Children's visual activity in kindergarten: lesson planning. Materials and equipment for classes in fine arts in kindergarten municipal budgetary preschool educational institution
47. Methodology for conducting different types of classes in fine arts.
In kindergarten, visual activities include activities such as drawing, modeling, appliqué and design. Each of these types has its own capabilities in displaying the child's impressions of the world around. Therefore, the general tasks facing visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it. Drawing is one of the favorite activities of children, giving great scope for the manifestation of their creative activity. Drawing is one of the favorite activities of children, giving great scope for the manifestation of their creative activity. The theme of the drawings can be varied. The guys draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc. They can use the expressive means of drawing. So, color is used to convey similarity with a real object, to express the relationship of the painter to the object of the image and in a decorative way. Mastering the techniques of compositions, children more fully and richer begin to display their ideas in plot works. In painting with paints (gouache and watercolor), the creation of a form comes from a colorful spot. In this regard, paints are of great importance for the development of a sense of color and form. It is easy to convey the color richness of the surrounding life with paints: a clear sky, sunset and sunrise, blue sea, etc. When performed with pencils, these themes are laborious and require well-developed technical skills. The kindergarten program defines the types of graphic materials for each age group. For senior and preparatory groups, it is recommended to additionally use a charcoal pencil, colored crayons, pastel, sanguine. These materials expand the visual possibilities of children. When working with charcoal and sanguine, the image turns out to be one-color, which allows you to focus all your attention on the shape and texture of the object; colored crayons make it easier to paint large surfaces and large shapes; pastel makes it possible to convey a variety of shades of color. The originality of modeling as one of the types of visual activity lies in the three-dimensional method of image. Modeling is a kind of sculpture that includes working not only with soft material, but also with hard material (marble, granite, etc.) - Preschoolers can master the techniques of working only with soft plastic materials that are easily influenced by the hand - clay and plasticine. Children sculpt people, animals, dishes, transport, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activity, primarily performs educational tasks, satisfying the cognitive and creative needs of the child.
48. Basic requirements for displaying image methods.
The difficulty of applying the screening technique in practice is due to several reasons.
1) The reason is connected with the lack of sufficiently clear ideas among teachers about the originality and specificity of the drawing of a child of 2 ... 6 years old and the fear of not damaging the manifestation and development of independence and creativity in children with inept recommendations and advice.
2) the reason is due to the inconsistency, ambiguity and multiplicity of points of view on this issue.
Some scientists believe that showing ways of depicting is a kind of dictation on the part of an adult, which can adversely affect the development of creativity in children. Others believe that young children themselves do not know how to do anything and they need to be taught everything. Still others see the possibility of teaching children to depict various objects through the development of various form-building movements in them. Still others seek to avoid this technique altogether, advising educators to use illustrative material, observations, the "method of passive movements" and other teaching methods and means in working with children.
1)Wish: do not abuse this technique. Use it very carefully and tactfully, only in cases where the child really cannot find the necessary way of depicting himself. Encourage children as much as possible to independently find different ways of depicting. Encourage in every possible way for an original and original solution.
2) wish: instead of direct display, use illustrative material, expressive toys, artistic word and other means more often.
3) wish: when showing, be guided not only by the age of the children, but also by some psychological characteristics of the children: for some, the constructive way of depicting prevails (everything from separate parts), others prefer a holistic one, others like generalization, decorativeness in the drawing, etc. The display should contribute to the manifestation mental, emotional, speech, motor activity of children, the individuality of each child, the development of his creative qualities and artistic and creative abilities. It should make the child peer, observe the surrounding objects, awaken fantasy, imagination, creative thinking. . The nature of the display is determined, first of all, by the age of the children and the features of the depicted object. For example, at a younger age, the show should be emotional, playful, and at an older age, this is not necessary. Most often, it should be shown quickly, boldly, so that the guys have a feeling of lightness and a desire to act in the same way; At the same time, involve children in the display, asking, talking with them about the depicted object.
Article
for visual activity.
"The relationship between learning and creativity".
educator
Tatyana Genadievna Ganikhina
The definition of children's creativity was one of the first to be given by E. A. Flerina: “We understand children's fine arts as a child's conscious reflection of the surrounding reality in drawing, modeling, designing, a reflection that is built on the work of the imagination, on displaying their observations, as well as the impressions received them through word, picture and other forms of art. The child does not passively copy the environment, but processes it in connection with the accumulated experience and attitude towards the depicted. Further studies of children's creativity have further refined this definition. L.S. Vygotsky wrote: “It is impossible to teach a creative act, but this does not mean at all that it is impossible for an educator to contribute to its formation and manifestation.” He noted that visual activity is the very first, most accessible and attractive type of creative work for young children. Skillful and tactful leadership of visual activity will help develop the child's abilities.
N. P. Sakulina considers the pictorial activity of the child as the ability to depict, that is, the ability to correctly draw an object, and the ability to create an image that shows the attitude of the painter towards it. This ability of expression is an indicator of children's creativity. N.P. Sakulina show that learning does not hinder the development of creativity. It contributes to its formation, development under certain conditions.
Thus, under conditions of correct guidance, the true creative possibilities of the child are formed, and then the process of his development proceeds successfully. A child deprived of this guidance, as a rule, gives reduced indicators of creativity and stops at the early stages of its development.
The system of directing visual activity should be aimed at ensuring that the child richly, boldly and more and more perfectly reflects the beautiful that is available to his understanding. The creative process in a drawing can only arise and develop if it is based on a systematic improvement in the quality of the image. It is only on this support that children's creative imagination develops. The child begins to willingly, boldly and more and more qualitatively perform various thematic tasks and act according to his own plan. If the leadership is weak or incorrect, the child quickly loses courage and desire for activity, which hinders the development of his creativity.
Creativity in a child is manifested not only when he himself comes up with the theme of his drawing, but also when an image is created on the instructions of the teacher, if it is possible to determine the composition, expressive means of the image, and make interesting additions. For a baby, a manifestation of creativity is a change in the size of an object, with the addition of any detail. Changing the image in color can also be considered a creative manifestation. This is very clearly manifested in drawing on fairy-tale themes. For example, negative characters are painted in brown, black, and positive characters are painted in a variety of bright colors. Preschoolers also convey their attitude to what they are depicting by other means that also violate reality. But this violation occurs as a result of the desire to enhance the significance, expressiveness of the image. So, sometimes they change the correct proportions, wanting to highlight something.
The development of the ability to depict, first of all, depends on the cultivation of observation, the ability to see the features of surrounding objects and phenomena, compare them, and highlight the characteristic. Teaching drawing should be carried out by the teacher systematically and systematically. Otherwise, the development of children's abilities for the visual arts will go in random ways, and the visual abilities of the child may remain in their infancy.
E.A. Flerina gives a very precise formulation of the relationship between learning and creativity. She said that in every lesson of a teaching nature there should be a place for creativity, and in every creative lesson there must be elements of learning. The point is the teacher's ability to purposefully organize cognitive activity, complicate its nature, encouraging the child to independence and creativity. Therefore, one should not reduce the understanding of learning only to the formation of knowledge and skills.
One of the most important conditions for the successful development of children's creativity is the variety and variability of work with children in the classroom. The novelty of the environment, the unusual beginning of work, beautiful and diverse materials, non-repetitive tasks that are interesting for children, the possibility of choosing, and many other factors - this is what helps to prevent monotony and boredom from children's visual activity, ensures the liveliness and immediacy of children's perception and activity.
The relationship between visual activity and play creates in children a motive for activity that is personally significant for each child, and this, in turn, ensures its effectiveness. And the result of the activity is higher, since the child does not just draw, but conveys images of the game in images, which contributes to the development of creative imagination.
All the necessary qualities of imagination (breadth, arbitrariness, stability, brightness, originality) do not arise spontaneously, but under the condition of systematic influence on the part of adults. Influence should enrich and clarify the child's perception and ideas about the world around him, and not be reduced to "imposing" ready-made topics on him. The child needs to be helped to get acquainted with reality in order to depict it, to develop the ability to operate with images in order to create new ones on their basis. It is important to develop cognitive interests in children. If this work is not carried out with him, then the imagination will significantly lag behind in development. As a result, by the beginning of schooling, the child may not be ready to master educational material that requires a sufficiently formed level of imagination. By this age, such mental formations as arbitrariness, an internal plan of action, and reflection should already appear. Thanks to these neoplasms, a qualitatively new kind of imagination appears - arbitrary imagination. Purposefulness, stability of ideas increase, images of the imagination are visual, dynamic and emotionally colored. There is a creative processing of representations.
Non-traditional drawing techniques are ways to create a new, original work of art in which everything is in harmony: color, line, and plot. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves. During their stay in kindergarten, children have time to study various image technologies such as: poking with a hard semi-dry brush, drawing with fingers, print, watercolor painting on wax, monotype, blotography, splashing, poking and others.
Education encourages the child to transfer what he has learned under the guidance of a teacher into independent activity. On their own initiative, children practice in still insufficiently mastered, but interested in their methods of action. Properly organized education gives children the opportunity for self-expression, self-learning, self-control.
Children's creativity is the initial stage in the development of creative activity. At the same time, the child's creativity can give pleasure by its immediacy and freshness of expression. We must also point out the social and pedagogical value of children's creativity. The child reveals his understanding of the environment, his attitude towards him, and this helps to reveal his inner world, features of perception and representation, his interests and abilities. In his artistic work, the child discovers something new for himself, and for others - something new about himself.
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1 MBDOU-KINDERGARTEN 5 "GEESE- SWANS" G. Starodub Technologies of using non-traditional drawing techniques in the classroom for fine arts Educator of the highest qualification category Reshetnikova Elena Yuryevna Starodub 2015
2 Introduction The formation of a creative personality is one of the important tasks of raising children at the present stage. Its solution begins already at preschool age. The most effective means for this is classes in fine arts in kindergarten. The teacher needs to make sure that all children can master drawing and experience the joy of creativity. Acquiring knowledge, skills, children feel comfortable, they are pleased with their own skills. Mastering the necessary skills is very important for the child, learning should be of interest, not be dry and formal. One of the techniques aimed at creating conditions for the creative self-expression of the child is the organization of work with children in visual activity using non-traditional drawing methods. This type of drawing attracts with its simplicity, accessibility, reveals the possibility of using well-known objects as art materials. The use of non-traditional techniques contributes to the enrichment of children's knowledge and ideas about materials, their properties, and ways of working with them. Children develop the ability to transfer acquired knowledge to new conditions. They learn that they can draw both with paints, pencils, felt-tip pens, and with tinted soap foam, a candle. Children try to draw objects with their hands, get an image using improvised means (threads, ropes, hollow tubes). As you know, preschoolers often copy the sample presented to them. Non-traditional drawing techniques do not allow them to do this, since the teacher instead of a sample shows only a way of working with materials. This gives impetus to the development of imagination, creativity, independence, initiative, and the manifestation of individuality. 2
3 The use of non-traditional drawing techniques causes a joyful mood in children, relieves fear of paint, fear of not coping with the drawing process. Such classes do not tire preschoolers, they maintain high activity, working capacity throughout the time allotted for the task. Non-traditional techniques allow the teacher to carry out an individual approach to children, take into account their desires and interests. The use of non-traditional drawing techniques contributes to the development of fine motor skills of the hands and tactile perception; spatial orientation on a sheet of paper, eye and visual perception; attention and perseverance; visual skills and abilities, observation, aesthetic perception, emotional responsiveness. In addition, in the process of this activity, the preschooler develops the skills of control and self-control. In my opinion, one of the significant shortcomings in the organization of classes in fine arts should be considered the limited amount of materials offered to children for drawing. Preschoolers love novelty, they are interested in different methods of drawing, and not everyone can independently identify and reproduce individual ways of depicting. Therefore, it is necessary to diversify classes in visual activity using various materials, methods and techniques of drawing. All children love to draw when they are good at it. Drawing with pencils and brushes requires a high level of mastery of drawing techniques, developed skills and knowledge, and working methods. Very often, the lack of this knowledge and skills quickly turns the child away from drawing, because as a result of his efforts, the drawing turns out to be incorrect, it does not correspond to the child’s desire to get an image that is close to his idea or the real object that he tried to depict. 3
4 Observations of the effectiveness of the use of various drawing techniques in the process of educational activities led to the conclusion that it is necessary to use such techniques that will create a situation of success for pupils and form a stable motivation for drawing. The relevance of my work is due to the fact that the use of non-traditional drawing techniques not only develops the creative activity of the child, but also contributes to the development of his sensory apparatus. The entire preschool age is most favorable for improving the work of the sense organs, accumulating information about the qualitative diversity of the world around us. The purpose of the work is to determine the specifics of the content and methods of using non-traditional drawing techniques in the classroom for fine arts. I believe that the effectiveness of technologies for using non-traditional drawing techniques in the classroom for fine arts is ensured by the organization of systematic work, including: - the activity of children in the classroom for fine arts, - familiarizing children with non-traditional drawing techniques, - the use of non-traditional drawing techniques in the free activities of children. Based on the foregoing, I set myself the following tasks: 1. Determination of the content of classes in visual activity for children of senior preschool age using non-traditional drawing techniques and technology for their implementation. 2. Development of creative imagination of preschoolers. 4
5 3. Development of a long-term lesson plan for fine arts using non-traditional drawing techniques. Work experience For several years, I have been working in kindergarten, based on the “Program of Education and Training in Kindergarten”, edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova. However, this program did not allow me to fully solve the tasks that I set for myself. Therefore, I studied and used modern technologies and programs for visual activity, and I chose the author's program of I.A. Lykova "Colored Hands", which is distinguished by its systemic nature - it presents a system of developing classes in drawing, modeling, application and artistic work - and the full provision of pedagogical technology with modern aids (educational, didactic, practical). The main objective of this program is the implementation of the tasks of the artistic and creative development of children, the development of the ability to convey the same form or image in different techniques. The main task of another author's program by S.K. Kozhokhina in fine arts is the ability to interest children, ignite their hearts, develop creative activity in them without imposing their own opinions and tastes, awakening in each child faith in his creative abilities, individuality and uniqueness. According to T.S. Komarova, the more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials and techniques with which they act, the more intensively children's artistic abilities will develop. 5
6 Priority must be given to play. This allows you to create an atmosphere of maximum emotional well-being, fill the lives of children with interesting content. Game techniques and situations contribute to the formation of learning motivation that is significant for each child. The content of the lesson should be based on a variety of methods and techniques of working with children. In kindergarten, it is necessary to create an artistic aesthetic environment, while children take an active part in the design. Everything should have variability. It is necessary to diversify the forms, means and methods of teaching, materials for work provided to children. The educator should exclude formalism, templates, dryness, excessive didacticism, the imposition of his ideas about the solution of the image, the plot from the lessons. Each child deserves an attentive, tactful attitude, respect for his creativity and the results of his activities. Therefore, it is necessary to create a friendly atmosphere at each lesson and form the same approach to children's creativity and its results in parents. The educator must demonstrate confidence in the child, exclude excessive guardianship. All this will contribute to the maximum activation of the experience, skills and abilities of children. Having studied the methodological literature, I determined effective technologies for using non-traditional drawing techniques in educational activities in artistic creativity. 6
7 There are many non-traditional drawing techniques, their unusualness lies in the fact that they allow children to quickly achieve the desired result. For example, which child will not be interested in drawing with his fingers, drawing with his own palm, putting blots on paper and getting a funny drawing. The child likes to quickly achieve results in his work, and the use of non-traditional techniques contributes to this. Visual activity using non-traditional materials and techniques contributes to the development of the child: Fine motor skills of the hands and tactile perception; Spatial orientation on a sheet of paper, eye and visual perception; Attention and perseverance; Visual skills and abilities, observation, aesthetic perception, emotional responsiveness; creative imagination; Formation of skills of control and self-control. Drawing is quite a difficult activity for a child. In this regard, in the classroom it is important to activate the attention of a preschooler, to encourage him to activity with the help of additional incentives. Such incentives are: Play, which is the main activity of children; A surprise moment, the favorite hero of a fairy tale or cartoon comes to visit and invites the child to go on a journey; A request for help, because children will never refuse to help the weak, it is important for them to feel significant; Musical accompaniment; 7
8 Emotional explanation of methods of action and demonstration of image techniques. When conducting classes in visual activity, I take into account the age and individual capabilities of preschoolers, as well as the requirements of the program. I rationally connect the topics of drawing classes with non-traditional techniques with such sections of the program for raising and educating children as familiarization with the outside world, speech development, with musical, labor, and physical education. In order to interest children, set them up for the upcoming activity, I use poems, riddles, listening to music, various surprise and game moments, and at the end of the lesson I beat the received drawings. Given the age characteristics of preschoolers, I used special techniques and techniques for drawing. So, for children of primary preschool age, when drawing objects, I used drawing with fingers and palms, imprinting with potato stamps. I introduced children of middle preschool age to more complex techniques: poking with a hard semi-dry brush, printing with foam rubber; stopper printing; wax crayons and watercolor; candle and watercolor; leaf prints; palm drawings; drawing with cotton swabs; magic ropes. And at older preschool age, children can master even more difficult methods and techniques: sand painting; drawing with soap bubbles; drawing with crumpled paper; blotting with a tube; stencil; monotype; blotting ordinary; scratching; plasticineography. Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression. 8
9 In the course of drawing with fingers, she taught children to reproduce various movements with the palm (slapping, slapping, smearing), fingers (smearing, sticking). Acquaintance with the technique of "fingerography" began after mastering the basics of drawing with palms: it is more complicated and requires more purposeful movements. Children with curiosity, joy and pleasure smeared traces of paint on their palms and on a sheet of paper. After several games of training on paper, a motor rhythm appears, as children repeat the movements with their palm and fingers many times. This rhythm attracts children, becoming an additional stimulus for actions with paint and increasing interest in them. In the process of learning, she suggested that children finish drawing images of animals (dipping a finger in paint, draw eyes, a nose, a mouth, a tail, while using jerky lines, horizontal, arcuate lines). When drawing with a palm, the children first left a handprint on a piece of paper, and then, according to the instructions of the educator, completed the image of an animal. So, from the palm of your hand you can get the tail of a cockerel, a bird, a fish. Drawing with potatoes attracted children with its unusualness. Commonly used material is used to depict objects. To do this, the child presses the seal against the ink pad and makes an impression on the paper. To get a different color, both the boxes and the signet change. Signet is one of the most interesting ways for a child to make a drawing. This technique allows you to repeatedly depict the same object, composing different compositions from its prints. Before printing, it is necessary to make seals. To do this, I take a potato, cut it in half, and on a smooth cut I apply a signet pattern with a ballpoint pen, then carefully cut out the shape along the contour so that it rises 1-1.5 cm above the handle. The handle should be comfortable for the hand. 9
10 One of the varieties of seals is tampon or imprint. For this exciting activity, I made a tampon from gauze or foam rubber, foam plastic, crumpled paper (Appendix 1, Fig. 4, 9). The ink pad serves as a palette. Children pick up paint, and with a soft touch on the paper draw something fluffy, light, airy, transparent or prickly. This technique is best suited for drawing animals, as it conveys the texture of the furry surface of the object. In the middle group, I used the method of poking with a hard brush. This drawing method does not require children to skillfully draw thin lines. It is enough to know and be able to draw geometric shapes in various combinations, and not necessarily the correct form and thin straight lines. In the process of painting with pokes, these inaccuracies do not affect the perception of the drawing, and the drawn objects turn out to be closer to real ones. For coloring I used thick gouache and a hard brush. Older children independently draw the contours of objects with a simple pencil or immediately with a brush, using geometric shapes in various combinations. The painting technique is the same. The depicted objects are made both in the poke technique and in the tampon or imprint technique. A rather complicated technique is spraying. Instead of a brush, a toothbrush and a stack were used. With a toothbrush in their left hand, children pick up a little paint, and with a stack they draw on the surface of the brush with quick movements, towards themselves. Splashes fly on paper. In this case, it is possible to change the direction of movement of the hand (vertically, horizontally, obliquely, wavy, in circles), change the size of the specks, bringing the splashes closer or further away from the plane of the workpiece. We use several paints at the same time, which helps to create 10
11 multicolor pattern. Using stencils, you can make a wide variety of images. One of the modern non-traditional drawing techniques is painting with soap bubbles. To do this, we take shampoo, gouache, water, a sheet of paper and a cocktail tube. In gouache, add shampoo, a little water, stir and blow into the tube until foam forms. Then we apply a sheet of paper to the foam, draw the details. This technique developed from one interesting visual technique of blotography, which requires paper, ink or liquid gouache. In the center of the sheet you need to drop a blot, tilt the paper in one direction, then in the other, or blow on the blot. Thus, you can get the original image, the child's fantasy will tell you who it looks like (Appendix 1, Fig. 5). An unconventional image is obtained by painting with salt. Previously, together with the children, they made sketches on paper, moistened it with water with a brush, sprinkled it with salt, waited for it to absorb water, poured excess salt. When everything dried up, the missing elements were finished and painted. Salt is good for drawing birds, insects (butterflies, bugs), marine animals (jellyfish, octopuses). Monotype subject and landscape, candle + watercolor, wax crayons + watercolor, black and white scratching, etc. can also be used. We used many of the above techniques in one collage. It’s good when the guys are not only familiar with various image techniques, but also use them appropriately, fulfilling a given goal. For example, a child decided to draw summer in a village, and for this he uses a bitmap (grass), and draws the sun with his finger, furry animals - with foam rubber, he cuts out other animals from postcards, depicts the sky and clouds with fabrics, etc. There is no limit to improvement and creativity in visual activity. eleven
12 However, the combination of different materials and techniques in one drawing should not be accidental. Therefore, before I offered something to the children, I thought carefully, tried which of them allowed me to achieve greater expressiveness. When conducting classes, first I introduce children to the simplest types of non-traditional drawing techniques. It can be monotype, drawing with threads, to music, printing with leaves. At the beginning, I show the children the work done by one of the types of technology, talk about it, show the way the images are made, ask them to tell about the sequence of actions performed. I give children the opportunity to independently repeat this method in practice. At this stage I use traditional tools (brushes) and materials (gouache). With these techniques, children can create both subject and plot drawings: “Butterflies in a clearing”, “A tree in autumn”, “Autumn forest”. At the next stage, I introduce children to such types of drawing techniques, using which it is necessary to make tools (rolling drawing), mixing paint with other materials (soap foam drawing), applying one visual material to another (drawing using the "crumpled drawing" technique) . Children learn orienting and research activities, experimentation, learn the properties of materials, the rules for using equipment, learn how to work with non-traditional tools, etc. Preschoolers learn to compare different drawing techniques, to compare images of the same object made with different non-traditional techniques, to identify the expressive possibilities of each technique. Further on in the art classes, I use mixed media, as well as collective drawing with non-traditional techniques. When performing such tasks, I teach the guys to analyze, 12
13 combine images, work together with peers. These tasks are quite difficult. For collective work I use such non-traditional drawing techniques as drawing with hands (palms, palm edge, fist, fingertips), drawing in a circle. When using mixed media, preschoolers learn to combine different techniques in one drawing (drawing with threads, palms, blots), as well as combine types of visual activity (drawing, modeling, appliqué). This stage may end with the creation of a creative composition in which several children take part. Thus, pedagogical work is aimed at gradually increasing the independence of preschool children, at increasing their mental activity. The ultimate goal is to reduce the role of visibility, teaching self-creation of a plan. There is also training in such elements of creativity as the definition of the theme of the drawing, composition, the selection of objects, characters of the future drawing. It is imperative to encourage the desire of preschoolers to supplement the idea with new details, images. Drawing classes using non-traditional image techniques do not tire children, they maintain high activity and efficiency throughout the entire time allotted for the task. The complication of teaching unconventional drawing techniques to preschool children occurs in the following areas: - from drawing individual objects to drawing plot episodes; - from the application of the simplest types of non-traditional image techniques to more complex ones; - from the use of ready-made (traditional) equipment, materials to the use of those that need to be made by ourselves; 13
14 - from using the imitation method to independent implementation of the plan; - from the use of one type of technique in the drawing to the use of mixed image techniques; - from individual work with children to a collective image of objects, plots using non-traditional techniques. It should be emphasized that the work of teaching children non-traditional drawing techniques is necessary in order to lead the child to free conscious drawing that brings joy. Artistic activity will acquire a truly creative character only when children can easily and freely of course, at their own level, depict any object that has attracted their attention. The skills obtained in this way become for children a personally significant motivation for activity, determine a positive attitude towards it. Classes using non-traditional drawing techniques bring joy to the children and contribute to the further formation and development of creative abilities. The hands of a young creator become skillful only when systematic, interestingly organized classes are held in kindergarten. In order for the work with children to be gradual and consistent, I developed a long-term plan for drawing lessons, based on the fact that children should first learn the drawing technique well. Technique does not constrain the possibility of expressive transmission of the image, does not impose on children the same manner of performance, does not force the uniform solution of the image. Having mastered the technique of working with different materials, children use them in their own way, expressively revealing the images in the drawing. The sequence of training sessions is determined by the fact that children, depicting homogeneous objects in several classes, 14
15 following one after another, firmly master the ways of the image. In addition, each new lesson requires the child to be able to portray the character in a slightly different way (in a different pose, different technique, different color, introduce into the plot, etc.), so a certain pattern is not fixed in the image. When organizing classes, I also pay attention to creating a developing environment and an appropriate material base, holding various events (excursions, observations, reading fiction), organizing work with parents. The use of a variety of methodological techniques in working with children made it possible to take into account the relationship between activities, to develop the creative abilities of children, which had a positive effect on the result of productive visual activity. Organizing classes on visual activity with children of senior preschool age, I was faced with the fact that children do not know how to fantasize, invent, the speech and drawings of children are quite simple and uncomplicated. To remedy the situation, I decided to organize my work in such a way that the guys would have a desire not only to draw, but also to do it unusually. In this situation, game motivation had a huge impact. A fairy-tale character appeared at each lesson and invited the children to draw unusual drawings with him, to help paints find their place in the drawing. For example, when conducting classes according to the plan (the cycle of classes “The Magical Beauty of the Russian Winter”, “Our Summer Flies!”, “The Forest, Like a Painted Tower”, “Illustrating Russian Fairy Tales”, “Flying into Space”), I suggested that the children close their eyes, imagine what they have to draw (melodies from various works sound), and translate fantasy into a drawing (Appendix 4). At the same time, I widely used illustrations, reproductions of paintings, artistic word. The result of the work for each cycle of classes were exhibitions of children's drawings. Started 15
16 work on visual activity continued in the classroom for the development of speech, familiarization with others, in the preparation of creative stories. I started teaching non-traditional drawing techniques only after the basic visual skills and abilities were formed in the children. I began my work with children in classes with non-traditional content by getting acquainted with the most common methods of non-traditional drawing. Classes were held with older preschoolers to teach the technique of performing non-traditional drawing techniques: - inkblot shaking; - blotography shaking off with inflating the paint with a tube; - stamping with crumpled paper; - monotype; - drawing with colored threads; - drawing with plasticine; - painting with soap bubbles. Classes in visual activity using non-traditional drawing techniques were based on the methodological developments of I.A. Lykova, G.N. Davydova, E.N. Lebedeva, T.S. Komarova. Methodology for conducting classes: the introduction of each new drawing technique was carried out gradually, from simple to more complex. In the classroom for fine arts, a problematic situation was created that necessitated the use of an unusual drawing technique. In order for the children to imagine what technique they should master, I showed them my drawings created by one technique or another. Then there was a demonstration and explanation of drawing techniques in a form accessible to children. The show was performed on an easel so that all the children could clearly see the actions of an adult. After showing and fixing 16
17 of the work sequence, I suggested that the children complete the image on their own. It should be noted that the children enthusiastically mastered non-traditional drawing techniques, rejoiced at each such lesson. When organizing the first classes, I saw that the children quite easily and successfully performed non-traditional drawing techniques themselves, but had difficulty completing the resulting images, looked at the drawings for a long time, thinking about what they could finish. But I tried not to give direct hints, but to show by my example what colored drops, blots, thread marks can be turned into. In order to activate the imagination of children, I used observations of natural phenomena, looking at illustrations, drew the children's attention to the unusual shape and color of the surrounding objects. In subsequent lessons, when the drawing technique was familiar to the children, they more actively showed their imagination when drawing the resulting images. At the same time, I saw that children should not be rushed, but they should be given enough time to exercise their imagination. The next important and obligatory point was that I always suggested that the children finish their drawings on their own, in no case imposing my opinion. An analysis of the work done and the children's drawings showed that the children were equally interested in all the methods of drawing offered to them, but still, drawing classes using monotypes, colored threads, and plasticineography had the greatest effect. When mastering the techniques of inkblotography, preschoolers easily put colored inkblots on a sheet of paper, but, as noted above, they had difficulty completing the resulting image. Basically, these were separate objects, silhouettes of animals that were not interconnected. 17
18 A more complex non-traditional method of drawing monotype. The purpose of this technique is to introduce a new technique for drawing double (mirror-symmetrical) images. Before the lesson, the children and I looked at illustrations, reproductions of paintings that depict objects reflected in the water. Experimenting with the reflection in the mirror. At the lesson, the children were asked to draw landscapes in which the trees "look into the water" in an unusual way. Children folded a sheet of paper in half, very quickly, but carefully, moistened the paper with water. A landscape was painted on the upper half of the sheet: trees, sky. Then they quickly folded the sheet in half so that the sky with the tree “dipped into the water”. The sheet with the obtained reflection of the picture was opened and its upper part was drawn (Appendix 1, Fig. 7). Mastering the technique of monotype, the children enthusiastically perceived the resulting images, did not experience any difficulties in drawing. This technique gives children the opportunity to immediately see a particular image in colored spots. Each child had a different drawing technique: some children outlined the outline, others highlighted parts inside the image and drew small details (Appendix 1, Fig. 3). No less admiration was caused by the technique of drawing with colored threads. The guys watched the process of pulling out the threads very carefully when we performed the show. They confidently finished drawing the image, showing joy when the image resembled an object, animal or bird. Plasticineography did not require the imagination of children, but this technique also aroused great interest. I invited the children to create an unusual plasticine still life. To this end, a series of classes was held on the image of individual fruits. The preschoolers successfully coped with the task, tried to smear the plasticine carefully and accurately along the contour. Using this technique 18
19 especially contributed to the development of small muscles, accuracy and strength of hand movements. The technique of painting with soap bubbles aroused great interest. Children used stories depicting fairy-tale characters and a fairy-tale planet to complete the drawing. The image of Nyusha is made with a small amount of detail, but the images of Baba Yaga and the princess are replete with various details: a broom, pockets, colored items of clothing (for Baba Yaga), a clearly traced face, a crown, long hair, beads, flowers on a dress, a handbag , high heel shoes (at the princess). Fairy-tale planets turned out to be no less interesting: in the form of a submarine with portholes, a propeller and a periscope, cars with wheels, carriages with a ladder. In addition, in order to find out how children apply the knowledge and skills gained in the classroom, I conducted classes according to the plan, in which the children were asked to depict fairy-tale objects using non-traditional drawing techniques. An analysis of the drawings showed that older preschoolers actively used the techniques they liked to create fairy-tale images: fairy-tale trees were decorated with the techniques of blowing paint with a tube and imprinting with crumpled paper; very bright magical birds turned out from the handprint, fabulous huts are decorated with a potato stamp. One of the children's favorite non-traditional drawing techniques was the method of inventing fairy tales and fables ("Baba Yaga flies into space", "Strawberries are falling from the sky", etc.). To clarify ideas about the appearance of the most famous fairy tale characters, we conducted conversations, reading fragments of fairy tales, looking at illustrations. Children with great pleasure choose for themselves, with the help of which they will depict fairy tales and fables invented by them about fairy-tale characters and their actions. 19
20 One of the effective methods of non-traditional drawing, I consider the method of design. It consists in the fact that the children draw a pattern circled along the contour. She gave the children templates in the form of a drop, offered to circle them with a pencil. It was proposed to draw forest inhabitants, similar to a droplet, but so that they were unusual, funny, fabulous. You can add dots, spots, wavy lines. And the children were happy to come up with and embody their idea in the drawing (Appendix 2). Working with these non-traditional drawing techniques gave children a lot of positive emotions, gave them unexpected discoveries, and opened up new possibilities for using original art materials. Circle work (circle "Naughty palms" - using non-traditional drawing techniques). The work I started continued in the process of conducting the classes of the circle "Naughty palms" using such techniques as drawing with fingers, palms, seals, paper tearing. Children's favorite method of non-traditional drawing is drawing with their palms. I suggested that the child put gouache on the palm of his hand with a brush and make an imprint on a piece of paper. The resulting print can be finished to come up with any plot by connecting your imagination and imagination. I applied this method in the collective work of children. This contributes to the development of creative intent and emotional perception of the work process in the entire group of children. The main task of the circles is to develop the artistic abilities of children in the process of learning non-traditional drawing techniques. There were 6-10 people in the circle at the same time. Fewer children gave us the opportunity to devote more time to individual work from 20
21 gifted children who have a pronounced stable interest in fine arts. Games and exercises. In order to improve the development of the emotional and personal spheres of children, she carried out work that included elements of correction of the emotional sphere; games, exercises aimed at developing creative imagination, emotional perception: “Take and pass”, “Blot”, “Group picture”, “Find the similarities”, “Good and bad deeds”, “Distorting a fairy tale”, “Guess what we conceived”, “Magic words”, “Cheerful shifters”. "We can depict and draw taste"; "Touch, imagine and draw"; "Journey". She also worked with children to develop fine motor skills. Usually a child with a high level of development of fine motor skills is able to reason logically, he has developed memory, attention, imagination, coherent speech. Therefore, I conducted various games and exercises that promote the development of fine motor skills. When conducting these exercises, I tried to take into account the individual characteristics of each. Games, exercises, finger warm-ups were carried out systematically. For example, she offered children to fasten and unfasten buttons, lace up and unlace shoes, tie a scarf, 21
22 tie and untie knots, string rings on a fishing line according to color, size, lay out images from buttons, counting sticks (5-8 pcs.), From seeds on a plasticine basis. Regularly conducted finger gymnastics with children (Appendix 3). The development of intelligence, observation, the ability to use didactic games, during which children's folklore was used (poems, nursery rhymes, counting rhymes, riddles). In the group, I replenished the subject-spatial developing environment, collected natural material: pebbles, shells, cones, chestnuts, acorns, walnut shells, seeds, various cereals, buttons, locks and clothespins, balls of thread of different colors, balls of different textures and surfaces ( tennis shaggy, rubber, knitted from wool, plastic, etc.) and much more. As a result of working with natural and waste materials, children have a steady interest in acquiring knowledge and skills. I believe that this work is not only pleasure and joy for the child, which is very important in itself, but also a means for developing attention, memory, thinking, and imagination of the child, i.e. those qualities that are necessary for later life. The work I have done on the use of non-traditional drawing techniques in the classroom for fine arts, which includes various means and methods of educational work, has made it possible to achieve a positive effect. 22
23 Conclusion: 1. As a result of the work carried out, I found that the level of children's knowledge of non-traditional methods of drawing children of older preschool age has increased significantly. 2. The choice of the methodology for using non-traditional drawing techniques in the classroom for fine arts contributed to the enrichment of the creative potential of children, their emotional development, and the emergence of a steady interest in non-traditional drawing techniques. 3. The work carried out gave positive results in the development of visual skills, creative imagination, increased interest in visual activity, and emotional perception. 4. V.A. Sukhomlinsky wrote: “Communication with art is one of the great joys of life. The richer the experience of a person, the more material that his imagination has at his disposal. The pedagogical conclusion from this is the need to expand the experience of the child. The more the child has seen, heard and experienced, the more he knows and learned, the more significant and productive, other things being equal, the activity of his imagination will be. For the development of the imagination, it is important "to introduce the child to the aesthetic experience of mankind, to include the child's psyche in that general world work that mankind has offered for millennia." Preschool age is the period when visual activity can become and most often is a stable attraction for all children. 23
24 Literature 1. Ashlapova A.N. Mastery Palette [Electronic resource]: hnikoj/ Baranova E.V. From skills to creativity. Teaching children 2-7 years old drawing technique. M.: Mosaic-Synthesis, p. 3. Goryaeva N.A. Little artist 5-6 years old. M.: Enlightenment, p. 4. Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2. M.: Scriptorium Publishing House 2003, p. 5. Davydova G.N. Plasticineography. Moscow: Scriptorium, p. 6. Doronova T.N. I am learning to draw. For children 5-6 years old. M.: Enlightenment, p. 7. Zelenova O.N. Development of expressiveness of children's drawing when teaching children to depict animals using various drawing techniques [Electronic resource]: 8. Kazakova T.G. Encourage creativity in preschoolers. M.: Enlightenment, p. 9. Kazakova R.G., Saiganova T.I., Sedova E.M. Drawing with preschool children. Non-traditional techniques, planning, class notes. M.: TC Sphere, p. 10. Kozhokhina S.K. Journey into the world of art. M.: TC Sphere, p. 11. Krylova O.N., Samsonova L.Yu. Development of creative abilities. M.: Exam, p. 12. Kuznetsova S.A. Fairy tale lessons. Programs of classes for the creative development of children. Rostov n/a, Phoenix, s. 24
25 13. Lykova I.A. Visual activity in kindergarten M.: Sfera, p. 14. Lykova I.A. The program of artistic education, training and development of children aged 2-7 years "Colored palms". M .: Karapuz-Didactics, p. 15. Lykova I.A. The development of the child in visual activity. Survey of programs of preschool education. M.: TC Sphere, p. 16. Lykova I.A., Vasyukova N.E. Integration of arts in kindergarten. Art and children's literature. Fairy tale world. M .: Sphere, Karapuz, p. 17. Non-traditional drawing techniques [Electronic resource]: The program of education and training in kindergarten, edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova. M: Enlightenment, p. 19. Ruzanova Yu.V. Development of motor skills of hands in non-traditional visual activity. M.: Sphere, p. 20. Smirnova M.G. Visual activity of older preschoolers: recommendations, classes, didactic games. Volgograd: Teacher, p. 25
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Byvisual activity for children
preschool age
(junior-middle group)
Babenko N.Yu.
Steps to creativity. Program for visual activity of preschoolers.
The Program includes long-term planning of drawing classes, designed for the academic year (second junior - middle group), during which effective methods and techniques are used that contribute to the formation of the foundations of aesthetic education and the development of artistic abilities in children; methodological recommendations on the methods of organizing classes, joint work with children. The program is focused on the educational program of preschool education and is addressed to educators and teachers of additional education in the visual activity of preschool educational institutions.
Explanatory note
floristry
Decorative drawing
Introduction to the grafting technique
Activities in the winter garden
Sample exercises for the hands in the classroom
visual activity
Diagnostics
middle group
Second junior group
forward planning
middle group
forward planning
Lesson notes
Bibliography
Annex 1
Sample drawings for classes in the second junior group
Annex 2
Sample drawings for classes in the middle group
Explanatory note
The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The most effective means for this is visual activity. Even Aristotle emphasized that drawing classes contribute to the comprehensive development of the individual. Prominent teachers of the past wrote about this: Ya.A. Comenius, I.G. Pestalozzi, F. Froebel, many Russian teachers and psychologists. Researcher of the fine arts of the child N.P. Sakkulina wrote: “Children, of course, do not become artists because during their preschool childhood they managed to create several truly artistic images. But in the development of their personality, this leaves a deep imprint, as they gain experience of real creativity, which they will later apply to any field of work.
What the world around will be like depends on us and on what we have planted in the minds of our children. What defines a person and characterizes him in society? His culture. This concept includes spirituality and morality, a broad consciousness and outlook, refinement and creative activity. Human culture is a reflection of his inner world: how he thinks, feels the world and the beauty around. The main goal of the artistic education of children is the formation of the spiritual culture of the individual, familiarization with universal values, mastering the cultural national heritage. The process of development of a preschooler is carried out successfully under the condition of his active interaction with the world.
Today, the issue of children's artistic creativity is being addressed from the point of view of extraordinary pedagogical value. An outstanding scientist-teacher L.S. Vygotsky rightly remarked: "Children's creativity teaches the child to master the system of his experiences, to conquer and overcome them, and teaches the psyche to ascend" - therefore, it has the most direct impact on aesthetic development, which is based on emotionality, interest, activity.
The author proposes to organize learning in such a way that it becomes not only interesting for every child, but also allows him to master the main ways of creative solutions; give children the opportunity to be active and independent. A child's ability to be creative largely depends on how hardworking he is, how emotionally developed he is. In this sense, aesthetic education through the types of visual activity helps the formation of the basic qualities of a person: activity, independence, diligence.
Introduction
Taking as a basis the program of B.M. Nemensky "Fine Arts", 4 areas of artistic development were identified in working with children:
1. formation of practical skills;
2. formation of artistic knowledge;
3. formation of an estimated attitude;
4. the formation of passion (artistic perception and
creation).
Of these areas, 3 types of activities have been identified:
cognitive - knowledge;
productive and creative - skill;
value-oriented - assessment.
All these directions are applied and tested in three age groups: middle, senior and preparatory. Classes in the program are planned by age. In this case, this is the principle of the spiral, i.e. the spiral in its ascent repeats coil after coil, but each time at a new level, with subsequent deepening and complication according to the age of the children.
An important direction in the development of children is the formation of various abilities in them - both artistic (artistic taste, aesthetic appreciation, aesthetic judgment, positive attitude towards the environment, towards art, towards artistic activity), and intellectual.
When drawing up the planning, didactics principles were taken into account:
the relationship between learning and development;
visibility;
availability;
nationality, connection with life;
systematic and consistent.
Types of activities with children: drawing from nature, drawing on themes and illustration (composition), decorative work, conversations about fine arts and the beauty of the world around.
Methodical techniques: acquaintance with the possibilities of artistic materials; development of visual techniques; discussion of the works of artists, illustrative material; drawing; individual performance of a fragment of a common work; collective creativity.
Children try their hand at working with different materials: graphic pencil, colored pencils, colored crayons, work on asphalt, wax crayons, watercolors, gouache, pastel, gel pen, charcoal, sauce. The variety of materials used in the work gives the child the opportunity to fantasize, according to the idea, enriches him and makes him think and reflect: what the work will look like, what material is best to do it.
Non-traditional techniques are used in visual activity:
Finger painting (each finger has its own color, paints on the palette, imprinting);
Monotype (plexiglass or plastic boards for modeling. A paint layer is applied, paper is printed on top);
Cartography (drawing on cardboard, cutting and printing);
Reception of stamping (cord on a bar, different directions, patterns);
Diatilia (a layer of paint on cardboard, a sheet of paper on top and draw with the blunt end of a pencil);
Aquatype. (Red gouache, wax, staining with watercolor, red gouache drawing appears).
Printing with a sponge. (A sponge is glued to a bar - an imprint).
The topics of the classes offered to children are diverse, provide for the development and complication of figurative solutions, and the forms of performing images (individual work and collective compositions) are also diverse. There is a variety in the visual materials offered to children. This enriches the artistic representations of children, contributes to their aesthetic development.
The method of work is based on the wide and comprehensive use of the game, which allows, in a comfortable and familiar game situation for children, to encourage them to independently transfer the images of objects using the available visual means: color, line, shape, composition and various materials - pencils, paints, paper and etc.
In order to deepen the imagination of children, expand their ideas about the world, enrich creativity in conjunction with visual activity, didactic games are used.
Classes in visual activity are proposed to be held once a week, preliminary work with children is carried out by the educator in accordance with the long-term plan for the "Childhood" program. The skills and abilities acquired in the process of specially organized training are fixed in the block of joint activities of the educator with children, in individual work, as well as in the course of cooperation with the parents of pupils.
All classes are built taking into account the age characteristics of children. First of all, acquaintance with what is close to the child, surrounds him in everyday life.
The lessons are also interesting because one topic can combine different techniques and methods of using expressive means, for example: the topic “Patterns on the Window”, children draw plant patterns all over the sheet with wax crayons and fill it with watercolors in warm (sunset) or cold gamma (morning, afternoon) and in the wet technique.
The lessons include elements of musical, artistic - speech, theatrical activities, which are united around the main core type of activity - visual, and which help a broader, deeper understanding of images and their creation by various expressive means. In this integration, visual creativity is the main aspect, and as an additional aspect - fiction, nature, play.
In long-term planning, preference is given to the study of traditional Russian culture. Folk art - the richest treasury of beauty, is an inexhaustible source of creative imagination. Folk art is expressed not only in arts and crafts, themes: Gzhel, Khokhloma, etc., but also in folklore and poetry (rhymes, proverbs, fragments from fairy tales) and musical fragments and musical compositions (Russian folk songs, instrumental compositions). If the lesson takes place on the topic "Dymkovo toy", it is a kind of theatrical fair, where all types of artistic activity are present: visual, folklore, literary.
The proposed approaches and methods of working with children are based on respect for the personality of the child, attention to his interests and needs, care for his emotional well-being. And they are built on a constant analysis of the dynamics of the development of each child and taking into account the level of his abilities.
Thus, with a purposeful acquaintance with art, where children see the result of their creativity and the creativity of artists, sculptors, architects, musicians, a full perception and understanding of art, the features of its language are achieved, these are means of expression, materials.
Those skills and abilities that children acquire in the classroom, they apply the fine arts at school. It is this aspect that seems important, since such classes in aesthetic education provide an opportunity to continue the ability of children to think figuratively, diversely, emotionally; react positively to the environment; memory develops, imagination and fantasy turn on.
Parents are offered:
systematic exhibitions of children's work, which allow you to compare the success of your own child with the success of peers;
participation in exhibitions of joint works of children and parents;
participation in joint creative projects.
When using this experience in developing artistic creativity and the abilities of pupils, already by school age, children know:
kinds of art;
materials and equipment used by artists;
2-3 graphic artists, 3-4 painters.
work with various materials: watercolors, gouache, crayons, various pencils, felt-tip pens, sanguine, charcoal, sauce;
use and master different methods and means of visual activity and technique;
express in your image the mood in a certain emotional direction.
When using experience or supplementing experience with other methods and techniques, the following rules must be observed:
Providing a variety of art forms with familiarization
visual activity:
Paintings and reproductions of artists;
Works of arts and crafts: Khokhloma, Gzhel, Dymkovo painting, embroidery, lace, wooden and clay toys, dishes;
Illustrations for books and fairy tales;
Application of the complex impact of different types of art on the child's consciousness (fine, decorative, musical, literary);
Organization of classes on the principle of "interested communication";
Include in the pedagogical process a variety of game techniques, situations;
Use non-traditional techniques and techniques in visual activity;
Include in the lessons listening to music and literature, depending on the topic of the lesson, dramatization, mini-performances;
Use the element of surprise when children draw not only in the art studio in their usual place, but also go out to the winter garden; drawing from nature: still life, trees, indoor plants; in the summer season - access to the open air;
Use in preliminary work with children excursions to the exhibition hall, art school, mini-tours around the exhibition gallery;
Attentive and tactful attitude, respect for the creativity of the child;
Finish classes with exhibitions of children's work:
The results of one lesson;
Exhibitions dedicated to certain topics (nature at different times of the year, fairy tales, patterns, etc.);
Personal exhibitions of children "Young Artist";
Permanent and short-term exhibitions.
Proceeding from the well-known position that all human abilities are based on sensory development. When organizing and conducting classes, attention should be paid to the development of perception: visual, auditory, tactile, kinesthetic - tracing an object and its parts along the contour with a glance, hand movement, designating a form and reproducing on a sheet with the material that works on a given topic.
For example, in the didactic games “Paired Pictures”, “Lotto”, and others, children acquire and consolidate knowledge: about the properties of objects, their color, shape, structure, size; the didactic game "Make a beautiful pattern" is used as a preliminary work on decorative drawing - this helps to clarify children's ideas about a particular painting.
Some forms of presenting new and already learned material are complicated and combined. For example, in a group preparatory to school on the topic “Winter Landscape”, in addition to getting acquainted with the paintings of landscape painters, at different times of the day in the winter season, they pay attention to the fact that the morning can be in a cold, yellow-blue-greenish range, and on sunset - the sun is red, the sky is orange, the highlights on the snow are pink cold, and the shadows from the trees on the snow are purple. Additions are made to the next lesson: “whirlwind, snowdrifts” - a wide stroke, and the sky - “dot technique”, houses are made in paper plastic (design element).
floristry
Color performs in the program the role of the main expressive means of the language of painting, with the mastery of which the child's familiarization with the fine arts begins. It is through mastering the language of color, which is more accessible and organic to the child than the language of form, line, volume, etc., that children discover the diversity of pictorial images. Some classes demonstrate the possibility of expressing a similar mood, state with the help of various, expressive means: colors - in painting; melody, rhythm, tonality - in music; movements - in dance, etc. The formation of "ethical" color perception is carried out mainly on the material of fairy tales (attitude towards fairy-tale heroes and its expression in color), works of art, personal observations.
There are three stages:
destruction of established and borrowed stereotypes
color perception (color of the sky, sea, snow, trees, etc.), using
the concept of "variability" of color;
discovery of the connection of color with mood, as well as a symbolic role
colors in art, the creative use of color for the purpose of expression
mood and personal attitude to the heroes of fairy tales in the drawings;
determination of individual color preferences and
developing their own expressive color language.
The game is the main way of creative expression in the classroom for visual activity, where color science is manifested throughout all the years of study. Through the game, you can fix the installation on the doctrine. All technical tasks are formulated in a fabulous game form. This is a kind of "journey" from one topic to another. For example, "What color was your dream?" at the same time, ask - "What is your mood - sad or cheerful?". The concepts of "joy - warmth", "sadness - cool" are fixed associatively: "summer - warmth - joy", "winter - cold - sadness".
What is color, what is its nature? Why are some things blue and others
red, third green? It turns out that the reason for everything is the sun, its rays, which illuminate everything in its path. In the dark, we do not see any colors. Chromatic colors - all colors of the rainbow (this includes pink, crimson, turquoise, etc.), except for black, white, gray.
Achromatic colors - white, black, gray. The concept of the color spectrum is a "red thread" in all classes related to the topics of the color scheme from the middle to preparatory to school groups.
In the middle group - 3 primary colors: yellow - the sun, red - apple,
blue - ball, sky.
A rainbow stretched across the sky. What color is she? How many flowers does it have?
As many as there are in the solar spectrum (color wheel). There are seven of them. But it is impossible to count how many shades each color has. All colors are nicely divided into warm and cold. Warm colors are yellow, orange and red. These are the colors of autumn leaves, fire, sun and ripe apples. Cold ones are purple and blue: the colors of the sky, twilight, shadows in the snow. However, any color can be given a colder or warmer shade. It all depends on what kind of paint to add to it. When mixing paints, different colors are obtained. So, blue and red paints will set a purple or lilac color, depending on which paint is more. Blue and yellow make green, and yellow and red make orange.
An experiment is being conducted in the autumn and winter classes: a dot technique is given, it is convenient and easy to perform - therefore, children of different ages love to work with it, the strokes fit tightly on the paper, as if merging with each other, creating the color and shades that they want to get. To consolidate complex concepts, such as: color, tone, background, bright, dark, warm - cold, games are given on cards that depict vegetables, fruits, leaves, flowers (depending on age) of a certain color and guess by "warmth - coldness.
Based on the program and planning, in the block of joint activities, you can let the children play on paper and draw a cucumber, lemon, carrot, apple, etc. from memory. All in warm or all in cold colors. In the preparatory group, artistic and educational games are used: “Pick up the colors that you use in your work” (colored paper), “Find a picture on the palette” (A. Rylov “Green Noise”, green paints of all shades from light green to dark - green emerald, etc.).
For classes in color science, musical accompaniment of classical works is given: warm color - light, light (Chopin, Strauss), cold color - solemn, invigorating (Bach, Beethoven, etc.)
Decorative drawing
Decorative drawing is the drawing of various ornaments with the help of paints, pencils on a sheet of paper, on bulk clay products, papier-mâché, designed from paper.
While learning decorative activities, children acquire
knowledge, expand their horizons, they deepen such processes as
sense of perception, representation, as well as mental operation -
analysis, synthesis, comparison, generalization, speech is enriched.
Children learn color, recognize geometric shapes, learn
arrange a pattern on a sheet of paper, which contributes to sensory education
preschooler.
1. To develop aesthetic perception through direct acquaintance with the work of DPI: painting, embroidery, lace, ceramics. 2. Learn to understand the meaning and beauty of DPI.
3. Learn to compose a composition of patterns on paper of various shapes on voluminous and flat objects.
4. Learn to harmoniously combine colors and shades in DPI 5. Master the techniques of decorative drawing. 6. Learn to perform collective work, make panels with separate decorative patterns based on Russian decorative art. In the classroom, children learn the techniques of decorative drawing: drawing straight, wavy, broken lines; smears of a different nature:
dots, swirls, arcs, circles, freehand strokes, etc., using brushes of different sizes. Children learn to fill geometric shapes with a pattern (square, circle, oval, rectangle). Objects cut out of paper, jugs, plates, scarves, etc. are decorated with a pattern.
Different types of decorative art by Russian masters are available to children (smoke, Khokhloma, Gzhel, embroidery, lace).
Dymkovo toy - bright, joyful, fantastic. Round and oval spots, straight and wavy lines, dots and strokes. A contrasting combination of bright colors - red, yellow, blue, green - are applied on a white background.
Khokhloma - black, yellow, red, green. The traditional motifs of the ornament are grass, flowers, leaves, twigs, berries, and sometimes there are images of fabulous fantastic birds. Gzhel - white background, bright juicy flowers of cobalt color. Lace was and remains an adornment in the Russian national costume. Classes can be held in an unconventional form: an excursion to the upper room-1 museum, where lace is demonstrated, a comparison of lace with a gossamer. In the preparatory group, the topic "embroidery" is held. Suits with embroidery, towels, a tablecloth on the table with different types of embroidery hang in the upper room. The emphasis is on the traditional embroidery of the Lipetsk region - two primary colors: red and black.
Guiding the work of children during decorative drawing, visual, verbal and game teaching methods are used. Children creatively use the skills acquired in all classes.
In the upper room and the studio, there are a lot of visual aids and works of the DPI: costumes with embroidery, towels, shawls, lace, clay toys, products with Khokhloma painting, ceramics, printed albums with reproductions of the DPI, etc.
Upon completion of the work, exhibitions of children's works, mini-excursions, etc. are arranged.
Introduction to the grafting technique
The technique of scratching in French means "scratching". Children love this technique. It is expressive in its technical capabilities: through the monochrome background, the mystery and fabulousness of the picture emerges. This technique is also convenient in that it combines two types of artistic work - these are coloristic, painting techniques and graphic techniques. But work on color is primary.
Stage 1: scratched underpainting:
this is an image of color spots that convey a certain mood or create a color image of the picture as a whole.
Stage 2: consists in fixing, or "waxing" the underpainting, i.e. in creating a water-repellent layer. The easiest way is to rub with a candle. (A child can also wax, but an adult is better). Melted wax or paraffin is applied with a flat paint brush.
But it is possible not to focus on the pictorial image, but on the graphic side of the artistic image. Scratch drawing can be done on smooth water-repellent paper, for example, on the inner surface of milk or juice bags, linoleum, thick packaging foil. It is enough to paint these materials with gouache and let it dry. To make the paint better lay on the surface of the water-repellent layer, you need to add a little liquid soap or shampoo to it.
Stage 3: the drawing on top of the wax is covered with a uniform layer of gouache. And not necessarily black - depending on the game situation and
artistic task, you can choose a variety of shades.
Stage 4: consists in removing, scraping off the surface layer of gouache with a sharp wooden or plastic stick (pen rod). And for the child, the very process of scratching brings indescribable delight and joy of creativity, because the underpainting colors his linear drawing, appearing through the scratched marks. Thus, the graphic and color beginnings are combined into one whole.
This technique allows you to connect many activities through the game (children's parties, ecology classes, etc.). Such activities not only captivate children with the process themselves, but they themselves turn into wizards, gnomes, travelers, discoverers, etc. depending on the given topic. For example: “the sun and the moon”, “Patterns. Snowflake "- middle group; "Patterns on the Window" - senior group; "Winter construction", "Terem for the Snow Maiden" - preparatory group.
Plein air
Summer work.
“What can the horizon line tell us?”
This topic has been developed since the beginning of the school year. Can be used as a binding in the open air at the end of the year. Preparatory work - observation in nature and in the paintings of artists, beyond the horizon line: from an elevation, from a low point: sketches of the horizon line. In these lessons, children are given an idea of the horizon line as a means of depiction that helps to convey the depth of space, about the features of the image of objects depending on their location at the near, middle and far levels.
Materials: a stand with reproductions of paintings, where the horizon line is located in different ways: A. Rylov "In the blue expanse"; I. Levitan "Golden Autumn"; F. Vasiliev "Wet Meadow"; I. Shishkin "Noon"; I. Ostroukhov "Golden Autumn"; V. Polenov "Golden Autumn". Children in such classes develop observation, a sense of unity with nature. Here you can discover your secrets in drawing from nature. For example, we draw a group of birch trees near the veranda, the guys feel their presence in the depicted object. In this work, children remember and work out the features of painting: joy - warmth, sadness - cold, closer - further, etc. In such work, a staged technique is also appropriate: a still life - flowers in a vase or a flowering bush.
Observations: the horizon line helps the artist to build a picture, i.e. what is close, he writes brightly, large, and the farther the object, the smaller and paler it is. On the example of the paintings “Golden Autumn. Slobodka” by I. Levitan and V. Polenov “Golden Autumn” is an image of a path, a road, a river, going far into the depths of the picture. They are closer and wider to us viewers, but they leave us, becoming narrower and narrower. Because the horizon line shows the boundary between heaven and earth. In these pictures, she is very high up. The artist drew our attention to the beauty of the land in golden autumn. The colors are elegant, colorful, sonorous, festive. The picture is painted in warm tones. “In the blue expanse” by A. Rylov, the children themselves try to determine the horizon line. And why did the artist draw the horizon line so low? What did he want to say? Probably about how beautifully large beautiful birds - swans - fly in the blue expanse of the sky. They fly high in the sky, as if above our heads. And below is the sea. It seems that the clouds are flying in a race with the birds. And below - a light breeze raises small waves in the sea. On the right is a small island, on the left is a sailboat far out to sea from us, so the artist depicted it as small. There is space all around, a lot of air in the vast sky.
Swans are white. (V. Gilyarovsky).
Stretch to the north, into the cold tundra,
Rushing beautiful, forever free!
From the hot south, burned by the rays,
To the lake, in the shade under the weeping birches,
Beckon their joys of "green noise"
Vigorous freshness, mighty strength.
So, the horizon line can occupy a different place: either it falls low, then it passes through the middle of the picture, or it generally climbs high up. But it happens that it is not completely visible, because it is covered by trees, houses or other objects. Themes: “I love the Russian birch”, “Introducing the landscape”, “Still life”, “Bouquet of flowers”, “Butterflies and insects”, etc.
Activities in the winter garden
"Music of the Summer"
Such themes as “Depicting objects from nature”, “Still life”, “Autumn bouquet”, “Music of summer” are held (in winter, going out with easels to the winter garden). In these classes, sensory games are held (“Find out by shape”, “Whose leaf is this”), reading poetry, playing the game “Guess”. The element of surprise can be introduced into winter garden classes: they walked, walked and came - where? In the winter garden. Outside the window it is white and white, but here it is cozy, summer reigns: trees, bushes, flowers - all this is a corner of nature in summer. (The kingdom of Berendey, the kingdom of Mother Nature, etc.)
Easel work impresses and inspires children: work requires focus and attention.
Image of objects from nature
It is one of the important types of drawing, helping to most fully master the literacy of fine arts. Nature in the visual arts refers to an object or phenomenon that is depicted by direct observation. The items used in the class are carefully selected. A beautiful object is pleasing to the eye in shape and color, large enough in size.
It can be: flowers, vegetables, fruits, toys depicting animals, transport, people, tree branches. At
Installation of the object: if the doll is 50 cm, then the distance from it is 2-3 times more.
When looking at nature, a delineating gesture and verbal explanations are used - where to start and in what sequence. Game moments are included: a roly-poly doll asks to draw her portrait. When analyzing works, it turns on, that is, it evaluates and looks at drawings. The game always brings animation and joy to the work of children, which increases their activity. In the middle group - an apple, in the older group - a group of apples (2-3 items). In addition to objects of a simple form, a more complex nature is also used: indoor plants with large leaves, a simple structure (ficus, amaryllis); drawing from nature branches of willow, mimosa, spruce; toys depicting animals (bears, hares), etc. Form from simple to complex: body - oval, head - circle, elongated oval - paws. Attention is paid to the selection and mixing of colors to obtain the desired shade; introducing children to the color spectrum. Comparing objects in shape and color, it should be noted that this object is not only green, but also under certain lighting gives shades of this color: yellow-green, light green, emerald green, dark green.
Throughout the stay of children in kindergarten, they are surrounded by indoor plants. In drawing from nature, excursions-observations are organized in the winter garden, where children learn new knowledge about plants. Thus, the richness of visual perception of the environment, observations, excursions help to accurately depict the subject from nature.
Tree drawing (brush).
We put the brush at the beginning of the sheet, completely lift it up, the tree is pulled out
towards the sun, as the brush grows, we smoothly “tear off” the paper from the sheet and draw the top of the trunk already at the very tip of the brush. The tree trunk is thicker at the bottom, thinner at the top. We pull the twigs from the trunk - we stretched upwards with the very tip of the brush, but the branches near the trunk are a little thicker.
"Birch" - At the weeping birch, the branches are thinly pulled down like “pigtails” of a girl.
"Blossoming tree" - with we draw the trunk and branches in the same way as usual: the trunk is thicker at the bottom, thinner at the top. Twigs up. But the crown of the tree can also be “sculpted” with dotted strokes, applying a brush to the paper (a green leaf and a white leaf - alternation). It is also possible in an unconventional technique: green and white gouache is diluted in rosettes: the napkin is crumpled into a ball and alternately, picking up paint, apply it to the branches of a tree. In the same technique, an autumn tree is also made (gaining and alternating colors: yellow, red and green) and a winter tree (gaining white color 4 - blue or pink, depending on the time of day) in a snow dress.
"Flowers".
Based on the traditional execution of flowers (“adhering” the brush with dots and rays, depicting petals), you can use the same techniques, but already in the wet technique. Wetting a sheet of paper with water, and in a different order, drawing the middle of a flower and until the paper has dried, draw the petals using traditional methods, as if “laying out” a mosaic. This technique gives splendor, velvety to the flower petals.
"Picture Animals"
Children, knowing the shape of the head and torso, animals and fulfilling these requirements with the help of a graphic pencil and paints, get used to thinking in a monotonous way. In these traditional forms of performance, interesting new things can be added.
New material: sanguine, charcoal pencil and sauce - convey the texture of wool. For example, “Friendly family” (a hare and rabbits are made with a charcoal pencil: a small oval is the head, a larger oval is the torso, paws are a narrow oval; ears are a long oval). They drew and with a slight movement the coal was laid flat on the image and rolled along the contour. And then, with the pad of the index finger, they rubbed the fur in different directions, and a warm “fur coat” was obtained from the hare - mother. And hares - children perform on their own, fixing the technology of execution and the new technique of "rubbing".
"Lamb"
The head is made with sanguine, the body is ovals, and the curly fur coat and the bangs on the head in a circular motion, as if “twisting the spring”, we draw a line
coming off all over the body of the lamb.
"Hedgehog"(paints - gouache)
traditionally: the body is an oval, needles with short strokes with a thin brush. But you can also use a bristle brush (or for glue) in a different way. She can take little water, but more paint (gouache is well diluted, but dense) and with short, jerky movements, make a prickly hedgehog coat. And with a thin brush to finish the nose, paws. Other animals can also be made with a bristle brush: a fox, a wolf, a bear, etc.; and a tree in the snow (hoarfrost on a tree and a snowdrift along a sheet of paper) and a dandelion (yellow - when it blooms, and gray - when the seeds appeared).
"Light and Dark"
Show the difference in the execution of the same theme, drawing techniques with watercolor and gouache, and with a graphic pencil. All the objects that surround us, some are lighter, others are darker, i.e. they have their own tone. For example, the sky above your head is brighter, and in the distance near the horizon it is lighter. If you draw a line with a graphic pencil, then its tone changes due to pressure: you press a little harder and get a brighter tone. We took watercolor, the more water was added, the lighter the background of the sky. To change the tone of gouache, white gouache is taken. And the more white paint is taken, the lighter the background becomes. This will be a "stretch" from the darkest to the lightest, color
"Drawing a Man"
In order for children to understand and observe the proportions of a person, give schematic images in motion in one line: the head is a circle, the torso is down a straight line to the hips. Here it is important to show all the movements on the child, then down two lines - the legs, the shoulders, the horizontal line is wider than the head and down 2 lines of the arm, we draw not to the waist, but to the hips, long to the whole torso. And then give diagrams of a person in motion; what is more familiar to children; crouched, runs, stands, jumps - the movements that they perform in physical education classes We draw the hands and say, the palm is like a mitten (showing a nesting doll) - four fingers together, one separately. Children remember this technique very quickly, “the mitten technique”.
Face: the eyes are not round (as children usually do), but oval, the pupil - paint over the circle, not transparent; eyebrows arched like a rainbow; nose of various shapes and options (“hook”, two points and a straight line - the bridge of the nose); 2 ears are not a circle, but an oval. And be sure to show the feet (boots, shoes, etc.), and not just a line (if it is a color and a brush, then we apply the brush; if it is a sanguine or a pencil, a small rectangle or oval).
Exemplary exercises for hands in the classroom for fine artsactivities
Complex number 1.
We drew today
Our fingers are tired
Let them rest a little
Will go to paint again.
Let's take our elbows together -
Let's start drawing again.
Active flexion and extension of the fingers. Shake your hands in front of you. Vigorously move your elbows back.
Complex number 2.
We drew today
Our fingers are tired.
Shake our fingers
Let's start drawing again.
Feet together, feet apart
We hammer in a nail.
Gently raise your hands in front of you, shake your hands. Stretch and bring your legs together, stomping.
Complex №3
Hands raised and shook -
These are the trees in the forest.
Hands bent, brushes shaken -
The wind knocks down the dew.
To the sides of the hand - gently wave -
The birds are flying towards us.
We will also show how they sit down:
Wings folded back.
Smooth swaying with arms raised up; shaking hands in front of you. Horizontal simultaneous movements of the hands to the right and left.
Complex number 4.
Our scarlet flowers
The petals are unfolding.
The wind breathes a little
The petals sway.
Sleeping quietly
They shake their heads.
Smooth finger opening. Waving your arms in front of you and gently lowering them to the table.
Complex number 5.
Fingers played hide and seek
And the heads were removed.
Like this, like this
So the heads were removed.
Squeezing and unclenching the hands.
Diagnostics
middle group
Technical skills.
Low level:
Poor knowledge of materials and tools;
Does not know how to correctly use the shaping movements with a pencil, wax crayon;
Does not know how to work with the end of the brush.
Average level:
Knows basic materials and tools;
Knows how to use a pencil correctly;
Draws narrow and wide stripes with the end of the brush and flat with the support of the teacher.
High level:
Independently owns a pencil and a brush;
Able to change the position of the hand when performing various tasks;
Skillfully changes movements from one direction to another.
Color science.
Low level:
Poor knowledge of the three primary colors;
Confuses primary colors and achromatic;
Does not know the shades of primary colors.
Average level:
Knows basic colors and their shades;
With the support of the teacher, he makes a color background: from yellow and blue to green.
High level:
Able to compose a new color background;
Skillfully uses a palette;
Knows and knows how to whiten the main tone to obtain a lighter tone.
Subject drawing.
Low level:
Does not know how to independently correctly position the image on a sheet of paper;
Does not highlight the main thing in the plot;
Weakly makes plans all over the sheet: heaven-earth, near-far.
Average level:
With the support of the teacher, correctly combines images of several objects in one drawing;
Able to highlight the main thing in color and size.
High level:
Independently conveys the location in the subject of the main parts, their size;
Highlights the main thing with color, location on a sheet of paper, size.
Second junior group
In order for a child to fruitfully and actively self-realize in visual activity, it is necessary to instill in children the following skills and abilities in the younger group:
teach how to hold a pencil and brush correctly: between the thumb and middle finger, holding the index finger on top; not close to the honed end or pile, but not over the tip of the brush, not squeezing the pencil or brush tightly;
teach the correct technique of dipping the brush in paint, rinsing in water, drying the brush in a napkin and re-dipping in paint as needed;
introduce children to the colors of the rainbow;
to consolidate the ability to correctly distinguish and name colors: crane. Yellow, blue, green, black, white;
to teach to distinguish and depict the three main forms of the subject; circle, square, rectangle;
to work out various ways of moving the pencil and brush when painting: with a pencil back and forth, with a bone only in one direction;
teach how to paint over an image within the contour, drawing lines with a pencil or brush in one direction (top-down, left-to-right), without going beyond the contour lines;
teach to portray toys 9snowman, roly-poly, etc.). conveying proportions;
the child should be able to depict a generalized image of objects (tree: trunk - oval, branches - line; square - walls, triangle - roof);
children must convey the general signs of objects and phenomena in nature (yellow leaves, green grass, a square house, the sun is round and yellow, etc.);
children must master some techniques of non-traditional drawing techniques (fingerprint, palms, poke with a hard brush);
learn how to decorate patterns-objects by alternating elements: dots, strokes, circles, straight intersecting lines.
forward planning
SEPTEMBER
| weeks | Subject | Image | Material | Goals and objectives |
| "Freckles" | See Appendix No. 1 | album sheet with a stencil of the sun, clouds, wax crayons: yellow, blue | Learn to draw straight lines - rays, paint over the background of the clouds. Cause an emotional impact: the sun - warm, joy, cloud - cool, sad; interest in drawing |
|
| "Striped rug" | See Appendix No. 2 | Samples of striped rugs; doll bedroom; ½ album sheet; pencil blue, red, green. | Learn to draw lines from left to right continuously; consolidate knowledge about color. |
|
| "Weed for Bunnies" | See Appendix No. 3 | ½ sheet of paper; green color of a felt-tip pen (pencil, crayon); toy - hare. | Learn to rhythmically arrange strokes on a sheet |
|
| "Berries for the Bug" | See Appendix No. 4 | ½ album sheet; pencils - green, red. | Learn to draw straight and short lines; hatch a circle; develop an interest in drawing; induce good feelings. |
OCTOBER
| weeks | Subject | Image | Material | Goals and objectives |
| "It's raining" | See Appendix No. 5 | album sheet with cloud stencil, blue pencil | Learn to hold a pencil correctly, draw vertical strokes, fill the entire surface of the sheet; |
|
| "Zebra" | See Appendix No. 6 | ½ album sheet with zebra pattern; gouache black; brush; zebra pictures. | Learn to draw without going beyond the contour; to consolidate the ability to draw vertical and horizontal lines; arouse interest in what is depicted. |
|
| "Sea" | See Appendix No. 7 | A sheet of paper with the outline of a boat and a sail; gouache blue, red, yellow; brush; sea reproduction. | Learn to draw a wavy line; fill the contour of objects with color: boat, sail, sun; to cultivate accuracy when picking up paint on a brush. |
|
| "Colored balls" | See Appendix No. 8 | ½ album sheet; colored pencils (felt-tip pens, wax crayons); balls of thread in a basket. | Learn to draw adjacent lines in a circular motion without lifting the pencil, use pencils of different colors. |
NOVEMBER
| weeks | Subject | Image | Material | Goals and objectives |
| "Bubble" | See Appendix No. 9 | Album sheet; watercolor; brush; bubble. | To teach the image of rounded shapes, different in size and color; |
|
| "Coloured Wheels" | See Appendix No. 10 | Album sheet; gouache; watercolor brush; application depicting a steam locomotive with wagons without wheels. | Learn to draw a round shape; to consolidate the skills of performing circular movements with a brush. |
|
| "Autumn Tree" | See Appendix No. 11 | Paper; gouache; brush; reproduction depicting trees (autumn). | Learn to combine a rectangular line and a rounded shape; to consolidate the ability to paint over without going beyond the contour. |
|
| "Nuts on a Cart" | See Appendix No. 12 | Album sheet; wax crayons or gouache (black, yellow, brown); brush; literary and poetic series. | To arouse interest in drawing through the listened passage of a fairy tale; introduce bright and dark colors; to consolidate the skills of drawing straight and rounded lines. |
DECEMBER
| weeks | Subject | Image | Material | Goals and objectives |
| "Herringbone" | See Appendix No. 13 | Album sheet; gouache; brush; reproductions, paintings depicting Christmas trees. | Teach children how to draw a Christmas tree using straight, vertical and slanted lines; learn to place the drawing in the center of the sheet; draw large, full sheet. |
|
| "Snowman" | See Appendix No. 14 | A sheet of blue paper; gouache white, red, black; brush; snowman pictures. | Learn to arrange rounded shapes as they decrease; consolidate the ability to draw a round shape of different sizes. |
|
| "Snowflake" | See Appendix No. 15 | Album sheet; wax crayons (blue pencil); pictures of applications with a snowflake. | Give the concept of a long and a short line; to consolidate the skills and abilities of drawing straight and inclined lines, a circle. |
|
| "Christmas ball" | See Appendix No. 16 | Album sheet with a picture of a pine branch; gouache; brush; pictures with the image of New Year's toys and spheres. | Learn to draw a New Year's toy - a ball; to consolidate the skills of drawing a form with a solid line. |
JANUARY
| weeks | Subject | Image | Material | Goals and objectives |
| "Footprints" | See Appendix No. 17 | Album sheet; gouache; brush; illustrations depicting animal footprints in the snow or sand. | Learn to draw by applying a brush; practice the skills of rhythmic brush strokes; |
|
| "Vase" | See Appendix No. 18 | A sheet of paper with a vase template; gouache blue; brush; vases with patterns, crockery with painting. | Learn to draw a pattern; practice the skills of rhythmic drawing of strokes and lines; arouse the desire to decorate a beautifully given object. |
|
| "Pyramid" | See Appendix No. 19 | Album sheet; gouache, brush; pictures depicting a pyramid; pyramid. | Learn to draw rounded lines; compose an object, reducing the lines in height; use bright colors; evoke an emotional experience. |
|
| "Winter flower" | See Appendix No. 20 | Album sheet; blue gouache; the brush is thick; illustrations painted by Gzhel masters. | Introduce different colors, show the contrast: warm - sun - yellow, cold - winter - blue; to consolidate the skills of drawing straight lines, strokes; develop an emotional perception of color. |
FEBRUARY
| weeks | Subject | Image | Material | Goals and objectives |
| "Saucers for Bunnies" | See Appendix No. 21 | Circle 10 cm; gouache; brush; drawings depicting saucers with patterns; plates. | Learn to draw with the end of the brush; place the picture along the edges and in the center; practice the skills of rhythmic brush strokes; cause a desire to decorate beautifully, show imagination. |
|
| "Winter Tree" | See Appendix No. 22 | Album sheet; white gouache, brown; brush; illustrations depicting a tree. | Learn to reflect the winter landscape in the drawing; to consolidate the skills of drawing a tree; express emotional mood through color: winter is cold. |
|
| "Hare House" | See Appendix No. 23 | Album sheet; gouache, brush; illustrations for the fairy tale "Teremok". | Learn to draw square and triangular shapes; to consolidate painting skills without going beyond the contour; to cultivate accuracy in the execution of drawings. |
|
| "Sparrows" | See Appendix No. 24 | Album sheet; gouache; brush; illustrations, photos, pictures with sparrows. | Teach children to draw a circle, an oval; correlate them with body parts of birds: head, torso; to consolidate the skills of the correct set of paint; develop a love for nature. |
MARCH
| weeks | Subject | Image | Material | Goals and objectives |
| "Dandelion" | See Appendix No. 25 | Album sheet; gouache yellow and green; brush; pictures of wild flowers. | Cause an emotional response to the awakening of nature: spring - holiday - warmth; teach the compositional arrangement of the picture; to consolidate the ability to paint over the plane with bright colors. |
|
| "Ships" | See Appendix No. 26 | Album sheet; gouache; brush; watercolor; seascape reproductions, sailing boats. | Learn to fill the entire landscape sheet with watercolor; to consolidate the skills of accurately painting the subject with the right color; develop a love for art. |
|
| "Kitty" | See Appendix No. 27 | Album sheet with outline of a kitten; gouache, soft brush and bristles; paintings and illustrations depicting a kitten. | Teach children to draw in different ways: poke, brush tip. Strengthen brush washing skills; cultivate accuracy. |
|
| "Verba" | See Appendix No. 28 | A sheet of colored paper; gouache brown and white; fine bristle brush; willow branch. | Teach children to dot with a hard brush; to consolidate the skills of drawing a straight line; nurture the desire to draw. |
APRIL
| weeks | Subject | Image | Material | Goals and objectives |
| "Decorate the Napkin" | See Appendix No. 29 | Square sheet of the album; gouache; brushes; illustrations of children's work; patterned napkins. | Learn to make a pattern on a square: fill in the corners, and the middle; to consolidate drawing skills by sticking a brush; cultivate aesthetic perception. |
|
| "Kolobok" | See Appendix No. 30 | Album sheet; gouache; brushes; Illustrations for the fairy tale "Kolobok" | Learn to fill the plane of the circle with color, convey the mood of the character with the image of a smile; to consolidate the ability to draw a circle; educate the emotional perception of the characters. |
|
| "Snake" | See Appendix No. 31 | Album sheet - strip; gouache, brush; illustrations with an ornament on the strip | Learn to draw a wavy line; decorate with dots, circle, rays; to consolidate the ability to draw with the end of the brush; cultivate accuracy when washing the brush. |
|
| "Snail" | See Appendix No. 32 | Paper; gouache brown and black; brush; pictures, illustrations with snails. | Learn to round the line with the tip of the brush; to consolidate the skills of the necessary set of paint; cultivate love for the environment. |
| weeks | Subject | Image | Material | Goals and objectives |
| "Ladybug" | See Attachment | Album sheet; gouache red and black; brushes; pictures with the image of beetles, insects. | Learn to draw a beetle; to consolidate the skills of painting the entire plane of the oval and circle; creating a joyful atmosphere: spring-sunshine-May-smiles. |
|
| "Chamomile" | See Attachment | colored sheet of paper; gouache white, green; brushes; Illustrations, pictures with flowers: daisies, cornflowers, forget-me-nots. | To teach the image of a circle with a closed line; to consolidate the skills of painting the plane; develop a sense of beauty. |
|
| "Flower field" | See Attachment | Paper sheet tinted; gouache, brush; | Continue to learn to draw closed lines: oval, circle; make a picture of a flower meadow from the made flowers. |
|
| "Caterpillar" | See Attachment | Paper; gouache; brush; pictures, illustrations depicting caterpillars. | Learn to make a caterpillar from ovals and circles; to consolidate the skills of painting ovals, circles; cultivate the desire to draw insects. |
middle group
In the middle group, the following tasks are set and implemented:
to acquaint children with works of different types of art (painting, still life, book graphics);
support the desire to depict household and natural objects (dishes, vegetables, fruits, flowers, trees, animals, vehicles);
to focus the attention of children on the expressiveness of various objects in folk art;
encourage children to embody their ideas, experiences, feelings, thoughts in an artistic form.
By the end of the year, the child should be able to convey the main features of the depicted objects, their structure and color, be able to coordinate hand movements (broad strokes on a large sheet, small ones for drawing details, rhythmic ones for making patterns). Understand the content of new terms: "artist", "picture", "exhibition", "museum", small sculptural form (toy).
Be able to create one or two figured compositions (still life), create a new color tone on the palette (red and yellow form orange; blue and yellow - green).
Be able to combine some materials, for example, watercolor and wax crayon, gouache and watercolor.
In children of the middle group, an artistic taste begins to form. They can say which paintings and illustrations they like best, determine the phenomena of nature, conveyed by visual means. In the drawing classes in the middle group, collective work is offered that requires joint efforts from children, a combination of visual skills, and coordination of actions. The teacher introduces children to different ways of depicting objects using various art materials.
Children learn how to use a brush (write with an end and flat, paint over parts of an object, apply pattern elements to a silhouette, etc.). Sometimes the teacher sets the task of conveying an image using different methods. A thematic type lesson is presented as a complex one, in which a combination of different types of visual activity takes place: drawing, music, artistic word. A complex lesson is preceded by preliminary work: reading a story, fairy tales, learning poems, nursery rhymes.
Children of the middle group learn not only to recognize images, but also to give a description, compare them with each other. In drawing, children learn to convey various outlines of the shapes of objects, use color to convey the expressiveness of the image, learn to draw with a pencil, brush, felt-tip pen, crayons, painting over the surface of the form.
forward planning
SEPTEMBER
| weeks | Subject | Image | Material | Goals and objectives |
| "Rainbow" Memories of summer | See Appendix No. 1 | album sheet, watercolor, brush No. 2,6 | Relive the memories of summer; remember the colors of summer (bright, juicy); the choice of a simple plot (shore, river, meadow). |
|
| "A flower has grown" | See Appendix No. 2 | Reproduction M. Saryan "Flowers",; flower illustrations; album sheet; gouache, brush number 3,. | Learn to draw flowers beautifully using different techniques: with the whole brush, with the end; to acquaint with the technique of "sticking"; strengthening the skills of drawing lines, dots, circles. Vocabulary: sticking, middle, finger brush. |
|
| "Autumn leaves" | See Appendix No. 3 | Autumn leaves: birch, aspen, willow; leaf templates; gouache warm range; brush number 3; album sheet. | Learn to draw a template with a pencil; to acquaint with the warm range of colors - yellow, red + green; evenly place 2 objects on a sheet of paper; to consolidate the ability to paint over an object with an “autumn range” (warm). |
|
| "The mouse hides from the cat" | See Appendix No. 4 | Album sheet with mouse template (oval); wax, crayons; gouache black + white. | Learn to draw lines in different directions in a closed space. Introduce achromatic color (gray, black, white) using a palette .; consolidate the skill of coloring an object. |
OCTOBER
| weeks | Subject | Image | Material | Goals and objectives |
| "The tree has grown" | See Appendix No. 5 | Album sheet; Pencil or felt-tip pen black or brown; wax crayon; illustrations depicting trees V. Melnikov "In birches"; I. Levitan "Autumn". | Learn to convey the structure of a tree in a drawing: a trunk, branches of different thicknesses; to consolidate the ability to correctly hold the pencil with three fingers, without pressing hard. Cultivate love for nature. |
|
| "Curly Birch" | See Appendix No. 6 | Tinted sheet (green or blue); gouache yellow, red, black, white, brush number 2. | To teach children to draw a birch with gouache, using color as a means of distinguishing it from other types of trees; to fix the technique of "adhering"; cultivate an interest in drawing. |
|
| "Leaf fall" | See Appendix No. 7 | Album sheet; Wax crayons (crane, yellow, orange); gouache brown, yellow, red; brushes number 3. | To acquaint with a short line - stroke (wax crayons) - leaf fall; to consolidate the skills of depicting trees (the trunk is a thick line, the branches are thin); "sticking" method. |
|
| "House" | See Appendix No. 8 | Album sheet; colored pencils, wax crayons, felt-tip pens - optional. | Give the concept of the horizon line, learn to divide the sheet into 2 parts: sky - earth; consolidate the ability to draw long and short lines; through a drawing, show your emotional attitude to the desired object: a sad morning, an autumn mood. Vocabulary: triangle - roof; square - house. |
NOVEMBER
| weeks | Subject | Image | Material | Goals and objectives |
| Image of the building "Teremok" | See Appendix No. 9 | Illustrations for the fairy tale "Teremok"; album sheet; brush No. 2, 5; watercolor or gouache. | Continue to teach the image of triangular and square objects; to fix the technique of painting with paints in one direction, with the whole brush; develop imagination: decorate the house with a simple pattern: dot, wavy line, stroke. |
|
| "Sad Autumn" | See Appendix No. 10 | Illustrations of paintings by artists: I. Levitan "Golden Autumn", I. Brodsky "Fallen Leaves"; sheet of paper, wax crayon, watercolor, brushes No. 5.3; . | To acquaint with a soft color scheme (adding black and white); learn to work with a palette; receive dull tones; to consolidate the skill of working with wax crayons and paints; to cultivate an aesthetic perception of the surrounding nature, to convey in the work a feeling of sadness in late autumn. |
|
| "Haze" (Conversation, sketching elements) | See Appendix No. 11 | Toys with Dymkovo painting, illustrations; album sheet, gouache, brush No. 1. | To acquaint children with folk art: "Dymkovo toy"; alternate elements of decorative painting according to the model; cultivate accuracy in working with gouache. |
|
| "Painted horses rush" | See Appendix No. 12 | Toys, illustrations with Dymkovo painting; skate templates; gouache, brush number 1. | Learn how to decorate a skate pattern with Dymkovo painting; consolidate the ability to work with the tip of the brush, with the whole pile, draw dots; develop aesthetic perception in children by decorating the silhouette of a skate. |
DECEMBER
| weeks | Subject | Image | Material | Goals and objectives |
| "Snowflake" Tableware design. | See Appendix No. 13 | Yelets lace; paper snowflakes; blue rosette circle (plate); white gouache; brush number 1. | Learn to draw lines in one direction (top to bottom, left to right), without going beyond the contours; find the center - the middle; to consolidate the skills of building a pattern (base, rays - crosses, cent - dot); educate the desire to see the final result of the work. |
|
| "Bunny" | See Appendix No. 14 | Children's toy - bunny; illustrations by E. Charushin for the book “Here they are”; album sheet; bristle brush No. 4; sponge; squirrel brush number 1. | Create conditions for the experiment of visual techniques and independent creative search; develop imagination and thinking; to cultivate interest in the knowledge of nature and the reflection of the received ideas in visual activity. |
|
| "Fluffy Beauty" | See Appendix No. 15 | I. Shishkin "Winter", book illustration depicting a Christmas tree; sheets of paper with different backgrounds, green, brown gouache, squirrel brush No. 5.6; foam rubber, polystyrene at choice. | To acquaint with the painting by I. Shishkin "Winter"; improve the technique of non-traditional drawing (print with a signet - foam rubber, polystyrene - optional); cultivate a love for the beauty of nature. |
|
| "New Year decoration" | See Appendix No. 16 | Christmas balls, toys, pine branch, New Year's cards; ½ album sheet; gouache, watercolor, brush No. 2, 6. | To introduce the technique of "monotype"; to consolidate the ability to create a beautiful composition (a toy on a pine branch); the ability to combine multi-colored spots, filling a given space; educate interest and ownership of the general festive mood. |
JANUARY
| weeks | Subject | Image | Material | Goals and objectives |
| "Sun and Moon" | See Appendix No. 17 | Konashevich's illustrations for the fairy tale by A.S. Pushkin "The Tale of the Dead Princess"; a sheet of paper with the image of two circles; gouache red and blue; brush №1,2 | To acquaint with the genre of "Portrait" according to the illustrations of Konashevich images of the sun and moon; learn to depict the structure of the face; division into two parts vertically; to consolidate the ability to express mood with color: warm - good. |
|
| "Snowman" | See Appendix No. 18 | D. Alexandrov "Winter's Tale"; children's works depicting winter games; album sheet; wax crayons. | Show the difference in the object (small and large circle - head and torso); to teach compositionally to correctly position the depicted object (the main object in the center); cultivate an emotional attitude to the depicted. |
|
| "Ice hut" Architectural building. | See Appendix No. 19 | Fairy tale "Hare tears"; 2 album sheets; blue, white gouache; watercolor; brush number 2 | To teach the non-traditional “imprint” technique (cold gamma - watercolor); consolidate the skill of the image of the house; ability to work with the end of the brush; decorate the house with a pattern of cold tones; nurture the desire to achieve good results. |
|
| "Gzhel" (Conversation, sketch) | See Appendix No. 20 | Illustrations and reproductions depicting Gzhel dishes; dishes with painting; sheet of paper, thin brush, blue and white gouache; cotton buds; samples of elements of Gzhel painting. | To acquaint children with the folk craft "Gzhel"; learn to draw the main elements of Gzhel painting: leaf, flower, twig; mix paints on the palette, achieving the desired shade; introduce the new “poke” technique (with a cotton swab or fingerography); to cultivate interest in folk art, to instill respect for work. |
FEBRUARY
| weeks | Subject | Image | Material | Goals and objectives |
| "Pattern in a Circle" Gzhel | See Appendix No. 21 | Samples of dishes with Gzhel painting; album sheet with the image of a plate-circle template; cotton swab; blue gouache, thin brush No. 2. | To teach the correct compositional arrangement of the elements of Gzhel painting (the main flower is the center, small details are around); strengthening the skill of performing a pattern with simple techniques (working with the whole brush, dots and lines); to cultivate accuracy in the performance of the task. |
|
| "Animals of Africa" Lion, elephant, giraffe - teamwork | See Appendix No. 22 | Illustrations of the book "Animal World"; album sheet, paper sheet; gouache warm range, brush number 5, 10. | Learn to combine individual and joint activities; (some draw nature, others animals); showing the technique of drawing a lion's mane by the technique of "sticking"; continue to improve the image of the forms of the oval, circle; educate interest in joint activities; sense of solidarity and collectivism. |
|
| "Animals of the North" | See Appendix No. 23 | Illustrations of the book "Animal World"; album sheet, cold scale gouache and whitewash; brush number 4.5 | Show the difference between the climates and nature of Africa and the North through warm and cold colors; to consolidate the skills of working with a brush with a whole pile; display the features of the depicted object: beak, wings, does not fly, but swims; cultivate kindness towards animals. |
|
| "Military equipment" tank | See Appendix No. 24 | Illustrations with types of military equipment; toys-models of military equipment; album sheet, pencil, gouache, brush No. 4, wax crayons - at the choice of children. | Familiarize yourself with different types of military equipment; To teach how to draw military equipment from the simplest forms (circle, oval, square, line), transfer the proportions of details; cultivate a sense of pride in their homeland. |
MARCH
| weeks | Subject | Image | Material | Goals and objectives |
| "Handkerchief for Mom" | See Appendix No. 25 | Items and illustrations with Gorodets painting; tinted sheet - rectangle; square; thick and thin brush; gouache. | To acquaint with the folk decorative craft "Gorodets painting"; to teach how to draw up a composition from the elements of the Gorodets painting in a rectangle, square (the center is a flower, the corners are small elements); to cultivate accuracy in the performance of work. |
|
| "Sailing boat" | See Appendix No. 26 | Image of boats; Album sheet; watercolor, gouache, brush No. 5, 2. | Give the concept of water transport; to teach the skills of transferring the silhouettes of a ship (ship, yacht), proportions and characteristic details; to consolidate the ability to draw objects of various shapes; use the brush correctly: draw with the whole pile and tip; to consolidate the skills of technique "wet"; to cultivate independence and accuracy when drawing with paints. |
|
| "Cockerel is a golden comb" | See Appendix No. 27 | Items, postcards with Khokhloma painting, the Golden Khokhloma series; silhouette cockerel yellow background; gouache, brush number 1. | Acquaintance with arts and crafts - Khokhloma: origins, traditions; sketching elements: grass, bushes; focus on thin, smooth, rounded lines; to cultivate respect for the work of craftsmen, the desire to take part in the work. |
|
| "Messengers of Nature" birds | See Appendix No. 28 | Bird illustrations, Liszt; watercolor, gouache, brush thin and thick | Examining birds - messengers of joy, helpers of man; clarify the idea of the external structure of birds; continue to develop a sense of form, expressiveness of the transmitted object; to cultivate interest in the knowledge of nature and its reflection in the drawing. |
APRIL
| weeks | Subject | Image | Material | Goals and objectives |
| "Spring Butterflies" | See Appendix No. 29 | ½ album; gouache, watercolor, brush No. 4; panoramic composition "In the Meadow"; scissors. | Consider photographs and postcards with the image of a butterfly; to consolidate the skills of mixing paints in the application of the “monotype” technique; to consolidate skills in drawing "wet"; develop an interest in wildlife. |
|
| Your books "Kolobok" | See Appendix No. 30 | Fairy tale "Kolobok"; illustrations by artists on a given topic; gouache; watercolor; colour pencils; brushes No. 5, 2; album sheet. | To give an idea of the role of the artist in the creation of the book; draw a simple plot of a fairy tale according to the idea: Gingerbread Man - a circle; face in the correct proportion; develop an interest in book illustrations. |
|
| "Easter Egg" | See Appendix No. 31 | Easter egg illustrations; gouache, thin brush; egg template. | Acquaintance with the tradition of the holiday; to consolidate the skills and abilities to decorate an object (egg) with simple forms - a point, a circle, a line, a spot, a stroke; to cultivate interest in folk traditions, holidays and an aesthetic attitude to the environment. |
|
| "Human" | See Appendix No. 32 | Schemes of the image of a person; ½ album sheet; simple pencil; silhouette of a man. | Learn to make a light sketch with a pencil; correctly convey the elementary proportions of a person; reinforce pencil skills using short and long lines; nurture a sense of responsibility and the importance of work. |
| weeks | Subject | Image | Material | Goals and objectives |
| "Lilac branch" (bird cherry) | See Appendix No. 33 | Reproduction P. Konchalovsky "Lilac", M. Saroyan "Flowers"; tinted album sheet; gouache white, purple, green; bristle brush No. 4; | To arouse interest in the spring, joyful mood in nature, when looking at reproductions; teach dot technique or mosaic painting; to cultivate a sense of joy of belonging to the spring awakening of nature. |
|
| "Festive fireworks" | See Appendix 34 | Illustrations depicting fireworks; gouache; watercolor; colored wax crayons; brushes number 5; album sheet. | Learn to convey your attitude of joy in the drawing; improve the combination of various techniques and methods (wax crayons, “wet”, staining the entire sheet. Cause an emotional response to the Victory Day holiday, pride in your people; |
|
| "Gold fish" Teamwork with design elements. | See Appendix No. 35 | Illustrations of the book "Animal World"; gouache, thin brush; whatman. | Introduce the method of "breaking" paper (element of the application); to consolidate drawing skills with the end of the brush; skills of decorative decoration of fish; to teach to coordinate their actions with the work of a friend, to cultivate a "sense of elbow" in joint activities. |
|
| "Apple tree in bloom" | See Appendix No. 36 | Reproduction of Van Gogh "Apple tree"; album sheet; gouache; brush number 3; watercolor; napkin for printing. | Learn to draw a tree with the transfer of the characteristic features of the structure, flowering crown; printing method; fix the drawing with the “wet” technique; filling the entire sheet by dividing compositionally: sky - earth, horizon line; arouse interest in creating an original composition of the picture. |
Lesson notes
"Patterns. Snowflake, gossamer.
Middle group. Goals and objectives: to learn to draw a pattern in the form of a circle, to consolidate the ability to draw with the end of the brush. Give the concept of the basis of the pattern - rays, crosses.
Material and equipment:
lace, snowflakes;
frosty patterns on the windows (cold gamma);
sheets of paper - a circle;
white gouache;
thin brush.
Course progress.
The guys go to the top. The windows have frosty patterns in cold tones.
Guys, someone visited us.
He entered no one saw
He said no one heard.
He blew on the windows and disappeared
And a forest grew on the windows,
And trees and bushes
And magical flowers.
Bloomed on the glass
In an evil cold in December.
Who is the artist?
Here's the question? What is his name? (Freezing).
And he left us a gift - what? (Patterns on the window).
Right. And here is his staff. He probably decorated the windows with them. What do you see? (Fabulous flowers, herbs, snowflakes). What colors are the windows? (in cold - blue, blue, pink). Whole lace was woven by Santa Claus on the glasses. Let's take a closer look at these snowflakes, what they look like (the middle circle is like the sun, and from it there are rays, one and the second cross). Snowflakes are all lacy, elegant, snow-white. The rays are thin, transparent. It is distributed - khe-khe-khe. Guys, who is that in our corner? The spider is a small old man and the old man laughs very, very simply: ha-ha-ha, he-he-he.
Yes, he was sad today. He is bored here in the corner. Let's give him gifts. Let's draw, weave a cobweb of snowflakes. He will probably be very pleased that he will have a winter pattern in his corner. Santa Claus probably forgot about our old spider. And his dark corner behind the chest will also become elegant. Let's help the old spider man, decorate his corner?
Let's get back to our snowflakes. What color are they? (White). And what is the most important thing in them? (Rays). And on the rays there are still small rays, they become like small "Christmas trees-needles". Tell me, will white snowflakes be visible on white paper? (No). I have a secret, and we will give it to the spider. The circles are blue and black. Today we will draw in an unusual way: girls on a blue circle, and boys on a black one. Get snowflakes - cobwebs. Will white rays of snowflakes be visible now on a blue and black background? Yes.
Quiet music plays.
The guys are doing the job. There is individual work. If it is difficult for someone, show rays-crosses on the board. All work is laid out in the upper room. And now I will tell you a secret. On a blue background, snowflakes will hang during the day, and on a black background - at night. When the spider goes to bed, he will look out the window, and there is a pattern on the glass again.
He will be pleased to remember that you took care of him. Do you think the spider will like our snowflakes? Are they radiant or not? Will they sparkle day and night? At the end of the lesson, if the guys are tired, the tape recorder turns on and it is proposed to spin around to the music easily, easily, like snowflakes fall to the ground, the guys lower themselves, squat.
Bibliography
Ashikov V.I. Semitsvetik. M., 2008.
Galanov A.S. Classes with preschoolers in the visual arts. M., 2010.
Doronova T.N. Nature. Art and visual activity of children. M., 2014.
Doronova T.N. Visual activity and aesthetic development of preschoolers. M., 2008.
Drezina M.G. Every child is an artist. M., 2012.
Dubrovskaya N.V. Nature. S-P., 2015.
Dubrovskaya N.V. An invitation to creativity. S-P., 2012.
Kameneva E.O. What color is the rainbow. M., 2007.
Komarova T.S. Children's artistic creativity. M., 2015.
Koptseva T.A. Nature and the artist. M., 2016.
Kurochkina N.A. Library of the program for the development and education of children in kindergarten. S-P., 2013.
Kurochkina N.A. Library of the program "Childhood". S-P., 2007.
Lykova I.A. Visual activity in kindergarten. M., 2007.
Lyalina L.A. Design and children. M., 2016.
Solomennikova O.A. The joy of creativity. 5 tones. M., 2016.
Sokolnikova N.M. Art. Obninsk, 2006.
Ugarov B.S., Buynov A.N. School of Fine Arts. 3 volumes. M., 2006.
1 Sakkulina N.P. Drawing in preschool. - M., 1965.
Current page: 1 (total book has 12 pages) [accessible reading excerpt: 8 pages]
Tamara Komarova
Classes in fine arts in the senior group of kindergarten
Lesson notes
Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova
Komarova Tamara Semyonovna - Head of the Department of Aesthetic Education of the Moscow State University for the Humanities. M.A. Sholokhova, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, full member of the International Academy of Sciences of Pedagogical Education, full member of the International Pedagogical Academy, full member of the Academy of Security, Defense and Law Enforcement Problems. Author of numerous works on various issues of preschool pedagogy, the history of pedagogy, aesthetic education, continuity in the upbringing and education of children of preschool and primary school age; founder and leader of the scientific school. Under the leadership of T.S. Komarova defended more than 80 candidate and doctoral dissertations.
Foreword
The manual "Classes in visual activity in the senior group of kindergarten" is addressed to teachers of preschool educational institutions working on the "Program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
The book includes a program of visual activities for the senior group and abstracts of classes in drawing, modeling and appliqué, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires a change in sequence, for example, the educator makes changes to the topics of classes dictated by regional characteristics, the need to close the gap between two classes that are interconnected in content, or the need to form a formative skill, etc.
The lessons presented in the book are developed taking into account the age capabilities and psychological characteristics of children aged 5–6 and are based on the following provisions.
Visual activity is part of all educational work in the preschool educational institution and is interconnected with all its other areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; familiarization with different types of art, both classical, modern and folk, including literature, as well as a variety of activities for children.
Of particular importance for the upbringing and development of the child is the connection between drawing, modeling and appliqué with a variety of games. A versatile connection with the game increases the interest of children in both visual activity and play. In this case, it is necessary to use various forms of communication: the creation of images and products for games (“a beautiful napkin in a doll corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of game, surprise moments, situations (“make friends to a bear”, “paint the wings of a butterfly - its decorations were washed off the wings by rain”, etc.) in all types of activities (drawing, modeling, appliqué). It is necessary to provide children with the opportunity to portray how they played a variety of role-playing and outdoor games.
For the enrichment of figurative representations, the development of aesthetic perception and imagination, the successful mastery of visual activity by children, the relationship of classes with didactic games is important. You can learn more about this from the book "Continuity in the Formation of Children's Artistic Creativity in Kindergarten and Primary School." The book also contains summaries of classes on creating didactic games with children, which can be used by teachers when working with children in the senior and preparatory groups.
For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful atmosphere of the group, play areas; using individual and collective drawings and applications created by children in the design of the group. Of great importance is the aesthetic design of classes, the thoughtful selection of materials for classes, the paper format for drawings, applications, corresponding to the size and proportions of the objects depicted, the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.
Of great importance is the emotional well-being of children in the classroom, created by interesting content for them, the friendly attitude of teachers to each child, the formation of his confidence in his abilities, the respectful attitude of adults towards the results of children's artistic activity, their use in the design of group and other premises of a children's institution, educating children in a positive, friendly attitude towards each other, etc.
At the heart of the development of any abilities of preschoolers, including children of 5-6 years old, is the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include in the process of mastering the shape and size of objects, their parts, alternate movements of the hands of both hands (or fingers), so that the image of hand movement, sensorimotor experience is fixed, and on the basis of it the child can subsequently independently create images of various objects and phenomena . This experience should be constantly enriched, developed, forming figurative ideas about already familiar subjects.
In order to develop the freedom of creative decision in children, it is necessary to teach them shaping movements, hand movements aimed at creating images of objects of various shapes, first simple, and then more complex, in all types of activities (in drawing, in modeling and in applications). This will allow children to depict a variety of objects and phenomena of the world around them. The better the child masters the shaping movements in the second younger group, and then in the middle group, the easier and freer it will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of the movement produced by the hand is formed in the process of visual, as well as kinesthetic (motor-tactile) perception. The shaping movements of the hand in drawing and modeling are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in modeling - by mass, volume. Hand movements during drawing differ in nature (in terms of pressure, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.
It is important to remember that all types of visual activity should be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, applications and the formation of creativity are based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activity.
In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting things around, what they liked; learn to compare objects; to ask, activating the experience of the guys, what they already drew, sculpted, how they did it; call the child to show all the children how to depict this or that object.
Of particular importance in the older group is the examination of images created by children and their evaluation. The experience of visual activity acquired by children by this age, examining the drawings, modeling, applications created by them, both individual and collective, gives them the opportunity to create a variety of paintings, sculptural images, applications, using the acquired skills, knowledge and skills, and also allows them to consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty, cause a feeling of pleasure. To do this, it is necessary to draw the attention of children to how the created image looks like: what is the shape, size, location of the parts, how the characteristic details are conveyed. When examining the created plot image with children, one should pay their attention to how the plot is conveyed (in a drawing, modeling, appliqué), what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, stand (in modeling ), how the ratio of objects in size (in the composition) is conveyed, etc. Asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Evaluation of children's work should end each session. If there is no time left to evaluate, you can evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by children, emphasize something, highlight, summarize the lesson.
The classes proposed in the manual are thought out so that they do not cause overload of children, the time of their conduct complies with the requirements of SaNPin. In the senior group, 3 classes in fine arts are held per week - 12 lessons per month. In those months in which there are 31 days, the number of classes can increase by 1-2. In this case, educators independently determine which classes are better to conduct as additional ones.
The abstracts of the classes are compiled according to the following structure: program content, methods of conducting the lesson, materials for the lesson, connection with other classes and activities.
At the beginning of the year (September, the first half of October) and at the end (May), you can conduct a diagnostic lesson to determine the level of development of children's creativity (a description of the methodology for conducting such a lesson and processing its results is given on pages 114–124).
We hope that the book will be useful to teachers of preschool institutions, additional education groups, leaders of circles and studios. The author will gratefully accept comments and suggestions.
Visual Arts Program
Continue to develop children's interest in fine arts. Enrich sensory experience by developing the organs of perception: sight, hearing, touch, taste, smell.
Develop aesthetic perception, teach to contemplate the beauty of things, nature. In the process of perceiving objects and phenomena, develop mental operations: analysis, comparison, likening (what it looks like); establishing similarities and differences between objects and their parts.
To teach to convey in the image the main properties of objects (shape, size, color), characteristic details, the ratio of objects and their parts in size, height, location relative to each other.
To develop the ability to observe natural phenomena, to notice their dynamics, the shape and color of slowly floating clouds.
To improve visual skills and abilities, to form artistic and creative abilities.
Develop a sense of shape, color, proportions.
Continue to acquaint children with folk arts and crafts (Gorodets, Polkhov-Maidan, Gzhel), expand ideas about folk toys (matryoshka dolls - Gorodets, Bogorodskaya; spillikins).
Introduce children to national arts and crafts (based on regional characteristics); with other types of arts and crafts (porcelain and ceramic products, small sculptures). To develop decorative creativity of children (including collective).
To form the ability to organize your workplace, prepare everything necessary for classes; work carefully, use materials sparingly, keep the workplace clean, put it in order after work is completed.
Continue to improve the ability of children to consider work (drawings, modeling, applications), enjoy the result achieved, notice and highlight the expressive solutions of images.
Drawing
Subject drawing. Continue to improve the ability to convey in the drawing images of objects, characters of literary works. Draw the attention of children to the differences in objects in shape, size, proportions of parts; encourage them to convey these differences in drawings.
To teach children to convey the location of objects on a piece of paper, to draw the attention of children to the fact that objects can be located on a plane in different ways (stand, lie, move, be in different poses, etc.).
Contribute to the mastery of compositional skills: learn to place an object on a sheet, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, not very tall, but a long house, place it horizontally).
To fix the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastels, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop skills in drawing the outline of an object with a simple pencil with light pressure, without hard, rough lines that stain the drawing.
When drawing with pencils, learn to convey shades of color by adjusting the pressure on the pencil. In a pencil version, children can, by adjusting the pressure, convey up to three shades of color. Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).
To teach children to draw with a brush in different ways: wide lines - with the whole pile, thin ones - with the end of the brush; apply strokes, applying the brush with the whole pile to the paper, draw small spots with the end of the brush.
To consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, light green, lilac), develop a sense of color. Learn to mix paints to get new colors and shades (when drawing with gouache) and lighten the color by adding water to the paint (when drawing with watercolors).
Story drawing. To teach children to create plot compositions on the themes of the surrounding life and on the themes of literary works (“Who did Kolobok meet”, “Two greedy bear cubs”, “Where did the sparrow dine?”, etc.).
Develop compositional skills, learn to place images on the strip at the bottom of the sheet, all over the sheet.
Draw the attention of children to the ratio of the size of different objects in the plot (the houses are large, the trees are tall and low; people are smaller than houses, but more flowers growing in the meadow).
Learn to arrange objects in the drawing so that they block each other (trees growing in front of the house and partially blocking it, etc.).
Decorative drawing. Continue to acquaint children with handicrafts, consolidate and deepen knowledge about Dymkovo and Filimonovo toys and their painting; offer to create images based on folk decorative painting, introduce its color system and elements of composition, achieve a greater variety of elements used. Continue to acquaint with Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), learn to use animation for decoration.
To acquaint with the painting of Polkhov-Maidan. To include Gorodets and Polkhov-Maidan painting in the creative work of children, to help master the specifics of these types of painting. To acquaint with regional (local) decorative art.
Learn to make patterns based on Gorodets, Polkhov-Maidan, Gzhel painting; introduce characteristic elements (buds, flowers, leaves, grass, tendrils, curls, animations).
Learn to create patterns on sheets in the form of a folk product (tray, salt shaker, cup, rosette, etc.).
To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats (kokoshnik, scarf, sweater, etc.), household items (napkin, towel) for decoration.
Learn to rhythmically arrange the pattern. Offer to paint paper silhouettes and three-dimensional figures.
Continue to acquaint children with the features of modeling from clay, plasticine and plastic mass.
To develop the ability to sculpt from life and according to the presentation of familiar objects (vegetables, fruits, mushrooms, dishes, toys); convey their characteristics. Continue to learn how to sculpt dishes from a whole piece of clay and plasticine in a tape way.
To consolidate the ability to sculpt objects in plastic, constructive and combined ways. Learn to smooth the surface of the form, to make objects stable.
To teach to convey the expressiveness of the image in modeling, to sculpt human and animal figures in motion, to combine small groups of objects into simple plots (in collective compositions): “A chicken with chickens”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To form in children the ability to sculpt according to the representation of the heroes of literary works (bear and bun, fox and bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small details; using a stack, apply a pattern of fish scales, designate eyes, animal hair, bird feathers, a pattern, folds on people's clothes, etc.
Continue to develop technical skills and skills in working with a variety of modeling materials; encourage the use of additional materials (bones, grains, beads, etc.).
Strengthen the skills of accurate modeling.
To consolidate the skill of washing hands thoroughly at the end of modeling.
Decorative molding. Continue to acquaint children with the features of decorative modeling. To form interest and aesthetic attitude to the objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To form the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and in-depth relief.
Learn to dip your fingers in water to smooth out the roughness of the sculpted image when necessary to convey the image.
Application
To consolidate the ability to cut paper into short and long strips; cut out circles from squares, ovals from rectangles, convert some geometric shapes into others: a square - into 2-4 triangles, a rectangle - into stripes, squares or small rectangles; create images of various objects or decorative compositions from these details.
Learn to cut out identical figures or their details from accordion-folded paper, and symmetrical images from paper folded in half (glass, vase, flower, etc.).
To encourage the creation of subject and plot compositions, to supplement them with details.
To form a neat and careful attitude to materials.
By the end of the year, children may
Be able to distinguish between works of fine art (painting, book graphics, folk decorative art).
Highlight expressive means in different types of art (form, color, color, composition).
Know the features of visual materials.
In drawing
Create images of objects (from life, according to representation); plot images.
Use a variety of compositional solutions, visual materials.
Use different colors and shades to create expressive images.
Perform patterns based on folk arts and crafts.
in modeling
Sculpt objects of different shapes using learned techniques and methods.
Create small plot compositions, conveying the proportions, poses and movements of the figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing off paper with small finger movements.
Approximate distribution of program material for the year
September
Lesson 1. Modeling "Mushrooms"
Software content. Develop perception, the ability to notice differences from the main reference form. To consolidate the ability to sculpt objects or their parts of a round, oval, disk-shaped shape, using the movement of the entire hand and fingers. Learn to convey some characteristic features: a deepening, curved edges of mushroom caps, thickening legs.
Lesson 2. Drawing "Picture about summer"
Software content. Continue to develop figurative perception, figurative representations. To teach children to reflect in the drawing the impressions received in the summer; draw various trees (thick, thin, tall, slender, twisted), bushes, flowers. To consolidate the ability to place images on the strip at the bottom of the sheet (earth, grass), and throughout the sheet: closer to the bottom of the sheet and further from it. Learn to evaluate your drawings and the drawings of your comrades. Develop creative activity.
Lesson 3. Application "Mushrooms grew in a forest clearing"
Software content. Develop figurative representations of children. To consolidate the ability to cut objects and their parts of a round and oval shape. Exercise in rounding the corners of a rectangle, triangle. Learn to cut large and small mushrooms in parts, make a simple beautiful composition. Learn to tear a narrow strip of paper with small finger movements to depict grass, moss near mushrooms.
Lesson 4. Drawing "Introduction to watercolor"
Software content. To acquaint children with watercolors, their features: paints are diluted with water; color is tested on the palette; you can get a brighter light tone of any color by diluting the paint with water, etc. Learn how to work with watercolors (wetting paints before painting, shaking off a drop of water collected on a brush for each paint; dilute the paint with water to get different shades of the same color; rinse the brushes thoroughly, drying it on a rag, napkin and checking the cleanliness of washing the brush).
Lesson 5. Drawing "Cosmos"
Software content. To develop aesthetic perception in children, a sense of color. Learn to convey the characteristic features of cosmea flowers: the shape of the petals and leaves, their color. Continue to acquaint with watercolors, exercise in the ways of working with them.
Lesson 6. Modeling "Sculp what you want vegetables and fruits to play in the store"
Software content. To consolidate the ability of children to convey in modeling the shape of various vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.). Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey in modeling the characteristic features of each vegetable, using the techniques of rolling, smoothing with your fingers, pinching, pulling.
Lesson 7. Drawing "Decorate a handkerchief with daisies"
Software content. To teach children to make a pattern on a square, filling in the corners and the middle; use the techniques of sticking, drawing with the end of the brush (dots). Develop aesthetic perception, a sense of symmetry, a sense of composition. Continue learning to paint.
Lesson 8. Drawing "Apple tree with golden apples in a magic garden"
Software content. To teach children to create a fabulous image, draw branchy trees, conveying the branching of the crown of fruit trees; depict a lot of "golden" apples. To consolidate the ability to draw with paints (rinse the brush well before picking up paint of a different color, blot the brush on a napkin, do not paint on wet paint). Develop aesthetic perception, a sense of composition. Learn to beautifully arrange images on a sheet.
Lesson 9. Drawing "Cheburashka"
Software content. To teach children to create in the drawing the image of their favorite fairy-tale hero: to convey the shape of the body, head and other characteristic features. Learn to draw a contour with a simple pencil (do not press hard, do not trace the lines twice). To consolidate the ability to accurately paint over the image (without going beyond the contour, evenly, without gaps, applying strokes in one direction: from top to bottom, or from left to right, or obliquely with a continuous movement of the hand).
Lesson 10. Application "Cucumbers and tomatoes are on a plate"
Software content. Continue to practice the ability to cut round and oval-shaped objects from squares and rectangles, cutting corners using a rounding method. Develop coordination of movements of both hands. Strengthen the ability to accurately paste images.
Lesson 11. Drawing "What do you like to draw the most"
Software content. To teach children to think about the content of their drawing, to remember the necessary ways of depicting. To cultivate the desire to bring the idea to the end. Develop fine arts. Learn to analyze and evaluate your drawings and drawings of comrades.
Lesson 12. Drawing "Autumn Forest" ("Steppe")
Software content. To teach children to reflect autumn impressions in the drawing, to draw a variety of trees (large, small, tall, low, slender, straight and curved). Learn how to depict trees, grass, leaves in different ways. To fix the techniques of work with a brush and paints. Develop activity, creativity. Continue to develop the ability to enjoy beautiful drawings.
