Drawing lesson in the middle group “Decorative painting based on Dymkovo painting. "Dymkovo painting"

Topic: "Apron decoration" (decorative painting) in the middle group

Software content: Strengthen children's ability to decorate garments using lines, strokes, dots, circles and other familiar elements. To teach the selection of paints in accordance with the color of the apron. Develop aesthetic perception, independence, initiative.

Materials for the lesson: the image of an apron, gouache paints, a can of water, brushes, a napkin (for each child), a demonstration board, a magpie (finger theater), illustrations of a magpie, samples of decorated aprons, a magic wand for children's work.

The course directly - educational activities:

The teacher brings the magpie into the group.

- Guys, what kind of bird came to visit us? (magpie)

The teacher reads the poem by I. Demyanov "The Shy Apron"

At the magpie, look

Black apron on the chest!

I fired the stove, I forgot to take it off -

And now it flies over the garden.

“So many cases have accumulated!

You need to wash your apron:

Everything at the stove has turned black! "

- Guys, why did the magpie's apron turn black? (stoked the stove)

How can you help a magpie? (wash, buy, donate ....)

Guys, let's give forty new, beautiful aprons.

Magpie, look how many aprons we have. I see, only they are not decorated at all. The guys and I will decorate them and give them to you. Do you guys agree?

I have aprons with different patterns. Let's take a look at them.

What is the apron decorated with? (in different patterns)

That's right, patterns. Where are the patterns on the apron? (at the bottom of the apron)

Do you know how to draw patterns? (Stripes - draw a straight line with the end of the brush from left to right)

Guys, what is the decoration of the next apron?

That's right, with leaves and flowers. How are they located on this apron?

Well done, of course one leaf is on the right, the other is on the left, and between them is a flower. What do flowers look like? (into circles)

That's right, into circles. What color was the paint used for decoration?

Well done, green - leaves, flowers - red.

To draw a leaf: you need to attach (touch) the brush with all the nap to the paper and remove - the leaf is ready. How to draw flowers?

That's right, you can draw a circle with a brush, and I suggest you draw flowers with your finger: we type paint on the index finger and attach it to the paper - the flower is ready. Then wash your finger and dry it on a napkin.

Let's take a look at the pattern of another apron. What changed?

That's right guys, this apron has a different pattern. Three leaves - left, right and between them, next to flowers and again three leaves.

Look at aprons, how are they similar?

That's right, the elements of the pattern are the same: leaves, flowers and stripes.

Physical minutes:

Forty flew to us

White-breasted, white-sided

Cracked, galloped,

Loose bed crushed

I broke with my beak here and there,

I wet my tail in a puddle,

Then she shook the feathers,

Run up and fluttered!

Independent activity children.

Magpie and I will watch you draw.

Individual help, verbal instructions, showing on your silhouette, encouragement, reinforcement. (What element are you drawing? What color? Where are they located? How should you "bathe" the brush?)

Analysis of children's work.

Who has already decorated the apron, carry it to our board. Let's take a look at them. And you look forty.

Olya, find an apron with an even pattern. Why did you choose this apron?

Well done, because the stripes are drawn evenly and the pattern between them is neat. The leaves are drawn on the left, on the right, and between them there are flowers.

Magpie, do you like our aprons?

Of course you like it?

We give them to you so that you do not stain the feathers.

Guys, let's say goodbye to our guests.

And now we need to clean up our workplace. Well done guys, did a good job, pat yourself on the head.

Software content:

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

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

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

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

5. Expand knowledge of the surrounding reality.

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

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

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

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

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

The teacher brings the Dymkovo toy.

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

See what this toy is painted with? - Stripes.

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

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

You can also draw stripes from left to right.

The stripes can be red, yellow, green.

What have I drawn, Zhenya?

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

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

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

Physical education minute:

All the guys need to get up

Raise your hands slowly

Squeeze your fingers, then unclench,

Hands down and stand like that.

Lean to the right, to the left,

And get down to business again.

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

Look at each other guys. You see what beautiful, interesting work you have done.

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

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

Drawing is one of the favorite types of visual activity among preschool children. At first, the child enjoys drawing colored lines, curls, spots. By the age of 4–5, he has a desire to depict on a piece of paper what impressed him most. In the child's artistic activity, there is a transition to associative drawing: in spots and scribbles, he finds the outlines of familiar objects. Mastering begins subject drawing: the child draws according to his plan. It is important for the educator to teach children to see simple shapes at the base of objects, select and mix colors, make sure that the pencil and brush are held correctly. In the middle group, learning a new type of drawing begins - decorative, when the acquired skills are used by preschoolers in creating patterns to decorate an object, for example, a sweater.

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

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

Tasks of teaching decorative painting in the middle group:

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

Decorative painting lesson in the middle group

Lesson materials

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

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

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

Base material option

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

Variants of templates for the "Sweater" blank.

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

Drawing techniques and techniques in the middle group.

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

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

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

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

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

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

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

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

Examples of work performed in non-traditional techniques.

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

Individual assignments in the classroom for decorative painting.

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

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

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

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

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

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

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

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

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

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

Motivating material at the initial stage of the lesson.

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

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

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

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

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

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

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

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

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

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

Decorating with paper stripes and drawing with a pencil.

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

Drawing patterns with a pencil and decorating with plasticine elements.

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

Create a pattern with a stroke.

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

Drawing a pattern using lines and dots.

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

Painting with watercolors: toning, lines and rings.

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

Painting with gouache: circles and points.

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

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

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

Planning in the middle group according to T.S. Komarova with elements of I.A. Lykova

Program tasks of drawing lessons in the middle group of kindergarten

(Based on the "Program of education and training in kindergarten" implemented in the preschool educational institution, edited by M.A. Vasilyeva, V.V. Gerbova, T.S.Komarova, 2005)

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

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

To help in transferring the plot to arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. To direct their attention to the transfer of the ratio of objects in size: a tall tree, a bush below a tree, flowers below a bush.

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

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

To consolidate the ability to properly hold a pencil, brush, felt-tip pen, crayon; use them when creating images.

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

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

Decorative painting. Continue to develop the ability to create decorative compositions based on Dymkovo and Filimonov patterns. To use Dymkovo and Filimonov products for the development of aesthetic perception of beauty and as samples for creating patterns in the style of these paintings (toys sculpted by children and silhouettes of toys cut out of paper can be used for painting).

To acquaint children with Gorodets products. Learn to highlight the elements of Gorodets painting (buds, kupavki, rose trees, leaves); see and name the colors used in the painting.

Main literature:

1. Komarova T.S. Classes on visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2007 .-- 96 p.

(25 lessons out of 35 ≈ 70%)

2. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - 144 p.

(10 lessons out of 35 ≈ 30%)

By the end of the year, children can:

ü Depict objects using the ability to convey them by creating distinct shapes, choosing colors, accurately painting, using different materials.

ü Convey a simple plot, combining several objects in a drawing.

ü To decorate silhouettes of toys with elements of Dymkovo and Filimonov painting.

Outlined by: Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2007 .-- p. nine.

September

I week

Lesson number 1

Lesson topic : « Pictures for our lockers » - subject drawing by design with application elements (pedagogical diagnostics).

Software content : to teach children to determine the design in accordance with the purpose of the picture (picture for the locker). To create conditions for independent creativity - to frame a subject picture with a frame of colored stripes. Clarify the idea of ​​the internal structure (layout) of the kindergarten and its group, the purpose of individual rooms (locker room). Foster interest in kindergarten.

Preliminary work : excursion to the kindergarten. Conversation about the layout of the group and the purpose of individual rooms (bedroom, room for games, eating, hygiene, changing room, etc.). A conversation about clothes (types, purpose, storage, care) and lockers for storing clothes. Reading a pure phrase G. Lagzdyn (work on the sound culture of speech).

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 16-17.

Materials for the lesson: Paper squares different color but of the same size, paper strips of different colors for framing pictures by children (width 1 cm, length equal to the side of the paper square for the picture); additional materials for the decoration of pictures (frames, mat, cardboard forms with loops, etc., possibly individual tablets for general collection children's works that are placed on or above lockers. Three - four subject pictures to show to children (for example: an apple, a butterfly, a balloon, a car); one of the pictures in two versions - with and without a frame. Four options for frames (two of them are one-color, one is multi-colored, another is two-color).

II week

Lesson number 2

Lesson topic : « Apples ripened on the apple tree ».

Software content : continue teaching children to draw a tree, conveying its characteristic features: a trunk, long and short branches diverging from it, teaching children to convey the image of a fruit tree in a drawing. Consolidate foliage drawing techniques. Lead children to an emotional aesthetic assessment of their work.

Course of the lesson : cm. Komarova T.S. Classes on visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 29-30.

Materials for the lesson: colored pencils wax crayons, ½ landscape sheet paper (for each child).

III week

Lesson number 3

Lesson topic : « Apple - ripe, red, sweet » - painting with paints (by presentation) and pencils (from nature).

Software content : Teach children to draw a multicolored apple with gouache paints. Show the possibility of depicting half an apple (with colored pencils or felt-tip pens). Develop aesthetic perception, the ability to transmit characteristics artistic image. To cultivate artistic taste.

Preliminary work : didactic games "Fruits - vegetables", "Guess the taste", "Wonderful bag". Inspection and description of different fruits. Reading the text of L. Tolstoy "The old man planted apple trees": The old man was planting apple trees. He was told: “Why do you need these apple trees? You have a duty to wait for fruit from these apple trees, and you will not eat an apple from them. " The old man said: "I will not eat, others will eat, they will say thank you to me."

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 42-43.

Materials for the lesson: gouache paints, brushes, palettes, cans of water, napkins, colored pencils, felt-tip pens, sheets of paper white(¼ landscape sheet format) (2 for each child). An apple, a knife, a white linen napkin and a plate - for drawing half an apple from nature.

IV week

Lesson number 4

Lesson topic : « Beautiful flowers».

Software content : develop observation, the ability to choose an object for the image. Learn to transfer parts of the plant in the drawing. Strengthen the ability to draw with a brush and paints, hold the brush correctly, rinse it well and dry it. Improve the ability to look at drawings, choose the best. Develop aesthetic perception. Arouse a feeling of pleasure, joy from the created image.

Preliminary work : observation in the flower garden of the kindergarten; examination of flowers in a bouquet, pictures with their image, art cards.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 31 - 32.

Materials for the lesson: gouache of different colors (3-4 colors for each table), A4 paper of white or any light color, brushes, a jar of water, a napkin (for each child).

October

I week

Lesson number 5

Lesson topic : « Golden autumn».

Software content : teach children to portray autumn. Exercise in the ability to draw a tree, trunk, thin branches, autumn foliage. To consolidate technical skills in drawing with paints (dip the brush with all the nap into a jar of paint, remove an extra drop on the edge of the jar, rinse the brush well in water before picking up another paint, blot it on a soft cloth or paper napkin, etc.). Lead children to the figurative transmission of phenomena. Foster independence, creativity. Arouse a feeling of joy from bright, beautiful drawings.

Preliminary work : learning a poem about autumn, leaf fall. A targeted walk to the forest, to the square, to the boulevard. During walks, collect and examine leaves from different trees, draw the attention of children to their bright and varied colors. Highlight the shape of the leaves, compare them, ask what they look like, which picture of them can be folded. Learning a song about autumn. Examining illustrations.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 35 - 36.

Materials for the lesson: album sheets, gouache paints, brushes, jars of water, a napkin for each child.

I I week

Lesson number 6

Lesson topic : « Rowan brush, bunch of Kalinka ... » - drawing is modular (with cotton swabs or fingers).

Software content : to teach children to draw a rowan (viburnum) brush with cotton swabs or fingers (optional), and a leaf - by the method of rhythmic wetting of the brush nap. To consolidate the idea of ​​seed fruits (brush, bunch) and their structure. Develop a sense of rhythm and color. Raise an interest in reflecting your impressions and ideas about nature in drawings.

Preliminary work : observation of trees (mountain ash, viburnum), examination of fruits. A conversation about autumn changes in nature. Didactic games "From what tree is the leaf?", "Leaves and fruits (seeds)". Mastering unconventional techniques and art materials (cotton swab, non-pointed end of a pencil, possibly with an eraser, fingers, stamps). Experimenting with art materials to produce prints of the same type (modular drawing).

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 46-47.

Materials for the lesson: gouache paints (red, orange, green, yellow), colored pencils, sheets of tinted paper (blue, blue, turquoise, purple) for free choice of background, cotton swabs, paper and cloth napkins, jars of water, coasters or oilcloths for cotton swabs.

I II week

Lesson number 7

Lesson topic : « Apron decoration » - decorative Painting.

Software content : to teach children to make a simple pattern from elements of folk ornament on a strip of paper. Develop color perception.

Preliminary work : examining beautiful products: scarves, aprons, etc.

Course of the lesson : cm. Komarova T.S. Classes on visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 38.

Materials for the lesson: several aprons in smooth fabric with trim. Gouache paints, brushes, jars of water, napkins, silhouettes of aprons (for each child) pre-cut by the teacher from white or colored (plain) paper.

I V week

Lesson number 8

Lesson topic : « Mouse and sparrow» - drawing with paints based on a literary work.

Software content : Teach children to draw simple stories based on fairy tales. To bring to an understanding of the generalized way of depicting different animals (mice and sparrows) on the basis of two ovals of different sizes (body and head). Develop the ability to shape. To foster independence, confidence in the visual arts.

Preliminary work : reading Udmurt folk tale"The Mouse and the Sparrow", a conversation on the content. Examination of illustrations in children's books. The teacher's story about harvesting, autumn agricultural work. Examination and germination of grains. Work on sound culture speech - learning tongue twisters about mice. Reading comic folk songs about sparrows and mice.

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 54-55.

Materials for the lesson: sheets of white and tinted paper (blue, yellow, light green, light gray, etc.), gouache paints, brushes of different sizes, jars of water, brush stands, paper and cloth napkins. Two - three versions of the composition "Mouse and Sparrow" for showing to children.

November

I week

Lesson number 9

Lesson topic : « Sweater decoration » - decorative painting.

Software content : reinforce the ability of children to decorate a piece of clothing using lines, strokes, dots, circles and other familiar elements; decorate paper-cut clothes with decorated stripes. Learn to select colors in accordance with the color of the sweater. Develop aesthetic perception, independence, initiative.

Preliminary work : examining clothes decorated with decorative patterns; painting of Dymkovo and Filimonov toys.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 44 - 45.

Materials for the lesson: sweaters of different colors cut from thick paper; strips of paper to the size of cuffs, necklines, sweater elastic bands; gouache paints, brushes, a can of water, a napkin (for each child).

I I week

Lesson number 10

Lesson topic : « Little gnome ».

Software content : to teach children to convey in a drawing the image of a little man - a forest gnome, composing an image from simple parts: a round head, a cone-shaped shirt, a triangular cap, straight arms, while observing in a simplified form the ratio in size. Strengthen the ability to paint with paints and a brush. Lead to a figurative assessment of finished works.

Note:In the lesson, any other small fairy-tale man in a long fur coat, from under which legs are not visible, can be drawn.

Preliminary work : telling and reading fairy tales, examining illustrations, toys.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 46 - 47.

Materials for the lesson: gnome (volumetric) made of paper. ½ landscape sheet paper, gouache paints, brushes, a can of water, a napkin (for each child).

I II week

Lesson number 11

Lesson topic : « Fish swim in the aquarium ».

Software content : teach children to portray fish swimming in different directions; correctly convey their shape, tail, fins. To consolidate the ability to paint with a brush and paints, using strokes of a different nature. Foster independence, creativity. Learn to mark expressive images.

Preliminary work : observation with children of fish in the aquarium (how they swim in different directions, wagging their tails, fins). Examination of algae. Modeling of fish.

Course of the lesson : cm. Komarova T.S. Classes on visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 47 - 48.

Materials for the lesson: toy fish of various shapes and sizes. Album sheets or sheets of paper in a round or oval shape (aquarium); watercolor paints, diluted to a light shade (blue, light green, etc.); colored wax crayons, a large brush, a jar of water, a napkin (for each child).

I V week

Lesson number 12

Lesson topic : « Little gray bunny became white » - drawing with applique elements.

Software content : to teach to modify the expressive image of a bunny - to change a summer fur coat to a winter one: glue a gray paper silhouette and paint with white gouache paint. Create conditions for experimentation with a combination of visual techniques and independent creative searches. Develop imagination and thinking. To foster interest in the knowledge of nature and the reflection of the received ideas in art.

Preliminary work : a conversation about seasonal changes in nature, ways of animal adaptability (changing the color of the outer covers of the body). Comparison of images of hares - in summer and winter "fur coats". Reading literary works about hares. Explanation of the meanings of the words hare - hare and hare - hare.

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 58-59.

Materials for the lesson: sheets of blue paper or blue, silhouettes of hares - drawn on gray paper (for self-cutting by well-trained children) and cut out by the teacher from gray paper (for children who are not very confident in using scissors); scissors, glue, glue brushes, oilcloth, or glue - pencil, white gouache paint, brushes, cans of water, paper and cloth napkins, brush stands. The teacher has options for images of a hare to show the color transformation of the image.

December

I week

Lesson number 13

Lesson topic : « Gloves and kittens » - decorative painting with applique elements.

Software content : arouse interest in the image and design of "gloves" (or "mittens") on their palms - right and left - with a variety of artistic means of expressiveness (applique, felt-tip pens, colored pencils). To form accurate graphic skills - accurately and confidently trace the hand, holding the pencil near the hand and not lifting it from the paper. Show the dependence of the decor on the shape of the product. Learn to create an ornament on your own - by presentation or by design. Develop imagination. Coordinate hand and eye movements. Give a visual representation of the symmetry of paired items (the same pattern on both gloves in each pair).

Preliminary work : reading poems: "Without which you can't cut a pine tree?" M. Plyatskovsky, "Right and Left" by O. Driz, "Fives" by S. Mikhalkov. Conversation about human hands, enrichment of the vocabulary ("smart hands", "golden hands", "good hands"). Consideration of winter clothing with an ornament - gloves, mittens, mittens, hats, scarves. Reading a poem by G. Lagzdyn:

On my glove hand.

Her fingers play hide and seek.

In every little corner

Finger, as if in a little house!

How many corners there will be

There will be so many teremkov!

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 64-65.

Materials for the lesson: album sheets of paper, felt-tip pens, simple and colored pencils, various decorative elements from colored paper, cut out by the teacher and prepared for the applicative design of "gloves" or "mittens"; glue brushes, glue, or glue - pencil, oilcloth, brush stands, paper and cloth napkins.

I I week

Lesson number 14

Lesson topic : « Snow Maiden».

Software content: teach children to portray the Snow Maiden in a fur coat (the fur coat is widened downward, arms from the shoulders). To consolidate the ability to draw with a brush and paints, apply one paint to another after drying, when decorating a fur coat, rinse the brush cleanly and dry it, blotting it on a cloth or napkin.

Preliminary work : telling fairy tales, examining illustrations, art cards with the image of the Snow Maiden.

Course of the lesson : cm. Komarova T.S. Classes on visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 51 - 52.

Materials for the lesson: toy Snow Maiden. Rectangular sheets of paper (1/2 landscape sheet) of different soft colors, gouache paints, brushes of 2 sizes, jars of water, a napkin (for each child).

I II week

Lesson number 15

Lesson topic : « Frost patterns(winter window) » - decorative drawing based on lace making.

Software content: teach children to draw frosty patterns in the style of lace-making. Create conditions for experimenting with paints to obtain a variety of shades of blue. Expand and diversify the imagery - create a situation for the free, creative use of various decorative elements (point, circle, curl, leaf, petal, trefoil, wavy line, straight line). Improve the technique of painting with the end of the brush. Develop a sense of form and composition.

Preliminary work : a conversation about the famous art of lace making on the example of Vologda craftswomen. Examination of lace products (napkins, collars, scarves, curtains, costume details, etc.). Search for analogies between lace and other compositions, for example, natural objects (frosty patterns on the window, cobwebs, patterns on plant leaves, leaf venation, patterns on the wings of butterflies and dragonflies, coloring of petals of flowering plants). Experimenting with colors on the palette. Reading of the poem by G. Lagzdyn "Winter - winter":

Does mother knit - winter?

Hangs higher

To the edge of the green roof ?!

Oh, winter is a miracle

Laces the same age!

Is mother building winter?

Do not pass, do not pass!

White city on the way!

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 66-67.

Materials for the lesson: sheets of paper in the form of a square 20x20 cm of saturated blue color of the same size and format for all children, white and blue gouache paints, palettes for mixing colors (or squares of thick paper or cardboard), thin brushes, jars of water, paper or cloth napkins; cover for the collective album "Frosty Patterns" or elements for decorating the exhibition in the form winter window with frosty patterns on the glass (for example, a frame around all the drawings).

I V week

Lesson number 16

Lesson topic : « Our elegant Christmas tree ».

Software content: to teach children to convey the image of a New Year tree in a drawing. To form the ability to draw a Christmas tree with branches extending downward. Learn to use paints of different colors, carefully apply one paint to another only after drying. Lead to the emotional evaluation of the work. Arouse a feeling of joy when perceiving the created drawings.

Preliminary work : preparation for the holiday. Singing new year songs, decorating a tree in a group, participating in a festive matinee.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 54. (. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 74-75.)

Materials for the lesson: sheets of white (or any soft tone) paper of landscape format, gouache of different colors, brushes of 2 sizes, jars of water, a napkin (for each child).

January

I I week

Lesson number 17

Lesson topic : « The little Christmas tree is cold in winter ».

Software content : to teach children to convey a simple plot in a drawing, highlighting the main thing. Learn to draw a Christmas tree with branches elongated from top to bottom. Strengthen the ability to paint with paints. Develop figurative perception, figurative representations; desire to create beautiful drawing, give him an emotional assessment.

Preliminary work : singing songs about the tree on music lessons.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 55.

Materials for the lesson: landscape paper sheets of light gray tone, gouache paints white, dark green, light green and dark brown; brushes of 2 sizes, jars of water, napkins, brush stands.

I II week

Lesson number 18

Lesson topic : « Snowmen in hats and scarves » - drawing by view.

Software content : Teach children to draw elegant snowmen in hats and scarves. Show techniques for decorating sets of winter clothing. Develop an eye, a sense of color, shape and proportion. Foster confidence, initiative, interest in experimentation.

Preliminary work : experimenting with snow and plasticine. Designing snowmen and other snow crafts for a walk, decorating snow sculptures with gouache paints based on Dymkovo toys or according to your own design. Clarification of the idea of ​​\ u200b \ u200bthe structure of snow women and snowmen: the body consists of two or three parts(the largest ball - the skirt at the bottom, the medium-sized ball - the jacket - in the middle) and the smallest ball - the head - at the top; there are still hands - they can be like balls of a tumbler or like columns. Consideration of sets of winter clothing (hats and scarves), description of patterns or individual design elements.

Guessing the riddle of G. Lagzdyn:

Under the birch trees, in the shade,

Shabby grandfather on a hemp!

All overgrown with icicles,

He hides his nose in a mitten.

Who is this old man?

Guess ...

(Snowman.)

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 78-79.

Materials for the lesson: sheets of paper in dark blue, blue, purple, lilac, black for the background (for children to choose from); gouache paints, brushes, jars of water, paper and cloth napkins; a schematic representation of a snowman for teaching work planning - a graphic drawing or an application of geometric shapes.

I V week

Lesson number 19

Lesson topic : « Draw whatever toy you want ».

Software content : develop the ability of children to conceive the content of the picture, create an image, transferring the shape of the parts. Strengthen your drawing skills with colored pencils. Learn to consider the drawings, choose the ones you like, explain what you like. Foster independence. Develop creativity, imagination, the ability to talk about the created image. Form a positive emotional attitude towards the created drawings.

Preliminary work : playing with toys, clarifying their shape. Didactic games aimed at mastering the form, size, structure of objects and objects.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 60.

Materials for the lesson: ½ landscape sheet, colored pencils.

February

I week

Lesson number 20

Lesson topic : « Like pink apples, bullfinches on the branches » - plot drawing.

Software content : teach children to draw bullfinches on snow-covered branches: build a simple composition, convey features appearance birds - body structure and color. To improve the technique of drawing with gouache paints: freely move the brush along the pile, repeating the outline of the silhouette. Develop a sense of color and shape. To cultivate an interest in nature, a desire to reflect aesthetic emotions and received ideas in a drawing.

Preliminary work : bird watching for a walk in the park. Conversation about wintering birds. Making feeders together with parents. Feeding birds on feeders. Examination of images of birds (sparrow, tit, bullfinch, crow, magpie, etc.).

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 90-91.

Materials for the lesson: sheets of light blue paper the size of a landscape sheet, gouache paints (for snow-covered branches - white, for the breasts of bullfinches - pink, scarlet, crimson or red, for the back - dark blue, blue or purple for the spout and paws - black), brushes of 2 sizes, paper and cloth napkins, jars of water, brush stands.

I I week

Lesson number 21

Lesson topic : « Handkerchief decoration » - decorative painting based on Dymkovo paintings.

Software content : to acquaint children with the painting of a Dymkovo toy (young lady), to teach to highlight the elements of the pattern (straight, intersecting lines, dots and strokes). Learn to evenly cover the sheet with continuous lines (vertical and horizontal), put strokes, dots and other elements in the resulting cells. Develop a sense of rhythm, composition, color.

Preliminary work : acquaintance with Dymkovo toys. Expansion of ideas about the wealth and variety of toys, their decoration. Examination of beautiful handkerchiefs, their adornments.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 61.

Materials for the lesson: Dymkovo young ladies. Gouache paints (on different tables in different colors), square sheets of paper 18x18 cm, brushes of 2 sizes, jars of water, napkins (for each child).

I II week

Lesson number 22

Lesson topic : « Spreading tree ».

Software content : Teach children to use different pencil (or charcoal) pressure to depict a tree with thick and thin branches. Foster the desire to achieve good result... Develop imaginative perception, imagination, creativity.

Preliminary work : observations on walks, viewing illustrations.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 56 - 57.

Materials for the lesson: ½ landscape paper, charcoal, white crayon(or 3M graphite pencils (for each child).

I V week

Lesson number 23

Lesson topic : « Decorate toys (duck with ducklings) » - decorative painting based on Dymkovo toys.

Software content : develop aesthetic perception. Continue to acquaint children with Dymkovo toys, teach them to mark their characteristic features, highlight the elements of the pattern: circles, rings, dots, stripes. To reinforce the idea of ​​children about the bright, elegant, festive color of toys. Consolidate brush painting techniques.

Preliminary work : acquaintance with Dymkovo products, their painting. Modeling toys.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 66 - 67.

Materials for the lesson: silhouettes of ducks and ducklings, cut out of paper, gouache paints, brushes of 2 sizes, jars of water, napkins, brush stands (for each child).

March

I week

Lesson number 24

Lesson topic : « Beautiful flowers bloomed ».

Software content : Teach children to draw beautiful flowers using a variety of shaping movements, working with the entire brush and its end. Develop aesthetic feelings (children should carefully take the color of paint), a sense of rhythm, ideas of beauty.

Preliminary work : examining illustrations depicting beautiful flowers.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 68.

Materials for the lesson: paper for drawing yellow and greenish tones in the size of ½ a landscape sheet, gouache paints of different colors, brushes of 2 sizes, a jar of water, a napkin, a brush holder (for each child).

I I week

Lesson number 25

Lesson topic : « Girl dancing».

Software content : to teach children to draw a human figure, conveying the simplest proportions in size: the head is small, the body is large; girl dressed in a dress. Teach to portray simple moves(for example, a raised hand, hands on a belt), fix painting techniques with paints (even solid lines in one direction), felt-tip pens, crayons. Encourage imaginative evaluation of images.

Preliminary work : participation of children in dancing at musical lessons, modeling of a girl in motion.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 64.

Materials for the lesson: illustrations depicting dancing girl... Gouache, white paper ½ landscape sheet, brushes of 2 sizes, felt-tip pens, jars of water, napkins, brush stands (for each child).

I II week

Lesson number 26

Lesson topic : « Decorate the dress for the doll » - decorative painting.

Software content : Teach children to make a pattern from familiar elements (stripes, dots, circles). Develop creativity, aesthetic perception, imagination.

Preliminary work : examination of decorative objects, creation of decorative applications.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 72 - 73.

Materials for the lesson: dresses cut from white or colored paper; gouache paints, brushes of 2 sizes, jars of water, brush stands, napkins (for each child).

I V week

Lesson number 27

Lesson topic : « Funny nesting dolls (round dance) » - decorative painting.

Software content : to introduce children to the matryoshka as a species folk toys(history of creation, features of appearance and decor, source material and manufacturing method, the most famous crafts are Semyonovskaya, Polkhov is Maidan). Learn to draw a nesting doll from life, accurately conveying the shape, proportions and design elements of the “clothes” (flowers and leaves on a skirt, apron, shirt, scarf). Develop an eye, a sense of color, shape, rhythm, proportions. Cultivate interest in folk culture, aesthetic taste.

Preliminary work : acquaintance with different types of folk decorative - applied arts... Drawing up a collection of matryoshka dolls. A game of visiting the Matryoshka Museum. Examination, examination and comparison of nesting dolls. Didactic games with 5 and 7-seat nesting dolls.

Course of the lesson : cm. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 106 - 107.

Materials for the lesson: Software content : to teach children to convey the image of a fairy tale in a drawing. Develop imagery, imagination, independence and creativity in the image and decoration fairy house... Improve decorating techniques.

Preliminary work : reading fairy tales, examining illustrations, houses in the immediate environment; highlighting the unusual shape of windows, special details: turrets, decorations, etc.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 76 - 77.

Preliminary work : reading and telling the tale "The Wolf and the Little Goats", talking about the tale. Examination of toys, illustrations. Goat sculpting.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 73 - 74.

Materials for the lesson: toy goat (or illustration). Sheets of A4 green paper, gouache paints, brushes of 2 sizes, jars of water, brush stands, napkins (for each child). Preliminary work : conversations about nature, life of insects, birds, animals; observing on walks, reading books, viewing illustrations.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 49 - 50.

Materials for the lesson: ½ album sheet, colored pencils (for each child).

I V week ".

Software content : Teach children to draw airplanes flying through the clouds using different pressure on the pencil. Develop imaginative perception, figurative representations. Arouse a positive emotional attitude towards the created drawings.

Preliminary work : reading books, looking at illustrations, talking with children. Children's games.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 84.

Preliminary work : observation on walks, reading books, poems.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 85. (Additional material for the course and content of the lesson, see. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ - DIDAKTIKA", 2006. - p. 136-137.) develop aesthetic perception, imagery, creativity. Continue to form a positive emotional attitude to art activities, to the works created; friendly attitude to the work of peers. To consolidate drawing techniques with different materials (felt-tip pens, bold pastels, paints, colored wax crayons).

Preliminary work : reading fairy tales, viewing illustrations. Conversations with children about fairy-tale characters. Acquaintance with arts and crafts.

Course of the lesson : cm. Komarova T.S. Classes in visual activity in the middle group of a kindergarten. Lecture notes. - M .: Mosaic - Synthesis, 2008 .-- p. 87.

Decorative painting

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

General tasks of teaching preschoolers decorative drawing:

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

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

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

4. Formation of generalized knowledge and corresponding visual skills:

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

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

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

Principles of teaching children decorative painting:

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

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

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

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

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

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

Decorative activities teaching methods the same as when teaching the image of objects, plots. However, they have their own specifics.

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

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

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

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

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

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

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

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

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

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

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

The general requirement for the use of all stylized samples is their application after the perception of genuine objects of folk art and the selection of elements, colors, and pattern compositions on them.

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

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

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

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

Methodology for teaching children decorative painting

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In the system of work, a combination of different types of activities is used, and the learning process accordingly provides for the initial acquaintance of children with the methods of depiction, a variable exercise in their application and, finally, the creative solution by children of the visual problem.

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

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

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

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

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

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

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

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

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

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

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

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

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