Classes in the dow on non-traditional drawing. Summaries of classes in drawing by non-traditional techniques. Non-traditional drawing techniques "Draw with palms"
"Drawing in non-traditional ways or how to introduce a child to drawing in kindergarten"
Learning to draw at preschool age involves solving three problems:
Awaken in children an emotional response to the world around them, native nature, to the events of our life;
To form their drawing skills and abilities;
Develop creative potential.
In the process of drawing, the child improves observation, aesthetic perception, emotions, artistic taste, and creative abilities.
At preschool age, drawing is a means of understanding the world around us, and not an end in itself. When a child draws, he develops certain abilities: a visual assessment of the form, orientation in space, a sense of color, as well as special skills and abilities: hand-eye coordination, fluency in the hand, which is very important in further development.
Drawing classes bring joy to children, create a positive attitude. Children's creativity in drawing is subjective, the child does not discover anything new for the adult world, but he makes a discovery for himself.
Children's drawing has its own patterns, which should be taken into account when teaching children.
The development of positive personality traits always occurs in certain conditions of social life. The originality of creative, in particular artistic, practice is especially evident in the process of forming a person's creative potential. In order for children to engage in creative practice, it is necessary, first of all, a certain guidance from adults. Therefore, it is necessary to start drawing from a young age and introduce non-traditional techniques into work, given that the development of the child's creative potential is done through the search for non-standard approaches.
The most effective approach is a combination of traditional and non-traditional drawing techniques.
At the preparatory stage, when planning work, the interests of children are taken into account. There are children - passive, often distracted - in their drawings, the plots are primitive, dim. And there are children who are diligent, inquisitive and do their work on their own. Therefore, it is impossible to achieve good and identical results from all children.
Children have difficulty in depicting objects with thin lines. Children's drawings often turn out to be unrecognizable, far from reality, and as a result, children lose interest in fine arts, in the desire to draw.
In order to instill a love for the fine arts, to arouse interest in drawing, starting from the younger preschool age, it is necessary to use non-traditional ways of depicting. You can depict it with different materials. There are no boundaries, there must be a desire and creativity of the child himself.
The use of non-traditional methods of drawing gives children a lot of positive emotions, reveals the possibility of using familiar objects as art materials, surprises with its unpredictability. The accessibility of using non-traditional techniques is determined by the age characteristics of children.
All this is organized on a personality-oriented model, visual, verbal, game methods of work are used.
All work is built in two stages. At the first stage, the following tasks are solved:
To form an interest in visual activity.
Master the simplest techniques for working with different materials.
Develop imagination and see the unusual in ordinary objects.
At the second stage, when the children had already mastered some methods of working in non-traditional techniques when depicting drawings, the following tasks were solved: 1. Continue to form interest in visual activity.
2. Continue to introduce children to non-traditional ways.
3. Form the relative stability of the idea.
4. Teach children to pre-think the content of the image, methods, sequence of its implementation.
5. To develop activity, independence, initiative of children in inventing content and ways of depicting.
6. Encourage children to create diverse and relatively unique, original designs.
7. Develop aesthetic perception, artistic taste.
8. To develop in children the skills of introspection necessary to evaluate their own work.
There are many different techniques that attract with novelty, accessibility, and good final results. Works in these techniques are bright and interesting.
In working with children 4-5 years old, you can use the following non-traditional techniques.
"Palette fingers" (finger painting)
Expressive means: spot, dots, circles, short lines, color.
Materials: rosettes with gouache, paper of any color, napkins.
the child puts his finger in gouache and puts dots, circles, spots on paper. A different color of paint is drawn on each finger. After work, the fingers are wiped with a napkin, then the gouache is easily washed off. The technique of drawing with fingers was used in the themes: “The path for the Dymkovo young lady”, “Funny chickens”.
"Printing by hand" (drawing with the palm of your hand)
Expressive means: spot, texture, color.
materials : wide saucers with gouache, brush, paper of any color, napkins.
Image acquisition method: the child dips his hand in gouache (the whole brush) or paints it with a brush and makes an imprint on paper.
They draw with both right and left hands, painted in different colors. After work, hands are wiped with a napkin. This method was used in drawing ducks, roosters, etc.
"Drawing by poking along a pre-drawn contour"
Expressive means: texture, color, volume
Materials: hard brush, gouache, paper of any color with a pencil outline.
Image acquisition method: the child lowers the brush into gouache and first draws with pokes along the contour, and then inside it. Drawing with this technique was used in the themes: “Kitten”, “Christmas Tree”.
"Signet" ("Imprint with seals from cork")
Expressive means: spot, texture, color.
Materials: a saucer containing an ink pad made of thin foam rubber soaked in gouache, paper of any color and size, cork seals.
Image acquisition method: the child presses the cork to the ink pad with gouache and puts it on a sheet of paper. To get a different color, the saucer and stopper change. Classes were held on the topics: "Butterflies", "Merry meadow".
"Eraser print"
Expressive means: spot, texture, color.
Materials: a saucer containing a stamp pad made of thin foam rubber soaked in gouache, paper of any color and size, rubber stamps (the tutor makes them himself by cutting the pattern on the eraser with a knife or blade).
Image acquisition method: the child presses the seal against the ink pad with gouache and makes an impression on the paper. To change the color, you can take another saucer and signet.
"Tamponing"
Expressive means: spot, texture, color.
Materials: a saucer in which an ink pad made of thin foam rubber impregnated with gouache, paper of any color, a foam rubber swab is enclosed.
Image acquisition method: the child presses the foam swab against the ink pad with gouache and makes an impression on the paper. To change the color, take other swabs. The topics of the classes were such as "Snowman", "Funny Bunnies", "It's snowing".
"Blotography ordinary"
Expressive means: spot.
Materials: paper, gouache, diluted in a saucer, a plastic spoon.
Method for obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in random order. Then the sheet is covered with another sheet and pressed. Next, the top sheet is removed, the image is examined: it is determined what it looks like. Missing details are drawn.
"Splatter"
means of expression : dot, texture.
Materials: paper, gouache, hard brush, a piece of thick cardboard or plastic
Image acquisition method: the child picks up paint on the brush and strikes the brush against the cardboard, which he holds above the paper. The paint splatters on the paper. The topics of the classes were: "Snowfall".
"Drawing on raw paper"
means of expression : lines, texture, color.
Materials: wet wipe, water container, paper, brush.
Image acquisition method: the child wets the paper and places it on a damp napkin (so that the paper does not dry out). Then he takes a brush and begins to create.
Topics: "And the clouds floated across the sky", "Aquarium fish". Missing details are drawn.
"Drawing on Crumpled Paper"
This technique is interesting because in places where the paper is folded, the gouache becomes more intense, darker - this is called the mosaic effect.
means of expression : texture, color, spot.
Materials: crumpled paper, brush, gouache
Image acquisition method: the child draws with a brush on crumpled paper the weight of anything. A theme such as "Beautiful Flowers" was used.
"Drawing with wax crayons or a candle"
Expressive means: color, line, spot, texture.
Materials: wax crayons, paper, brush, watercolor
Image Acquisition Method : the child draws an image on paper with wax crayons or a candle. Then he paints the sheet with watercolor in one or more colors. The drawing remains unpainted. Such classes as "Funny Bunnies", "Fish in the Aquarium", "Snowman" were held.
It is more expedient to start all work in this direction with such techniques as drawing with fingers, palms, pokes, etc.
Classes with elements of non-traditional techniques, based on creative imagination, are interesting in that the drawings of all children turned out to be different. They develop in the child, fantasy, imagination, the ability to portray something of their own.
Classes using non-traditional methods at primary preschool age are used as independent ones, where children acquire the skills of depicting real objects in different ways. Such a sequence of using non-traditional techniques allows children to form the ability to see real objects in different ways, develop a creative approach to visual activity.
Sheveleva Ekaterina Viktorovna
Educator, MBDOU d / kindergarten No. 127 "Birch", Irkutsk
Sheveleva E.V. Abstract of a lesson on non-traditional drawing using the scratching technique// Owl. 2017. N4(10)..07.2019).
Order No. 44860
Target: familiarization with the non-traditional technique "grattage".
Tasks: develop the skills of mastering the techniques of graphic representation of objects. To form interest in artistic activity, continue to develop imagination, creativity, build the composition of the drawing, fine motor skills, reflect in the drawing their impressions, knowledge about the world around them.
Methods and techniques: game, verbal (conversation), visual, practical.
Equipment: audio recording of the sound of water, pictures of freshwater animals, sheets of thick paper specially primed to make a drawing using the scratching technique (first, the entire surface of the cardboard is carefully painted with wax crayons of different colors, then the cardboard is covered with a layer of blue or black gouache, after complete drying, the cardboard is ready for drawing), toothpicks, puzzles (cut photos of marine animals and fish)
Lesson progress:
Children stand with the teacher in a circle. Before the start of the lesson, I suggest that everyone join hands and smile at each other, so we will cheer up and tune in to productive work.
Physical education:
Let's play the game "How are you?"
How are you? - Like this! (cams with a raised finger).
How are you going? - Like this! (They walk).
Are you running? - That's it! (Jumps).
How do you sleep at night? - Like this! (Put head on palms)
Do you give? - Like this! (Pull out hand forward.)
Are you threatening? - Like this! (They threaten each other with the index finger.)
Educator: And now I invite everyone on a journey, but where we will go - guess! (audio recording "Noise of water" is turned on)
What kind of mirror lies - the sun, the sky, the clouds - everyone admires it? (children's answers)
Indeed, today we will go with you to the lake. But how can we go down to its bottom? Or maybe we can sit on a submarine? Sit down and swim quickly. Close all eyes with hands. So we plunged to the very bottom of the lake. Let's see together what kind of inhabitants there are. Who is this here? (the inhabitants of the lake are shown).
Puzzles: - Guys, what do we have here? It looks like a pond, and there is sea mail in it, look - envelopes! Let's see what's inside? - oh, yes, here are some photographs, but they are not whole, but divided into parts .... We need to make photographs from these pieces, then we can find out whose they are.
Puzzles:
Does she crawl herself, does she carry her house on her own? (Snail)
The pig has a piglet,
The cat has a kitten
There is fish - the name is Lenok,
And the fish has a son - ... .. (male)
This fish is a predator
Everyone will be swallowed up
yawned showing teeth
And went to the bottom ... .. (shark)
On the bottom of the river goes - crawls,
And he carries the tongs with him. (Cancer)
Pear with long legs
Settled in the ocean
As many as eight arms and legs
This is a miracle... (octopus)
floating transparent umbrella
"I'll burn it! - threatens - Do not touch!
Paws and her and belly
What is her name? (jellyfish)
Physical education:
Something we guys sat up. Let's loosen up a bit.
Waves are splashing in the ocean (alternately swinging the left and right hands)
What is there in the fog? (bring your palm to your forehead. "Peering")
These are the masts of ships (straight arms raised up)
Let them swim here quickly! (from the elbow swing your arms to the left, to the right)
We walk along the shore (step in place)
We are waiting for the sailors
We are looking for shells in the sand (tilts, reach the floor with your hands)
And we clench in a fist (raise clenched fists)
To collect more of them (squats)
Need to visit more often.
Educator: We got a fun game, and now I propose everything that we saw - to draw, but we will draw with unusual objects, pay attention to what is on your table. A dark sheet of paper is our lake, and we will scratch its inhabitants with ordinary toothpicks. A toothpick is a tool, be very careful and attentive with it. Now imagine again what you want to draw and proceed. To make our inhabitants of the lake more comfortable - let's draw algae, pebbles of different sizes, air bubbles in the water. (Children draw on their own)
How many different freshwater inhabitants you have drawn: fish, snails, crayfish! Everyone did very well, everyone has their own lake, special! But it's time for us to go back, and while we are rising in our submarine, let's sum up: where have we been? What did you like the most? What do you remember the most?
And at ten, and at seven, and at five
All children love to draw.
And everyone boldly draws
Everything that interests him.
Everything is interesting:
Far space, near forest,
Flowers, cars, fairy tales, dances...
Let's draw everything: there would be paints,
Yes, a piece of paper on the table
Yes, peace in the family and on earth.
V. Berestov
“Preschool childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering with joy and surprise the unfamiliar and wonderful world around him.
The child lives in a vast real world, in which much is still inaccessible to him due to his age characteristics. We, adults, are intermediaries between the outside world - the world of nature, people, things, art. And tender, fragile, emotional and responsive to everything new, amazing, bright with the soul of a child. The education of the child's senses begins with beauty. The need for beauty and kindness appears in a baby from the first days of his life: he reaches for a beautiful toy, freezes when he hears the sounds of music; having matured a little, he examines the bright illustrations in the book, trying to depict on paper only he understands the beauty.
Beauty is the first step in the education of feelings, emotional responsiveness. Only on an emotional basis are established strong connections between the child and the outside world and the wonderful world of art. Beauty and kindness always go together. Our task is, based on the child's ideas, to raise the level of his perception, to teach him to understand the true beauty, which can be different: bright and loud, quiet and calm, modest and discreet; the concept of kindness must be filled with the diversity of its life manifestations: to teach not only to perceive the beautiful about the good and admire beauty, but also to protect it, not only to respond to kindness, but also to do good yourself.
An indispensable means of spiritual formation is art: literature, music, folk art, painting. Art speaks in a figurative language, it is visual and close to a child of preschool age. By means of art, an aesthetic environment is formed around the child, which can be considered as a means of forming the moral and spiritual values of the child's personality. It is the aesthetic environment that can develop aesthetic feelings in a child and teach them to emotionally respond to art as a phenomenon that causes feelings of joy, inspiration, pleasure and desire to create. For a child, the aesthetic environment is the aesthetic relations that he learns and expresses as a result of familiarization with the artistic and spiritual values of mankind, and the material and artistic environment that he masters and transforms as a result of his activities.
The earlier the child begins to master aesthetic relations, the deeper and more valuable his aesthetic experience will be, the brighter his aesthetic perception of the world will be developed. But the formation of aesthetic relations is impossible without the perception of the beauty of the surrounding world, without the formation of skills and abilities to reflect this beauty in objective reality. This must be taught step by step, from the simple to the complex.
Drawing is the most important means of aesthetic education. And the artists of Ancient Greece believed that learning to draw is necessary not only for many practical crafts, but also important for general education and upbringing. In the process of creative activity, such functions as visual perception, imagination, memory, mental operations (comparison, generalization) are improved, elementary graphic skills are formed, which are so necessary for the development of manual dexterity, mastering writing.
Modern children are actively mastering the virtual world. At the same time, they have a decrease in interest in the environment, in the children's minds the boundaries between good and evil, beautiful and ugly are erased.
Undoubtedly, the foundations of a developing personality are laid in childhood, and there is a danger that society in the future may receive an unspiritual generation, indifferent to painting, not understanding music, poetry. Therefore, today aesthetic development comes to the fore, there is a need to revise his ideas, search for new approaches that allow building the process of aesthetic development in accordance with the interests of the child, his needs, abilities.
The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its solution should already begin in preschool childhood. The most effective means for this is visual activity in kindergarten. Children's fine art often strikes with its spontaneity, a riot of fantasy. It is widely believed that the role of an adult in the development of the visual activity of preschoolers should be reduced only to non-interference in the process of self-expression of the child. This attitude towards children's creativity is wrong. What can a child express if his life is poor in feelings and impressions, if he does not have the necessary materials for creativity and does not possess elementary visual skills? Of course, you should not impose your vision of the world, your tastes on a child. We must strive to ensure that teaching skills does not crowd out the immediacy of children's perception. In the process of drawing, the child experiences a variety of feelings: he rejoices at the beautiful image that he created himself, upset if something does not work out. But most importantly, by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; in the process of work, he begins to comprehend the qualities of objects, memorize their characteristic features and details, master visual skills and abilities, learn consciously, use them. Even Aristotle noted: drawing contributes to the versatile development of the child.
Taking into account the above facts, we determine the relevance of this work.
Relevance and novelty.
Non-traditional drawing techniques are the most important thing for aesthetic education, they 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 yourself.
Fine arts occupies a special place in the development of the creative abilities of a preschooler's personality, since the subject-practical activity underlying it has a significant developmental potential. Actualization and development of the creative potential of the individual implies its involvement in the creative process, which leads to the emergence of mental neoplasms (ambiguity of thinking, arbitrariness of mental processes of reflection, self-control), and as a result, the personality moves to a higher level of development.
Preschool education of the 20th century, in essence, was reduced only to preparing children for school, to equipping them with a sum of specific knowledge, skills, but at the same time, the specifics of the development of preschool children, the intrinsic value of this period of a child's life, were not sufficiently taken into account. "The concept of preschool education" (1989) outlined new approaches to preschool education based on the principles of humanization, deideologization of preschool education, the priority of educating universal values (kindness, beauty, intrinsic value of preschool childhood). The humanization of education as one of the problems of modern science involves focusing on the formation of the creative individuality of each child. For the development of imagination, creative thinking (its flexibility, originality), creative activity as components of the creative potential of the individual in the practice of preschool art education, it is recommended to use non-traditional drawing techniques that demonstrate an unusual combination of materials and tools. The undoubted advantage of such techniques is the versatility of use. The technology of their implementation is interesting for preschool children. Therefore, the techniques under consideration are introduced into the practice of preschool art education in order to update and develop their creative capabilities as an essential characteristic of pedagogical activity.
Thus, pedagogical practice shows that classes using non-traditional drawing techniques provide great opportunities for the formation of creative and visual abilities. At the same time, the analysis of pedagogical experience shows that not all teachers are aware of the importance of the problem of developing the creative personality of a preschooler, do not know how to use non-traditional drawing techniques, and therefore cannot teach children these techniques.
Thus, there is a contradiction between the need to develop the creative abilities of children of primary preschool age in drawing classes and insufficient theoretical and methodological development of the problem of using non-traditional drawing techniques.
The relevance and insufficient development of this problem determined the choice of the research topic: the use of non-traditional drawing techniques in the classroom for fine arts at a younger age. Before this work, target: to develop guidelines for the use of non-traditional drawing techniques in the classroom for fine arts at primary preschool age.
To achieve this goal, it is necessary to solve the following tasks:
- To analyze the psychological, pedagogical and methodological literature on the problem of the formation of the fine arts of preschoolers;
- To study and theoretically substantiate the effectiveness of the use of non-traditional drawing techniques in the process of developing the creative and visual abilities of children of primary preschool age.
- Consider the pedagogical conditions for the implementation of non-traditional drawing techniques in the classroom for art activities.
- To develop and implement a set of classes for children of younger groups to develop creative abilities using non-traditional drawing techniques.
Using non-traditional drawing techniques to develop children's creativity
Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions, as you know, are both a process and a result of practical activity, primarily artistic creativity. By emotions, one can judge what at the moment pleases, interests, discourages, excites the child, which characterizes his essence, character, individuality. Preschoolers, by their nature, are able to sympathize with a literary hero, play out various emotional states in a complex role-playing game, but to understand what beauty is and learn to express oneself in visual activity is a gift that one can only dream of, but it can also be taught. We, adults, need to develop a sense of beauty in the child. It depends on us whether his spiritual life will be rich or poor. It should be remembered: if the perception of beauty is not supported by the participation of the child in the creation of beauty, then, as they say, “infantile enthusiasm” is formed in the child.
To instill a love for the fine arts, to arouse interest in drawing, you can use non-traditional ways of depicting. What do they give children?
Each has its own harmony of color and line, each can serve both as a way to create a separate work, and as an original part of a masterpiece.
The types of non-traditional drawing techniques are quite diverse, and in each technique the child gets the opportunity to reflect his impressions of the world around him, to convey images of the imagination, translating them into real forms with the help of various materials. For example, if we take finger or palm drawing- this method of drawing helps the child feel the freedom of creativity, gives interaction with the visual material (with paint) without a brush. Drawing with fingers or palm, the child receives extraordinary sensual pleasure during tactile contact with paint, paper, water.
And here is the technique "Blow"- develops the imagination of children, trains the lungs, has a beneficial effect on the development of the smoothness of speech breathing, develops a non-standard solution, awakens the imagination.
Technique "Click and print"- attracts children with the printing process, guessing what will happen as a result of printing various materials (corks, foam rubber, buttons, jars with a bottom of different sizes, lids, etc.)
Technique "Painting with mosaic strokes"- awakens imagination, develops creativity, makes it possible to move away from traditional ways of depicting, while maintaining the realism of the artistic image.
Interesting technique "Drawing on a wet sheet"- there is a spreading of colors on the sheet, their mixing, as a result of which smooth subtle transitions of colors and shades are formed.
Technique can be used "Drawing with charcoal"- charcoal allows you to get a line of velvety black or clear deep black lines.
This kind of drawing "Mixing colors on a sheet"- allows you to develop imagination, creative approach to the image, courage.
There is another interesting non-traditional technique "Splatter". This is a very difficult technique. Its essence consists in spraying drops of paint. This technique requires perseverance and patience.
Very interesting and techniques such as drawing "Poke"(hard brush, cotton swab or drawing from a stain, etc.) There are many non-traditional drawing techniques, because you can draw with anything, as long as you have imagination.
Having got acquainted with non-traditional drawing methods, I decided to use them in my work, as work experience shows that classes developed by T.S. Komarova and T.G. Kazakova are clearly not enough to develop the necessary skills and abilities of free drawing in children. After all, not all children are given the ability to use a brush or a pencil, it is difficult for someone to express themselves in a line. This entails a negative emotional attitude towards the entire process of drawing and leads to children's insecurity. Non-traditional drawing methods help to solve this problem. After all, initially to draw, but on what and with what, and even the imagination of modern children is more than enough.
I opted for such non-traditional drawing techniques as finger, palm, poke (hard brush or cotton swab), press and print (foam rubber, lids, corks). I made a long-term planning for each age group, this allowed me to take into account the relationship between the various sections of work with children, to ensure systematic and consistent work. Therefore, the work began from simple to complex, and the drawing techniques that I use are the most accessible for young children. Now the children of our group are 4-5 years old, but they tried to draw already from the 1st younger group, after the adaptation process was over and the kids got used to their environment and teachers. I tried finger painting. Classes were conducted individually - to obtain the best result, then combined 2-3 children. Drawing with a finger aroused particular pleasure in a child when, having dipped his finger in paint, he left his mark on a sheet of paper. They learned to draw grass for a bunny with the tip of a finger from top to bottom, they painted spots on the wings of a ladybug with black paint with a finger, decorated the wings of a butterfly.
Drawn with the palm of your hand. They drew a collective work - a cheerful, kind sun. Each child applied their palms to a sheet of paper, which were first dipped in yellow paint, and then applied in a circle, I directed the children. Funny rays turned out, then I drew a face and the sun is ready. The children enjoyed the teamwork immensely. Basically, all our work was collective. As such, there was no goal to use non-traditional methods in teaching children to draw. But after trying and seeing the result of our work, I decided to continue using these drawing techniques further. I drew up a long-term lesson plan for non-traditional drawing and began to implement it in my work. Thinking through each lesson, I selected the material in which the image of the object can be solved especially expressively, interestingly, beautifully, and will give children aesthetic pleasure. Of course, before drawing any object or phenomenon, the child must have a good idea of what it is and how it looks. To do this, I start drawing with a story about a phenomenon or an object that needs to be depicted, then I explain the drawing technique, I always spend physical education minutes, and analyze the work of children at the end of the lesson.
In the second junior and middle group, we continue to draw with our fingers, but now I give each child ready-made templates. Some children already draw not with one finger, but with several. The children really liked the hand drawing technique. It would seem that we can draw with a palm? Yes, anything! If you smear your palm with paint, it will leave an interesting imprint on paper, in which you can see various amazing images. For example, an unusual tulip flower can be drawn with the palm of your hand. Why is he unusual? And the fact that tulip buds are drawn not with a brush, but with the help of children's hands. To obtain this drawing, you need only two paints, red and green.
The work process is simple: we breed red paint, make handprints on a white sheet of paper. Everything, the tulip buds are ready, now it remains to draw a green stem and leaves. An unconventional drawing is ready. Simple, beautiful, unusual. There are children who draw with their left hand, they like to draw in this way, but it’s hard to work with a brush, so for such children this is a big plus in drawing. So with the help of the palm appear tulips, sparrows, octopuses, trees (see Appendix No. 1)
Another interesting drawing option that I use is the poke method. For this method, it is enough to take a cotton swab or a hard brush. What are we doing? We dip a cotton swab or a hard brush into the paint (the children already know this method very well) and with precise movements we poke on the album sheet. Sticks or a brush will leave a clear imprint. The shape of the print will depend on what shape the poke item was chosen. If the poke is done purposefully, for example, along the finished contour and inside it, then the depicted object will turn out to be an interesting heterogeneous texture. Using this method, using a cotton swab, they drew falling snow, decorated a mitten, a scarf (see Appendix No. 2).
In the middle group, a fluffy mimosa was drawn using the poke method (cotton bud). The mimosa painted with a cotton swab turned out to be fluffy and beautiful. The paint did not spread or smear, unlike when children paint with a brush (see Appendix No. 3)
Using the poke method, using a hard brush, they painted fluffy rabbits, kittens, and a clubfoot bear. I drew the silhouette of an animal, and the children with a brush - poke, painted over a fur coat, it turned out to be “fluffy”. The work came out very interesting and different. Whose bear came out shaggy, who is a little fluffy. (cm.Appendix No. 4).
I also use the “Press and print” technique in my work with children. We draw with corks, lids, foam rubber. The use of such assistants in drawing is very popular with children. After all, you can draw a ball, a ladybug, a chicken so quickly - you just have to paint the top of the cork and print it on a sheet. The resulting even circle is complemented by the imagination of the child. For that. To draw a chicken with this technique, we take one cover, preferably a small one, the other a little more. We paint over the upper part, print it, draw the legs, beak, eye. And the chicken comes alive (see Appendix No. 5).
With this method of drawing, you can draw a caterpillar. Also paint over the top of the cork in green. We make several prints following one after another, draw eyes and paws with a brush - that’s the caterpillar that is ready to go over its paws (see Appendix No. 6)
I believe that the technique of drawing with fingers, palm, poke, corks, foam rubber allows you to make the work of children more interesting and colorful. The use of these methods has a number of advantages:
- Promotes the development of fine motor skills and tactile perception in the child
- Spatial orientation on a sheet of paper, eye and visual perception, attention and perseverance
- Clarify their ideas about the color, shape, and size of objects and their parts
- Develops thinking, speech, imagination
- Contributes to the enrichment of knowledge about the environment and familiarization with folklore and literature, as the topics of classes include the use of riddles, poems
- The magical appearance of the image gives children pleasure. Causes positive emotions
- The child sees the result of his activity, learns to analyze them and find their application.
Conclusions:
The purpose of this work was: to develop guidelines for the use of non-traditional drawing techniques in the classroom for fine arts at primary and secondary preschool age, including: drawing technique with a poke, press and print, palm drawing, etc.
The solution to the problems of this work was to study and theoretically substantiate the effectiveness of the use of non-traditional drawing techniques in the process of developing the creative and visual abilities of children of primary and secondary preschool age.
Long-term plan proposed (see Appendix No. 7) and a set of classes for children of the middle group on the development of creative abilities using non-traditional drawing techniques in the classroom for fine arts. The drawing technique is also described fingers and palm. This technique enables children to experience the extraordinary pleasure of tactile sensations when working with paint, paper and water. Drawing technique press and print, develops imagination in children, the child begins to think, but what will happen as a result? Method poke allows children to give the depicted animal a shaggy look that children cannot do with a simple brush.
In conclusion, I would like to say the following: drawing for a child is a joyful, inspired work, which is very important to stimulate and support, gradually opening up new opportunities for visual activity. And most importantly, non-traditional drawing plays an important role in the overall mental development of the child. After all, it is not the final product - the drawing - that is valuable in itself, but the development of the personality: the formation of self-confidence, in one's abilities, self-identification in creative work, purposefulness of activity. This is the main aspect in my work, so that classes bring only positive emotions to children.
WITH bibliography:
- "Educator" - No. 5 2009
- Davydova G.N. "Non-traditional drawing techniques in kindergarten" - M., 2007
- "Preschool Education" - No. 4 1993
- "Preschool Education" - No. 2 1996
- "Preschool Education" - No. 2 2004
- "Preschool Education" - No. 8 2005
- "Preschool Education" - No. 6 2007
- "Preschool Education" - No. 7 2007
- Kikhteva E.Yu. "Kids draw" - M-S 2008
- Koldina D.N. "Drawing with children 4-5 years old" - M-S 2011
- Komarova T.S. "Classes on visual activity in kindergarten" - P., 1981
- Utrobina K.K., Utrobin G.F. "Fascinating drawing by poke with children 3-7 years old"
- Tskvitaria T.A. "Non-traditional drawing techniques" - LLC "TC Sphere", 2011
Application No. 1
Application №2
Application №3
Application No. 4
Application No. 5
Appendix No. 6
Application No. 7
Forward planning:
Non-traditional drawing techniques in the second junior group
|
Month |
Subject |
Target |
|
September |
"Butterfly" (finger drawing) |
Introduce the creative process - finger painting. To consolidate knowledge of colors (red, yellow). Maintain an interest in visual arts. Learn to enjoy the result. |
|
"Caterpillar" (press and print, cork) |
Learn to draw with corks, applying them to the sheet. To consolidate knowledge of colors (green, black); develop a sense of rhythm, imagination. |
|
|
"Hedgehog" (poke, brush) |
To teach children to paint over the contour with a poke; to fix the idea of color (black); learn to find similarities with a toy and enjoy the result. |
|
|
"Rowan" (finger drawing) |
To teach children to draw a rowan branch with a brush. Continue learning to draw berries with your finger. |
|
|
"Chicken" (lid) |
To teach children to draw with covers, applying them to a sheet, to fix the name of poultry and their cubs, habitat, to learn to enjoy the result. |
|
|
"Sparrow" (palm) |
To teach children to draw with their hands by applying them to a sheet of paper; learn to draw a head by printing a cover, picking up paint from a pallet, and an eye with a brush tip. |
|
|
“Decorate the mitten” (cotton bud, poke) |
To teach children to choose suitable colors on their own, to circle the outline drawn with a pencil with a cotton swab with gouache, to decorate the product with dots drawn with a cotton swab. |
|
|
"Duckling" (poke, brush) |
To consolidate the ability to draw using the poke method, to instill accuracy when drawing, to fix the name of the birds and their cubs, habitat, to learn to enjoy the result. |
|
|
"Friends for the hedgehog" (palm) |
Continue to teach children to draw with their palm and finger, achieving resemblance to a hedgehog, to consolidate children's knowledge about the habits of a hedgehog. |
|
|
"Yolka" (poke) |
Continue to teach children the poke method. To consolidate the idea of colors (green, brown) and the ability to hold the brush correctly. |
|
|
"Cup" (cotton bud) |
Continue to learn on your own, select the appropriate colors, dot the contour drawn in pencil with a cotton swab and gouache, decorate the product with dots. |
|
|
"Snowman" (finger painting) |
Learn carefully, consider the pattern and follow it, consolidate the ability to draw a circle with your fingers. |
|
|
"Tulip" (palm) |
Continue to learn to draw with your palm, fingertips, pick up paint; to fix the idea of color (green, red). Maintain an interest in visual arts. Learn to enjoy the result. |
|
|
"Balloons" (lid) |
Continue to learn to draw with covers, applying them to the sheet, consolidate the knowledge of colors (red, yellow). Continue to learn to do the job carefully. |
|
|
"Ladybug" (cork, cotton swab) |
Continue to consolidate the ability to draw with lids, carefully use a cotton swab, putting dots, enjoy the result. |
|
|
"Bear clubfoot" (poke, brush) |
Learn to draw a bear along the contour with a poke. To consolidate knowledge of color (brown, black). Cultivate an interest in drawing. |
|
|
"Bug" (lid) |
Continue to consolidate the ability to draw with lids, applying them to the sheet, to consolidate the knowledge of colors (brown, black), to please the result. |
|
|
"Introduction to cranberries" (finger drawing) |
Continue to teach children to draw with their fingers, introduce children to cranberries, consolidate the ability to draw round objects, cultivate activity, attention, and teach them to enjoy the result. |
forward planning
Non-traditional drawing methods in the middle group
|
Month |
Subject |
Target |
|
September |
"Cherry branch" (brush, finger painting) |
To teach children to draw a branch with berries using drawing with a brush and fingers, place the drawing on the entire sheet. Learn to understand and analyze the content of the poem. |
|
"Yellow dandelion" (poke with a brush) |
To consolidate the ability of children to draw using the poke method and the tip of the brush. |
|
|
"Autumn Leaves" (poke with a brush) |
Teach children to make prints with leaves. Learn to mix red and yellow gouache to get orange. Learn to distinguish and name trees, recognize leaves. |
|
|
"Autumn tree" (palm) |
To teach children to draw an autumn tree with the help of a palm, to make additions at the request of the children (foliage of different colors, grass). |
|
|
"Chicken" (poke with a hard brush) |
Continue to teach children to draw an object consisting of two circles with a simple pencil. Learn to convey the features of the depicted object using a poke of a hard semi-dry brush, bring the object to the desired sample with a brush. |
|
|
"Kitten" (poke with a hard brush) |
Continue to teach children to convey the features of the depicted object using a poke of a semi-dry, hard brush. Strengthen the ability to select the desired color, bring the subject to the desired image with a soft brush. |
|
|
"Fish" (palm) |
Continue to introduce children to the technique of palm printing. To consolidate the ability to complement the image with a brush. Learn to analyze and understand the content of the poem. Develop imagination, cultivate love for wildlife. |
|
|
"Octopus" (palm) |
Introduce children to the sea and its inhabitants. Cultivate love for wildlife, develop imagination and interest in drawing. |
|
|
"Salute" (painting with a brush on a wet sheet) |
Introduce children to a new technique of drawing on a damp sheet of paper. Continue to learn how to choose beautiful color combinations to create a conceived image. |
|
|
"Snowwoman" (print with crumpled paper) |
Continue to teach children to convey in the drawing the features of the depicted object using an impression of crumpled paper. Learn to bring the subject to the desired image with a brush. |
|
|
"Decorate the teddy bear's shirt" (cotton buds) |
To consolidate the ability of children to draw with cotton swabs, fingers, brush. Learn to choose the technique yourself, depending on the selected pattern. |
|
|
"Titmouse" (palm, lid) |
Continue to teach children to draw with their hands, learn to draw a head by printing a lid, picking up paint with a lid, draw eyes with the tip of a brush, find a resemblance to a bird, enjoy the result. |
|
|
"Vase with flowers" (palm) |
Continue to teach children to draw with their hands, applying them to a sheet of paper, teach them to paint over an object (vase) without going beyond the contour. |
|
|
Mimosa Branch (with fingers) |
Continue to teach children to paint a mimosa twig with a brush. Continue learning to draw flowers with your finger. Cultivate love for loved ones. |
|
|
"Colorful testicles" (cotton swab) |
Continue to teach children to draw oval-shaped objects, conveying the characteristic shape of an egg. Continue to learn by poking the contour with a cotton swab with gouache, decorate the product. |
|
|
"Tree" (poke) |
To teach children to draw a large tree on the entire sheet of paper, conveying the simplified structure of the trunk and crown. To consolidate the ability to draw a crown in different ways. |
|
|
"Butterfly" (cotton bud) |
Learn to decorate an object with bright colors and patterns. Develop creativity and imagination. |
|
|
"Journey to a fairy tale" |
Create a positive emotional mood in the group, consolidate drawing skills with non-traditional techniques (finger or cotton swab), develop fine motor skills of the hands. |
Drawing is one of the leading activities of children attending preschool educational institutions. It contributes to the knowledge of the surrounding world and is the most effective means of forming a creative personality. In order to stimulate interest in visual activity, it is advisable for the teacher to use non-traditional drawing methods in his work. Working with unusual materials and new techniques will give preschoolers of the middle group exceptionally positive emotions, reveal new possibilities for using familiar objects.
The value of non-traditional drawing techniques for children's development in the garden
Non-traditional drawing is interesting because the images in children always turn out different. As a rule, these are simple and accessible techniques, nevertheless, they play a very important role in the mental development of a preschooler. Their use suggests an atmosphere of ease, gives the baby the opportunity to take the initiative, express feelings and emotions in the drawing. The main thing in such an activity is not the final product, but the formation of a self-confident personality.
The use of non-traditional techniques develops the research abilities of kids 4-5 years old. After all, they provide an opportunity to experiment (for example, mix gouache with soap suds, paint on natural materials).
Non-traditional drawing improves the fine motor skills of the hands of preschoolers of the middle group, which in turn contributes to the formation of correct speech.
Such mental processes as thinking, attention, visual memory, imagination develop. Increased tactile sensitivity - the fingertips are in direct contact with the paint, feel its density, viscosity.
Working with unusual materials makes children surprised, improves their social and communication skills: children ask more questions to the teacher, to each other, vocabulary is enriched and activated.
A variety of methods and techniques (palms, poke, printing, nitkography, etc.). Materials used
In the middle group, it is already possible to successfully apply a wide variety of non-traditional drawing techniques. Let's consider the main directions.
Children love to print with different objects. These can be foam forms: the teacher applies an in-depth drawing on them with a sharp object. The child dips such a "signet" into the paint, and then applies it to a sheet of paper - a beautiful image is obtained. Similarly, you can print vegetables and fruits: potatoes, apples, carrots are especially suitable for this purpose. To do this, they are given the desired shape and the paint that matches the color is selected.
You can also print using foam rubber, a crumpled ball of paper, or a cotton pad. An interesting image is obtained from the prints of the leaves (in this way you can draw trees or a butterfly). The veined side is covered with paint and applied to the base with the painted side. Petioles at the leaf can be carefully painted with a brush. An interesting gradient effect is obtained if several colors are mixed on the surface of the sheet.
With the help of half a potato, you can draw a variety of objects
A more difficult lesson for preschoolers of the middle group is drawing with a poke with a hard brush. On a previously drawn contour, the child strikes with a brush with gouache paint. Moreover, the brush is not wetted by water. It turns out an imitation of a fluffy or prickly surface, which is ideal for depicting animals, such as a hedgehog, bear or hare. In the process of work, the brush must be held vertically - then the pokes will be even.
Using the poke method it is good to depict various animals
Poke drawing
Toddlers love to draw with their hands. The entire brush of the child is immersed in gouache or painted with a brush, and then he leaves an imprint on the base. You can draw at the same time with two pens, painted in different colors. In this way they often draw the sun, grass, tree, bird. After work, the palms are wiped with a napkin, then the gouache is easily washed off with water.
Hand drawing
The poster as a gift for mom is made using palm drawing
When drawing with fingers, the baby lowers not the entire palm into gouache, but only the tip of the finger. Dots or specks are applied to the paper. On each finger you can pick up paint of a different color. A similar image is obtained when using cotton buds.
Drawing with cotton buds
Finger painting
Fancy patterns on a sheet of paper can be created using semolina (salt and sand can also be used for this purpose). This technique is good for creating landscapes - semolina gives the composition a beautiful texture. The background is sprinkled with grits before the paint has dried. After a short period of time, the semolina is simply shaken off, and bright spots remain in its place. Another option - the object is drawn and painted over with glue-pencil (necessarily on a tsyet background), and then sprinkled with semolina.
decoy drawing
Nitkografiya is a technique of drawing with an ordinary thread. The kid folds a sheet of paper in half, immerses the thread in the paint. On one side of the base, an image is laid out from the thread, while one end of it remains free. The drawing is closed on top with the second half of the paper and pressed. After that, the thread is pulled out by the tip. It turns out an image that is finished with a brush to the desired image.
Threadography
Children in the middle group love to draw with foam rubber. This is a convenient tool for creating a background for a picture, in addition, foam rubber has great opportunities to embody a child's fantasies. For example, this is the perfect way to depict snowdrifts in a winter landscape.
Drawing with foam rubber using a stencil
An unusual image is obtained by applying the technique of blotography. The kid scoops up gouache paint with a spoon, and then pours it onto the base. Spots of various shapes are obtained. The base is covered with another sheet - an image appears on it, which is completed to the desired image. You can also blow on the stain with a straw to make it bigger.
Drawing in the technique of blotography
An unusual drawing tool is a toothbrush. Thick, stiff bristles allow you to apply pattern details with different densities. Due to this, there is a volume effect, you can combine different shades. For example, in this way you can very realistically depict a Christmas tree.
Drawing a toothbrush gives volume to the branches
Drawing with a toothbrush
In a similar way, you can draw with a plastic fork by dipping its tip into the paint. So you can depict a prickly hedgehog or the sun.
drawing with a fork
Drawing perfectly conveys the spines of the animal
For drawing in the middle group, the teacher can offer the children candles or wax crayons. Using these materials, the kid creates an image on paper, and then paints over it with watercolors. Drawing with a candle or crayons remains white, since the oily base does not interact with watercolor.
Drawing with a candle, soap bubbles, cotton buds, wax crayons
Non-traditional drawing of individual objects and objects (examples of work with comments)
Some topics are especially conducive to non-traditional ways of drawing. For example, a tree can be depicted in an original way using a print with leaves, completing the missing parts (composition “Autumn Trees”). Another interesting way is to print with a cabbage leaf (“Winter Tree”). With the help of the palm, you can depict a snow-covered crown (“Snow-covered tree”). The leaves and fruits of the tree are often depicted with fingers or cotton swabs ("Apple Tree").
Leaf prints and drawing Drawing with palms and fingers Cabbage leaf print Drawing with cotton buds
Such an object beloved by kids as balloons can be depicted with foam rubber or with the help of the rubber balls themselves (they inflate and dip the tip into the paint - a very realistic image is obtained).
balloon drawing
balloon drawing
Falling autumn leaves can similarly be depicted using real leaves. To do this, it is better to pick up small specimens (“Multi-colored leaves”). Another way is drawing with cotton buds, fingers, poke. Leaflets can also be printed with potatoes, after drawing the appropriate silhouette on the vegetable.
Leaf printing
Poke drawing
The structure of the rowan branch is conducive to drawing it with cotton swabs, fingers or poke (photo).
Poke drawing
Birds in the middle group are also often depicted in non-traditional ways. For example, with the help of the palms, you can draw a graceful flying or swimming swan.
Hand drawing
Hand drawing
With the help of non-traditional drawing methods, it is good to depict vegetables and fruits.
Drawing with a pipette
Printing with half an apple and drawing with cotton swabs
Lesson notes
| Name of the author | Abstract title |
| Druzhina E. | "Winter" (drawing in non-traditional ways - imprint with a cabbage leaf, image with cotton swabs) Educational tasks: learn to draw a landscape using non-traditional techniques (cabbage leaf print, image with cotton swabs). |
| Kolesnikova I. | (in the middle group by an unconventional poke method) Lesson progress: |
| Karpova I.N. | "Fish" (drawing with palm and fingers) At the beginning of the lesson, the teacher organizes the game "Aquarium" (children perform actions according to the text):
Fish riddle. Looking at pictures of fish. A conversation about where they live, what they eat, what helps them swim. |
| Zotkina O.K. | "Scarlet Sails" (drawing with sand and paints) The kindergarten is located in the resort town of Evpatoria, so sand painting is very important in this case.
Examination of the sample and explanation of imaging techniques. Sand must be sifted from shells and other impurities. With a simple pencil, the contours of the ship, the sun and the sea are drawn, on which glue is then abundantly applied. Sand is collected in a pinch and sprinkled on the contours of the image. The excess is poured into a plate. Further, the sails are covered with scarlet paint so as not to touch the sand. The sun, sky and sea are also painted. |
Advanced planning for non-traditional drawing (middle group)
In the middle group, non-traditional drawing can occasionally be included in visual art classes, and can be carried out as part of a project. Most often, such techniques are studied with children as part of circle work.
As an example, let's give a fragment of the long-term planning of the classes of the circle for the middle group "Rainbow" (teacher Chernysheva O.V., MBDOU d / s "Yolochka, Abakan).
| Month | Subject | Tasks |
| September | Autumn leaves Watercolor paints + wax crayons | Contribute to the most expressive reflection of impressions of autumn. Improve skills in drawing with wax crayons and watercolor |
| Teddy bear Poke with a stiff semi-dry brush | To consolidate the ability to use the techniques of "poking with a hard semi-dry brush" | |
| apple Monotype | To introduce children to the technique of monotype. Introduce children to symmetry (for example, an apple). Develop spatial thinking. | |
| by design | ||
| October | Borovichok Finger painting | To consolidate the ability to draw with fingers, the technique of sticking. Develop a sense of composition, color perception. |
| Jam Blotography | Familiarize yourself with the technique of blotography. Develop a sense of composition. | |
| Saucer Plasticineography | Improve skills and abilities in drawing with plasticine. | |
| Armchair Spray | Familiarize yourself with the technique of spraying. Develop a sense of composition. | |
| November | Vacuum cleaner Grattage | Familiarize yourself with the grafting technique. Learn to outline simple shape patterns. |
| Scooter Drawing with cotton swabs | Strengthen the ability to draw with cotton swabs. Develop a sense of composition | |
| by design Various | Strengthen the ability to choose your own technique and topic | |
| steamer Plasticine plastics | Strengthen the ability to draw with plasticine. Develop a sense of composition. |
It should be noted that regularly (about once a month) in the circle, drawing is carried out according to the plan, in which children independently choose the technique and themes. This develops the creative imagination and independence of preschoolers.
All classes are built on a similar principle: they start with a game moment, include finger gymnastics, massage, independent activities of children, as a rule, take place under musical accompaniment. At the end of the lesson, a mini-exhibition of children's works is necessarily arranged.
Children always strive for new experiences, have an interest in creative activities. The task of the teacher is to awaken in each child faith in their individuality, the ability to create beauty. In this regard, non-traditional image techniques present great opportunities: drawing without a brush and pencil, the baby feels more relaxed, feels colors better and begins to fantasize.
Maria Sekhina
Summary of the lesson using the non-traditional method of drawing "Sun"
State public institution of social services of the Krasnodar Territory "Otradnensky social rehabilitation center for minors"
Summary of non-traditional classes
way of drawing
« Sun»
Work form: group lesson
The target audience: minors
Forms and methods of work: group class
Target: nurture interest in work to unconventional techniques.
Tasks:
1. Develop fine motor skills of the hands.
2. Learn to print with a fist by sticking to verbal accompaniment.
3. Consolidate knowledge of colors.
Material to occupation: landscape sheet of any color; a set of gouache paints, a wide bowl; a glass of water; wet wipe; apron; basket with paints; record player; layout (facade) huts; soft toy « Sun»
preliminary work: reading nursery rhymes « Sun, Sun» , looking at illustrations depicting sunshine.
Expected results: learned to print with a cam using the priming technique, fixed all the colors and their shades, developed fine motor skills of the hands.
Plan:
1. Ritual of the beginning: greetings
2. Introduction: reading nursery rhymes « Sun»
3. Main body: drawing, finger gymnastics, physical education minute, game « Sun and rain»
4. Final part: reflection
Lesson progress:
Ritual of the Beginning:
Guys, let's stand in a circle, hold hands, smile at each other and convey our warmth and good mood with our smile.
Introduction:
The teacher reads the nursery rhyme and pays attention to the painted shutters, they are closed.
Sun, Sun,
Look out the window.
Children are waiting for you
The kids are waiting.
caregiver: - Guys, let's call you Sun?
Children: - « Sun, dress up, red, show yourself ".
The shutters open, the image is visible in the window sun.
caregiver: - Our the sun is sad alone, let's draw him little friends.
Children: - Let's.
caregiver:
Sun, bell tower,
You get up early
Wake us up early:
We run into the fields
We welcome spring.
caregiver: (shows the children a magic basket) And speaks:
Wake up colors
We will work.
Wake up colors
Let's have fun.
Main part:
The children sit down at the tables and begin to drawing.
Way receiving Images: the child lowers his fist into gouache (the whole brush is compressed at this time). Draw with the right hand, painted in different colors.
Two fist prints in yellow paint, put one on top of the other - this is the basis for sunshine. Let's draw more rays of fingerprints of the whole finger - let our Sun will be radiant and bright. After work, the hands are wiped with a napkin, then the gouache is easily washed off.
Guys, look at your palms, what do they remind you of?
caregiver: - And, let's play with fingers?
finger game:
five and five
Five and five went for a walk
Together fun game
turned around
smiled,
Curled into a fist like this
Here are such good fellows!
(Hands in front of you, palms open wide. Then the fingers of both palms bend and unbend.
Rotation of the hands.
The fingers of both hands folded to the thumb "stretch in a smile" showing her.
The fingers are clenched slightly into fists.
fist to fist.)
caregiver: - Your hands rested, and now it's time to play.
Physical education minute
Night peeked through the window, tilted her head, put under
Is our the sun fell asleep. palm cheek.
The kids smile. We raise our hands, smile.
A game: « Sun and rain» .
caregiver: - Guys, look how many little friends the sun appeared in our sun. And now he will never be bored.
The song sounds: "Looked out Sun» - The children are dancing.
Final part:
Reflection:
Looks sun in the window,
Looks into our room.
We clapped our hands
So happy sunshine.
Related publications:
Drawing for a child is a joyful, inspired work, to which he should not be forced, but it is very important to stimulate and support children.
.
Synopsis of an integrated lesson on non-traditional drawing techniques "Our friends are toys" Municipal preschool educational institution "Kindergarten No. 1 of the combined type" with. Vizinga Synopsis of an integrated lesson.
GCD in the preparatory group. Purpose: Development of cognitive and creative activity of children. Performing the work "Lilac in a vase" in the new technique.
Tasks: - to teach to perceive poetic works about nature; - introduce the non-traditional technique "press and print" (drawing crumpled.
