Flashcards - trees. Family household

Program content.

To develop children's artistic perception of landscape paintings, interest and emotional response. Teach children to carefully examine a reproduction of a painting and see the image of a landscape in the unity of its content and means of expression. Pay attention to color and color combinations as a means of conveying autumn phenomena.

To consolidate children's ideas that the image of trees, meadows, fields, i.e. the image of nature, is called a landscape. To develop children's figurative speech when describing nature. To instill in them a love of nature and develop aesthetic taste. Encourage children to speak up.

To introduce children to a new drawing technique - leaf printing, to strengthen children’s ability to carefully use paint when working, to develop imagination, creativity, and fine motor skills; cultivate interest in the drawing process.

Integration of educational areas:

artistic and aesthetic;

social and communicative;

cognitive development;

physical development; speech development.

Activation of the dictionary: birch grove, golden autumn, cold and warm tones, landscape.

Preparatory work

Learning and reading poetry, singing songs about autumn, looking at illustrations on the topic: autumn nature, observing natural phenomena while walking; give an idea at a level accessible to children about landscape painting, a birch grove, cold and warm tones.

Materials: easel, painting by I.I. Levitan “Golden Autumn”; chest, tinted album sheets, paints, gouache, jars of water, charcoal, cotton swabs, oilcloths, napkins, brushes, autumn leaves.

During the classes

Educator. Guys, today we have guests in our group. Look at them, smile at them. And say “Hello.” Well done boys.

Educator. Now please sit down straight and listen to a poem by Ivan Alekseevich Bunin.

The teacher reads a poem by I. Bunin to the children:

The forest is like a painted tower,
Lilac, gold, crimson,
A cheerful, motley wall
Standing above a bright clearing!

Educator. Children, what time of year is the poet talking about?

Children's answers.

Educator. That's right, why did you decide that?

Children's answers.

Educator. Oh, how wonderfully the poet said about autumn! How can artists express their feelings?

Children. To draw a picture.

Educator. That's right, the artist expresses his feelings with the help of paints. He needs to draw, depict on canvas what he saw, or sees in nature, what caused him joy, surprise, sadness. He must draw in such a way that we recognize the trees, the bushes, and the river. With the help of paints he can convey the time of year and his mood. But it’s correct to say that artists paint pictures. What does an artist need to work?

Children's answers.

Educator. That's right, well done guys. Artists take easels, paints and go into nature. Now we will look at a painting painted by the artist Isaac Ilyich Levitan. The artist called his painting “Golden Autumn”. Guys, why did the artist call the painting “Golden Autumn”?

Children's answers.

Educator. Let's admire the picture. Look and say: What colors are joyful here? What colors are sad? (children's answers) The artist conveyed joy with warm colors, but he also used cold tones, there are fewer of them. What feelings do you experience when looking at the picture? What's your mood?

Children's answers.

Educator. Why the sad mood? Why joyful?

Children's answers.

Educator. Yes, looking at the picture, we feel joy, pleasure from the beauty of nature, but at the same time, a slight sadness of saying goodbye to summer, to the warmth and sun.

Educator. Let's take a closer look at the picture. (Teacher's demonstration) Look, on the left side of the picture, close to us, in the foreground the artist painted several trees. What kind of trees are these?

Children. Birches.

Educator. Tell us about them. What are they?

Children's answers.

Children. Birch Grove.

Educator. That's right, they call it “birch grove”. The trees are far away, so the artist placed them higher on the canvas than the trees we see in the foreground. Now look at the right side of the picture. What is drawn here?

Children. River.

Educator. Yes, a river. In front of us it is wide, dark blue, and further on it becomes narrower and lighter. And further, to the right of the river there is a lonely birch tree, bright as a “candle”. And behind her is a round dance of green and brown trees. What color did the artist depict the sky?

Children. The sky is blue with white clouds.

Educator. What is more in the picture – sky or earth? (Children's answers) Yes, the artist really liked the beauty of the earth, autumn nature, so he painted more earth. Is there a sun in the picture? How did you guess?

Children. There are shadows from the trees. And the sky is blue. And in cloudy weather the sky is gray.

Educator. Well done. Yes, we see shadows from the trees, which means there is sun. This is how an artist can talk about what he liked. What are the names of paintings that depict nature?

Children. Scenery.

Educator. That's right, guys. Today we listened to poems about autumn, looked at a painting by the artist I. I. Levitan. Who remembers the name of the picture?

Children. The painting is called “Golden Autumn”

Educator. Right. We were happy and a little sad. We remembered the golden autumn we saw on our walk.

Educator. Guys, now I invite you to play. I have a magic chest. But the chest does not open. What to do? And here is a mystery. If we guess the riddle, the chest will open.

They lie under your feet,
You walk - they rustle,
Bright, colorful,
The edges are carved.

Children. Leaves.

Educator. You guessed it! So the chest opened. I open the chest, and there are autumn leaves. What can you do with them?

Children. Play. (Take any leaves)

Physical exercise.

We are autumn leaves
We are sitting on the branches.
The wind blew and we flew
We flew, we flew
And they sat down quietly on the ground.
The wind came again -
And he picked up all the leaves.
Spun and flew
And they sat down quietly on the ground.

Educator. Well done. And what else?

Children's answers. Blow.

Educator. That's right, blow.

Breathing exercises “The wind blows on the leaves”

Educator. Guys, look what the leaf looks like.

Children. On a tree.

Educator. Come on, children, try, like artists, to draw a golden autumn. But we will not draw in the usual way. Let's print several trees with leaves - to do this, we'll paint a leaf from the tree with paint and make its imprint, so that its trace will remain on the paper, we'll draw a trunk with charcoal, and with cotton swabs we'll draw a lot of flying autumn leaves.

Educator. What colors will we use to paint golden autumn?

Children's answers. Yellow orange.

Educator. And while you are working, I will turn on “autumn” music, it was written by composer Antonio Vivaldi. (Fragment “Autumn” from the cycle “Seasons”)

Educator. Children, admire your drawings, you managed to convey the beauty of golden autumn. I was so pleased to look at you while working. We will decorate the group with your drawings, let your moms and dads admire them.

Abstract of OD Educational area "Speech development". Topic: Examination of the painting by I. Levitan “Spring. March"

Preliminary work:

Walks with children in early spring to the park, in the kindergarten area;
- observation of phenomena characteristic of the onset of spring;
- conversation about spring;
-examination of reproductions of landscape artists: I. Shishkin, I.I. Levitan;
- reading fiction: I. Sokolov-Mikitov “Spring in the Forest”, N. Sladkov “Spring Streams”, “Spring Joys”, N. Pavlova “Spring”;
-reading poems about spring: S. Marshak “Spring Song”, A.N. Pleshcheev
“Spring”, S. Drozhzhin “Spring”, F.I. Tyutchev “Spring”, I. Tokmakova
"Spring".
- singing songs about spring;
-acquaintance with various genres of landscape painting: natural, urban, sea;
-acquaintance with the work of I.I. Levitan, looking at the painting “Golden Autumn”.
Material: Reproduction of I. Levitan’s painting “March”, pointer, easel, audio recording of P.I. Tchaikovsky "Seasons. March”, G. Sviridov “Blizzard”.

1.Introduction to educational activities.

Children together with the teacher are included in the group (quiet classical music sounds).
Educator: Guys, our land is beautiful in all seasons, and every season is beautiful in its own way. But there is a time in nature when nature awakens from winter sleep.
This time is called...
Children: Spring.

2. Creation of a problematic situation.

3. Carrying out actions.

The snow is already melting, the streams are flowing,
There was a breath of spring through the window...
The nightingales will bloom soon
And the forest will be dressed in leaves!

Pure heavenly azure,
The sun became warmer and brighter,
It's time for evil blizzards and storms
It's gone for a long time again.

Educator: What do you see in the picture?
Children: House, road to house, horse and sleigh.
Educator: What do you see in the distance?
Children: Forest edge, forest.
Educator: Who do you think lives in the house depicted in the picture?
Children: Family.
Educator: What did the artist want to talk about? What did he admire?
Children: About nature in spring, its awakening, I admired nature.
Educator: what day did the artist depict in his painting?
Children: Sunny, clear day.
Educator: As you might have guessed, the picture does not depict the sun.
Children: In the picture we see blue sky and shadows.
Educator: That's right, the sky is blue, which means the day is clear, and shadows on the snow only appear in sunny weather.
-Is it the same color that the artist depicted the sky above, closer?
Children: The artist depicted the sky above in dark blue, and closer to us in blue.
Educator: Let's look at the snow. What colors did the artist use when painting the snow?
Children: Gray and white paint.
Educator: Well done, you looked at everything carefully.
- Now let’s play the game “Collect an artist’s palette.”
- What colors did the artist use when he painted the picture?
Children: Brown, grey, white, blue, yellow.
Educator: What is written in blue, dark blue?
Children: Sky.
Educator: Brown...
Children: The road to the house, the house, the horse.
Educator: white...
Children: Snow spots.
Educator: Where do you think the artist stood when he painted the picture?
Children: near the house.
Educator: How did this picture make you feel?
Children: Feeling of joy.
Educator: Yes, guys, the picture evokes a feeling of joy, inspiration, that the long-awaited spring has arrived, nature is awakening from its winter sleep.
- Guys, nature not only inspired artists, but also composers who wrote musical works.
- Listen and tell me which of these pieces of music is suitable for the picture in terms of character and mood.
Two excerpts of music are played.
Children: The second piece of music suits the picture better.
Music is playing.
Educator: a light warm breeze blows, the sun's rays warm the ground and the walls of the house.
- Let’s open our palms and expose them to the bright March sun. You feel how warm it has become.
Now imagine that we found ourselves at this edge of the forest, but not at the beginning of spring, but in winter. What would you see here?
Children: There is snow all around, trees in the snow...
Educator: Now close your eyes and imagine that you are in the same place, but at the end of spring. What would you see and hear here?
Children: The first green leaves have appeared on the trees, the grass is turning green, and birdsong can be heard.
Educator: What would you do if you were in the picture?
Children: We would approach the house, go into the house, walk along the edge of the forest.
Educator: Admiring the beauty of spring nature, poets create an image of spring in poetry. Who wants to talk about spring?
Children reading poems about spring.
Spring.
Spring is coming to us
Quick steps
And the snowdrifts are melting
Under her feet.

Black thawed patches
Visible in the fields.
Apparently very warm
Spring has legs.

I. Tokmakova

Spring (excerpt)
No wonder winter is angry,
Her time has passed -
Spring is knocking on the window
And he drives him out of the yard.

And everything started to fuss,
Everything is boring winter out -
And larks in the sky
The ringing bell has already been raised.
F.I. Tyutchev

Educator: Guys, I. Levitan called the painting “March”. What would you call this painting?
Children:“Spring has come”, “Early spring”.
Educator: I invite you to listen to my story, which I composed while admiring the painting of I.I. Levitan.
- Here is a picture of I.I. Levitan "March". The artist in his work depicted early spring - the awakening of nature from winter sleep.
- We see a house in the foreground, near the house there is a horse and a cart. The artist depicted the outskirts of the village, or perhaps a quiet street of a small town overlooking the forest.
- In the background we see the edge of the forest and the forest, in the depths of which there is still snow. The air is clean and fresh. The spring sun is shining brightly. The loose snow is darkening and ringing drops can be heard.
On the top of a tree near the house you can see a birdhouse, waiting for its feathered residents. Everything says that “spring is knocking on the window and driving winter away.”
- The painting evokes a feeling of joy, tenderness, charm from the spring awakening of nature, joy from the purity and lightness of the painting, from the expectation of warmth.

Solovyeva Marina Anatolyevna
Teacher of the 1st qualification category
MBDOU D/S K/V No. 28 “Rucheek” city district Khimki, microdistrict Gangway, 2016

IOOD notes on introducing landscape painting to a pre-school group.
“Acquaintance with landscape artist I.I. Levitan.
Examination of the painting by I. I. Levitan “Golden Autumn”.
Program content:
To develop in children the artistic perception of a landscape painting, interest and emotional response to it.
Teach children to carefully examine a reproduction of a painting and see the image of a landscape in the unity of its content and means of expression.
Pay attention to color and color combinations as a means of conveying autumn phenomena and the artist’s emotional attitude to what is depicted.
To consolidate children's ideas that the image of trees, meadows, fields, i.e. the image of nature, is called a landscape.
Enrich and activate children's vocabulary; introduce into it emotional and evaluative vocabulary, aesthetic terms that reflect the quality of objects, their shape, texture and the emotional states they evoke in a person - joy, pleasure, enjoyment.
Encourage children to speak up.
Integration of educational areas: “Artistic and aesthetic development”, “Socio-communicative development”, “Speech development”, “Cognitive development”, “Physical development”.
Activation of vocabulary: landscape painting, birch grove, golden autumn, cold and warm tones.
Preparatory work:
Learning and reading poetry, singing songs about autumn, looking at illustrations on the theme: autumn nature, observing natural phenomena while walking.

OOD progress:
Educator: Guys, today I brought you a portrait of the famous Russian landscape artist Isaac Ilyich Levitan (Exhibits a portrait).
Isaac Ilyich Levitan was left an orphan early on. His childhood was so joyless that he did not even like to remember his childhood years. When he studied at the Moscow School of Painting, Sculpture and Architecture, he often had to go hungry. Levitan was a gentle, sympathetic person who loved everything beautiful. He treated himself and his creative work strictly and was never satisfied with what he had achieved; It always seemed to him that he could do better, more successfully. It happened that he destroyed not only sketches, but also his paintings, being dissatisfied with them. Levitan left us a rich artistic heritage: many of his paintings, sketches and drawings are in the Tretyakov Gallery, the Russian Museum in St. Petersburg and other museums in the country. Contemporaries called Levitan a poet of Russian nature.
The teacher reads a poem by I. Bunin to the children:
The forest, like a painted tower, purple, golden, crimson, stands like a cheerful, motley wall above the bright clearing!
Educator: Oh, how wonderfully the poet said about autumn! And the artists take easels, paints and go into nature to paint autumn. Now we are going to look at a picture about autumn, painted by the artist Isaac Ilyich Levitan. The artist called his painting “Golden Autumn”. Let's admire her. And I will turn on “autumn” music, it was written by composer Pyotr Ilyich Tchaikovsky. (“Autumn Song” from the cycle “Seasons”).
Children listen to music and look at the picture.
Educator: Did this music sound happy or sad? Children: Sad.
Educator: Yes, you can hear a light, slight sadness in the music. The melody sounded gentle and light. This is how the composer felt the golden autumn. Now look at the picture and say: what did the artist feel when he painted the golden autumn? How was he able to express his feelings with colors? After all, the artist expresses his feelings with the help of paints. What colors are joyful here? What colors are sad? (children's answers) Yes, the artist conveyed joy with warm colors, but he also used cold tones, there are fewer of them. Therefore, looking at the picture, we feel joy, pleasure from the lush beauty of nature, but at the same time, a slight sadness of saying goodbye to summer, to the falling leaves of trees, withering grass, to warmth and sun.
And here’s what the poet A. S. Pushkin said about this time of year:
It's a sad time! Ouch charm! Your farewell beauty is pleasant to me - I love the lush decay of nature, clad in forests in crimson and gold
These are the beautiful and heartfelt words the poet found about the golden autumn. How can an artist talk about golden autumn? He needs to draw, depict on canvas what he saw, or sees in nature, which caused him joy, surprise at the beauty of autumn. He must draw in such a way that we recognize the trees, the bushes, and the river. And with the help of paints he can convey the season (winter, summer, autumn, spring, his mood (joy, sadness, anxiety, calm, silence).
Educator: Let's take a close look at the picture. Look, on the left side of the picture, close to us, in the foreground the artist painted several trees. What kind of trees are these?
Children: Birches.
Educator: Tell us about them. What are they?
Children: They are thin, with white trunks. Almost all the leaves on the two front birch trees have fallen off. And those that are a little further still have foliage - golden, yellow, orange.
Educator: And even further, in the background, a group of birch trees is visible. This group of birch trees is called a “birch grove”. The artist painted barely visible trunks and lush crowns of trees - after all, the trees are far away, so he placed them on the canvas higher than the trees that we see in the foreground.
Now look at the right side of the picture. What is drawn here? Children: River.
Educator: Yes, a river. In front of us it is wide, dark blue, and further, it becomes narrower, lighter, and in the distance it turns blue and white. And further, on the bend of the river there is a lonely birch tree, bright as a “candle”. To her right is a round dance of green and brown trees. And what did the artist depict in the background, where the sky begins? Yes, there, on the mountain, we see green arable land, several houses, and further – a wall of birch trees and a forest. What color is the sky?
Children: The sky is blue, with light white clouds.
Educator: What is more in the picture - sky or earth? (children's answers) Yes, the artist really liked the beauty of the earth, autumn nature, so he painted more earth and chose a rectangular format for the painting. Is there a sun in the picture? How did you guess? Yes, we see shadows from the trees, which means there is sun. The sun “lit” the gold foliage with yellow-orange light! This is how an artist can talk about what he liked. Today we listened to music, poems about autumn, and looked at the painting “Golden Autumn” by the artist I. I. Levitan. We were happy and a little sad. We remembered the golden autumn we saw on our walk. Music, painting and poetry gave us these memories, this joy and slight sadness. And now you, children, try, like artists, to draw a golden autumn. Grab your paints and get to work.
Independent artistic activity of children.
Educator: Children, admire your drawings, tell us what visual means were used to convey the beauty of golden autumn. I was so pleased to look at you while working. If only you could see yourself! Do you know how beautiful you were! Each of you had a magical sparkle in your eyes! Do you know why? When you created Beauty, you did it not only for yourself, but also for others. We will decorate the group with your drawings, let your moms and dads admire them.

Program content: show children the variety of visual and compositional possibilities in depicting birches using the example of paintings with the same name created by different landscape artists; consider in comparison; find similarities and differences; evoke a desire to admire the beauty of the green space, a desire to be there.

Equipment: reproductions of paintings by I. I. Levitan and A. I. Kuindzhi “Birch Grove”, drawings by children depicting a birch tree, reproduction of painting by A. A. Rylov “Green Noise”.

Progress of the lesson

The teacher and the children review the children's work.

IN. What beautiful birch trees we have! They cannot be confused with other trees. What are they like for us? (White-trunked, slender, curly branches stretch upward towards the sun, and then curl downward because they are flexible.) Everyone drew a birch tree, and we ended up with a whole birch grove. Not only us, but also various landscape artists created paintings that were called “Birch Grove”. Do you want to get into birch groves?

Children look at reproductions of Levitan and Kuindzhi’s paintings “Birch Grove” and express their opinions.

Didactic game “Recognize a painting by its palette.”

IN. On my palette are paints that were used by one of the artists. Who will be the first of you, children, to guess in which picture these colors are present? Why? (The palette contains contrasting colors to Kuindzhi’s painting.) Can we say that there is less greenery in this painting? We think so because most of the colors here are dark green and light green. They stand out as contrasting spots in the picture. The artist A.I. Kuindzhi was an unsurpassed master of chiaroscuro.

To show deep shadow and bright light, he used such colors. The trunks of birch trees seem somewhat unusual to us. Maybe you can guess why they are gray? Yes, we see them from the shadow side. The sun illuminates the trunks from the back side, we see white reflections on the trunks from the sunny side. They seem to shine through. That's why there are pink-orange spots on the trunks. All the greenery of the birch trees is above, it is not visible to us, but we can guess from the many shadows on the grass how much greenery there is. This unusual compositional solution was invented by the artist A. I. Kuindzhi.

What is different about I. I. Levitan’s painting “Birch Grove”? (There is a lot of tall, lush grass, a lot of birch trees, as if girls in white sundresses with green braids had come out into the clearing. It’s quiet, there is no wind, but they seem to be moving in a round dance.) It’s so nice to wander around the grove here, fill it with your voices, play hide-and-seek. Let's imagine that you are also here in the picture, and your voices are heard.

The teacher offers to take a walk in the grove.

IN. I saw a beautiful butterfly, we scared away a flock of birds, but a bluebell bloomed. Who else saw what? Why is it so imperceptible, as if merging with all of nature? (Note the dark green color of the water - it reflects the green of birch trees and the yellowish color of birch seeds on the water.) Tall, dense grass grows along the shore. She seems to warn us not to fall into the water. Let's go to the three birch trees. What can we hear here? (Frogs croak lazily, fish splash, in the shadows we will immediately hear mosquitoes. It’s as if they were waiting for us here.) What else did you hear or notice?

How would these paintings change if the artists created them on a rainy day, on a cloudy day? Would cool tones appear instead of sunny ones?

Now I will show you another painting by the artist A. A. Rylov, in which he managed to convey the noise of birch trees in windy weather, their movement. He called the painting “Green Noise.” Looking at her, we seem to feel how the wind plays with birch braids, how easily the clouds are driven. It’s as if the poet N. A. Nekrasov is talking about this picture:

There's green noise coming and going,

Green noise, spring noise!

Playfully disperses

Suddenly the wind rises.

We looked at pictures of the same content by different authors. They are different, even our birch trees are different from each other. But everywhere we see a loud color harmony. The color here sounds loud and joyful and helps our understanding of the artist’s intention.

Preview:

Conversation with children 5-6 years old based on the painting by I. I. Levitan “Birch Grove”

Goal: To introduce the creativity of I.I. Levitan. Painting “Birch Grove”

Materials and equipment: text of A. Prokofiev’s poem “Russian Birch Tree”, reproduction of the painting “Birch Grove”, recording “Sounds of the Forest”.

Logic of educational activities

The teacher puts on an easel a reproduction of I. I. Levitan’s painting “Birch Grove” and reads to the children A. Prokofiev’s poem “Russian Birch Tree”.

The teacher tells the children that many Russian artists loved to paint nature (such paintings are called landscapes). The artists chose places that were very beautiful or memorable in some way. They themselves admired nature and shared their joy with us by drawing beautiful pictures.

Today I want to introduce you guys to the painting “Birch Grove” by I. I. Levitan. Let us listen to the composition “Sounds of the Forest” and take a close look at the painting.

Guys! What do you think is shown in the picture?

Why did Levitan name his painting “Birch Grove”?

What time of year do you think it is? (how did you guess this?)

- What do you feel, sense, looking at the reproduction?

What mood do you think the artist wanted to convey?

On the topic: methodological developments, presentations and notes

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