Presentation “Non-traditional drawing techniques at preschool educational institutions. Presentation for the scientific project "non-traditional drawing techniques"

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Presentation slides text content: 2017 MAUDO Yalutorovsk "Kindergarten No. 9" Tenant Marina Nikolaevna "... It's true! Well, what is there to hide? Children love, love to draw! On paper, on the pavement, on the wall. And in the tram at the window .... ”E. Uspensky Preschool childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering with joy and surprise an unfamiliar and wonderful world around him. The more diverse the child's activity, the more successful the child's diversified development is, his potentialities and the first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is visual, artistically - productive activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created. The Federal State Educational Standard distinguishes artistic and aesthetic development as a separate educational area, one of the tasks of which is the formation of elementary ideas about the types of art, the development of the prerequisites for value-semantic perception and understanding of works of art. Imagination and fantasy are the most important aspects of a child's life. And the imagination develops especially intensively at the age of 5 to 15 years. Together with a decrease in the ability to fantasize in children, the personality becomes impoverished, the possibilities of creative thinking decrease, and interest in art and creative activity dies out. In order to develop the creative imagination of children, a special organization of visual activity is needed. Currently, there are many types of non-traditional drawing techniques that allow developing the intellectual abilities of children in the process of visual activity. For example: blotography, nitkography, drawing together on a long strip of paper, drawing with a secret in three pairs of hands, bit painting, foam drawings, crayons, a candle, painting pebbles, finger painting method, monotype, drawing on wet paper, collage and much more. The main thing in my work, and in the work of any teacher, is that classes bring only positive emotions to children. And I managed to find what I needed. This is teaching children to draw in an unconventional technique. Here are some techniques: Spatter: The child draws paint on a brush and hits the brush against the cardboard held over the paper. Paint splashes onto the paper. Blotography is common: the child scoops up the gouache with a plastic spoon and pours it onto paper. The result is random spots. Then the sheet is covered with another sheet and pressed (you can bend the sheet in half, drop ink on one half, and cover it with the other.) Then the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are being drawn. Blotography with a straw: a child scoops up paint with a plastic spoon, pours it onto a sheet, makes a small spot (droplet). Then blows on this spot from the tube so that its end does not touch either the spot or the paper. The procedure is repeated if necessary. The missing details are being drawn. Blotography with a thread: the child lowers the thread into the paint, squeezes it out. Then, on a sheet of paper, he spreads an image from a thread, leaving one end free. After that, he puts another sheet on top, presses it, holding it with his hand, and pulls the thread by the tip. The missing details are being drawn. Drawing with soap bubbles: gouache is mixed with shampoo, poured into containers. Then a straw is inserted into the container and air is blown out until a cap of small bubbles is formed, the straw is carefully taken out and a clean sheet is applied on top and pressed with the palm of the hand, an imprint is obtained. The missing details are being drawn. Drawing on wet: on a sheet of paper with a sponge or a brush, moistened with water, until the sheet is dry, a drawing is applied. The image is blurry. A jab with a hard, semi-dry brush: the child lowers the brush into the gouache and strikes the paper with it, holding the brush vertically. When working, the brush does not sink into the water. Thus, the entire sheet, outline or template is filled. It turns out an imitation of a fluffy or prickly surface. Drawing with fingers: the child lowers a finger in gouache and draws dots, specks on the paper. Each finger is filled with paint of a different color. After work, the fingers are wiped off with a napkin, then the gouache is easily washed off. Palm drawing: the child lowers his palm (the whole brush) into gouache or paints it with a brush and makes a print on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off. Candle + watercolor: the child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candlestick pattern remains white. Crayons + watercolors: The child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The crayon drawing remains not painted over. Black and white scratchboard: a child rubs a sheet with a candle so that it is covered with a layer of wax. Then mascara is applied to it with liquid soap. After drying, the drawing is scratched with a stick. Colored scratchboard: colored spots are applied to a sheet of paper with watercolors, then the sheet is rubbed with a candle so that it is covered with a layer of wax. Then the sheet is painted over with ink and liquid soap. After drying, the drawing is scratched with a stick. Monotype is one print. To make it, you need polyethylene or paper as a basis for applying watercolor or gouache stains on them, then a blank sheet of paper is applied on top of the drawing, gently ironed on top by hand and removed. It turns out an imprint, which, like blotography, can be completed. Cork imprint: A child presses the cork against a ink pad and prints on the paper. To obtain a different color, both the bowl and the cork are changed. Similarly, prints are made with seals from potatoes, an eraser, crumpled paper, foam rubber, foam. Leaf prints: A child covers a leaf of a tree with paints of different colors, then applies it to the paper with the painted side to make a print. Each time a new sheet is taken. The petioles of the leaves can be painted with a brush. REFERENCES: Davydova, G.N. Non-traditional drawing techniques in kindergarten. Part 1, - Moscow: Scriptorium Publishing House 2003, 2007. - 80 pp. Davydova, G.N. Non-traditional drawing techniques in kindergarten. Part 2, - Moscow: Scriptorium Publishing House 2003, 2007. - 72 p. Beauty. Joy. Creativity: a program of aesthetic education for children 2-7 years old / Edited by TS Komarova, A.V. Antonova, M.B. Zatsepina. - M .: Pedagogical Society of Russia, 2000. Drawing with preschool children: Non-traditional techniques, planning, class notes / Ed. R.G. Kazakova - M .: TC Sphere, 2007 .-- 128 p. Children are happy to work in different techniques. I hope my collection will help in your work. Develop creativity, imagination of children. Wish you success!

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Topic: "Non-traditional drawing techniques in preschool educational institutions and their role in the development of preschool children." "The origins of the abilities and gifts of children are at the fingertips. From the fingers, figuratively speaking, come the finest threads and rivulets that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child." V.A. Sukhomlinsky.

In the process of non-traditional drawing, the child develops comprehensively. Such activities do not tire preschoolers; children remain highly active and work capacity throughout the time allotted for the task. Non-traditional techniques allow the teacher to carry out an individual approach to children, to take into account their desire and interest. Their use contributes to the intellectual development of the child, the correction of mental processes and the personal sphere of preschoolers.

Many types of non-traditional drawing, contribute to an increase in the level of development of hand-eye coordination (for example, drawing on glass, painting fabric, drawing with chalk on velvet paper, etc.), as well as the coordination of fine motor skills of the fingers.

The purpose of my work is to create pedagogical conditions for the development of the creative imagination of children through the use of non-traditional drawing techniques and techniques. Having studied the works of various authors, I found a lot of interesting ideas and set myself the following tasks: To form technical drawing skills in children. Introduce children to various non-traditional drawing techniques. Teach you to create your own unique image using various drawing techniques.

Studied work experience: IA Lykova “Program of artistic education, training and development of children 2-7 years old. "Colored palms"; AV Nikitina "Non-traditional drawing techniques"; G.N. Davydov "Non-traditional drawing techniques"; R.G. Kazakova "Drawing lessons with preschoolers". At the preparatory stage, I got acquainted with the methodological literature of various authors, such as A.V. Nikitina "Non-traditional drawing techniques in kindergarten", I.А. Lykova - "Methodological manual for specialists of preschool educational institutions", T.N. Doronova - “Nature, art and visual activity of children” by R.G. Kazakova "Visual activity in kindergarten".

1. Preparatory - introductory 2. At the second stage - reproductive, I set the task: to acquaint children with various means of expression. 3. The third stage is constructive. The task of this stage is to teach children to perform collective work, organize joint activities (with each other, with a teacher). Stages:

1. Handprint 2. Using a signet 3. Drawing with a pen 4. Drawing with a finger. 5. Monotype. 6. Drawing on a stencil with a swab. 7. Drawing by the poke method. 8. Blotography. 9. Spray. 10. Scratchboard. 11. Drawing with soap bubbles. 12. Drawing with crumpled paper 13. Instead of a brush - a hole punch. 14. Nitkography. Methods and techniques of non-traditional drawing

It is recommended to use with children of younger preschool age: drawing with fingers; imprint with potato seals; drawing with palms. Children of middle preschool age can be introduced to more complex techniques: jabbing with a hard, semi-dry brush. foam rubber printing; cork printing; wax crayons + watercolor; candle + watercolor; leaf prints; hand drawings; drawing with cotton swabs; magic ropes. And in older preschool age children can master even more difficult methods and techniques: drawing with sand; drawing with soap bubbles; drawing with crumpled paper; blotography with a straw; landscape monotype; stencil printing; subject monotype; blotography is common; plasticineography.

I used the following means - the joint activity of the educator with the children, - the independent activity of the children. I used the following methods: informational verbal, practical. The information method includes the following technique: - examination - observation - excursion - teacher's example - teacher's show The verbal method includes - conversation - story - using teacher's samples - artistic word Practical method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring the skill to automatism, it includes the technique of repetition of work on drafts, the implementation of form-building movements with the hand.

Criteria 2 younger group Middle group Senior group Preparatory group% of manifestation 1. Artistic and aesthetic perception 18 22 29 41 2. Manifestation of creativity 21 29 33 54 3. Manifestation of initiative 20 34 42 59 4. Manifestation of independence 23 36 48 61 5. Manifestation of individuality 21 43 52 59 6. Using expressive means 24 45 51 64 7. Mastering ways to create images 28 42 54 60 8. Vision of artistic images 19 39 46 62 9. Planning activities 18 28 51 70 10. Skills and ability to use tools 17 28 49 Analysis of the effectiveness of drawing skills by groups: 1. Preparatory stage:

Criteria 2 younger group Middle group Senior group Preparatory group% of manifestation 1. Artistic and aesthetic perception 19 24 32 45 2. Manifestation of creativity 23 30 34 56 3. Manifestation of initiative 22 34 45 60 4. Manifestation of independence 24 37 49 65 5. Manifestation of individuality 25 45 54 63 6. Using expressive means 23 47 53 65 7. Mastering ways to create images 30 44 56 67 8. Vision of artistic images 22 41 49 62 9. Planning activities 20 29 54 85 10. Skills and ability to use tools 21 35 50 86 2. The main stage:

Criteria 2 younger group Middle group Senior group Preparatory group% of manifestation 1. Artistic and aesthetic perception 29 34 38 46 2. Manifestation of creativity 33 37 38 56 3. Manifestation of initiative 28 39 48 64 4. Manifestation of independence 32 39 49 66 5. Manifestation of individuality 35 48 53 65 6. Using expressive means 33 49 57 67 7. Mastering ways to create images 34 48 59 67 8. Vision of artistic images 29 46 51 76 9. Planning activities 28 35 57 85 10. Skills and ability to use tools 29 38 58 88 3. Final stage:

Conclusion: having analyzed the effectiveness of drawing skills in groups dealing with non-traditional drawing techniques, I came to the conclusion that there is a positive trend in children of the preparatory group, since they have mastered many types of non-traditional drawing techniques and fine motor skills of fingers are more developed.

Conducting classes using non-traditional techniques contributes to: - Removing children's fears; - Develops self-confidence; - Develops spatial thinking; Teaches children to freely express their ideas Encourages children to creative searches and solutions; Teaches children to work with a variety of materials; Develops a sense of composition, rhythm, color, color perception; a sense of texture and volume; Develops fine motor skills of the hands; Develops creativity, imagination and flight of fantasy; While working, children get aesthetic pleasure.

Tatiana Laskovets
Presentation "Non-traditional drawing techniques in preschool educational institutions"

Drawing unconventional ways in kindergarten.

Preschool childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering with joy and surprise an unfamiliar and wonderful world around him.

One of the main activities of children attending a preschool educational institution in all age groups is Painting.

My experience with children in kindergarten showed: exactly unconventional painting techniques create an atmosphere of ease, openness, promote the development of initiative, independence in the classroom.

The result of visual activity cannot be bad or good, the work of each child is individual and unique. Drawing in these ways, children are not afraid to make mistakes, since everything can be easily corrected, and from a mistake you can easily come up with something new, and the child gains self-confidence, overcomes "Fear of a blank sheet of paper" and begins to feel like a little artist. He has INTEREST, and at the same time DESIRE paint. Paint you can do anything and wherever and however you want! The variety of materials poses new challenges and forces you to come up with something all the time.

So what does it refer to unconventional painting techniques: drawing with cereals, drawing on raw, nitkography, monotype, blotography, drawing with a cabbage leaf, drawing with a toothbrush, Painting fingers and palms, drawing with stamps(print, scratchboard and much more.

Introducing children to unconventional painting techniques I started in the younger group with drawing fingers is the easiest way to get an image. This way drawing provides the child with freedom of action. The kid lowers his finger in gouache and applies dots, specks on paper.

I started my work with one color, gave me the opportunity to try different movements, leave different prints,

and then gave two or three colors ( "Grape", "Kid", "Autumn bushes", "Decorate the Christmas tree" and etc.).

Later taught draw children with the palm of your hand... Children really like this method. drawing("Cockerel", "Sun").

With pleasure, the guys have mastered drawing technique corks and seals from potatoes, carrots, apples. This technique allows you to repeatedly depict the same object, composing a variety of compositions from its prints, decorating postcards, napkins, scarves, etc.

The child presses the signet to the ink pad and prints it onto a sheet of paper. To obtain a different color, both the bowl and the seal are changed.

We painted: "Flowers rejoice in the sun"

"Apples"

"Flowers"

"Butterflies" and many others. dr.

Painting with a cotton swab and pencil

It is very difficult for a kid to hold a pencil correctly in his hand. In addition, you need to press on him so that a trace remains on the paper. Easier to start learning drawing with cotton swabs... It will be more convenient for small fingers to hold a light stick, and the drawing will turn out by itself. This kind drawing refers to an unconventional technique ideal for kids doing drawing first steps, that is, strokes.

Overall, the process drawing with cotton swabs comes down to the fact that the child is offered a sheet of paper with a ready-made contour drawing. At first, it is better to use paint of only one color, so that the crumbs are not tempted to arrange multi-colored splashes or mix all the colors together. Dots can be draw everything whatever you wish - a dragonfly, a fish, a butterfly, a snake, a tree, an apple, etc.

No less interesting for a child painting technique with foam or a sponge, the child presses the foam, foam rubber to a stamp pad with paint and makes an impression on the paper. To get a different color, both the bowl and the foam are changed.

Here we draw on the topic "Golden Autumn"

Interesting for children crumpled paper painting technique.

Image acquisition method: The child presses the crumpled paper against the ink pad and prints the paper. To get a different color, both the saucer and the crumpled paper are changed.

These are the original kitty and hedgehog we got.

Also at drawing with this technique it is easy to mix colors, depicting the colorfulness of autumn leaves, sky, grass.

Taught children paint"With a jab with a hard, semi-dry brush"... The child lowers a brush into the gouache and strikes the paper with it, holding it vertically. When working, do not lower the brush into water. You can fill in an entire sheet, outline, or template. This we use technique, if needed draw anything fluffy or prickly.

For example, we drew on themes: "My favorite pets", "Furry, elegant herringbone", "Cheerful Snowman"

Very interesting paint with leaf prints... Walking with children on the kindergarten site, we collect leaves from different trees, differing in shape, size and color.

Cover the leaves with paint, then put the painted side on a sheet of paper, press and remove, you get a neat color print of the plant.

These are the drawings we got.

Painting watercolor on a candle or wax crayons

It will take: wax crayons or a candle, thick white paper, watercolor, brushes.

Image acquisition method: the child draws with a candle "on paper. Then paints the sheet with watercolors in one or more colors. The drawing with a candle remains white."

From the senior group we learn draw with technique"Monotype".

She, in turn, is divided into 2 types. Subject monotype and landscape monotype. Subject monotype usually begins to be used with children of the older group. We fold a sheet of paper in half and draw half of the depicted object on one half of it. Then fold the sheet in half again.

In this technique we mainly draw symmetrical objects. Interestingly, work was carried out on the following themes: "Wonderful butterflies", "Magic tree", "Wonderful bouquet".

In the preparatory group, children get acquainted with a more complex technique

landscape monotype.

The child folds a sheet of paper in half. On one half of it, a landscape is drawn, on the other, it is reflected in a lake, river (imprint)... The landscape is executed quickly so that the paint does not dry out. The half of the sheet intended for the imprint is wiped with a damp sponge. The original drawing, after a print has been made from it, is enlivened with paints to make it more distinct from the print.

Blotography.

It is to teach children how to make blots. (black and multicolored). It will take: liquid paint (watercolor or gouache, brush, white paper.

Methodology drawing: a child, having typed paint on a brush, drips from a certain height to the middle of the sheet, then tilts the paper in different directions or blows on the resulting drop. Fantasy will then tell you who the resulting blot looked like.

After that, without forcing the child, but showing, we recommend moving on to the next stage - circle or painting blots... The result can be a whole plot.

One of the varieties of blotography is blotography with a tubule.

The child scoops up the gouache with a plastic spoon and pours it onto the sheet, making a small stain (droplet)... Then blows on this spot from the tube so that its end does not touch either the spot or the paper. The procedure is repeated if necessary. Missing parts are completed.

Another interesting technique Nitkography

It will take: thread, brush, bowl, gouache paints, white paper.

The child lowers the thread into the paint, squeezes it out. Then, on one half of a sheet of paper folded in half, he spreads an image from the thread, leaving one end free. After that, he puts another sheet on top, presses it, holding it with his hand, and pulls the thread by the tip.

When the leaf is opened, some kind of image is obtained there, which can be finish painting to the conceived image.

Technique"Splash"

The child picks up paint on a brush and hits the brush against the cardboard he holds over the paper. Paint splashes onto the paper.

« Painting comb and toothbrush "

Due to the harsh, dense, evenly spaced bristles, it allows you to quickly and easily tint paper or apply design elements with different ink densities.

The brush cannot be wetted too much, that is, we dip a semi-dry toothbrush in gouache, the consistency of gruel, and you can start working.

Technique"Colored scratchboard"

The child rubs a sheet with a candle so that it is covered with a layer of wax. Then the sheet is painted over with gouache mixed with liquid soap.

After drying, the drawing is scratched with a stick. Further it is possible finishing missing details in gouache.

Drawing with a cabbage leaf.

The child covers a cabbage leaf with paints of different colors, then applies it to the paper with the colored side to obtain a print.

Each time a new sheet is taken. Missing parts painted with a brush.

TechniqueFrottage

It is rightly said that everything new is the forgotten old. I remember how, as a child, they put coins under a sheet of paper, and then shaded the paper in this place, getting quite decent "money" for playing in the store.

frottage-means- "rub"... The child covers the stencil or embossed picture with a blank sheet of paper, and shades the paper in this place with a pencil. Missing parts are completed.

Plasticineography

Interesting technique, is plasticineography. That is, drawing using plasticine. For children of younger preschool age, such technique working with plasticine may seem difficult, this is due to insufficient development of musculoskeletal tissue, as well as an inability to concentrate and be persevering for a long time. Therefore, to involve in this technique better than kindergarten children.

As a variant of plastinography, the idea of ​​coloring black and white pictures using plasticine. Any drawing or contour from coloring is taken as a basis and instead of felt-tip pens and pencils, the child uses plasticine of the desired colors. As a result, the picture is very original and embossed. This leads children to indescribable delight.

And in conclusion, I would like to tell: ways and techniques there is still a lot of unconventional drawing, but when choosing one or another painting techniques, it is necessary first of all to take into account the age and individual characteristics of children. Of course, of those present here, not only preschool teachers, but after all, each of you has children and grandchildren. And I hope that mine presentation will be useful to you not only as teachers, but as mothers and grandmothers.

I wish you success. Thank you for the attention.

Parents' meeting in kindergarten. Topic: presentation of a circle on non-traditional drawing technique "Magic Colors"

Presentation of a circle on non-traditional drawing technique "Magic Colors"

Non-traditional drawing techniques in kindergarten

Presentation of the teacher MKDOU d / s № 64 Dirkonos M.N.

Unconventional techniques

They rely on an unusual combination of materials and tools. Drawing in non-traditional ways is a fun activity that surprises and delights children.

Children feel unforgettable, positive emotions, and by emotions one can judge the child's mood, what makes him happy, what makes him sad.

Carrying out classes using non-traditional techniques:

• Helps relieve children's fears;
• Develops self-confidence;
• Develops spatial thinking;
• Encourages children to creative searches and solutions;
• Teaches children to work with a variety of materials;
• Develops fine motor skills of the hands;
• Develops creativity, imagination and flight of fantasy.
• While working, children get aesthetic pleasure.

Working with unconventional techniques , we take into account

• 1. The sensitive age of children when referring to one or another unconventional technique of performing the image;
• 2. Means of expressiveness, providing the image with artistic qualities.
• 3. Materials and tools used to make images on a plane using non-traditional techniques;
• 4. Methods for obtaining images based on the use of non-traditional techniques for performing images on a plane.

junior preschool age

• finger drawing;
• imprint with potato seals; stopper
• drawing with palms.

middle preschool age

• jab with a hard, semi-dry brush.
• foam rubber printing;
• foam printing
• wax crayons + watercolor;
• candle + watercolor;
• crumpled paper impression
• magic ropes.

senior preschool age

• drawing with salt, sand;
• drawing with soap bubbles;
• splatter
• blotography with a straw;
• landscape monotype;
• stencil printing;
• subject monotype;
• blotography is common;
• plasticineography.

Drawing with fingers ("fingers-palette")

1. Sensitive age of children: from 2 years old.

2. Means of expressiveness: spot, point, short line, color.

3. Materials and tools: bowls with gouache, thick paper of any color, napkins.

4. Methods for obtaining an image: a child puts a finger in gouache and applies dots, spots on the paper (depending on the idea - drawing berries, bunches; chaotic filling the sheet with colored spots - drawing mood). After work, the fingers are wiped off with a napkin, then the gouache is easily washed off.

Insert a picture

Hand drawing

1Sensitive age: from 2 years.

2. Means of expressiveness: spot, color.

3. Materials and tools: wide saucers with gouache, brush, thick paper, napkins.

4. Methods of obtaining an image: the child lowers his palm in gouache or paints it with a brush and makes a print on paper. The print is finalized with a brush to obtain an image (birds, trees). After work, hands are wiped off with a napkin, then the gouache is easily washed off.

Potato, cork print

1. Sensitive age: from years.

2. Means of expressiveness: texture, stain, color.

3. Materials and tools: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, prints from potatoes or bottle corks.

4. Methods of obtaining an image: a child presses a cork or seal from a potato against a stamp pad with ink and prints on the paper. To get a different color, the bowl and foam rubber are changed.

Paper rolling

Insert a picture

2. Means of expressiveness: texture, volume.

3. Materials and tools: napkins or colored double-sided paper, PVA glue, brush, thick paper or colored cardboard for the base.

4. Methods of obtaining an image: the child crumples the paper in his hands until it becomes soft. Then he rolls a ball out of it. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After that, the paper lump is dipped into the glue and glued to the base.

Drawing with a plastic bottle

• Sensitive age from 4 years.
• Means of expressiveness: stain, color, texture.
• Materials and tools: gouache, water, plastic bottle.
• Methods of obtaining an image: dilute the gouache of the desired color in a bowl, the child dips the bottom of the bottle in paint, making prints on paper. Then you can finish painting the details.

"Candle and watercolor"

1. Sensitive age: from four years.

2. Means of expressiveness: color, line, spot, texture.

3. Materials and tools: candle, thick white paper, watercolor, brushes.

4. Methods of obtaining the image: the child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candlestick pattern remains unpainted.

Common blotography

2. Means of expressiveness: spot.

3. Materials and tools: paper, tons of liquid diluted gouache in a bowl, a plastic spoon.

4. Methods of obtaining the image: the child scoops up the gouache with a plastic spoon and pours it onto the paper or picks up the paint diluted with water with a thick brush and puts the blots on a sheet of paper, gently shaking it off. The result is random spots. Then the sheet is covered with another sheet and pressed. The top sheet is then removed and the image is carefully examined to determine what it looks like. The missing details are being drawn.

Leaf prints

1. Sensitive age: from five years.

3. Materials and tools: paper, leaves of different trees (preferably fallen), gouache, brush.

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

Spray painting technique

1. Sensitive age: from five years.

2. Means of expressiveness: point, texture.

3. Materials and tools: paper, gouache, hard brush or comb, toothbrush, stencils., Cardboard 5 * 5

Methods of obtaining an image: a child picks up paint on a brush and lightly hits it on the cardboard that he holds over the paper - the paint is sprayed onto the paper. You can also use a toothbrush or comb to spray paint.

Subject monotype

1. Sensitive age: from five years.

2. Means of expressiveness: spot, color, symmetry.

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

4. Methods of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects for drawing are chosen symmetrical). After painting each part of the subject, until the paint has dried, the sheet is folded in half again to produce a print. Then the image can be decorated by working through the details each time folding the sheet in the same way.

BLOT WITH THREAD

Insert a picture

1.Sensitive age: from 5 years old

2. Means of expressiveness: spot.

3.Materials: paper, ink or gouache, liquid diluted in a bowl, a plastic spoon, cotton thread of medium thickness.

4. The method of obtaining the image: we lower the thread into the paint, squeeze it out, then lay the image out of the thread on a sheet of paper. After that, put another sheet on top, press it, hold it with your hand, and pull the thread by the tip. The missing details are being drawn.

Painting with salt and gouache

Insert a picture

Sensitive age: from 5 years

Means of expressiveness: color, texture.

Material: paper, gouache, PVA glue, salt, brushes.

Method of obtaining an image: draw an image with a simple pencil, apply PVA glue, dry, paint with gouache.

Colored scratchboard

1. Sensitive age: from six years.

2. Means of expressiveness: line, stroke, contrast, color.

3. Materials and tools: colored cardboard or thick paper, previously tinted with watercolors or gouache, a candle, a wide brush, bowls for gouache, a stick with a sharpened end or an empty rod, liquid soap.

4. Methods of obtaining an image: a child rubs a sheet of paper with a candle so that it is covered with a layer of wax. Then the sheet is tinted with a layer of gouache (contrasting in color) with the addition of liquid soap. After drying, the drawing is scratched with a stick. Further, it is possible to refine the missing details with gouache.

Insert a picture

DRAWING WITH SOAP BUBBLES

Sensitive age: from 6 years

Means of expressiveness: spot, contrast, color.

Materials and tools: liquid soap, water, gouache, cups, tubes.

Methods of obtaining an image: dilute gouache in a glass of water, add liquid soap, blow through a tube until a colored soapy foam forms, bring a sheet, make an imprint, dry it out, add details.