Notes on artistic creativity (drawing) “Trees look into the lake. Bubble (II junior group) “Big and small legs”

Topic: “Wind-breeze”.

2nd junior group.

Preliminary work:

Watching the wind on walks;
Games with sultans, turntables;
Reading the fairy tale “Bubble, Straw and Bast Shot”, P. / and “Blow up the Bubble”

Integration of educational areas:“Cognition” (formation of a holistic picture of the world), “Reading fiction”, “Communication”.

Types of children's activities: gaming, communicative, cognitive-research, perception of fiction.

Task: Give children an idea of the wind and its properties.

Goals: develop children’s speech, activate their vocabulary: help children form ideas about the wind and its properties.

Planned results: shows sensitivity to the literary word when familiar with the poem “The Breeze”, actively and kindly interacts with the teacher and peers in solving gaming and cognitive problems.

Materials and equipment: items: sailboat, fan, straws and bowl of soapy water, teddy bear toy,

Organizing time.

Introductory part.

The children are sitting on chairs (in a semicircle) and there is a knock on the door.

Guys, someone is knocking, I’ll go and see who came to us...?

Hello, come in!

Guys, look who came to us? (B. Holds a toy “bear cub” in his hand).

Look at the “bear cub”, for some reason he is sad.

What happened, little bear? Tell me in my ear.

Guys, the little bear says that his friend Veterok hid and he can’t find him. The little bear was very upset because of this.

Main part.

Let's see, guys, if there is a breeze in our group, let's look with our eyes? (children's answers). Where can you meet the breeze? (trees are shaking outside). Do we see him? No. We can only see how he moves objects - he drives clouds across the sky, he shakes branches on trees. It turns out that the breeze is invisible.

Can we make a breeze ourselves? How?

The teacher shows how you can fan your face with your hand to feel the movement of air. (I suggest the children do the same).

How did you feel?

What breeze?

Did it get colder or warmer with the breeze?

Do you guys know that there are different devices that make wind? Maybe you know someone like that too? (children's answers)

How else can you and I get some breeze? (fan yourself with your hands, turn on the hairdryer, and a fan can also help.) I demonstrate a paper fan, let the children wave it themselves and feel the coolness.

The wind is invisible, we don’t see it, but we feel it.

Fizminutka:

The wind is blowing in our faces.
(wave hands at face)
The tree swayed.
(sway from side to side)
The wind is quieter, quieter, quieter.
(sit down, wave your arms up and down)
The tree is getting higher and higher.
(reach up)

(marching).

Guys, how can you and I make a breeze? So that we can see how you and I blow, make a breeze, I will give you cotton wool. What does cotton wool look like? (children's answers).

Look at me, in order for our breeze to blow, you need - lips like a tube - cotton wool lies on the palm. Am I blowing? (I blow, the cotton wool flies away). Now try to blow the cotton wool out of your palm yourself. I will catch whoever blows his cotton wool next. Well done, they learned how to make a breeze.

Let's give the little bear some cotton wool so he can play at home. Blowing.

Guys, let me teach you how you can play with the wind in different ways if you learn to blow hard.

Game: "Soap Bubbles".

Now we will try to blow air through a straw. And let's see who has the biggest soap bubbles. The children blow, the little bear praises the children. Guys, New Year is coming soon, what if Mishka doesn’t come to us anymore, let’s give him soap bubbles.

Final part.

Now I’ll read you a riddle poem, and you think, what else can the breeze do?

The wind blows across the sea

And the boat speeds up

He runs in the waves

With full sails.

Do you want to try it? Let's see how you can drive small sailboats across the waves. (sailboats swim in a basin of water). The sails are blowing, the boats are sailing (weakly, strongly blowing).

Little Bear: I really liked the guys being a breeze. Now I know that the breeze is not visible, but we can feel it.

Summary of the lesson.

So we found a friend, the wind bear, he is not visible, but we can feel him and even play with him.

Where do you think the breeze likes to walk most (outside.)

Guys, the breeze invites us all outside to play with autumn leaves and funny bags.

Summary of OOD "HT" drawing in the 2nd junior group

topic: “Blow up the bubble...”

Target : teach children to convey images of outdoor play in drawings. Strengthen the ability to draw round objects of different sizes.

Tasks :

educational: to consolidate previously learned techniques of drawing and painting images; knowledge of flowers;
developmental: promote the development of figurative representation and imagination of children;
educational: to promote aesthetic education.

Means of education:

Visual arts classes in the second junior group. Komarova T.S. – Moscow, 2008.
Album sheets.
Paints (red and yellow).
Brushes.
Cans of water.
Napkins.

Progress of the lesson

Updating knowledge.

Educator invites children to remember how they played the outdoor game “Inflate, Bubble...”. Asks:

What is a bubble?

What does he look like?

Educator. Guys, today we have a drawing lesson. We will learn to draw round objects of different sizes.

Educator.

Guys, what shape is the bubble? (Round.)

How big was the bubble at the beginning? And what did he become when we said together: “Blow up, bubble!”? Physical education lesson (“Blow up, bubble”).

Educator asks them to show in the air how they will draw small and large bubbles.

Now take a brush and green paint, first draw how the bubble was small.

Now take red paint and draw a large bubble, coloring it, repeating the outline, from the edge to the center.

Physical education minute

Blow up, bubble,

Blow up big.

Stay like this

Don't burst out. (inflate)

The bubble burst. (psh-sh-sh-sh)

Summarizing.

The teacher asks questions:

What did we draw today?

What shape is the bubble?

What color did we draw the little bubble with? How big is it?

The teacher lays out all the finished work on the table, examines it together with the children, and enjoys the beautiful bright drawings.

Tasks: To develop in children the ability to coordinate movements with words, to move rhythmically. Exercise children in squatting and forming in a circle, in running in different directions.

Description: Children stand close together in a circle, holding hands. Together with the teacher they say: “Blow up your bubble! Blow up big! Stay like this and don’t burst.” By reciting poems, children gradually expand the circle. When the teacher says, “The bubble has burst,” all the children lower their hands and say in unison, “Pop!” and squat down. The teacher offers to inflate a new bubble: the children stand up, form a small circle again, and the game resumes.

Rules:

Say in unison “Clap!” and squat down only after the words “The bubble burst.”

Options : Perform swinging movements with your arms, first a small ball, then a large one - wide swings of your arms. After the words “Don’t burst!” The teacher says, “The bubbles are flying!” The children run away wherever they want.

Run to the flag (II junior group)

Tasks: To develop children's attention and ability to distinguish colors. Learn to act on a visual signal. Practice running and walking.

Description: Children receive flags of two colors - some red, others blue. The teacher stands on one side of the playground and holds a blue flag in one hand and a red flag in the other. Children with blue flags are grouped near blue, with red ones - near red. Then the teacher invites the children to take a walk. Children walk and run around the playground. The teacher goes to the other side and says: “One, two, three - run here quickly!” He stretches his arms to the sides, the children run to the teacher and group themselves near the flag of the corresponding color. When all the children have gathered, he suggests waving the flags.

Rules:

You can disperse around the playground only when the teacher says, “Go for a walk!”

You can gather around the teacher only after the words “One, two, three - run here quickly!”

Options : Take a ribbon or handkerchief instead of a flag, then dance with it. Enter 2 red and blue flags. The teacher can change the flags by moving them from one hand to the other. Turn on the additional signal “Stop!” (everyone closes their eyes).

Sunshine and rain (II junior group)

Tasks: To develop in children the ability to perform movements at the teacher’s signal, to find their place on the playground. Practice walking and running.

Description: Children sit on chairs along the room, this is their “home”. The teacher looks out the window and says “What good weather, go for a walk!” Children get up and walk in any direction. “It’s raining, run home!” - says the teacher. Children run to the chairs and take their places. The teacher says “Drip - drip - drip!” Gradually the rain subsides and the teacher says, “Go for a walk. Rain stopped!".

Rules:

Children leave home at the signal “Go for a walk!”

They run home when the signal “it’s raining!”

Options : Children first occupy any chair, then only their own. Instead of a house, build a portable canopy to hide from the rain. During the walk they can pick “mushrooms and berries”. Walking can be replaced by dancing.

CARD INDEX

ROUND DRIVING GAMES

EDUCATIONAL AREA

"SOCIALIZATION"

municipal budgetary preschool educational institution combined type kindergarten No. 7 of the city of Kropotkin municipal formation Kavkazsky district

I would like to present a card index of round dance games for children 3-4 years old. Long-term planning consists of 3 sections: name of the game, goals, summary.

The games are selected according to lexical topics, the tasks of the games are developed in accordance with the FGT.

Vegetables “The Bunny was walking” Fruits “Pear” Toys “Matryoshka” “Gifts” “Flag” Fish “There are reeds on the river” Animals “We are walking through the forest” “The Bunny was walking” “Bunny” “Have fun, kids” “Bear” Autumn “Circle” » “Oats” Clothes and shoes “Cap and stick” “Cap” “Heel” Visiting the fairy tale “The Scarlet Flower” “Where have you been, Ivanushka?”

“Grandfather Water” Birds “Pea” “Gardener and Sparrow” Winter “Bear”

Trees and bushes “On the river there are reeds” “Silence” Parts of the body “Big and small legs” “On a level path” “Bunny” “We stomp our feet” Food “Loaf” “Pea” Plants “Scarlet flower” “Like ours” meadow" My family "Loaf" Professions "Needle, thread and knot" Mother's Day "Scarlet Flower" "Loaf" Spring "Sun and rain" My house "Grandmother's yard" "I walk around the house"

New Year “Gifts” Human labor “Oats” “Needle, thread and knot” Pets “Bees dance in a circle” “Cat and mouse” “Horse and fire” “Grandma’s yard” “Where have you been, Ivanushka?”

Wild birds “Lark” Summer “Carousels” “Silence” “Sun and rain” “Round dance” Insects “The bees lead a round dance” Others “Blow up, bubble” “In an even circle” “Now we will go...”

ROUND DRIVING GAMES(Body parts)

Goals and objectives -

develop coordination, orientation in space, develop coordination of words with movements, work on the tempo and rhythm of speech; enrich children's motor experience; cultivate a desire to move expressively; be careful in your movements and movements.

"Big and small legs"
Hold hands and walk in a circle, sometimes slowly, loudly stamping your feet, sometimes speeding up and frequently moving your feet.
Big feet
Walked along the road
Top-top, top-top
Little feet
We ran along the path

Top top top top top

(Wild animals)

Goals and objectives

Promote the development of gaming activities, perform actions in a certain sequence.

To develop the ability to observe certain basic norms and rules of behavior with adults and with peers; to develop the ability to emotionally respond positively to the requests and demands of an adult, to the need to regulate one’s behavior; develop the ability to maintain verbal communication

"We are walking through the forest"
Hold hands and walk in a circle:
We're walking through the forest
We'll find the animals.
Let's call the hare loudly:
“Aw-ow-ow!”
Nobody responds

Only an echo responds

Quietly: “Ay-ay-ay!”

Instead of a hare, you can substitute other words: “Wolf

Top top top top top- develop coordination, orientation in space, develop coordination of words with movements, work on the tempo and rhythm of speech; enrich children's motor experience; cultivate a desire to move expressively; be careful in your movements and movements.

(Wild animals)

Goals and objectives

"On a smooth path"

Together with your child, lead a round dance with the words:

On a smooth path,
On a flat path
Our feet are walking
Our feet are walking.
Over stumps, over hummocks,
over the pebbles,
Over the pebbles, into the hole - bang!

Sit down on the last line.

(Vegetables, animals)

(Wild animals)

Goals and objectives

"The bunny was walking"

Hold hands to form a circle. Walk in a circle, saying the words:

The bunny walked, walked, walked,
I found a carrot
He sat down, ate and continued on his way.
The bunny walked, walked, walked,
I found cabbage
He sat down, ate and continued on his way.
The bunny walked, walked, walked,
Found a potato
He sat down, ate and continued on his way.

When you say “sat down,” stop and squat down.

(Wild animals)

Goals and objectives

“Blow up, bubble!”

Together with the teacher, the children become a tight circle and begin to “inflate the bubble”: with their heads tilted down, the kids blow into their fists, stacked one below the other, like a pipe. At the same time, they straighten up and take in air, and then bend down again, blow air into their tube and make the sound “f-f-f-f”. These steps are repeated 2-3 times. Each time it inflates, everyone takes a step back, as if the bubble has grown a little larger. Then everyone joins hands and gradually expands the circle, moving and saying the following words:

Blow up, bubble, blow up big,

Stay like this, and don't burst!!!

It turns out to be a large stretched circle.

He flew, flew, flew.

And he hit a twig! (children run in a circle)

“The bubble burst!” everyone clap their hands and say the word "Pop!" and run into a huddle.

(Insects, Pets)

(Wild animals)

Goals and objectives

"The bees are dancing in a circle"

Perform appropriate movements.

The bees lead a round dance -
Broom, broom.
The cat hit the drum -
Trump, trump.
The mice began to dance -
Tir-la-la,
So much so that the whole earth began to tremble.

(Toys)

(Wild animals)

Goals and objectives

"Matryoshka"

We walk, we dance in a circle
Before all honest people.
Sit down, let's sit down
Got up let's get up
They showed themselves.

We jumped, let's jump
drowned stomp
We clapped our hands. clap .

(Animals, Winter)

Goals and objectives are to develop coordination, orientation in space, develop coordination of words with movements, work on the tempo and rhythm of speech; enrich children's motor experience; cultivate a desire to move expressively; be careful in your movements and movements.

(Wild animals)

Goals and objectives