Lesson on drawing and printing at an early age. Notes on drawing with young children. One group is teachers, the other group is children

Magic brush visiting the guys

Description of material: I offer you a summary of organized educational activities for children of the first junior group (2 - 3 years old) on the topic “Brush visiting the children.” This material will be useful to preschool teachers as the first lesson in September. This is a summary of a lesson aimed at educating and developing preschoolers’ artistic and aesthetic taste, creative activity through drawing.

Target: Development of children's creative activity through drawing.
Tasks:
Educational:
. Learn to draw the sun with foam rubber;
. Introduce children to finger painting techniques;
Strengthen children's skills in visual arts.
. Strengthen the ability to arrange objects on a sheet;
Reinforce knowledge about flowers.
Educational:
. Develop the ability to respond emotionally and aesthetically to a topic
classes.
Educators:
Cultivate accuracy in work and a friendly attitude towards peers.
Preliminary work: looking at illustrations, talking with children on the topic “Summer”, reading poems.
Demo material: illustrations depicting the seasons - summer and autumn, chicken and frog toys, tassel
Handout: tinted paper, gouache in two colors, cotton swabs and sponge swabs on stands, cloths for each child.
Methodical techniques:
1) Gaming (using a surprise moment).
2) Visual (examination).
3) Verbal (questions, individual answers from children, reminders).

Progress of the lesson

The guys are part of the group.
Surprise moment
Educator: Guys, a guest came to us today.
There is a brightly decorated Brush on a stand near the easel.
And her name is Magic Brush! Let's say hello to our guest.
Children: Hello!
Educator: Look how elegant she is! This is because she paints with different colors. Do you want to learn how to draw?
Children: Yes!
Educator: Then we’ll show the Magic Brush how we prepare our fingers for painting.
Finger gymnastics: “Chicken”
The chicken went out for a walk,
Pinch some fresh grass,
And behind her are the boys - yellow chickens.
Ko-ko-ko, ko-ko-ko, don't go far!
Row with your paws, look for grains!
They ate a fat beetle, an earthworm,
We drank a trough full of water!
Educator: Well done! And the Magic Brush brought us wonderful paintings as a gift. (Show)
What season do you think is depicted in the picture?
Children: Summer.
Educator: Right. What time of year is this? (shows the season - Autumn)
The children are silent because... are not yet familiar with the new season - Autumn
Educator: You don't know? Now it is early Autumn. And the picture also depicts Autumn. Let's all say it together - Autumn!
Children: Autumn!
Educator: In autumn it becomes cool, but you still want to bask in the rays of the sun. So let's draw a sun.
Oh, Magic Brush, why are you standing and silent? Have you forgotten why you came to us?
Guys, let's ask Brush to teach us how to draw!
Brush: Guys, have you noticed that I don’t have any paints? Shall we ask the assistants? Guess the riddle:
The yellow guys are following the corydalis.
Who are these guys?
Children: Chicks!
Educator: That's right, now we will play like chickens, and for this they will give us yellow paint.

Physical exercise.
Children's movements to the music, the teacher reads a poem to the children
V. Berestov “Hen with Chicks.”
Where to where? Where to where?
Come on, come on, everyone here!
Come on, come under mom's wing!
Where did you go?
A Chicken toy with yellow gouache appears.
Educator: It turned out great, the chicken brought yellow paint. Thank you, chicken! Guys, what do you think can be painted with yellow paint?
Children: Sun!
Educator: Right! Brush and I will take a look.
Educator: Tell me, guys, what will we draw first in our drawing?
Children: Sun.
Please take a large swab from a sponge, pick up some paint and use the dipping method to draw the sun.
Brush: Guys, I take a large swab from a sponge, pick up paints and paint the sun using the dipping method.
The brush shows on the easel how to paint the sun. Children draw the sun in the air with their fingers. Then the teacher invites the children to the easels.
Educator: Guys, tell me where on the sheet we will draw the sun.
That's right, first in the drawing you need to draw the objects that are located at the top of the sheet, then the objects that are located in the middle and then those objects that are at the bottom of the sheet. This must be done so as not to get dirty or smudge the drawing. What paint will we use to paint the sun?
Children: yellow.
Educator: Right. Please take a large swab from a sponge, pick up some paint and use the dipping method to draw the sun.
The children do the work. If necessary, the teacher takes the child’s hand in his own and draws several dots together. Show the children how to refill the paint.
Educator: We have the sun ready, now we will draw the grass. What color paint will we need?
Children: Green.
Brush: Only I don't have green paint. We need to ask for help again. Listen to the riddle:
Who likes to sing the song “Kva-kva”?
Children: Frogs.
The Frog toy appears and gives green gouache.
Brush: Now I can teach you how to draw grass.
Shows kids how to draw grass in short lines from top to bottom across the entire bottom of the sheet. Children use their fingers to draw grass in the air with short lines from top to bottom.
Educator: Guys, take cotton swabs, put paint on them and from bottom to top, as the grass grows, draw stripes. So we have grass, Educator: Brush, what beautiful work you turned out! Sunny, bright! The guys did their best! Well done!
Now let’s go out onto the meadow and stand in a circle! Round dance "Sun - bell".

GCD for visual arts (drawing)

Subject: Sun and grass.

Program content: Teach children to create an elementary landscape, use paints of different colors at the same time, strengthen the ability to draw rounded closed lines and draw vertical lines, and cultivate interest in drawing.

Material: paint in two colors: yellow and green, paper, landscape sample.

Preliminary work: Watch the sun and grass through the window. The sun is shining above, and grass is growing on the ground below.

Vocabulary work: Yellow sun, green grass.

Progress of classes:

Educator: Children, let's sit correctly: hands on the tables, legs together on the floor, back on the back of the chair. (A knock is heard). Oh, children, someone has come to us. Shall we let him in or not?

Children: Let's go.

Educator: If so, let's say together, “Please come in.” (The door opens and the “Tanya” doll “comes in”).

Educator: Tanya, we are so glad that you came to us. Let's, children, say “Hello” to the Tanya doll.

Children: Hello.

Educator: Tanya, you’re probably tired, sit down on a chair. Like this. (The teacher places the doll on a chair and notices the picture in the doll’s hands).

Educator: Look, children, our doll brought something with her. Can we see what you have there, Tanechka? (The teacher takes the picture from the doll and shows it to the children.)

Educator: What does she have?

Children: Painting.

Educator: Also, what is in the picture?

Child: Grass.

Educator: What kind of grass?

Child: Green grass.

Educator: Please show me the color green. Well done, children. Children, do you like the picture?

Children: Like!

Educator: Children, let's draw the sun and grass. Now I will show you how to draw. Look carefully. Here we will draw a sun at the top. It's round, like a ball. Like this. (The teacher shows.) And green grass grows below. Let's draw a lot of grass, side by side. Here's some grass, next to it there's more grass. (The teacher shows.) How much. Here is the picture. Let's draw in the air together. Take the right brush and draw a round sun. Educator: That's right, let's draw green grass. Like this. Well done, children. Now I’ll hand out some leaves, and we’ll draw on the leaves. (The teacher hands out paper.) Well, now let's draw, show the doll that we can draw too. Let's take the right brush and draw a sun at the top. Everyone drew the sun

Educator: Many have already drawn. Doll Tanya wants to look at your drawings. (The teacher, together with the Tanya doll, goes around the tables. At each table, the children, together with the teacher, choose the best drawing and give it to the doll).

Educator: Well done, children. Worked well in class. Doll Tanya is very happy for your drawings. She thanks you and bids you goodbye. Goodbye!

The lesson is over.

Summary of a drawing lesson in an early age group.

Theme: “Sun” (“Rays for the sun”)

Conducted by a teacher of the first qualification category Larisa Anatolyevna Fedorova (GBDOU No. 55 of the Frunzensky district of St. Petersburg)

Target : teaching children the ability to draw the sun with gouache.

Tasks :

continue to teach children to trace a round object and draw straight lines;

consolidate knowledge of the color yellow;

continue to teach children to color without going beyond the outline;

continue to teach children how to hold a brush correctly and carefully dip it into paint;

instill interest in drawing, perseverance, and accuracy.

Material : a flat image of the sun, brushes, yellow gouache, sheets of paper (on which a circle is drawn with a simple pencil), jars of water.

Preliminary work : watching the sun while walking, looking at illustrations, reading nursery rhymes, learning the poem “Sun,” the outdoor game “Sun and Rain.”

Progress of the lesson.

Educator:

Guys, who can tell me: what time of year is it now?

Children:

Educator: Let's go to the flannelgraph, where we have pictures with signs of spring, and remember them. Call it!

Children: The sun is shining brightly! It's warm! The snow and icicles are melting! The grass is appearing! Snowdrops.

Educator:

Guys, look who came to visit us today? This is C little sun(the teacher shows the picture sunshine ).

How bright it shines Sun! It smiles at us, caresses us: strokes our cheeks, our head. He looks out the window and sees if everything is okay with us, like you play in kindergarten. Warms and makes us happy every day!

Let's rejoice too sunshine. Everyone stand in a circle and repeat after me.

Physical education minute« Sun»

Got up in the morning Sun

(sipping)

And went for a walk

(walking in place)

And on our street

He liked everything

(head tilts left and right)

Ran Sun

golden path

(running in circles)

And it hit Sun

Directly to our window

(fold their hands into a figure "window" )

Together we'll go

WITH sunshine to kindergarten

(walking in a circle)

The sun caressed me

All the guys at once.

(children stroke their heads with their hands)

Educator: Guys, do we have sunshine in our group? (children show the sun depicted on the wall).

Educator: Guys, what color is the sun?

Children: Yellow.

Educator: What is its shape?

Children:- Round ( Together with the teacher, they draw a circle in the air with their finger).

Educator:- What else does the sun have?

Children:- Rays (draw straight lines in the air with your finger).

Educator: Guys, the weather outside is still cold. Do you want it to become warm?

Children: YES!

Educator: Then let's draw a sun to make it warmer outside!

But before you start drawing, I suggest you play a little.

Game: “Collect the sun”

(the teacher made a manual “Collect the sun” with his own hands)

Educator: And now, I will show you how we will draw the sun.

(the teacher shows how to outline a circle drawn on a piece of paper with gouache, then paint it over, and then draw straight lines from the circle - rays, children watch).

Educator: Now, guys, sit down at the tables and draw your own sun.

(Children draw on their own, with a little help from the teacher, attention is focused on how to hold the brush correctly)

Educator: Now show me how great you turned out! sunshine. Look how beautiful the rays are, how many there are, and how beautiful they are, all the kids did their best! Well done! Now the weather will improve and it will become warm! (Children look at their work.)

Sections: Working with preschoolers

“Colors are truer than words, they are a deeper symbol of our life...”
(A. Blok)

In early childhood, the spiritual foundations of the future personality are laid. The child needs to awaken a conscious interest in various kinds of creativity as early as possible. Such a fertile, extensive basis is provided by children’s early studies in visual arts. Creativity gives a child an incentive to explore the world, be surprised, and become familiar with art. “A child’s drawing, the process of drawing, is a part of a child’s spiritual life. They don’t just transfer paints to paper, but live in this world, entering it as creators of beauty.” (V.A. Sukhomlinsky).

The early age, which, unfortunately, is not given much attention by teachers, stands apart in the system of raising children. This is the first step, a kind of springboard on which much depends on the future development of the child; it helps to accumulate the necessary skills and abilities to become the basis for quality education in the future.

Why is this age singled out by teachers as a separate period in preschool development? The reason for this is the psychological and physiological development of the baby. All his behavior is situational, his emotional mood is unsteady and unstable. Emotions and affects at this age manifest themselves momentarily, directly in a certain situation. Children are extremely impressionable and receptive to their surroundings; for them, every thing has an emotional charge. Imagination, being a reflection of the surrounding reality, closely related to the child’s lived experience, begins to develop during the game, when he plays out familiar actions of adults, possible options for their behavior and the experienced experiences of the child himself. An additional impetus for the development of imagination is the development of speech. Subsequently, a more complex associative perception begins to develop, and substitutions gradually enter the repertoire of game actions. The main content of play in early childhood is to imitate the actions of an adult, and then independent activity and creativity develop.

It is necessary to highlight three most important stages in the activities of children: reproductive, productive, creative. At an early age, children develop a reproductive stage that looks something like this: “do as I do,” “repeat it yourself.”

Creative imagination at an early age requires reliance on an object, its characteristics, operating and playing with it in plot game episodes, in combination with speech and actions with the object.

At an early age, the leading activity is subject-related. A child aged 1.5 years or older recognizes the image. At first, the child perceives a sheet of paper as an unlimited plane. Therefore, he draws, filling it with various images, turns it over, draws on the table if what he has in mind does not fit. The child’s first steps: highlight the top and bottom of a sheet of paper, and then the center, placing the main object (element) in the picture in it. It reflects the subject in a general way, highlighting the most essential. Perception and emotions are not yet separated from each other, which causes the extreme impressionability of children, the brightness and transience of their emotions.

The child’s process of perception always includes motor components: feeling objects and moving the eyes when perceiving the whole and the part.

An important stimulus for the development of imagination is the formation of play activity in a child (for example, a fictional story about a character - a bunny, a bear, we encourage the children to help them, to evoke a good attitude towards the game characters, a desire to help the heroes.

Stepping up the steps from the simplest to the complex, following the main principle - continuity in learning, we get further results: the ability to see the whole in an object before its parts, broadening the horizons of a little person, the joy of creativity.

Kids are very receptive to information, especially to its visual range. They are interested in any type of activity: from simple elements of drawing spots with their fingers, traces on the path, rain, grass to a ready-made visual image made with various materials.

The general scheme for organizing classes in art activities consists of several parts:

1. psychological entry (it can be musical, in the form of listening to music or a song, or visual when looking at a picture, and even olfactory - to recognize an object), includes sensory study of the object - feeling, stroking, turning, squeezing;
2. educational, in which a topic is revealed in a playful way, tasks are set, questions are asked about similarities with something (“what does it look like? - an icicle, a carrot, a bridge, the moon”, that is, familiar images), or differences - one from another ;
3. final - discussion, analysis, singing a song, emotional completion, feeling of joy, pleasure.

For young children, it is initially useful to use finger and aerial drawing in role-playing games - these are associative motor demonstrations by children: “how we stroke a cat,” “how a swing swings,” “how the wheels of a car rotate.” Children, raising their hands, show a tall tree, crouching - a low one. Hand movements show waves - large and small.

In drawing, children get acquainted with colored pencils, the properties of wax crayons, learn different pressures of the material and obtaining lines of different thicknesses, the technique of painting without going beyond the outline; They learn the elements of repeated strokes, combinations of two colors, a sense of rhythm, and master the colors red, green, yellow, blue, white, and black. In every lesson it is necessary to use visual imagery.

Young children should be taught to draw lines from top to bottom (vertical) and from left to right (horizontal). These can be long or short paths, festive fireworks, grass that has bent from the wind, strings with balls, etc. Then, having mastered the lines, lead to the image of objects that have a round shape (cloud, snowball, puddles, balls, rings, etc.)

The rules for drawing with a brush include the following points:

1. Hold the brush behind the iron tip in a “pinch”.
2. The hand with the brush moves in front of the line in horizontal lines, and behind the line when drawing vertical lines.
3. When drawing wide lines, rest on the entire bristle of the brush, holding the stick at an angle to the paper.
4. A thin line is drawn with the end of the brush.
5. When painting with a brush, draw the line only in one direction and only in one direction, and not back and forth, as with a pencil.

Children's fantasies, which are depicted on paper or made in plasticine or clay, speed up and facilitate the child's speech, since the motor activity of the hands and fingers is directly related to the activity of the brain hemispheres. Therefore, in learning it is necessary to develop the participation of both hands of the child: hold the brush, pencil with the fingers in the “pinch” of the leading hand, and with the other hand hold a sheet of paper, if necessary, advance it, turn it over, for which it is very useful to perform exercises to develop the synchronization of hand movements.

As a result of these activities, children develop:

• hand-eye coordination, eye;
• fine motor skills of the hands and fingers (especially the movement and interaction of the “pinch” fingers - index, thumb and middle);
• imagination;
• spatial, figurative thinking;
• the emotional state becomes more complicated (children enjoy creativity);
• children begin to notice “beautiful”;
• the ability to notice the characteristic features of objects, find similarities and differences between them;
• sense of color;
• children become familiar with the simplest concepts of “pattern”, “rhythm”.