Considering with adult drawings placed in children's books, the child clearly will introduce the events described in the text, the external and inner appearance of the characters and will be hot to sympathize with one and hate others. Such perception brings to their own moral conclusions, awakening the best human feelings, making responsive, kinder, irreasonable to injustice.

In this way, book illustrations Deeply reveal the image of a fairy tale deep, giving the opportunity to the child to visually present the events taking place, then reproduce them in its own visual activity.

Bibliography

1. Grigorieva, G. G. Fine activity preschool children: studies. benefit

for students environments. Ped. studies. Cell. / G. Grigorieva. - M.: Academy, 2001. - 342 p.

2. Pedagogical diagnostics development of children Before entering school / under

ed. T. S. Komarova, O. A. Solomennikova. - Yaroslavl: Academy development, 2006. –

3. Rosova, S. A. Wonderful world of paints / S. A. Rosova // A child in kindergarten. - M.:

Academy, 2003. - №4. - P. 64 - 68.

4. Doronov, T. A. Development of children in the visual activity // Child in

kindergarten / T. A. Doronov. - M.: Academy, 2004. - №4. - P. 21 - 29.

5. Lykov, I. A. Let's play a fairy tale. Enchantress: KN. For teacher / I. A. Lykov,

ed. S. N. Savushkin. - M.: Karapuz, 2008. - 17 p.

6. Ozhegov, S. I. Explanly Dictionary of the Russian Language / S. I. Ozhegov, N. Yu. Swedov. - M.: Azbukovnik, 2000. - 940 p.

6. Komarova, T.S. Diagnosis of Fine Activity children 6-7 years / t. FROM.

Komarov // Owl. - 2007. - №1. - from 24 - 27.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted by http://www.allbest.ru/

Ministry of Education and Science of Russia

Federal State Budgetary Educational Institution

Higher professional education

"Volga State Socio-Humanitarian Academy"

Faculty of primary education

Department of Preschool Education

Modern foreign literature in the circle of reading preschoolers

Abstract on the topic:

"Illustration in a book for children"

Performed:

Ryzhkin L.V. (5 gr.)

Scientific adviser:

art. teacher

Gurova I.V.

Samara, 2015.

Introduction

1. Book illustration as a type of visual art and its connection with the literary text

2. Features of perception and influence of illustration on understanding of the children of the artistic text book

3. Impact illustration on the understanding of the children's artistic text books

Conclusion

Bibliography

Introduction

Illustration As a peculiar type of art closely connected with a book. The ability to perceive it in unity with the text is one of the indicators of aesthetic perception in children. The graphic image makes it possible to see and understand the content of the poem, story or fairy tales. It is not by chance that children choose books with illustrations and try to "read" themselves. In this regard, it is necessary to highly appreciate the meaning of the illustration in the children's book, as the images created by a good artist - illustrator, are the beautiful samples of original creativity, and the impetus for the knowledge of the surrounding world. Looking at them, children can enjoy the creative discoveries of the artist, along with it to follow in the new world of living images, fiction, which gives the expanse of imagination and their own creativity.

Several generations of artists dedicated to this noble cause all their life, illustrated books that became peculiar velocities, which were brought up not one generation: E. D. Polenova, I. Ya. Bilibin, T. Mavrina, E. M. Rachev, G. N. Narbut, A. Pakhomov, V. V. Lebedev, V. M. Konashevich, E. N. Charushin, and others.

Today, unfortunately, the children's book is considered only as a product, where in many modern editions, a good illustration began to replace graphics, drawings that do not contribute to the aesthetic development of children and harm it that does not comply with the requirements of the design. In this way, relevance Selected topics There is no doubt, since the selection of illustrations requires a serious and thoughtful approach.

The problem of book graphics and illustrating children's publications is widely covered in scientific research and methodological benefits V. A. Yazikeyeva, R. I. Zhukovskoy, N.A. Kurochina, E. A. Fleirina, V. Ya. Kyonova, I. O. Kostova, T. A. Repina, N.S. Karpinskaya, R. I. Chimunova, etc.).

Separate aspects of illustrating children's books are considered in the articles: E. Kazunina, A. A. Alexandrova, S. G. Antonova, O. V. Korytova. Scientific work by B. G. Ananyeva, L. S. Vygotsky, M. N. Shotkina, V. V. Kraevsky and others. Show that it is possible to solve this problem, subject to the right choice of funds that allow the child during the development of cultural and historical Experience becoming a business entity.

For its basis, many studies highlight the artworks as a whole, or speak of all aspects of the children's book. With the introduction of new information technologies in a book case, a deep analysis of this topic is needed in modern theory and practice in a variety of publishing and editing sites.

ABOUTbeltresearch Aspects of the illustration of the children's book, and subjectresearch The criteria for the significance of the cognitive illustration of the agent of aesthetic educational impact on children are. purposeabstract - to identify the degree of influence of a book illustration on the choice of books by a child and justify the importance of illustrating in children's books. With the goals set in the work tasks Research:

Consider the relationship of book illustration as a type of visual art with literary text;

Characterize the peculiarities of perception and the influence of a book illustration on the understanding of the text of the artistic design of the text;

Determine the role and meaning of the children's book.

The practical significance of the study is that the following theoretical and methodological provisions create a basis for improving work with children of preschool age, identifying a new complex of understanding the synthesis of book illustration and literary texts in order to aesthetic development of young readers.

1. Book illustration as a type of visual art and its connection with the literary text

The history of the children's book illustration is short - it has about three centuries. However, during this time, the path from the cheap books of folk fairy tales, bookwear to luxury books created specifically for children, besides, a children's book illustration became an independent type of art.

Book graphics - illustration (from Lat. Illustrare - to clarify) - these are drawings figuratively explaining the literary text and at the same time adorning the book enriching her decorative system. The feature of the illustration as a genre of fine art is that its shaped system is based on this literary canvas and is subordinated to a certain task - lighting and explaining text. As a means of visibility, the illustration is in close dependence on the ideological-shaped structure of the literary work.

A book illustration performs in a synthesis with all the elements of the book, and the main thing is the text of the literary work, its plot and style. A truly artistic illustration is always closely merged with the text of the book, making up an inseparable unity with him.

The choice of illustrations is an important point in the preparation for the lesson. On the continuity of the text and the illustrations in the children's book are unanimously stated by writers, and artists. In his book "From two to five" k.I. Chukovsky very accurately formulated the commandments, which must observe beginner children's poets: "... our poems should be graphic, that is, in each stubborn, and sometimes there should be a material for the artist in every two-perception. . Verses printed without drawings lose almost half of its effectiveness. "

Selecting the drawings, it should be remembered that they not only explain the text, but also activate the imagination, imagination, bring up aesthetic taste. Depending on the age of children, the receptions of viewing of a book are changing, where the process can be represented as an intelligent game with images created using specific means of book graphics. And here it is very important to teachers, educators and parents to deal with the types of illustrations in order to be guided by professional approaches in practical work with children, to go from the art of book graphics. It is especially possible to highlight illustrations by the nature of their connection with the literary text.

Narratives - exactly revealing content in multi-sized series. It can be portraits, illustrations of objective and informative or laying, illustration of action, psychological, giving characteristics of heroes through their relationship, actions, gestures, facial expressions.

Metaphorical - Summarizing the thoughts of the author in a symbolic form, acutely expressing the meaning of the whole work or part of it. They are called to definitely configure the reader. These illustrations are not always directly related to the nearby text, do not go through the plot, but by the associative line. Among them, these types of illustrations can be distinguished:

a) mood or state - their impact is emotional, similar to music; Such illustrations are often performed to poems;

b) allegorical - to fairy tales, fables, epos, transmitting the author's allegorical thoughts allegorically or specifically;

c) synthetic - illustrations, which are a compound of the multiple and different spatial moments of the same composition, etc.

All species within the same type can be combined and intertwined, this only contributes to a more complete disclosure of literary content, increases its artistic and figurative expressiveness.

In the children's book, the illustration performs basic functions - a cognitive, educational, complementary and aesthetic function. According to N.A. Kurochkina: "The illustration is a drawing that figuratively revealing the literary text, subordinate to the content, style of the literary work, while simultaneously decorating a book enriching her decorative system." The drawing helps the child visibly present the heroes and the events atmosphere. This is especially important in historical works, in the works dedicated to the past or foreign life. The illustration of cutting clothes, landscape, view of the city or village, introducing a child in a visual reflection of the world, which is described in the book. Didactic benefits of Kurochina N. A. is a visual developed methodology for familiarizing preschool children of different age groups with book graphics as a type of visual art, as well as a methodology for diagnosing the perception of children of book illustration. The effective pedagogical work system includes familiarization and practical classes, games, dramatization games, etc., which allows in practice not only to trace the dynamics of the development of readership perception, but also to influence the transition from one level of perception to another - higher.

Thus, a book illustration as a special type of visual art has a great influence on the formation of sensual perception of the world, developing aesthetic susceptibility in the child. Illustrative material as visual information for children is extremely important. Its presence helps the young readers to memorize information, receive additional associations when studying the material. This is mainly a way to recognize, disclosure of text from different sides, the method of his addition and co-authorship with it.

2. Features of perception preschool books illustration

In order to properly carry out pedagogical work to familiarize children with book graphics as a work of art, it is necessary to have some idea of \u200b\u200bhow the illustration affects the understanding of the children's text of the book and on the peculiarities of the perception of children of different age groups of book graphics.

The literary work and the illustration are perceived by children in unity (R.I. Zhukovskaya, V.A.Zikeev, R.I. Studnova et al.) Only on the basis of the interaction of visual and speech perception is possible to understand the content of the entire book.

The role of illustration in the understanding of the text in the early stages of the child's development is not only more weighty, but also qualitatively different from what is observed in older children. For a small child, the drawing does not perform an auxiliary, purely illustrative function, but plays the role of the main material, in the absence of which the child often cannot understand the artwork. The words of the text serve as an indication of the actions and circumstances, which he must take a steady step by step, considering the appropriate picture. At this stage of development, the drawing represents the reality for the child, which cannot be replaced with a verbal description. In the future, the words of the text begin to call the child the necessary associations and without the help of a visual basis. Senior children begin to understand the Fabul fairy tales or an easy story already without the help of illustrations. However, an understanding of a more complex content is the inner meaning of the work, social importance of the actions of heroes, moral meaning of their behavior - represents great difficulties for the child. In overcoming these difficulties, an essential role is started to play a significant role. To understand the most difficult moments of the text, the child should be able to refer to a visual image and trace the action, the relationship between characters in which their inner meaning will be discovered brighter.

Speaking of illustration, it is also important to note that its availability of preschoolers is due to a community with a children's pattern for a number of aspects. Namely, it is characterized by concreteness, figure object, the emotionality of the image, achieved by color, dynamics, formation, simple spatial construction of the composition, its integrity and clarity, skillful selection in the illustration of the most important thing. Today, unfortunately, in children's drawings, it is increasingly possible to meet the image of monsters, monsters and other negative characters, which are a consequence of the influence of modern animation and computerized book graphics. The desire of publishers, directors to simplify the release of books and multimedia products affects its quality and artistic value. All this affects the rapid emotional-aesthetic perception by children of artistic images, distorting their idea of \u200b\u200bthe hero.

Recently, modern art and book graphics are increasingly criticized in particular. But all the illustrations have a negative effect on the aesthetic development of preschool children? Responding to this question, it is worth a versatile to analyze the artistic value of modern illustrations.

Of course, in modern book graphics there are wonderful works that are great from the artistic and aesthetic value and accessibility to preschoolers. Now there are many books for design, which use various materials (tissues, soft plastic, dense cardboard, etc.). There are educational books, which, in addition to direct destination, serve as a child to a toy activating various mental processes.

If you look at the style of some modern illustrations, you can detect elements made by classics. In this case, it would be fair to argue that a modern illustration with all its novelty, preserves the traditions of the artistic and fine experience of the book graphics of past eras and, therefore, it develops. After all, everything is not born not from emptiness, but based on previous achievements. But, however, the problem of perception of preschoolers illustrations remains. As adults pay attention to the process of reading and viewing the illustrations of the signs (visual characteristics of images), but few people appeals to the meaning, the moral and aesthetic side of the work. Accordingly, the illustration ceases to be an assistant for the child in the disclosure of the artistic plan. And in this case, the wine lies on adults who do not know how to analyze the works of book graphics. Often, this cannot be done and teachers, teachers, because they most often disassemble the works of painting. But if it happens, it happens according to the scheme: what is depicted; what looks like; What the heroes do. About the artistic and fine side is not quite coming. Such functional depletion of illustrative affects the works of children. They do not disclose the plot of the works, the characters are depicted isolated from each other, which does not allow to talk about the integrity of the image. In its article "The impact of a modern book illustration on the aesthetic development of preschoolers" E. Kazunina notes that coldness and excessive detail of computer graphics awaken in children not the best qualities that are formed not in senior preschool age, but much earlier. Therefore, in order to avoid such an outcome of the aesthetic development of preschoolers, it is necessary to thoughtfully approach the choice of books and their design, because from what the book will come to the child for the first time and what an illustration will be in it, the further formation of the personality of the preschooler depends on it.

3. Impact illustration on the understanding of the children's artistic text books

Based on the psychological features of younger schoolchildren, the children's book is always illustrated, and therefore leading it to reading without understanding the specifics of the illustration, without the knowledge of its basic functions and the possibilities of influence on young readers is not possible.

Studies conducted by V. A. Yezikeyeva confirm that the artistic illustration of a big impact on the understanding of the text of the children throughout the preschool age. This influence is most significantly manifested in the younger preschool age. In the future, it decreases and the role of the text itself is increasing, which indicates significant changes in the ratio of the child signal systems.

With an illustration begins the process of selecting a child book for reading. She contributes to understanding the child of the literary text, forms an idea of \u200b\u200bhis topic, the idea, characters, contains an assessment of events and heroes of literary action. The illustration helps children enter the literary world, feel it, to meet and make friends with the inhabiting characters, love them. Since the life experience of a child is not difficult for him to recreate in his imagination what the writer tells about. He needs to see, believe. The artist comes into the book here. The artist comes to the child when he does not know how to speak, and, along with parents, with the author of the children's book, becomes the first educator and teacher. It forms love for beautiful, high aesthetic feelings, artistic taste in children. E. A. Fleina wrote that the picture, especially for children Younger is an important pedagogical material, convincing and sharp than the word, thanks to its real vital.

Illustrations where artists use conditional techniques, distort the shape and roughly disturb the composition of the pattern. Then the children reject them, express dissatisfaction ("It is ugly", "not like", "badly painted", "I don't like such pictures", etc.). The artist - an illustrator should be able to talk with the children "tongue" simple, clear, extremely sincere. Such illustrations are of interest, children show a desire to tell, describe the pictures shown in the picture. Especially loved by children illustrations in books about animals, they prefer drawings with the image of animals, in which the complete similarity is transmitted ("as a real", "reproducing", "shaggy").

The direction of attention to expressiveness in the image of events, images of people, animals, on the wealth of characteristic details, the color side in artwork makes it possible to bring children to the ability to elementary evaluate them. An estimated attitude in children is primarily expressed primarily in preference to some works: often children ask for a few times what they liked and remembered; Favorite works appear, a conscious feeling of joy, pleasure from viewing is developing. Book illustration allows children to in-depth perception of text content. The issues of the educator, establishing the relationship between the content of the picture and the listened text play a major role.

Thus, the task of the illustrator in the most general expression is to convey the ideological and formative-aesthetic content of one type of art (literature) by means and receptions of the other (graphics). The role of book illustrations in the disclosure of ideological and artistic peculiarities of a literary work, understanding of the text. Since the illustrator artist in the children's book acts as the Creator and co-author of the writer, he does not simply reflect in his drawings the world of the literary work, but also gives the interpretation, visual interpretation, its understanding of events and images.

Despite the fact that the illustrations play a big role in the perception and understanding of the artistic work by children, according to N.S. Karpinskaya, leading still artistic text. The text reveals the content of the work throughout its volume and completeness, shows the development of events, the increase in tension, changes occurring due to the deployment of the plot. The illustration depicts separate episodes, portraits of heroes, action of action, paintings of nature. Even with a detailed illustration, visual images do not replace in full artistic text. Children get a complete picture of the content of the work, about the actions and experiences of the heroes only after it will be read.

Illustrations help the educator fully reveal the read text, but they can prevent perception if they are not on time. In class when meeting a new book, it is advisable to first read the text to the children, and then consider with them together. It is important that the illustration follows the word, and not the opposite; Otherwise, a bright picture can captivate children so much that they will imagine mentally only her, and the visual image does not merge with the word, because the children will not hear words, will not be interested in them. The exception is a colorful book cover, causing natural interest.

And finally, the last remedy is the reflection of the language of the literary work. Language is the most important expressive agent. Illustration language is a language of fine art. Therefore, it is so important to teach the child to feel the language of art, the correspondence between the style (language) illustration and style (language) of the literary work.

Based on the foregoing, it can be concluded that the book illustration is especially important for younger students. The book with illustrations is an incentive for the child to master the first reading skills, and then for their improvement. Due to the highly professional illustration, which takes into account the peculiarities of children's perception, there is interest in the book and reading. The aesthetic function of the illustration is due to its value as an independent work of art and is fundamental. The illustration, above all, the product of the visual art, and then literature. Only the work of art may be recognized as a full-fledged, in which literary imagery determines, but does not suppress the image of the image inherent in the visual art.

Conclusion

As a result of writing his abstract on the topic "Illustration in a book for children" and in the study of this problem, you can draw the following conclusions:

1. Book illustration as a genre of graphic art develops aesthetic susceptibility in the child. Complementary and deepening the content of the book, awakens feelings, emotions in the child, enriches the pictorial experience in children with new graphic images and develops its visual perception, helping to overcome stereotyped in drawing.

2. A book illustration acts in a synthesis with all elements of the book, and the main thing is the text of the literary work, its plot and style. A truly artistic illustration always merges the text of the book, making up an inseparable integer with it.

3. The artist of the children's book acts as a Creator and through a qualitative illustration finds such a form of their transfer, which corresponds to the peculiarities of children's perception to fully read the ideological and artistic peculiarities of the literary work in understanding the literary text.

3. The role and importance of the book illustration is to form in the children of artistic taste. She gives a spacious imagination and their own creativity.

4. The main task of the educator, the teacher in working with children preschoolers - the harmonious development of the child's personality. He mainly acts as a guide, a guide to a peculiar illustrated world of the book, helps children to gain even at the early age of value guidelines in the concepts of good and evil, truth and lies.

Bibliography

book Illustration Children's Text

1. Yeskeeva V.A. Contents and methods of teaching pictorial activities of children 4-7 years old: aesthetic education in kindergarten. - M.: Enlightenment, 1995.

2. Casunin E. The impact of a modern book illustration on the aesthetic development of preschoolers. Pp. 158-161.

3. Karpinskaya N.S. Russian folk tale in moral education of the Soviet child-preschooler. - M., 1948.

4. Karpinskaya N.S. Artistic word in raising children. - M., 1972.

5. Kurochina N. A. Children about book graphics. - St. Petersburg: Childhood-Press, 2002.

6. Flerina E.A. Aesthetic education of the younger schoolboy. - M., 1961.

7. Chukovsky K.I. From two to five. - M.: Soviet writer, 1960.

ATTACHMENT

A system of pedagogical work is proposed to familiarize children 3-7 years old with book graphics, developed in accordance with the program of development and education of children "Childhood". The system includes informational and practical classes, games, dramatization games, etc. For every age group of children. The manual contains a list of recommended literature and a dictionary of the main terms used in the book graphics. The Appendix presents the abstracts of practical classes for children of 5-7 years dedicated to the graphics of graphics, as well as a methodology for the diagnosis of perception of children of book illustration. The manual is supplemented with information about the life and work of famous domestic graphic artists. For educators of children's pre-school institutions, students of pedagogical universities and colleges, heads of mugs and studios, parents.

In this way

One of the tasks of the study was to identify the impact of a book illustration on the level of perception and understanding of the artistic text of the children of 4-5 years. For this, we used the G. A. Uruntayev method, Yu. Aphonkina "Studying the influence of a verbal and visual sample on a coherent speech", the results of which at the initial stage showed that the children before showing the illustrations are reproducing text on average by 25%, and After displaying illustrations, the average increased by 25%. Based on this, we concluded that the book illustration helped the children of 4-5 years old to perceive and understand the meaning of the artwork, positively influenced the logicality and connectivity of the tale retelling, raised the emotional response to the content of the book. At the same time, 50% of children had a weak interest in the illustration: the children quickly flimsy, did not highlight the poses, gestures, facial expressions, location in the character space. It affected the emotional attitude to the content of the work, the children were superficially, indifferently reacted to the book.

The modern bookprinting in Russia, as well as around the world, is characterized by high dynamism of the development of the publishing system and the release of books and brochures. The number of organizations received by publishing activities in the country is approaching 20 thousand, and the number of books and brochures issued by them in 2001 amounted to more than 70 thousand names, which is a kind of national record. The structure of the publishing system changes, it becomes mainly non-state and fully based on the principles of a market economy using modern publishing and management mechanisms. A new information technologies that find themselves are constantly being introduced into the book case that finds themselves use in a variety of editorial and publishing, production and marketing processes. All this requires an in-depth study of the various problems of publishing, the ability to navigate in a rapidly changing situation, to predict the prospects for the development of certain directions of the book case, to search and choose alternative solutions.

The commercialization of the book market in different ways affected the release of children's literature and the picture of children's reading. The beginning of the development of market relations led to a number of crisis processes, in particular to the carved decline in the indicators of the publication of children's literature. In recent years, its release increases significantly, the quality of children's books is improving. Their subject is expanding, the decoration becomes attractive. There is a saturation of the market for children's literature, the demand for which is gradually satisfied.

Thus, the situation of "book hunger" is still preserved for many children, devoid of opportunities to realize their right to read.

An artistic illustration is the most important element of the book for children, in many respects defining its artistic value, the nature of the emotional impact, the possibility of using it in the process of aesthetic education of readers. The book illustration helps the child in the knowledge of the world, the development of moral values, aesthetic ideals, deepens the perception of the literary work. With an illustration begins the process of choosing a book to read book. The illustration contributes to an understanding of the child of the literary text, forms an idea of \u200b\u200bhis topic, the idea, ?? of crossbars, contains an assessment of events and heroes of literary action. The illustration helps the children enter the literary world, feel it, to meet and make friends with those inhabiting it ?? with absenters, love them. Since the life experience of a child is more difficult for him to recreate in his imagination what the writer tells about. He needs to see, believe. The artist comes into the book here.

Especially important book illustration for younger schoolchildren. The book for a child begins with illustrations, what does the child have an incentive of the development ?? of reading skills, and then for their improvement. Due to the highly professional illustration, which takes into account the peculiarities of children's perception, there is interest in the book and reading. Librarian - ?? Dagog, working with children's books, it is necessary to use them as a tool for aesthetic and moral education of children readers. It is imbusably focused on only text information.

Artisticly performed illustration affects the child, first of all, aesthetically, gives him knowledge of life and knowledge of art. The book is a special world in which artistic illustration and literary text function in a single complex, help the young reader to perceive the book as a multifaceted work of art. It is in connection with this, working with a book in the library, it is impossible to be limited only to the analysis of the literary work, leaving aside such an important element of the book as an illustration. Based on the psychological features of younger schoolchildren, the children's book is always illustrated, and in connection with this, leading it to reading without understanding with?

Consider book illustrations - a widely used method in teaching children of visual activities.

The illustration is a drawing, figuratively disclosing literary text, subordinate to the content and style of a literary work, while simultaneously decorating a book enriching her decorative system.

The main artistic art art illustration for children is the figurative realistic disclosure of the ideas of literature and phenomena of life, the meaning of everything that surrounds us. It relies on the image of children's thinking.

With a children's book, the baby is found already in the most ?? of his life. The book is one of the ways of art, with whom he meets.

The artist comes to the child when he does not know how to speak, and, along with parents, with the author of a children's book, becomes a teaching teacher and teacher. It forms love for beautiful, high aesthetic feelings, artistic taste in children.

E.A. Flearina [ ] pisal What picture, especially for young children, is extremely important ?? by dagogic material, more convincing and sharp than the word, thanks to its real vital.

In a number of works of psychologists and ?? Daggers analyzes the features of the perception of children of different age groups of illustrations in the children's book. So that the kids are rejoiced with a bright, colorful image, they are typical of them, a game attitude to the picture. However, they hardly allocate the main thing in the image, more often ?? Decrease parts, cannot subordinate the perceived task.

Some techniques of artistic expressiveness cause a misunderstanding of the depicted (incompleteness, an exemplary, ?? Racing volume with a dark spot, complex persons, sharp deformation of the subject, complex ?? RS ?? Kiva). Sketchy pictures are not satisfied with nor youngest, nor older children: children want to see in the picture all essential signs of the subject.

Researcher I.Kotov I installed some features of recognition by children of the depicted image. So, for children 3-4 years old, the main feature of the recognition of the depicted image is the form, the color has to be interconnected ?? For the children of the fifth year of life, the color begins to play a major role in recognition, and for the children of the sixth year of life, the color is the same important feature when recognizing the image of the image, like the form.

Pedagogical leadership aimed at familiarizing children not only with the content, but also with artistic and expressive means of book graphics, significantly increases the level of artistic perception of children, contributes to the emergence of interest and desire to consider illustrations, causes an emotional response to them.

Consider book illustrations allows you to enrich the pictorial experience of children with new graphic images and image methods. In cases where it is impossible to introduce guys with a subject or phenomenon in the process of direct perception, paintings or illustrations are used. They can be used after observation to revitalize, clarify, enrich ideas. A fixed way of image in the picture makes it possible to consider the details that are difficult to perceive in a natural subject.

The guys are hard to master the ways ?? movement motion in the picture. There are pictures, illustrations, on which? S? You can see enough simple ways to image the movement, easily understood and accepted by children. In the picture, you can show the accessible way to image space, earth and heaven, method ?? of three-dimensional space on a two-dimensional sheet plane; Elementary construction of a drawing with the selection of the composite center (the main thing is portrayed larger, what is located closer, is depicted at the bottom of the sheet, and then - upstairs).

On illustrations you can see different ways of image of houses, trees, earth space, animals in motion, etc. However, it is recommended to use them after observations as an additional reception that helps ?? to grope visual images that have developed with direct perception in graphic or as a reception enriched graphic images that destroy stereotypes, templates. The illustration cannot be offered to children for direct imitation. The most vivid representations that have developed in observation are displaced by the last, more fresh perception of the finished image. In this regard, this technique is necessary in preliminary work.

So, Book graphics are one of the types of visual art, the means of expressiveness of which (line, form, color, composition) are available to children of preschool age.

Acquaintance of children with a book illustration develops aesthetic feelings, forms an artistic taste, gives a spacious imagination and its own creativity of children.

The value of the illustration in the aesthetic development of the child reader is based on the fact that the illustration is simultaneously the work of graphic art with independent artistic value, and the key to disclosure and understanding the ideological and artistic peculiarities of the literary work itself. So, the influence of the illustration on the aesthetic feelings of the young reader is carried out by two interrelated paths, which significantly increases the strength of its emotionally aesthetic effects.

The aesthetic function of the illustration is due to its value as an independent work of art and is fundamental. The illustration, above all, the product of the visual art, and then literature. Only then the work of art art can be recognized as a full-fledged, in which literary imagery determines, but does not suppress the image of the image of the image inherent in the visual art. The task of the illustrator in the most general expression is that the ideological and figurative content of one type of art (literature) by means and receptions of the other (graphics) is ??. The role of a book illustration and in the disclosure of ideologically-artistic peculiarities of a literary work, an understanding of the literary text. Since the illustrator artist in the children's book acts as the Creator and co-author of the writer, he does not simply reflect in his drawings the world of the literary work, but also gives the interpretation, visual interpretation, its understanding of events and images. In library work with a child reader, it is important to know what the illustrator artist uses the disclosure of the literary work in order to contribute to the in-depth aesthetic perception of the literary product with small readers. An interesting means of disclosure, for example, the ideas of a literary work, is artistic fiction.

The essence of artistic fiction is in change, strengthening, development, through non-existent in the literary product, its ideological meaning; Refracting the imagination, fantasy of a small reader, his creative abilities. The task of reflecting the main idea of \u200b\u200bthe literary work, but in the most general form, often solves a front-line illustration, located at the very beginning of the book, against the title leaf. In line with this idea, as if with an illustration for the narrative brackets, and all further perception of the book by the reader is carried out. In close connection with the disclosure of the ideological meaning of the literary work, the characteristics of the images of heroes are the task that the illustrator artist solves in almost every book. To the means of figurative characteristics include: the graphic image of the hero, ?? Edach the psychological state of the hero through the facial expressions, pose, gesture, and also with the help of ?? Jazha, interior and even colors. All these artistic characteristics are aimed at the disclosure of ideological-shaped content of the literary work, in their understanding - a large reserve of education of the creative reader, the aesthetic development of children.

The perception of children of literary works implies not only the comprehension of its ideological-shaped content, but also of such artistic features, like rhythm, language, composition. Since the book illustration of your funds contributes to their disclosure, then it is necessary to identify in library work. Rhythm is the basis of speech membership of poetic works. The rhythmic organization of the verse is characterized by repeating elements, which determines the sympathy inherent in these works, ease of movement. The perception of a young reader of the rhythmic structure of the poetic work is an important condition for the upbringing of a creative reader, one of the tasks behind ?? by children's librarians.

It is also important to try to convey to the reader and disclosure with an illustration of a composite reception based on a literary work. Sensing with the help of illustrations, the composition of literary construction, younger schoolchildren are easier to perceive the literary work itself in the unity of its ideological content and artistic form.

And finally, the last remedy is the reflection of the language of the literary work. Language is the most important expressive agent. Illustration language is a language of fine art. In this regard, it is so important to teach the child to feel the language of art, the correspondence between the style (language) illustration and the style (language) of the literary work.

So, a book illustration as a special type of visual art has a huge effect on the formation of sensual perception of the world, develops in the child aesthetic susceptibility, expressing, primarily, in the desire for beauty in all its manifestations. Illustration in the book is?? rive member of children with the world of fine art. Frequency and deepening the content of the book, awakening in the child those feelings and emotions that are truly artistic work in us, and finally enriching and developing its visual perception, the book illustration performs aesthetic function.

Features of the perception of children of book illustrations.

The first books with bright, beautiful illustrations of artists open the window to the world of living images in the world of fantasy. An early child's child emotionally reacts, seeing colorful illustrations, he presses the book to himself, strokes his hand in the picture, talking with a character painted by the artist, like alive.

This is a huge force of influencing graphics on a child. It is concrete, accessible, is understandable to children of preschool age and has a huge educational impact on them. B.M. Heat, characterizing the features of the perception of works of art, writes that if scientific observation is sometimes called "thinking perception", then the perception of art is "emotional".

Psychologists, art historians, teachers noted the originality of the perception of graphic images: a colorful figure, and with age, more preference are given to real color, the same is also noted in relation to the requirements of children to the realism of images.

In a senior preschool age, children negatively relate to the conventionality of the form. The perception of works of graphic art can achieve varying degrees of complexity and completeness. It largely depends on the preparedness of a person, on the nature of its aesthetic experience, the circle of interests, psychological state. But most of all it depends on the work of art itself, its artistic content, ideas. The feelings that it expresses.

Considering the illustration, preschool children not only emotionally respond to color and form, but also comprehend what is shown. Tools of artistic expressiveness (line, shape, color, composition), help children learn the content of the picture. They emotionally perceive the image, show the desire to consider the image again.

Research (T.A. Repina, E.A. Bondarenko, E.Sh. Kolko, V.Ya. Kyonov) showed that children are able to correlate the drawing, color, form with the characteristic image. The drawing is the most important factor in establishing the relationship of the child to the characters of the work (stories, fairy tales).

The main thing in understanding the content of the action in the figure for children is 3-4 years old is the subject with which a person performs an action, and for children 5-7 years old - the pose of a man and various compositional techniques of movement. Perspectively reduced in the figure items younger preschoolers perceive small in reality and only by 5-6 years begin to understand the reduction of the remote subject (closer - further).

The illustration is an artistic agent that helps to fully perceive the literary image, thanks to the ability of the artist clearly, expressively, accessible, emotionally convey the idea of \u200b\u200bthe work. The artistic image in the illustration is perceived by children actively, emotionally.

His movements, gestures, preschoolers often imitate characters, they consider an unusual pose with curiosity, the expression of a person's face. Form, manner of drawing affect the nature of perception, depth of observations. A bright dynamic pattern without clutter details, without a sharp deviation from reality is more accessible to the perception of children 5-7 years.

In order for the artistic image to be clear, it is interesting, entertaining for a child, the artist selects the appropriate means of expressiveness, characterizing the characters - drawing, color, composition, the peculiar use of which determines the individual creative artist's manner. In connection with these features, creating clear, accessible and at the same time highly artistic graphic images is required.

Such works of book graphics created V.M. Konashevich, V.V. Lebedev, A.F. Pakhomov, E.I. Chamushin, Yu.A. Vasnetsov, E.M. Rachiev, who contribute to the formation of aesthetic perception in children. However, if children do not learn to perceive a graphic "language", the vast possibilities for the formation of aesthetic perception of illustrations may not be implemented.

On the other hand, child visual creativity will not receive an incentive for development, since children in their drawings use the same means as artists (shape, line, color, composition). Having perceived illustrations, the child mentally participates in the actions of heroes in them, worries their joys and sadness. He brightly expresses his feelings in replicas, gestures, faithful. Depending on the content of the picture, the children are fun laugh, they become serious and concentrated.

Illustrations for fairy tales, where real validity is given in combination with fantastic images, which are depicted colorfully, unusual, children are perceived emotionally, with interest to the vintage termes, costumes, patterns, household items.

Illustrations where artists use conditional techniques, distort the form, roughly breaks the composition of the drawing, children reject, express dissatisfaction ("This is ugly", "not like", "badly painted", "I do not like such pictures", etc.). When the illustrations are of interest, the children show a desire to tell, describe the pictures shown in the picture. Especially loved by children illustrations in books about animals, they prefer drawings with the image of animals, in which the complete similarity is transmitted ("as real", "reproducing", "shaggy").

Illustration As a peculiar type of art closely connected with a book. The ability to perceive it in unity with the text is one of the indicators of aesthetic perception, since the graphic image makes it possible to see and understand the content of the poem, story or fairy tales. It is not by chance that children choose books with illustrations and try to "read" themselves.

The aesthetic perception of the illustration is manifested in the ability of the child to describe the depicted action, deal with the relationship between characters, the heroes of the work. It should be highly appreciated the meaning of the illustration in the children's book, since from her viewing the other stage begins in the knowledge of the surrounding, children willingly go beyond the artist in a new world of living images, fiction, combinations of real and fabulous. They are included with interest in this process, in this game of fantasy and imagination.

The artist - an illustrator should be able to talk with the children "tongue" simple, clear, extremely sincere.

2. Features of the perception of children of book illustrations

Consider illustrations - an indirect method of teaching children of visual activity, which allows you to enrich the pictorial experience of children with new graphic images and image methods, helps to overcome stereotype in drawing.

The principles of paperwork and illustrating books are primarily due to the age characteristics of children's perception. For each of the age stages, certain features of the assimilation of information significantly affect the design of the book, on the quality of illustrations, the solution of font compositions, etc. In addition, special compounds of illustrations and text in the book are connected with the age characteristics of children in the book.

It is important to emphasize that in a child every age has self-sufficient value, representing an organic whole, defined by the laws of internal development. Illustrations and paperwork are not passively followed by the development of the child, but promoted, stimulate its development, awakening his creative abilities in the child. Features of the perception of children of different age groups of illustrations in the children's book are analyzed in a number of works of psychologists and teachers. Researcher I. Kotova found some features of recognition by children of the depicted image. So, for children 3-4 years old, the main feature of the recognition of the image is the form, the color is secondary value. For the children of the fifth year of life, the color begins to play a major role in recognition, and for the children of the sixth year of life, the color is the same important feature when recognizing the image of the image, like the form.

Focusing on expressiveness in the image of events, images of people, animals, the wealth of characteristic details, the color side in the works of art makes it possible to bring children to the ability to elementary evaluate them. The estimated attitude in children is expressed in the preference of some works to others: often children ask for a few times what they liked and remembered; Favorite works appear, a conscious feeling of joy, pleasure from viewing is developing.

At the early stage of the development of the child, at the moment when he can simply be in hand in hand, - clarity, simplicity and expressiveness of the graphic work - these are the three requirements that makes the baby to the image. The external primitiveness of the picture is hiding the content and understanding of the surrounding world. Children's perception requires the subject to be depicted thoroughly, taking into account all the details, but at the same time without rags and sings. The child needs to distinguish between all parts of the subject: a person should not be depicted in a profile or in any unusual and difficult to know the angle, the feet in animals should not cover one another, but be fully drawn, etc. Crook not why to suffer to guess, considering the incomprehensible picture. The baby must learn the depicted items at first glance. In addition, according to many children's artists, the illustrations "for the smallest" should not contain a light and perspective.

And, of course, in the color drawing, the child is easier to figure it out: the color helps learn the subject and find it on a white leaf field. But in color the same as in the image itself, it is necessary to adhere to certain requirements - the item must be depicted in the figure in its natural, "natural" coloring. This, by the way, refers to the illustrations for all age categories.

It is important to pay attention to the composition of the drawing. It should be simple and flow directly from the plot of the book. It is necessary that the crumble at first glance "understood" the picture, correlating it with the text just read.

At an older age (from 2 to 6 years old), the child is particularly actively developing an idea of \u200b\u200bthe world around - the memory, imagination, is increasingly complicated by emotional reactions. Illustrations in the book play in this period an extremely important role. Often a child for life saves a picture from a children's book - a terrible, funny, sad. The impression of the child depends on the illustration directly and from the equipment of its execution, and on the degree of emotional impact of the text to which it belongs. But as far as children are unequal in the same thing, the same age, so differently and their perception of the same phenomena of the surrounding world. During this period, the individuality of the character of a small person is already particularly clearly begins to manifest. Therefore, to bring the formula "ideal" illustration for this age is impossible. It is only possible to talk about the trends in the selection of a composite structure and the degree of complexity of illustrations inherent in this level of children's development. The drawing (as the child grows) must complicate after the text. The illustration includes the prospect, and lightness, and a more complex composite solution - unusual angles, a more detailed image of familiar and familiar items. Most children, starting in two or three years, prefers drawings with a complex plot and a variety of details.

Similar documents

Art of children's book. Book illustration as a special type of visual art. The originality of the book graphics, its importance in the artistic education of children. Perception of book illustrations. Methods of familiarizing children with a book illustration.

examination, added 07/25/2010


The value of book graphics in the artistic education of children. Purpose of children's book. Features of the perception of children of book illustrations. Forms, methods and techniques for familiarization of children with art. The formation of the ability of aesthetic perception.

coursework, added 04.12.2008


Concept and history of art book illustration. Famous illustrators artists. Graphic editors used in school in computer graphics lessons. Aesthetic education child with computer graphics: methods, techniques, means.

thesis, added 24.03.2011


Psychological and pedagogical characteristics of the development of preschool children. Stages of the development of the perception of the artistic work. Features of the perception of children's books. Principles of illustrating books depending on the age of readers.

coursework, added 03.06.2014


Art of book illustration as a means of moral and aesthetic education of younger students. The role of book graphics in the raising of children. Implementation of creative work "Koschey Immortal: illustrations for a fairy tale" and analyzing its artistic features.

thesis, added 01.05.2015


The concept, properties and types of "artistic perception", the stage of its development in a child in the lessons of visual art and literature. Basics and principles of aesthetic education of schoolchildren. The role of the teacher in familiarizing children with works of art.

course work, added 18.11.2013


The role of art in aesthetic education. Aesthetic effects of book illustration. Main forms, methods and techniques for familiarization of children with art. The role of people's decorative and applied art in the formation of the visual creativity of children.

examination, added 02/05/2012


Fine activity. Methods for the formation of aesthetic and artistic perception of preschoolers. The idea of \u200b\u200bthe types of fine art and folk art. Acquaintance of children with works of painting of great Russian painters.

attestation work, added 12/26/2008


The study of socio-cultural problems in the artistic education of children. The concept of "free time" and "leisure". Pedagogical foundations of artistic education in a mug of fine art. Formation of the foundations of a holistic artistic perception.

course work, added 10/21/2013


The emergence and features of the development of visual art in primitive society. The academic system of art education in the XVI-XII centuries. PD pedagogical views Cleaner. Objectives and tasks of teaching visual arts.

1.1 Specificity of artistic expressiveness in works by artists illustrators in illustrations for children's book

The main artistic art art illustration for children is the figurative realistic disclosure of the ideas of literature and phenomena of life, the meaning of everything that surrounds us. It relies on the image of children's thinking. The artist comes to the child when he does not know how to talk, and the artist helps him to understand the content of the book.

At first, the child will gladly find out in the picture his toys, kitten or dog. Then the book tells him about how the African elephant, the sea, a plane, satellite, rocket look like. About what is good and what is bad, the child will not just hear: illustrations will make these concepts with visual, personified.

The image of the hero is one of the most important moments in the illustration for children. In the book for small artistic image carries a wide variety of concepts about the world around him, serves as the first measure of life phenomena.

Creating an artistic image in illustrations for children is carried out with the help of a complex of specific means of artistic expressiveness graphics - drawing, colors, book page composition, book layout as a whole.

Color in the children's book is the chief assistant artist. He plays an important role in the process of perception by child illustrations. This is due to the special emotionality of children, their increased responsiveness on color.

The complexity of children's relationship to color is clearly visible in their drawings, where the color acts as a way of distinguishing objects, emotion expressions; Often the color performs both the game function. For the artist, who is drawn not only to the color perception, but also to the "color imagination" (definition of S.Asenstein) children, it is important that this imagination is managed by both the impressions of the viscous world and the emotional reaction to them, as well as the specific game logic of the child . The task of the artist is to satisfy the need of the laws of color harmony. Provided children to comprehend the laws of color harmony, the artist not only develops their aesthetic feelings, but also prepares its viewers to the full perception of many other phenomena of reality.

Different methods were reached by complex color harmony V.Lebedev, V. Konashevich, Y.Vasnetsov, etc. V.Lecedev prefers entertainment, the "parade output" of color - open, bright, saturated. Live colors interaction, their struggle - all this happens in front of the viewer. Drawings to the "Circus" S. Marshak, made in 1924, - a characteristic example of the Lebedev skill to build virtuoso color compositions. In the "Circus" triumphs intensity of colors; The artist reveals a dynamic stain structure, aspiring to confrontation with another local stain. This technique creates that dynamics that permeates the entire book. The drawings impress the elegant colorful, meanwhile, the only one truly "bright" color is red. But the color orientation of the book is so thin and knew how the other colors (gray, lemon-yellow, green, black) sound next to the red strength.

Principle V. Konashevich is the principle of consistency, comparing colors. The artist has the rarest ability to "exclude" the colors in each other, forcing in all colors to sound the elusive, common to them all, barely audible shade - and achieves with the help of this reception of the unity of the color solution.

In the illustrations of Y.Vasnetsov, the proportions of real and fantastic color are surprisingly defined; This principle of equilibrium is of great importance for the right perception of the book. The color of Vasnetsova is "tied" to the subject: the wolf is gray, geeboy, fox - redhead. In addition, its color is concrete, simple, it is easy to call it. This is in some sense the color alphabet that helps the child to comprehend the color and its meaning.

The drawing in the children's book exists on equal color rights. The drawing is a means of artistic expressiveness, the perception of which for children is a new stage in development. It is the drawing that makes the book a book, at the same time he is the limitation that is superimposed on the color of the laws of the book and which introduces the color to the book construction system - layout.

It is impossible to pass by the characteristic signs of the subject: if in the children's book you need to draw, for example, the ball, then it is simply obliged to be round, since it is its main sign, for all balls common. Such a general feature has every group of items, but, pushing out from him, the artist gives the subject and concreteness of existence in a specific environment.

Drawing a person and trying to convey the character of the character or his mental state, should also be borne in mind and some features of children's perception. In the book constant and close to the child, the image and expression of manifestations of mental life, the psychological state is the gesture, a captured moment of movement.

The gesture carries a rich semantic load, but only the gesture is observed, sharp and generalized to a certain limit: it is valuable living grain of movement.

A feature of drawings for children is their close connection with the text, place them next to the corresponding rows. Particular attention is paid to the artistic availability of the drawing, which is caused by the peculiarities of children's perception.

A specific feature of the children's book graphics is the allocation in the illustration of the most basic, special integrity and clarity of the composition. The general laws of composite construction are expressed more acutely, obeying the peculiarities of children's perception, the tasks of the children's book.

In the book for small children, specifically external and internally design, requiring thoughtfulness, harness, enormality of a solution that can captivate a child.

Layout of the book combines all means of expressiveness. Maketing methods are different. The masterfully realized dynamics of the book structure creates the original spatial and color rhythm of the book. Types of books of books for young children are different - from a book - toys, books - images, books - Shirma before books -to-tank. Special features have the design of the children's book. There is no need to maintain in the book for children the whole structure of the book for adults (super binding, binding, forgeds, frontispis, title sheet, etc.).

The special nature of the design is its visibility, harmony, enormality - distinguishes book graphics for children.

Information about the work "Familiarization of children of preschool age with the work of artists-illustrators, as a means of developing plot compositions"

As a means of developing plot compositions in the drawings of the middle preschool children after the completion of the planned work plan for the development of plot compositions in the drawings of the middle preschool children in the process of familiarization with the illustrations of Yu.A.Vasnetsov, a control stage of the experiment was conducted. At this stage, the effectiveness of the used classes of formative ...

In April 2010. The experiment was attended by 16 children of the older group. 2.2 Artistic perception of illustrations of the children of senior preschool age in the process of a stateing experiment, we were put forward by the following criteria for evaluating the drawings of children and the levels of development of fine skills: 1. Sustainable interest, passionism, desire to consider illustrations. Emotional response ...

You can read the poem about this fruit (berry). The game ends when all fruits (berries) are defined. At the end, you can draw any of the fruits. 2. Forms of work of children of senior preschool age in the process of acquaintance with still life. In the senior group, work continues to familiarize children with still life, but already at a more complex level. Children are offered different types ...

It causes in us a truly artistic work, and finally enriching and developing its visual perception, the book illustration performs aesthetic function. 3. Methods of familiarizing children with an illustration. Formation of ideas about the visual means of illustration. First of all, the teacher brings in children interest in the works of art, causes attention to them. Gradually he ...

Test

Illustration as a way to draw attention to children's literature

Currently, interest in the artistic literature, to the very process of reading books in children has greatly weakened. Almost all modern families have televisions, video recorders,DVD. Players, computers. There are thousands of cassettes and disks, many bright and exciting films. Therefore, it is never important to attract the interest of the children's audience to the book to preserve the traditions of generations. Literature is a kind of gate to science and art. Through the books, we learn about the past and present, we get numerous knowledge that we use in life, when choosing a profession and in many other cases. For schoolchildren it is very interesting to study various encyclopedias. These are our first scientific knowledge. It is not always easy to perceive "adult" information when the printed text is only before your eyes. The cognitive process will be much more interesting, if accompanied by explanatory drawings available for children's understanding. In such cases, the illustration is not less than text content.

A colorful illustration for an interesting product is that it is necessary that he inspires children to read, makes the books more interesting and meaningful. So children learn to know the world and reveal their abilities and talents, learn to see beautiful.

Children's interest in reading and drawing can be combined by organizing literary and artistic circles. Participation in the work of such circles could schoolchildren who were interested in reading additional literature, discussing it in the circle of peers, as well as the artistic representation of the events interested. This is a great pastime, interesting and useful. It is important that the children themselves participate in the choice of works, they themselves decide which text they want to illustrate.

Bibliography

1. Illustration. Tips beginners. Publisher: Southern Artist, 2001

2. Kurochina N.A. Children about book graphics. St. Petersburg: Childhood-Press, 2004 - 160s.

3. New illustrated encyclopedic dictionary. Scientific Publishing House "Big Russian Encyclopedia", Moscow, 2003

4. Panov V.P. Illustration in the book. M.: Young Artist, 2001

5. Topalova E.P.Homodniki with diapers. M.: Iris - Press, 2004

6. Shorokhov O.A. Playing a fairy tale. M.: Sphere, 2007