How to train baby's sensory ability through sketch

How to train baby's sensory ability through sketch

How to train the baby's sensory ability through sketching? I believe many parents want their babies to win at the starting line, and there are many ways to improve their babies. The following is an article I compiled for you about training your baby's sensory ability through sketching for your reference.

How to train the baby's sensory ability through sketch 1 can improve the baby's various abilities, so parents should teach the baby sketch in early education. When the baby does not have the ability of objective realism, it will have greater flexibility. At this time, parents should cultivate their baby's memory, observation and creative expression. By drawing realistic pictures, the baby can develop from intuitive perception to objective perception.

There are five senses: hearing, sight, smell, taste and touch. Americans train their babies to appreciate works of art, not just with their eyes, but through five sensory organs. 1983, an association in Ohio, USA, made a plan called "What color is your miniature pen". Let the babies play a smell game first: collect some weeds, spices, dried fruits, petals and so on. Put them in the container. Imagine the images of things according to their smells and talk about their feelings. Then hearing training: in the wild, let the baby close his eyes and listen to his breathing and heartbeat, smell the fragrance of spring wildflowers, and then touch his skin and clothes with touch; Finally, observe the difference of color and texture of the hand, experience life through the five senses, and then draw various color environments for the baby through imagination. With the improvement of perception, copy several adult works, and students imagine their position and role in the painting. In the immersive imagination, these works become a vivid environment, not just a picture, so that students can realize that the works of art are sound, delicious and colorful, and they have a * * * sound with the works.

Some people say that in an American museum, I saw a female teacher and a group of children sitting in front of a painting. The teacher played the flute, and the babies felt the beauty in the painting in beautiful music. All these show that cultivating and training children's feelings plays a very positive role in art education and is an important means of children's intellectual development.

Therefore, in the training of children's five senses, visual training is particularly important. Because the development of human intelligence in art education is mainly manifested in the development of human spatial intelligence, art is also called visual art or spatial art. Learning art is very important not only for painters, sculptors and architects, but also for people in other industries. People's spatial thinking ability is restricted by the law of physiological development, and children see things differently from adults; Their painting habits are not limited by viewpoints and specific time and space, and they do not consider the true proportion, structure and perspective of objects, so there are few three-dimensional expressions in their paintings. Their paintings mostly use two-dimensional plane or four-dimensional space combined with time and space, and even use idealized time and space to express in multi-dimensional space. These techniques are commonly used by modernist painters. Most children draw not what they see, but what they remember or how they feel about external stimuli.

If the baby is not correctly guided to consciously observe and remember in the process of education, and the real image is not combined with the baby's subjective conception to promote the transition of the baby's realistic stage, it will inhibit the baby's early spatial perception ability. When the true image required by the baby cannot be expressed, there will be a period of inhibition.

How to train the baby's sensory ability through sketching? 2. Enrich observation forms-give your baby a pair of eyes to discover.

1, combination of observation and game

Games are babies' nature and their favorite activity. Integrating boring observation into interesting game activities can stimulate the baby's interest in observation and gain unexpected gains. For example, before the "selfie" activity, in order to guide the baby to observe the obvious features of his face and facial features more deeply and carefully, I designed and launched the game "Guess who I am". During the game, I first select some babies with obvious characteristics in hairstyle, face shape and facial features, and then describe them in words, so that the baby can guess which child it is. The baby is very interested and devoted. With the teacher's prompt, a pair of bright eyes actively searched for the target and began to think. Every time I guess correctly, I give a warm cheer. Then let the baby sketch on the grounds of taking pictures of himself: look carefully and see who takes the best pictures. In the subsequent sketching activities, they paid more attention to the characteristics of the head than the first time, and painted it more carefully, fully and aesthetically.

2. Multiple senses participate in observation.

Observation is mainly a perceptual activity based on vision. If we mobilize a variety of senses to participate in observation, we can perceive the characteristics of the written organism from multiple angles, leave a rich and deep impression on the texture, shape and nature of the object, and gain a vivid emotional experience. Therefore, when sketching, teachers should actively create conditions and provide opportunities to stimulate the baby to participate in observation with eyes, hands, mouth, nose and other senses. Through watching, touching, smelling and speaking, we can interact with the sketching objects and gradually establish our own sketching language. For example, before the small class sketch "A String of Red Flowers", we took our children to the Baby Garden to observe a string of red flowers. First, we looked at the long inflorescence and the small flowers on it, and smelled the delicate fragrance of the flowers: then we touched a string of red leaves, felt the roughness of their leaves, and thought about and said what the shape of the leaves looked like; Finally, according to the characteristics of a string of red flowers, teachers and students imitate children's songs: spring is coming, spring is coming, beautiful flowers are blooming, green leaves are like peaches (heart and love), and strings of flowers are like firecrackers! The baby is very interested in the whole activity. Under the guidance of their teachers, they mobilized various senses to fully perceive the characteristics and shapes of a bunch of red flowers, and at the same time boldly expressed their findings and emotions through words and body movements. The atmosphere is warm and interesting! Make observation no longer boring, feel more acute, true and profound, and have a strong desire to express from the deep heart, so sketch activities have a deeper meaning!

3. Combination of observation and imagination

The baby's sketching activity should not be an abbreviated version of the adult's sketching, but a manifestation of the baby's bold imagination and creativity. Therefore, the observation process is also a good opportunity to stimulate the baby's bold imagination. When observing objects, we guide the baby to develop rich associations according to the shape, color, texture and shape of the sketched objects. For example, in the sketch activity of My Mom, we encouraged our baby to think boldly while observing her mother's five senses. In their eyes, mother's eyebrows are curved bridges, which are very beautiful. Bananas are smart boats and vivid new moons. Eyes are bright leaves, peaches, grapes and almonds; The nose is towering hilltops, huts, ski resorts and so on. The real life experience is integrated into your imagination, which not only makes the observation interesting, but also makes the impression more profound. This is the soul of children's painting. While giving vivid life to the sketching objects, children also integrate their rich emotions, and their creative desire is stimulated.

Second, personalized guidance-give your baby a pair of flying wings.

The process of sketching is a process in which the baby reconstructs the world attentively and expresses his unique feelings and emotions. Due to the lack of ability to summarize and express shapes, baby sketches will be hesitant for various reasons and cannot be carried out smoothly. How can teachers put forward different requirements, clever guidance and personalized guidance for different children from the baby's reality?

1, for the "dare not draw" baby.

When the baby is eager to sketch after careful observation, some children often seem at a loss and dare not write for a long time. Why is this? Through analysis, the reasons why babies dare not draw are as follows: on the one hand, they lack self-confidence, are afraid of writing mistakes, and are too stressed to write; On the other hand, he can't write because of insufficient observation before writing. Therefore, when the baby is sketching, the teacher can give targeted guidance according to different situations: the teacher can talk to him softly, talk about ideas, enthusiastically encourage him and eliminate the pressure in his heart; You can also draw the first few strokes with your child to help your child regain confidence and express boldly; For children who are not fully observed, the teacher guides the baby to re-observe the sketched objects, analyze the structure, make the difficult easy, and accumulate relevant knowledge and representations through inspiring language; Or help him draw an outline, and then let him continue to draw, which reduces the difficulty of sketching, breaks the situation that the baby can't start, makes the child dare to draw and like painting, and no longer worries about what to draw and how to draw, which promotes the baby's bold expression.

2. For the baby stuck in the middle.

In the process of sketching, it is often found that children encounter difficulties in drawing because they are stuck in the middle and can't draw any more, which makes them very upset and annoyed. In view of this situation, teachers should not be impatient, blindly urging children to "draw quickly", or encouraging children to draw in general language, let alone ordering children to "draw how". These not only can not effectively help children solve the immediate difficulties, break through the difficulties of sketch, but also cause mental stress to children, and they can't draw any more. At this time, teachers should stop to talk with children, find out the problems in children's expression, and give timely and appropriate help to meet individual needs. For example, when painting Gerbera jamesonii, I found that some children just drew a long pedicel on paper and could not draw any more. Why? I squatted down and asked the child gently, while looking for the root of the difficulty. It turns out that before writing, we only pay attention to guiding the baby to observe the shape, color and beautiful shape of the petals of Gerbera jamesonii, while ignoring the calyx part where the pedicel is connected with the corolla. In sketching, when children choose pedicel as a pen to draw upward, how to draw calyx and the relationship between petals and calyx has become a difficult point in sketching, and it is also the reason for "getting stuck halfway". After finding the crux, my child and I re-observed the calyx and its relationship with pedicels and petals. Get a more detailed and specific representation, and make a "finishing touch" demonstration, skillfully help children find a breakthrough in expression, help children solve the skill obstacles they encounter in time, and let children express smoothly.

3. For "swallowed" babies

In the activities of sketching, some children often finish their works by three strokes and five divisions. Faced with it, should the teacher turn a blind eye, or impatiently ask him to redraw? I think, as a teacher, don't blame the baby too much at this time, and don't give him general guidance. You should give specific guidance according to the baby's work. For example, in the sketch activity "Beautiful Umbrella", Xin Wei finished her work at once, threw the painting aside and talked about it ... I used to watch it, but Xin Wei only drew some very simple colored lines.

Uneven umbrellas. What shall we do? I thought about it, pointed to Xin Wei's sweater and said, "Xin Wei, the pattern on your clothes is really beautiful." If you let the umbrella put on beautiful clothes, it will be very happy! " Xin Wei looked at his sweater and the small umbrella on the paper, thought about it, picked up the pen again, and carefully added lace to the umbrella. For example, the sketch activity "Big Toys" was quickly finished by Tintin, and then he ran around to influence other children to draw. Looking at his works, I found that Tintin painted the big toys very small, the picture was empty, and the whole layout lacked aesthetic feeling. So, I guided him like this: "Tintin, how lonely a big toy without children is!" " "He motioned with his hand that Tintin could draw some children on the top and in front of the big toy to enrich the picture. Under the guidance of the teacher, Tintin picked up the brush thoughtfully again. In the process of thinking and writing, I perceive the layout of the picture. This kind of guidance that combines the baby's individual psychological feelings with skill teaching can promote the baby to better express his performance.

Third, the in-depth analysis of the work-give the baby a free heart

Analyzing the baby's sketch can adjust the teaching strategy in time and provide the basis for the next activity. Because the work itself carries a lot of information about the baby, it is a way for teachers to improve their educational skills by analyzing the baby's work and proposing improvement measures. For example, after the first "selfie" activity, through the analysis of the baby's works, we found that most babies painted the five senses completely, but the details of the five senses were not described enough, and many works tended to be "patterned". The reasons can be summarized as follows: before writing, the teacher's guidance is too vague to guide the baby to observe carefully and deeply; Did not arouse the baby's interest in creation. Therefore, in the second activity, the teacher used the topic of "taking big photos" to stimulate the baby's creative interest and mobilize his various senses to participate in the organization of baby observation; Rethink the content and order of the problem. After the second activity, through the analysis of the work again, I found that the baby's description of the details is much more detailed and the whole composition is more full, but the expression of the work is too simple, only realistic modeling, lacking the embodiment of inner feelings, not vivid enough. In view of the above problems, we found out the promotion strategy to guide the baby to appreciate famous paintings and provide rich sketching materials. So we provide Picasso's self-portrait from youth to old age for the baby to enjoy. By understanding the creative background of masters in different periods, the baby has experienced the self-portrait of the same master, but there are great differences in shape, background, color and detail description, which is caused by the different experiences, ideas and experiences of masters in different periods. As a result, the baby has broadened his artistic vision and enriched his aesthetic feeling. In addition, the painting materials we provide also help the baby to explore and construct his own sketch discourse at a higher level.

By analyzing the baby's paintings, you can also understand the baby's real thoughts. Sketching activities are not only a true representation of real life, but also help babies develop their imagination and creativity in the process of sketching. Therefore, when analyzing and evaluating the baby's works, teachers should not take the level of realistic ability as the only criterion to evaluate the baby's painting ability, but should inspect and evaluate the baby's autonomy and uniqueness in the process of sketching. For example, during the second "selfie" activity, some babies drew their eyes very big, because they wanted their eyes to be as sharp as owls and they could become a policeman when they grew up. Others drew four nostrils for themselves, so that even if they catch a cold, they can breathe with their nostrils blocked. ...

Several years' practice has proved that by creating an equal and relaxed learning environment, paying attention to giving specific and effective guidance to the baby before, during and after writing, and cultivating the baby's observation and imagination in sketching activities, we have played an important role in improving the baby's sketching level and developing the baby's thinking ability.