Municipal educational institution - secondary general education

school number 3 of the city of Marx, Saratov region. L.G. Venediktova
Structural subdivision of MDOU d / s No. 1

ACCEPTED

at the meeting of the teachers' council
MOU-SOSH No. 3 SP MDOU d / s No. 1
"_____" __________ 2017
protocol No. ___ dated ________ 2017

APPROVED BY
director of MOU-SOSH №3
Gorbunova N.V. _____________
order No. ____ dated "___" ______ 2017.

Working programm

for artistic and aesthetic development, for visual activity using non-traditional drawing techniques

"The world of magic colors" for children 6-7 years old (preparatory group)

(within the framework of the teaching materials of the main educational program "From birth to school" edited by Veraks N.E., Komarova T.S., Vasilyeva M.A.)

for the 2017 -2018 academic year.

Compiled by:

Educator I categories

Latysheva N.V.

Marks, 2017

I ... Target section

1.1 Explanatory note ………………………………………………… ..… ..3 - 5

1.2 Practical significance of the program …………………………………… ..… 5

1.3 Pedagogical expediency ……………………………………………………………………… 5 - 6

1.4 Purpose and objectives of the work program …………………………………………… .6 - 7

1.5 Principles and approaches in the organization educational process…………..7 - 8

1.6 Features of the development of older preschool children ………… ..… .8 - 9

1.7 Planned results of the development of the program ………………………… ...… .9

II ... Content section

2.1 The content of the educational process in the preparatory group ..................... 10 - 11

2.2 Forms, means and methods of program implementation ……………………….… .11 - 12

2.3 Non-traditional drawing techniques and technology of their application ... ... ... .... 12 - 16

III ... Organizational section

3.1 Conditions for the implementation of the program ……………………………………………… .17 - 22

3.2 Working conditions under the program ……………………………………………… ... 22 - 23

3.3 Long-term planning of art classes using non-traditional drawing techniques for children 6-7 years old (preparatory group)

………………………………………………………………………………………….24 - 43

List of used literature ……………………………………………… ... 44

Application

GCD abstracts

I ... Target section

1.1 Explanatory note

“The origins of children's abilities and talents are at their fingertips. From the fingers, figuratively speaking, there are the finest threads - streams that feed the source of creative thought. In other words, “the more skill in a child’s hand, the smarter the child is,” V.A. Sukhomlinsky.

Fine art is one of the oldest areas of art. Every child is born an artist. You just need to help him awaken his creative abilities, open his heart to goodness and beauty, help him realize his place and purpose in this wonderful world.

Preschool age is the most appropriate period for aesthetic and artistic development, because it is at this age that children have great potential for fantasy, creativity based on self-expression, self-development, cooperation, and co-creation.

The main purpose modern system additional education is the upbringing and development of the child's personality. Achievement of this goal is not possible without the implementation of the tasks facing the educational field of "artistic creativity", a component of which is the fine arts. The visual arts have variety and techniques. Often the child is not familiar enough, traditional ways and the means to express your fantasies.

Many scientists, educators, psychologists, educators are trying to re-evaluate traditional approaches to artistic education children. Such searches lead to a revision of the familiar and well-known, help not to stop at what has already been achieved, "shake up", and enrich. As a result of such searches and discoveries, children's activities are becoming more free, joyful and successful!

After analyzing the author's developments, various materials, as well as advanced experience with children, accumulated on the present stage domestic and foreign teachers - practitioners, I became interested in the possibility of using non-traditional methods of art in working with preschoolers in the development of imagination, creative thinking and creative activity. In my work, I decided to turn to non-traditional art techniques to increase children's interest in art. Unconventional painting techniques showcase unusual combinations of materials and tools. The formation of an artistic image among preschoolers occurs on the basis of the practical interest of developing activity.

Novelty of the present program lies in the fact that the use of this technique has not yet become widespread enough and has not taken root, these techniques are rather experimental.

The pedagogical experience of using these techniques has not yet been systematized, generalized and not represented (to the proper extent) in modern educational programs. In the methods of image (quite simple in technology) there is no rigid assignment and strict control, but there is creative freedom and genuine joy.

The result is usually very effective and almost does not depend on the skills and abilities of the child.

Unusual techniques are like a game in which the enormous potential of children is revealed. Even the most traditional technique can be transformed into original if applied on the basis of unconventional materials... For example, with ordinary paints, felt-tip pens, pencils, you can draw on white and colored, dry and wet, even and wrinkled, smooth and sandpaper. You can invent your own methods and techniques from what is at hand. And you can master new materials: pencils - wax, oil; paints - stained glass, mother-of-pearl, acrylic ... It is very interesting to paint on sand, birch bark, natural stone with charcoal, bird's feather, pine cone, string.

As well as relevance the program is due to the fact that there is a convergence of the content of the program with the requirements of life. Nowadays there is a need for new approaches to teaching aesthetic arts capable of solving modern problems of creative perception and personality development in general. In the system of aesthetic, creative education of the younger generation special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world, contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, fosters purposefulness, perseverance, a sense of mutual assistance, gives the opportunity for creative self-realization of the individual. Children get acquainted with a variety of non-traditional ways of drawing, their features, the variety of materials used in drawing, learn to create their own drawings on the basis of the knowledge gained. The program is aimed at introducing children to creativity through art. Thus, a creative personality develops, capable of applying their knowledge and skills in various situations.

The method of working with children is built in such a way that by means of art and children's artistic activity, the following qualities are formed in children: independence, initiative, creative activity, which allow self-realization in various types and forms of artistic creative activity; to reduce notoriousness, stiffness.

This program is based on an understanding of the priority of educational work aimed at developing perseverance, accuracy, patience, the ability to concentrate, fine motor skills and coordination of hand movements in children. The development of creative and communication skills of preschoolers on the basis of their own creative activity is also a distinctive feature of this program.

Work program for additional education of preschoolers in preparatory school for the group "The World of Magic Colors" is a part Basic educational programMOU Secondary School No. 3, Marx, Saratov Region named after L.G. Venediktova structural unit MDOU d / s No. 1"Healthy baby" and obeys its main goal -achieving best results on the formation of a creative, intellectual, spiritually, physically and culturally-developed personality, capable of conscious perception of the phenomena of the surrounding world and self-development.

The work program for the section "Visual activity" is drawn up on the basis of the mandatory minimum content of the federal component state standard- development of older children "Time requirements" to the content and methods of education and training, implemented in a preschool educational institution "taking into account the general educational program of preschool education
"From birth to school" edited by Veraks N.Ye., Komarova TS, Vasilyeva MA and is designed for 1 year of study.

A distinctive feature of the program for senior preschool children "The World of Magic Colors" is that classes are aimed at developing artistic and creative abilities in preschoolers through teaching non-traditional drawing techniques.

Firstly, teaching experience the application of these techniques of non-traditional drawing has not yet been systematized, generalized and not represented (to the proper extent) in modern educational programs.

Secondly, these techniques have not gained widespread acceptance or "ingrained", they are rather experimental.

Thirdly, non-traditional art techniques are just beginning their history in art pedagogy, although they have been known for many years.

Fourthly, in the methods of image (quite simple in technology) there is no rigid prescription and strict control, but there is creative freedom and genuine joy, the result is usually very effective.

Unusual techniques are like a game in which the enormous potential of children is revealed. Even the most traditional technique can be transformed into original if it is applied on the basis of unconventional materials.

During the implementation of the program, children get acquainted with the following drawing techniques:

"Finger painting" (paint is applied with a finger, palm);

monotype;

drawing with a candle;

drawing on wet paper;

painting by splashing paint;

impressions of stamps of various types;

"Bitmap";

• blotography (blowing with a straw, drawing from the spot);

  drawing with a hard brush (poke);

1.2 The practical significance of the program

Non-traditional drawing techniques are a real flame of creativity, it is an impetus to the development of imagination, the manifestation of independence, initiative, expression of individuality.

An unconventional approach to execution gives an impetus to the development of children's intelligence, pushes the child's creative activity, teaches them to think outside the box. New ideas arise related to combinations of different materials, the child begins to experiment, create. Drawing in unconventional ways exciting, mesmerizing activity. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves.

The path to creativity for them has many paths, known and still unknown. Creativity for children is a reflection of mental work. Senses, mind, eyes and hands are the instruments of the soul. The creative process is a real miracle. "In creativity there is no right path, no wrong path, there is only your own path."

1.3 Pedagogical relevance

From many years of experience working with children on the development of artistic and creative abilities in drawing, it became clear that standard sets of visual material and methods of transferring information are not enough for modern children, since the level of mental development and the potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give an impetus to the development of children's intelligence, activate the creative activity of children, teach them to think outside the box.

All classes in the program developed by me are of a creative nature. Classes under the program "The World of Magic Colors" are aimed at the implementation of basic tasks artistically - creative development children. Drawing with unusual materials, original techniques allows children to experience unforgettable positive emotions. Non-traditional drawing gives children a lot of positive emotions, reveals new possibilities of using objects that are well known to them as art materials, and surprises with its unpredictability. Original drawing without a brush and pencil relaxes the child, allows him to feel the colors, their character, mood. Unbeknownst to themselves, children learn to observe, think, fantasize. The teacher must awaken in every child faith in his creativity, individuality, uniqueness, the belief that he came into this world to create goodness and beauty, to bring people joy.

Conducting classes using unconventional techniques for this program:

Develops self-confidence.

Helps relieve children's fears.

Teaches children to freely express their ideas.

Encourages children to creative searches and solutions.

Forms children's skills in working with a variety of artistic, natural and waste materials.

Develops fine motor skills of the hands. Develops creativity, imagination and fantasy flight. While working, children get aesthetic pleasure.

Confidence in their creative abilities is fostered through the use of various isotechnics.

The program for introducing a child to a variety of non-traditional drawing techniques and isomaterials is based on the following principles:

The principle of seasonality: the construction of cognitive content, taking into account the natural and climatic characteristics of a given area at a given time.

The principle of consistency and consistency: setting objectives. “From simple to complex”, from “Unknown to known”.

The principle of conformity to nature: setting tasks for the artistic and creative development of children, taking into account age characteristics and individual abilities.

The principle of the developing nature of art education.

The principle of interest: building based on the interests of children, a playful form of material presentation.

Personally - oriented approach to every child.

Activity, controllability, an individual approach to teaching and artistic development of children, the availability of material, its repetition, the construction of program material from simple to complex, visibility.

Based on all of the above, the goal of the program is determined.

1.4 Purpose of the program : the formation of an emotional and sensual inner world, the development of fantasy, imagination and creative abilities of preschool children.

Objectives of the program:

Educational:

teach the techniques of non-traditional drawing techniques and methods of image using various materials;

introduce children to the visual arts different types and genres, to form children's ability to understand expressive means art;

to form children's ability to see and understand the beauty in life and art, to enjoy the beauty of nature, works of classical art, surrounding objects, buildings, structures;

lead children to create an expressive image when depicting objects and phenomena of the surrounding activity;

to form the ability to evaluate the created images;

Developing:

develop emotional responsiveness in the perception of pictures, illustrations: (draw the attention of children to expressive means, teach them to notice the combination of colors);

develop the creativity of children;

develop aesthetic perception artistic images and objects of the surrounding world as aesthetic objects

develop in children the ability to convey the same form or image in different techniques

Educational :

to instill in children an interest in visual activity;

foster a culture of activity, develop cooperation skills.

foster artistic taste and a sense of harmony;

cultivate perseverance, patience, diligence;

foster independence in completing assignments;

bring up moral qualities, namely the tolerance of benevolence towards others

to develop the ability to organize the workplace and clean it.

1.5 Principles and approaches in the organization of the educational process

building educational activities on the basis of the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;

taking into account the age and psychological characteristics of children;

assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

supporting the initiative of children in various activities;

game form of material presentation;

cooperation of the Organization with the family;

familiarizing children with socio-cultural norms, traditions of the family, society and the state.

1.6 Features of the development of older preschool children

This is the age of active development of the child's physical and cognitive abilities, communication with peers. The game remains the main way of knowing the surrounding world, although its forms and content change. The child continues to actively explore the world around him. He not only asks many questions, but also himself formulates the answers or creates versions ... His imagination is involved almost 24 hours a day and helps him not only to develop, but also to adapt to the world, which is still difficult and inexplicable for him. Wants to show himself to the world. He often attracts attention because he needs a witness to his self-expression. Sometimes for him negative attention is more important than none, so the child can provoke an adult to attract attention with "bad" actions. He can hardly measure his own “want” with other people's needs and capabilities, and therefore constantly checks the strength of the boundaries set by other adults, wanting to get what he wants. I am ready to communicate with peers, learning through this communication the rules of interaction with peers. Gradually moves from role-playing games to games according to the rules, in which a mechanism for controlling one's behavior is taking shape , which then manifests itself in other types of activity .

In productive activity, children know what they want to portray, and can purposefully follow their goal, overcoming obstacles and not abandoning their design, which is now becoming anticipatory. They are able to portray anything that piques their interest. The created images become similar to a real object, recognizable and include many details. It may not only be images individual items and plot pictures, but also illustrations for fairy tales, events. The drawing technique is being improved and complicated. Children can convey the characteristic features of an object: shape outlines, proportions, color. In drawing, they can create color tones and shades, master new ways of working with gouache (wet and dry), use different ways of overlaying a color spot, and color as a means of conveying mood, state, attitude to the depicted or highlighting the main thing in the drawing. Techniques of decorative decoration become available to them.

In sculpting, children can create images from nature and from imagination, also conveying the characteristic features of familiar objects and using different methods of sculpting (plastic, constructive, combined).

In the application, preschoolers master the techniques of cutting out the same figures or parts from paper folded in half with an accordion. They have a sense of color when choosing paper in different shades. Children are able to design according to the scheme, photographs, given conditions, their own idea of ​​\ u200b \ u200bbuilding from a variety of building material complementing them with architectural details; make toys by folding paper in different directions; to create figurines of people, animals, heroes of literary works from natural material. Most important achievement children in this educational area is mastering the composition (frieze, linear, central), taking into account spatial relations, in accordance with the plot and their own intention. They can create multi-figured plot compositions by placing objects closer and further. Children show interest in teamwork and can negotiate with each other, although they still need the help of a teacher.

The most important achievement of children in this educational area is the mastery of composition (frieze, linear, central), taking into account spatial relationships, in accordance with the plot and their own intentions. Children can create multi-figure plot compositions by placing objects closer, further away.

They show interest in collective work and can negotiate with each other, although they still need the help of a teacher.

The world is not only stable in the child's perception, but can also act as a relational one (everything is possible for everyone); the conditional plan of action formed in the previous period of development is embodied in the elements of figurative thinking, reproducing and creative productive imagination; the foundations of the symbolic function of consciousness are formed, sensory and intellectual abilities are developed. By the end of the period, the child begins to put himself in the place of another person: to look at what is happening from the standpoint of others and to understand the motives of their actions; independently build an image of the future result of productive action. Unlike a child early age, who is capable only of elementary distinction between such spheres of reality as the natural and man-made world, “other people” and “I myself,” by the end of preschool age, ideas about various aspects of each of these spheres are formed. Appreciation and self-esteem are born. By the age of 7, the prerequisites for a successful transition to the next level of education are formed.

1.7 Planned results of the development of the Program

In children:

New techniques of graphic activity have been mastered.

Developed creativity, manual skills, spatial representation, compositional skills, volitional qualities - perseverance, patience.

Formed the ability to bring the matter to the end.

The development of integrative qualities: they compare objects, highlighting their features for artistic and pictorial purposes; smoothly and rhythmically depict shaping lines; depict objects from memory; use color to create different looks; create compositions on sheets of paper of different shapes; convey the mood in creative work; use different techniques of non-traditional drawing; comment on their creative work in detail.

Children can:

use tools, materials, devices for non-traditional artistic creativity;

skillfully combine various materials to implement a creative idea;

use color as a means of conveying mood, state, highlighting the main thing;

use lines of different nature to convey the greatest expressiveness of the image;

apply color and tone contrast, size contrast, contrast of dynamics and tranquility;

own means of expressiveness;

transmit the spatial position of objects;

compose compositions on a given theme from art materials;

II ... Content section

When choosing teaching methods, preference is given to developing methods that contribute to the formation of cognitive, social sphere development.

A distinctive feature of the program is that it is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world. The program was developed in accordance with the Federal State Educational Standard for preschool education.

The program effectively implements the ideas of developmental education continuously and successively from preschool training to the end of secondary school.

The work program of the preparatory group for artistic and aesthetic development ensures the development of the personality, motivation and abilities of children, taking into account their age and individual characteristics in the direction: artistic and aesthetic development (non-traditional drawing techniques).

The program is compiled taking into account the implementation of interdisciplinary links in the following sections:

"Communication". In the classroom, the technique of commented drawing is used. In the process of playing up the plot and the drawing itself, there is a continuous conversation with the children, the children discuss their work with each other. Use of the artistic word in the classroom: nursery rhymes, riddles. Performing practical actions, kids are able to learn many new words and expressions of the active and passive vocabulary of children, the development of the communicative function of speech, the development of coherent speech.

"Cognition". Plots that are close to the child's experience are selected for classes in activity, they allow you to clarify the knowledge already mastered by him, expand it, apply the first options for generalization. In the classroom, children learn about various natural phenomena, about the life of people, about the life of animals. Also, activity classes contribute to the assimilation of knowledge about color, size, shape, number of objects and their spatial arrangement.

"Socialization". Joint creative activity develops ability to interact with the surrounding society, obey the general rules of behavior.

"Music". Drawing to convey the perception of musical works. The use of drawings in the design for the holidays, musical design to create a mood and a better understanding of the image, to express your own feelings.

"Physical education". The use of physical minutes, finger gymnastics, work to protect vision and prevent postural disorders.

The work on the program adheres to general didactic and private methodological principles and teaching methods foreseen Federal State Educational Standardpreschool education:

Systematic presentation of material - the interconnection of a complex of methods and techniques in all types of classes, and throughout the entire period of training in this program;

Visibility in teaching - carried out on the basis of the perception of visual material;

The cyclical structure of the lesson - lessons are based on the previous lesson;

Availability - the set of classes is compiled taking into account the age characteristics of preschoolers according to the principle of didactics (from simple to complex);

The principle of humanity - the set of classes is based on a deep knowledge and understanding of the physical, emotional and intellectual needs of children; conditions have been created for the maximum disclosure of the individuality of each child, his self-realization and self-affirmation.

Problematic - activating methods aimed at finding solutions to problem situations;

The principle of consciousness and activity - training, based on the student's conscious and interested attitude to their actions

Developmental and educational nature of training - aimed at the development of aesthetic feelings, cognitive processes, to expand the horizons.

2.2 Forms of program implementation:

Group and individual work with kids;

Exhibitions of creative works in the group and at the preschool educational institution;

Master classes with teachers and parents;

Consulting for parents and teachers;

ICT parenting meetings;

Publication of information on the website of the preschool educational institution;

Subject-environment design.

Means of program implementation:

1. Specially organized training.

2. Team work a teacher with children.

3. Developing subject-game environment.

4. Working with parents.

5. Diagnostics.

Program implementation methods

child in a preschool educational institution.

2. Creation of a developing subject-game environment

3. Zoning free space.

4. Organization of situations of play interaction with children.

5. Creating an emotionally rich, varied daily life.

6. The participation of the teacher in the children's games, based on the relationship of partnership between the teacher and the child.

7. Creation of an atmosphere that will allow the child to fully delve into creativity.

1. Didactic

games and exercises.

2. Role-playing games.

3. Outdoor games.

4. Finger and gesture games.

5. Conversations.

6. Memorizing poems and counting rhymes,

8. Entertainment.

9. Observations

1.Didactic games and exercise.

3. Viewing illustrations,

reproductions of paintings by artists, postcards.

4. Compilation and review

albums with standards.

5. Introducing elements of dramatization.

6. Organization of exhibitions.

7. Personal example of adults.

2.3 Non-traditional drawing techniques and technology of their application

Taking into account the age characteristics of preschoolers, mastering different skills at different stages for non-traditional drawing, it is recommended to use special techniques and techniques.

So, for children of senior preschool age, when drawing, children can master more difficult methods and techniques than children of younger and middle preschool age, such as: drawing with sand, soap bubbles; drawing with crumpled paper; blotography with a straw; stencil printing; subject monotype; blotography is common; plasticineography.

The main form of work is occupation. Classes are held in accordance with the long-term plan developed by me 8 times a month. The plan is developed taking into account the age characteristics of children, the duration of the lessons is 25 - 30 minutes. Classes are characterized by a change in the type of activity, clarity, the presence of exercises with movements, musical accompaniment. Classes are held in the form of games, travel, riddles.

The learned drawing techniques are fixed in the free creative activity of children. Also, individual work is carried out with children who have difficulties in working with non-traditional drawing techniques.

Cognitive research activity, or GCD occurs in stages:

1. Water part or organizational moment.

Purpose: to attract the attention of children, create motivation.

Methodological techniques are used:

Artistic word - poems, riddles, fairy tales;

Listening to audio recordings - sounds of nature, animals.

2. The main or practical part, includes an acquaintance with non-traditional drawing techniques, the implementation of practical activities with children, individual refinements of the technique in the process of drawing.

Techniques are used:

Examining illustrations;

Demonstration of techniques and stages of work;

Determination of the stages of work;

Making additions to the overall composition.

3. The final part.

Purpose: to promote the development of speech and motor skills of the hands.

Lesson structure:

Motivating children

Taking into account the age characteristics of preschoolers, the fabulous-play form of presenting the material dominates. Fairy tale narration, game situations, elements of pantomime, travel games, didactic games, immersion of the child in the situation of the listener, then in the situation of the actor, the interlocutor give the lessons dynamism, intriguing mystery. The teacher can act as an Artist, a beautiful Sorceress who creates human visible peace according to the laws of beauty and harmony.

Finger gymnastics

It is known that the lack of elementary visual skills complicates the manifestation of artistic creativity. One of the effective ways to solve this problem is to conduct special finger gymnastics before starting the creative process using artistic texts. Warming up the joints of the hand and fingers helps to prepare fragile hands for the movements necessary in artistic creation. Allows children to confidently handle a variety of materials, effortlessly use tools.

Artistic and pictorial activity

It is related to the content of a specific lesson and includes tasks related to the use of the expressive capabilities of materials, performance techniques. Provides for the use of a synthesis of arts and artistic activities. Literary works help children to form the ability to compare, contrast different emotional-figurative content of works of fine art, the mood of wildlife. Musical accompaniment encourages preschoolers to convey emotions, feelings in practical activities, design creativity through plastic sketches, improvisations.

A child is able to "turn" into a flower, to show how it grows; feel like a bird, a fragile twig, recognize yourself in sounds and colors. In the classroom, game characters are used - Akvarelka, Vredina, Klyaksa, who make mistakes, make inaccuracies, and confuse. Children will be happy to come to the rescue, feel joy, self-confidence. Children learn to project their emotions and experiences in paints, visual materials, to notice the unusual in the ordinary, in the unprepossessing - expressive.

The combination of individual and collective forms of work contributes to the solution of creative problems. Exhibitions of children's art, individual exhibitions, joint discussion of works are a good incentive for further activities.

A positive analysis of the results of all pupils from the standpoint of originality, expressiveness, depth of concept helps children to feel the joy of success, to feel the significance of their work.

The structure of building directly educational activities

PART 1. Introductory

The purpose of the introductory part of the lesson is to set up the group to work together, to establish emotional contact with the children.

The main work procedures are reading a fairy tale, games on themes, for example, the game "Sculptor", "Magic pictures", "Animating bugs" listening to songs (about winter, about the landscape "If you see in a picture ...", about insects), listening to a melody "Sounds of nature", relaxation, conversations with tea drinking, viewing albums, works of art, conversations about artists.

PART 2. Productive

This part accounts for the main semantic load of the entire lesson. It includes artistic word, games, explanation of the material, showing, the teacher's story, considering illustrations, reproductions, aimed at enhancing cognitive activity, developing the creative abilities of preschoolers.

PART 3. Final

The purpose of this part of the lesson is to consolidate the knowledge gained through the creation of collective drawings, joint plot - role-playing games, quizzes. And also consolidation of positive emotions from work in class. At the end of the lesson, the teacher analyzes the activities of the children; older preschoolers can themselves assess the result of the work. A mini-exhibition of creative works is organized during practical classes. At each lesson a physical minute on the topic of the lesson.

It is not excluded to frame each work created according to the idea of ​​children or with the help of a teacher, using non-standard types of drawing or application. Thus, the artistic and decorative abilities of children are developed.

Techniques and methods used in the classroom:

Practical - exercises, games methods,

Verbal methods - stories, conversations, artistic word, pedagogical dramatization, verbal techniques - explanation, explanation, ped assessment.

When conducting classes, I adhere to the basic rules:

1. Using the reception of broadcasting information,

2. Selection of thematic content,

3. The main character drawing - child,

4. The adult does not seek to immediately correct the child's speech,

5. The teacher creates schematic images,

6. Not only talks about what is drawn, but also shows through pictorial actions,

7. As a "physical education" - elements of dramatization, imitation movements, accompanied by a commented speech are used.

All classes are based on the communicative principle:

1. Creation of optimal conditions for motivating children's speech,

2. Providing the main conditions for communication,

3. Stimulation and maintenance of speech initiative,

4. Use of various communication means.

Classes differ in their structure:

1.creation of a positive attitude towards the topic and the way of its implementation,

2.communicative drawing using imitation movements and discussion of the creation and plot of the drawing (no more than 10 minutes),

3.dynamic pause with elements of logo rhythmics and psycho-gymnastics,

4. telling from a picture with modeling a communicative situation,

5. word games, games - dramatizations.

Methods and techniques used in classes on unconventional drawing:

Creation of a game situation.

Educator show.

Using hand movement.

Comparison of the two techniques.

Examination of reproductions of paintings.

Reading and memorizing fiction

Pronunciation of the sequence of work.

Emotional attitude - the use of musical compositions,

Practical methods - exercises, game methods,

Verbal methods - stories, conversations, artistic word, pedagogical dramatization, verbal techniques - explanation, explanation, pedagogical assessment.

Visual methods and techniques - observing, examining, showing a sample, showing ways of doing, etc.

All methods are used in combination.

Principles of working with children:

the availability of the selected material;

the gradual complication of the program content, methods and techniques for the management of children's activities;

individual approach to children.

Forms of organizing the activities of preschoolers: group; individual.

Forms of conducting classes : lesson-journey; lesson-experiment; game; excursion; problem situation.

Forms of the results of the implementation of the work program:

Organization of monthly exhibitions of children's works for parents.

Thematic exhibitions at the preschool educational institution.

Participation in city exhibitions and competitions throughout the year.

Designing an aesthetic developmental environment in a group, etc.

Cooperation with parents:

assistance in equipping and equipping the pictorial corner in the group with material;

questionnaire of parents;

joint work of children and parents on the planned topics of the preschool educational institution;

design of the photo album of the "Colorful World" circle;

participation in quizzes and competitions.

Working with teachers:

consultations for teachers;

speeches at pedagogical councils, methodological associations;

pedagogical workshop "Exchange of creative finds";

Master class for teachers "Non-traditional visual technologies"

Expected results:

1. The desire and ability of children to create independently, experiencing the joy of creativity.

2. The ability of children to use a variety of graphic means and non-traditional ways of drawing in visual productive activities.

3. Development in children of fine motor skills of hands, creative imagination, compositional skills of color perception and visual - motor coordination.

4. Formation of practical skills in working with paper and gouache.

5. Expansion and enrichment of artistic experience.

6. Formation of prerequisites for educational activities (self-control, self-esteem, generalized methods of action) and the ability to interact with each other.

7. Formation of activity and independence of children in activity.

8. Formation of the ability to find new ways for an artistic image.

9. Formation of the ability to convey their feelings in works using various means of expression.

The implementation of the program will help preschool children to be creative in the vision of the world they are portraying and to use any available means for self-expression.

III . Organizational section

3.1 Conditions for the implementation of the program

When organizing classes in non-traditional drawing, it is important to remember that for the successful mastering of skills and abilities by children, it is necessary to take into account the age and individual characteristics of children, their desires and interests. With the age of the child, the content expands, the elements become more complex, the shape of the paper, new means of expression are allocated.

GCD are carried out taking into account the age characteristics of children. Children 6-7 years old are already able to create vivid generalized figurative compositions, highlighting the main thing in them, showing the relationship. In the process decorative painting the child is aware of the emotional stylized embodiment of images in decorative painting, which helps in the implementation of the transition from visual-figurative thinking to abstract thinking.

The creative abilities of children are improved, artistic taste is formed. The increased activity, consciousness, independence of the child allows him to express himself much brighter in the process of aesthetic perception of the surrounding reality.

Based on age, psychological - pedagogical characteristics for older preschool children, the program is designed for a year of study.

GCD for this program are held from September to May, inclusively, once a week. Duration of direct educational activity is 30 minutes. The total number of educational situations per year is 36.

The form of organization of the educational process is group.

The form of the lesson: combined (individual and group work, independent and practical work).

In the course of the educational process, various methodological and didactic material is used (riddles, fairy tales, children's songs, various illustrative material, visual aids, etc.). The classes themselves are conducted in a playful way. Thanks to this, children show more fantasy, imagination than in simple life situations, and the teacher's task is to help children in the implementation of their ideas.

The conditions for the implementation of the Program are:

Children's interest in the content of the Program and its final results.

Organization of the learning process in an interesting accessible form.

Visibility of training.

Availability of tools and materials for work.

The presence of a room that meets sanitary and hygienic standards and requirements.

Furniture for the growth of children. The teacher is given the right to change the content of the program and the list of practical works, to make changes on the distribution of hours in the study of certain topics, depending on the contingent of students, working conditions, opportunities for creative association and the nature of the material used.

Methodical techniques:

Carrying out a thematic outdoor game;

Viewing drawings in a playful way - choose the most fun, unusual composition;

Listening to a song or poem.

Each stage ends with a physical minute, which contributes to the development of coordination of speech and movements.

Thus, we can conclude that information-receptive, reproductive, partial-search, research methods are used in the structure of GCD.

5. The availability of the use of non-traditional drawing techniques is determined by the age characteristics of preschoolers and consists of the principles:

From simple to complex - based on a card index of non-traditional drawing techniques (by age);

The principle of visibility - a developing environment in the group has been created in accordance with the requirements of state educational standards, built taking into account the principles of integrating educational areas;

The principle of individualization is to ensure the development of each child;

Communication with society - development of personality, creativity.

It can be concluded that this type of activity "Artistic Creativity" is integrated with educational areas:

"Cognition"

Develops cognitive and research activities; Forms sensory representations;

Broadens horizons, develops personal qualities;

"Communication"

Promotes expansion vocabulary, helps the formation of oral speech, its development and enrichment;

"Socialization"

Introduces to the norms and rules of relationships with peers and adults;

Brings up the desire to negotiate with each other, to yield to comrades;

Forms in children the ability to work individually and create collective compositions, hard work;

Strengthens the skills of using a brush and other materials;

"Fiction"

Develops literary speech, introduces to verbal art;

"Music"

Promotes emotional outlook

"Physical education"

Preservation and strengthening of physical and mental health in children.

The program can be successfully implemented in the presence of the following

materials and equipment:

Sets of mixed paper.

Additional material(natural, household, waste).

Artistic and visual material (watercolors and gouache paints, special stained glass paints firms "Gamma" or "Luch", wax pencils, white wax candles, felt-tip pens, colored paper, cardboard, cotton pads, seals).

Tools for artistic creation (brushes, scissors, brush holder, napkins, PVA glue).

Methodological support of the program

In my class I use non-traditional techniques in my work:

drawing with crumpled paper;

blotography with a straw;

blotography is common;

imprint with seals from vegetables;

drawing with plasticine;

jab with a hard brush;

stamping with seals from an eraser;

foam rubber stamp;

wax crayons and watercolors;

candle and watercolor;

leaf prints;

hand drawings;

monotopy;

infusion of color into color;

blowing;

stencil printing.

drawing with soap bubbles;

magic threads;

Each of these methods is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression. In addition, this work contributes to the development of coordination of movements, attention, memory, imagination, fantasy. Children have unlimited opportunities to express their thoughts, feelings, experiences, mood in drawings. The use of various techniques contributes to the development of the ability to see images in combinations of color spots and lines and to design them into recognizable images. The activities of the circle are not in the form of "study and teaching". Children master artistic techniques and interesting means of knowing the world around them through unobtrusive involvement in the drawing process. The lesson turns into a creative creative process of the teacher and children with the help of a variety of visual material, which goes through the same stages as the creative process of the artist. These activities are assigned the role of a source of fantasy, creativity, independence.

Children independently choose visual materials, the material on which the image will be located. A variety of ways of drawing give birth to children original ideas, speech, fantasy and imagination develops, arouses the desire to come up with new compositions, the ability of children to act with various materials develops: stones, sand, ropes, wax crayons, candles, etc. In the process of drawing, children enter into communication, asking each other questions, doing assumptions are practiced in all types of communicative utterances.

Now I will introduce some unconventional painting techniques and talk about the rendering method:

Most simple ways drawing for older children is:

1. Watercolor + wax crayons.

The drawing is applied with wax crayon, then painted over with watercolors in one or several colors. The crayon drawing remains not painted over.

2. The next technique is "candle + watercolor", the principle is the same.

3. Prints - tomponing.

This technique is closely related to stencil or painting, where an object or plot is filled with a swab.

4. The technique of leaf prints is very popular with children. A leaf of a tree is covered with paint different colors or in one color and applied to the side-dyed paper.

5. The next technique "wrinkled paper + hard dry brush" is also simple and understandable for children. It turns out an imitation of texture and whether a prickly surface. In this case, the brush does not sink into the water; they hit it on the paper while holding it vertically.

6. Drawing on crumpled paper gives the effect of volume.

7. With the help of coal, children learn about expressive possibilities graphic material.

8.With interest, they master more complex techniques that contribute to the development of fantasy, imagination, creative independence:

Subject monotype

A sheet of paper is folded in half and half of the symmetrical object being depicted is drawn on one half of it. While the paint has not dried, the sheet is folded again to form a print. Then the missing details are completed.

Monotype through glass:

Put glass on the illustration.

Apply the drawing to the glass and let dry.

Lightly moisten the album sheet with foam rubber and put on the glass with a pattern, gently press it with your palm.

Then remove the sheet by the upper corners.

Allow to dry and frame.

9. The technique of drawing by stroke solves the following problems:

Improving fine motor skills.

Consolidation of writing skills.

Formation of coherent speech.

With the help of a stroke, you can tell about the nature of the object, convey its lightness, as well as its gloom. It is good to use a stroke to depict furry or shaggy animals, bird feathers, trees and much more.

10. Drawing with semolina is of particular interest.

Sprinkle semolina on the finished background, made over raw.

At first, semolina sticks to the brush, but the wetter the brush, the more textured the work. Watercolor paint permeates the semolina, gradually coloring it. This effect helps to depict the crown of trees, bunches of lilacs, animal hair.

11. Plasticine graphics develop perseverance, finger motor skills, accuracy.

12. Children draw rain and trees with great interest.

On a wet background, colors are quickly applied depending on the image and nature of the rain. Images of trees and houses are also applied. While the sheet is still wet, a metal comb is carried along it in a given direction, and if the sheet is dry, then whitewash is applied to the comb.

13. Drawing with salt also delights children.

Use the wet technique. The paper is moistened with water and watercolors of any scale are applied. Then sprinkle with coarse salt, which absorbs some of the paint, forming many bleached areas.

You can also sprinkle salt in a certain way:

HORIZONTAL movements AROUND the CENTER of the leaf make it possible to draw the seashore with its reflection in the water.

With the help of HORIZONTAL movements ALONG THE LOWER half of the leaf, you get a field, melting snow.

The salt, sprinkled with VERTICAL FRAGMENTAL movements, makes it possible to obtain an image of the trees.

fourteen . Paint infusion.

Raw technique is used. The preliminary drawing is applied with wax and crayons. Color from dark to light with the addition of white for a highlight.

15. With great interest, children master the technique of nitkography, which develops imagination and accuracy.

The thread is dipped into the paint, then images are laid out on half of a folded sheet of thread, leaving one end free, closed with the other half, holding it with your hand, pulling the thread by the tip. The missing details are completed.

1 6. Blotography with a tube.

The child scoops up paint with a plastic spoon, pours it onto a sheet, making a small drop, then blows onto this drop of paint from a tube so that its end does not touch the drop or paper. The missing details are completed.

17. Drawing with glue.

A drawing is applied with glue and laid out with a thread.

18. Unusual drawing technique - GRATTAGE.

The candle is covered with a sheet of paper in one direction.

A mixture of mascara and gouache with liquid soap is used to tint the leaf.

Then a landscape is scratched with a stack over the dried background.

nineteen . Monitoring. Classes with the use of scientific and technological revolution at an older age are usually held after familiarization with the traditional ones. This sequence allows children to form the ability to see objects differently, develops creativity to the fine arts.

20. For the successful achievement of the goal and the holistic development of the child, coordinated joint work of all participants in the educational process is necessary: ​​not only children, but also teachers and parents.

The involvement of teachers in the creative process occurs through various forms cooperation. Introducing teachers to new technologies in artistic creation, she conducted both individual and collective consultations, workshops, pedagogical workshops on mastering and using non-traditional drawing techniques in working with children.

21. The upbringing and development of a child, including creative, is not possible without the participation of parents

One of the most effective forms of work with parents are exhibitions of joint creativity. Through consultations, workshops, parents receive theoretical and practical knowledge about the role of visual activity in the development of the child.

When working with children according to the program, you must:

To teach children to find a connection between objects and phenomena of the surrounding world and their images in a drawing

to form methods of visual and tactile examination of objects, to clarify and enrich perception

observe in nature and a corner of nature, to enrich and clarify visual impressions

create conditions for children to master the ways and techniques of depicting familiar objects on the basis of familiar and non-traditional means of artistic and figurative expressiveness

encourage children to independently choose ways of image when creating expressive images, while using mastered techniques

learn to navigate in concepts such as shape, color, size, quantity

try to arouse interest in co-creation with the teacher and other children when creating collective compositions

3 .2 Working conditions under the program:

For the effective implementation of the pedagogical process in the group, a developing environment is created in which pedagogically expedient interactions between an adult and a child are characterized. The space is designed in such a way that every child can find an exciting activity during the day.

When creating an environment, taking into account the development of visual activity, a number of requirements are taken into account:

Compliance with the child's ability to move to the next stage of development

The object environment includes not only objects already known to the child, but also those that encourage activity

Design subject environment follows from the initial initiative of children, their desire to actually apply their knowledge and skills.

The developing environment is based on the principles:

The principle of compliance with the peculiarities of development and self-development

The principle of awareness, enrichment

Activity principle

The principle of emotional saturation

The principle of consistency

The principle of static and mobility

The principle of emotional well-being and comfort

Closedness principle

The principle of ensuring sex differences

The principle of universality

Development environment to work on the program includes the following centers:

Paper of various sizes and structures.

Equipment for work.

Mnemonic tables

Technological maps

Drawing

Unconventional drawing

Application

Coloring Pages

Game Library

Clarification, systematization of knowledge, skills and abilities, their use in game activities

Didactic games in accordance with age in various sections

Play activity

Book Center

Accumulation of cognitive experience, the ability to "work" with a book.

Cognitive and fiction literature, pictures and photos, "Knizhkina Hospital"

Consideration

Hearing

Organizing visual material

Corner of nature

Expansion of cognitive experience, its use in other activities

Equipment for labor

Illustrations with ecological content

Card file of riddles, poems, signs, proverbs, sayings

Herbaria, plant seeds

Natural material

Mnemonic tables

Didactic games of ecological content

Observation, conducting experiments, experiments. Natural history work.

3.3 Long-term planning of art classes using non-traditional drawing techniques

for children 6-7 years old (preparatory group)

SEPTEMBER

Software

Material

Training

to class

"Rainbow Country"

(Drawing with foam rubber)

Improve skills and abilities in the free experimenting with materials, for work in various non-traditional techniques.

Encourage creativity and the desire of children to make their own choice of composition and materials.

Develop creative thinking, imagination.

Palettes for each child, gouache, A4 sheets of white paper, foam sponges, jars of water, brushes for each child, napkins.

View illustrations, postcards depicting rainbows and other natural phenomena to enrich children's artistic experiences. Telling a fairy tale: "Is it possible to draw a rainbow with three colors." Reading the poem "The Colors of the Rainbow" (by A. Wenger).

"Autumn tale"

(Imprint of cabbage leaf (imprint, drawing with salt)

To form the ability to reflect the features of the depicted object, using non-traditional visual techniques.

Develop a sense of composition.

Improve the ability to work in various techniques.

Sheets of white paper A-4, gouache, PVA glue, salt, jars of water, napkins, jars for glue, glue brushes and drawing, cabbage leaves.

Observing trees while walking, viewing reproductions and illustrations of trees in the fall reading fiction, memorizing poetry about autumn

"Fairy Glade"

(Crumpled paper and cotton swabs)

Arouse an active interest, an emotional response to works of art, the desire to carefully examine the paintings. To form the ability in children to classify reproductions of paintings by genre - portrait, landscape, still life. To consolidate the knowledge and skills of children in mixing colors and obtaining new shades. Encourage children to independently transfer images of objects using non-traditional forms of drawing with crumpled paper and cotton swabs. Develop imagination, imagination.

Brushes, crumpled paper, cotton swabs, dishes for crumpled paper and cotton swabs, gouache,

background for drawing on an album sheet,

glade with butterflies, flowers, napkins, palette, brush stands, oilcloth under the background, jars of water.

Examination of paintings by artists;

remember the genres of painting, drawing landscapes, portraits, still lifes.

"Cat on the window"

(drawing with semolina)

Form the ability to draw semolina; apply a pattern over the entire surface, apply glue;

Develop children's creativity, imagination and perception of the world around them. Develop fine motor skills of the hands,

To cultivate a kind and gentle attitude towards pets, to cultivate accuracy when doing work, the ability to diligently do it.

White cardboard, PVA glue, sockets for semolina, sockets for glue, gouache, paint brushes, cups, napkins.

Examining pictures of a cat with children. Reading - S. Marshak "Mustache - striped", memorizing nursery rhymes about a cat.

OCTOBER

Software

Material

Training

to class

"Autumn leaves"

(Leaves print)

To acquaint with the technique of printing leaves, to develop color perception, to teach how to mix paints directly on the leaves.

Album sheet, fallen leaves, gouache.

Observing autumn nature while walking, learning poems about autumn, talking about the signs of autumn, looking at illustrations with images autumn nature collecting leaves from different tree species, differing in shape, size and color.

Find the tree game

“Forest bird. Owlet "

(jab with a hard brush

To consolidate the skill of working in an unconventional technique by poking with a hard brush. To develop the creative skills of children through their transfer of texture, color, character of the depicted object. To educate the aesthetic perception of animals and birds through their depiction in various artistic techniques. Solve speech problems: fix the names of baby animals.

Album sheets tinted blue - purple tint; brush stands, hard brushes; gouache (yellow, black, brown); paper napkins.

Examination with children of pictures depicting a kitten, bear cub, owlet. Reading stories about wild animals and their babies.

« Autumn landscape»

(Drawing with a foam sponge, leaves and cotton swabs)

To consolidate and expand the understanding of the signs of autumn. Make you want to paint autumn forest.

Scrapbook sheet, dry leaves, gouache, water jars, oilcloths, aprons, watercolors, foam tampons, napkins, a simple pencil, brushes, poke brushes, cotton swabs

Excursion to the park, by its appearance to determine the type of tree; observing nature while walking; examining reproductions of paintings.

"A bunch of mountain ash"

(Plasticineography)

Expand and clarify children's knowledge about rowan. Teach her to portray her using plasticineography. To develop children's attention, patience during painstaking work, fine motor skills of hands. To cultivate love for nature, for beauty, created by artists and nature.

Plasticine, board for sculpting, black contour of mountain ash on a white background - cardboard.

Observing rowan while walking, viewing rowan, illustrations depicting rowan in different time years, reading riddles and poems

November

Software

Material

Preparing for

occupation

"Butterfly"

(Drawing with salt)

Continue to introduce various unconventional painting techniques (drawing with salt). Develop artistic taste, imagination, a desire to experiment in your work. To bring up accuracy, diligence, dedication. Develop fine motor skills of hands, coordination of movements.

Brushes, a jar of water, paints, PVA glue, a jar of glue, salt, butterfly stencil.

Consideration of illustrations of butterflies, a conversation about the appearance and benefits of butterflies.

"Reflection in water"

(Drawing on raw, monotype)

Improve the technique of drawing with watercolors. To expand the possibilities of the method of drawing "on the raw" with the receipt of prints as an expressive - pictorial means in children's painting. To acquaint children with the technique of drawing double (mirror-symmetrical) images (monotypes). To form the ability in children to make a harmonious color composition, an advanced impression of autumn.

White paper, watercolor paints, 2 brushes of different sizes, a jar of water, a napkin, reproductions, illustrations depicting trees reflected in water.

Examination of illustrations, reproductions of paintings by famous Russian artists depicting autumn landscapes. Viewing photographs illustrating trees reflecting in the water. Observation of the trees while walking.

"Crumbs are octopuses"

(Drawing with the palm of your hand)

Show the resemblance of the shape of an octopus to the silhouette of an inverted palm. To form the ability to create expressive images of sea creatures using wavy lines (algae, octopus tentacles).

Develop perception, a sense of the form of rhythm.

Foster curiosity, independence.

Album sheet of A - 4 format, gouache paints of different colors, brushes, cans of water, oilcloths, napkins.

A conversation about the sea as the habitat of various marine animals and plants, a presentation with a marine theme, images of a dolphin, stingray, starfish, sea turtle, shark, octopus.

"Late fall"

(Drawing on wet, blowing, sponge wetting

To acquaint children with the painting by Issak Ilyich Levitan " Golden autumn».

To consolidate the ability to draw with various non-traditional techniques (drawing on a wet basis, blowing, wetting with a sponge, positioning the image over the entire sheet.

Raise interest in the art of visual activity, the ability to see the beauty of nature.

Develop creativity, imagination, ability to navigate on a piece of paper

Painting by I. Levitan "Golden Autumn", sheets of tinted paper, gouache, palette, blowing tubes, napkins, foam sponge

Examining illustrations in autumn landscapes, learning poems about autumn, playing with leaves on walks.

December

Software

Material

Preparing for

occupation

"Trees in the forest"

(Drawing with cocktail straws - blobography)

Continue introducing new species to children drawing.

Develop an interest in creative activities.

Album sheet A - 4, watercolors, cocktail straws, straw cups, paper napkins, brush, brush holder, jar of water.

Examination of illustrations, reproductions, postcards introducing winter landscapes famous artists. Observation on a walk for trees, bushes, snow, sky.

"Winter landscape"

(Drawing with toothbrushes)

Develop drawing skills using unconventional techniques.

To acquaint children with non-traditional drawing techniques with toothbrushes.

Strengthen the ability to mix paints. Give an idea of ​​the winter landscape, show that nature is beautiful at any time of the year.

Sheets of white paper, brushes, foam sponges, old toothbrushes, gouache, palette, cans of water, napkins, DVD player, audio recording classical music.

Examination of reproductions of works by artists on the theme "Winter landscape", illustrations; didactic games with color; observing in nature, reading and memorizing poems about winter; drawing with various art materials.

"Cheerful Snowman"

(Tearing and rolling paper)

Strengthen practical application skills in children. Exercise children to combine two different techniques for volumetricdepicting expressive images of snowmen. Lead children to the image of familiar objects. Develop accuracy, clarity. Develop an aesthetic perception of the environment. Induce a sense of joy in the work done.

Thick paper of gray, blue and other colors or colored cardboard,soft white napkins for rolling them into a lump or tearing them off, pieces of colored napkins for eyes and buttons, a carrot nose and a hat cut out of paper, a brush,PVA glue in a saucer.

"The New Year tree is our guest"

(Drawing using techniques - poke, spray and plant stamps)

Evoke fond memories of the past in children New Years holiday ... Encourage, with accessible means of expressiveness, to depict a decorated christmas tree that they had at home. Strengthen the skill poke drawing , depict the silhouette of a Christmas tree using splashes and an image New Year's toys with plant stamps.

Little Christmas tree, album sheet for drawing, gouache paints, palette, hard brush, toothbrush, stack, stencils, vegetable stamps.

January

Software

Material

Preparing for

occupation

"Winter patterns on the window"

("Fill")

Arouse children's interest in winter natural phenomena.

Continue teaching children to create an image of a winter pattern using the unconventional "Scatter" technique.

To improve the skills and abilities of children in the application: to develop fine motor skills of the fingers; the ability to compositionally arrange "snow" from foil on a sheet of paper.

Photos of frosty patterns on the windows; blue cardboard; shredded foil, semolina; PVA glue and a brush; pencil.

Walking observations of winter phenomena in nature; making riddles, poems, reading stories about winter.

"Winter's Tale"

(Wax candle)

Continue learning how to paint a winter landscape, using different visual materials and painting techniques (with a wax candle) to create an expressive image.

Expand and clarify children's ideas about the peculiarities of winter: fabulous, magical, fluffy, frosty, harsh, sonorous, blizzard, joyful.

To develop independence, initiative, individuality, a sense of rhythm and composition, to activate the creative manifestations of children.

Watercolors, brushes, sheets of A-4 paper, cans of water, napkins, paraffin candles.

Observations of winter phenomena in nature. Examination of reproductions of paintings depicting a winter landscape; listening to musical compositions on the theme of winter.

Reading poems about winter, talking about the content, explaining unfamiliar words. Memorizing poems, songs, proverbs about winter.

"Sorceress Winter"

2 lessons - start

Teach children to create a simple plot composition, depict a picture of winter nature using napkins;

Develop the child's fine motor skills.

Develop the ability to arrange lumps along the silhouette;

Continue to develop the ability to use glue when gluing parts;

Blue paper plate or cardboard, napkins of different colors, glue, pictures and illustrations about winter, brushes, oilcloths, PVA glue.

Observations of winter phenomena in nature. Examination of reproductions of paintings. Reading poems about winter, talking about the content, explaining unfamiliar words. Memorizing poems, songs about winter.

"Sorceress Winter"

(Object applique from napkins)

2 lessons - continuation

February

Preparing for

occupation

"Portrait of the Pope"

(Wax pencils)

Develop observation, the ability to notice the characteristic features of a person's face (dad) and convey them by means of drawing (shape, proportions);
Encourage children to combine different materials in one drawing to create an expressive image.

Scrapbook sheets of paper, gouache, watercolors of different colors, brushes, jars of water, wax crayons, brush holders, napkins, palettes.

Examination of parts of a person's face (eyes, eyebrows, nose, mouth, etc.), photographs of dads of children.

(Drawing with a plastic fork)

Help children learn new way Images - fork drawing .

Development of creative abilities of children

Album sheet with drawn outline of a hedgehog , disposable forks, gouache paints

Reading fiction I. Akimushkin “Once upon a time there was a hedgehog”, V. Rosin “Why does a hedgehog need thorns”. Looking at the Wild Animals album.

« Frost patterns»

(Painting with a candle)

Continue to introduce children to non-traditional drawing techniques (candle painting).

Develop creative imagination and independence when creating a composition.

Develop aesthetic feelings and emotions.

Album sheet of paper A - 4, watercolors, brushes, jars of water, candles, PVA glue, napkins.

Reading fiction about winter, talking about the seasons, their signs, viewing paintings of various genres, observing snow, the impact of frost on water, viewing snowflakes.

"Umka is looking for friends"

(Silhouette drawing, drawing with a password , wax crayons, cling film)

To acquaint children with the brightest natural phenomenon of the North - the polar (north) radiance. Introduce a new painting technique using cling film. Develop in children a sense of form and composition. Strengthen the skill children draw with the help of wax crayons the northern lights in layers, using stroke in large zigzags. Improve skill children paint with a password . Create conditions for the development of observation, creative imagination, figurative thinking, independence. To foster independence, activity and creativity in the application of previously mastered ways of depicting in drawing and applique , using expressive means. Bring up respect to animals, to nature. Arouse a sense of admiration for natural phenomena.

Album sheet, watercolor paints, white gouache, thick thin brushes for drawing, brush stands, parollon, jars of water, wax crayons, cling film, napkins, PVA glue, silhouettes with the image of bears.

Watching a cartoon « Umka» , « Umka is looking for a friend» , video film Edge to edge. Artika ", reading of V. Kataev's fairy tale "Seven-colored flower", a conversation about different parts of the world and climatic zones, about the North, its characteristic features, about the White Sea as a part of the Arctic Ocean, about the living conditions of animals in the Arctic and Antarctic, study of presentation materials at topic: "Comparison of brown and polar bears", viewing pictures, illustrations on the topic.

March

Software

Material

Preparing for

occupation

"Flowers for Mom"

(technique "Nitkography")

With the help of non-traditional drawing techniques, develop in children a persistent interest in visual activities. To form the ability to independently choose the color scheme of paints corresponding to the joyful spring mood. Develop color perception, improve fine motor skills of fingers and hands. Consolidate previously acquired skills. To systematize and consolidate children's knowledge about spring. Cause a positive response to the results of your creativity.

Woolen thread, album sheet, watercolors or gouache, brushes, one pencil for each child, containers of water on each table, wet cloths for hands.

Consider an album about spring, spring flowers, singing songs about spring.

Cutting a vase from colored paper of different colors, reading fiction.

"Spring tree"

("Blotography", using the "poke" method, "sticking")

To consolidate children's skills to draw in an unconventional drawing technique "blotography", using the "poke" method, "sticking".

Develop imagination, attention, memory and thinking.

Improve the ability to accurately characterize an object, make assumptions and draw the simplest conclusions.

Tinted sheets, diluted brown gouache, hard brush, cocktail tubes, jars of water, napkins.

Examining illustrations on the theme "Spring has come".

Blowing air through the tube.

Making a background using the "On wet" technique.

"Horse"

(Using cotton pads, cotton swabs)

Develop graphic skills and creativity.

To cultivate accuracy in work.

Develop an eye and a sense of proportion.

Instill a love for animals.

Album sheet, watercolors, brushes, cotton pads, cotton swabs, wet wipes, scissors.

Examining illustrations of different breeds of horses; reading of literary works about horses.

"Flower meadow"

(Crumpled paper drawing technique)

To educate in children an aesthetic perception of reality, an aesthetic attitude to the phenomena of the surrounding world.

Cultivate a steady interest in visual arts. To consolidate the concept of "landscape".

To form the ability to depict the background of the picture, using the method of applying watercolor paint "on wet", alternating shades of the sky - from dark blue to blue, grass - from light green to dark green.

To form the ability to draw, using the technique of drawing with crumpled paper (pressing paper lumps to the sheet).

To form the ability to complement the movement of the brush to paint the small details of the depicted (flower petals, stems, thereby completing aesthetic picture.

To develop creativity in older preschool children.

To develop attention and accuracy, aesthetic taste.

Encourage children to convey in the drawing the beauty and vivid diversity of a blooming meadow.

Sheets A - 4, watercolors, brushes No. 4 for transferring the background, gouache, paper lumps, brushes No. 2 for the image small parts pattern (petals flowers, stalks, napkins; musical excerpt of the song Gr. Gladkova "About pictures", a snippet of a song « Colorful game » (author of the text L. Rubalskaya, composer B. Savelyev.

Examining illustrations on the theme "Spring has come". Blowing air through the tube. Making a background using the "On wet" technique.

April

"Space landscape"

(scratching technique)

To acquaint children with the "scratchboard" technique.

Strengthen the ability of children to master various techniques for depicting objects.

Consolidate children's knowledge of space.

Continue to form children's interest in visual activities, develop imagination, fine motor skills of hands.

Audio recording of space music, illustrations depicting space, spaceships, planets, prepared paper, pens or toothpicks.

Examination of illustrations depicting space, spaceships, planets; conversations with children about the solar system; prepare a sheet of paper for work: coat the sheet with a wax candle or wax crayons. After the sheet of paper has been completely shaded, we apply black gouache on the sheet, after adding a little liquid soap(so that the gouache fits better on the wax).

"Fluffy kitten"

(jabbing with a hard brush)

Continue to develop children's drawing skills the way of drawing with a hard brush.

To form the ability to hold the brush correctly (just above the iron tip, with three fingers) while drawing.

Expand knowledge about pets, instill love for them.

Develop visual skills and abilities, hand motor skills; enrich vocabulary: funny, fluffy, purring kitten, poke drawing.

Album sheet with pencil outline cats (for children who cannot draw the outline themselves),stiff brush, gouache, napkins, brush stands, easel, images of cats, an envelope with a letter and a sample, a toy - a cat.

Watching cartoons, viewing illustrations of cats and kittens, reading fiction about animals.

« Fairyland - underwater kingdom»

(drawing on a "wet" sheet)

To form children's ability to draw in an unconventional way "on a wet" sheet. To develop multidirectional, continuous, smooth hand movements, visual control over them. Foster imagination and creativity.

Scrapbook, paints, foam sponge, brushes, napkins for each child.

Acquaintance of children with the technique of drawing "on a wet" sheet, reading the fairy tale by A. Pushkin "The Tale of the Fisherman and the Fish", examining the illustrations for this work, examining pictures and photographs depicting marine life.

"Asters for Dunno"

(drawing with a cocktail straw)

To strengthen the use of non-traditional drawing techniques with children;

Strengthen the ability to create a composition, select a color scheme;

To foster love for the beauty of native nature, respect for each other and mutual assistance;

Arouse interest in creating the image of a flower using various non-traditional techniques.

Consideration of the didactic illustrative material "Flowers", consideration of the living flower of the Aster;

Introducing children to non-traditional drawing techniques;

Didactic games of ecological content "Flowers", "Garden flowers", "Wildflowers" (loto, dominoes, cut pictures).

Album sheet for each child; gouache paints; a jar of water; brush; cocktail tube.

May

(drawing with a simple pencil and eraser)

Using an unconventional drawing technique, an eraser and a simple pencil can enrich, expand the artistic experience of children in working with a simple pencil.

Develop a strong interest in visual arts.

Improve the fine motor skills of the fingers and hands.

Develop a positive response to the results of your work.

A pencil, an eraser, white thick paper, a piece of cotton wool

Consideration of the didactic illustrative material "Flowers", consideration of the living flower of Chamomile; Introducing children to non-traditional drawing techniques; Didactic games of ecological content "Flowers", "Garden flowers", "Wildflowers" (loto, dominoes, cut pictures).

"Dinosaur excavation"

("Scratchboard")

To educate in children the desire to know the world around them.

To teach a new way of obtaining an image - scratchboard.

To form the ability in children to create a picture of a "dinosaur excavation": to draw a skeleton of a dinosaur, its fossils, using knowledge and impressions obtained earlier from literature and illustrations.

To develop fine motor skills of hands, to form the ability to obtain a clear outline of the objects being drawn. Observe the technique of drawing.

Cardboard with a ready-made base for scratching, a pointed stick (you can use a toothpick or a pen with a feather); old newspapers that can be used on tables, large soft brushes or napkins to remove excess wax during work.

Viewing dinosaur pictures in pictures and book illustrations... Watching cartoons and films about dinosaurs, for example: "Dinotopia"; "The Ballad of Big Ale" and "Walking with the Dinosaurs" produced by the BBC. Drawing ancient animals with gouache paints and watercolors. Conversations about dinosaurs: their appearance, lifestyle, food, their diversity on land, in water and air, etc. Dinosaur figurine games.

"Penguins on an ice floe"

(plasticineography)

Continue to acquaint children with an unconventional drawing technique - plasticinography. Exercise in smearing plasticine over the surface;

Develop fine motor skills of the fingers;

Develop creativity, imagination;

To generalize the knowledge of children about the characteristic features of the appearance of the inhabitants of Antarctica - penguins;

To activate the children's vocabulary on the topic of Antarctica;

Bring up cognitive interest to the animal world of our planet;

To foster a desire to bring the work started to the end.

Globe, screen, multimedia presentation, illustrations depicting penguins, drawing schemes, plasticine, stacks, napkins, pencils, colored sheets of various formats.

Reading stories, poems about penguins, guessing riddles, looking at illustrations depicting penguins.

"On the seabed"

(drawing with fingerprints, palms and even various objects, vegetables)

To expand the idea of ​​children about underwater inhabitants and plants, to introduce them to non-traditional image techniques. Form the skills of self-tinting paper. Develop imagination and imagination. To teach to convey in a drawing not only the shape, but also the plasticity of the object, and its character with the help of small details. Develop visual control. Use health-preserving technologies, physical training, finger play, eye gymnastics, music therapy.

Tinted paper, “sound of the sea” recording, multimedia installation, paints of different colors and shades, brushes, vegetables, knife, plates, aprons, basins of water for washing hands.

Conversations about the underwater world and its inhabitants, viewing illustrations. Before the lesson, children tint the paper on a wet background: wavy wide lines - blue, green, etc., the last one below - yellow.

Bibliography

1. Fateeva A.A. "Drawing without a brush" - Yaroslavl: Academy of Development, 2006. - 96p.

2. Col, Mary Ann F. "Painting with paints" - M: AST: Astrel, 2005. - 63p.

3. Solomennikova O.A. “The joy of creativity. Development of artistic creativity of children 5-7 years old "- Moscow, 2001.

4. Doronova T.N. "Visual activity and aesthetic development of preschoolers: a methodological guide for preschool educators educational institutions"- M. Education, 2006. - 192s.

5. Casanova R.G., Saiganova T.I., Sedova E.M. "Drawing with children of preschool age: Non-traditional techniques, planning, class notes" - M: TC "Sphere", 2004 - 128p.

6. Alekseevskaya N.A. "A naughty pencil" - M: "Leaf", 1998. - 144s.

7. Utrobina K.K., Utrobin G.F. "Fascinating drawing by the poke method with children 3-7 years old: We draw and learn the world around us" - M: Publishing house "GNOM and D", 2001. - 64p.

8. Lykova I.A. "Visual activity in kindergarten" - M: "Karapuz - Didactics", 2006. - 108s.

9. Koldina D.N. "Modeling and drawing with children 2-3 years old", M, publishing house "Mosaic-Synthesis", 2007.

10. Dovydova T.N. "We draw with palms": Dragonfly, 2012.

11. Niktina A.V. "Non-traditional drawing techniques in kindergarten"; KARO, 2010

12. Solovyova O. "Unusual drawing", M .: Mosaic - Synthesis, 2004.

13. Kazakova R.G. "Drawing with preschool children: non-traditional drawing techniques"; TC: Sphere, 2006.

14. Utrobina K.K. "Drawing with a poke" - M, 2004.

Inna Razuvaeva
Work plan of the circle on fine arts "Iris" (preparatory group, age 6-7 years)

Target program plan: to develop children's skills and abilities of visual creativity, using non-traditional image techniques.

Tasks:

Educational - in drawing: teach to draw using non-traditional drawing techniques. IN sculpting: Encourage children to create dynamic, expressive imagery and collective storytelling. In applique, learn to create expressive images using techniques (tearing, plucking, creasing the paper form to transfer the texture)... To acquaint children with new types of applications from fabric, natural material. Organize children's exhibitions with children works.

September

1st week: "Pictures in the Sand"

Mastering a new art technique- work with semolina, sand. Comparison and measurement of the volume of bulk solids. Word formation sand-sand. Artistic word by V. Shipunov "Ladoshki". Work with parents to experiment with bulk solids at home.

Preliminary Job: drawing with sticks in the sand, tool: markers, glue, brushes, semolina.

2nd week: "Butterflies of Beauty"

Mastering plastic and applicative skills. Help in choosing a material. Collage creation in group... Preliminary Job: Watching butterflies in the summer. Artistic word: V. Shipunova "Portrait of a butterfly". Material: colored cardboard, scissors, glue, plasticine, beads, beads, wire.

3rd week: "Wonderful mosaic"

Arouse interest in mosaic painting. Learn to make a harmonious multi-color composition based on a contour drawing. Artistic word N. Sakonsky "Metro". Material: white sheets with different outline drawings children's choice, confetti, strips of colored paper, glue brushes, pencils, felt-tip pens at children's choice.

October 1st week "Wicker basket for still life"

Teach children to create a form as the basis for a future composition. Improve the applique technique, cut in a straight line with scissors. Weave paper strips to simulate basket weaving. Preliminary Job: consider wickerwork. Discuss the weaving technique. Artistic word: M. Faizullina "Basket". Material: colored paper, scissors, glue.

2nd week "Autumn still life composition in a wicker basket"

Improve the technique of cutting symmetrical objects from paper folded in two. Develop a sense of color in the selection of color. To foster an aesthetic attitude to nature in the world around and in art... Preliminary Job: pre-made wicker baskets. Artistic word: reading a Russian folk nursery rhyme "Vanya-Vanechka". Material: scissors, colored paper, glue, brushes, paints.

3rd week "Migratory birds are flying" (applique and drawing)

Teach children to create stories based on a familiar fairy tale, combining drawing and applique. Work read the fairy tale about "Frog traveler"... Artistic word by M. Garshin "Frog traveler". Material: gouache, colored paper, brushes, glue, silhouette of a frog and paper ducks.

November 1st week: (drawing and applique)

Learn to create different images of trees, bushes and make a composition out of them. Use in work tear-off and overhead applique, cut-out decor. Preliminary Job: view reproductions, paintings by Russian artists.

Art word: I. Bunin "We are definitely looking at the painted forest ...".Working with parents: walk with children in the park, pay attention to the beauty of autumn nature. Material: a set of colored and textured paper, gouache, brushes, glue.

2nd week: "We are building a multi-storey house" (modular cut-off application).

To acquaint children with the modular application method (mosaics)... To help in mastering the technique of breaking application. Form skill plan your work... Preliminary Job: building houses from cubes. Artistic word V. Mayakovsky "Who to be". Material: colored and textured paper, glue markers, pencils.

3rd week: "Brave parachutists" (modeling and applique)

Teach children to sculpt a human figurine from a roller by cutting arms and legs with a stack. Cut the parachute out of paper, folding it in half. Artistic word: V. Shipunova "Once under a parachute". Work with parents to watch films with the participation of parachutists at home. Material: colored paper, plasticine, scissors, stack, threads, glue, brushes.

December 1st week: "Frost patterns" (decorative drawing based on lace-making) .

Teach children to draw patterns using technique lace-making... Create a situation for the free creative use of various decorative elements. Artistic word: V. Nabokov "Winter". Material: posters: "Winter window", "seasons", sheets of paper of different colors, gouache, brushes.

2nd week: "Openwork snowflakes" (decorative applique with design elements)

Teach children to cut six-ray snowflakes from colored foil. Show children an element of cut-out decor (circle, semicircle, triangle, rhombus, zigzag). Working with parents: Fix the cutout elements at home with children. Artistic word: V. Shipunov "Snow shawl". Material: scissors, colored foil.

3rd week: "Christmas toys"

Teach children to make bulky toys out of paper and cardboard, show one of the ways to make them by connecting 6-8 identical shapes (circles, rhombuses, triangles, ovals)... Preliminary Job... Consider Christmas toys of various shapes and colors. Artistic word: A. Tolstoy "Nikita's childhood". Material: colored paper, colored foil, cardboard, scissors, glue.

January 2nd week: "Feather of the Firebird", applique with drawing and writing elements.

Teach children in one work combine applicative, graphic and calligraphic elements. Master the artistic technique of overlaying when creating an overhead multicolor applique. Preliminary Job: consider reproductions of fabulous firebirds. Artistic word: conversation about fairy birds, reading Russian folk tales. Material: colored paper, paper rectangles of various shapes for overlay applique, scissors, glue, pencils, and felt-tip pens.

3rd week: "Paper Zoo"

Teach children to create a plot composition. Learn to construct animal images from paper. Artistic word: S. Marshak "Zoo". Working with parents: go to the zoo with the kids. Material: colored paper, scissors, pencils, felt-tip pens, glue.

4th week: "House with a chimney and magician smoke" (applique and drawing - fantasizing)

Teach children to create fantasy images. Cut the hut and chimney out of paper, draw fantasy images of smoke with paints or pencils. Artistic word: J. Moritz "House with a pipe". Material: Colored and white paper, scissors, glue, pencils, felt-tip pens.

February 1st week "Green oak near the sea" (plot modeling, collective composition)

Improve the sculpting technique, freely combine different methods and techniques. Teach to sculpt images of fairy tale heroes (scientist cat, hare, baba-yaga, black sea, etc.) Work to read the fairy tales of Alexander Pushkin with his parents. Artistic word: A. Pushkin "Near the curvature ...". Material: plasticine, plastic bottle, cocktail tubes, beads, beads, buttons, green foil, glue.

2nd week "Thirty-three heroes" (application, collective Job) .

To teach how to cut a hero along a self-drawn contour from paper folded in half. Supplement with other foil elements - helmet, shield. Artistic word: A. Pushkin "The Tale of Tsar Saltan". Material: white paper, colored foil, scissors, glue, felt-tip pens, pencils.

3rd week "I'm with daddy" (drawing on view)

Learn to draw companion portrait in profile, trying to convey the features of the appearance, character and mood of a person. Acquaintance with the genre of art (portrait)... Preliminary Job: view reproductions of paintings by famous portrait painters. Bring a photo with dad or grandfather. Artistic word: a conversation about how my dad and I spent the day off. Material: white paper, gouache, pencils.

March: 1st week "I'm with my mother"

We draw a portrait conveying the features of the appearance, character and mood of a particular person. We continue to get acquainted with the types and genres of fine arts. Preliminary Job: view reproductions of paintings by famous portrait painters. Bring a photo with mom. Artistic word: V. Shipunova "Present". Material: white paper, gouache, brushes, palette, family photography.

2nd week "Napkin for a vase"

Acquaintance with slotted decor (paper folklore)... Teach children to create a cutout pattern on a paper rectangle folded in half. Preliminary Job: to introduce children to new types of folk arts and crafts (weaving, paper applique)... Artistic word: a conversation about weaving, carpet weaving, as about folk art. Material: paper squares of different colors, scissors.

April: 1st week "Golden Clouds"

Introduce children to new art material "Pastel"... Develop a sense of color. Learn to convey delicate color nuances. Preliminary Job: to introduce children to the reproduction of paintings on the theme of spring landscapes. Artistic word: I. Bunin "Sky". Material: pastel - crayons of different colors, white paper.

2nd week "Doves on a Tiled Roof" (silhouette applique)

Teach children to create a collective composition, placing the cut elements in different ways. Preliminary Job: watching pigeons. Artistic word I. Bunin "The sky is turning blue". Material: A3 paper, colored paper, scissors, glue, felt-tip pens, brushes, napkins.

3rd week "Stars and Comet"(applique made of colored paper, fabric and foil)

Teach children to cut out five-pointed stars. Arouse interest in the creation of a comet image. Preliminary Job: presentation about space. Artistic word: S. Yesenin "Stars". Material: gold and silver foil, colored paper, scraps of fabric, serpentine, glue, brushes, sheets of black or dark purple paper.

May: 1st week "Favorite toy" (drawing from life).

Teach children to draw toys from nature. Introduce the sketch as a result work planning... Preliminary Job: bring your favorite toy from home and come up with it interesting story... Artistic word: V. Dragunsky

"Childhood friend"... Material: white paper, pencils, gouache, brushes, palette, favorite toy.

2nd week: "Tree of Life" (embossed molding from salted dough)

Teach children to create a complex composition of salt dough according to folklore motives- tree of Life. To foster interest in folk culture, the desire to participate in interior design. Artistic word: A. Bosquet "Grain". Material: soft salty dough suitable for air drying.

Mira Rakshain
Fine art program

Program on Artistic creation for children of primary preschool age.

Explanatory note

At preschool age, children lay the foundations for comprehensive, harmonious development, the foundation of creative principles. Classes in visual activity contribute to the active development of the surrounding world through the visual arts as the most accessible form of creativity in preschool age, an important feature of which is the inseparability of emotions from the process of perception, thinking and imagination. Artistic creativity in preschool age directly affects the formation of a positive attitude towards reality, and systematic classes contribute to the all-round development (aesthetic, intellectual, labor, physical) and help in preparing for school. In the process of drawing, the child's observation and aesthetic perception, artistic taste and creativity are improved. Develops the ability of visual assessment of form, orientation in space, a sense of color, as well as special skills and skills: eye-hand coordination, hand control.

Applying non-traditional techniques in working with preschoolers to develop imagination, creative thinking and activity, first of all, I want to draw your attention to the fact that they are very attractive for work. They use unusual combinations of materials and tools, the undoubted advantage of such techniques is their versatility. Drawing technology is interesting and understandable for children.

Methods used:

Allow to train the child's hand for writing;

Allows you to study the multi-colored image of objects;

Form an emotionally positive attitude towards drawing;

Promotes the development of imagination, perception and cognition

General position

1. Working program by section"Visual activity"

compiled on the basis of the mandatory minimum content of the federal component of the state standard.

2. Classes are held with children 2-3 years old in the form of art classes within the framework of the annual curriculum.

3. Program involves one lesson per week, in the first half of the day. The duration of the lessons is 10 minutes.

Introduction of a new one.

The main task in my work is to teach children visual skills using both traditional and non-traditional drawing techniques, the development of visual skills, speech and intelligence.

Relevance.

Classes in visual activity allow children to develop communication skills in the process of activity, as well as artistic ability.

The main goals of the working programs:

To develop artistic, linguistic, intellectual abilities in the process of commented drawing, the development of creative abilities and positive emotional perception the surrounding world.

Program decides the following tasks:

Educational: Teach children to master communication, language, intellectual and artistic abilities in the process of drawing.

Developing: develop creativity, hand muscles, strive for self-affirmation.

Educational: to form a positive-emotional perception of the surrounding world, to bring up artistic taste, interest in the fine arts.

1. To interest children in various visual materials and the opportunity to act with them.

2. Encourage children to portray by means of expressiveness available to them what is emotionally significant for them.

3. Create conditions for mastering the color palette.

4. Create conditions for children to communicate.

5. Promote the development of coherent speech in children.

6. Provide assistance to children in creating expressive images, while maintaining the vividness of children's perception.

7. Gradually increase the requirements for visual and communication skills and abilities of children.

8. Contribute to the emergence in children of the feeling that their drawings are interesting to others

(teacher, children, parents)

9. Development of speech. Teach generalization and reasoning.

This program compiled taking into account the implementation of interdisciplinary links sections: SPEECH DEVELOPMENT. In the classroom, the method of commented drawing is used.

In the process of playing up the plot and the drawing itself, there is a continuous conversation with the children, at the end of the lesson the children discuss their work. In the classroom, nursery rhymes, riddles, counting rhymes are used. Performing practical actions, children are able to learn many new words and expressions, which contributes to the development of coherent speech.

KNOWLEDGE. For lessons on iso-activity, topics were chosen that are close to the understanding of the child, which make it possible to clarify the knowledge already acquired by him, expand it, and apply it in communication. Children learn a lot of interesting things about various natural phenomena, about the life of people, about animals. MUSIC. The use of drawings in the design of holidays, and musical design for a better understanding of the image and expression of one's own feelings.

PHYSICAL EDUCATION. The use of physical education minutes, finger gymnastics, work to protect vision and prevent postural disorders.

SENSOR EDUCATION. These classes contribute to the assimilation of knowledge about color, size, shape, arrangement of objects in space.

Methodological support. (For unconventional painting techniques)

1. Seals from vegetables (print,

2. A jab with a hard brush,

3. Impression with foam rubber,

4. Wax crayons and watercolors,

5. Leaf prints,

6. Drawings from palms

7. Glass for stained glass (blank)

Classes using these items are miniature games. The proposed method of teaching allows children to feel bolder, more direct, develops imagination, gives freedom for self-expression, develops coordination of movements, attention, memory. The work is a creative process of a teacher and children using a variety of visual material.

Methods used:

1. Emotional attitude - the use of musical works.

2. Practical - exercises in a playful way.

3. Verbal - stories, conversations, artistic word, pedagogical dramatization, explanation, explanation, pedagogical assessment.

4. Visual methods and techniques - observation, examination, showing a sample, showing methods of execution, etc.

Material:

Cotton buds,

Foam seals,

Cloth napkins, water containers, brushes and brush stands,

A4 paper,

Plain and colored pencils,

The process of conducting classes foresees:

1. Using the reception of broadcasting information,

2. Selection of thematic content,

3. The main participant in drawing is a child,

4. The teacher tries to help the child express his thoughts correctly,

5. The teacher creates schematic images,

6. The teacher not only talks about what is drawn, but also shows through pictorial actions,

7. During physical training, elements of dramatization, imitation movements, accompanied by a commented speech are used.

Classes are structured according to the communicative principle:

1. Creation of optimal conditions for motivating children's speech,

2. Providing conditions for communication,

3. Maintaining speech initiative,

Lesson structure:

1. Creation of a positive attitude towards the topic and the way of its implementation,

2. Communicative drawing using imitation movements and discussion of the creation of the plot of the drawing,

3. Word games, games are dramatizations.

Results of the working programs:

1. Organization open classes children for parents,

2. Thematic exhibitions at the preschool educational institution,

3. Design of the aesthetic developmental environment in the group and kindergarten.

By the end of the year, skills and abilities are formed in children. children program:

1. They learn a lot about the world around them, because classes are held on certain topics.

2. Learn to use different visual materials in one work.

3. Learn to paint with different materials.

4. They use various additional materials in their work

5. Develop storytelling skills.

6. Experimenting.

7. Coherent speech develops.

8. Formation of technical skills.

9. Learn to respect the work of comrades and an objective assessment of their work.

Expected results:

Due to individual characteristics, the development of creative abilities cannot be the same for all children, therefore, in the classroom, each child is given the opportunity to express himself, to experience the joy of creative creation. Topics included in program, change according to the principle of gradual complication of the material. This should contribute to the acquisition of knowledge, skills and abilities by children in the process of drawing, the identification and awareness of children of their abilities, the formation of self-control.

Fragment Long-term planning for visual activity in the first younger group

No. Topic (drawing technique, methods and techniques) The purpose of the lesson Basic knowledge and skills. Material for the lesson

SEPTEMBER

1 "How we draw"

(drawing with pencils) Determine the level of proficiency in pencils. Introduce children to the right way actions pencils: hold with three fingers, not close to the sharpened end, do not squeeze the pencil too hard; learn to draw only on paper, use different colors; to form an interest and a positive attitude towards drawing. To be able to hold a pencil correctly, to make light pressure when drawing. Know that the sun, grass, flowers can be drawn using pencils of different colors. Sketchbook, sets of colored pencils (by the number of children).

2 "Chicken paths" (drawing with pencils) Arouse children's interest in the topic, in the drawing process; teach to hold a pencil in your right hand, with three fingers; learn to make wide, smooth movements in any direction; cause and maintain a sense of satisfaction from the process as a result of the activity. Be able to draw straight lines in different directions. Album sheet of A4 paper, colored pencils, pictures with a picture of a hen and chickens.

3 "Nuts for squirrels" (drawing with foam rubber poke) To acquaint children with gouache paints; teach children to use a brush; consolidate knowledge of primary colors, introduce new colors (Brown); build interest and positive attitudes to be able to use unconventional methods in the image

"Nut"... Know that the nuts are in the shape of a circle, and Sheets of paper for drawing are depicted with a picture of a tree and a squirrel for each child; foam tampons;

drawing. brown... squirrel toy; nuts; basket; jars of water, napkins.

4 "Autumn Leaves" (painting with a brush) Continue to acquaint children with gouache paints, teach them how to use a brush correctly; consolidate knowledge of basic colors, introduce new colors and shades; learn to distinguish maple leaves; to form an interest and a positive attitude towards drawing. To be able to hold a brush correctly, to type gouache on it. Know and name the colors of autumn leaves. Yellow and red gouache; brushes number 4; album sheets of paper for drawing for each child, mat with cut out silhouettes of maple leaves (by the number of children); Maple leaves; sippy jars; napkins.

1 "Rain"(drawing with felt-tip pens

drawing details) Teach children to properly hold a felt-tip pen in their hand; learn to draw with a felt-tip pen - do not press hard, draw straight vertical lines; do not go beyond the boundary line; to form an interest and a positive attitude towards drawing. To be able to hold a felt-tip pen correctly, draw short vertical lines. Know how you can depict rain in a drawing. Blue or blue felt-tip pens; sheets of paper with blanks (according to the number of children, a blue cloud is drawn at the top of the sheet, and below horizontal line- land so that children, drawing rain, do not go beyond the lower border.

2 "Let's help the bugs hide in the grass"(drawing with a pencil; finishing

details) Teach children to properly hold a wax pencil in their hand, draw straight vertical lines; consolidate knowledge of colors; spark interest in drawing with colored pencils. Be able to draw short vertical lines, recognize and use green for the image. Colored wax pencils green color; sheets of paper for drawing with painted beetles,

located in different places leaf (by the number of children).

3 "Yellow leaves are flying" (painting with a brush; adding details) Teach children to draw leaves by attaching a brush to a sheet of paper; continue to teach how to hold the brush correctly, use paint, a cloth, rinse the brush in a jar of water. To be able to depict autumn leaves by the wetting method, to collect the required amount of paint on the nap of the brush Know and work with yellow. Album sheets of A4 format with painted trees (by the number of children); yellow paint, brushes

No. 4, jars of water, rags.

4 "Along a flat path" (finger drawing) Teach children to draw with their fingers, rhythmically putting a print on a strip of paper; continue to acquaint children with color (red, blue, green, consolidate the names of colors; develop an interest and a positive attitude towards drawing. Be able to draw in non-traditional ways, know the main colors to show and name them. A demo sheet depicting two houses with a red and blue roof, opposed to each other (a path was drawn between the houses with a pencil and paint); strips of drawing paper 1/2 sheet according to the number of children; green gouache, wet wipes for hands.

The work program of the circle on fine arts "Rainbow palette" for the preparatory group for school for children 5-7 years old

Working programm

art mug "Rainbow palette"

Podstreshnaya Ekaterina Alexandrovna

for the preparatory group for school

GBUZ "Children's pulmonological sanatorium" Salut "

2014

Explanatory note.

P.L. Kapitsa spoke this way about art and harmonious development personality: “... People have the opportunity to influence the emotional activity of a person, to organize this activity. Art does this most effectively ... Music, for example, accompanies the main emotional stages of a person's life. The fine arts and literature have a particularly strong influence on the development of the spiritual culture of society. They influence the emotions that influence the establishment of morality and ethics both in personal relationships of people and in social ones ... And art is an artistic generalization of the processes taking place in the life of people and society. "

The "Rainbow Palette" circle is held on the basis of the preparatory school group of the sanatorium. Every child from two years old to adolescence draws complex multi-figured compositions, draws everything that he sees around him, hears, knows and remembers. The result of creative activity is important for an adult, and for a child, the process is of paramount importance.

If a small artist is already able to express his emotions through color and line, he can draw, splash out his emotions and experiences: joy, love, fear ... By splashing them out on a piece of paper, the child seems to be freed from them, lets them loose - and in this the psychotherapeutic effect of drawing consists.

In the preparatory group for school, children get acquainted with various types of visual arts that are available to their age. Using the best examples of folk art and works of great masters, the teacher educates children in the interest and ability to aesthetically perceive paintings, sculptures, folk art objects, illustrations in books, forms the foundations of the aesthetic taste of children, the ability to independently evaluate works of art.

Being engaged in visual activities in the classroom, students have the opportunity to express their impressions, their understanding and emotional attitude to the life around them in artistic creation: drawing and application.

In the preparatory group for school, the teacher sets and implements a whole range of tasks:

· Acquaintance of children with works of various types of art of the world artistic culture (painting, graphics, architecture, folk and decorative-applied arts);

· Encouragement of interest in children to contemplate beautiful objects and phenomena in the world around them;

Learning to convey your idea of ​​the historical past of your homeland through the image of interiors, costumes, household items corresponding to their time, as well as creation fairytale heroes(Little Mermaids, Pinocchio, Leshego, Mummitrolls, etc.);

· Encouraging children to make their own choice of artistic images, plots of compositions, materials, tools and ways of conveying their ideas;

· Continuation of teaching the image of objects of the real and fictional world from nature or by representation, conveying the proportions and movements of objects, animals and people;

· Continuation of acquaintance with various techniques of drawing with gouache, watercolors, crayons and wax crayons;

· Training in the coordination of hand movements when working with a brush and paints, as well as in working with an applique.

As a result of joint productive activities:

There is a disclosure of creative abilities;

The child learns new techniques and techniques of the image;

The child learns compositionally to correctly position the depicted objects on the sheet:

Learns to conduct work in the correct sequence;

Develops figurative thinking, imagination and visual memory;

There is an introduction to the world artistic culture, as well as the accumulation of basic knowledge about art;

Aesthetic taste is nurtured.

1. Visual activity in kindergarten: planning, class notes, guidelines. Preparatory group for school. I.A. Lykov. - Moscow: "KARAPUZ-DIDAKTIKA", 2008.

2. Art and Pedagogy: From Cultural Heritage Russia XIX- XX centuries: Reader, M.A. Verb. - Pskov, POIPKRO, 2002.

4. Fine arts. Grade 1: Lesson plans according to the textbook of V.S., Kuzin, E.I. Kubyshkina. OV Pavlova. - Volgograd: "Teacher", 2010.

Academic-thematic planning

drawing mug "Rainbow palette"

№ p / p	Topic name	Target. Tasks.	Materials (edit)	Number of hours
1	Autumn still life with flowers	Learning the basics of drawing from nature, the basics of transferring form, proportions, volume, light and shade in drawing.	Graphite pencil, colored pencils, wax crayons.
2	Autumn gifts. Still life with vegetables, mushrooms and berries.	Learning the basics of drawing from life, the basics of transferring form, proportions, volume, light and shade in drawing. Acquaintance with warm and cold colors of paints.	Pencil, watercolor, gouache.
3	Autumn landscape. Autumn in the park.	Learn to position the sheet depending on the image, select color and shades. Develop imagination and memory.
4	My favourite toy	To teach the construction of the image of toys, to teach to arrange the sheet depending on the depicted object. Develop imagination and memory.
5		Teach the basics of painting butterflies. Learn to arrange the sheet depending on the depicted object.	Lead pencil, crayons and pencils.
6	Autumn still life with flowers (applique) Teamwork.	Learning to combine colors with each other, to give an idea of ​​the color wheel, warm and cold colors.
7	My favorite pet	Learning the basics of drawing by representation; the basics of transferring the form, volume of the depicted animal in drawings.	Lead pencil, wax crayons
8	Winged swing fly, fly. Playground games.	Learning to convey in drawing your impressions of your favorite amusements and entertainments during a walk. Learning the basics of transferring the form of the depicted.	Lead pencil, colored pencils.
9	Bookmark for a book	Learning the basics of drawing by representation; the basics of transferring the form, proportions, volume of the depicted animal and plant ornament in drawings.	Lead pencil, colored pencils.
10	Russian patterns. Khokhloma painting.	Learning the basics of Khokhloma painting. Learning how to paint fine elements and curls with a brush. Teaching the composition and arrangement of objects and ornaments on the sheet.
11	Drawing a tree. Spruce.	Continue to acquaint with visual materials: watercolors and whitewash. Aesthetic development of children in the visual arts. Develop artistic taste, creativity, observe the phenomena and conditions of the surrounding nature.	Watercolor, whitewash, water, brushes, lead pencil.
12	Winter forest (applique). Teamwork.	Learning the basics of painting techniques using the dry felting technique. Learning to combine colors with each other, to give an idea of ​​the color wheel, warm and cold colors. Composition training.	Felt sheet, wool of different colors, frame for decoration.
№ p / p	Topic name	Target. Tasks.	Materials (edit)	Number of hours
13	My favorite Russian cartoon character	Learning the basics of drawing by representation; the basics of transferring the form, proportions, volume of the depicted object in drawings. Development of imagination and memory.	Pencil, wax crayons, pastels.
14	Winter landscape.	Fixing the names of colors and shades. Teaching the construction of a compositional construction of the image, learning to position the sheet depending on the depicted object. Develop memory and imagination.	Lead pencil, watercolor.
15	Ground transport image	Learning the basics of drawing on the representation of transport; the basics of transferring form, proportions in drawing.	Lead pencil, watercolor
16	Fairytale castle, fortress.	Learning the basics of drawing to represent fairytale castles. Learning to draw buildings of various shapes.	Lead pencil, watercolor, gouache.
17	New Year holiday	Promote the development of cognitive processes. Develop artistic taste and creativity.
18	Snowflakes friendly round dance	Learn the basics of drawing by representing snowflakes of various shapes. Encourage children to come up with different patterns.	Lead pencil, watercolor, wax crayons.
19	Wintering birds	Learning the basics of drawing from nature, the basics of transferring shapes, proportions, volume, light and shade in drawings. Teach to portray birds.	Lead pencil, color
20	Defender of the Fatherland Day	Teach the basics of composition. Introduce the concept of silhouette. Give an idea of ​​the compositional center.	Lead pencil, watercolor, wax crayons, pastels.
21	"Over the mountains, over the valleys ..."	Teaching the construction of a compositional construction of the image. Reflection in the drawing of their representations of natural mountain landscapes. Image of a mountain landscape.	Lead pencil, watercolor pencils, watercolor.
22	At the bottom of the sea	Teaching the construction of a composite image construction. Reflection in the drawing of their representations of underwater seascapes, as well as marine life and scuba divers near coral reefs.	Lead pencil, watercolor pencils, watercolor
23	I'm with my dad (grandpa)	Teaching the basics of drawing a portrait of a person; the basics of transferring shapes, proportions, parts of the face in drawings.	Lead pencil, color pencils.
№ p / p	Topic name	Target. Tasks.	Materials (edit)	Number of hours
24	I'm with my mother (grandmother)	Continue teaching the basics of drawing a portrait of a person; the basics of transferring shapes, proportions, parts of the face in drawings.	Lead pencil, color pencils.
25	Still life with spring flowers.	Learning the basics of drawing from nature, the basics of transferring shapes, proportions, volume, light and shade in drawings. Teach to depict flowers.	Lead pencil, color pencils, wax crayons, pastels.
26	Easter eggs painting	Teach the basics of visual activity: depict objects on a plane with various graphic means: line, stroke, spot. To acquaint with Russian folk ornaments for painting Easter eggs.	Lead pencil, color pencils.
27	Cosmonautics Day	Teach the basics of composition. Structural compositional solution training; the first and second plan in the composition.	Lead pencil, color pencils, wax crayons, pastels.
28	Human figure drawing	Teach the basics of drawing a human figure; the basics of transferring form, proportions in drawings.	Lead pencil, color pencils.
29	Portrait of a man and a woman in Russian national costume	Continue teaching the basics of drawing a portrait of a person; the basics of transferring shapes, proportions, parts of the face and body in drawings. Fostering interest in folk culture and history.	Lead pencil, color pencils
30	Drawing an animal	Learning the basics of transferring the form, proportions, volume of the depicted animal in drawings. Introduce visual material - gouache.	Lead pencil, gouache.
31	"And it's spring on the street ..." Spring landscape.	Teaching the basics of visual literacy, promoting the development of artistic creativity, fostering aesthetic taste.	Lead pencil, aqua-rail, wax crayons, pastels.
32	Primroses	Learning the basics of drawing from life; the basics of transferring form, proportions, volume, chiaroscuro in drawings.	Lead pencil, watercolor, colored pencils.
33	Victory celebration	Introducing students to artistic culture, teaching the basics of visual literacy, education of aesthetic taste.	Lead pencil, gouache, watercolor, wax crayons.
34	Spring thunder	Introducing students to artistic culture, teaching the basics of visual literacy. Learning the basics of transferring form, proportions, and the volume of what is depicted in drawings.	Lead pencil, watercolor.
35	River lilies and water lilies	Learning to create plot composition... Teach raw watercolor painting. Develop visual-figurative thinking.	crayons.

№ p / p	Topic name	Target. Tasks.	Materials (edit)	Number of hours
36	Blooming May	Introducing students to artistic culture, teaching the basics of visual literacy, promoting the development of artistic creativity, fostering aesthetic taste. Continuing the teaching of raw watercolor painting.	Lead pencil, watercolor, wax crayons.
Total:				36 hours

Conditions for the implementation of the program

Classes are organized in the form circle work and complement the content of the main educational program at a preschool educational institution in a sanatorium.

The art circle is completed from the number of children 5-7 years old.

Classes are held in the morning.

Number of lessons per week -1, per month - 4, per year - 36 lessons.

The duration of one lesson is 35 minutes.

Schedule of the circle "Rainbow Palette".

Monday - 11.00-11.35

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The work program of the circle on fine arts "Rainbow palette" for the preparatory group for school for children 5-7 years old

Working programm

art mug "Rainbow palette"

Podstreshnaya Ekaterina Alexandrovna

for the preparatory group for school

GBUZ "Children's pulmonological sanatorium" Salut "

2014

Explanatory note.

P.L. Kapitsa spoke this way about art and the harmonious development of the personality: “... People have the opportunity to influence the emotional activity of a person, to organize this activity. Art does this most effectively ... Music, for example, accompanies the main emotional stages of a person's life. The fine arts and literature have a particularly strong influence on the development of the spiritual culture of society. They influence the emotions that influence the establishment of morality and ethics both in personal relationships of people and in social ones ... And art is an artistic generalization of the processes taking place in the life of people and society. "

The "Rainbow Palette" circle is held on the basis of the preparatory school group of the sanatorium. Every child from two years old to adolescence draws complex multi-figured compositions, draws everything that he sees around him, hears, knows and remembers. The result of creative activity is important for an adult, and for a child, the process is of paramount importance.

If a small artist is already able to express his emotions through color and line, he can draw, splash out his emotions and experiences: joy, love, fear ... By splashing them out on a piece of paper, the child seems to be freed from them, lets them loose - and in this the psychotherapeutic effect of drawing consists.

In the preparatory group for school, children get acquainted with various types of visual arts that are available to their age. Using the best examples of folk art and works of great masters, the teacher educates children in the interest and ability to aesthetically perceive paintings, sculptures, folk art objects, illustrations in books, forms the foundations of the aesthetic taste of children, the ability to independently evaluate works of art.

Being engaged in visual activities in the classroom, students have the opportunity to express their impressions, their understanding and emotional attitude to the life around them in artistic creation: drawing and application.

In the preparatory group for school, the teacher sets and implements a whole range of tasks:

· Acquaintance of children with works of various types of art of the world artistic culture (painting, graphics, architecture, folk and decorative-applied arts);

· Encouragement of interest in children to contemplate beautiful objects and phenomena in the world around them;

· Learning to convey your idea of ​​the historical past of your homeland through the image of interiors, costumes, household items corresponding to their time, as well as the creation of fairy-tale characters (The Little Mermaid, Pinocchio, Leshego, Mummitrolls, etc.);

· Encouraging children to make their own choice of artistic images, plots of compositions, materials, tools and ways of conveying their ideas;

· Continuation of teaching the image of objects of the real and fictional world from nature or by representation, conveying the proportions and movements of objects, animals and people;

· Continuation of acquaintance with various techniques of drawing with gouache, watercolors, crayons and wax crayons;

· Training in the coordination of hand movements when working with a brush and paints, as well as in working with an applique.

As a result of joint productive activities:

There is a disclosure of creative abilities;

The child learns new techniques and techniques of the image;

The child learns compositionally to correctly position the depicted objects on the sheet:

Learns to conduct work in the correct sequence;

Develops figurative thinking, imagination and visual memory;

There is an introduction to the world art culture, as well as the accumulation of initial knowledge about art;

Aesthetic taste is nurtured.

1. Visual activity in kindergarten: planning, class notes, guidelines. Preparatory group for school. I.A. Lykov. - Moscow: "KARAPUZ-DIDAKTIKA", 2008.

2. Art and Pedagogy: From the Cultural Heritage of Russia in the 19th - 20th centuries: Reader, M.А. Verb. - Pskov, POIPKRO, 2002.

4. Fine arts. Grade 1: Lesson plans according to the textbook of V.S., Kuzin, E.I. Kubyshkina. OV Pavlova. - Volgograd: "Teacher", 2010.

Academic-thematic planning

drawing mug "Rainbow palette"

Topic name

Target. Tasks.

Materials (edit)

Number of hours

Autumn still life with flowers

Learning the basics of drawing from nature, the basics of transferring form, proportions, volume, light and shade in drawing.

Lead pencil, colored pencils, wax crayons.

Autumn gifts. Still life with vegetables, mushrooms and berries.

Learning the basics of drawing from life, the basics of transferring form, proportions, volume, light and shade in drawing. Acquaintance with warm and cold colors of paints.

Pencil, watercolor, gouache.

Autumn landscape. Autumn in the park.

Learn to position the sheet depending on the image, select color and shades.

Develop imagination and memory.

My favourite toy

To teach the construction of the image of toys, to teach to arrange the sheet depending on the depicted object. Develop imagination and memory.

Teach the basics of painting butterflies. Learn to arrange the sheet depending on the depicted object.

Lead pencil, crayons and pencils.

Autumn still life with flowers (applique)

Teamwork.

Learning to combine colors with each other, to give an idea of ​​the color wheel, warm and cold colors.

My favorite pet

Learning the basics of drawing by representation; the basics of transferring the form, volume of the depicted animal in drawings.

Lead pencil, wax crayons

Winged swings fly, fly. Playground games.

Learning to convey in drawing your impressions of your favorite amusements and entertainments during a walk. Learning the basics of transferring the form of the depicted.

Lead pencil, colored pencils.

Bookmark for a book

Learning the basics of drawing by representation; the basics of transferring the form, proportions, volume of the depicted animal and plant ornament in drawings.

Lead pencil, colored pencils.

Russian patterns. Khokhloma painting.

Learning the basics of Khokhloma painting. Learning how to paint fine elements and curls with a brush. Teaching the composition and arrangement of objects and ornaments on the sheet.

Drawing a tree. Spruce.

Continue to acquaint with visual materials: watercolors and whitewash. Aesthetic development of children in the visual arts. Develop artistic taste, creativity, observe the phenomena and conditions of the surrounding nature.

Watercolor, whitewash, water, brushes, lead pencil.

Winter forest (applique). Teamwork.

Learning the basics of painting techniques using the dry felting technique.

Learning to combine colors with each other, to give an idea of ​​the color wheel, warm and cold colors. Composition training.

Felt sheet, wool of different colors, frame for decoration.

Topic name

Target. Tasks.

Materials (edit)

Number of hours

My favorite Russian cartoon character

Learning the basics of drawing by representation; the basics of transferring the form, proportions, volume of the depicted object in drawings. Development of imagination and memory.

Pencil, wax crayons, pastels.

Winter landscape.

Fixing the names of colors and shades. Teaching the construction of a compositional construction of the image, learning to position the sheet depending on the depicted object. Develop memory and imagination.

Lead pencil, watercolor.

Ground transport image

Learning the basics of drawing on the representation of transport; the basics of transferring form, proportions in drawing.

Lead pencil, watercolor

Fairytale castle, fortress.

Learning the basics of drawing to represent fairytale castles. Learning to draw buildings of various shapes.

Lead pencil, watercolor, gouache.

New Year holiday

Promote the development of cognitive processes. Develop artistic taste and creativity.

Snowflakes friendly round dance

Learn the basics of drawing by representing snowflakes of various shapes. Encourage children to come up with different patterns.

Lead pencil, watercolor, wax crayons.

Wintering birds

Learning the basics of drawing from nature, the basics of transferring shapes, proportions, volume, light and shade in drawings. Teach to portray birds.

Lead pencil, color

Defender of the Fatherland Day

Teach the basics of composition. Introduce the concept of silhouette. Give an idea of ​​the compositional center.

Lead pencil, watercolor, wax crayons, pastels.

"Over the mountains, over the valleys ..."

Teaching the construction of a compositional construction of the image. Reflection in the drawing of their representations of natural mountain landscapes. Image of a mountain landscape.

Lead pencil, watercolor pencils, watercolors.

At the bottom of the sea

Teaching the construction of a composite image construction. Reflection in the drawing of their representations of underwater seascapes, as well as marine life and scuba divers near coral reefs.

Lead pencil, watercolor pencils, watercolor

I'm with my dad (grandpa)

Teaching the basics of drawing a portrait of a person; the basics of transferring shapes, proportions, parts of the face in drawings.

Lead pencil, color

pencils.

Topic name

Target. Tasks.

Materials (edit)

Number of hours

I'm with my mother (grandmother)

Continue teaching the basics of drawing a portrait of a person; the basics of transferring shapes, proportions, parts of the face in drawings.

Lead pencil, color

pencils.

Still life with spring flowers.

Learning the basics of drawing from nature, the basics of transferring shapes, proportions, volume, light and shade in drawings. Teach to depict flowers.

Lead pencil, color

pencils, wax crayons, pastels.

Easter eggs painting

Teach the basics of visual activity: depict objects on a plane with various graphic means: line, stroke, spot.

To acquaint with Russian folk ornaments for painting Easter eggs.

Lead pencil, color

pencils.

Cosmonautics Day

Teach the basics of composition. Structural compositional solution training; the first and second plan in the composition.

Lead pencil, color

pencils, wax crayons, pastels.

Human figure drawing

Teach the basics of drawing a human figure; the basics of transferring form, proportions in drawings.

Lead pencil, color

pencils.

Portrait of a man and a woman in Russian national costume

Continue teaching the basics of drawing a portrait of a person; the basics of transferring shapes, proportions, parts of the face and body in drawings. Fostering interest in folk culture and history.

Lead pencil, color

pencils

Drawing an animal

Learning the basics of transferring the form, proportions, volume of the depicted animal in drawings. Introduce visual material - gouache.

Lead pencil, gouache.

"And it's spring on the street ..." Spring landscape.

Teaching the basics of visual literacy, promoting the development of artistic creativity, fostering aesthetic taste.

Lead pencil, aqua-rail, wax crayons, pastels.

Primroses

Learning the basics of drawing from life; the basics of transferring form, proportions, volume, chiaroscuro in drawings.

Lead pencil, watercolor, colored pencils.

Victory celebration

Introducing students to artistic culture, teaching the basics of visual literacy, education of aesthetic taste.

Lead pencil, gouache, watercolor, wax crayons.

Spring thunder

Introducing students to artistic culture, teaching the basics of visual literacy. Learning the basics of transferring form, proportions, and the volume of what is depicted in drawings.

Lead pencil, watercolor.

River lilies and water lilies

Learning to create a plot composition. Teach raw watercolor painting. Develop visual-figurative thinking.

crayons.

Topic name

Target. Tasks.

Materials (edit)

Number of hours

Blooming May

Introducing students to artistic culture, teaching the basics of visual literacy, promoting the development of artistic creativity, fostering aesthetic taste. Continuing the teaching of raw watercolor painting.

Lead pencil, watercolor, wax

crayons.

Total:

36 hours

Conditions for the implementation of the program

Classes are organized in the form of circle work and complement the content of the main educational program at the preschool educational institution in the sanatorium.

The art circle is completed from the number of children 5-7 years old.

Classes are held in the morning.

Number of lessons per week -1, per month - 4, per year - 36 lessons.