Art therapy for children with disabilities.

Educator-psychologist T.A. Angur

MBOU DOD DDT "Planet"

The inner world of a child with developmental problems is complex and diverse. How to help such children see, hear, feel all the diversity of the environment, cognize their “I”, open it and enter the world of adults, fully exist and interact in it, develop themselves and at the same time take care of their health.

I decided that it was necessary to use new technologies that at the same time ensure the cognitive development of children. Art therapy, in my opinion, is such a technology that carries special corrective and developmental opportunities. Having familiarized myself with the methodological literature, Internet materials on this topic, for two years now I have been using elements of the varieties of art therapy in working with such children.

The relevance of this work lies in the synthesis of the most effective art therapy techniques in the framework of activities for the development of children with disabilities. The use of art therapy tools in working with such children in an accessible and attractive form.

Purpose of my project:

Art therapy has a powerful potential, the actualization of which makes it possible to radically change didactic approaches to the process of teaching, upbringing, personality development, organization and implementation of joint intellectual and emotional-artistic activities of a teacher and pupil with special needs. The use of art therapy tools makes it possible to informally implement the process of integrating scientific and practical knowledge, abilities, skills in various activities. As my work experience shows, the use of art therapy with children with developmental disabilities increases motivation and can significantly optimize a child's development. Observations have shown that joint activities, including art-pedagogical technologies, have a greater educational, developmental and educational effect.

Expected Result:

Almost every child with a developmental disability can participate in art therapy work that does not require any visual aptitude or artistic skill. In addition, the products of visual creativity are an objective evidence of the mood and thoughts of the child, which allows them to be used as a diagnosis. Art therapy allows you to get to know yourself and the world around you.

Kinds art therapy that I have used to work with children with special needs: isotherapy; sand therapy; phototherapy; game therapy; music therapy; vocal therapy; fairy tale therapy. Next, I offer several descriptions of techniques that are easy to use and will be of interest to our children.

Doodle technique

Option - drawing in a circle: the scribble technique has always been a valuable method of psychotherapy. The resulting drawings leave no one indifferent. This technique can be used in working with hyperactive children as a tool for the development of valuable social qualities (patience, attentiveness, etc.), as well as for increasing self-esteem. The image is created without paints, using pencils and crayons. In our case, scribbles mean chaotic or rhythmic drawing of thin lines on the surface of the paper. Lines can appear illegible, sloppy, clumsy, or, conversely, drawn and accurate. An image can be formed from individual scribbles, or the combination can appear in an abstract manner. Doodles help to stir up the child, make you feel the pressure of a pencil or crayon, and relieve muscle tension.

Technique "Magic ball".

For work, you will need balls of thread of different colors, a sheet of Whatman paper or a piece of wallpaper. In addition to the fact that this technique develops imagination and imagination, it is also good because it is ideal for timid, shy children who are afraid to draw and play. This is a kind of alternative to painting, where there is no "good" or "bad" work. The technique can be safely used for hyperactive, impulsive, aggressive children. You can work both individually and in pairs. The use of techniques and techniques for creating images by children acts as a way of comprehending their capabilities and the surrounding reality, as a way of modeling relationships and expressing various kinds of emotions, including negative, negative ones, and also acts as a means to reduce psycho-emotional stress, aggressiveness, hyperactivity, anxiety in children.

Technics"Collage".

Tasks: development of self-interest, increase of self-esteem, reflection of various "I-schemes", the development of creativity.

Work progress: it is necessary to cut out pictures, slogans, words, parts of the text from newspapers and magazines and from them compose a composition on a given topic. If there is not enough material to complete the composition (it was not found in the proposed magazines), then it is allowed to finish drawing it with felt-tip pens and pencils.

Often, children with disabilities have a theme of destruction in their collage. There is much more negative than positive, so when discussing work, the guys start with their negative traits, not knowing what to say about the positive ones.

1. Motor exercises.

“A walk through the fairytale forest” (N. Rimsky-Korsakov, Fevronia's aria from the opera “The Legend of the Invisible City of Kitezh”) Steps at a slow pace, imagining a beautiful landscape around you and showing other children the splendor of nature with gestures.

"Festive March" (N. Rimsky-Korsakov, introduction to the opera "The Tale of Tsar Saltan"). Imagine yourself going to a holiday. Walk with a confident, decisive step.

1. Musical relaxation.

These exercises are aimed at correcting psycho- emotional sphere child, to acquire relaxation skills. When performing these exercises, it is important to distract the child from traumatic experiences and help him see the beauty of the world with the help of music. All exercises are commented by the teacher to certain music, evoking various emotions. For example, an exercise to activate the vital forces "Energy" (for hyperactive children), muses. M. Ravel "Bolero".

Method "Telling and composing a fairy tale".

Any storytelling is already therapeutic in itself. It is better to tell a fairy tale, and not to read. The teacher and the child can compose a fairy tale together, while dramatizing it all or individual elements. The child can compose a fairy tale on his own. Independently inventing the continuation of the fairy tale and telling it by the child makes it possible to reveal his spontaneous emotional manifestations, which are usually not noted in the child's behavior, but at the same time act in him.

When working with children with special needs, the following requirements for classes are observed:

The mood of such children, their psychological condition at specific moments can cause variations in methods, techniques and structure of classes.

The structure of classes is flexible, developed taking into account age characteristics, the severity of the defect, it includes cognitive material and elements of psychotherapy.

The choice of the subject of the classes is determined by the nature of the developmental disorder and the selection of the most adequate tactics of correctional and developmental work.

The forms of work are determined by the goals of classes, which are characterized by a combination of both traditional techniques and methods and innovative ones (drawing tests, drawing to music, etc.).

Psychological impact is constructed by creating tasks and educational situations that are dosed in terms of content, volume, complexity, physical, emotional and mental stress.

Expected results of the work.

Psychological aspect: correction of the emotional-volitional sphere, deficit development of the intellect; increasing stress resistance, self-esteem, improving self-regulation of behavior; optimization of mental processes and functions.

Social aspect: harmonization of personal and intellectual potential; emotional readiness - receptivity to society; harmonization of intra-family relations; reducing the level of conflict in society.

Pedagogical aspect: disclosing the creative potential and creative possibilities of minors; development of aesthetic horizons.

Literature:

A.I. Kopytin Theory and practice of art therapy. SPb, 2002;

Vygotsky L.S. Psychology of art. - M., Art, 2006;

A.I. Kopytin Fundamentals of art therapy. SPb., 1999;

Ermolaeva M.V. Practical psychology of children's creativity. M., 2001;

Betensky M. What do you see? New methods of art therapy. SPb, 2002;

Petrushin V.I. "Musical psychotherapy" M. 2000

Isotherapy

Isotherapy - therapy with visual arts, primarily drawing. The basis of visual art therapy is a special "signal color system", according to which the participant of the technology signals his emotional state through color. Fine art therapy is, on the one hand, a method of artistic reflection; on the other hand, a technology that makes it possible to reveal the artistic abilities of a person at any age, and the sooner the better; and on the third side - the art-pedagogical method, with the help of which it is possible to correct the feelings that everyone experiences from work: what prevented him from drawing, and what helped; which work you like especially and why; how has your internal state changed after drawing, etc.

The process and the result of drawing are analyzed according to the following parameters: the speed of filling the sheet, the nature of the lines and shapes shown in the figure, and the prevailing color tones. For example, dark colors can be an echo of a person's inner problems. Bright colors express creativity, a positive emotional state; the predominance of pastel colors indicates a person's sensitivity. Colors, their arrangement, play of colors - this is its own special, individual language, there are no established rules, it is rather a drawing of the soul, reflecting its state, therefore, the lighter, brighter, "more fun" the drawing, the brighter the soul, the purer the "human principle "In a person, and vice versa. Visual art therapy includes art, complementary painting, free, communicative and collaborative painting. Classes are held both individually and in a group.

Isotvorchestvo. To conduct such a lesson, it is necessary to prepare paints, music audio recordings and sheets of paper. First, one separate sheet is prepared for each participant, and in subsequent lessons - one sheet for two, for four, for eight, etc. (each time, with the increase in the group, the size of the sheet also increases, on which everyone draws together, without the boundaries of taking into account "their" drawing and without words, communicating only with the help of paints). Before starting drawing, the presenter conducts a certain psychological attitude, and then all participants begin to draw, without planning anything, spontaneously - there should be no realism in the drawing. It should be an abstraction that expresses what the participants in the session felt during the psychological state of mind. The participant tries to draw without thinking about anything and without asking himself: "What does this mean, what is it for, what does it mean", etc. After the end of drawing, reflection is necessarily carried out:

how did you manage to convey your feelings, state, color, shape, movement;

how the person felt while drawing.

The more plastic, rounder, smoother the line drawing, the more plastic the human psyche, the more adaptable it is to the surrounding conditions, and vice versa.

2. Free drawing - everyone draws what he wants on a given topic. Drawings are done individually, but the conversation at the end of the work takes place in a group. About 30 minutes are allocated for drawing, then the work is hung out and the conversation begins. First, the members of the group speak about the drawing, and then the author.

3. Communicative drawing - the group is divided into pairs, each of them has its own sheet of paper, on which a drawing on a specific topic is jointly performed. At the same time, as a rule, verbal contacts are excluded, the participants communicate with each other using images, colors, lines. After finishing drawing, the teacher conducts a conversation with the children. At the same time, it is not the artistic merits of the works that are analyzed, but the thoughts and feelings that arose in children in the process of drawing, as well as the relationships that developed between them in the course of the work.

4. Joint drawing - several people (or the whole group) draw silently on one sheet. At the end of the work, the participation in it of each member of the group, the nature of his contribution and the peculiarities of interaction with other children in the process of drawing are analyzed. The teacher analyzes, observing the progress of work, how each child builds relationships with other children, how he begins to draw, how much space he takes on the sheet, etc. Then it is possible to consult a psychologist about the style of the child's relationship in the group and about the position he takes in relation to other children and to himself.

5. Additional drawing - each child, starting to draw on his sheet, then sends his drawing in a circle, and his neighbor continues this drawing, bringing something of his own into it and passing it on along the chain. Thus, each participant makes his own additions to the drawings of other children. Then each of the participants tells what he wanted to draw and what happened as a result of the common work. Of particular interest are the discrepancies in the understanding and interpretation of the drawing by the children's group and the author himself. Discrepancies can be caused both by the presence in the drawing of elements that are not recognized by the author, and by the projection of the problems of other children onto this drawing.

Ways to work with finished drawings:

1. Demonstration of all drawings at the same time, viewing and comparison, finding common and individual content by joint efforts.

2. Analysis of each drawing separately (it passes from hand to hand, and the participants speak about what they like in this drawing and what they would change).

In general, visual art therapy promotes self-knowledge, mutual understanding and activating the group process. In the interpretation of drawings, attention is paid to the content, ways of expression, color, shape, composition, size, specific features repeated in different drawings of one child. Isotherapy reflects the child's direct perception of a particular situation, various experiences, often unconscious and non-verbal.

For the correct interpretation of children's drawings, the following conditions must be taken into account:

the level of development of the child's visual activity, for which it is necessary to look at the drawings he made earlier;

features of the drawing process itself (the choice of content corresponding to the topic; preservation of the topic during the drawing process or its transformation);

sequence of images as a manifestation of hyperactivity.

When analyzing drawings, the level of visual skills is not taken into account. It should only be about how the emotional experiences of the child are conveyed with the help of artistic means (color, shape, size, etc.).

There are various color-drawing diagnostic tests (for example, the color-drawing test, developed by A.O. Prokhorov and G.N.Gening). In drawings and color, children express what is difficult for them to say in words due to insufficient development of self-awareness, reflection and the ability to identify. In addition, due to the attractiveness and naturalness of the task, this technique contributes to the establishment of good emotional contact with the child.

A feature of isotherapy in working with children with mental retardation is that isotherapy is used to create positive motivation, helps to overcome children's fears of difficulties, helps to create a situation of success, and also fosters a sense of mutual help, mutual assistance, helps children develop imagination using various colors , various materials for work. Isotherapy is of great corrective importance in the development of fine motor skills of the fingers, is involved in the coordination of interhemispheric relationships

Music therapy

Music art therapy is based on the process of listening to music and playing music. It is based on the ability of music to regulate and develop the emotional sphere of the individual. Back in the 19th century, scientists found that emotions cause changes in the pulse of respiration, reaction speed, muscle strength, etc. It is known that with a decrease in emotional tone or in the presence of negative emotions, a person's immunity weakens, as a result, he is more likely to get sick. Musical works of different emotional-figurative content have different effects on the human body, causing different emotions and, accordingly, different biochemical processes. So, major music usually evokes a light and joyful mood, and minor, as a rule, is associated with sadness, grief. True, minor music, expressing harsh energy, dramatic experiences, can help to activate physiological processes and cause an active state.

In addition to tonality, the listener is strongly influenced by the tempo, rhythm and dynamics of a piece of music.

Specially selected pieces of music allow the teacher to "train" the emotional world of the child in doses.

Means of musical art therapy contribute to the harmonization of the individual with the natural and social environment. The reason for this is that music has such fundamental principles of all living things as rhythm and sound. With the help of music, you can teach a child to feel the rhythms of nature and human life, to feel the variety of sounds and consonances of the surrounding world, to imagine the originality of his own biorhythms, to identify characteristics the sound of your voice, and through it - your unique individuality.

It has been established that music affects many spheres of human life through three main factors: vibrational, physiological and mental. Sound vibrations stimulate metabolic processes in the body at the cell level. These vibrations are capable of changing various body functions (respiratory, motor, cardiovascular). Thanks to associative links arising in the process of perception and performance of music, the mental state of the child also changes.

It is recommended to use in work with children a wide range of musical instruments and types of music that affect various functions of the body. For example, to strengthen and improve the respiratory function, you can use wind instruments (clay whistles, flutes, toy pipes, harmonicas, block flutes, etc.), with weak fine motor skills of the fingers - keyboard instruments (toy piano or children's synthesizer), with emotional problems, to relieve stress or, on the contrary, to activate the emotional sphere of the child's personality - listening to music for relaxation, as well as recordings of the noises of nature (sounds of the sea, forest, thunderstorms, etc.).

One of the components of music art therapy is vocal and breathing trainings. The main goal of vocal development is to increase the adaptive and reserve capabilities of the human body. And, of course, it is difficult to overestimate the importance of singing as an artistic phenomenon and as a means of personal expression. It is well known about the positive impact of singing on the psycho-emotional background of the human body.

Human perception of music is the process of the listener's decoding of feelings and thoughts embedded in a piece of music by the composer and reproduced by the performer. As if the soul of the composer living in music enters into a kind of dialogue with the soul of the listener, and thus the emotional experience of past generations is transmitted to the next. But the fact that everyone hears music differently is due to the fact that the inner world of each person is different. The effect produced by a piece of music on the listener often depends not so much on the content of the piece of music itself, but on what are the characteristics of the listener's psychological makeup, what were the conditions for his upbringing, and how his musical experience was formed.

Younger children up to school age they easily distinguish between major-minor, as for emotional reactions to them, then when presented with melodies with accompaniment, they appear at an earlier age. In children 3 - 12 years old, minor melodies with accompaniment are often associated with evil or sadness, and major ones with accompaniment - with a cheerful or neutral emotional state.

In principle, there are no restrictions on the perception of music by all people, but preschool age is an intensive period of development. The perception of music can occur on a subconscious or conscious level.

Emotions are central to the process of musical perception. Reflected emotions are the full range of human experiences, both positive and negative. Music is emotional in its essence, and therefore its perception is emotional cognition, it provides an excellent opportunity for the development of the emotional sphere of a person.

Compared to other forms of art, the artistic images encoded in a piece of music are the most abstract.

Psychotherapeutic characteristics of a person, such as: strength and weakness nervous system, its mobility and dynamism at an unconscious level make a person give their preferences to music that corresponds to his psychodynamic characteristics. The rhythms of music probably affect the biorhythmic structures of the brain, which, under the influence of music, are tuned to the frequency of the perceived rhythms. Along with the growth of musical experience and broadening of horizons, musical abilities develop, the psychodynamic indicators of the biorhythm of the brain improve, and musical attachments change.

In order for the music to have the greatest effect on the listener, it must be specially tuned and prepared for this. You need to sit in a comfortable position, relax and focus on the sound of the music. The melody should become the music through which the listener will go and visit the most secret corners of the soul - both his own and the composer who created this music.

The true beauty of music lies not so much in the timbres and overflows of sound, but in the ability to experience with the help of music your unity with nature, with other people, with your people and with all of humanity as a whole, and through the experience of this unity to gain in yourself the desired psychological stability and mental health.

Classes with children with mental retardation in the perception of music are aimed at modeling their positive emotional state. The child's perception of music takes place together with the teacher, who helps him to "step" from real life into another, imaginary world, the world of bizarre images and moods. In a short story that precedes listening, the teacher attunes the child to the perception of a certain figurative musical picture, then the melody, as it were, takes the child away from negative experiences, reveals to him the beauty of nature and the world. After listening, the teacher in a conversation (analysis of the work) with the children finds out what they “saw”, felt, “did” in an imaginary journey, what picture they can draw in words, describe. This perception of music provides stress relief, improves the psycho-emotional state of children.

Listening to music is used in both individual and group forms of work. Each of these forms can be presented in three types of music therapy: receptive, active and integrative.

The receptive perception of music is based on the connection between music and movement. The language of gesture, facial expressions, postures, movement always reflects the inner emotional state of the child. Rhythmic movements act as a means of non-verbal communication and release of emotional stress.

I. The traditional form of work, based on passive perception of music, firstly, as a catalyst for emotional processes, secondly, as a background music during drawing, and thirdly, as a means of relaxation that enhances the listener's involvement in the work process.

II. Active work with images of music includes:

1) exercises for self-awareness through music (description of the emotional and figurative content of music, comparing it with one's own state);

2) free dance to music, which gives an opportunity for self-expression, motor liberation;

3) a sketch of musical images, including a group one, during which models of optimal interaction with peers are worked out;

4) musical sketches - individual improvisations on any topic ("My state", for example). This contributes to the liberation of the child, enriches his non-verbal self-expression;

5) dialogues on instruments, during which children communicate with each other using musical instruments, which contributes to their mutual understanding, improves behavior patterns;

6) "live music", when one and the same melody is performed in different manners (for example, a lullaby - now decisively, now frightened, now joyfully, etc.).

The purpose of music perception: harmonization of the child's personality, restoration and correction of his psycho-emotional state and psychophysiological processes by means of musical art.

regulation (increase or decrease) of the emotional tone of the child;

removal of psycho-emotional arousal;

acquisition of new means of emotional expression;

the formation of an optimistic, life-affirming attitude;

development of communication with peers;

developing the ability to convey your mood through music, movement, color;

exit from a psycho-traumatic situation for a child through the perception of music;

modeling of a positive state (catharsis).

The child must learn to live the artistic image in a holistic manner in different types of art: vision and hearing, fingertips and the whole being. If children learn to perceive music with love and inspiration, then in each of them hidden natural talents and abilities will suddenly open. The true beauty of music lies not so much in the timbres and overflows of sound, but in the ability to experience, with the help of music, your unity with nature, with other people, with your people and with all of humanity as a whole, and through the experience of this unity to find in yourself the desired psychological stability and mental health.

Play therapy

Modern science considers game therapy as one of the most effective means correction. The psychological and pedagogical conditionality of this choice is determined by the research of L.S. Vygotsky, D. B. Elkonin, A. S. Spivakovskaya, A. I. Zakharova, who emphasize that when planning corrective measures, priority should be given to the leading activity in childhood - play.

The use of the game in psychological and psychotherapeutic practice is called game therapy. According to MI Chistyakova's definition, play therapy is a method of psychotherapeutic influence on children and adults using play. It is based on the recognition that play has a strong influence on personality development. The purpose of using play therapy is not to change or alter the child, not to teach him some special behavioral skills, but to give him the opportunity to “live” in the game the situations that excite him with the full attention and empathy of an adult.

There are several types of play therapy: non-directive, directive and mixed play therapy.

Non-directive play therapy is a purposeful therapeutic system centered on the child as an independent person capable of self-development. This kind play therapy focuses on the personality of the child, not on his problem, the main focus here is on making the child more adequate as a person in solving current and future problems. According to G.L. Landreth, the tasks of play therapy are to help the child: 1) become more responsible in their actions and deeds; 2) develop a more positive self-concept; 3) become more self-governing; 4) develop a great ability for self-acceptance; 5) master a sense of control; 6) develop sensitivity to the process of overcoming difficulties; 7) develop an internal source of assessment; 8) gain faith in yourself.

Directive play therapy is a form in which a teacher acts as an organizer, a leader of the psychotherapeutic process, taking responsibility for achieving the goals of psychotherapy. It is based on the theory of social learning, the main task is to teach the child adequate social behavior by imitation (a standard, other children, a teacher). At the same time, little attention is paid to the affective side of children's play. With directive behavior, the teacher structures the course of play therapy, determines the child's behavior, the requirements for cooperation in therapy.

Mixed play therapy is a psychotherapy method based on the integration of directive and non-directive play therapy. The synthesis of the most successful methods of play therapy of various forms allows in a fairly short period of time to use various options for play actions, taking into account the individual capabilities of the child.

The use of mixed play therapy for the correction of the personality sphere in preschoolers becomes possible with a clear tracking of personal neoplasms and the so-called shifts in the child's behavior. The teacher's ability to respond in a timely manner to these changes allows the flexible use of game situations, which increases the effectiveness of the psychotherapeutic process and greatly simplifies its use.

In modern domestic science, the technologies of using the elements of game therapy are presented in the studies of A. V. Zakharov, M. I. Chistyakova, M. E. Vayner, G. A. Shirokova, L. Kostina.

Game therapy is the leading means of prevention and correction of children with mental retardation due to the fact that play, in contrast to non-play type activities, more actively affects the processes of formation of the child's personality, more strongly affects his deep emotional experiences. The success of the game correctional influence is inherent in the dialogical communication of an adult and a child through the acceptance, reflection and verbalization of feelings freely expressed in the game. First in the game, and then in real life, it becomes available to the child: defining the specific goals of their actions; choice from a variety of options for adequate means of achieving goals; foreseeing the end result of their actions and deeds; taking responsibility for their behavior and actions; response with adequate emotions to feelings and emotional states other people, to events and phenomena of the surrounding reality. These are the main signs of arbitrary behavior.

Fairytale therapy

Fairytale therapy is the process of forming a connection between fairytale events and behavior in real life. This is the process of transferring fabulous meanings into reality. This method is especially effective in working with children with mental retardation, as it allows the child to actualize and become aware of their problems, as well as see ways to solve them.

A fairy tale for a child is a special reality that allows him to expand the framework of ordinary life and face complex phenomena and feelings in a form that is understandable for a child.

When a child listens to a fairy tale, he combines with the images of the fairy tale his life experience, which belongs to several levels at once. It is this projection of emotions and experiences into the plot, binding personal experience to the standard images of a fairy tale provides a deep effect of the influence of fairy tales on the personality, soul of the child.

Three levels of depth of human perception of a fairy tale are described:

The events of the fairy tale touch emotions, the characters and their relationships with each other are projected onto ordinary life, the situation seems similar and recognizable by association;

The tale reminds of important social and moral norms in life, in relations between people, about what is "good" and "bad";

The tale touches the deep mechanisms of the subconscious, the preserved archaic elements, often unusual for the mind.

Working with fairy-tale plots provides rich opportunities for organizing group activities with children or interacting with a child individually. The fairy tale makes it possible to use play and interactive methods of correcting the child.

The concept of complex fairy tale therapy is based on five types of fairy tales:

didactic - created by teachers to present educational material or assignments;

psychotherapeutic - fairy tales that heal the soul, revealing the meaning of the events taking place;

psychocorrectional - created by a psychologist or educators to gently influence the behavior of a child;

meditative - created to accumulate positive imaginative experience, relieve psycho-emotional stress, create models of relationships with other people in the soul, and develop a personal resource.

Many experts in the field of fairy tale therapy note that a fairy tale is as multifaceted as life. This is what makes the fairy tale an effective psychotherapeutic, educational and developmental tool, which makes it possible to effectively use this method in working with children with mental retardation.

Other therapies

Imagotherapy - classes in theatrical activities of children with disabilities give positive dynamics in the qualitative development of the imagination, the formation of its creative component. They ensure the formation of the sign-symbolic function of thinking, voluntary attention, correction of the psychoemotional state, and also contribute to the development of many personality components.

Puclotherapy as part of imagotherapy can be easily used in work with children with mental retardation. Working with a doll helps each child independently correct their movements of various muscle groups and make the behavior of the doll as expressive as possible, which develops the articulatory, motor and other basic apparatus of the human body, removes the inferiority complex of the personality itself.

Kinesitherapy. Rhythmic movements form motor self-control and voluntary attention. The coordination of movements improves, the imagination develops.

Education by nature (phlorotherapy, hypotherapy, aquatherapy, dolphin therapy, etc.) has great importance for the corrective effect on children with mental retardation. After all, nature itself is a storehouse of the world of colors, sounds, positive feelings, emotions and many other positive effects on a person. You just need to direct it in the right "channel".

An invaluable role is also played by work with parents, in contact with whom the teacher can do a lot in his fruitful work on the development, upbringing and education of children with mental retardation. After all, the family is the basis of our whole life, and if there is mutual understanding in the family between parents and children (and a teacher or psychologist), then excellent results will not be long in coming.

Thus, having studied the literature, which describes the methods of art therapy used in working with children with mental retardation, the following conclusions can be drawn:

the process of corrective influence on children with mental retardation takes place in the conditions of groups specially organized for such children kindergarten or correction classes;

methods of art therapy when working with children with mental retardation are used in the process of psychological and pedagogical support;

the main goal of psychological support for children with mental retardation is to optimize their intellectual activity by stimulating mental processes and the formation of positive motivation for cognitive activity;

the choice of methods and techniques of art therapy when working with children with mental retardation is determined in general by the individual psychological characteristics of children and the goals of corrective action;

there are a large number of methods (approaches) in art therapy that are used in working with children with mental retardation, all these methods are used by teachers and art therapists in combination;

the main methods (approaches) of art therapy work include the following: isotherapy, music therapy, game therapy, fairy tale therapy, kinesiotherapy, imagotherapy and others;

a distinctive feature of art therapy methods when working with children with mental retardation is their corrective orientation, based on the psychological characteristics of this group of children.

Art therapy is one of the most interesting and creative methods of psychological work, using the possibilities of art to achieve positive changes in the emotional, intellectual and personal development of a person.

There are many literary sources on the issue of the corrective significance of art therapy for children in general and for children with mental retardation in particular. But unfortunately, this problem has been studied and scientifically not sufficiently substantiated to speak of a single point of view of scientists on the use of these methods in working with children. We can say that there is no precise designation of the nuances of differences in the technological and methodological approaches of art therapy and art pedagogy.

Preschool education

Primary general education

Art therapy for children with disabilities

Art therapy is art treatment, creativity. (the term was introduced by A. Hill). Its psychocorrectional goal is a therapeutic effect in solving internal psychological conflicts, communication problems and socialization of children with disabilities. This method of treatment is used for problems of emotional and personal development, incl. autism, mental retardation, speech, hearing, vision, motor functions.

Art therapy solves the following tasks:

• Awakens vitality, activates internal resources, including memory and health.


• Creates new motives, installations, fixing them in real life with the help of works of art.


• Develops cognitive and emotional spheres, creativity.


• Compensates for missing features.


• Helps develop interpersonal communication skills.


• Builds inner integrity and communication with oneself.


• Optimizes personality traits.


• Provides social adaptation.


• In general, it helps to live with dignity.

The mechanism of action of art therapy

The essence of art therapy is described in works on neurophysiology by K. Hannadorf, T.G. Vizil, O.A. Scriabina, O.A. Motantseva. The imaginative perceiving right hemisphere processes information in its entirety, globally, and it is associated with rhythm, emotions, intuition, movements, in general with unconscious mental processes. Developing first, it dominates until the age of seven.

The left, rational-logical hemisphere acts as a performer, providing analysis and synthesis of the received information (with transposed hemispheres, the opposite happens).
The hemispheres in the center are connected by the corpus callosum - a node of nerve endings. The corpus callosum provides the interaction of nerve endings. The quality, clarity and integrity of thinking depends on this process.

With a defect in the functions and systems of the body, art therapy affects the right hemisphere through images, movements and rhythm, creating “healthy“ images ”in it. The corpus callosum transfers "images" to left hemisphere and forms neural connections that restore and establish a healthier process of the child's brain. The result is a gentle treatment and defect correction.

Types of psychotherapeutic techniques

Methods and techniques of art therapy are divided into auxiliary and therapeutic, active and passive, group and individual.

• Subsidiary- psychodrama, artistic and creative activities (isotherapy, music therapy, working with clay, sand therapy, mask therapy.), bibliotherapy.


• Therapeutic- fairy tale therapy, game therapy, color therapy.

All methods are safe, sustainable and affordable. They are used by psychologists in art therapy classes and by parents themselves.

Active methods:

• independent creativity to create a creative product;
• independent creativity based on the use of existing works of art.

It can be drawing, modeling, working with sand, singing, dancing. All these activities develop creativity, creativity, imagination, speech, fine motor skills, aesthetic sense. Vigorous activities strengthen the physical body by activating well-functioning, healthy systems of the child's body. Passive methods include the analysis and interpretation of works of art by a child.

Isotherapy. Active individual technique "Painting therapy Landscapes of a child's soul".
Target- activation of the healing potential of the child himself. Very effective for children with mental retardation.

Assumes weekly drawing for 30-40 minutes for 3 months. The teacher gives the child an A4 sheet and a simple pencil, then explains the essence of creative work: “You and I will draw and talk. You can draw and talk about anything. I will keep your drawings in a separate folder with your name. When this work is completed, I will give the folder to you ”(you need to show the child the folder, which he can color if he wishes). Then he suggests: "Draw a picture that depicts a story." The child draws. Then the teacher asks questions:

• "Is this drawing depicting some kind of history?"


• "Can you tell me what's going on in this picture?"


• "Does the picture have a name?"


• "What events precede this drawing?"


• "What happens next?"


• "What were you thinking when you were drawing?"

The drawings are not interpreted in this case.

Result: In the conversation, the process of comprehending the events of the surrounding world is being established. Self-destructive and destructive tendencies are safely released through the drawing. Creative processes are initiated, various abilities are revealed, up to the fact that the child comes up with a dance and performs it.

Read also:

Passive group technique "Visit to the museum"

Target- stimulating thinking processes, increasing self-esteem, developing aesthetic perception. Recommended for correcting the personality of a child with problems in the emotional and communication spheres, as well as with mental retardation.

In the museum, children are encouraged to view paintings or sculptures. Then tasks are given:

• repeat the pose of the sculpture;


• repeat the facial expressions of the sculpture;


• imagine yourself in the role of the hero of the picture;


• come up with dialogues of the heroes of the picture;


• tell about the development of the plot of the picture.

Result: a powerful stimulus is provided for the development of creative thinking and the emotional sphere of the child, the ability to express own thoughts... There is going beyond the framework of thinking, formed by mental and physiological characteristics of development, as well as an increase in self-esteem and the development of aesthetic feelings.

An example of curative art therapy

Color therapy. the main goal- health preservation. The use of a certain color through the influence of photons of light of various lengths on the brain normalizes muscle tone, neutralizes negative emotional states, stimulates intelligence, cognitive activity, and communication skills. Since the zones of the iris are connected through the brain with all internal organs, color therapy heals speech, hearing, musculoskeletal system. Here are her simple, but very effective techniques:

Active group reception "Magic Colors" game.
Children are given yellow and blue paint on a palette. Children mix yellow and blue to green.

Result: there is a healing of the nervous system, an impetus to the development of internal resources and self-healing.

An active individual methodology "The Magic Blankets Game".
Recommended for children with emotional and speech problems.
Target- development of speech skills, imagination, health preservation. To play, you need a set of transparent shawls in pastel and rich colors that correspond to the color spectrum. Depending on the psycho-emotional state of the child, the teacher offers him a scarf of a certain color. The child and the teacher cover themselves with a handkerchief, for example, orange, which improves the mood. Under the veil, they sit opposite each other, holding hands, "eye to eye." The teacher invites the child to go to the orange fairy tale and talks to him on the appropriate moment on the topic in a quiet, "enchanting" voice.

Result: the psychoemotional state is corrected. Visual, auditory, speech skills are developed. Internal control and management of the senses develops.

General results of the corrective effects of art therapy:

• A positive emotional attitude is created.


• Mental health improves.


• The process of communication with peers and adults is facilitated.


• Relationships of mutual acceptance and empathy are created and developed.


• Suppressed thoughts and emotions are worked through, and as a result, self-destructive and destructive tendencies are safely discharged.


• Real problems and fantasies are being worked out that are difficult to work with verbally.


• Imagination, aesthetic experience, creative self-expression develops.


• Adaptive abilities increase.


• Fatigue is reduced and a sense of internal control develops.

The effectiveness of art therapy is manifested in the correction of deviations and disorders of personal development, in the use of the internal resources of children with disabilities, especially the mechanisms of self-regulation and self-healing. She helps the child feel needed, learn good about himself, develop good relationships with people and the world around him. The skills acquired in the process of art therapy, after its completion, orient the child to remain a creative person who wants to live in harmony with himself and society.

This program can be used by teachers and parents to train children with disabilities. As a rule, such children have a narrow social circle and therefore each of the activities should be beneficial, joyful and leave a feeling of satisfaction and joy in the child's soul. Each lesson involves the use of several of the child's sensory systems. The purpose of this program is to organize interesting leisure time for the child by means of the fine arts. Classes involve the use of a variety of but available materials and tools. It was written for two years - since I have been working on it for the second year. No floodlights.

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Municipal budgetary educational institution of additional education for children

"Center for additional education for children of the Suzdal region"

Program approved

on the methodological council

"" 20 g.

(Protocol No.)

I approve:

Director Kostina O. I.

"" 20 g.

"Art therapy"

for individual work with a child

compiled by: Vikhreva OI,

additional education teacher,

The age of the student. 9 years,

Program implementation period: 1 year

Agreed: Acquainted:

Deputy Director for Scientific and Head of the Department of Fine Arts

methodical work Bychkova E.A.

Sineva V.V. "" 20 g.

"" 20 g.

Suzdal

2013

Explanatory note

Visual activity is of great importance for the development and education of children with disabilities. It is impossible to get any image without owning objects and tools of visual activity, that is, a pencil, a brush, scissors, plasticine, glue and methods of their use. Consequently, the development of the child's visual activity is associated with the development of his objective activity and presupposes a sufficient high level development of the latter.

Additional educational program"Art - therapy" for individual work with a child, cerebral palsy has an artistic and aesthetic orientation.

Difficulties in mastering the subject image in the development of the content side of drawing in a child with cerebral palsy are closely related to the underdevelopment of perception, figurative thinking, object and play activity, speech, that is, those aspects of the psyche that make up the foundations of visual activity. The offered independently compiled program has a wide range of applications. It is intended for the leaders of a circle or studio of fine arts who work with children with disabilities and can be used by parents of these children to study at home. Apparently, it is not for nothing that they say that the mind is at your fingertips. The child expresses himself as best he can, draws what is in his soul. ("Drawing yourself", "Drawing of the state", "Drawing on wet paper", "Sea"). In addition, at each of the classes, it is assumed that several sensory systems are involved - vision, hearing, touch, smell, taste.

Music is used. The active nature of the child responds instantly to the impulses coming from her. She captures him entirely, transferring her movement, energy to him, activating his life rhythm.

Art therapy allows you to gently and delicately, in game form bypass defense mechanisms, understand what experiences the child has, and also subtly correct them.

An indisputable advantage in this case is the age of the girl Nastya - 9 years old at the time of the beginning of her studies. The fact is that an adult is already constrained by his existing attitudes: "I can't draw", "the grass is green, the sky is blue." He defends himself against intrusion into his inner world, as he is afraid to seem ridiculous, ridiculous and weak.

Nastya, due to her young age, is open to changes, so art therapy should be effective. The easiest way is to give the girl room for imagination and not interfere. In other cases, when we draw together initially, we master graphic literacy and color science ("Rainbow colors and poetry", "How colors are friends", etc.), and the laws of composition ("Collage", "Landscape through the eyes of artists," What are pictures ", etc.).

• Purpose of the program - fostering in a child a respectful attitude to nature and the need for the artistic organization of his living space through the organization of interesting creative leisure by means of the fine arts.

Objectives of the program:

• help the child overcome alienation, isolation, developing a sense of belonging to man, nature, animals by means of objective and playful activity;
• visual development and formation of the child's visual skills;
• activation of creative initiative, imagination and fantasy.

The multifunctionality of the tasks of the program is ensured, firstly, by the availability of artistic tools and materials for the child from an early age, and secondly, by the fact that the child's visual activity as a peculiar form of graphic speech is the most appropriate external form of expression of internal emotional and creative stress for this age.

The program is designed for an academic year - 36 weeks, 2 hours a day. Classes are held once a week, taking into account the specifics of a child with disabilities - only indoors and individually.

Academic-thematic plan

1 Introductory lesson.

1.1 The test of manual dominance allows you to determine the hemisphere of the child. Acquaintance with the office, its equipment, art materials.

1.2. Drawing yourself (by A, M. Parishioners and Z. Vasiliauskaite). To complete the drawing, 6 colored pencils (felt-tip pens) are issued: blue, red, yellow, green, black, brown. A sheet of paper is given, folded into a booklet (in half). Instructions for the child: Now you will draw. Leave the first page blank. And on the second, draw a bad girl with three pencils. What colors will you choose? Take away the rest of the pencils. (A bad girl is drawn.) Now let's draw the nice girl with the other three pencils. (A good girl is drawn.) Now draw yourself in a free space - you can use all 6 pencils. After completing the work, a conversation is held with the child, which contains questions about which drawing you liked to draw more, why. Who are the good and who are the bad girls. Who would you take as your girlfriend, why. What do you like most about yourself, what would you like to learn, etc. Processing of the results according to the general scheme for interpreting the results of the method.

2. Remembering the summer.

2.1 Drawing on the topic "How I spent my summer." Psychological entrance (summer melodies sound - songs of birds, sounds of rain, voices of animals). The child tells stories about summer adventures, describes objects, colors, smells, tastes, memorable sensations, interesting unusual sounds. Cognitive stage - watch the slide-film "Summer" in the paintings of the artists. Work in the material - draw with pastel pencils on ½ of a landscape sheet of tinted paper. We discuss and analyze the drawing.

2.2 Status drawing. Purpose: stimulates creativity and awareness of feelings. Materials: paper, color. pencils, wax crayons, paints. Instructions: use 1-2 minutes to become aware of the sensations and feelings that arise at this moment. Draw colored lines and shapes that tell you how you are feeling. The drawing will be reviewed but not scored.

3 . Paints tell fairy tales.Several sections are used from the book of the same name by Alexandra Lopatina and Maria Skrabtsova:

Rainbow tales and poems.

How paints are friends

What do we draw

What are the pictures

Rainbow tales and poems.

All colors of the rainbow.

3.1 Reading the poem "Seven-colored bridge", questions and tasks

• Where do you think the rainbow comes from?
• What color of the rainbow do you like best?
• Imagine that with the album you are walking along the seven-colored rainbow bridge. What will you draw during this trip?

The story "The Birth of the Rainbow" is told. The game "All the colors of the rainbow." Drawing a rainbow, and on it are all the gifts that gave people its arc.

3.2 Exercise "I can afford to play like a child." Instructions for the child: draw with a "non-working" hand (it is revealed by the manual dominance test) the most favorite game of his childhood and come up with a name for the drawing. Materials: pastel or wax crayons, sheet A3 or more. Discussion.

4. Collage. Purpose of the work: disclosing the potential of a person, presupposes a large degree of freedom, is an effective method of working with a person, relies on positive emotions of experiences associated with the process of creativity. Types and styles. Types of collages - on canvas, on paper, on fabric, on batik, on a frame - no background. Collage styles - landscape, vegetative, decorative, form-linear.

4.1.Collage from magazines "Past-present-future". Attunement to "here and now." Analysis of their own experiences, reflection. Relaxation, meditation. Creation of a holistic image from several pictures, which can be supplemented with paints, decorative elements, words and phrases can be added. Material: magazines, pictures, postcards, threads, grains. A4 format.

4.2 Technique - drawing with a ball. (by Norma Leben). This technique is an alternative to painting. The teacher has a ball of thread of any color and thickness. Unwinding the thread, he shows the child how, by creating certain shapes on the floor, you can "draw" with it. Then the ball is passed on to the child and asked to continue "drawing". Discussion. The discussion includes some questions, for example:

Can you see any letters here?

What figures do you see here?

What do these lines remind you of: people, landscapes, any events? The answers are approved by the teacher.

4.3 Pasting collage fragments. Continuation of work on the collage "Past-present-future".

Clay scribble technique. (by Richard Frenkel) The game begins with the child and the teacher picking up a piece of soft, but already slightly dried clay. The child is invited to sculpt 4 or 5 of any figures different shapes, the teacher sculpts too. Then the teacher and the child exchange ready-made figures and have the opportunity to combine the figures in any way. Further, the child and the teacher try to create images by combining other people's forms. Upon completion of the work, what happened is considered, discussed. When the products are dry, you can invite your child to paint them. This will allow you to more accurately understand what the child's creative intentions were.

Working with effects.Purpose: in-depth self-knowledge, mastering new types of activities and ways of behaving in an unknown situation.

5.1 Interaction with paper. Creation of planar compositions. Material: magazines, photographs, glue, scissors, small toys. The work is called, discussed, what feelings it aroused, what I remembered, what else I want to do.

1. Technique "Drawing-game". Written by Stanley Kissel. This technique relieves the feeling of anxiety, allows the child to be involved in a safe and interesting activity for him.Description of the technique.The teacher begins to draw on paper with the words "Let's draw a house." And he adds "It was an ordinary house, with two windows, a door, a roof and two chimneys." Then there are the words: “A girl lived in this house. What is the girl's name? " For example, Katya. Then the teacher continues: “Katya lived in this house with her parents. Once they bought her a puppy. What did Katya call the puppy? " The child may suggest some kind of nickname. “Okay, let's call him Sharik. Once Katya returned from school and did not find a puppy at home. She left the house to look for the dog. " The teacher draws a straight line down from the door of the house. “Do you think she found her dog there? Katya looked everywhere for her dog. She walked down one street, down another street. " Here you can ask the child if Katya has found a puppy. As a rule, children answer “no”. The teacher continues to draw until something like 4 paws appears in the drawing, and then says: Katya remembered that Sharik loved to walk in the park, so she hurried there. ”At the same time, the teacher draws something that remotely resembles a tail. "Did Katya find a puppy there?" usually the answer is no. "Katya walked around the park in search of a puppy, but she could not find it anywhere, so she went home." Then you can ask the child what mood Katya was in. How did she go home - fast or slow? The teacher says: “Katya walked home slowly, because she was very sad. With these words, she slowly draws a line in the direction of the house. "What happened to our drawing?" Some children will answer right away, others will be silent. In any case, the teacher tells the child that the drawing "has turned" into a dog and offers to take the drawing home. Thus, as a result of the exercise, the child receives a drawing as a gift and is involved in interaction with the teacher as he alternates his actions with questions addressed to the child.

5.3 Interaction with paper. Create a volumetric composition, or

sculptures. Materials: scissors, glue, scotch paper (toilet paper, wrapping paper, cardboard, bags, etc.).

5.4 Technique for coloring figures of boys and girls. (by Barbara Turner). This technique can be used as a means of teaching a child the basics of "emotional literacy."Description of the technique.For work, cardboard templates of a child's figure are prepared in advance, corresponding to the age and gender of the child. In the lesson, the child is offered a contour image of the girl's figure (in our case), which must be colored. The task can be accompanied by the following words: "Color this girl so that you can find out how this girl would feel if the same thing happened to her as to you." Or "I want to know how this girl is feeling."

5.5 Drawing on crumpled paper. Used as a base for drawing wrinkled paper. Previously, she is thoroughly crushed and tuned in to work. You can draw with paints or crayons, you can cut off the edges of the picture, decorating it in the form of an oval, a circle, etc.

5.7 Drawing on wet paper Exercises. Colored solutions are prepared in advance (Water + tinting paste). A sheet of paper is wetted with water using a foam sponge. Diluted color solutions are applied to the paper. You should experiment with colors, observe how they mix, spread, and notice what feelings arise during this. Then you can transform the patterns into images, give them a name.

5.8 Drawing on wet paper "Seascape". Sail templates are cut in advance from newsprint. A sheet of paper is moistened with water on both sides and "glued" to the table. Newsprint templates adhere tightly to the wet sheet. The sky, the sea, the beach are covered, Until the paper is completely dry, the newspaper sails are removed. The boats and flags are drawn with a thin brush.

5.9 Creating a thematic composition using the effects of interaction with paper. A3 format. Collage materials: magazines, pictures, beads, braid, ribbons, lace, shells. It is based on a plot, for example "Fascinating Journey". The color gamut of -2-3 primary colors and several similar in color is determined. Unexpected and voluminous objects are used. Font inscriptions, symbols, signs on the topic are used. Fragments of the collage move along the surface of the sheet to find their most effective arrangement. Manipulations with paper are carried out: - tearing, creasing, twisting, bending, embossing for use in work. The final name is given to the finished collage. Discussion.

6. How to be friends with races.

6.1 Who is the whitest.

We read the poem "Where did the white color go?" Answering questions

what is white's character? -What qualities does it resemble? -What mood does this color evoke in you? - Why do you love him or, on the contrary, do not love him? - What does white mean in people's lives? - Why do they wear white clothes in some professions?

6.2. Creative task "White dish recipe". The tale "White Snowflakes" is told. Discussion.

1. Drawing "Outfit of a snowflake." Draw snowflakes from a fairy tale in a snow-white outfit.
2. Meditative drawing. Music is included at the request of the child. Material: A4 thick paper and gel pen. The process consists in repeating elementary forms, filling out the entire sheet with them. Start drawing from the center or from the edge, it doesn't matter. The main thing is to fill out the sheet and stop less. In the process of drawing, concentrate on the smoothness of the lines. There is no need to think here: just step by step, leaf by leaf, lines, objects, we repeat, we repeat. Purpose: fill in the entire sheet.

7. Topic "Sea". (according to S.K. Kozhokhina)

7.1 "The magic of a passing day at sea and river"

1st stage: cognitive-play-psychological entry. We remember songs about the sea. Sailors, let's eat them.

2nd stage: cognitive and play. We play "Straw in the Wind".

3rd stage: cognitive and practical. Watching a slide film about marine painters (images of rivers, seas, waterfalls); making sketches with markers on small pieces of paper; memorizing the formula-rule of artists:

Each (red)

O hotnik (orange)

Desires (yellow)

Know (green)

G de (blue)

Goes off (blue)

F azan (purple)

The rule formula is useful when placing flowers in the image of a sunset at sea. A3 sheet is tinted with any sunset shade: orange, red, yellow-orange.

4th stage: psychophysical unloading. Meditation using the sounds of the sea (calls of dolphins, whales, sound of waves, calls of seagulls).

7.2 "The sea is worried once, the sea is worried two ..."

1st stage: psychological entry. Game "The sea worries once ..."

2nd stage: cognitive. Relaxation to the sounds of the sea (we share our feelings, sensations, watch reproductions of paintings by artists).

3rd stage: practical. In one color of pastel crayon, compose the objects on the sheet according to the sketch; we start working in pastel color.

4th stage: showing the work to the grandmother (parents).

7.3Marine stories "

1st stage: psychological entry. We sing songs about the sea. On A4 sheet, moistened with water, without brushes, draw the sea, with your fingers all over the format.

2nd stage: play. We play Pirates and Sailors, video relaxation.

3rd stage: practical. We continue to work in color, taking into account the location of the flowers.

4th stage: we work with a book (information about marine life).

7.4 "Travel to the seabed"

1st stage: psychological entry. Audio training "Journey to the seabed".

2nd stage: cognitive. We consider all kinds of pebbles and shells in water poured into large containers. We smell the smells: crab meat, pieces of herring, dried squid, etc. We taste and come up with stories and fairy tales.

3rd stage: practical. Working in color on a leaf painted with fingers - drawing the inhabitants of the sea.

4th stage: psychophysical unloading - fantasizing about marine life. The child is invited to wrap himself in chiffon fabric and turn into a character, moving to the melody.

How the colors are friendly. (after A. Lopatina, M. Skrebtsova)

1. The topic is "Separations".

8.1. "Warm and cold kingdom".

• Stage 1: psychological entry - listening to a fairy tale about the Warm and Cold Kingdom, about the magic colors that live in them ..
• 2nd stage: cognitive. We throw on a chiffon fabric, imagine ourselves as inhabitants of kingdoms, touch cold and hot water in containers, discuss feelings.
• 3rd stage: practical. On sheets of colored cardboard, we lay out from geometric shapes, cut out of colored paper, any composition that characterizes the Warm and Cold Kingdoms.
• 4th stage: psychophysical unloading. A story about your work. List of cardboard blanks - crowns for the Queen of the Warm or Cold Kingdoms.

8.2 " Basic and derived colors ”.

• The tale is told about three kings - the kings of the Yellow, Red and Green kingdoms. Discussion.
• Next, an experiment is carried out on mixing colored water solutions. In plastic cups. Pale in color and saturated solutions are taken. The results are analyzed. The results are drawn into the album.

9 colorful world

9.1. The tale "What flowers and colors tell about" is told.

We answer the questions:

If the grass were blue ...

If the snow were black ...

If the sea were red ...

If the milk was brown ...

If the tree trunks were purple ...

If the human body were green ...

If the sky were pink ...

9.2. Game "Gardener"

The teacher is the presenter. Cards with flowers of one color or another are put into the child's hands. The teacher says: “I was born a gardener, I got really angry, I got tired of all the colors, except for red (any color is called). The child looks at his cards, looks for a flower of a given color and describes it without naming it. Answers 2-3 questions about where his flower meets, what flowers it is friends with.

9.3. Display of photos and drawings of flowers. ...

• Smelling floral aromas.
• We play "Recognize the smell".

1. Drawing up a "colorful table of friendship of colors and colors",for example: clover is friends with scarlet, pink and white colors.

10 Exploring White

10.1. - Reading poems about white. Discussion.

Creative task "The role of white". Images of paintings by different artists are shown, for example: A. Rylov "In the Blue Space", I. Grabar "White Winter", A. Kuindzhi "Spots of Moonlight in the Forest", "Winter", V. Surikov "Taking a Snow Town", B .Kustodiev "Maslenitsa", I. Levitan "Mart". All shades of white used by the artists are listed. Then the picture he likes most is chosen and the child talks about the role and beauty of white in the reproduction he has chosen, without naming it. The teacher must guess which picture is being discussed.

10.2 Fairy tales and proverbs about the color white are told.... Discussion.

The game "Snow is spinning"... White paper breaks into small pieces, folds in containers. The child gets up, puts on a white chiffon fabric, dances and throws up torn paper, enjoys the snow. We will relax to the "winter" music.

10.3. We work in the color "My winter".

Presentation "Landscape through the Eyes of Artists". The visual range includes images of paintings: Pieter Bruegel the Elder "The Fall of Icarus", Francesco Guardi "Isola di San Giorgio Venice", landscapes by I. Levitan, A. Rylov, I. Shishkin, A. Kuindzhi.

10.4 Corner of nature "Winter". Miniature in a glass jar. Materials: a glass jar with a tightly screwed lid 300-500g, sparkles, artificial snow, a small plastic souvenir (animal figurine, fairy-tale character, fancy houses), water, waterproof glue, decor for the lid (beads, rhinestones, braid, etc.). ). A souvenir is glued to the bottom of the can and dried. Then sparkles and snow are poured, everything is poured with water and the lid is screwed on tightly. The lid is decorated. It is snowing when shaken in a jar.

eleven . Who is black friends with?

11.1 Reading of poems "Fairy darkness", "Chernozem".We answer the questions. Discussion.

Creative task "Joyful black color". Instructions for a child “Imagine that the black dot wanted to become an artist. Draw a funny picture with black dots. " Material: black felt-tip pen or ember. 11.3

11.2. The tale "The Gift of a Black Fairy" is told. Discussion. The game "Recognize the smell" With your eyes closed, smells are guessed: black tea, black coffee, dark chocolate, damp earth.

11.3 "Who is friends with black?" We remember animals whose color contains black. We look at photos and pictures.

• We play with the bag. The child is given a bag with a small animal figurine, which is very characteristic and embossed. The bag is tied with a braid on top and the child does not see what is in it. He puts his hand inside the bag and feels with his fingers what is hidden there. Having felt and imagined the form, the child talks about his feelings, and then sketches them.
• 11.4 Picture "A gift to the queen of colors". The task is to draw a gift that you would bring to the ball for a fairy of all colors and colors of the earth.

1. Black and gray.

12.1. The tale "The Gray Cat and the Black Mouse" is told. Discussion.

Creative task "Immersion in color". 2 sheets of Whatman paper are attached to the board, one with a large black square, the other with a gray one. Calm music plays - relaxation. The child, to the music, for a few minutes should, without stopping, look at one and the other squares in turn. Then the child tells what he saw in the black or gray square, what he remembered, what changed in his mood.

• Associative drawing. Instructions for the child: "Draw yourself as a small gray mouse and the environment in which you find yourself."

We read a poem by Alexandra Litvskaya about gray.

• Practical stage "Treasures of a gray day" - a drawing is made on gray paper on the theme Material: felt-tip pens, pastel
• Reflection

1. Brown color.

13.1 We read the poem "Brown tan".We look at photos of people of varying lightness. ,

We read the poem "Brown Chocolate".

We smell the smells of chocolate. We taste chocolate - bitter black, milk, with nuts, etc. (3-4 different tastes)

Assignment for the child: come up with your own recipe for making chocolate. Then give it a name and draw the packaging for this chocolate.

• The poems "The color of brown earth" are read, questions are asked:
• what brown gifts of the earth do you know ?, which of them seem the most delicious to you, why?, tell me which of your friends has brown clothes.
• The poem "Brown Chocolate" is read. Eaten on a piece of different chocolate (for example, black, bitter, milk, with raisins, etc.). The task is to come up with your own recipe for chocolate and give it a name.
• Drawing packaging for this chocolate.
• 13.2. Images on the theme "Chocolate Planet" are displayed.
• Drawing portraits of the inhabitants of the chocolate kingdom.
• Discussion.

1. Purple colour.

14.1 We read the poem "Lilac Bush"

• We answer the questions: what lilac flowers do you know? If you were a sorceress, what color would you change to lilac?
• We get a lilac color of different shades and lightness by mixing paints. Experiment. Material: plastic cups, gouache and watercolor paints, whitewash.
• 14.2. The "Lilac Tale" is told. Discussion.
• Consider photos and drawings of lilac flowers.
• Assignment for the child: invent and draw your own lilac flower.
• 15. The theme "Perception" by S.K. Kozhokhina
• Simultaneous perception. "Simultaneous" - "instant."Simultaneous perception of an object as a whole or several objects in the absence of eye movement.
• 15.1 "Complete the image".A piece of reproduction with a window cut out inside is glued onto a blank sheet of paper. The child must complete the work, using and continuing the elements of the already proposed lines and colors. Linear construction. Drawing to calm music.
• 15.2. Work in color.The child is required to convey the relationship of color with the original.
• Meditation on a candle flame as a psychological defense. A thin web of someone else's irritation, anger, which has clung to a person, will "burn" in a small tongue of flame. The candle is placed at a distance of 0 50 cm to 1 m from the child's face. At the level of his eyes. Instructions for the child: "Peer with wide open eyes exactly at the center of the flame until the eyes start watering for no more than 3 minutes).

16. "Successive perception". This is the perception of objects, their parts, associated with the movement of the eyes.

• 16.1 "Complete the image".A piece of reproduction is glued onto a sheet of white paper, where only part of the object is depicted. The child is invited to complete the image, relying on his life observations, imagination, fantasy.
• 16.2. Work in color.
• Exercise to develop attention. Memorize people's faces. Instructions for the child: Sit down and focus. Try to describe the facial features of some of your friends: nose, eyes, mouth, chin, hair color, general head shape. You need to start by examining a person's face and trying to briefly describe it. Practical lesson (on grandmothers, parents, etc.).
• 17. The principle of synesthesia.This phenomenon consists in the fact that any stimulus, acting on the corresponding sense organ, in addition to the will of the subject, causes not only a sensation specific to this sense organ, but also an additional sensation or representation characteristic of another sense organ.
• 17.1. "What will the smell tell us."We talk with the child about how smells enrich our life. We bring objects with unusual smells to class: pine and currant branches, soap, perfume, a piece of smoked fish, coffee, etc. We discuss the most pleasant and unpleasant smells. We are talking about the kind of discoveries that we made with the help of smells.
• We train the sense of smell. We play as follows: the teacher hides an aromatized stick, lighting it beforehand to enhance the smell, and the child, breathing deeply in the air, looks for it.
• The child is offered a variety of smells to choose from: flowers, plants, fruits, food and confectionery. All items with odors are covered. Having caught the smell with closed eyes, the child begins to look inward, looking at the images that sweep through his imagination. An irritant in one sensory modality evokes sensations in another sensory modality. The smell generates images that the child draws on paper.
• 17.2 "I can depict and paint taste."Products offered: sunflower oil, honey, lemon, raisins, pumpkin, granulated sugar, pickled cucumber, jam, bread, dill, etc.
• The child tries food with his eyes closed (there is a thick cloth bandage on his head). Blocking vision is necessary, since the child begins to receive completely new sensations and create images, he does not interfere with visual stereotypes. The body can make various movements, then the eyes are opened and the child sketches his experiences.

18. What we draw (by A. Lopatina, M. Skrebtsova)

18.1 Pencils and markers.

• We read the fairy tale "The Pencil Man". We answer the questions:
• What do you think will happen next to the pencil man? Come up with a continuation of the tale.
• Show the child drawings drawn with different pencils. (Each pencil has markings that indicate a different type of lead.) The teacher tells how to distinguish between different types of pencils, then asks to guess from the child's drawings which types of pencils were used.
• Assignment for the child: draw a pencil in the form of a man and paint in the color that you like best.

18.2. Fairy Watercolor.

• The tale "Fairy Watercolor" is told.
• Shown are art materials - watercolor, gouache, acrylic, oil. The child opens paints and sniffs them. The teacher talks about the properties of different paints, their invention.
• Drawing with different paints in an unusual way: with a sponge, blots, splashes, fingers.

19.Transportation. (according to S.K. Kozhokhina)

• 19.1 Art therapy technique "Traveling on a flying carpet"
• Guessing riddles about transport.
• We are looking at the book "Cars" - a book from the series "Everything about everything."
• The game "Engine". The child is a "trailer", the teacher is a "train", leads the child around the room. The child is blindfolded. The exercise develops trust in the teacher, teaches you to overcome feelings of fear and self-doubt.
• We draw a sketch of an airplane carpet on a large sheet with a large brush in relief paint (3-4 colors).

19.2. Drawing on the topic of traffic rules.

• Pictures of city streets are shown,
• A story about road accidents.
• Work on the drawing.
• Discussion.

20. What are the paintings (by A. Lopatina, M. Skrebtsova M.)

The beauty of the landscape.

1. We read the poem "A Window to the World"... We answer the questions.

The teacher describes a landscape in detail. Then he shows the child reproductions of different landscapes, among which is the one he described. The child must recognize the landscape by the description.

What do landscape painters give people?

What kind of landscape would you like to have in the room?

Do you think it is easier for an artist to paint a landscape from life or from memory, and why?

Creative task .. The teacher is in the role of the artist. The child is given cards of different colors. The artist says he wants to paint. eg forest (lake, lawn). The child raises a card with a color for a given landscape.

20.2. Spring landscape. Painting.

• We watch reproductions of paintings by artists and drawings of children on the theme "Spring landscape".
• We close our eyes, listen to the spring voices of birds, sniff poplar twigs.
• We wet the sheet with a sponge and paint the landscape as represented in watercolor.

21. Immersion in still life

21.1 -Creative task.For a short time, the teacher shows the children a still life, and then asks them to describe it from memory. Then the child looks at the same still life for five minutes. During the second viewing, the teacher turns on the music and asks the child to imagine that he is picking up the tete or other objects depicted in the still life, talking to them and using them. Discussion of how a still life is perceived differently if you just look and if you immerse yourself in it.

• Drawing the rim of the cup depending on the level of the horizon. Exercises.
• 22.2 Listening to the story "Healing Still Life".
• We answer the questions:
• Imagine that you have been ordered to paint a still life for a children's hospital. What would you portray on it?
• Do you have a picture in your house that helps you in difficult times? Tell me about her.
• What should be depicted in a still life so that it cannot be forgotten?
• Describe and draw a still life from the story: what the vase looked like, where it stood, what kind of fruit it was.

22. Historical picture

22.1 We read the poem "Priests of History".We answer the questions:

• Do you think it is possible to study history from the paintings of artists?
• Should an artist who paints pictures be a storyteller?
• If you decided to paint a picture based on a historical plot, what would you choose?
• Imagine being asked to draw the most important event in the history of your country. What event would you portray and why?
• 22.2 Monument to Iron Timur (based on the painting by V. Vereshchagin "The Apotheosis of War". We read the story.
• We answer the question: How should a war be depicted in an artist's painting so that people no longer want to fight. Show of reproductions of artists dedicated to the war. Discussion.
• The child chooses an interesting topic for himself from the history textbook and draws an illustration for this topic.

23. Biblical stories.

• 23.1 We read the story "The Holy Trinity".
• We answer the questions: -
• Why did the angels appear to Andrei Rublev?
• What is the most extraordinary in icons?
• Whom do the icons represent?
• Creative task. The child is given several reproductions of paintings dedicated to one or another biblical subject (for example, "Christmas" by El Greco, "Baptism of Rus" by Viktor Mikhailovich Vasnetsov, "Easter table" by AV Makovsky). The teacher does not say what kind of plot is depicted, but asks to describe the events that occur in the pictures of the child.
• 23.2 The image of the Madonna.Creative task. We listen to the story "The Image of the Madonna".
• The child is given a text from a biblical parable and asked to portray one of the heroes.
• Discussion of what the parable teaches.

24.1 Working with effects.

• -Listen to the song "Victory Day".
• We use paper napkins of bright colors - red, yellow, white, pink and crush small lumps from them. We glue it on a dark sheet of colored cardboard - we make an imitation of fireworks.
• We decorate the picture with colored gels with sparkles.

24.2. Postcard collage for the holiday.

• We look at options for holiday cards.
• We select the photos we like with the military chronicle (pre-printed from the Internet).
• Coming up with a composition. Materials: photographs, colored cardboard, colored paper, strips of St. George's ribbon. Glue stick, simple and curly scissors.
• We make a postcard.
• We sing a song about Victory.

25. Music and painting (after S.K. Kozhokhina)

• 25.1 "I am a musician."The Singing Drums melody is turned on loudly. This is music that kindles with rhythm and temperament.
• The child is invited to take musical instruments (the teacher prepares them in advance) and supplement the melody with new sounds, having caught its temperament. Among the "tools" are cans of water, bottles of peas, sandpaper, wooden and metal spoons, tambourines and bells, combs, rubber balls, plastic beads, paper of various textures.
• The child begins to move around the office, beat out the beat and rhythm with improvised instruments.

25.2 "I am an artist" On the desks, pieces of wallpaper are prepared., Huge brushes and containers with colorful colors (tinting paste + water + white acrylic or water-based paint, the teacher prepares in advance). The music changes to calm, relaxing. (for example - the sounds of nature) The child begins to draw to the sound of music.

• The child tells what happened to him, what he painted, about his feelings and impressions. The artistic value of the work received is not so important - the child receives an emotional and sensory charge and throws out his emotions.

26. Flowers. (according to S.K. Kozhokhina)

26.1 "Miracle Flower"

• We listen to songs about flowers.
• We are watching a slide film (a tsudo-flower in images of folk crafts - Gzhel, Zhostovo, Khokhloma, Gorodets.

• We make sketches of flowers for each craft.

26.2 Final lesson.-Fantasy "Rose Bush". Developed by D. Stevenson. Used interpreted. The child makes himself comfortable and closes his eyes. The teacher sprinkles tea rose eau de toilette or something with a rose scent into the air, for example essential oil... The child listens to himself, feels and feels his inner "I", imagines himself as a bush of roses. The teacher asks questions:

• What kind of rose bush are you? Are you small or big?
• Are you curvy?
• You are tall?
• Do you have flowers on?
• What color are they?
• Do you have thorns?
• Where are you?
• Who is caring for you?

- What surrounds you? Etc.

• Then the child will open his eyes. Speaks about what you want to say.
• A rose bush is drawn.
• We share the impressions that arose during the lesson.
• The teacher, saying goodbye to the child and his parents (legal representatives) for the summer holidays, gives the task: to observe nature and people as much as possible, Photo for memory.

Methodological support of the program

Classes on the program are planned in such a way that:

a) comply with the principle of a differentiated approach to training and education; b) to acquaint with a variety of techniques and art materials; c) solve the pedagogical problems of the formation of the qualities of the child's personality; d) make the child's stay in the center of extracurricular activities comfortable, informative and interesting.

Classes involve the use of a variety of artistic materials and tools, such as watercolors, pencils (plain and colored), gouache, acrylic, oil paints, felt-tip pens, colored paper and magazine illustrations, glue, scissors, a foam sponge, as well as natural materials - pebbles, leaves , seashells, feathers, etc. For the image, I select the most attractive surrounding objects that evoke an emotional response in the child. Depicting certain objects and plots, I accompany them with emotional verbal explanations, an appeal to Nastya, expressive gestures and movements. At the same time, I invite her to demonstrate what is depicted.

Having studied the information about working with children with cerebral palsy, I came to the conclusion that visual activity using non-traditional techniques is the most accessible. Therefore, the program includes techniques:

• drawing with a ball;
• clay doodles;
• drawing on wet paper;
• drawing is a game;
• various creative tasks.

Working with a child is individual. In the lesson, the child consistently lives through several stages of interaction: with the world of art, with a teacher.

As a rule, stage 1 is a psychological entry into the lesson. Stage 2 - cognitive, or acquaintance with the unknown (new): games, relaxation and meditation, work with visual aids, slide films, elements of art therapy. Stage 3 - practical, or work in the material. Stage 4 - the final stage, or psychophysical unloading: art and psychotherapeutic games, audio training, interaction with parents.

Predicted results and how to test them.

List of didactic materials.

A set of cards from the series "First Lessons" -

- equations,

• colors
• who lives where
• cards with flowers

Coloring book from the series "First Lessons" -

- inhabitants of the seas

- trees and leaves

- migratory birds

- wintering birds

3 Cards with flowers

4. Scent Bubbles
5. Chiffon fabric
6. Audio files "Sounds of Nature", "Voices of Birds", "Relax", songs "Victory Day", "Sea".
7. JPEG files for displaying slide movies.

3. Equipment in the office: a desk, a chair, a bench under your feet, a pillow for a chair, a stand for the audience, a PC, a washstand.

Bibliography

1. Used by the teacher

1. . Vygotsky L.S.Pedagogical psychology. Free electronic library

2. Kozhokhina S.K... Travel to the world of art. Development program for children of preschool and primary school age. M., 2002.

3. A. I. KopytinFundamentals of Art Therapy), St. Petersburg, 1999.

4. A. Lopatina, M. SkrebtsovaPaints tell fairy tales. Series "Education and Creativity". The publication was printed using the Print-on-Demand technology (print on demand) in one copy, according to an individual order.

5. Cars. Everything about everything. Edited by N.S. Kocharova. M., 2000.

6. Programs of additional art education for children during vacation time.

7. Razumova E.Yu.Diagnostic and therapeutic possibilities of working with collage in art therapy. IPRbooks is an electronic library system.

7. Rumyantseva E.A.

8. Sukhanova N.P.Pictures from flowers, Moscow, 2004.

2. Recommended literature for children and parents.

1 . Rumyantseva E.A.Unusual drawing. M., 2006.

2. Rumyantseva E.A. Unusual application. M. 2006.

3. Coloring pages from the series "First lessons".

Applications

Testing

The author of the program has developed thematic test materials for the final control for each stage of training. The following are monitored: the level of knowledge of theoretical material, the degree of mastering the techniques of working with various art materials, working in various techniques of decorative and applied arts, knowledge of folk art, the ability to analyze and solve creative problems, the formation of students' interest in classes.

The assessment is carried out according to a 10-point system by a teacher and invited methodologists, psychologists, teachers:

0-1 points are awarded for “wrong answer”;

from 2 to 7 points - for "not in all the right answer";

from 8 to 10 points - for the "correct answer".

Below are test materials that reveal the level of theoretical knowledge of students by stages of training.

Test Materials

for the final quiz of students

to identify the level of knowledge of theoretical material

Preparatory stage of training

The main stage of training

Report views

completed works of students

Below is a special table that allows you to record this aspect of the development of the program (Table 1).

table

table

control of practical skills and abilities

students during the final screenings at the end of the academic year

Forms of summing up the results of the program

The following forms of summing up the results of the program are used: IZO-quizzes, IZO-contests, participation in exhibitions and competitions of various levels: regional, regional, All-Russian, international.

To account for the participation of children in exhibitions and competitions, the author uses the following table (Table 2).

Table of accounting for students' participation in competitions and exhibitions over timetraining program «»

This table shows the creative growth of the child as he goes through the additional education program "".

Diagnostics of artistic and creative

learners' abilities

Conditions: the child is asked to come up with and draw five drawings on separate sheets of paper of the same size (1/2 landscape sheet).

Instructions for children:

“Today I invite you to design and draw five drawings. You can draw whatever you want, what you can draw, or what you would like to draw and have never drawn before. Now you have such an opportunity. " In the instructions, nothing can be changed or supplemented. You can only repeat.

On the back side As the drawings are completed, the number of the drawing, the name and the answer to the question "What is this drawing about?" are written.

Indicators:

1. Independence (originality) - fixes a tendency to productive or reproductive activity, stereotyped or free thinking, observation, memory.

2. Dynamism - reflects the development of fantasy and imagination (statics speaks about the absence of a work plan, about the unformed ability to find and create ideas for their drawings).

3. Emotionality - shows the presence of emotional responsiveness to life phenomena, attitude towards the depicted.

4. Expressiveness - fixed by the presence of an artistic image. Levels:

1. 1.

   2.

   3. Diagnostics of the aesthetic perception of students (authors E. Torshilova and T. Morozova)

   Diagnostics of the sense of form (Test "Geometry in composition").

   Among the principles of shaping (the principle of reflection, the principle of integrity, the principle of proportionality and proportionality), the principle of geometric similarity stands out in this test. Geometric structure is one of the properties of matter. Geometric shapes and bodies are a generalized reflection of the shape of objects. They are the standards by which a person is guided in the world around him.

   The stimulating material of the test "Geometry in Composition" includes three reproductions: (K. A. Somov - "Lady in Blue", D. Zhilinsky - "Sunday Day", G. Holbein the Younger "Portrait of Dirk Burk") and four neutral in color, identical in texture and approximately corresponding in size to the compositional preforms of the paintings of geometric shapes:

   a triangle ("Lady in Blue" - a pyramidal composition), a circle ("day" - a spherical composition), a square (Holbein) and an irregular figure (extra).

   Instructions: find which geometric shape fits each of the paintings. Explanations like "Where do you see the circle here?"

   Evaluation is based on the principle of correct and incorrect answer. The highest score is 6, 2 points for each correct answer. The value of the score itself is conditional each time and is given in order to understand the very principle of assessment.

   Loud - Quiet test.

   The material for the assignment consists of color reproductions depicting three still lifes, three landscapes, three genre scenes. The theme of the visual materials used in the entire methodology does not include plot images, since they provoke extra-aesthetic perception, interest in meaningful information, and an assessment of life events. In addition, the selection of material for the test should meet the requirement of the greatest possible thematic similarity, so that when comparing the illustrations, the child is less distracted as those differences that are insignificant for the purpose of the task.

   The researcher can choose his own examples and check their "sound" by expert judgment. It is impossible to accurately describe the principles of correspondence between the image and its sound (loudness - quietness), it is only obvious that it should be associated not with the plot of the image or the function of the depicted objects, but with the saturation of color, the complexity of the composition, the nature of the line, the "sound" of the texture.

   For example, in diagnostics, reproductions of the following paintings can be used: KA Korovin - "Roses and Violets", IE Grabar - "Chrysanthemums", VE Tatlin - "Flowers".

   Instructions: tell me which picture of the three is quiet, which is loud, which is the middle one, not loud and not quiet. One may ask: in what “voice does the picture speak” - loud, quiet, average?

   The task is assessed by pluses and minuses, the number of which is added, and the child receives a total score for all answers. Absolutely correct answer: ++; relatively true, + -; completely wrong -. The logic of this assessment is that the child is forced to choose from three “sounds” and evaluate the three images, as it were, on a comparative scale.

   TEST "MATISS".

   The goal is to determine the sensitivity of children to the figurative structure of the work, the artistic manner of the author. As a stimulating material, children are offered a set of twelve still lifes by two artists (K. Petrov-Vodkin and A. Matisse) with the following instruction: “Here are paintings by two artists. I'll show you one picture by one and the other artist. Look at them carefully, and you will see that these artists paint in different ways. We'll leave these two pictures as examples of how they paint. And you, looking at these examples, try to determine which of the remaining paintings were painted by the first artist and which - by the second, and put them to the corresponding samples. " The minutes record the numbers of still lifes, which the child assigned to one and the other artist. After completing the task, the child can be asked how, in his opinion, these pictures differ, how, according to what signs, he laid them out.

   The artistic material offered to children is fundamentally different in its artistic manner. The defining feature of A. Matisse's still lifes can be considered decorative, K. Petrov-Vodkin is characterized by the development of a planetary perspective, the volumetric artistic solution. Correct performance of the assignment is associated with the ability, perhaps intuitively, to see the features of the artistic manner, expressive means of the authors, how, and not what they draw. If, when classifying still lifes, the child is guided by the subject-content layer of the work, by what the artist depicts, then the task is performed by him incorrectly.

   The Matisse test is a typical and rather difficult example of diagnosing a sense of style.

   FACE TEST.

   Reveals the child's ability to look and see (artistic perception) on the material of graphic drawings of a human face. The presence of a child's skills of understanding, interpretation of the depicted person is revealed on the basis of his ability to determine the internal state of a person, his mood, character, etc., by facial expression.

   As a stimulating material, children are offered three graphic portraits of A.E. Yakovlev (1887 - 1938). The first drawing ("Woman's Head" - 1909) shows a beautiful woman's face, framed by long hair, expressing a certain detachment, self-absorption, with a touch of sadness. The second drawing ("Man's Head" - 1912) depicts a smiling man wearing a headdress that resembles a chef's hat. The person depicted in portrait # 2 is likely to have a lot of experience and a grasp of life. He obviously has such qualities as cunning, cunning, sarcastic attitude towards people, which makes a rather unpleasant impression, but children, as a rule, do not notice this. In the third picture ("Portrait of a Man" - 1911) - a man, immersed in himself, thinking, perhaps, about something sad and distant. The man's face expresses a gamut of non-intense negative experiences, some transitional states.

   The drawings are offered to children with the following instruction: “Before you are the drawings of the artist A.E. Yakovleva, look at them and tell me which portrait do you like more than others? And which one - less or not at all? Why? You probably know that by the expression of a human face you can learn a lot about a person, about his mood, condition, character, qualities. People are depicted in these figures in different states. Look closely at the expressions on their faces and try to imagine what kind of people they are. First, let's take a look at the portrait you like the most. What do you think, in what mood, state is this person depicted? What is his character? Is this a kind, pleasant, good person, or is he bad, evil, unpleasant in some way? What else can you say about this person? Now let's take a look at a portrait that you didn't like. Please tell us everything you can about this person. What is he, in what mood, what is his character? "

   Then the child tells the same story about the person in the third portrait. The maximum severity of the ability for social perception (i.e., the perception of another person) is estimated at five points.

   BUTTERFLY TEST.

   The child is offered 5 pairs of reproductions, in which one is an example of "formalistic", the other is a realistic life-like painting or everyday photography:

   1. I. Altman "Sunflowers" (1915) - 1a. Greeting card with a picture of pink daisies on a blue background.

   2. A. Gorky "Waterfall" (1943) - 2а. Photo of a garden and a man carrying an apple cart.

   3. Artistic photograph of grass and stems, enlarged to the scale of trees. The conditional "children's" name "Algae" - For. Photo "Autumn".

   4. B.U. Tomplin "Number 2" (1953) - 4a. A. Rylov "Tractor on forest roads". The provisional name "Winter Carpet" (1934).

   5. G. Ucker "Forked" (1983) -5a. V. Surikov "Zubovsky Boulevard in Winter". Children's name "Butterfly".

   By colors the images in pairs are similar so that the child's sympathy for one color or another does not interfere with the experimenter. The comparative artistic merits of the originals do not serve as the main starting point, since a) interest is recorded in the difference between images, which is obvious to children - abstractness or objectivity, polysemy or obviousness, aesthetic imagery or functionality of information; b) the quality of the reproductions does not allow us to speak about the full-fledged artistic merits of the reproduced paintings. Nevertheless, examples of recognized masters (A. Gorky, N. Altman, etc.) were used in pairs as a formalistic model. Thus, formalistic samples have, as it were, a certificate attesting to their aesthetic merits. In each pair of images, one differs from the other in its unusual manner, its non-photographic nature, and the second, on the contrary, approaches photography. Differentiation of images in a pair according to this principle, children, as a rule, are immediately caught.

   Instructions: show which picture (of the pair) you like best. All images - in all test tasks - are presented to the child anonymously, the author and the name of the painting are not named.

   You can present pairs in any order, and change the pictures in places within a pair, but it is impractical to limit yourself to one pair, the choice can be completely random.

   The assessment of the performance of this test task directly depends on the stimulus material itself and on the degree of originality of the choice - the typical attitude expressed by the majority of children.

   TEST "VAN GOG".

   The child is asked to choose the best, in his opinion, image from a pair of reproductions. The purpose of the survey is to identify the child's ability to display features of aesthetic attitude that are generally not characteristic of most children. Therefore, in pairs selected for assessment, children are offered a rather difficult task: choose between bright and evil or kind but dark; understandable, but monotonous or unusual, although bright, etc. To the more complex and requiring more aesthetic development E. Torshilova and T. Morozova include not only unusual in pictorial manner, but also emotionally unusual for children "sad" pictures. The basis of this position is the hypothesis about the direction of emotional development in ontogenesis from simple to complex emotions, from the harmonious undivided integrity of the emotional reaction to the perception of the relationship "harmony-disharmony". Therefore, in a number of couples, a sad and darker picture is considered the best in aesthetic dignity and more "adult". The test material contains six pairs of images.

   1. G. Holbein. Portrait of Jane Seymour.

   1a. D. Hayter. Portrait of E. K. Vorontsova.

   2. Color photograph of samples of Chinese porcelain, white with gold.

   2a. P. Picasso "Cans and Bowls".

   3. Photo of a netsuke figurine.

   Per. "Bulka" - rice. dogs "Lev-Fo" (bright and evil; book illustration).

   4. Photo of the palace in Pavlovsk.

   4a. V. Van Gogh "Asylum in Saint-Remy".

   5.O. Renoir. "Girl with a Twig".

   5a. F. Ude. "Princess of the Fields".

   6. Photo of the toy "Goat".

   6a. Photo of Filimonovskaya toy "Cows".

   7. Greeting card.

   7a. M. Weiler "Flowers".

   Instruction: show which picture you like best. It is worth paying close attention to the degree of informality of the child's understanding of the task and try to include his assessment if he leaves it, and automatically selects the always right or always left picture.

   The pairs are chosen so that the “best” picture, the choice of which indicates the developed cultural and aesthetic orientation of the child, and not the age-related elementary taste, differs in the direction of greater imagery, expressiveness and emotional complexity. In the test "Van Gogh" these are pictures nos. 1, 2a, 3, 4a, 5a and 6. The correctness of the choice was estimated at 1 point.

   Literature

   1. Lepskaya N.A. 5 drawings. - M., 1998.

   2. Mezhieva M.V. Development of creative abilities in children 5-9 years old / Artist A.A. Selivanov. Yaroslavl: Development Academy: Academy Holding: 2002.128 p.

   3. Achievements of students in the visual arts as a result of educational activities / Compiled by N.V. Karpov. - Orenburg: Publishing house OOIUU, 1998.

   4. Sokolov A.V. Look, think and answer: Knowledge test in fine arts: From work experience. M., 1991.

   5. Torshilova EM, Morozova T. Aesthetic development of preschoolers. - M., 2004.

   
   

   Vetchinkina Galina
   Art therapy technologies in corrective work with children with disabilities

   Modern trends in society, new approaches to the rehabilitation of children with disabilities, entail changes in special pedagogy. The main goal correctional work the creation of conditions for the full inclusion of a child with psychophysical developmental features in social relations, support of his individual formation becomes. The mastery of social norms of behavior, the personal development of children plays a crucial role in their socialization, therefore, in the pedagogical process, along with traditional methods and methods of education and development include and unconventional: therapeutic, which do not carry a teaching load, but, nevertheless, allow the special child to develop morally and teach to interact with the world around him.

   Opportunities art therapy technologies(music therapy, isotherapy, puppet therapy, dance therapy, etc.) E. A. Medvedeva, O. P. Gavrilushkina, E. A. Ekzhanova, M. Yu. Rau and a number of other researchers have studied in overcoming the difficulties of emotional-regulatory, social-adaptive processes and the development of cognitive processes in children with disabilities. Application of such technologies allows you to gradually adapt children with developmental problems to the realities of life through artistic and creative activities, develops their communication skills and creative abilities.

   On the basis of our institution was opened art therapy studio, in which trained teachers spend with special children as individual and subgroup lessons. It creates a special environment where the child feels physical and emotional security, and the presence of several spatial zones (theater, art studio, musical movement, etc.) allows you to independently make a choice, what he wants to do and how he can express himself creatively.

   The process of mastering the real world begins with the perception of nature, man, objects. Children get the opportunity to feel see and hear the diversity of the world around them, learn to communicate with adults and peers, even on a non-verbal level (touch, gesture, etc.)... The impact on the visual, auditory, tactile organs of perception ensures the immersion of the child in the world of color, sound, word. Further, at this stage, the child gets acquainted with the means of artistic expression - these are various visual materials, children's musical instruments, theatrical attributes and decorations, and various dolls.

   In the next step art therapeutic classes, children master the ways of self-expression of emotions, mood, relationships through different types artistic activities (music, drawing, movement)... A variety of pictorial techniques show educators: how you can draw with your fingers, plasticine, cereals, on glass, on an easel, on fabric. Children learn that musical sounds can be imitated, extracted from different instruments, learn to create their own rhythm and combine sounds, they explore sound, listen to music. Games with dolls help the child to indirectly express his attitude to the situation being played out, and participation in dramatization teaches to reflect the feelings and emotions of the character through gestures, facial expressions, and the created image. In dance therapy, children show their feelings in movement, pantomime and plastic.

   The experience of positive communication arising in art therapy process between children and adults, contributes to the development of emotional responsiveness in the child, encourages him to creativity, self-expression, and at the same time helps to relieve internal tension, anxiety, and insecurity. In the classroom, the teacher activates the interest of children, offers co-creation and cooperation in artistic activity, but never imposes mandatory participation in it. Situation creation "Success" strengthens the positive results achieved by the child, teaches them to overcome difficulties, educating volitional qualities, stimulates activity in artistic activity.

   Related publications:

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