Application of geometric shapes is an incredibly exciting and useful activity with which every child can develop:

1. associative thinking;
2. creative imagination;
3. artistic taste;
4. eye gauge;
5. color perception.

During the classes, the child will receive a lot of useful information about the variety of geometric shapes and will learn to isolate the basic shapes in objects of complex configuration. By working with small details, he will develop fine motor skills, and by completing the task of selecting elements of the desired color, he will learn to combine them successfully.

In addition to developing work skills that will be useful to him later, a child engaged in appliqué will receive a lot of pleasure from the very process of creating beautiful and bright pictures.

Application of geometric shapes in kindergarten

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Three-dimensional applique is very successful with them. Using this technique, children make original postcards and collective still lifes to decorate the interior of a group room.

Application for the little ones

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• In the younger group - at the first stage of training - children learn the skills of carefully gluing elements of a future composition: apply glue evenly, alternate parts of a certain color and shape, remove excess glue using a special napkin.
• To ensure that kids don’t lose interest in the activity, geometric shapes must be played out: colored circles of different sizes can turn into balls, rosy apples or funny buns. They can make a long caterpillar. And if you give a child a large red oval, several small ones and one large black circle, you will get a real ladybug.

During applique classes, teachers often use a surprise moment: after showing the kids a large sheet with a picture of some funny animal (it could be a bunny, a squirrel or a mouse), they ask the children to treat the character “who came to visit them” by gluing pre-cut carrots onto the sheet, nuts or slices of cheese.

Application for the second younger group

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• In the second younger group, kids receive a more difficult task - to glue the finished parts, alternating them in shape and color. You can offer kids circles and squares or ovals and circles in two contrasting colors. Having received a long strip of paper with a “string” drawn on them, children will be happy to glue bright “beads” to it.
• The technique of co-creation, also often used in kindergarten classes, can increase children’s interest in completing a task: for example, the teacher sticks a large steam locomotive on a long strip of paper, and instructs the kids to stick on the trailers. A large cart can be glued to a common sheet, and the children are invited to fill it with delicious apples for the forest animals.
• When children pick up scissors and have mastered cutting a strip along the long side multiple times, the teacher can ask them to fill a large truck with the “firewood” obtained as a result of this task.

Application for children of middle preschool age

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Application in the senior group

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Preschoolers can perform a collective composition over the course of two lessons: in this case, the first of them is devoted to depicting houses, and in the next one they perform the “Car” appliqué.

• Older preschoolers are always interested in activities devoted to depicting their favorite fairy-tale characters, and they will certainly strive to convey characteristic details that make the image they depict recognizable. Robot, gnome, Cheburashka - these fairy-tale characters can be easily made from geometric shapes that children independently cut out from blanks proposed by the teacher.
• The application “House of Geometric Shapes” can be combined with the “nature” theme. Depicting a simple landscape, making the work more expressive, will give the child the opportunity to write an interesting story about it.

Features of the application for older preschoolers

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• Application of geometric shapes in the preparatory group becomes even more complex and interesting, since children of senior preschool age learn to make three-dimensional images using special templates. This technique can be used when doing work on the theme “Autumn in the Forest” or “Red Summer”.

Having cut out voluminous tree crowns, children complement them with images of trunks and glue on grass bushes, mushrooms and fallen leaves. To create additional volume, they can use different types of colored paper (newsprint, textured, crepe), cotton wool (for clouds) and colored cardboard.

• Children really like the plot applique of geometric shapes on the theme “Circus”. Despite the fact that the application representing the image of a person is the most difficult topic for children's creativity, it is quite accessible to them. Bright clothes, interesting costume details, specific makeup - and here we have a cheerful clown performing in the circus arena.

If you do the work collectively, children will enthusiastically get involved in the game of developing a script for a circus performance. In this case, trained animals may appear in the arena: a dog, a giraffe, a baby elephant, a monkey.

In the background of the collective composition, little men representing the audience can be placed: to complete them, preschoolers just need to cut out a large number of circles, stick them on the overall picture and complete the faces and hairstyles using a felt-tip pen.

• Pets are equally favorite objects of children's creativity. Not only a puppy or a cat, but also a hamster, a sheep and even a horse may appear at the work of older preschoolers. However, even if a child performs the “Cat” applique, he will still try to make it original and unique by decorating the heroine of his masterpiece with a flirty bow or giving her an expressive pose.

Application of geometric shapes at school

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Primary school students in technology lessons consolidate the skills acquired in kindergarten, but at a slightly different level, taking into account the degree of development of small muscles and a more extensive knowledge of the environment.

Application in first grade

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In their works, primary schoolchildren reflect their own ideas not only about the appearance of wild animals, but also about their habitat, since in order to achieve a good result they are required to depict this or that animal against the background of the corresponding landscape.

A very good gift for dad would be a sailboat racing through the waves on swollen sails. First graders can easily cope with this task by gluing only the top and bottom edges of the paper blanks to the base.

In the background, children can depict snow-capped mountains with triangular glacier caps. They often either paint the sea with white gouache on a dark background, or draw “lambs” on a sheet of white paper with a simple pencil, then cut it out and paste it onto the finished postcard.

Application in second grade

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Using a small amount of glitter polish will create a stunning sparkling winter snow effect.

Children begin to carry out such work after watching the corresponding master class.

• On the eve of International Women's Day, junior schoolchildren are sure to make original cards with beautiful flowers in the center. For the most part, these cards contain some kind of surprise that is revealed when the gift is opened. The bouquet of flowers can be semi-volume and protrude from the center of the card, resting on a step hidden behind it.

• Applique of geometric shapes gives children the opportunity to create exquisite patterns, decorating various objects with them: bookmarks, coasters, decorative napkins. Schoolchildren who have mastered the techniques of cutting out objects of complex shapes enjoy making appliqué from fabric.

Application for third graders

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Figures of athletes made by third-graders should not be static. When evaluating the work of his students, the teacher must note what means of expression the authors of the best works used.

Many novice educators are thinking about how to make an applique from geometric shapes and why it is needed. During such lessons and activities, children receive a lot of useful information about the types of geometric shapes and learn to understand the basic shapes of objects. After working with small parts, the child will have well-developed fine motor skills and will also be perfectly prepared for mathematics.

Applique of various figures is an incredibly interesting activity with which you can help your child develop the following abilities:

• good thinking;
• creativity and imagination;
• artistic taste;
• eye gauge;
• correct color perception.

Classes dedicated to selecting elements by color can teach your child how to combine colors. In addition to developing many abilities, every child enjoys this activity.

You can start such interesting activities when your child has already started going to kindergarten.

Gallery: applique of geometric shapes (25 photos)

Applications for little ones

In the younger group, kids learn the skills of carefully gluing the parts of a future composition: applying glue correctly and evenly, arrange parts of a certain color and shapes in the required order, remove excess glue using napkins.

If you don’t want your child to lose interest in this activity, you need to play with geometric shapes and collages of geometric shapes. For example, colored mugs can be turned into balls, and apples can be turned into a caterpillar. The squares can make a cat or a dog.

Lessons with applique Educators often use a funny moment: Show the kids a large sheet of paper with a picture of some cute animal, for example, a cat or a fox. Then together they figure out how to make it themselves from figurines.

In the second younger group they perform more difficult tasks - glue finished parts, changing shape and color. To increase interest in classes, teachers create new tasks and ask to add something to the finished craft.

Once children have mastered the basic skills of working with scissors, you can assign them more complex tasks, for example fill a big truck with some stuff. In this group, children are often tasked with making a rocket.

In the middle group they are taught to consolidate the skills of cutting strips, slicing and dividing geometric shapes. From the cut out parts they can make: a Christmas tree, a hut, a boat, a rocket, a flower.

Any child has a hard time cutting out round-shaped parts, but without this it is difficult to make a normal animal or bird. Kids like it most make duckling, bunny and chicken. Thanks to proper work with applications of geometric shapes, they can learn to depict various vehicles, for example:

• airplane;
• tank;
• tractor.

In the senior group, everyone practices their acquired skills and learns how to create crafts from geometric shapes with bright images.

At this age children like it more perform collective works and compositions. This promotes the development of communication between children and the ability to get along with each other. Usually a collective composition takes only two days: first a house, a man, and then a car are created. Both preschoolers and children in elementary grades are interested in such activities.

The most difficult work is considered to be the clown applique made from geometric shapes; it has a lot of details and bright colors; it takes a long time to cut out. To make it easier, you can first draw diagrams.

Conclusion

Most often, such work is carried out in kindergarten or in grades 3–4. Crafts from triangles or squares are all quite simple. If you want to prepare your child for many things in the future, you should try applique work with him.

In Fig. 6.1 shows simple geometric bodies that should make up the examination composition. In addition to the bodies already familiar to you, dies and sticks are presented here. Dies are additional flat square, round and hexagonal elements whose height is equal to one-eighth of the edge of the cube. Sticks are linear elements of a composition, the length of which is equal to the edge of the cube. In addition, bodies of the same proportions, but of different sizes, can be used in the composition. These are so-called compositions with scaling (since in this case the sheet contains identical bodies, but as if taken on a different scale). Consider the compositions made by applicants in recent years (Fig. 6.2-6.20).

The form of the examination composition, its size, placement on the sheet, the degree and nature of the interaction of geometric bodies have long been established. All these positions are reflected to one degree or another in the examination task. Of course, you should immediately make a reservation that we will be talking about the exam task that exists today - it may be changed at the time you read this section of the manual. However, we hope that the essence of the task will be preserved, and you will be able to use our tips and recommendations.

First of all, we list the criteria by which your compositions will be evaluated:

Compliance of the completed drawing with the task;

The compositional idea as a whole, the harmony of the compositional solution and the complexity of the composition;

Leaf composition;

Competent depiction of individual elements of the composition, correct perspective and insets;

Graphics, tonal solution;

Completeness of work.

Now let's take a closer look at each of the listed positions. It would seem that the mandatory compliance of the composition with the examination task is undoubted. However, sometimes in the process of preparing for an exam in students’ work there are not only errors in the proportions and relative sizes of geometric bodies, but also a conscious change in them. This is usually explained by the fact that the geometric bodies specified by the exam conditions have ugly proportions and relationships - the hexagon is supposedly too long, and the ball is too small. This is true, but you already know that in the exam task proportions and ratios are expressed in simple proportions 1:1 or 1:1.5 - and this is no coincidence - they are easy to depict and easy to check. They cannot be changed. This is a task; if you change the task, you are taking some other exam. To make this statement more convincing, imagine that in a math exam you multiply not 2 by 2, as the task requires, but 3 by 3, because it is more harmonious, more interesting and more expressive.

If we talk about the general compositional concept, then the exam has traditionally developed in such a way that the applicant is not required to create a composition that meets some conditions, mottos (statics, dynamics, suppressed movement, heaviness, stability, etc.), as is done in some other architectural universities in our country. Whether this is good or bad is a completely different conversation. The important thing is that such freedom is perceived by many applicants as legalized arbitrariness, when all the laws of composition and the laws of harmony can be ignored. Often, exam papers turn into a pile of objects that, although they interact with each other, do not create anything other than some kind of complex chaos. Of all the possible ways to compose a composition, this seems to be the worst. Architectural composition is a diverse thing, or rather, it can be so, since there are many ways to achieve harmony. But composition is not chaos. Harmony may be paradoxical, but it never arises from chaos. Chaos is entropy, dispersion, confusion of everything. Harmony is always natural, ordered, it resists entropy, fights it, and the goal of Homo sapiens is the victory of harmony over chaos. Composition is where harmony is.

In your work, choose a topic that is close to you. This can be massive stability or light, directed into some conventional distance or upward movement. The movement can be looped or extinguished, stopped. The mass can be dense or discharged. The composition can be built on metric, uniform patterns or, conversely, on a simple or complex rhythm. It may contain a uniform distribution of mass or sharp, highlighted accents. The listed properties can be combined (except, of course, those that exclude each other in one work). It should be remembered that the feeling of the complexity of the composition arises from the perception of the complex harmony of some non-trivial design, and not only from the complexity of the inserts and certainly not from the accumulation of many bodies.

Correct perspective is a prerequisite for good composition. You've probably already noticed that when your composition consists of only a few geometric bodies, maintaining the correct perspective on the sheet is quite difficult. Even if the work is based on an almost perfectly constructed cube, the addition of each new body leads to a gradual increase in distortion.

It is quite difficult to track them and correct them, especially in the first compositions, when experience and practical skills are still small. That is why, to correctly determine the opening of all edges and the direction of all lines on a sheet, various methods are used to organize all these interconnected positions, bringing them into a single system. One such system is described in detail in the following assignment. This is the so-called grid - a spatial structure that determines the opening of the edges of geometric bodies and the direction of lines in perspective throughout the entire sheet.

In the process of preparing for the exam, the “grid” will help you bring together all the variety of tasks associated with the process of constructing a composition, and at once, easily solve them. Of course, the “grid” is a useful thing, but, of course, it also has its pros and cons.

On the one hand, when depicting compositions based on a “grid”, you, of course, spend some (sometimes quite significant) time on the preparatory stage (drawing the “grid” itself), thereby reducing the time spent working on the composition itself.

On the other hand, the “grid” can significantly reduce the time required to solve purely technical problems related to determining the directions of horizontal lines and revealing various surfaces. Of course, a certain skill will allow you to minimize the time spent on the “grid”, but if an error is made in the “grid” (which is quite likely under stressful exam conditions), then you will only be able to notice this error after drawing the first geometric body.

What to do in this case - correct the grid or abandon it altogether to make up for lost time? It is only obvious that you should start working on an exam composition with a “grid” only if for the exam you have learned how to make a “grid” quickly and efficiently, bringing this process almost to automatism, and you can easily build a composition based on it.

Another question that often worries applicants is the question of sidebars: what kind of sidebars should be done, how complex should they be, and is it even worth doing them at all? Let's start with the fact that you don't have to make sidebars in the examination composition - in the exam task, the use of sidebars is only recommended and is not a prerequisite, but it should be understood that a composition without sidebars is significantly inferior in complexity and artistic expressiveness. Do not forget that your composition will be evaluated among others, and therefore, by making a composition without sidebars, you obviously reduce the competitiveness of your own (concerns. Of course, from year to year the level of the examination composition is growing, and this dictates the inclusion in the composition of complex sidebars that make the examination the work is more expressive and interesting. However, their implementation requires additional time, which is limited in the exam conditions. In this situation, it all depends on your experience - if you studied hard for the composition exam, most likely you already have your favorite boxes, which may be enough. complex, but, outlined many times, they are depicted easily and, therefore, quickly. But do not get carried away with complex insets and overcomplicate the work - remember that even a composition made using simple insets can be quite complex and expressive. how geometric bodies should crash into each other. Sometimes in compositions geometric bodies are cut so slightly that it seems as if they are not crashed into each other, but only barely touching. Such compositions tend to evoke a feeling of instability, instability and incompleteness. The viewer has an irresistible desire to make such a composition denser, to cut geometric bodies deeper into each other. Analyzing such work, it is difficult to talk about it as a composition - a group of harmoniously subordinate volumes. In other compositions, the bodies are so deeply embedded in each other that it is no longer clear what kind of bodies these are? Such a composition, as a rule, looks like a complex mass with parts of geometric bodies protruding from it and does not create a sense of harmony in the viewer. The bodies in it cease to exist as independent objects, turning into a geometric mixture. If we do not consider such extreme cases (when geometric bodies hardly crash into each other or when they turn into a single dense mass), to create a medium-density composition, the following rule should be followed: a geometric body should crash into another (or other) geometric bodies no more than half, better - one third. In addition, it is desirable that the viewer can always determine the main dimensions of a geometric body from its visible part. In other words, if a cone crashes into any body, its top, a significant part of the lateral surface and the circumference of the base should remain visible in the figure. If a cylinder crashes into any body, then parts of the lateral surface of the cylinder and the circles of its bases should remain visible. Special mention should be made about the insets of cubes and tetrahedrons - in the composition, these geometric bodies form a background or, a kind of frame, for the arrangement and inset of other geometric bodies that are more complex in construction. Therefore, insets are allowed when the visible parts of cubes and tetrahedrons make up less than half of their volumes.

Can you make animals from geometric shapes?

Never tried it?

Then it’s worth looking at the pictures on the website, where various animals are made from geometric shapes. Offer these drawings to your children: they will surely appreciate their originality.

Geometric world

In everything that surrounds us, we can find elements of geometry.

A table can be round or square, our houses are parallelepipeds, etc. Haven't you watched how artists paint? They first outline the contours of an object with a base of geometric shapes, and only then draw smooth lines around them. They see the world as geometric, and smooth or soft lines only hide the real essence of things.

In pedagogy for preschool children, there is even a whole direction where children are taught to see pure geometric shapes in everything. This is Mary's pedagogy. She believed that pure geometric shapes contributed to children's better development and orientation in the world. This is not to say that this system is ideal, but it has found its supporters.

Now let's remember the works of artists of the era of modernism and postmodernism. Pictures appear before your eyes, filled with squares, triangles, circles, trapezoids and all kinds of shapes, painted in different colors. This is how the painters of the new era saw the world, and there had to be a basis for this. They tried to convey this world untouched by human hands. Their desire was to show that we all and all objects around us are composed of geometric shapes. Our whole world, if you look closely, is solid geometry.

How to use pictures when working with children

It is quite clear that the question arises: artists are one thing, but why do children need such a vision of the world?

Of course, pictures with animals made from geometric shapes do not aim to impose on the child an extraordinary vision of the world. However, why not show that such an interpretation of everything that surrounds us is possible.

Using the pictures you can learn the names of geometric shapes in an interesting and exciting way. From simple demonstration and repetition, the child quickly gets tired and begins to refuse classes, even if they are taught by the mother at home. It’s another matter if figures need to be found in animals. This is where genuine curiosity awakens.

When you have fully explored with your child the names of the shapes and their appearance, ask the child to show his vision of the world. Let us take an animal or any object as an example.

Ask: what geometric figure does it resemble?

Such exercises:

1. - develop observation skills;
2. — improve logical and spatial thinking;
3. - contribute to the vision of an object hidden behind the outer shell.

The baby learns to see and observe what others cannot or do not know how to see. Isn't this the education of an artist and a creative person?

Or you can play the reverse game. Imagine that you are abstract artists. Have one of you draw something consisting of geometric shapes, and the other try to guess what is drawn. Postmodernist painters often encrypted their drawings on a canvas filled with squares, rectangles, trapezoids... the same puzzles were previously offered in children's magazines.

You can create such a puzzle yourself: you just need a little imagination and a look at the world through the prism of geometry.

Tatiana Nogina

Dear colleagues! Glad to see you on my blog! I have been conducting circle work for two years now. This is a very rewarding and exciting job. This work not only helps you remember geometric figures, but also to fantasize, develops logical thinking. And the aroused interest in work helps to remember better geometric figures. Children themselves can come up with an idea for what figure It is better to use for any detail.

There lived a cheerful hippopotamus.

His stomach didn't bother him.

He lived noisily in the swamp

And he was friends with frogs.

He loved to sing very, very much.

He sang with wahs until the night. (Loseva S.)

Huge wonderful hippopotamus

Lives only in Africa.

Round and big belly

Wide open mouth. (Volkov P.)

The children were delighted with the work done. Everyone got their own “Cheerful Hippo”. You can not only admire them, but also play with them. And if you stick a magnet on the back side, you can stick it on the refrigerator.

I would be glad if I helped someone with their work.

Publications on the topic:

Educational goal: To organize children’s activities to consolidate the concepts of what a circle, a triangle are and the ability to distinguish from each other.

Dear teachers and parents, I offer you an applique of geometric shapes that you can do with your children. Applications will help your.

A very easy to make game "Geometric Shapes". Kira chooses geometric figures, matching them with the figures on the game board.

Leisure “In the Land of Geometric Shapes” Leisure “In the Land of Geometric Shapes” Technologies: 1. Energy saving. 2. Problem-based games. 3. Developmental. 4. Informational. 5. Cognitive.

Summary of integrated educational activities in the middle group “Applique of geometric shapes “Lion Cub” Integration of educational.

Short-term educational practice “Applique of geometric shapes” Applique is a very popular type of children's creativity. Applique classes are of great importance for the all-round development of preschoolers.