"Methodology and organization of drawing classes in kindergarten"

Prepared by: Shaikhina A. M.

In shaping the personality of a child, various types of artistic and creative activity: drawing, sculpting, cutting out figurines from paper and gluing them, creating various designs from natural materials etc.
Such activities give children the joy of learning, creativity. Having experienced this feeling once, the kid will strive in his drawings, applications, crafts to tell about what he learned, saw, experienced.
The visual activity of the child, which he is just beginning to master, needs qualified guidance from an adult.
But in order to develop the creative abilities inherent in nature in each pupil, the teacher himself must understand the fine arts, children's creativity, and master the necessary methods of artistic activity.
The visual activity of preschoolers as a type of artistic activity should be emotional, creative. The teacher must create all the conditions for this: he must first of all provide an emotional, figurative perception of reality, form aesthetic feelings and ideas, develop figurative thinking and imagination, teach children how to create images, means of their expressive performance.
The learning process should be aimed at the development of children's fine arts, at the creative reflection of impressions from the surrounding world, works of literature and art.
Mastering the ability to depict is impossible without purposeful visual perception - observation. In order to draw, sculpt any object, you must first familiarize yourself with it, remember its shape, size, color, design, arrangement of parts.
For the mental development of children, it is of great importance to gradually expand the stock of knowledge based on ideas about the diversity of forms of the spatial arrangement of objects in the world around them, various sizes, and a variety of shades of colors.
When organizing the perception of objects and phenomena, it is important to draw children's attention to the variability of shapes, sizes (child and adult), colors (plants in different times years), different spatial arrangement of objects and parts (a bird sits, flies, pecks grains, a fish swims in different directions, etc.); structural details can also be arranged differently.
Being engaged in drawing, children get acquainted with materials (paper, paints, chalk, etc.), with their properties, expressive possibilities acquire work skills.
In the classroom for visual activity, children's speech develops: the assimilation and name of shapes, colors and their shades, spatial designations contributes to the enrichment of the dictionary; statements in the process of observing objects, when examining objects, buildings, as well as when looking at illustrations, reproductions from paintings by artists, have a positive effect on expanding vocabulary and forming coherent speech.
Visual activity is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space. Children define and name these properties, compare objects, find similarities and differences, that is, perform mental actions.
Thus, visual activity contributes to sensory education and the development of visual-figurative thinking. Children's fine art has a social orientation. The child draws not only for himself, but also for others. He wants his drawing to say something, to be recognized by him.
The social orientation of children's fine art is also manifested in the fact that in their work children convey the phenomena public life.
The value of visual arts for moral education It also lies in the fact that in the process of these activities, moral and volitional qualities are brought up in children: the need and ability to bring what has been started to the end, to concentrate and purposefully engage, to help a friend, to overcome difficulties, etc.
In the process of visual activity, mental and physical activity are combined. To create a drawing, it is necessary to make efforts, to carry out labor actions, to master certain skills. The visual activity of preschoolers teaches them to overcome difficulties, to show labor efforts, to master labor skills. At first, children have an interest in the movement of a pencil or brush, in the traces they leave on paper; Gradually, new motives for creativity appear - the desire to get a result, to create a certain image.
Preschoolers acquire many practical skills that will later be needed to perform a wide variety of jobs, acquire manual skills that will allow them to feel independent.
The main significance of visual activity lies in the fact that it is a means of aesthetic education.
For the aesthetic education of children and for the development of their visual abilities, acquaintance with works of fine art is of great importance. The brightness, expressiveness of images in pictures, sculpture, architecture and works of applied art evoke aesthetic experiences, help to perceive the phenomena of life deeper and more fully and find figurative expressions of one's impressions in drawing, modeling, and appliqué. Gradually, children develop artistic taste.

Tasks of visual activity of children 3 - 4 years old

Invite children to display their impressions of the world around them in drawings using accessible graphic and pictorial means.


Continue to learn how to draw with pencils and felt-tip pens - draw lines (vertical, horizontal, wavy, curves) and lock them into shapes, thereby creating expressive images.


Continue to introduce children to paints and develop skills in drawing with a brush (pick up paint on a pile: gently dip it with all the pile in a jar of paint, remove excess paint on the edge of the jar with a light touch of the pile, rinse the brush well before picking up paint of a different color; teach to drain the washed brush on a soft cloth or paper napkin; draw lines, draw and paint closed shapes).


To consolidate knowledge of the names of colors (red, blue, green, yellow, white, black), to introduce shades (pink, blue, gray). Draw the attention of children to the selection of colors corresponding to the depicted object.


To teach the rhythmic drawing of lines, strokes, spots, strokes; accompany the movements of a pencil or brush with words, game actions (for example: “Rain, more often - drip - drip - drip!”, “Legs are running along the path - top - top!”).


Introduce children to decorative activities: learn to decorate with patterns the silhouettes of objects carved by the teacher (dress, kese, etc.)
Learn to depict simple objects, draw straight lines (short, long) in different directions, crossing them. Bring children to the image of objects of different shapes (round, rectangular) and objects consisting of combinations of different shapes and lines (tumbler, snowman, chicken, trailer, etc.).


To form the ability to create simple plot compositions, repeating the image of one object (Christmas trees in our area, dandelions in the grass) or depicting various objects, insects, etc. (the gingerbread man rolls along the path, etc.). Learn to arrange images throughout the sheet.

Tasks of visual activity of children 4 - 5 years old.

Continue to develop in children the ability to draw individual objects and create plot compositions, repeating the image of the same objects (trees on our site in winter, chickens walk on the grass) and adding others to them (sun, falling snow, etc.).


To form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, location of parts.


Help children, when conveying a plot, arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. Direct the attention of children to the transfer of the ratio of objects in size: a tree is tall, a bush is lower than a tree, flowers are lower than a bush.


Continue to consolidate and enrich children's ideas about the colors and shades of surrounding objects and objects of nature. Add new ones to already known colors and shades (brown, orange, light green); form an idea of ​​how these colors can be obtained. Learn to mix paints to get the right colors and shades.


Develop a desire to use a variety of colors in drawing, pay attention to the multicolor of the world around.


To consolidate the ability to properly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image.


To teach children to paint over drawings with a brush, pencil, drawing lines and strokes in only one direction (top to bottom or left to right); rhythmically apply strokes, strokes throughout the form, without going beyond the contour; draw wide lines with the whole brush, and narrow lines and dots with the end of the bristle of the brush. To consolidate the ability to cleanly rinse the brush before using paint of a different color. By the end of the year, to form in children the ability to obtain light and dark shades of color by changing the pressure on the pencil.


To form the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them in size.


Continue to develop aesthetic perception, imagination, aesthetic feelings, artistic and creative abilities.

Decorative drawing:

Continue to develop the ability to create decorative compositions based on folk patterns and ornaments. Use DPI to develop an aesthetic perception of beauty and as models for creating patterns in the style of these murals.

To learn to highlight individual elements of patterns and ornaments, to see and name the colors used in painting.

Tasks of visual activity of children 5-6 years old.

Subject drawing:

Continue to improve the ability to convey in the drawing images of objects, objects, characters of fairy tales, literary works. Draw the attention of children to the differences in objects in shape, size, proportions of parts; encourage them to convey these differences in drawings.


To teach to convey the position of objects in space on a sheet of paper, to draw the attention of children to the fact that objects can be located in different ways on a plane (stand, lie, change position: living beings can move, change positions, etc.). Learn to convey the movements of the figures.


Contribute to the mastery of compositional skills: learn to place an object on a sheet, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, not very tall, but a long house, place it horizontally). To fix the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastels, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).


Develop skills in drawing the outline of an object with a simple pencil with a slight pressure on it, so that when the image is subsequently painted over, there are no hard, rough lines that stain the drawing.


Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).


To teach children to draw with a brush in different ways: wide lines - with the whole pile, thin ones - with the end of the brush; apply strokes, apply the brush with the entire pile to the paper, draw small spots with the end of the brush.


To consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, dark green, lilac), develop a sense of color. Learn to mix paints to get new colors and shades (when drawing with gouache) and lighten the color by adding water to the paint (when drawing with watercolors). When drawing with a pencil, learn to convey shades of color by adjusting the pressure on the pencil. In a pencil version, children can, by adjusting the pressure, transfer up to three shades.

Story drawing:

To teach children to create plot compositions on the themes of the surrounding life and on the themes of literary compositions.
Develop compositional skills, learn to place images on the strip at the bottom of the sheet, all over the sheet.


Draw the attention of children to the ratio of the size of different objects in the plot (the houses are large, the trees are tall and low; people are smaller than houses, but more flowers growing in the meadow). Learn to arrange objects in the picture so that they do not block each other.

Decorative drawing:

Continue to acquaint children with handicrafts, offer to create images based on folk decorative painting, acquaint them with its color system and composition elements, achieve great variety elements used. Continue to introduce varieties of ornaments, learn how to use them for decoration with their color scheme.

• To acquaint with regional (local) decorative art.

  
  Learn to make patterns based on Gorodets, Polkhov - Maidan, Gzhel painting: introduce characteristic elements (buds, flowers, leaves, grass, antennae, curls, animations).

  
  Learn to create patterns on sheets in the form of a folk product
  To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats, household items (napkin, towel).

  
  Learn to rhythmically arrange the pattern. Offer to paint paper silhouettes and three-dimensional figures.

Tasks of visual activity of children 6 - 7 years old. Subject drawing:

Improve the ability to depict objects from memory and from nature; develop observation, the ability to notice the characteristic features of objects and convey them by means of drawing (shape, proportions, location on a sheet of paper).


Improve your imaging technique. Continue to develop freedom and at the same time the accuracy of hand movements under the control of vision, their smoothness, rhythm. Expand the set of materials that can be used in drawing. Offer to combine different materials in one drawing to create an expressive image. Learn new ways to work with already familiar materials (for example, paint with watercolor on a wet layer); different ways to create a background for the depicted picture: when drawing in watercolor and ink - before creating the main image; when drawing with pastels and colored pencils, the background can be prepared both at the beginning and at the end of the main image.


Continue to develop the ability to use a pencil fluently when performing a line drawing, teach smooth turns of the hand when drawing rounded lines, curls in different directions (from a branch and from the end of a curl to a branch, vertically and horizontally), learn to move with the whole hand when drawing long lines, large shapes, with one finger - when drawing small shapes and fine details, short lines, strokes, grass (Khokhloma), revival (Gorodets), etc.


To teach to see the beauty of the created image and in the transfer of form, smoothness, unity of lines or their subtlety, elegance, rhythmic arrangement of lines and spots, uniformity of painting over the picture; feel the smooth transitions of color shades, resulting from uniform painting and adjusting the pressure on the pencil.


Develop an idea of ​​the variety of colors and shades, based on the real color of objects, decorative painting, fairy tales; learn to create colors and shades.


Gradually bring children to the designation of colors, for example, including two shades (yellow-green, gray-blue) or likened to natural (crimson, peach, etc.). Draw their attention to the variability of the color of objects (for example, in the process of growth, tomatoes are green, and ripe ones are red). Learn to notice a change in color in nature due to a change in the weather (the sky is blue on a sunny day and gray on a cloudy one). Develop color perception in order to enrich the color scheme of the picture.


To teach children to distinguish between shades of colors and convey them in a drawing, to develop perception, the ability to observe and compare the colors of surrounding objects, phenomena (pale green leaves that have just appeared, etc.).

^ Story drawing:

Continue to teach children to place images on the sheet in accordance with their actual location; convey differences in the size of the depicted objects. To form the ability to build a composition of the picture; convey the movements of people and animals, plants leaning in the wind. Continue to form the ability to convey in drawings both the plots of folk tales and author's works (poems, fairy tales, stories); show independence in choosing a theme, composition and color scheme.

Decorative drawing:

Continue to develop the decorative creativity of children; the ability to create patterns based on folk paintings already familiar to children and new ones (Gorodets, Gzhel, etc.). Teaching children to identify and communicate color scheme popular decorative arts a certain kind. To consolidate the ability to create compositions on sheets of paper of various shapes, silhouettes of objects and toys; paint toys fashioned by children.


To consolidate the ability, when drawing up a decorative composition based on a particular type of folk art, to use its characteristic elements of the pattern and color scheme

Classification of teaching methods.

The success of education and training largely depends on what methods and techniques the teacher uses to convey certain content to children, to form their knowledge, skills, and skills, and also to develop abilities in a particular field of activity.

The methods of teaching visual activity are understood as a system of actions of a teacher who organizes the practical and cognitive activities of children, which is aimed at mastering the content defined by the "Program of Education and Training in Kindergarten".

Training methods are called individual details, components of the method.

Traditionally, teaching methods are classified according to the source from which children receive knowledge, skills and abilities, according to the means by which this knowledge, skills and abilities are presented. Since preschool children acquire knowledge in the process of direct perception of objects and phenomena of the surrounding reality and from the teacher's messages (explanations, stories), as well as in direct practical activities (designing, modeling, drawing, etc.), methods are distinguished:

visual;

verbal;

practical.
This is the traditional classification.

Recently, a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:

Informative - receptive;

Reproductive

research;

heuristic;

The method of problematic presentation of the material.
The information-receptive method includes the following techniques:

Ø examination;

Ø observation;

Ø excursion;

Ø teacher sample;

Ø showing the educator.
The verbal method includes:

Ø conversation;

Ø story, art history story;

Ø use of teacher samples;

Ø Artistic word.
The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring skills to automatism. It includes:

Ø reception of repetition;

Ø work on drafts;

Ø performance of shaping movements by hand.
The heuristic method is aimed at the manifestation of independence in any moment of work in the classroom, i.e. The teacher asks the child to do part of the work independently.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher offers to independently perform not some part, but the whole work.

The method of problem presentation, according to didacticians, cannot be used in teaching preschoolers and younger students: it is applicable only to older students.

In his work, the educator uses various methods and techniques in drawing.

So in drawing, the main technique for the first younger group is to show how pencils and paints should be used. The most effective technique is passive movements, when the child does not act independently, but with help. Effective game pictorial movements of a homogeneous, rhythmic nature with the pronunciation of the words: "back and forth", "top - down", etc. This technique makes it possible to associate the image of an object with pictorial movement.

Reading poems, nursery rhymes, songs in the classroom is the most important methodological technique. Another way to work in the first junior group- co-creation of the teacher with children.

In the second junior group, the information-receptive method is actively used in drawing classes. Especially useful before class effective way acquaintance with the shape of an object: children circle the shape with their hands, play with flags, balls, balls, feel their outlines. Such an examination of the subject creates a more complete picture of it.

Also effective is the technique of examining an object by moving the hand along the contour and showing this movement in the air. Direct display of the image mode is used only when this form occurs for the first time.

"A child can do everything until he knows that he cannot do something," a well-known Russian teacher once remarked. The baby is sensitive to color, color relationships and their effect on mood. It is important not to miss this age-related feature and not to ruin the child's ability to color perception. It is necessary to develop a sense of color in him, to help him seek his understanding, to teach him to express his emotions through color, and not to repeat after adults their ideas about color, which are largely limited by stereotypes.

To do this, you need to create certain conditions. At this age, there is a desire for free drawing, manipulation with paints, i.e. the kid is interested not so much in the plot of the drawing, but in the process of changing the environment with the help of color. Children of this age rejoice at mixing and blurring, they are surprised, admire the appearance of new color spots.

The real world is full of color richness. Three primary colors (red, blue, yellow) and three secondary colors (green, orange, purple) are just a small piece of the multi-color palette of the real world. Children will learn that by adding black and white paint to the three main ones, you can significantly expand the world of colors from enlightened-gentle to gloomy-disturbing tones. In the classroom, children, together with an adult, mix colors in different combinations, observe, discuss how their "character", "mood" changes. All this contributes to the development in the soul of the child of "special experiences filled with fantasy." For such work, paints are required (gouache, watercolor), large sheets paper (wallpaper), wide brushes.

At the same time, it is important to ask the child how he chooses colors for work, and support, approve if he is guided by the feelings that this or that color evokes, correlates it with the general mood that he wanted to express in the drawing.

Drawing methods are non-traditional, which contributes not only to the development of imagination, but also to familiarization with the world of art. At this age, tactile sensations play an important role in the development of the child. Kids draw with a finger, palm, nose, piece of paper, cotton wool, brushes, straws, corks, not only on wallpaper, but also on glass and tiles.

The process of drawing also carries psychotherapeutic elements. The presence of a teacher or parent nearby makes the process of drawing soothing; Experiences spill out onto the sheet, and the kids are freed from them.

Middle group (4-5 years old)

At this age, as A.N. Leontiev, emotions become more stable. Adequate emotional regulation in various situations is formed on the basis of the ability to distinguish the emotional state by their external manifestations - through facial expressions, gestures, pantomime, etc.

This is also manifested in drawing: the child develops an interest in the line, its plasticity and expressiveness. It is important to catch the moment when this interest appears and develop it in order to facilitate the expression of feelings and fantasies in the language of artistic and graphic images.

A line, a line, a stroke can be short and long, oblique and even, slightly noticeable and bright, wavy and moving in a circle, intersecting and overlapping another. Through lightness, airiness or softness and smoothness, sharpness and aggressiveness, one can tell about the character of the hero, his attitude to the world around him.

Pencil, sanguine, charcoal, pastel, ink are excellent means to express your vision of the beauty of the world around you.

Drawing helps the child relieve stress. Attentive teachers notice that the so-called "graphic response" occurs, which is especially important for those children who cannot express their conflicts and realize them because of the poverty of their vocabulary. Drawing is a means of visual communication between a teacher and a closed, closed child.

Classes are organized as a game of reincarnation, where a child and an adult become either actors or spectators. In order for the game to acquire the effect of isotherapy, movements, music, sounds, and touch are used. All this leads to the establishment of emotional contacts between children, between an adult and a child.

Senior group (5-6 years old)

At this age, children have a craving for object drawing. The child seeks to create his own image, expressing his attitude to what he depicts.

In life, the child expresses himself through mood, word, deed. And in drawing - with the help of color, line and other expressive means. In some drawings, you can see kind, airy images, warmed by the love of a child. On others, the images are completely different: sharp, hard, angular. This is how the child expresses his dislike, disgust, fear. And this should not upset the teacher, since in drawing there is a "cleansing of the soul."

The older preschooler has a great ability to reincarnate. And this ability allows him to push the boundaries of his "I". Reincarnating, the child sees from the inside the life of a fairy-tale hero, animal, plant or even an object.

Preparatory group for school (6-7 years old)

This age is key in the development of the imagination. The purposeful development of the mechanisms of creative imagination significantly affects the ability of children to adequate emotional response, the ability to distinguish emotional states by external manifestations. That is why one of the areas of work with children of senior preschool age is teaching the methods of self-regulation of the emotional state by means of purposeful creative imagination. This is the development of understanding the "soul" of the image, the development of expressive techniques.

Senior preschoolers are already forming a critical attitude towards the results of their activities. How important it is to consolidate in the child the consciousness of confidence that he will be able to do everything! No need to strive for an accurate reproduction of the hero, the subject on paper. The main thing is to convey his individuality, to emphasize in him the qualities important for a young artist through color, light, form, rhythm, artistic means. Thus, the young artist embodies his idea, expresses his own emotional attitude to the world. Therefore, the drawings are very different.

The preschooler begins to feel the role and significance of art, its kindness and strength, the organic unity of art and life. Of course, he does not think in these categories, but he begins to feel it in accordance with his age capabilities.

Techniques and methods used in art activities classes

1. Emotional mood

This method involves the use of musical works in the classroom. It must be remembered that musical images and the musical language should be appropriate for the age of the children.

In the classroom, music sets the children in a unified way: it moderates the excited, mobilizes the inhibited, and activates the attention of children. Music can also accompany the process of fine art in the classroom.

2. Artistic word

How many points of contact can be found between words and fine art! They complement each other, activating the artistic perception of the image. Especially emotionally, children respond to the beauty of poetic lines; they help preschoolers to comprehend their feelings before taking a brush and paints.

3. Pedagogical dramaturgy

Children often travel in the classroom. Travel can be real, fantasy or imaginary. For younger preschoolers, this is a journey to the Land of Drawing. An entertaining plot of a fairy tale, non-traditional ways of drawing - all this helps to develop emotions and imagination in children.

For older preschoolers, the method of creative visualization is used. Children are comfortably located on the carpet, relax, close their eyes, listen to the sounds of the forest, rivers, the sound of the sea. The calm, warm voice of the teacher helps to present a picture of nature, which the children will then embody in their drawings.

Also, children can travel to real places - to the artist's studio, to showroom, make excursions around the city, in the forest or field. During these trips, children come into direct contact with the world of art, meet with true masters. Everything - be it nature, a hall or a street - becomes a teacher of Beauty for the child: the artist-man and the artist-nature help the teacher, awaken the feelings of children.

4. Plastic

Preschoolers have a natural grace and freedom of the body. Sometimes it seems that they manifest all their thoughts and experiences through movement. Initially, the child receives almost all information about the environment through bodily sensations, so there are zones on different parts of the body that "remember" the positive and negative imprints of his communication with the world. And it is very important in the development of the child to try to avoid psychological clamps in the body resulting from negative experiences.

That is why movement and dance are actively used in visual activity. Exercises such as "Dance of Flowers", "Air Ball", "Merry Zoo", "Sea" not only develop plasticity, they are aimed at the child's feeling of freedom, emotional self-expression.

5. Theater

Elements of the theater are organically included in the activities of art, contribute to the development of feelings in children. There are no memorized roles, positions, gestures - everything is based on the emotional experience of children, on the embodiment of their experiences.

In the younger group, elements of the shadow theater are used. The image is devoid of details, the child singles out only the main, characteristic in his hero. Older children themselves can, through lines, colors, by selecting artistic means, convey the character of a fairy-tale hero - an evil Baba Yaga or a valiant defender hero.

Children of the preparatory group continue to get acquainted with theatrical art. Now the children are already playing the chosen characters themselves, having previously made a mask - a concise but vivid way of conveying the character, mood of the hero.

6. Game

One of the most important methods of developing the child's inner world is the game. V.A. Sukhomlinsky wrote: "The game is a huge bright window through which a life-giving stream of ideas, concepts about the world around us flows into the spiritual world of the child."

The game is the most important method of developing the imagination and cognitive abilities of children. In the game it is easy to direct the child's attention to the most important landmarks - moral, aesthetic.

7. Use of non-traditional drawing methods.

The most accessible of the many ways of non-traditional drawing techniques is finger painting (fingerography). It can be used starting from the younger group. Such drawing develops fine motor skills, and therefore speech skills. One of the varieties of this method is freehand printing, which is carried out in the senior and preparatory groups. Finger painting is far from the only way of non-traditional drawing that is used in working with children. Seal (stamping). Monotype. spray. Print by hand. Crumpled sheet. Drawing on wet paper. Magic thread (nitkography). Stencil (drawing with templates). Candle drawing. Bulk application. Dotted pattern. By smell. Blotography.

It is important to note that after the end of the drawing process, for each drawing, it is necessary to have a conversation with the children: what is drawn, what it looks like. Also, in group work, you can additionally use other correction methods, for example, creating collages, drawing fantastic characters using the morphoanalysis method.

A psychologist, as well as an educator working in a preschool institution, must adhere to the basic rules for using non-traditional drawing methods in their work. So, the child should have the right, the opportunity to independently choose visual material: colored and simple pencils, watercolor, gouache, pastel, ink, charcoal, sanguine, colored crayons, wax candles, plasticine, clay, shells, glue, gouache in tubes, various waste material. All this material should be in a place accessible to the child during his entire stay in the garden, if this is not possible, then during classes it is necessary. The choice of material on which the image will be applied should belong to the child, access to various materials should be free. It can be white, colored, velvet paper, patterned and plain fabric, cardboard, plywood, foil.

Thus, having an idea about the non-traditional drawing methods used, we can develop a correctional and developmental program for preschool children.

Organization and conduct of drawing classes

Preparing a lesson

Good preparation in advance is essential to a successful session. The preparation of the lesson consists of the preparation of material for the work of children, the material for showing and explaining the educator and the preparedness of the educator himself.

Material preparation

Material preparation includes:

1 Picking and cutting paper desired color, shapes and sizes for drawing with paints, pencils. Paper is cut into various shapes and sizes, depending on what the children will depict on it. So, to draw a triangle in the middle group, it is good to give a sheet of white square-shaped paper, 12x12 cm in size, and for the image of a winter walk, it is advisable to cut gray or blue rectangles of at least 30X40 cm in size. The decorative composition "Tray" in the preparatory group will require a large sheet of paper oval, tinted, etc., i.e. literally every lesson requires paper of a certain shape, color and size, and there can be no stencil in this. Sheets are inscribed before the lesson, on the back, in the upper left corner, and the name and initial letter of the child's surname, as well as the date of the lesson, must be written. When preparing paper, you should always have 5-10 spare sheets. It is given to children who quickly completed the task, with an offer to draw what they want. Sometimes you have to change the sheet to a child who accidentally flooded the paper with paint, etc.

2. Selection of colors and preparation of colors and shades necessary for this lesson. Pouring prepared paints into cups and placing them in palettes. All paints in bottles must be checked in advance and, if necessary, filled with water.

When preparing paints on the eve of the lesson, you need to add water to each of them with a teaspoon and stir with a bristle (adhesive) brush until you get an even, continuous mass of the consistency of liquid sour cream. How different shades and new colors are composed is a separate issue.

3. Checking the presence and condition of brushes, rags, cans

for water, filling jars with water.

Water in jars should be poured in the morning on the day of class. The water level should not exceed the upper bend of the jar, i.e. be approximately 3-4 cm below the upper edge of the neck of the jar. If more water is poured, up to the very neck, then the children, when washing the brushes, will involuntarily splash it, soiling the drawings and tables; with a small amount of water, it quickly becomes contaminated from paints and has to be changed.

4. Checking and sharpening colored and graphite pencils (when drawing with a pencil).

5. Preparation of material for demonstration during the teacher's explanation. This may include:

a) selection of nature or model;

b) sample preparation;

c) material for showing drawing, cutting or modeling techniques (paper, large brush, paints, charcoal, sanguine, clay, large scissors, plasticine, buttons).

All of the listed material, both for the work of children and for showing by the educator, must be well thought out and carefully prepared in advance.

Preparing material for activities such as painting with 5-10 colors requires a lot of time, and therefore it cannot be left in the morning, immediately before class, especially since these hours are usually occupied with morning exercises, individual work with children or a walk. Therefore, it is necessary to prepare the material, as a rule, the day before, and sometimes even earlier.The next morning, you can leave only such small things as writing sheets of paper, pouring prepared paints into cups.

Children should also be gradually involved in the preparation of the material, which will give them certain knowledge and skills, and will educate the elements of industriousness.

So, children 4-5 years old can be instructed to lay out brushes in stands, and children 5-6 years old can pour water into jars to wash brushes, make up some colors of paints, etc. In the preparatory group, this load can be increased by inviting children to check pencils in boxes, fix broken ones, etc.

Different classes in visual activity require different methods. In some cases, there is a nature or a model,

in others, the display of image techniques appears, in the third

a sample is required. However, it must be well remembered that no matter what

It was shown to children that it is necessary to prepare for this in advance, but only in different cases this preparation is of a different nature.

For example, if a branch with leaves is drawn by nature, then it is necessary to pick up a suitable branch the day before

and see if it is accessible to children's perception and image, is it not complicated, and if there is something superfluous (for example, a large number of leaves covering each other, then remove this superfluous; think about how to place the branch on paper - obliquely, horizontally or vertically to emphasize something characteristic (for example, for a birch, the position of the branch from top to bottom will be natural, and for a willow - horizontal, as it better reveals and emphasizes its smooth curvature); you should also pay attention to the color of nature - how it

combined with the selected paper color, it is better to choose this

background. If a toy serves as a kind, you need to think about how to show it in such a way as to emphasize, to reveal the main thing. For example, for children 3-4 years old, it is better to leave only 3 out of 5 balls in a turret of balls, but pick them up so that the difference in size is conspicuous, would be clearly visible. And such

Every nature requires a thoughtful, serious attitude.

If in the lesson you need to show image techniques, then you need not only prepare the material for this (paper, paints, charcoal, etc.), but also train your hand and eye the day before, drawing this image on paper of the right size, first on the table, and then and in a vertical position, on an easel, i.e., as it will be done in front of the children.When showing to the whole group of children, you should replace the pencil with charcoal for artists, sanguine or pastel, which leave a bright, wide mark on paper.If you need a sample (for example, in decorative drawing, then it should also be done in advance, in the same material that children will do, but larger than children's, ranging from 1.3 to 1.5 the size of children's work

All demonstrations of drawing techniques should be carried out slowly, with precise, clear movements, accompanied by an appropriate explanation. Neither in words nor in movements should there be anything superfluous.

The words with which the teacher will address the children should be simple and accurate. Work out the text of the appeal very clearly so that it contains only the necessary, guiding words. Therefore, it is recommended that, having thought over the entire course of the lesson and your appeal to the children, write it down, and after a while look at the record and, perhaps, replace some words with more accurate and figurative ones, delete something insignificant, etc.

Organization of classes

In the organization of classes, a clear sequence of work stages and the distribution of responsibilities between the teacher, the nanny and the children play an important role. This is especially important when you have to rearrange the tables closer to the light for classes, or when seating four children at a six-seat table, put additional tables. Therefore, when accepting a group, the teacher should immediately consider the arrangement of tables for the lesson, try several options and stop at the best. Suitable for every child permanent place. Small children are seated at the front tables, and taller children are seated at the back. An exception is made only for children with impaired vision - they are seated at the front tables, regardless of their height.

In order to quickly and accurately remember the place of each child, the teacher draws for himself the layout of the tables and signs the name of each child on it. Such a scheme is also very useful when pre-labeling paper for children: using the scheme, the teacher labels the sheets in the exact order in which he will distribute them in class. It's convenient and fast. Approximately once every six months a new distribution of places should be made: children grow unevenly, and one who at the beginning of the year was small compared to other children, after six months can overtake them. In addition, some of the children sit with their backs to the windows; it is necessary to transplant them from time to time to brighter places so that they do not strain their eyesight all the time. A place should be determined for the easel on which the show is held, nature is attached, etc. The light should fall on it from the left or right so that everything shown can be clearly seen. When arranging tables in 2 rows, the easel is located along the axis of the passage at a distance of approximately 2 m from the front tables. If the tables are double and stand in 3 rows, then it is better to place the easel along the axis of the middle row, but at a distance of at least 2.5 m.

When this distance decreases, the angle of view of children sitting on the left and right at the front tables becomes too sharp, and they see objects and images in a highly distorted form.

Usually in kindergartens, the distribution of material and small equipment is entirely the responsibility of the attendants.

As practice has shown, it is much more expedient to combine the work of those on duty with the self-service of children. This disciplines children, creates a serious, businesslike attitude. The entire preparation process is many times faster than when only attendants work. Children develop the valuable habit of preparing everything for themselves and then cleaning up after themselves, which will be very useful for them when they enter school. Self-service should be introduced from the second younger group, giving at first to all children the simplest instructions, for example, to bring a box of pencils or a stand with a brush for themselves. Gradually, year by year, the requirements should be increased, ensuring that in the preparatory group each child fully prepares his workplace and completely cleans it at the end of work. It is organized approximately as follows.

The second junior group (3 - 4 years). Children, having finished breakfast, go to play. At this time, the nanny cleans the tables and wipes the floor, immediately placing the chairs as required for the lesson (4 chairs, each to the table leg, and also prepares additional tables.

If the tables move closer to the light for the duration of the lesson, then at the end of breakfast, you should invite the children to immediately take their chairs and place them along the free wall and walls so that they do not interfere with the movement of the tables. While the children are busy placing chairs, the teacher puts in two places the equipment that they will take themselves: brushes, coasters for them, linings, rags, boxes of pencils. Then the teacher and the nanny set up the tables as needed for the lesson. The teacher invites the children to remove toys, take chairs and put them on the tables in their places, and then bring and put a stand and a brush on the right, and a folded rag near the can of water. While the children are doing all this, the teacher arranges jars of water and sets of paints. After that, the children are invited to sit quietly at the tables and the teacher distributes pre-signed pieces of paper to them. The lesson starts.

At the end of the lesson, the children should quietly push their chairs and take (each) to the place of the stand, brush and cloth. The children bring the drawings made with pencils and immediately put them on the stand, but it is better to leave the work with paints for a while on the tables to dry, and later the teacher puts them on the stand for viewing.

Banks with water and paints are compiled by the educator or nanny on the educator's table. The attendants also bring here the individual small equipment collected by the children (brushes, coasters, etc., and it is advisable for the teacher to immediately rinse the brushes for paints clean under the tap so that they do not dry out.

Note: at the beginning of the school year (1-2 months), all small equipment is laid out and removed by the teacher.

Middle group (4 - 5 years). The teacher rearranges the tables with the help of the attendants (by the end of the year, the attendants do this on their own, put water and paints on each table. brushes.

For the first half of the year, those on duty do the same as in the previous group. In addition, water is poured in advance. In the second half of the year, they themselves bring and put water and paints prepared by the teacher. When the lesson is over, they do all the same work as last year, and moreover, they carry and pour out water, collect sets of paints from the tables, and put them in the agreed place. By the end of the year, they help the caregiver wash the jars and palettes. They check the stacking of colored pencils in boxes (the sequence of arrangement of colors along the spectrum, filled with the end in one direction). The rest of the children do the same as in the younger group.

Senior group (5 - 6 years). The teacher, having established the order of arranging the tables for classes (if the tables are double, then they are placed in 2-3 rows, introduces all the children to him, who in the future, on duty, will have to arrange the tables in this order. The teacher only observes the attendants, giving instructions , advice and evaluating their work. During the first month, he teaches children the correct and rational methods of washing dishes from paint, helping them; in the future, he only observes the implementation of the established rules. In this group, it is advisable to appoint 3 pairs of attendants according to the number of rows, entrusting each pair with the arrangement and equipment of their row of tables.

The attendants arrange tables, put water, paints, glue, paper on them. After class, they pour out water, soak the dishes from under the paints (they wash them later). The paint remaining after drawing is poured into bottles by the educator himself. All children do the same as in the previous groups. At the end of the session, all personal equipment is put back in place.

Preparatory group (6 7 years). The teacher, having determined at the beginning of the year the duties of the duty and other children, only observes their implementation. The attendants arrange tables in working order, take glasses with brushes or graphite pencils, liners, a box of rags, coasters to the appointed place. If drawing with watercolors is carried out, then they are soaked before breakfast. The attendants oversee the preparation of all the children for their jobs. At the end of the lesson, they make sure that everyone not only cleans up all individual equipment, but also leaves the workplace in exemplary order (the table is clean, the chair is level, the floor is clean). The attendants wash the palettes, rinse the brushes clean.

All children, at the direction of the teacher, fully equip their workplace, that is, in addition to individual equipment, they themselves bring and put water, paint sets. It is advisable to distribute this work as follows: if the tables are double, then, for example, today all the children sitting on the left pour and bring water, and those on the right bring and put sets of paints, in the next lesson they change roles. This distribution creates greater clarity in the organization of the lesson.

In this group, when drawing with paints, in some cases, the child can be allowed to leave the table, change the water, change a broken pencil when drawing with pencils, or take something extra. It is necessary to teach children to do this as silently as possible so as not to interfere with others' work. The signed sheets of paper, as well as the individual nature, are distributed by the educator himself, distributing the latter, taking into account the capabilities of each child.

Organization of the lesson process

The learning process is divided into 3 parts:

1) introductory part - instructions of the educator, conversation with children;

2) management of the process of performing work and

3) the final part - viewing and evaluation of children's work.

The first part of the lesson. Instructions are given at each lesson in visual activity, whether it is drawing from life, according to the plan, plot drawing, decorative work. Depending on how well this part is prepared, the results of the session will be good or bad. Therefore, in each case, it must be thought out and worked out in advance. The structure of this part of the lesson is something like this:

1. Communication of the content of the upcoming work, creating interest and emotional mood.

2. Analysis of the depicted (nature, sample, reminder of what he saw earlier, reading the text. Conversation with children.

3. Specific instructions for the performance of work. Active participation of children in explanations and demonstration of performance techniques.

Each time new content is put into these three parts. In addition, the ratio of the mentioned parts changes: in some cases, more space is given to the analysis of the subject, for example, in subject drawing, in others, to the creation of a lively, expressive image, for example, in plot drawing, etc.

The first words with which the teacher addresses the children

should be emotional, interest children in the upcoming work, create a vivid image of what children will draw, cut or sculpt.

In the younger and middle groups, interest in the lesson can be aroused by introducing elements of the game into the consideration of the subject: the conversation of children with a bear or doll, with a snowman as a living character, including game actions, moments of surprise, unexpected appearance of a toy, etc.

In the senior and preparatory groups, the conversation should be conducted in a more businesslike and serious tone, but do not forget about expressive intonation.

Then an analysis is made of the object that the children will portray, or a sample. The teacher asks questions - the children answer. It is bad when the educator explains everything and tells himself, without calling the children for answers, for a conversation and without giving food to the children's mind. You should explain yourself only what is new or difficult for children; if you can rely on the previous experience of children, then you should turn to their memory and ingenuity, asking questions, calling for statements, comments. During the conversation, it is useful to call 1-2 children to the easel and offer to show with a gesture what was said. Here is an example of such an analysis for children 5-6 years old.

Children, in order to draw a bear well, let's take a closer look at it. What is the shape of the bear's body? Tell Olya. Yes, oval. And the head? Yes, it is round and it has semicircular ears. The paws of the bear are also oval, but elongated. Where are the front legs attached? Wow, tell me. That's right, at the top, to the shoulders. What about the rear ones? Of course, below. Nina, come here, show me and name what you will draw first and then what. That's right, first in the middle of the sheet there is a large oval-shaped torso, then a round head on top, and after the paws.

In some cases, when the children are excited by something, they are not yet well organized, or when everyone needs to show something at close range (there may be other reasons, the teacher gathers them around him. He addresses everyone, talking about what they will engage in, or promises to show something, or shows everyone some little thing, a toy, etc.

After the children have calmed down and their attention has been collected and their curiosity has been aroused, the teacher invites them to sit quietly in their places. If necessary, the teacher gives additional explanations or shows something when everyone is seated at the tables. The different organization of children in the process of the first and second parts increases the susceptibility of children, interest in the lesson. You can keep standing children near you for no more than 1-2 minutes.

Specific instructions on how to perform work, establishing a sequence are especially important. In this, children should also take an active part - answer questions, recall previously learned skills. The educator excites the thought of the children, their initiative in terms of how to fashion, cut, stick, draw. He calls individual children to an easel for display.

Before starting work, children should understand well where they should start and how to act. These instructions are given by the teacher.

Management of the work process. In the process of the children doing the work itself, the educator must lead the lesson as a whole, and also pay attention to individual children, not losing sight of either one or the other. For some children, work goes smoothly and proceeds smoothly, for others, immediately after it begins, difficulties arise: they do not have confidence in how to do it, and they begin to procrastinate, which immediately reduces the pace of work and interest in it. There may be several such doubting children in the group. Sometimes it can be helpful to show all the children a job well started shortly after the class starts and to emphasize what was done well in it. This general guidance will help insecure children to start and continue at a good pace, at the same time as the whole group.

After the educator is convinced that he has adjusted the work of the group as a whole, he can temporarily move on to individual guidance. However, it is not worth rushing with help. Because it is desirable. To teach children how to solve problems on their own. If the teacher is convinced that the child really cannot cope with the difficulty on his own, then he should be helped, mainly in the form of leading questions, sometimes advice, and only in rare cases by showing an image of something and only on a separate sheet, and not in the child’s drawing. .

From time to time, one should break away from individual help in order to. To see how the work of the whole group proceeds. If any general difficulty or mistake is planned, then all children should be invited to stop work and listen to an additional explanation. If in the process of work the child wants to ask the teacher about something. Then he must raise his hand to wait until the teacher comes to him.

The final part of the lesson. The final part of the lesson is the review and evaluation of children's work by children and the teacher. In most cases, it is in the nature of a detailed analysis, in which the work of all children should be presented. Analysis of children's work is carried out immediately after class or after a walk.

In the first case, between the process of work and analysis, a short break is needed to give the children a physical warm-up.

It is advisable to invite the children to get up from the tables and remove their individual equipment, and then immediately gather them in a semicircle (or put them back in their places) near the stand and evaluate the work done. The analysis is very active and fruitful after a walk, it takes only 5-7 minutes, which does not violate the general regime of children's life.

The questions asked by the educator during the analysis should be varied. You can't reduce everything to "right" or "wrong".

When working according to a plan, one should draw the attention of children to that new and interesting thing that manifested itself in any work.

When evaluating plot and many subject drawings, you first need to focus on the imagery, the specificity of the characters (the funniest and most cheerful Petrushka, the wonderful dancing Matryoshka, etc.) and the expressiveness of the action (the fox creeps up, the chickens catch the beetle, etc.).

In drawings from life - on the correctness of the structure of the subject.

In all cases, children's attention should be drawn to the aesthetic qualities of the work - the beauty of the color combination, the location on the sheet of paper that is pleasing to the eye, and sometimes the cleanliness and accuracy of execution.

After the children said final words the teacher says. He gives a general assessment of the lesson, highlighting in individual works what he considers important at the moment. This concludes the lesson.

Literature and sources of information:

Kazakova R.G. Drawing with preschool children. - M.: Creative Center SPHERE - 2004 - 463s.

Komarova T.O. Visual activity in kindergarten. Education and creativity. - M.: Pedagogy. - 1990. - 281s.

Sakulina N.P., Komarova T.S. Visual activity in kindergarten. - M.: Enlightenment - 1982 - 318s.

http://www.maaam.ru

Preview:

Summary of the lesson "Drawing an apple with cotton swabs."

Purpose: gift, interior decoration
Target: development of children's creative abilities through acquaintance 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, diligence, composure in the performance of work methods.
Equipment: a sheet of paper, paints, cotton buds, a container of water, drawings by artists.

Course progress.
1. Introduction.
The technique of drawing with cotton swabs has deep roots. Our ancestors painted pictures with a vise - a soaked stick pulled out of an ordinary broom. In painting, there is such a stylistic direction - pointillism. It is based on the manner of writing with separate strokes of the correct, dotted or rectangular shape.

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

3. Practical lesson.
Guys, we start drawing with cotton swabs. We take a sheet of paper with a contour blank.

Draw the outline of the apple. We take a cotton swab, dip it in red paint and put dots along the outline of the picture.

To make the prints even and round, the cotton swab must be held strictly vertically and pressed against the sheet with sufficient pressure.
Similarly, we draw the stem with brown paint, the leaf with green.

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

The sheet is filled with green dots. Our apple is ready.

Preview:

Abstract of a lesson on non-traditional drawing in the senior group: (blotography-experimentation)

"Spring tree"

Target : Continue to consolidate the ability to perform work in non-traditional techniques.

Artistic Creativity:

• To acquaint children with a new type of non-traditional drawing technique "blotography".
• To introduce the method of drawing with a tube and the method of drawing with napkins.
• Develop the ability to convey colors.
• Develop color perception, a sense of composition.
• Arouse the desire of children to convey their impressions of the perception of objects in visual activity, to bring them to the realization of an expressive image.

Cognition:

• Develop educational 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.

Dictionary activation: straw for a cocktail.

Dictionary Enrichment: blotography.

Preliminary work:

• Excursion in the spring park.
• Examination of illustrations on the theme "Spring has come."
• Games with water and a straw for a cocktail "sea battle"
• Blowing air through a tube.
• Making a background in the technique "Wet".

Equipment:

• toned sheets
• Diluted gouache
• Watercolor, brush for drawing (squirrel)
• Cocktail tubes.
• Water in jars
• River sand on plates.
• Paper napkins.

Lesson progress:

1. Organizing time.

Do you guys believe in magic?

(children's answers)

What wizards or magical items do you know?

(children's answers)

Where are wizards found?

In your fantasies!

Who do wizards hang out with?

And with those who believe in them!

Today we will be wizards, and the cocktail tube will be a magic wand.

1. Experimentation:

We are the magic wand

Quietly wave

And miracles in a bowl

We will find from the sand.

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

1. Conversation:

Let's remember together and list the seasons.

What time of year is it now?

What do you like or dislike about spring?

What can you say about trees?

(children's answers)

Reading a poem by T. Dmitriev

Buds swell in spring

And the leaves have hatched

Look at the branches of the maple

How many spouts are green.

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

Look, there are some footprints here. Whose do you think? (there are painted traces of a hare on the floor). Probably the hares played in this clearing and left many traces.

And let's play with you like bunnies.

Jumping, jumping in the woods

Hares - gray balls

Jump - jump, jump - jump -

The hare stood up on a stump

He built everyone in order, began to show exercises.

Once! Everyone walks in place.

Two! They wave their hands together.

Three! Sit down, stand up together.

Everyone scratched behind the ear.

Stretched for four.

Five! Bent over and bent over.

Six! Everyone lined up again

They marched 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, watercolor, brushes, diluted gouache, spoons, jars of water, paper napkins)

We will draw trees with our magic wand-pipe. First, we will take the paint with a spoon and make a blot in the place where the tree trunk will begin. Then we begin to inflate the blot with a tube, without touching it with either paint or paper. The leaf can be rotated to create a trunk. Next, draw the crown of the tree with a napkin (take a napkin, crumple it and dip it in the paint, draw the crown of the tree (we stick it) or draw the leaves with a brush using the sticking method, but first the drawing should dry. In the meantime, we will rest a little. Lie down on the carpet with eyes closed and imagine the beauty of the spring forest.

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

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.

Summary of the lesson:

So our drawings are ready, bright, elegant!

In conclusion, physical education:

We drew today

We drew today

Our fingers are tired.

Let them rest a little

Start drawing again

Let's take our elbows together

Let's start drawing again (stroked the hands, shook them, kneaded them.)

We drew today

Our fingers are tired.

Shake our fingers

Let's start drawing again.

Feet together, feet apart

We drive in nails (children smoothly raise their hands in front of them, shake with brushes, stomp.)

We tried, we drew

And now everyone stood up together,

They stamped 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'll rest

Let's start drawing again

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

If one of the children did not have time to finish drawing, they finish drawing. At the end of the lesson - an exhibition of the resulting work. 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. Each child finds out what materials and techniques he used.

Preview:

Subject: "Undersea world".

Target:

Tasks:

Types of children's activities:

Materials and equipment:

Course progress.

The riddle is for the mind charging.

1. It contains salt water,

There are courts on it.

In summer adults and children

They go there to rest. (Sea)

2. For parents and children

3. A forest grew in the sea,

He is all green. (Seaweed)

Finger gymnastics.

Two sisters, two hands(Children show hands)

Cutting, building, digging,(Imitate actions)

Weeds are falling together(lean down)

And wash each other(Palm wash fist)

Two hands knead the dough(Imitate actions)

Sea and river water

Rake while swimming(mean actions)

Stages of work:

3. Analysis of work.

Summary of the lesson.

well done!

Preview:

Synopsis 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, creativity.

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 ability to draw in non-traditional techniques (wax crayons + watercolor), create a composition of a given theme;

To carry out aesthetic education; cultivate respect for natural objects.

Types of children's activities:cognitive-research, communicative, art-musical, productive, game.

Materials and equipment:photo with the image of the inhabitants of the underwater world, the picture "Disgruntled fish", the audio recording "The sound of the sea", A4 sheets, wax crayons, watercolor, brushes, cups of water.

Course progress.

Guys, today we will go on an exciting journey with you. Look carefully at the photo. What is shown on it? (Answers of children). I propose to turn into fish and find yourself at the bottom of the sea. (The teacher turns on the audio recording "The Sound of the Sea").

Did you enjoy being a fish? What kind of fish did you imagine, funny or sad? (Children's statements)

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

Let's remember the rules of behavior at the pond together. (Children tell how to behave near a pond)

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

(The teacher shows a photo with their image)

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

The riddle is for the mind charging.

Guys, I will make riddles for you, and you must find answers in our marine picture.

1. It contains salt water,

There are courts on it.

In summer adults and children

They go there to rest. (Sea)

2. For parents and children

All clothing made from coins. (Fish)

3. A forest grew in the sea,

He is all green. (Seaweed)

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

Finger gymnastics.

Two sisters, two hands(Children show hands)

Cutting, building, digging,(Imitate actions)

Weeds are falling together(lean down)

And wash each other(Palm wash fist)

Two hands knead the dough(Imitate actions)

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

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

Rake while swimming(mean actions)

Independent activity of children.

Stages of work:

1. Draw wax crayons fish, rocks, algae...

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 got. Each of you has your own unique underwater world. All the guys tried, showed their imagination and showed their knowledge about marine life. Everything today well done!

Preview:

Summary of GCD for drawing in an unconventional form "Pictures from the sand" in the senior group

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

To develop artistic abilities for visual activity, the ability to accept and independently realize a creative task, creative imagination.

preliminary work: drawing with sticks in the sand. Sandbox games. Summer vacation talk.

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

GCD progress

caregiver : guys, listen to a poem by V. Shipunova"Palms":

I stroke my hands

Warm sand.

I draw a boat

And next to a flower

And my mother's cat

And grandfather accordion,

flying crane

And the letter is Antoshka.

streaming sand...

I sit - I do not breathe,

after all the world pictures

I hold in my hands.

Guys, what season is it now?

That's right, summer. What games can be played on the playground?

In addition to the games you listed, you can not only play with sand, but also draw on it, how can you draw on sand?(Chopsticks or fingers)

caregiver : Guys, we have yellow, orange, beige paper, let's imagine that it 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 sandy colored paper. It can be one large sheet - many pictures will fit on it. Or a few small leaves - one for each picture.

Sit down as you like, because we are with you 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 down the name of the picture on each piece of paper.

Physical education minute:

Like the sea on our

The golden fish are dancing.

They play merrily

In clean warm water

They will shrink, they will unclench,

They burrow in the sand

They wave their fins

They spin in circles.

Children depict frolicking fish.

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

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

With paper and glue. It is necessary to draw a glue stick along all the lines of the picture and quickly put the picture flat in a box with sand with the image down, lightly pat and raise the picture.

Children master new way, located near the boxes with sand.

Upon completion of the work, the teacher with the children draws up an exhibition of children's works"Sand Pictures".

Preview:

Summary of drawing classes in the senior group

on the topic: "Wonderful transformations of the blot"

(blotography)

Tasks. Create conditions for free experimentation with different materials and tools (artistic and household). Show new ways of obtaining abstract images (blot). Arouse interest in the objectification and "revitalization" of unusual forms (blot).

Develop creative imagination.

Preliminary work.

Observations on a walk and a 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 Hands").

Materials.

Paints - watercolor, gouache; colored ink, soft brushes of different sizes, old toothbrushes, slices of vegetables (potatoes, beets), rags, sponges, newspapers for crushing and stamping; jars of water, cocktail tubes (straws).

Course progress.

The teacher reads to the children a poem by D. Ciardi "About who came out of the blot."

Yesterday my sister brought me a gift

A bottle of black - black ink.

I began to draw, but immediately from the pen

Dropped a huge blot.

And a spot blurred on the sheet,

It began to grow little by little:

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

Legs - like pedestals, high growth ...

I immediately go to black ink

I drew huge ears,

And it turned out, of course, he, -

You guessed it, Indian elephant.

Guys, what is a blot?

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

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

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

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

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

Draw a puddle with a soft brush, a toothbrush.

Put a little ink on a piece of paper and blow it out of a tube or straw in different directions.

Let us depict different blots on separate leaves in different ways. Children are experimenting. The teacher reminds that the main thing in the blot is uncertainty, surprise, unusual form.

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 inkblot: if you look at it like this, it looks like a little man, you just need to finish the eyes and mouth; and if you turn the blot over, it resembles a flower, I just add a stem and leaves.

And who will your blots turn into? (Quietly I ask each child about his associations, intentions, I help indecisive children)

The children are doing the work. A general exhibition of "live" blots is arranged.

Preview:

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

Purpose: to develop children's interest in visual activity. To introduce children to the world of art through the knowledge of the world around them, its artistic meaning. Program objectives of educational areas:
Artistic and aesthetic development: to acquaint children with the “monotype” visual technique, to activate the manifestation of an aesthetic attitude to the natural world, to develop an emotional response to the manifestation of beauty in the world around. Develop imagination.
Cognitive development: to consolidate children's knowledge about butterflies as representatives of the insect class, continue to form 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 hands, develop coordination abilities.
Preliminary work: viewing the presentation "Insects". Lexical and grammatical exercises on the topic "Butterflies", "Insects". Conversation "How a butterfly appears." Board-printed games: lotto "Insects", "Harm and benefit", "Who lives where", "Collect from parts". Discussion of the stories of V. S. Grebennikov "Secrets of the world of insects."
Methods and techniques:
Visual: showing a scheme for turning a caterpillar into a butterfly, showing techniques for depicting a butterfly using the “monotype” technique.
Verbal: conversation, questions to children, pronunciation of the words of a physical education minute, instruction, explanation, verbal description of 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 A4 white paper, cards depicting the stages of butterfly development, picture material on the topic “Butterflies”, easel.
The teacher invites the children to wish the guests good morning:
Educator: The guys all get up 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! The activities of pupils.
Greeting, children greet, 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 the caterpillar, introduces a fairy-tale character and beats him, invites the children to get to know the caterpillar. Children listen attentively, guess the riddle, agree to get acquainted, get acquainted with the fairy-tale caterpillar character. They focus attention, emotionally express their attitude to the activity.
A surprise moment is the appearance of the caterpillar hero. Mutual greeting.
Children are ready for the upcoming activity.
We all have 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). - Think, please, how can we help the caterpillar? Cheer her up. Do you want to help the caterpillar? Respects children's statements, helps children draw conclusions. Children notice a sad caterpillar, name possible reasons for the caterpillar's sad mood. They make judgments about how to help the caterpillar, express their own thoughts, draw conclusions based on their own experience. Statement of the problem: help the caterpillar to find a good mood.
Statement of problematic questions: what can be done, how can you help the caterpillar. Discussion.
Children have an internal motivation for activity, a desire is formed to help the caterpillar - to tell it that the caterpillar can turn into a beautiful butterfly.
I made sure that you are really ready to help the caterpillar turn into a butterfly, but for this we need to remember the stages of turning a caterpillar into a butterfly (offer the children a game task “Name the stage of turning a caterpillar into a butterfly”, based on visual material).
Systematizes the answers of children, summarizes, asks children questions that stimulate the process of thinking. Children participate in dialogue
express their opinion
based on available
representations, recall previously learned, ask
and answer the questions:
Where does the caterpillar come from? Where do butterflies lay their eggs? What happens to the caterpillar, what does it turn into? When does the chrysalis turn into a butterfly?, they perform a game task: they name the stages of turning a caterpillar into a butterfly. The conversation is accompanied by a display 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 minute “The 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 minute, in accordance with the words of the text, the children liked the physical education minute, they carefully follow the teacher, listen to the text, repeat the movements. Showing the movements of the physical education minute "A flower was sleeping and, suddenly, woke up."
Performing movements, in accordance with the words of the text. Relieve stress, emotional and physical relaxation.
Mastering methods of action, applying knowledge, skills and
skills. The teacher tells
shows the children the sequence,
non-traditional techniques
drawing "subject monotype", pronounces the name of 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 carefully listen to the teacher, pronounce the stages and sequence of work, do practical work on their own - draw a butterfly using the “subject monotype” technique, draw small details with a thin brush.

The teacher organizes an analysis of practical work, a discussion of the most successful and interesting ones, notes each child that he has drawn something interesting, listens to the opinion of the children in discussing their own work and the work 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, was the most successful for them, and what was the idea. Prepare drawings for the album as a gift to the caterpillar. Analysis, active discussion. Children are aware of themselves as participants in the creative process. Children develop elementary self-esteem skills and the ability to evaluate the work of their peers. Children see the result of their work.
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 the most? Which of the non-traditional techniques do you enjoy working with the most? Have we helped the caterpillar? The teacher offers to draw a caterpillar smile, attracts children to summing up. Children emotionally react to the work done. Answer the teacher's questions. Evaluation, praise, approval. Children are able to analyze their work, the children received satisfaction from joint activities with the teacher and are satisfied with the result of their activities.

Marina Shevelkova

“How a bad tool does not stimulate certain achievements

in music, and poor iso-material does not give the child the appropriate impulses in work "

Artist-teacher Y. Bashilov

Each of these techniques is a little game. Their use allows children to feel more risky, bolder, more direct, develops imagination, gives complete freedom for self-expression.

Techniques for younger preschoolers

Poke with a stiff semi-dry brush

Materials: hard brush, gouache, paper of any color and format, or a carved silhouette of a fluffy or prickly animal.

Method of obtaining an image: the child lowers the brush into the gouache and strikes it on the paper, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, contour or template is filled. It turns out an imitation of the texture of a fluffy or prickly surface.

With a bristle dry brush - with a poke you can draw animal hair, a clearing, a tree crown. The variety of the image depends on the chosen material for the poke.

Finger painting

Materials: bowls with gouache, thick paper of any color, small sheets, napkins.

Method of obtaining an image: the child dips his finger into gouache and puts dots, spots on paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the gouache is easily washed off.

"Rainbow Fish"

Dip the pad of the thumb in the paint of different colors prepared on the palette. Let's make a print. Draw a ponytail with the tip of your finger. We print the eye with the blunt end of the pencil, dipping its black paint.

"Flower".

We print the petals with the index finger, the middle with the little finger.

hand drawing

Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins.

Method of obtaining an image: the child dips his hand (the whole brush) into gouache or paints it with a brush (from the age of 5) and makes an imprint on paper. They draw with both right and left hands, painted in different colors.

Our palms can turn into the sun. Open your palm, and spread your straightened fingers apart. Now put your fingers together. Here is the fence! And if you move your thumb a little to the side, and push the rest apart, your hand will turn into a cute hedgehog. It remains to finish the fungus, which a caring dad drags into a mink, and do not forget about the paws, eyes and nose of the animal. And the butterfly will fly, and the flower will delight with its petals, and the elephant, and the fish.

Techniques for Middle Preschoolers

foam impression

Materials: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, pieces of foam rubber.

Method of obtaining an image: the child presses the foam rubber to the ink pad and makes an impression on paper. To change the color, another bowl and foam rubber are taken.

Wrinkled paper print

Materials: a saucer or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, crumpled paper.

Method of obtaining an image: the child presses the crumpled paper to the ink pad and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper change.

Frottage technique

Another interesting technique for creating small masterpieces. The word "frottage" comes from the French frotter - "rub, wipe." All of us in childhood transferred coins to paper, putting it under a notebook sheet and painting over it with a pencil! This, it turns out, is frotage.

Eraser drawing

Shade the entire sheet with a simple pencil. Then we take an eraser, outline the middle of the flower and erase the petals with an eraser and so draw a whole bouquet, when you have finished “drawing” with an eraser, you can paint the yellow center and green chamomile leaves with paints.

Finger painting with sand

The lesson takes place in two stages:

At the first stage, we prepare a sheet of paper (preferably large format) for further drawing - apply glue to the entire surface and sprinkle evenly with sand (pre-prepared and well sifted) After that, let the glue dry! After the glue dries, it is necessary to remove excess sand - just gently blow it off).

Semolina Drawing Technique.

A drawing is applied to a sheet of paper with a pencil (or ready-made coloring pages are taken). Then, one by one, the elements of the pattern are smeared with glue and covered with semolina. Let dry, shake off excess grain. When the drawing dries, we paint with gouache.

Monotype subject

Materials: thick paper of any color, brushes, gouache or watercolor.

Method for obtaining an image: the child folds a sheet of paper in half and draws half of the depicted object on one half of it (objects are chosen symmetrical). After drawing each part of the subject, until the paint has dried, the sheet is again folded in half to obtain a print. The image can then be decorated by also folding the sheet after drawing a few decorations.

Fairy flowers? Bug? No, it's a beautiful butterfly!

Fabric images.

We collect the remnants of fabrics of various patterns and different qualities in a bag. Let's give some examples. So, on one of the fabrics flowers are depicted. They are cut out along the contour, glued (only with a paste or other good glue, and then they paint on a table or a vase. A capacious colorful image is obtained. There are fabrics that can serve well as a house or animal body, or a beautiful umbrella, or a hat for a doll, or handbags.

Techniques for older preschoolers.

Wax crayons + watercolor

Materials: wax crayons, thick white paper, watercolor, brushes.

Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolor in one or more colors. The chalk drawing remains unpainted.

Progress.

1. Translation - put a drawn contour drawing under a thin landscape sheet. Circle the top with a candle, then apply paint.

2. Friction - put some clearly defined embossed pattern under thin paper, rub the top sheet of paper with a candle and apply paint.

Candle + watercolor

Materials: candle, thick paper, watercolor, brushes.

Way of obtaining an image: the child draws with a candle on paper. Then he paints the sheet with watercolor in one or more colors. The candle pattern remains white.

An invisible drawing can be depicted with white wax crayon or a candle.

Approximate topics for using the technique: “Who is there?”, “Magicians”.

Spray

Materials: paper, gouache, hard brush, a piece of thick cardboard or plastic (5x5 cm).

Drawing technology. On one sheet of paper, draw the outline of the object and carefully cut it out. Put the silhouette of the subject aside. Put the sheet of paper from which the contour was cut out on another solid sheet, fasten them. A toothbrush with paint is kept at a small distance from a sheet of paper. Take a stick and run it along the pile with a movement towards you. The paint is sprayed onto the paper in small droplets. When it dries, remove the top sheet.

So you can depict the starry sky, fireworks.

leaf prints

Materials: paper, gouache, leaves different trees(preferably fallen, brushes.

Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it with the colored side to the paper to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted with a brush.

Approximate topics for using the technique: “Autumn”, “Aquarium”, “Favorite animals”, “Postcard to mom”, “My toys”, “Fantasy”, “Road”, “Bouquet of flowers”, etc.

Drawing on wet paper.

Drawing technique for preparatory groups

Blotography

Drawing method: On a dry, tinted background, you can apply a drop of dark paint (black, brown or green) below. Blow from the tube on the drop, as if pushing it forward. To get small branches, you need to shake the tube from side to side while blowing. You can finish some elements with a brush or decorate with an appliqué made of natural material.

Approximate topics for using the technique: “Grass in a clearing”, “Autumn landscape”, “Sunset”, “Bottom of the ocean”, “Aquarium”, “Kitten with threads”, etc.

Materials: straw for cocktails, paint brushes, water.

nitkography method.

Drawing technology. Cut the thread into lengths of 7–10 cm. Dip one piece of thread in paint and drive it over a sheet of drawing paper in different directions. To use gouache of a different color, take a clean thread.

Soap foam painting.

Material: watercolors, foam sponge, soap, shampoo, cocktail tube, paper, pencil, brush.

Add shampoo to a jar of liquid paint, stir well. We lower the tube into the jar and blow until bubbles rise on top. Then we lower the sheet of paper, then slightly press and lift it up.

Grattage

The technique of "grattage" is also called "dagger-scratches"!

1) Thick cardboard, draw with colored wax crayons - you can use one color, you can use multi-colored spots-stripes (thick layer). Leaving no white spots.

2) Top with a wide brush or even a small sponge - cover with a layer of thick (sour cream consistency) black gouache, let dry.

3) Take a non-writing ballpoint pen, and when scratching, clear, contrasting multi-colored lines appear. You can draw anything: the underwater world, bright autumn forest, space…

Drawing small stones.

The very shape of the pebble will sometimes tell the child what image to create in this case (and sometimes adults will help the kids). It is better to paint one pebble under a frog, another under a bug, and a wonderful fungus will come out of the third.

Stained glass technique - glue pictures

The contour of the future drawing is made with PVA glue from a bottle with a metered spout. After that, the space between the contours is painted with bright colors. Adhesive borders do not allow the paint to spread and mix.

Children and creativity are inseparable concepts. Every child in the soul is an artist and sculptor, singer and musician. Creative impulses in children manifest themselves in the most unimaginable form, but very often associated with artistic activity. Many mothers sooner or later wonder why a child needs to learn to draw? And really, why, if you do not plan to raise another Surikov or Aivazovsky? If your task is to see your child as a successful, self-confident person, then encourage creative manifestations, because any visual work is an important condition for the normal development of the baby.

Non-traditional drawing techniques in kindergarten and at home help develop spatial thinking, eye measurement, and coordination. After all, the baby needs to connect the ratio of the sizes of the parts with a single composition and arrange them harmoniously on the sheet. When working on a complex decorative composition, the child learns to plan his actions, choose the right material. It is very important for him to understand that he can create something with his own hands.

Everyone knows that drawing is one of the most favorite activities of our children. With great pleasure they draw with colored pencils, felt-tip pens, paints, dipping the brush into a bright substance. And why not get your finger wet there or smear the whole palm with paint? Fine art cannot be framed, it is necessary to destroy all the boundaries of the familiar and traditional!

Non-traditional drawing techniques attract our fidgets much more, because they do not require perseverance, they allow them to more clearly reveal their potential during creativity, they introduce the child to the opportunity to unusually use the things around us as materials for creativity. If the most unusual paints and bright pencils in the baby no longer arouse their former interest, then you can dilute the creativity of your fidget with other drawing methods. Why is drawing in non-traditional ways useful in kindergarten and at home?

• The kid uses a variety of materials, learns the differences in textures, which allows him to improve fine motor skills.
• There is an acquaintance with volume, form and space, which develops the imagination.
• The ability to combine and mix shades develops aesthetic taste.
• The use of unusual materials develops thinking, teaches to make non-standard decisions.
• Drawings using such techniques are obtained much faster, which pleases the crumbs, who so lack perseverance.
• It adds self-confidence and self-confidence, because even without outstanding skills you can create a unique “masterpiece”!

All the most interesting techniques and methods were collected and systematized by G.N. Davydov in the book "Unconventional Drawing Techniques in Kindergarten". This book is a great helper for both a teacher and a mom who wants to diversify her leisure time with her baby.

Let's start creating: fingers or palms

Non-traditional drawing techniques involve depicting images using various materials, including “non-artistic” ones: crumpled paper, foam rubber, threads, paraffin candle or wax crayons, dried leaves; drawing without using a tool - with palms or fingers and much more. Such methods are successfully used both in kindergarten and at home.

For different ages, you can offer your own technique, for example, it will be interesting for the smallest to draw with fingers, because it is still difficult for a baby to hold a brush, but the baby already knows his own hands brilliantly. Dip the palm of the crumbs in the paint and offer to leave a mark on the paper, as cat and dog tracks leave. Consider the imprint with the baby, who does it look like? It looks like an elephant or a turtle, and if we finish the eye, there will be a fish! All the action is controlled only by the imagination of your baby, and if suddenly he is confused, then help him, hold a master class - paint your palm and leave an imprint. “Look, the mother of an elephant turned out, but where is the baby elephant?”, - the child will be happy to join in such a fun game.

You can dip in paint not the whole palm, but only fingers, and leave tiny prints. The more multi-colored prints, the more interesting the drawing - let the kid fantasize for his own pleasure. Adults should be prepared for the fact that the paint will be not only on the leaf, but also on the baby, or rather, the baby will be all in it and the surrounding objects too. Therefore, take care of cleanliness in advance: cover the table where you plan to arrange a creative workshop with oilcloth, and put an apron and armlets on the baby, otherwise what kind of flight of fancy can we talk about if you constantly pull the baby: “Be careful, you will get dirty!”.

We continue to fantasize. Stamps, prints

Kids of all ages like to use stamps while drawing. This unique technique unconventional method drawing in kindergarten is so easy to perform and diverse in manifestation that it is perfect for work both in kindergarten and at home. Ready-made stamps can be purchased at an art supply store. But it is much more interesting to make a stamp on your own, and even better with a baby.

As a stamp, almost anything that can be dipped in paint and then left an imprint on a sheet of paper is suitable. You can cut an apple or a potato - this is the easiest stamp. On a half of a potato, you can cut out some figure: a heart or a flower. Another stamp is made from ordinary threads, wound on any basis. Threads can not be wound, but simply immersed in paint. After thorough impregnation, they are laid out on one sheet, covered with another, lightly pressed, and admire the intricate pattern.

It is easy to make a stamp from ordinary plasticine. Come up with an interesting shape and decorate a small piece of plasticine. It is better to choose thick paint for classic stamps. An unusual texture to the background can be given by using a crumpled napkin or paper, and then according to the worked out scheme: we dip it in paint and stamp it. Very beautiful stamps are obtained from dried leaves: paint the leaf with paint on one side, put it on paper and press it. After the painted leaf was removed, the picture turned out “ Golden autumn"- the kid is completely delighted.

There is another non-traditional drawing technique, similar to a stamp, but with an interesting feature - drawing with foam rubber. Cut off a small piece from an ordinary sponge, dip it in paint and cover the sheet with gentle pressure. It's so easy and simple to get a wonderful background for further drawing, and if you use stencils or templates for children's drawing, you get an amazing floral or geometric pattern.

Dot drawing

As a method of fine art for kids, drawing with dots can be distinguished. This simple technique is clear even to the crumbs. You will need paints and cotton buds or regular felt-tip pens. We dip the wand into the paint, and with a slight pressure draw a dot on a sheet of paper, then another one - until the invented image appears on the landscape sheet. You can help the baby by drawing the outline of the future drawing, and he will fill it with a large number of bright prints. The subject of a bitmap can be any - a winter fairy tale, and a bright sun. Education at such a tender age should be carried out unobtrusively, in the form of a game.

Technique "monotype"

For older children, you can offer more interesting types of artistic creativity. For example, an interesting technique, which is also based on prints, is “Monotype”. Its purpose is to create a symmetrical pattern, such as a mushroom, an insect (butterfly or ladybug), for the older preschool group, you can depict a landscape reflected in the lake.

We take a landscape sheet of paper, fold it in half, then unfold it and draw on one half relative to the fold line. Since we agreed to depict a butterfly, we draw one wing, then we iron the folded sheet with our hand. We open it - the butterfly already has two wings and they are exactly the same! Missing elements can be finished with a brush.

The feeling of delight is provided, while the child understands that his “hooligan” actions, when blots and splashes fly onto the album sheet, are also a form of art. "Blotography" also has the name "Spray". With such techniques, unusual artistic effects can be achieved.

Paint splatter, aka "Splatter". A toothbrush will come to the rescue. Gently dip it into the paint and lightly tap with a pen or pencil towards you. A huge number of small droplets remain on the sheet. With the help of such an unconventional drawing technique, a very realistic winter landscape or deep space with many stars is obtained. "Blotography" will help the young artist populate the uninhabited planets of space with funny aliens. One has only to draw on the brush more paint and let it drain onto a sheet of paper - it turned out to be a blot. And now we blow on it, dispersing the rays in different directions. Let's draw a couple of eyes to the dried blot, or maybe two pairs, this is an unknown animal, and send it to populate its distant worlds!

An interesting texture can be achieved by using a dry brush. Lightly immerse a dry wide brush in gouache, wipe off excess paint on a jar. We draw with vertical poke movements. The image turns out to be “shaggy” and “prickly”, in this way Christmas trees and hedgehogs, a field with green grass are very realistic. In such an unconventional way in kindergarten, you can draw flowers, for example, asters.

Incredible possibilities of ordinary things.

1. Bubble.

It turns out that soap bubbles can not only be blown and popped, but you can also draw with them. Dilute a little paint in a glass of soapy water, take a tube and blow bubbles into the glass. Your kids will do this trick with pleasure. Well, there is a lot of bright multi-colored foam, put a sheet of paper on it, and as soon as the bubbles begin to appear, the paper needs to be removed - the colorful pattern is ready!

1. Salt.

Do not be surprised, but salt can be used not only in cooking. An interesting texture will turn out if the dry drawing is sprinkled with salt, and when the paint dries, just chill.

1. Sand, beads and various grains are also used to create creative textures. There are several options for using such materials.

• Sprinkle the sheet pre-coated with glue with grits, sand or beads, and then draw on the textured surface.
• We cover with glue the areas where the drawing will be depicted.
• Color and dry the necessary materials in advance, and then decorate the drawing with them.

Classics in an unconventional way

Let's put away the stamps and salt, wipe off the paint-stained pens, get the watercolors and brushes. Boring? Not boring at all, but very interesting, because with the help of classic watercolors we will work wonders!

It is necessary to take thick paper (the best option is special watercolor), wet it so that it gets wet enough. Pick up a little paint on the brush and lightly touch the wet paper with the brush. The movements should be exactly light and smooth, the beauty of the result depends on this. Before your eyes, a drop of paint spreads in different directions, turning into something amazing! right time tell the baby about the rules for obtaining new colors and shades. Now this practice is the most obvious. The resulting unthinkable divorces will serve as an interesting background for future creative work.

The next non-traditional drawing technique that we will consider, also from the “miracles nearby” category, is called “Aquatype”.

This is a technique of drawing with paints and water, it is also known as water printing. Just as in the previous method, we need thick paper, we will choose no less traditional paints - gouache, we also need black or any dark ink. Think with the baby, what would he like to portray? This method produces unusually beautiful flowers. After the paints have dried, paint over the entire sheet with ink, then immerse your work in a bowl of water, and enjoy the wonderful transformations! All gouache will dissolve, only your drawing will remain on a dark background. Why not magic?

The series of incredible transformations has not ended! Let's take all the same thick paper, and with wax crayons (if they were not at hand, you can use an ordinary candle), we will apply a drawing or pattern. Next, apply watercolor paint to the entire sheet (places treated with wax will not be painted). A drawing will appear on a colored watercolor background, which will be a surprise for the baby, because when you draw with colorless chalk on a white sheet, it is rather difficult to imagine the final result. The process of magic in the end can also bring quite a practical result.

Making "marble paper" is an extremely exciting activity that kids really like: it's fun to play with things that are generally not allowed to be taken. For example, daddy's shaving foam. For work you will need:

• shaving foam;
• watercolor paints;
• flat plate;
• sheet of thick paper.

First you need to get a saturated solution: mix the paint with water. Then apply a thick layer of shaving cream on a plate, and drip a few bright drops of paint in a chaotic manner. With the help of a brush, we draw with drops of paint on the foam, getting intricate zigzags and patterns. Here it is - a magical sacrament that will completely absorb an enthusiastic baby. And here is the promised practical effect. We apply the sheet to the rainbow foam, and then turn it over so that the foam is on top of the sheet. We remove the foam remaining on the paper with a scraper. And - about a miracle! Unimaginable stains appear from under the foam, similar to a marble pattern. The paper has absorbed the ink. After drying, "marble paper" can be used in the manufacture of crafts or as an addition to the decor.

There is no limit to creativity

For children who have already become acquainted with many interesting techniques and have shown their outstanding creative abilities, we can offer a rather difficult drawing technique - “scratching”.

Thick paper is needed, it needs to be painted with wax crayons, preferably in bright colors, then, using a wide brush, cover with black gouache or ink. If you intend to use gouache, add a little PVA glue so that the dried paint does not crumble. When the ink (or gouache) dries, the blank for further work is ready. Now take a thin stack (any sharp, non-writing instrument) and start drawing. But this process can be called drawing only conditionally, since the top layer of paint is scraped off. So, stroke after stroke, a bright wax layer appears and is projected into the artist's idea.

For young artists there will be a fascinating technique of drawing using plasticine on glass.

Choose the drawing you like, cover it with glass, draw the outlines of the drawing on the glass with a black felt-tip pen. Then we proceed to filling the contours with soft plasticine, trying not to protrude beyond the edge. The wrong side does not look so neat, but a bright and clear picture is visible from the front side. Insert the work into a frame, and you can use colored cardboard as a background.

There are a number of non-traditional drawing techniques in kindergarten that children of the middle and senior preschool groups can easily master. For everyday activities, a combination of appliqué with a classic pattern may be suitable. The pre-cut elements are glued onto the landscape sheet, after which they give the image a finished look with the help of pencils or paints.

One of the available and entertaining techniques is "Frontage".

We have known this type of fine art since childhood, do you remember hiding a coin under a sheet of paper and shading it with a simple pencil? In the same way, instead of a coin, you can use dry leaves, and shade not with a pencil, but with colored pastels. The picture will turn out bright and saturated.

We have seen a lot of drawing techniques and have already learned a lot, so why not put our knowledge into practice? With the help of both traditional and non-traditional drawing techniques, any interior items are decorated. Decorative drawing in kindergarten also has an applied character, a child can already decorate, for example, a pencil holder or a clay vase, or he can please his mother and create a unique pattern on a cutting board. It should only be remembered that paints for such work must be chosen waterproof: acrylic or oil. To make the result please longer, cover the finished craft with varnish.

For interior decoration, the technique of "stained glass" is used.

The essence of the technique is to apply the adhesive contour and fill it with paint. There are many variants of this technique, but one of the most interesting is drawing a pattern on an oilcloth, and after drying, the pattern can be removed from the oilcloth and glued to any surface, for example, glass, - there will be a translucent bright picture.

Let us dwell in more detail on the execution technique itself.

The ideal option would be to use specialized stained glass paints, but if there are none, you can be smart and make them yourself. Take ordinary gouache and add PVA glue, after drying, the paints have an elastic structure, which will allow you to remove the picture from the film without difficulty. Choose the picture you like and draw its outline on a transparent oilcloth (you can take a regular file or a plastic transparent folder). It is better to make the contour first with a pencil or felt-tip pen, and then circle it either with a finished stained glass contour, or with ordinary PVA glue from a tube with a dispenser. Wait for the contour to dry, then fill with bright colors. After complete drying, you can unstick the pattern from the film and decorate the intended surface.

You can decorate not only interior items, but also wardrobe items with special fabric paints. This technique is called "Cold batik". Invite your child to make a designer painting of an ordinary white T-shirt, only your baby will have this, the one and only!

• First, the T-shirt must be fixed in an embroidery hoop or in a stretcher for drawing on canvas.
• Using a pencil and tracing paper, transfer the image of your favorite cartoon character to the fabric.

One of the most important stages of this method is the application of a reserve composition, in other words, a protective contour that will prevent the paint from spreading over the fabric. The contour must be closed to prevent spreading.

• After drying, according to the scheme known to us, we fill the contours with paint.
• Then the drawing must be fixed. Place one sheet of paper under the drawing, and the other on the drawing and iron it.

You can wash such a product, but it is better in manual mode in cool water. The unique product is ready.

Conclusion

All considered non-traditional drawing techniques are applicable only indoors. What about outdoor walks in summer? Are only outdoor games suitable for the street? No, you can do fine art. Drawing in the summer in kindergarten can also be done on the street using classic chalk. Drawing on asphalt in kindergarten is a great entertaining and educational activity. Children draw with crayons wherever there is a more or less hard surface: asphalt, tiles, fences, house walls. It's great to see a bright embodiment of fantasy instead of gray asphalt.

In kindergarten, drawing occupies a leading place in teaching children the fine arts and includes three types: drawing of individual objects, plot and decorative. Each of them has specific tasks that determine program material and content of the work. The main task of teaching drawing is to help children understand the surrounding reality, develop their powers of observation, instill a sense of beauty and teach image techniques, while at the same time the main task of visual activity is carried out - the formation of children's creative abilities in creating expressive images of various objects using visual means accessible to a given age.

Drawing individual items

A competent, realistic depiction of an object in a drawing involves the transfer characteristic form and details, the proportional ratio of parts, perspective changes, volume, movement, color. Consider the extent to which the solution of these problems is available to a preschooler.
Studies by Soviet psychologists have shown that in the perception of an object, the main defining feature is the form, which helps the child to distinguish one object from others. Errors in the representation of the form are explained not so much by incorrect ideas and lack of skills, but by the inability to correctly perceive the subject analytically. Since the child's visual skills are still very imperfect, he also faces visual difficulties. In the figure, the shape is limited to a linear outline.
But at the same time, the correct drawing of lines and the image of the contour at the first stages of work on the drawing cannot serve as a priority.
It is impossible to draw a contour with a line if the general form has not yet been found, since it is always unstable, changeable, and circling it is the result, the final stage of the drawing.
The artist, depicting the subject, proceeds from a sketch of the main form. A preschooler, especially a 3-4-year-old, finds this way of depicting difficult. He cannot represent the whole object in the ratio of all its parts. It is easier for him to draw the subject sequentially, piece by piece. This method facilitates the work of the child - having finished one part, he remembers or sees in nature which one follows next, and draws it. Gradually, it is necessary to teach children to start drawing from a general sketch, since working in parts has its own complexity, which makes it difficult to convey the correct form - highlighting the main parts and secondary ones, their proportional relationships and location in space.
The general tasks of learning to draw individual objects for all age groups are as follows:
to teach the image of the shape and structure of an object, the transfer of proportional ratios of parts, changes in connection with a simple movement;
to teach the image of some characteristic details that make the image expressive, figurative;
convey the color of the object in accordance with its content and the nature of the image;
develop technical skills in drawing with pencils, paints and other materials.
These tasks are revealed and concretized in the program material of each age group. The program material is divided into quarters, which contributes to its consistent passage and taking into account the time required to master a new task and consolidate skills.
Children of the third year of life, in terms of their physical and mental development, are capable of acquiring the simplest skills in drawing. Studies of the visual activity of children of primary preschool age have shown that a child already in the second year of life (of course, subject to training) can correctly hold a pencil, a brush; the movements produced when drawing coincide with the general rhythm of movements that develop intensively at this age. However, they are still largely involuntary and the drawing of lines is not controlled by vision.
With a child of the second year of life, special training in image skills is already possible, since he seeks to reproduce the actions of the educator, accompanied by explanations.
When setting tasks for teaching drawing, it is taken into account that two-year-old children have little experience, lack knowledge and skills, and hand movements are not well developed. Therefore, the main tasks are primarily related to the general educational impact on children.
So, the learning objectives in the first junior group are as follows:
arouse interest in the process of drawing as an activity that gives a result;
introduce drawing materials (pencils, paints) and how to use them;
to teach understanding of an adult's drawing as an image of an object;
teach the techniques of drawing straight, rounded lines and closed forms.
In terms of structure, the program for this group differs from the program for the following ages in that it does not have a quarterly distribution of material. Consolidation of certain skills goes throughout the year of study. The first drawing lesson begins with getting to know paper and pencil. The teacher explains that these materials are different from objects known to children - toys, various things. Pencils can perform various actions: the paper was clean, traces appeared on it from pencil movements. One end of the pencil leaves marks, the other does not. If you press it lightly, no traces are visible on the paper; if you press hard, the paper will tear. Such an explanation and visual demonstration attracts a small child to drawing, obtaining an image, although he does not yet understand that traces on paper can mean something. The teacher should use the child's interest in the material, but at the same time take into account that the kid can get carried away playing with pencils for a long time (lays them out, knocks them, etc.).
Studies by T. G. Kazakova and N. Ya. Shibanova in the field of teaching drawing to children of primary preschool age showed that from the very beginning of learning to draw one should proceed from the image of the object, and not from mastering the skill. The figurative beginning should be leading for the child in the entire process of drawing.
The development of visual skills begins with drawing straight, vertical and horizontal lines, first when drawing the drawing started by the teacher (threads for balls, stems for flowers, etc.). The drawn part of the object determines the direction of the line, the length of which can be different. Then the children are invited to independently draw lines in the indicated directions based on the perception of various objects.
More difficult is the mastery of drawing rounded lines and closed shapes, which requires the ability to subordinate the hand to precise movement and control of vision, since the end of the line must lead to its connection with the beginning. In the image of rounded shapes, children are not required to convey the correct circle, although they draw balls, balls. A rounded shape in this case refers to an image approaching a circle (for example, ovals or more indefinite shapes formed by a closed line that does not have corners).
The program provides for the acquaintance of children with color. This problem is solved when drawing with paints. The paint leaves a bright trace, a spot that is easily associated with the color of the object in life.
The subject of tasks for the development of a sense of color is associated with the mastery of simple forms - lines, spots obtained with a brush (for example, the topics “Snowball is falling”, “Lights are burning on a Christmas tree”, “Grass is growing”). In order for the color to be correctly perceived by children, it must be given in a contrasting combination with the background: white snowflakes on a blue background, yellow or red lights on a green Christmas tree drawn or cut out of paper by the teacher.
The program involves mastering such technical skills as correctly holding a pencil, a brush, using them carefully, being able to pick up paint only on the bristle of a brush, etc.
The child already at the initial stage of training should learn that any material should be used, guided by certain rules. The lack of exactingness on the part of the educator to use the materials will lead to an independent search for technology, to the consolidation of incorrect skills, which in the future will be a brake on the implementation of more complex drawings.
Thus, mastering the outlines of the simplest pictorial forms, using bright, colorful tones, the child learns to find similarities with the objects of the surrounding reality, begins to realize the pictorial possibilities of materials and independently use the acquired skills when depicting other objects.
Children of the fourth year of life already understand the meaning of drawing, although they still cannot more or less correctly depict the object. They give random names to their independent drawings, which represent a formless combination of lines, caused by associations with some feature. The teacher should encourage children to try to find the similarity of the drawing with the subject and at the same time teach the correct image of various forms.
At this age, the following tasks of teaching visual skills and abilities come to the fore:
to teach the image of a variety of rectilinear and circular shapes of simple objects, conveying their main features (color, shape);
develop a sense of color - the ability to distinguish and name primary colors;
develop compositional skills - place an image in the middle of a sheet of paper;
improve technical skills.
In the first younger group, the children learned to draw vertical and horizontal lines without requiring the clarity of their direction. Therefore, the first task here is to learn how to draw straight and rounded lines, but without relying on the drawing of the educator. The solution to this problem is connected with the development of hand movements.
The program provides for training in drawing a variety of lines: from left to right, from top to bottom, crossed, etc. The system for developing hand movements in drawing a variety of lines was developed by the famous teacher E. A. Flerina and firmly entered the training program for a younger preschooler.
The topics of exercises in drawing straight lines in various directions are indicated in the program: drawing ribbons, paths, pencils, rain, etc. A variety of topics helps to maintain children's interest in classes.
In this group, the tasks of mastering technical skills are further developed.
As the content of children's work becomes more varied and requires the use of multiple colors to paint a picture, brush washing is introduced. This simple operation requires patience and accuracy from the child.
A difficult task for children of the second younger group is to convey a combination of several forms, which can be homogeneous (a snowman from two or three circles) or consisting of two different forms (a sun from several straight stripes and a circle).
The execution of an image of this kind requires not only the ability to subordinate the movement of the hand to the pictorial form, but also the ability to synthesize these forms, to combine them according to the plan. Since the analytical-synthetic thinking of a three-year-old child is very poorly developed, this task is difficult for him. Therefore, the program provides for the image of objects that include the connection of only two dissimilar parts or the rhythmic repetition of the same form (for example, the rays of the sun, the branches of the Christmas tree).
The image of rectangular shapes requires a developed coordination of movements, the ability to change the direction of movement at the right time, creating an angle, or to close the line at the starting point. In accordance with this task, the subjects of the tasks were also selected - drawing a book, windows, flags and other objects that have rectangular outlines.
Simultaneously with the complication of the form, the use of color becomes more complicated, which begins to stand out as one of the main features of the object. Children learn to use different colors in a drawing to depict certain objects: red for a flag, yellow for the sun, green for a Christmas tree, grass, etc.
By the end of the year, children of the second younger group can depict objects, conveying several signs, not only on the instructions of the teacher, but also at their own choice.
The objectives of training in this group are as follows: to teach the image of objects of round and rectangular shapes, the transfer of their structure, main parts and details;
to teach the use of color as an artistic means of expression;
develop compositional skills in the location of the subject in the center of the sheet;
improve technical skills in painting over a drawing with pencils and paints.
In the first quarter, where the proposed theme of the drawings is familiar to children (drawing a ball, an apple, a flag), the complication of the program material is expressed in a more accurate transfer of the shape (oval or circle) and accurate coloring of the image. The solution of these problems requires a more developed ability to compare and highlight the features of forms that have rounded outlines, but differ from each other in length and width.
New in teaching children the image of objects is the transfer of the structure with rhythmically arranged parts (top - bottom, on the one hand - on the other side), as well as some proportional ratios of parts. This makes it possible to analyze and compare individual parts with each other. For example, in the second quarter, children draw a snowman, whose shape consists of circles of different sizes, and a Christmas tree with rhythmically arranged branches.
For the first time in this group, drawing of such an object as difficult to depict as a person is introduced. The image of a person is preceded by drawing simpler forms - a snowman, a tumbler, nesting dolls, dolls, where the proportions and shapes of the parts can be somewhat violated.
Teaching children of the older group is aimed at improving visual skills and developing the ability to create expressive images using various means of image.
The learning objectives are as follows:
to teach the correct transfer of the shape of the object, its features, the relative size and position of the parts;
to teach the transfer of simple movements in the drawing;
develop and improve the sense of color;
develop technical skills in working with a pencil (hatching methods) and paints (brush techniques); teach drawing techniques with colored crayons, charcoal, sanguine, watercolors.
The complication of educational tasks is justified by the further development of children. Their experience is greatly expanded; they acquire a lot of new knowledge through observation of the surrounding life, reading fiction, stories of adults, etc. It becomes possible for them to draw on topics not related to direct perceptions (fairy-tale characters), the image of objects that they have not seen (for example, animals of hot countries, etc.).
At this age, children learn to find and convey in the drawing the similarities and differences of homogeneous objects. So, in the first quarter, they draw fruits, vegetables, flowers from nature, conveying their characteristic features (for example, 2 apples of different varieties, differing in shape and color, beets and turnips, which have a rounded shape common to vegetables).
To convey the characteristic coloring of objects in the older group, the set of colors with which children work increases. In this group, preschoolers get acquainted with the main colors of the spectrum and learn how to use their beautiful combinations in the drawing.
In addition to colored pencils, the children of the older group use a simple pencil for preliminary drawing of the main parts of the subject.
An older preschooler can understand and convey in the drawing changes in the position of some parts of the human body: raised arms, legs bent at the knees (the topics “Children are engaged in physical education”, “Parsley is dancing”, etc.). The expressiveness of the image in these themes is achieved by depicting some characteristic details (the clothes of Petrushka, Little Red Riding Hood, Santa Claus) or facial features (Pinocchio's long nose, Santa Claus's beard, etc.).
The ability to create an expressive image is associated with the development of the ability to notice the characteristic features of objects (for example, when drawing from life branches with buds, leaves, snowdrops, and in summer period different types of mushrooms, berries, flowers, butterflies). If in the middle group for drawing from nature objects with a symmetrical arrangement of parts were selected, then in the older group a more complex nature is used, sometimes without symmetry.
In the preparatory group, the training of preschoolers in visual skills and abilities is completed. Children should come to school with the initial skills in drawing objects from life and from memory, the ability to see in the surrounding life a variety of shapes, colors, and the position of objects in space.
The tasks of training in the preparatory group are the following:
to teach the image of the structure, size, proportions, characteristic features of objects from nature and by representation;
to teach to convey the richness of forms and colors, to create expressive images;
develop compositional skills (location of an object on a sheet depending on the nature of the shape and size of the object);
develop a sense of color (the ability to convey different shades of the same color);
develop technical skills (the ability to mix paints to obtain different colors and their shades;
apply strokes with a pencil or brush strokes according to the shape of the object).
Children of six years old have a fairly well developed analytical thinking. They can distinguish both common features inherent in objects of the same type, and individual characteristics distinguishing one object from another.
This task is carried out starting from the first quarter, for example, in the image of various trees. Each tree has a vertically directed trunk, thick and thin branches, on which leaves form a crown. These signs are also transmitted by children of the older group. In the preparatory group, they are taught to see and draw trees of different species, where all these common features are somewhat peculiar: in a Christmas tree, the trunk gradually narrows upwards and ends with a thin sharp top, while in deciduous trees it also narrows, but branches out at the top and ends with many small branches; in a birch, thick branches go up, and thin long ones hang down, and in a linden, thin branches are parallel to the ground.
There are trees bent, with forked trunks, young and old. The ability to see this diversity and convey it in a drawing develops in children the ability to create expressive images of nature.
The same diversity in the transfer of the features of the subject is fixed in the themes of the image of vegetables, fruits, etc. For this, children in the first quarter get acquainted with obtaining shades of color and composing new colors.
The ability to convey the characteristic features of the structure and shape of objects preschoolers master when drawing from nature a variety of objects, initially simple in shape and structure: branches of a Christmas tree and pine, fish, birds, dolls.
Based on the existing ideas about real objects, children draw fairytale heroes: Firebird, Little Humpbacked Horse, Morozko, Babu Yaga, etc. Drawing fairy-tale characters contributes to the development of creative imagination.
The expressiveness of the picture largely depends on the selected vertical or horizontal position of the sheet of paper. In order to successfully cope with this choice, the child must very carefully analyze the object in various turns, note the features of its structure.
In the preparatory group, children begin to draw with a preliminary sketch, in which the main parts are outlined first, and then the details are refined. The use of a sketch makes the child carefully analyze nature, highlight the main thing in it, coordinate the details, and plan their work.
Images of various objects are fixed and improved in plot drawing.

Story drawing

Tasks and content of teaching plot drawing. The main purpose of plot drawing is to teach the child to convey his impressions of the surrounding reality.
It is known that all surrounding objects are in a certain connection with each other. The attitude to any object or phenomenon largely depends on the understanding of this connection.
The possibility of establishing semantic connections between various objects and phenomena develops gradually in the child. Therefore, plot drawing for educational purposes is introduced no earlier than in the middle group, and at first as an image of 2-3 objects located nearby. Naturally, children should be aware of the methods of depicting objects that are the main characters in the plot, otherwise the difficulties in depicting unfamiliar objects will distract them from the main task. However, plot drawing should not be limited to depicting only those objects that children have already depicted. The child should be able to draw the main thing in the plot, and he performs all the details at will.
The ability to highlight the main thing in the plot is associated with the development of perceptions and analytical-synthetic thinking. They are still too superficial in a small child; first of all, he perceives what is directly accessible to sight, touch, hearing, and often recognizes an object from some insignificant details that he remembers. In the same way, the child perceives and conveys the plot in the drawing. Highlighting the main thing, understanding the relationships and connections of plot objects are quite difficult tasks for a preschooler. They can be solved by children of the older group.
In plot drawing, it is important to correctly convey the proportional relationships between objects. This task is complicated by the fact that when depicting a plot, it is necessary to show not only the difference in their sizes that exists between them in life, but also an increase or decrease in objects in connection with their location in space. To do this, the child must be able to compare, contrast the objects of the image, see the semantic connection between them.
Solving the problem of the spatial relationship between objects is very difficult for a preschooler, since he has little experience and insufficiently developed visual skills and abilities.
Ideas about the extent of space, about the horizon line connecting earth and sky, children can get mainly when going out into nature (into a forest, a field). But even if some of them understand the perspective changes of objects in space, it will be difficult for them to convey these changes on the plane of the sheet. What is far away in nature should be drawn higher in the figure, and vice versa. These features of the image of space on a plane are accessible to understanding only by an older preschooler who has experience.
So, common tasks teaching plot drawing in kindergarten are as follows:
to teach the transfer of the content of the topic, highlighting the main thing in it;
teach to transfer interactions between objects;
teach how to correctly convey proportional relationships between objects and show their location in space.
Teaching children plot drawing begins in the middle group. True, in the younger group, some of the topics proposed for drawing sound like plot ones (for example, “Kolobok is rolling along the path”, “It is snowing, it covered the whole earth”, etc.). But they do not require the transmission of the action of the plot. An indication of the plot of the picture is used to create interest in children in depicting the simplest forms.
The tasks of plot drawing in the middle group are as follows:
depict 2-3 objects related in meaning;
acquire compositional skills (learn to place several objects on the same line depicting space, next to each other or on the entire sheet without being marked with a line of earth and sky).
These tasks are solved on subjects that are well known to children, on the image of objects that they drew earlier. The need to place several objects on one sheet requires a developed ability to analyze and synthesize, as well as creatively use the acquired skills.
The arrangement of several objects on one line is the simplest compositional solution to the theme. Children of four years old are able to learn that in life objects are located one next to the other, therefore it is impossible to place another one in the place of one object. The straight line on which children draw objects is, according to E. A. Flerina, that rhythmic simplification of the image of the space of the earth, which is accessible to children's understanding.
The topics offered to children are simple: a house, a tree grows near it, there is a bench; a house or a tree, a girl is walking nearby; grass, flowers grow, the sun shines; chickens walk on the grass.
In these drawings, the guys do not show the plot development of the action. Children draw 2-3 objects side by side, between which there will be no effective connection.
In the middle group, children also get acquainted with another method of composing a plot drawing - the arrangement of objects on the entire sheet. The teacher distributes to the children sheets of paper of certain colors corresponding to the depicted plot (green - for the clearing, blue - for water, yellow - for sand, etc.), and they freely place the intended objects on the selected color background, using the entire plane of the sheet (flowers in the meadow, the fish swim).
In plot drawing, children are not given the task of showing exact proportional relationships between objects, since it is quite complex and accessible only to children in the older group.
The content of the plot drawings of children 5-6 years old is significantly enriched due to the experience they have gained in drawing. Children include in their compositions not only objects, but also their environment.
The tasks of plot drawing in the senior group are as follows:
to teach the image of the semantic connection between objects, the transfer of spatial relationships between them;
develop compositional skills (draw on the entire sheet, drawing the horizon line);
develop a sense of color.
The theme of plot drawing in the older group is determined primarily by the impressions that the child receives from observing the surrounding reality. For children of this age, the content of each topic should be specifically defined. They should not be given generalized topics, such as "Holiday". They may draw something that is not related to the topic, or they may set themselves an overwhelming task that is not up to their skills, such as drawing a demonstration.
When drawing on the themes of literary works, preschoolers should be given a specific task. For example, in the first quarter, children are invited to portray an episode from the fairy tale "Two Greedy Bears" when cheese is shared. Children are already familiar with drawing a teddy bear. Drawing fabulous images, they also depict teddy bears with the same rounded parts and uncomplicated construction. All objects are located on the same line.
Later, the teacher leads the children to a more correct compositional use of a sheet of paper when depicting the sky and the earth, giving a ready-made background for the sky. So, when depicting a winter scene, children are given blue paper, which frees them from the need to draw the sky. The guys paint over a more or less wide space of the earth (snow) with white paint, the rest is the sky. This technique leads children to independently use the correct compositional solution and in other topics.
In accordance with the plot, the color scheme of the composition is determined.
The teacher can offer the children one or another background that matches the theme (for example, blue or gray paper for the image winter scenes). The background of the sheet will also determine the choice of colors, on which the children work on their own. On dark contrast, light colors stand out best: white, blue, yellow. Autumn landscapes look more expressive on blue or white backgrounds, which go well with various warm tones: yellow, red, orange.
The skills and abilities acquired by the children of the older group allow the teacher to complicate the tasks of teaching children 6-7 years old. For this you need:
diversify the content of children's drawings, teach children to independently determine the plot of a drawing on a given topic or according to a plan;
teach how to change the shape of objects in connection with their actions in the plot (for example, turning the body, tilting, running, etc.);
to develop compositional skills - to teach how to convey on a sheet the wide expanses of the earth and sky, the location of objects: close - at the bottom of the sheet and remote - at the top (without changing sizes);
develop a sense of color - learn to independently convey color that matches the plot.
At this age, analytical thinking in children is already more developed, which allows the teacher to set the task of independently choosing a plot on the proposed topic. For example, in drawing on the topic “Building a house”, children independently decide which house, who builds it, where, etc. In drawing on the theme of fairy tales “Geese-swans”, “Morozko” and others, the children choose that episode from the work which they would like to represent.
The independent choice of the plot teaches them to comprehend the perceived phenomena, to understand the connections and relationships between the characters, to clearly imagine the situation and the time of the action. If the choice occurs unconsciously, the child sometimes combines in one drawing objects and actions that do not coincide in time. More often this happens when drawing on the themes of fairy tales, stories, when the child knows its content. Unable to divide the work into separate episodes, he combines them in one drawing. Such works show that the child does not yet understand the originality of fine art, which conveys only one moment of the action, and not its entire sequence in time. The teacher should help the children understand this.
Children of the preparatory group can depict various objects in action and understand that the visible shape of the object changes depending on the movement. For example, in a topic such as “Children are making a snowman”, in the older group, the guys will depict him and two children standing next to him with shoulder blades in their hands. And in the drawings of the children of the preparatory group, these same children will be depicted at work: with their hands raised near the snowman, bending over, they roll a snowball, carry the snow on a shovel, carry it on a sled. Such a variety in the positions of the figures makes the drawing more meaningful and expressive. The complication of the composition of the picture will also contribute to the expressiveness of the images. The image of the earth is not a narrow line, but a wide strip allows you to draw much more objects, that is, fill the entire sheet with a pattern.
Filling the entire sheet with an image is also associated with a complication in the use of color. Children learn to paint the sky with various shades in accordance with the plot: cloudy, gray sky - when it rains, bright blue - on a sunny day, red - at sunrise or sunset.
With bright colors, children depict autumn motifs, use different shades of green to convey a summer landscape, and feel the contrast of colors when depicting winter. coloring spring landscape it is difficult to convey to children, since the use of gray, black colors to depict a dirty earth does not correspond to their bright, joyful idea of ​​\u200b\u200bspring. The teacher should take this into account and find joyful topics.
You can suggest, for example, topics such as "Ice drift" (bright sky, dark water and white ice floes give a combination of colors that is pleasing to the eye), “Snowdrop”, “The grass is turning green” (where it is necessary to depict not early spring, and the first green). Especially joyful in terms of colors is the theme “May Day”. Children usually draw colorful, bright festive decorations for houses, streets, fireworks, etc.
The program material contains only approximate topics for plot drawing: on the basis of program requirements, the educator should try to select topics that are interesting for the children, taking into account their impressions of the surrounding reality.

Decorative drawing

Tasks of teaching decorative drawing in kindergarten. Decorative drawing, like all types of fine arts, develops a child's sense of beauty. The works of folk decorative art are close to children because of their colorfulness and simplicity of composition.
Introducing children to the works of decorative art of various regions and nationalities of our country, the teacher should instill in the children love for the Motherland, respect for the work of people who create this beauty.
The teacher teaching children decorative drawing has the following tasks:
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 styles in decorative art and use their individual elements in their work;
improve technical skills in drawing with a brush and pencil.
Teaching children decorative drawing, the teacher should develop their ability to see the relationship between all the components of the pattern, color, composition, and form elements.
The child must feel and understand how, depending on the purpose and shape of the object, the ornament decorating it changes. From here he learns the meaning, the expediency of design, the connection between form and content.
Children, getting acquainted with decorative drawing, should learn to clearly imagine what rhythm and symmetry are, without which decorative art cannot exist.
In decorative painting, the development of a sense of color stands out as an important task. The color in the painted ornament is closely connected with the composition, in the pattern they are inseparable from each other.
Naturally, preschool children cannot master all the possibilities of color combinations, although the sense of color begins to develop even at preschool age.
The task of using color in decorative painting becomes more difficult in each group, starting with the brightest, most contrasting combinations and ending with shades of warm and cold colors in different combinations.
The implementation of these tasks can begin when the children master the drawing of the simplest pictorial forms, since then the children's attention will need to be concentrated on a new task - arranging these forms in a certain order to obtain a pattern.
Children acquire initial visual skills in the first and second younger groups, and some tasks in the second younger group are decorative in nature (for example, decorate the edges of a scarf with stripes). But the main goal of such an activity is not to create a pattern, but to consolidate the ability to draw straight lines in different directions.
Direct instruction in decorative drawing begins with children of four years. The tasks of teaching decorative drawing in the middle group are as follows:
develop compositional skills in the rhythmic arrangement of shapes in a pattern on a strip, square, circle;
develop a sense of color - the ability to beautifully combine contrasting colors;
develop skills in drawing various large and small forms - simple elements of a pattern;
develop technical skills in using a brush (it is easy to touch the paper, making dots; to act with the entire surface of the brush, drawing stripes, strokes).
Tasks for decorative drawing in the middle group in terms of compositional tasks are similar to gluing ready-made forms. At first, children learn to draw even lines with a brush and apply rhythmically repeating strokes or dots between them, alternate strokes in color, changing their position when the pattern becomes more complex.
A brushstroke is the easiest decorative element to perform, since it does not require particularly precise movements and is obtained by lightly applying a brush to paper. Therefore, strokes are first included in the pattern, and then dots. The point requires mastery of a new method of working with a brush (while the brush is held vertically) and sufficiently developed coordination of movements to only touch the paper with the end of the brush.
The composition of the first drawings is also the simplest: the rhythmic repetition of the same element. The rhythm of the movement of the hand, inherent in man, facilitates this repetition and helps to convey the rhythm in pictorial forms.
Alternation is a more complex compositional technique, as it is based on a combination of several forms. Children of the middle group can alternate two elements in shape or color.
The complication of the program material is due to a more complex composition and the introduction of new pictorial elements into the pattern. In addition to dots and strokes, children learn to use circles and rings in the pattern, the drawing techniques of which they got acquainted with in the younger group.
In decorative drawing, the image of these forms changes somewhat: they are smaller, when drawing they must all correspond in size and, moreover, they are not connected with the image of the object, which also makes their image more difficult for the child.
In addition to stripes, children learn to place a pattern on other shapes - a square, a circle. These forms require a different composition in the pattern. Naturally, it is impossible to use a simple linear repetition here, since a square has sides, corners, a center; a circle has an edge and a center.
Children of the fifth year of life can be given more complex tasks of decorative drawing, since the level of development of aesthetic feelings at this age is much higher.
Children need to be taught:
symmetrically arrange the pattern depending on the shape of a sheet of paper or a three-dimensional object;
use a variety of straight, rounded lines and shapes, plant elements in the pattern;
find beautiful combinations of colors depending on the background;
skillfully use the brush (draw with the end, with the whole brush, freely move it in different directions).
First, the skills acquired in the middle group are consolidated in drawing up patterns consisting of straight lines, strokes, dots on different forms. But this is not a simple repetition of the material of the middle group. Children are given a choice of more colors; elements combined in patterns can be of different sizes.
Children are taught in the first quarter a new technique for constructing a pattern on a circle - filling the entire form with a pattern built from the center by building up elements symmetrically in concentric circles. In addition to the square and circle, children are given an oval, triangle, rosette and hexagon - shapes that are more difficult to construct a pattern.
In the older group, the principle of alternation of elements is more often used as a compositional technique, which makes the pattern more decorative. Alternation may include 2-3 elements, different in shape or color.
As elements of the pattern, children learn to use a variety of linear forms(thick and thin lines, strokes, dots, circles) and more complex forms - vegetable (leaves, berries, flowers), which are more difficult to repeat several times. The children are shown a new method of drawing with a brush, applying the brush flat to the paper. The resulting prints in the shape of a petal are good in a pattern of leaves, flowers.
In the older group, children learn to use different colors of the spectrum in combination with a colored background. In decorative painting, the colored background can be more varied than in thematic drawing. In addition to contrasting combinations, children learn to see the beauty of colors in a certain range: blue, blue, white, red, orange, yellow, etc. Children are able to feel the beauty of a single-color pattern, for example, thin lace patterns of snowflakes, lace.
In the older group, children are taught to make patterns on three-dimensional forms. The complexity of applying such a pattern is that it is difficult to observe the composition of the pattern, since you see it only partially, the elements of the pattern sometimes change their shape somewhat due to the convex surface. Therefore, voluminous objects offered to children for sketching should have simple shapes. These can be toys molded from clay on the model of Dymkovo - birds, horses. The pattern of the Dymkovo toy is simple and rhythmic - a combination of straight and wavy lines of different thicknesses and dots, circles, rings. By color, these ornaments give the simplest contrasting combinations of a white background with several bright primary colors.
The tasks of teaching decorative drawing to children of the seventh year of life are as follows:
develop a sense of composition: learn to make patterns on flat and three-dimensional forms, depending on their features and the purpose of the subject;
develop a sense of color: learn to use a variety of colors with their shades in various combinations;
to teach to see the features of different types of folk decorative painting, to use individual elements of folk ornaments in drawings;
improve the technical skills of drawing with paints and pencils.
Children who are familiar with the basic principles of constructing a pattern on rounded and rectangular shapes come to the preparatory group. They are offered new shapes - a rectangle and a polygon, and various planar shapes of objects - vases, jugs, cups, mittens, hats, etc. These objects do not have the correct geometric shape, and the pattern on them requires the use of different principles (for example, on a jug according to the edge of the neck - a linear ornament, on the rounded part - a pattern from the center).
The concept of symmetry also becomes more complex. Apart from the location identical shapes right and left, children get acquainted with mirror reflection, where parts of the pattern change their position accordingly.
Then the children master another technique for filling the entire form with a uniform pattern according to the principle of a mesh ornament - repetition and alternation of elements in a checkerboard pattern. Children draw various patterns for fabrics, doll dresses.
The pattern on a triangle is built not only along the edge and in the corners, but can start from one corner and spread to the entire triangle. In this case, the shape is not an equilateral triangle, but an isosceles one with a right or obtuse angle. The guys draw all sorts of scarf patterns on them.
To create a pattern, they learn to use elements of natural forms (plants, animals). Children of the group preparatory to school can use elements of folk decorative paintings in their pattern, while maintaining the main style. The teacher should teach children to draw curls according to folk art, combine large and small forms, decorate them with a small herbal pattern, use colors in a certain combination characteristic of this painting (Khokhloma, Dymkovo, Ukrainian and other paintings).
In addition to painting clay toys on the model of Dymkovo, children can paint saucers, plates, papier-mâché cups based on Khokhloma or Gesture painting.
In the preparatory group, the guys learn to use not only paints, but also colored pencils. In the younger groups, pencils were used only in thematic drawing, since children cannot achieve the desired color effect in a pencil drawing, which is so important in a decorative pattern. Technical difficulties in neat, even, bright shading would take too much attention and effort from children.
In the preparatory group, children already have certain skills, and they can use a pencil to get different shades, creating a pattern in one color. For example, each row of flower petals is shaded from the center with a pencil with different pressure. Children learn to see the beauty of not only bright combinations, but also more gentle, calm and at the same time pleasing to the eye. This task is solved in the preparatory group both when drawing with pencils and paints.
In decorative painting, all groups use only gouache, which allows you to apply color on color, and this is often required in decorative drawings and is not feasible when working with watercolor.

Methods of teaching drawing in age groups of kindergarten

The main principle of teaching children of any age to draw is visibility: the child must know, see, feel the object, phenomenon that he is going to depict. Children should have clear, precise ideas about objects and phenomena. There are many visual aids used in drawing classes. All of them are accompanied by verbal explanations. Consider the techniques of teaching drawing in different age groups kindergarten.
First junior group. First of all, the very activity of the educator is a visual basis. The child follows the drawing of the teacher and begins to imitate him.
At preschool age, imitation plays an active teaching role. A child who watches how a drawing is created also develops the ability to see features of form and color in their flat image. But imitation alone is not enough to develop the ability to think independently, portray, freely use the acquired skills. Therefore, the methods of teaching children are also consistently becoming more complicated.
In the works of V. N. Avanesova, it is recommended that children be gradually involved in the joint process of drawing with the teacher, when the child finishes the work he has begun - he draws strings to the drawn balls, stems to flowers, sticks to flags, etc.
The positive thing about this technique is that the child learns to recognize the depicted object, analyze the already drawn and missing parts, exercises in drawing lines (of a different nature) and, finally, receives joy and emotional satisfaction from the result of his work.
The teacher can use a demonstration of drawing techniques and a verbal explanation, and the children themselves will complete the task without a reference drawing. It is important here that the process of constructing a drawing by the teacher's hand should be well coordinated with the course of verbal presentation.
The word, supported by visual material, will help the child to analyze what he has seen, to understand it, and to remember the task better. But in a child of the younger group, the memory ability is still not sufficiently developed. long time keep what he perceives with sufficient clarity (in this case, this is the teacher’s explanation): he either remembers only part of the instructions and completes the task incorrectly, or he cannot start anything without a second explanation. That is why the teacher must once again explain the task to each child.
By the end of the third year of life, many children no longer require additional explanations: they can draw on their own, using the acquired skills and after explaining the task once.
The use of various game moments has a positive effect on the education of children of primary preschool age. The inclusion of game situations makes the subject of the image closer, more alive, and more interesting. In painting with paints, the result of the activity for a small child is a bright spot. Color is a strong emotional stimulus. In this case, the teacher should help the child understand that the color in the drawing exists to recreate the image. It is necessary to ensure that children, working with paints, strive to improve the similarity with objects.
If in the first months of training they imitate their teacher, drawing this or that object, now the teacher gives them the task to draw on their own according to the plan, imagination.
It is useful for younger preschoolers to give such an opportunity to work independently according to the plan at each lesson after completing the learning task (if it was not long).
This form of independent work of children creates a prerequisite for future creative activity.
Learning objectives in the second junior group are connected mainly with the development of the ability to depict various forms, the development of technical skills in using a pencil and paints, and the ability to depict various objects.
Conducting drawing classes with children of three years requires the specification of all the material. Without reliance on clear ideas, teaching the simplest forms will be abstract, abstract, incomprehensible to them.
The perception of the surrounding life is the basis of the teaching methodology. Therefore, all the images that are associated with lines, circles, points, must be previously perceived, and not only visually, but in vigorous activity: “They ran along the paths”, “The balls of thread were wound and rolled”, etc. Active knowledge of the subject creates background and for active actions when drawing. The system of gaming exercises developed by E. A. Flerina takes into account this feature of age. In further studies, the methodology for applying these exercises was developed in even more detail.
For example, when drawing straight horizontal path lines, the children, together with the teacher, show the direction of the line in the air with their whole hand: “That’s what a long path!” After that, on paper, the children show which track, and, finally, draw it with a pencil or paints. In such a consistent multiple repetition of one movement, there is a system based on taking into account the features physical development three-year-olds: a gradual transition from more developed large movements with the whole hand to movement with only a brush (finger on paper) and to an even more limited movement with a pencil, in which the fingers are tied in a certain position.
While making these movements, children can accompany actions with words, for example: “Rain: drip-drip”, “That's what a long ribbon”, etc. This verbal accompaniment enhances the rhythmic nature of the drawing process, makes the movement itself more interesting and easier. The conversations of children during work should not be prohibited, they activate the thought of children, awaken their imagination.
The educator should skillfully direct these conversations, connecting them with the image received. T. G. Kazakova recommends including other means of influence in the drawing process, for example, music (the sound of raindrops). This will further increase the emotional mood of the children and, consequently, the figurative expressiveness of the drawing.
In the process of the lesson, the kids are active all the time, the image that they embody in the drawing should live in their minds.
This activity is initially based on imitation of the educator. It reminds children about the subject of the image, shows new movements that children need to master. First, he makes movements with his hand in the air, then he repeats this movement with the children. If one of the children fails to move, the teacher helps the child's hand to take the desired position and make the appropriate movement. When the child has a muscular sense of this movement, he will be able to produce it on his own. In the same way, it is necessary to first show all the drawing techniques. The teacher shows how to hold a pencil or brush correctly, how to pick up paint on a brush and draw it over paper.
Children will be able to act independently when all the basic techniques are familiar to them. If, without knowledge of the techniques of working with a pencil or brush, a child is left to himself when completing a task, then the wrong skills may be fixed in him, which will be much more difficult to change, especially when it comes to drawing techniques.
As we have already said, one of the effective methods of visual learning is the drawing of the educator. But an educational drawing, even for the smallest children, should be figuratively literate, not simplified to a diagram. The image should be kept alive, corresponding to the real object.
For example, when showing how to draw a Christmas tree, the teacher should proceed from the requirements of the program for a given age - convey the main features: a vertical trunk, branches going to the sides, green color. But these signs characterize all other trees. To preserve the image of a Christmas tree, the teacher will draw the trunk with a line expanding downward, the branches (above - shorter, below - longer) slightly inclined, without fixing the attention of the kids on this. It is important that the visual image from the drawing does not diverge from the image real object, then the correct image will be stored in the memory of the children.
Demonstrating drawing techniques is important until the children are skilled in drawing the simplest forms. And only then can the teacher begin teaching preschoolers how to draw on visual aids without using a display.
For example, when children have learned to draw straight lines and rectangular shapes, the teacher may invite them to draw shoulder blades without showing drawing techniques. At the beginning of the lesson, the teacher examines the shoulder blade with the children, circles its contours with his hand, all the time explaining his actions. After such examination, the guys perform the drawing on their own. For those who find it difficult, the teacher offers to circle the shoulder blade with their own hands in order to feel its shape.
Although these objects remain before the eyes of the children during the lesson, they still do not serve as nature.
A three-year-old child is unable to combine the processes of perception and image, which requires the ability to distribute attention, analyze, compare a drawing with an object.
The depicted object is used at the beginning of the lesson to clarify ideas about the shape, color, parts of the object or in the game plan to create an emotional mood.
In some cases, when it is impossible to show an object to children (due to its large size or for other reasons), a picture or a drawing well done by the teacher can be used to enliven their ideas.
The image of the object should be in close-up, with a pronounced shape, as far as possible isolated from other objects, so as not to distract attention from the main thing.
As well as on the subject, the teacher draws the attention of the children to the shape, tracing it with a finger, and to the color of the subject. During the lesson, the picture should be removed, since it cannot serve as a model in this group. The drawing techniques of an adult are difficult for children, and, in addition, only the result of the work is visible in the picture, the techniques remain unknown.
A painting or drawing made in a realistic spirit, creating an artistic image, can only be used in the younger group as an object for perception in order to clarify ideas or create interest in the topic.
In the second junior group, an artistic word is used as a special technique. Its application here is limited. Mainly, the artistic image is used to attract the interests and attention of children to the topic of the lesson, the emergence of an emotional mood.
The teacher can start the lesson with a riddle or a short passage of poetry. For example, when drawing on the theme “It is snowing,” read a quatrain from a poem by I. Surikov:
White snow fluffy
Spinning in the air
And the earth is quiet
Falling, laying down.
The riddles and images of the poem should be simple and understandable to children, otherwise the mental stress associated with their perception will reduce the emotional mood and desire to draw.
The same rhyme can be remembered at the end of the lesson when looking at the drawings and recite it to everyone together. The artistic image also influences the content of children's works, although this is not yet illustrative drawing. The dynamics of the image (snow is spinning, falling), indications of color (white snow) evoke responses from the child when creating the image in the drawing.
Viewing children's work at the end of classes and a simple analysis contributes to the development of activity among preschoolers. To do this, the teacher chooses a drawing, drawing the attention of the children to positive sides in it, asks questions, approves the initiative shown in the work - introducing something new into the drawing. At the same time, he should so captivate the guys with the analysis of the drawings so that they are not distracted and focus on the main thing. When analyzing the content, the children, together with the educator, must take into account the quality and accuracy of the task performed. Such an examination of the work helps the children see the image, notice the inconsistency with the subject, and makes them want to correct the mistake.
The drawings are unsuccessful, bad ones should not be shown and analyzed, since high-quality performance at this age often depends not on the desire of the child, but on his general development and, in particular, on the development of movements. It is important for all children to maintain faith in their abilities, interest in drawing, in creativity.
Children with weaker drawing skills should be given more attention during the lesson, encouraging them to draw whenever they feel like it.
An individual approach at this age is especially necessary, since it is here that the inclinations and abilities of children begin to form. To identify and develop them is one of the main educational goals.
The teacher of the middle group is faced with the task of teaching children to correctly depict an object, conveying its main features, structure, color.
Children who have come to the middle group already have the basic visual skills that make it possible to convey the shape and some features of objects. That is why the requirements of the teacher to children are increasing.
These program requirements are based on the development of the ability to more conscious perception, the ability to distinguish and compare objects with each other in the process of their detailed examination before class.
That is why in the middle group, the use of nature begins to occupy a greater place. An object of a simple form, well known to children, with clearly visible parts, for example, a mushroom (2 parts), a tumbler doll (4 parts), can serve as a kind.
When examining an object, the teacher draws the children's attention to the shape and location of the parts, their sizes, colors, and various details in order to make it easier for the children to correctly transfer the structure. The enumeration of all these features of the object should go in the order in which they are given in the image.
middle group. As in the younger group, the teacher, when examining the subject, uses a descriptive gesture and verbal explanation.
For children who have acquired skills in drawing, this gesture is enough to understand where to start drawing and in what sequence to perform it.
During the lesson, the teacher reminds the children about nature, offers to look at it and draw. At this age, children cannot yet convey an image from a certain point of view, therefore nature must be set so that they see it from the most characteristic side and clearly distinguish the main parts. If the children are sitting at four- or six-seat tables, nature must be placed in several places so that it is in front of the eyes of each child (in this case, all objects must be the same). When drawing, the teacher should pay the children's attention only to the visible parts of the object. Nature is also used at the end of the work to compare drawings with it, although the analysis in this group cannot be very detailed and meets only program requirements.
Given the characteristics of four-year-old children, it is necessary to include game moments in various teaching methods. For example, a roly-poly doll asks to draw her portrait; when analyzing the work, she looks at and evaluates the drawings. The game always brings animation and joy to the work of children, which increases their activity.
In the middle group, for a better reproduction of the image, a picture or drawing of the teacher can be used. The requirements for their use remain the same as in the younger group. Children of four years old cannot yet be introduced to any method of drawing based on a picture. Here it serves only as a means of reviving children's ideas about this or that subject. In terms of content, the paintings used in the middle group are, of course, more diverse than in the younger group, since the themes of the drawings themselves are richer: in addition to depicting individual objects, there are also simple plot scenes that correspond to the tasks of plot drawing.
Demonstration of drawing techniques in the middle group continues to occupy a significant place in teaching in those classes where new program material is given: the sequence of images of parts of an object, the concept of rhythm, pattern, etc.
For example, the theme of drawing is a snowman. The teacher for the first time offers the children to convey the correct proportions and sequence of the image. He shows the children how to draw all three balls, starting with the big bottom one, and at the same time asks the children questions: which ball should we draw now? Where?
It is not necessary to draw small details (eyes, mouth, nose, hat) so as not to delay the explanation and leave the guys the opportunity to take the initiative and finish the drawing.
For all subsequent classes with similar program material, but on other topics (tumbler, matryoshka, doll), a show is not needed, it can be replaced by examining an object, a picture.
In decorative drawing, it is especially necessary, since children first get acquainted with the composition of the pattern. The concept of what rhythm means in a pattern and how to create it in a drawing, a child can get only by visually seeing how the teacher’s hand moves rhythmically, applying strokes to a strip of paper. Then the child repeats exactly what the teacher did. To consolidate this skill, children are given the task of drawing the same pattern on colored strips of paper, but with different colors. In such repeated lessons, the teacher helps those children who could not cope with the task.
In decorative drawing, a sample drawing made by the teacher can be used, on the basis of which he first introduces the children to the principle of constructing a pattern, to the elements that are included in it, and shows how to work. If it was a new compositional technique or a new colorful combination, the children repeat the sample drawing without change, otherwise the task set may be obscured by other goals set by the child independently.
When the lesson is repeated, children can, after examining the sample, draw on their own, since it is not necessary to repeat it exactly.
If the child takes the initiative and creates something of his own, the teacher should approve his work, when analyzing, draw the attention of all children to the fact that each of them could also come up with something interesting.
For example, in the program material, the task was to consolidate the ability to rhythmically apply strokes between two lines. On the sample, the lines are drawn with green paint, the strokes are red, and the child has changed the colors - the strokes are green, and two rows of lines are red. This means that the child has not only mastered the program material and his skill has been fixed, but the most important thing is that the process of drawing becomes not a simple imitation.
In order to develop such an initiative, which is the embryo of future creative activity, when explaining the task, the teacher invites the children to choose for themselves what paint to draw, how many strokes to make in the corners of the square, etc.
A model in subject and plot drawing cannot be applied, as it will fetter the initiative and imagination of the child.
Usage artistic word in the middle group occupies a larger place than in the previous groups.
On the one hand, an artistic verbal image can be used in connection with the theme of drawing in order to arouse interest, revive in the memory of children images previously perceived in life. In these cases, the verbal image should mainly affect the feelings of the children and at the same time clearly convey the external features of the object, pointing to any one visible sign.
For example, starting a lesson by reading a poem:
Falling, falling leaves
Leaf fall in our garden
yellow, red leaves
They curl in the wind, fly, -
the educator tries to reproduce in the memory of the children the leaf fall they saw.
In another case, the teacher chooses a riddle that gives an image with some distinctive features, for example:
gray in summer
White in winter
Doesn't offend anyone
And everyone is afraid
- and offers to draw an answer. In this case, the verbal image will be the content of children's works. In the final analysis of the drawings at the end of the lesson, this riddle will serve as a criterion for the correctness of the drawing.
In the middle group, the analysis of drawings at the end of the lesson can be structured in different ways.
Children of four years old will not be able to give a detailed, reasonable analysis of the drawings, but they are already able to independently choose the drawing that they like, say whether or not it looks like the depicted object or sample, whether the drawing is done accurately. The educator will help to justify why it is beautiful, similar or not.
In the middle group, you can arrange an exhibition of all the drawings after the lesson and then analyze the individual works that the children choose. Bad work, as well as in the younger group, should not be shown so as not to reduce the interest and mood of the child. But with the authors of weak works, the teacher can study individually in his free time, when the child wants to draw.
Children of the middle group can notice the advantages and disadvantages in the work of their peers, but it is still difficult to evaluate their own work, since the drawing process itself gives them great joy and more often they are satisfied with the result of their work. A self-critical approach to work is developed later, at 6-7 years.
IN senior group much attention is paid to the development independent creativity children. The creative work of the imagination can be based primarily on a wealth of experience. Therefore, the question of the development of children's perception is central. For children of the older group, the game is still one of the methods of teaching drawing. For example, at the beginning of a drawing class, a letter is brought to the group from Santa Claus, in which he asks to draw invitation cards for the Christmas tree for the animals.
More complex and varied objects can be used as nature here than in the middle group. At first, nature is simple - fruits, vegetables, but if in the middle group, when drawing an apple, attention was paid to its main features - a round shape and color, then in the older group, children are taught to see and convey the characteristic features of exactly the apple that lies in front of them. them, - form round, elongated or flattened, etc. In order to emphasize these features, two apples of different shapes can be offered as nature.
In addition to objects of a simple form, in the older group it is necessary to use a more complex nature - houseplants with large leaves and a simple structure: ficus, amaryllis, plectogyn. The selected copy should have a few leaves (5-6, amaryllis has 1-2 flowers).
You can draw from nature branches of trees and shrubs with leaves or flowers (willow, mimosa, spruce, poplar), some field and garden flowers with a simple form of leaves and flowers (chamomile, dandelion, cosmea, narcissus, tulip, lily).
It is more difficult to draw such objects than objects that have regular geometric shapes with a symmetrical construction, such as, for example, a tumbler, etc. The complex structure of a plant, in which the leaves are attached in bunches, the branches have many branches, the children of the older group will not be able to convey, but they will not be able to see and draw some leaves are raised up, while others are lowered to them.
Nature is even more difficult - toys depicting various objects. If any animal is drawn, you should take plush toys with simple shapes - elongated paws, an oval body, a round head, such as a bear, a hare.
The location of nature in front of children depends on the task. If you want to convey the correct proportions, nature should be in a static position, turned towards the children so that all parts are clearly visible. Sometimes you need to change the position of the parts if the children are given the task to convey the movement.
In the older group, children can learn to depict only simple movements of living objects.
The basic structure of the object during this movement should not change much, as well as the shape of the parts. Hands in the form of a simple, oblong shape, but only raised up, legs turned toes in one direction, etc.
The need to change the shape when drawing makes children look more closely at nature, compare the drawing with it.
To further clarify the concept of the nature of the movement and the position of the body parts associated with it, the educator can offer someone who finds it difficult to draw a bent arm or leg to take this position himself and explain the movement in words, for example: “I took a flag in my hand, bent it at the elbow and lifted, the other hand is lowered down, it remains straight.
Nature contributes to the assimilation of the correct arrangement of the drawing on the sheet. For this purpose, nature is placed in front of a colored sheet of paper or cardboard of the same shape and shade as that of children, only correspondingly larger. When examining nature, the teacher draws the attention of the children to the fact that it is in the center of the sheet, the edges of the paper are visible on its sides. This makes it easier for the children to find the place of the drawing on their sheet.
Examination and analysis of the form and position of nature is accompanied by descriptive gestures, questions of the educator to the children. Drawing from nature in the older group usually does not require additional demonstration of drawing techniques, with the exception of mastering new techniques, for example, continuous shading of needles when drawing a spruce branch, or showing drawing sanguine when it is first introduced.
After examining nature, the teacher explains to the children the sequence of the image of the parts. To find out if the guys understood the explanation, the teacher asks one of them what they will start drawing from, and at the beginning of the lesson, first of all, he approaches those who started to work incorrectly.
Nature is also used at the end of the lesson to compare the results of work with the subject. For the educator, the assessment criterion will be the set program tasks, and for the children - a specific resemblance to nature.
The use of pictures in drawing classes in the senior group not only helps the educator in clarifying the children's ideas about a particular subject, but also introduces them to some visual techniques. For example, a girl plays ball - her hands are drawn up.
Sometimes a picture can be used in the process of drawing, when the child has forgotten the shape of any part, detail of the subject; after reviewing, the teacher removes it in order to avoid copying by children. The picture, as well as the teacher's drawing that replaces it, cannot serve as a model for a child's drawing and be used for sketching. The perception of the picture should be based on observations in life, helping the child to realize what he saw.
The sample made by the teacher is used in the senior group mainly in decorative drawing.
Depending on the purpose of drawing, the method of using the sample may be different. For exact repetition, it is given in cases where children are introduced to some new compositional technique or pattern element. For example, they learn to create a flower by “dipping” by placing the petals symmetrically around the center. All attention should be focused on the fulfillment of this task, therefore, it is quite justified for children to copy the model of the educator, supported by a visual demonstration of the sequence of drawing petals - top-bottom, left-right, between them.
But more often in the older group, the sample is used only to explain the task. The children already complete the pattern on their own, using all its elements, color, etc., as they wish, without violating the task.
In order for the new task to be understood by the children and they understand that the drawings can be different, it is good to give 2-3 samples and compare them with each other, revealing what they have in common and what is the difference.
In order to encourage children's initiative when analyzing the drawings at the end of the lesson, the teacher pays attention to those where there are elements of creativity, despite the fact that the copied drawings can be done more accurately. Children will quickly feel the teacher's approval of their creativity and will strive to work independently.
Often the use of nature, paintings, samples requires showing the ways of the image. A full display of the entire drawing in the older group is used less frequently than in the middle group. You should always leave some part of the work for the children to decide on their own.
The display can be complete when it is necessary to explain the sequence of the image of the parts. For example, when explaining to children how to draw a truck, the teacher starts the drawing from the cab, which is the center of the drawing, then draws all the main parts of the car, the children are left to draw only small details on their own.
The same display of the basic construction of the subject and when drawing other subjects, when their image is given again.
Partial display is also used. For example, when drawing a two- or three-story house, where children learn how to depict multi-storey buildings by arranging rows of windows, the teacher does not draw the whole house. On a previously drawn rectangle, he shows how to separate one floor from another with a light line and draw a row of windows above this line. All windows should also not be drawn, just as the roof, window sashes and other details should not be drawn. Children are invited to remember what houses they have seen and draw as they like.
In decorative drawing, when constructing a pattern from the center of a circle or square, after examining several samples, the teacher partially shows where to start drawing a flower, how to arrange the petals symmetrically. The teacher does not draw the whole flower, but only 2-3 rows of petals, the children see the full drawing of the flower on the sample.
A teacher helps a child who does not cope well with a task. At the same time, he must remember that it is necessary to show the element that does not work for the child not on his drawing, but on another sheet of paper. In this case, the child sees how to draw, and can repeat this technique himself.
When explaining the location of the drawing on the sheet, it is best for the educator not to draw, but simply to show with a delineating gesture how one or another task should be performed. For older children, this is enough for them to understand the task and try to complete it on their own.
The use of literary works expands the subject of children's drawings and is at the same time a method of teaching them, contributing to the development of creative initiative.
A verbal artistic image reveals the specific features of an object or phenomenon and at the same time gives the listener the opportunity to think about the image itself and the situation in which the action takes place. For example, for the heroine of Ch. Perrault's fairy tale "Little Red Riding Hood", external signs are obligatory: a red hat, a basket with treats for grandmother, everything else when drawing is invented by the child himself - the girl's pose, her face, hairstyle, clothes, shoes.
Children of the older group successfully cope with the image of such verbal images, the idea of ​​which is based on the perception of homogeneous objects in life: Little Red Riding Hood - a girl, a doll; greedy bear cub - teddy bear; teremok - a small house, etc.
Some fabulous images are presented in toys - Pinocchio, Dr. Aibolit, etc. Playing with them makes these images alive for children, acting, concrete, which makes it easier to depict them.
But for the children of the older group, such a direct visual reinforcement of the verbal image is not necessary. Their imagination can, on the basis of several features present in an artistic image, create it in its entirety.
The use of artistic images helps in revealing the idea. Before you start drawing according to your own design or to a given plot theme it is necessary to help the child to select from the whole mass of impressions what relates to a given topic, since a completely independent choice is sometimes random, incomplete, incorrect.
A literary work should be divided into a number of episodes, where the text itself determines the characters, the place and time of the action. Children of five years old can not always cope with this on their own. At the beginning of the lesson, the teacher sorts out with them what pictures can be drawn from this work, what happened first, then how it ends. The teacher can suggest the topic of any episode himself or give the children several episodes to choose from. For example, when drawing on the theme of the fairy tale "Teremok", the teacher suggests depicting how animals knock on the door one after another, and who exactly, the child chooses of his own free will. Or from the fairy tale “The Fox, the Hare and the Rooster”, children are offered to portray a crying bunny near the hut, and to whom he complains - to a bear, dogs or a cockerel - the guys themselves choose.
Preschoolers of the older group, with the help of leading questions of the educator when analyzing the work, can already notice both the positive aspects in the drawing and the errors by comparing with nature, image, or with the ideas that are in the mind. This indicates the increased intelligence of children and the ability to think independently.
Children of the older group can justify their answer using the acquired knowledge about the beautiful combination of colors, the arrangement of objects, and the drawing technique.
Unsuccessful work should not be discussed collectively, it should be analyzed individually with its author.
In five-year-old children, a critical attitude towards the results of activities increases, therefore it is possible to bring them to the analysis of their work on the basis of comparing it with nature or a model. The child may notice a discrepancy, an error; although he still cannot give a complete, objective assessment of his own drawing - whether it is done correctly or not. And this should not be sought from him, since it is more important that the child retains a sense of satisfaction from his work. If he has found and realized what his mistake is, he must be given the opportunity to correct it now or in his free time.
Great demands must be placed on capable children, who quickly learn techniques and perform tasks well, in terms of the quality and content of the work, and the expressiveness of the drawing. Constantly praising children is just as bad for them. creative development, as well as constant censure, since both prevent them from striving for better results. Here the teacher must observe tact and sense of proportion.
Among the methods of teaching children preschool group a large place is given to drawing from life - the leading method of teaching at school. In the preparatory group, it is combined with other methods, since otherwise it would be impossible to carry out all the educational tasks facing the kindergarten.
The method of using nature in the preparatory group differs from the school one. In kindergarten, there are no tasks of teaching three-dimensional images, rendering chiaroscuro, perspective abbreviations, complex angles.
In the preparatory group for school, children are able to visually examine nature, highlighting its main features. The experience of children of 6-7 years old is growing so much that they can already give an analysis of the general form, parts, their position on the basis of only visual perception without the additional participation of other senses. It is assumed that the proposed item or similar items were familiar to children before; unknown, perceived objects for the first time cannot be drawn in this way.
Children can be taught to draw nature from a certain point of view, if its position is not very difficult.
In the visual arts, every drawing begins with a light sketch - the position of the whole object, its parts, their proportions.
It is easier for a preschooler to build a drawing, moving from one part to another, which often leads to a violation of proportions. Therefore, in the preparatory group, children should be taught to perceive the object as a whole, highlighting the most characteristic in its forms, make a sketch on their own, and only after that proceed to transfer the exact forms and details.
First, they learn to analyze the object with the help of a teacher, then gradually the children begin to do it on their own. In the first few lessons, after looking at nature, the teacher himself shows how to make a sketch. When the children learn the basic rule - to outline with a light line the general contour of nature without details, the need to show the teacher disappears. The teacher helps children compare the drawing with nature, find errors and ways to correct them.
In the preparatory group, both nature itself and its staging become more diverse. Items can be of different sizes: larger ones, which are placed at a distance for the whole group of children, and small ones, which are placed on tables for 2-3 children. Older children already have the skill of visual perception of nature, they do not need to feel it, as children of 4-5 years old do. Twigs with leaves, flowers, berries, toys and various other small items can be used as nature in the preparatory group. The close location of nature often attracts the child's attention to it: he compares it with a drawing.
In addition, the value of such an "individual" nature is that it allows you to focus on its characteristic features. The teacher selects a homogeneous nature with slight variations: on one branch - 3 branches, on the other - 2, on one - all the leaves look up, and on the other - in different directions. Children's attention is drawn to this difference when explaining the task and analyzing nature; they are invited to draw their branch so that they can recognize it later. At the end of the lesson, an interesting analysis of the search for a drawing of nature or according to the nature of a drawing can be carried out. Here the attention of children to all details increases.
Drawing nature helps to develop a sense of composition in the transfer of space. Children very quickly master the ability to place objects in a large space near and far when drawing from nature of the surrounding nature. For example, they examine with the teacher from the window the space between two trees: close to the children is a lawn, behind it is a river, then a field, and where the sky seems to converge with the earth, a narrow strip of forest is visible where it is even impossible to make out individual trees . Children begin to draw by moving from nearby to distant objects, starting from the bottom edge of the sheet. It becomes clear to them what drawing on a wide space means. The void between earth and sky disappears.
The picture as a means of enriching the ideas and knowledge of children is widely used in the preparatory group in the preliminary work before starting to draw.
For example, such a complex compositional task as location on a wide strip becomes clearer to children when looking at a picture. The teacher draws their attention to how the artist divided it into two parts - earth and sky; how the objects are depicted at the bottom; why distant objects are drawn higher, with almost no detail. Children see that trees can be drawn all over the ground, not just in one line. You can consider several paintings on the same topic, where the same arrangement technique is used, so that children learn it better. When drawing, the educator, recalling what he saw in the picture, invites the children to think about how much space the sky and earth will take. Then, dividing them with a thin line, the guys begin to draw.
In the picture, they see with what various shades the sky can be painted, and after the teacher shows the paint washout technique, they themselves try to draw the sky with clouds, clouds, sunrise and sunset.
Under the influence of works of art, children develop the ability to connect what is perceived in life with an artistic image that concentrates the most important, specific to this phenomenon. V. A. Ezikeyeva, on the basis of a special study, developed a didactic manual - the album "Illustrative material for children's fine arts." It presents specially created paintings on various topics from the surrounding life: "Late autumn", "Early snow", "Northern Lights", "Ice drift", "Hay harvesting", "Salute", "City in the evening", etc. The author recommends use in the classroom, in addition to these paintings, various reproductions of paintings famous artists available to children in terms of content and visual means.
A valuable tool for drawing are picture books with game actions, in which children see how the meaning of the depicted or appearance an object, such as a book-doll, where the pages represent different dresses. When flipping through them, children see the doll in different outfits. Or the picture book "Funny Matryoshkas", where the faces of the depicted dolls, nesting dolls, Petrushka and other characters change expression - crying, laughing, fright, etc. Thanks to the rotating circle, you can see either crying faces, or laughing, or frightened. Such a picture helps children to draw a toy more expressive.
The use of the sample in the preparatory group is even more limited than in the senior group. In decorative drawing, objects of folk decorative art are used, on which children get acquainted with the composition, the use of color, and various elements of painting. The sample is given in those cases when it is necessary to highlight any element of the pattern from the overall composition to show the features of its execution. For example, a teacher needs to teach children to draw a curl - an indispensable element of Khokhloma painting. He draws a pattern on the strip, consisting of only curls, and invites the guys to copy it. They, following the model of the educator, exercise, developing a rhythm of movement that creates a curl. Other elements that require special exercises for free mastery can also be highlighted.
Of great importance in the preparatory group are classes in which children independently create patterns based on acquaintance with objects of decorative art. Sometimes a sample can be used in subject or plot drawing, but not for the purpose of copying, but to enrich children's drawings with various details of the form. For example, when drawing a street, samples are given of various patterns of cast-iron gratings, shapes of windows and window casings, etc., that is, not a complete image of objects, but various versions of some details. When drawing, children use these patterns, fully including some detail in their drawing or partially changing it.
Demonstration of drawing techniques in the preparatory group is carried out less frequently than in other groups, since children of this age can learn a lot on the basis of only verbal explanation.
If this is necessary, the teacher partially explains and shows certain drawing techniques. For example, when depicting a person in profile, the teacher does not draw his entire figure, but only the profile of the face, explaining in words all the curves of the form. It is also good for children to first practice drawing only a profile on separate sheets, and then proceed to depict the entire figure. The teacher can also partially show the bend of the leg at the knee when walking or running. Such assistance does not prevent the child from working creatively to create an image in accordance with his ideas.
When teaching new techniques, a demonstration is necessary in all groups. In the preparatory group, the teacher teaches children to work with paints and pencils, for example, to blur paints on a large surface, to apply strokes or strokes according to the shape of an object, etc.; use new materials - sanguine, pastel.
One of the effective methods of visual learning is the teacher's drawing, that is, the process of working on it. It's easier to organize summer time when the teacher on the site draws something from nature - a landscape, a house or individual objects. Children watch the process of work, and the teacher involves them in a discussion: what should be drawn now? Where? What colour? And so on. Children can watch how the teacher prepares decorations for the holiday, drawing ornaments with national patterns. They see how he builds a pattern, picks up colors. During the lesson, preschoolers usually use the techniques they remember. In the preparatory group, there are more opportunities to use artistic verbal images.
The teacher should select such fairy tales, poems for children, where this or that image is presented most vividly. Children at this age have already acquired some life experience and mastered certain skills in the visual arts. That is why a verbal image (without a visual aid) already causes the work of thought and imagination in them.
Children can be given the task of collectively doing work, illustrating a particular work, drawing certain episodes from cartoons. For example, having chosen a theme from any work, everyone draws one episode.
The teacher can distribute the topics among the children himself, but it will be more useful if the children distribute them on their own. Such teamwork requires great coordination of actions, even if the topics were given by the educator; children must agree on how to portray the hero (his costume, turn of the body). When the drawings are ready, they are combined into a common line or book that children use in games.
Visual skills allow older children to use verbal images not only to create individual characters, but also in plot drawing with a large number of objects, conveying the environment. For example, the image created by M. Klokova in the poem "Santa Claus" is very clear in this respect. The image of Santa Claus is clearly visible: his growth is “huge”; clothes - “all in new clothes, all in stars, in a white hat and down boots. His beard is covered in silver icicles, he has a whistle of ice in his mouth ”; his movements are visible - “from the tree of tears”, “came out from behind the fir trees and birches. Here he stomped, grabbed a pine tree and patted the moon with a snow mitten. There are also details of the environment - “flying snow in the field at night, silence. In the dark sky, the moon sleeps in a soft cloud. Quiet in the field, dark, dark looking forest. The visual techniques used by the author will help children make the drawing figurative, expressive.
The children of the preparatory group are able, with a little help from the teacher, to create an image corresponding to the literary one, to feel and convey the mood of the work using various color combinations. For example, before drawing on the theme "Winter", the children with the teacher watched several times how the color of the snow changes from the illumination of the sky, the time of day. Then they read a poem by A. S. Pushkin:
Under blue skies
splendid carpets,
Shining in the sun, the snow lies,
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river under the ice glitters.
When the children began to draw, the poem evoked in their memory what they observed in nature, it revived previously experienced aesthetic feelings and helped to recreate an expressive image. Snow in their drawings is cherished with all sorts of colors - yellow, pink, blue.
When analyzing the drawings, the children of the preparatory group are already able to assess the quality of the work performed. At first, the teacher helps with questions whether the drawing is correct or not. In the future, the children independently justify the positive and negative assessments.
Preschoolers of the preparatory group develop self-criticism. For example, when selecting with a tutor the best drawings for an exhibition in the parent's corner, they may even reject their own drawings, prefer the drawing of another, where the image is given more expressively, correctly.
The teacher should encourage in the work of the children fiction, fantasy, the ability to think independently, that is, something without which a conscious, creative attitude to any work and, in particular, to schooling is impossible.