Komarova T. S. Lessons in visual arts in the middle group of kindergarten Lesson notes. Outline of a lesson on applique, modeling (middle group) on the topic: “Big House” applique in the middle group
Technological map No.
Subject: " Big house» applique in middle group.
Target: create conditions for teaching children to see an image when examining it and be able to recreate it.
Tasks : consolidate the ability to cut a strip of paper in a straight line, cut corners, create an image from parts. Learn to create an image in an application big house. Develop a sense of proportions. Reinforce techniques for careful gluing.
Materials and equipment:glue, brushes, napkin, scissors, oilcloth, album sheet, rectangles of colored paper light colors and strips of colored paper for windows, doors, roof, boy doll.
Integration educational areas: Speech, artistic and aesthetic development
Preliminary work: teaching children to use scissors correctly, talking about human housing, drawing houses.
Stages | Activities of a teacher | Children's activities | Expected results |
1. Introduction to game situation | “Guys, I went to kindergarten today and met the boy Vanya, he was very upset. Let's say hello to Vanya. Vanya greets the children very sadly. “When I started asking what happened, he told me. When he grows up, he wants to become a builder and build brick houses. And now, while he is small, he cannot build a real big house out of brick, so he is sad | Hello, Vanya | the child is interested in surrounding objects and actively interacts with them; |
2. Creating a problem situation (goal setting) | Guys, let's teach Vanya how to make a house out of paper. | Yes, let's do it | emotionally involved in activities with toys and other objects |
3. Motivation for activity | Guys, let's see what kind of house you can make out of paper. Show sample. | Children examine the sample, dividing it into its component parts: roof, windows, doors. | has active speech included in communication; can make questions and requests, understands adult speech |
4. Designing a solution to a problem situation | Let's think about how to cut windows, doors, and a roof from strips. Remind the rules of gluing: “First we glue a rectangle - a house, then we lay out the windows, roof, doors. We put glue on the entire brush, then we remove the excess on the edge of the jar. We spread the strip with glue (necessarily on oilcloth, starting from the middle, gradually moving to the edges). Put the brush down, take the strip with both hands and apply it to the place where it was lying, press it with a napkin, blotting off the excess glue.” | the child imitates the actions of an adult |
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5. Perform an action | Ensure that children hold scissors correctly. If necessary, remind and correct the position of the fingers holding the scissors. Remind you to stick carefully. At the end of the work, offer to put your work on the table - let it dry. Physical education minute On the mountain we see a house(all fingers touching tips - “roof of the house”) Lots of greenery around(make wave-like movements with your hands) Behind the fence is a clean yard(stroke the table or air with your palms) We are opening the gates(picture a gate opening) We quickly run up to the house(fingers “ran” across the table) We're knocking on the door: Knock-Knock. (fists on the table) Is someone coming to our door?(put your palm to your ear as if you are listening) We came to visit a friend And they brought gifts(extend your arms forward as if you are carrying something) | Children cut out windows and doors from strips, cut off the corners of the roof, lay them out, and stick them on a sheet of paper. Perform movements according to the text | strives to communicate with adults and actively imitates them in movements and actions; |
6. Reflection, analysis of the results of activities. | Well done boys! Everyone tried and did beautiful houses. The boy Vanya says that he realized that houses can be made not only from brick, but also from paper, and now he can’t wait to make it himself, he hurries home, says goodbye, and leaves. What did we do today? Who was the house made for? What kind of house did you make? Did you enjoy making the house? | House For the boy Vanya Big Yes, I liked it | rejoices at the successes of others, adequately expresses his feelings |
Lesson notes on application
"Multi-story houses".
Middle group teacher: O.V. Chukhrova
Program content. Summarize children's ideas about houses (their
similarities and differences, shape and structure of rural and urban houses,)
continue to learn how to create an image of a multi-story building in an applique. 3strengthen knowledge of subjects rectangular shape and various
their positions in space. Practice the techniques of cutting in a straight line, cutting off corners, and composing an image from parts. Cultivate interest in applications and teamwork skills,
Progress
We go into the hall (we sit down at the chairs). Dunno comes in and cries,
Dunno: Hello, guys!
Q: Hello, Dunno! What's happened? Why are you crying?
Dunno: I came to you from a fairyland, today I will tell you very
sad story. For my birthday I was given a book with Russians
fairy tales. I was very happy with this gift, but I'm with the book
Didn't handle it carefully and tore it. All the heroes of fairy tales are confused, and not
can find their way to their houses. I don't know what to do now
Q: Don’t worry, dunno. The guys and I will help you. Guys
Shall we help the stranger?
Children's answer: (yes)
Dunno: but in order to help all fairy-tale heroes, you and I must fly to fairyland in a magic hot air balloon (we sit on the chairs and music plays). And now guys, in order for our balloon took off, we must close our eyes. We close our eyes tightly, tightly. We open our eyes, and here we are in the land of fairy-tale heroes.
Q: Guys, look, it’s true that all the fairy tale heroes are mixed up. Let us remember which of the fairy-tale heroes lives in a mitten? What kind of fairy-tale characters do you think live in a bast and ice hut? What is this fairy tale called? And who lives in a hut on chicken legs? Now let's take everyone one fairy-tale hero and take them to the houses in which they should live (the children seat the heroes and stand in a semicircle).
Dunno: Well done guys! Helped fairy-tale heroes find their houses.
Q: Guys, look at this fairytale house, and tell me how many floors it has? (three). Who lives on the first floor? Who is the cat's neighbor? Who lives above the bear?
Q: Yes, guys, each of the heroes should have their own fairy-tale house. Well and
Now dunno, it’s time for the guys and I to return to the fairy tale country, and
will you come with us? The guys and I will show you our houses where we live.
Dunno: I will gladly go with you, I would really like to look at your
the houses you live in (back to magic ball, we arrived, we pass, we sit down on the benches).
Q: Guys, today we visited a fairyland and saw fairy houses. Now look at these houses and tell me who lives in such houses?
Children's answer: (people)
Q: Look carefully and tell me how the houses differ from each other?
Children's answer: (one family lives in a rural house, and in a multi-story
home a large number of apartments, and each family lives in its own apartment).
Q: Tell me, which of these houses do you live in? What are people called?
who live near you?
Children's answer: (neighbors).
B: Large magical houses form entire streets, each street has its own name, And what street do you live on? How many of you know the name of our village?
Children's answer: (Locomotive).
Q: Well done guys! How about we make our own street out of beautiful multi-storey buildings? Dunno, can you help us?
Dunno answer: (yes).
Q: Let's remember what parts the house consists of?
Children's answer: (Walls, roof, windows).
Q: What geometric figure do the walls of the house resemble?
Children's answer:
Q: And now I suggest you go to our workshop. We’ll put on all our aprons and relax a little with you.
Physical exercise.
With a hammer and an axe,
We are building new house.
The house has many floors,
Lots of adults and children.
B: We rested. Now let’s sit down on the chairs. Let's go with you
Let's look at the diagrams? Where will we start gluing the house? (walls, roofs,
windows, doors). Which one of you will tell me how we will cut out the roof and windows?
Child's explanation.
Q: And you, Dunno, will build a house with us?
I remind you to be careful.
Q: Guys, who have finished doing their work, we put our houses on our new street and clean up ours workplace. Guys, now let's give the name of our new street? (analysis of work)
Dunno: Thank you very much, guys. I learned so much today about
your homes. you taught me how to do multi-story houses, and for this I will treat you with sweets.
V: Thank you, Dunno, for the treat. We will give you a book, but you must handle it carefully.
Dunno: But now guys, it’s time for me to return to my fairyland. Goodbye, guys!
Q: Guys, let's say goodbye to Dunno.
Children: Goodbye, Dunno!
Applications in the middle group may be more complex than those who performed more younger preschoolers, because children are constantly improving their skills. Teachers try to fulfill such creative works was not only a fun pastime for their charges, they certainly had to learn more about the world that surrounds them, and also play fun, dynamic games.
And here great option for making a beautiful spring landscape. To make it, take a cardboard sheet and glue a background of wallpaper onto it. White paper twist into tubes and glue in the shape of a fence. Green stems of bluebells should be placed near the fence.
Pink napkins are useful for making origami flowers. The napkin needs to fold the corners towards the center, then turn it over and bring the corners to the center again, then turn it over again and last time fold the corners towards the center. Then you need to turn it over and, holding it in the middle, turn the corners outward. Place two of these flowers together, glue them in the center and glue them to the picture.
Fold the orange and burgundy napkins eight times, click a stapler crosswise in the center a couple of times and trim the corners so that you get a circle. Let the kids fluff up these circles and glue origami flowers into the center.
Pieces of blue napkin must be crumpled to form bell flowers. Blue lumps should be glued to the stems.
To create the grass, cut fringed strips of light green corrugated paper. You can also place a butterfly with orange-yellow wings and a purple body in the picture.
Autumn applique in the middle group
this work It is made using the technique of cut appliqué; children aged 4-5 years really like it. The first step is to cut out a tree trunk from brown paper, glue it to the base, then glue the branches to the trunk.
Well, now the most interesting thing - with your fingers you should tear off pieces of paper in “autumn” colors: red, yellow, burgundy, orange. These “leaves” need to be glued both to the branches of the tree and at its foot. Now all that remains is to cut out the sun with rays and glue it in the corner of the picture. Autumn applique in the middle group ready!
Generous autumn
The teacher needs to draw a sketch on a large sheet of paper autumn landscape. Using the quilling technique, strips of corrugated cardboard must be transformed into leaves, rowan berries and grapes. Then, using the templates, the children need to cut out parts for mushrooms, fruits, and leaves.
Using glue and pine nuts, you should lay out the hedgehog’s needles, and then glue all the other parts of the autumn picture into place. This work is a collective one, because on a large sheet of paper there is a creative task for each child.
Application in the middle group on the theme of autumn
Working in technology is very interesting volumetric applique « Autumn sky" The kids are used to it ready-made pictures flat, but this one will be special and therefore extremely interesting.
You need to take a blue piece of paper, fold it in half, and then in half again. Draw a cloud and cut it out. Do the same with the other leaf, only this time the cloud should be smaller. Also draw raindrops. You also need to cut out a yellow circle that will play the role of the sun.
Place the resulting blanks on a white cardboard sheet. First of all, glue the sun. Fold the clouds in half, glue the halves together, and then glue them onto a cardboard base. Do the same with raindrops, but transform them into three-dimensional figures not all, glue a couple or three flat. So the wonderful one is ready and original picture autumn rainy sky.
Fruit applique in the middle group
Children always really enjoy working with original materials, notes on applications in the middle group involves the use cotton pads. This material is affordable, pleasant to the touch, and crafts made with it turn out very beautiful.
So, the first thing you need to do is make a basket in which the fruit will lie - you need to take 7 cotton pads and cut each one in half. Using PVA glue, glue the semicircles to the base of corrugated cardboard, close the gaps so that you end up with a basket. In total, you need to use 13 semicircles, and cut the remaining one in half and use only the rounded part to lay out the handle. Naturally, you will need to glue more of the same parts - 8 pieces.
The same material should be used for cutting fruits and berries. You need to cut out an apple, an orange, a plum, a pear, and cherries. Naturally, you don’t have to limit yourself to this set - everything will depend on your imagination. Some of the fruits should be glued in the basket, and some near it, as if they had just fallen out.
Using a thick brush (No. 5-6), paint the basket with brown gouache. We recommend that you use the blotting technique; in this case, the cotton wool will not be pulled behind the brush. Color the fruits in the same way.
If you wish, you can use a frame contrasting color- in this case it will look even more attractive.
Application of vegetables in the middle group
Of course, there is also. The teacher usually prepares in advance lesson notes in the middle group application topic“Vegetables”, which also implies carrying out creative activity, and familiarization with thematic works of art, and funny Games. Most often, children glue their own painted cucumber and tomato to a paper plate, but you can, for example, make a pumpkin using the cutting technique.
Mushroom applique in the middle group
A cute fly agaric can be made using pre-colored semolina (it should be painted white, green, blue and red).
You need to draw a fly agaric mushroom on a piece of paper; children should definitely be told that there are poisonous mushrooms - although they may look very beautiful, they cannot be eaten.
The contours of the mushroom should be outlined in blue, and the cap, with the exception of a few spots, should be filled in red. Fill the stem and spots on the cap with white. At the base of the fly agaric, draw a tuft of grass and fill it with green.
Option made from natural materials
To create a cute owl you will need natural materials- seeds and husks from pistachios, you will also need a couple of champagne corks.
So, first of all, on a sheet of colored paper with a simple pencil you should draw a sketch of an owl. Cut out the paper parts - eyes and beak, and glue them to the sketch. Coat the entire sketch with PVA glue and carefully sprinkle with sunflower seeds, pressing them gently with your fingers. Glue buttons or other round decorative details into the center of the paper eyes.
Cut a champagne cork into thin circles and glue it to the owl's feet to make a twig. Cover your eyes with pistachio shells.
"Sunflowers"
Draw sunflower flowers on a yellow cardboard sheet, and leaves, stems and grass on a green one. Cut out all the details and use scissors to round off the flower petals.
The middle of the flower must be coated with glue, and then covered with buckwheat. To make the craft more durable, the cereal must be coated with colorless nail polish.
Attach the finished parts to the base - you need to determine what exactly the final composition will be. Where flowers and grass will be located, it is necessary to glue squares of corrugated cardboard, and you also cannot do without gluing the stems. You also need to glue pieces of corrugated cardboard onto the leaves, and then add them to the composition. The result will be a very beautiful volumetric composition.
Children also really like them; they always turn out very colorful and cheerful.
As you can see, topics for application lessons in the middle group may be very diverse, the materials may be different, but one thing remains unchanged - the thirst of preschoolers for creativity and imagination. That is why both in kindergarten and at home you should pay a lot of attention to such handmade items.
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Oksana Nikulina
Goals: continue to teach children how to use scissors; learn to cut strips of paper into required quantity rectangles and squares “by eye” (conditional task). Show the division of a square into two triangles by diagonal division to obtain the roof of a house. Strengthen knowledge of colors (green, blue, red). Develop an eye, a sense of form and composition. Develop independence and confidence in your skills.
Equipment: strips of blue and green paper (width 4 cm, length 15 cm, scissors, glue, brushes, napkins, oilcloths.
The teacher turns high chair backwards and invites the children to do the same with their chairs.
Educator:“Look, it turned out to be a house,” sitting down in front of
a chair and looking through the hole in the back (or over the back, like through a window. Calling the children by name, the teacher invites each of them to “look out their window.”
Educator:"Which good weather! I'll go out now and call
kids to play!” (goes out to the middle group room and invites everyone to go for a walk.
Physical education session “In the sun”
According to the sun, according to the sun Walk in place, raising your knees high.
Meadow path
We walk on soft grass
We are in the summer sometimes.
The ringing birds are chirping, Walking, arms up.
Moths flutter Walking with arms swinging up and down.
Dandelions are turning yellow
The cornflowers are turning blue.
N. Naydenova
The children continue to walk on the grass, suddenly the teacher says: “Look, it’s raining! Let's all go home soon." The children rush to their houses.
Educator: Guys, where are we hiding?
Children's answers.
Educator: That's right, in the house. What kind of houses are there?
Children's answers.
Educator: Well done. Well, now listen to the poem:
We are building a house
We are building a house, a new house,
The toys will live in it!
Here's a brick. Here's the board.
Two pieces of tiles.
There are windows in the house, doors in the house,
Walls - blocks and panels.
We took white crayons,
The ceilings were whitewashed.
The tap goes away, important - important.
The flag on the arrow is lit.
The house is multi-story.
Come in! Entrance is open!
Educator: Today you and I will turn into builders and will build a house. What do we need for this?
Children's answers.
Educator: We will make all the details for our house ourselves.
Educator: Take a strip of blue color and “by eye” cut it into three parts (rectangles). Divide the green strip into 5 parts. We make a roof from a red square, bending it diagonally, dividing it along the floor into two triangles. (we provide assistance if necessary).
Finger gymnastics.
I want to build a house
(Fold your hands like a house and raise them above your head)
So that there is a window in it,
(Join the fingers of both hands into a circle)
So that the house has a door,
(We connect the palms of our hands together vertically)
Nearby for a pine tree to grow.
(We raise one hand up and “spread” our fingers)
So that there is a fence around
The dog guarded the gate,
(We join our hands in a lock and make a circle in front of us)
It was sunny, it was raining,
(First, we raise our hands up, fingers “spread”. Then we lower our fingers down, making “shaking” movements)
And the tulip bloomed in the garden!
(Put your palms together and slowly open your fingers - “tulip bud”).
Educator: All details are ready. Let's start "construction". Looking at the sample and using the teacher’s verbal instructions, glue the parts.
Exhibition of works. Results of the lesson.
Toddlers are natural explorers, exploring the world through sensory, emotional perception and the acquisition of practical experience. It is extremely important to maintain natural curiosity And cognitive activity baby new fascinating views visual arts. The application will introduce the baby to the world of color and shape, introduce geometric shapes, will provide primary modeling skills and develop an understanding of the rules of composition among middle school students.
Applique is the creation of subject or subject compositions from shaped elements or patterns cut out of paper, dry leaves, fabric, leather attached to a base (cardboard, wood, fabric). The multi-colored composition can be attached by gluing or sewing. This type of creative modeling has beneficial effect for development fine motor skills, figurative and spatial thinking, sensory perception and intellectual abilities child to synthesis and analysis.
Features of classes on the topic “Large multi-story building” using application in the middle group
Types of applications:
- subject - a monoimage of an object, for example, a house, a tree, a car, fairy tale hero, etc.
- plot and landscape application - a composition depicting the interaction of several objects or characters;
- decorative - stylized processing according to the laws of proportional placement of parts, decorative transformation of real objects in the form of an ornament using bright color decorations of geometric, plant shapes, abstract figures of animals, birds, humans.
Large-scale compositions, which are based on a detailed plot and include many different details, are usually created collectively. Preparatory stage, during which individual details are prepared, for example, squares are cut from strips, balls are torn off and rolled from pieces of napkins, carried out in small subgroups of 2-3 people, and then children together make up a plot picture on whatman paper, gluing the elements they have prepared, developing along the way spatial thinking abilities, as well as coordinated action skills.
When creating an application, children rely on both a given scheme and a pre-agreed condition or plan, and the process of collective modeling itself reinforces the desire for solidarity and mutual assistance. It is important that children learn to follow the correct sequence of work to create a multi-layer composition, i.e. the teacher must explain that first they need to prepare a background picture, then place the background details (houses, pedestrian crossing, clouds, etc.) and only then glue the foreground figures (trees, cars, snow).
Photo: Collective works on the theme “Home”
“Colored houses” “Streets of the native city” “Evening city” “ Fairytale city» « Snowy city» “Our city” Capital city
The meaning of the application
- Intellectual development - enrichment of cognitive baggage with concepts about the properties and patterns of the surrounding world, expansion of knowledge about the diversity of shapes, sizes and color shades objects, spatial arrangement of objects according to the laws of proportionality. In addition, mental operations of comparison and generalization are formed, abstract and logical thinking, figurative, coherent speech is improved.
- Moral education - classes awaken a sense of camaraderie, contribute to the development of such strong-willed qualities of character as initiative, self-organization, concentration, determination, and the ability to overcome difficulties.
- Sensory development - the application is based on sensory perception and stimulates knowledge of the properties and qualities of objects.
- Artistic and aesthetic development is the formation of a sense of taste for visual activity, due to which the perception of the rhythmic harmony of color and form, constructive integrity and beauty of the surrounding world develops.
- Labor education - technical skills of manual skills are developed, hard work and everyday independence are formed.
A software innovation in the middle group is the task of mastering the skill of cutting with scissors, which requires developed coordination of movements and good motor skills of the hand to perform the correct rhythmic actions with a new tool (scissors should cut paper, not crumple). First three months school year are dedicated to teaching the skills of straight cutting strips up to 5 centimeters; the cut squares and rectangles are subsequently used for games (tickets for role-playing game) or for designing more complex applications (house windows, flags, etc.). When performing decorative work, attention is paid, first of all, to filling the center of the form.
Construction from ready-made geometric shapes
To perform work in applique classes, both ready-made silhouettes and shapes and those cut out by children themselves are used. The scope of children’s independent actions increases, for example, you can offer to choose a color and suitable form to complete the task.
Main tasks for application in the middle group:
- improve combinatorial abilities to compose an object from several parts;
- teach the ability to operate with several geometric shapes (circle, square, rectangle) in the amount of ten to twelve parts to compose objects or composition a decorative pattern;
- study the shape of an oval and a triangle;
- develop the ability to use shapes of different sizes and colors;
- master and consolidate the skills of straight (in different directions) and round cutting.
Application techniques used in the middle group
- Breakaway technique. This technique is excellent for conveying the illusion of volume, the mosaic decorative texture of an image, adding visual impact and brightness to it (houses, smoke from a chimney, clouds, fluffy snow, brickwork, pavement, etc.).
"Autumn City"
- Applications made from napkins - children are happy to use them as a bright and colorful decorative decoration or independent material to create applications. When working with it, you can do without scissors, tearing off and rolling up the lumps from which the composition is constructed. This technique perfectly develops fine motor skills.
"House in the village"
- Quilling literally means bird feather. A planar or volumetric composition is folded or supplemented with decorative spiral-shaped parts twisted from colored paper, which perfectly convey the volumetric texture of the object. One of the varieties of quilling is the cutting technique, which allows you to achieve the “fluffy” effect of paper parts in a rather simple and easy-to-execute way, when using a stick, paper squares are given the shape of a funnel.
“My City” (tree crowns made by trimming)
- Mosaic application. The main details are geometric shapes (circle, rectangle, square, triangle) various sizes, which are laid out inside the drawn image diagram.
- Geometric - it is easier for four-year-old children to master the design of simple geometric shapes and learn to fold figures of objects from a combination of triangles, squares, rectangles and circles.
- Fabric applique. A special feature of working with fabric is the difficulty of cutting, since it is much more difficult to cut out appliqué elements from fabric than from paper. In addition, the material may fray along the edges, which will cause additional problems. Therefore, this type of appliqué can be worked on with children who have developed the skills to use scissors fluently.
"Summer City"
- Palm - the basis of such an application is the silhouette of the baby’s palm outlined in pencil. Little effort and extra decorative elements, decorating the applique, will turn a similar simple blank, for example, into a fabulous fancy bird. Creativity and the joint imagination of the teacher and children will help to arrange the multi-colored handprints of all children into an original background for a collective composition.
- Non-traditional - uses unusual materials, for example, plasticine, cotton wool, cereals, pasta, foam rubber, fabric, eggshells, threads, etc. Design original compositions from unusual materials expands the boundaries of creative imagination, awakens a taste for artistic improvisation, develops and trains manual skills, and demonstrates a sense of form and color.
“Sunny City” - applique from cereals
Thread applique
- Inclusion of dry plants or leaves into the composition (floristry). Excellent material to complement the background. This type of work requires a preliminary stage of preparation, when during a walk with the children the teacher collects the necessary natural material.
"House in the Forest"
Stages and methodological techniques for conducting a lesson
In the middle group the standard long-term planning It is planned to conduct two application classes per month. Total duration going concern should not exceed 20 minutes, methodological manuals It is recommended to carry out physical exercises (finger, breathing, motor exercises) for 2–3 minutes for relaxation and prevention of mental and physical fatigue children.
Lesson outline
1. Organizational part (3–5 minutes).
The informational and familiarization stage involves awakening children's interest in the depicted object, studying its shape, color and components. Need to connect game moments, stimulating curiosity, causing a positive emotional reaction and activity. Motivating techniques can be the appearance of a toy character, reliance on a well-known fairy-tale plot, demonstration of pictures, a musical break, a surprise moment, introduction to new knowledge, or the personal artistry of the teacher. It is important to develop the ability to concentrate attention and see an object, to perform its sensory (touch and vision) analysis.
Conversation with children during an application lesson on the topic “We are builders” (author of the summary: Dinara Kireeva)
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Surprise moment. There's a knock on the door. -Oh, guys, someone is knocking on the door. Who is this? D: Pinocchio B: Hello guys! I brought you a riddle, are you ready to guess it? D: B: Among the clouds on high, Together we are building a new house, To be warm and beautiful People lived happily in it. (Builder) On the easel, the teacher shows an illustration of a builder. Q: Buratino, our guys know a lot about builders. Sit with us and listen. Conversation about builders Q: What do builders do? D: They build houses, hospitals, kindergartens, shops. Show illustrations. Q: Guys, what professions do you think people build houses? D: Painters, masons, crane operators, carpenters. Show illustrations.
Construction professions Q: Correct. Painters paint houses, masons make windows, floors, window sills, crane operators work on a crane, lifting loads.
Construction equipment Q: All people who build houses are called builders. Do you want to become a builder (Children's answers) |
Educational conversation with children
It makes sense to start a conversation of a developing and educational nature with questions about street names, transport, you can take a short interesting excursion into the historical past of the city, remember the sights and monuments that are business card, a symbol of his hometown. The lesson will be interesting if the teacher thinks through the game line of the scenario, taking as a basis one of the popular fairy tale plots: the fairy tale “Zayushkina’s Hut”, the poetic fairy tale “Cat’s House”, the adventures of the three little pigs, Uncle Pumpkin’s dream of a house from literary fairy tale Gianni Rodari about Cippolino, etc.
Poems and riddles that can be used in lessons about home or city topics.
| Cities are big and small. There are young and old cities. But they move, they rush, they live And they are certainly growing wider and wider. Tell me, who is trying so hard? Why are cities growing so fast? And the tall and huge one tries The crane is lifting! A crane is building a big city, He places the slab on the slab. This city will be his hometown, When it's in full bloom! (T. Saxon) The city is not only the streets My house. |
Window. The movie goes on day after day On this screen. Sunshine, full of greenery On the screen in summer. And in winter the ice turns blue, Snow flies while playing. The movie goes on and on and on Without end and edge. (A. Shibaev) Ladder. Roof. |
My relatives live there, I can't live a day without her. I strive for it always and everywhere, I won’t forget the way to him. I can hardly breathe without him, My home, dear, warm... (Home) They didn't sleep all day He stands, simple and strict, Mushrooms are born The houses stand in two rows - |
2. The practical stage includes explanation and demonstration by the teacher step-by-step algorithm laying out and gluing elements (2–3 minutes).
The level of development of children's spatial thinking does not yet allow them to independently determine the location of a part in the composition of a pattern or the correct location of the component part of an object, so the teacher needs to clearly demonstrate and explain the sequence of completing the task. Unfamiliar operations require additional explanation and demonstration, for example, cutting off the corners of a rectangle to obtain a trapezoidal roof shape; children cut out familiar shapes (rectangle and square) on their own. Increased attention is paid to work culture, careful and safe handling of scissors, for which it is advisable to divide children into subgroups of up to seven people during training proper operation with a new tool. Children must learn to confidently hold scissors and make movements with them that will not wrinkle the paper.
The teacher works together with the children
3. Independent work children (15 minutes).
After carefully listening to the teacher’s explanations, the children cut out the parts and glue them to the base in accordance with the assignment. The teacher controls the correctness of the task, everything necessary equipment and it is advisable to prepare the blanks on work tables in advance.
4. Analysis and summing up (2–3 minutes).
The final stage of the lesson takes place in the form of an exhibition of children's works, the teacher teaches them to joyfully perceive their own and other people's successes, conducts an analysis, accompanying it with praise for their efforts and hard work, discusses with the children the degree of accuracy of the work (clear and even edges, absence of traces of glue), and also the correspondence of the image created by the child to the original or sample, notes successful creative ideas and original experiments.
Lesson notes
In the lesson scenario, the teacher indicates goals and objectives. In the process of planning, organizing and conducting applique classes in the middle group, they usually focus on solving the following problems:
- Mastering the skills of working with scissors, glue and colored paper, learning to design from pieces of cotton wool, fabric, leaves on a cardboard or paper base, using plasticine.
- Development of independence and creative initiative in determining the plot or genre (object painting, landscape) of the application.
- Developing the ability to hear and understand musical or poetic accompaniment that sounds during the performance of a creative task. Such an interesting association in various ways emotional and artistic instruments of influence aimed at achieving comprehensive aesthetic development children, the formation of artistic taste and a sense of beauty.
Lesson summary on application on the topic “City of Friendship” (based on N. Parsova’s notes)
Tasks:
- teach students to cut out several identical parts from a strip (windows of a house, roofs of houses, strips for a pedestrian crossing);
- place windows at one line level;
- develop composition skills;
- wake cognitive interest to the world around us, love for our small homeland;
- develop the ability to work cooperatively in a team.
1. An introductory conversation that is woven into the game situation. You can use visual material, for example, photographs or pictures depicting streets, architectural landmarks of your hometown, which will be easily recognized by children and will evoke a positive emotional mood.
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Introduction to the game situation. Educator: Guys, today a letter arrived in our kindergarten. Let's see who wrote it to us: “Hello, dear children of the middle group.” I need your help. Our friends' house became very small and the roof was leaky, there was not enough space for our friends. Help us please, we don't know what to do? My friends Crocodile Gena, old woman Shapoklyak, Giraffe, Leo will be very grateful to you.” Guys, who do you think the letter is from? That's right from Cheburashka. (Cartoon picture). Well, guys, how can we help? What to do? (Conversation with children) Children: “We will help build new houses.” Updating knowledge. Educator: - What do you think should be done before starting to build a house? - How should the house cost, what is it made of? (conversation) - From what building materials? How many materials are needed for a home? (Children's expected answers). - What do you guys think, what should be at home? (Strong, warm, single-story, multi-story, high, low) - What should the roof be like? (Waterproof, durable) Difficulty in a game situation. Educator: - Well, how do we decide what kind of houses we need? - Who can help us, do you think? (Children's answers) - Where can I find out? (Children's answers). First you need to choose a place to build a house. Okay, what next (conversation). Discovery of new knowledge. - Guys, who do you think comes up with what a house should be like? (Architect). Look, the architect has a special table with many different rulers, and with their help he draws a drawing of the house. -Who do you think will help build the house next? (Engineer) - What does an Engineer do? The engineer calculates how much building material need to be brought to the construction site to build a durable house. And then (who?) the builders work on the drawings. - What construction professions do you know? (masons, carpenters, painters, crane operator). - Guys, see how many professions are involved in building a house. |
2. Practical part. The teacher draws the children's attention to a sheet of Whatman paper prepared in advance with some glued and drawn elements of the future composition, for example, a road, one house, a tree. Then the teacher invites the children to complete the picture, completing it with the missing figures and silhouettes, and to complete the details of houses and cars with pencils.
The teacher explains and shows techniques and methods for making appliqué parts.
We take a strip of paper, fold it several times, then lay it out and cut along the fold lines, so we get windows. If the sheet is folded in half and then cut, you will get the walls of houses. Rectangles, the corners of which are cut off at the top, turn into roofs.
You must “build” new beautiful and cozy houses for Crocodile Gena’s friends, “plant” trees. Cars and trucks will drive along the roads of our city (the teacher prepares the silhouettes of trees and cars in advance).
3. Children work independently. The teacher helps and prompts as necessary, controls the work with scissors and glue.
Teamwork of children
4. Summing up.
There are so many beautiful houses on our street, happy people will live in them, friendly families, adults and children. All our houses are cozy, warm and welcoming. You guys are great!
Ready composition
Schemes and step-by-step description of application implementation
“Our group is a friendly home” - collective work to create a group symbol
Material: blank from whatman paper in the shape of a house, colored paper, scissors, glue, markers.
Instructions:
“Winter City” - a collective application with elements of non-traditional techniques
Materials: whatman paper, gouache, blanks in the form of cut large rectangles for silhouettes of houses and strips for windows and roofs, glue, brush.
Preliminary work: the teacher tints the background with blue gouache, then invites the children to build a city from blanks.
Tint background
Instructions:
- Each child chooses a large colored rectangle for their home, cuts small rectangles from the yellow strips, cuts off the corners on the strips for the roofs, and begins gluing on the windows. The teacher reminds the students that they must try to carefully build their house, without leaving traces of glue.
Glue small rectangles (windows) onto a large rectangle
- When the houses are ready, the children glue them to the base and attach the roofs.
Glue finished houses onto whatman paper
- The guys are cutting cotton pads in half, then complement the composition with them to depict snowdrifts.
Glue halves of cotton pads (drifts)
- Then apply dabs of glue to the base and sprinkle them with semolina (snow).
Using semolina to depict snow
- Ready composition.
Finished work
“Houses on our street” - collective work
Children do the work independently.
Instructions:
“My hometown” - collective application
Materials: large rectangles, strips for roofs and windows.
