Project “Do-it-yourself cartoons. Project "we are in the cartoon" Project to create a cartoon in the dow

Project type– a long-term, joint child-parent creative project.

Project participants: group teacher, children, parents.

The essence of the project: By mastering and using the skills of modeling, drawing, design, applique and crafts, children make characters and scenery for games, staging plays and filming cartoons.

Target: Reveal the secrets of creating cartoons. Create a cartoon with your own hands.

Hypothesis: We assumed that if we revealed the secrets of creating cartoons, we would be able to create our own cartoon.

Tasks:

Educational

Introduce children to the history of the origin and development of animation.
Introduce children to the technology of creating animated films.
Expand children's knowledge about professions: screenwriter, director, animator, cameraman, sound engineer.

Developmental

Develop creative thinking and imagination.
Develop artistic skills and abilities.
Develop coherent speech skills.

Educating

To cultivate interest, attention and consistency in the process of creating a cartoon.
To cultivate an aesthetic sense of beauty and harmony in life and art.
Instill a responsible attitude towards your work.

Forms of work:

View the presentation "Soyuzmultfilm".
“Wizards of Animation” (introduction to professions: screenwriter, animator director, animator, sound engineer, cameraman, etc.)
“Secrets of Animation” (introduction to the world of animation).
“The game is a journey through the stations of the Multi-Remote country.”
Watch the videos “Meeting with Cartoon and the artist Malyavin.”
Watching cartoons (familiarity with the types of cartoons: plasticine, hand-drawn, puppet).
Conversations “The history of animation”, “How a hand-drawn cartoon is made”, “What types of cartoons are there”.

“Journey to the Past – Parents’ Childhood” (strip films were an alternative to cartoons).
Viewing filmstrips.
Experimenting with paints - getting different shades by adding white paint.
Working on the background using unconventional drawing methods.
Working on scenery for a cartoon using unconventional drawing methods.
Modeling heroes from plasticine.
Drawing “Favorite cartoon character.”
Drawing stories in pictures (inventing stories and compiling mnemonic tables “Young screenwriters”).
Riddles about cartoon characters.
Quiz “Cartoon Connoisseur”, “In the Land of Multi-Remote”.
Drawing vegetables on a tray sprinkled with semolina.
“Vegetables in the garden” - plasticineography method.
Work on the intro and ending - in micro groups.
Shooting the screensaver.
Retelling a fairy tale, telling by roles.
Staging a fairy tale.
Compiling a story on behalf of the subject “Living Objects.”
Games “Journey to the World of Emotions” (the ability to distinguish between the emotional states of characters); “Guess the character by facial expressions and gestures.”
Recording a fairy tale.
Consultations for parents “Secrets of animation”, “Methods and techniques of non-traditional drawing methods”.

Stages of work:

Selecting a topic.
Setting a goal.
Proposing a research hypothesis.
Search for material on animation.
Survey of children on this topic.
Studying the history of animation.
Types of cartoons.
Studying the process of creating a cartoon.
Development of an algorithm for working on a cartoon.
Preparation of materials and equipment necessary for the implementation of the project.

Creation of a creative group of parents interested in this topic.
Immersion in a fairy tale.
Storyboard.
Development and creation of characters and scenery.
Reviving characters.
Playing out the plot.
Shooting a cartoon.
Editing footage on a computer.
Voice acting (distribution of roles).

Determining the level of development of generalized educational skills.
Premiere of the cartoon. View (result of work).
Final lesson on the topic “Making a poster”.
Parent meeting on the topic “Children and Animation.”
Project presentation.

Expected Result:

As part of the Do-It-Yourself Cartoon project, children received certain knowledge, skills and abilities:

Manifestation of emotional responsiveness, development of thinking, imagination, ability to express one’s feelings through art.

Development of personal qualities: independence, initiative, mutual assistance, involvement in a common cause, responsibility, respect for each other, self-esteem.

Development of communication skills, manifestations of creative independence, activity in creating an image, development of fine motor skills, the opportunity to show your talents. This gave a new impetus to play activities; children borrowed fairy tale stories and began to make their own characters for their games.

Thus, use of project activities gives us the opportunity:

- encourage children to achieve one or another result;

Achieve a specific and realistic goal, a product of project activity;

Use different types of productive activities in one project;

Demonstrate cognitive, creative, business activity, independence, as well as previously acquired knowledge and skills;

Develop communication skills and moral qualities.

Children have the opportunity to contribute to the common cause, show individuality, and achieve a certain position in the group.

The result of participation in the project is also the liberation of thinking, the development of creative potential, the formation of the ability to observe, fantasize, compare, experience what is seen, reflect one’s impressions in creative works, as well as improving communication skills in a team and socialization.

The formation of a new education system, focused on entering the global space, requires significant changes in the pedagogical theory and practice of preschool institutions, intensifies the search for new, more effective psychological and pedagogical approaches to the process of organizing preschool education and training.

The identified contradictions between the need to form cognitive interest in children of senior preschool age and the insufficient use of means of developing this interest in preschool children through the creation of cartoons in preschool educational institutions, made it possible to identify the problem, which is to find means of developing cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.

Goal: Theoretically substantiate and implement means of developing cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.

Object: The process of forming cognitive interest in children of senior preschool age.

Subject: Means of developing cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.

Hypothesis: the formation of cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions will be effective if cartoons are used as the main means.

Tasks:

To analyze the psychological and pedagogical literature on the research topic, to specify the concepts of cognitive interest of children of senior preschool age.
To consider the features of the formation of cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.
To theoretically substantiate and test in practice the means of forming the cognitive interest of children of senior preschool age.

Research methods: analysis of psychological and pedagogical data presented in the literature on the structure of cognitive interest and the patterns of its formation in children of senior preschool age; a pedagogical experiment, during which the level of formation of cognitive interest was determined; processing of data obtained in observations and experiments.

One of the important means of developing cognitive interest is the use of creative tasks in the educational process, which can transform traditional classes by rationalizing children's interest, optimizing the processes of understanding and memorizing material in the main areas of preschool education, and most importantly, raising children's interest in independent learning to a higher level. activities.

Cognitive interest, first of all, arouses and reinforces that educational material that is new, unknown for students, makes them wonder, and amazes their imagination. Surprise is a strong stimulus for cognition, its primary element. But cognitive interest in educational material cannot always be maintained only by vivid facts, and its attractiveness cannot be reduced to surprising and striking imagination. K. D. Ushinsky also wrote that a subject, in order to become interesting, should be only partly new, and partly familiar . The new and unexpected in educational material always appears against the background of the already known and familiar. That is why, in order to maintain and develop the cognitive interest of older preschoolers, it is important to teach them the ability to see new things in the familiar.

Creating a cartoon with preschool children is a modern type of design technology that is very attractive to children.

Animation is a type of cinematic art, the works of which are created by the method of frame-by-frame filming of successive phases of the movement of cartoons. (graphic or hand-drawn animation) or volumetric (3-dimensional or puppet animation) objects. The art of animation is practiced by animators (animators). The animator comes up with cartoon characters, sketches the main scenes, works on the facial expressions and gestures of the characters, and looks for interesting techniques that make the film stand out from the crowd of others. Engaged in storyboarding and coloring of the future film, character animation (works through their movements, drawing intermediate phases). Usually several specialists work on a cartoon, and each of them does their part of the work.

Cartoons (final animation product) are created by either frame-by-frame shooting of manually moving stationary objects step by step, or by drawing (on celluloid, paper or computer) phases of object movements, with their further combination into a single video sequence.

The main pedagogical value of animation as a form of modern art lies, first of all, in the possibility of comprehensive developmental education for children. In addition, it is animation that helps bring the interests of adults and children as close as possible, distinguished by the accessibility and uniqueness of the genre. With its help, you can make the learning process fun for preschoolers. The positive impact of animation can be an excellent educational tool for liberating thinking and developing a child’s creative potential.

The process of creating a cartoon is an interesting and exciting activity for any child, since he becomes not only the main artist and sculptor of this work, but also voices it himself, forever preserving the result for himself in the form of a finished video product. You can create a cartoon with both children of primary preschool age and older preschoolers. It all depends on the involvement of children in the process of creating a cartoon. Thus, children 3-4 years old can, with the help of an adult, create scenery, draw or sculpt cartoon characters; during shooting - move the figures, they can voice it. Children of senior preschool age can already act as a cameraman, screenwriter, or animator director. (animator), artist, actor and composer .

Creating a cartoon is a multifaceted process that integrates various types of children's activities: speech, play, cognitive, visual, musical, etc. As a result, students develop such significant personal qualities as curiosity, activity, emotional responsiveness, and the ability to manage their behavior , possession of communication skills, etc. .

The filming process includes:

inventing and discussing a plot;
creation of characters and scenery;
filming a cartoon – on average 200-300 frames (photos);
installation.

The algorithm for creating a cartoon is as follows:

Choose a famous fairy tale, story or poem (or we remember a story from experience, or we make up a story ourselves), idea - script
Preparing for filming a cartoon, creating characters.
Preparing scenery and background
Installation of scenery on the shooting site.
Shooting a cartoon - animation (one of the children plays the role of operator and takes a place at the video camera or camera (mounted on a tripod), and the rest carry out actions in the frame, rearranging the characters and scenery in accordance with the planned plot):
the greater the detail in the character’s movement, the more natural and smooth the movements will be;
When shooting, you must ensure that static objects (background) didn't move;
do not forget that changes may occur in the scenery (the wind blew and the tree swayed);
No foreign objects, animators' hands, or shadows should get into the frame;
In order for the characters’ movements to be clear, you need to shoot from one point, fixing the camera (preferably on a tripod) without moving or zooming in on the image.
Cartoon montage (all footage is transferred to the computer, viewed, unnecessary frames are deleted):
the more frames per second, the smoother the characters’ movements; the less, the more intermittent. Timing: usually we take 4 frames per second, sometimes 1 (it all depends on the program). Accordingly, at a speed of 1 frame per second, 60 photographs need to be taken for a minute of film.
It is not at all necessary to make every move of the hero; you can combine them later on the computer. For example, a head nod - you can take 2-3 frames and then repeat them.
Then the children take turns recording the voiceover, pronouncing their lines on a suitable frame:
if necessary, write down the text in small pieces;
There must be absolute silence while recording "in a studio" (no extraneous noise);
sound effects can be used (the creaking of the door, the sound of the surf...).
Musical accompaniment, titles.

The cartoon can be made in various techniques:

transfer (drawing characters on paper and cutting them out, for each frame the cut out pictures move)– good for those who like to draw;
plasticine animation (modeling from plasticine)– good for those who like to sculpt. Can be flat (like relay) and volumetric (like stop motion animation);
object animation (ready-made toys are used: "Lego" , cubes, men, cars)– allows you to revive your favorite toys, suitable for those who love to build and design, and for those who do not really like to draw;
flowing animation (drawing with bulk materials - cereals, semolina, coffee)– from 10 years, no more than 4 participants;
pixilation (animation with the presence of the participants themselves in the frame, makes it possible to do various tricks - reviving objects, transformations, passing through a wall, flying, etc.) You need good lighting in the room where the shooting takes place, or the ability to shoot outside.

Techniques can be mixed.

When creating a cartoon, children consolidate the ability to take on different roles in accordance with the plot, improve the ability to independently choose a fairy tale, poem or song. They can create a story about their family, talk about our country, or go on a trip to a distant planet. You can create a cartoon about your kindergarten, and the heroes will be the children of the group, talk about how they spent their day today, or maybe about how they swam in the pool or helped the kids get dressed for a walk. The theme of the cartoon can be anything, it all depends on the imagination of the child and the teacher.

Creating a cartoon with preschool children is one of the effective means of developing cognitive interest. Animation helps to bring together the interests of adults and children as much as possible, distinguished by the accessibility and uniqueness of the genre. With its help, you can make the learning process fun for preschoolers.

Thus, creating a cartoon is a technology that allows a teacher to solve many goals and problems.

The organization of work suggests the implementation of the following stages:

First stage. Conducting a primary contrast experiment. In the process of working on the problem at the search stage, a diagnosis of the level of development of cognitive interest was carried out. Carrying out such diagnostics is necessary both to identify the initial level of development of the characteristics being studied, and for the targeted selection of tasks that contribute to the formation and development of research skills.

Second phase. Development and testing of a program for the development of cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions for the formation of a higher level.

Third stage. Carrying out a repeated control experiment.

The purpose of the third stage is:

conducting a repeated experiment to diagnose the level of cognitive interest;
analysis of the results obtained during the initial and repeated experiments.

Diagnosis of the level of development of cognitive interest included various methods. (Annex 1)

Based on these indicators, I assessed the level of development of cognitive interest in preschoolers of the senior preparatory group.

To determine the initial level, we used the method of observation, conversations with teachers working with these preschoolers, and studying children in the process of joint preparation and carrying out a collective creative activity. The results were assessed according to the following criteria: cognitive, emotional-volitional, motivational, effective-practical. The results obtained were summarized.

To identify the level of development of cognitive interest according to the criteria, an observation sheet was used. The results for the first two methods are presented in table. 1. (Appendix 2)

The results were assessed using a five-point system, with a total score obtained. An analysis of the results obtained can be seen in Figure 1. (Appendix 3)

As can be seen from the diagram, the total score does not exceed 2.3 points, which corresponds to the second level of the ability to structure theoretical material. Criterion "cognitive" amounted to 2.3 points. The result obtained is low, which indicates that preschoolers have virtually no interest in learning, both in computer science and in other subjects. By criteria "motivational" And "emotionally-volitional" The results obtained were 2.1 and 2.2 points, respectively, which is also a fairly low result. Particularly low results for such criteria as "effectively practical" . In general, the results obtained are very low, which indicates that preschoolers’ cognitive interest has not been formed and has no tendency to develop.

As a result of the research carried out using the method of D.B. Godovikova we obtained the following results.

– A high level of development of cognitive activity was demonstrated by 25% of children of senior preschool age who took part in the experiment. These children demonstrated sustained interest and attention to the object that interested them, interacted with it for a long time, and told how to play with this object (For example, “I also have a construction set at home. I use it to build towers and car garages.” ) . While interacting with the selected objects, these children demonstrated joy, surprise, concern and other emotions both in verbal ("Hooray! I managed!" or vice versa, “Something’s not working out for me” ) , and on a non-verbal level (smiled, frowned, scratched the back of their head, etc.).

The high level of development of cognitive activity is also evidenced by the desire of these children to involve adults in their activities (experimenter). During the experimental study, children often turned to the experimenter with a variety of questions, most of which were aimed at obtaining additional information about objects and subjects that interested the child (For example, “How do the clocks work?” , “Why is the water in the sea salty?” etc.).

These children showed particular interest and cognitive activity in relation to the box with "secret" . They twisted it, shook it, felt it, looked at it, asked questions. (“Why is the box closed?” , “I wonder what’s hidden in the box?” ) , offered various ways to open it (for example, they said: "Can be opened with a key" , "Or break it" etc.). Showing tenacity and perseverance in achieving the desired result, the children opened the box with "secret" that brought them joy, satisfaction and pride ("Hooray! It has opened!” , “I was able to open it myself.” etc.).

– The average level of development of cognitive activity was demonstrated by 44% of children of senior preschool age. They are characterized by a certain level of development of cognitive activity. However, these children paid especially close attention to well-known toys. (cars, construction set, dolls). In the process of interacting with objects, children showed both positive and negative emotional reactions in verbal ("Oh! Nothing works out" , “And I love playing with dolls” , "Very beautiful book" etc.), and non-verbal (smiled, laughed, frowned, got angry, etc.) levels. A certain level of development of the cognitive activity of these children is also evidenced by their desire to ask an adult questions on topics that interest him. (For example, “What is this car made of?” , “What brand is this car?” etc.). However, unlike children with a high level of development of cognitive activity, children with an average level of development of cognitive activity mainly asked questions of a stating nature and direction. (“What is this?” , “Who is in this picture? etc.). Questions of a cognitive nature are not typical for them.

These children were also interested in the subject with "secret" ("And what is it?" , “What a beautiful box!” and so on.). They attempted to open the box containing "secret" (For example, “We need to open it!” , “Where is the key to open the box?” ) . However, having failed to open the box the first or second time, they did not show perseverance and persistence in interacting with this item, did not strive to open it, but lost interest in it (“It won’t open! Well, okay" , “I’d rather play with cars!” etc.).

– We recorded a low level of development of cognitive activity in 31% of children. During the study, from the entire list of offered material, these children preferred games only with well-known content. However, interest in these subjects was not sufficiently stable. Children were attracted only by the brightness and colorfulness of the selected objects (for example, the boy took a bright and large construction set, turned it over in his hands, put it aside, began to sort through books, etc.). These children did not exhibit any emotional manifestations during interaction with the selected object. The children did not ask questions or comment on their actions in any way. The subject with the secret did not interest them at all.

To obtain more accurate results, a survey of parents was conducted.

Data from the analysis of questionnaires are presented in Table 2. (Appendix 4)

As can be seen from Table 2, according to parents, the group of preschoolers is at average (2) level of development. 10% of the experimental group were at the 1st level of development of cognitive interest, 90% were at the 2nd level of development.

Thus, based on the results of the initial study, we conclude that it is necessary to introduce a program for the development of cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.

The results of the experimental study formed the basis for the development of a system of measures to optimize the process of development of cognitive activity of children of senior preschool age through the creation of cartoons in preschool educational institutions.

This system includes two directions:

work with children of senior preschool age;
working with the teaching staff.

The goal of the first direction is the development of a system of correctional and developmental activities for children, aimed at optimizing the process of development of their cognitive activity. We have determined the basic principle for constructing a system of these classes:

the principle of an integrative approach to the development of cognitive mental processes (perception, memory, attention, imagination), intellectual sphere of children (thought processes and operations, verbal-logical, creative and critical thinking), emotional volitional and personal spheres of each child (formation of adequate self-esteem, increased self-confidence), as well as communication skills;
the principle of individualization, which involves taking into account the characteristics and capabilities of each child in terms of the manifestation of his cognitive capabilities.

Particularly important for optimal results. In my opinion, it is necessary to finally pay attention to the level of fatigue of children. At the first sign of fatigue (which can be evidenced, first of all, by children’s frequent distractions, distraction of their attention, inability to concentrate on the process of solving the proposed problem, etc.), the teacher has the right to deviate from the planned structure of the lesson, conduct breathing exercises, relieve muscle tension, etc.

As part of the studio creation project "Multi-Remote" , for pupils of the senior preparatory group of ADOU "Yurginsky kindergarten of the Yurginsky municipal district" , the following goal was set: updating the pedagogical process aimed at the comprehensive development of the child’s personality and the disclosure of his cognitive, speech, artistic and creative capabilities through the creation of a cartoon.

The implementation of this goal involves solving a number of tasks: to form in children a basic understanding of the secrets of animation, to enrich children’s vocabulary, to develop cognitive, artistic and aesthetic interest in creating cartoons, to develop proactive creativity, the child’s ability to solve any problems in a non-standard way, to cultivate interest and attention and consistency in the process of creating a cartoon, to develop skills of goodwill, independence, and cooperation when a child interacts with peers and adults.

The process of creating an animated film was a joint effort of all participants in the educational process: educators, children, parents, which included several stages:

Preparatory stage. The emergence of an idea. At this stage, we talked to the children about their favorite cartoons. Then we talked about the secrets of animation, found out that cartoon characters are not living beings and are brought to life by people. We found out the names of these people's professions: producer, screenwriter, animator director (animator), artist, cameraman, actor, composer.

The master class on creating hand-drawn and puppet cartoons that we conducted for children aroused a great desire in them to create a cartoon with their own hands. We created the first cartoon in the simplest way - by translating. It was called "Path to the Moon" . The children drew stars, the moon, and colored the pictures I suggested. Then the creation process itself began. We took several pictures, rearranging our pictures; I did the editing myself, and the children were present. Having received their first hand-made cartoon in their lives, the children were delighted.

Then I decided to try a more complex version of creating cartoons. Taking into account the age of the children, well-known Russian folk tales were proposed for the plot. As a result of immersion in fairy tales by dramatizing them, the children chose the fairy tale "Cat, Fox and Rooster" .

Development of the plot and sketch of the cartoon. At this rather long stage, the children, with my help and the help of their parents, thought through the plot of the fairy tale, we discussed the place where all the events take place, who the main characters are and what we need in order to play out the fairy tale.

We united the children into work groups. If necessary, they provided practical assistance to the children, and also directed and monitored the implementation of the project.

While working on the project, we complied with a number of conditions:

Children cannot have their opinions imposed on them; all decisions are made collectively, based on dialogue;
all suggestions and wishes of children must be written down so as not to miss anything;
The child can leave the project at any time and implement his own project. He needs help with this;
Children, while working on the project, join temporary and permanent micro-groups. It is necessary to create conditions for joint partnership activities in each group.

Each child’s contribution to the project was unique, which is where the value of the project method lies.

The children created the forest themselves and sculpted animals. The children expressed a desire to sculpt rather than draw. For preschool children, playing with plasticine doll characters turned out to be more interesting than sketching. The forest was made from scrap materials, the sky with the sun and grass were drawn by subgroups of children. Well, they assigned the house to the father of one of the pupils, who himself "gave out" his dad, saying that he saws well. At the same time, delicate guidance of the child’s creative process is very important, since excessive interference from adults can destroy the main thing - the child’s naive view of the world.

Filming and dubbing a cartoon. At this stage, in individual work, the expressiveness of speech, tempo and timbre of the voice were practiced. When we, together with the children, concluded that the children were ready to present a cartoon, we filmed it.

During this period, work was carried out with small subgroups of children, and a fairly simple and accessible transfer technique was used. Despite the simplicity of this technique, children needed to constantly control their actions: move animal figures to the minimum distance, remove their hands from the frame. Despite the well-known plot of the fairy tale, children were faced with storyboard technologies that were new to them. (drawing up a detailed plan for a fairy tale and scoring). The use of these technologies accustoms the child to carefully work with text, lays the foundations for analytical work and means of artistic expression. During the dubbing, we came up with and implemented all kinds of noises and lines in front of the microphone, and selected music.

Installation. I edited all parts of the cartoon myself using a special program. This stage was carried out without the participation of children due to their age.

The result of our work was presented at the event "Family movie show" . It was a wonderful celebration for the children and parents, who were amazed that their children were able to create such a work of art.

At the same time, this type of project technology did not end with watching a cartoon, since children began vying with each other to propose their own plots for shooting a new cartoon. Ideas just became "to hit the key" .

Working on the project allowed us to solve the following problems:

To increase the level of cognitive and creative activity of children: to strengthen their independence, initiative, activity, self-confidence, children began to plan their actions better.
Strengthen the interest of parents of pupils in the life of children in the kindergarten group, their desire to participate in them.
Expand the educational space of the kindergarten thanks to: organizing the work of a multi-remote studio, organizing work with children to create cartoons, organizing master classes for children for their peers, giving children and teachers experience in organizing the screening and presentation of cartoons.

Thus, in the process of working on a cartoon, cognitive interest is formed. Parents of students are very actively involved in the work, which allows them to solve pedagogical problems in the upbringing and development of preschool children through joint efforts. This is how continuity is ensured in the work of the preschool institution and the family. And children’s universal abilities are developing at a faster pace.

To test the effectiveness of the proposed system of classes for developing the cognitive interest of preschoolers in the senior group, a control experiment was conducted. To identify the level of formation of cognitive interests, methods of the ascertaining stage were used. The results were assessed according to the criteria of the level of formation of cognitive interest of preschoolers in the senior group.

The results of the first two methods were also recorded in the observation sheet (Table 4). (Appendix 5)

Analysis of the results using method 1 is presented in Table 5. (Appendix 6)

As can be seen from Table 5, the experimental group is at an average level of development. During the experiment, 1 person reached level 3 of cognitive interest formation. 1 person remained at the same level (1 level). Thus, 90% of preschoolers reached level 2 of cognitive interest development.

As can be seen from Table 7, the experimental group remained at the average (2) level of development. 10% of the experimental group remained at the same 1st level of development of cognitive interest, 90% remained at the 2nd level of development. That is, parents did not notice changes in the cognitive activity of their children.

The results of the analysis are presented in Figure 3. (Appendix 9)

The generalized result showed that 95% of preschoolers after the experiment had level 2 of cognitive interest development. 5% or 1 person reached level 3.

To identify the impact of the experiment, compare the results of the initial experiment and the control experiment (Figure 4, Table 8). (Appendix 10)

Statistical analysis of the results showed positive dynamics. Positive dynamics in changes in levels characterizing the formation of cognitive interest shows that the implementation of the developed methodology contributes to the development of cognitive interest in preschoolers of the older group.

During the implementation of the cartoon creation project, we achieved certain results. Involving preschoolers in active joint activities with the teacher will contribute to the development of cognitive interest in the further educational activities of preschoolers, now in the preparatory group.

The teacher of the senior preparatory group and I carried out experimental work aimed at assessing the level of development of cognitive interest of older preschoolers. A total of 20 people took part in the study. Based on the results of the initial study, we concluded that it is necessary to introduce a corrective program to develop a higher level of formation of cognitive interest.

In the process of creating cartoons, children of senior preschool age acquire certain knowledge, skills and abilities:

Manifestation of emotional responsiveness, development of thinking, imagination, ability to express one’s feelings through art.
Development of personal qualities: independence, initiative, mutual assistance, involvement in a common cause, responsibility, respect for each other, self-esteem.
Development of communication skills, manifestations of creative independence, activity in creating an image, development of fine motor skills, the opportunity to show your talents. This gave a new impetus to gaming activity.

The generalized result showed that 95% of preschoolers after the experiment had level 2 cognitive interest. 5% or 1 person reached level 3.

Thus, this study allowed us to conclude that creating cartoons in preschool educational institutions contributes to the development of genuine cognitive interests.

The cognitive interest of children of senior preschool age is characterized by the following features: breadth, depth, effectiveness and stability. The breadth of cognitive interest should be understood as “the subject orientation of children’s curiosity, the presence of ideas about objects, phenomena of the surrounding reality, their subject direction, the choice of educational subjects, and individual types of activities. Depth is manifested by the nature of the cognitive attitude towards the surrounding world.

Efficiency and sustainability characterize the activity of students in the manifestation of curiosity, the preference for cognitive activity over other types.

The presence of interest in the process of cognition among children of senior preschool age allows them to be the subject of learning and easily navigate in the modern world. An indispensable characteristic of a child’s readiness to study at school is the presence of interest in knowledge, as well as the ability to perform voluntary actions. These abilities and skills are formed from strong cognitive interests, so it is quite important to identify these interests in younger schoolchildren in a timely manner for future successful learning.

The methodological foundations of the cognitive development of preschool children are based on modern psychological principles.

The possibilities of its development among preschoolers of the senior group have been identified, in the process of education and training through the substantive content of the activity and the emerging relationships between the participants in the educational process. This is facilitated by the creation of cartoons in preschool educational institutions.

Currently, cartoons are not given important educational and developmental significance. Organizing clubs and jointly creating animated films can have a positive impact on children and make an invaluable contribution to the educational system of the younger generation. This is an effective method, since such activities will be remembered by children for a long time and will contribute to the development of fine motor skills, objective activity, creative, aesthetic and moral aspects of the personality.

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Annex 1

Method 1. "Guess the object" . The purpose of the methodology is to identify children’s ability to ask questions of a cognitive nature, the desire of children to talk about an object, highlighting its functional purpose, properties, material, scope of application of the object, manifestation of activity, and the desire to complete the task. Material: pictures of a vacuum cleaner, video camera, washing machine, telephone, truck, bus.

Move. The child is asked to guess the object guessed by the experimenter. To do this, the child must look at the objects and ask questions about them.

If the child failed to guess the object, he was asked to make a riddle about the object himself: to describe the object without naming it.

Method 2. Problem situation: "Item from the Past" . The purpose of the methodology is to identify in preschoolers the ability to ask cognitive questions, the manifestation of an orientation towards understanding the objective world, initiative and activity.

Material: spinning wheel.

Move. The experimenter put a spinning wheel in front of the child and said that they would get acquainted with it, but only after the adult was free. The experimenter observed the children’s actions: whether he was active in learning about the object (examined, examined, tried to act with it. After 3-4 minutes, the adult asked the child to ask what he would like to know about this object.

Method 3. Method D.B. Godovikova.

In order to study the level of development of children's cognitive activity, I used the methodology of D.B. Godovikova , the purpose of which is to identify the level of development of children’s subjective cognitive activity.

The experimental study was carried out with each child individually. In a specially designated room, toys were laid out on a children’s table, allowing for games of different content to be played. (constructor "Lego" , board games and lotto "Animals" , "Vegetables and fruits" , "Shop" , "Salon" , as well as cars and dolls, children's books and encyclopedias, etc.). Among them were also special items containing "secret" , "riddle" . The children were invited to play with toys. The adult acted as an outside observer, recording all verbal and nonverbal manifestations of the children. Particular attention was paid to whether the child showed interest in subjects with "secret" whether he strives to explore these objects and how he acts.

Method 4. Questioning parents.

The survey is aimed at identifying the position of parents in solving the problem of developing cognitive interest in the objective world among preschool children.

Parents were asked to answer a number of survey questions:

What interests your child?
Are your child's interests constant or are they changeable and unstable?
What are your child’s interests in objects of the man-made world?
What is done in the family to develop the child’s interests?
Why is it necessary to develop cognitive interest in children from childhood?

Diagnosis of the process of formation and development of cognitive interest in children 5-6 years old involves identifying a criteria-evaluative base. For this purpose, we represented cognitive interest through the following criteria:

cognitive – asks cognitive questions, the child is emotionally involved in the activity (1 – 5 points);
motivational – the purposefulness of the activity and its completeness are noted (1 – 5 points);
emotional-volitional – shows positive emotions in the process of activity; duration and stability of interest in solving cognitive problems (1 – 5 points);
effective and practical – shows initiative in learning; perseverance (1 – 5 points).

The process of development of cognitive interest is characterized by different levels of manifestation.

For the first (low) level (1 – 2 points) tend to not show initiative and independence in the process of completing tasks, loss of interest in them in case of difficulties and manifestation of negative emotions (upset, irritation), preschoolers do not ask cognitive questions; They need a step-by-step explanation of the conditions for completing the task, a demonstration of how to use one or another ready-made model, and the help of an adult.

For the second (average) level (3 – 4 points) The formation of cognitive interest is characterized by a greater degree of independence in accepting a task and finding a way to complete it. When experiencing difficulties in solving a task, older preschoolers do not lose their emotional attitude towards them, but turn to the teacher for help, ask questions to clarify the conditions for its implementation and, having received a hint, complete the task to the end, which indicates the child’s interest in this activity and the desire to search ways to solve the problem, but together with an adult.

Level 3 skill (high 4.5 – 5 points) characterized by the manifestation of initiative, independence, interest and desire to solve cognitive problems. In case of difficulties, students do not get distracted, show perseverance and perseverance in achieving a result that brings them satisfaction, joy and pride in their achievements.

Master class on creating a cartoon with senior preschool children dedicated to the Year of Ecology

To develop environmental literacy and culture of behavior in children;
- to form an active life position: “Let’s preserve the beauty of nature for future generations!”
In the project by us Was used: camera, tripod, laptop (programs: Windows Movie Maker, Adobe Photoshop CS5 and Microsoft Office PowerPoint); microphone; audio recordings of sounds, melodies, voices of children and teachers voicing the text; song “Let's Save” (author: N. Starshinov, music: A. Cherny); Whatman paper, A4 sheets, sketchbooks, plasticine, stacks, paints, brushes, napkins, colored and simple pencils, felt-tip pens, scissors, glue.

Stages of creating a cartoon:

1. Organizing events for children dedicated to the Year of Ecology in Russia (environmental talks, holidays, quizzes, promotions, children's creativity competitions, games, creating problem situations, watching animated films, reading fiction, visiting the Children's Library).
2. Selection of fairy tales with an environmental focus with children, choosing the plot of a fairy tale as the basis for a future cartoon by voting. Among them were fairy tales in which the main characters took pity on animals and birds and were rewarded for this.

3. Collaborative creation of the script. At this stage, the guys and I discussed the future script, the main characters and their characters, the instructive situation of the new fairy tale and what difficulties the main characters would have to face.
4. Preparation of scenery and cartoon characters. Since we chose the fairy tale “At the Command of the Pike” to create a sequel with an instructive environmental meaning, we planned to create the scenery in the appropriate style. And for this, the children and I visited the museum in the Children’s Library, studied in detail the decoration of a Russian hut, and examined all the elements of clothing of men and women in Rus'.

It was decided to design all the characters in the cartoon using the original origami technique. Our guys are learning this difficult construction technique with interest. We were interested in it because it develops design skills, thinking, imagination and has unlimited potential for developing abilities in children's applied creativity.

To decorate the scenery and add details to the appearance of the cartoon characters, we used paints, felt-tip pens and pencils, plasticineography and modeling.

5. Filming sequential scenes of a fairy tale. Children, under the guidance of a teacher, mastered the technique of photographing frames of the future cartoon with the sequential movement of the main characters in accordance with the script.

6. Distribution of roles and children's rehearsals. At this stage, children mastered the dialogues of fairy tale characters, learned to pronounce sentences with intonation, expressively and clearly. Then there was work on voice-over recording of the cartoon with audio recording.
7. Assembly and installation of frames. It was carried out by the teacher in the Windows Movie Maker program (a standard program in almost all Windows operating systems). To do this, all the frames filmed by the children, the picture with the cartoon's screensaver were imported into the above-mentioned program, the required speed for changing frames was set, special effects were added, files with the voices of the characters in accordance with the image, birdsong and the final song.

To move all the frames into the Windows Movie Maker program, you need to open it and select the “Import images” command; to add audio material, select the “Import sound and music” command.

To set the required speed of transitions from frame to frame and the speed of the duration of image display in the Windows Movie Maker program, you need to select “Tools” - “Options” - “Advanced parameters” and enter the required value in seconds. After this, you can transfer all the images to the timeline below. In more modern versions, the speed can be changed even after frames have been moved to the timeline.

I wish you all creative success!

Municipal educational institution "Mogoituy secondary school No. 2

named after Yu.B. Shagdarov"

Scientific and practical conference

Project
"Cartoon with your own hands"

Completed by: Zhamsuev Kirill Bayaskhalanovich,

student of 2nd grade

Municipal educational institution "Mogoituyskaya secondary school No. 2

named after Yu.B. Shagdarov"

Scientific adviser:

Batoeva Dorzhopagma Batomunkuevna

Mogoituy

2015

Brief summary.

This project was created, first of all, so that by creating a cartoon with their own hands, children develop their creativity, independence and imagination. Therefore, the work presents a step-by-step sequence (algorithm) for creating cartoons at home, which anyone can master, having at hand an ordinary Lego constructor, a computer, as well as photo, video and sound recording equipment. Here you can also get acquainted with the author’s tips that can be applied when creating cartoons. It’s safe to say that with some imagination, you can attract a lot of viewers for the premiere of your own cartoon.

Everyone loves cartoons very much. But few people know how they are created. And many people don’t even realize that cartoons can be created at home. And this is a very interesting and entertaining process.Relevance This project lies, first of all, in the fact that by creating a cartoon with their own hands, modern children develop their creativity, independence and imagination.

Project topic : “Do-it-yourself cartoon”
Target : create a cartoon at home
Tasks:

master the methods of creating cartoons;

gain skills in working with a camera, sound recording equipment, and computer;

master the video creation program “Film Studio”WindowsLive», « PinnacleStudio15";

develop creative thinking and speech

Hypothesis: This project will gain popularity among children if:

The possibilities of this project will be expanded by introducing a circle on this topic at school.

Stages project implementation:

Theoretical (familiarity with the history of cartoon creation, equipment, technologies).

Practical (implementation of theoretical skills).

Step-by-step sequence for creating a cartoon with your own hands.

Createscenario for your film.

Think overimages of characters and scenery , where the film will take place.

Dophotos , moving the figures of the characters in accordance with the script.

Pick upway of scoring film according to the script.

Edit the film in a programmeWindowsLive, PinnacleStudio(or any other) installed on your computer.

Scenario.

The first steps to creating your own cartoon are the most important. You need to show your creativity and imagination as much as possible. An interesting script is already half the success in creating your film. There are two options:

You can come up with your own scenario;

Make a movie based on your favorite cartoon.

I chose a fictional scene from the well-known cartoon “Teenage Mutant Ninja Turtles” as the basis for my animated film. Since I was given a Lego constructor for New Year, I wanted to use it in my cartoon, and I also liked being a screenwriter.

Creation of images of characters and scenery.

Read your script carefully, and then carefully think through the characters and scenery where the action will take place. They should be bright and interesting to attract the attention of viewers.

In my cartoon I used one scene - a meeting between the Ninja Turtles and the Kraangs. The most important thing is to get the right background or scenery. My background was boxes and white sheets of A4 format (Appendix 1), as well as the underwater mobile base of the Ninja Turtles that I assembled from Lego. It is important here that foreign objects do not fall into the frame, otherwise the audience’s attention will be switched to them. Also here you can show your imagination and add figures from other designers.

Taking photographs.

At this stage, you bring your script to life. It is necessary to take photographs, moving the figures of the characters in accordance with the script.

Position the camera so that only the cartoon action scene is in the lens field. You can use a tripod.

Fasten the sheets and secure them so that they cannot be accidentally moved out of place, for example with tape or regular office glue.

Next, we work on the scene. Place the hero figures in the required pose and start shooting, moving arms and legs from frame to frame in the desired direction, thereby creating movements (Appendix 2).

Take as many photographs as you need to convey the intent of your script.

Tip: in order to depict, for example, a hero’s jump, you can attach the figure to the decoration or background on ordinary plasticine, then lower it lower or raise it higher and take a photograph. When you combine the frames, it turns out that the hero is jumping.

So, with a camera and a tripod, and some basic filmmaking skills, you can easily take enough photos to move on to the next steps.

Voice acting.

To dub your cartoon, you can use any sound recording equipment: voice recorder, telephone, etc.

Here, the most important thing is to follow the script, maintain the necessary pauses when moving from scene to scene and change the voice for your characters (you can invite friends for such an important matter).

When creating my cartoon, I used my phone's voice recorder "Samsung».

Film editing.

This is an important part of making a cartoon. Here, the most important thing is to choose the necessary time for switching frames so that the “voice-over” matches the pictures, and the scenes must clearly follow each other. After all, the audience's perception of the film depends on this. You can use music, various sounds, titles, and so on (Appendix 3).

Advice: carefully familiarize yourself with the movie creation program that is installed on your computer and use all its capabilities.

Conclusion.

It's no secret that modern children spend most of their time at the computer and watching TV. Animated films are an art form that especially attracts children. It is cartoons that form the idea of good and evil and show how to behave. And creating your own cartoon solves many other problems.

As a result of this project, the following skills will be acquired:

Determining the order of actions, planning your work;

The ability to combine various working techniques to achieve a given creative task;

Creating a plot for your film;

Shooting an animated film using the time-lapse method;

Editing your own film.

As a result, having done a lot of work on creating your own animated film, you can say with complete confidence that the goal set at the beginning of the work has been achieved and the tasks have been completed.

Conclusion: Having done a lot of work on creating your own animated film, you can say with complete confidence that the hypothesis posed at the beginning of the work is confirmed. The project is gaining popularity among children and my classmates because:

Will arouse some interest, thanks to an interesting script and high-quality preparation of the material;

Perhaps a circle will be opened at school on this topic.

The goal has been achieved, the tasks have been completed.

Enjoy watching a cartoon made with your own hands.

The duration of the cartoon is 1 minute.

Content

Brief summary…………………………………………………………….2

Abstract………………………………………………………………………………3

I.Main part.

Step-by-step sequence of creating a cartoon with your own hands…………………………………………………………………………………..4

II. Practical part.

Scenario…………………………………………………………………………………5

Creation of images of heroes and characters………………………………6

Taking photographs……………………………………………………..7

Voice acting…………………………………………………………….8

Editing the film…………………………………………………………….9

Conclusion……………………………………………………………………………….10

Appendix………………………….………………………………………………………..11

Annex 1

Creation of images of heroes and characters

Appendix 2

Workplace

Photographing

Appendix 3

Mounting

Creating a cartoon in a preschool setting - step by step

Tatyana Pavlovna Starodvorskikh, teacher of MBDOU Kindergarten No. 20 of compensatory type, Krasnouralsk.
Description of material: I bring to your attention an article devoted to the development of children of senior preschool age through the organization of activities for creating cartoons in a preschool educational institution. The article will be of interest to teachers of preschool educational institutions, as well as teachers of additional education.
The problem of development of children of senior preschool age is one of the most important problems of modern pedagogy. The main task of teachers is to support and stimulate their curiosity, cognitive and creative activity, to stimulate interest in different spheres of reality, to satisfy the need for knowledge, self-expression, and creative constructive activity.
Currently, one of the factors that influence the development of a preschooler’s personality, his cognitive and speech activity is the development of information and communication technologies. Cartoons play a major role in the development of a preschool child. As shown by a survey of pupils of MBDOU D/s No. 20 of compensatory type in Krasnouralsk (consisting of 60 people) of senior preschool age, conducted by preschool teachers, 100% of children like to watch cartoons, and 75% would like to learn how to create cartoons themselves.
Cartoon, or animation, is a type of modern art that has an extremely high potential for cognitive, artistic, aesthetic, moral and emotional impact on children of senior preschool age, as well as broad educational opportunities. Animation– a technology that allows using inanimate stationary objects to create the illusion of movement; The most popular form is animation, which is a series of hand-drawn images. Animation is a complex process, built on the combination of several types of arts, is a complex process of influencing a child’s personality, and has a special impact on his imagination. With a competent pedagogical approach, a child’s interest in cartoons and the desire to create his own cartoon product can be used as a means of developing the cognitive, creative, and speech activity of preschool children.
In addition, in accordance with the Federal State Educational Standard for Preschool Education, which prescribes the development of a preschooler in five educational areas, this activity allows you to solve the following problems:
– speech development of children(acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature, enriching the vocabulary; during the scoring of a cartoon - the development of coherent, grammatically correct dialogical and monologue speech; the development of sound and intonation culture of speech, phonemic hearing);
– cognitive development(the activity of creating cartoons arouses sustained interest in preschoolers and helps maintain cognitive motivation, ensures that preschoolers solve problem-search situations, promotes the formation of voluntary attention in older preschoolers, the development of auditory and visual memory, the development of imagination and thinking in preschoolers);
– artistic and aesthetic development(perception of works of art, stimulation of empathy for the characters of the works, independent artistic and constructive activity of children in the process of making cartoon characters and decorations);
– social and communicative development(development of communication and interaction of a preschooler with adults and peers, the formation of independence and self-regulation in the process of working on the creation of a common product - a cartoon, the development of readiness for joint activities with peers, the formation of positive attitudes towards work and creativity);
– physical development(development of fine motor skills of hands)
As part of the activity of creating cartoons, various types of children's activities are naturally integrated: gaming, cognitive-research, communicative, productive.
Creating an animated film requires the following: stages:
1. Determining the general idea of the cartoon.
2. Writing a cartoon script or getting acquainted with a finished work of art.
3. Making characters and scenery for all scenes of the film.
4. Time-lapse filming of a cartoon.
5. Combining frames into a film using a computer program.
6. Film scoring.
7. Joint viewing.
The organization of this activity has the following features.
Features of workspace organization To create a cartoon, it requires a specially equipped place in the group, or a separate room equipped with the materials necessary for children's creativity. To create a cartoon using the “Relay” technique, paints (gouache, watercolor, finger paint), colored pencils, wax crayons, sanguine, colored paper, colored cardboard, scissors, glue are provided. Plasticine, clay, natural materials (cones, plant seeds, herbariums, twigs, shells, pebbles, etc.), as well as story toys are provided for the production of “Volume animation”. Bulk products (cereals, sand, coffee beans, etc.) - for “bulk animation”, as well as technological maps for drawing characters, painting material, manufacturing schemes for cartoon characters and scenery (animals, people, plants, buildings, vehicles, etc. ) from a variety of materials (natural, plasticine, paper, etc.). These manuals can be used depending on the educational goals set by the teacher for the activity of creating a cartoon.
Among the technical devices, a mandatory condition is the presence of a camera, a computer with a program for creating cartoons, a tripod and additional light sources.
Setting priority goals and objectives is a fundamental condition for the activity of creating cartoons, determining the direction of work of the teacher and children, the choice of a work of art, and the technique of execution. The pedagogical goals of this activity can be aimed at the social-communicative, cognitive, speech, artistic and aesthetic development of preschool children. After determining the goals and objectives of cartoon activities with children, the problem arises of choosing a work of art that corresponds in content to the goal. The work must meet the following requirements:
– simplicity and clarity of rhythm (if it has a poetic form),
– small volume,
– simplicity and clarity of images familiar to children,
– lack of descriptive and contemplative moments with pronounced effectiveness.
Creating a cartoon involves a comprehensive organization of various types of children's activities (stipulated in the Federal State Educational Standard for Education): perception of fiction, communicative activities, cognitive research activities and experimentation, productive, visual and design activities.
The organization of observation and experimentation in the process of creating a cartoon is to encourage preschoolers to actively conduct preliminary research and study of the depicted objects and phenomena in order to convey them plausibly.
Organization of productive activities preschoolers in the process of creating a cartoon consists of working together with the teacher on making characters and scenery from various materials. The choice of material is left to the children.
Several techniques are traditionally used to create cartoons:
1. Translation– children’s creation of flat characters (drawn, sculpted, cut out of paper, etc.), flat backgrounds and decorations. Movement occurs by moving objects across the background.
2. Loose animation involves the use of bulk materials (semolina, sugar, buckwheat, peas, sand, etc.), the movement occurs by drawing with your hands on a bulk background located on a transparent illuminated surface.
3. Volumetric animation- production of three-dimensional characters and scenery, their movement in three-dimensional space. Makes it possible to use natural materials, story toys, crafts made from waste materials, plasticine, and clay. It is the most labor-intensive and difficult to implement technique for creating a cartoon.
Organization of cartoon dubbing activities consists in the distribution of roles between preschoolers (a necessary condition is the participation of each child in the production), learning the text of the work, dialogues and monologues. Next, the text is recorded using a microphone and a computer program.
Organizing a cartoon shoot involves preschoolers exhibiting each frame of a cartoon, reflecting the movement of the characters, their facial expressions, gestures, etc. The teacher, using a tripod and stationary light sources, photographs each frame, taking into account the change in angles, far and near, and plans. The more frames are shot, the smoother and more believable the cartoon will be.
Installation The cartoon is produced in a computer program by a teacher: he arranges the frames in a strict sequence, superimposes a sound recording of the text, music, and titles.
The final part of the activity of creating a cartoon in a preschool educational organization involves co-viewing finished cartoon product by a group of older preschoolers, expressing impressions of teamwork, expressing their own opinions, evaluating the results of creative activity and the knowledge acquired in the process. It is also possible to invite parents to the presentation of the cartoon.
Organized activities for creating cartoons by older preschoolers allow them to solve educational problems, develop teamwork skills, cooperation and mutual assistance, develop the creative abilities of older preschoolers, activate cognitive processes and involve the comprehensive organization of various types of children's activities.
Based on the above, we can conclude that the activity of creating cartoons can be an effective means of comprehensive development of children of senior preschool age, according to the Federal State Educational Standard for Preschool Education.

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