"Dymkovo painting". Abstract of a lesson in decorative painting in the middle group

24.04.2019

Analysis of the finale of the First Sonata L

Pride and Prejudice

We draw pictures ourselves. How to draw pictures. Required materials and tools

Airbrushing on a car Airbrushing on a car fire

Software content:

1. To clarify the knowledge of children about the elements of Dymkovo painting.

2. Learn to make a pattern from individual elements of Dymkovo painting on a rectangle.

3. Continue to learn how to correctly draw paint on a brush, brush along the pile. Introduce the "poke" technique.

4. To bring up accuracy, perseverance, interest in drawing.

5. Expand knowledge of the surrounding reality.

Vocabulary work: dymkovskaya, poke, young lady, painted,

graceful, wavy, polka dots, stripes, multi-colored.

Material and equipment: white paper, easel for showing drawing, gouache paints, palette, soft brushes, brush stands, soft cloths, jars of water, samples of Dymkovo painting and illustrations.

The children sat all right, straightened their backs. Today at the lesson ... (Russian folk melody is heard).

Oh guys, what is it? Sit quietly, and I'll go and take a look.

The teacher brings the Dymkovo toy.

See who is our guest today? This is a Dymkovo toy. Let's say all together "Dymkovo toy". Such toys are made in the village of Dymkovo. They are different: cheerful ruddy young ladies, painted horses, graceful deer. The main elements of the Dymkovo toy are: wide and thin stripes, polka dots, rings, wavy lines. All Dymkovo toys are made of clay. Today in the lesson we will draw elements of the Dymkovo toy.

See what this toy is painted with? - Stripes.

Guys, what color are the stripes? - Correctly the stripes are yellow.

Look carefully how I will draw them. I take a brush in right hand, the index finger dances on the tassel from above. I hold the paper with my left hand. I pick up yellow paint, brush from top to bottom along the pile. Look again, brushing from top to bottom.

You can also draw stripes from left to right.

The stripes can be red, yellow, green.

What have I drawn, Zhenya?

And now I will paint the polka dots. Look carefully. I take a round stick in my right hand, hold the sheet with my left hand, draw paint. The end of the wand looks up at the ceiling. I paint red peas. This drawing technique is called "poke". Let's all say together - jab. Well done!

Take the brushes in your right hand, let's draw stripes in the air, draw the brushes from top to bottom. Again. And from left to right.

Now type in the paint and start drawing (the teacher gives individual instructions).

Physical education minute:

All the guys need to get up

Raise your hands slowly

Squeeze your fingers, then unclench,

Hands down and stand like that.

Lean to the right, to the left,

And get down to business again.

We finish drawing the stripes, start drawing the polka dots. The children finish painting.

Look at each other guys. See how beautiful interesting work you did it.

Now let's all get up quietly, take all our work and put it on the table. Tell me what works did you like the most?

Sveta, what work did you like the most? Why?

Decorative painting

Decorative and applied art is one of the oldest. The first examples of such art belong to the primitive era. Folk traditions applied arts formed over the centuries, developed and carefully passed down from generation to generation. Russia is rich in various types of folk decorative art. Painting and woodcarving, lace, weaving, embroidery, weaving, metalwork, etc.

This art brings joy to life with bright, rich colors, expressive rhythms, special harmony, proportionality, harmony of forms, lines, proportions, wisdom and kindness.

Decorative art is close to nature in its motives. For centuries, artists have observed the world of animals and plants, saw and felt harmony in nature: rhythm, proportionality, orderliness, rationality and rationality. Man's admiration for nature, its harmony, combined with subtle analysis, comparison and generalization, is reflected in the generalized stylized forms and rhythms of art. This is how the elements and compositions appeared. decorative arts based on plant forms. In the patterns of various masters, we find stylized images of animals and humans. Extreme form stylization and generalization have become elements in geometric ornament.

Works of folk decorative art are distinguished by their brilliance and brightness. Bold contrasting color combinations, a special color saturation is characteristic of most folk paintings.

In works folk craftsmen stand out two types of patterns: plot and ornamental. include a stylized image of birds, animals. Images often have symbolic meaning: lion, leopard mean strength, falcon - the personification of courage, courage, girl - spring. These patterns include fantastic fabulous images: mermaid, centaur. Pattern is a broader concept than ornament. The pattern can be unintentionally created, such as patterns on frozen glass. Ornament - This is a deliberately created pattern, the elements of which are rhythmically repeated. The main property of the ornament is rhythm. Rhythm is a certain ordering of one-character elements. The rhythm of the ornament can be simple or complex. Simple rhythm is the repetition of the same element at equal distances from each other. Symmetry is a special case of a simple rhythm. Rhythm is the basis of the pattern; both pattern elements and color spots alternate. Distinguish between simple repetition and alternation of elements in color and shape. Thus, rhythm is viewed as an element of composition, a kind of organizing principle.

Ornament translated from Latin - decoration (pictorial, graphic or sculptural). Its pattern combines and repeats geometric or figurative elements. Patterns differ in the nature of the elements and in the way they are organized (composition). The elements differ in geometric, plant, animalistic, anthropological, mixed patterns. The composition of plant forms often includes the image of birds, animals (Khokhloma, Gorodets painting).

By way of organization distinguish an endless pattern (ornament), i.e. unlimited. This is the type of mesh: wallpaper, parquet, fabric. The linear pattern is also unlimited - border, frieze, border, braid. In addition, a limited (closed) pattern is distinguished (in a circle, in a rhombus, in a square).

The pattern is always made in a composition that organically fits into the shape of the object (i.e. the composition of the pattern is not arbitrary, but dictated by the peculiarities of the form).

Due to the above features, decorative art is close and understandable to children, it corresponds to their perception of the world.

A.P. Usova, E.A. Fleerina, N.P. Sakulin noted more than once that the child is drawn to everything bright, colorful. In its artistic activities he himself gravitates towards pure local colors, rhythm, symmetry. Small children perceive many works of folk artists deeper and more fully than large canvases and easel sculpture... This greatly helps the teacher in shaping children's artistic taste and in guiding them artistic creation... The well-known scientist and teacher A.P. Usova, highly appreciating the educational value of folk art, wrote that the concept of the Motherland is not yet available to young children. Upbringing at this age is to prepare the ground for them by growing in an atmosphere saturated with living images, bright colors his country. Most teachers of the past and present note a huge impact folk art to form in children the first ideas about the Motherland, feelings of love for it.

Folk decorative arts- part national culture... It manifests the best features of the people, universal human values: humanism, optimism, wisdom, courage, the eternal striving for beauty. At the same time, in the art of each nation, its originality is clearly visible: morals, customs, way of thinking, aesthetic preferences, national psychology, culture, history. All this wealth is presented in the brightest, most expressive form of art, addressed primarily to the feelings and thoughts of people.

The main meaning of the widespread use of folk decorative art in working with preschoolers is the upbringing of the prerequisites for a feeling of deep love for their homeland, for their people, a sense of patriotism, self-awareness, awareness of their nationality... This is just the beginning of developing such complex feelings. A complex, deep, conscious feeling of love for the Motherland, the people is formed much later, but only on condition that the fontanel of the first feelings clogged during preschool childhood. Emotional language art is the easiest, surest and most accessible bridge from the soul of the people to the soul of a child. That is why in domestic pedagogy since ancient times (K.D. Ushinsky, E.A.Flerina, A.P. Usova, N.P.Sakulina, T.Ya. Shpikalova, B.M. Nemensky, etc.) principle: to bring up children in the family and in kindergarten on art close, native art of the region where the person lives. B.M. Nemensky stressed that the child must "... tie all his feelings, emotions to the tree of the culture of his people." National art is the home from which a child sets off on the roads of world art, so his native art should be keenly felt by him. Without feeling, not understanding native art, a person is hardly able to feel art, culture, understand the psychology of a person of a different nationality.

In the pedagogical process, art, as in life, is inseparable from the communication of people with each other, from communication with nature. It is no coincidence that the somewhat monotonous, restrained rhythms and colors of the ornaments of the peoples of the North are similar to the cold, austere nature and restrained character of the people of this region; whimsical ligature of bright patterns of Uzbek masters of painting on fabrics and stone is akin to nature and people of the south. In the luxurious patterns of Khokhloma - the multicolored herbs and berries of the nature of central Russia. Fantastic bouquets of Gorodets kupavkas, chamomiles, rose trees, decorating naive plots from the life of merchant gentlemen and young ladies, as it were, embody moral and aesthetic ideals common people Rus.

Decorative art is not something isolated, special in the life of people, it exists and is organically combined with everyday life, work, holidays, customs, and traditions of the people.

Therefore, a genuine feeling of love for folk art cannot be brought up if children are not introduced to nature, folklore, everyday life, customs, and traditions of this people. For example, one cannot fully feel, understand the world-famous Dymkovo toy, if one does not know the Russian village, its history, manners, and customs. The ideal of a rural beauty as a strong, dexterous, healthy, ruddy was embodied both in the image of a strong woman with a child (Russian Madonna), and in a stately, proud beauty-water-carrier.

You should see the village sunsets and sunrises with their silence and fogs, the first crowing of roosters and the smoke over the huts. One should see rural holidays with their exuberant fun, songs, dances, ditties, evening "gatherings" in order to feel the light, kind irony of the folk artist, who saw and conveyed in the figure of the village dandy his self-satisfaction, the desire to show off.

And in Khokhloma patterns, hills and copses, fogs over the river, dew on a flower are still visible ... This is probably why the experience of feelings of previous generations of his people is transmitted to the child through art. Outside of these connections, the attitude to the art of the people is "souvenir". The art of different nations has a lot in common. B.M. Nemensky urged teachers to study the decorative arts of different peoples, to find similarities and differences. Gradually, older children develop an idea of great diversity. artistic manifestations peoples of the world, the ability to see and enjoy this diversity is being developed.

A great contribution to the analysis, identification of the features of the decorative art of different nations, the selection of content in it that is acceptable in the artistic activity of preschool children, junior schoolchildren contributed by 3.A. Bogateeva, T. Ya. Shpikalov.

Children's own artistic activity in the field of decorative arts should be viewed not as a goal, but as a means of solving a more important task: the development of the foundations of a child's personality. The appropriation by children through art of the moral and aesthetic values of their people, the development of the first sense of the Motherland has great value and for the future formation of personality, awareness of oneself as a particle of one's own people, one's country. Nostalgia manifests itself in adulthood, and originates in childhood. It is no coincidence that adults, often in their declining years, want to look at their homeland, return, albeit for a short time, to where they spent their childhood.

General tasks of teaching preschoolers decorative drawing:

1. Development in children of the prerequisites for a sense of patriotism, love, respect for their homeland, people.

2. Formation of children's interest in folk art objects; understanding its features; desire to know the art of the local area, to distinguish the styles of the most known species decorative painting(Khokhloma, Gorodets, Dymkovo, Zhostovskaya, etc.).

3. Formation in children of a desire to engage in such activities at the suggestion of adults and on their own initiative.

4. Formation of generalized knowledge and corresponding visual skills:

the development by children of characteristic elements, colors, compositions, patterns of a particular painting; the ability to create expressive patterns on paper of different formats and on three-dimensional objects;

education at the same time a sense of form, rhythm, symmetry.

5. Education of activity, independence, initiative and creativity in the creation of expressive patterns (in the search, selection of elements, colors, compositions). These general objectives can be specified by age group.

Principles of teaching children decorative painting:

1. Teaching children decorative painting based on folk decorative arts. This is due to the fact that all the techniques of decorative activity are represented in this art and it is highly artistic examples worthy of imitation.

2. Teaching children decorative and artistic activities based on the close, native art of the local region. At the senior preschool age, the gradual introduction of new types of folk art into the child's life and their comparison with each other. In the process of subsequent comparison, the formation of generalized ideas about the ways of performing patterns, rhythm, symmetry, the correspondence of the composition to the shape of the object as the main means of expressiveness.

3. Classes in decorative painting are considered as an element of the general system. educational work aimed at personal development by means of folk applied arts.

4. Teaching decorative and artistic activities must be carried out with the use of genuine objects of folk art. N.P. Sakulina noted that the ideal, albeit difficult to achieve, option is the use of genuine sample items, selected taking into account the gradually becoming more complex elements and compositions of patterns. It's really hard to do in mass practice, since the patterns on these objects are complex and are not specially created for teaching children. However, this statement is important because it emphasizes the priority, supremacy of some teaching methods and the subordination of others. In particular, the primary application of the method of examination (examination) of genuine objects of decorative art and the secondary nature, the compulsion to use simplified, stylized samples made by the teacher based on a particular painting.

5. The relationship of all types of decorative and artistic activities (drawing, modeling, applications).

6. The learning process presupposes an organic connection in the formation of knowledge, feelings and active action (in the form of one's own visual activity).

Methods for teaching decorative activities the same as when teaching the image of objects, plots. However, they have their own specifics.

Observation method must be used in the system of work when the patterns of folk craftsmen are made on plant motives, include stylized images of animals and birds. Proud roosters and peacocks, frisky horses in the patterns of the masters, with all their stylization, express the characteristic features of these animals. Juicy bunches of mountain ash, golden gooseberries, herbs summer meadows created by the artists of Khokhloma in the image and likeness of nature. Therefore, preliminary observations of nature serve as a basis for understanding, for a sincere emotional response of children to stylized embodiment in works of art. Such observations help adults to explain, and children - to understand the origins of creativity. folk artists... It is in these observations that the foundations of the search activity of children, prompted by adults, are laid. It is useful to organize children's drawing of Khokhloma patterns based on the perception of folk art objects in the open air, among real meadow grasses, mountain ash, etc. In such observations, preceding or accompanying the image process, a feeling of unity with nature arises.

Widely applied and survey method examining samples of folk art. While maintaining the general structure of such a survey, the content of its central analytical part is the selection of elements, composition, color. That is, those pictorial features that make up the content of the pictorial expressive means this kind of art. The sequence of their selection is the sequence of the forthcoming drawing.

Thus, the main elements of the pattern are highlighted and named, their color, size, location. Then other elements are highlighted and named (according to the degree of their importance in the composition). The color is determined. Older children can be asked how this element is performed with a brush, how it can be depicted. Elements of the pattern can be selected with a dry brush, thereby isolating them more clearly and testing a suitable pictorial movement.

Depending on the leading tasks of the lesson, the content of such an analysis may change, be limited only to the selection of a complex element (for example, a “rose tree” in a Gorodets pattern). In the event that the central task is to master the composition or color, you can consider several patterns, fixing the children's attention only on this feature. Thus, the specific content of the examination of the sample subject is determined by the tasks of the lesson: what are taught, what content the children master, and at what level of its mastery are the children. The more creative tasks the teacher sets, the more independent and active children are when analyzing a sample object, the more (more than one) objects can be considered, since children need to show the variability of compositions (elements, color).

A special place in comparison with the subject and plot image takes in teaching decorative painting teacher sample ... The first samples for teaching children decorative drawing based on folk art were developed by E.I. Kowalska. The teacher is forced to use his own model, since in objects of art the patterns are difficult for children's perception (in composition, in a set of elements). Items with enough simple pattern relatively few. And in the world around us, there are no direct analogs to ornamental patterns. Therefore, samples of the educator, in which specific pictorial and expressive means (elements, compositions) are presented in a simplified form, are necessary (they clearly demonstrate to the child the techniques for performing a decorative pattern).

The teacher's sample should be made in the style of a particular painting of folk decorative art (stylized sample). Its size is 1.5-2 times larger than children's work.

Exist different types of sample. Samples for direct follow, i.e. a pattern or some one new element or new composition is offered for direct imitation, since children first begin to master these elements or compositions. In addition, there are unfinished samples... For example, a square pattern is suggested. In the middle of the square is an element (chamomile in the style of Gorodets painting). Children are invited to reproduce this part of the pattern from a sample, and to invent the rest of the pattern themselves, using familiar elements in the style of the same painting. If the sample proposed for direct following is included in the structure of the information-receptive method (children are clearly given “ready” information, a method of action), then the unfinished sample is included in the structure of the heuristic (partial search) method, since the child solves part of the problem independently.

Take place in training and approximate (variable) samples in which are presented different variants solving the same problem. For example, 2-3 samples show a pattern made on a circle. The elements and composition are the same, but the color of the elements, their combinations are different. Children are invited to make a pattern with a set of the same elements and in the same composition as on the samples, and what is presented in them differently (color scheme), do it in their own way.

At such a variable level, a compositional solution can be presented (elements, color scheme are the same on all samples, and compositions, for example, on a circle, are different). The samples can represent the use of different elements with the same composition and color.

Thus, this method is part of the reproductive structure and organizes the reproductive activity of children at the variable level. In this case, the boundaries of the reproductive and partially search methods are very close.

When children master complex compositions, a sample is effective, which gradually demonstrates to children the sequence of performing a pattern ... In general, mastering the sequence of performing a pattern in decorative drawing is one of the most difficult tasks. Accuracy depends on which elements and in what color will be depicted first, and which ones later. children's drawing... The neatness of the decorative pattern to a greater extent determines its overall expressiveness. In addition, mastering the sequence of the pattern is also mastering rational, time-saving methods of image.

General requirement to the use of all stylized samples is their application after the perception of genuine objects of folk art and the selection of elements, colors, compositions of patterns on them.

Effective in teaching children flannelegraphs or panels, made of velvety paper, on which you can lay out patterns from the form elements of a particular painting. Good homemade board games, the essence of which is the same: laying out patterns in the style of Khokhloma, Gorodets and other paintings from cut-out form parts of certain complex elements. (So, children with great pleasure in their free time laid out complex element“Rosan” (Gorodets painting) before and after drawing, which facilitated the process of mastering it.) On such material, children quickly and easily master different compositions... A visually effective way of mastering, the ability to freely vary the pattern without fear of spoiling it, determine the interest of children, the speed and ease of mastering complex compositional techniques.

Demonstration of ways to depict elements, demonstration of methods of action (technique) with a brush are widely used in teaching decorative drawing. It is especially important here to demonstrate and master the techniques of working with a brush. Often the brush in the hands of the masters is in an upright position, which is not easy for children. The requirements for the teacher's demonstration of the mode of action are the same as in other types of visual activity.

Application in the training system artistic word, music very helpful. Folk art and the corresponding activities of children are harmoniously combined with musical and poetic folklore, small folklore genres(nursery rhymes, jokes), with fairy tales.

All these methods and techniques are used in the context of classes in a varied combination, due to common goal and the tasks of teaching and educating children.

Methodology for teaching children decorative painting

The method of working with children should be conducted simultaneously in two directions:

1. General educational work based on materials of folk decorative art.

2. Special education of children in relevant activities in the classroom.

Both directions (block) are closely interconnected. This relationship is due to the unity of the goal and objectives of familiarization with folk art. Within each direction, there is also a close connection between individual occupations, between all types and forms of general educational work. Each subsequent one is based on the previous one and contributes to the increasing development of ideas, feelings, and their own artistic skills in children. The knowledge and skills of children are gradually becoming more complete, accurate, and diverse.

The systemic beginning of work with children (first direction) is the formation of emotional and intellectual experience in preschoolers, contributing to the emergence in children of effective motives for their own visual activity and its meaningful development.

The initial process of introducing children to artistic culture you need to build your people on a good emotional foundation. Surprise, admiration, joy from communicating with such art are feelings that need to be aroused in children. Therefore, it is extremely important that the teacher himself knows and feels this art, can externally express his feelings. "Heart to heart will not attract, if not from the heart the speech flows."

What content, forms and methods of work can be used in working with children? Ideal when you can organize excursion to the corresponding production(to an art workshop, workshop, etc.). In the absence of such nearby, you can organize an exhibition of folk crafts in a preschool institution. It is good if a spacious, light room is provided for this, where you can beautifully and conveniently place the exposition. The selection of items, products is not limited. Such an exhibition can be designed to be visited by children of others preschool institutions... The meaning of such an excursion is to activate children's feelings (admiration for beauty, etc.). And against this background, informing children about the range of products and their functional purpose; features, originality of patterns (elements, color, compositions); technological manufacturing process. For example, children, getting acquainted with the art of Khokhloma, observed the entire technological process: preparation of baklush, turning of products on a lathe, processing them with a special primer, oil, aluminum powder before painting and hardening in special ovens, after which the products become “golden”. The magic of transforming a simple wooden block-blank into an elegant, thin-walled, light, as if dancing and singing on a machine in a lace of shavings, a vase leaves no one indifferent. Watching how "magic" flowers bloom, birds of paradise "fly in" takes children deeper and deeper into the world of fairy tales.

It will be good if at the entrance to the fairy tale they are met by the kind sorceress Marya the master, perhaps in the person of the educator of the group, who will not only show them this miracle, but also subsequently lead the children into the world of decorative creativity.

Such a visit to workshops, exhibitions should be repeated (with a certain amount of information, but each time presupposing the deepening and refinement of knowledge).

An addition to such work with children can be viewing films, filmstrips, art albums, postcards on relevant topics. Reading literature or a story that reveals in an accessible and interesting form a small amount of information about the history of artistic craft, its features will be useful to the oldest children. (So, Marya the artisan told Tsarevich Ivan about how she had invented wonderful flowers, Gorodetsky. She also told him the secret of the Gorodetsky flower (the color in one flower is either warm or cold). Yes, she asked to keep a secret, otherwise they will hear this other masters (Khokhloma, Zhostova) will confuse the secret, they will draw all the flowers in the same way, then you will not find your own, Gorodets.)

After accumulating relevant knowledge, it is useful to conduct a general conversation with the children.

For example, at one of these conversations, the children of the older group, together with Marya the master, invented a fairy tale about the wonderful Gorodets horses, roosters and drew magic flowers blooming on cutting boards, bread bins, or even right on the table. They invented, wrote, beautifully designed a book, decorated with "kupavki" and "daisies", and then told this tale to mothers, grandmothers, kitchen workers and nanny, then other children. Those who wanted to listen were told. Having learned to draw from Marya the master by that time, they drew this fairy tale. Some told a fairy tale, some painted, but they sold their products, some sang and danced in round dances. And Parsley made riddles (description of flowers). All children took part in the tournaments-quizzes about the art of Gorodets craftsmen. And so it passed in the kindergarten "Merry Fair". Was at that fair and "the city of master artists." One drawing in this city is more beautiful than another - the eyes "run up". And Ivan Tsarevich was there, drinking tea with Gorodets gingerbread: both flowed down his mustache and hit the horn.

Learning by children without special training decorative patterns based on the folk painting difficult. Therefore, it is necessary to develop a cycle of classes aimed at teaching children how to create a pattern (second direction). The cycle of such classes is based on the content of the general educational work outlined above, coexists and interacts with it, since it is in it that the basis is laid for creating appropriate, morally valuable motives for activities in the classroom in children. This cycle of classes is also built systemically. At the heart of the gradual complication of the content (pictorial and expressive means), the nature of cognitive activity, and hence the degree of independence and creativity of children. Therefore, the use of teaching methods and techniques should also be systematic. The experience that preschoolers develop in the system of general educational work determines a meaningful and positive emotional attitude of children to the content and process of learning. At the same time, the experience of mastering decorative activity in the classroom often stimulates then independent artistic activity of children.

One of the problems of the method of teaching decorative drawing is the selection of elements and compositions of the pattern available for children in the style of a particular folk painting... In most software preschool education applied to middle group the elements that children can learn are clearly defined. These are dots, strokes, rings ... in fact, these are elements of Dymkovo painting. IN senior group- Gorodets painting, in preparatory - Gorodets, Khokhloma, Zhostovo, etc. However, none of the programs provides an exact set of elements. The task of the teacher is to define them independently. Given that the nature of the chosen painting is determined taking into account local conditions, then the range of choice is quite wide and it is difficult, and even useless, to regulate.

In addition to the elements, the teacher should select the most typical compositions of patterns that are available to children. Typical compositions are associated with the arrangement of pattern elements on paper of different sizes.

Color- one of the expressive means in decorative painting. Its development is subject to the laws of the color of a certain art, since for well-known traditional species folk painting, they are definite and typical. In Gorodets painting there is a combination of cold (blue, blue, white, black or white "revival") or warm tones (burgundy, red, pink, white) and green leaves.

So, the basis for the complication of the program content of classes from group to group should be based on the sequence of mastering the basic visual and expressive means (elements, color, compositions) by children.

The programmatic content of classes also presupposes the gradual formation of all components of decorative and artistic activity: motives, goal-setting, a complex of actions, from perception, conception to visual and control-evaluative actions. At the same time, the complication of the program content goes along the line of determining the degree of independence of children and creativity. This is determined by the level of knowledge and skills of children in the perception and conception of the image, the use of pictorial methods of its embodiment.

The work system uses the combination different types classes, and the learning process, respectively, provides for the initial acquaintance of children with the methods of depiction, a variable exercise in their application and, finally, the creative solution by children of the visual problem.

The system of methods and techniques of teaching corresponds to the system of tasks. The relationship with general educational work does not exclude, but presupposes the inclusion in it, immediately before classes (a day or two), of purposeful preliminary work with children. Its essence is the formation of "live" ideas, visual images in children.

Thus, the system of classes is based on the sequence of the formation of generalized, flexible, variable knowledge and skills. This is reflected in the teaching methodology.

Let's consider the approximate complication of tasks and methods of working with children in different age groups.

Decorative painting is introduced from the middle group. Children of this age can make patterns from such simple elements as strokes, dots, straight lines, rings, circles. These elements are clearly represented in the painting of the Dymkovo toy. And on her example, you can teach children decorative drawing. However, painting a volumetric toy is not yet available to children.

At this age, children are just beginning to master the techniques of constructing a pattern on paper of basic forms: a strip, a square, a circle. The patterns on these forms can be drawn from the elements of the Dymkovo painting.

The color of such patterns can be in classic style Dymkovo painting (a combination of red, yellow, blue, green, black colors), and maybe more modern. IN Dymkovo painting in last years also included pastel colors. Amazing compositions were created by one of the most talented folk craftswomen - Falaleeva. However, in the middle group, patterns should be made in the colors of the classic "haze", especially since toys painted in this way are more widely available for sale, which means they are more accessible for use in direct work with children.

Since this type of drawing, in contrast to the subject drawing, does not carry a specific figurative content, does not have direct analogs in the surrounding world, it is very important that children immediately understand the meaning of such an activity. What seems to us quite understandable and natural (the meaning, the essence of decorative art) is little understood for children due to the lack of experience. Therefore, in Everyday life it is necessary to draw the attention of the children to things decorated with a pattern, and to celebrate their beauty. It can be beautiful knitted mittens, hats, a pattern on a dress, tablecloth, napkin, etc. Paying attention to the pattern, using the appropriate term, the teacher unobtrusively explains to the children the meaning, the essence of such a phenomenon. Therefore, when they are asked to decorate a napkin (a silhouette made of paper), a scarf, a tray, etc., the children will easily understand and accept the task set by the teacher.

Dymkovo toy due to the availability of the content and the pattern that adorns it, it should be used in the system of general educational work as a bright decorative phenomenon that pleases the eye with its uniqueness and brilliance. In order for a semantic connection to arise between the toy and the piece of paper that the children will decorate, it is useful to take the "Lady", "Vodonoska", etc. to highlight the first elements, considering a skirt decorated with stripes (strokes, etc.), an apron , decorated with a bright border of circles and dots, etc. The Dymkovo toy is considered just like any other work of art. First, this is a holistic emotional perception associated with recognizing the content (rooster, goat) or purpose (cutting board). The introduction of a toy can be with elements of surprise, play, accompanied by a song, riddle, figurative comments: "The bird has a tail with a wheel and patterns." Then attention is paid to finding out the reasons for the beauty of the product (pattern). After that, the elements of the pattern are considered, their color and location. The examination ends with a holistic perception, admiration. It is useful to place the product in a conspicuous place with the children. In preparation for the lesson, the teacher returns to examining the same or others, and maybe several subjects. Depending on the leading tasks of the lesson, the children's attention is fixed on the element to be learned, on the color or composition.

In the middle group, the task is not to deeply familiarize preschoolers with any kind of art. In this age period, the main point is to get acquainted with the objects of art themselves. In this case, with the toy itself: bright, festive, pleasing to the eye. Ladies and horses, goats, whistles, etc. not all are entered at once. It is important for children to experience the joy of communicating with each of them. As you get to know the toys, you can combine them into semantic groups and play them, as in director's games. Along with toys, children are shown embroidered napkins, towels, etc. That is, those products that are close to the planar silhouette forms of paper.

With a preliminary examination before class, they can show compositions of patterns close to those that children will master. On the strip (track), attention is drawn to the rhythmic repetition of one element, to the alternation of color spots, on the square - the rhythmic arrangement of the elements: on the entire plane; in the corners and in the center; in the corners, in the center and on the sides. The same approach when mastering the composition on the circle. Trays, plates, napkins, round carpets help children to feel the beauty of the pattern, the conformity of the pattern to the shape.

From middle age, it is important to develop a sense of form in decorative painting. To do this, you need to pay the attention of preschoolers to characteristics each of the forms and the corresponding arrangement of elements. The teacher should note the dependence of the expressiveness of the pattern (of the entire product) on the correspondence of the composition to the form. Beauty is created not only by the rhythmic arrangement of homogeneous elements (in the corners - circles and dots, and in the center - a ring and a circle), but also the rhythmic arrangement of color spots (in all four corners the elements of the same color, otherwise ugly).

Only on the basis of such general educational and special preliminary work is it possible to use

© 2015-2019 site
All rights belong to their authors. This site does not claim authorship, but provides free use.
Date the page was created: 2016-04-11

Organization: MBDOU number 73

Settlement: Murmansk region, Murmansk

Tasks:

Introduce children to one of the types folk arts and crafts: Dymkovo toy. To form the ability to highlight the elements of the painting: circles, rings, dots, stripes. Make children want to paint the silhouettes of their favorite toys (lady, horse, deer). Raise children on folk traditions showing how folk art is inseparable from folk music and oral folk art.

Preliminary work:

Examination of Dymkovo toys, examination of the album "Dymkovo toys", learning poetry about Dymkovo toys.

Material: silhouettes of Dymkovo toys (lady, horse, deer), gouache, brushes.

Course of the lesson:

Educator:

Guys, this morning the postman brought me this package for you. I wonder what's in there? Let's see.

Here is a letter for you and some toys.

(The teacher reads a poem)

Snow is falling softly

Blue smoke curls.

The smoke from the chimneys is a pillar,

Everything is as if in a haze.

Blue gave.

And the village is big

Dymkovo was named.

They loved songs and dances.

Miracle tales were born in the village,

Evenings in winter are long

And they molded there from clay

All toys are not simple

And magically painted.

Educator:

Guys, what are these toys called?

Did you like Dymkovo toys? Let's take a look at them!

We are noble toys

Foldable oh well

We are famous everywhere

Preparation for a class in decorative painting in the middle group.

IN younger groups kindergarten children performed tasks on drawing on paper blanks in the form of items of clothing (dress, handkerchief). Drawing had a decorative character, but was aimed at honing the skill of working with a brush and paints: drawing straight horizontal and vertical lines along the edge of the workpiece, drawing points within the indicated contours. Teaching decorative painting itself begins in the middle group. The teacher introduces the children to folk crafts, highlights the features of Dymkovo, Filimonov, Gorodets paintings. Through the study of objects created and painted by craftsmen from the people, children learn to respect manual labor, to see beauty in interior items, clay and wooden toys... There is a desire to create patterns on your own.

Tasks of teaching decorative painting in the middle group:

Hone your technical skills. Children 4-5 years old create patterns from dots, lines, simple geometric shapes with a brush and paints or pencil.
Development of compositional skills. Children master the concepts of "symmetry" and "rhythm", learn to place patterns on the surfaces of objects of different shapes.
Development of a sense of color. The teacher teaches the children to mix colors, use contrasting color combinations in the pattern.
Learning the ability to distinguish between different types of folk painting and to carry out individual elements in their own works.

Decorative painting lesson in the middle group

Lesson materials

For decorative painting in the middle group, it is recommended to use curly blanks made of thick paper (for watercolors or gouache) or cardboard. Blanks in the form of tableware (cups, spoons, plates), clothes (apron, dress, sweater, mittens) or toys can be cut out in advance and stored in a closet with materials for art classes. Another base for decorative painting is to use a template. The guys are given cardboard templates sweaters, they should trace it with a pencil on a piece of paper. In the middle group, you can not give the task to cut along the contour to save time, but those of the guys who quickly cope with drawing a pattern should be asked to cut out a decorated object.

Also used as a base colored paper or cardboard. The bright material attracts the attention of children and develops the ability to match the colors of the pattern and the background.

Shaped blanks for thematic sessions for decorative painting, you can instruct the pupils to do it at home with their parents and bring it to the next lesson for decorating with a pattern. For example, on the weekend, you are given the task to prepare a blank cut out of thick paper for the lesson "Sweater decoration". Creative process for the guys, it will start from the moment of choosing the style of the sweater (wide or narrow, sleeves with or without elastic bands, collar with a collar or under the throat, or it is absent and then you need to decide on the shape of the neck) and the color of the paper from which the blank will be cut. As an idea, the caregiver might suggest that parents find embossed paper. It is sold in specialized stores for creativity, has a relief surface and will serve as a material for various crafts, including for preparing a sweater.

Base material option

This theme can be used to conduct a short term project - "We decorate a sweater for your favorite toy"... The child chooses for which toy as a gift he wants to decorate a sweater, and the parents help draw the outlines of a suitable sweater. At home, children can try to cut the blank on their own.

Variants of templates for the "Sweater" blank.

In decorative painting classes in the middle group, children draw with crayons, wax crayons, watercolors and gouache. Pupils are given the freedom of choice (paints or pencils) during classes aimed at consolidating decorative painting techniques.

Drawing techniques and techniques in the middle group.

Children 4–5 years old learn to hold a pencil correctly. They outline patterns along the contour, draw patterns from straight and curved lines, simple geometric shapes. In the middle group, pencil shading begins: painting circles and ovals with lines in one direction, without going beyond the contours.

Much attention is paid to the development of painting skills. Children reinforce brushing skills: wetting, picking up paint, mixing paints, painting with the whole bristle or the tip of the brush. Middle-aged preschoolers create a pattern using the following drawing techniques:

Smears... A simple decorative element that does not require extreme precision. The guys create a pattern by lightly applying a brush nap to paper. The tasks for consolidating this technique include the development of the alternation technique: in a certain order, strokes are applied with paints of different colors.
Points... A more difficult element, children must learn to paint with the tip of the brush in an upright position. Points are set in a certain rhythm within the contours of the workpiece to be decorated. Unlike the tasks in the younger group ("Use dots to depict snow, raindrops, berries, seeds for birds"), children are invited to draw a pattern with dots in accordance with the idea: parallel rows, a checkerboard pattern or a dotted contour of a figure, for example, a circle. The skill of alternation is first consolidated in the task of drawing dots of different colors, then it develops when drawing dots and strokes in a given order.
Rings and circles... Children learned to draw these elements in younger groups. In decorative painting classes, their implementation becomes more difficult: the children must draw circles and rings of the same size.

Initially, children learn the simplest compositional technique in creating an ornament - repetition, after - alternation. The skill of creating a linear pattern on strips of paper or along the edge of blanks (hem of a dress, rim of a cup) is fixed. On blanks in the shape of a square or a circle, the children learn to determine the center of the figure, draw a pattern around a circle or with a rotation of 90 degrees.

The use of other types of art and non-traditional techniques.

In the classroom on decorative painting, techniques of others can be used. pictorial views activities - applications and sculpting. The ornamental image is complemented by design elements made of paper or plasticine. For example, paper strips can be glued to blanks in the form of mittens - these will be knitted elastic bands; the blank of a sundress can be decorated with an applique in the upper part - decorate the bodice of a sundress; you can add plasticine balls to gloves, a hat or a sweater to simulate woolen pom-poms; decorating the finished work with small plasticine balls - beads, beads or buttons on garments and headdresses.

The following unconventional drawing techniques can be used in pattern making classes:

Finger painting. Children 4–5 years old still have an interest in drawing with their fingertips and palms.
Printing - creating a pattern by dipping it in paint and applying pieces of foam rubber, leaves, buttons, etc. to the paper.
Pointillism - drawing with dots, usually with cotton swabs.
Monotype is a single print technique. The ruffles are drawn on one half of a symmetrical blank, without allowing the pattern to dry, fold a sheet of paper in half and get a mirror print.
Drawing with wax crayons with a watercolor fill. The guys draw the pattern with a wax candle or crayon, then completely paint over the blank with watercolors (on top wax painting). When the paint dries, wax contours appear beautifully.
Scratchboard - scratching a drawing on dried gouache, under which there is a colored wax background.

Examples of work performed in non-traditional techniques.

Finger painting Finger painting Printing with buttons Drawing with cotton swabs Monotype Drawing with cotton swabs Finger painting Scratchboard Scratchboard Drawing with cotton swabs Printing

Individual assignments in the classroom for decorative painting.

Teaching activities in kindergarten are implemented within the framework of a personality-oriented approach. This means that when conducting classes (including visual activities), the educator must take into account the characteristics of the development of each child, the level of his possession of certain skills, the emotional state at a particular moment. Since the practical activity of decorative painting is aimed at fulfilling the goal of creating a pattern on a given surface, the main task should be available for all pupils to complete. If the child is experiencing difficulties, the teacher uses the technique of individual showing of actions. In the middle group, it is permissible for the child to repeat the teacher's actions.

For those children who successfully cope with the assigned practical task, the teacher must provide individual tasks.

Consider options for individual assignments on the topic "Decorating a sweater":

Use applique or sculpting elements to decorate the workpiece.
Tint the paper blank with watercolor paint.
Circle the shapes drawn in pencil with a felt-tip pen.
Draw on a separate sheet of clothing items similar in style to your sweater (hat, scarf, mittens).

Lesson "Decorating a sweater" in the card index of drawing topics.

When drawing up a curriculum for visual activities for the year, it should be borne in mind that drawing classes in the middle group are held once a week. At the same time, out of 35 lessons per year, 5–6 should be devoted to teaching decorative painting:

"Apron decoration".
"Decorating a sweater."
"We decorate a handkerchief."
"We decorate the strip with flags."
"Gloves for kittens".
"Dress for a doll".

The “Decorating a Sweater” lesson is recommended to strengthen the skills of drawing points and lines, simple geometric shapes. The task of this lesson should be to decorate the workpiece according to the presentation. The guys independently choose which pattern they will draw on the sweater: geometric (alternating lines and shapes in various color combinations) or thematic (they will try to create a floral or natural pattern - flowers, leaves, snowflakes).

A motivating start to the “Decorating a Sweater” class.

Drawing an ornament itself may not be of interest to middle-aged preschoolers. To activate attention and encourage creative activity, first of all, it is recommended to attract personal perception visual images children and use the elements of the game in class.

Motivating material at the initial stage of the lesson.

Material option	Application at a motivating start to a lesson
Visual material	The guys are studying pictures with sweaters. The teacher conducts conversation: What elements are the patterns made of? What techniques can be used to make such patterns on paper (rhythmic repetition, alternation). What color combinations are featured in these sweaters? A variant of visual material can be sweaters on the pupils themselves. The task of bringing your favorite sweater on the appointed day brings special excitement. Immediately at the beginning of the lesson, the teacher offers to arrange a fashion show: the teacher turns on cheerful music, the guys put on the brought sweaters and take turns defile, demonstrating the pattern on the product. Next, a conversation is held on the features of the sweaters seen.
Game situations	The teacher draws the attention of the children to the fact that winter is approaching, the frosty season begins, and the toys / dolls in their group do not have warm clothes. Children are invited to choose a toy and prepare beautiful sweaters for them as a gift. In front of each pupil on the table there is a drawing of a girl or a boy and a blank paper sweater. Children are encouraged to draw a pattern on the blank and “put on” a sweater on the child from the picture so that he does not freeze during a walk. If the group has paper dolls with a paper "wardrobe", then for the lesson you can make blanks with "ears" so that the children will use the decorated sweaters in the next game.
Surprise moments	Chanterelle (a junior teacher or other employee in a fox costume) enters the group, greets the guys and complains about the frost. The chanterelle asks the guys to tell her what to do so that the cubs do not freeze during the walk. When the children say that it is possible to put warm clothes on the foxes, the Fox cries that she can neither sew nor knit. The teacher brings the children down by leading questions or hints that they can draw and decorate sweaters for the foxes. There is a box on the teacher's desk. The teacher reports that the postman brought her to the group in the morning, reads out the address (the real address of the kindergarten: city, street, house, group number). When asked what to do with the box, the guys, of course, offer to open it, which the teacher does. The box contains blanks of paper sweaters of the same color and a letter from the Gnome. The teacher reads the letter: the Gnome says that in the fall, his grandmother knitted sweaters for him and his numerous brothers, but they are all the same size and color - the gnomes confuse which sweater belongs to which of them, and ask the guys for help. The teacher offers to disassemble the blanks and decorate according to on their own so that every gnome has his own unique sweater.
Didactic games	With children 4-5 years old, collective didactic games: tasks are not given on cards, but are presented on large pictures / posters or projected onto the screen. Game options: "Find differences". You need to find differences on two identical pictures of sweaters, the teacher immediately names their number. Find a sweater by silhouette. Picture shows sweaters and one shadow silhouette. "Find matching pairs." Among the sweaters shown in the picture, you need to find the same ones. "Who suits which sweater." Sweaters with various patterns are drawn on the left side of the picture, characters are on the right. For example, a sweater with bows is suitable for a girl, a sweater with cars for a boy, and a bunny will be happy with a sweater with carrots.

Drawing up notes on the topic "Decorating a sweater."

The purpose of the lesson: decorating a paper blank with a decorative pattern.

Tasks: consolidation of the ability to draw with a brush and / or pencil lines, strokes / hatching, dots, circles and rings, check marks; the development of the ability to decorate the finished work with elements of other types of visual activity (paper strips or figures, plasticine details); developing a sense of color; development of the ability to see beauty in objects of the surrounding reality; activation of fantasy; fostering independence and showing initiative.

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

Organizational moment 1 minute.
Motivating start of the session 4–5 minutes.
Practical work 10 minutes.
Demonstration and discussion finished works 2-3 minutes.
Summing up the results of the lesson 1 minute.

The teacher needs to draw up a detailed plan for each lesson with the subsequent mandatory analysis: were the goals and objectives achieved, were the methods and teaching methods used effective, how the children behaved at different stages of the lesson, difficulties and delays at any stages of the lesson and their reasons, analysis of pupils' work, approximate ways of improving the conduct of the lesson.

Methodical development on drawing (middle group) on the topic "Decorative drawing" Sweater decoration "".
Reinforcing the ability to decorate a garment using familiar elements: lines, strokes, dots, rings and circles.
Making the blank with paper strips.
Development of aesthetic perception and independence. Materials (edit) Blanks for sweaters made of thick paper of different colors, paper strips for decorating the neckline, cuffs and elastic bands. Relationship with other aspects of educational work Study of decorative patterns on garments. Course of the lesson Creation of a problematic situation. The teacher brings a plush hare to the group and reads A. Barto's poem "The mistress threw the hare." The guys are told that the bunny himself got wet in the rain, and, of course, his sweater got wet - it became colorless and the pattern was washed off. How can you help a bunny? The guys offer to re-draw the pattern on the bunny sweater.
Communication of the goal of the lesson, designation of the task for practical work.
Carrying out a physical education "Be attentive" under the lines of a poem about flowers.
Before the guys start completing the assignment, the teacher pays attention that there is not enough orange paint on their tables, the guys remember what colors need to be mixed to get orange.
Pedagogical show. The teacher invites the children to remember the elements for decorative painting and demonstrates their implementation on the board / easel.
During the implementation of practical work, the teacher monitors the process of mixing colors by the children on the palette, the correctness of drawing with a brush, filling the entire area of the workpiece, and the posture of the pupils.
The guys attach the decorated sweaters to a magnetic board.
Discussion of works.
Summing up the results of the lesson. Bunny says that the guys got bright and beautiful sweaters with interesting patterns, thanks them for their diligence and imagination.

The procedure for performing work on the theme "Decorating a sweater".

During the performance of the pedagogical show, the teacher is recommended to show on the board or easel a drawing of the techniques named by the children, and then show an example step by step drawing pattern on the sweater. You can consider examples of finished works on a given topic and invite the children to determine with the help of what techniques these drawings were created and in what sequence.

Decorating with paper stripes and drawing with a pencil.

To decorate the sweater, paper strips are selected according to the size of the neck, cuffs, elastic bands
Bonding paper strips
Draw vertical lines with a pencil
Alternating pencil lines on a sweater
We draw rings in the shoulder area, placing a semicircle
Hatching elements
Draw rings along the bottom edge of the sweater and cuffs, paint over with shading
We draw similar elements along the central transverse line of the product

Drawing patterns with a pencil and decorating with plasticine elements.

Pencil lines for necklines, cuffs and elastic bands
Drawing zigzag lines with a pink pencil
Drawing zigzag lines green pencil
Rolling plasticine elements
Attaching plasticine balls by flattening
Sweater decorating process
Finished work

Create a pattern with a stroke.

Apply diagonal strokes of the same color
Applying strokes of a different color diagonally mirroring previously applied strokes
Decoration with strokes of the neck, cuffs, elastic bands

Drawing a pattern using lines and dots.

Neck and cuff lines
Cuff and neck decoration
Line drawing: alternating lines of different colors
Dot Drawing: Rhythmic Repeat

Painting with watercolors: toning, lines and rings.

Separation horizontal line blanks
Tinted sweater top
Tinting the bottom of the sweater and sleeves with a different color
Drawing zigzag lines (alternating)
Sweater neck decoration
Drawing rings (alternating staggered)

Painting with gouache: circles and dots.

Designation by lines of necklines, cuffs, elastic bands
Drawing dots: alternating dots of two colors
Drawing circles in a checkerboard pattern
Drawing circles of a different color
Draw dots along the bottom edge of the light and sleeves
Drawing dots of the second color
Draw dots in the center of the circles
Finished work

Winter Patterns: Draws lines and dots in gouache on a color base.

Start drawing Christmas trees at the bottom of the sweater: repeat diagonal lines
Repeat diagonal lines in mirrored position
In the middle we mark the tree trunks with vertical lines
Draw dots in a checkerboard pattern
We decorate the cuffs, neck and elastic
Finished work