Preview:
Municipal budgetary educational institution
Additional education for children
Centre additional education children "Search"
Section: crochet
Lace
Compiled by: teacher of additional education
Chepkasova Natalya Pavlovna
Nefteyugansk
Theme: Lace.
Target: Development of personal motivation for learning through lace knitting.
Tasks:
Tutorials: Learn about the history of lace. To teach the technique of making "Bruges" lace.
Developing: Development of cognitive interest in children.
Development of speech, motor skills of hands, eye.
Educational: Formation of aesthetic taste in children.
Course progress.
- Organizational moment.
- Theoretical part.
A. Acquaintance with the history of lace.
B. Acquaintance with the technique of making "Bruges" lace.
3. Practical part.
A. Knitting "Bruges" lace.
4. Conducting introspection.
5. Summing up.
Conducting methods:Verbal, visual, problem-based learning, practical (work with a diagram), game.
Receptions: Formulation of the problem; independent search for answers to the problem; a game; dialog; exercises; analysis.
Connection with general education subjects:
History is the history of lace.
Literature - "lace", "bruges", "vilyushka", "nasnovka", "lattice".
Technology - knitting lace.
OBZH - physical education.
Visual aids:exhibition, leaflets with printed material from the history of lace and questions, lace samples, sketching patterns, crochet hook, knitting yarn, scissors.
- Hello girls and dear guests. Today we have a mysterious topic of the lesson. Listen to these verses:
An amazing artist visited the window,
An amazing artist painted a window for us.
Palm trees, fern, maple - the forest is dense on the window.
Only white, not green, all shiny, not simple.
There are flowers and leaves on the glass - everything sparkles, everything is white
But without paints and without a brush the glass is painted.
A wonderful artist visited the window
Guess - guys, who painted the window?
(children answer)
What are these verses talking about? (children answer). That's right about the patterns, but what do the patterns look like? (children answer). Yes, indeed, the patterns look like lace. So the topic of our lesson today is “lace” (open topic).
2. Now we will get acquainted with the history of lace. But for this, we must work together. (Leaflets with the text and questions to the text are distributed). Before you are sheets of text and questions to the text, you must find the answer and mark with a pencil. And then, read it out loud.
A. Text 1. The word "lace" has two meanings. The first comes from the word "surround", which in Russia defined different finishes along the edges of clothing. Such finishes could be fabrics. For example, from a fabric of a different grade or color, or stripes from different braids or stripes. When the first lace appeared in Russia, it was used precisely in the form of stripes. In the second meaning, this word denotes a patterned openwork product - an independent type of decoration of clothing or decoration. In the concept of "lace" there are three different types of technique: Needle-sewn, bobbed and knitted or crocheted. Only the first two are considered real lace - embroidered and woven.
Text 2. Lace is a European art.Since lace-making is impossible without metal pins, and pins became widely known only from the middle of the 16th century, the appearance of lace can be associated precisely with this period.
In the twenties of the 19th century, a lace factory of the landowner Zasetskaya was founded in the vicinity of Vologda. The same factories, in which hundreds of serf girls worked under the most difficult conditions, existed in the first half of the 19th century in other Russian provinces.
After 1861, when the landlord's factories ceased to exist, the lace industry began to grow rapidly, first in a number of Russian cities, where lace-making was known for a long time, and then in the villages surrounding them. In the second half of the 19th - early 20th centuries, tens of thousands of craftswomen were engaged in lace-making in Vologda, Orel (the city of Yelets and its environs), Tula, Vyatka (Kukarka settlement), Nizhny Novgorod, Kazan, Novgorod, Moscow and other provinces.
Questions for text 1:
- How many meanings does the word lace have? Name them.
- How many types of lace are there? What kind.
Questions for text 2:
- When did lace appear?
- When did lace-making appear in other cities? What.
B. Well, today we will learn how to crochet lace from braid. Crochet is a universal technique, so we can repeat the patterns of different laces. Pay attention to this costume, two types of lace are used here - this irish lace(show on models and illustrations) and Bruges, we often call it Vologda. Such lace is an imitation of bobbin lace (show napkins: knitted and woven), so the terms of this technology are often used: vilyushka - lifting loops forming a loop on the side, with the help of which the connection is made (shown in the diagram). Nasnovka - small, tightly woven oval with pointed ends, lattice - space between braid patterns.
3. Before you are the patterns for making Bruges lace. Now you have to knit samples of these laces.
But before we get started, let's repeat what we need in the lesson.
Snowflakes with questions hang above you. Choose any and give an answer to the question that is on reverse side snowflakes.
Questions on snowflakes:
Safety precautions when working with scissors.
Crochet Safety.
What does this sign mean?
- What does this sign mean?┼
What does this sign mean?
What does this sign mean?→
- What does this sign mean?
Schema rules.
Do practical work.
Fizkultminutka.(It is carried out during a break in practical work).
Hamster, hamster, hamster,
Striped barrel.
Hamster gets up early
Washes cheeks, rubs neck.
Homka sweeps the hut
And goes to charge.
One, two, three, four, five
Homka wants to sleep a lot.
The deer has a big house,
He looks out his window.
Bunny runs through the forest
There is a knock on his door.
Knock, knock open the door.
There is an evil hunter in the forest.
Bunny, bunny, run my paw, come on.
Stomp bear, clap bear,
Squat with me brother.
Hands up and down
Smile and sit down.
(A conversation is held during practical work).
In ancient times, in order to become a knight, boys at the age of seven were sent to study for experienced wars. They were taught to ride, shoot from a bow, throw a spear, and wield a sword. The boys were brought up in such a way that they knew how to keep their word, were helpful and polite, helped a friend out of trouble, stood up for the weak, offended, treated women nobly and sublimely.
For example:
Do you know why men take off their hats when they meet? (They show an unprotected head, trusting the oncoming one that he is not afraid of meeting him).
But did you know that since the time of the knights, it has become customary to take off the glove from the hand and shake hands when meeting? (The knight showed that he was not armed and had no insidious plans).
Who knows what the knight's clothes are called ((On the head - a helmet with a visor, on the body armor, sometimes with a chain mail shirt, on the hands - elbow pads).
What weapons did the knights have? (Sword, dagger, spear, Shield, sometimes a quiver with arrows and a bow).
4. Our lesson is coming to an end. And I have this question for you: What new did you learn today? (Children answer)
Well, now, we will conduct a self-assessment of your work done.
For this we use berries.
Lesson summary on technology: Working with different materials. "Frame decoration natural materials».
Target settings: to acquaint students with the features of design activities. Show the possibilities of using a new natural material - beads and shells. Familiarize yourself with the rules for preparing the material; reinforce group work skills. Improve design skills, the ability to create new original items; teach mutual aid; develop creative skills; cultivate creative skills; to cultivate artistic and aesthetic taste and the desire to make the work of making frames emotionally joyful, interest in joint work, mutual assistance; help students learn new terms and concepts (design, designer, kids design, design for kids).
Planned results:
Subject: learn how to create a decorative frame using different material; decorate products according to your own desire, plan; create different products using the same technology; use the principle of symmetry when decorating the frame.
Metasubject:
- regulatory: independently plan and carry out practical work; accept and save the learning task when performing the product; conduct a reflection of their actions on the implementation of the product with the help of a teacher; observe the technique of safe work with beads, shells;
cognitive: come up with a sketch, choose materials for the manufacture of a product, taking into account its purpose; to realize their own ideas in the manufacture of the product; get acquainted with new words: design, designer, children's design and design for children.
Communicative: learn to write a story about design, to admit the possibility of the existence of another judgment, opinion; formulate statements, ask questions adequate to the situation and the learning task.
Personal: show interest in creative activity, feel the need for it; take into account in the manufacture of the product their own interests and abilities; to form the ability to evaluate one's activity, determining its success or failure according to the specified criteria.
Resources and equipment.
At the teacher: examples of products, presentation on the topic of illustration.
For students: frames, shells, beads, glue, napkins, oilcloth.
During the classes
Updating the knowledge and skills of students. Motivation to learning activities. At the beginning of the lesson, homework is done.
Teacher: Guys, you had a task to pick up small shells and beads, a frame for a photo, draw up a sketch of the frame decoration.
To work on this lesson, we need to divide the class into two groups: the first group will decorate the frames with beads, and the second with shells. The guys from the "Beads" group have samples of frames decorated with beads on the table, and the guys from the "Shells" group have shells.
Let's check ourselves. Teacher: you all had a rest somewhere in the summer: someone with their parents rested on the Volga River, went to the sea, lakes. We wanted to capture these pleasant moments in photographs. And as you know, photos can be stored electronically, in albums, framed on the wall or on the table. On vacation, you collected beautiful pebbles, shells, collected beads. As you know, frames can be beautifully decorated using beads, shells.
We learn new things. After repeating and consolidating the material on how to decorate frames, you can have a conversation with students that motivates them for practical activities in this lesson.
Teacher: There are a lot of beautiful things and objects around us. And now the question for the groups: who helps to create comfortable, beautiful, practical household items? (Children in groups confer and the representative gives an answer).
Teacher: There are special design people for this. To find out who these designers are, we look at the directory:
Designer is an artist-constructor, a design specialist who is able to develop new products, their sketches. There is an adult design and a children's design. Children's design is an artistic and decorative activity of the child himself: drawing, modeling, applique, manual labor, designing, and modeling clothes.
Guys, what do you think, what is design?Design It is a blueprint, a drawing, a drawing. There are many types of design: (showing a presentation, completing a task given for a presentation)
We do it ourselves.
Teacher: Today we are real designers and decorate a photo frame. At the beginning of the lesson, you were divided into two groups "beads" and "shells", at the end of the lesson you will share your experience so that each of you at home can independently make the second product.
Each group is given time to analyze finished product provided by the teacher. One of the group members then makes a presentation, the teacher controls the literacy of the analysis, evaluates the work of the group.
Teacher: (I praise the guys for the correctly constructed chain of the sequence of work)
Frame with beads. Materials and tools: frame, glue, beads, napkin, oilcloth. Markup, symmetry and asymmetry properties.
Frame with seashells. Materials and tools: frame, glue, shells, napkin, oilcloth. Markup, symmetry and asymmetry properties.
After the analysis, it is necessary to fix the work plan on the product:
Preparation of materials and tools.
Markup.
Applying glue to the shell, bead.
Assembly. Product design.
Summing up: At the end of the lesson there is an exhibition and discussion of the work. Students talk about the work done and share their impressions. The children work in groups. Possible discussions on:
In what order did you work on the product?
What difficulties have arisen?
What did you like about work?
What advice would you give to your colleagues who have to do this kind of work?
Work is being evaluated.
I suggest you, depending on which group you worked in the lesson, create another group's work at home, or decorate a jar for stationery (showing samples, presentation).
Fine art lesson grade 2
Theme "Decoration and fantasy. Lace patterns"
Lesson type - combined.
Didactic purpose- to create conditions for understanding and understanding the topic "Jewelry and fantasy. Lace patterns" by organizing part-search work in the lesson.
Content goals:
Educational:
- to give an idea of the reflection of elements of nature in the works of decoration masters, of free fantasy on the theme of patterns using natural motifs;
- to acquaint with folk art and decorative crafts - embroidery, lace.
Developing:
- create conditions for the development of the ability to creatively transform the forms of the real world into conditionally decorative ones;
- to improve the skills of working with a diverse line, connected in a composition, in any form of a product.
Educational:
- create conditions for the formation of interest in fine arts, decorative activities;
- educate respect for native nature, national traditions.
Teaching methods : partial-search, method of solving educational problems.
Forms of organization of educational activities:
- group
- Individual
- Frontal
Lesson equipment:gouache, brushes, napkins, glue.
Visual range: slides of lace, jewelry, embroideries and household items themselves, decoratively decorated, student work on this topic, presentation.
Literary series:riddles on this topic, a textbook for grade 2 according to the B.M. Nemensky "Art and You".
During the classes
1. Organizational moment.
Greetings.
Checking the readiness of the workplace.
Who walks with a bag of books
In the morning to school ... (student)
Long-awaited call given? .. (Yes)
Let's start our ... (lesson)
II. Introduction to the topic.
Read an excerpt from the book "Magic Patterns"
"They say, the fabulous grandmother Vereten lived. And she knew how to make such a shawl that it was not sewn, not woven, but woven straight from the air. It used to be that an old woman would take a silver needle and a gold thread, sit on the step in front of the hut and, well, through the air play with a needle. A silver needle walks, pulls a golden thread behind it, stitches the air. The needle circles, throws loops, pulls in knots. The loop is a knot. So the golden pattern freezes in the air. Granny Vereten will sew the air, fix it in the corners with knots, you see - lies in front of her is a shawl light as a cloud, beautiful as the morning dawn, airy, transparent, patterned. Only one can gasp at such skill, lace skill.
Answer the questions:
- What craftsmanship was Vereten's grandmother famous for?
- What did she create her lace products from?
This is a fairytale. It has long been told in the Ryazan, Novgorod, Vologda lands, where the first Russian lace craftswomen appeared.
Look how beautiful the creations of the craftswomen!(They also consider the things brought to the lesson).
And what helps them to create such beauty?
Therefore, the topic of our lesson is "Decorations and fantasy."
III. New material.
Today we need to come up with our own lace patterns. But first, to create beautiful pattern think and say:
Are there patterns in nature? (Give your examples)
Where can we see them?
A person learns from nature, and in order to create beautiful things one must not only be observant, but be able to fantasize.
Look at the decorations precious stones- after all, these leaves and flowers with dew drops are transformed by the artist's imagination!
From leaves and flowers, an artist can come up with a lot, for example, decorations for a kokoshnik - an old women's headdress.
Where does the master start his work? What does he need to do to create such beauty?
(= First, the artist, as the Master of the Image, made many drawings of flowers and leaves. Then, as the Master of Decoration, he came up with a pattern for embroidery from them. And then the artist designed the shape of the kokoshnik and placed embroidery on it).
Look at this fish. Her design and color combination inspired the artist to create a pattern for the dress.
Check out this lace.
What natural forms can be seen in it?
Who suggested to man the idea of creating lace, woven napkins, tablecloths, shawls and other similar products? Who taught man to weave lace? Guess.
From branch to branch
Hooked on bitches
fine mesh
Pulled ... (spider)
Consider the fragile, delicate creation of the ancient master of nature - the spider - his home - the cobweb.
Have you seen in the forest, a field of cobwebs? In their delicate threads you can see leaves, raindrops, dew, entangled insects. Cobwebs are the decoration of the forest. Craftswomen who create beautiful lace products peep patterns in nature.
It is not for nothing that the names of the patterns of ancient Russian lace are so simple and poetic: "fish", "brook", "flowing river", "frost", "stars", "gulichiki", "flower", "herringbone" and others.
Try to repeat the patterns of lace makers. Draw them on a notebook sheet with a black gel pen or felt-tip pen. Design and draw your patterns.
(Children work independently, inventing their own patterns)
Let's check what you got. What did you imagine?
(Mini-exhibition, discussion and evaluation of the results of the work)
Listen to the poem and name those natural forms that craftswomen could use to create lace patterns on various products.
Lace surrounds me
Dandelion, barely trembling,
Foam crest on a smooth wave
And a pattern on a frosty window.
Lace - in dragonfly wings
And in the flying through clouds,
In the web of the airy forest,
In the weightless shadow of the carved.
A lace leaf circles over me,
Laced grass -
Lace, lace, lace...
Physical education minute
IV. Practical independent work.
Come up with lace that looks like snowflakes, cobwebs, stars.
Decorate the collar, napkin, tablecloth (optional) with a lace pattern. Work can be donedifferent ways.
1 option - on a landscape sheet, working with a thin brush, depict a lace napkin, a collar. Paints to choose from (gouache or watercolor).
Option 2 - cut out the necessary shape of a napkin or collar from a napkin, draw patterns with white gouache.
! Pay attention to the fact that the elements of the pattern do not fall out, that is, they must be connected to each other by thread-lines.
Work examples
V. Lesson summary
LESSON PLAN-SUMMARY
11.Full name of the teacher
Azanova Svetlana Ivanovna
22.
Place of work
MKU DO ShGO "House of Creativity"
33.
Additional general developmental program
"Isothread"
44.
№ groups, year of study
3 year of study
55.
Topic and number of lessons in the program
"Braid, lace. Technology of working with braid and lace”; lesson in the program number 60
66.
Time
45 min.
77.
Methodological support
presentation "Assortment of braid and lace"; game "Magic chest";
8. Purpose of the lesson: Making work with the use of textile finishing materials.
9. Tasks:
- educational ( formation of cognitive UUD ) :
Formation of ideas about the possibilities of designing work.
Formation of the ability to cooperate, listen and engage in dialogue.
- educational ( formation of communicative and personal UUD ) :
Education of aesthetic culture, artistic taste, sense of proportion, the habit of bringing elements of beauty into life;
- developing ( formation of regulatory UUD )
Development creativity and spatial thinking.
10. Lesson type: combined
11. Forms of work of students: front work, ICT.
12. Methods and techniques: Conversation, game, practical work
13. Required technical equipment: board, computer, multimedia projector, screen.
15. TECHNOLOGICAL CARD OF THE LESSON
Lesson stage
Teacher activity
Student activities
Time
(in minutes)
Formed UUD
cognitive
Regulatory
Communication, personal
1
Organizing time
Hello guys! I am glad to see you today at our lesson. Today, when I was going to work, they gave me this chest. I really want to open it and see what's inside. And you? But for some reason it won't open. Look at the letter attached to it. To open the chest, correctly collect the words from the letters in the envelope. Let's try.
Answer questions, divide into groups and collect the cut word.
Forecasting your activities.
Ability to listen and engage in dialogue, ability to work in a group.
2
Introductory conversation. Knowledge update.
Look what is it?
That's right, these are ribbons, braid and lace. All this is called finishing materials. Why do you think? That's right, these materials are used to design various products. In the clothing industry, they make out aprons, dresses, night sets, but it also turns out that they can be used to decorate and decorate various things, such as vases, caskets, and other pleasant things.
Let's look at what finishing materials are and how they differ.
Answer the questions of the teacher, consider the materials.
Search and selection of necessary information.
Setting the goal of the educational task.
3
Learning new material.
Lace - textile (handmade or machine-made) without a woven backing in which formed as a result of the interlacing of threads. High quality sewn and braided were made in Western Europe with con. 15th c. (Italy). In Russia since the 17th century. braidedlace (Vologda, Yelets, etc.) It is mainly used for finishing linen and clothes. Now you can see a large assortment of lace on the shelves of our stores. Laces differ in width and pattern, color and method of manufacture.
Braid - narrow woven or braided stripe or cord , which finds the most diverse application in household use, tailoring.
From braid differs mainly in that the former serves primarily as an ornament, while braid is assigned to bind and pull together parts of clothing and the like, as a result of which strength is for it one of necessary qualities. Therefore, threads from more durable materials are used to make braids:, , less often and , connected by the simplest weaves: linen, twill, less often satin.
There is also a braided braid. In essence, woven tape and tape are the same product. . Let's see how they differ? That's right, they differ in width, pattern, color.
Review materials and answer questions.
Search and selection of necessary information. Structuring knowledge. Analysis of objects.
Take into account the guidelines for action identified by the teacher in the new educational material in collaboration with the teacher.
Ability to listen and engage in dialogue
4
Primary consolidation of the studied material
Our chest invites you to play a game: "Guess what it is?"
We have been working all year and you have completed a large number of works, which I am very glad, since soon your works will participate in the municipal exhibition "Man-made miracle".
Tell me, before sending the work to the exhibition, what should we do? That's right, arrange it.
How can you get a job done? Well done, the work can be inserted into the frame.
Do you know what frames are? Of course, the frames can be made of wood and plastic, round, square and rectangular. Unfortunately, we have a lot of work, and there are not enough frames to complete all the work, so I suggest you think and say how we can get out of this situation? That's right, make your own frames.
So, today we are making a frame for decorating the work, and we will decorate it with lace and braid.
Let's see what frames can be made using these materials.
To make a frame, we need: a frame - a base, lace, braid, ribbons, glue, you see all this on your tables.
On the board we have routing frame manufacturing, pay attention to the sequence of work.
They choose a piece of braid or lace with their eyes closed, determine what it is. Answer the teacher's questions.
Consider the frames and sample.
Identification and formulation of a cognitive goal, reflection of the methods and conditions of action.
Analysis of objects and synthesis.
Planning your activities to solve the task and control the result.
Build reasoning that is understandable to the interlocutor. They are able to use speech to regulate their actions. Accept student responses.
5
Fizminutka.
Are you tired? Well, then everyone stood up together. They stomped their feet, they clapped their hands. Twisted, turned. And everyone sat down at the desks. We close our eyes tightly. We count up to 5 together. We open, we blink. And we continue to work.
Performing movements after the teacher.
6
Practical work.
Before starting work, let's put our frame on the finished work and see what kind of braid we need to take so that it is in harmony with our work.
Execution of work on the technological map.
Analysis of work, highlighting the main thing.
Choice of the most effective ways problem solving
Workplace organization. Determination of the goal, plan for completing the task,self-control.
Finding options for solving a creative problem.
Ask questions necessary for the organization of their own activities and cooperation with the teacher.
7
Summing up
results
Can you tell us what we did in class today?
What materials did you use in your work?
What is the difference between lace and braid?
What difficulties did you encounter while working?
See whose work you liked, why? Soon the holiday "Great Easter" Who would you give your work to?
Let's praise ourselves for the work: Today I'm done. I found out…. I learned….
They answer questions.
Structuring knowledge.
Evaluation of intermediate results and self-regulation to increase the motivation of educational activities.
Ability to listen and engage in dialogue.
8
Reflection stage
We have such a screen of success and today I invite you to evaluate yourself using multi-colored ribbons:
Green - worked well, pleased with himself;
Blue - I worked well, but I can do even better;
Red - the work did not work out, he is not satisfied with himself.
This concludes our lesson. I thank you for the work done, but the work is not yet complete. In the next lesson, we will make the back of the frame, the eyelet, and decorate the frame with the ribbon and lace flowers that we will learn to make in the next lesson. I look forward to seeing you next class on Thursday after school.
Workplace cleaning.
Students select the ribbon corresponding to their work in class and pin it on the success screen.
They take away jobs.
Say goodbye.
15. The nature of the independent work of students (emphasize): reproductive, productive.
16. Evaluation of the achievement of the objectives of the lesson: ____________________________________
Section 2. FINISHING PRODUCTS WITH APPLICATION
Lesson #17-18
Topic. PRODUCT DESIGN WITH APPLICATION
Practical work "Applique design"
The purpose of the lesson:
educational: to ensure that students acquire knowledge about various ways final design of products with appliqué and care for them, to form the ability to complete the design of the product in a frame;
developing: develop aesthetic taste, visual perception, attention;
educational: to cultivate perseverance, accuracy, friendly attitude towards each other.
Equipment, materials and visualization: a product with appliqué was made, illustrations and samples of product design with appliqué, a needle, an eyelet, a thimble, scissors, pins, threads, braid, lace, a frame, cardboard, adhesive tape or glue.
Object of work: a product with an appliqué made of fabric. .
Lesson type: the formation of skills and abilities
Checking the presence of students, their preparedness for the lesson.
Creating a positive work environment.
Teacher. Congratulations to all those present who, with their diligent and hard work, studying the basics of making products with appliqué, proved that they strive to become developed, creative, successful, creative personalities. Credo creative development student: "Know yourself, find yourself, believe in yourself!" So work - and you will definitely recognize yourself, search, get to know new things - and you will find yourself, and most importantly - believe in yourself, because you are individuals, which means that everything will be fine with you.
II. UPDATING STUDENTS' BASIC KNOWLEDGE
It's been quite a while since you started working on your product. In the process of work, various materials and tools were used. Let's remember some of this.
1. Thick, hard paper of special manufacture. (Cardboard,)
2. Small decorative beads with a hole for threading, fishing line or wire. (Beads)
3. Textile material made by interlacing threads in the process of weaving on a loom. (Textile)
4. Stone - a mineral from which fabric is made. (Asbestos)
5. Production of various artistic images with a patch, gluing parts from various materials. (Applique)
6. A writing instrument, the writing part of which consists of graphite, and the box is solid, wooden. (Pencil)
What word is in the highlighted column? (End)
III. MOTIVATION OF STUDENTS' LEARNING ACTIVITIES
Let us recall the folk wisdom: “The end praises the work”, that is, the result of the work largely depends on the final processing of the products.
IV. LESSON TOPIC MESSAGE
V. STUDY OF NEW MATERIAL
Work with the text of the textbook (p. 90-93)
1. Finishing the edges of the product with appliqué:
a) looped seam - figure 99 (p. 91 of the textbook);
b) braid and lace - figure 100 (p. 91 of the textbook);
2. Making the product into a frame - drawing 101, 102 (sec. 92 of the textbook);
3. Caring for products with appliqué:
a) washing and ironing products with appliqué - p. 95;
b) cleaning products with appliqué - p. 97.
VI. PRACTICAL WORK "DESIGNING THE APPLICATION" (INSTRUCTION IN THE TEXTBOOK ON PAGE 93)
1. Analysis of tasks of practical work
2. Security necessary tools and materials
3. Rules for safe work (see appendix)
4. Independent performance of tasks of practical work:
a) buttonhole seam - p. 91 textbooks;
b) braid and lace - p. 91 textbooks;
c) the design of the product in a frame - p. 92-93 textbook.
5. Teacher control in order to identify shortcomings in the knowledge and skills of students
6. Current briefing (individual, group, if necessary)
7. Self-control and mutual control of students.
8. Summing up the practical work:
VII. CHECK OF KNOWLEDGE AND SKILLS
Performing tasks in order to test knowledge of the manufacture and finishing of products with appliqué (see Appendix 12).
VIII. REFLECTION
Self-assessment of educational achievements two points for fulfilling the requirements for the following criteria:
1. Self-manufacturing.
2. Readiness for the lesson (availability of tools, materials, overalls).
3. Compliance with the work culture (did not get distracted by conversations, did not leave the workplace, did not violate labor safety rules, cleaned the workplace at the end of work).
4. Product quality:
Compliance with the dimensions of the product given;
Compliance of the shape of the product with that given by the sketch;
Product accuracy.
IX. MOTIVATION OF GRADES FOR THE LESSON, POSTING THEM IN THE JOURNAL, DIARY
X. HOMEWORK
Repeat the concept of "object of labor", "tools of labor", "product of labor" (pp. 4-5).
Prepare the product for the exhibition.
High level: pick up riddles about the simplest tools and devices.
XI. WORKPLACE CLEANING