Verbal teaching methods and techniques include conversation, teacher instructions at the beginning and during the lesson, and the use of verbal artistic images.
Visual arts classes, as a rule, begin with a conversation between the teacher and the children. The purpose of the conversation is to evoke previously perceived images in the children’s memory and arouse interest in the activity. The role of conversation is especially great in those classes where children will do work based on a presentation (according to their own ideas or on a topic given by the teacher), without using visual aids.
The conversation should be short, but meaningful and emotional. The teacher mainly pays attention to what will be important for further work, i.e., to the constructive color and compositional solution of drawing, modeling, etc. If the children’s impressions were rich and they have the necessary skills to convey them, such a conversation is often enough to complete the task without additional techniques.
To clarify children’s ideas on a topic or familiarize them with new depiction techniques, the teacher shows the desired object or picture during the conversation or after it, and before the children begin to complete the task, demonstrates the technique of work.
The conversation, both as a method and as a technique, should be brief and last no more than 3-5 minutes, so that the children’s ideas and emotions are enlivened, and the creative mood does not fade.
Thus, a properly organized conversation will contribute to better performance of the task by children. An artistic image embodied in a word (poem, story, riddle, etc.) has a unique clarity. It contains that characteristic, typical thing that is characteristic of this phenomenon and distinguishes it from others.
Expressive reading of works of art contributes to the creation of a creative mood, active work of thought and imagination. For this purpose, the artistic word can be used not only in classes on illustrating works of literature, but also when depicting objects after their perception.
In all age groups, you can start the lesson with a riddle that will evoke a vivid image of an object in the children’s minds, for example: “A tail with patterns, boots with spurs...” The riddle notes some details of the shape - a beautiful tail, spurs and the habit of a rooster, which highlight him among other birds.
In order to revive previously perceived images of objects in children's memory, you can use short poems and excerpts from works of art.
In some cases, a verbal image accompanies a demonstration of nature or depiction techniques.
When drawing or sculpting themes from literary works, using other teaching techniques at the beginning of the lesson is not advisable, as they can interfere with the work of the imagination. A painting or nature will bind the child to a certain pictorial form, the verbal image will fade.
The teacher should take a serious approach to the selection of works of art and excerpts from them for illustration. A verbal image should include pictorial aspects and show those features of an object that are associated with its visual perception (color, shape, position). For example, when illustrating N. A. Nekrasov’s poem “Grandfather Mazai and the Hares,” almost all the children did good work, since in this work the author vividly described the appearance of the animals and their poses. Such visible images help the child to convey them specifically. An artistic literary image evokes the work of not only the reproductive imagination, but also the creative one.
Even if the verbal image is very specific and vivid, the child needs to think through and imagine a lot: the setting, location, details and much more.
The teacher’s instructions necessarily accompany all visual techniques, but can also be used as an independent teaching method. It depends on the age of the children and on the objectives of the lesson. Typically, the teacher gives instructions in connection with the explanation of the assigned learning objectives.
For all children, instructions are usually given at the beginning of the lesson. Their goal is to explain the topic of the work and the techniques for performing it. Such instructions must be very concise, clear and concise. To check how the children understood the explanation, the teacher can ask one of them about the sequence and methods of doing the work. This verbal repetition of the task helps children better understand their actions.
After all the children have started work, the teacher should not rush to provide individual instructions and help. It is necessary to determine who currently needs help, who has not started work or has started it incorrectly. With these children, the teacher finds out the reasons for the misunderstanding of the task and repeats his explanation, showing some working techniques.
Not all children need individual guidance. Some people think about it on their own, mark the image with a pencil on a piece of paper, so they don’t need additional explanations. Indecisive, shy children who are unsure of their abilities need instructions at the beginning of the lesson. They need to be convinced that the work will certainly work out.
However, difficulties facing children should not always be prevented. Some of them can be refused additional explanations if the teacher is sure that they can solve the problem on their own, they just lack patience and perseverance. In addition, to foster creative activity, it is important that the child encounters difficulties and learns to overcome them.
The form of instructions cannot be the same for all children. For some, an encouraging tone is needed that evokes interest in the work and confidence in their abilities. Self-confident children should be more demanding.
The teacher's instructions should not be a direct dictation to children on how to depict an object in a particular case. They must make the child think, think. When pointing out an error, you need to draw the child’s attention to the violation of meaning and logic in the image: “The dress on the girl looks like it’s torn” (poorly shaded), “Trees are falling” (poorly positioned), “The man is so big that he won’t be able to enter the house.” At the same time, you should not explain how to correct the mistake; let the child think about it himself. Comments should be made in a friendly tone so that children feel the teacher’s interest in their work.
Individual instructions should not attract the attention of all children, so they should be given in a quiet voice. Instructions are given to all children during the lesson if many make mistakes. Then the teacher invites everyone to stop working and listen to his explanation. Such breaks should only be taken when absolutely necessary, as they disrupt the creative process.
Verbal teaching methods and techniques include conversation, instructions from the teacher at the beginning and during the lesson, and the use of a verbal artistic image.
Visual arts classes, as a rule, begin with a conversation between the teacher and the children. The purpose of the conversation is to evoke previously perceived images in the children’s memory and arouse interest in the activity. The role of conversation is especially great in those classes where children will do work based on a presentation (according to their own ideas or on a topic given by the teacher), without using visual aids.
The conversation should be short, but meaningful and emotional. The teacher mainly pays attention to what will be important for further work, i.e., to the constructive color and compositional solution of drawing, modeling, etc. If the children’s impressions were rich and they have the necessary skills to convey them, such a conversation is often enough to complete the task without additional techniques.
To clarify children’s ideas on a topic or familiarize them with new depiction techniques, the teacher shows the desired object or picture during the conversation or after it, and before the children begin performing the task, demonstrates the method of work. Conversation as a teaching method is used mainly in working with children 4-7 years old. In younger groups, conversation is used in cases where it is necessary to remind children of the object that they will depict, or to explain new working techniques. In these cases, conversation is used as a technique to help children better understand the purpose and purpose of the image.
The conversation, both as a method and as a technique, should be brief and last no more than 3-5 minutes, so that the children’s ideas and emotions are revived, and the creative mood does not fade.
Thus, a properly organized conversation will contribute to better performance of the task by children. An artistic image embodied in a word (poem, story, riddle, etc.) has a unique clarity. It contains that characteristic, typical thing that is characteristic of this phenomenon and distinguishes it from others.
Expressive reading of works of art contributes to the creation of a creative mood, active work of thought and imagination. For this purpose, the artistic word can be used not only in classes on illustrating works of literature, but also when depicting objects after their perception.
In all age groups, you can start the lesson with a riddle that will evoke a vivid image of an object in the children’s minds, for example: “A tail with patterns, boots with spurs...” The riddle notes some details of the shape - a beautiful tail, spurs and the habit of a rooster, which distinguish it from other birds.
In order to revive previously perceived images of objects in children's memory, you can use short poems and excerpts from works of art.
In some cases, a verbal image accompanies a demonstration of nature or depiction techniques.
When drawing or sculpting themes from literary works, using other teaching techniques at the beginning of the lesson is not advisable, as they can interfere with the work of the imagination. A painting or nature will bind the child to a certain pictorial form, the verbal image will fade.
The teacher should seriously approach the selection of works of art and excerpts from them for illustration. A verbal image should include pictorial aspects and show those features of an object that are associated with its visual perception (color, shape, position). For example, when illustrating N. A. Nekrasov’s poem “Grandfather Mazai and the Hares,” almost all the children did good work, since in this work the author vividly described the appearance of the animals and their poses. Such visible images help the child to convey them specifically. An artistic literary image evokes the work of not only the reproductive imagination, but also the creative one.
Even if the verbal image is very specific and vivid, the child needs to think through and imagine a lot: the setting, location, details and much more.
The teacher’s instructions necessarily accompany all visual techniques, but can also be used as an independent teaching method. It depends on the age of the children and on the objectives of the lesson. Typically, the teacher gives instructions in connection with the explanation of the assigned educational tasks.
When teaching children of primary preschool age, purely verbal instructions are rarely used. Children still have too little experience and do not have enough visual skills to understand the teacher’s explanation without the participation of sensory analyzers. Only if the children have firmly established skills, the teacher may not accompany the visual demonstration with action.
In the minds of 5- to 6-year-old children, a word evokes a memory of the required technique and what action must be performed when using it. The teacher’s instructions can be addressed both to the whole group and to individual children.
For all children, instructions are usually given at the beginning of the lesson. Their goal is to explain the topic of the work and the techniques for its implementation. Such instructions must be very concise, clear and concise. To check how the children understood the explanation, the teacher in the middle and senior groups can ask one of them about the sequence and methods of doing the work. This verbal repetition of the task helps children better understand their actions. In the younger group, after explanation and demonstration, the teacher should be reminded where to start working.
After all the children have started work, the teacher should not rush with individual instructions and help. It is necessary to determine who currently needs help, who has not started work or has started it incorrectly. With these children, the teacher finds out the reasons for the misunderstanding of the task and repeats his explanation, showing some working techniques.
Not all children need individual guidance. Some people think about it on their own, mark the image with a pencil on a piece of paper, so they don’t need additional explanations. Indecisive, shy children who are unsure of their abilities need instructions at the beginning of the lesson. They need to be convinced that the work will certainly work out.
However, difficulties facing children should not always be prevented. Some of them can be refused additional explanations if the teacher is sure that they can solve the problem on their own, they just lack patience and perseverance. In addition, to foster creative activity, it is important that the child encounters difficulties and learns to overcome them.
The form of instructions cannot be the same for all children. For some, an encouraging tone is needed that evokes interest in the work and confidence in their abilities. Self-confident children should be more demanding.
The teacher's instructions should not be a direct dictation to children on how to depict an object in a particular case. They must make the child think, think. When pointing out an error, you need to draw the child’s attention to the violation of meaning and logic in the image: “The dress on the girl looks like it’s torn” (poorly shaded), “Trees are falling” (poorly positioned), “The man is so big that he won’t be able to enter the house.” At the same time, you should not explain how to correct the mistake; let the child think about it himself. Comments should be made in a friendly tone so that children feel the teacher’s interest in their work.
Individual shouting should not attract the attention of all children, so it should be done in a low voice. Instructions are given to all children during the lesson if many make mistakes. Then the teacher invites everyone to stop working and listen to his explanation. Such breaks should only be taken when absolutely necessary, as they disrupt the creative process.
With the help of words, the teacher organizes the activities of children and communicates with them. Verbal methods and techniques activate the learning process, as they contribute to the formation of more complete, clear ideas. With the help of words, knowledge is communicated and results are analyzed. The following guidelines can be given for using the word:
a) the semantic content of the word used must correspond to the characteristics of the students and the learning objectives (before studying - a preliminary explanation, when studying the basics of the technique - a detailed description);
b) in words it is necessary to emphasize the effectiveness of the motor action being studied (they climb freely at will, more complex coordinations are difficult, explain their effectiveness);
c) use words to indicate the relationships between individual movements;
d) using a word, indicate the moment of application of the main effort; for this purpose, use brief instructions in the form of individual words;
e) the word used must be figurative. This will make it visual and more understandable for students;
f) it is inappropriate to tell students about those movements that are automated;
g) the emotionality of the word used enhances its meaning, helps to understand and understand the meaning.
Almost all verbal methods used are general pedagogical, but their application in physical education has some peculiarities.
The description creates in the child an idea of the action, and a list of signs of the action is provided. It is reported how to do it, why it should be done. The method is used when creating an initial idea, when studying simple actions, while students can rely on their knowledge and experience.
The explanation points to the basis of the technique and answers the question “why?” Promotes the emergence of a conscious attitude to actions.
An explanation accompanies the display of movements and helps clarify individual elements.
Indication is precise orientation in methods of solving a motor task, in methods of correcting errors. It is given in brief form without justification.
A story is a narrative form of presented material, used by a teacher when organizing activities in a playful form (for preschoolers - figurative, plot).
Conversation – preliminary introduction of new exercises helps increase activity. Helps students develop the ability to express their thoughts. The conversation can take place in the form of questions (teacher) and answers (students) or in the form of free clarification of knowledge and views (about the game, clarification of rules, game actions).
Commands and orders. Commands take the form of an order to immediately perform an action, to complete it, or to change the tempo of movements. Commands require a certain intonation and dynamics. The order is formed by the teacher.
Counting allows you to set the required pace. Counting is done by voice using counting with monosyllabic instructions (one, two - inhale, exhale).
Verbal assessment is the result of an analysis of the execution of an action. In this case, the action can be evaluated by comparing it with the standard execution technique. Used in the initial stages of training.
The performance of exercises by one child is assessed in comparison with others. This helps stimulate interest, but is not an indicator of quality. The effectiveness of the action can be assessed.
Categories of assessment can be expressed in various comments from the teacher, expressing approval or disapproval (good, right, wrong, wrong, don’t bend your arms, etc.). Also, comments should be motivated by the teacher.
Verbal instruction is a verbal task formulated by the teacher. It contributes to the child’s greater awareness of the exercise and the creation of an image of the exercise being studied.
Verbal methods promote conscious perception and reproduction of movements by children.
With the help of words, the teacher organizes the activities of children and communicates with them. Verbal methods and techniques activate the learning process, as they contribute to the formation of more complete, clear ideas. With the help of words, knowledge is communicated and results are analyzed. The following guidelines are given for using the word:
a) the semantic content of the word used must correspond to the characteristics of the students and the learning objectives (before studying - a preliminary explanation, when studying the basics of the technique - a detailed description);
b) in a word, it is extremely important to emphasize the effectiveness of the motor action being studied (they climb freely at will, more complex coordinations are difficult, explain their effectiveness);
c) use words to indicate the relationships between individual movements;
d) using a word, indicate the moment of application of basic efforts; for this purpose, use brief instructions in the form of separate words;
e) the word used must be figurative. This will make it visual and more understandable for students;
f) it is inappropriate to tell students about those movements that are automated;
g) the emotionality of the word used enhances its meaning, helps to understand and understand the meaning.
Almost all verbal methods used are general pedagogical, but their application in physical education has some peculiarities.
The description creates in the child an idea of the action, and a list of signs of the action is provided. It is reported how to do it, why it should be done. The method is used when creating an initial idea, when studying simple actions, while students can rely on their knowledge and experience.
The explanation points to the basis of the technique and answers the question “why?” Promotes the emergence of a conscious attitude to actions.
An explanation accompanies the display of movements and helps clarify individual elements.
Indication of precise orientation in methods of solving a motor task, in methods of correcting errors. It is given in brief form without justification.
A story is a narrative form of presented material, used by a teacher when organizing activities in a playful form (for preschoolers - figurative, plot).
Conversation – preliminary introduction of new exercises helps increase activity. Helps students develop the ability to express their thoughts. The conversation can take place in the form of questions (teacher) and answers (students) or in the form of free clarification of knowledge and views (about the game, clarification of rules, game actions).
Commands and orders. Commands take the form of an order to immediately perform an action, to complete it, or to change the tempo of movements. Commands require a certain intonation and dynamics. The order is formed by the teacher.
Counting allows you to set the required pace. Counting is done by voice using counting with monosyllabic instructions (one, two - inhale, exhale).
Verbal assessment is the result of an analysis of the execution of an action. In this case, the action can be evaluated by comparing it with the standard execution technique. Used in the initial stages of training.
The performance of exercises by one child is assessed in comparison with others. This helps stimulate interest, but is not an indicator of quality. The effectiveness of the action can be assessed.
Categories of assessment can be expressed in various comments from the teacher, expressing approval or disapproval (good, right, wrong, wrong, don’t bend your arms, etc.). Also, comments should be motivated by the teacher.
Verbal instruction is a verbal task formulated by the teacher. It contributes to the child’s greater awareness of the exercise and the creation of an image of the exercise being studied.
Verbal methods promote conscious perception and reproduction of movements by children.
