The most unusual lessons! The most unusual lessons in Samara schools An unusual lesson in an ordinary school is a project.
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Ordinary and unusual lessons
REGULAR AND UNUSUAL LESSONS (instead of preface)
GENERAL AND SPECIFIC NOT OF A COMPLETELY USUAL LESSON.
Lessons with modified ways of organizing: lesson-lecture, lecture-paradox, defense of knowledge, defense of ideas, lesson for two, lesson-meeting.
Lessons based on fantasy: a fairy tale lesson, a creativity lesson: an essay lesson, an invention lesson, a creative report lesson, a complex creative report, an exhibition lesson, an invention lesson, an “amazing nearby” lesson, a fantastic project lesson, a story lesson about scientists: a benefit lesson, a portrait lesson, a surprise lesson, a lesson - a gift from Hottabych
Lessons that imitate any activities or types of work: an excursion, a correspondence excursion, a walk, a living room, a trip to the past (future), a trip around the country, a train ride, a lesson-expedition, protection of tourism projects.
Lessons with a gaming competitive basis: lesson-game, lesson- "domino", test crossword puzzle, lesson in the form of the game "Lotto", lesson like: "Connoisseurs are investigating", lesson-business game, generalization game, lesson like KVN, lesson : "What? Where? When?", Relay lesson, competition, game, duel, competition, etc.
Lessons that involve the transformation of standard methods of organization: a paired survey, an express survey, a test-lesson, assessment protection, a consultation lesson, a practical lesson, a seminar-lesson, protection of the reader's form, a television lesson without television, a lesson-public review of knowledge, a lesson- consultation, final interview, student conference.
Thematic subject week of traditional and non-traditional lessons
Applications.
REGULAR AND UNUSUAL LESSONS
(instead of preface)
"Ho-rrro-sho!!!" - choking with selfless delight, the rooster wheezes from the commercial. And we feel good, because we have already believed that the cookies advertised in this way are the best. And the Bolshevik factory that produces it has really existed since 1855.
It is especially good to go with the flow: you don’t have to move your hand or foot, a calm stream does this work for you; familiar, ordinary landscapes along the banks do not stir the soul, but tend to sleep. It doesn't matter where the river takes you, the main thing is that it does it imperceptibly, casually, without worries. Eternal questions - what is good and bad, who is to blame, what to do - are gradually losing their meaning. Those who are responsible for everything are responsible for them. They also make decisions - for us and about us.
But the most important thing: a positive attitude to such an understanding of one's place in life is already a common, and therefore a familiar and even beloved state. Not for everyone, but for a significant majority, including teachers, about 60% of whom remain faithful to the traditions of a regular lesson. Is this good or bad? On the one hand, the country is tired of moving from poverty to trouble and vice versa. Tired of believing, tired of inventing means of survival. People are tired of thinking, they want a normal, human life. In fact, what is wrong with ordinary human existence? From time immemorial, people have strived for a calm, well-fed, conflict-free life. For the majority of Russians, even today it remains an unattainable dream, and examples of Western well-being continue to form the basis of the social ideal.
The meaning of the ordinary in the Russian language is ambiguous: dictionaries include here the concepts of ordinary, common, generally accepted, ordinary, ordinary, ordinary, dozen, ordinary. As you can see, the direction of synonyms is very neutral. They also have positive meanings: ordinary is normal and even permanent. Therefore, we can say that an ordinary lesson is good, as a time-tested guarantee of normal and stable knowledge for a normal and stable life. But the concepts of norm and constancy are very original: in civilized communities, every citizen is the guarantee of stability normal life provided from below, by the efforts of everyone. The state guarantees the observance of the rights of its citizens to realize their potential. Our state gives the same guarantees, but the public hopes are different:
the majority understands the state as a kind of institution that should ensure the comfortable existence of everyone. It is hardly necessary to blame only the means mass media in the formation of unjustified love for a serene existence. Their "ho-ro-sho!" falls on gravely prepared soil. Many factors are involved in the cultivation of this soil - from historical and geographical to ethno-cultural. The problems they created converge today in one critical point - modern school It still depends on her where our slow-wielding but fast-moving society will turn. It is here, in the lesson, that the consciousness is being prepared: either for an ordinary existence at the level of survival, or for an unusual vigorous activity to transform oneself and move towards well-being - both one's own and that of the whole society.
All this is the usual lessons of our Everyday life. After all, a lesson is not only "the main form of organization of the educational process." It is also what lessons we learn from the organization of our lives. This process begins in school.
With this book we open the publication new series practical aids. The authors express their appreciation and gratitude to all teachers for whom the previous series about educational activities proved to be a useful aid in the development of their search. At the request of the teachers who became interested in the first series, taking into account their requests and wishes, we now turn to the organizational and content problems of education.
The first books of the new series are devoted to the most exciting topic for teachers - preparation, organization, analysis of not quite ordinary and quite unusual training sessions. They make it possible to use the well-known and not-so-well-known (usual) in a new educational situation. We would like to help every teacher to discover and realize their creative potential, no matter what subject they teach. Therefore, recommendations are given in the form of simple and accessible algorithms presented in the organizational, methodological and content scenarios of the lessons.
The concerns of teachers are understandable: after each August conference, they start working under the weight of unusual didactic requirements. However, the problem is not the novelty of the requirements, but the novelty of their understanding. Indeed, the goal of education has changed and, as you know, it consists not only in the accumulation of the amount of knowledge, skills and abilities, but in the preparation of the student as the subject of his own educational activities. But the tasks of the lesson remain unchanged for many decades: it is all the same upbringing and development of the personality, the main means of solving which continues to be cognitive activity.
Perhaps this is where the modern pedagogical drama begins, the external side of which is manifested in the attributes of classical comedy - the confusion of roles and the dressing up of characters. But this comedy-drama is much more bitter than funny. And bitterness Russian education determined by its deep inner problems.
Logically thinking (sensible) people are well aware that only the goal can determine (but not justify) the tasks and means. Violation of this order leads to absurdity. This is exactly what happens in our pedagogy: the new goal of learning is understood on the basis of the usual meaning of the well-known tasks of upbringing and development, which are very convenient to solve using the same means of forming cognitive interest. They are based on activity, but not of students, but of a teacher who continues to be the main and only actor at the lesson. The depth of the conflict between common sense and absurdity is measured by new generations of graduates. They enter into an independent life as objects of pedagogical influences accustomed to external management and guardianship. It is obvious that this is an absurd paradox with elements of outright violation of laws. In all normative acts on education, it is legally determined that a student is not only a subject of educational, but also social, and his own life, its self-organization and self-realization.
It's hard to figure out what's going on. Unfortunately, the theoretical developments of scientists are drowning in the whirlpool of solving everyday problems by practicing teachers. At the same time, an increasing number of teachers see the point not only in spontaneously intuitive groping for the right solutions, but also in scientific justification its activities. On the other hand, discover in the sea scientific literature specific recommendations that meet the new requirements, developing lessons based on these requirements becomes more difficult every year. As a rule, their authors carefully adjust well-known teaching methods to new educational goals, especially not caring about the fundamental incompatibility of the first with the second. We wrote about the reasons that gave rise to this typically Russian phenomenon in previous issues of the series devoted to new approaches to education. educational work. But in didactics they are the same - the traditions of teaching, instruction and guardianship, it is extremely difficult to break out from under the charming oppression of which.
In order not to complicate the already difficult state of understanding, we will place some accents. Cooking at the lesson of the subject, creatively active personality, interested in more and more independent knowledge, you can. However, for this it is necessary to change the attitude of the teacher to the meaning of his learning activities and, consequently, to the students.
The easiest way to do this is not immediately, but successively moving on to specific forms of not quite ordinary learning activities. Therefore, the first step of the transition is presented in this book as an unusual lesson. We have abandoned the term "non-traditional lesson" because its widespread use in methodological literature differs from the traditional organization of learning only by external, procedural means of activating cognitive activity.
On the other hand, there are traditions, the rejection of which is fraught with serious consequences. Researchers identify such features of Russian pedagogy of the late 19th and early 20th centuries that are the pride of our national traditions as a whole: the priority of spiritual and moral education over rational; highlighting the category "wisdom" as its highest result; recognition of the inherent value of education and the rejection of a utilitarian-pragmatic bias in it; building a school around the family and family traditions; the need of the Russian intelligentsia to get involved in the activities of education for the "general benefit", and not for obtaining material benefits, etc. But these traditions, constituting the spiritual and moral basis of the nation, were not common. There were much more other, ordinary, traditional values, and teachers were much more willing to focus on them: the dominance of the pupils' passive-reproductive perception of knowledge over creative cognitive activity; self-sufficient value of "strong knowledge", encouragement of willingness to take them "on faith", without any critical assessments and interpretations; the immutability of the teacher's authority as the bearer of "higher" intellectual and moral truths; rejection of non-state, private education; the desire to belittle, to question any personal success - both in the pedagogical and in the student environment; rate on the "average" movement to common purpose, on frontal forms and methods of education as opposed to individualized and group technologies, etc.
With these value discrepancies, traditional, ordinary didactics differs from not quite traditional (completely non-traditional - this is another didactics). Based on ordinary values, traditional didactics prescribes teaching using direct methods of transferring knowledge. The main means are monologue explanations with the help of stories, conversations, lectures. Their meaning is the requirement to reproduce what the teacher said in the form of a monologue or dialogic answer, to give an example of the application of the acquired knowledge, to use information to solve educational problems, complete assignments, etc.
Not quite common is the introduction of the so-called "fascinating additives": problem learning, search, research, heuristic, etc. teaching methods. They are presented both as fragments in the fabric of the lesson, and as a lesson entirely devoted to the implementation of one of the methods. Today there are more than a hundred types of such lessons, even their classification has been developed.
"Teaching with passion" took shape in a serious pedagogical practice in the experience of innovative teachers. Turning to the fascinating side of knowledge, they overcame the prevailing pattern in conducting ordinary lessons that cause schoolchildren to be indifferent to learning, outright boredom. At the same time, the undoubtedly interesting developments of the "pedagogy of cooperation" did not imply any change in the goals and content of ordinary education. In accordance with general requirements era of "developed socialism" they were aimed at "further improvement" of the processes of accumulation of information, the formation and correct reproduction of "strong" knowledge, etc. with the involvement in these processes of individual elements of the external formation of independence, creativity, and initiative of students.
However, the "collaborative pedagogy" coming from the teachers determined major changes in the organization of the lesson. Elements of intriguing problematic, paradoxical, novelty appeared in it. known facts and many others who confidently pushed boredom and formalism out of education. Today there is every reason to assert that such a lesson organization, where cognitive interest is taken as the basis, is only the first approximation to the formation of students' cognitive activity. It also becomes obvious that it is impossible to ignore this stage, just as it is impossible to be limited only to it. Therefore, in this book, we offer various scenarios for not quite ordinary lessons, keeping in mind that more is to come!
GENERAL AND SPECIFIC OF A NOT QUITE USUAL LESSON
Let's start, after all, with the theory. A common drawback of unusual lessons is the lack of classifications that help the teacher understand the essence of this phenomenon. The fact that it took place, and does not continue to be a scientific abstraction, is confirmed by the increasing attention of teachers to non-standard lessons. There were so many of them that an appeal to the classification was required.
Classification, i.e. distribution by categories (classes) helps to highlight common grounds in the case when you have to choose the most necessary, interesting, suitable from a very large amount of information. Today there are a huge number of not quite ordinary teaching methods and whole lessons, but far from all of them correspond to generally accepted ideas about non-standard education, about the unusualness of a lesson, and, finally, do not correspond to ideas about a lesson or a method. Choosing from this array exactly the information that is needed, the teacher, as a rule, relies on his intuition, and not on any scientific grounds.
This "choice" leads to significant disadvantages that reduce pedagogical efficiency educational process: Spontaneity and unsystematic use. The only exceptions are the lessons of the lecture-seminar system, which came from practice. high school and therefore relatively well founded. But this system is used mainly in the upper grades and does not include a number of new forms of lessons; The absence of a forecast of positive changes - an increase in the quality of knowledge and skills, shifts in the development of students. Not all teachers can identify main idea lesson, its developing possibilities. The predominance of reproductive learning technologies. Attention is drawn mainly to the form of organization of the educational process, and not to its content. This affects the number and content of conclusions and conclusions, final forms of activity;
Overloading some lessons with educational material, often factual. This is especially true for integrated lessons, educational conferences, sometimes entertaining forms of lessons. There are no stages of generalization, work with factual material that has no special educational value prevails. The facts involved are interesting to students, but their educational and developmental load is insignificant. Unusual forms are used unmotivated, like single lessons, without a noticeable connection with previously conducted lessons. Dominated final forms(tests, seminars, crossword puzzles, etc.). The target settings of the lessons do not provide for the growth of new knowledge and skills, the development of students in any respect.
This is understandable: there are a great many classifications of common methods and lessons. But these are well-known, traditional classifications. As for the not quite ordinary ones, there are attempts at classification, but the traditional typology of the lesson is used, supplemented by their non-standard forms. Typology is a distribution by types, i.e. according to various patterns of something, and not on grounds.
IN study guide I.P. Podlasy "Pedagogy" identifies dozens of types of non-traditional lessons (36 are listed), including lessons-business games, lessons-games, lessons-role-playing games, lessons-games "Field of Miracles", etc. They are assigned to different types, although it is obvious that these are lessons of the same type, in any case they are close to each other. At the same time, the unconventionality of these lessons is very doubtful, because lesson-game has been known for a very long time.
The "classical" typology for the main didactic goals proceeds not only from the planned learning outcomes, but also from the stages of the process of educational cognition (assimilation of new material - the formation of new knowledge and skills, their consolidation and systematization, control and evaluation of the results obtained). The development of the theory of problem learning led to the division of lessons into problematic and non-problematic. In this classification, the nature cognitive activity students. At the same time, this classification refers mainly to the lessons of learning new material.
Depending on the intended goals individual forms lessons can be classified into different types, for example, integrated research lessons. So, in integrated lessons, students can acquire new knowledge in different academic subjects They are often led by two or three teachers. However, if they are conducted on the material known to students, then these are more likely lessons of systematization of knowledge, their generalization and repetition. The same can be said about travel lessons, expeditions.
If they end with a description of the territory or components of its nature, then these are lessons in obtaining new knowledge, and if the teacher distributes the roles of students according to geographical "specialties", highlighting geomorphologists, climatologists, hydrologists, etc. teaches to describe the components of nature, then these are rather lessons in the formation of new knowledge and skills. It is possible to include such lessons in the combined group.
It is especially difficult to classify the lessons of the game form. Gaming technologies learning is exceptionally diverse. The main motive of the game is not the result, but the process. This enhances their developmental value, but makes the educational effect less obvious. Undoubtedly, game lessons also have educational opportunities, if they are considered not separately, but in a system. You can, for example, move from the assimilation and use of facts to their connections (from solving crossword puzzles to compiling them), from descriptions (travel lessons) to explanation (expedition lessons, research). Classifications of non-traditional lessons in separate subjects are being actively developed: geography, history, Russian language and literature, etc.
N.V. Korotkova proposes a new classification of the forms of study sessions for history lessons, which is based on - different kinds educational activities: games-reconstructions (the presence of an imaginary situation that occurred in the past or present, the distribution of roles); games-discussions (the presence of a situation that models various forms of discussion, the creation of a conflict of opinions, analysis of the past by experts from the point of view of the present); games- competition (presence of fixed rules, lack of plot and roles, the first plan of subject-object relations).
On the basis of discussion activity: - seminars (individual work); - structured discussions (group work); - problem-practical discussions (collective class activity).
Based on research activities: - practical exercises (collective class activity); - problem-laboratory classes (group work); - research lessons(individual work).
The priority direction in the development of modern methods of teaching history is "active" forms of work of students with diverse historical sources. The wonderful book "Physics Lesson in a Modern School" is devoted to the methodology of conducting non-traditional lessons in physics: creative search teachers", which is based on general ideas, development of lesson systems, descriptions of new types of lessons, individual creative teaching methods and organization of students' work in the lesson.
According to the authors, which we share, the emergence of these lessons coincided with the emergence of new children's needs, created the necessary didactic background for their manifestation. The desire for publicity was expressed in lessons such as "Public Review of Knowledge" and "Press Conference"; craving for reflections, discussions and disputes, during which only the correctness of any point of view can be proved - in debate lessons; need for initiative thinking people and the conditions for their manifestation - in lessons based on children's initiative, in invention and writing lessons, creative exhibitions and reports.
A clear understanding of the importance of business partnerships, creative community and the ability to lead them, to which we are still poorly accustomed, is in lessons using group forms of work; the need to respect the work, to be able to competently perform it and judge a person by his specific accomplishments (and not just by words) - in the organization of role-playing lessons. The turn of society towards man is his inner world, aspirations, needs - in lessons-consultations and lessons with didactic games that are so well consistent with the characteristics of the nature of a teenager, as well as in the use of various techniques in the lessons that take into account the psychology of the student; people's need for mercy, expansion and strengthening of human contacts - in those types of organization academic work in a lesson where mutual assistance of students is widely used (lessons of mutual learning of new material in microgroups - "crews", activities in the lesson of "ambulance", student consultants and referents).
1. Lessons that reflect current social trends: a lesson built on the initiative of students, a lesson - a public review of knowledge, a lesson-debate, a lesson using computers.
2. Lessons using game situations: lesson- role-playing game, lesson-press conference, lesson-competition, lesson-KVN, lesson-travel, lesson-auction, lesson using a didactic game, lesson-theatrical performance.
3. Lessons of creativity: a lesson-composition, a lesson-issuance of a "live newspaper", a lesson in invention, a complex creative lesson, a lesson-inspection of an amateur exhibition.
4. Traditional lessons with new aspects: lesson-lecture, lesson-seminar, problem-solving lesson, lesson-conference, lesson-excursion, lesson-consultation, lesson-test.
We believe that the lesson, as a work of authorship, should be characterized by consistency and integrity, a single logic joint activities teachers and students, subject to common goals and didactic tasks that determine the content educational material, the choice of means and methods of teaching. Only under these conditions, the process of cognitive activity and the behavior of schoolchildren become developing.
Our manual proposes a classification of lessons based on not quite ordinary and very unusual methods and forms of their conduct.
We refer to not quite ordinary:
Lessons with modified organization methods: lesson-lecture, lecture-paradox, defense of knowledge, defense of ideas, lesson for two, lesson-meeting;
Lessons based on fantasy: a fairy tale lesson, a creativity lesson: an essay lesson, an invention lesson, a creative report lesson, a complex creative report, an exhibition lesson, an invention lesson, an “amazing nearby” lesson, a fantastic project lesson, a story lesson about scientists: a benefit lesson, a portrait lesson, a surprise lesson, a lesson - a gift from Hottabych;
Lessons that imitate any activities or types of work: an excursion, a correspondence excursion, a walk, a living room, a trip to the past (future), a trip around the country, a train ride, a lesson-expedition, protection of tourism projects;
Lessons with a gaming competitive basis: lesson-game: "Come up with a project", lesson-"Domino", test crossword puzzle, lesson in the form of the game "Lotto", lesson like: "Connoisseurs are investigating", lesson-business game, game-generalization, KVN type lesson, lesson: "What? Where? When?", relay lesson, competition, game, duel, competition: lesson-magazine, lesson-quiz, lesson-football match, lesson-test, lesson-game for parents, lesson -role-playing game: "The family discusses their plans", lesson-didactic game, lesson-crossword puzzle, game-generalization, lesson-"happy fishing", lesson-game "Climbing";
Lessons that involve the transformation of standard methods of organization: a paired survey, an express survey, a test-lesson, assessment protection, a consultation lesson, a practical lesson, a seminar-lesson, protection of the reader's form, a television lesson without television, a lesson-public review of knowledge, a lesson- consultation, final interview, student conference.
Quite unusual lessons have other reasons, which will be discussed in the next issue. Now let's turn to the so-called "particulars", which pass the attention of most teachers.
Principles are especially "unworthy" of teachers' attention. This category, according to the blessed memory of university pedagogical training, is perceived by teachers as something abstract, having nothing to do with practical activity. At the same time, if we consider the principles as a guide to a very specific activity, it turns out that their uselessness is the fruit of our lazy imagination. Evidence of this is the same experience of innovative teachers who, in order to generalize their activities, for a more understandable presentation, resorted to the help principles of pedagogy of cooperation.
IN general view these are principles: relationships of mutual understanding with students; exercises without coercion; difficult goal; the principle of support for the student, which can be a guiding thread of a story, a rule, a way to solve a problem; the principle of evaluation, as a respectful attitude not only to children's knowledge, but also to ignorance, encouraging a sense of duty and responsibility; principles of introspection, appropriate form, class intellectual background and personal approach.
Voronezh teachers have a slightly different idea of the creative principles of non-standard lessons:
1. Refusal of the template in the organization of the lesson, from the routine and formalism in conducting.
2. Maximum involvement of class students in vigorous activity at the lesson.
3. Not entertainment, but entertainment and passion as the basis of the emotional tone of the lesson.
4. Support for alternativeness, plurality of opinions.
5. The development of the function of communication in the classroom as a condition for ensuring mutual understanding, motivation for action, a sense of emotional satisfaction.
6. "Hidden" (pedagogically expedient) differentiation of students according to learning opportunities, interests, abilities and inclinations.
7. Using the assessment as a formative (and not just a resultant) tool.
Both the first and second groups of principles set the general direction of pedagogical creativity, focusing on a very specific learning activity. In addition to the principles, researchers attribute the periods of preparation and conduct of non-standard lessons to be very significant.
There are 3 periods: preparatory, the lesson itself, and its analysis.
1. PREPARATION.
Both the teacher and the students take an active part in it. If, in preparation for a traditional lesson, only a teacher shows such activity (writing a plan-outline, making visual aids, handout, security, etc.), then in the second case in to a large extent students are also involved. They are divided into groups (teams, crews), receive or recruit certain tasks that must be completed before the lesson: preparing messages on the topic of the upcoming lesson, compiling questions, crossword puzzles, quizzes, preparing the necessary didactic material, etc.
2. THE LESSON OWN (3 main stages are distinguished):
First stage.
It is a prerequisite for the formation and development of the motivational sphere of students: problems are posed, the degree of readiness to solve them, to find ways to achieve the goals of the lesson, is clarified. Situations are outlined, participation in which will make it possible to solve cognitive, developmental and educational tasks. The development of the motivational sphere is carried out the more effectively, the more effectively the preparatory period is carried out: the quality of students' fulfillment of preliminary tasks affects their interest in the work ahead. When conducting a lesson, the teacher takes into account the attitude of students to the original form of the lesson; their level of readiness; age and psychological characteristics.
Second phase.
Communication of new material, the formation of students' knowledge in various "non-standard" forms of organization of their mental activity.
Third stage.
It is dedicated to the formation of skills and abilities. Control usually does not stand out in time, but "dissolves" in each of the previous stages. During the analysis of these lessons, it is advisable to evaluate both the results of teaching, upbringing, and development of students, as well as the picture of communication - the emotional tone of the lesson: not only in the teacher's communication with students, but also in the communication of students with each other, as well as individual working groups. It is obvious that the considered particulars are only guidelines, blueprints for pedagogical creativity. But they help to get started by establishing some "footholds". A more detailed acquaintance with not quite ordinary teaching methods and lessons that we have distributed in accordance with a well-known classification will allow you to choose more and more new grounds for learning activities.
LESSONS WITH CHANGED WAYS OF ORGANIZATION.
1. LESSON-LECTURE.
A school lecture involves an oral presentation of educational material, which is more capacious than a story, more complex. logical constructions, images, evidence, generalizations, when it is necessary to form a holistic view of the subject.
Basic conditions for organizing a lesson in the form of a lecture.
1. If the educational material is difficult for self-study.
2. In the case of using an enlarged didactic unit.
3. Lessons of generalization and systematization of knowledge both on one topic and on several, as well as final lessons for the entire course.
4. Introduction to the topic.
5. Lessons that discuss new methods for solving problems.
6. Applying knowledge to solve practical problems.
Methodology for conducting a lesson-lecture.
When preparing for a lecture, the teacher should have a clear plan for its conduct. When lecturing a lesson, techniques and forms are needed to make students active participants. Therefore, a problematic presentation of the material should be preferred. A problematic situation arises as a result of the purposeful activity of the teacher.
Ways to create a problem situation:
Presentation in front of students theoretical problem, explanation of external contradictions, observations in facts, evidence obtained on the basis of observations or as a result of measurement;
Creating a problem by presenting the theory of the emergence and development of a concept;
Statement of the problem by analyzing and summarizing previously mastered knowledge and skills; - the emergence of a problem as a result of finding ways and means of solving problems.
The teacher poses problems, solves them himself, revealing all the contradictions of the solution, all its logic and the available system of evidence. Students follow the logic of the presentation, control it, participate in the decision process. The teacher accompanies the presentation with questions that he answers himself or attracts students. Great importance has a teacher's speech: bright, emotional, logically flawless. Students keep notes in their notebooks. Therefore, the teacher must think over the content, the form of writing on the board and, accordingly, in notebooks. Various options for organizing work are possible. For each student, tables can be prepared with an outline of the presentation of the material, with gaps that are filled in during the lecture. In such tables there is already secondary text material, students do not waste time reproducing it, but fill out the part that is the topic of this lesson. Such tables are prepared in case of systematization of knowledge and classification of concepts. When studying certain material active methods knowledge become analogies, comparisons, generalizations. For students on the eve of the lesson as one of the types homework It is proposed to divide the page into two parts. In its left part, write down the necessary definitions, theorems, etc., which will be actively used in the lesson. The right part is filled in during the lesson under the guidance of a teacher.
In problem-developing education, the following typology of lectures is proposed.
1. Problem lecture. It models the contradictions of real life through their representation in theoretical concepts. the main objective such a lecture is the acquisition of knowledge by students, as it were, on their own.
2. Lecture-visualization. The main content of the lecture is presented in a figurative form (in drawings, graphs, diagrams, etc.). Visualization is considered here as a way of information with the help of different sign systems.
3. Lecture together. It is the work of two teachers (a teacher and a student) giving a lecture on the same topic and interacting on the problem-organizational material both among themselves and with students. Problematization occurs both at the expense of form and content.
4. Lecture - press conference. The content is drawn up at the request (on questions) of students with the involvement of several teachers.
5. Lecture-consultation is close in type to lecture-press conference. The difference is that the invited (competent specialist) has little command of the methods pedagogical activity. Counseling through a lecture allows you to activate the attention of students and use their professionalism.
6. Lecture-provocation (or lecture with planned mistakes). Forms the ability of students to quickly analyze, navigate information and evaluate it. Can be used as a "live situation" method.
7. Lecture-dialogue. The content is delivered through a series of questions that the student must answer directly during the lecture. This type is adjoined by a lecture using the feedback technique, as well as a programmed lecture-consultation.
8. Lecture using game methods (brainstorming methods, methods of specific situations, etc.). Students themselves formulate the problem and try to solve it themselves.
LESSON - LECTURE "PARADOX".
The goal is to repeat the material, develop attention and critical thinking.
Organization of the lesson: based on the basic material of the history of the discipline.
1. The teacher gives a lecture, the content of which includes erroneous information, contradictory statements, inaccuracies.
2. Students discuss the lecture, complete tasks - draw up a plan and find answers to the questions posed by the teacher in the material.
3. Students fix the mistakes "made" by the teacher.
4. Make notes in a notebook in the form of a table:
lecture plan errors answers to questions
5. Records are checked by a teacher or laboratory student.
6. One of the students names the mistake made, the teacher reproduces the corresponding excerpt from the lecture.
7. Discussing the error and finding out why the marked statement is false.
8. Discussion of the following inaccuracy. All works are evaluated, including the argumentation of the "mistake". These lessons activate attention, develop analytical skills, change the motivation for learning. The requirements for a lecture are well known: scientific character, integrity of the disclosure of the topic, connection with life, clarity of argumentation, evidence-based conclusions, emotional presentation. Lectures-paradoxes are practiced in high school. Their duration is 25-30 minutes, the rest of the lesson is devoted to discussion and evaluation of the work done by the students.
LECTURE-REVIEW.
A review lecture is practiced before studying a large topic. Students are given an idea of further work and its content. At the end of some questions, additional material- This is a list of literature that is desirable to read. Ahead of events, the names of laboratory (practical) work to be done are indicated; speaking about their goals, possible ways of implementation, it is proposed to think and give your own version of their implementation. In addition to program work, home experiments can be recommended. The overview lecture is the first step in the implementation of teaching in large blocks. The record made is a support that is repeated many times in the first and subsequent lessons. Starting each lesson, students should be asked to answer, using the notes, what of the main questions have already been studied and what will be discussed in the next lesson (they answer briefly, without details).
LESSON TOGETHER.
This lesson is conducted with a guest who is a specialist in some field. The peculiarity of these lessons is thorough preparation. The lesson is a dialogue between the teacher and the specialist. Sometimes a guest appreciates various situations from life. The final part of the lesson is important (about a third of the time), when students are given the opportunity to ask questions, free communication with the guest.
LESSON-MEETING.
The goal is to "revive" modern history.
Invited: those who have been abroad or those who are going to.
Conduct options.
1. The guest himself, having previously prepared according to a special plan developed jointly with the teacher, talks about his impressions, then answers the students' questions.
2. The teacher introduces the guest, talks about the country he has visited, and then the students ask him questions.
LESSONS WITH A GAME COMPETITIVE BASIS
"A significant part of the child's games is designed to refresh and excite the processes of reproduction in the mind, in order to inextinguishly support the sparks of thought ..." I.A. Sikorsky. Amonashvili.
TO game forms lessons include role-playing, simulation, business, etc. games. In each of them, students act in different roles. Game forms are distinguished by the fact that the learning process is as close as possible to practical activities. According to the nature and interests of their role, students must make practical decisions. Most often they have to play their role in conflict situation included in the content of the game. Decisions in many games are made collectively, which develops students' thinking, communication skills. During the game, a certain emotional mood arises, activating educational process.
Educational games are used to develop the skills to use the acquired knowledge in practice. This is a complex form of learning activity that requires a lot of preparation and a lot of time.
The main features of educational games:
Modeling of certain types of practical activities;
Modeling the conditions in which the activity takes place;
The presence of roles, their distribution among the participants in the game;
The difference in the role goals of the participants in the game;
Interaction of participants performing certain roles;
The presence of a common goal for the entire gaming team;
Group or individual evaluation of the activities of game participants.
The game process allows you to form the qualities of an active participant in the game process, learn to find and make decisions; develop abilities that can be found in other conditions and situations; learn competitiveness, eccentricity of behavior, the ability to adapt to changing conditions set by the game; learn the ability to communicate, establish contacts; enjoy communication with partners, learn to create a special emotional environment that is attractive to students.
Game forms can be used both in primary and high school, as well as used in conducting non-traditional lessons. Despite the general recognition of the positive impact of games on the development of cognitive activity and independence of students, they have not yet found a sufficiently deep and thorough solution in the methods of teaching subjects. Most teachers, methodologists and didactists call the game that is carried out in the learning process didactic. An analysis of the psychological and pedagogical literature on this issue, observation of game actions introduced into the educational process, as well as understanding the accumulated experience, allow us to distinguish the following types didactic games.Exercise games. They are carried out both in the classroom and in extracurricular educational work. They usually take 10-15 minutes and are aimed at improving the cognitive abilities of students, are a good remedy for the development of cognitive interests, comprehension and consolidation of educational material, its application in new situations. These are various quizzes, crossword puzzles, puzzles, chainwords, charades, puzzles, explanations of proverbs and sayings, riddles. Traveling games. They can be carried out both directly in the classroom and in the process of extracurricular activities. They serve mainly the purposes of deepening, comprehending and consolidating the educational material. The activation of students in travel games is expressed in oral stories, questions, answers, in their personal experiences and judgments. The plot (role-playing) game differs from exercise games and travel games in that the conditions of an imaginary situation are staged, and students play certain roles. A game-competition may include all the above types of didactic games or their individual elements. To conduct this type of game, students are divided into groups, teams, between which there is a competition. An essential feature of the game-competition is the presence of competitive struggle and cooperation in it. Elements of competition occupy a leading place in the main game actions, and cooperation, as a rule, is determined by specific circumstances and tasks. The game-competition allows the teacher, depending on the content of the material, to introduce into the game not just entertaining material but very difficult questions curriculum. This is its main pedagogical value and advantage over other types of didactic games. IN real practice learning, all types of games can act both as independent and as mutually complementary. The use of each type of games and their various combinations is determined by the characteristics of the educational material, the age of students and other pedagogical factors.
Requirements for conducting didactic games:
A game is a form of student activity in which they realize the world opening space for personal activity and creativity;
The game must be built on interest;
An element of competition between the participants in the game is required.
Game is the most active form human activity. You will rarely meet a child (and an adult) who is not participating at a certain moment in any game. A flexible system of educational games allows you to study with interest, and this interest only increases from the possibility of choosing games. This model of education, in comparison with the traditional one, is more promising. Carried out according to the scheme: student-teacher-student, it allows students to independently choose their own path of development (education), perhaps doing it unconsciously, intuitively, and the teacher acts as a catalyst; his skills and knowledge help the student develop faster. Lessons based on the game method significantly increase students' interest in the subject, allow them to better remember the wording, definitions, "liberate" the student, his thinking.
Game stages include:
1. Preliminary preparation: the class is divided into teams, approximately equal in ability, homework is given to the teams. 2. Game. 3. Conclusion on the lesson: conclusions about the work of the participants in the game and grading.
LESSON-GAME "THE IMAGINE A PROJECT".
The students love this game. Its essence is as follows: the phenomenon (law) studied in the lesson should be applied in the technical projects developed by the students. Practice shows: students can come up with several hundred different projects (sometimes very original ones) on the same topic.
THEMATIC SUBJECT WEEK OF TRADITIONAL AND NON-TRADITIONAL LESSONS.
In the modern school, the forms of educational work of a subject orientation are of particular importance, when the material studied in the lessons finds its logical conclusion in extracurricular activities, i.e., forms of work that combine training and education into a single process: lessons in creativity, brain attack, University of high school students, meetings with passion, round table observers, didactic fairy tales, journey into the subject, knowledge auction, didactic theater, journey into the land of unsolved mysteries, subject ring, organization of personal exhibitions of teachers and students, defense of an idea, intellectual marathons, historical calendar , life of wonderful ideas, KVN on the subject, public review of knowledge, creative workshops, gift workshops, thematic subject weeks.
A characteristic feature of the school system of today are various forms of integration of educational and extracurricular activities, which is vividly presented during thematic weeks. Thematic subject weeks can become traditional in every school, held for students of various age groups. They may include various forms of work: collective, group, individual, etc. This thematic week is considered on the example of physics, but its methodology can be used for any subject.
PREPARATORY STAGE.
Preparation and execution of a plan for a thematic week of traditional and non-traditional lessons. - Preparation and holding of a day of science and technology in each class. - Issue of thematic wall newspapers, holding a school-wide competition for the best wall newspaper. made by students.
Grand opening of the theme week.
Acquaintance with the plan of events. "Round table" on the topic: "Physics and modernity". book exhibition and sale of literature. Contest of experts in physical crossword puzzles.
Subject oral journals: In the world of interesting. In a world of wonderful discoveries. Science is for man. In the world of science and technology. How to learn to read quickly? The transmission of thoughts at a distance. A kaleidoscope of knowledge and facts. From the Guinness Book of Records. Physics, mathematics, etc. in life.
Topics of conversation: Stories about what surrounds us. History of discoveries. Pages of the past. power over matter. Revealed and unrevealed secrets. Items "necessary" and "unnecessary". The theme of the essay competition and creative works: How is my life connected with physics? (mathematics, history, literature, etc.)
d.). Travel to the subject. The story of my family. Practical lesson: "Interesting experiments". Tournaments: savvy, knights - connoisseurs of etiquette; historical or literary auction, erudite tournament, which may include competitions: theoreticians; historians by subject; savvy; experimenters and designers; inquisitive; "Do you know the formulas"? Club of interesting meetings: "Eccentrics who decorate the earth!"; "Physicists and lyrics". Thematic holiday: "And why do we need this physics (chemistry, history, mathematics, etc.)?" "Journey into a fairy tale (the past of science)".
When conducting thematic holidays, the following can be used: poems, songs prepared by students in mini-groups, crossword puzzles, rebuses, theatrical facts from the life of scientists, confrontation between positive and negative heroes.
A week of non-traditional lessons.
Day open doors to the office for junior schoolchildren. Conversation: "The magical world of constellations." Physical (chemical, literary, mathematical, etc.) auction. A story about unusual life situations. Conducting non-traditional lessons on the subject. Information messages. Survey of popular scientific journals. Scientific and practical conference: " scientific search in humanistic strategy innovative school". The work of subject sections and departments scientific society students and teachers-researchers.
A WEEK OF NON-TRADITIONAL PHYSICS LESSONS
During the thematic week, the following types of lessons are possible: Lessons-research. Lessons-conferences. Lesson-benefit performance (A scientist came to the lesson. Portrait of a scientist). A lesson in open thought. Hypothesis lessons. "Initiation into physics". "Fireworks of Experiences". Historical review. The lesson is a surprise.
METHODOLOGICAL TIPS.
The dream of wings has accompanied man for thousands of years. Since ancient times, people have dreamed of getting off the ground and flying like birds. There is an ancient Greek legend about Daedalus and his son Icarus, who made wings from bird feathers. Get off the ground and hang at a bird's eye view! It was so great that Icarus forgot his father's warnings not to approach the sun. The rays of the sun melted the wax that held the wings together. Icarus fell into the sea waves. So says the legend. There are many legends about who first took to the air. In Russia, it was almost 300 years ago in Ryazan, one of them says, and this man was podyachim Kryakutny, who made a ball with a loop, filled it with hot smoke, sat down in the loop and climbed higher ... birches.
"PHYSICS" is a Greek word and means nature.
It was difficult for a man millions of years ago, He did not know nature at all, blindly believed in miracles, He was afraid of everything, everything. And he did not know how to explain Storm, thunder, earthquake It was hard for him to live. And he decided, why be afraid? It's better to just find out everything. Himself to intervene in everything To tell the truth to people, He created the science of the earth, briefly called it "physics". Under that short name he recognized nature.
Ordinary and unusual lessons
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The most unusual lessons!
In our review of the 8 most unusual subjects that students study in different countries planets.
Japan: Admiring Nature
In some schools in Japan there is a very unusual subject - "Admiring nature." Its goal is to teach schoolchildren to appreciate beauty environment which, due to worldwide computerization, modern children simply do not notice. During classes, children study the features of the development and interaction of flora and fauna. For these observations, teachers give them grades, and at the end of the year, students even take exams.
Germany: Lessons in Happiness
- The German city of Heidelberg holds special happiness lessons.
An unusual subject has not yet been introduced in all schools in Germany, but in one of the educational institutions of the city of Heidelberg, happiness lessons are taught by the director of the school himself. The main task of the students is to learn to live in harmony with themselves, listen to their hearts and just be happy. There are no exams in this subject, but by the end of the year each student must implement his own project: shoot a “kind” video or do charity work.
Israel: Theory and Practice of Cyber Warfare
In Israeli schools, children attend a special course - cybersecurity.
In some schools in Israel, an unusual subject has been introduced - "Cybersecurity". The reason for the introduction of this lesson was the great cyber dependence of children, which began to be discussed not only by parents, but also by doctors. In theory and practice lessons, students are taught how to behave in in social networks how to properly react and respond to comments. Also most of The subject is devoted to addiction to computer games and how to deal with it.
Bashkiria: Beekeeping
There are schools in Bashkiria where they study beekeeping.
In Bashkiria, there are more than a hundred schools that have their own apiaries. In beekeeping lessons, children are taught how to properly care for insects, collect honey, and more. The fact is that the Republic of Bashkiria is considered one of the best honey producers in the world. And not to lose it honorary title, In some educational institutions such an unusual item was introduced.
Australia: Surf Lessons
In Australian schools, children are taught to surf.
The inhabitants of the green continent can rightfully be called the best surfers on the planet. And, to keep the title of the best conquerors of the waves, surfing lessons were introduced in all schools in Australia. The authorities of the country have done everything possible to ensure that a tourist who rides better than the locals does not accidentally appear on the beaches.
Armenia: folk dances
In Armenia, folk dances are taught in all schools.
The Armenian authorities are doing everything to ensure that the younger generation does not forget the traditions of their beautiful country. That is why a special course was introduced in all schools - folk dances. At the lessons, schoolchildren are taught not only choreography, but also talk about the history of dances. Schoolchildren do not have the opportunity to "slope" from this subject: at the end of the school year, children take exams. Not having received good mark in this discipline, you can stay in the same class for the second year.
USA: Scientific discoveries
All American schools have introduced an unusual subject called " scientific inventions". Its goal is to unlock the potential of young scientists. After theoretical course, all students are given one task - to invent something new. Students are given a whole year to complete it. After completing the course, students present their inventions to the whole class, discuss the relevance of the project and give marks.
Russia: Financial Literacy Lessons
Some Russian schools have introduced a financial literacy course.
Some Russian schools have introduced a very interesting subject - "Financial Literacy". In the classroom, children are taught how to properly manage money, how to plan family budget. The lessons also talk a lot about how not to become victims financial fraud. The materials for the lessons were developed as part of the project of the Ministry of Finance of the Russian Federation and the World Bank "Promotion of increasing the level of financial literacy of the population and the development of financial education in the Russian Federation." So far, such a subject has been introduced only as an elective, but it is possible that soon such a subject will become mandatory.
8 most unusual subjects that students in different countries of the world will study In a week, festive lines will be held in all schools of our country, the first bell will ring - and all students will sit at their desks. Children will begin to study mathematics, chemistry, physics, literature ... But in some schools, in addition to the usual subjects, educational program introduced unusual courses that surprise our children, and sometimes envy. In our review, 8 of the most unusual subjects that schoolchildren study in different countries of the world.
Japan: Admiring Nature
In Japanese schools, children are taught to admire nature In some schools in Japan there is a very unusual subject - "Admiring nature." Its goal is to teach schoolchildren to appreciate the beauty of the environment, which, due to worldwide computerization, modern children simply do not notice. During classes, children study the features of the development and interaction of flora and fauna. For these observations, teachers give them grades, and at the end of the year, students even take exams.
Germany: Lessons in Happiness
In the German city of Heidelberg, special happiness lessons are held. An unusual subject has not yet been introduced in all schools in Germany, but in one of the educational institutions of the city of Heidelberg, happiness lessons are taught by the headmaster himself. The main task of students is to learn to live in harmony with themselves, listen to their hearts and just be happy. There are no exams in this subject, but by the end of the year each student must implement his own project: shoot a “kind” video or do charity work.
Israel: Theory and Practice of Cyber Warfare
In Israeli schools, children attend a special course - cybersecurity. In some schools in Israel, an unusual subject has been introduced - "Cybersecurity". The reason for the introduction of this lesson was the great cyber dependence of children, which began to be discussed not only by parents, but also by doctors. In theory and practice lessons, schoolchildren are taught how to behave in social networks, how to react and respond to comments correctly. Also, a large part of the subject is devoted to addiction to computer games and how to deal with it.
Bashkiria: Beekeeping
There are schools in Bashkiria where they study beekeeping In Bashkiria, there are more than a hundred schools that have their own apiaries. In beekeeping lessons, children are taught how to properly care for insects, collect honey, and more. The fact is that the Republic of Bashkiria is considered one of the best honey producers in the world. And, in order not to lose this honorary title, such an unusual subject was introduced in some educational institutions.
Australia: Surf Lessons
In Australian schools, children are taught to surf The inhabitants of the green continent can rightly be called the best surfers on the planet. And, to keep the title of the best conquerors of the waves, surfing lessons were introduced in all schools in Australia. The authorities of the country have done everything possible to ensure that a tourist who rides better than the locals does not accidentally appear on the beaches.
Armenia: folk dances
Folk dances are studied in all schools in Armenia The Armenian authorities are doing everything to ensure that the younger generation does not forget the traditions of their beautiful country. That is why a special course was introduced in all schools - folk dances. At the lessons, schoolchildren are taught not only choreography, but also talk about the history of dances. Schoolchildren do not have the opportunity to "slope" from this subject: at the end of the school year, children take exams. If you do not get a good mark in this discipline, you can stay in the same class for the second year.
USA: Scientific discoveries
A special course has been introduced in US schools - An unusual subject called "Scientific Inventions" has been introduced in all American schools. Its goal is to unlock the potential of young scientists. After the theoretical course, all students are given one task - to invent something new. Students are given a whole year to complete it. After completing the course, students present their inventions to the whole class, discuss the relevance of the project and give marks.
Russia: Financial Literacy Lessons
Some Russian schools have introduced a financial literacy course Some Russian schools have introduced a very interesting subject - "Financial Literacy". In the classroom, children are taught how to properly manage money, how to plan a family budget. The lessons also talk a lot about how not to become victims of financial fraud. The materials for the lessons were developed as part of the project of the Ministry of Finance of the Russian Federation and the World Bank "Promotion of increasing the level of financial literacy of the population and the development of financial education in the Russian Federation." So far, such a subject has been introduced only as an elective, but it is possible that soon such a subject will become mandatory.
In a week, festive lines will be held in all schools of our country, the first bell will ring - and all students will sit at their desks. Children will begin to study mathematics, chemistry, physics, literature... But in some schools, in addition to ordinary subjects, unusual courses have been introduced into the educational program, which cause surprise in our children, and sometimes even envy. In our review, 8 of the most unusual subjects that schoolchildren study in different countries of the world.
Japan: Admiring Nature
Some schools in Japan have a very unusual subject - "Admiring Nature". Its goal is to teach schoolchildren to appreciate the beauty of the environment, which, due to worldwide computerization, modern children simply do not notice. During classes, children study the features of the development and interaction of flora and fauna. For these observations, teachers give them grades, and at the end of the year, students even take exams.
Germany: Lessons in Happiness
An unusual subject has not yet been introduced in all schools in Germany, but in one of the educational institutions of the city of Heidelberg, happiness lessons are taught by the director of the school himself. The main task of students is to learn to live in harmony with themselves, listen to their hearts and just be happy. There are no exams in this subject, but by the end of the year each student must implement his own project: shoot a “kind” video or do charity work.
Israel: Theory and Practice of Cyber Warfare
In some schools in Israel, an unusual subject has been introduced - "Cybersecurity". The reason for the introduction of this lesson was the great cyber dependence of children, which began to be discussed not only by parents, but also by doctors. In theory and practice lessons, schoolchildren are taught how to behave in social networks, how to react and respond to comments correctly. Also, a large part of the subject is devoted to addiction to computer games and how to deal with it.
Bashkiria: Beekeeping
In Bashkiria, there are more than a hundred schools that have their own apiaries. In beekeeping lessons, children are taught how to properly care for insects, collect honey, and more. The fact is that the Republic of Bashkiria is considered one of the best honey producers in the world. And, in order not to lose this honorary title, such an unusual subject was introduced in some educational institutions.
Australia: Surf Lessons
The inhabitants of the green continent can rightly be called the best surfers on the planet. And, to keep the title of the best conquerors of the waves, surfing lessons were introduced in all schools in Australia. The authorities of the country have done everything possible to ensure that a tourist who rides better than the locals does not accidentally appear on the beaches.
Armenia: folk dances
The Armenian authorities are doing everything to ensure that the younger generation does not forget the traditions of their beautiful country. That is why a special course was introduced in all schools - folk dances. At the lessons, schoolchildren are taught not only choreography, but also talk about the history of dances. Schoolchildren do not have the opportunity to "slope" from this subject: at the end of the school year, children take exams. If you do not get a good mark in this discipline, you can stay in the same class for the second year.
USA: Scientific discoveries
All American schools have introduced an unusual subject called "Scientific Inventions". Its goal is to unlock the potential of young scientists. After the theoretical course, all students are given one task - to invent something new. Students are given a whole year to complete it. After completing the course, students present their inventions to the whole class, discuss the relevance of the project and give marks.
Russia: Financial Literacy Lessons
Some Russian schools have introduced a very interesting subject - "Financial Literacy". In the classroom, children are taught how to properly manage money, how to plan a family budget. The lessons also talk a lot about how not to become victims of financial fraud. The materials for the lessons were developed as part of the project of the Ministry of Finance of the Russian Federation and the World Bank "Promotion of increasing the level of financial literacy of the population and the development of financial education in the Russian Federation." So far, such a subject has been introduced only as an elective, but it is possible that soon such a subject will become mandatory.
Children do not always try to avoid lessons in schools. Especially if the subjects are interesting. Or schools are not like everyone else. We recommend that you familiarize yourself with the material on
Julia Friday
The most unusual hobby. Choosing a new hobby
Unfortunately, not everyone can call their work their favorite. In this case, a hobby comes to the rescue - an activity during which you can take your soul off and relax after a hard day's work.
Most people prefer standard hobbies like reading books, knitting, or cycling. What do you know about unusual hobbies?
Leisure
The need for new activities appeared when people began to realize that they could not choose a hobby from those they already knew. Some active unusual hobbies appeared due to a mixture of different activities, some out of pure curiosity.
One thing is clear - rappels are fond of conquering high-rise buildings with their hands and feet without any insurance. Hobbies may also appeal to lovers of parkour - extreme overcoming of urban obstacles (fences, high levels and fences, distances between buildings, sheer walls).
Kiting
If you are a fan of surfing or windsurfing, be sure to try a new type of water sport - kiting. This hobby rightfully fits into unusual hobbies as a mixed style of activity.
Kiting is the ability to control a light board on the water with a huge kite. The difficulty lies in lifting the kite into the air and standing on your feet in strong winds while balancing on the waves. Learning to kite is hard. But those who master it forever forget about other unusual hobbies.
Types of creativity
Unusual hobbies include quiet hobbies - such as creating sculptures and paintings. But what materials are used for this?
Microminiatures
Microminiature is a kind of three-dimensional visual arts, which is based on the creation of sculptures and compositions of tiny sizes. The direction was formed at the end of the twentieth century, as denoting miniature works in any branch of art. Magnifying glasses, microscopes and loupes are used in the process.
For example, craftsmen carve unusual paintings on rice and poppy seeds, prepare horseshoes for fleas and dress flies.
Despite the complexity of implementation, everyone can learn how to make small figures. Start with larger pieces - for example, try creating clothes and household items for dried grasshoppers and cockchafers. Be patient - the work will be long and painstaking, but the result is worth it.
An interesting kind of miniature work is carving on a pencil rod. Craftsmen carve intertwining patterns and unusual chains in mini format from the body and the core of a pencil, striking with their precision and accuracy.
Alternatively, miniature figures are cut out on the top of the pencil.
To learn this skill, start with a simple carving on the body of a pencil, gradually going deeper and moving to the core.
Pictures from nails
From the name it is clear that nails are the main material for working in this hobby. Boards of various sizes and shapes, walls of furniture and even apartments can serve as a basis.
Just draw a sketch with a washable pencil and start hammering nails around the perimeter. Where the thickness of the lines is wider, drive in several nails side by side, creating chiaroscuro effects.
One of the varieties of such a hobby is threading nails with threads.
Just drive them around the perimeter of the image at a small distance from each other, thus preparing the base. Now wrap their legs with threads, moving from one nail to another or in a chaotic manner, depending on your creative idea.
paper art
An easy way to keep yourself busy free time. First, a sketch of the work is created on a piece of paper. With the help of scissors, cutters, needles, knives and tweezers, details of a complex image are cut out and attached to each other on a suspended base sheet, creating a three-dimensional figure.
The pinnacle of art is considered to be unusual figurines that have been carved and designed, but not separated from the base sheet.
A three-dimensional picture acquires a unique charm if you place lighting under it next to it. right angle. Try to create paper sculptures only white color They will feel light and airy.
Scotch tape pictures
An unusual hobby is complemented by such an art form as creating pictures from adhesive tape. This hobby is very economical - all you need is a white translucent rectangular glass and colored adhesive tape.
Work on the drawing takes place according to the following algorithm:
- measure the adhesive tape to the required length;
- stick it on the picture at the right angle and in the right place;
- trim any excess tape or tear off.
This technique makes it easier to create paintings that show close-up objects or portraits of people. Despite the fact that many of the works are made with adhesive tape of the same color, each time an original, unique mood of the characters is obtained.
Tire sculptures
This hobby can rightfully be included in unusual hobbies. Using tires as a working material, experienced craftsmen create realistic figures of animals, plants and fairy-tale characters.
The Korean sculptor Yong Ho Ji was very successful in this art. He prepares the wire frame of the future figure, after which he covers it with solid or cut tires. The complexity of his work lies in the fact that the master must create the most realistic sculpture: lay out the features of the face, designate the hairs of the fur, the curves of the paws.
This activity is a bit like carving work: the tire can be cut in such a way as to get a flower, a star, a snowflake out of it. And you can cut several strips, triangles or squares from it, and then connect them in the right order.
At first, try to create simple figures from old tires. They can decorate a flower bed in the yard or summer cottage. Gradually, you will hone your skills to such an extent that you can form complex realistic sculptures.
Freezelight
An interesting art that appeared relatively recently - with the introduction of professional cameras. Literal translation words - painting with light.
Take a camera with a shutter speed and a light marker - it can be any luminous object. Put the camera on a tripod and set it up to shoot in the dark for a while. Stand a short distance in front of the lens and start drawing the image in the air with a marker. The camera will capture it as a ready-made bright picture on a dark, slightly blurred background.
This type of creativity is very useful - preparation for the workflow helps a person learn how to photograph, because to shoot in the dark you need to be able to choose the right mode.
A list of unusual hobbies will help you decide on your favorite pastime. It is possible that in the future such a hobby may develop into your main occupation.
Take it, tell your friends!
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