GuideBook1-2-5 Creative Imagination Development (CID) (Fairy Tales School)

TRIZ Textbooks: CID Course for Children, 1-2G5
Topic 5. "A Fairy Tale is not true, but there is a hint in it..." (A proverb)
Fairy Tales School: Course of Creative Imagination Development (CID), 1st Grade, 2nd Semester, Methodical Guide-Book
Natalia V. Rubina, 1999 [published in Russian] English translation by Irina Dolina, March 13, 2001 Technical Editing by Toru Nakagawa, May 1, 2001
Posted in this "TRIZ Home Page in Japan" in English on May 8, 2001 under the permission of the Author. (C) N.V. Rubina, I. Dolina, and T. Nakagawa 2001

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Topic 5. "A Fairy Tale Is Not True, But There Is A Hint in It..." (A Proverb)

Workbook

Lesson 1

1. Warming-up

      "Yes-No" from a fairy tale.
      "To match incompatible".
      "Card index for the first grade, part 2".

3. Introduction to the lesson

People say: "It is good to sing together but it's better to speak separately".
Do we always act as this proverb teaches us?

4. Main topic

     The method of making up proverbs was elaborated by I. N. Murashkowska. We studied it in the first semester, while working with the topic "What has happened and what is going to happen" (changes of systems in time). Composing proverbs is a special form of mentality, when the children draw the conclusions of an educative character. That is why the most important are the proverbs, created by the children on the basis of their life experience.
     To learn how to create the proverbs is very convenient using the fairy tales' materials. Making steps, the children reveal the structure of the fairy tale, learn to see various plots. Making poverbs later, they set up inner links between a character's temper and his actions, draw conclusions about the consequences of these actions, disclose the sense of these or those fairy tale's episodes.
     Proverbs as a genre of folklore express common sense, experience of many generations. Behind the wise words of a proverb one can see lively pictures of everyday life. Imagination will help you to finish the picture, to see a particular situation that is reflected in a proverb. Try to do it together with the children.   First, perform every single act of the proverb, design characters involved in this situation. You will get an interesting fairy tale. This method of composing the fairy tales makes the children to analyze their deeds, their friends' actions. And of course, this is a very good activity on developing creativity and speech.

The proverb as any system consists of the parts.

ACTION ===> RESULT (Figure)

As they sow, Action
So let them reap Result

How has this proverb appeared?

Make a picture
of an action and of a result

5. Psychotechnical and developing games

Perform every step of the proverb. Make up the characters, that involved themselves in this situation.

6. Activities on developing speaking skills or designing a creative product

     Remember your proverbs.
     Single out an action and a result.
     Make the illustrations.

7. Sum up
Home work. Choose a proverb. Single out an action and a result. Make up and write a short story about how this proverb could appear.

Lesson 2

1. Warming-up

     "Yes-No" from a fairy tale.
     "To match incompatible".
     "Card index for the first grade, part 2".

2. Home- work

Illustrations and fairy tales based on the proverbs.

3. Introduction to the lesson

"Much was spoken, but little was said."
Have you ever been in a situation when you can say this?

4. Main topic

The proverbs helped us to remember some accounts from our life. We have composed short stories. And what about trying to create the proverbs based on the popular stories or fairy tales?

For the work in class it is more convenient to choose short stories with a dynamic plot (such tales you will find in CID Card index for the first grade, part 2). It's great luck if such stories or tales will be offered by the kids themselves. You may choose for this purpose something that really has happened in your class. Composing the proverbs, the children will come to the appropriate conclusions themselves.

Make pictures of every step of the fairy tale's plot.

Which step is depicting an action, which step depicts a result?
Make a proverb.

______________________________________________________________________

7. Sum up

Home work. To draw pictures of the fairy tale's acts and compose a proverb.

References

1. Altshuller, G.S.: "To Find an Idea", Novosibirsk, "Nauka", 1991.

2. Bashaeva, T.B.: "Developing Children's Perception", Iaroslavl, "Academy of Development", 1997.

3. Granovskaya R.M.: "Elements of Practical Psychology", Sankt-Petersburg, Publishing House "Svt", 1997

4. Grinder and Bendler: "From a Grog into a Princess (Neurolinguistic programming)"

5. "Children's Encyclopedia", "Rosmen", 1994.

6. "Games: Educating, Training, Recreation" (edited by V. V. Petrusinsky), M."Novaya shkola", 1994.

7. Krjazheva N.L.: "Developing the Emotional World of the Children", "Academy of Development", 1997.

8. Seminar Papers by Murashewska I.N. and Nesterenko A. A., 1994-1995.

9. Murashewska, I.N.: "When I Become a Magician", Knowledge: edition 5- Riga, 1993.

10. Murashewska, I.N. and Valiums, N.P.: "Pictures without a Stop", Sankt-Petersburg, Publishing House TOO "TRIZ- SHANS", 1995.

11. Rodari, J.: "Grammar of Fantasy", Moscow, "Progress", 1990.

12. Rubina, N.V.: "Program of CID Course for the Elementary School", Petrozavodsk, 1996.

13. Rubina, N.V.: "Workbook on CID for the First Grade (second term)", Petrosavodsk, 1998.

End of Guidebook 1-2