oriented view of the world in the process of cognition of works of different genres, forms and styles, various types of musical images and their interaction;

Mastering the initial skills of adaptation in a dynamically changing and developing world by orienting in the diversity of musical reality and participating in the musical life of a class, school, city, etc.;

Development of motivation for learning activities and the formation of a personal meaning of learning by revealing the connections and relationships between music and life, mastering the ways of reflecting life in music and various forms of the impact of music on a person;

Formation of ideas about moral standards, development of goodwill and emotional responsivenessempathy with other people's feelings based on perceptionworks of world musical classics, their collective discussion and interpretation in various types of musical performance;

Formation of aesthetic needs, values and feelings on the basis of the development of musical and aesthetic consciousness, manifesting itself in an emotional and value attitude towards art, understanding its functions in human life and society;

Development of skills of cooperation with adults and peers in different social situations when performing project assignments and project work, in the process of individual, group and collective musical activities;

Formation of a mindset for a safe healthy lifestyle through the development of the idea of harmony in a person of physical and spiritual principles, the cultivation of a careful attitude to the material and spiritual values of musical culture;

Formation of motivation for musical creativity, purposefulness and perseverance in achieving the goal in the process of creating a situation of success in the musical and creative activity of students.

cognitive

Students will learn:

The logical actions of comparison, analysis, synthesis, generalization, classification according to genus and species characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts, making assumptions and confirming their evidence;

Apply methods of observation, experimentation, modeling, systematization educational material, identifying the known and the unknown in solving various educational problems;

Discuss problematic issues, reflect in the course of creative cooperation, compare the results of their activities with the results of other students; understand the reasons for the success / failure of educational activities;

Understand the difference between the reflection of life in scientific and artistic texts; adequately perceive works of art, realize the ambiguity of the content of their images, the existence of various interpretations of one work; perform creative tasks that do not have an unambiguous solution;

To carry out the synthesis of a musical work as a compilation of a whole from parts, to identify the foundations of its integrity;

Use different types models in the study of an artistic phenomenon (graphic, plastic, verbal, sign-symbolic), to model various relationships between objects, to transform models in accordance with the content of the musical material and the educational goal set;

Use various methods of searching (in reference sources and open educational information space on the Internet), collecting, processing, analyzing, organizing, transmitting and interpreting information in accordance with the communicative and cognitive tasks and technologies of the subject.

learn how to realize their own creative ideas, prepare their performance and perform with audio, video and graphic accompaniment;

satisfy the need for cultural and leisure activities that spiritually enrich the personality, to expand and deepen knowledge about this subject area.

Regulatory universal learning activities

Students will learn:

Accept and save learning goals and objectives, plan, monitor and evaluate their own learning activities in accordance with them;

Agree on the distribution of functions and roles in joint activities; exercise mutual control, adequately assess their own behavior and the behavior of others;

Identify and retain the subject of discussion and the criteria for its evaluation, as well as use these criteria in practice;

Predict the content of a work by its title and genre, anticipate composer's decisions on the creation of musical images, their development and interaction in a musical work;

Mobilization of forces and volitional self-regulation in the course of gaining experience in collective public speaking and in preparation for it.

set learning goals, formulate learning objectives based on the goals, search for the most effective ways to achieve results in the process of participating in individual, group design work;

act constructively, including in situations of failure, due to the ability to search for the most effective ways to achieve goals, taking into account the existing conditions.

Communicative universal learning activities

Students will learn:

Understand the similarities and differences between colloquial and musical speech;

Listen to the interlocutor and conduct a dialogue; participate in a collective discussion, take different points of view on the same problem; express your opinion and argue your point of view;

Understand the compositional features of oral (colloquial, musical) speech and take them into account when building your own statements in different life situations;

Use speech means and means of information and communication technologies to solve communicative and cognitive tasks;

Indirectly enter into a dialogue with the author of a work of art by identifying the author's meanings and assessments, predicting the course of events, comparing the result obtained with the original in order to make additions and adjustments to the course of solving the educational and artistic task;

Experience of communication with listeners in the conditions of public presentation of the result of creative musical and performing activity.

Students will have the opportunity to:

improve their communication skills and skills, based on knowledge of the compositional functions of musical speech;

create musical works based on poetic texts and publicly perform them solo or with the support of classmates.

Subject Results

Students will have:

Initial ideas about the role of music in a person's life, in his spiritual and moral development; about the value of the musical traditions of the people;

Fundamentals of musical culture, artistic taste, interest in musical art and musical activity;

The idea of the national originality of music in the inseparable unity of folk and professional musical creativity.

Students will learn:

Actively, creatively perceive music of various genres, forms, styles;

Hear musical speech as an expression of a person’s feelings and thoughts, recognize specific traits styles of different composers;

Navigate in different genres of musical and poetic creativity of the peoples of Russia (including native land);

Observe the process of musical development based on the similarities and differences of intonations, themes, images, their changes; understand the cause-and-effect relationships of the development of musical images and their interaction;

Model the musical characteristics of the characters, predict the course of events in the "musical history";

Use graphic notation for orientation in a piece of music in various types of musical activities;

To embody the artistic and figurative content of music, to express one's attitude towards it in singing, word, movement, playing the simplest musical instruments;

Plan and participate in collective activities to create dramatizations of musical stage works, interpretations of instrumental works in plastic intonation.

Students will have the opportunity to learn:

navigate in musical notation when performing simple melodies;

creative self-realization in the process of implementing their own musical and performing ideas in various types of musical activity;

organize cultural leisure, independent musical and creative activities, play music and use ICT in musical creativity;

assist in organizing and holding school cultural events, present to the general public the results of their own musical and creative activities, collect music collections (record library, video library).

The content of the subject

1 class THE WORLD OF MUSICAL IMAGES. Images of song, dance, march music.Music around us. Creativity of the composer-performer-listener. Three foundations of music.

Song, dance, march as three types of connection between music and life. Indirect expression in music of feelings and thoughts of a person. Different ways to perform and record music.

March in folk and composer music: imagery and stylistic diversity, features of the musical language and genre attributes, means of expression.

Dance in folk and composer music: figurative and stylistic diversity, features of the musical language and genre attributes, means of expression.Dance music by Beethoven.

Variety of songs in folk and composer music. Features of song melodies. The melody is melodious and recitative.

musical materialP. I. Tchaikovsky."Melody","Children's Album": the plays "Polka", "Sweet Dream", "March of the Wooden Soldiers","Waltz", "Mazurka", "Kamarinskaya". P. I. Tchaikovsky. Waltz from the ballet "The Sleeping Beauty" S. Prokofiev. Waltz from the opera War and Peace.

S. S. Prokofiev. "Waltz" from Children's Music.Learning the song P.I. Tchaikovsky "Autumn", analysis of the structure of its melody. Russian folk song“There was a birch in the field”, cant “Rejoice, Russian land!”, words of lullabies, nursery rhymes, jokes, improvisational chants. Melody for violin and piano, chorus "Just like over a bridge, little bridge" from the opera "Eugene Onegin".

"What does the music say?" Musical portrait. The embodiment in the intonation of the inner and outer appearance of the musical hero.

Musical materialTchaikovsky. “Mom”, “Baba Yaga”, “Neapolitan song”, “The red girls came out”. Russian folk song.

The originality of musical stage genres. Music as the basis for the synthesis of arts in ballet. The creators of the ballet performance. The specificity of images and their interaction in ballet music. Dance principle in ballet: dance-state and dance-action.musical material

P. I. Tchaikovsky. Ballet "Sleeping Beauty"

P.I. Tchaikovsky. Introduction, waltz and finale of act 1 from the ballet Sleeping

gorgeous".

"How does the music say?" Musical and colloquial speech. Similarities and differences between musical and colloquial speech: an idea of the types of intonation. Intonation in musical and colloquial speech. Intonation as a carrier of meaning in music. Reintonation is a change in meaning in a musical statement. Intonation in the musical speech of the composer and performer. Patter as a way (manner) of colloquial and musical speech.

Musical material by M. I. Glinka. Introduction from the opera Ivan Susanin. L. W. Beethoven. Main theme of the first movement of the Fifth Symphony. "Soldiers, brave boys." Russian folk song. M. I. Glinka. Introduction, from the opera Ivan Susanin. S. S. Prokofiev. "Chatterbox". Poems by Agnia Barto.

Grade 2

THE WORLD OF MUSICAL STORIES. Variety of musical stories.

Ballet as a holistic musical history.

Variety of musical stories. Development in music transformation, comparison, clash of musical intonations, themes, images. A. P. Borodin. The Sleeping Princess (fairy tale) Development of the musical history in the romance. Basic principles of development in music (repetition and contrast) The unity of the content and construction of the romance. Deployment of musical history in the epic. Musical images of the epic. Variation of the melody in the epic. The nature of the musical speech of the narrator and its instrumental accompaniment.

Musical material "And we sowed millet." Russian folk song

N. A. Rimsky-Korsakov. The final scene from the opera The Snow Maiden (fragment). Bylina about Volga and Mikul by M. I. Glinka. Introduction to the opera Ruslan and Lyudmila. Fourth Concerto for Piano and Orchestra. Second

S. S. Prokofiev. "Tales of an Old Grandmother" Pieces for piano S. S. Prokofiev. Ballet Cinderella. Introduction

Peter Ilyich Tchaikovsky. Fourth Symphony. Fourth part. The final. The function of the fourth movement (finale) in a symphony. The specifics of the development of musical history in the finale. Symphonic development based on repetition and contrast. Genre characteristics of the images of the finale. The relationship between the nature of topics and their development. Timbre variation. Undertone.

P. I. Tchaikovsky. Fourth Symphony (IV-th movement). Genre bases of images of the finale. The relationship between the nature of topics and their development. Timbre variation.

musical materialPeter Ilyich Tchaikovsky. Fourth Symphony. Third part of the Scherzo. Pizzicato strings.

M. I. Glinka. Opera "Ivan Susanin". First action. In the village of Domnina. Exposition of images of Russian people: their attitude to the Motherland, to their people, their history. The diversity of figurative characteristics of the Russian people. Musical language of peasant choirs, connection with Russian folk song. Types of choirs (male, female, mixed).

Musical portrait of Antonida. Features of her musical speech.

Chant. Two-part construction: cavatina and rondo. High female soprano voice. Susanin's scene with peasants and rowers' choir. Recitative. Folk-genre origins of his musical language. Low male bass voice. The intonation relatedness of the musical speech of the heroes is the expressiveness and figurativeness of the music of the choir of warriors (rowers). Reflection of stage action in the development of choir music.

Musical material.M. I. Glinka. Opera "Ivan Susanin".

P. I. Tchaikovsky. Fourth Symphony. Description of the first part of the symphony. The main stages in the development of musical action: introduction, exposition, development, reprise, coda.The originality of symphonic plot: the significance of the themes-images and the intensity of their development. Conflict as a driving force in the development of musical history. The unity of the symphonic cycle: the content and construction of the parts, their correlation in the cycle as a reflection of the many-sided life of a person.

World of Musical Stories

M. I. Glinka, P. I. Tchaikovsky, S. S. Prokofiev, L. V. Beethoven, A. P. Borodin, A. K. Lyadov.

3rd grade

How do the contrasting musical themes correlate in the opera Ivan Susanin by M. I. Glinka? The essence of the relationship of contrasting themes-images of a major musical work. Derivative contrast. Kinds

topic transformations: re-intonation, variation, conversion.

Correlation of melodic lines of contrasting themes-images, revealing the ways of their development The history of the creation of the cantata by S. S. Prokofiev

"Alexander Nevskiy".

Characterization of the figurative structure of each part of the symphonic cycle. The main themes of all parts of the Fifth Symphony by L. V. Beethoven and the Fourth Symphony by P. I. Tchaikovsky based on their graphic notes, characters and compositional functions of the main, secondary and final themes, their intonational connections. Characterization of the logic of interaction of the main, connecting, secondary, final topics, their constructive relationship. Development Options main topic in developing.

The main stages in the development of the musical history of W. A. Mozart's Symphony No. 40.

Similarities and differences between paintings in music and visual arts.

Musical portrait of the hero of the work. An idea of the compositional functions of the theme "Walks" in the piano cycle. The musical image of a dwarf based on ideas about the features of his movement and speech.

« old lock", figurative content. The play "The Ballet of the Unhatched Chicks", features of the interpretation of the play. Play"Two Jews, rich and poor", features of the musical speech of each hero,dialogue with dialogues in opera and symphonic music. Musical play Limoges. Market",

features of its melody, rhythm, dynamics. The nature of movement in the plays “Limouge. Market" and "Hut on chicken legs". Mussorgsky's play "The Bogatyr Gates" the nature of the music, its genre and intonation features. Mussorgsky's music for piano and orchestra

(M. Ravel) sound.

4th grade

WORLD OF MUSIC OF MY PEOPLE. Lyric-epic opera by N. Rimsky-Korsakov "The Tale of the Invisible City of Kitezh and the Maiden Fevronia"

Features of the musical action of the opera-tale and the musical characteristics of its characters. Intonations of their musical speech by roles.WITHprices of folk festivals, prayers of Fevronia and Grishka, constructive

relatedness of contrasting themes. Leittems of the opera, variants of their sounding in different episodes of the opera.

Emotional and valuable attitude to the masterpieces of Russian music. Modeling of circles of images of the symphony from the life of Russian heroes and the plan of the work. The image of the second hero, the transformation of the intonations of the first hero. Changes in the nature of topics compared to exposition. Figurative structure of the finale of Borodin's symphony. The main stages of the development of the musical history of the symphony in different types of musical activity. The second symphony and the opera "Prince Igor" by A. P. Borodin. Similar themes from the Second Symphony and the romance "The Sleeping Princess"

A. P. Borodin.

P.I. Tchaikovsky. Opera" Queen of Spades.

"Musical Characteristics of the Heroes of the Opera "The Queen of Spades"

P. I. Tchaikovsky. Opera "The Queen of Spades". Introduction themes, examples of similar themes from the music of P. Tchaikovsky. The content of the opera according to its

name, character, duet of Liza and Polina, romance of Polina and

girls song. Musical characteristics of the ball setting, the mood of the guests, genre signs of the polonaise. Melody of Eletsky's aria, duet of Prilepa and Milovzor. The construction of the opera: its expositions, developments,

reprises are the main plot lines of the opera, the difference between conflicts in the operas The Queen of Spades by P. Tchaikovsky.

musical material. Opera by P. I. Tchaikovsky "The Queen of Spades". Picture 1. In the summer garden.. Picture 2 . In Lisa's room. Picture 3. A ball in the house of a nobleman. Scene 4. In the chambers of the Countess Scene 5 In the barracks. Herman's room. Picture 6. On the embankment. Scene 7. In the gambling house

Folk music in the works of Russian composers. Images of nature in the works of Russian composers. Images of Motherland Defenders in the Works of Russian Composers. State anthem of Russia. Through the pages of works of Russian musical classics. The world of music of my people.

Thematic planning

p/n

Section name, topic

Number of hours

1 class

THE WORLD OF MUSICAL IMAGES

Images of song, dance, march music

9 h

What does the music say?

7 h

The life of musical images in a symphony, opera, ballet

9 h

How does the music speak?

8 h

Total

33h

Grade 2

THE WORLD OF MUSIC STORIES

Introduction to the theme of the year

1 hour

Variety of musical stories. Ballet as a holistic musical history

9 h

Symphony as a holistic musical history

7 h

Opera as a holistic musical history

10 h

Symphony as a holistic musical history (continued)

7 h

Total

34h

3rd grade

HOW IS A MAJOR MUSIC WORK ORGANIZED?

The relationship of contrasting themes-images in the symphonic suite and cantata

9 h

Contrast and Unity of Theme-Images in the Symphony

8 h

Contrast and unity of images in opera

10 h

Contrast and Unity of Theme-Images in the Piano Cycle and Symphonic Fantasy

7 h

Total

34h

4th grade

WORLD OF MUSIC OF MY PEOPLE

Lyric-epic opera by N. Rimsky-Korsakov "The Tale of the Invisible City of Kitezh and the Maiden Fevronia"

9 h

Epic Symphony. Symphony No. 2 (“Bogatyrskaya”) by A. Borodin

8 h

Lyrical-dramatic opera by P. I. Tchaikovsky "The Queen of Spades"

10 h

Traditions of the musical culture of my people

Total

34h

(FGOS NOO 2009)

"Harmony" - this is a teaching kit for a 4-year-old elementary school. The set was created in 2000. (supervisor - N.B. Istomina, doctor of pedagogical sciences, professor).

UMC "Harmony" Includes textbooks for the following subjects:
- Teaching literacy and reading(2 lines).
ABC. Authors: Betenkova N.M., Goretsky V.G., Fonin D.S.
Primer. Authors: Soloveichik M.S., Kuzmenko N.S., Betenkova N.M., Kurlygina O.E.
- Russian language. Authors: Soloveichik M.S., Kuzmenko N.S.
- Literary reading. author Kubasova O.V.
- Mathematics. author Istomina N.B.
- The world. Authors: Poglazova O.T., Shilin V.D..
- Technology. author N.M. Konyshev.

All textbooks are included in the Federal List of Textbooks Recommended by the Ministry of Education and Science of the Russian Federation for the 2010-2011 academic year. The methodological equipment of the "Harmony" set has been experimentally tested on different scales: at the level of diploma studies, which were supervised by the authors of the subject sets, at the level of candidate and doctoral studies, and at the level of mass testing in the practice of schools.

The educational and methodical set in mathematics for a four-year elementary school (author N.B. Istomina) was awarded the Prize of the Government of the Russian Federation in the field of education for 1999.

Currently, work is underway to create a teaching materials for English, fine arts and music.
Thus, the "Harmony" set will fully provide the educational process in elementary school with teaching aids in all subjects included in the Federal Basic Curriculum. So one of the main tasks the authors of the "Harmony" set was the development of ways to organize educational activities junior schoolchildren that provide comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities that correspond to the curricula and the requirements of the primary educational standard.

In the educational and methodical set "Harmony" implemented : ways of organizing learning activities of students associated with the formulation of a learning task, with its solution, self-control and self-assessment; ways to organize productive communication, which is a necessary condition for the formation of educational activities; ways of forming concepts, providing an awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

Methodical interpretation in a set of modern trends in the development of primary education provides: understanding by the child of the issues being studied, conditions for harmonious relations between the teacher and the student and children with each other, creating a situation of success in cognitive activity for each student.

Considering the educational books included in the kit (textbook, textbook-notebook, notebooks with a printed base) as a model of the educational process that integrates subject content and types of cognitive activity, the authors of the Harmony kit implemented in the system of educational tasks:
- purposeful formation of mental activity techniques (analysis and synthesis, comparison, classification, analogy, generalization);
- priority independent activity students in mastering the content;
- active inclusion in cognitive activity of methods of observation, choice, transformation and design;
- maintaining a balance between intuition and knowledge;
- diverse consideration of the same object;
- based on the experience of the child;
- parallel use various models: subject, verbal, graphic, schematic and symbolic - and establishing a correspondence between them;
- the relationship of inductive and deductive reasoning;
- the unity of intellectual and special skills;
- creation of conditions for maximum emotional well-being for each child in the process of assimilation of the knowledge provided for by the program.

In EMC "Harmony" each subject line was initially developed by the authors with a special emphasis on the formation of universal learning activities in students (which in the author's concepts and programs were originally designated as general educational skills; in accordance with the terminology adopted at the stage of their creation, this concept should be considered as identical UUD), which create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, knowledge, skills and abilities are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and preserved in close connection with the active actions of the students themselves.

feature The "Harmony" set is to ensure the relationship between teacher training at the university and his professional practice. The authors of the Harmony set (N.B. Istomina, M.S. Soloveichik, N.S. Kuzmenko, O.V. Kubasova, N.M. Konysheva) are also the authors of textbooks and teaching aids, according to which training is conducted at the faculties of training primary school teachers in universities and pedagogical colleges of Russia.

Program Harmony reviews:

UMC "Harmony" is very common in schools. Many parents are happy with the results. In their opinion, the program develops thinking, logic, literacy.
True, mathematics is considered rather weak. Problem solving begins only in 2nd grade. When solving problems, the construction of schemes is constantly required, a lot of logical tasks. The concept of the perimeter of a rectangle is introduced at the end of the 2nd quarter in grade 3 after the concept of the area of a rectangle. In this case, the area of the figure is studied at the beginning of the 1st quarter. And the final test papers focused on the program "School of Russia".
The greatest dissatisfaction of parents is caused by textbooks of the Russian language by M.S. Soloveychik, especially for the 1st grade. The absence of clear rules causes criticism (the child must logically approach them himself). Much attention is paid to phonetics in the 1st grade. Transcriptions confuse children, affect literacy. Another feature is the search for "dangerous places in writing", which are highlighted in a variety of ways (hyphens, dots), typing words with a "window" instead of "dangerous places" and then filling in this "window". The authors of the textbook suggest that children, during dictation, first write down the sentence schematically (with dashes) with the highlighting of "dangerous places", then write words over the dashes with syllabic arcs, and only then write down the sentence in words. (An example of a dictation is given in the Lesson Planning section). The program does not continue in secondary school, so children need time to "switch" to the traditional approach to learning the Russian language.
Some parents note that when replacing the Russian language textbook with another, the program becomes very good.

Anna Khrustaleva, 20.09.08 11:27

In continuation of the topic about Uzorova-Nefedova, since there the conversation turned to phonetics, etc. I propose to continue in more detail in this topic.
The middle daughter has the Gramonia program (by the way, they don’t touch Uzorova and Nefedova).
So, the parents in our class have a lot of questions. Mathematics - little calculations, a lot of logic. To me personally, this seems normal and correct. It's okay, they will automate the account later. BUT! In the first grade, they used cards to practice counting within 9. A piece of paper is taken, an addition example is written on one side, and the result is written on the back. And they train - in the classroom and at home, on their own and in pairs. Convenient and easy way, not as boring as columns. But why until 9??? As a result, in the second grade, my daughter has problems with the transition through a dozen. 8+4=11 Same with subtraction.
They also add and subtract two-digit ones, but with the same problems. And the other day there was an exercise that terrified me
"Guess the principle by which the expressions are composed, and calculate:
80-7=80-1-6=73
50-9=50-1-8=
etc."
Mom is burning down, why take one away first ??? But then, to go through a dozen, and then operate with the usual nine. It turns out not a decimal, but some kind of nine system

Everything is just as tricky with Russian.
In the first grade, they stubbornly taught that it was not necessary to write Y in such words as "Yolka, Yulya" (Yolka, Yulya), etc. Is this how one of the Russian-speaking children writes? I haven't met. Clearly a problem.
Now pass combinations chk-chn-schn etc. All this is given through phonetics: it is necessary to check the softness / hardness of paired consonants. But the worst thing is that they are asked to underline dangerous places in different ways: with a line, a dot, and a line with a dot - "double hazards". What kind of "double dangers" neither I nor my daughter understood until I found out from other parents that they, it turns out, were canceled.

Milasha, 20.09.08 17:51

Fathers light And teachers tell me this is the most the best program.
It's good that I live here. Finally, I was convinced that there is no better "School of Russia". And I'm still thinking about my daughter, which program to give. All doubts disappeared.
Peterson, we will work out at home (with their surrounding world, etc.). Here the son is studying and so far no problems have been noticed in the program. There are rules, there are solution algorithms. Simple enough, like we were taught. Fools did not grow up

vinsor, 20.09.08 22:33

Milasha, 20.09.08 22:48

QUOTE (vinsor @ Sep 20, 2008 11:33 PM)

And we have a Russian school. However, mathematics was forcibly replaced by Heidman, transcription was added to Russian, and all this was supplemented by Uzorova / Nefedova. So AU, School of Russia, where are you? And it seems that they went to her

We do not have Moro, Zelenina and everything is according to the program. Uzorova, Nefedova, it is already at home, on my mother's initiative, we are learning to concentrate.

Anna Khrustaleva, 21.09.08 17:09

In fairness, it must be said that in general the program is built logically and interestingly. In general, its main advantage is that children are not imposed rules, but tasks are built in such a way that they themselves come to the conclusions that are the rules of literate writing. Children are taught to observe, compare and reflect. And I really like it.
At the same time, the teacher's explanation plays a very important role: at home, the parent will not be able to explain this way according to the textbook, there is not much in the textbook. Probably, some additional "book for the teacher", parallel to the textbook, can help here.
By the way, not counting the 9th count, I was wrong. Today I asked my daughter about different examples of addition and subtraction, and I realized that it was her who got stuck on the figure eight, and she normally perceives 7 + 3, 6 + 4. 21-3, 27-9 counted without problems.

Milasha, 21.09.08 21:53

Dreams Dreams. If there was someone smart, kind and in power, he would make a super program for the children without any troubles. Although in fairness it should be noted that you can’t please everyone.
That's what program do not take EVERYWHERE there are pluses and there are minuses. Sad somehow.

mother 123, 22.09.08 08:04

I think a lot depends on the teacher. After all, "Harmony" is not an experimental or developing program (like Elkonin-Davydov or Zankov). Harmony, as well as school 2100 and the school of Russia, are also different programs of the traditional education system.
http://www.u-mama.ru/read/article.php?id=1541
This is our second year in this program. We have such bells and whistles - there was no addition to 9! On the contrary, it was precisely the counting within ten that was automated. What surprised me in mathematics at first was the almost complete absence of problems in the first grade. And we didn't solve the equation. But they counted a lot, all sorts of examples, and with "windows" - this is practically the same equation, and with tables.
Here it is: "Guess the principle by which the expressions are composed, and calculate:
80-7=80-1-6=73
50-9=50-1-8=
etc."
we did too, but my child guessed that 1 + 6 is 7, that is, in both cases we subtract 7, and 1 + 8 = 9, that is, we subtract 9 both times. So we do not have a decimal system. A hundred passed in the second half of the first grade, now decimeters-centimeters were passing, they were transferring one into another. Examples like this: 24cm and 20cm 14cm - you need to compare. My daughter does her homework herself, I only watch in the evening. She had 240cm and 214cm written on top with a pencil, although they didn’t seem to have taught more than a hundred yet, but they explained it correctly - they put the top five.
In general, I don’t get into homework until the child asks me to explain something. I usually check in the evening. If I find some obvious "blunder", then we fix it. I rarely even look at the textbook.
Russian language! And dashes and dots! Many of our parents spoke out at the meeting - they got confused at these points! The teacher told the parents not to bother - this is how children mark dangerous places. For our teacher, the main thing is that the child sees a dangerous place, and what two dots or dashes - she does not find fault. Personally, I didn’t climb into these dashes, although my child explained to me when to put what. I listened, of course, and praised her, but ask me now - I won’t tell you where the dots are, I don’t need it.
And we had phonetics from the first grade, from the very first days: deaf-voiced, soft-hard, a lot of attention to this, everything by heart - both paired, and only soft and all sorts. My child in the first grade immediately struck me once with SONORAL sounds ... I didn’t even know the word.
Reading. They read a lot, they do not focus on reading speed. The main thing is to read expressively, clearly, not to swallow or rearrange letters and syllables.
From the second grade, they began to give grades, in 2 weeks the children had already written 2 CRs in mathematics, in Russian dictation and cheating, they wrote all sorts of verification and test papers almost weekly in the first grade.
In general, although we wanted to study according to the traditional system, we still went to the teacher, and I am satisfied with our teacher. My daughter studies with pleasure, at 4 and 5 - but she generally likes to study with us. In principle, we have not experienced any difficulties with this program so far.

Anna Khrustaleva, 22.09.08 08:42

QUOTE (Milasha)

That's what program do not take EVERYWHERE there are pluses and there are minuses. somehow sad

Yes, probably not without it. And of course, you can't please everyone. Exit - home schooling according to the program compiled by the parent

QUOTE (mom 123)

Examples like this: 24cm and 20cm 14cm - you need to compare. My daughter does her homework herself, I only watch in the evening

Mine does it with no problems too.
I don’t remember about sonorants, it seems that ours didn’t use this word. In any case, I have not heard from my daughter about it.

QUOTE (mom 123)

They read a lot, they do not focus on reading speed. The main thing is to read expressively, clearly, not to swallow or rearrange letters and syllables

The same.

QUOTE (mom 123)

still went to the teacher, and I am satisfied with our teacher

We also went to the teacher And we had a teacher - just gold !!! But during the summer holidays, the new headmistress survived her from school
The one that came instead of her is also good, but, but...

Povariha, 22.09.08 10:02

QUOTE (mom 123)

What surprised me in mathematics at first was the almost complete absence of problems in the first grade.

There are no tasks, because the child still does not read so well to highlight the main thing in the task, but to remove the "water".

deva~n, 30.09.08 08:02

Hello everyone. My daughter has been studying this program for 4 years now. "The teachers say that this is the best program," but what about the children and their parents. With mathematics, everything is fine with ns, BUT THERE IS A DIRECT TROUBLE WITH RUSSIAN. With their lack of rules, it's a horror. I even called the teacher for the first time to know how to do the exercises.
Patience everyone!

Anna Khrustaleva, 30.09.08 20:06

Why no rules? The same rules. They just do not try to memorize, but try to understand.

Olga S, 02.10.08 08:07

So, after all, Ms. Soloveichik herself studied according to the usual program, and children are being brainwashed ....

Milasha, 02.10.08 11:04

The topic is close to my heart. We are in our 2nd year of the program. The child has no problems, but when I do homework with him, my hair stands on end. Topics unstressed vowels, unpronounceable consonants at the end of a word - this is generally incomprehensible to the mind ....

How about unstressed vowels? What exactly is difficult. The HOW the material is presented or that the TOPIC in general is difficult. It's just that my son studies at the "School of Russia", and in all other programs they teach the same thing, but in different ways. We haven't had any problems with this topic.

Olga S, 03.10.08 07:51

Endless transcriptions. I don't understand why this is needed. There is a rule - use it. Why reinvent the wheel. The child will have seen enough of these transcriptions and the wrong spelling will be deposited in his head, because visual memory is nowhere to be found [agurets], [t u l "pan].

Tolyashka, 03.10.08 08:28

My child will never go to this program. This is my deep IMHO, supported by the opinion of my mother - the director of the lyceum. In addition, watching how my niece studies in this program for 4 years, and she studies well according to grades. Or an A student or one A. I don’t know how the secondary school program will be developed and changed by the time we move there, but in this moment there is no continuation in secondary school, everyone studies according to a single program. Well, why is it all, why such complications. While in high school, children who studied under this program are distinguished only by incredible fatigue from the educational process. Teachers themselves will never tell you this, because. not in their interest. Just yesterday, my husband was helping his niece solve a problem. .. The conclusion that he made is the absolute non-perception of such a thing as a task, there is no binding of a task to the world in which one lives. The most interesting thing is that my husband won Olympiads in his time, entered institutes easily, that is, his opinion is worth something. You can write a lot about all these shortcomings of the training program. But the most depressing thing is that the whole class in which the child learns lessons day and night. They do not walk, everything is given to the lessons. I believe that it is necessary to give the child a logical approach to solving problems, and not to impose. So far, I see only that even in the simplest problem the girl is looking for some kind of catch, the solution does not come by itself, automatically, she needs to grind it out. And this is a child who studied in a developing kindergarten and, passing all the tests, received only praise.

Milasha, 03.10.08 09:08

They just taught us this way: if you hear an unstressed vowel, choose a word so that it is under stress, an unpronounceable consonant is checked next. way (iron - irons) (i.e. with the help of test words), for example, the word "riddle". The child is invited to doubt the sounds: [z (a / o) g a (d / t) k a].

M-yes, we just missed a letter in the words. Like s..baka, and the task is to insert the missing letters. And if you need to pick a test word.
My friends, who themselves are primary teachers of THEIR children, are taught by the "School of Russia". Just don't think I'm promoting it. My went to her because. I knew for sure that something more complicated, he simply would not pull. And "Harmony" was advertised to me as something straight super-duper. It's just that in the school where the son went to the first grade, she was not there. Now I think I'm lucky

Talikoshka, 03.10.08 09:21

QUOTE (Olga S)

the unpronounceable consonant was believed next. way (iron - irons)

Is that what the teacher calls - an unpronounceable consonant? In fact, an unpronounceable consonant (the sound is masculine) is something else. For example, the sun - we pronounce [sontse], late - we pronounce [posna], etc.

Milasha, 03.10.08 09:25

Just yesterday, my husband was helping his niece solve a problem. .. The conclusion that he made is the absolute non-perception of such a thing as a task, there is no binding of a task to the world in which one lives. The most interesting thing is that my husband won the Olympiads in his time, entered the institutes easily, that is, his opinion is worth something. You can write a lot about all these shortcomings of the training program. But the most depressing thing is that the whole class in which the child learns lessons day and night. They do not walk, everything is given to the lessons. I believe that it is necessary to give the child a logical approach to solving problems, and not to impose. So far, I can only see that even in the simplest problem the girl is looking for some kind of catch, the solution does not come by itself, automatically, she needs to grind it out. And this is a child who studied in a developing kindergarten and, passing all the tests, received only praise.

OFF You know, I recently read a book by A.K. Zvonkin "Kids and Mathematics". The author, a professional mathematician, talks about her experience of teaching mathematics to preschoolers. So there he wrote a little about the school (although we are talking about the 80s), that they teach mainly not HOW TO SOLVE problems, but how to properly formulate them. A child before school was very easy to understand fractions, number systems, multiplication and division, area, etc. And at school, solid deuces in mathematics. In a stupor enters the task to which they can not make a brief note. Addition 6+4 means 6+2+2. If you answered that you add 6 + 4, then you get a deuce. Why? It turns out there should be a step-by-step addition. True, at least beat me, I can’t remember that we were taught that way. But it’s also the 80s. Maybe the personal troubles of the teacher.
Once again I am convinced that the best is the enemy of the good.

Tolyashka, 03.10.08 09:43

I’m still a mother of a preschooler, so I’m wondering how and what they tell you at school, before entering first grade, about training programs? In particular, what were you told about "Harmony" and why did you choose it?

vinsor, 03.10.08 09:51

,
Although we do not have harmony, but the most common program. But the teacher loves these idiotic transcriptions.

Milasha, 04.10.08 23:46

I read about programs and came across such that the program can be the same, but the textbook can be replaced. For example, in "Harmony" you can study Russian using the textbook by Ramzaeva (maybe I confuse it with the name), which is recognized as the best.
Now, damn it, another headache has been added and asking about textbooks
So can share from whom what textbooks?
Off. If you collect all the best textbooks, what will the program be called?

Anna Khrustaleva, 04.10.08 23:50

But this is for the average Harmony in all subjects, and for the senior - only Literary reading from this program, and Russian, mathematics and the world around us are different. This is at the discretion of the teacher.
Milasha, I would not bother with the program, but would look for a good teacher.

Milasha, 05.10.08 00:16

It's strange somehow ... we have a note in the corner on all the textbooks that they belong to the Harmony program.

So that's it, people are sometimes dissatisfied with the program (and others are satisfied). A zamorochka can precisely in textbooks.
And many go to the teacher, but the program is not pulled by children.
(I’m already looking for myself, soon the preparation will begin, let’s see who and how it will be)
There is a friend from the teacher who is delighted, but the program (2100) is scolded. They don’t quit just because of the teacher.
Well, then I'm such a person, everything is interesting to me

Olga S, 06.10.08 08:27

So we "went to the teacher." Although, we must give her credit, she always explains to her parents if something is not clear.

Anna Khrustaleva, 06.10.08 08:57

Milasha
But in fact, in all major programs, the child overcomes the same amount of knowledge, the same rules. They are just served differently. Therefore, to say that the child does not pull the program - it seems to me not entirely correct. Now, if they took cases and conjugations in the first grade - then yes, you can not pull it.

Milasha, 06.10.08 12:40

Milasha, in Soloveichik's textbook for the first grade there is a memo for parents. So, it says that the program may seem difficult to parents because they themselves studied differently, and if they delve into the child's studies, then they have to relearn. And the child learns for the first time, so he perceives the material more easily (unless, of course, the teacher gives it sensibly - approx. A.Kh.)

Convinced.
Probably the amount of homework depends on the teacher. And if there are too many of them, then it's bad. Well, the presentation of material in the textbook is sometimes not very good. Although you are right, maybe we think so
Here, for me personally, there are troubles. My son is studying. Therefore, I have to delve into everything. Hopefully my daughter will figure it out on her own.

TORI I, 14.10.08 22:21

We, too, learn from Harmony. Like many here went to the teacher.
I don’t really like the program, especially mathematics, my daughter is in the 4th grade, and they weren’t really taught to solve problems, everything is in order with the score. But Russian for me was generally dark forest, but my daughter figured everything out herself. Although at the very beginning, in connection with the study of sounds and the construction of transcriptions of the word, she wrote everything by sounds. We had a joke, she stubbornly wrote with the word Christmas tree - "yolka", hedgehog - "jozhik", etc., and it was impossible to convince her, because oid is written through "yo"
But then everything fell into place, I don’t know why, maybe because she reads a lot, but she writes quite competently.
The only place where transcription helped us was in learning English.
And she entered the school of English without any problems, although there was a big competition.

bloomyykk, 14.10.08 22:28

my aunt-teacher worked on Harmony, praised reading and Russian very much (I myself printed out a thematic plan for a year for reading for her - I was impressed by a sensible selection, and indeed a textbook), but mathematics is rather weak.

Anna Khrustaleva, 14.10.08 22:33

QUOTE (Tori Ya)

I'm still embarrassed by the fact that we don't get enough poems by heart, do your children have the same?

Little is how much? We are asked from time to time, once every 2-3 weeks, probably.

But the worst thing is that they ask to underline dangerous places in different ways: with a line, a dot, and a line with a dot - "double hazards". What kind of "double dangers" neither I nor my daughter understood until I found out from other parents that they, it turns out, were canceled.

I've been thinking about this method. Or maybe it's not bad to know the really dangerous ones, i.e. dubious places. And then my son does not even think at all how to write something, although he seems to know the rules. The most interesting thing is that sometimes he writes not even as he hears, but how to pronounce it is impossible. True, we have a pronounced attention deficit, but underlining, on the contrary, would draw attention to the correct letter.

TORI I, 15.10.08 23:19

We study in trimesters, on average we get 1 poem per month. We don’t have rules, there’s nothing to learn by heart except for the multiplication table. There is practically no memory training.
We felt this very keenly when we went to English. Now we are studying the language for the second year, they are asked to learn a lot, but the memory is also trained. My daughter learns school poems very quickly now.
When we entered English, my daughter wrote a dictation in Russian, made only one mistake, wrote "board fence", checked with the word board.
The dictation was very difficult, I later showed it to our class, but she did not dare to let the children write it in class. I was surprised that my daughter coped with it so well. So we are satisfied with the Russian language in this program.

Olga S, 16.10.08 07:33

Milasha, what do you mean "cancelled" double jeopardy? No one has canceled them, we celebrate them that way.

vinsor, 16.10.08 07:40

We had a joke, she stubbornly wrote with the word Christmas tree - "yolka", hedgehog - "jozhik", etc., and it was impossible to convince her, because oid is written through "yo"

Do you think it's influenced by the textbook? For some reason, there is a lot of attention paid to it.

Educational and methodical set "Harmony"

The educational-methodical set "Harmony" implements: ways of organizing the educational activities of students related to the formulation of a learning task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; ways of forming concepts that provide awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.
The course is based on the methodological concept of purposeful and systematic work on the formation of mental activity techniques in younger students: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided by the program.
Primer "My first textbook", designed for the course "Literacy", provides not only the development of elementary reading and writing by first graders, but also the development of their thinking, cognitive interests, sense of language, the formation of phonetic hearing, spelling vigilance, speech and reading skills, introduction into the world of children's books, as well as the accumulation of experience in working with an educational book.
The primer involves the active promotion of both children who are just starting to learn to read, and those who are already at different stages of mastering the reading technique.
In general, this primer creates the conditions for the successful continuation of learning to read and the Russian language within the framework of individual subjects.
The Russian language course, presented in the textbooks "To the Secrets of Our Language", ensures the formation of language and speech skills in junior schoolchildren, their functional literacy simultaneously with the formation of the whole complex of universal educational activities.
This is facilitated by the implementation of an activity approach to the organization of learning, in which the development of language and speech concepts, rules, work on skills goes from motivation and setting a learning task - to its solution and through understanding necessary way actions - to the use of acquired knowledge, to the ability to control the implementation of an action and its result.
Language learning has a communicative orientation, as it is subordinated to the development of students' speech, the improvement of all forms of their speech activity.
The formation of schoolchildren's literacy is carried out on the basis of the purposeful development of their spelling vigilance and spelling self-control.
The course "Literary Reading" involves the formation of the reader's competence of a younger student, which is determined by the possession of reading technique and methods of mastering a literary work, the ability to navigate in books and the acquisition of experience in independent reading activity.
Teaching literary reading is also aimed at:
enrichment of the spiritual and moral sphere of junior schoolchildren, the formation of ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improvement of all types of speech activity, the ability to build a monologue and conduct a dialogue;
development creativity;
education of an aesthetic attitude to the art of the word, interest in reading and books, the need to communicate with the world of fiction;
broadening the reader's horizons.
The course of mathematics presented in the textbook is in the process of assimilation program material purposefully forms all types of universal learning activities (UUD) for students. This is facilitated by: the logic of constructing the content of the course, a variety of methodological methods for organizing the educational activities of younger students, a system of educational tasks aimed at fulfillment by students various kinds actions.
In the process of studying the course, children master: mathematical knowledge, skills and abilities provided for by the course program, and learn how to use them to describe the surrounding objects, processes, phenomena, assess quantitative and spatial relationships; master the skills: to build reasoning; to argue and correct statements to distinguish between reasonable and unreasonable judgments; identify patterns; establish causal relationships; to analyze various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in basic school.
Features of the content of the course "The World Around" are: the integrative nature of the presentation of natural science, social science and historical knowledge; purposeful formation of UUD in the development of subject knowledge and skills.
The study of the surrounding world is aimed at:
the formation of a holistic picture of the world of the natural and socio-cultural world, environmental and cultural literacy, moral, ethical and safe norms of interaction with nature and people among junior schoolchildren;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in the main school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
upbringing of a citizen who loves his Fatherland, who is aware of his belonging to it, who respects the way of life, customs and traditions of the peoples who inhabit, who strive to participate in environmental and creative activities.
The main course presented in the textbooks "Technology" is a substantive transformative activity that allows you to integrate the conceptual (speculative), visual-figurative, visual-effective components of cognitive activity.
The main features of the course "Fine Arts":
acquaintance of schoolchildren with the figurative language of fine arts as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, which ensures the education of the basic visual culture of the individual and the primary development of visual means of visual communication;
activity approach to the study and further practical development of fine, design and decorative art activities;
problem-based learning, when the teacher, without prompting the final answer, poses questions that help students to come to the right decision on their own;
the formation of methods of cognitive activity and the development of interest in the field of artistic development of the world, the enrichment of the sensory and practical creative experience of the child.
The music course presented in the textbooks "To the heights of musical art" has the following features:
development of musical thinking of schoolchildren through the development of various genres of music;
selection of musical material with a focus on the masterpieces of world musical art, which helps the child to form a holistic view of musical culture according to its reference samples;
formation along with the song type of musical thinking at the symphonic level;
the methodological principle of “recreating” the masterpieces of the world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of “creation” by a child through the passage of the main stages of the composer’s path;
the creation by schoolchildren of the independence of music as an art form capable of conveying the feelings and thoughts of people by its own means as a result of acquaintance with the musical images of various genres of music and the disclosure of the many-sided connections between music and life.
The aim of the textbooks Physical education»is the formation of the foundations for students healthy lifestyle life, the ability to communicate and interact with peers, plan one's own activity, distribute the load and rest in the process of its implementation, analyze and objectively evaluate the results of one's own work, evaluate the beauty of the physique and posture, and technically correctly perform motor actions.
The publishing house "Association of the 21st Century" publishes textbooks and teaching aids for UMK "Harmony".

The UMC includes:
1. Primer - author M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
2. Russian language - author M.S. Soloveichik, N.S. Kuzmenko.
3. Literary reading - author O.V. Kubasov.
4. Mathematics - author N.B. Istomin.
5. The world around - author O.V. Poglazova, N.I. Vorozheikin, V.D. Shilin.
6. Technology - author N.M. Konysheva.
7. Visual arts - (publishing house "Yakhont"), author: T.A. Koptseva, V.P. Koptsev, E.V. Koptsev.
8. Music - (publishing house "Yakhont"), author: M.S.Krasilnikova, O.N.Yashmolkina, O.I.Nekhaeva.
9. Physical culture - (publishing house "Yakhont"), author: R.I.Tarnopolskaya, B.I.Mishina.

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Technology

Grade 2

UMK "Harmony"

Explanatory note

BASIS: program "Technology" for grades 1 - 4 of elementary school "Artistic design activity" (basics of design education).

Publishing house "Association XXI century" Smolensk 2004.

As a specific content and methodological base of the course, this program proposes the formation of the basics of design education among younger students, but this does not mean a new type of specialization or career guidance for students. As you know, design is human activity aimed at creating a convenient and beautiful subject environment. Every person, regardless of lifestyle and profession, is a “user” of this environment, since he spends most of his life in it. In the process of use, there is also an impact on the environment, and it can be more or less adequate. Therefore, modern schoolchildren need to get education in this part.

Since in the lessons of manual labor, students usually create things for practical use, it is most expedient to use these lessons as an educational platform for understanding the world of things, or the subject environment. At the same time, this does not in any way mean equipping schoolchildren with specific design knowledge, and even more so, learning special terminology and mastering the corresponding highly specialized activities. The program provides only for the formation of correct ideas about the meaning and beauty of things and about the most general rules and requirements that we impose on them and which should be taken into account in their production and use.

By joining the development of comfortable and beautiful things, schoolchildren learn to think about the connection of a person and the cultural environment he creates with a single and harmonious nature, that the world of things is inextricably linked with a person, and therefore things carry information about him (social, psychological, historical ); about the fact that not a person exists for things, but things for a person, etc. In this way. This training course objectively has an unconditionalideological, spiritual and moral orientation.

In addition, the course offered is comprehensive and integrative in the deepest sense; it includes both rational-logical and emotional-artistic components of education: after all, every thing is thought out from the point of view of the rationality of the design and from the point of view of external expressiveness.

A more intensive developmental impact of the course "Art and design activity" is also ensured by the fact that it is developed taking into account modern scientific data on the roleobjective transformative activityin personality development.

The course is designed in such a way that the practical activity of students is not isolated from the mental. It is practical activity that makes it possible to “translate” complex abstract actions from the internal (invisible) plane to the external (visible) one, making them more understandable.

Methodological basisorganizing the activities of children in the classroom is a creative design method, since it combines both the engineering and design (i.e., predominantly rational, rational and logical) aspect, and the artistic and aesthetic (largely emotional, intuitive). Accordingly, the program focuses onsystematic design and development activitiesstudents; the main emphasis is shifting from the manufacture of handicrafts and the mechanical mastery of working methods towards the design of things based on the conscious and creative use of techniques and technologies.

The reproductive activity of students in the classroom, of course, will occupy a significant place, but only to the extent and until it provides a reliable mastery of the methods of practical activity.

Concerning project activities, then with the design approach, it is the essence of educational work and is inseparable from the content being studied.

Thus, taking into account the main concept, themain objectives of the course.

1. Spiritual and emotional enrichment of the individual:

a) the formation of an idea of the harmonious unity of the world and the place in it of a person with his artificially created objective environment;

b) fostering a respectful attitude towards the person-creator;

c) the formation of aesthetic perception and evaluation of things and phenomena.

2. Development of creative abilities of the individual, creative abilities, intuition.

3. Development of mental cognitive processes and methods of cognitive activity.

4. Expanding horizons.

5. Development of the hand, eye, etc. through the formation of practical skills.

The entire course of study is a single system of interrelated topics that gradually become more complex from class to class, and at the same time, the diverse connections of the subject practical activity of a person with his history and culture, as well as with the natural world, are revealed. Each year of study is a step in the knowledge of these connections.

Graphically, the structure of the program can be reflected as follows:

Class

Special

subject-practical content of the course

Socio-historical and moral-aesthetic content of the course

1 class

Grade 2

3rd grade

4th grade

SKILLED HANDS: an idea of beauty in everyday phenomena of nature and life; variety of shapes and colors in the surrounding reality; the joy of knowledge and creation (I learn to look and see, I teach my hands to be obedient and smart).

IN NATURE, IN LIFE AND IN THE WORKSHOP: the main ideas of the relationship between Man, Thing and Nature and the ways of their knowledge; the basics of decorative and artistic reflection of the world (I am learning to observe, think and act).

OUR MAN-MADE WORLD (FROM THE WORLD OF NATURE TO THE WORLD OF THINGS): nature as a source of engineering and artistic ideas; the basic principles and rules of design (I master the basic rules for creating a beautiful thing and the world of things).

SECRETS OF THE MASTERS: the world of things as a source of historical and cultural information; traditions and their role in life and art; traditional crafts and work methods as an opportunity to become familiar with human culture (I comprehend craftsmanship as a way of expressing spiritual culture).

The second grade program sets the task of beginning the formation ofsystematic fundamental knowledge and ideas from the field of design, as well as their wider involvement in creative design activities.

The main task of the teacher is not to control how well the students remember the special terms and formulations (they do not need to be given at all), but to gradually form in the students a conscious attitude to the thing and the household environment as a whole.

In the second grade, one of the most important lines that runs through the entire course also originates: students receiveidea of traditions in the world of things and get to know foundations of folk aesthetics.

Also, students get an idea of some of the brightestconstructive and artistic ideas of natureand that man, in the consciousness of his objective world, borrows these ideas from nature.

Requirements for the level of education (Grade 2)

Know

What is the development of a volumetric product (hereinafter, it means that the student can reveal the meaning of the concept in his own words; memorization of definitions is not required);

Symbols used in technical drawings, drawings and sketches of sweeps;

How to make a fold on thick paper or cardboard;

What is a composition;

What is symmetry (asymmetry) and rhythm in the form and design of objects, what is their constructive and aesthetic meaning;

What does the plain weave of threads look like in fabric;

That the marking of rectangular parts on a fabric with a plain weave of threads is most conveniently done by pulling a thread;

Seams "forward needle" and "over the edge".

Have an idea

That things should fit the environment, the character and appearance of their owner;

About what is in different conditions use the same thing will have a different device and a different appearance;

The fact that in folk life things had not only a practical meaning, but also a magical meaning, and therefore were made strictly according to the rules;

On the symbolic meaning of images and patterns in some works of folk art;

The fact that nature is a source for the creation of images and structures by man;

About technological and decorative-artistic differences between appliqué and mosaic.

Be able to

Build a rectangle on a rectangular sheet (or from two right angles) using a ruler; draw simple sweeps;

Perform simple calculations of the dimensions of product parts;

Perform the construction of a square on a rectangular sheet of paper by folding;

Sculpt a round sculpture from a whole piece, use a special stick and a stack;

Perform an image in the technique of bas-relief;

Paint a plasticine product with paints (gouache);

Make simple figures out of paper using the origami technique;

Perform marking and fringe on the fabric by pulling threads;

Perform marking on the fabric according to the template; cut out details from fabric;

Perform seams "forward needle" and "over the edge";

Create frontal and volumetric compositions in accordance with the artistic and design task; select materials and methods of their processing;

Analyze the design of the product and perform work according to the sample;

Make changes and additions to the design in accordance with the conditions set;

Invent and implement a simple design of the product in accordance with its purpose.

Educational and methodological support:

Konysheva N.M. Wonderful Workshop: Textbook for Grade 2;

Konysheva N.M. Wonderful workshop: Methodical recommendations for a textbook on technology. Grade 2

Abbreviations used in the table

HK - artistic culture

SPK - social and legal culture

KZ - a culture of health

EC - ecological culture

IC - information culture

Lesson type:

ONZ - a lesson in mastering new knowledge

FSUN - a lesson in the formation and improvement of skills

OSZ - a lesson in the generalization and systematization of knowledge

PZZ - a lesson in repetition, consolidation of knowledge

KP - control and verification lessons

K - combined lesson

Individual work with students

1. Performance of collective works from individual ones.

2. Additional tasks for the development of fine motor skills (Bedrin Ilya, Smirnov Nikita, Medvedev Sasha, Vasiliev Oleg, Rybakov Vova, Rudakova Katya).

No. p / p date	Educational and thematic planning	Federal standard requirements	Minimum content of education	NRK			Pedagogical conditions Integration	Assessment benchmarks
					Components of education
					P - I	D - K
	WHAT THINGS TALK ABOUT (3 hours)	General educational knowledge, skills and methods of activity Labor activity in human life. Man-made world as a result of human activity. The impact of human technological activity on environment and health (general view). The content of the work of people in the immediate environment (profession).Manual, mechanized and automated work.Work process: planning, organization of the workplace,distribution of working hours,execution of a sequence of operations, monitoring the progress and results of activities. Implementation of cooperation in teamwork. Compliance with safe labor practices when working with various tools, materials, household appliances. Creation of models of simple objects (initial skills of project activity). Manufacturing technology from various materials (practical experience) Variety of materials and scope of their application. Natural and artificial materials (naming, comparison of properties, use). The choice of materials according to their properties. Preparation of materials for work. careful use andeconomical spendingmaterials. Search, transformation, storage and application of information for solving technical and technological problems. Determination of the shape, dimensions, sequence of manufacturing products according to the drawing, diagrams, sketches, drawings. Marking parts according to templates and using marking tools. Using measurements to solve practical problems. Production of planar and volumetric products,decorative compositionsfrom various materials according to samples, drawings, sketches, drawings. Mastering the basic techniques of processing paper, cardboard, natural, plastic, textile materials, foil, wire. Mastering the basic methods of connecting parts of the product. Sequence and brief description of operations. Decorative design and finishing of the product. Creation of products anddecorative compositionsby your own design. Assembly of models and layouts of simple objects from designer parts according to a model, drawing, diagram;creating custom models. Checking the model in action.Dismantling of products. domestic labor Minor repairs clothes. decorative design household items and dwellings. Easy book repair. Getting to know the views household appliances. Compliance with safe work practices when using household appliances. Economical consumption of electricity.	The transfer of character and the expression of mood in things and the objective environment. The unity of the functional and aesthetic side in things. The constitution of a thing, its connection with purpose. Modeling a cup for a fairy-tale hero. House of a fairytale hero.	IR HC KZ	To form the idea that things should fit the environment, the character and appearance of their owner; Show with examples that in different conditions of use the same thing will have a different device and a different appearance; Report on the symbolic meaning of images and patterns in some works of folk art;	To teach how to create frontal and three-dimensional compositions in accordance with the artistic and design task; select materials and methods of their processing; To form the ability to make changes and additions to the design in accordance with the conditions set;
							FSUN Formation of the skills of sculpting a hollow form by extrusion. 1. Preparatory work with students: reading fairy tales (or excerpts from them) or watching cartoons, for the characters of which cups will be created. 2. A conversation about the informativeness and style of things (on the example of a cup). 3. Mental design of the cup. 4. Discussion of methods of practical work. 5. Practical work. 6. Summing up the lesson, discussion of the work.
							FSUN Formation of forms painting techniques. 1. Discussion of the meaning and purpose of painting. heuristic conversation. 2. Briefing on painting technology. 3. Practical work, painting a cup with paints. 4. Exhibition. Discussion and evaluation of works. Project Defense. 5. Solution of design and creative tasks.
							FSUN formation of the ability to design a three-dimensional product. 1. Sample analysis. 2. Finding out different ways to work. 3. Selecting a product and drawing up a work plan. 4. Independent work for making a house. 5. Exhibition of works. Analysis.
	LOVE NATURE, LEARN FROM NATURE (7 o'clock)		Samples and designs of nature and human products; rhythm, symmetry and asymmetry in nature and artistic composition. Symmetrical and asymmetrical shapes and compositions.	IR HC SPK KZ EC	Refine knowledge of composition; Inform what is symmetry (asymmetry) and rhythm in the form and design of objects, what is their constructive and aesthetic meaning; Show by examples that nature is a source for the creation of images and structures by man; Report on the most famous plots and images (heroes) of the Ural folklore; To give basic ideas about the way of life, culture and way of life of the peoples inhabiting the Sverdlovsk region; Repeat basic sanitary and hygienic norms and rules; To acquaint with the methods of organizing comfortable relationships with the teacher, parents and friends; To form an idea of nature as an interconnected, orderly and sensitive system to human intervention;	Learn to analyze the design of the product and perform work according to the model; To teach how to convey in their own artistic and creative activity works of Ural folklore; Learn to express your emotional experiences through artistic means; Learn to follow the basic rules of personal hygiene; safety precautions; To teach to follow the environmental rules of behavior in the natural environment;
							FSUN Formation of the ability to transmit rhythm and movement. 1. Sample analysis. 3. Drawing up a work plan. 4. Discussion of ways to cut leaves. 5. Practical work. 6. Exhibition and analysis of works.
							FSUN Formation of techniques for creating a frontal composition. 1. Work with the textbook. Analysis of analogue samples. 2. Exercise. Associative thinking training. 3. Practical work of students. Selection of leaves (creating an image) and gluing. 4. Exhibition and evaluation of works.
							ONZ Familiarization with asymmetry, with the constructive and artistic meaning of symmetry and asymmetry. 1. Analysis of the constructive and artistic meaning of symmetrical and asymmetric forms. 2. Exercises in cutting out shapes that reflect different "character" 3. Practical work. Postcard design. 4. Exhibition and evaluation of works.
	Symmetry and asymmetry in composition. The use of color. Painting.						PZZ Consolidation of marking techniques of a symmetrical shape. 1. Design work; mental creation of the image of the picture. 2. Selection and preparation of materials; base marking - the shape of the picture. 3. Marking and preparation of leaves - composition elements 4. Creation of a composition in a prepared format. 5. Exhibition; discussion of work.
							FSUN Formation of the ability to work with voluminous natural materials; teaching the simplest methods of connection (on plasticine). 1. Consideration of prepared natural materials. 2. Discussion of the forthcoming practical work (connection techniques). 3. Practical work. 4. Demonstration and evaluation of works.
							OSZ is a generalization of knowledge about symmetry and asymmetry, methods for making symmetrical patterns. 1. Talk about symmetry around us. 2. Symmetrical pattern cutting. 3. Drawing up a pattern from parts of a square. 4. Puzzle - warm-up. 5. Puzzle - competition. 6. Practical work of the student's choice. 7. Analysis of student work.
							FSUN The formation of the ability to perform symmetrical cutting. 1. Sample analysis. 2. Selection of materials for work. 3. Drawing up a work plan. 4. Practical work of students. 5. Collecting a garland (in pairs, side by side, in a class) 6. Using the product to decorate the cabinet.
	LEARN FROM NATURAL MASTERS (5:00)		Ancient customs and rituals, the place of things in these rituals. The connection between man and nature through things. Making spring ceremonial cookies. Sculpting and painting toys based on products of folk craftsmen. Fiber dolls.	IR HC SPK KZ EC	Report that things should fit the environment, the character and appearance of their owner; Report that in different conditions of use the same thing will have a different device and a different appearance; To talk about the fact that in folk life things had not only practical meaning, but also magical meaning, and therefore were made strictly according to the rules; Tell about the symbolic meaning of images and patterns in some works of folk art; Report on the most famous plots and images (heroes) of the Ural folklore; To give basic ideas about the way of life, culture and way of life of the peoples inhabiting the Sverdlovsk region; To acquaint with the features of household and family ways, characteristic of the peoples inhabiting the modern Sverdlovsk region; Inform about the most famous figures of the Urals; Repeat basic sanitary and hygienic norms and rules; To acquaint with the methods of organizing comfortable relationships with the teacher, parents and friends; To form an idea of nature as an interconnected, orderly and sensitive system to human intervention (collection of natural materials);	To teach how to create frontal and volumetric compositions in accordance with the artistic and design task; select materials and methods of their processing; Learn to analyze the design of the product and perform work according to the model; Develop the ability to make changes and additions to the design in accordance with the conditions set; To develop the ability to invent and perform a simple design of a product in accordance with its purpose. To teach how to convey in their own artistic and creative activity works of Ural folklore; To instill a desire to master the simplest types of folk crafts traditional for their area; Learn to express your emotional experiences through artistic means; To instill a desire to reproduce the actual customs and traditions of their people; Learn to follow the basic rules of personal hygiene; safety precautions; To teach to follow the environmental rules of behavior in the natural environment (during the collection of natural materials);
							FSUN Formation of modeling techniques from a whole piece of plasticine. 1. Preparation of forms from plasticine, exercises for associative-figurative thinking. 2. Refinement of the form, modeling of animals. 3. Preliminary analysis of the work. 4. Finishing products. 5. A final discussion of sculptural images and expressive means.
	Learning from folk masters. Doll made of fibrous materials.						ONZ Acquaintance with the traditional type of craft - making dolls from straw. 1. A conversation about the meaning of the product, its purpose in folk culture, about the continuity of cultures. 2. Sample analysis; discussion of manufacturing techniques. 3. Preparation of bundles of threads for the first doll. 4. Making a doll together with the teacher. 5. Preliminary analysis of works.
							FSUN Teaching techniques for making dolls from fibrous materials in accordance with folk traditions. 1. Repetition of techniques for manufacturing a product. 2. Independent work on making dolls. 3. Individual creative refinement. 4. Exhibition of works. Analysis about evaluation.
							FSUN Formation of knowledge about folk clay toys. 1. Examination of the works of folk artists. 2. Analysis of toys. 3. Drawing up a work plan. 4. Practical work (sculpting toys from plasticine). 5. Interim analysis of work. 6. Painting toys. 7. Exhibition and analysis of works.
							FSUN Formation of ideas about folk crafts. 1. Examining the illustration. 2. Selection of materials for work. 3. making the body (origami). 4. Making the tail and wings (flexion "accordion"). 5. Assembly of the bird. 6. Exhibition of works and analysis.
	NEW MATERIALS AND TECHNOLOGIES (17 hours)		Marking a rectangle with a ruler on a rectangular sheet. Fold marking. Familiarity with the sweep and drawing of the sweep; symbols (contour or cut line; fold line; extension and dimension lines; place of application of glue). Symbols in origami schemes. Plain weave of threads in fabric. Seams "forward needle" and "over the edge". Marking the fabric according to the pattern and the method of pulling the thread. Bas-relief; bas-relief technique. Modeling a figure from a whole piece. Elementary foundations of composition: proportionality, symmetry and asymmetry, rhythm, movement transmission (frontal, volumetric and deep-spatial compositions, appliqué, "forest sculpture"). Origami.	IR HC KZ	To acquaint with the development of a volumetric product; with the symbols used in the development drawings; Introduce the concept - composition; Show what a plain weave of threads looks like in a fabric; To inform that it is most convenient to mark the details of a rectangular shape on a fabric with a plain weave by pulling the thread; Introduce the seams “forward needle” and “over the edge”. Report technological and decorative-artistic differences between appliqué and mosaic. Report on the most famous plots and images (heroes) of the Ural folklore; To give basic ideas about the way of life, culture and way of life of the peoples inhabiting the Sverdlovsk region; Repeat basic sanitary and hygienic norms and rules; To acquaint with the methods of organizing comfortable relationships with the teacher, parents and friends;	Teach how to build a rectangle using a ruler and a bending method; To teach how to make an image in the technique of bas-relief; To teach how to paint a product made of plasticine with paints (gouache); Learn how to make simple paper figures using the origami technique; Teach how to mark and fringe on fabric by pulling threads; Teach how to mark on the fabric according to the template; cut out details from fabric; To teach how to perform seams "forward needle" and "over the edge"; To teach how to convey in their own artistic and creative activity works of Ural folklore; To instill a desire to master the simplest types of folk crafts traditional for their area; Learn to express your emotional experiences through artistic means; Learn to follow the basic rules of personal hygiene; safety precautions;
3							ONZ Acquaintance with the art of origami and with simple folds. 1. Making a square. 2. Making a tulip. 3. Making a panel 4. Discussion of the work, summing up.
11							ONZ Familiarization of students with the bas-relief and its decorative and artistic features. 1. Analysis of the artistic and plastic features of the bas-relief. 2. Discussion of the execution technique and possible plots of the bas-relief. 3. Making a plate - the basis for a bas-relief. 4. Marking up the composition using a stack. 5. Modeling a bas-relief. 6. Bas-relief painting. 7. Exhibition. Discussion and evaluation of works.
13							ONZ Formation of new methods of paper plastics. 1. Analysis of the flashlight design. 2. Marking the details of the flashlight. 3. Cutting out rectangles, processing the outer part. Experiments and exercises. 4. Flashlight assembly. 5. Preliminary evaluation of the product. Individual creative refinement of the flashlight. 6. Exhibition, discussion and evaluation of products.
14							FSUN Formation of new methods of plastic transformation of the leaf. 1. Analysis of the sample design. 2. Analysis of the method of marking triangles. The exercise. 3. Marking and cutting out the details of the Christmas tree. 4. Product assembly. Drawing up a general composition. 5. Summing up the lesson. Analysis and evaluation of works.
15							ONZ Acquaintance with a new technique for marking paper parts (“on the subject”). 1. Analysis of the design and decor of the package. 2. Marking and cutting out a paper strip. 3. Pasting the box with paper. 4. Discussion of options and methods for decorating the surface of the package. 5. Exhibition. Discussion and evaluation of products.
16							ONZ Training in the technique of hanging and fastening threads on the basis. 1. Demonstration and analysis of samples. 2. Demonstration of techniques for hanging threads. 3. Doing work by students. 4. Preliminary analysis and evaluation of works. 5. Completion of product design. 6. Exhibition, discussion of works.
17							FSUN Improving drawing and graphic skills. 1. Review and analysis of the exposed postcards. 2. Selection of materials for application. 3. Marking and preparation of details for the application. 4. Product assembly. 5. Problem solving. 6. Summing up the lesson. Review and evaluation of works.
21							PZZ Repetition and consolidation of the method of constructing a rectangle using a ruler. 1. Analysis of the design of the needle bed. Making a sketch of the unwrapped cover. 2. Marking and cutting out the cover. 3. Assembling the needle bar; decoration on the cover. 4.Design and implementation of constructive additions to the product. 5. Exhibition and discussion of works.
22							ONZ Learning how to mark the fabric by pulling the thread. 1. Familiarization with the safety rules when working with a needle. 2. Marking a rectangle of fabric by pulling a thread; refinement of the shape of the napkin. 3. Making the fringe. 4. Summing up the lesson.
23							FSUN The formation of the ability to perform a seam "forward with a needle." 1. Discussion of the embroidery composition. 2. Threading for embroidery. 3. Measuring the thread, pulling it into the needle. 4. Demonstration of the technique for performing stitches “forward with a needle”. 5. Practical work. 6. Exhibition and discussion of works.
28							ONZ Acquaintance with the technique of making mosaic images. 1. Preparation of materials for work. 2. Preparation of a contour drawing on cardboard. 3. Sample analysis. 4. Practical work on laying out the mosaic. 5. Exhibition. Discussion of works.
29	Construction of a toy based on a ball module. Caterpillar.						ONZ Teaching techniques for connecting balls with the help of stitching with threads. 1. Sample analysis; a brief discussion of the design features of ball toys. 2. Preparation of materials. 3. Stitching the balls together. 4. Decoration of the toy. 5. Exhibition. Work analysis.
30							PZZ Fixing the method of marking paper "on the subject" and pasting the subject. 1. Motivate students to create a fantastic image. 2. General analysis products. 3. Creation of a mental image of an unheard-of toy. 4. Marking a strip of colored paper and pasting the box. 5. Assembly and design. 6. Exhibition. Analysis.
31							PZZ To consolidate the ability to build a rectangle using a ruler, to read a drawing and a technical drawing. 1. Analysis of the product design; performing calculations. 2. Making a rectangular blank for the cover. 3. Making a pattern, marking and cutting out a curly cover.
32	The simplest binding. Notebook.						PZZ 4. Making a rectangular strip - blanks for pages. 5. Assembly and design of the product. 6. Review and discussion of works.
33	Test.						KP 1. Possession of basic techniques for processing materials, competent use of tools and devices for simple craft work. 2. Drawing and graphic literacy (the ability to read a diagram, technical drawing, drawing; knowledge of various markup techniques). 3. Culture and organization of work; economical use materials and working hours.
34	Results of the year. Exhibition.						NEO From the best works completed during the year, the final exhibition is drawn up. It is desirable that both the students themselves and their parents take part in its design. Some second-graders can be tour guides on it; they are specially prepared to tell about their achievements during the academic year.
	5. ORGANIZATION AND CULTURE OF WORK (2 hours)		Manufacture of devices for convenient work.	IR KZ	- to acquaint with the development of a volumetric product (hereinafter, it means that the student can reveal the meaning of the concept in his own words; memorization of definitions is not required); with symbols used in technical drawings, drawings and sketches of developments; - introduce the rule - how to make a fold on thick paper or cardboard; - repeat the basic sanitary and hygienic norms and rules; - to acquaint with the methods of organizing comfortable relations with the teacher, parents and friends;	- to teach to follow instructions when solving educational problems; - learn how to organize and plan your own labor activity, control over its course and results; - to teach to obtain the necessary information about the object of activity, using drawings, drawings; - to learn how to make products from available materials according to a sample, drawing; choose materials taking into account properties according to external features; - learn to observe the basic rules of personal hygiene; safety precautions;
1							FSUN Construction of a rectangle using a ruler on a rectangular sheet. 1. Message topics, setting learning objectives. 2. Familiarization with the method of constructing a rectangle. 3. Practical work. 4. Summing up. Analysis of the work done by the children.
2							ONZ Formation of the concept of the development of a three-dimensional structure. 1. Familiarization with the scan; problem solving. 2. Sweep markup. 3. Solving problems for the mental transformation of supports into sweeps 4. Cutting out a scan, making a stand 5. Exercises to reinforce the topic 6. Summing up the lesson.

Italics in the text indicate material that is subject to study, but is not included in the Requirements for the level of preparation of graduating from elementary school.

Bibliography

Bogateeva Z.A. Wonderful paper crafts: Book. For kindergarten teachers and parents. – M.: Enlightenment, 1992.

Khvorostov A.S. Decorative and applied arts at school: A guide for teachers, - M .: Education, 1981.

Konysheva N.M. Problems of the modern lesson of practical work. J "N. sh. "No. 4 2001 p. 82

1	Organization of work for a quarter. Work culture. Draw a rectangle using a ruler.
2	Designing devices for convenient work. Scan. Brush stand
3	Origami. Making a square without the help of drawing tools. Simple folds.
4	Forms and colors of autumn. The transfer of the rhythm of movement in the composition. Application "Leaf fall".
5	Forms and colors of autumn. Composition of dried leaves and flowers. Composition on the plane (bouquet).
6	Symmetric cutting with one and two axes of symmetry. Leaves, flowers. Postcard.
7	Symmetry and asymmetry in composition. The use of color. Painting.
8	Forest sculpture. Creating an image from natural materials. Work practices.
9	Paper and scissors make you think. Symmetrical and asymmetrical paper cuts. Quiz lesson.
10	Modeling animals by observation, representation and association. Sculpture of an animal.
11	Bas-relief. Modeling technique, stylization, composition.
12	Design based on symmetrical paper cutting. Garland without glue.
13	Paper plastics, design according to the sample. Flashlight.
14	New methods of papermaking. Christmas tree made of triangles.
15	Style unity of packaging and gift. Design based on the finished form. Box based packaging.
16	Combined work. Reception of hanging threads on the base. Gift box pendant.
17	The image and design of the postcard. New Year card.
18	Designing things with a pronounced character. Tea cup of a fairy-tale hero (modeling).
19	Designing things with a pronounced character. Tea cup of a fairy-tale hero (decoration).
20	Designing things with a pronounced character. Home for a fairytale hero.
21	Work with fabric; tools and fixtures. Road needle.
22	Working with fabric. Plain weave; marking by pulling the thread. Napkin with fringes.
23	Working with fabric. Napkin with fringes. Seam "forward needle".
24	Learning from folk masters. Doll made of fibrous materials.
25	Learning from folk masters. Doll made of fibrous materials.
26	Learning from folk masters. Plasticine toy based on folk images.
27	Learning from folk masters. Paper work. Bird-Sun.
28	Mosaic: technology, features of composition. Paper mosaic.
29	Construction of a toy based on a ball module.
30	Designing a fantastic image based on a box module.
31	The simplest binding. Notebook.
32	The simplest binding. Notebook.
33	Test.
34	Results of the year. Exhibition.

The educational system "Harmony" is an educational and methodical kit (EMC) for grades 1-4 educational institutions, which ensures the implementation of the main educational program for elementary school.

In didactics, the theory of upbringing, in the psychology of learning and development, as well as in special areas of knowledge that underlie academic disciplines, a significant number of valuable ideas have been accumulated regarding the development of the child's personality, optimization and intensification of the educational process, and the use of innovative technologies. However, the implementation of these ideas in school practice will remain a problem until they receive a scientifically based interpretation in the form methodological systems, taking into account the specifics of the content and the peculiarities of the process of its assimilation by schoolchildren within the framework of specific academic subjects.
Therefore, one of the main tasks of the authors of the Harmony kit was to develop ways to organize the educational activities of younger students, providing comfortable conditions for the development of the child in the process of acquiring knowledge, skills and abilities that correspond to the curricula and the requirements of the primary educational standard.
The educational-methodical set "Harmony" implements: ways of organizing the educational activities of students related to the formulation of a learning task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; ways of forming concepts that provide awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.
Methodical interpretation in a set of modern trends in the development of primary education provides: understanding by the child of the issues being studied, conditions for harmonious relations between the teacher and the student and children with each other, creating a situation of success in cognitive activity for each student.
Considering the educational books included in the TMC (textbook, textbook-notebook, notebooks with a printed base) as a model of the educational process that integrates subject content and types of cognitive activity, the authors of the Harmony set implemented in the system of educational tasks:
- purposeful formation of mental activity techniques (analysis and synthesis, comparison, classification, analogy, generalization);
- the priority of independent activity of students in mastering the content;
- active inclusion in cognitive activity of methods of observation, choice, transformation and design;
- maintaining a balance between intuition and knowledge;
- diverse consideration of the same object;
- based on the experience of the child;
- parallel use of various models: subject, verbal, graphic, schematic and symbolic - and establishing a correspondence between them;
- the relationship of inductive and deductive reasoning;
- the unity of intellectual and special skills;
- creation of conditions for maximum emotional well-being for each child in the process of assimilation of the knowledge provided for by the program.
The specificity of the content of all academic subjects is reflected in their methodological concepts and ways of their implementation.
The Harmony OS website contains the “Basic Educational Program of a General Educational Institution Working on the Harmony Educational System”, methodological assistance and electronic support for lessons.

Based on materials from sites: www.umk-garmoniya.ru

Program "School of Russia"

"School of Russia" is an educational and methodical set for grades 1-4 of educational institutions. The scientific adviser of the set is Andrey Anatolyevich Pleshakov, Candidate of Pedagogical Sciences. As a single holistic set, this kit has been operating since 2001. This is one of the most famous and popular educational and methodological kits for teaching in primary grades. UMK is constantly updated and is a reliable tool for implementing the second generation standard.
WCU was created on the achievements of pedagogical science and practice based on new theoretical concepts; provides general methodological approaches to teaching all subjects at the primary level; work on these textbooks will allow the child to adapt in the school team, to accumulate the necessary knowledge and skills for further successful learning; fully taken into account individual characteristics children.
The main idea of the program: "School of Russia" is being created in Russia and for Russia. The School of Russia program should become a school of spiritual and moral development. It is such a school that will be worthy of Russia.
Learning objectives:
1) creating conditions for the development of the personality of a younger student, the realization of his abilities, support for individuality;
2) mastering by a junior schoolchild of a system of knowledge, general educational and subject skills and abilities;
3) the formation of a child's interest in learning and the ability to learn;
4) formation of health-saving skills, teaching the basics of safe life.
Principles:
- the priority of education in the educational process;
- personality-oriented and activity-based nature of education;
- a combination of innovative approaches with the traditions of domestic education.
The main feature of the methods and forms is that preference is given to the problem-search and creative activities of younger students. This approach involves the creation of problem situations, making assumptions, searching for evidence, drawing conclusions, comparing results with a standard. With this approach, a natural motivation for learning arises, the child's ability to understand the meaning of the task, plan educational work, control and evaluate its result successfully develops. The problem-search approach allows you to build a flexible teaching methodology that is well adapted to the specifics of the educational content and the specific pedagogical situation, taking into account the individual characteristics of children, their interests and inclinations. It makes it possible to apply an extensive arsenal of methods and techniques of a heuristic nature, purposefully developing the cognitive activity and independence of students. At the same time, the possibility of the existence of different points of view on the same issue is demonstrated, tolerance and respect for the opinion of another, a culture of dialogue is brought up, which is in good agreement with the task of forming tolerance.
The set includes textbooks and teaching aids of a new generation that meet the requirements for a modern educational book. At the same time, it carefully preserves the best traditions of the Russian school, taking into account the well-known principles of didactics, in particular, taking into account the age characteristics of children, the gradual increase in difficulty in presenting educational material, etc. The authors of textbooks and teaching aids have adopted all the best that has been accumulated and tested in practice of domestic education, has proved its availability for students of primary school age, guarantees the achievement of positive results in learning and real opportunities for the personal development of the child.
The set of textbooks "School of Russia" is a holistic model built on a single conceptual foundation and having complete software and methodological support. At the same time, the educational and methodological set was given such qualities as fundamentality, reliability, stability, openness to the new, which should be integral characteristics of an elementary school so that it can successfully fulfill its high mission.
The general characteristics of the contents of the kit are as follows:
- The personality-developing nature of education with the priority of the spiritual and moral development of the child.
- The civic-oriented nature of education, which provides for the upbringing of a child by a citizen of his country, developing feelings of citizenship and patriotism.
- The globally oriented nature of education, meeting the new challenges of education in the era of globalization.
- Eco-adequate nature of education with priority attention to the problems of environmental ethics, education of love and respect for nature.