Origami, paper design. Lesson notes, GCD. Paper construction in the senior group Technological map for origami step by step with description
Municipal preschool educational institution
“Kindergarten No. 98 of compensatory type in Syktyvkar”
Technological maps of the sequence of performing origami for children of senior preschool age
"Origami with applique elements"
teacher of the highest qualification category
Syktyvkar, 2018
Relevance of the work
Probably every child at one time or another made an airplane, a boat or a cap out of paper for their games. But you can make a lot of interesting and unusual toys from paper, showing your creativity and imagination.
The art of origami has been known since ancient times. It first originated in China - the birthplace of paper. Later spread to Japan. "Origami" translated from Japanese - "ori" - folded, "kami" - paper.
Many scientists, teachers, and psychologists paid serious attention to the importance of developing fine motor skills of the hands. Aristotle said: “The hand is the tool of all tools,” meaning by this the relationship of the hand with mental abilities. The importance of the development of the hand was noted by Kant: “The hand is a kind of external brain.”
These observations oblige teachers to pay the most serious attention to the development of fine motor skills of the fingers. Origami is one of the activities that is interesting to children and develops precision and coordination of movements and affects intellectual development.
The importance of origami for child development:
Develops precision of finger movements in children, improves fine motor skills, and develops the eye.
Teaches children various techniques for working with paper: bending, folding, cutting, gluing.
Develops concentration, ability to concentrate,
Stimulates memory development and the ability to follow oral instructions.
Introduces children to basic geometric concepts: square, triangle, angle, side, diagonal, vertex.
Develops spatial imagination.
Activates children's imagination and fantasy.
Develops artistic taste and creative abilities.
Improves work skills, creates a work culture, teaches accuracy, the ability to use materials carefully and economically, and keep the workplace in order.
The purpose of teaching children origami:
To develop the creative abilities and cognitive sphere of children of senior preschool age by introducing them to the art of modular origami.
Tasks:
Teach children various techniques for working with paper, the ability to follow oral instructions, and operate with concepts denoting spatial characteristics.
Develop fine motor skills and eye, artistic taste and creativity.
Develop a work culture and communication skills in children.
I . Explanatory note
Flashcards: 20 technological maps in A3 format with the name and step-by-step execution of the work (Appendix 1).
Educational area: artistic and aesthetic development (section “Applied creativity: working with paper and cardboard”).
Type of classes: main educational activities (subgroup and individual work), free activities.
Required knowledge and skills of the child: children have basic skills in working with paper (folding paper in different directions, smoothing folds), scissors, and glue.
Expected results:
Children have the idea that origami is the art of folding various shapes from paper.
Children correlate visual demonstrations with verbal explanations, are able to follow oral instructions, and use technological maps.
Children master various techniques for working with paper:make markings using a template, fold the paper rectangular, square in different directions.
Children show creativity in the artistic design of works, use other artistic materials and techniques (applique, collage) in origami compositions, show confidence in their strengths and abilities, and show artistic taste.
Children can createfun toys using origami technique.
Subjects of classes:
Lexical theme “Autumn”
Practical lesson “Tree”
Practical lesson “Carrots”
Practical lesson “Mushroom”
Lexical topic “Pets”
Practical lesson “Cat”
Practical lesson “Piglet”
Practical lesson “Dog”
Lexical topic “Wild animals”
Practical lesson “Fox”
Practical lesson “Hare”
Practical lesson “Hedgehog”
Lexical topic “Birds”
Practical lesson “Penguin”
Practical lesson “Swan”
Practical lesson “Rook”
Lexical topic “Buildings, houses”
Practical lesson “One-story house”
Practical lesson “Multi-storey building”
Lexical topic “Transport”
Practical lesson “Car”
Practical lesson “Bus”
Practical lesson “Ship”
Lexical topic “Clothing”
Practical lesson “Cap. Shirt"
Lexical topic “Insects”
Practical lesson “Butterfly”
Practical lesson “Fly”
II . Instructions for working with cards
Each technological map is presented in the form of a step-by-step execution of work from the initial paper blank to the final craft. The child can look at each stage of the work and unfold it on a sample card for a more accurate idea of its production.
Routing
OOD on design using the origami method with appliqué elements
in the senior group "Domik"
(design based on sample)
Subject: "House".
Integration of educational areas: artistic-aesthetic, social-communicative, cognitive, speech, physical development.
Target: development of artistic creativity in children through mastering the design technique using the origami method with appliqué elements.
Tasks: educational: develop the ability to follow oral instructions; teach various techniques for working with paper; repeat basic geometric shapes.
Educational: develop artistic taste, creativity and imagination; develop children's eye, accustom them to precise finger movements; develop spatial imagination.
Educational: cultivate interest in paper design; create a work culture and improve work skills; cultivate neatness, the ability to use materials carefully and economically, and keep the workplace in order.
Targets: is guided by the scheme, knows how to use the scheme in real space, knows how to work according to the rule and according to the model, listens to an adult and follows his instructions, always understands the meaning of the requirements in interaction with adults during educational activities and fulfills the requirements of the teacher, offers his own ways of completing the task, takes into account the opinions of other children in the course of educational activities, has paper construction skills.
Means of implementation: visual: diagram of a house, images of houses, finished sample of work, verbal: poem, story, riddles, conversation, multimedia: musical accompaniment, presentation “House”.
Vocabulary work: clarification and activation in speech of the words origami, bending, vertical, plane.
Materials and equipment: 3 sheets of colored paper of different colors, A4 format, work diagram, scissors, glue stick, simple pencil.
Methodology:
Introductory part
Educator:
Children, please listen to Irina Stolova’s poem:
"I'll build myself a house,
There will be a lot of space in it!
There will be a table and a stove in the house.
I will let a sheep into my house..."
What is this funny poem about? That's right - about the house. Guess what we'll do? Today in class we will make a house out of paper using the origami method.
There is a work diagram attached to the board in front of you.
Educator: 1) First, you and I will make paper blanks. I take a piece of paper. What shape is it? Guys, we have a rectangle on the table. Let's make a square out of it. Repeat after me. We place a rectangular sheet in front of us and evenly bend the corner of the sheet so that its short part lies evenly along the long one. Smooth along the resulting diagonal with your fingers. We turn the sheet over and bend the “extra” piece evenly. Let's expand. Take scissors and cut off the excess. What shape is the leaf? Right. You need to make two such squares. Let's get to work.
2) Children, show me your squares. Well done! Now, fold two squares together with the colored side facing out. Next we work according to the scheme. Please listen and see what needs to be done.
3) First, the square sheets need to be folded in half horizontally. The top color will be the color of the roof, the color remaining inside the folded square will be the wall.
4) Children, look what kind of figure I got? Right. Now this rectangle needs to be folded in half vertically, marking the center, carefully crease the fold line and unfold.
5) You need to bend the sides of your rectangle on both sides to the center fold line. You should end up with a square.
6) Now expand the square again to a rectangle.
7) Guys, all we have to do is open the side so that the top of the paper is folded into what shape? That's right, a triangle. We do the same on the other side.
8) Our the house is ready. We will expand the side walls a little and place the house on a plane.
Main part
Physical education lesson "Deer has a big house"
Educator: The deer has a big house, (Hands above your head - we represent the roof of the house.)
He sits and looks out the window. (We prop up the cheek with our right fist, and support the right cheek with our left hand.)
A bunny runs across the field, (Running in place.)
There's a knock on his door: (Stamping feet, hands on belt.)
“Knock, knock, open the door, (Imitation of knocking on the door with each hand in turn.)
There's an evil hunter in the forest." (Hands on the belt, turn right and left.)
“Bunny, bunny, run in! (Inviting hand movement.)
Give me your paw." (We extend our hands with open palms)
Completing of the work.
Educator: And now, you will do the work according to the scheme. But first, let’s remember the stages of work.
Children's answers.
Educator: Let's now complete these steps ourselves.
Well done! You did it houses, but they are missing something...
Let's solve the riddles:
1) In the dark, closer to night,
The eyes of the houses will light up.
They'll just close soon
Thick eyelash curtains. (Window)
2) Greets everyone with one hand,
The other one sees him off.
Who comes, who goes -
Everyone leads her by the hand. (door)
3) There is a candle
Made of brick.
Above everyone.
She opened her mouth,
And he breathes smoke. (pipe)
So, you will cut out the window, door and pipe from the remaining colored paper and glue it to your house.
Final part
Conclusion:
Educator: Well done, let's attach the houses to the board. Look how wonderful you did it. The whole city! Who will you put in your houses? You can choose a toy and we will play with you. And in the next lesson we can draw or sculpt the person you want to put in this house.
Reflection:"Apple tree".
An apple tree is drawn on the board. Children are given drawn apples of two colors - red and green. They glue apples onto the apple tree: green - I think I did everything perfectly, I’m in a good mood; red - I didn’t cope with the task, I’m in a sad mood.
Used Books:
S. A. Kozlova - Preschool pedagogy: a textbook for students of secondary vocational education institutions / S. A. Kozlova, T. A. Kulikova - 12th ed., M.: Publishing Center "Academy", 2011. - 272 p.
O. V. Pavlova – Complex classes in visual arts according to the program of I. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Volgograd: 2016 – 191 p.
S. V. Pogodina - Theoretical and methodological foundations for organizing productive activities of preschool children. M.: publishing center "Academy", 2015.-272 p.
From simple to complex. From the simplest airplane to amazing multi-level 3D compositions. On the pages of this thematic section you can find lesson notes and GCD on origami of any level of complexity. This type of creativity is more than just folding paper models.
Origami classes, notes of which are presented here, contribute to the formation of a work culture and the improvement of work skills; contribute to the creation of exciting gaming situations. They also expand children’s communication abilities; instill good artistic taste; develop spatial thinking, creative and logical abilities.
Learn yourself and teach your children how to create real masterpieces using the origami technique.
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All sections | Origami, paper design. Lesson notes, GCD
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Explanatory note
The strategy for the development of the education system of the city of Perm 2030 addresses the issue of developing innovative activities in the field of education, which is focused on improving the educational and methodological support of the education system. The strategy examines educational trends for the introduction and implementation of a system of short-term courses in the educational process. The methodological guide “Magic Origami” is aimed at implementing the strategy.
The short-term program "Magic Origami" is a series of activities where children can immerse themselves in the world of creativity. Students will become familiar with different techniques for working with paper. Thanks to origami classes, a child discovers a whole world of creative abilities, develops fine motor skills and imagination.
Relevance of the development: An opportunity to express yourself and reveal your creative abilities in the process of folding figures using the origami technique in a short time. This development does not require large material costs. The educational course is built on productively-oriented learning technologies, and involves consolidating the acquired knowledge, skills and abilities in practical classes in real life.
Target: systematization of didactic materials on the topic “Origami” and conducting classes on KSK.
Tasks:
- summarize teaching experience;
- organize the work of the KSK, during which students will become acquainted with the history and techniques of origami;
- create methodological and didactic support for the educational process of the KSK “Magic Origami”.
This development presents:
1. KSC program “Magic Origami”, which is designed for 8 hours;
2. Plan of notes for the first lesson;
3. Instruction cards that show the sequence of steps for the job. Instruction cards can be shown as a presentation, printed on the board in A3 format, or printed out to each student in A4 format.
Predicted result: completing the “Magic Origami” course, getting acquainted with the history of origami, types of paper, making figures using the origami technique.
The manual was developed based on the accumulated material over several years by a teacher of additional education, and the materials of children who completed this course were tested. The manual can be used by teachers, parents and students to organize extracurricular time. The short-term course program “Magic Origami” is aimed at developing the artistic and creative abilities of children through teaching origami techniques and dough related to the subject of labor in elementary school. The program was developed in accordance with the education development strategy of the city of Perm 2013, for the implementation of short-term educational courses and is aimed at training students.
Origami is the ancient art of folding paper figures. Origami is an activity that uses both hands. That is why paper folding is a useful activity that promotes the activity of both the left and right hemispheres of the brain, since two hands are involved in the work at once. Classes develop attention, memory, imagination, and intelligence. All these mental characteristics are inextricably linked and depend on the activity of the right and left hemispheres of the brain. The function of the right hemisphere of the brain is associated with imagination, musical and artistic abilities, and the left hemisphere is associated with logical thinking, speech, counting, and scientific abilities. The plasticity of the child's brain and the minimal dominance of one hemisphere over the other is a very fertile ground for the development of both halves of the brain. Doctors say that practicing origami has a profound effect on a child’s mental state and brings him into balance. Children who practice this art experience reduced anxiety, which allows them to adapt to various difficult situations.
The program of short-term courses includes classic origami, which is folded from a square sheet of paper. During the classes, children will become familiar with a certain set of symbols and basic handicaps.
Classes are conducted using instruction cards. The content of the short-term course program “Magic Origami” includes several main stages: familiarization with safety precautions for working with scissors, with the plastic properties and types of paper for origami, with different methods and techniques of paper folding, basic forms and symbols.
The program is designed for 8 hours.
The form of classes is group.
Group composition: 15 people.
Children's age: 7 - 8 years.
Purpose of the program: teaching the basics of origami, creating conditions for the development of artistic abilities of teachers through the study of origami techniques.
Tasks:
1. introduce origami methods and techniques;
2. develop fine motor skills of the hand;
3. learn to work in a team.
Educational and thematic plan
Introductory lesson. Basic origami shapes.
Figures from the basic “Triangle” shape
Figures from the basic form “Book”
Figures from the basic form "Kite"
Figures from the basic form “Pancake”
Figures from the basic form “Door”
Figures from the basic form “Double Triangle”
Figures from the basic form “Double Square” Content
1.Introductory lesson. Introduction to the short-term program program. Safety precautions. Properties and types of origami paper. Introduction to the history of origami, basic forms and symbols.
(Annex 1)
2. Figures from the basic “Triangle” shape
The child will learn to fold the basic “Triangle” shape and make a frog or dog out of it. (Appendix 2)
3. Figures from the basic form “Book”
The child will learn the basic “Book” shape and make different houses from this shape. (Appendix 3)
4. Figures from the basic form “Kite”
The child will learn to fold the basic “Kite” shape and make a hare and swan out of it. (Appendix 4)
5. Figures from the basic form “Pancake”
The child will learn to fold the basic “Pancake” shape and make a steamboat out of it. (Appendix 5)
6. Figures from the basic form “Door”
The child will learn to fold the basic shape “Door” and make an elephant out of it. (Appendix 6)
7. Figures from the basic form “Double Triangle”
The child will learn to fold the basic “Double Triangle” shape from a giraffe. (Appendix 7)
8. Figures from the basic form “Double Square”
The child will learn to fold the basic “Double Square” shape and make different sea creatures out of it. (Appendix 8)
Predicted result
By the end of the “Magic Origami” course, students should:
- get acquainted with safety rules, basic materials for origami;
- learn to use different methods and techniques of origami;
- learn to use instruction cards;
- learn to work in a team, be able to understand and listen to the teacher.
Diagnostic card
Evaluation of the results of mastering the KSK program
High level
- independently performs work according to the instruction card;
- uses materials rationally;
- performs work carefully;
- uses material economically.
Average level
- performs work with the help of a teacher;
- works according to the technological map with the help of a teacher;
- uses materials rationally.
Low level
- cannot work with materials independently;
- does not understand how to work according to the technological map;
- does not understand the teacher’s explanations;
- works irrationally with materials;
- does not draw carefully.
Table of results for mastering the KSK program
No. F.I. teaching Occupation Level of mastery
1 2 3 4 5 6 7 8 programs 1.
2.
3.
Legend: v – high, s – medium, n – low level.
Based on the results of the program, the teacher evaluates the percentage of completion of the KSC program.
Lesson plan 1
Theme "Magic Origami"
Educational program: KSK "Magic Origami"
Age: 7-8 years
Purpose of the lesson: familiarization with basic concepts, the history of the origin of origami technology, and basic forms of origami.
Tasks:
1. Develop fine motor skills of the hand;
2. Create an interest in origami techniques;
3. Reinforcement of safety precautions.
Methods, techniques: explanation, showing, demonstration.
Equipment: projector, blackboard, laptop.
Materials and tools: origami paper, glue pencil, scissors.
Progress of the lesson
1.Organizational part(workplace preparation and safety precautions)Safety rules for using scissors
Keep your work place tidy.
Before work, check the serviceability of the tools.
Do not use loose scissors.
Work only with a serviceable tool: well-adjusted and sharpened scissors.
Use scissors only in the workplace.
Watch the movement of the blades while working.
Place the scissors with the rings facing you.
When working, do not hold the scissors with the rings facing up.
Feed the scissors rings forward.
Don't leave scissors open.
Store scissors in a case with the blades facing down.
Don't play with scissors. Don't put them near your face.
Use scissors as intended.
2. Goal setting(Introductory lesson “Introduction to Origami”).
3. Learning new material(History of origami, basic forms of origami, symbols)
The history of origami. (Presentation show)
Origami is a paper plastic art that originated in Japan. Despite the fact that paper appeared in China, it was in Japan that they figured out how to make amazing figures out of it. In Japanese, the words for "paper" and "god" are very similar. The word "origami" consists of ori - "paper" and kami - "folding". Translated from Japanese, “origami” means “folded paper.” At first, paper was a valuable material and was used in various religious ceremonies. The words “paper” and “god” are very similar words in Japanese. Paper was used to make decorations for temples with images of gods, and paper boxes for gifts.
When paper became a cheaper material, then it began to be used for everyday needs: for wedding ceremonies, festive processions, and home decorations.
The most famous figure in origami is the shape of a crane - an image of freedom, a symbol of deliverance from the atomic threat and radiation sickness.
4.Practical part
Folding basic origami shapes.
Independent work using instruction cards.
5. Final part. Reflection.
What new things have you learned about origami?
What material did you use in your work?
Where did the art of origami originate?
What basic shapes could you make?
Did you enjoy the activity?
Annex 1
Appendix 2
Appendix 3
Appendix 4
Subject: Working with paper.
Subtopic: Origami “Bird”.
Purpose of the topic:- Teach how to analyze a design and make it out of paper;
- Develop eye, creative imagination, finger dexterity and coordination;
- Cultivate kindness, responsiveness, and accuracy in children.
Basic concepts: Rules for working with scissors; correctly read the symbols when working with paper.
Interdisciplinary connections: The world around us, literary reading, music, technology, textbook by T.M. Geranimus “Technology”.– basic: Working with paper. Origami “Bird”.
– additional: methodological manual, visual and handout material.
Materials and tools: colored paper, scissors, tape recorder with the sounds of birds singing, projector, screen, computer.
Methods used: visual and illustrative, verbal, gaming, search, modeling.| Technology | Activity student |
Activity teachers |
Educational and developmental tasks of each stage |
Diagnosing tasks of each stage, UUD |
| Stage I. Organizing time. The goal is to activate students. |
Understand information presented explicitly in class. | Tune children to work | Stage I. Organizational moment, psychological attitude. The bell rang loudly - Teacher: Today an unusual guest asked to come to our lesson. Who is this? We find out by reading the riddle on the screen. |
Stage I. Organizing time. Personal UUD |
| Stage II. Updating knowledge. The goal is to update mental operations: analysis, comparisons, generalization, remember the birds |
Participate in discussing problematic issues, formulate own opinion and argue his. | Organize frontal work, lead students to discuss problematic issues | Stage II. Updating knowledge. For guests on the window Read the riddle. Children: (birds flew to Kostya) Personal UUD – self-determination, moral and ethical assessment Regulatory UUD |
Stage II. Updating knowledge. – Which guests are mentioned in the riddle? Cognitive UUD
|
| Stage III. Introduction to a new topic. Goal: to lead students to setting the topic and goals of the lesson |
Work with information Conversation with student |
Let down students to discuss problematic issues | Stage III. Introduction to a new topic. – What are we going to construct from paper today? Children: Birdie. – Teacher: Let's talk about the poem? – How can you characterize Kostya? (He loves birds, he is an attentive, sensitive boy) – Do you feed the birds? Why do I (you) need to help the birds? When is this especially needed? (It’s very difficult for birds in winter, when it’s so difficult to find food, because all the insects are hidden in holes and crevices. Ornithologists say that if you don’t help the birds in the winter, then only two out of ten will survive until spring. That’s why we hang up feeders.) Communicative UUD Cognitive UUD
|
Stage III. Introduction to a new topic. – What difficulties do birds experience in winter? Give your examples of what you have done that is useful for birds this year? – Why should we help them? Personal UUD Regulatory UUD Cognitive UUD – logical |
| Stage IV. New topic. Goal: to introduce students to the method of constructing a bird out of paper |
Conduct training and set up for work.
Carry out mutual control and render in cooperation the necessary mutual assistance ( work in pairs). |
Organize frontal work, develop the ability to organize your workplace
Organize work in pairs. provide They work in pairs. |
Stage IV. New topic. Teacher: Before we start work, let's look at the sample and diagram of the bird, and tell us what we need to construct the bird?
Teacher: remember the rule for working with scissors and symbols (the diagram is displayed as a presentation on the screen). Teacher: Now look at the diagram and sample of the bird and study how the bird is constructed? Teacher: Here is another diagram for constructing a bird, here is its model. Birdie – 2
– Anyone who wants can study the design of the second birdie. Choose one of the schemes together and try to design it in draft form. And if you want, you can design both. Some first, some second. Teacher: Which pair is ready to explain the construction process? Tell me what bird you chose and how to design it. Step 2 - step by step – Who chose the second bird? How else is it possible? What colors did you choose for the bird? How can you make a bird's chest red? (Step by step explanation of the construction process.) |
Stage IV. New topic. – Why do each of you need to follow these rules? Regulatory UUD - planning, goal setting Personal UUD – self-determination Cognitive UUD – actions of setting and solving problems, sign-symbolic Communicative UUD (planning educational cooperation, ability to express one’s thoughts) Logical UUD (selection of bases and criterion for comparison) |
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| V stage. Physical education minute. | Stage V Physical education minute. Now let's listen to how our birds sing? Cognitive UUD – general educational |
Stage V Physical education minute. Cognitive UUD – general educational |
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| Stage VI. Doing work independently Realize mutual control and render in cooperation the necessary mutual assistance ( work in pairs, in a group). Evaluate the correctness of assignments |
Organize work in pairs or groups provide control over the completion of the task. |
Stage VI. Self-execution work. Make a bird out of paper. Give it a name. Tell me what is the benefit of it. Communicative UUD |
Stage VI. Doing work independently Can you think of a place where she should live? Regulatory UUD (goal setting, planning, forecasting, control, correction, assessment, self-regulation) Cognitive UUD – general educational and logical actions |
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| Supervisory task | Now let's solve the fillword. In Filward you can move right, left, up, down. You can think together. (On the screen)
Questions on the screen: - A bird with a red breast. (Bullfinch) – A bird whose name is similar to a woman’s name. (Jackdaw) – Forest “doctor”. (Woodpecker) – Birds raising chicks in winter. (Crossbills) What can you say about these birds? Cognitive UUD |
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The goal is to summarize the work done in the lesson. |
VII. Lesson summary. Reflection of activity. What should you have learned in the lesson? Have you learned? Tell me according to the diagram:
- You did a great job. So as not to forget, tell each other how the birdie is performed. Personal UUD – meaning making Regulatory UUD - assessment. Communicative UUD Who came up with a place where our birds can live? Let's put them on a tree where there are a lot of rowan trees. After all, our feathered friends love her so much. (Appendix 5) Homework. 1st group. At home, you will find out from additional literature which birds feed on rowan berries? 2nd group. Find poems that describe the life of birds in winter. |
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- Cut out a square with a bird pattern and bend its diagonals.
- Fold the tail and nose together along the fold line.
- Bend your nose back, stepping back a little from the edge.
- Now fold everything together in half.
- Bend each wing in its own direction.
- Turn everything upside down.
- Bend the ends of the wings again and lower the nose inward.
