Prepare with additional materials. With the help of additional materials, learn about the architectural monuments in Samarkand, built under Timur

Sections: History and social studies

The range of problems relevant to the current stage of development of improving the educational and educational system "museum - school" is great. In this sense, the museum has been entrusted with serious tasks. The nature of interest in the museum has changed significantly - the museum is becoming one of the most powerful means of education, since the museum today is not a collection of exhibits, but a complex unity of architecture, science and art. Constantly developing and improving, the “museum - school” system requires both teachers and museum workers to have appropriate professional knowledge and skills. Obviously, for enhancing contacts between the school and the museum, methodological recommendations are extremely important both for the teacher who wants to use the museum in the educational and educational process, and for the museum's researcher who is interested in using the experience of colleagues as widely as possible in his work. It is the fact of the merger of some sections of pedagogy and museology that has become a platform for the creation of "museum pedagogy", the need to use which in the work of a general education school and a modern museum is dictated by the time itself.

Some teachers believe that a guided tour or lecture in a museum can replace a lesson. But visiting the museum should not repeat, but enrich the lesson. The museum's assistance to the school is not in duplicating the lesson, but in expanding the children's ideas about the world around them, in the formation of aesthetic taste (Appendix 1). The museum exposition contributes to a special perception of the topic, a reliable assessment of the historical authenticity of an event or object. It is the object that is the object of comprehensive study by the museum, it is through the object as a monument of human culture that the museum communicates with the visitor. Therefore, one of the tasks of museum pedagogy is to create the prerequisites and conditions for activating museum visitors, in particular for improving contacts with museum objects, for organizing the perception of the information contained in them.

The work of any museum is based on a subject. He is a carrier of social and natural scientific information - an authentic source of knowledge and emotions, cultural and historical value - part of the national heritage. An important feature of a museum object that distinguishes it from other sources is the ability of the object to influence the emotional sphere of a person. It is no coincidence that all researchers, along with other properties of a museum object, such as informativeness, representativeness (reflection of reality), call the following: - expressiveness - the ability to influence a person through their characteristics, attractiveness - attracting attention, associativity - a sense of belonging, empathy (1, 89.). In addition, each object is a sign of its time, a reflection of the peculiarities of a particular era.

One of the main properties of an object is information content. The use of various objects as visual material in the lesson is widespread and the power of a methodological technique. The main difference between a museum object and an ordinary visual aid is its authenticity, the function of historical memory that stores the experience of past generations. A museum item should be the primary source of social information, be authentic, and be stored for a long time. The moral, aesthetic, memorial value of the object is no less important - everything that makes the object a cultural value.

Working on the basis of the museum allows you to collect in one space a wide variety of sources: written monuments, material relics, visual materials, photographs, archaeological, numismatics, bonistics, philately, ethnography and many other materials. All this makes it possible not only to show the diversity of sources, but also to teach children the language of museum objects, to give them the basics of independent research work with sources. In modern families, there are few things that belonged to their ancestors that would personify the "connection of generations". Before visiting the museum, many children have never had the experience of studying ancient objects. Therefore, one of the tasks is not only to draw attention to the museum object, but also to reveal its character, features, properties. This attention to the historical source is realized through the system of occupations, one or another subject becomes the main character.

One of the main forms of museum educational work is an excursion. The basis of the excursion is the presence of two elements: the show and the story. The excursion is the golden mean, where the guide needs a stable balance between showing visual objects and telling about them and the events associated with them. A show is the observation of an object under the guidance of a qualified guide. When shown, a person perceives not only the appearance of an object, a monument, but also with the help of a guide distinguishes between individual parts in it, takes part in their analysis, with the help of additional materials: auxiliary visual aids. The storytelling during the excursion is an addition to the analysis of the visual range, it is especially necessary in cases where the visual material is poorly preserved or completely lost. But stories cannot be abused. As a rule, everything that is discussed in the excursion should be presented in the visual range, which the tourists observe. If there are no objects that reveal the topic, there can be no excursion itself. (2.14)

An attempt to prepare an excursion along the street on which the student lives, or any other street, microdistrict, or settlement is an excellent final task for consolidating the large amount of information obtained at the museum lessons at once. As an option and result of the integrated lesson of local history and informatics using museum technologies - a virtual tour in multimedia performance.

Another way to show the result of a student's research, local history activities through museum technologies is to organize an exhibition on a given topic, make changes to the exposition of the school museum, update and supplement it. This work, like the preparation of the excursion, requires extensive preparatory research work and in practice consolidates the knowledge gained, in addition, it contributes to the development of aesthetic skills in children, artistic taste.

Currently, the issue of local history work at school is relevant. We are considering the solution of this issue from the point of view of integration of local history with general educational disciplines (historical local history, geographical and natural history of local history, literary, etc.). The use of the main museum technologies will make it possible to effectively organize the educational process for many teachers in a new way. Non-standard forms and methods of studying school discipline, creative control tasks, of course, will contribute to the activation of the student's mental activity, the development of his creative abilities, aesthetic perception and artistic taste. But most importantly, the totality of these innovations helps the teachers of the school and the museum to solve one of the primary tasks of pedagogy - fostering a sense of patriotism, which is achieved through knowledge of the history of the native land.

Extracurricular forms of work should not be overlooked. Local history circles and sections, organization and maintenance of a school museum, active participation in local history competitions and olympiads is one of the important ways of carrying out meaningful and interesting work with students, the main way of transferring knowledge and skills not provided for in the school curriculum. The strict framework of the lesson does not always allow answering many questions of interest to children, does not always provide an opportunity to help the child learn additional techniques and skills necessary for the success of the student's educational process. In this case, extracurricular activities come to the rescue, in which students acquire the necessary knowledge.

The activities of the local history, museum circle are aimed at mastering by children the skills of independent search, research work in archives, libraries, museums, interviewing people of interest to a museum or researcher, etc. The cycle of classes should provide for an excursion visit to the above institutions, independent work to find the necessary information given by the teacher, its processing, analysis of the work done during the circle meetings, further planning of the study, definition of goals and objectives. Mastering the above skills forms a student's clear orientation in the information space, which in the future greatly facilitates the work on the preparation of various kinds of essays, regional studies, etc. In addition, the members of the circle provide practical assistance to the school museum, thereby, delving into the essence of its work, they realize the importance and significance of the existence of the museum business, and become involved in its activities.

The most receptive audience is children, and it is on them, first of all, that the educational activities of museums are oriented; it is with children that the school works, providing education and raising worthy citizens of their country from the younger generation.

References:

Lebedeva P.G. The specifics of working with a museum object in the Children's Historical Museum // Museum of the XXI century: dream and reality .- SP: 1999.
Ivashina N.N. Methodology for preparing a field trip. // Belgorod Regional Studies Bulletin. - Belgorod, 2001.

The base of the construction site is an array of soil that lies under the foundation, steadily takes the entire load of the structure on itself. Soils serving as a base are divided into two types: natural, or natural and artificial.

thirdly, the soils should be without heaving qualities, when freezing, all such soils expand, while thawing they decrease, which leads to a violation of the correct shrinkage of the structure and the formation of deformation cracks, gaps;

fourthly, soils must have the ability to withstand all sorts of effects of groundwater and liquids.

They have the following building classification:

rocky - actually not compressible, absolutely not heaving, very waterproof (the best base). For example, Manhattan in New York.
coarse, that is, pieces of a rock type (about 50 percent with a volume of over two millimeters): gravel and crushed stone (quite a good base);
sands - and the larger the particles, the greater their possibilities for construction. The sand is gravelly (large particles) under loads are significantly compacted, they do not show heaving (a fairly good base). And small, almost dusty particles, when moisture gets in, begin to heave;
clayey take on significant loads in dry form, however, in the process of moistening, their carrying capacity is significantly reduced, they become heaving;
loesslike, that is, macroporous, usually have good strength, however, in the process of moistening, they often give significant subsidence, they can be used provided they are strengthened;
bulk - are formed when filling pits, garbage dumps, canals. Have a disproportionate compressibility (require hardening);
alluvial - are formed as a result of the purification of a dried-up river or lake. Not a bad soil base;
quicksand - formed by fine particles of sand with silty mixtures. They are not suitable for natural substrates.

Strengthening methods:

at first, seal... Ordinary pneumatic ramming or ramming with special plates, in some cases crushed stone is added. On large areas, rollers are used;

secondly, pillow device... In cases where it is difficult to strengthen the soil, the layer of unreliable soil is removed and replaced with a more stable one (for example, sand or gravel). The thickness of such a pillow is usually 10 centimeters or more;

third, silicatization - used for fine dusty sand. In such cases, mixtures of liquid glass with various chemical additives should be injected into the soil. After the soil has hardened, it will acquire a good bearing capacity;
fourthly, cementation, that is, the supply of a cement mixture under the base in liquid form or a liquid mixture of cement with sand;

fifth, burning, that is, the thermal method, combustion of various combustible materials in the depths of wells. Used for loess soil types. Thus, the foundation of the soil will be reliable if all these requirements and conditions are observed during construction.

The density of the bearing soil underneath and is critical for their safe and long lasting. In our country, cases when buildings, structures and roads are erected on dense continental soils that do not require additional reinforcement are relatively rare, most often it is necessary to carry out a number of measures to strengthen the soil, and most of them have a volume and final cost comparable to all subsequent construction.

There are only three ways to strengthen the soil, both natural and artificially poured. It:

Complete replacement of natural soil with low bearing capacity.
Physical compaction of natural soils.
Strengthening with additional materials

Complete replacement of natural soil with low bearing capacity can be done in two ways.

First: excavation (usually fine-grained, dusty sands, water-saturated gley soils in the place of former swamps) to the mainland base (usually gravel), followed by backfilling the excavation with gravel, crushed stone or pouring a solid concrete slab. Gravel and crushed stone are compacted with vibratory rammers or heavy equipment, for example, road rollers weighing 10-15 tons.

Second: frequent driving of piles into the upper layer of fragile soil to the mainland foundation. Currently they are used exclusively, although history knows other examples, for example, oak piles were used in the construction of St. Petersburg.

Strengthening soils with additional materials has become possible in recent years with the advent of geotextiles, better known as non-woven synthetic materials. It combines several useful properties and forms a solid, non-decaying, water-permeable base on the soil surface. It can be used to strengthen the slopes of embankments or canals, to make a foundation for footpaths and even highways. It is used both independently and as a topcoat of gravel or crushed stone.

Physical compaction of bulk and natural soils is carried out in any case to form a denser "cushion". For such a process, only materials with a structure of medium discreteness are suitable - gravel, crushed stone (sand with natural stones), in rare cases it is used. Depending on the volume of work and the size of material fractions, both light tools (vibratory rammers) and heavy equipment are used.

The device of floors by combining floor coverings of various properties is one of the most popular design techniques used, as a rule, for space zoning. Connecting laminate and ceramic tile floors within one room allows not only to diversify the interior, making it brighter and more expressive, but also gives a significant gain in strength, durability and other performance characteristics. Most often, such solutions are found in the design of living rooms, kitchens and hallways and serve to divide the room into living and working areas.

At the same time, joining laminate with tiles is a serious technical problem that can be solved in various ways:

without the use of additional materials;
using construction foams, mastics and silicone sealants;
using a cork condenser;
with the help of transitional sills.

Without the use of additional materials

This method is used to design single-level joints of complex configuration and requires a lot of patience and accuracy. First, a careful cutting and cutting of materials is carried out according to pre-prepared templates.

Then they are fixed on the rough floor in compliance with the general rules of fasteners and thorough grouting of the joint seams. Joining a laminate with a tile without the use of additional materials allows you to beautifully design any curved joint, no matter how complex it is.

Using joint foams and polymer sealants

Butt joints of any shape, width and depth can be elegantly decorated with construction foams, mastics and silicone sealants. For this, there is a huge assortment of improvised means and a rich selection of color combinations, but this solution has a significant drawback associated with the peculiarity of laying the laminate.

Since the laminate needs some space for expansion, during installation the boards are not attached to the base and can move, taking the optimal position for themselves. Building foams and sealants will eventually harden and seal the joints tightly, which can deform the floor.

With a cork expansion joint

High-quality joining of laminate with tiles with the formation of a neat seam is carried out using cork expansion joints. The cork shrinks perfectly and recovers itself, so you don't have to worry about the arrangement of technological gaps.

In order for the cork to lay down beautifully, the edges of the laminate and tiles along the cut line must be perfectly flat, therefore, the use of cork expansion joints makes special demands on the quality of cutting the material.

A special tinting is used to give the cork condenser the desired shade.

Using transitional sills

Transitional sills not only allow you to beautifully dock materials of various textures, properties and colors, they greatly facilitate cleaning and increase the service life of floor coverings.

There are several types of lane:

straight sills - used to design straight sections of single-level surfaces;
leveling sills - allow you to connect floor coverings that are at different heights;
trailing sills - used to decorate podiums, adjoining steps of stairs and edges of coatings.

Currently, the construction market offers a wide selection of transitional sills made of different materials:

sills made of natural wood look very beautiful and harmonize perfectly with furniture and laminate flooring, however, they are quite expensive and need special care - grouting scratches, polishing, painting and varnishing;
metal sills or moldings - more durable, unpretentious and inexpensive, usually made of aluminum, stainless steel and brass, to protect against moisture and give the necessary color, metal sills are covered with protective films with a decorative pattern;
laminated sills - completely repeat the structure and color of the laminate, therefore they are ideally combined with it, however, their performance is highly dependent on the quality of the materials used and compliance with the manufacturing technology;
plastic sills are the most common, inexpensive and technologically advanced type of design of butt joints, but rather short-lived.

The main disadvantage of transitional sills is that a small protrusion is formed at the joints. At the same time, joining the laminate with tiles using transitional sills provides such advantages as:

smooth transition;
visual integrity of the coating;
rich selection of colors and shades;
the ability to design curved lines;
quick and easy installation;
good protection of the joint from moisture and debris entering it.

When installing sills, it is necessary to leave expansion gaps, not forgetting to take into account the dimensions of the fasteners, otherwise the coatings may deform and lose their attractiveness.

Video

This video will tell you about the transitions for joints.

1. Market square.

How did the center of a medieval city differ from a modern city?

The center of the medieval city, like the modern one, was the square. Only in the case of a medieval city, the whole life of the city proceeded on the square: auctions were held there, people exchanged news, punished criminals, theatrical performances and performances were held on the square.

Unlike the modern city, the medieval city had no running water or sewerage system.

2. Town Hall.

1. What items and documents were kept in the town hall? What did they mean for the city?

The town hall kept the city banner, the keys to the city gates, and the city seal. There, in strong chests behind many locks, they kept the treasury and archive. Archival documents were especially carefully guarded, as they contained letters in which the rights, freedoms and privileges of the city were recorded.

2. Which of the three listed ways of forming a city government seems more democratic to you? What groups of the urban population were in any case excluded from the city government?

The most democratic way to form a city council was to elect its members at a narrow meeting of "respected" citizens.

In any case, the poor and even many wealthy artisans were not allowed to the city government.

3. City Cathedral.

Why did the townspeople spend so much money, effort and time on the construction of cathedrals?

The townspeople spent so much money, effort and time on the construction of cathedrals in order to show the greatness, beauty and wealth of their city, to be proud of it. In addition, cathedrals were built in honor of the saints who were supposed to help and protect the city.

4. Romanesque and Gothic cathedrals.

1. Why do you think Romanesque temples resembled fortresses? Why are they called Romanesque? How do they resemble the architectural monuments of Ancient Rome?

Because the period when the cathedrals were built - the 9th - 12th centuries - was a period of internecine wars and constant attacks by neighboring tribes (Normans, Hungarians, etc.), so they had thick walls so that in case of an attack the inhabitants of the city could hide behind them.

These cathedrals are called Romanesque, because the architects who built them used the techniques of the ancient Roman builders. The architecture of ancient Rome, these cathedrals resembled the use of columns, arches and vaults.

2. What mood did the architecture of the Gothic cathedral create among believers?

The architecture of the Gothic cathedral gave the impression of lightness and weightlessness, as if the cathedral was stretching upward.

Questions at the end of the paragraph.

1. Imagine that you are a traveler arriving in a medieval city. Describe what you saw in the city. What did you find unusual?

The appearance of medieval towns was different from modern ones. The city was surrounded by high walls with towers and deep ditches, filled with water to protect against attacks, the city gates were locked at night. The walls that surrounded the city limited its territory; as the population flowed from the villages and the number of inhabitants increased, it could not accommodate all the living, and it had to be expanded by building new walls. So the suburbs arose, in which mainly artisans settled.

Due to the limited urban area, the streets were very narrow. Houses were built in several floors, with each upper floor hanging over the lower, so that the street was always twilight. The architecture of the houses was simple and monotonous; the main building materials were wood, stone and straw. The exceptions were houses of feudal lords and wealthy merchants. Two buildings in the city square stood out sharply - the cathedral and the town hall. It was the center of the city and at the same time the market square. The streets were inhabited by artisans of one specialty. The windows of each workshop usually faced the street: during the day the shutters were opened, the upper one turned into a canopy, and the lower one became a counter. In addition, through the open window, one could see how the products were made. Street lighting did not exist for a long time. There were no sidewalks either, the streets were unpaved, so it was very dusty in the summer heat, and dirty in the spring and autumn. Waste was thrown directly into the streets. It was difficult to walk and drive along the streets of the medieval city, the puddles were so deep that it was impossible even to ride a horse through them. Overcrowding, unsanitary conditions, and the absence of hospitals turned the city into a breeding ground for all diseases and epidemics, from which sometimes 1/2 to 1/3 of the city's population died, especially during the plague, which was called the Black Death. Cities, with their wooden buildings and thatched roofs, were often subjected to devastating fires, so it was a rule to extinguish the lights in houses at nightfall.

2. Prepare a report on one of the famous medieval cathedrals with the help of additional materials.

Chartres Cathedral is a Catholic cathedral located in the city of Chartres in the Prefecture of the Ayr-et-Loire department. It is located 90 km southwest of Paris and is one of the masterpieces of Gothic architecture. In 1979, the cathedral was declared a UNESCO World Heritage Site.

Churches have long stood on the site of the modern Chartres Cathedral. Since 876, the Holy Shroud of the Virgin Mary has been kept in Chartres. Instead of the first cathedral, which burned down in 1020, a Romanesque cathedral with a huge crypt was erected. He survived the fire of 1134, which destroyed almost the entire city, but was badly damaged in a fire on June 10, 1194. Only the towers with the western facade and the crypt survived from this fire, which started from a lightning strike. The miraculous salvation from the fire of the sacred shroud was considered a sign from above and was the reason for the construction of a new, even more grandiose building.

The construction of a new cathedral began in the same year 1194 with donations that flocked to Chartres from all over France. The city dwellers voluntarily delivered the stone from the surrounding quarries. The design of the previous building was taken as a basis, into which the remaining parts of the old building were inscribed. Major work, which included the construction of the main nave, was completed in 1220, and the cathedral was consecrated on 24 October 1260 in the presence of King Louis IX and members of the royal family.

Chartres Cathedral has been preserved from the end of the 13th century to the present day almost intact. It escaped destruction and robbery, was not restored or rebuilt.

The three-nave building in the plan is a Latin cross with a short three-nave transept. The eastern part of the temple has several semicircular radial chapels. At the time of construction, the vaults of Chartres Cathedral were the highest in France, which was achieved through the use of flying buttresses based on buttresses. Additional flying buttresses supporting the apse appeared in the 14th century. Chartres Cathedral was the first to use this architectural element in its construction, which gave it completely unprecedented external outlines, made it possible to increase the size of the window openings and the height of the nave (36 meters).

A feature of the appearance of the cathedral is its two very different towers. The 105-meter spire of the southern tower, built in 1140, is shaped like a simple Romanesque pyramid. The 113-meter-high north tower has a base left over from a Romanesque cathedral, and the tower's spire appeared at the beginning of the 16th century and is made in the flaming Gothic style.

Chartres Cathedral has nine portals, three of which have survived from the old Romanesque cathedral. The north portal dates back to 1230 and contains sculptures of Old Testament characters. The southern portal, created between 1224 and 1250, uses New Testament plots with a central composition dedicated to the Last Judgment. The Western Portal of Christ and the Virgin Mary, better known as the Royal Portal, dates from 1150 and is famous for the 12th century depiction of Christ in Glory.

The entrances to the north and south transepts are decorated with 13th century sculptures. In total, the decoration of the cathedral has about 10,000 sculptural images of stone and glass.

The 16th century astronomical clock is located on the south side of the cathedral. Before the breakdown of the clockwork in 1793, they showed not only the time, but also the day of the week, month, times of sunrise and sunset, moon phases and the current sign of the zodiac.

The interior of the cathedral is no less remarkable. The spacious nave, unparalleled in all of France, rushes towards the splendid apse located in the east of the cathedral. Between the arcades and the upper rows of windows in the central nave, there is a triforium, the massive columns of the cathedral are surrounded by four powerful pilasters. The cathedral is famous for its colored stained-glass windows, the total area of \u200b\u200bwhich is about 2000 m2. The Chartres collection of medieval stained glass is absolutely unique: more than 150 windows, the most ancient of which were created in the 12th century. In addition to the large stained glass roses on the western façade, the southern and northern transepts, the most famous are the 1150 stained glass window "Our Lady of Beautiful Glass" and the composition "The Tree of Ieseevo".

A distinctive feature of the stained glass windows of Chartres Cathedral is the extraordinary richness and purity of colors, the secret of obtaining which has been lost. The images are characterized by an extraordinary breadth of subject matter: scenes from the Old and New Testaments, scenes from the lives of prophets, kings, knights, artisans and even peasants.

The floor of the cathedral is decorated with an ancient labyrinth from 1205. It symbolizes the believer's path to God and is still used by pilgrims for meditation. There is only one way through this labyrinth of the cathedral. The size of the labyrinth practically coincides with the size of the window rose of the western facade (but does not repeat it exactly, as many mistakenly believe), and the distance from the western entrance to the labyrinth is exactly equal to the height of the window. The maze has eleven concentric circles, the total length of the path through the maze is approximately 260 meters. In its center is a flower with six petals, the outlines of which are reminiscent of cathedral roses.

According to the mock documentary Distant Blue Heights, the drawings on the floor of Chartres Cathedral helped mathematicians to discover "gravity tunnels."

In Chartres Cathedral, medieval stained-glass windows are well preserved, including the rose window. The total area of \u200b\u200bglazing in the cathedral is 2044 sq.m. Stained-glass windows from this period are dominated by deep blues and reds, and light shades are rare.

Questions for additional materials.

What was the significance of the activity of money changers in medieval society?

Thanks to the activities of the money changers, trade developed, as this made it possible to buy / sell goods of another state, which contributed to the development of the turnover of goods.

1. What do you think, in what architectural style the tower was built?

I think that in the Gothic style, it is characterized by an aspiration upward.

2. How to explain that the craftsmen made such serious mistakes during construction and, moreover, did not pay attention to warnings?

It is possible that the masters have lost the knowledge of architecture and architecture that was known during the Roman Empire.

Early age

Educational tasks:

Introduce materials for construction (natural, waste, construction and paper);

With volumetric geometric shapes (brick, ball, cube, cylinder, cone, pyramid) that are part of building kits or constructors;

Learn to place various geometrically bodies in space;

Highlight geometric shapes in familiar objects;

Introduce the techniques used in construction;

Experiment with paper, natural, waste materials in the process of creating elementary crafts;

Connect parts using additional materials (plasticine, clay);

Highlight familiar images in buildings and crafts.

Developmental tasks.

To form a sense of form when creating elementary buildings and crafts;

Develop visual-effective and visual-figurative thinking;

Promote the development of attention, memory;

Form the ability to attach parts of the craft to each other.

Educational tasks:

Generate interest in constructive experimentation

To educate the ability to hear the teacher's verbal instructions, his instructions, characteristics;

To cultivate the ability to see beauty in designs and crafts.

Features of training. The design of young children resembles an experimenting game, in which the properties and characteristics of geometric shapes and various materials are studied. The three-dimensional volume of design products makes it possible to more thoroughly examine all the details from which it is planned to create a structure.

In the learning process, where play is the leading method, it is advisable not only to demonstrate various figures, but also to name them as often as possible, to give them a figurative characteristic that helps children to quickly include the materials under study in their own design. It is important to activate all analyzers in order to gain a more complete understanding of the design.

At an early age, children, starting from the first year, are able to identify geometric shapes without naming them, but distinguishing the given shape from many others. This fact indicates that volumetric geometric bodies can not only be objects of manipulation and play of children at this age, but also an object of study.

The ability to distinguish a form, and subsequently to name it, facilitates the process of teaching construction at later stages, where the teacher will not need to acquaint with the forms and form the ability to create various structures from them. In this case, the teacher can use verbal instruction, indicating the necessary forms, and not a detailed display, explaining the meaning of choosing certain forms for a particular building. After all, children are already prepared to work with these forms, because they know their properties and signs.

More time is left for the creative design process itself. Don't make it easy on something that's already easy. In play, children acquire multiple skills, which we, adults, do not always use wisely for their creative development. We are always afraid that children will not understand, will not be able to, will not cope. But sometimes we don't even try to give them what they need so much. Often, in order to meet the time allotted for the lesson, we try to minimize the child's activities, and this is a fundamentally wrong approach.

You should not sacrifice the opportunity to form some kind of skill for the sake of the effect of the craft. Let the construction (hand-made article) initially look like a real object, perhaps, but it will testify to the path that the child has traveled. And here it is important to emphasize his achievements, pointing out the prospect of further movement.

Liza (1 year 4 months) was making the “Joyful Caterpillar” from crumpled pieces of paper, which had to be placed one after another, fastening them together. At first, it was difficult for her to crumple the paper into a lump (the sheet of paper was straightened all the time, and it was not possible to get a uniform shape). The teacher suggested that she slightly wet her hands and only then roll the paper lumps, as is done with plasticine. As a result of Liza's efforts, the parts for the caterpillar were ready. When the lumps were connected, another problem arose: Liza glued her eyes in different places (on the first link and on the last). Liza's mother immediately rushed to help her daughter: to stick it on her so that everything was neat. But after explaining to her mother the inexpediency of such an act, the teacher, together with the girl, found a way out by gluing one more eye to each link and dividing the caterpillar into two parts. Thus, we got two small caterpillars. Liza was so glad that she had not one big caterpillar, but two small ones, which she made herself. After class, she ran to show her handicraft to her mother, proudly clapping herself on the chest, as if showing that she could do it herself.

When the child himself achieves the desired result with the indirect guidance of the teacher, the skill acquired by the child in the lesson becomes part of the constructive-visual experience. Even if the lesson is held with a subgroup of children, you need to strive not to minimize their activity, but to think over its organization so that the children, performing actions that are simple in nature, create a simple structure (craft). It is important to put emphasis on techniques and techniques, variations of which expand the content and technical aspects of children's design products.

Junior preschool age

Educational tasks:

Continue to acquaint with materials for construction (natural, waste, construction and paper), their properties and expressive capabilities;

Introduce three-dimensional geometric bodies and architectural forms (domes, roofs, arches, columns, bridges, doors, stairs, windows) that are part of building kits or constructors;

Continue to learn to place various geometrically bodies in space, creating a specific structure;

Learn to highlight, compare geometric shapes with each other;

Continue to introduce the techniques and techniques used in constructive activities;

Learn to create constructive images in the process of experimenting with different materials and transforming various blanks;

connect parts with additional materials (plasticine, clay, double-sided tape, glue, matches).

Developmental tasks:

To develop visual-effective and visual-figurative thinking, imagination, attention, memory;

Promote the mastery of constructive skills: position parts in different directions on different planes, connect parts, correlate buildings with diagrams, select adequate connection methods;

Expand the child's vocabulary with special concepts: "construction", "architecture", "scheme".

Educational tasks:

Arouse interest in design;

To cultivate the ability to see beauty in structures and crafts;

To cultivate accuracy when working with various materials and tools;

Ability to do teamwork.

Features of training... In the process of teaching children of younger preschool age, it is advisable to use, in addition to the reproductive method, based on the repetition of the instrumental actions of the teacher by children, but also partially search, heuristic methods that allow children to independently transform the experience gained into new situations. Of course, younger preschoolers are not yet able to fully realize their own ideas without help, since, firstly, their ideas are not stable, and secondly, their constructive-visual experience is not great. However, the ability to choose the material, technique, content of a constructive image forms in children a creative approach, which manifests itself at the initial stages in the ability to give an individual character to their building.

When you create a garage for a car from a building kit, you can show kids how different garages for each car are obtained from the same parts. To do this, it is necessary to use parts made of self-adhesive paper as decor: bricks, stones, plates, eyes (surveillance cameras), etc., buttons, corks from plastic bottles for the construction of additional structural elements: locks, handles, cornices, etc. ...

In the younger group, children try not only to create their own buildings, but to actively include them in the game.

Design refers to those types of activity that, in terms of content, create the most favorable conditions for the development of collective creativity. For example, when preparing decorations, gifts for the holidays, attributes for story games, performances, aids for math classes, getting to know the world around you, buildings in a corner of nature, etc. Thus, children, starting from the youngest age group, learn to participate in the organization of the environment in which they live while they are in preschool. This has a huge impact on them, therefore, in the content plan of design classes, it is necessary to take into account this moment in order to implement such directions in the development of creativity as the satisfaction of personal and social needs.

At the age of three, children have a desire to show their "self". This also needs to be taken into account, it is not necessary to impose a specific, planned type of construction only in order to solve a specific task of forming any skill. Constructive skill and building content are interrelated, but not static in nature. This allows you to use the principle of variability in the learning process, which gives some freedom to both the child and the teacher. It makes no difference, on the example of which building, the kid will learn the necessary technique. The main thing is that he will master it in order to further use it independently.

As part of teaching paper design, children master the techniques of folding paper in various directions (vertically, horizontally, diagonally, double folding). This makes it possible to expand the content of children's constructive images.

Middle preschool age

Educational tasks:

To consolidate the ability to work with various materials for design (natural, waste, construction and paper), taking into account their properties and expressive capabilities in the design process;

Strengthen the ability to select, name, classify different volumetric geometric bodies (bar, ball, cube, cylinder, cone, pyramid, prism, tetrahedron, octahedron, polyhedron) and architectural forms (domes, roofs, arches, columns, doors, stairs, windows, balconies, bay windows) that are part of building kits or constructors;

Continue to learn to place various geometric bodies in space, using various compositions that reveal the essence of constructive images;

Learn to create plot compositions during the construction process;

Continue to teach how to compare geometric shapes with each other and objects of the surrounding life;

See the image in geometric shapes;

use various techniques and techniques in the process of constructive activity;

Create constructive images while experimenting with different materials and transforming a variety of blanks;

Connect the parts using additional materials (plasticine, clay, double-sided tape, glue, matches).

Developmental tasks:

Continue to build a sense of form when creating buildings and crafts;

Contribute to the mastery of compositional laws: scale, proportion, plastic volumes, texture, dynamics (statics);

To consolidate constructive skills: to place parts in different directions on different planes, connect them, correlate buildings with schemes, select adequate connection methods;

Expand the child's vocabulary with special concepts: "proportion", "scale", "texture", "plastic", "proportion".

Educational tasks:

Arouse interest in design and constructive creativity;

To cultivate the ability to be guided by the teacher's verbal instructions in the exercise process;

Aesthetic attitude to works of architecture, design, products of their constructive activities and crafts of others;

Accuracy when working with various materials and tools;

Ability to work together with children and a teacher in the process of creating a common work.

Features of training... In the middle group, children consolidate their constructive skills, on the basis of which they form new ones. So, the ability to compose a certain composition from the elements of the constructor contributes to the development of the ability to plan work. At this age, children learn not only to act according to the plan proposed by the teacher, but also to independently determine the stages of the future construction. This is an important factor in shaping learning activities. Children, constructing a building or a craft, mentally imagine what they will be like, and plan in advance how they will be performed and in what sequence.

In the process of working with paper and cardboard, children learn to fold paper in different directions, using both simple and complex folds. In the middle group, this type of design, like paper plastic, is becoming more and more relevant. Along with building sets, paper, due to its expressive and plastic capabilities, allows you to create interesting designs and crafts that have both a realistic and decorative basis. Paper, or rather its transformation, develops the imagination of children, forms the ability to see new images in familiar forms. For example, a cone made of paper can, with appropriate modifications, turn into any animal, flower, vase, boat, completion for a tower, become part of a costume for a fairy-tale character, etc.

There are many options for using the cone. But in order for children to be able to transform it, it is necessary to show the possibilities of transformation on diagrams, pedagogical sketches.

The same wonderful transformations are obtained in the origami technique, which is based on the techniques of working with paper by bending it in different directions. The origami technique only in exceptional cases allows the use of scissors and glue. This allows us to classify it as a rather complex technique that requires tremendous attention, patience and accuracy. Unevenly folded corners will not achieve the desired result. The initial stage of learning the origami technique in the middle group is mastering the simplest initial forms, by varying which you can get different images.

Another type of paper plastic is the use of scissors, glue, in addition to techniques for working with paper, allowing you to create volumetric designs and crafts with the involvement of experience in working with applique images. It also requires the ability to work with scissors to get the necessary part for the structure. In the middle group, children learn only simple methods of cutting. They cut, cut paper, and cut out basic shapes from blanks. Along with cutting in the middle group, plucking (to convey the texture of the building) and clipping (to convey a certain character of the image, displaying the style of construction) can be used to create a constructive image. Application techniques in this case can be both basic and additional.

The joint constructive activity of children (collective buildings, crafts) plays an important role in fostering the initial skills of working in a team - the ability to agree in advance (to distribute responsibilities, select the material necessary to complete a construction or craft, plan the process of their manufacture, etc.) and work amicably, without interfering with each other.

Children making various crafts and toys for a gift to their mother, grandmother, sister, younger friend or peer fosters a caring and attentive attitude towards loved ones, the desire to do something pleasant for them. It is this desire that often stimulates the child to work with special zeal and diligence, which makes his activity even more emotionally intense and brings him great satisfaction.

Constructive activity, due to its capabilities, allows you to practically introduce children to such an art form as architecture. In the middle group, children not only study individual architectural forms, but also get acquainted with different styles, which has a positive effect on other types of fine art. It is the knowledge of the features of various forms of architecture that contributes to the enrichment of the content of drawings, application images of children. In this case, constructive activity is also of great importance for the education of aesthetic feelings. When children get acquainted with architecture, they develop an artistic taste, the ability to admire architectural forms and understand that the value of any structure lies not only in its functional purpose, but also in its design.

Senior Preschool Age

Educational tasks:

To improve the ability to work with various materials for design (natural, waste, construction and paper), taking into account their properties and expressive capabilities in the design process;

To consolidate the ability to select, name, classify different volumetric geometric bodies (bar, ball, cube, cylinder, cone, pyramid, prism, tetrahedron, octahedron, polyhedron) and architectural forms (domes, roofs, arches, columns, doors, stairs, windows, balconies, bay windows) that are part of building kits or constructors;

Use various types of composition to create volumetric structures;

Create plot constructive images;

Compare geometric shapes with each other and with objects of the surrounding life;

Highlight an image in various geometric bodies;

Improve the ability to use various techniques and techniques in the process of creating a constructive image;

Continue to learn to compose a structure according to verbal instructions, descriptions, conditions, schemes;

Learn to independently transform materials in order to study their properties in the process of creating constructive images;

To consolidate the ability to select adequate ways of connecting parts of a constructive image, making them strong and stable;

Find replacement of some parts with others;

Improve the ability to fold paper of different weights in different directions;

Learn to work with ready-made patterns, drawings.

Developmental tasks:

Continue to form a sense of form, plastics when creating buildings and crafts;

To consolidate the ability to use compositional laws: scale, proportion, plastic volumes, texture, dynamics (statics) in the design process;

Continue to develop visual-effective and visual-figurative thinking, imagination, attention, memory;

Improve the ability to plan your activities;

To consolidate and expand the child's vocabulary with the special concepts of "substitute", "structure", "tectonics".

Educational tasks:

Arouse interest in design and constructive creativity;

To foster an aesthetic attitude to works of architecture, design, products of their constructive activity and crafts of others;

Accuracy when working with various materials and tools; improve the skills of working with scissors;

Develop the ability to work collectively.

Features of training. The constructive creativity of older preschool children is distinguished by a substantial and technical variety of buildings and crafts, due to the presence of a certain degree of visual freedom.

Making handicrafts from natural material forms in children not only technical skills and abilities, but also an aesthetic attitude towards nature, art, and their creativity. However, this becomes possible only with an integrated and systematic approach to the learning process. It is important that the knowledge, skills and abilities obtained in the course of one type of construction, children can use in others.

As an activation of the constructive creativity of children, it is advisable to use a variety of stimulating material: photographs, pictures, diagrams that guide their search activity. As for the materials used in the course of creating a constructive image, there must be more of it than is required for a separate building (both in terms of elements and quantity). This is done in order to teach children to select only the necessary details that correspond to their intention. If a child is not able to make a choice and uses all the material provided to him in class, without seeking to objectively assess its significance for the implementation of the plan, then this indicates a rather low level of creative development. It is important to teach children to analyze the material, to correlate its properties with the nature of the constructive images being created. Children of older preschool age, creating structures, do not build in general, but for a specific purpose, i.e. in order to apply the construction (craft) in practice. This gives meaning and purpose to the design.

Given the variety of materials used in the design, you should consider a storage system. It is most convenient to arrange materials in boxes, depending on the type, while making it available to children. It is advisable to classify the material together with children. Firstly, this will allow you to quickly remember its location, secondly, joint work on disassembling the material teaches children to order, accuracy, and thirdly, in the course of such activity, preschoolers indirectly consolidate knowledge about the properties of different types of material.

At the senior preschool age, under the guidance of a teacher, children master new ways of connecting them, learn to create a variety of movable structures from pictures, drawings. Particular attention is paid to the special training in children of the ability to connect parts with nuts and wrenches, since this requires the participation of small arm muscles, which are still imperfect in a preschooler.

Building material kits and construction kits are not given all at once, but gradually, as the children master them. After the children, under the guidance of a teacher, master this or that constructor, it can be placed in the corner of creativity so that children can independently use it in free activities.

Paper is also widely used in older groups in the process of doing paper plastic, which is used both as an independent form of creativity, and in combination with others, for making various crafts and toys. Children are given various grades of paper: thick desktop, writing, glossy, half-watt paper, as well as different types of cardboard.

The variety of natural material and ease of processing allow its versatile use in work with preschoolers. The teacher, together with the children, prepares natural material. Its stocks are replenished throughout the year. To create a holistic craft or structure from natural material, you need to choose an adequate method of fastening. In that age group, such as an awl, needle, wire can already be used as an additional means, which, due to their insecurity, are not recommended for use in younger groups. However, even for older preschoolers, instruction is needed on the features of working with these tools, as well as control over the work.

Natural material makes it possible to create structures of both small and large sizes, and then the work will already be of a collective nature. For example, sand or snow structures on the site. In this case, the children will develop the ability to work together, where they need to negotiate, find a common solution.

Artistic manual labor

This is an artistic and labor activity, consisting in the production of artistic and aesthetic useful crafts by children, necessary in various areas of the life of preschoolers.

The practical orientation of artistic manual labor contributes to the formation of labor skills in preschoolers. Children learn not only to create, coming up with interesting crafts, but also to organize the space of their life, create beautiful things that fill it. To do this, they need to master the necessary skills and abilities to transform materials, achieving the intended results - the implementation of creative ideas.

Their own crafts, which preschoolers subsequently use not only in the game, but also in the process of educational and work activities, acquire a certain value for them. For example, having made a stand for a brush, children are much more careful with it than with one bought in a store. Hence, we can conclude that artistic manual labor is an important means of developing the personal qualities of a preschooler: striving for hard work, attentiveness to others, accuracy, patience, etc.

The techniques and techniques used are the same as in the design and application process. The tasks have the same focus. The main difference is that children learn to purposefully create useful things that are necessary in their practical activities.

test questions

1. Give a definition of children's constructive creativity.

2. What types of constructive creativity can be conditionally distinguished? What is the essence of each type of constructive creativity?

3. What materials are most often used in the work on the applique?

4. What is the difference and what is the similarity between applique, construction and artistic handicraft?

5. At what age is it more expedient to teach working with scissors? Why?

6. For what purpose are sketches used in the applique training process?

7. What is the importance of circuits in the process of teaching design?

8. What constructive techniques do younger preschool children learn?