Short-term educational program “Musical theater. Short-term educational program on testoplasty “Droplets of creativity Short-term programs of additional education problems

Valentina Mokerova
Short-term additional general education general development program “One word, two words”

MUNICIPAL BUDGETARY INSTITUTION ADDITIONAL EDUCATION

CENTER FOR CREATIVITY DEVELOPMENT OF CHILDREN AND YOUTH

MUNICIPAL FORMATION GUlkevichi DISTRICT

Adopted at the meeting APPROVED

methodological council Director of MBUDO CRTDiYu

Protocol No.___ ___Vysotskaya I.V. «___» ___ 20 g Order from «___» ___ №__

SHORT-TERM ADDITIONAL GENERAL EDUCATION

GENERAL DEVELOPMENT PROGRAM

SOCIAL AND PEDAGOGICAL ORIENTATION

"Once a word, two a word»

Implementation period programs: 6 weeks (18h)

View programs: modified

teacher additional education

Gulkevichi, 2017

EXPLANATORY NOTE.

Short-term educational program"Once a word, two a word» socio-pedagogical orientation promotes the development of cognitive, creative and communicative abilities of students and is intended for organizing cognitive leisure for children in the summer, developing the main value of educational activities - creative thinking, developing the need for language proficiency, improving speech and expanding knowledge about the world around them.

Novelty programs lies in the timing of its implementation (6 weeks, a practice-oriented approach to organizing the educational process. Program"Once a word, two a word» provides an opportunity to organize educational leisure for preschool children in the summer. Classes on program contribute to the formation of personal qualities necessary for mastering educational activities: curiosity, initiative, creative imagination, arbitrariness. They provide an opportunity to both consolidate previously acquired knowledge in the field and acquire new ones, and develop the ability to use them in practice in various situations. Classes are structured in a playful, entertaining way using speech games.

Relevance is determined by requests from parents and their children for programs early development in the summer in an institution additional education, as well as the presence in the institution of the necessary material and technical conditions to implement these programs.

The successful development of speech in preschool age is crucial for the subsequent systematic study of the native language. In the process of solving problem situations and performing game tasks, each child acquires practical skills and knowledge experience. At the same time, an integrated approach to the acquisition of knowledge, skills and abilities, to the development and upbringing of children is observed.

Destination programs. Program designed for children 5.5-7 years of age. Classes can be attended by all children who are interested, both those studying in the association and newcomers who want to gain an understanding of basic reading and writing skills.

Volume programs: training period - 6 weeks, general number of hours - 18, per week - 3 hours.

Form of study: full-time

Lesson mode: 3 times a week for 1 hour.

Features of the organization of the educational process. Children without medical clearance can attend classes. Program implemented in groups of variable composition. Children can come on any day included in the class schedule. Each lesson is a separate cognitive and educational block (work started is completed in the same lesson). Program involves the use of various types of games activities: simulation games and games-exercises with objects, role-playing games, games with rules, games-exercises focused on certain achievements, allows you to build the educational process as comfortable and interesting for children as possible. Classes are aimed at developing general culture of thinking, speech, motor skills, creative abilities of children, to develop their independence, sense of responsibility, humane relations in communication with friends and teacher.

The lesson consists of all three parts of five sections programs. At each lesson there is a dynamic break in the form of outdoor games and physical education minutes.

Target programs: Developing interest and ability in reading through play activities.

Educational:

Acquisition of knowledge, skills and abilities of educational activities;

Development of motivation for learning activities.

Continue to introduce children to basic reading and writing skills;

Develop the ability to apply acquired knowledge in practice in various situations;

Develop speech, the ability to argue your statements, build simple conclusions;

Developing the ability to express one’s thoughts accurately and clearly.

Personal:

Development of cognitive activity and the ability to establish simple connections between phenomena in the child’s surrounding life and development of interest in learning;

To develop the child’s personality, talent and ability through

independent solution of creative and other problems;

Develop children's communication abilities based on communication;

Development of cognitive abilities: logic of thinking, speech, attention, memory, imagination;

To cultivate independence, perseverance, organization, accuracy, ability to cooperate, and collectivism.

Metasubject:

Develop imagination, intelligence, curiosity, strong-willed qualities;

Shape the culture communicating with each other;

Develop the ability to organize your workplace, understand the educational task and independently carry it out, control and evaluate your actions;

Develop the ability to work individually and in group: find general resolve and resolve conflicts based on coordination of positions and consideration of interests;

To form a value-based attitude towards a healthy lifestyle.

Syllabus

Subject Number of hours

Total Theory Practice

1. Introductory lesson. Briefing

on safety precautions. 1 0.5 0.5

2. Fairytale certificate 6 0.5 5.5

3. Speech development. 4 0.5 3.5

4. Fun pencil. 6 0.5 5.5

5. Final lesson 1 1

Total: 18 2 16

Section 1. Introductory lesson. Safety briefing.

Theory. Meeting the children's team. Safety briefing. Interviewing children, identifying early knowledge, skills and abilities.

Practice.

Exercise "Telephone". A game "Let's get acquainted".

Tour of the center.

Section 2. Fairytale letter.

Theory. Introduction to Russian folk tales.

Practice. Reading fairy tales: "Turnip", "The Cockerel and the Bean Seed", "Cat house", "Spikelet", conversation about what you read. Collective writing of a story based on pictures. Retelling a fairy tale. Fairy tale dramatization. Writing your own fairy tale. Answers on questions.

Construction of proposals. We make a proposal with a certain in a word.

Exercise "Show me the letter", "What letter is this", "Locate where the sound is", "I name sounds".

Didactic games with words: "Guess the first sound in word» , "Mom went to the store", "What does a letter look like".

Games with magnetic alphabet: "Wonderful bag", “Which letter is missing”, "Fold word from the letters of the magnetic alphabet"

Section 3. Speech development.

Theory. Writing a descriptive story topic: "Vegetables", "Fruits", "Animals", "Transport", "Professions". "Flowers".

Practice: Watching and discussing a short film "Nature's Smile".

Games: “What grows in the garden?”, "One is many", "Say kindly", "Name one in a word» , "Continue the series words» , The word is backwards», "Continue the sentence". "Guess the riddles".

Learning tongue twisters.

Section 4. Cheerful pencil.

Theory. Preparing your hand for writing. Safety rules when working with writing instruments. Familiarization with the rules of sitting when writing at a desk. Position of notebook, pen, pencil. Hand placement. Orientation on the sheet in cell: drawing patterns along dotted lines, shading, working with a stencil.

Practice: Graphic exercises. Exercise in drawing oblique lines.

Game tasks. Outlines of fruits, vegetables, vehicles, flowers, their shading.

Drawing "curb", "Fence", "Domika", "Umbrella", "Ship" and etc.

Travel to the city masters: “Complete the pattern”, "Finish the drawing", Funny copybooks.

Finger exercises: finger theater - drawing with a finger in the air.

Exercise game "Snail", "Chabi - chalyabi", "The Cooks".

Section 5. Final lesson.

Practice: Contest "The most, the most, the most..."

Conditions for the program.

1. Logistics.

For implementation program requires light, ventilated room that meets sanitary and hygienic standards. Special furniture (tables and chairs) for students, corresponding to 5-7 years of age, cabinets for storing teaching aids and educational materials, a blackboard, a magnetic board with markers, visual aids

Equipment, tools and materials necessary for implementation programs:

Writing instruments for everyone student: pen, pencil, eraser, colored pencils;

Demonstration visual aids.

Stencils (vegetables, fruits, transport, flowers, tree leaves);

Didactic and visual material on topics, didactic toys. Visual educational cards.

Educational games “Read by first letters”, "We divide words to warehouses» and etc.

Technical equipment: computer, printer, internet, TV and DVD player.

Forms of presentation and demonstration of educational results.

Photographic material, written reviews from students and parents, a log of the teacher’s work and student attendance, a written analysis of the teacher about the implementation programs(number of children studying in the association, number of newly arrived children, degree of implementation programs.

Bibliography.

1. Bondarenko T. M. Complex classes in the preparatory group of kindergarten. shopping center "Teacher". Voronezh, 2005

2. Belaya A.E. Finger games for the development of preschoolers // AST -2008. 3. Grishchuk L. A. School of preschoolers. Entertaining lessons. "Neva". Moscow "Olma - Press", 2002 4. Sinitsyna E. I. Smart fingers // m. Leaf, 2009 5. Shvaiko G. S. “Games and game exercises for speech development”. Moscow, 2006 6. Shapina O. Pure twisters and tongue twisters for speech development. Moscow, "Owl", 2007 7. Falkovich T. A, Barylkina L. P. Development of speech, preparation for mastering writing. Moscow "Waco", 2005 8. Saikina E. G., Firileva Zh. E. Physical education - hello to minutes and pauses! Saint Petersburg "Childhood-Press", 2005

9. Gerbova V.V. “Speech development in kindergarten” Ed. "Mosaic - synthesis", Moscow, 2014 10. Bardysheva T. Yu. “My hands are dancing” Edition for developmental education. Series "School for preschool children"

About the implemented levels of education:

During the 2014-2015 academic year, the MBOU DOD DEBC will implement additional general education programs by educational level:

Level I - preschool education (5 -6 years old)

Level II - primary general education (7-11 years)

III level - basic general education (12-14 years)

IV level - complete general education (up to 18 years)

About forms of training, standard periods of training :

Classes in associations are conducted in groups, individually or with the entire composition of the association. A combination of formal, non-formal and informal forms of education and forms of training is allowed: distance learning using Internet resources and services, subject-based practical laboratories, educational team projects, elective subject and meta-subject courses, developing and formative environments (interactive museums, real and virtual simulators and etc.).

During the calendar year, additional general education general development programs are implemented, which, according to the level of mastery of educational results, are divided into introductory (short-term), basic and in-depth. The duration of implementation of short-term programs is from 8 hours to 1 year, basic and in-depth - over 1 year.

On the validity period of state accreditation of an educational program (if there is state accreditation): none

About the description of the educational program with a copy attached:

Mission : provision of educational services aimed at the sociocultural development of children’s personality, environmentally adequate interaction with the outside world.

Target : ensuring children’s rights to development and self-realization, expanding opportunities to satisfy the diverse interests of children and their families, developing students’ motivation for creativity and a value-based attitude towards the world around them.

Tasks:

1. To increase the coverage of children with additional education services through the implementation of additional general education programs at an introductory level and the organization of paid classes in additional general education programs.
2. Increase the number of students with a high level of mastery of additional general education programs to 50% (48.1%) of the total number of children.
3. Increase the number of students participating in rating olympiads and intellectual competitions at various levels by 4% (1.2%).
4. Update the content of additional general education programs in accordance with the development goals of the state, the interests of children and the needs of families, changes in the technological and social structure.
5. To ensure effective interaction between all subjects of the center’s educational activities in order to increase parents’ satisfaction with the quality of services provided to 90% (82%).
6. Increase the number of parents of students actively involved in the implementation of environmental projects to 20% (5%).
7. Provide additional education services to at least 6% of children in accounting categories (risk groups and SEN).

Expected results and effects of the implementation of additional general education programs

1. Students will perceive educational activities as a space for self-development, self-education and self-realization.
2. Training in additional general education programs will help you navigate the resources of additional education available both in Solikamsk and outside the city (including via the Internet).
3. Students will have the opportunity to choose additional education programs based on their own interests and hobbies.
4. Students will be able to use the resources of the urban environment (parks, squares, playgrounds, premises) to implement group leisure-educational, environmentally-oriented activities.
5. Students will be motivated to receive further specialized professional education and to participate in intellectual and cultural forms of leisure.
6. Introductory programs of additional education will provide students with the opportunity to try themselves in various types and forms of activity, and will also ensure parallel development of programs or transition between programs.
7. Children with disabilities are involved in additional education programs, the conditions for implementation of which correspond to their needs and capabilities.

About the curriculum:

About the annotations for short-term educational programs:

sun rays

Do you want to surprise your friends and parents? Give them an interesting gift or an original souvenir? Or maybe you don’t yet know what paper plastic and corrugated tubes are? Then you just need to attend classes on the “Sunshine” program. You will learn how to make amazing crafts from ordinary paper.

Ecological fairy tale for little brother

Who has a younger brother or sister. This is the program for you. You will learn how to illustrate a fairy tale with your own hands so that it is colorful and interesting, and you can tell how beautiful our planet is, and that even if you are not very friendly with someone, you still really need each other!

"Dolls - pop stars"

Do you know who puppets are, puppets with a living hand, who value friendship? After all, dolls are convinced that friends are the most precious thing. Next to dolls, we ourselves become kinder and happier. During the classes you will learn the history of dolls, learn how to make and “revive” them.

"Silver Strings"

For those who are not studying at a music school, but really want to learn how to play the guitar, this program is for you. You will be able to perform musical works without knowing musical notation.

Cognitive ecology

There is a lot of interesting and educational information in the world of flora and fauna. There are simply kingdoms, and then there is the kingdom of nature. If you are inquisitive, then you will be interested in meeting the representatives of this kingdom. We invite you to classes in the “Cognitive Ecology” program, where you will feel like young researchers, defenders and friends of nature.

"Journeys into the Natural World"

There is no zoo in our city, but sometimes you really want to “touch” the natural world. The program “Travel to the Natural World” will introduce you to the inhabitants of a freshwater aquarium, exotic birds from Australia and the island of Madagascar, rodents from Mexico and Africa, and will allow you to take a virtual trip with indoor plants to the tropical forest, desert and humid subtropics.

"In the world of plants"

Nature is the fundamental basis of beauty and greatness, but the main decoration of our planet has been and remains plants. Man, looking at plants, was able to create complex technical structures. What did plants tell man? The program “In the World of Plants” will help reveal these secrets together with the science of bionics.

"The World of Medicinal Plants"

Plants surround us everywhere, delighting the eye with the shape and color of leaves, flowers and fruits, helping humans with healing properties. If you want to gain knowledge about plants used in medicine, veterinary medicine, the food and perfumery and cosmetics industries, this program is for you. During the classes you will also learn how to properly collect and store medicinal plants.

Hey, hop!

Do you know what “cheer”, “high-vee”, “low-vee”, “touchdown” is? If not, we invite you to get acquainted with our program. You will not only learn to move to the music and compose “cheers,” but you will also learn how to properly make “hei-pompons.” We will help you become successful!

"Smiles"

If you want to make good use of your free time, come and take part in our short-term project “Smiles”. Here everyone will find a use: you can express yourself in sports, creative, environmental programs and events.

"Become a PRO!"

In the modern world there are many different professions. Have you chosen the one that is right for you, the one in which you can become a PRO? Our program gives you the opportunity to get acquainted with modern professions: stylist, makeup artist, manicurist, jeweler, radio host, etc., and meet professionals in their field.

About the academic calendar with a copy attached:

About the educational programs being implemented:

Number of students in educational programs being implemented:

· The number of children studying at the expense of the budget in 2014 - 2015 was: 1044 children

· Number of children studying under contracts with individuals with payment of tuition fees: 10 people

DEBC does not implement professional educational programs.

Municipal autonomous educational institution

2. Wire weaving technique

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

Practical training. Weaving bracelets. "Tsvetkov."

3.Beaded flowers

Theoretical information. The main beading techniques used to make flowers: parallel, loop, needle weaving, arching. Combination of techniques. Technique for making the center, petals, sepals, stamens, leaves. Analysis of models. Sketching diagrams.

Practical work. Execution of individual elements of flowers. Assembling products: brooches, bouquets of flowers. Composition of spring, summer, autumn and winter bouquets. Preparing the base of the decorative panel: covering the cardboard with fabric. Attaching composition elements to the base. Decorating gifts and other items with beaded flowers.

Final lesson.

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

Practical training.

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

Equipment standards:

When working with beads:

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

Providing the program.

Tools:

Scissors, frame with glass for stained glass,

Materials:

Paints for stained glass; beads, wire,

Methodological support.

Today, the pedagogical level must have all the methodological equipment to conduct 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 correspond to this item, scissors, wire, frame with glass, etc.

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

LITERATURE

1. “Beadwork” M.., 1997

2. Drawing. Obninsk, publishing house "Titul"

3. Painting. Obninsk, publishing house "Titul"

4. . Needlework.

5. Magazine “Lena Handicrafts”.

6.enechki and beads St. Petersburg, 1998.

8.Yu.Davydova. 2005

9., . Studio of arts and crafts. Edition 2008.

10. . Folk arts and crafts. M, 1984

11. Magazine “Lena Handicrafts”

12.. Handicrafts..

13. Painting on glass.

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 of MUDO "DDT" r.p. Dergachi

Zhakboleva Sh.T.

r.p. Dergachi

2017

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

The presence of a package of such programs in the regional educational space is a vital trend of our time. What does this mean practically? Essentially, 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 one - 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 in demand additional short-term educational programs. An easier way to read this government task involves the purposeful transformation of existing (multi-level) programs into short-term programs that respond flexibly to situationally emerging social orders.

Organized activitieschildrenVvacationperiod allows you to doadditional education for childrencontinuous throughout the year, because children’s education occurs at any moment of their activity. Additional education for children is not a leisure activity in free time from studying, but a directed process of raising and educating a child in forms that are attractive to him, which is outside the framework of the general educational process.

Since the implementation of programs for rural schoolchildren is possible in children's recreation and health organizations or additional education institutions through on-site sessions during the holidays, these programs should be short-term and can be implemented in a 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 developing motivation for it. Then students, for example, in distance learning, master the theoretical block and complete practical and test tasks. Practical tasks of the program should be aimed at creating a specific product with which the child can participate in a competition in the relevant field or use it in future activities.

Structure and content of the additional general education program.

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

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

The basic requirements for the structure and content of the additional general education program are set out in the following documents:

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

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

Orderorganization and implementation of educational activities in additional general education programs(approved by 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 additional education programs for children”;

Resolution 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 design, content and organization of the operating mode of educational institutions of additional education for children.”

The program must consist of several required components:

Title page of the program.

Set of main characteristics additional general education general developmental programs:

2.1. Explanatory note.

2.2. The purpose and objectives of the program.

2.3. Contents of the program.

2.4. Planned results.

2.5. Forms of certification and their frequency.

3.K complex of organizational and pedagogical conditions:

3.1. Methodological support.

3.2. Conditions for the implementation of the program.

3.3. Calendar schedule.

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 approval stamp of the Program (indicating the full name of the head, the date and number of the order), the name of the Program, the addressee of the Program, the period of its implementation, the full name, position of the author (authors) of the Program, the city and year of its development.

A set of main characteristics of an additional general education general development program:

1. The explanatory note reflects: the focus 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, main ideas that give the program its originality); recipient of the Program (age characteristics of the student for whom the training will be relevant); volume of the program (total number of training hours planned for the entire period of study, necessary for its development); period of mastering the Program, mode of classes (frequency and duration of classes).

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

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

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

   Certification forms and their frequency are developed individually to determine the effectiveness of mastering the Program and contain a description of the assessment of all three educational results.

3. A set 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 usedteachingdidactic 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. Calendar schedule - the sequence of mastering the content of the Program, indicating the forms of classes (classroom, distance learning, independent work, extracurricular activities) and the deadlines for certification of students. The calendar schedule is a mandatory appendix to the program and is developed annually.

3.4. Assessment materials that represent a package of diagnostic techniques that allow you to determine whether students have achieved the planned results.

3.5. The list of literature and electronic resources includes basic and additional educational literature, reference manuals, links to websites; 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 game, research, project and other methods of work. On the recommendation of SOIRO.

For example, a short-term additional general education programsocio-pedagogical orientation “Leading behind themselves” .

Example programThe short-term program “Ekomir” could become a natural science program.

Exampletourism and local history programs is the program “People. Events. Data" , aimed at introducing children to the history of the Saratov region.

DISTINCTIVE FEATURES

features

Reformulation of theoretical and methodological ideas into

practice-oriented questions

Multi-level (long-term)

educational program

Short term

educational program

1. Thematic

differences

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

Consistent movement towards achieving the set goals, taking into account the individual and age characteristics of students

A short-term educational program was created with the goal of intensively teaching children some kind of creativity.

2. Conceptual psychological-pedagogical

gical 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 begin their education with the basics and end it with the manufacture of more complex products

The short-term program is initially intended for children who already have some skills in some kind of creativity. Training under the program ends with the manufacture of simple products

3. Perspective of procedural methodological and technological

differences

How does the technique and technology of working within a multi-level (long-term) program differ from a short-term one?

There are no differences in technique and technology between the programs

4. Expected results

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

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

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

But in educational terms he

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

There is a huge advantage in using short-term programs, the so-called search mode, where the child has time to show and reveal his interests, his “I”. And the main thing is that children do not have time to get bored with a certain type of activity. In a short period of time, students manage to get acquainted with and master several types of creativity. Practice has shown that a child who “knows, knows how, can” willingly and boldly gets involved in more complex processes.

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

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

And for us, DDT teachers, 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 to rest on their laurels, to constantly improve their professional experience, to always be socially in demand and useful. https://lysva.biz/uploads/files/2016/10.2016/sbornik_rek.pdf

The short-term program of the artistic circle “Miracles from Paper” is designed for 21 days and provides for the organization of employment for students aged 11-16 years.

The goal of the program is to create conditions for the creative and moral development of children, orient children in substantive and practical activities through their mastery of the technique of weaving from newspapers as an artistic method of designing from paper.

Program objectives:

Educational:

Download:

Preview:

Regional state budgetary institution

Additional education "Center "Scarlet Sails"

Short-term circle program

artistic orientation

"Miracles Made of Paper"

Age of students: 11-16 years

Implementation period: (8 hours)

Smalkova Marina Aleksandrovna, teacher

2017

PROGRAM INFORMATION CARD

EXPLANATORY NOTE

The “Wonderful Workshop” program is an additional educational program of an artistic orientation, with a functional purpose - applied, according to the form of organization- group, in terms of implementation time - short-term.

The methodological basis for drawing up a work program is the program for labor training for girls in grades 5-9, Bustard, Moscow 2007, author V.A. Sokolova, Technology. Russian traditions in the manufacture of various products, grades 6-8 I.G. Norenko, Uchitel publishing house, studying master classes on the Internet.

Relevance of the program due to the following factors:

- The goal of modern education iswhich consists in the upbringing and development of the child’s personality. An important direction in personality development is moral and aesthetic education. It includes the formation of aesthetic value guidelines, aesthetic evaluation and mastery of the basics of creative activity.

- A feature of the modern situation, when the issue of children’s employment is very acute (they must be under the constant supervision of teachers). It is necessary to help the child take advantage of his free time and give him the opportunity to discover himself most fully. Create conditions for the dynamics of creative growth

The “Wonderful Workshop” program provides for the development of children’s visual, artistic and design abilities, non-standard thinking, and creative individuality. This equips children with the ability not only to feel harmony, but also to create it in any life situation, in any activity, in relationships with people, with the world around them.

Weaving from newspaper tubes is an original pastime, an entertaining and exciting type of needlework that has become very popular recently. Here the child is given the opportunity to really, independently discover the magical world of a sheet of paper, to comprehend its properties and structure. The system for working with paper is built on the principle of from simple to complex. Mastering a number of technologies requires patience and accuracy, and crafts require careful execution, because craftsmanship is always hard work and imagination.

Leading idea this program - creating a comfortable environment for communication, living, developing the abilities, creative potential of each child and his self-realization.

Principles, underlying programs:

Accessibility (simplicity, compliance with age and individual characteristics);

Visibility (illustrativeness, availability of didactic materials);

Democracy and humanism (interaction between teacher and student in society, realization of one’s own creative needs);

Scientific (validity, presence of a methodological basis and theoretical basis);

- “from simple to complex” (having learned basic work skills, the child applies his knowledge in performing complex creative work).

GOAL AND TASKS

Purpose of the program – creating conditions for the creative and moral development of children, orienting children in substantive and practical activities, through their mastering of the technique of weaving from newspapers as an artistic way of designing from paper.

Program objectives:

Educational:

To teach specific labor skills when working with paper using the technique of weaving from newspaper tubes;

Deepen and expand knowledge about types of paper, its properties, methods of weaving figures and products;

To develop an interest in various types of fine and decorative creativity.

Educational:

To instill interest in world culture, in the origins of creativity of various peoples;

To educate the moral qualities of children;

Develop a sense of self-control and mutual assistance.

Educational:

Develop imaginative thinking and creative abilities;

Form aesthetic and artistic taste;

Promote the formation of a comprehensively developed personality.

Methods and forms of training.

Training is carried out in two directions:

Mastering theoretical knowledge;

Formation of practical skills.

To increase the interest of students in classes and more successfully solve educational problems, various forms and methods of conducting a circle are used.

Methods based on the way classes are organized :

Verbal (oral presentation, conversation, story, etc.);

Visual (display of multimedia materials, illustrations, display

Sample crafts);

Practical ( execution of work according to instruction cards, diagrams);

Methods based on the level of activity of children:

Explanatory and illustrative – children perceive and assimilate ready-made information;

Reproductive – students reproduce acquired knowledge and mastered methods of activity;

Methods based on the form of organization

student activities in class:

Frontal – simultaneous work with all students;

Group – organizing work in groups.

Timing of the program implementation.

This program is implemented during the rest period of students at the Scarlet Sails Center on the territory of the Krestovoy Gorodishchensky rural settlement and is designed for 21 days.

Lesson mode. This program consists of 8 hours (2 lessons per week). The duration of each lesson is 45 minutes.

Age of students.

The program provides for the organization of employment for students aged 11-16 years. The target audience of the program includes the main category of children: rotating groups formed upon the arrival of children at the Scarlet Sails Center. The composition may include children of different ages, physical development and training.

Form of organization of children's collective:collective, group

Classes in this program consist of theoretical and practical parts, with the practical part taking up more time. The form of classes can be defined as creativechildren's activities.

Educational and thematic plan

Section 1. Introduction.

Topic 1. Acquaintance. Safety regulations.Presentation “Weaving from paper wicker”

Theory. Meeting children. Familiarization of students with the content of the upcoming work. Organizational matters. Safety instructions when working with tools and materials. Acquaintance with historical information about the origin and development of artistic weaving from wicker, birch bark, and straw. An analogy between weaving from wicker and weaving from newspaper tubes, viewing finished works using the technique of weaving from newspaper tubes.

Section 2. Working with paper.

Topic 1. Preparing the paper vine.

Theory: Preparation of tubes. Dimensions and parameters of the workpiece. Docking of tubes

Practice: mastering the skill of making newspaper tubes.

Topic 2 . Types of weaving from newspapers: “Rope”, “Cintz weaving”, spiral weaving.

Theory: Simple (calico) weaving; rope in 2 tubes, spiral weaving. Joining tubes in simple weaving. The simplest bends. Display of didactic material and samples. Practicing types of weaving.

Practice : mastering the skills of weaving from newspaper tubes: “rope”, “calico” weaving, spiral weaving.

Topic 3 . "Pencil".

Theory : Weaving with a cardboard bottom, the type of weaving of the product is “calico”. Practice: Mastering the skills of weaving from newspaper tubes using “calico weaving”

Topic 5. “Christmas tree”

Theory : Spiral weaving.

Practice: Mastering the skills of weaving newspaper tubes in a spiral.

Topic 64. “Box”

Theory : Round bottom weave. Forming the edge of the product.

The type of weaving of the product is “rope”.

Practice: Mastering the skills of weaving from newspaper tubes with a rope

Section III . Summarizing.

Practice. Organization of a mini-exhibition of students’ works.

Expected results and ways to determine them.

To assess the effectiveness of the implementation of this program, you can focus on the following indicators: satisfaction of students attending the circle; the formation of the activity (correctness of the actions performed; compliance with safety rules), the degree of assistance provided by the teacher to students when performing tasks: the less assistance from the teacher, the higher the independence of students and, therefore, the higher the developmental effect of classes. Monitoring and evaluation of student results involves identifying the individual dynamics of the quality of a child’s assimilation of the program and does not allow comparison with other children.

Expected results:mastering the basic rules of working with paper, technology for preparing paper “vines”, mastering the main types of weaving, independent production of crafts from newspaper tubes.

Forms of control.

Summing up the results of the work is a necessary moment in the work of the creative team. Since additional education does not have clear criteria for determining the results of students’ practical activities, the most appropriate form of assessment is a joint viewing of completed products, their collective discussion, identifying the best works, and organizing exhibitions. This form of work allows children to critically evaluate not only other people’s work, but also their own. The final test, carried out at the end of the shift, allows the teacher to evaluate the theoretical knowledge of students.

Diagnostics and monitoring of program effectiveness.

Survey and questioning of students and parents in order to identify the level of satisfaction with the organization of employment of children and adolescents during their visit to the Scarlet Sails Center

Pedagogical reflection

Collective reflection of program participants.

Each lesson on the topics of the program, as a rule, includes a theoretical part and practical implementation of the task. Theoretical information is a repetition of the material covered, an explanation of the new, educational information about types of decorative and applied arts, folk crafts, ancient traditions in women's needlework. The theory is accompanied by the display of visual material, presented in the form of a story-information or conversation, accompanied by questions to the children. The use of visual aids in the classroom increases children's interest in the material being studied, promotes the development of attention, imagination, observation, and thinking. All known types of visual aids are used in the lesson: display of illustrations, drawings, magazines and books, photographs, product samples, demonstration of labor operations, various work techniques, which provide sufficient opportunity for children to consolidate them in practical activities.

In the process of working with various tools and devices, the teacher constantly reminds children about the rules for using tools and observing the rules of hygiene, sanitation and safety.

Each child organizes a workplace for himself. Gradually, children get used to the fact that only those materials and devices that are necessary for this work should be in the workplace. Each item has its own place so that it is convenient to work with two hands. Visual aids are arranged so that they do not interfere with work or are damaged. The teacher teaches children to be clean and tidy. If some students do not have the necessary materials or tools, the teacher issues them from additional supplies.

A training session may include the following structural elements:

1. Briefing: introductory – conducted before the start of practical work; current – ​​carried out during practical work; final;
2. Practical work (80% of class time);

3. Dynamic pauses in children of middle and high school age;

1. Summing up, analysis and evaluation of work. Summing up involves reflection, collective analysis of the products as a whole and evaluation of each child’s crafts;
2. Tidying up the workplace.

The final test, carried out at the end of the shift, allows the teacher to evaluate the theoretical knowledge of students.

Final test:

1. Knows how to organize a workplace.
2. Knows how to use equipment and tools.
3. Able to independently determine the amount of material needed.

4. Knows how to twist tubes.

5. Uses different types of weaving from newspaper tubes.

6. Mastered weaving round bottom, weaving with cardboard bottom.

Methodological support:

• didactic and handout material;
• manuals on decorative and applied arts;
• a set of methodological and theoretical literature;
• visual aids;
• video tutorials.

Material and technical support of the educational process.

Study room with student tables;

Classroom equipment (blackboard, tables and chairs for students and teachers, cabinets and racks for storing teaching aids and educational materials);

Equipment and supplies necessary for conducting classes (newspapers, scissors, knitting needles, ruler, PVA glue)

Technical teaching aids (computer, interactive whiteboard or multimedia);

LITERATURE

1. Mushroom A. Weaving from straw and other materials. – St. Petersburg, 2006.

2. Kuzmina M. A. ABC of weaving. – M., 2011.

3. Tormanova A.S. Weaving from paper tubes: the most complete and understandable tutorial, Eksmo, 2015.

1. 4. Tishchenko E. Weaving from paper tubes: the most complete and understandable tutorial, 2016

5. Zaitseva A. Weaving from newspaper tubes. Master classes for beginners.

6. Internet materials:

http://www.liveinternet.ru

http://entrainment.listbb.ru

http://mastera-rukodeliya.ru