Municipal autonomous educational institution

2. Technique weaving on wire

Types of weaving loops, Parallel loops, needle weaving, circular technique.

Practical lessons. Weaving bracelets. "Tsvetkov".

3.Beaded flowers

Theoretical information. The main beading techniques used for making flowers are: parallel, looped, needle weaving, stringing with arcs. Combination of tricks. Technique for performing the middle, petals, sepals, stamens, leaves. Model analysis. Sketching diagrams.

Practical work. Implementation of individual elements of colors. Assembly of products: brooches, a bouquet of flowers. Drawing up compositions of spring, summer, autumn and winter bouquets. Preparing the base of the decorative panel: wrapping the cardboard with a cloth. Attaching composition elements to the base. Decoration with flowers from beads of gifts and other items.

Final lesson.

Stages of product design. Requirements for the product during design, quality control of products. Types and composition of the ornament. Development of a sketch of compositions.

Practical lessons.

Making a product on a free topic. Selection of the best works of circle members. Registration of the final exhibition Summing up.

Equipment standards:

When working with beads:

For each student: Needles, nylon thread, scissors, colored beads, ruler, copper wire (thin).

Program provision.

Instruments:

Scissors, glass frame for stained glass,

Materials:

Paints on stained glass; beads, wire,

Methodological support.

Today, the pedagogical level should have all the methodological equipment for conducting classes in accordance with the requirements and methodological guidelines. The list of educational and methodological support includes educational methodological literature for students and teachers, a separate room for conducting group and individual classes. All equipment must be appropriate for this item, scissors, wire, glass frame, etc.

Methodological literature is available for each age category provided by the curriculum.

LITERATURE

1. "Beading" M.., 1997

2. Drawing. Obninsk, publishing house "Titul"

3. Painting. Obninsk, publishing house "Titul"

4. . Needlework.

5. Magazine "Lena needlework".

6. enechki and beads St. Petersburg, 1998.

8.Yu.Davydova. 2005

nine., . Studio of decorative and applied arts Edition 2008

10. . Folk arts and crafts. M, 1984

11. Magazine "Lena needlework"

12.. Needlework..

13. Painting on glass.

Municipal educational institution of additional education for children

"Center of children's creativity"

Short-term educational program

"Rainbow Hands"

Program implementation period: 21 days

additional education teacher

MOU DOD

"Center for Children's Creativity", Nadym

Nadym, 2014

Explanatory note.

The process of learning, development and upbringing of children is continuous, it continues with the onset of summer holidays as part of a children's health camp. The organization of children's recreation satisfies the need of children in the creative self-realization of cognitive activity, communication with peers and interesting people, meaningful organization of free time. The fine arts circle gives children the opportunity to take a break from school and fully express their imagination and creativity.

Summer classes in fine arts are an important link in aesthetic education, art education, moral, patriotic and labor education of children and adolescents. They bring up a culture of thinking and aesthetic judgments, purposefulness, self-control, individual inclinations and abilities are manifested deeper and brighter. The circle is organized not only for children who can draw well, but for everyone who wants to show their imagination and who wants to work with paper and paints.

In a child, first of all, you need to appreciate his imagination. We cannot imagine the labor process without imagination. Intuitively, obeying personal impressions, children reflect their world in the drawing. The child's imagination develops gradually, as he acquires real life experience. Children's imagination and fantasies develop creative abilities, help in the development of creative imagination - a game that teaches you to analyze, compose, tell. Therefore, the main task is to aim the child at independent creative activity, original, connected primarily with imagination.

Fine art contributes to the comprehensive development of children and helps to effectively use the time of summer holidays. This is precisely what causedrelevance development of the short-term program "Rainbow Hands".

The program has a general cultural level based on a polyartistic approach using a variety of artistic materials and non-traditional drawing techniques: monotype, nitkography, drawing with wax, toothbrush, sponge, fingers and other materials; the use of game techniques in the classroom, which expand the range of possibilities of the child, develop spatial imagination, cognitive interest of children. The unusualness of the methods and techniques is that children who cannot draw learn quickly and willingly.

Target: education of a creative person capable of emotionally-figurative reflection of his impressions and reflections by means of fine arts.

Wadachi:

the formation of artistic and creative activity in the process of studying the basics of fine arts using non-traditional drawing techniques and materials; taking into account the peculiarities of regional culture and art;

development of imagination, fantasy, aesthetic culture, cognitive interests of children, creative individuality;

upbringingactive aesthetic attitude to reality, art, love for the native land.

The educational process is carried out on the basis of a student-centered approach and basic didactic principles:

The principle of consciousness and activity

Formation of pupils in the process of learning a conscious, creative attitude to tasks, work, development of their observation, thinking, attention, memory, imagination.

Systematic and consistent

The successful implementation of this principle largely determines the effectiveness of the pupils' assimilation of the studied material, which are logically interconnected.

Availability and affordability of education

The studied material in terms of content and volume, and tasks in terms of methods of implementation should correspond to the level of training of pupils, their capabilities, physical development, that is, be feasible for them. The principle of accessibility of education requires a gradual transition from the formation of primitive skills to more complex ones, from simple to complex information, i.e. systematic expansion and deepening of the circle of knowledge, skills and abilities of students.

Visibility in teaching

Active use of a variety of visual aids (illustrations, teaching aids, tables, etc.). The concept of visibility implies not only visual, but also auditory, tactile perception.

Relationship between theory and practice

Formation of pupils on the basis of acquired knowledge, practical skills and abilities.

The principle of individual approach

Slowly working children need to be explained and shown additionally. For those who work quickly, additional material is provided.

feature of this program is that children can choose the tasks they like using various art materials and non-traditional drawing techniques. Methods and techniques for working with the listed materials will help students open up and strengthen confidence in their creative abilities. It is non-traditional drawing techniques that create an atmosphere of ease, openness, looseness in the classroom, develop initiative, independence, create an emotionally positive attitude towards reality.

The duration of the program is 21 days. The total number of hours is 12, classes are held twice a week for 2 hours. The program is designed for teaching children of primary and secondary school age. Groups are formed taking into account the age and individual characteristics of children, everyone is accepted. Occupancy in groups of 10-12 people.

In conducting classes, forms of individual work and collective creativity are used.

The theoretical part is given in the form of conversations with viewing of illustrative material and is supported by the practical development of the topic.

The constant search for new forms and methods of organizing the educational and educational process makes it possible to make work with children more diverse, emotionally and informationally saturated.

The lessons use the followingteaching methods :

verbal (story, explanation, conversation);

visual (visual aids, diagrams, tables, drawings, models, viewing video materials, showing performance techniques, illustrations, reproductions of paintings, observation, work on a model);

practical (performing practical work);

explanatory and illustrative (children perceive and assimilate ready-made information);

active learning methods;

reproductive method learning is used at the stage of mastering the rules of work, new techniques and drawing techniques;

research (independent creative work of students);

problem learning method: in order to enhance the mental activity of students in the classroom, the problematic presentation of the material, partially search (heuristic) are actively used.

In the educational process, pedagogical technologies are used:

health saving technologies;

student-centered learning;

developmental education;

differentiated learning;

independent search for solutions;

gaming technologies;

non-traditional drawing techniques.

Lesson structure

Each lesson has a specific structure:

Organizational moment - 5 minutes;

Studying and explaining new material - 20-25 minutes.

Independent work of students - 50-60 minutes (allocate at least ¾ of the entire class time for practical or creative activities).

Summing up the work and completing the lesson - 5-10 minutes.

The structural components of the lesson may vary depending on the type of activity, any stage may take more or less time, be filled with different content, but the general view is always preserved.

An essential element of the structure of the lesson are practical tasks, thanks to which the acquired knowledge is consolidated. In the practical part of the lesson, especially when getting acquainted with the technique of working on new image methods, it is necessary to use the method of showing image methods (methods of action). It is also important to explain the relationship between the image method and hand movement.

Expected learning outcomes - manifestation of the desire for creativity and mastering the techniques of creative activity, participation in competitions and exhibitions.

As a result of mastering a short-term program in fine arts in a children's health camp, students should have certain knowledge, skills and abilities that they can apply in life:

knowledge of the distinctive features of the types and genres of fine art; elements of the theoretical foundations of perspective, chiaroscuro, color science, composition, basic means of artistic expression;

the ability to convey in the drawings one's emotional attitude to the depicted drawing; depict individual objects, people, animals from memory and representation;

apply various means of artistic expression: original compositional and color solutions, techniques for working with various materials and work in non-traditional techniques.

Children's drawings during the shift are used to decorate the exhibition of creative works "We open our bright palette", dedicated to the grand opening of the 1st shift,collective drawings "Team smile", "Our friendly team", "Friendship of peoples", "The most friendly guys in the State of Harmony", etc.,"Dedicated to the memory of the fallen ..." by June 22, an exhibition of crafts "Theatre Marathon", an exhibition dedicated to the Day of Architecture "I will build such a house." At the end of the shift, the design of the final exhibition of children's fine art "Festival Palette".

Evaluation of creative works comes according to the following criteria:

Disclosure of a given topic in various ways or completing a task;

Originality;

Culture of work in the material;

Accuracy;

The author's own attitude to the work.

A positive assessment of the work of the child is an important incentive for him. It is possible and necessary to point out shortcomings, but praise should both precede and complete the assessment.

Program materials are selected in such a way as to maintain a constant interest in the activities of all children. More fluency in various artistic and technical means allows the child to express himself.

Conditions for the implementation of the program

For the successful implementation of the program, you need a room, preferably with running water. There should be adequate lighting in the officewstake board, desks, chairs for children, reproductions of famous artists, visual aids.

materials : watercolor paper, drawing paper, pastel paper, cardboard, sketchbook, watercolor, gouache, paints, dry and oil pastels, charcoal, sanguine, ink, simple, colored, oil, watercolor pencils, wax crayons, brushes (bristle, squirrel , speakers, synthetics), glue, scissors,candle, sponge, potato, etc.

Educational and thematic plan

Tasks:

mastering by students the elementary foundations of realistic drawing;

familiarization with the basic technical methods of work, methods of work in non-traditional techniques, with the features of artistic materials;

development of practical skills, imagination, creative abilities, spatial, associative thinking, creative activity;

the formation of an aesthetic attitude to reality; education of love and interest in the fine arts.

p/p

Topic

Number of hours

Total

theory

practice

Organizational occupation

Drawing from memory and imagination

Drawing on themes

Total:

By the end of the shift, students know :

safety precautions in the classroom when working with art materials, glue, sharp and piercing objects;

ways of transferring volume and space in a drawing (the nature of light and shade of various materials, tone relations; the role of lines and strokes in the transfer of volume, material and space);

basic color properties: hue, lightness, saturation. Their role in working with color relationships;

patterns of construction of compositions;

features of artistic materials, the technique of working with them and non-traditional materials;

By the end of the session, students will be able to:

draw from memory and from imagination, convey in the drawing the simplest form, basic proportions, general structure;

convey the color, volume of the object and its spatial position, linear and aerial perspective;

work freely with a pencil, brush and non-traditional materials, by mixing watercolors and gouache to get the desired shades;

correctly position a sheet of paper depending on the nature and spatial arrangement of the depicted.

Program content.

Topic No. 1 Organizational lesson.

Theory:

A story about the types of fine arts, about its possibilities and role in cultural life.

Safety rules for using brushes, pencils, scissors, glue, paints. General plan of work to be mastered.

Forms and methods: verbal, explanatory-illustrative, visual-visual, visual observation, survey.

Summing up form: conversation - a survey with elements of the game.

Topic number 2. Drawing from memory and imagination

Theory:

The content of the section is aimed at developing the perception of color harmony and is based on drawing from memory and on the presentation of individual objects, landscapes are built exclusively with the help of color. Acquaintance with the concepts of basic, compound, additional, cold and warm colors, with chromatic and achromatic colors. Acquaintance with the experience of fine art masters who worked from memory and imagination.

Workshops. Drawing stories and events from life, as well as family, friends, landscapes, etc. at the choice of the students.

Use of traditional and non-traditional drawing techniques.

collective and individual form of work.Methods are used: explanation, cognitive conversation, observation, demonstration of illustrations, tables, activities together with the teacher and independent work of students.

Summing up forms: exhibition viewing.

Topic number 3. Drawing on themes

Theory:

The content of thematic drawing classes includes the image of various scenes from the surrounding life, creative compositions of paintings on various topics invented by the children themselves. The work is carried out from memory, on the basis of preliminary observations, by imagination. The study of the rules of composition: the correspondence of the image to the format, proportionality, the mutual consistency of the elements of the image.

Workshops . Drawing on a given topic includes drawing plots to create fantastic images in drawings, compositions from various materials. Use of traditional and non-traditional drawing techniques. The basis is watercolor paper, whatman paper, cardboard.

Forms and methods of conducting classes: group form of work: explanation, informative conversation, observation, demonstration of illustrations, tables, activities together with the teacher and independent work of students.

Summing up forms: exhibition viewing.

Bibliography:

1. Rostovtsev N.N. Methods of teaching fine arts at school: A textbook for students of art.-graf.fak.ped.in-t -3rd ed. And a reworker. – M.: AGAR, 2000.

2. Kirtser Yu.M. Drawing and painting: Textbook / Yu.M. Kirtser. -5th ed., ster. - M .: Higher school, 2003.

3. Sokolnikova N.M. Visual arts and methods of its teaching in elementary school: Proc. allowance for students. higher ped. textbook establishments. -2nd ed., stereotype. – M.: Academy, 2003.

4. Lee N.G. Picture. Fundamentals of educational academic drawing: Textbook. – M.: Eksmo, 2007.

5. Harrison H. Drawing and painting. Full course./ Per. E.Zaitseva. – M.: Eksmo, 2005.

6.Harrison H. Encyclopedia of watercolor techniques. Visual step-by-step guide and inspiring gallery of completed works: per. from English. Gerasina O., Davydova A. - M .: Astrel, 2005.

7. Ageeva I.D. Entertaining materials on the fine arts. Toolkit. – M.: Sfera, 2006.

Literature for children:

1. Watt F. I can draw / Per. from English. O. Solodovnikova. - M.: ROSMEN-IZDAT, 2004.

2. Watt F. How to learn to draw: A universal guide for children and adults / Per. from English. M.D. Lakhuti. – M.: Rosmen-Press, 2002.

3. Gouache: step by step: trans. from English. – M.: Astrel, 2005.

4. Burrill F. We draw with pastels. / Per. from English. N.V. Mikelishvili

Material necessary for children in the classroom in the art studio "Rainbow Palms":

Album or folder with watercolor paper A4;

Watercolor paints;

A jar for water;

Brushes (squirrels No. 1,2,3);

Wax crayons;

Colour pencils;

Scissors;

Simple pencil(2pcs);

Eraser;

Glue stick;

1 sheet of cardboard.

Municipal institution of additional education

"House of children's creativity" r.p. Dergachi

Saratov region

Report

"Short-term programs of additional

education as a factor in increasing

technological competence of students"

Prepared

methodologist MUDO "DDT" r.p. Dergachi

Zhakboleva Sh.T.

r.p.Dergachi

2017

At present, the experimental and search activities of teachers of additional education should be focused on the creation of a special kind of educational programs - short-term, implemented both in the institutions of additional education for children, and in the conditions of an increasingly growing system of additional education for children on the basis of general education schools.

The presence in the district educational space of a package of such programs is a vital trend of our time. What does this mean practically? In essence, a modern teacher of additional education, adequately responding to the reform of the general education system in Russia, must acquire a relatively new range of methodological and practical skills that provide him with at least the ability to modify his multi-level (long-term) program, or create a fundamentally new - short-term .

Indeed, the ongoing intensive reform of the Russian educational system, its transition to qualitatively new educational standards is associated with the teacher's ability to create socially demanded additional short-term educational programs. An easier variant of reading this state task involves purposeful transformation of existing (multi-level) programs into short-term programs that respond mobilely to a situationally emerging social order.

Organized activitychildreninvacationperiod allows you toadditional education for childrencontinuous throughout the year, because the education of children occurs at any time of their activity. Additional education for children is not a vacation in their free time, but a directed process of raising and educating a child in forms that are attractive to him, which is beyond the scope of the general educational process.

Since the implementation of programs for rural schoolchildren is possible in recreation and recreation organizations for children or institutions of additional education through visiting sessions during the holidays, these programs should be short-term and can be implemented in part-time form (include distance learning or independent work of children).

The full-time part of the program can be aimed at introducing children to a certain type of activity and forming motivation for it. Then, students, for example, in a distance form, master the theoretical block and perform practical and test tasks. The practical tasks of the program should be aimed at creating a specific product with which the child can participate in the competition of the corresponding direction or apply in further activities.

Structure and content of the additional general education program.

The structure of short-term programs complies with the requirements for the structure of additional general education programs.

An additional general educational program (hereinafter referred to as the Program) is the main document of the teacher, which is developed by him independently.

The main requirements for the structure and content of the additional general education program are enshrined in the following documents:

Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation";

The concept of development of additional education for children (approved by the order of the Government of the Russian Federation of September 4, 2014 No. 1726-r);

Orderorganization and implementation of educational activities for additional general educational programs(approved by the Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008);

LetterMinistry of Education and Science of the Russian Federationdated December 11, 2006 No. 06-1844 “On approximate requirements for programs of additional education for children”;

Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 4, 2014 No. 41, Moscow“On approval of SanPiN 2.4.4.3172-14 “Sanitary and epidemiological requirements for the arrangement, content and organization of the working hours of educational institutions of additional education for children.”

The program should consist of several mandatory components:

Title page of the program.

A set of basic characteristics additional general educational general developmental programs:

2.1. Explanatory note.

2.2. Purpose and objectives of the program.

2.3. Program content.

2.4. Planned results.

2.5. Forms of attestation and their frequency.

3.K a complex of organizational and pedagogical conditions:

3.1. Methodological support.

3.2. Conditions for the implementation of the program.

3.3. Calendar chart.

3.4. Evaluation materials.

3.5. Bibliography.

Requirements for the structural components of the Program:

1. Title page of the program contains: the name of the educational organization, the stamp of approval of the Program (indicating the full name of the head, date and number of the order), the name of the Program, the addressee of the Program, the period of its implementation, full name, position of the author (authors) of the Program, city and year of its development.

The complex of the main characteristics of the additional general educational general development program:

1. The explanatory note reflects: the orientation of the Program, its relevance and novelty (timeliness and modernity of the proposed program); distinctive features of the Program (characteristic properties that distinguish it from others, the main ideas that give the program originality); the addressee of the Program (the age characteristics of the student for whom the training will be relevant); the volume of the program (the total number of training hours planned for the entire period of study, necessary for its development); the term of the development of the Program, the mode of classes (frequency and duration of classes).

   The purpose and objectives of the program: the goal is a strategy that fixes the desired end result in the form of a positive dynamics of changes in the child's personal qualities or his mastery of certain methods of action; tasks are an algorithm for achieving the goal through the implementation of the teaching, developmental and educational functions of education.

   Planned results – a set of personal, meta-subject and subject results acquired by students in the course of mastering the program upon its completion.

   Content of the program: curriculum (contains the title of sections, modules of the program, the number of theoretical and practical hours and forms of certification (control),presented in tabular form ); the content of the curriculum (thesis description of topics that reveal the sections and modules of the program, in accordance with the sequence given by the curriculum, including a description of the theoretical and practical parts, forms of control corresponding to each topic).

   Forms of certification, their frequency are developed individually to determine the effectiveness of mastering the Program, contain a description of the evaluation of all three educational results.

3. A complex of organizational and pedagogical conditions.

3.1. Methodological support is developed in accordance with the age characteristics of students and may include:description of the technologies and methods usedteaching,didactic and lecture materials, recommendations for practical work, game development, conversations, competitions, descriptions of hikes, excursions,description of the student incentive system (hierarchy of honorary titles and awards used by the teacher).

3.2. Conditions for the implementation of the program - premises, sites, equipment, devices, information resources.

3.3. Schedule - the sequence of mastering the content of the Program, indicating the forms of conducting classes (classroom, remote, independent work, extracurricular classes) and the timing of certification of students. The calendar schedule is an obligatory appendix to the program and is developed annually.

3.4. Assessment materials, which provide a package of diagnostic methods to determine the achievement of planned results by students.

3.5. The list of literature and electronic resources includes basic and additional educational literature, reference manuals, links to sites; should be compiled for different participants in the educational process - teachers and students, parents; is drawn up in accordance with the requirements for the design of bibliographic references.

Example short-term additional general education programs (6 - 18 hours), which involve the use of gaming, research, project and other methods of work. On the recommendation of SOIRO.

For example, a short-term additional general education programsocio-pedagogical orientation "Leading" .

Program examplea short-term program "Ecomir" can become a natural-science orientation.

An exampletourism and local history programs is the program "People. Developments. Data" , focused on introducing children to the history of the Saratov region.

DISTINCTIVE FEATURES

Parameters for identifying distinctive

features

Reformulation of theoretical and methodological ideas in

practice-oriented questions

Multilevel (long-term)

educational program

Short term

educational program

1. Thematic

differences

What are the thematic differences between a multilevel (long-term) educational program and a short-term one?

Consistent movement towards the achievement of the set targets, taking into account the individual and age characteristics of students

A short-term educational program was created with the aim of strengthening the education of children in any kind of creativity.

2. Conceptual psycho-pedagogical

logical approach

What exactly are the changes in the course of goal-setting? How were the goals reformulated?

The leading goal of a multi-level (long-term) educational program is one: children start learning from the basics and finish it with the manufacture of more complex products

The short-term program is originally intended for children who already have some skills in any kind of creativity. Training according to the program ends with the manufacture of the simplest products

3. Perspective of procedural methodological and technological

differences

What is the difference between the technique and technology of work within the framework of a multilevel (long-term) program and a short-term one?

There are no differences in technique and technology between programs

4. Expected results

What are the significant differences in the expected results for the compared types of educational programs?

At the end of the implementation period of this type of educational program, the graduate of the association is able to independently manufacture (sewn by him or connected) a product made sequentially, from lesson to lesson, in accordance with the fundamental, universal technology

At the end of the term for the implementation of a short-term educational program, a graduate can only perform relatively simple creative work that meets the requirements for the planned learning outcome.

But in educational terms, he

motivated for the prospect of its further development in this subject-practical field of activity

There is a huge plus in the use of short-term programs, the so-called search mode, where the child has time to show and reveal his interests, his "I". And most importantly, that children do not have time to get bored with a certain type of activity. In a short period of time, students have time to get to know and master several types of creativity. Practice has shown that a child who "knows, knows how, can" willingly and boldly joins in more complex processes.

The implementation of short-term programs makes it possible to organize not only rest and recreation for children, but also educational activities that form the qualitative parameters of the younger generation, which allow children in later life to join the life of society, work with dignity, and occupy the appropriate social niche. They contribute to the emergence of unique educational opportunities for the formation of a new life experience in the child.

In this way, short-term programs of additional education are a factor in increasing the technological competence of students, especially younger students.

And for us, teachers of DDT, the key, most important psychological condition for creating a new generation of variable short-term additional general education programs is the sincere desire of creatively working teachers to keep up with the times, not stop there, constantly improve their professional experience, always be socially in demand and useful. https://lysva.biz/uploads/files/2016/10.2016/sbornik_rek.pdf

At present, the experimental and search activities of teachers of additional education should be focused on the creation of a special kind of educational programs - short-term, implemented both in the institutions of additional education for children, and in the conditions of an increasingly growing system of additional education for children on the basis of general education schools.

The presence in the district educational space of a package of such programs is a vital trend of our time. What does this mean practically? In essence, a modern teacher of additional education, adequately responding to the reform of the general education system in Russia, must acquire a relatively new range of methodological and practical skills that provide him with at least the ability to modify his multi-level (long-term) program, or create a fundamentally new - short-term .

Indeed, the ongoing intensive reform of the Russian educational system, its transition to qualitatively new educational standards is associated with the teacher's ability to create socially demanded additional short-term educational programs. An easier variant of reading this state task involves purposeful transformation of existing (multi-level) programs into short-term programs that respond mobilely to a situationally emerging social order. In this regard, in the previous academic year in the Novosibirsk region, on the basis of the Chulym House of Children's Creativity, we held an inter-district competition of short-term additional educational programs. And today we invite you to participate in the regional competition of short-term educational programs of additional education for children.

All of you are well aware that modern institutions of additional education for children, through their activities, create a specific educational environment, which is characterized by the variability of the educational services provided, and the variability is set both by the content of the programs and the form of their practical implementation. In a pedagogically expediently organized environment of additional education, the basic principle of the marketing approach is implemented much more fully than in the school lesson system of traditional training sessions: education (service) adjusts to the abilities and interests of children (consumers), on the basis of which a creative, emotional an attractive environment for children, adolescents and high school students, conducive to their creative self-realization.

The emergence of full-day schools can also be considered as one of the specific forms of fulfilling the social consolidated order of society to institutions of general and additional education. A distinctive feature of this type of school is the ability, within the framework of one particular educational institution, to integrate additional education into general education on a large scale, to solve not only educational, but also educational and even recreational tasks in a single complex on a system-targeted basis. Short-term additional educational programs implemented in the full-time school model necessarily have the specifics of the atmosphere of communication that arises in this case, the features of the designed tasks, educational content, and methods for assessing predicted subject, over-subject and personal results.

line-height:150%;">· build a system of interaction between the school and institutions of additional education for children,

line-height:150%;">· concentrate their activities within the framework of the tasks of mastering new educational standards.

Extracurricular activities, for the first time introduced into the unified standard, impose qualitatively different requirements both on the activities of the school and the activities of the institution of additional education for children. It is important to unite these tasks in a special way. In our opinion, the development and implementation of short-term educational programs is today the optimal point of contact between the two indicated subjects - equal partners - to ensure a holistic educational process. 10 academic hours per week, planned for extracurricular activities, additional training sessions, can be conducted not only by teachers of a general education institution, but also by other teachers, including teachers of additional education. The resulting intersystem integration can give a new quality to the entire educational process. But what will this new quality be expressed in? In what diagnostically recorded results? I would like to find brief thoughts about this problem in the text of your competitive program material.

The key, the most important psychological condition for creating a new generation of variable short-term additional educational programs, from our point of view, is the sincere desire of creatively working teachers to keep up with the times, not to stop there, constantly improve their professional experience, and always be socially in demand and useful.

Taking into account the most typical methodological errors we found in the inter-district version of the competition, we would like to draw your attention to the following mandatory requirements for the content of well-designed short-term additional educational programs:

P The explanatory note must necessarily disclose:

• the content-semantic side of the educational program, its novelty, that is, an indication of the leading socio-pedagogical (or educational-didactic) contradiction that the compiler of this short-term educational program tried to resolve in his experimental search work;
• the goals and objectives of the educational program, which it seemed possible to actually implement within the established short-term period of time;
• the main stages that determine the logic of the systemic organization of the educational (educational) process, set the pace of movement towards the projected educational (personal, subject and over-subject) result;
• expected, empirically (diagnostic) testable results;
• forms and methods of integrating this short-term educational program into the school-wide educational space (exhibitions, festivals, competitions, educational and research conferences, etc.)11.0pt;line-height:150%;Times New Roman">.

It is desirable that the contestant himself clearly and clearly indicate what requirements (in addition to the obligatory, extremely broadly oriented, in essence - open - requirements of the new educational standard) he took as a basis when compiling this short-term program of one or another subject orientation. For example, qualification requirements for any sports category, requirements for a certain level of all-Russian art reviews, festivals, competitions, olympiads, competitions, exhibitions, etc. In a systematic, methodically sound contingency of such requirements, as in no other experimental and search work , reveals itself the highest professional skill of a teacher of additional education. The competition jury will welcome such attempts.

line-height:150%">

line-height:150%"> Of course, one cannot exclude the possibility of using for the needs of a partial modification of the short-term program submitted for the competition someone else's previously published educational program. In this case, an obligatory moment is an indication of the original source - the work of the author that you have chosen for the transformative methodological and search action, while you must definitely determine what is new, unlike this informational and methodological source, you independently introduced into the content and text competitive short-term additional educational program.

Speaking about the relevance of the software and methodological products developed by you, you should pay attention to the conditions and prerequisites you have for its successful implementation: material and technical, organizational and pedagogical, informational and methodological, and personal and psychological. The purpose of the program should be formulated in such a way that on its basis it would be possible to actually determine and register by the indicated methods the positive changes that will occur in the emotional, cognitive and behavioral spheres of the personality of children over the period of time allotted by you for the implementation of this program (for example, 6, 12 , 24, 36, 72 or more teaching hours).

Finally, set out the thematic content of the short-term educational program that you have formed as briefly as possible in the sequence that corresponds to the structure of the educational and thematic plan that you initially chose. The set of key words, concepts and terms included in the text, revealing the program content of each of the selected training topics, should characterize the essence of the section of the training course considered in the training sessions with convincing force and completeness. The style of presentation should be as simple and clear as possible. It is not recommended to use ornate phrases that allow for multiple interpretations, as well as the use of lengthy sentences with a complex structure.

The organizers of the competition welcome the presentation of a system of illustrative and methodological applications for a short-term educational program of additional education for children. It is desirable to reflect in it your own original experience, your own tools (schemes, algorithms, tasks, memos, tips and recommendations) that you have personally gained during the practical testing of this program.

Using the example of modifying several short-term educational programs-winners of the inter-district version of the competition for short-term educational programs that we conducted, we offer you to practice in deriving their distinctive features from programs of a multilevel (long-term) type.

line-height:115%;Times New Roman">Appendix line-height:115%;Times New Roman">

Map of the main distinguishing features of a multi-level (long-term) educational program from a short-term program

text-align:justify"> On the example of the educational program of the creative association "Cinderella" of the Chulym Children's Children's Children's Theater of the Novosibirsk Region (teacher of additional education of the second qualification category O. V. Emursaliyeva - diploma of the II degree of the interdistrict competition of short-term educational programs of additional education for children)

Parameters for identifying distinctive features	Reformulation of theoretical and methodological ideas in practice-oriented questions	Multilevel (long-term) educational program	Short term educational program
90%;">1. Thematic 90%;">differences	90%;">What are the thematic differences between a multilevel (long-term) educational program and a short-term one? What topics were excluded, changed? What's new? And why?	90%;">Consistent movement towards the achievement of the set targets, taking into account the individual and age characteristics of students	90%;">A short-term educational program was created with the aim of strengthening the education of children in needlework. The curriculum was shortened, the main topics were chosen: "Embroidery", "Crochet", "Sewing", "Beautiful things with your own hands"
90%;">2. Conceptual psycho-pedagogical 90%;">Gic approach	90%;">What exactly are the changes in the course of goal-setting? How were the goals reformulated?	90%;">The leading goal of a multi-level (long-term) educational program is one: children start learning from the basics and finish it with the manufacture of more complex products	90%;">The short-term program is originally intended for children who already have some skills in needlework. Training according to the program ends with the manufacture of the simplest products
90%;">differences	90%;">What is the difference between the technique and technology of work within the framework of a multilevel (long-term) program and a short-term one?	Text-align:center;line-height:90%;"> There are no differences in technique and technology between programs
90%;">4. Expected results	90%;">What are the significant differences in the expected results for the compared types of educational programs?	90%;">At the end of the implementation period of this type of educational program, the graduate of the association is able to independently manufacture (sewn by him or connected) a product made sequentially, from lesson to lesson, in accordance with the fundamental, universal technology	90%;">At the end of the term for the implementation of a short-term educational program, a graduate can only perform relatively simple sewing and knitted products that meet the requirements for the planned learning outcome. But in educational terms, he is motivated for the prospect of his further development in this subject-practical field of activity.

Romanova Olga Gennadievna

"Short-term additional educational program of the specialized detachment "Playing to Know" Age of children -7 - 12 years Implementation period - 1 month..."

Short-term additional educational

profile squad program

"Playing to know"

Age of children -7 - 12 years

Implementation period - 1 month

Compiled by:

Gorbunova Olga Yurievna,

additional education teacher

MBOUDOD "GCIR"

Tolyatti

Passport of the educational program

Name of the program Short-term additional education

the program of the summer specialized detachment "Playing to know"

Institution, MBOUDOD TsDODD "Humanitarian Center Implementing the Program of Intellectual Development" of the city district of Togliatti Address: 445012, Togliatti, st. Kommunisticheskaya, 87A, tel.

It is designed for younger students and is aimed at the formation of their cognitive interests, health promotion and leisure activities during the summer holidays.

The main idea that unites both the content of each individual day and the course as a whole is to immerse children in a situation of joint play, when the fulfillment of the game conditions, the full enjoyment of the game provides not only pleasure, but also development, improvement of skills, qualities, abilities Year of development 2014 G.

programs By whom and when approved Based on the decision of the pedagogical council. Protocol program No. 4 dated May 15, 2014

The program was adopted on the basis of the decision of the Methodological Council. Implementation Protocol in the new No. 4 dated 12.05.2015

academic year Orientation of the socio-pedagogical program Direction (type) of gaming activity Type of program by authorship degree Coverage of children by age 7-12 years old groups of different ages Type of program by subject method of organizing content Implementation period 1 month of the program

Program reviewers:

EXPLANATORY NOTE

The short-term additional educational program "Playing the Knowledge" of a socio-pedagogical orientation is an integral part of the educational program of the MBOUDOD "Humanitarian Center for Intellectual Development" in the city of Togliatti and makes it possible to organize cognitive leisure for children 7-14 years old in the summer on the basis of a daytime school camp.

Many children attend summer school camps and playgrounds. In addition to supervision, such a playground should provide children with interesting and meaningful activities. During the school year, children have accumulated a certain amount of fatigue, reduced motivation for learning. Good weather and a lot of objective distractions also impose certain restrictions both on the selection of the content of the work, and on the nature and methods of teaching in general. To solve this problem, the game was chosen as the main form of work, which included both educational and developmental content.

The main idea that unites both the content of each individual day and the course as a whole is to immerse children in a situation of joint play, when the fulfillment of the game conditions, the full living of the game provides not only pleasure, but also development, improvement of skills, qualities, abilities.

The purpose of the program is to provide meaningful and useful leisure time for children in a summer day camp.

Work tasks:

Contribute to the development of valuable personality traits of children, characteristics 1.

cognitive processes.

To teach children new games that are highly conducive to development in 2.

leisure activities.

Provide emotional comfort and interest to children involved in the program.

Contribute to the actualization, systematization, enrichment of children's knowledge in 4.

some (thematic) areas of reality.

Contribute to the formation of friendly relations, the development of the children's team.

Organizational bases of the program The program was created to provide educational leisure for children in the day camp. The duration of the program is one camp shift (18 days).

Daily classes with children for 2 hours are supposed. Thus, the total number of hours for the program is 36 hours.

Group formation procedure: The group is formed on a voluntary basis from students of different ages attending a school day camp.

The group size is up to 18 people.

Age of students: from 7 to 12 years. It is supposed to operate a group of different ages.

The beginning and end of classes is coordinated with the administration of the day camp, on the basis of which the detachment operates.

Classes - five times a week for 2 hours. The weekly load on the child is 10 hours.

Forms and methods of classes In the implementation of the program, various forms are used: a game, training, competition, a quiz, independent work, creative work, etc.

Methods: various methods are used, which can be conditionally grouped according to the source of knowledge:

Verbal (oral presentation, conversation, story, fairy tale);

Visual (examples, samples, illustrations and demonstrations);

Practical (games, exercises, sketches, creative works, drawing, etc.).

Organizational forms of work: frontal (training format), in subgroups.

Planned results of the program development:

As a result of mastering the program "Playing to Know", students should acquire the following knowledge and skills, gain experience:

update, systematize, acquire some knowledge and ideas about emotions, etiquette, creativity, etc.;

get acquainted with new games and exercises with which you can diversify your leisure time;

improve individual characteristics of cognitive processes - attention, memory, thinking, imagination;

gain experience of emotional communication with peers.

Evaluation of the results of mastering the program is carried out in the form of included pedagogical observation in the classroom and analysis of the results of games-competitions.

Summing up the results of the program implementation

Reflective tasks and recall exercises - what we learned, what we did.

Self-assessment for the work in the shift according to the criteria.

EDUCATIONAL AND THEMATIC PLAN

–  –  –

Section 1. Introductory lessons Topic 1.1. Introductory lessons. Acquaintance.

Theory. Safety rules in the classroom.

Practice. Games for getting to know each other, remembering the name, learning each other. A mobile game for cohesion, group formation.

Theory. How can we develop through the game.

Practice. Quiz "About everything in the world", completing tasks for the speed of thinking.

Section 2. Treasure chest Topic 2.

1. Crosswords and puzzles.

Theory. Crossword rules. Rules for compiling puzzles.

Practice. Team compilation of crossword puzzles based on famous fairy tales. Team drawing up puzzles about the nature of the native land. The game "Red Book": compiling and presenting a crossword puzzle and a rebus about an animal, a story about it (using reference literature). Compilation of the book, preparation of illustrations.

Topic 2.2.

Treasure chest: encryption and coding.

Theory. Encryption and coding.

Practice. The game "Treasure Chest": compiling and solving ciphers and cards. Treasure search.

Topic 2.3.

Games on a piece of paper.

Theory. Game rules on a sheet of paper.

Practice. Education and games "Tic-tac-toe", "Sea battle", "Triangles", "Finish the word", etc. Conducting championships in these types of games.

Topic 2.4.

Adventures of Karik and Vali.

Topic 2.5.

Uninhabited island.

Practice. Team game for the development of creativity and communication. List of five necessary things - discussion. What to build a house from, how to make a fire ....

Encrypted letter for help. "For" and "against" living on a desert island - who is more. Sports mini-competition.

Section 3. Question for backfill Topic 3.

1. Team quiz games.

Theory. Quiz rules: question-answer.

Practice. Completion of assignments, self-compilation of assignments (using reference literature) on various topics: the Russian language, literary works and heroes, etiquette rules, mathematics. Thinking up and staging situations. We solve modern and ancient problems. Presentation and "playing out" of arithmetic operations.

Topic 3.2.

Such fun physics.

Theory. World around us.

Practice. Performing (on commands) elementary experiments and explaining them. Search for physical phenomena and objects in the environment. Creativity - how this phenomenon could be applied in the economy of the future.

Topic 3.3.

History and sights of the city of Tolyatti.

Theory. History and sights of the city of Tolyatti.

Practice. It is held in the form of "intellectual hockey" (children collectively prepare questions, ask for speed). Compiling a rating of the most famous, beautiful, clean, etc. city ​​places.

Topic 3.4.

Walking with dinosaurs.

Theory. The distant past of the planet Earth.

Practice. Several people are preparing in advance stories and illustrations about nature, dinosaur species, extinction, and so on. Listeners ask questions. A game for creativity "If you combine a ball (book, table) and a dinosaur, you get ....". Making a dinosaur from a sheet of paper using the cutting method, an exhibition.

Topic 3.5.

Tricky question.

Theory. Teamwork.

Practice. Team game according to the format of the TV show “Own Game”, “Who Wants to Be a Millionaire”, “Clever Men and Clever Girls”.

Section 4. Final lessons Topic 4.

1. Final lessons.

Parting.

Reflective tasks and recall exercises - what we learned, what we did. Writing encrypted letters to each other with wishes. Self-assessment for the work in the shift according to the criteria.

METHODOLOGICAL SUPPORT OF THE PROGRAM

Literature for the teacher:

Afanasiev, S.P. Three hundred creative competitions. / S.P. Afanasiev, S.V. Comorin. – M.:

Methodological center "Variant", 1997. - 112 p.

Kovalenko, V.I. Younger schoolchildren after lessons: 750 educational games, exercises, 2.

physical education minutes .. / V.I. Kovalenko. - M. : Eksmo, 2007. - 336 p.

Kupriyanov, B.V. Organization and methodology of games with teenagers / B.V.

Kupriyanov, M.I. Rozhkov, I.I. Frishman. - M. : Vlados, 2001. - 215 p.

Myers, B. Intellectual games. Logic games for children / Bernard Meyers. – M.:

Eksmo-Press, 2013. - 80 p. - (Logical games).

Nikitin, B.P. Steps of creativity, or Educational games / B.P. Nikitin - M.:

Enlightenment, 1990. - 160 p.

Popova, E.N. Imagine: Let's play - let's dream: a book for developing the imagination. / 6.

E.N. Popova, I.Yu. Matyugin, E.I. Chakaberia. - Volgograd: Teacher, 2001. - 76 p. – (School of development of memory and imagination).

Sharygin, I.F. Lessons from grandfather Gavrila, or Educational holidays / I. F. Sharygin M. : Bustard, 2009. - 156 p.

Shaulskaya, N.A. Shall we play erudite? Ideas for school quizzes and olympiads. / 8.

N.A. Shaulskaya. - Rostov-on-Don: Phoenix, 2008. - 224 p. - (Series "Hello, school!").

Shaulskaya, N.A. Questions for smart people and smart girls for elementary school. / ON THE. Shaulskaya. Rostov-on-Don: Phoenix, 2013. - 288 p. - (Series "Hello, school!").

Shmakov, S.A. From the game to self-education: Collection of games - corrections. / S.A. Shmakov, N.Ya.

Bezborodov. - M. : New School, 1995. - 80 p.

Internet resources http://summercamp.ru/index - MethodWiki site for counselors.

http://tak-to-ent.net/load/121-1-0-1249 Summer camp games.

http://www.trepsy.net/ psychological exercises for trainings.

Didactic and visual materials for students:

A selection of books, pictures, reproductions illustrating theoretical material 1.

Media presentations on the topics of classes.

Materials for conducting quizzes and games-competitions "Own game", "Who wants 3.

become a millionaire”, “Clever and clever”.

Task cards.

Logistics

1) Game room equipped with tables, chairs, cabinets. Requirements for the premises: for the implementation of the program, a sufficiently large room is required.

The space will be repeatedly rebuilt - it should be possible to move desks, line up chairs in a circle.

2) Equipment and materials necessary for the implementation of the program:

2.1. multimedia projection installation;

2.2. digital camera;

2.3. printer black and white, color;

2.4. Xerox;

2.5. tape recorder with music recordings;

2.6. clock or stopwatch.

3) Game props for organizing games: board games "Gyenesh Blocks", "Scrabbles", etc., counting sticks, clothespins, different balls for games, a ball of thread, soft toys.

4) Materials for children's creativity: watercolor, gouache, pastel, white and colored paper and cardboard, glue, whatman paper, a set of pencils, paper tape, scissors.

five). Stationery: pens, pencils, markers, proofreaders; paper of different types and formats (A1, A2, A3, A4, whatman, xerox); glue, scissors, staplers; files, folders, buttons, crayons, magnets, etc.

6). Souvenir products for rewarding the best players, the best teams in game championships and competitions.

LIST OF REFERENCES used in compiling the program

1. Afanasiev, S.P. Cheerful holidays: Handbook of the educator. / S.P. Afanasiev. M. : AST - PRESS BOOK, 2004. - 288 p.

2. Afanasiev, S.P. What to do with children in a country camp. / S.P. Afanasiev, S.V.

Komorin, A.I. Timonin. - 3rd ed. - Kostroma: LLC MC "Variant", 2001. - 223 p.

3. Ah, summer! : Work with children in summer country and school camps. / Auth., comp.

S.V. Savinova. - Volgograd: Teacher, 2003. - 77 p.

4. Baiborodova, L.V. Educational work in a children's country camp: Teaching aid / L.V. Baiborodova, M.I. Rozhkov. - Yaroslavl: Academy of Development, 2003. - 256 p.

5. Baryshnikova, G. B. Weekdays and holidays in a children's health camp: a counselor's reference book. / G. B. Baryshnikova. - Yaroslavl: Academy of Development, 2007. - 192 p.

6. Besova, M.A. Paddle games for a friendly detachment: holidays in a country camp / M.A.

Besov. - Yaroslavl: Academy of Development, 2006. - 160 p. - (After school).

7. Buylova L.N., Klenova N.V., Postnikov A.S. Methodological recommendations for the preparation of author's programs for additional education of children [Electronic resource] / Palace of Children and Youth Creativity. To help the teacher. – Access mode: http://doto.ucoz.ru/method/.

8. Children's health camp: educational space: Collection of articles to help the organizers of summer holidays and children's health improvement. / Comp. G.S. Sukhoveyko;

Ed. L.N. Ignatieva; Interregional public organization "Promotion of children's recreation". - M. : TsGL, 2006. - 152 p.

9. Kovalenko, V.I. Younger schoolchildren after lessons: 750 educational games, exercises, physical education minutes. / V.I. Kovalenko. - M. : Eksmo, 2007. - 336 p.

10. Summer health camp: mass events (theatrical, themed evenings, holidays, competitions, games, quizzes, sports competitions) / Comp. L.I. Trepetunova - Volgograd: Teacher, 2005. - 280 p.

11. Summer recreation camp: regulatory framework (planning, work program, job descriptions, security in school and country camps) / Comp. E.A. Gurbina - Volgograd: Teacher, 2006. - 197 p.

12. Marfina, S.V. Summer camp from A to Z. / S.V.Marfina. - Yaroslavl: Academy of Development, 2005. - 160 p. - (After school).

14. Decree of the Chief State Sanitary Doctor of the Russian Federation dated April 3, 2003 No. 27 “On the Enactment of Sanitary and Epidemiological Rules and Regulations SanPiN 2.4.4.1251-03” [Electronic resource] / Legislation, judicial practice. Norms, rules, standards of Russia. – Access mode: http://www.kodeks.ru/noframe/aids?d&nd=901859071&prev Doc =901909220. Pedagogical Director of the School of the Methodological Council of the Association / E.V. Petrova / teachers Protocol No. 1 Protocol No. 1 Order No. 26 on ... "I APPROVE: Head of the Pedagogical Council MBDOU "TOGUCHINSK KINDERGARTEN No. 2" MBDOU "TOGUCHINSK KINDERGARTEN No. 2" I.A. Shipovalova ""_20_g. ""20g. Protoko...»

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