Partial program nature and the artist Koptseva. Classes for children of primary preschool age

M .: Bustard, 200 7. - 303 p.

The manual is written in accordance with the state educational standard and the natural science program for pedagogical schools and colleges. It includes basic information on astronomy, physical geography, and biology. Special attention focused on the basics of ecology, identifying patterns in the relationship of organisms with their environment, and issues of nature conservation.

For students and teachers of pedagogical schools and colleges, as well as faculties primary classes pedagogical universities.

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Table of contents
Preface
Introduction
1. EARTH – PLANET OF THE SOLAR SYSTEM
§ 1. Structure and composition solar system. Two groups of planets
§ 2. Planets terrestrial group. Earth–Moon system
§ 3. Our neighbors - Mercury, Venus and Mars
§ 4. Small bodies of the Solar system
§ 5. Origin of the Solar System
§ 6. Sun
§ 7. Stars
§ 8. Our Galaxy
§ 9. Structure and evolution of the Universe
2. FORM AND MOVEMENT OF THE EARTH. PLAN AND MAP
§ 10. Sphericality and rotation of the Earth
§ 11. Time measurement
§ 12. Orientation and measurement of distances on the ground
§ 13. Globe and degree network
§ 14. Geographic Maps
3. INTERNAL STRUCTURE AND RELIEF OF THE EARTH
§ 15. Methods for studying the internal structure of the Earth
§ 16. Internal structure of the Earth
§ 17. Physical properties And chemical composition Earth
§ 18. Movement of the earth's crust
§ 19. Volcanoes and earthquakes
§ 20. External processes transforming the surface of the Earth
§ 21. Minerals and rocks
§ 22. Development of the earth's crust
§ 23. Relief globe
§ 24. Soil
4. WATER COVER OF THE EARTH
§ 25. General information about water
§ 26. The World Ocean
§ 27. The groundwater
§ 28. Rivers
§ 29. Lakes and swamps
5. AIR SHELL OF THE EARTH
§ 30. Composition and structure of the atmosphere
§ 31. Heating of the atmosphere
§ 32. Air temperature
§ 33. Water in the atmosphere
§ 34. Cloud formation, precipitation
§ 35. Atmospheric pressure
§ 36. Winds, their types
§ 37. Weather and its forecasting
§ 38. The concept of climate
6. BIOSPHERE. GEOGRAPHICAL ENVIRONMENT
§ 39. Properties of the biosphere
§ 40. Cycle of matter and energy in the biosphere
§ 41. Geographical envelope
§ 42. Natural areas Russia
7. STRUCTURE AND FEATURES OF LIVING ACTIVITIES OF LIVING ORGANISMS
§ 43. Basic criteria for living things
§ 44. Cell structure
§ 45. Features of cell activity
§ 46. Types of metabolism in organisms
§ 47. Irritability and movement of organisms
§ 48. Life cycle cells
§ 49. Forms of reproduction of organisms
8. DIVERSITY OF THE ORGANIC WORLD
§ 50. System of classification of living organisms
§ 51. Bacteria. Mushrooms. Lichens
§ 52. Plants, their structure. Vegetative organs
§ 53. Generative organs of plants
§ 54. Systematics of plants. Lower plants
§ 55. Higher spore plants
§ 56. Seed plants
§ 57. Animal Kingdom. Protozoa
§ 58. Animal Kingdom. Multicellular organisms: sponges and coelenterates
§ 59. Flat, round and annelid worms
§ 60. Arthropods
§ 61. Molluscs and echinoderms
§ 62. Chordates. Fish
§ 63. Amphibians and reptiles
§ 64. Birds
§ 65. Mammals or animals
9. BASICS OF ECOLOGY
§ 66. Ecology as a science. Environmental factors
§ 67. Impact on certain organisms environmental factors
§ 68. Interaction of factors. Limiting factor
§ 69. Basic properties of populations
§ 70. Relationships between organisms. Biotic environmental factors
§ 71. Ecological systems
§ 72. Energy flow in ecosystems and food chains
§ 73. Properties and structure of biocenoses
§ 74. Diversity of biocenoses
§ 75. Artificial ecosystems. Agrocenosis
§ 76. Evolution of ecosystems
§ 77. Anthropogenic impact on natural ecosystems
§ 78. Rational use of natural resources
§ 79. Man and the biosphere

At each fine arts lesson the following tasks are solved:

• to convey and accumulate experience of an aesthetic (emotional-value) attitude towards the world, to form a child’s ecological culture, to educate a spiritually rich personality;
• transfer and increase the experience of creative activity, form a “culture creative personality"(personal self-realization);
• teach methods of activity, develop children’s skills in fine, decorative and constructive types of creativity, teach the “language of fine arts”;
• to introduce to world artistic culture.
• For fine arts classes with preschoolers, all four tasks are relevant. However, the priority role in the system of artistic creative development personality has the first - the transfer and accumulation of experience of an aesthetic (emotional-value) attitude towards the world. Carrying out this educational task, the teacher develops and forms in children:
• the ability to spiritualize (humanize) “living” and “non-living” nature;
• the ability to identify oneself with objects and natural phenomena, another person or the hero of a work of art;
• readiness to feel the pain and joy of living beings, to empathize with them, to express one’s caring attitude towards rare and endangered (listed in the Red Book) species of plants and animals;
• the desire to take care of those who depend on humans, to prevent violence against nature, to ennoble it to the best of our ability;
• the ability to admire the beauty and diversity of natural forms, to notice the significant in the inconspicuous, to admire the corners of native and exotic nature;
• ability to sense character and variability natural phenomena, express your attitude towards them in mood landscapes (morning, afternoon, evening, night, autumn, winter, spring, summer);
• readiness to emotionally experience the figurative form of works of fine art, etc.

Structural and content characteristics

The “Nature and the Artist” program is designed for four years (second junior, middle, senior and pre-school groups). The system of artistic and creative tasks has a concentric construction principle. Each new level absorbs the main content of the previous ones, revealing it at a new level of complexity.

1. 1. Second junior group"The Artist, Nature and Me."
2. 2. Middle group"The artist and the nature of his native land."
3. 3. Senior group"The artist and the nature of our country."
4. 4. Preparatory group for school “The Artist and Nature of the Five Continents”.

A structural feature of the program is block-thematic planning of lesson content. The main sections of the program are grouped around a single theme. The content of each stage is based on four thematic blocks: “Natural World”, “Animal World”, “Human World”, “Art World”. Topics within each block can be rearranged; the teacher himself determines the order of their consideration.

Organization of the processes of contemplation, creation and communication - three types of pedagogical creativity in a fine arts lesson. The system of artistic and creative tasks is designed for one lesson per week. The basis of each lesson in the program is contemplation native nature, admiring objects real world, perception and comparison of diverse forms of artistic embodiment. The teacher activates the process of perception and contemplation, based on the comparison and comparison of images captured by artists in works of art with real ones natural pictures. The surprise that arises in a child in the process of looking at things familiar to him stimulates the activity of perception.

Program "Nature and the Artist" provides classes on outdoors, when admiring nature is associated in the minds of children with what they learned in class, and the impressions received during a walk are directly reflected in children's creativity.

With different children age groups It is proposed to conduct classes in a living corner, and for a group preparatory to school, organize a trip to the zoo, take an excursion to Botanical Garden or visit the museum, look at original works art, household objects, fossils, show a slide film consisting of expressive frames.

Natural world according to the program "Nature and the Artist" acts as an object of close observation and a means of emotional-figurative influence on creative activity pupils. The proposed system of artistic and creative tasks guides pedagogical work to form in children holistic ideas about nature as a living organism, which is the essence of environmental and artistic education.

Content basis of the program "Nature and the Artist" environmentally friendly in nature. The main semantic setting of this program is that the ecology of nature and the ecology of culture are facets of one problem: the preservation of humanity in man. A child artist, observing nature, expresses in his creativity his vision of the phenomena occurring in it. The teacher helps the child “open his eyes” to the world he sees, implementing the main methodological principle of the program - the spiritualization of natural phenomena.

Features of organizing the work of pre-school specialists

The teacher creates a situation in class figurative comparisons, in which the child’s creative potential, his powers of observation, fantasy and imagination are revealed to the maximum. The teacher is the main organizer of artistic organized lesson. Therefore, everything in a teacher’s behavior is important; he is a tuning fork of goodwill, sensitive to the course of the educational process.

Zebzeeva V.A. Development of elementary natural scientific concepts and ecological culture children: Program overview preschool education. - M.: Sfera, 2009.

Tatiana KOPTSEVA's program is not just a fine arts program. This is a system of artistic education.
And this system was created not just by a smart scientist and a talented teacher. It was created by the Artist. A person who knows from personal experience what it means to create a work of art.
Educators in their work - even advanced ones - often base drawing or modeling classes on teaching technical technique. We need a result, and we achieve it by teaching the child to move a brush over paper in one way or another. And to amuse the children, we introduce them to “unconventional” methods of drawing.
No one denies the importance of techniques. Nobody interferes with painting with a sponge or fingers. But this is just experimentation, not directly related to art.
The basis of art is the expression of a person's inner life. What distinguishes an artist from an ordinary person is the Eye, his in a special way tuned "optics".
And one of most important tasks artistic education - to teach a child to express his feelings, his vision of the world, his mood by means available to him.
If we take this task seriously, Tatyana Koptseva’s program will turn out to be an invaluable guideline for us in our work, a source of various creative ideas. Well, and techniques - both pedagogical and actually artistic.

Marina Aromstam

Nature and the artist

Continuation. For the beginning, see No. /2009

THE ARTIST AND THE NATURE OF OUR COUNTRY

Classes for older preschool children

Theme one: The kingdom of the sorceress-Flora

Introductory lesson. “Nature is a magician, the artist is a spectator”

Content. Observe the state of nature in different time of the year. Notice how the same landscape changes in winter, spring, summer and autumn. The Sorceress Nature, like an Artist, paints pictures of nature, and she has her own colors for each season. The sorceresses - Flora and Fauna - help her in this. Flora - queen flora(trees, herbs, flowers, etc.). Fauna is the queen of the animal world (birds, insects, fish, wild and domestic animals, etc.). The lesson will be more emotional if the teacher uses Flora and Fauna dolls in dialogue with the children.

Attach two sheets of paper to a board or a special easel and ask the children questions: “What do two sorceresses look like? How should they be depicted so that the viewer guesses that one of them is Flora and the other Fauna?” After listening to the children's statements, start making a portrait (for example, draw a nose, or an oval face, or just the eyes, this way you set the scale of the image), then invite the children to continue drawings (children take turns approaching the drawings and adding more and more details to them: one will depict eyebrows, another - lips, the third - a crown, etc.).

Exercise. Drawing on a free topic (diagnosis of children's creative development).

Performing the group composition “Portrait of Flora and Fauna”.

Materials. For a drawing on a free theme, you need paper (1/2 a landscape sheet), a simple pencil (felt-tip pen or colored pencils), for a collective composition - a marker or felt-tip pens.

Lesson “Images of the sky. Light and dark colors"

Content. Admire the heavenly overflows with the guys. Show works of artists expressive in color and photographic reproductions of the sky in sunny and cloudy weather (V. Van Gogh, N. Roerich, I. Levitan, A. Rylov, etc.). Look at the sky outside the window with the guys. Analyze children's work over the past years or visual aids, made by the teacher - watercolor color underpaintings using the "wet" technique and gouache, created on the basis of mixing paints with white, black and gray paints. Give an idea of ​​the light and dark shades colors. When showing techniques for mixing paints with white, pay attention to the lightening of the paint color (blue - light blue, red - light red, etc.). When showing techniques for mixing paints with gray, pay attention to the clouding and darkening of the colors (blue - gray-blue, yellow - gray-green, etc.). Correlate the purity of the paint and its cloudiness with one or another emotional state: dark blue - sadness, light red - tenderness, light blue - silence, peace, red-orange - fun, etc.

Exercise. Image of two different colorful color underpaintings “Heavenly play”: in the “raw” technique (joy - sadness, light - dark, anxious - calm, etc.) and in the technique of impasto gouache based on mixing with white or sulfur ( light - dark - twilight).

Materials. Paper, gouache (mixed with white and gray) and watercolor using the “wet” technique, brushes.

Lesson “Colorful mountains”

Content. Draw children's attention to the peculiarity of our big country, which stretches for many kilometers from north to south and from east to west. Show reproductions of landscapes by artists with the Ural or Caucasus Mountains (N. Roerich and others), expressive photographic reproductions depicting various profiles of mountains at sunset or at night, illuminated moonlight or snow-capped peaks sparkling in the sun, etc. Show how to use colored markers to draw mountains. To prevent the color drawing from being variegated, the outline of the mountains is drawn with a black (gray, blue or brown) felt-tip pen and then painted.

Exercise. Image of high and low mountains, covered with snow caps and overgrown with trees, etc.

Materials. Paper, colored markers or other materials.

Lesson “Tree Family”

Pay attention to the image of the branches. Compare the image of a tree with the image of a person: the top of the tree is the head, the trunk is the torso, the branches are arms, the roots are legs, etc. The growth of a tree depends on its age (tall - adult, small - young). Ask the children to use the plasticity of their own bodies to play with the image of a tree with arms hanging low; tree, bowing its head to its child - small tree, and so on.

Semenova Dasha, 5 years old. Moscow, preschool educational institution No. 1632, “Family of Trees”, coal, ped. Agafonova N.A.

Exercise. Image of large and small deciduous or coniferous trees (grandfather tree, father tree, mother tree, daughter tree, son tree, etc.). “Trees look at the path”, “Friendly family of trees”, etc.

Materials. Paper (you can use the drawings from Lesson 2 as a background), charcoal (chalk).

Lesson “Multi-color flower. Six-flowered"

Show the children the visual aid “Basic and additional colors" Pay attention to the three primary colors - red, yellow and blue.

Tell a tale about how the Artist got into magic garden and found there among the red, blue and yellow flowers a multi-colored flower that had six petals - red, orange, yellow, green, blue, purple. The magic flower could fulfill any of his wishes. The first thing the Artist decided to do was to draw the wonderful flower he saw. Show how to work with gouache paints and with a brush, depicting a flower on a sheet of paper, first with three multi-colored petals - red, yellow, blue, and then between red and yellow - orange, between blue and yellow - green, between red and blue - purple.

Exercise. Image of a flower with six petals.

Materials.

Note. It is possible to complete this task using the cut appliqué technique.

Lesson "Indoor plants"

Exercise. Image of an indoor flower (about nature).

Materials. Paper, charcoal or markers.

Class " It's a sad time, the charm of the eyes"

Look at sets of colored paper with your children, remember the primary and secondary colors, pay attention to complex ambiguous shades, show crimson, gold, purple, etc.

Demonstrate techniques for working with colored paper using the tear-off appliqué technique: the crown of a tree is obtained by tearing off the corners of a square and rectangular sheet of paper; trunk - as a result of tearing a rectangular tape into strips-bars. It should be noted here that the child must first be trained in tearing paper and given the opportunity to make several attempts. The crown of a tree - an oval-shaped figure - is created from a colored sheet. The leg is torn off from black or brown paper - the part of the trunk that is visible from under the foliage. The leg is glued to the hat. The teacher assembles all the trees into a collective composition: he tears out the uneven edge of the earth’s profile from dark paper and places the trees on them.

If necessary, ask the children to make clouds or raindrops for a common panel using the cut-out appliqué technique.

Exercise. Making deciduous trees using the technique of cut-out appliqué, followed by the design of all the trees into the collective composition “Forests dressed in crimson and gold...”, “Sad time, charm of the eyes...”. The work can be done individually or in a group (2-3 people).

Materials. Colored paper, glue.

Lesson “Images of the night. Starlight Night"

Content. The activity can be organized as a journey into the night. Show reproductions depicting night landscapes, green meadows illuminated by moonlight. Using musical or poetic images, create an atmosphere conducive to attentive examination of the photographic reproductions on display, landscapes by I. Levitan “Birch Alley at Night”, “Birch Alley by Day”, works by A. Kuindzhi “ Birch Grove", "Night over the Dnieper", works by V.? Van Gogh and others.

Analyze the visual aids “Mixing colors with black paint”, “Mixing colors with gray paint”. Show techniques for mixing colors. Please note that mixing yellow paint with black results in a dark green color, and with gray paint results in a gray-green color. Remember what shades of color you get when mixing yellow and blue paints.

Exercise. Image of a night landscape. The sky is the result of mixing blue with black or gray paint, the earth is the result of mixing black with yellow, the yellow moon decorates the sky, the stars are the result of spraying yellow paint.

Materials. Paper, gouache, brushes.

Lesson “Ravines and Streams”

Content. Look at reproductions of landscapes that clearly show foreground- uneven ground profile. Tell the story of the Artist who thought the earth should be drawn as a straight line straight line. He was convinced of this until he fell into the pit. Looking from the hole at the sky, he saw the uneven, hummocky profile of the earth, and since then the Artist has been painting the earth as uneven.

Exercise. An image of an uneven (with potholes and holes) profile of the earth (from colored paper using the cut-out appliqué method).

To make a profile of the earth, you can use the drawing from the lesson. The uneven profile is glued to a colored sheet of paper or to a drawing from lesson 2 “Images of the sky.” Trees are depicted in charcoal against the resulting background.

Materials. Colored paper, scissors, glue and charcoal.

Lesson “Still life “Abundance””

While looking at fruits and vegetables, tell a fairy tale about how three friends lived in one magical land - Apple, Apricot and Banana (the main characters could be other fruits and berries, for example, Peach, Grape, Pear, etc.). But one day there was a quarrel between them because each decided that he was the most beautiful and the sweetest. “I am the most beautiful,” said Apple and walked away from his friends. “No, I’m the most beautiful,” said Apricot and also stepped aside. “No, I’m the sweetest and most elegant!” - Banana shouted, but no one heard him anymore, because his friends ran away in different directions. But then the sunny Orange came to them and said that they were all beautiful and tasty in their own way. Orange reconciled friends.

Ask the children to draw any fragment of this fairy tale (two together, one aside; three together, one aside, etc.).

Draw three compositions on the board with different arrangements of fruits: two together, one far away; together; all separately. The teacher asks the children: “How can the viewer guess that Apple, Apricot and Banana are friends with each other or quarreled?”

Exercise. An image of a composition of fruits lying on a table or on a tray (still lifes “Waiting for a visit”, “Abundance”, “Merry fruits”, etc.).

Materials. Paper, pastels and wax crayons or other materials.

Lesson “Autumn harvest. Abundance"

Exercise. Image of a basket with mushrooms.

Materials. Paper, wax crayons, watercolors or other materials.

General lesson. « Portrait of the sorceress Flora - the queen of the world of plants, trees and flowers"

Show, or better yet, remind children of the stages of the image human face. The lesson will be more emotional if the teacher puts a wreath of artificial or fresh flowers, leaves, ears of corn, rowan branches, etc. on his head. and will play the role of the sorceress Flora or use the Flora doll in class.

Exercise. An image of Flora - a female portrait with a wreath on her head or in a crown, decorated with the sun, flowers and leaves, with berry beads, flower earrings, etc. surrounded by flowers, trees or against the background of a rainbow, etc.

Materials. Paper, pastel or colored markers.

General lesson. Admiring pictures of nature. "Nature - Artist - Sorceress"

Exercise. Making a composition from natural forms: applique from autumn leaves“Flowers and leaves in a vase”, “Bouquet of autumn leaves”, etc. Dried flowers and leaves are glued onto a sheet of colored paper or simply laid out in the form of a bouquet. It is possible to do the work collectively: one child folds a vase, the other a bouquet. For a bouquet of flowers, you can use not only dried leaves and flowers of various shapes, but also seeds (pumpkin, sunflower, maple, etc.).

THE ARTIST AND THE NATURE OF THE FIVE CONTINENTS

Classes for preschool children

Topic: Natural World

Introductory lesson. Drawing on a free topic

Content. This lesson is an introduction to the problems of the first thematic block. After completing a drawing on a free topic, remember with your children the most interesting activities of the previous year, ask them what they like to draw the most? Showing children's drawings previous years, ask the children to complete their self-portrait “I am an artist” on a small piece of paper (1/4 of a landscape sheet). Pay attention to the background - the environment: everything in the picture should indicate that the person depicted likes to draw (pictures on the wall, pencils on the table, a brush in his hands, etc.).

Exercise. Drawing on a free topic (diagnosis of children’s creative development, 5–10 minutes). Image of the artist's portrait (self-portrait) « I - artist". Registration possible individual works into the collective composition “Our Group”, “We are Artists”.

Materials. For a drawing on a free theme - paper (1/2 landscape sheet), felt-tip pens, for a self-portrait - paper (1/4 landscape sheet), black or brown felt-tip pen, for a collective composition - Whatman paper.

Borkina Ksyusha, 6 years old, Moscow, preschool educational institution No. 1439, “I am drawing with my friend,” black gel pen, ped. Agafonova N.A.

Lesson “Heavenly overflows”

Content. Consider reproductions of the heavens, pay attention to how the colors of the sky change depending on the time of day (N. Roerich, K. Yuon, K. Monet, etc.). Showing morning, afternoon and evening paintings nature, ask the children what time of day they correspond to? Please note that depending on the colors of nature (fog, sunset, bad weather, sunny day, etc.) our mood also changes.

Together with your children, remember the techniques of working in the “wet” technique, show the stages of work: moisten a sheet of paper with a damp sponge or brush, without waiting for it to dry, apply one paint after another, pouring one color into another. You can lift the sheet or tilt it so that the paints flow across the sheet and leave color tints.

Exercise. On the entire surface of the sheet there is an image of a “color underpainting” with a clearly expressed mood (excitement, sadness, sadness, indignation, delight, etc.). Performing one or two different color underpaintings: “Sky at sunset”, “Morning, sleepy, foggy sky”, “Cloud fight”.

Materials. Paper, watercolor (“wet”) or gouache, brushes.

Lesson “Carpet of autumn leaves”

Content. Show autumn pictures of nature (I. Levitan, I. Grabar, Vladimir landscape painters, etc.), photographic reproductions of early, golden and late autumn. Pay attention to how the colors of the earth change over the three autumn months: from rich yellow-red, gold to faded brown. Think about mixing primary colors (red, blue, yellow) to create secondary colors (green, orange, purple). Analyzing the visual aids “Mixing colors with black and gray”, ask the children what will happen to yellow paint if you mix it with black, with gray (it will turn into green); orange mixes with black and becomes brown. Show how to mix these colors.

The lesson will be more lively if you bring bouquets of autumn leaves and examine the color of both bright leaves and dry ones with dark, faded shades. Ask the children to look for the shades that result from mixing the colors on the leaves.

Exercise. An image of one or two color underpaintings - carpets of autumn leaves. Carpet " Golden autumn" will be obtained by mixing red and yellow paints, yellow and blue, the carpet "Sad Time" - as a result of mixing primary colors with black and gray paints. Mixing of paints is carried out on the entire surface of the sheet, the brush leaves a mark - a stroke - a leaf.

Materials. Colored paper, gouache, brushes.

Lesson “Trees bent by the wind”

Content. Consider reproductions of trees that have survived a hurricane or flood, a lightning strike or a forest fire, whose appearance evokes compassion (a broken branch or tree top, a tree leaning heavily or burned, etc.). Children’s creative activity can be aimed at illustrating N. Zabolotsky’s poem “Lonely Oak” (the story of a dead tree) or A. Barto’s poem “The Old Giant” (the story of how an old giant oak tree, “saving partisans with its branches, was wounded when something” (see: About everything in the world: Collection of poems and riddles. M., 1996).

You can recall the manifestations of the elements in different countries of the world (periods of heavy rains in China, India, Brazil, etc.; strong winds (tornadoes) that sweep over the coasts of America, etc.), consider photographic reproductions reflecting these events.

Exercise. Image of landscapes “Palm tree bent from the wind”, “Dead tree - oak dropped its branches-arms”, “Birch tree tilted under the rain streams”, “Trees on the hill and in the lowland bend from a strong hurricane”, “Willow cries along with the rain”, “Tree in the morning fog”, “Sleepy tree”, etc.

For the image of a tree, you can prepare a background using the drawings of lessons 2 and 3. From the drawing “Images of the Earth” (lesson 3), using the technique of cut (or cut) applique, cut out one or another profile of the earth and paste it onto the drawing “Heavenly overflows” (lesson 2) and only then the outline of the trees is made with gouache paints.

Materials. Paper, gouache, graphic materials (charcoal, chalk, sanguine or sauces) are possible (you can use the work of the classes “Heavenly Overflows” and “Carpet of Autumn Leaves” as a background). Themes “Tree in the morning fog”, “Sleepy tree”, etc. Can be done with watercolors using the “wet-on” technique.

Lesson “Long-living trees. Baobab, oak"

Content. The lesson can be organized as a trip to Africa or to other continents, where unusual trees grow - cypresses, palm trees, vines, cork trees, baobabs, etc. Tell interesting facts about unusual trees, for example, the trunk of a baobab tree can be up to 25–40 meters in circumference, This tree lives for 5 thousand years, its fruits are edible. Residents of African savannas make ropes and coarse fabrics from bark fibers.

Give an idea about the art of silhouette. Analyze the works of artists working in this technique (F. Tolstoy, E. Kruglikova, G. Narbut, etc.). Show techniques for working with colored paper and scissors: on a black or brown sheet with a simple pencil draw the outline of a particular exotic tree (palm tree, cypress, baobab, etc.) and the profile of the land on which it grows. Then the image is cut out and pasted onto the drawing of the “Sky Plays” lesson (you can paste the silhouette of a tree onto a sheet of white or colored paper).

Exercise. Draw and cut out the silhouette of a tree and paste it on a colored background, depending on which you come up with a name for the picture (“Tree at sunset”, “Strong tree”, “Tree in bad weather”, “Tree talking to the sun”, etc.) .

Materials. Colored paper, glue (you can use drawings from previous lessons as a background).

Lesson “Stairway to Heaven. Rainbow"

Show reproductions of landscapes depicting a rainbow, analyze the visual aid “Primary and Complementary Colors.” Read riddle poems about the rainbow to the children (A. Alimbayev, translated from Kazakh by I. Maznin “Motley, like a peacock’s tail, / A bridge stood over our river. / Good for everyone, / Handsome, / Tall / And not far from home. / It’s a pity one thing - / It’s / impossible / to walk along it,” or N. Krasilnikov “Because of the cloudy heights / Looking at the valley, / A seven-colored cat came out, / Gently arched its back”). When depicting a rainbow, remind children of the techniques for mixing colors. Remember the famous rhyme “Every hunter wants to know where the pheasant sits,” the first letters of which determine the order of colors in the rainbow: “k” - red, “o” - orange, “z” - yellow, “z” - green, “g” " - blue, "s" - blue, "f" - purple. This task is best completed watercolor paints using the raw technique. It is important that each child not stereotypically, but in his own way, depicts a rainbow-arc (the rocker peeks out from around the corner of the sheet, or only half of the arc is visible, or the rainbow-bridge is located on the entire sheet, etc.).

It is possible to make a rainbow with three gouache paints - red, blue, yellow, then there will be only six colors in the rainbow, and blue is the color of the heavens surrounding the rainbow.

Exercise. Image of a rainbow-arc (“Flowers admire the rainbow”; “Tree admires the rainbow”, etc.).

Materials. Paper, gouache (red, blue, yellow), brushes (you can use the drawings from Lesson 2 as a background).

Note. The drawing can be done with watercolors using the wet technique, or pastels, or mixed media: a rainbow is depicted with wax crayons, and the sky is depicted with watercolors using the “wet” technique.

It is possible to depict a composition with a rainbow using any artistic material.

Lesson “Bouquet of flowers. Still life in warm or cold colors"

Consider with your children reproductions of works by artists: I. Grabar “Chrysanthemums”, V. Van Gogh “Sunflowers”, A. Golovin “Phloxes”, A. Deineka “Gladioli with Rowan”, M. Saryan “Flowers”, etc. Please note that the limitation color palette, for example, using only warm shades or only cold shades (color) in work, helps the artist express his state of mind(state of peace - whitened, gentle colors; state of joy - contrasting colors: light and dark, warm and cold, etc.).

Color - a system of color combinations in works of fine art, one of the most important means of emotional expressiveness - can be warm (mainly orange, yellow and red tones) and cold (mainly blue, green, violet tones), calm and tense, bright and faded, based on local (decorative) colors and on the use of tonal relationships, etc.

Pay attention to how each artist conveys his attitude towards flowers in his own way, depicting a still life in his own manner. Ask the children to guess the creative style of a particular artist by looking at his painting. For example, after demonstrating the above still lifes again, show Van Gogh’s “Irises”, but do not name the author. Ask the children to identify which artist painted this still life.

Remind children of the techniques for working with gouache paints using the mosaic painting method. Analyze the visual aids “Picturesque Texture” and “Warm and Cool Colors.”

Ask the children to define still life, summarizing what has been said, give your definition of this word (still life is a genre of fine art dedicated to the image inanimate objects: utensils, fruits, bouquets of flowers, attributes of any activity, etc.). Ask the guys to come up with a name for their future still life. Focus their attention on choosing a warm or cold range of colors depending on the design, on the possibility of doing the work with two colors (for example, blue and white; green and gray; brown and white, etc.) or three (red, yellow and white; blue, yellow and gray, etc.).

After the children draw flowers, analyze with them whether their original title drawing (plan) to the final result. When analyzing the drawings of preschoolers, give them figurative names (“Joyful flowers”, “ Delicate tulips", "Proud gladioli", "Cheerful flowers", "Colorful bouquet", etc.).

Exercise. An image of a bouquet of flowers in gouache in warm or cold shades from life or about nature, or from a representation with pronounced emotionality.

Materials. Colored paper, gouache (in addition to primary colors, it is important that the child has gray paint in his arsenal; the teacher must prepare it in advance).

Note. You can make a bouquet of flowers in one lesson warm colors, and on the other - in the cold.

Lesson “Bouquet of Flowers”

The lesson can be organized as a trip to Far East to the Land of the Rising Sun - Japan. In autumn, the Japanese celebrate the Chrysanthemum Festival. The chrysanthemum symbolizes joy among the Japanese. Therefore, receiving a bouquet of flowers as a gift means receiving a wish for a good mood.

The ancient Japanese art of arranging flowers in vases is called ikebana (“flower life”). In an ikebana composition, as a rule, there are three obligatory elements, denoting three principles: Heaven, Earth and Man. They can be embodied as a flower, a branch and grass. According to tradition, ikebana necessarily reproduces the season, and the combination of plants forms well-known symbolic wishes in Japan: pine and rose - longevity; peony and bamboo - prosperity of the world; chrysanthemum and orchid - joy; magnolia - spiritual purity, etc. When carefully examining fresh flowers or their reproductions with children, pay attention to the design of the flower head, how the petals radiate from its center, like rays of sunlight. Read poems about flowers (for example, V. Rozhdestvensky “Astra”, E. Serov “Daisies”, etc.). Show how to use scissors to cut out smooth contours of petals (aster, chamomile) and jagged ones (carnation, cornflower) using the snowflake method. Demonstrate the method of obtaining a symmetrical image using the example of cutting out a vase: fold the sheet in half, draw the outline of a vase on it with a simple pencil, and then cut it out along the outline.

Analyze the visual aid “Warm and Cool Colors” with your children.

Zaitseva Sasha, 6 years old, Moscow, preschool educational institution No. 1439, “The hare cabbage has blossomed”, pastel, ped. Agafonova N.A.

Exercise. Making flowers of different shapes (folding a sheet and cutting out petals using the snowflake method). It is possible to arrange flowers into a collective composition “Flowers in a vase, in a basket”, “Garland of flowers”, etc. By analogy with Japanese art arrangement of flowers - ikebana - color selection corresponds to a particular time of year (bouquets of flowers called “Warm Autumn”, “Circus”, “Holiday”, etc. are performed in warm colors, bouquet “Morning”, “Snow Queen”, etc. - in the cold.

Materials. Colored paper, scissors, glue.

Note. It is possible to perform this work in mixed media: wax crayons + watercolor, then the drawing on the theme “Bouquet of Flowers” ​​is done from life (about life) individually.

Lesson “Exotic plants. Cactus, aloe"

Bring several types of cacti to class or look at their reproductions with your children. Pay attention to the shape of this plant, the arrangement of the thorns, how the American guest is placed in the pot (fat - like a king; thin and long - like a soldier; with many shoots - like a mother with children, etc.).

Exercise. Image from life (about nature) of a cactus in a pot. Coming up with a name for the drawing (“The cactus is pouting, angry,” “The fat guy is good,” “The hedgehog cactus,” “The cactus is sad, bent over,” etc.).

Materials. Paper, any graphic or painting materials: felt-tip pens or markers, charcoal, sanguine or sauces, gouache or watercolor. It is possible to work on a velvet sheet or on colored paper using school colored crayons (pastels).

Note. You can give the theme “Prickly plants” in silhouette, creating an image based on nature.

Lesson “Water is the mirror of nature. Reflection"

Demonstrate a technique for obtaining a mirror image using the monotype technique. Fold the landscape sheet in half (on the large or small side). On one side, use gouache paints to draw a corner of nature (a Christmas tree on a mountain, birches at sunset, etc., it is important that the earth is depicted), then moisten the other half of the sheet with diluted blue paint (or just water), after which Fold the sheet along the fold line and press with your hand so that the design is imprinted on the wetted half of the sheet. Then open the halves and look at the resulting print; If the mirror print is unclear, you can correct the image with gouache.

Exercise. Image of reflections of trees, grass, flowers, etc. in water. You can use the monotype method to make a mirror print of a particular landscape.

Materials. Paper, gouache (watercolor).

Note. It is possible to complete this task using any painting or graphic materials.

Osipov Vladik, 6 years old, Moscow, preschool educational institution No. 1439, “The sun admires the reflection of the house,” gel pen, ped. Agafonova N.A.

Lesson “Vase with fruits”

Many fruits and vegetables came to us from different countries of the world, from other continents: bananas and coconuts - from Africa, coffee - from America, grapes, lemons, tangerines and oranges, pears - from European countries (Bulgaria, Greece or the southern regions of Russia and etc.). Place the fruits (or their replicas) on a tray or in a beautiful vase. Look carefully at their shape and color, give children the opportunity to touch them with their hands, eat a slice of apple or a grape, etc.

Looking at still lifes made by different artists (I. Khrutsky, J. Jordan, I. Mashkov, etc.), pay attention to the fact that the artists manage to convey the idea of ​​abundance and richness of nature by depicting a large number of fruits and fruits in a small space.

This task can be completed using various artistic materials: applique techniques, modeling (based on tiles), paints, etc.

Before practical work, show how to work with this or that material.

If practical work children will make from colored plasticine, then show and analyze reproductions of Russian tiles depicting a bowl (vase) with fruits. Show techniques for decorating square (round, rectangular) cardboard, pay attention to decorating the border of the tile.

Exercise. Relief modeling based on Russian tiles “Vase with Fruits”, “Abundance” and other materials.

Materials. Plasticine (clay), cardboard or other.

Note. It is possible to depict a still life in gouache or pastel from life, based on nature, according to the idea (“Rowan branch in a vase (tues)”, “Vegetables on the table”, etc.) or perform this task using the appliqué technique (“Fruit bowl” ) collectively or individually.

Lesson “Loaf of Bread”

Content. Bring various bread products to class (loaf, bun, loaf, bagels, rolls, dry breads, etc.), try them with your children. Remember what bread is made from. Consider and analyze with preschoolers reproductions of paintings by artists depicting ears of wheat or rye or bread products (A. Plastov “Harvest”, “Tractor Driver’s Dinner”; V. Stozharov “Moscow Baking”; I. Mashkov “Moscow Food. Bread” and etc.). Place a loaf of bread on a towel (an embroidered towel with beautifully decorated edges), as was done in the old days. Place a salt shaker with salt on the loaf. Tell the children that this is how the loaf was decorated when welcoming dear guests (or the bride and groom).

According to the old custom, bread means the mercy and hospitality of the owners, salt is a symbol of love, and the towel is a symbol of purity.

Show techniques for depicting a loaf using the appliqué method. To do this, take a rectangular brown sheet, fold it in half, cut off the corner, rounding it with scissors. If, upon unfolding the sheet, you see that the edges of the loaf are roughly cut, try making a rounding again. Then use a small square of paper to make a salt shaker.

You need to cut out a lace fringe for a towel from a white sheet of paper (in the old days, lace was woven separately and then sewn to the main fabric). To do this, take a strip of paper, fold it into an accordion and cut off one of the corners, then decorate the stiffeners by cutting out triangular and round holes of different sizes. Unfold the accordion and glue it to a white sheet.

When all the elements of the composition are ready, you can put them together: first glue a towel onto a colored sheet of paper, then a loaf of bread onto it, and a salt shaker onto the loaf.

Exercise. Performed using the loaf appliqué technique (decorative composition “Russian Hospitality”, etc.).

Materials. Colored paper, scissors, glue or other materials.

Note. It is possible to depict from nature or about the nature of spikelets of various cereals (“Oats and a drop of dew”, “A butterfly admires a spikelet”, etc.).

Lesson “Miracle tree, miracle flower”

Content. Read the poem “The Miracle Tree” by K. Chukovsky to the children, look at the illustrations different artists for this work, ask the children to imagine the image of their miracle tree so that things that the author does not mention in his poem grow on it (for example, televisions, children's toys, bicycles, umbrellas, etc.). To make the answers more varied, ask the children to look at the objects around them and choose the ones they like (for example, a table lamp, a vase of flowers, a picture in a frame, scissors, books, a table, a chair, a handbag, a watch, etc.).

This lesson can be based on examining objects of decorative and applied value (folk crafts). Draw children's attention to variety artistic forms(Gorodets, Gzhel, Khokhloma, Zhostovo, Polkhov-Maidan, etc.). Compare the figurative structure of each style, their color preferences, compare the image of a real flower with a stylized, decorative one, ask the children to compose their own miracle flower using the motifs they like.

Exercise. An image of a fantastic image of a miracle flower or a miracle tree, for example, a tree on which toys, candies, etc. grow.

It is possible to create a fairy-tale flower based on the paintings of folk crafts (Khokhloma, Gzhel, Gorodets, Semeno, Polkhov-Maidan, Zhostovo, etc.).

Materials. At the choice of the teacher.

Lesson “Portrait of the sorceress-Nature in autumn outfits”

Exercise. An image of a portrait of the sorceress-Nature in autumn outfits (hair - spikelets or stems of flowers, eyes - leaves, beads - berries, earrings - bunches of grapes, a wreath of various herbs and flowers, the dress is decorated with juicy fruits, etc.).

Materials. At the choice of the teacher.

General outdoor activity

Game “Guess”: children think about the question: “What is a tree (blade of grass, sky, stone, bench, etc.) thinking about?” Game “Which is what?”: children answer the question: “What artistic material (charcoal, gouache, watercolor, pastel, colored paper, plasticine, etc.) would an artist use to depict the sky (leaves, tree bark, asphalt path, etc.) P.)?". Collection of natural materials (cones, branches, feathers, acorns, etc.). Game “What does this look like?”: children, looking at the found objects, answer the question: “What (who) does the knot (stone, pine cone, cloud, etc.) look like?”

Exercise. Making sketches from life (about nature) of grass, twigs, trees, etc.

Materials. Notepad, pencil, charcoal.

"Artists of the 16th Century" - Erasmus of Rotterdam 1523, Museum of Art, Basel. Madonna of Chancellor Rolin 1435, Louvre Museum, Paris. Adam and Eve 1507, Prado, Madrid. Head of democracy in the Netherlands art XVI century. Madonna of Canon van der Paele 1436, Art Gallery, Bruges. Madonna with a Pear 1512, Kunsthistorisches Museum, Vienna.

“Shevchenko the Artist” - Kmitlivykh Competition. And when there was free time, I read and painted. 1. Contest KMITLIVIKH 2. Narodni -n. I ... 3. Viktorik “Chi Know Tut Shevchenka?” It’s hard to live an orphan in hires! Kudyshiye walks old Mati? water?

“Artists of the 20th century” - Three figures. Blue and period: . An old beggar with a boy. Ghost cow. Symbiosis of woman and animal. A family of comedians. The work of Salvador Dali is still controversial. Life 1903 Harlequin. acrobat and young Harlequin. Dance II. My mother. “Portrait of Fernand Olivier”, 1909. Family portrait.

“Profession of an artist” - Risks of professions: The working day of an artist is often associated with maximum freedom. Stress of financial collapse and misunderstanding of others. Where to work: There is also the prospect of opening your own art salon or studio. Personal qualities and abilities. Demand on the labor market: Work schedule: Medical contraindications:

“Great Artists” - Cheerful Unicorn 1977 Vincent Van Gogh. Salvador Dali. Poverty, alcoholism and bouts of mental illness led Vincent to suicide. Rembrandt Harmens van Rijn. During his lifetime, only one van Gogh painting was sold. Picasso Pablo (Picasso, Pablo) (1881-1973), French artist, of Spanish origin.

“British Artists” - Lely becomes a master of the Guild of Saint Luke in Haarlem in 1637. Flaxman pictures are open profound meanings to us but not every person can see it. Peter Lely studied painting in Haarlem. Most famous non-portrait work Lely is probably Nymphs by a fountain in Dulwich Picture Gallery. The designs for the Iliad and Odyssey were commissioned by Mrs.