Creative workshop as pedagogical technology. Creative workshop of a technology teacher. "Traditional Folk Doll"

Panova Zhanna Viktorovna
Position: teacher of Russian language and literature
Educational institution: MOU "VSOSH No. 2"
Locality: Volosovo city, Leningrad region
Material name: Methodical development
Theme: Pedagogical technology of creative workshops.
Date of publication: 13.11.2016
Section: additional education

Technology of creative workshops in the lessons of the Russian language and literature. (speech at the school methodological association of teachers of philology) 2016 The idea of \u200b\u200bworkshops came to us from France. "Atelie" - this is how French teachers from the public organization "New Education" call master letters. In parallel, the word "demarche" ("la demarche") is used. But for the Russian ear, neither one nor the other is suitable! Therefore, we use a direct translation of the word "atelie" - master's. Pedagogical workshops appeared in our country in the early 90s of the XX century and immediately attracted the attention of methodologists and language teachers. Specialists from St. Petersburg (IA Mukhina, LD Furaeva, NI Khlebovich, Zh.O. Andreeva, etc.) were especially interested in them. Teachers who have repeatedly come from different cities to take courses at St. Petersburg University of Pedagogical Skills started talking about "St. Petersburg pedagogical workshops." Petersburg methodologists have published many articles, several author's collections and books, dedicated to the master's work as a new pedagogical technology. However, the workshop genre is sometimes interpreted expansively. It is worth figuring out what the "laws of the genre" are and why pedagogical workshops are needed for a teacher of literature and his students.
Pedagogical

workshop
- a special pedagogical technology based on humanistic ideas about the value of each human person, about the value-semantic equality of teacher and student. The technology of pedagogical workshops is called dialogue, polycentric, reflexive - it is associated with the humanistic nature of the goals, relationships, activities of the workshop participants. Here is one of the first definitions given in Russian to this concept:
"Workshop

pedagogical is a form of education for children and adults, which creates conditions

climbing

of each

participant

new

knowledge

new

experience

the way

self or collective discovery. "The definition emphasizes discovery

new and independent way.

How does a workshop differ from other educational activities?
In a regular school lesson, the teacher, like a pioneer, leads the whole class, while the children follow him along the already beaten path. Even if the teacher begins with a discussion of a problematic issue, the answer to it is predetermined by him. The role of the followers in this case is inevitably passive.
Workshop teacher
- a mentor who, by right of the elder and more knowledgeable, gives into the hands of the younger - the student - a map and a compass, with the help of which he must come to the discovery himself. Thanks to the mentor, the student gains knowledge, to achieve the goal, combining his efforts with the efforts of his classmates. Therefore, it is unlikely that there is a con-kurence here, and one of the most important conditions of work is a trusting, friendly atmosphere. Self-discovery helps, on the one hand, to believe in one's own creative possibilities, on the other hand, to feel the need for co-creation, since a “workshop” always presupposes a dialogue between its participants. (The teacher thinks over the forms of interaction when scheduling assignments.) The peculiarity of this joint creative work is not a direct transfer of knowledge, but a collective search for new information, perceived by the student as a necessity, and the mentor only helps him get out of the chaos of disparate ideas to harmony
acquired knowledge. A well-thought-out system of assignments, auxiliary supporting (contradictory) information and minimal verbal intervention of the leader (the monologue is minimized) determine the maximum independence in promoting all participants in the pedagogical workshop to the result. I will note
the main advantages of the work of pedagogical workshops
... A student is able to quickly master a topic that is new to him, because he independently obtains knowledge or discovers hidden creative resources in himself. The leader of the lesson creates a working environment so that the workshop participants themselves, in the conditions of collective labor, can find their own way of solving the task. The result of the work justifies the time and effort spent on preparing the workshops. The techniques used in their implementation do not contradict the methodology of the traditional lesson, but complement the best that has been and is preserved in our domestic pedagogy. Such classes should not be seen as an alternative to the traditional lesson. First, the preparation of a real author's workshop takes a lot of time. Secondly, as you know, the monotonous type of tasks usually reduces the level of interest and efficiency of students.
Workshop types
 workshop for building knowledge, workshop for creative writing (or simply - writing), workshop for building relationships, workshop for value orientations,  workshop for self-knowledge, design workshop, etc. A student who has worked in the workshop for building knowledge will no longer talk about literary theory that she's dead. She can really come to life, and contact with her will be life-giving, since the student is given the right to master "living knowledge." Knowledge acquired by the adolescent independently is perceived by the workshop participant as a personal discovery, "appropriated" to them. A workshop of creative writing allows a young person to apply his own deep life - emotional, moral, aesthetic - experience while performing a specific task. The knowledge acquired in the process of working on a certain topic is organically combined with intuitive feeling. Feelings and thoughts materialize: they become judgments or are embodied in artistic images. The main task of the creative writing workshop leader is to help children gain a sense of inner freedom, a harmonious state of mind, find an individually unique form of self-expression in a creative act, the impulse for which can be a vivid aesthetic impression. The workshop, which is important, helps the participant to some extent understand the state of spiritual upsurge of a poet, writer, artist, composer, sculptor at the moment of creative enlightenment. The experience of self-knowledge and knowledge of the world acquired here often becomes an unforgettable event in life, a fact of spiritual biography. And, perhaps, retreating before new impressions, it goes deep into memory, but remains a fulcrum for gaining new knowledge. The created creative works are evaluated by the master encouragingly and inspire students for further searches and success. Intimate reflections entrusted to each other and to the teacher should not be divulged without
the author is aware of that. Keeping the information secret is a matter of honor for the one to whom it is entrusted. They always talk about the workshop algorithm. It, with possible correction, must be preserved if it is necessary to conduct a successful lesson. One of the most important conditions when creating a workshop is that its material should be truly problematic, even paradoxical. Then, at any stage of the lesson, the participants will be able to experience a kind of "breakthrough" - discovery, shock, acute bewilderment with insight - that is what makes the workshop a unique form of lesson.
Knowledge Building Workshop Algorithm

First

stage
is an inductor. He motivates further activities. There are two necessary conditions for such a task: it always rests on the student's personal experience and - sometimes paradoxically - is connected with the meaning of further activity. A word, image, phrase, object, sound, melody, text, picture, etc. can act as an inductor. - everything that can awaken a feeling, cause a stream of associations, memories, sensations, questions. Children formulate the problem, while showing a personal attitude to the subject of discussion.
Second phase
associated with the creation, individually or in a group, of a creative product. There are two stages here: deconstruction and reconstruction. Simply put, let's take something (text?) Into details, and then use them as the initial building material - it is possible with our own "additions". For example, it has long been suggested that students restore a "scattered" poem. Why not try to write your own on the basis of these, as well as additional necessary words?
Third

stage
- This is "socialization", that is, the presentation of the created product to all participants (advertising and reading texts, exhibition of drawings, etc.). At this time, everyone compares to himself, correlates his results with those of others and - masters all possible discoveries.
Sometimes

fourth

stage
intermediate reflection is needed. It is very important if, for example, it is time for us to finish the lesson, but the workshop is not finished yet. Here, the participants in the work often have a need for new or additional knowledge - an information request. (The workshop can take 30-45 minutes. But the stages of deconstruction and reconstruction can be repeated, and if it continues in a day or two, then an intermediate inductor will be needed. The results of someone else's activity, creative work, can also inspire the continuation of the workshop. can be asked at home.)
Fifth stage
- access to new information and its processing. What will it be? Glossary articles, works of critics? Fragments of works, statements? ..
Sixth stage
- correcting or updating the student created. He himself will continue or improve what he has written. And maybe create a new work - this is an individual or group work.
Seventh stage
- final socialization. All written compositions are read, all drawings are demonstrated, all invented pantomimes are played out ... It is important here that all participants in the workshop are heard.
Final stage
- reflection. What have I discovered today - in myself, in the text, in others? What questions did you come up with? What did you not understand? Reflection can be emotional and logical. The splash of impressions, according to the laws of psychology, is relief and even healing (this is especially evident in workshops for adults).
Logical "self-report" is necessary for self-development: here I discovered something, but here it was difficult, because ... Questions for reflection are offered by the teacher, thinking them over for each workshop. It's good if you manage to carry out the reflection orally - everyone speaks. But often there is no time - you can do it in writing in 5-8 minutes. Then we will read the results later or post them for everyone to see. "Other variants of the work algorithm are possible, subject to the general principles and rules of the workshop."
Workshop laws
Value and semantic equality of all participants. (The teacher can participate in the work on an equal basis with the students.) Everyone's right to make a mistake: it can be corrected by the student himself or become a window into the open. Non-judgmental activity, lack of criticism. This has to be learned. (Especially hard not to praise!) Assessment is replaced by self-assessment and self-correction. Providing freedom within the accepted rules. This means the ability to choose their topic and behavior within the framework of common tasks and subject to mutual respect of the participants. (Anyone who does not want to disclose his opinion now will definitely want to later - we know from experience.) A significant element of uncertainty, even mystery in the tasks. Only under this condition does creativity arise. Dialogue is the main principle of cooperation. Dialogue creates an atmosphere of comprehension of any phenomenon in different colors, which together give a feeling of the "rainbow" of the world. Organization and restructuring of the real space in which the workshop takes place, depending on the task of each stage. It can be a circle of all participants, separate places for an individual or group work, a place for performances, pantomimes, etc. In real school practice, this restructuring is possible in whole or in elements. For example, if a student goes to compose in a corner of the class, he has the right. Decisive limitation of the practical activities of the master-leader as an authority at all stages of the workshop. Ideally, the master formulates the task and does not answer questions.
From observations: what is constantly in the workshops.
A friendly relationship that allows for dialogue, including in the teacher-student system. Workshop laws. Compound three components: teaching, communication, creativity. Emotional and aesthetic experiences in the process of working with works, when interacting with friends, with different opinions and reactions to what is happening. The educational component of the lesson is related and not related to the content of the educational material (the result of communication). Freedom of choice - within the framework of the stated rules - behavior, associations, interlocutors, topics. Non-obviousness of results, their uncertainty, and sometimes unpredictability. Psychological saturation of each stage of the workshop, increased readiness of the leader for psychological analysis, conclusions and making immediate decisions. Constant urge to activity from outside and within the student. A constant change of types of activity: from induction to deduction, from personal to someone else's observations, hypotheses and knowledge, from a fragment to the whole ...
The trend towards integrated activities and integrated knowledge. Almost always, philosophical, ethical, cultural, psychological problems and knowledge from various sciences and from life are connected. The workshop itself (by the laws of construction) leads to a wide field of cognitive activity, because it does not limit, but pushes imagination, associations, memory, creativity. Why are pedagogical workshops relevant and in demand in literature lessons in the context of the implementation of the Federal State Educational Standard of OO? Anyone who takes part in the workshop arises an interest in literature even in subjects that are far from art. Working with the word in the workshop becomes paramount. Workshops are a great way to develop your own "writing" and therefore prepare for your composition. Workshops "launch" associative thinking. This is a way for the manifestation of one's own ideas, feelings and thoughts and for understanding artistic creativity, first of all - poetry. Being a reflective technology, the workshop in practice evokes, trains, develops the ability for analytical activity: for analyzing works and situations of communication, for comparing one's own and others' thoughts, feelings, perception, attitudes, and interpretation; to introspection and self-control. These skills and abilities are necessary to educate a literate reader. Obviously, the developmental impact of the workshops, which was repeatedly recorded at the stage of reflection in different workshops by the senior pupils themselves. These classes encourage analytical and creative activity, develop trusting relationships in the team, a respectful and joyful attitude towards the teacher and towards learning as work and creativity.
Appendix 1 Grade 7 Russian language. Lesson topic: "The word gives rise to thought" Lesson type: general methodological orientation lesson (lesson in building a system of knowledge) Lesson form: creative writing workshop lesson. Activity goal: the formation of students 'activity abilities and the ability to structure and systematize the studied subject content, the formation of students' ability to a new way of action associated with the construction of a structure and learned i t and y and al g about r and tm about in. Substantive goal: the construction of generalized activity norms and the identification of the theoretical foundations for the development of the content-methodological lines of courses, the identification of the theoretical foundations for the construction of the content-methodological lines. Didactic goal: to create an emotional atmosphere conducive to the inclusion of each student in the process of their own personal development, personal motivation; improve the ability to independently build your own path of knowledge. Educational aspect: it is assumed that by the end of the lesson, students will be able to create a text-reasoning on a given topic (OGE-15.3) Developing aspect: create conditions for independent creative activity of students, contribute to the formation of analytical thinking when constructing a text-reasoning on a given topic, develop emotional potential , intellectual skills, associative thinking. The educational aspect: the formation of value orientations (respectful attitude of students to the profession of a teacher, his work); culture of mental work, Equipment: multimedia projector, computer, presentation, music, handouts (essays, newspapers, projects of students of different classes about the teacher). Technology: Technologies for the development of critical thinking with access to creative work... Methods: analytical conversation, selection of cultural and linguistic material, work in pairs, posing problematic questions. Lesson form: Pedagogical workshop. During the lesson, students go through a three-phase model of the technology of critical thinking: Stage of challenge: a) preparation of the material (identification of known information and received impressions, actualization of existing knowledge); b) activating students in the classroom (using techniques that motivate students' activities in the classroom). Comprehension stage: a) immersion in the world of the word; b) obtaining new information, processing and systematizing it (creating a text -
reasoning). Reflection stage: a) detailed answers (oral / written) to the teacher's questions b) participation in the dialogue child (student) - adult (guests of the workshop) Lesson flow “Do it your way, based on your abilities, interests and personal experience. And correct yourself ”Organizational moment. Teacher: Good morning, hello. I am glad to see you in our impromptu creative writing workshop. Today we are all masters, creators, sculptors, creators. To begin with, I propose to determine the place of your activity. All those present (and guests) can sit in pairs, or in groups. With whom - choose yourself. The workplaces are defined, now I ask everyone to get up, move the chairs (so as not to interfere) and, to the music, “stretch” the body parts that you plan to use in your work. (Music sounds, rhythmic movements are performed). Thank you. Take your seats. Sit comfortably so that nothing and no one bothers you. Today we will act as a jeweler who creates, makes crafts, and creates. All the tools necessary for this are in front of you (if someone does not have something, we share). Neo.ru. - a creative notebook where you will write down everything that you hear today. And we will all listen, talk, observe. And what is especially important is to formulate your observations, create your own artistic image, so that you can then create your creation. Our creative material today will be the WORD …… "Inductor" - inclusion in work. Take a close look around. What has changed in your usual environment? (material about teachers). Describe in one word the topic of clarity (teacher). Why do you think? (this is a topic, soon a holiday, teacher, student, school - one whole). So, the word is TEACHER. Self-construction. Write down the word TEACHER (sheets of A-4 format. You can put it as you like and write wherever you want). Let's work with this word together, look at it from different angles. Working with the word "teacher" in microgroups. After each stage, those who wish to read out the words. At this moment, you can supplement your ranks. Pick up associations (support, work, love for children, books, notebooks, pointer, homeland, art, etc.). Find the same root words. (teacher, student, study, teacher's room, teach, retrain, instructive, memorize, etc.) Choose synonyms (teacher, master, mentor, teacher, educator, leader, tutor, mentor, tutor, etc.). Compose and write down phrases, small phrases that characterize the essence, the inner content of the word TEACHER (do not neglect visual and expressive means). Continue the sentence: "The teacher is ...". Write the name of the person next to whom you can safely write the word "teacher". We create a "portrait" of the teacher.
U - mind, H - honor, I - truth, T - patience - E - daily, hourly L - love b - softness. Working with a cultural analogue. Find the meaning of the word TEACHER in the dictionary (read it out). The article is on the slide. Ozhegov's dictionary gives the following meaning of this word. A teacher is a person who teaches something, a teacher. School teacher. Mathematic teacher. Home teacher. Honored Teacher ( honorary title). 2. The head of the teaching, the person who teaches (taught) something (high). Great teachers-philosophers. The symbol of the Teacher in Russia is the Pelican bird. According to legend, this bird is an example of selfless parental love: tearing its own breast with its beak, it feeds the hungry brood with its blood. The winners of the "Teacher of the Year of Russia" competition are awarded with crystal pelican figurines made at the Dyatkovo Crystal Factory, Bryansk Region. Physical minute. Relaxation (to music - warm-up for the eyes, neck, shoulders - you can stand). Socioconstruction and socialization. Guys, you have statements on your desks famous people about teachers, read them, exchange thoughts with your classmate. Check the one that may be useful to you in your work. Those who wish can express their thoughts to everyone. Work in pairs with statements about teachers. Creative work. Composing the text - reasoning "Who is a teacher" What style of speech is preferable for such a text? Why? (journalistic - contains emotionality, appeal). What type of speech is preferable for such a text? Why? (reasoning with elements of description - a thesis is put forward, arguments are given, a conclusion is made; pictorial and expressive means of language are used). Using the accumulated material, write a text - reasoning, on creative blank sheets. Remember the structure of the text - reasoning. Working time is limited (7, 8 minutes). Optionally - we read, discuss (if there is time) Reflection. Answer each one to his own questions, and those who wish - aloud: - What have I discovered new today? -What questions did I get the answer to? -What feelings, emotions, thoughts arose during work, discussion and creation of your own creation? -What questions do you still have?
Now those who wish can exchange their creative works and communicate with each other. I will comment on my homework at the literature lesson, since the form of work will be similar to this one, and the basis is a literary text on literature. I wish you all creative success, good luck and victories in the hard work on personal development, the development of individual abilities, talents and interests. Appendix 2
Russian language lesson. Grade 6 Topic: Parts of speech and members of a sentence Lesson type: lesson in generalization of knowledge
Objectives:

Subject
: Practicing the ability to find parts of speech, members of a sentence and independent work on this topic.
Tasks: Metasubject
the ability to freely, correctly express thoughts orally, to comply with the norms for constructing a text (consistency, consistency, coherence, compliance with a topic, etc.)
Regulatory:
the formation of the skill of goal setting;
Cognitive:
development of cognitive activity of students, development of the ability to transform information in accordance with the task at hand, to be able to analyze;
Communicative:
the formation of the desire to master the model of friendly communication; mastering the skills to work in a group;
Personal:
the development of independence, personal responsibility when working in a group, skills of mutual control, the formation of cooperation skills, personal self-esteem. Lesson steps: 1. Organizational moment (3 minutes) Greetings. Emotional message. - And now I would like to touch the hands of some of the guys and ask a question about some of the subjects studied (suitable for those who wish) - Mathematics: how to find the unknown diminished? (it is necessary to add the difference to the subtracted) - Biology: name the 4 kingdoms of living nature. (kingdom of mushrooms, kingdom of plants, kingdom of animals, kingdom of bacteria) - Geography: who discovered America? (Columbus) - Literature: who is the author of the fable "The Fly"? (I. Dmitriev) - The last question: what day of the week is today? (Friday) Number? (10/07/2016) Write down the number in a notebook. (1 minute) 2. Actualization of knowledge - In the previous lessons, we generalized knowledge of stylistics. They remembered what the text is, the main idea, theme, idea, speech styles. Let's consolidate our knowledge. Every person has such moments when his soul is heavy and a load of resentment, disappointment, dissatisfaction with himself and others has accumulated. At such moments, I like to reread the parables of different nations. Here is one of my favorites. The parable of the wise teacher and student (read). Select and write in a notebook a proverb that explains the theme of the parable and a proverb that reveals the idea of \u200b\u200bthe parable. Justify (verbally).  They judge by the student and the teacher (Russian proverb)  There are no easy ways to science (Japanese proverb) - theme  Teach others and you will learn yourself (Russian proverb)  It is better to be offended than in offenders.  It's easy to offend, but what does your soul feel like? - idea  Everyone can offend, but there is no one to regret. 3. Organization of activities to "exit" on the topic, the purpose of the lesson.
Setting educational tasks, problems - we will work in groups. You have a table on your tables. Use arrows to show the correspondence of the name and characteristics. - what words should be inserted into the "head" of the table? They work in pairs. The first couple to complete the task comments on their work (5 minutes). Based on the results of the check, a self-assessment sheet is filled out (Work in pairs - check - estimate in DD). - Formulate and write down the topic of the lesson (Parts of speech and members of the sentence) Determine for yourself the goal, learning objectives of the lesson (to distinguish parts of speech and members of the sentence; find parts of speech, members of the sentence in exercises on your own) 4. Actualization of basic knowledge, consolidation of the material. Text "Teacher's Labor". Assignments to the text: In the upper right corner, write your last name and first name. 1) Determine the main idea, topic, idea, style of speech (briefly justify). Check yourself and your comrade (Individual work - mutual check - assessment in DD) 2) Write out the sentence, after completing its syntactic analysis, give a characterization, make a diagram. Three are at the blackboard, the rest are working in a notebook. (5 minutes) (Teamwork - Self-test - assessment in DD) 5. Working with the textbook - open the textbook on page 37 (new), from 41 (old). Complete task number 1: carefully read the text about the Russian scientist Alexander Khristoforovich Vostokov. Write down the full name of this leading linguist, list his achievements in the field of linguistics. Read the text about the scientist, analyze, write down the surname in a notebook (4 minutes) Talk about the scientist's achievements (1 minute) 6. Lesson summary Final task: Make and write down a syncwine on the topic of the text. The syncwine scheme is presented in the form of a graphic designation of the members of the sentence and parts of speech (slide). Read out their work. For an independent assessment, you can transfer the work to guests. 7. Reflection. (5 minutes) On a sheet of paper - a seven-colored flower. Each petal is some kind of position on which you need to express your opinion. - Purple - it was interesting for me ... - Blue - learned .... - Blue - it was difficult for me (I didn't like it). - Green - learned new things that ……… - Yellow - my assessment of the psychological atmosphere ... - Orange - I would like to know ... - Red is the word-association of this lesson ……………… .. Heart is your name. 8. Homework D / s Paragraph, rules, exercise number _______ Thank you for the lesson! Write down homework in the diary (1 minute), pass the DD for verification.
References 1. “Encyclopedia of 1912, volume 10, pp. 292-293: 2. Literature. Lessons-seminars. / Comp. I.V. Gromov. - Volgograd: Teacher, 2004. 3. I.A. Fogelson. Literature teaches: book. for students.- M .: Education, 1990. 4. T.Ya. Eremina. Literature workshops. Methodical manual.- SPb .: "Parity", 2004. 5. I.A. Mukhina, T.Ya. Eremina. Workshops on Literature: Integration of Innovative and Traditional Experience: A Book for Teachers. - St. Petersburg. 2002. 6. St. Petersburg State University of Pedagogical Excellence. 7. Pedagogical workshops: integration of domestic and foreign experience. Issue 1 St. Petersburg, 1995.
8. Literature. 9. Gorbich O. I. Modern pedagogical technologies of teaching the Russian language at school // Russian language. No. 20, 2009. 10. Eremina T.A. "The genius of pure beauty": A lesson-workshop on literature // Literature. No. 10, 2007. 11. Eremina T.A. Once again about the pedagogical workshop // Literature. No. 3, 2007. 12. Eremina T.Ya. How to understand the text? Knowledge building workshop // Literature. No. 8, 2008. 13. Eremina T.Ya. Literature workshops. Grade 11. Toolkit. SPb .: "Parity", 2004. 14. Eremina T.A. DI Fonvizin's "Minor". Workshop for building knowledge and creative writing // Literature. No. 3, 2007. 15. Eremina T.Ya. From a literary "workshop" to an exam in the Russian language // Literature, No. 20, 2010. 16. Eremina T.Ya. "Supernatural separation of the nose": lessons with elements of the workshop based on the story "The Nose" by NV Gogol // Literature, No. 2, 2009. 17. Eremina T.Ya. Literature lesson-workshop: 7 - 9 grades. Moscow: Chistye Prudy, 2007. (Library "September 1", series "Literature". Issue 3 (15).) 18. Fedorova LD. Workshop on the comedy of A.S. Griboyedov "Woe from Wit" // Literature, No. 3, 2009. 19. Shchukina S.F. "To live, think, feel, love ...": from the experience of a teacher of literature. M .: "Mnemosyne", 2008.

This article discusses the features of using in the process of training students - future teachers of the technology of one of the modern educational technologies - the technology of creative workshops. The author defines this concept, identifies the characteristic features of the technology, as well as the algorithm for its use in the educational process. The presented theoretical model of the use of the technology of creative workshops in the classroom on the discipline "Design and modeling of children's clothing", which is part of the professional cycle of the main educational program for the preparation of students in the direction of preparation - 44.03.05 Pedagogical education, profile - Technology and additional education, is a definite step forward in development of pedagogical theory and practice in the chosen field. It helps to improve the preparation of students of the Faculty of Engineering and Technology for professional activity in general, as well as creative in particular.

development of abilities

Modern educational technologies

technology of creative workshops

1. Bundin, M.V. Formation of general cultural competences among university students: textbook / M.V. Bundin, N. Yu. Kiryushin. - Nizhny Novgorod: Publishing house of the Nizhny Novgorod state. un-ta them. N.I. Lobachevsky, 2012 .-- 64 p.

2. Kazarova, O.A. Pedagogical workshop: first steps towards professional success / O.A. Kazarova // Psychology and Pedagogy: Methodology and Problems of Practical Application. - Novosibirsk: Scientific Cooperation Development Center LLC, 2010. - No. 11-3. - S. 51-56.

3. Krasovskaya, L.V. Implementation of the pedagogical technology of workshops in the classroom according to the methods of labor training / L. Krasovskaya // Technological education and sustainable development of the region. - Novosibirsk, 2014 .-- S. 18-24.

4. Modern pedagogical technologies of the basic school in the conditions of the Federal State Educational Standard / OB. Dautova, E.V. Ivanshina, O. A. Ivashedkina, T.B. Kazachkova, O. N. Krylova, I. V. Mushtavinskaya. - SPb .: KARO, 2013 .-- 176 p.

5. Fayzrakhmanov I.M. Socialization of students of middle classes of national schools on cultural traditions in the process of professional self-determination / I.M. Faizrakhmanov, A.L. Faizrakhmanova // Theory and Practice social development... - 2013. - No. 10. - S. 206-208.

6. Akhmetov, L.G. Emotional component of communicational activity in the process of making a future teacher ready to competitive relations / L.G. Akhmetov, I.M. Faizrakhmanov, A.L. Faizrakhmanova // Middle-East Journal of Scientific Research. - P. 173-176.

The goal of education is a person with a certain set of knowledge, skills, professional and moral and ethical qualities. The minimum list of such requirements for a graduate of an educational institution is formulated in the state educational standards. New educational standards targets higher education in the most general form, they determine the formation of the competencies of a modern person - general cultural and professional. The use of modern pedagogical technologies allows reaching the results of mastering basic educational programs declared by the standard.

Researchers have presented many types of modern pedagogical technologies, we consider the most complete classification by O.B. Dautova, E.V. Ivanshina and others, who distinguish the technologies of cases, dialogue interaction, the development of critical thinking and the technology of workshops, among which they distinguish between "pedagogical workshops", "workshops for discussing problems", "creative workshops", "workshops of plastics", "workshops pedagogical interaction" and etc.

Theoretical and methodological grounds for using the technology of creative workshops in the preparation of students

Of particular interest in the preparation of a future teacher of technology is the technology of creative workshops (TTM), which we define as a dynamic, variable and integrative form of organization vocational trainingcarried out in the joint dialogue activity of the teacher-master with the students, which is characterized by immersion in the creative process and focus on creative self-education, self-development of the personality of each participant in the activity.

TTM allows you to solve a number of urgent problems higher education: problems of motivational, didactic and psychological spheres. In particular, when using TTM in the educational process, the problems of transition from the student's consumer attitude to the teacher's activity to the joint creative, creative and research cognitive activity are solved. TTM promotes the disclosure and development of their abilities through systematic immersion in joint educational and cognitive creative activity.

The main features of the TTM organization are:

the group is divided into subgroups - workshops for solving specific educational problems;
each workshop receives a specific task;
the duration of a creative workshop can vary from one lesson to an entire semester;
tasks in the workshop are carried out in such a way that allows you to take into account and evaluate the individual contribution of each member of the workshop;
the composition of the workshop is constant for the entire period of work.

Various authors who have studied the technology of workshops offer their own stages of work, with some differences, but similar in meaning. After analyzing them, we developed the author's algorithm for the creative workshop, which is presented in Table 1.

Table 1

Algorithm for using TTM


	Preparatory	1. Division into groups - workshops
		2. Statement of a creative cognitive or research task
		3. Briefing on the sequence of work (demonstration of samples, distribution of didactic material)
	Creative	1. Search and definition of the general concept of the workshop (main idea)
		2. Search for the shape of the product and its elements
		3. Search and determination of the color scheme
		4. Search and determination of the ornamental solution
		5. Search and determination of optimal materials and tools
		6. Sketch study of the workshop concept
	Technological	1. Development of a technological sequence for manufacturing a product
		2. Selection of materials and tools
		3. Manufacturing of products
	Final	1. Discussion of individual results of work in the workshop
		2. Discussion and analysis of the general results of the workshop
		3. Presentation of the workshop

Model of the use of TTM in the classroom in the disciplines of the professional cycle in the preparation of students - future teachers of technology

As a result of the study of the theoretical and methodological foundations of the use of TTM in the training of future teachers of technology, we have built and described a structural and meaningful model of the use of this technology in the classroom in the disciplines of the professional cycle in the preparation of students.

The theoretical model of the use of TTMs developed by us in the classroom on the discipline "Design and modeling of children's clothing", which is part of the professional cycle of the main educational program for the preparation of students in the field of preparation - 44.03.05 Pedagogical education, profile - Technology and additional education, is a certain step forward in pedagogical theory and practice in the chosen field. It helps to improve the preparation of students of the Faculty of Engineering and Technology for professional activities in general, as well as creative in particular.

The model is a complete system with many interconnected elements (Figure 1). Its basis is the goal - the formation of the necessary amount of knowledge, skills and practical skills that will allow students to choose the optimal design and compositional solutions for creating children's clothing with high aesthetic and utilitarian properties. The component composition of our model includes an algorithm for using TTM in the educational process. The model includes a block of indicators and criteria for the effectiveness of the use of TTM. So, we have combined all indicators into two groups of effectiveness - psychological and functional.

The block of psychological effectiveness includes the following indicators and criteria:

activity and independence: activity; cognitive interest; intellectual qualities;
development of abilities: the level of development of creative abilities; cognitive; reflective; communicative;
professional orientation: the level of professional orientation.

In the block of functional efficiency, we included such indicators and criteria as:

mastering TTM: level of mastering technology;
creating a situation of creativity: perception of comfort; the level of emotionality; the level of creative relaxedness;
innovative productivity: the level of productivity.

The result of a creative workshop can be ambiguous:

1) internal result - acquaintance with new concepts, technologies, methods, etc .; awareness of the personal significance of the content; emotional experience and formation value relationships to the content of the topic; new questions requiring thought, deepening into the topic;

2) external result - creative work in different forms (product or collection of products, drawings, sketches, collages, etc.).

Conclusion

The analysis showed that amazing intellectual and energy flows arise in the creative workshop, drawing each of its participants into creative creation, which contributes to spiritual and moral development. The training of future technology teachers in a creative workshop makes it possible to realize the social and personal significance of the future profession, and also contributes to the formation of awareness of achieving set goals, the development of creative potential and the ability to cooperate, co-creation and self-realization.

The creative workshop acts as an innovative interactive form of organization of training, which lies in the features of its structure and activities, contributes to the formation of a professional and creative personality of the future teacher of technology.

Fig. 1. The model of using the technology of creative workshops in the classroom on the discipline "Design and modeling of children's clothing" in the process of training future teachers of technology

Reviewers:

Akhmetov LG, Doctor of Pedagogical Sciences, Professor of the Department of Theory and Methods of Professional Education, Yelabuga Institute, Kazan Federal University, Yelabuga;

Badaev V.S., Doctor of Pedagogical Sciences, Professor of the Department of Fine Arts of the Naberezhnye Chelny Institute of Social and Pedagogical Technologies and Resources, Naberezhnye Chelny.

Bibliographic reference

Faizrakhmanova A.L., Fayzrakhmanov I.M. TECHNOLOGY OF CREATIVE WORKSHOPS IN THE PREPARATION OF A FUTURE TEACHER OF TECHNOLOGY // Contemporary problems science and education. - 2015. - No. 1-1 .;
URL: http://science-education.ru/ru/article/view?id\u003d18502 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"

Andreyanova Olga Alekseevna
Position: technology teacher
Educational institution: MBOU "OSH №98"
Locality: Kemerovo region, Novokuznetsk
Material name: Project.
Theme: "Creative workshop" Traditional folk doll "
Date of publication: 08.06.2016
Section: secondary education

Novokuznetsk city

Competition work

Project

"Creative workshop

"Traditional Folk Doll"

Andreyanova Olga Alekseevna,

technology teacher

municipal budgetary educational institution

"Main secondary school number 9

Content: Project passport ……………………………………………………………… ..3 Relevance of the project ………………………………………… ………………… .4 Project goal and objectives ………………………………………………………… .5 Project stages ………………………… ………………………………… .............. 6 Target audience …………………………………………………… …………… 6 Specific expected results …………………………………………… ..7 Literature …………………………………………………… …………………… 8 Appendices:
1.
Extracurricular activities program "People's Doll".
2.
Master class making a doll "Krupenichka".
3.
Master class for making the "Comforter" doll.
4.
Presentation of a master class for making a doll "Comforter".
5.
Master class making a doll "Egg-herbalist". 2

Project passport

Name

OU
Municipal budgetary educational institution "Basic secondary school number 98", Novokuznetsk
Terms of implementation
2015 - 2016 academic year
Developer

the project
Olga A. Andreyanova, technology teacher
Theme

educational

the project
Creative Workshop "Traditional Folk Doll"
Key

and d e i

changes
Creation of special conditions for the spiritual, moral and cultural education of students, the creation of a creative workshop.
Objective of the project
In the process of creating a traditional folk doll, upbringing students' moral foundations: hard work, patience, family values.
Project objectives
1. To instill interest and love for Russian culture and folk art, to study the history of the emergence of the traditional folk doll. 2. To acquaint with folk traditions, customs of ancestors, in which patchwork dolls were used. 3. To form knowledge, skills, practical skills of working with textile materials and the ability to independently create art products in the traditions of folk art. 4. To form attitudes towards the family as the basis of Russian society; 5. To acquaint trainees with the values \u200b\u200band traditions of the Russian family: love, fidelity, health, respect for parents, caring for the younger and older. 7. Study the types of dolls, make traditional folk dolls. 8. Develop an action plan to include students in the creation and operation of the Creative Workshop; 9. Develop in the future a program of extracurricular activities.
Regulatory

legal

justification

1.
Federal Law “On Education in the Russian Federation”. FGOS NOO and FGOS LLC.
2.
The concept of spiritual and moral education and development of the personality of a citizen of Russia. M.: 2010
Target

the audience
This project designed for students of 1-5 grades MBOU "School № 98".
Projected

results

At the student level
.
1.
Availability of products of individual and collective creative deeds. 2. Acquisition of general labor skills. 3. Exhibition of dolls. 4. Creation of a collection of puppets for the puppet theater. 3
5. Gifts for the elderly living in the "Nursing Home".
At the teacher level
... Creation of a bank of didactic and methodological materials aimed at spiritual and moral education of students in the field of mastering the culture of Russia.
At the management level.

1.
Development of normative documentation for the creation and planning of the work of a creative workshop.
2.
Development of software documentation for the work of a creative workshop.
At the educational institution level.
1. Creation of a model of a creative workshop in accordance with the criteria:  availability of didactic material for a moral and cultural orientation;  dialogical nature of teaching forms;  productivity of educational activities of teachers and trainees in acquaintance with the culture of Russia;  creativity of participants in the educational process.
At the city (district) level
1. The presence of a creative workshop, which, in addition to being creative and constructive, also has an educational and educational function.
The novelty of the project
The novelty of the project lies in the creation of an educational creative workshop for the purpose of spiritual, moral and cultural education of students.
Relevance of the project.
One of the tasks of the Federal State Educational Standard of NOO is the spiritual and moral education of schoolchildren. At all times people have highly appreciated the spiritual and moral education. The profound socio-economic transformations taking place in modern society make us think about the future of Russia, about its youth. Changes in the social and economic spheres of development that have taken place at the present stage invariably affect the cultural life of society and make adjustments to the educational process. Folk art plays a special role in this. Preserving, restoring and multiplying the brotherhood of folk art is one of the most important tasks at this stage. Folk art as a reflection of the historical and cultural heritage of our people actively influences the formation of personality, taste, fosters love for the motherland, for the study of the history and traditions of the Russian people, is a fertile ground for artistic creativity. The study of national culture and folk art is one of the important and interesting problems of modern pedagogy. The creation of new art is impossible without knowledge of the origins of folk art. For centuries, the best traditions have been honed and passed on from 4
generation after generation as standards of beauty, samples of taste, national characteristics, as part of the culture of the people. Unfortunately, today beautiful, hand-made things are moving further and further away from us. The emergence of this trend is also facilitated by the fact that some types of decorative art seem to have receded into the background, have not received a worthy application in modern life, and are gradually losing their relevance both in everyday life and in the educational process. In particular, the manufacture of rag folk dolls is practically not found as a subject of study; it is not given due attention in programs either. Knowledge of familiarization with the traditional folk doll is of great interest, including professional, for people of various social and age groups. Thus, in the practice of work at school, there is no doubt about the importance of studying the folk rag doll as one of the most interesting pages in the history of Russian culture. Folk art as a reflection of the historical and cultural heritage of our people actively influences the formation of personality, taste, fosters diligence, patience, love for the homeland, for the study of the history and traditions of the Russian people, is a fertile ground for artistic creativity.
Purpose and objectives of the project.

Goal:
In the process of creating a traditional folk doll, upbringing students' moral foundations: hard work, patience, family values.
Tasks:
1. To instill interest and love for Russian culture and folk art, to study the history of the emergence of the traditional folk doll. 2. To acquaint with folk traditions, customs of ancestors, in which patchwork dolls were used. 3. To form knowledge, skills, practical skills of working with textile materials and the ability to independently create art products in the traditions of folk art. 4. To form attitudes towards the family as the basis of Russian society; 5. To acquaint trainees with the values \u200b\u200band traditions of the Russian family: love, fidelity, health, respect for parents, caring for the younger and older. 7. Study the types of dolls, make traditional folk dolls. 8. Develop an action plan to include students in the creation and operation of the Creative Workshop; 9. Develop in the future a program of extracurricular activities.
Stages of project implementation.
5

Name

stage

Timing

implementation

stage

Diagnostic
Study of cultural traditions in order to organize a Creative workshop September 2015
2

Organizational
Creation of a creative group of trainees. September 2015 Development of an action plan for the inclusion of trainees in the creation and work of the "Creative Workshop". January 2016 Creation of a didactic base for the creation of an educational Creative workshop February-March 2016
3

Implementation

the project
Conducting, according to the plan, the direction of work of activities aimed at the implementation of the project 2015-2016 academic year
4

Summarizing
Diagnostics of results, their analysis. May 2016 Planning correctional work June-a in g u st 2 0 1 6 years
The target audience.
This project is intended for students of MBOU "School No. 98". We also assume that the project will be useful for specialists of preschool educational institutions. In the context of the introduction of the Federal State Educational Standard, the activities of students and teachers should be aimed not only at the formation of spiritual and moral culture, but also at the creation of favorable conditions for socialization. “The creative workshop“ Traditional folk doll ”will be located in the technology room. To perform artwork with textiles, the following equipment and materials are required: scissors, sewing needles, iron, sewing and woolen threads, rags of plain fabric and fabric with a pattern, cotton wool, synthetic filler, cotton wool, wool (combed ribbon), various braids, lace, cord, etc. computer with Internet access, computer graphics programs.
Specific expected results:

1.
Availability of products of individual and collective creative deeds. 6
2. Acquisition of general labor skills. 3. Exhibition of dolls. 4. Creation of a collection of puppets for the puppet theater. 5. Gifts for the elderly "Nursing homes".
At the teacher level
1. Creation of a bank of didactic and methodological materials aimed at spiritual and moral education of students in the field of mastering the culture of Russia.
At the management level.

4)
During the work, the children of the project participants will develop communication skills, which is one of the indicators of socialization. In the future, we plan to create a program of extracurricular activities of a social orientation "People's Doll +".
TEACHING AND METHODOLOGICAL SUPPORT.

Literature for the teacher.
1. The concept of spiritual and moral education of Russian schoolchildren. M.: 2010 2.Katsyuba D. Local history in the education of students. M., 1965. 3. Lavrina V. History of Kuzbass in stories for children. Kemerovo. Kuzbass, 2004. 4. Tarasova O.A. Motank dolls. Kharkov, Belgorod. Family leisure club, 2014. 5. Elena Bersteneva; Natalia Dogaeva. Puppet chest. Traditional folk doll.
Literature for trainees.
1. Tarasova O.A. Motank dolls. Kharkov, Belgorod. Family leisure club, 2014.2. Elena Bersteneva; Natalia Dogaeva. Puppet chest. Traditional folk doll.
Videos

1.
Dolls - motanki (rag doll). 8

23.12.2014 15:21 Novik Natalya Gennadevna

Technology "Pedagogical workshop"

Novik Natalya Gennadevna

Explanatory note

This article examines the place of the "Pedagogical workshop" technology within the framework of the Federal State Educational Standard of OOO.

In line with major reforms comprehensive school, students need to be involved "... in research projects and creative activities in order to learn to invent and understand, master new things, express their own thoughts, make decisions and help each other, formulate interests and realize opportunities." (From the National Education Initiative Our New School.)

Pedagogical workshop - this is one of the intensive learning technologies, which includes each of its participants in the "self-construction" of their knowledge through a critical attitude to the available information, to incoming information and independent solution of creative problems. From the existing pedagogical methods of work, the workshop approaches research and problem teaching methods that rely on logical contradictions and connections, the creative process in the workshop is based on the alternation of unconscious or incompletely conscious creativity and its subsequent awareness. In the workshop system, all problems are put forward by the participants, and the process of creativity itself is important in it.

Thus, the educational technology "Pedagogical workshop" meets the requirements of federal state educational standards and, implementing an activity approach, provides "the formation of readiness for self-development and continuing education; ... active educational and cognitive activity of students; building the educational process, taking into account the individual age, psychological and physiological characteristics of students. "

1. Introduction. The need to introduce FGOS LLC.

2. Modern pedagogical technologies.

3. Technologies "Pedagogical workshop".

3.1. The goals of the technology "Pedagogical workshop".

3.2. Scientific substantiation of the "Pedagogical workshop" technology.

3.3. The essence of the technology "Pedagogical workshop".

3.4. Principles and rules of conducting a Pedagogical workshop.

3.5. Algorithm of the technology "Pedagogical workshop".

3.6. Types of Teacher Workshops

3.6.1. The advantage of the technology "Pedagogical workshop" in the lessons of the Russian language and literature.

3.7. The results of the technology "Pedagogical workshop".

4. Technology "Pedagogical workshop" within the framework of the Federal State Educational Standard of OOO.

Technology "Pedagogical workshop"

Do not give fish to the hungry, but give him a fishing rod.

(German proverb)

In modern Russian society, there is a need to reform the education system so that the student becomes the central figure of the educational process. Therefore, the development of a new generation of educational standards is a challenge of the times in which we live. Since 2015, the Federal State Standard for Secondary (Complete) General Education has been introduced, and secondary school teachers must be ready to work with students who have already become familiar with new educational technologies. The technology "Pedagogical workshop" belongs to such technologies.

Modern society confronts educational institutions the task of preparing graduates capable of:

Quickly adapt to changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve a variety of emerging problems in order to be able to find your place in it throughout your life;

Self-critical thinking, looking for ways rational solution emerging problems using modern technologies; clearly understand where and how the knowledge they acquire can be applied in the reality around them;

Competently work with information;

Be sociable, contact in various social groups, be able to work together in different areas, in various situations;

Work independently on the development of one's own morality, intellect, and cultural level.

What does that require? First of all, the ability to involve each student in an active cognitive process, the ability to work together, in cooperation in solving various problems.

Preparing a successful graduate is the main task of the teacher. And such training is impossible without the introduction of new forms and methods of teaching.

Modern pedagogical technologies

There are many interesting definitions of the essence of educational technologies. For example, dictionary gives this:

Technologyis a set of techniques used in any business, in art.

In other sources we find:

Technologyis an art, skill, skill, a set of processing methods, changes in state.

Technology- these are the ways of activity, and how the person participates in the activity. Any activity can be technology or art. Art is based on intuition, technology is based on science. It begins with art, technology ends, so that then the whole process begins again.

The development of educational technologies is associated with the humanization of education. The term "educational technologies" is more capacious than "teaching technologies", since it also implies an educational aspect associated with the formation and development personal qualities trainees.

Modern pedagogical technologies include the following:

technology of organizing independent activities of schoolchildren;
technology for organizing research activities of schoolchildren;
technology of organizing project activities of schoolchildren;
technology for the development of critical thinking;
dialogue technology;
technology "Pedagogical workshop";
case technology.

Technology "pedagogical workshop"

I would like to dwell on the technology "Pedagogical workshop", since, having first met it in 2000, I have repeatedly attended master classes conducted by teachers of APPO St. Petersburg, subject teachers. I believe that the use of the technology of pedagogical workshops in Russian language and literature lessons makes it possible to effectively conduct various types of lessons.

One of the "discoverers" of the "Pedagogical workshop" technology in St. Petersburg was the teacher of literature I. A. Mukhina. She writes: "A pedagogical workshop is a form of teaching children and adults that creates conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery."

The following can be formulated educational goals technologies "Pedagogical workshop":

Ø not to form a harmonious personality, but to create conditions for self-actualization and self-realization of the student;
Ø not to give knowledge on a specific subject or topic, but to provide an opportunity to construct your own knowledge, to create your own integral image of the world;
Ø not to control and evaluate what has been done, but to realize the possibilities of self-assessment and self-correction;
Ø not to form a skill, but to help develop the skills of intellectual and physical labor, giving students the right to make mistakes and the right to cooperation.

In Russia, we first became acquainted with the technology of pedagogical workshops in 1990. In St. Petersburg state university teaching skills made an attempt to adapt this technology to the practice of Russian school education. I. A. Mukhina, L. D. Furaeva, N. I. Khlebovich, Zh. O. Andreeva and others became the "pioneers" in the technology of pedagogical workshops. And this unusual teaching system itself was developed by French teachers - representatives of the WFEN - "French group new education ". Psychologists P. Langevin, Henri Vallon, Jean Piaget and others stood at the origins of the movement. This technology is distinguished by its appeal to the child's “I”, to his interests and goals.

The essence of this system is expressed in the following basic provisions:

A person with a new mentality is a person who is “independent, socially responsible and constructively armed,” capable of having a positive impact on his life and the world around him.
Everyone is capable: every child has the ability to practically all types of human activity: to mastering natural and humanitarian knowledge, visual arts, music and

etc. The point is only in what methods will be used in the process of its formation.

3. Intensive methods of teaching and personal development.

That is, the Workshop is a technology that requires the teacher to move to the position of partnership with students, non-violence, the priority of the process over the result. This technology is aimed at "immersing" the workshop participants in the process of search, cognition and self-knowledge. In a workshop, a teacher is a master. He does not transfer knowledge and skills to those who do not know and cannot, but only creates an algorithm of actions that unfolds the creative process. And everyone takes part in it, including the teacher-master himself. In the work of the workshop, the process itself is important, which introduces to the joy of creativity, to independent research activities. This gives a feeling of self-importance and respect for the uniqueness of another. That is why, probably, both children and adults perceive the process in the workshop as a piece of living life. The creators of the author's workshops say: "The workshop is not a lesson, living in the workshop takes place."

In the article "What is a pedagogical workshop?" I.A.Mukhina gives the following principles and rules of running a workshop:

Value and semantic equality of all participants, including the master-head of the workshop.
Everyone's right to make a mistake: overcoming mistakes on their own is the path to truth.
Non-judgmental activity, the absence of critical remarks about any participant in the workshop create conditions for emotional comfort and creative relaxedness, realizing the principles of “pedagogy of success”. Assessment will be replaced by self-assessment and self-correction.
The representation of freedom within the framework of the adopted rules is realized, firstly, in the right to choose an activity at different stages of the workshop (provided by the head); secondly, the right not to participate at the stage of “product presentation”; thirdly, the right to act at its own discretion, without additional explanations from the head.
Significant element of uncertainty, obscurity, even mystery in assignments. Uncertainty gives rise, on the one hand, to interest, and on the other, psychological discomfort, a desire to get out of it, and thus stimulates the creative process.
Dialogue as the main principle of interaction, cooperation, co-creation. Not an argument, not even a discussion, but a dialogue between workshop participants, individual groups, a dialogue with oneself, a dialogue with a scientific or artistic authority - a necessary condition for the personal development of cultural elements, a condition for ascending to new truths. Dialogue creates in the workshop an atmosphere of comprehending any phenomenon from different positions in different "colors", which only together give a feeling of the "rainbow" of the world. A true communicative culture is born.
Organization and restructuring of the real space in which the workshop takes place, depending on the task of each stage. This can be a circle of all participants, separate places for individual work, the ability to quickly present the creative "product" of each or a whole group, space for improvisation, pantomimes, etc. Promotes a sense of freedom.
Decisive limitation of participation, practical activities of the master, the leader as an authority at all stages of the workshop. Its task is, rather, in some fixation of what the participants have achieved. The master does not ask or answer questions. In some cases, he can be involved in the work "on an equal footing" with the students - for example, in the workshop of creative writing. Each workshop for the manager is a diagnostic field, on the basis of which a new workshop is created or other necessary forms of work are included.

The construction of the workshop is technological, and, therefore, it is created according to a certain algorithm.

First step.

"Inductor" - the first task of the workshop, aimed at creating an emotional mood, motivating the further activities of the participants. An inductor can be a word, image, phrase, object, sound, melody, text, drawing, etc. That is, everything that can awaken a feeling, cause a stream of associations, memories, sensations, questions. According to A.A. Okunev, an inductor is an alarm clock. “We are sleeping, and suddenly something bursts into our life. An inductor is a moment of awakening that swings the pendulum of feelings. The main thing is that these feelings are evoked. Even if the inductor causes irritation, that's good too. "

Second phase .

This stage is associated with the creation, individually or in a group, of a creative product. It can be divided into two stages. These stages are called differently in different sources. For example, "Deconstruction and reconstruction". That is, something (text?) Is disassembled into details, and then used as the initial building material - it is possible with its own additives.

You can find such a division: "Self-instruction and socioconstruction".

"Self-instruction" - individual creation of a hypothesis, solution, text, drawing, project.

"Socioconstruction" is the combination of these elements into a collective product.

Stage three.

"Socialization" - this is the presentation of the created product to all participants (advertising and reading texts, exhibition of drawings, etc.) At this stage, everyone compares to himself, correlates his results with those of others and - masters all possible discoveries.

Sometimes after this stage intermediate reflection is needed. This is important if, for example, we need to finish a lesson, but the workshop is not finished yet. Here, the participants in the work often have a need for new or additional knowledge - an information request.

Fourth stage.

This stage is not required in every workshop, but is necessary if, after the socialization stage, workshop participants correct or supplement the created product. This is where new information is accessed and processed. What could it be? Glossary articles, works of critics, fragments of articles, statements of famous people. A workshop participant can continue or improve what he has written. Or maybe create a new product.

Fifth stage.

"Advertising" - presentation of the works of the workshop participants (and the Master). These can be texts, pictures, diagrams, projects, etc. The main condition of this stage: all written compositions are read, all drawings are on display, allinvented scenes, pantomimes are played out. It is important that allworkshop participants were listened to.

Sixth stage.

"Break" - best reflect the meaning of this concept words insight, insight, understanding. IA Mukhina writes: “A gap is a psychological state of a participant in a workshop, in which a new vision of an object, law, phenomenon, image, relationship is suddenly revealed to him. By means of "illumination" he arrives at a qualitatively new turn of truth. If in an ordinary lesson a student is led by the teacher to a new one logically, gradually, in multi-stage and demonstrative ways, then in the workshop an independent conclusion, generalization, regularity or a new image appear most often as an insight. There is a gap between the old and the new.

The "gap" is a necessary and most important element of the workshop, its core. The main "break" is planned in advance by the head of the workshop. The technology of creating conditions for a break consists in the selection of paradoxical content offered to the workshop participants for comprehension. Experiencing a paradox leads the researcher's thought and emotions first to a state of impasse, then to the search for a way out of the impasse and, finally, to “insight” - “break”. Their number is different in the same workshop for each participant, since it depends on the degree of preparedness, psychological state, personal experience of a person, etc. Unplanned "breaks" can be added at any stage of the workshop. If a workshop participant does not experience a single "break", the workshop has not taken place for him. "

Seventh stage.

"Reflection" - what have I discovered today - in myself, in the text, in others? What question did you come up with? What did you not understand? That is, this is the stage of reflection of feelings, sensations that arose in students during the workshop. This is the richest material for reflection of the Master himself, for his improvement of the workshop design, for further work.

Other variants of the work algorithm are possible, subject to the general principles and rules of the workshop.

Workshop types

Currently, there are several types of creative workshops:

Knowledge building workshop;
Workshop of creative writing (or simply - writing);
Relationship building workshop;
Self-knowledge workshop;
Design workshop, etc.

In the lessons of the Russian language and literature, workshops for building new knowledge and workshops for creative writing are most often used.

If the students "passed" through knowledge building workshop , then the most complex theoretical concepts will "come to life" in the workshop process, contact with them will be life-giving, because workshop participants are given the right to master "living knowledge". The knowledge acquired by the student becomes his personal discovery, is "appropriated" by him.

Workshop of creative writing it is especially important for a teacher - language and literature teacher, because every year the number of “non-speaking” children increases, ie. who do not know how to correctly express their thoughts. And this workshop allows the student - the workshop participant - to apply their own life experience while performing a specific task.

The main task of the Master, who leads the creative writing workshop, is to help the workshop participants to find a sense of inner freedom, a harmonious state of mind. The workshop helps the student to some extent understand the state of spiritual upliftment of a poet, writer, artist, composer, sculptor at the moment of creative enlightenment. The experience gained here often becomes an unforgettable event in life, a fact of a spiritual biography, because the created works are evaluated positively by the Master and inspire students to further searches and success.

It is impossible to overestimate the importance of the technology of pedagogical workshops in the work of a language teacher. Very rarely, lessons learned in this technology fail. Basically, teachers note the following advantages of workshops:

Job with the word becomes paramount in the workshop;

Workshops are a great way to develop your own "writing", which means getting ready to write;

Workshops "launch" associative thinking. This is a way for the manifestation of one's own ideas, feelings, thoughts, for understanding artistic creativity;

Being a reflexive technology, the workshop in practice evokes, trains, develops the ability for analytical activity: to analyze works and situations of communication, to compare one's own and other people's thoughts, feelings, perceptions, attitudes; to introspection and self-control. These skills and abilities are necessary to educate a literate reader;

The senior pupils themselves more than once recorded the developmental influence of the workshops at the stage of reflection. These classes encourage analytical and creative activity, develop trusting relationships in the team, a respectful and joyful attitude towards the teacher and towards learning as work and creativity.

Workshop results

Workshop results are not programmed in detail by the master. This can be either the development of motivation for further knowledge, or the creation of completed projects based on the knowledge gained. We can say that the result of work in the workshop is not only real knowledge or skill, but also the very process of comprehending the truth and the creation of a creative product. In this case, the most important quality of the process is cooperation and co-creation.

Comments, thoughts, statements of people who have “passed” through various types of workshops help to understand the atmosphere, the specifics of the workshop:

Ø the school should make children able to live the moments of seeking knowledge, analyzing the situation and the moment of theoretical knowledge, so that when they leave school they can construct knowledge themselves;
Ø a person is aware of himself when he writes;
Ø it's time to refuse others to think for me;
Ø the task of the teacher is to create an atmosphere of openness in the classroom;
the child, of course, can (and should) make mistakes, but mistakes should not be ridiculed;
Ø often our prompts are generally sinful, because they are far from what is happening in the child's head;
Ø instead of a hint, the master invents another situation so that children develop what they have found right and abandon erroneous ideas;
Ø freedom of the teacher develops the freedom of the student;
Ø knowledge is not equal to obedience;
Ø the workshop should have a space for thoughts;
Ø Is it not at school that children are made incapable?
Ø the teacher is not the master in the lesson, the master is the text. But usually the teacher aspires to this role;
Ø constant search - the usual state of the master;
Ø error - an opportunity to rise to a new level of knowledge;
Ø at the workshop the master is an invisible man. He speaks little, is more silent;

I believe that these statements can be called a reflection on the “Pedagogical workshop” technology itself.

Thus, the educational technology "Pedagogical Workshop" meets the requirements of the Federal State Educational Standard and, by implementing an activity approach, ensures "the formation of readiness for self-development and continuous education; ... active educational and cognitive activity of students; building the educational process, taking into account the individual age, psychological and physiological characteristics of students. "

Literature:

Modern pedagogical technologies of the basic school in the conditions of the Federal State Educational Standard / O.B. Dautova, E. V. Ivanshina, T. B. Kazachkova, O. N. Krylova, I. V. Mushtavinskaya. - SPb .: KARO, 2014.
Teaching. Communication. Creativity: Nine workshops. / T. Ya. Eremina. - SPb .: "Coryphaeus", 2000.
Literature pedagogical workshops. / ed. A.N.Sivakova. - SPb .: "Coryphaeus", 2000.
Workshop technology as a means of updating the educational process of the school. / O. N. Krylova, M. N. Timofeeva, O. Yu. Sorokina. Training to reduce violence. - SPb., 2002.
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Updated: 02/01/2020 16:26

CREATIVE WORKSHOP OF TEACHER TECHNOLOGY

The debate about whether the subject "technology" is needed in a modern school is not abating. Moreover, in some schools it simply no longer exists or, at best, has been replaced by information technology. Of course, the changes in the field of education in connection with the new priorities of social development of society have shifted the emphasis of education in general and labor education in particular. But regardless of the type of economy, labor was, is and will be the main condition for human life, the most important means of self-affirmation and self-expression as a person. To introduce students to the world of creative work, to prepare them for conscious professional self-determination and the humane achievement of life goals - these are the main tasks of labor education at school. However, as in other subject areas, in the subject area "Technology" it is necessary to improve the learning process, due to the requirements of the time, to increase its developmental and educational capabilities.

This work is an attempt to show that it is technology, like no other subject, that can become an experimental creative platform, on which, through integration with other subjects, the use of non-traditional forms of lessons and extracurricular activities, the mandatory use of ICT, ideal conditions are created for the formation of intellectual competence and the creativity of schoolchildren. It is only necessary to create an atmosphere of cooperation in the classroom, to captivate the children with the "search for truth", to stimulate their activity and creativity, arming them with modern technologies.

If any of my colleagues confuse my place of work - a correctional school for visually impaired children - I will answer with the words of A.V. Suvorov, a full member of the International Academy of Informatization at the UN, an honorary international doctor of humanitarian sciences at the University of Saskuahan in the USA, a doctor of psychological sciences, a professor at the University Of the Russian Academy of Education, holder of the Leo Tolstoy honorary gold medal, laureate of the All-Russian competition "Good Dozen", scientific director of the Children's Order of Mercy, Knight of the Sverdlovsk Regional Children's Order of Mercy and at the same time ... a sensory (blind and deaf) disabled person of the 1st group: “But what really so highlight the disabled? They have the same difficulties as everyone else, only exacerbated by disability. "

MAIN PART.

There is enough light for those who want to see, and enough darkness for those who do not.

PASCAL Blaise

School educational environment should provide conditions for the formation of an independent, responsible and socially mobile personality, capable of successful socialization and active adaptation in the labor market. Therefore, one of the most important tasks facing the teacher of both mass and correctional schools is the development of cognitive activity and independence of students. In our school technology has become an experimental creative platform , on which, through integration with other subjects, the use of non-traditional forms of lessons and extracurricular activities, the mandatory use of information and computer technologies, ideal conditions are created for this. Works successfully informal creative group of subject teachers, within which a favorable psychological climate has developed, in an atmosphere of creativity, the exchange of experience, mutual visits to lessons have been established. In creative mini-groups, developed and conducted cycles of open integrated lessons: "Aspects of Culinary Entourage in Russian Classical Drama" (technology-literature) , "Balanced diet" (technology-biology) , "May the descendants of the Orthodox of the native land know the past fate" (technology-history); a number of extracurricular activities : “Evening of Russian romance”, literary and musical composition “Touches to a portrait of a woman”, memorial evening “Letters from the War”, game-workshop “Life is Priceless”, patriotic evening “War has entered my boyhood”, “School EcoFest”, “ We are responsible for those we have tamed ”,“ Ecological Mosaic ”and many others.

In modern conditions, the formation of positive motivation for learning in schoolchildren acquires special significance and relevance, because motivation is one of the most important conditions for the success or failure of a child's learning. It is no secret that a less capable student with a high level of motivation can achieve (and does!) Higher academic results than a very capable, but with a low level of motivation. Academic success directly depends on the aspiration and perseverance of the student, on his desire and ability to learn. As it is correctly sung in a popular children's song: "... If there is a desire, knowledge will come to you!" The formation of a positive motivation for learning in a student with a disability contributes to the "inclusion" of compensatory functions of the body, correction of developmental anomalies caused by the disease, allows you to overcome the physical barrier and successfully compete with normally sighted peers. The use of new information technologies allows to strengthen the motivation of schoolchildren's learning, opens up the reserves of the educational process and the personality of its participants: the student and the teacher.

In addition, the computer, like no other teaching tool, creates conditions for the implementation of the new principle of integrativity in didactics. In the system of technological training, integrative links allow you to more clearly present the characteristics of the subject of technology, show the relationship between the content of its individual modules, between information and technological training. In order to create an adaptive system and solve the problem of social rehabilitation of students with visual impairments in the subject of "technology", a system of lessons and extra-curricular activities with the use of information and computer technologies has been developed and introduced into the educational process, aimed at creating conditions for the development of positive development in schoolchildren with visual impairments. motivating learning.

Low vision, especially in the early stages of development, negatively affects the formation of sensory functions that provide a complete image of the object. This makes it difficult to perceive the shape and size of objects, their integrity, interconnections and relationships, complicating the implementation of educational tasks by technology. The use of presentation and multimedia technologies in the classroom allows you to visualize the studied processes, ensure the dosage of the information received, give the learning process dynamism and expressiveness, increase the informativeness of the lesson, intensify the learning process and ultimately increase its effectiveness.

On the lesson "Basics of clothing composition" the explanation of the new material is accompanied by presentation slides, where the objects are shown in an established logical sequence, with the highlighting of signal properties. The program "Effects of visual illusions" allows each visually impaired student to independently choose a background screen, taking into account individual color perception, adjust the brightness and contrast of the image.

A cycle of integrated lessons "Aspects of Culinary Entourage in Russian Classical Drama" (technology - literature) is an opportunity to attract the attention of children to the Russian literary classics, to illuminate everyday Russian culture from a somewhat unexpected side: from strokes, particulars, minor details, go to the main thing and interest them. Composing the menu of "Chekhov's", "Fonvizin's", "Gogol's lunches", using a computer, multimedia materials and the Internet, children have the opportunity to find a recipe for a dish, see how it looks, and even watch the mystery of its preparation.

Lessons on image modeling have been developed "The mystery of charm" , etiquette behavior "The ABC of Communication" ... The author's development of a lesson using ICT is devoted to the study of the folk traditions of the region "Don Cossack wedding is glorious" .

When studying a number of modules of the “Human - Artistic Image” line and the “Human - Human” line, the “Food Processing Technology” module of the “Human - Nature” line, visually impaired schoolchildren get acquainted with a number of operations, watching the actions of professionals on a computer screen. The use of information technology is not limited to lessons in explaining new material, but also includes independent creative work of students with impaired visual analyzer functions.

When organizing a virtual trip "Time has chosen us!" (joint authoring with the teacher of Russian language and literature of Lyceum No. 33 N. V. Rovchak) special attention was paid to the quality of questions and tasks for creative competitions, as well as the design of the virtual shell. It is important for the student to feel the connection of times, the continuity of generations, perceive the information received not as a random set of disparate information, but as an integral system; learned to see and analyze the composition, connections, internal interaction; developed the ability to get access to the necessary information resources and help in time, independently make decisions in difficult situations, foresee the development of the game situation, correctly set tasks and see the ways of their implementation, find a non-standard solution and use it. The general emotional state experienced by the student with visual deprivation during the game, the “situation of success”, his own discoveries, contribute to the formation of his positive motivation for research and creative activity, for learning in general.

The implementation of special tasks to correct developmental deficiencies and compensate for impaired functions in the process of teaching on the subject of technology is carried out both in the classroom and in optional classes. This relationship creates optimal conditions for the all-round development of visually impaired students and ensures effective assimilation of program material, elimination of lags and unevenness in the development of various aspects of cognitive activity and personality traits of students with visual impairments in the course of learning. Elective classes "Theatrical studio" I carry out according to the author's program of the same name, which acquaints visually impaired children with a wide range of modern technological knowledge, ensures the formation of polytechnic and general labor knowledge, skills in the field of manufacturing technology of garments in students with visual impairments, equips them with the experience of independent practical activity, promotes the development of technological thinking , creative attitude to work, striving for creation, the manifestation of individuality in every visually impaired student. The use of the idea of \u200b\u200bthe theatrical atelier makes it possible to attach social significance to the results of child labor. There is a unique opportunity to combine labor training with aesthetic education, without which it is impossible to achieve a high work culture. The program is based on the project method, where the object of work is a theatrical costume or stage set. This makes it possible to actually implement the activity approach in the labor training of visually impaired schoolchildren and to integrate the knowledge and skills they have acquired. At the All-Russian competition of methodological developments "One Hundred Friends", the "Theater Studio" program took 1st place in the nomination "Organization of extracurricular activities in the subject".

The creative activity of schoolchildren with visual impairments is growing, the range of using their creative potential is expanding. The creative search included visually impaired students of all grades of middle and senior level. The initial idea of \u200b\u200b"revitalizing" the costume grew at the initiative of the students into a system of work on creating a performance, where they themselves act as scriptwriters, stage directors, set designers, decorators, costume designers, make-up artists, fashion designers, actors, cameramen, photo and film reporters. The reports on the results of the work of the "Theater Studio" are presented in photographs in school albums, as well as on CDs and videotapes. Scenarios of events developed within the framework of the "Theater Studio" program and photographs of participants were published in methodological newspapers and magazines: "Crystal Shoe" - an open competition-test on the technology - "Teacher's Newspaper" No. 44 (2000), the magazine "Read, Learn, Play "No. 2 (2001); "Strokes to a portrait of a woman" - magazine "Read, learn, play" №8 (2001), " Classroom teacher"No. 5 (2004); "Hussars - dashing knights" - magazine "We read, learn, play" №7 (2000); “Let me love you” - magazine “Read, learn, play” №6 (2001); “Wait for me and I'll be back” - magazine “We read, learn, play” №2 (2003); “Letters from the War” - magazine “Classroom Teacher” No. 8 (2004), “Holiday at School”, 2004; “In a certain kingdom” - magazine “We read, learn, play” №9 (2004); "New Year Serpentine" - magazine "Education and training of children with developmental disorders" No. 6 (2005); “War has entered my boyhood” - magazine “Education and training of children with developmental disabilities” No. 3 (2005), “Practice of administrative work at school” No. 2 (2005)

One of the tasks that the subject "technology" solves in the school curriculum is to create optimal conditions for the development of the personality of each student in various types of work activities in accordance with his abilities and capabilities. Based on technology cabinet organized a circle "School publishing house" , which has been publishing the independent school newspaper "Antirutin" for 3 years, including children with visual analyzer impairments in the technological process of producing a printed product.

Each release of "Antirutin" is an event for the school, they are waiting for it, they are preparing for it, warning their comrades: "There are my poems!" or "There will be about us!" Receiving publicity, becoming the center of everyone's attention, visually impaired schoolchildren experience a situation of success, their personal self-esteem rises, and self-confidence is strengthened. The name of the newspaper was chosen on a competitive basis, as a result of a long and heated debate of all age categories of students. "Antirutin" is a remedy for languid boredom, feigned indifference, destructive idleness, it is a statement of an active position, a promise to be kind and sensitive, responsive and attentive to oneself and the world around us. Life itself tells the children about the topics of headings and articles. The newspaper reflects the brightest events and victories ("Conversation with a veteran", "Victory score is open", "If to be, then to be the first", "In the footsteps of an intellectual marathon"); "Pain points" of pedagogical interaction ("My phone rang", "local emergency", "Leave everyone who comes in problems"); here are published various opinions and views on both personal and global issues (“Russia, which I choose”, “AIDS is serious”, “There is no other person's grief”). The headings “Inexperienced Souls Excitement” are especially popular. school poets declare themselves, and "Not for malice, but just a joke for" - a collection of funny stories and sayings of students and teachers. All material is carefully selected, edited, the design is selected for it: photographs, pictures, cartoons. The fact that Antirutin is independent a newspaper and the decision of what and when to publish is made by a team of like-minded people independently, arouses special pride in its founders.

Working on a newspaper is an exciting creative process that includes various methods of communication and provides in practice the principle of freedom, providing visually impaired students with real opportunities for independent choice of forms and types of activity, fosters a sense of responsibility for its results. The successful implementation of a collective project stimulates attempts to create something of their own: cool newspapers and even individual ones appear. And for some, the scope of the school newspaper is already too small and we can see their publications on the websites "Teenager.RU", "Issues of Internet Education", "Poetry.RU", "Writer.RU", in the magazines "School Bulletin", "Parents' Meeting "," OOPS! "," Marusya "," The Ark of the Caucasus ", etc. When an individual with a visual impairment is involved in active activity, according to A.G. Litvaku, "... the ability to voluntarily direct consciousness to objects of activity develops, which makes it possible to adequately reflect them with complete or partial blindness, largely compensating for the secondary deviations caused by the defect." In the process of publishing with the use of information and computer technologies, optimal conditions are created for the formation of intellectual, communicative, social competence and creativity in visually impaired schoolchildren, a whole range of existential problems caused by developmental anomaly is being solved. “Give a man a fish and you feed him only once. Teach him to fish, and he will feed on it all his life. (Chinese proverb.) The presentation of the independent school newspaper “Antirutin” at the section “IT in teaching children with special needs” of the regional scientific-practical conference “Information technologies in education of the Rostov region” was awarded the 1st degree Laureate Diploma.

The inclusion of visually impaired schoolchildren in real socially demanded and personally significant activities helps them in mastering the necessary social experience, forms civic readiness for creative, socially transformative activities, expands the spheres of communication and self-realization. Taking care of filling the living space of my pupils with activities, I involve them in the implementation of various projects so that each visually impaired child finds a job to his liking and makes his own contribution to the collective life creation. Our participation in a specialized charity exhibition "Overcoming" in the regional Festival of creativity of disabled children "I see the world through my heart" , city \u200b\u200bcharity event "Christmas Chime" , in the city exhibition of creativity of disabled children "Success" was marked with numerous certificates and gifts .

The longer I work at school, the more I realize that only my constant and varied training can ensure success in my work. This year she became the winner of the “Samaya” Club competition for a free educational grant in the specialty “Home hairdresser”. She studied in Moscow, received a diploma and the opportunity to reveal to her pupils the basic secrets of hairdressing.

The teacher prepares for the lesson all his life. Obviously, in modern conditions, the information competence of a teacher determines his professional competence as a whole. Professional retraining (twice over the past 5 years, she was trained at the Rostov Regional Center of the Federation of Internet Education under the programs "Internet technologies" and "Internet technologies and project activities", and at the Rostov IPK and PRO - courses on educational program advanced training of educators "Technology") allowed me to use in the educational process and out-of-class work modern pedagogical technologies, including information and computer technologies, the use of which significantly increases the effectiveness of my pedagogical activity, contributes to the formation of complex spatial representations in visually impaired students, motivation of perception, deep assimilation of knowledge, broadens horizons, provides new opportunities for the correction of anomalies and social rehabilitation of children with visual impairments, providing personality-oriented learning.

In our boarding school, research was carried out and the level of motivational activity of students was analyzed, as well as the level of teacher's activity in the formation of positive motivation of students. Research evidence suggests stable growth of motivation to study in the subject of "technology". This is facilitated by the creation of contradictions between the known and the unknown in technology lessons, the implementation of creative projects, the involvement of visually impaired students in establishing the causes of the phenomenon, the use of a system of rewards and censure, showing the importance of knowledge, creating perspective, the position of the student in the system of interpersonal relations, organizing collective activities, etc. etc. A questionnaire survey conducted by the administration showed the presence of a high and stable cognitive interest in technology lessons among 87.6% of the boarding school pupils.

APPENDIX.

Methodical development of a lesson on the technology "Basics of clothing composition" with an electronic application.

Annotation:

Annotation:

Visually impaired children have difficulty in perceiving the shape and size of objects, their integrity, mutual connections and relationships, and to create an image it is necessary to master the basics of composition, connect all the elements into a single whole, take into account the "pros" and "cons" of their own structure. Visual illusions play a significant role in modeling the face and figure: contrast, trimming, re-evaluation of the vertical, filled gap, open contour, etc. However, low vision, especially arising in the early stages of development, negatively affects the formation of sensory functions that provide a complete image of the object, making unavailable use of the effects of visual illusion by this category of students.

Using a computer allows you to provide the necessary information depending on the individual.

For this lesson, program "Effects of visual illusions", which allows each visually impaired student to independently choose a background screen, taking into account individual color perception, adjust the brightness and contrast of the image. Explanation of the new material is accompanied by slides of the presentation "Basics of clothing composition", where objects are shown in an established logical sequence, highlighting signal properties. The background and colors of the presentation slides were selected in accordance with medical guidelines.

In combination with traditional teaching aids (didactic material, tables), the use of ICT significantly increases the effectiveness of teaching schoolchildren with visual impairments to the basics of clothing composition.

Lesson topic: Basics of clothing composition.

Goal: to acquaint students with the basics of clothing composition, to show ways of body shaping using visual illusions.

Tasks:

To intensify cognitive student activities,

Develop creativity, aesthetic taste, sense of style,

Develop computer skills,

Develop the ability to work independently, using the available arsenal of tools,

· Correct visual and auditory perception.

Equipment: computers, projector, screen, program "Effects of visual illusions", presentation "Basics of clothing composition", didactic material "Costumes of different eras", table "Proportions of the figure", workbooks.

During the classes.

I. Organizational moment. Communication of the topic and purpose of the lesson.

As an epigraph to the lesson "Basics of clothing composition" I would take the words of the English count, writer and statesman Philip Dormer Stanhope Chesterfield: "Caring for the beauty of clothes is a great stupidity, and at the same time it is equally stupid not to be able to dress well." Well-mannered man should always think about how he is dressed, just out of respect for society. As the hero of Bulwer-Lytton Pelem asserted: "A person who is truly disposed to people will not offend the feelings of his neighbors either by excessive negligence in clothing, or by excessive daftness." Therefore, our goal today is to get acquainted with the basics of costume composition and methods of body shaping so as not to “offend” others with our appearance.

II. Updating the necessary knowledge.

Review questions:

1. What is a suit? What caused its historical development?

2. What is fashion? How does it manifest itself? When did you appear in Russia?

3. What is clothing style?

4. Decide on the style of the suit. Describe this style. (To complete this task, students are offered the handout "Costumes from different eras")

III. Study of the topic of the lesson.

“Everything in a person should be beautiful: soul, clothes, face, and thoughts,” AP Chekhov said. Indeed, it is not a secret for anyone that a person's personality, character, level of general culture, interests, and tastes are manifested in clothes. The ability to hide our flaws and emphasize our dignity with the help of clothes, makeup, accessories helps us to feel at ease in society, which means it contributes to the achievement of our life goals.

The most important quality of clothing is its compositional solution. Translated from Latin, the word "composition" means "compilation, binding". By tying all the elements of clothing into a single whole, we create a certain image, embodying our idea. The composition is closely related to concepts such as silhouette, style, cut.

"Silhouette" translated from French means "the external outline of an object." In clothing, it is defined by three lines: shoulder, waist and bottom. By the characteristic silhouette, we can easily distinguish the costumes of the past centuries and the past decades. Despite all the originality and uniqueness, they, like a modern suit, can be "inscribed" into one of the geometric shapes: a rectangle (if the main lines of the silhouette are parallel), a trapezoid (if the main lines diverge in different directions), a triangle (if the lines intersect) , oval (if the lines are smooth and curved). Of course, only the most general impression is meant, and not a literal likeness.

Inside the silhouette are silhouette lines, which are subdivided into constructive and decorative.

Constructive lines - these are the lines of the main seams.

Decorative lines - lines of reliefs, folds, pockets, etc. Constructive and decorative the lines may match. Can you give me an example when they coincide? (For example, if the yoke line is finished with decorative stitching.)

The lines in the suit should not be arranged chaotically, but in harmony with each other and with the natural structure of the human figure.

"Style" in translation from French means "external form". In garments, it is determined by the shape of parts, lines and their relationships, and various finishes. Changing the style does not change the whole design. And here cut, on the contrary, it defines a specific form of clothing, its changes are associated with a change in the structural basis of the model.

Another very important compositional tool is proportions... How correctly the proportional ratios of the parts of the clothes are maintained depends on artistic expression.

The ideal human body has long been considered a model (canon) of harmony and proportionality of volumes and lines. If we take the dimensions of the head (from the crown of the head to the chin) as the unit of its measurement (module), then it will fit 7.5-8 times in the growth of such a figure. The width of the waist in this case will be equal to 1 module, the width of the shoulders - 1.5 modules, the length of the lower part of the figure (from the waist) - 5 modules, the upper one - 3. The ratios 3: 5 and 5: 8 indicate the harmonious proportions of the figure and are called "Golden ratio"... This name was introduced by Leonardo da Vinci.

The principle of the "golden ratio" expressed in such proportions, when the upper part of the figure is related to the lower, as the lower to the whole figure.

But ideal figures are not so common in life. You can hide flaws and emphasize the dignity of the figure using effects of visual illusions. Illusion is something seeming, a deception of the senses, erroneous perception of objects, phenomena. Illusions arise for various reasons: because of the optical imperfections of the human eye, due to the peculiarities of human psychology and physiology. Visual illusions are a distorted perception of reality by the eye. Look at the pictures. What do you see? ( Demonstration of examples of visual illusions)).

Knowing the laws of visual illusion, you can visually change the figure of a person: reduce or enlarge, expand or narrow, hide or emphasize. Illusions have long been, and with great success, used to bring a real figure closer to the ideal from the point of view of current fashion.

The first illusion we meet is called the illusion of trimming (assimilation). It consists in the fact that a line at the ends of which there are corners facing inward appears to be much shorter than a line equal to it, in which the corners at the ends are facing outward. In clothes, it manifests itself in the fact that the ruffles at the neck of the dress give the impression of wider shoulders.

The next illusion is illusion of contrast ... It manifests itself when an object is in the vicinity of another, sharply different from the first. In this case character traits objects are perceived by us especially clearly, they seem more expressive. A typical example of this illusion is on your screen: any corner surrounded by a large angle will appear smaller than it really is. In clothes, this illusion is manifested in the fact that in the wide neckline of the dress, the thin neck seems even thinner. The same neck with a small neckline will appear normal. The waist with a wide skirt seems thinner, etc.

Open loop illusion is that the middle square, bounded on only two sides (see graphic), appears taller and narrower than the two side squares that are not closed on the sides. In clothing, it manifests itself when the neckline is cut with a sharp end, which visually lengthens the short neck.

The illusion of a filled gap lies in the fact that the filled space always seems larger than its equal unfilled space. In clothing, it comes down to the use of plain and printed fabrics. It is better to avoid a pile of details in that part of the figure, the size of which is undesirable to increase.

The illusion of overvaluation of the vertical : The vertical distance appears to be greater than its equal horizontal distance. In clothes, a bright vertical stripe lengthens the figure, making it slimmer. A striking historical example is the Russian sundress, which makes the figure stately and stately.

Striped Fabric Illusion: a frequent transverse stripe lengthens (!) the figure, and a rare one - on the contrary. Evenly wide vertical stripes give the impression of an expansion of the figure, while uniformly narrow ones lengthen it.

By choosing the arrangement of the stripes on the striped fabric (vertical or horizontal), you can, for example, give the full figure a slenderness, taking into account the width, frequency and rhythm of the stripes.

With a complex arrangement of stripes (for example, at an angle), it is important to take into account that the angles formed by the opposing stripes pointing upwards reduce the width of the hips of the full figure. The downward angles, on the contrary, visually expand the hips, even if you make a vertical insert in the middle.

IV. Practical work.

Now I suggest you familiarize yourself with the effects of visual illusions on your own. Using the capabilities of the program "effects of visual illusions", choose the optimal color and contrast of the screen. Sketch modern clothes in a notebook using visual illusion effects.

V. Consolidation of the studied material.

Fashion is not only a person's eternal desire for change, but also a constant pursuit of an ideal. Whatever new sample neither offered to us to follow, we are ready for any tricks and tricks to prove that we fully correspond to him, that we have undoubtedly an "ideal figure". And here it is absolutely impossible to do without the laws of visual illusion.

Knowledge and correct use of visual illusions allows you to emphasize the beauty and perfection of the correct figure, successfully place fashion accents on one or another part of the body, and also give a non-standard or complete figure a certain visual effect. In this case, you can use two completely different methods:

Emphasizing the dignity of the figure

Hiding flaws.

The first method is sometimes called "French" and the second is called "Russian". What do you think is better?

Questions:

1. What does the composition of the costume include?

2 .. How is the silhouette different from the cut?

3. How can you “correct” figure flaws?

4. How to visually expand the shoulder line?

5. How to hide the asymmetry of the figure?

6. How can you visually increase (decrease) growth?

7.How to "hide" a stooped back?

8. How to balance broad shoulders?

Vi. Lesson summary. Homework.

Literature:

1. V. Brown, M. Tilke "The history of the costume".

2. D. Salaria, series "Strokes of time", "Clothes"

3. H.I. Makhmutova “We design, model, sew”.

4. L. Orlova "The ABC of Fashion"

5. RI Egorova, VP Monastyrskaya "Learn to sew."

Bobrova Larisa Vitalievna, teacher of technology of the highest category of boarding school №38 for visually impaired children in Rostov-on-Don.

Creative workshop as pedagogical technology. Creative workshop of a technology teacher. "Traditional Folk Doll"

Bibliographic reference

Technology "Pedagogical workshop"

"English" by Vereshchagina - Textbook for in-depth study of the language

English-Russian visual dictionary for children

Online tests for computer science All options for computer science oge

Thematic tests to prepare for the exam in chemistry Practice tests in chemistry exam dobrotin

The Earth once looked like an alien place!

Creative workshop as pedagogical technology. Creative workshop of a technology teacher. "Traditional Folk Doll"

Bibliographic reference

Technology "Pedagogical workshop"

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