How to treat children's "graffiti" well to develop their creative imagination?

Children's paintings are called graffiti by adults. In the process of doodling, children sometimes produce "masterpieces" with innovative consciousness, and these "masterpieces" are often ignored by adults and often denied by a simple "unreasonable". In fact, in anyone's memory, childhood graffiti is always an important part of happy memories. When you pick up a pen and scribble with your hand,

Einstein thought: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution." In fact, as long as someone thinks of things, they are the basic common sense of scientific development. Today's whimsy may be tomorrow's invention, which shows the importance of imagination to human beings. Children dare to think more than adults and are very creative. They don't have too many rules and regulations in their minds, and their imagination is free and unrestrained, bold and bizarre. "Children's painting" is a special language for children and a carrier for children to express their inner world, that is, painting is an effective means to develop children's imagination. Hegel pointed out in Aesthetics: "The most outstanding art itself is imagination." So in the field of fine arts,

In these years of preschool education, in close contact with children, I gradually realized the irreplaceable importance of graffiti in children's growth, so I made some explorations in my own practical work, trying to make every child grow up happily in painting and painting, and let the joy of graffiti bloom more fragrant flowers in children's growth.

First, let nature take its course.

It is an objective law for children's painting to enter the schema stage (and then the realistic tendency stage in primary school), which is the only way for children's painting to develop. However, now many adults just ignore these two stages, especially the first stage-graffiti. Graffiti has long been ignored by some people as a simple, clumsy and meaningless activity. They always hope that their children can draw some "decent" pictures. When their wishes are met,

This situation is mainly due to the fact that educators demand children's paintings according to the standards of adult paintings, which stifles the nature, simplicity and innocence in children's paintings. Many teachers think that children's works must be instructed or even processed before they can be handed in, otherwise they are "incomplete and incomplete". We often see "children's art exhibitions" in some kindergartens. While we are delighted and amazed, we are also thinking: these adults. Should painting education in kindergarten become a "preparatory course" for art classes in primary schools? Why can't I see the Graffiti Exhibition? As the saying goes: haste makes waste. This excessive demand will lead children to lose confidence in painting, and then lose interest.

In fact, graffiti stimulates children's eyes and hearts, and gains imagination from the results of this activity. The significance of graffiti lies in its special value for children's development. It is puzzling why parents pay more attention to babbling when babies make meaningless babbling, while graffiti is denied as useless by adults. In fact, graffiti, as the bud of a visual symbol, has never been in place.

An obvious behavior in graffiti is repetition. Children keep repeating a certain style, and they can't even see any progress or change in the short term, but if they put it in the long river of artistic psychological development, they can find its subtle evolution. And every seemingly small change is a process of psychological development. Piaget believes that one of the characteristics of intellectual development is that with the development of children's intelligence, their behavior will be very repetitive, and repetitive behavior plays a very important role in children's intellectual growth.

Therefore, we should not go beyond any stage of the development of children's painting. We should encourage children to doodle and let all children take the initiative to participate in painting.

Second, the foundation of self-confidence

In art activities, teachers are most afraid that children will look at you with innocent eyes and say, "Teacher, I can't draw." In fact, the child will say this, which shows that he has no confidence in painting what he wants. Why? From my observation, many children can speak very well, but it is difficult to write because they lack basic painting skills and some elements of point, line and surface. So I started with the basics and led the children into the world of graffiti. From "Footprints on the Beach", children know how to draw sand and what "dots" are. Starting from "Happy Curve", they were allowed to draw sand under the dual feelings of music and ribbons. Smooth painting in the "river". Through "building a house with colors", children are guided to carefully fill different colors into the straight squares of handwritten letters, thus learning to draw in blocks and feeling the "room" and "block surface" formed by lines. It is in such interesting artistic activities that children's painting skills are accumulated unconsciously. "Teacher, I won't."

Third, the consciousness of imagination.

In art activities, teachers should teach children some necessary technical knowledge in order to meet the needs of expressing thinking and creating achievements. They can teach children the methods of observing things, the skills of analyzing and summarizing the shapes of things, and the skills of reasonably arranging composition ... but teachers can't teach technology for the sake of teaching technology, and encourage children to draw inferences while teaching technology. For a theme, children can be encouraged to express it from multiple angles, and simple techniques can be turned into rich thinking creation tools. Develop children's creative thinking. In painting activities, I try to make children change their thinking by asking questions to avoid forming rigid and fixed thinking patterns. For example, in the "Sun" painting activity in the middle class, I asked the children, "What color do you see the sun?" The children suddenly became active. "Red, orange, yellow, green, cyan, blue and purple are sunlight." "What kind of sun do you want in summer?" "What kind of sun do you want in winter?" Then the teacher can also ask: "Is the sun always a round face?" Children will decorate the shape of the sun: round face, long face, triangular face, trapezoidal face, painted face, long hair, short hair, curly hair ... Through the teacher's questions, children develop rich imagination and draw exaggerated and unusual objects. Therefore, teachers should ask more questions in painting activities and guide them to exaggerate, misplace, deform, combine, disrupt and distort objects at will. How to draw a fat rabbit? How to draw a thin rabbit? Where is the tall rabbit? Where's Bonnie? How to draw the family of Bunny? How to draw a rabbit kindergarten? Or can the teacher tell a rabbit story and see how the children behave? Wait a minute. Don't confine your child's mind to one thing. Children's imagination potential is huge, and their naive childlike interest and unique ideas will give us new enlightenment.

Fourth, the interaction of imagination.

I try to give my children a lot of time to talk in art activities. I have changed the situation that teachers talk too much and children talk too little in art activities in the past. I often use a spare time after lunch to let children fully discuss what they want to draw that day in the form of conversation. Children are limited by their life experience and age, and the space one can imagine is limited, so that children can perfect the picture in their own narrative process. The narration of my peers also inspired me. I put my personal imagination into everyone's imagination, which not only expanded the children's imagination, but also effectively cultivated the purpose of children's painting. For example, the painting "Mother Tortoise is so happy". I make children think about how turtles play. What game are they playing with their mother? The children chatted with great interest, and vivid pictures were formed in their minds before they started writing: on the grass, little turtles were playing games with their mothers, some were crowded around their mothers, some were rolling, some climbed onto their mothers' backs, and some stood up and hugged their mothers' necks ... Through discussion, when children really started painting, they would not be at a loss. Children's painting is influenced by the basis of painting, their own experience and psychology. There are often considerable differences. Some paintings may be incomprehensible according to the "aesthetic standards" of adults. In fact, children themselves are the people who can understand children's works of art best. We might as well listen to the children's explanation. Once, when a child was drawing a giraffe, he painted the pattern on the giraffe outside, and the whole paper was dotted with dots. The child explained that the point outside is not a pattern, but a raindrop. Suddenly, this painting, which seems to be a mistake made by children, became full of childlike interest. Through the child's explanation, not only can we see many things that we haven't noticed before, but the process of the child's telling is also a good opportunity for him to learn more about his works.

V. Sources of imagination

Rodin, a famous French artist, famously said, "Nature is always beautiful". The natural scenery is varied and beautiful. Nature is the best classroom for children's painting activities. Appreciating the natural scenery opens the door for children to imagine, discover and create beauty. So I often take my children out of the activity room to see beautiful flowers, touch trees and observe small animals, so that their interest is activated at once. Imagination will produce. For example, "all kinds of leaves", children can be invited to observe all kinds of leaves outdoors and let them record their shapes. Some of the leaves on the children's recording paper are big, some are small, some are green in yellow, some are red in yellow, some are long and narrow, and some are heart-shaped ... Just when I sighed, I saw several children pick up the leaves that fell to the ground, just like the children who had not found them were trying to find them. Some children compare with their peers, some use it as a fan, and some even put it in a pool of stagnant water on the platform to play or scrape. The beauty of children is often reflected in their actions, expressions, language and activities. Because children have real feelings for lobules, the effects of children's paintings are rich and colorful. Smart monkeys, mighty lions and tigers and beautiful peacocks in the zoo are also our living teaching materials. Seeing these lovely animals, children express their image more actively. The source of imagination is objective reality, and the content of imagination is the reflection of objective reality. In artistic activities, children's imagination and creativity are further developed by observing objects, reproducing objects, adding pictures, decorating, imagining and coloring. In nature, children actively explore knowledge and participate in activities, which shows that nature not only increases children's knowledge and experience, but also promotes their intellectual development and enriches their whole spiritual world.

Sixth, jump lights.

In children's art activities, we can see children's creations everywhere. These casual "creations" are like sunshine. As long as you are not careful, you may flash by. Teachers should be good at capturing these "jumping points of light" that children appear in the process of painting. How adults view these creations will directly affect children's views on them. Children's paintings may not be so good in the eyes of adults. However, the children themselves are very satisfied. It is difficult for children to make negative comments on the "unlike" of children's paintings. At the same time, it will also damage children's self-esteem and self-confidence and make them lose interest in artistic activities. A child drew a picture with only many irregular wavy lines and many spiral circles. Children named it "the sun" because sunlight flows like a small river. There are many fireballs in the sunshine, so the sunshine is very warm. The children showed us a vivid picture with his unique understanding. But children's creativity is not necessarily a novelty. Sometimes some extraordinary and meticulous reforms are also creative expressions. In a class, I asked the children to draw willows. A child painted the leaves of a willow tree into a symmetrical circle. He said butterflies were flying on it. Once I asked a child who was coloring. He said, "All the paintings are equally bad." This shows that every child has a desire to create, and these subtle changes are the performance of the child's personality. In children's works of art, there are often many "mistakes", such as the green sun and the red duck ... in fact, this is the performance of children's creativity. Children don't stick to the shape and color of the form, and there are not many "why". Draw casually, and you will find many reasons for these mistakes. In this case, you can't judge children's works by the standard of "like it or not". You should know your child's creative intention on the basis of telling his real life situation. As long as children feel satisfied, they should be affirmed, and there is no need to correct their "mistakes" because it does not respect children.

Seven, gorgeous colors

Every artistic activity of children is an emotional experience. Children not only draw with strokes, but also communicate and feel with their emotions and hearts. Through artistic activities, children can experience the friendship between peers, learn tolerance, feel the joy of success and form some good habits. Look! Children draw "mother's flower clothes" as seriously as they actually make clothes for their mothers. When "Happy June 1st" is painted, children's faces will smile, just like returning to the happy June 1st day. Patch, Fat Baby, Cocoon! They are all works made by children after careful observation and care of silkworm babies. We should pay attention to the integrity of children's works in every artistic activity. In art activities, there are always some children who can't finish their works in time due to individual differences or other reasons. At this time, I will try my best to use some spare time to let my children finish their homework. Let the children know that things have to start and end, and since they have started, they must be completed. Cultivate children's good habits of responsibility and perseverance. When children draw, there are some papers, crayons and sometimes other materials on the table. Some children will have quarrels, so I made up a children's song called "Everyone paints happily" to let the children know that they should give in to each other and learn to get along. There are inevitably individual differences among children, and individual children sometimes have arrogance and look down on others' performance. Graffiti on other people's works. I will guide them to find advantages in painting evaluation activities, let them find good places in other people's works, and let children learn to respect others and their own works.

Eight, the spark of imagination

The design of painting questions is very important. Combining with children's physiological, psychological and thinking characteristics, it will get twice the result with half the effort to choose things that children are familiar with and love, and leave enough room for imagination, and creatively design some painting questions that can arouse children's imagination. First of all, the imaginary painting questions designed by teachers should arouse children's strong psychological reaction and arouse children's rich associations or happiness, such as birthdays and everyone. Or sadness, such as "sad little ant" and "crying woman"; Or fear, such as monsters and terrible dreams. Secondly, the imaginary painting topic designed by the teacher should be close to the children's life and reflect the world in their hearts. Real life is colorful, and this "reflection" of children's paintings is a kind of re-creation. This "world" is a magical world full of fantasy and imagination. For example, the painting title "Beautiful Flowers" was introduced by some children after painting. Mother Hua dresses up every little flower beautifully, and then asks Father Hua to listen to the little flower singing and watch the little flower dancing hand in hand ... "Third, children should not only have the association of" shape "but also have rich association of" plot ",such as giant's hand, weird hat and leaf face, and are drawing the topic" If ants are bigger than people ". But I became as small as an ant and was caught by the ant and put into a bottle. The ant is trying to fill the water, and Xiao Ming wakes up from his dream. Children, if Xiaoming's dream comes true, what will our life be like ... "Fourth, the imaginary drawing problem designed by the teacher should be able to combine reality with fantasy, and children's greatest pleasure lies in fantasy. Every child's heart is a magical world full of fantasy and imagination. The "fantasy" here is a fantasy based on "reality". Fantasy painting can stimulate children's subjective imagination of things to the maximum extent, and reflect children's beautiful childlike innocence and unique feelings about the real world. For example, when painting the topic "Animals on Other Planes", I led: "What should animals on other planets look like? How are they different from animals on earth? They must be very special, weird and interesting, right? " Pictures like this include dreaming of a big dinosaur, I landed on the moon, future clothes, and future space city. ...

Nine, the wings of imagination

Thinking is a verb, which is to imagine with your head, that is, images, images or pictures. Imagination is a subjective and spiritual thing, and the space of imagination is infinite. Imagination is not limited by knowledge of nature, scientific rate, traditional ideas, moral habits, rules and regulations. Moreover, it can also break the limitations of reality in real objects, and it is by no means a mechanical copy of reality. Therefore, I don't judge children's works by their likeness. The number of imaginative elements in children's works depends largely on the teacher's evaluation. This time, the teacher takes whether it is like or not as the standard, and the next time the child's painting will be closer to "like" and lose imagination. If the teacher affirms the child's imagination, the child will certainly exaggerate and the imagination will expand. At the same time, children's paintings are full of individuality and there are many places worth learning from each other. It can stimulate children's imagination and creative potential, so I have a purpose to guide children to learn from their peers. The specific method is to introduce children's creative performance in time and guide children to imagine and create on the basis of learning. After the children finish their works, I will show all their works, guide them to enjoy the watching process and find out the advantages in other people's works. In the activity, I will leave a broad space for children to think and create. Develop children's self-personality, so that children can be bold and full of vitality in artistic creation. Children often draw unexpected images of adults: they can paint their angry faces black, draw their heads up with the reversal of their facial features, and exaggerate the hands that want to take things longer than their bodies ... This is the result of children's own thinking creation. Adults should not interfere too much with children's thinking creation. You can't judge a child's thoughts by right or wrong. Instead, we should create a relaxed painting environment for children in teaching, encourage children to be willing to use their brains and draw different contents from others, let children boldly express themselves on the screen, show what they see, think, hear, like and hate, understand and accommodate the imaginary world in their minds, and let children spread their imagination wings and fly freely.

Years of work experience tells me that if we want to cultivate children's imagination from an early age, we must create a relaxed and open environment for them. For children's graffiti, we don't have to stick to the superficial "image" and "unlike", but should actively encourage them to imagine freely and boldly, so that they can get creative happiness in divergent thinking and reverse thinking. When Einstein and Edison were children, they often wanted to do things that adults thought were "no". They are criticized by teachers, but practice has proved that it is of great benefit to them to engage in scientific research and invention when they grow up. Be kind to children's innovative consciousness in graffiti, perhaps their brilliant life begins with these "incredible" graffiti.