Hand drawing in kindergarten: variety of topics and specifics of organizing classes. Drawing with children “21 ways to draw using non-traditional techniques

Master class on drawing. Unconventional drawing with a piece of textile

Topic: “Landscape with a piece of textile - in 3 minutes”

Master class is designed: for older children up to school age, teachers preschool education, parents.

Purpose: this drawing, made by hand using an unconventional technique, is an excellent gift for family and friends, and can be used to decorate the interior of a room or exhibitions of children's creativity.

Goals and objectives: development artistically - creativity preschool children through the use of non-traditional drawing techniques, the development of fine motor skills of the fingers and coordination of movements. Increasing the level of pedagogical skills of teachers and parents.

Materials: white paper A-4 format, black gouache, palette, piece of textile measuring 10 x 5 cm, white PVA glue, sheet of colored cardboard.

Description of the Master class:

We opened a workshop.

Admire it - this is what it is!

We invite everyone to study

It's fun to work together!

Only the brave and persistent

Will reach the goal cheerfully.

Today I invite you to practice unconventional drawing techniques and become direct participants in our master class.

And I want to introduce you to unconventional technology drawing - drawing with textiles, that is (fabric). And I suggest you paint landscapes today, without the help of a brush - with a simple piece of fabric.

As we know, a landscape is a drawing depicting nature, that is, forests, rivers, fields, meadows, lakes, mountains.

If you see in the picture

A river is drawn

Or spruce and white frost,

Or a garden and clouds.

Or a snowy plain

Or a field and a hut,

Required picture

It's called... scenery.

After all, as Chinese wisdom says.

I hear and forget, I see and remember, I do and understand.

Therefore, I propose to transgress.

For work we will need: black gouache, since we will be painting in a black tone, pieces of cotton fabric, a sheet of white paper in size A - 4, white PVA glue, a sheet of colored cardboard (for designing the work).

We take a piece of fabric measuring 10 x 5 cm, crumple it, and make something like a tampon.

Dip a cloth swab into black gouache paint and draw a horizon line on the sheet.

We call the horizon the line between heaven and earth. The higher the horizon line, the more space opens up to our view.

We drew the horizon line using the drawing method.

Now we need to draw a forest in the distance, for this we use chaotic movements to print trees and bushes, and we get textured prints.

The forest and bushes on the horizon line are ready.

It is important to remember that in the background objects appear small, but in the near foreground larger, more distinct. Now in the foreground we draw the shore line using a swab using the drawing method.

The shore is ready.

Let's start printing the bushes.

The bushes are ready.

We draw using the drawing method, chaotically smearing a cloud or cloud on the sky with a piece of fabric.

The clouds have been drawn.

Let's start drawing ripples on the lake.

The ripple is ready.

Now we draw the sun and its reflection in the water.

Children develop an interest in drawing at an early age. Kids enjoy running a brush over paper, smearing paint, making dots and blots. At the age of 2–3 years, a child begins to distinguish the outlines of some objects in his scribbles, and by the age of 4 he has a desire to consciously depict something. Drawing with pencils, felt-tip pens, brushes and paints requires confident ownership tools to obtain an accurate transfer of the contours and details of objects. Children of primary and secondary preschool age form and develop the ability to draw, practice techniques in simple tasks. Non-traditional drawing techniques allow you to create visual image on paper simple movements and quickly, which gives the child positive emotions and satisfaction with the result creative activity.

Non-traditional drawing techniques in classes in the middle group

Children 4–5 years old often experience uncertainty, sometimes even fear, before drawing classes. The skill of using a pencil and brush is still developing; form-building movements are rarely accurate. In basic drawing classes, middle group students learn to draw vertical and horizontal lines with a pencil, a continuous line with a brush, and draw simple figures and practice the skill of painting within the contour. Children's attention is unstable, they get tired quickly, monotonous activities reduce interest in the work being done. Drawing in unconventional ways surprises children and activates their attention to creating images on paper using unusual objects and tools. Watching the teacher draw with a fork or toothbrush, the children experience delight and a desire to draw as well.

During drawing classes using non-traditional techniques, developmental and educational tasks must be performed that are appropriate age characteristics middle group children:

• Development of fine motor skills of the hands. Performing actions with various instruments develops the child’s hand; on the tips of the fingers and the surface of the palms, nerve endings are excited, which send an impulse to the cerebral cortex - the thinking and speech centers are activated.
• Development of spatial thinking and visual perception items. The child learns to find individual details and shapes in the image of an object, which he can convey in the process of drawing on paper. By making blots, drawing with wax, and making prints, the children consolidate the ability to determine the center of the sheet and develop a sense of composition and rhythm.
• Training in working with a variety of materials. During the classes, children will learn that images can be created not only with the usual paints and pencils on a white sheet of paper. Everyday objects, natural and waste materials are used in creative work; cardboard and colored paper.
• Activation of imagination and the formation of interest in independently thinking through a plan. If drawing classes in non-traditional ways are carried out as part of the functioning of an additional education circle, it is recommended to arrange a rack with signed boxes in the room where the students study. As children master the skills of various techniques, they gain access to a variety of materials. Students in the middle group can be given a choice of tools with which they want to draw a picture on the topic of the lesson. You can allow children to take turns choosing an object that has not previously been studied as part of non-traditional drawing: at the beginning of the lesson, the student chooses an object, the teacher tells how to create an image with it.
• Creating a good mood, developing self-confidence, relieving tension and fears. Drawing in unconventional ways with children of the middle group contains at its core game elements: actions are accompanied by sentences (“Rain-rain, drip-drip-drip!” - dots are made with a cotton swab. “One - apple, two - apple, then there will be compote!” - imprints are made with an apple slice, etc.) , creating drawings is the solution problematic situation(on a poster with a picture of a lawn, dandelions do not bloom, and children draw flowers on it with a poke), etc.
• Formation of interest in collective activities. Children 4–5 years old do not yet know how to work harmoniously in pairs or groups. In the middle group, children learn to think through an individual plan. But the students are happy to complete simple tasks together. The teacher announces the task, the children will perform the same actions on a common sheet of paper (whatman paper or half-whatman paper). For example, in the lesson " Autumn forest“The task is given to draw the crowns of trees with a piece of foam rubber. The guys sit down common table, on which lies whatman paper depicting bare trunks and branches of trees. Everyone chooses a tree, takes a piece of foam rubber and paints the leaves with yellow, orange, brown and red paints. At the end of such classes, the teacher must draw the children’s attention to the fact that such a complete and beautiful picture was obtained due to the fact that everyone worked well.
• Development of aesthetic taste. The technique of non-traditional drawing teaches children to create texture of an object, imitation of animal fur or bird plumage using non-classical techniques. Children develop the ability to see beauty in the unusual. Shapeless prints of a foam sponge or a poke with a hard brush look organic in the finished work. In the process of drawing, children develop the ability to combine colors in pattern elements and begin to select solutions for creating an image on a colored background.

In drawing classes using non-traditional techniques, it is necessary to observe the principle of continuity of knowledge. By creating images with unusual objects or non-classical techniques, the children in their works consolidate and improve the skills acquired in regular classes: they outline the outline of the object with a brush or pencil for further drawing in an unconventional way; decorate the picture with appliqué elements (paper or plasticine); complete the elements of the subject as usual; learn to paint the background.

Finger painting (fingergraphy)

Until school age (7 years), the leading processes through which a child studies objects and phenomena of the surrounding world remain visual and tactile sensations. In the younger groups, finger painting was both a game and a transitional stage to the classical drawing technique; the children mostly filled in printed pictures with multi-colored dots. In the middle group, students form and develop the skill of drawing various elements with their fingers: dots, spots, strokes, lines. It’s fun to intentionally get dirty with paint, smearing paint with your fingers is a special feeling, creating an image with strokes, rather than just painting, is satisfying with the result. During classes, special finger paints can be used: they are hypoallergenic and safe if they get into the mouth, and have a light consistency. Traditionally, in the middle group they paint with gouache, but it is possible to paint with their fingers using watercolor paints: they are not as thick as gouache, but you need to dip your finger in a glass of water before picking up paint, or pre-drip it clean water with a brush in cells with watercolors.

With students in the middle group, you can try finger painting using diagrams. Attached to the board step-by-step instruction, how to use prints and add pencil squiggles to draw an image of a person or animal. The teacher voices each stage, demonstrates its implementation, and the children repeat. Maps of step-by-step drawing of pictures with fingers are presented in numerous manuals for parents and preschool teachers (for example, in the book “Imprint, dot, stroke. Drawing with fingers” by Ilona Molnar).

Finger painting in the middle group

Fingertip drawing technique:

1. The child dips his finger into a jar or bowl with gouache paint.
2. Each finger gets paint different color.
3. The child draws with his fingertips on a sheet of paper, re-painting the desired color if necessary.
4. At the end of the work, wash your fingers with soap, the gouache is easily washed off.

"Bouquet"

Putting paint on your finger Green colour
Drawing lines on paper
Flower stems
Paint of a different color is applied
Flowers are drawn with dots
New color
Second flower
Drawing a flower with brush strokes
Mixing paints (yellow+red)
Process of drawing flowers
A butterfly is drawn with lines
The butterfly shape uses straight and curved lines
The final stage of work
The drawing is ready

Drawing with palms

Painting with palms, like with fingertips, involves imprinting and smearing paint. Drawing options in this technique for middle school students: “Make a palm print and complete the drawing to make a bird, octopus, fish, etc.” (paint additional elements guys can use a brush or a finger), “Complete the picture with handprints to make it…” (handprints become leaves on tree branches, flowers in a vase, hedgehog needles).

Collective drawing with palms in the middle group

Palm painting technique:

1. The child puts his hand in a saucer of paint. In the middle group, children should learn to apply paint to their palm using a brush held with the other hand; this skill is practiced in classes on the topics “Bullfinch”, “Titmouse”, “Butterfly”, when the palm print should be multi-colored.
2. The palm and fingers are pressed tightly onto a sheet of paper to make an impression. You can make circular, vertical or horizontal movements with your palm according to your design.
3. At the end of work, wash your hands with soap.

"Titmouse"

Applying paint to the palm yellow color(titmouse breast)
Applying paint of a different color (in this work the child mixed blue and black paints)
The palm is placed tightly on a sheet of paper
Imprint
A child paints a bird's head with a brush
Draws a paw
Draws a second paw
Finishing the beak
Draws a titmouse's eye
The drawing is ready

Combination of fingerprinting techniques with palm painting

For pupils of the middle group, tasks are offered on drawing an object composition or a complex image using palms and fingers. First, handprints are made to indicate large details or the basis of the design, then additional elements are drawn with the fingers. A combination of finger painting and palm painting techniques is used in tasks on the topics “Fairytale Tree”, “Swans”, “Funny Octopuses”, “Fishes”. In these tasks, children develop the ability to find the center of a composition, combine various finger painting techniques, colors and shades of paint to accurately convey the image.

"Fairytale Tree"

Applying paint to the palm
Pressing your palm onto a piece of paper
Palm print - tree trunk and branches
Paint gets on your finger
Drawing strokes with your finger
Finger painting process
Combination of shades of green
Paints of other colors are collected
Tree leaves are drawn with dots
The fairy tree is ready

Poking drawing

The poking method is great for simulating fluffy and prickly objects or objects. During the lesson you will need sheets of paper of any color or shaped blanks in the form of animals, brushes with stiff bristles, gouache, a glass of water, and napkins. Poke drawing classes are held on the topics “Cat”, “Christmas tree”, “Hedgehog”, “Dandelions”, “Bunny in winter”.

Poking technique:

• A dry brush is placed in a jar of gouache and paint is drawn up.
• Holding the brush vertically, hit the paper with it - you get a poke.
• Before picking up paint of a different color, the brush should be rinsed in a glass and blotted well with a napkin. The poke is made only with a semi-dry brush.
• The outline of the depicted item or object is filled with pokes; the details necessary according to the plan can be drawn with an ordinary brush.

"Fluffy kitten"

The guys pick up gouache with a hard brush and draw with a poke on paper. The process of drawing with a poke. The guys draw a muzzle, paws of a kitten, a bowl with a simple brush. Examples of work

Monotype

Monotype is a drawing technique by imprinting part of an image. This method of drawing is considered simple, but suitable for classes in every group; older preschoolers draw landscape monotypes using various colors and shades in one work. Drawing with monotype improves the ability to find the middle of an object and develops a sense of symmetry.

Monotype technique:

1. A sheet of paper is folded in the middle.
2. Paint spots are drawn on one part of the paper different colors.
3. The sheet is folded and ironed with the palm of your hand.
4. The sheet opens and the resulting image can be decorated using a brush and paints.

"Butterfly"

Spots are applied to one part of the sheet with the middle marked. The process of drawing spots in different colors. The sheet of paper is folded along the fold line and unfolded. The abdomen and antennae are completed with a brush.

Using the monotype technique, you can create not only a symmetrical image, but also a drawing with two identical objects. In this case, the entire object is drawn on one half of the paper and imprinted on the other half of the sheet in a mirror image.

Drawing with a toothbrush

The technique of drawing with a toothbrush is simple: the guys put paint on the bristles and draw lines on a sheet of paper in accordance with the design. It is recommended that drawing classes in this way in the middle group be combined with other non-traditional techniques drawing (with fingers, cotton swabs) or appliqué elements.

"Herringbone"

A triangle of colored paper is glued onto a sheet - a trunk. We pick up paint with a toothbrush. We draw pine needles with straight lines. We decorate the finished work with sequins.

Spray

Children become familiar with the spraying technique in younger groups: they pick up paint with a toothbrush or comb, direct it onto a sheet of paper and, by running a pencil over the bristles/teeth, they get colored splashes. In the middle group, the ability to create drawings using multi-layer spraying is developed.

Multi-layer spray technique:

1. Stencils are used to create an image. In classes to introduce this technique, stencils are attached to a sheet of paper with paper clips.
2. Paint is drawn onto the brush and splashed on top of a sheet of paper.
3. The next stencil according to the plan is applied, splashes of a different shade are made.
4. The stencils are removed to create a complex image that imitates the volume of an object or a composition with foreground and background.

"Winter forest"

Stencils: snowdrifts, tree trunks and crowns, snowflakes Tools for creating spray paints and paints diluted with water First layer Second layer Third layer View of the design after removing the stencils

Drawing with a sponge or piece of foam rubber

The technique of painting with a sponge or foam rubber is based on the formation of the skill of printing with paint. Foam rubber prints create the texture of an object; they are used to draw animal fur, fluffy bunches of flowers, clouds, tree crowns, etc. For classes, you can purchase sponges for drawing in this technique, or together with your children you can make a simple and easy-to-print tool: a piece The foam is grabbed with a clothespin, which will act as a handle.

"Chick"

A piece of foam rubber is cut from the sponge
We grab the foam rubber with a clothespin (the guys perform this action independently)
We put paint on the foam rubber and print in a vertical motion
Draw a chicken
Add details with a brush

Printing with natural materials

Drawing with prints is in a simple way drawing: paint is drawn or applied with a brush onto the imprinted surface of the object, and with a vertical movement we place the imprint on a sheet of paper. For students in the middle group, tasks on creating a composition from prints using classical drawing techniques are suitable. For example, for the task “Cooking compote,” the children use a brush to draw the outlines of a pan, within which they will place multi-colored prints of half an apple. Natural printing material options: leaves, flat flowers (daisies, daisies), shells, cut cucumbers, apples, lemons.

"Vegetable salad"

For printing you will need onions and cucumbers
Paint a salad bowl with a brush
We collect paint with an onion and apply it to the sheet.
Onion prints
Printing with cucumber
Salad ready

Drawing with cotton swabs

In the younger groups, the guys tried to draw with cotton swabs: they picked up paint and decorated paper blanks or an image on a sheet of paper with dots (a Christmas tree, a sundress, a teapot). For students in the middle group, the task becomes more complicated: they develop the ability to create an image with a cotton swab on a blank sheet of paper. The children draw with dots, spots, strokes, various lines and simple geometric shapes (rings, circles). Drawing with dots using cotton swabs will be of particular importance when introducing the pointillism technique in older groups.

"Rowan Branch"

To work you need several cotton swabs, watercolor or gouache
The branch is drawn with lines
Berries are drawn in spots
Bunches of rowan berries are drawn
Leaves are drawn with strokes
The cores of the berries are drawn with dots
Rowan branch is ready

Drawing with cotton pads

Cotton pads in classes unconventional drawing can be used as a tool for working with gouache, or can be used as an unusual material for the basis of a drawing. Draw with cotton pads, applying them to a sheet of paper with the entire surface, folded in half or into a quarter.

"Flower"

The cotton pad is folded to obtain the desired shape of the part, paint is drawn up. Prints are made with a cotton pad according to plan. Elements are drawn with a brush.

"Balloons"

Creating a picture background - sky
Cotton pads - balls are glued
Drawing on cotton pads
Patterns on cotton pads
The threads of the balls are finished with a brush

Drawing with a fork

Another option for printing with an unusual object is drawing with a fork (metal or plastic). The gouache is poured into a flat plate, the flat surface of a fork is used to scoop up paint and make prints on the paper.

"Tulips"

Putting paint on a fork
Place a fork against a sheet of paper
Prints
Draw stems and leaves with a brush
Tulips are ready

Drawing with crumpled paper

You can make paint prints using a crumpled piece of paper. Drawing tasks using this technique are made more difficult for middle school students by combining elements of classical drawing or appliqué.

"Leaves Are Falling"

The guys make an applique from strips of paper - a trunk and branches. A crumpled piece of paper makes gouache prints - leaves. Examples of work

Blotography

Blotography is a way of creating an image using spots and blots. To practice this technique you will need watercolors, a glass of water, a brush and a plastic tube. Blots can be supplemented with a design in the classical way; you can initially create a design on paper that will be decorated with blots as intended.

Blot painting technique:

1. Apply watercolor paint with a brush well soaked in water.
2. A spot is made on a sheet of paper or a drop is placed.
3. Blowing air out of the tube, draw a blot with paint.

"Cherry Blossom"

Place a drop on a sheet of paper Blow through the tubes onto the paint Blow up the blot - the trunk Place drops of paint on the tree trunk and blow up the branches Place drops of green paint Blow up the grass Place drops of white paint Add paint Pink colour Blowing up the drops - cherry blossoms

Nitcography

Drawing with wool thread in the middle group consists of putting paint on the thread, applying it to a sheet of paper and creating a pattern by imprinting with the movement of the thread. The wool thread creates a fancy pattern that is suitable for depicting a cloud or a cloud, a dog or a sheep.

"Tuchka"

The thread with the collected paint is placed on a sheet of paper. The thread is covered with another sheet on top, the child moves the thread in different directions, creating a pattern. Use a brush to draw drops. The cloud is ready.

Drawing with semolina

In fact, children draw with glue (usually PVA). A layer of glue is applied to the marked outline of the image with a brush, semolina is poured in and a sheet of paper is firmly placed on top. Then the excess semolina is shaken off from the drawing and the next detail is created in the same way. In the middle group, children develop the ability to carefully trace a stencil and apply glue within the outline. Because semolina white, for drawing in this technique, colored paper or cardboard is used as a basis.

"Gift for Mom"

We trace the stencil. Apply a layer of glue to the outline of the flower with a brush. Pour in semolina. Place a sheet of paper on top. Shake off the excess grain. Use this method to complete the next element - a stem with leaves. The gift for mom is ready.

Drawing with a candle

Children develop skills in drawing lines, spots, simple geometric shapes an unusual tool - a candle. For this lesson you will need a thick sheet of white paper as a base, a simple candle (a piece of a candle), watercolor paints and a brush.

Candle painting technique:

1. On a sheet of paper with a candle, the children draw details according to plan.
2. Use a brush to paint the sheet with watercolor paint.
3. Wax images appear through watercolors.

"Winter landscape"

Using a candle, draw a Christmas tree at the bottom of the sheet, and snowflakes at the top.
Paint the sheet with watercolors of blue, cyan and black
Winter landscape is ready

Drawing with wax crayons

In drawing classes using this technique, children develop two classic skills at once - drawing with a pencil (wax crayons, as a rule, have the shape of pencils) and filling the background with one or more watercolor colors using a brush. The results are unusual and vibrant works.

"Summer Meadow"

On a sheet of white paper we draw flowers, butterflies, the sun
Fill the leaf with blue and green watercolors
Finished work

Scratch (waxography)

With students in the middle group, you can try grattage - drawing by scratching lines on paper filled with ink or paint. Children at home with their parents can prepare the basis for drawing in this technique for the lesson; you can do this part of the work in kindergarten(but keep in mind that drying the paint will take a certain period of time). To create the base, you need wax crayons, black gouache and a wide brush; for scratching, you need a pointed stick (you can use a wooden skewer for frying meat).

Waxography technique:

1. Color the surface of the sheet wax crayons.
2. Paint the sheet with black gouache.
3. Let the paint dry completely.
4. Scratch the paint to create a pattern with lines.

"House"

Paint the sheet with wax crayons of different colors
Apply black gouache over the wax
Let the paint dry
Scratching the drawing
Finished work

Drawing through wet gauze

In non-traditional drawing classes, children will learn that they can make a drawing using unusual tools, or they can paint with a familiar brush and paints, but using additional unexpected materials. Thus, using wet gauze to work allows you to create an original work.

Technique for drawing through gauze:

1. Using cotton swabs, draw water from a glass and wet the entire surface of the sheet well.
2. Apply a layer of gauze to the wet sheet and straighten it. The gauze should stick and be motionless on the paper.
3. On top of the gauze we paint with watercolors using a brush, as usual. Leave the drawing until completely dry.
4. We remove the gauze from the dried work - a pattern remains on the paper in the form of an imprint of the texture of the gauze fabric.

Drawing using the technique of unconventional drawing through wet gauze

Drawing up notes for a lesson on drawing in non-traditional techniques

The lesson notes should indicate the goals and objectives set by the teacher. You should describe the preliminary work on the topic of the lesson: observing animals and birds, natural phenomena during a walk, reading poems and fairy tales, looking at illustrations in books. The use of motivating material in the lesson is noted (studying pictures and posters, using small forms of oral folk art, conducting a conversation, creating a surprise moment or game situation), conducting active and didactic games, physical education and finger gymnastics.

In accordance with hygienic standards, a drawing lesson in the middle group lasts no more than 20 minutes and consists of the following stages:

1. Organizational moment 1 minute.
2. Motivating start of the lesson 4-6 minutes.
3. Practical part: direct demonstration of actions by the teacher and drawing by children for 10 minutes.
4. Demonstration and discussion of drawings for 2–3 minutes.
5. Summing up 1 minute.

Summary of a lesson on non-traditional drawing in the middle group “Russian folk toy matryoshka.”
Organizational moment and greeting.
The teacher asks the children a riddle about a nesting doll.
The children are shown pictures of nesting dolls and wooden toys. The teacher reminds the children the story of the nesting doll.
Reading a poem about a nesting doll.
Conducting a conversation: are all nesting dolls the same, what are the differences between these toys.
Physical education lesson “We, nesting dolls, are such little ones.”
Carrying out finger exercises.
Practical part: the teacher shows the method of drawing with monotype, children draw an apron and scarf using this technique; demonstration of drawing with a poke using a cotton swab, the children decorate the clothes of the nesting dolls with dots and spots.
Demonstration and discussion of works.
The teacher sums up the lesson and thanks the children for their interest and effort.

Long-term planning for non-traditional drawing in the middle group

Before development work program on non-traditional drawing, it is recommended to familiarize yourself with methodological manuals for working with preschoolers in this area:

• Borodkina N.V. Visual activities in kindergarten. Lesson notes for children aged 3 to 7 years. - Development Academy, 2012.
• Doronova T. N. Nature, art and visual activities of children. - Enlightenment, 2007.
• Nikitina A.V. Non-traditional drawing techniques in kindergarten. - Karo, 2010.
• Lykova I. A. Visual activities in kindergarten. Middle group. - Publishing House Tsvetnoy Mir, 2016

A non-traditional drawing program should contain:

• Goals and objectives of the educational course.
• Methods and techniques of the teacher’s work (visual, verbal, games) used in the classroom.
• Calendar-thematic planning: topics of classes and program content of each.
• Forms of analysis artistic activity children: analysis of works, exhibition of drawings in the kindergarten hall, conducting demonstration classes for pupils of younger groups.

Video on the topic of non-traditional creativity in kindergarten

Fragment of a fingertip drawing lesson in the middle group “Winter Forest”

Summary of an open lesson on drawing in the middle group using an unconventional method - poking

Non-traditional drawing technique - drawing through wet gauze (lesson)

Unconventional painting techniques - spray painting

Lesson in the middle group on non-traditional drawing techniques - finger painting on glass

Sponge painting class in the middle group

Webinar “Non-traditional drawing techniques with preschool children”

Non-traditional drawing classes provide wide scope for children's imagination. Every time it’s joy, play and an opportunity to believe in one’s own strength. The fear of drawing with a brush and pencil gradually goes away, because by drawing with wax, printing with a foam sponge and leaves, poking with cotton swabs and splashing with a toothbrush, the child discovers his creative abilities. A bright and unusual result is pleasant for little artists; they want to continue drawing and improve their skills in working with various materials and tools.

MDOU combined type kindergarten No. 15 Organization and methodology of art activities (drawing) in kindergarten

Sheludyakova Natalia Dmitrievna

Educator, head of the studio "Masterilka"

Drawing is a genre in fine art and a corresponding technique that creates a visual image (image) on any surface or object using graphic tools, drawing elements (as opposed to pictorial elements), primarily made of lines and strokes.

In the process of drawing the following are improved: Observation, Aesthetic emotions Artistic taste Creative abilities Creative activity Creative imagination Orientation in the aesthetic and artistic culture of one’s people Kindness of heart Sensitivity of soul Effective love for everything beautiful

What makes drawing so desirable for children?

• Firstly, it available : you can draw with anything, on anything, anywhere;
• secondly, it is an activity accompanied by active sensory experiences : excite images and plots, excite the movements of lines and variability of color, excite and experience everything that happens in the drawing, excite the drawings themselves;
• thirdly, it informative , because it helps to discern, recognize, clarify, understand a lot, and even show your knowledge in the drawing;
• fourthly, it expressively : in a drawing you can express a lot, and sometimes with less difficulty than in words (your emotional disturbances, fantasies, premonitions, fears, knowledge, judgments, etc.);
• fifthly, drawing productive : you draw, and be sure to

something is working out. A drawing is a thing made. You can draw a lot of pictures, you can hang them on the wall,

give, put aside, take out again and consider.

The main task of visual activity- formation of children's creative abilities in creating expressive images various items visual means accessible for this age. In kindergarten, drawing takes leading place in teaching children fine arts and includes three types, drawing of individual objects: - plot - decorative. Unconventional drawing also has its place.

Drawing individual objects General tasks of learning to draw individual objects, for all age groups are the following: - to teach the image of the shape and structure of an object, the transfer of proportional relationships of parts, changes in connection with simple movement; - teach the depiction of some characteristic details that make the image expressive and imaginative; - convey the color of an object in accordance with its content and the nature of the image; - develop technical skills in drawing with pencils, paints and other materials.

Subject drawing. General objectives of teaching story drawing in kindergarten are the following: - teach the transfer of the content of the topic, highlighting the main thing in it; - teach how to convey interactions between objects; - teach how to correctly convey proportional relationships between objects and show their location in space. You should not limit plot drawing to depicting only those objects that children have already depicted. Child must be able to draw the main thing in the plot , and all he does the details according to his wishes . The ability to highlight the main thing in a plot is associated with the development of perceptions and analytical-synthetic thinking.

Decorative drawing. Decorative painting, like all types visual arts, develops a child’s sense of beauty. Works of folk decorative art are close to children due to their colorfulness and simplicity of composition. General tasks for decorative drawing , are: - develop a sense of composition in connection with the construction of a pattern on various forms; - develop a sense of color; - develop the ability to distinguish between styles (Dymkovo, Gzhel, Palekh, etc.) in decorative arts and use their individual elements in your creativity; - improve technical skills with a brush and pencil.

Unconventional drawing. Unconventional drawing is a technique for teaching drawing with the help of unusual objects and in an unusual way. Classes this type of drawing contribute to a greater extent the development of imagination, logic, and thinking. With this method, the child learns to soap in a non-standard way. Unconventional drawing makes it possible to use wide range opportunities to create full-fledged artistic subjects. Another huge advantage of unconventional drawing is the ease of mastering the methods. All methods are intuitive and easy to use by preschool children. At the same time, various methods can be combined, resulting in realistic effects.

Currently priority in teaching methods of visual arts– development of independence, initiative and activity, which should increase children’s interest in creativity, in the process of mastering the means and methods of creating artistic images. The teacher must carry out these tasks at each stage: Stage 1 - the emergence of a plan; Stage 2 – the process of creating an artistic image; Stage 3 – analysis of the results of creativity by adults and children.

At stage 1 for the emergence of a plan - observation of the surroundings, use of works of fine art different types and genres, aesthetic perception of an artistic image in order to establish the relationship between external visual arts with the internal character of the image in painting, sculpture, graphics. At stage 2– selection of materials, visual means, methods of “implantation into the image” to convey the mood, character of a character, animal or person; synthesis of arts to create an atmosphere of creativity, emotional enrichment of the image; creating search situations; the use of gaming techniques, dialogue forms of communication in order to develop the child’s creative activity. At stage 3– children’s perception of the results of creativity; analysis and evaluation of works taking into account the opinions of each “author”

Creative manifestations of children

At 2 years of age Children cannot yet intentionally depict any specific objects and phenomena. Interest in visual activities arises as a result of imitation of an adult. This period researchers call

"pre-figurative" .

In the second half of the 2nd year of life Pencil marks on paper are increasingly appearing. First, children cover a sheet of paper with dots, strokes, then continuous arcuate lines, after which the lines are rounded, broken at an angle, crossed, and zigzags appear.

Then children master rotational movements, V

resulting in inseparable

spirals, skeins.

Gradually disappears in the picture

chaotic

a jumble of lines, and increasingly

more

clear graphic images.

Creative manifestations of children

Children from 2 years – 2 years 6 months They draw with interest, but not everyone can still find similarities in lines and strokes with objects around them, since at this age there is no intentionality in the image. The child's hand holds a pencil uncertainly. Sometimes images of indefinite shapes appear, to which the child gives various names, associating them by color or shape of objects.

Children from 2 years 6 months to 3 years They hold a pencil and brush more confidently. Recognition – new stage in the development of visual arts

activities. Children sometimes call strokes and lines

“rains”, “lights”, “cakes”.

Gradually children

attracts not only the process

painting, but also

color spots. Children apply rhythmically

entire sheet of paper or painted over

its stripes.

In the visual activities of children

arise

first creative manifestations.

Drawing methods at an early age

Getting to know the brush as an artistic tool

Dipping with a brush

Drawing straight, wavy, flat and tangled lines (move the brush along the pile, as well as dots.

Drawing a circle with a brush

Drawing vertical lines of different lengths

Playing and addition outline drawing or applications

Coloring an object in a coloring book consisting of parts

Finishing the application (legs, wings, eyes, beak)

Combination of different lines in one image: draw a large circle and several rays - straight and wavy.

Unconventional drawing

Drawing paths in the sand with fingers and sticks

(straight and wavy).

- “Print” (printing with leaves)

Finger drawing (leave single prints on paper)

and two-color)

Children of primary preschool age are distinguished by their desire for activity and independence. Children 3 years old can create outlines of a certain shape, with the help of which they convey various images. They convey details of clothing, facial features, etc. Images of objects and characters acquire a spatial relationship that is not always understandable to adults. He easily navigates the labyrinth of lines and shapes. Lines, strokes, strokes convey objects and phenomena. Drawing with paints in early preschool age, as in early childhood, is a priority. Among the teaching methods younger preschoolers there is “co-creation” between the teacher and the children. Children show a desire to use different colors to decorate objects and figures in a drawing.

Children 3 – 4 years old get acquainted with some objects of decorative and applied art: recognize bright flowers in a pattern.

The image created by the child reflects the most significant characteristic of this character (the bear has round ears, the girl has a bow on her head).

In children of primary preschool age, the formation of an artistic and figurative basis for activity occurs when they convey objects and phenomena with lines, strokes, and strokes.

Drawing with paints in early preschool age,

as in the early one, is a priority, since bright

colors affect the emotional sphere of the child.

At the same time, associative images arise faster.

TO 4 years comes second stage of the visual stage: the child makes an important ideological discovery - the world around him is strictly structured. In children's drawings, the line of the earth appears - a black or brown stripe, green blades of grass, White snow, the characters in the drawing are located in a row on the ground, and above them is the sky line. At this stage, children like to convey the dynamics of various human and natural states: a child can draw brown earth and then paint it with white paint: “Winter has come.” Or draw a blue oval - “lake”, and then paint it over with black paint: “Dried”. Often children want to convey changes in weather conditions in one drawing. First, the child draws grass, flowers, himself in light clothes, a blue sky, a bright yellow sun. And then the clouds rolled in, it began to rain - an umbrella and rubber boots were added. What is emotionally closer to the child is more important; he depicts larger than other objects, for example, a flower can be larger than a tree, mom is twice as tall as dad, he himself is taller than all family members.

Drawing methods in the younger group

Drawing large two-color objects

Drawing oval objects.

Drawing objects consisting of 2-3 parts of different shapes

Introduction to the phenomenon of contrast “light - dark”

Drawing complex shaped images based on wavy lines

Drawing square and rectangular objects

Decorative drawing

– Filimonov painting.

• wavy, spiral, with loops and their combination
• Unconventional drawing

Drawing paths in the sand with fingers and sticks

(straight and wavy).

“Print” (printing with leaves)

Finger painting (leave fingerprints on paper

one- and two-color)

Drawing with cotton swabs

Drawing chaotic patterns using the wet-on-wet technique

Drawing with the “lure” technique with a brush

Creative manifestations of children

For children 5 years of age characterized by activity, independence, curiosity, visual-figurative thinking, and developed speech.

During this period, the structure of visual activity becomes more complex, and new subtypes appear: decorative painting based on children's perception of arts and crafts products.

Object drawing in the middle group contributes to the development of the plot. The decoration of the character depicted in the drawing adds decorative elements. The drawing process takes on a plot character.

Children depict objects and phenomena of the environment

reality. Complicating the creation process

graphic and pictorial images,

therefore, the means of expression in drawing

(color, line, shape, composition) children

used in different combinations.

The figures of animals and humans appear in the drawings, which the child arranges rhythmically in a row at the bottom of the sheet (frieze composition).

Children show a desire to decorate images of houses, cars, human figures, clothes, etc. The elements of the decorative pattern are transferred into the plot drawing.

Aesthetic assessments of children are very elementary: “beautiful - ugly”, “like it - don’t like it”. However, some people note the combination of colors, lines, shapes, highlight drawings in which they are attracted by the plot, the image of nature, the animal world, and fairy-tale images.

Drawing methods in the middle group

Drawing subject matter according to plan

Plot (transmission of appearance features)

Drawing from imagination (transferring the character and mood of the characters in the drawing)

Painting based on a literary work (simple graphic subjects)

Decorative drawing

Dot, circle, curl, leaf, petal, trefoil, wavy line, straight line)

Outlining the hand and creating a pattern

Drawing on an appliqué basis

Drawing images of contrasting sizes

Didactic drawing (color science)

Unconventional drawing

Modular drawing with fingers and cotton swabs

Drawing – fantasizing (fantasy images):

• with drawing with fingers, palms, prints
• different objects.

Creative manifestations of children

Fine creativity of children of senior preschool age ( 6 year life) is significantly richer in means of representation and content than in previous ages. At this age, children have a particularly pronounced tendency towards self-expression and self-affirmation. The desire to create new compositions is the basis of the visual creativity of older preschoolers.

Children have become more observant, notice and highlight beauty color range, proportions, variety of shapes of objects, expressiveness of the character’s characteristic features.

Thanks to the coordinated smooth movements hands,

visual control improves quality

execution of the drawing.

In their own creativity, children use

this or that

artistic medium

image, clearly

motivating your choice.

Children are more fluent in spatial skills

Methods of drawing in senior group

Drawing simple stories

(transmission of human movements, interactions and relationships between characters)

Decorative drawing (non-objective - abstract compositions) - continuous drawing with a pencil, felt-tip pen, brush on paper.

Decorative drawing

Based on Khokhloma painting

- Dymkovo painting

According to the plan, filling all the space on a sheet of paper (plant, zoomorphic, geometric)

On volumetric figure(on a sculpted toy) – decoration with circles, spots, dots, straight lines and strokes

• building a circular pattern from the center, symmetrically placing

elements on radial axes or in concentric circles

By folk nursery rhymes and songs

Drawing by View

Drawing by description (riddles and poems)

Drawing from life

Drawing color compositions (mixing different colors to obtain “winter”, “spring”, “summer”, “autumn” compositions). Drawing - experimentation - palette – warm shades - with different art materials and tools Subject drawing -across the entire sheet of paper with the transfer of proportional and spatial relations- conveying the movements, interactions and relationships of children Subject drawing - drawing a wide line with the entire bristle of the brush and thin lines with the end - drawing - didactic (color science) Drawing by Design - expressive figure of a man in a contrasting suit - in motion and with the transfer of facial expressions - smile, laughter Drawing based on a photograph (portrait) Unconventional drawing Drawing - fantasy Drawing experimenting with various materials and blotography Drawing using the “wet on wet” technique (color stretching, glazing) Drawing on pebbles according to plan

Creative manifestations of children

By the age of six or seven the child acquires the ability to depict objects with the qualities that belong to them in the real world.

Children freely convey the diversity of the surrounding reality: pictures of nature, scenes from life and stories from fairy tales, literary works(pictorial and graphic images). They depict many objects, the image of a person, fairy-tale characters in a drawing, in a plot composition, using various means of expression.

Defines warm and cool tones.

Methods of drawing in the preparatory group

Decorative drawing

• modular
• with letter elements
• based on lace weaving (dot, circle, curl, petal, trefoil, wavy line, straight line with knots, mesh, flower, loop)
• design of stucco crafts based on " Dymkovskaya"(Vyatka) toys
• Based on "Gzhel" two-part contrasting compositions
• based on "Gorodetskaya" murals

Story drawing

• transmission of movement and emotional state of objects,

pose image

• by design
• landscape

Drawing by Design - simple subjects and landscapes - asymmetry conveying movement Drawing by View - couple portrait (in profile, full face) Drawing from life - flowers - toys Unconventional drawing - “Monotype” (on wet) - landscape - drawing on a wet sheet.

• T.G. Kazakova. Children's fine arts. Publisher: LLC "KARAPUZ-DIDACTICS"; Moscow, 2006
• I.A.Lykova. Visual activities in kindergarten. Early age. Toolkit. Publishing house "Color World", Moscow, 2012
• I.A.Lykova. Visual activities in kindergarten. Junior group. Toolkit. Publishing house "Color World", Moscow, 2012
• I.A.Lykova. Visual activities in kindergarten. Middle group. Toolkit. Publishing house "Color World", Moscow, 2012
• I.A.Lykova. Visual activities in kindergarten. Senior group. Toolkit. Publishing house "Color World", Moscow, 2011
• I.A.Lykova. Visual activities in kindergarten. Preparatory group. Toolkit. Publishing house "Color World", Moscow, 2011

WITH P A With And b O h A V n And m A n And e !

Preview:

Summary of the lesson “Drawing an apple with cotton swabs.”

Purpose: gift, interior decoration
Target: development of children's creative abilities through familiarization with the technique of drawing with cotton swabs.
Tasks:
- master the technique of drawing with cotton swabs;
- develop fine motor skills, creativity, imagination, fantasy, aesthetic taste;
- to cultivate accuracy, hard work, and composure when performing work techniques.
Equipment: a sheet of paper, paints, cotton swabs, a container of water, drawings by artists.

Progress of the lesson.
1. Introduction.
The technique of drawing with cotton swabs has deep roots. Our ancestors painted pictures with a vice - a soaked stick pulled out of an ordinary broom. There is such a stylistic direction in painting - pointillism. It is based on the manner of writing with separate strokes of a regular, dotted or rectangular shape.

2. Preparing children for practical classes.
High on the tree the apples are ripe,
The ripe sides are soaked in the sun;
We have never eaten such apples
And no one has tried, for sure.
Sweet and tasty, golden red,
The smell is amazing, warm in the hand.
The apple tree produced beautiful apples,
There are no tastier apples on our farm!
Guys, today we will draw an apple using cotton swabs. The principle is very simple: dip a cotton swab in the paint and apply dots on the drawing. For different colors you need your own cotton swab. And if you place the dots more often, the color will be more saturated.

3. Practical lesson.
Guys, we are starting to draw with cotton swabs. Take a sheet of paper with a contour blank.

Draw the outline of the apple. Take a cotton swab, dip it in red paint and put dots along the outline of the drawing.

To make the prints even and round, the cotton swab must be held strictly vertically and pressed against the sheet with sufficient pressure.
Draw the stalk in the same way brown paint, leaf - green.

Fill the inside of the apple with red dots. Older children can be asked to use 2-3 colors to fill.

Fill the sheet with green dots. Our apple is ready.

Preview:

Summary of a lesson on unconventional drawing in the senior group: (blotography-experimentation)

"Spring Tree"

Target : Continue to strengthen the ability to perform work using non-traditional techniques.

Artistic creativity:

• Introduce children to a new type of unconventional drawing technique “blotography”.
• Introduce the method of drawing using a tube and the method of finishing drawings using napkins.
• Develop the ability to convey colors.
• Develop color perception and sense of composition.
• To arouse the desire of children to convey their impressions of the perception of objects in art activities, to bring them to the awareness of an expressive image.

Cognition:

• Develop cognitive and research activities.
• Develop imagination, attention, memory and thinking.
• Develop the respiratory system.

Communication:

• Improve speech as a means of communication.
• Improve the ability to accurately characterize an object, make assumptions and draw simple conclusions.

Activating the dictionary: cocktail straw.

Dictionary enrichment: blotography.

Preliminary work:

• Excursion through the spring park.
• Looking at illustrations on the theme “Spring has come.”
• Games with water and a cocktail straw “Battleship”
• Blowing air through a tube.
• Making a background using the “Wet on wet” technique.

Equipment:

• Tinted sheets
• Diluted gouache
• Watercolor, paint brush (squirrel)
• Cocktail straws.
• Water in jars
• River sand on plates.
• Paper napkins.

Progress of the lesson:

1. Organizing time.

Children, do you believe in magic?

(Children's answers)

What wizards or magical objects do you know?

(children's answers)

Where are the wizards?

In your fantasies!

Who do wizards hang out with?

And with those who believe in them!

Today you and I will be wizards, and the cocktail straw will be a magic wand.

1. Experimentation:

We are a magic wand

Let's wave it quietly

And miracles in a plate

We will find it from the sand.

Move a plate of sand towards you and try to blow into a stick, what do you see? (the sand swells). Try to draw the sun you blow with a straw and air (children draw). Now try this in a bowl of water (the kids do it). Does not work. And I suggest you draw on paper with the help of our magic wand, and not just draw, but blow out a drawing, but first we will talk to you.

1. Conversation:

Let's all remember and list the seasons together.

What time of year is it now?

What do you like or dislike in spring?

What can you say about trees?

(children's answers)

Reading a poem by T. Dmitriev

Buds swell in spring

And the leaves hatched

Look at the maple branches -

How many green noses?

Guys, I invite you for a walk along the spring path. Let's go to?

Look, there are some traces here. Whose do you think it is? (there are painted hare tracks on the floor). The bunnies probably played in this clearing and left a lot of traces.

Let's play like bunnies too.

Jumping and jumping in the woods

Hares are gray balls

Jump - jump, jump - jump -

The little bunny stood on a stump

He lined everyone up in order and began showing them exercises.

Once! Everyone walks in place.

Two! They wave their hands together.

Three! They sat down and stood up together.

Everyone scratched behind the ear.

We reached four.

Five! They bent over and bent over.

Six! Everyone lined up again

They walked like a squad.

We had a nice walk, played enough, and now we can get down to business.

Look what we have on the table.

(album sheets with a prepared background, watercolors, brushes, diluted gouache, spoons, jars of water, paper napkins)

We will draw trees using our magic tube wand. First, we will take the paint with a spoon and make a blot at the place where the tree trunk will begin. Then we begin to inflate the blot with a straw, without touching either the paint or the paper. The leaf can be rotated to create a trunk. Next, we draw the crown of the tree using a napkin (take a napkin, crumple it and dip it in paint and draw the crown of the tree (dip) or use a brush to paint leaves using the dipping method, but first the drawing must dry. In the meantime, you and I will have a little rest. Let’s lie down on the carpet with our eyes closed and imagine the beauty of the spring forest.

(recording of relaxation music “Sounds of the spring forest” sounds)

1. What needs to be done to make the drawing beautiful?

You need to try hard and do the drawing with love. Children draw. Independent activity.

Lesson summary:

Our drawings are ready, bright and elegant!

In conclusion, a physical education session:

We painted today

We painted today

Our fingers are tired.

Let them rest a little

They'll start drawing again

Let's move our elbows away together

Let's start drawing again (we stroked our hands, shook them, and kneaded them.)

We painted today

Our fingers are tired.

Let's shake our fingers

Let's start drawing again.

Legs together, legs apart,

We hammer in the nails (children smoothly raise their arms in front of them, shake their hands, and stamp their feet.)

We tried, we drew,

And now everyone stood up together,

They stomped their feet, clapped their hands,

Then we squeeze our fingers,

Let's start drawing again.

We tried, we drew,

Our fingers are tired.

And now we will rest -

Let's start drawing again

(When reciting a poem, children perform movements, repeating after the teacher.)

If one of the children did not have time to finish the drawing, they finish the drawing. At the end of the lesson there is an exhibition of the resulting works. Viewing children's drawings is carried out with the task of choosing expressive images: the most unusual, bright, elegant, cheerful tree. The realism of the image is noted. It is determined for each child what materials and techniques he used.

Preview:

Subject: "Undersea world".

Target:

Tasks:

Types of children's activities:

Materials and equipment:

Progress of the lesson.

Riddle - exercise for the mind.

1.It contains salt water,

Ships sail along it.

In summer adults and children

They go there on vacation. (Sea)

2.For parents and children

3. A forest grew in the sea,

He's all green. (Seaweed)

Finger gymnastics.

Two sisters - two hands(Children show hands)

They cut, build, dig,(Imitate actions)

The weeds are falling together(Lean down)

And they wash each other(Wash your fist with your palm)

Two hands knead the dough(Imitate actions)

Sea and river water

Rowing while swimming(Imitate actions)

Stages of work:

3.Analysis of work.

Summary of the lesson.

Well done!

Preview:

Summary of an integrated lesson in the senior group

Subject: "Undersea world".

Integration of educational areas:“Artistic creativity”, “Cognition”, “Communication”.

Target: develop children's cognitive interest and creative abilities.

Tasks:

Systematize and expand children’s knowledge about the inhabitants of the underwater world;

Develop speech activity, enrich vocabulary (starfish, octopus, jellyfish);

Improve children’s drawing skills using non-traditional techniques (wax crayons + watercolors), create a composition on a given topic;

Provide aesthetic education; bring up careful attitude to natural objects.

Types of children's activities:cognitive-research, communicative, artistic and musical, productive, gaming.

Materials and equipment:photo depicting the inhabitants of the underwater world, picture “Dissatisfied Fish”, audio recording “The Sound of the Sea”, A4 sheets, wax crayons, watercolors, brushes, cups of water.

Progress of the lesson.

Guys, today we will go with you on an exciting journey. Look carefully at the photo. What does it show? (Children's answers). I propose to turn into fish and find yourself at the bottom of the sea. (The teacher plays the audio recording “The Sound of the Sea”).

Did you like being a fish? Which fish did you imagine, happy or sad? (Children's statements)

Now look carefully at the picture. What is the fish's mood? What could upset them? (Children's statements)

Let's remember together the rules of conduct near a pond. (Children tell how to behave near a body of water)

In addition to fish, in the sea we can meetstarfish, jellyfish, octopus.

(The teacher shows a photo of them)

Look, guys, how beautiful they are! We will not meet such interesting inhabitants on land. These are the inhabitants depths of the sea.

Riddle - exercise for the mind.

Guys, I will tell you riddles, and you must find the answers in our sea picture.

1.It contains salt water,

Ships sail along it.

In summer adults and children

They go there on vacation. (Sea)

2.For parents and children

All clothes are made from coins. (Fish)

3. A forest grew in the sea,

He's all green. (Seaweed)

Guys, the world of the deep sea is rich, beautiful and diverse. Today I propose to depict your underwater world using wax crayons and watercolors.

Finger gymnastics.

Two sisters - two hands(Children show hands)

They cut, build, dig,(Imitate actions)

The weeds are falling together(Lean down)

And they wash each other(Wash your fist with your palm)

Two hands knead the dough(Imitate actions)

Left and right, (Show one hand, then the other)

Sea and river water (Make wave-like movements with the hands)

Rowing while swimming(Imitate actions)

Independent activity of children.

Stages of work:

1.Draw fish, pebbles, algae with wax crayons...

2.Color the entire sheet of paper with blue paint.

3.Analysis of work.

Summary of the lesson.

Guys, let's show each other what wonderful drawings we have made. Each of you has your own unique underwater world. All the guys tried hard, showed their imagination and showed their knowledge about marine life. Everything today Well done!

Preview:

Notes on drawing in a non-traditional form “Pictures from Sand” in the senior group

Target : introduce children to an unconventional form of sand painting;

Develop artistic ability to visual activity, the ability to accept and independently implement a creative task, creative imagination.

Preliminary work: drawing with sticks in the sand. Sandbox games. Conversation about summer holidays.

Equipment : sheets of yellow, orange, beige paper of different sizes, felt-tip pens. Boxes with sand, sheets of white paper, glue sticks, oilcloth.

GCD move

Educator : guys, listen to the poem by V. Shipunova"Palms":

I stroke with my palms

Warm sand.

I'm drawing a boat

And next to it is a flower

And my mother's cat

And grandfather's accordion,

flying crane

And the letter is Antoshka.

flowing grains of sand...

I’m sitting and not breathing,

after all, pictures of the world

I hold it in my palms.

Guys, what time of year is it now?

That's right - summer. What games can you play on the playground?

In addition to the games you listed, you can not only play with sand, but also draw on it; what can you use to draw on the sand?(With chopsticks or fingers)

Educator : Guys, we have yellow, orange, beige paper, let's imagine that this is sand, and pencils are shelves.

Imagine that you and I are sitting on the shore of the sea or river, stroking the yellow sand with our palms and drawing the most beautiful pictures in the world. Choose sand-colored paper. This can be one large sheet - many pictures will fit on it. Or several small leaves - one for each picture.

Sit as comfortably as you like, because we are on the beach and draw any picture. Think about what you would like to draw and be sure to come up with a name for your picture.

The teacher asks who will draw what and writes the name of the picture on each person’s piece of paper.

Physical education minute:

Like the sea on ours

Goldfish are dancing.

They are having fun

In clean warm water,

They will shrink, they will unclench,

They'll bury themselves in the sand,

They'll wave their fins,

They'll spin in circles.

Children pretend to be frolicking fish.

Educator : Guys, now we will turn your pictures into unusual ones"sandy" . I have a magic box, what do you think is in it?(sand)

There is one unusual way to create"sand" paintings -

Using paper and glue. It is necessary to draw an adhesive pencil along all the lines of the picture and quickly place the picture flat in a box with sand with the image facing down, lightly pat it and lift the picture.

Children learn a new method by sitting near boxes of sand.

Upon completion of the work, the teacher and the children prepare an exhibition of children's works"Sand Pictures".

Preview:

Summary of a drawing lesson in the senior group

on the topic: “Wonderful transformations of a blot”

(blotography)

Tasks. Create conditions for free experimentation with different materials and tools (artistic and household). Show new ways to receive abstract images(blot). Arouse interest in objectification and “revival” unusual shapes(blot).

Develop creative imagination.

Preliminary work.

Observations on a walk and conversation about what clouds look like, what puddles look like?

The teacher reads to the children an excerpt from “The Story of the Boy Who Wanted to Become an Artist” (book by I.A. Lykova “Colored Palms”).

Materials.

Paints – watercolor, gouache; colored mascara, soft brushes different sizes, old toothbrushes, vegetable slices (potatoes, beets), rags, sponges, newspapers for crumpling and stamping; jars of water, cocktail tubes (straws).

Progress of the lesson.

The teacher reads to the children D. Ciardi’s poem “About the One Who Came from a Blot.”

Yesterday my sister brought me a gift

A bottle of black - black ink.

I began to draw, but straight from the pen

He dropped a huge blot.

And a spot spread on the sheet,

It began to grow little by little:

On the left is the trunk, and on the right is the tail,

Legs are like pedestals, tall...

I immediately go to black mascara

I drew huge ears,

And, of course, he turned out -

You guessed it - an Indian elephant.

Guys, what is a blot?

Yes, a blot is a spot of an indefinite shape that is created if you accidentally spill a colored liquid - paint or ink. Because the spot does not have an exact shape, it can be turned into anything or anyone.

Let's also draw blots today, and then turn them into whoever we want or into whoever they look like.

How do you think you can put or receive or draw a blot?

That's right: you can make an imprint with a sponge, a cloth, or a wad of paper.

Stamp with a cut of beetroot, which leaves traces of its juice.

Draw a puddle with a soft brush or toothbrush.

Apply a little mascara to a piece of paper and blow it out of a tube or straw in different directions.

Let us draw different blots on separate pieces of paper. different ways. Children experiment. The teacher reminds that the main thing in a blot is uncertainty, surprise, and unusual shape.

Physical education minute

After the children have mastered several methods and created several blots, I propose to revive the blots - turn them into living beings or objects.

Children, carefully examine your blots, turn the sheets of paper in different directions. Here, for example, is my blot: if you look at it like this, it looks like a little man, you just need to finish drawing the eyes and mouth; and if the blot is turned over, it resembles a flower, only I’ll add a stem and leaves.

What will your blots turn into? (I quietly ask each child about his associations, plans, help indecisive children)

The children do the work. A general exhibition of “live” blots is being organized.

Preview:

Topic: “Subject monotype “Butterfly”.
Age group: senior group.

Goal: to develop children's interest in visual arts. To introduce children to the world of art through knowledge of the surrounding world, its artistic meaning. Program objectives of educational areas:
Artistic and aesthetic development: introduce children to fine art“monotype”, to activate the manifestation of an aesthetic attitude towards the natural world, to develop an emotional response to the manifestation of beauty in the surrounding world. Develop imagination.
Cognitive development: consolidate children’s knowledge about butterflies as representatives of the insect class, continue to develop children’s knowledge about the three phases of butterfly development, and cultivate a caring attitude towards the world of insects.
Physical development: develop fine motor skills of the hands, develop coordination abilities.
Preliminary work: viewing the presentation “Insects”. Lexico-grammatical exercises on the topic “Butterflies”, “Insects”. Conversation “How a butterfly appears.” Board-printed games: lotto “Insects”, “Harm and benefit”, “Who lives where”, “Assemble from parts”. Discussion of the stories by V. S. Grebennikov “Secrets of the world of insects.”
Methods and techniques:
Visual: showing a diagram of how a caterpillar turns into a butterfly, showing techniques for depicting a butterfly using the monotype technique.
Verbal: conversation, questions for children, pronouncing words, physical education minutes, instructions, explanation, verbal description the process of turning a caterpillar into a butterfly.
Practical: productive activity, physical education.
Equipment: watercolor paints, brushes of different thicknesses, napkins, water containers, sheets of white A4 paper, cards depicting the stages of butterfly development, painting material on the theme “Butterflies”, easel.
The teacher invites the children to wish the guests good morning:
Educator: Guys, let’s all stand in a circle and wish each other good morning. All together: All the children gathered in a circle. I am your friend and you are my friend. Let's hold hands tightly and smile at each other. Hello, dear children, you are the most beautiful in the world! Activities of pupils.
Greeting, children say hello, give guests smiles, perform movements in accordance with the words of the text.
Methods, forms, techniques,
possible types
activities. Result.
Children develop psychological readiness for educational activities.
The teacher makes a riddle about a caterpillar, introduces fairy tale character and plays with him, invites the children to get to know the caterpillar. Children listen carefully, guess the riddle, agree to get acquainted, get acquainted with the fabulous caterpillar character. They concentrate attention and emotionally express their attitude towards the activity.
The surprise moment is the appearance of the caterpillar hero. Mutual greeting.
The children are ready for the upcoming activity.
-We are all having fun, but the caterpillar is sad,
(asks the children to answer why? Because everyone thinks the caterpillar is ugly, clumsy, some want to crush it). - Please think about how we can help the caterpillar? Cheer her up. Do you want to help the caterpillar? Respects children's statements and helps children draw conclusions. Children notice a sad caterpillar and call possible reasons sad mood of the caterpillar. They make judgments about how the caterpillar can be helped, express their own thoughts, make conclusions based on own experience. Problem statement: help the caterpillar find a good mood.
Staging problematic issues: what can be done, how can one help the caterpillar. Discussion.
Children develop internal motivation for activity and a desire to help the caterpillar - to tell it that the caterpillar can turn into a beautiful butterfly.
I am convinced that you are really ready to help the caterpillar turn into a butterfly, but for this we need to remember the stages of the transformation of a caterpillar into a butterfly (offer children the game task “Name the stage of transformation of a caterpillar into a butterfly”, based on visual material).
Systematizes children's answers, generalizes, asks children questions that stimulate the thinking process. Children participate in dialogue
express their opinion
based on available
representations, recall previously learned, ask
and answer the questions:
What does a caterpillar come from? Where do butterflies lay their eggs? What happens to the caterpillar, what does it turn into? When does the pupa turn into a butterfly?, perform a game task: name the stages of the transformation of a caterpillar into a butterfly. The conversation is accompanied by a demonstration on an easel
pictures depicting the stages of transformation of a caterpillar into a butterfly. Children reproduce information
necessary
for a successful
learning new things, correct answers show that children have knowledge on the topic “Reproduction and development of insects.”

The teacher pronounces and shows the movements of the physical education lesson “A flower was sleeping and suddenly woke up”
together with the children performs movements in accordance with the words of the text. Children perform the movements of the physical education lesson, in accordance with the words of the text, the children liked the physical education lesson, they carefully follow the teacher, listen to the text, and repeat the movements. Showing the movements of the physical education lesson “A flower was sleeping and suddenly woke up.”
Performing movements in accordance with the words of the text. Relieving tension, emotional and physical release.
Mastering methods of action, applying knowledge, skills and
skills. The teacher says,
shows children the sequence,
techniques for performing unconventional techniques
drawing “subject monotype”, pronounces the name of the non-traditional technique with the children. He suggests using a thin brush to draw small details: a pattern on the wings, antennae, limbs. Provides necessary assistance and emotional support.
Children listen carefully to the teacher, pronounce the stages and sequence of work, do practical work on their own - draw a butterfly using the “object monotype” technique, draw small details with a thin brush.

The teacher organizes the analysis practical work, discussion of the most successful and interesting ones, notes each child that he drew something interesting, listens to the children’s opinions in discussing their works and the works of their peers. Invites children to create an album with drawings and give it to the caterpillar. Children talk about their completed work, what, in their opinion, they did most successfully, and what the idea was. They are preparing drawings for an album as a gift for the caterpillar. Analysis, active discussion. Children become aware of themselves as participants creative process. Children develop basic self-esteem skills and the ability to evaluate the work of their peers. Children see the results of their activities.
Summing up the results of the GCD, summarizing the experience gained by the child.
The teacher asks the children questions:
-Was it difficult to do the job? What did you like most? Which non-traditional technique do you enjoy working with the most? Did we help the caterpillar? The teacher offers to draw a smile on the caterpillar and involves the children in summing up the results. Children react emotionally to the work done. Answer the teacher's questions. Evaluation, praise, approval. Children know how to analyze their work, children received satisfaction from joint activities with the teacher and are satisfied with the result of their activities.