Didactic games for preschoolers in art. Card index of didactic games on art in the senior group

DIDACTICAL

selected by an art teacher

MBDOU "CRR - kindergarten No. 166"

Voronezh

Tsitsilina M.G.

D/I “Guess what happens?”

Target: Develop imagination, fantasy, creativity.

Material: Sheet of paper, pencils.

Exercise: The teacher invites one of the children to start imitating

object (line), but not completely. The next one says that this may be and draws another line. The next one must come up with something else and finish it in accordance with his plan. This continues until one of the players can no longer change the drawing in his own way. The one who made the last change wins.

D/I “Magic Palette”

Target: Develop a sense of color.

Material: Gouache. Palette.

Exercise: The teacher invites the children to play with the palette and paints. By mixing paints you can get different shades of colors. You can suggest depicting how the sky brightens at dawn using blue and white paints. You need to whiten the blue paint on a palette, gradually adding white and successively applying strokes to a sheet of paper. The main thing is to ensure that the shades change as evenly as possible. Invite the children to draw how the sun sets (from orange to red), how the leaves turn yellow in the fall (from green to yellow).

D/I “What doesn’t happen in the world?”

Target:

Material: Colour pencils. Paper.

Exercise: The teacher asks the child to draw something that does not exist in the world. Then he asks to tell what he drew and discuss the drawing: whether what is depicted on it really does not occur in life.

D/I “What could this be?”

Target: Develop imagination.

Material: Gouache. Palettes.

Exercise: The teacher invites children to draw sweet, round, fragrant, fresh, fragrant, salty, green, etc. The game can be repeated several times, using new material each time.

D/I “Tell me about their mood”

Target: Develop perception, attention, imagination.

Material: Illustrations depicting people's faces expressing various emotional states. Paper. Colour pencils.

Exercise: The teacher suggests looking at a picture depicting a person’s face and talking about his mood. Invite children to draw a face - a riddle. The game can be repeated with different materials.

D/I “Let’s help the artist”

Target: Develop creative imagination.

Material: Colour pencils. Paper.

Target: The teacher invites the children to draw an unusual car that will take them to a magical land. Draw and tell about your car.

D/I “Invent it yourself”

Target: Develop imagination and fantasy.

Material: Paper. Paints. Palettes. Markers.

Exercise: The teacher invites the child to imagine that he has flown to another planet and draw what he could see there. When the drawing is ready, you can invite the child to come up with a story.

D/I “Magic Pictures”

Target: Teach children to create images based on a schematic representation of an object.

Material: A piece of paper with an unfinished image. Colour pencils.

Exercise: Complete the picture. Mark the most interesting pictures when the guys come up with something of their own, unlike other pictures.

D/I “Merry Palette”

Target: Develop a sense of color.

Material: Cards with objects. Palettes with shades of colors.

Exercise: Name each picture and show its color on the palette. Pick up all the pairs: lemon - lemon... (etc.) Now try to guess what other colors can be called. Find the carrot among the pictures and the matching one on the palette. What is the name of this color? (Orange.) But you can say it in another way - carrot. Show beet color on your palette. Lilac. Olive. If it’s difficult, compare with images of fruits and flowers. What would you call the color of plum? (Purple, or otherwise plum.) How is yellow different from lemon? (Lemon is a shade of yellow with a slight hint of green.)

D/I "Klubochki"

Target: To develop in children the ability to perform circular movements when drawing a ball in a closed circle, relying on visual control and with their eyes closed.

Material: Picture "Kitten with a ball." Sheets of paper. Pencils.

Exercise: The teacher invites the children to look at a picture of a kitten playing with a ball of thread. Then he invites the children to collect the threads into a ball and shows how the threads are collected into a ball, imitating with the movements of a pencil winding the threads into a ball. Periodically, the teacher invites children to close their eyes and perform movements with their eyes closed.

In order for children to show interest in work, you can give them the opportunity to draw a lot of balls, arrange a competition: who can draw the most balls.

D/I “Symmetrical objects”

Target: Reinforce with children the idea of ​​symmetrical objects and familiarization with the profession of a potter.

Materials: Templates of jugs, vases and pots, cut along the axis of symmetry.

Exercise: The potter broke all the pots and vases that he had made for sale at the fair. All the fragments were mixed up. We need to help the potter collect and “glue” all his products.

D/I "Cheerful Dwarf"

Target: Teach children to create images based on the perception of a schematic image of an object.

Material: A picture depicting a gnome with a bag in his hands and several bags of different shapes cut out of paper, which can be superimposed on the picture and changed in the gnome’s hands.

Exercise: The teacher shows the children a picture and says that a gnome came to visit the children; he brought gifts, but what the children must guess and draw.

D/I "Wonderful Forest"

Target: Teach children to create situations in their imagination based on their schematic representation.

Material: Sheets of paper on which several trees are drawn and unfinished, unformed images are located in different places.

Colour pencils.

Exercise: The teacher hands out sheets of paper to the children and asks them to draw a forest.

full of miracles, and then come up with and tell a story about it.

D/I "Shifters"

Target: Teach children to create images of objects in their imagination based on the perception of schematic images of individual parts of these objects.
Material: Pencils. Sheets of paper with the image of half of an object.

Exercise: The teacher invites the children to draw whatever they want to the figure, but so that it turns out to be a picture. Then you need to take another card with the same figure, put it upside down or sideways and turn the figure into another picture. When the children complete the task, take cards with another figure.

D/I “Make a portrait”

Target: To consolidate knowledge about the genre of portraiture. Develop a sense of proportion.
Material: Various modifications of facial parts. Paper. Colour pencils.

Exercise: The teacher invites children to make a portrait from different parts of the face.

Determine the mood and draw a portrait.

D/I "Underwater World"

Purpose of the game: Strengthen children's knowledge about the inhabitants of the underwater world. Teach children to carefully examine the shape, color, and structural features of underwater inhabitants. Learn to create a multifaceted composition using underpainting. Develop fine motor skills. Activate children's vocabulary.

Material: Illustrations depicting the inhabitants of the underwater world. Paper. Watercolor.

Exercise: Together with the teacher, children remember who lives in the seas and oceans, clarify their body structure and coloring. Then, in the underpaintings, children create a picture of the underwater world, arranging objects in a multifaceted manner. The chip goes to the child who created a more interesting picture, the one who used a lot of details to create a picture of the underwater world.

D/I “Draw a warm picture”

Target: Clarify with children the concepts of “warm and cool colors”; continue to learn how to compose a picture from memory, using warm colors when coloring.
Material: 4 pictures depicting simple plots, geometric shapes found in these pictures, colored pencils, felt-tip pens, sheets of white paper.

Exercise: Having carefully examined the uncolored sample picture, at the teacher’s signal, turn it over, depict the scene you saw on your sheet of paper, and color it, adhering to a warm palette.

D/I “Who will draw the most oval-shaped objects?”

Target: Strengthen children's ability to quickly find similarities between ovals located horizontally, vertically or diagonally with whole objects of the plant world or their parts, and complete the images.
Material: Cards with images of ovals in different positions, colored and simple pencils, felt-tip pens, crayons.

Exercise: The teacher invites children to draw at least 5 images of plants in ovals, color them in the appropriate color, while combining various visual materials to complete the resemblance to the original.

D/I "Stained Glass"

Target: Develop imagination, sense of color and shape.

Material: Paper. Markers. Colour pencils. Gouache.

Exercise: The teacher asks the children to draw an image on a piece of paper with their eyes closed. Then look at the resulting image, figure out what it looks like and color it with paints.

Compiled by: Gnedina E.V.

Game "Collect a landscape"

Using the example of a landscape, it is also convenient to develop a sense of composition and knowledge of natural phenomena. To do this, it is convenient to use this didactic game.
Purpose of the game: to develop compositional thinking skills, consolidate knowledge of seasonal changes in nature, consolidate knowledge of the concept of “landscape,” develop observation and memory.
Progress of the game: the child is asked to compose a landscape of a certain season (winter, spring, autumn or winter) from a set of printed pictures; the child must select objects that correspond to this particular time of year and, using his knowledge, build the correct composition.

"Little Artists"

Goal: Improving color perception and color discrimination.

Game material: A set of pictures “Vegetables and fruits” and a set of colored circles (you can use a set of gouache paints in jars of at least 12 colors).

Progress. The teacher gives the children pictures of vegetables and asks them to choose a colored circle (paint) to match their vegetable or fruit. Then trace the drawn vegetables and fruits with your finger, specify the shape and name the color.

“Make a hedgehog out of sticks.”

Goal: Development of imagination, learning to create a schematic image.

Game material: sets with counting sticks according to the number of children.

Progress. The teacher invites the children to think and use counting sticks to create an image of a hedgehog.

“Name your fingers.”

Goal: development of motor skills, consolidation of the names of the fingers.

Progress. The teacher reads a poem:

My little finger, where have you been?

I went to the forest with this brother

I cooked cabbage soup with this brother.

I sang songs with this brother.

Well, I met this one and treated him to candy.

Children show their fingers, then call them.

“Lay out the pattern.”

Game material: silhouette images of items of clothing, a set of geometric shapes, one per pair of children.

Progress. The teacher offers to decorate clothes for the dolls. Indicates that the pattern should be located in the center and along the edges.

“When it’s fun, when it’s sad.”

Goal: developing the ability to determine the mood of a picture by its color scheme.

Game material: illustrations from books.

Progress. The teacher shows the illustration and invites the children to determine what mood it evokes and explain their choice.

“Make a pattern on a circle.”

Goal: Developing the ability to construct a pattern, taking into account the spatial relationships between its elements, maintaining symmetry. Developing cooperation skills.

Game material: paper circles, a set of geometric shapes, one per pair of children.

Progress. The teacher suggests decorating a plate for dolls. Indicates that the pattern should be located in the center of the plate and along the edges.

“Recognize the elements of the pattern.”

Target:clarify and consolidate the idea of ​​the main elements of what- or painting, teach to isolate individual elements of a pattern, develop observation, attention, memory and speed of reaction, and arouse interest in painting.

“Make a Khokhloma pattern”

Goal: to consolidate children’s ability to compose Khokhloma patterns using appliqué. Fix the names of the elements of the painting: “misfires”, “blades of grass”, “shamrocks”, “droplets”, “crooked”. Maintain interest in Khokhloma crafts Material: stencils of dishes by Khokhloma artists made of yellow paper."Gorodets patterns"

Goal: to strengthen children’s ability to compose Gorodets patterns, recognize the elements of painting, remember the order of the pattern, and independently select the color and shade for it. Develop imagination, the ability to use acquired knowledge to compose a composition.

Material: stencils of Gorodets products made of yellow paper

"What does a landscape consist of"

Goal: to consolidate knowledge about the genre of landscape, its distinctive and constituent features and parts. Material: various pictures depicting elements of living and inanimate nature, subject matter.

"What does a still life consist of"

Goal: To consolidate knowledge about the genre of still life, features of the image,

constituent elements. To consolidate knowledge about the objective world, its purpose and

classifications. Material: various pictures depicting objects, flowers, berries, mushrooms, animals, nature, clothing, etc.

Card index

didactic games for art activities

in the middle group.

Drawing.

"Magic Color"

Target: During the game, develop children's attention and interest in various colors and shades, a feeling of joy when perceiving the beauty of nature.
Material: cards with different colors.
Progress of the game: Give the children cards with squares of different colors. Then the teacher says a word, for example, birch. Those children who have black, white and green squares raise them up.
Then the teacher says the next word, for example, rainbow, and the squares are raised by those children whose colors correspond to the colors of the rainbow. The children’s task is to respond as quickly as possible to the words spoken by the teacher.

"IN cheerful colors"

Target: introduce children to primary and composite colors and the principles of color mixing.

Material: cards with pictures of girls-paints, signs “+”, “-”, “=”, paints, brushes, paper, palette.

Progress of the game: Children are asked to solve examples by mixing colors, for example, “red + yellow = orange”, “green + yellow = blue”.

"Caterpillar"

Target. Exercise children in determining warm or cold colors, in the ability to arrange colors in shades from light to dark, and vice versa.

Material: colored circles of warm and cold colors, image of a caterpillar's head.

Progress of the game. Children are invited to use the circles provided to create a caterpillar with a cold color scheme (warm) or a caterpillar with a light muzzle and a dark tail (dark muzzle and light tail).

"Tangles"

Target: develop in children the ability to perform circular movements when drawing a ball in a closed circle, relying on visual control and with their eyes closed.

Progress of the game. The teacher invites the children to look at a panel in which a kitten plays with balls of thread that he has unwound. Then he invites the children to collect the threads into a ball and shows how the threads are collected into a ball, imitating with the movements of a pencil winding the threads into a ball.

Periodically, the teacher invites children to close their eyes and perform movements with their eyes closed.

In order for children to show interest in work, you can give them the opportunity to draw a lot of balls, arrange a competition: who can draw the most balls.

"Matryoshkin sundress"

Target games: develop compositional skills, consolidate children’s knowledge of the basic elements of painting a Russian nesting doll, consolidate knowledge of Russian national clothing.
Progress of the game: Silhouettes of three nesting dolls are drawn on the board, the teacher calls three children in turn, they each choose to wear their own nesting doll.

Exercise “Let’s draw how the plates are located on the table.”

Target: exercise children in drawing round and oval shapes, develop the ability to distinguish objects by size from large to small.

To complete the exercise, children are given stencils with slots for three circles of different sizes and slots for three ovals located between the circles. The ovals are also of different sizes, with handles attached to them.

Progress of the game: The teacher says: “Children, three bears came to visit us. Let's give them a treat. For this we need dishes: plates and spoons.” The teacher shows the children stencils and suggests tracing circles and ovals, and then adding handles to the ovals to make a spoon.

After completing the task, the bears and the children watch how all the work is done and compare it with the real table setting, where the plates and spoons are located. Here you can also clarify which side of the plate the spoon is located on.

“Collect and count the nesting dolls”

Purpose of the game: consolidate knowledge about the Russian nesting doll, develop the ability to distinguish this type of creativity from others, develop ordinal counting skills, eye, and reaction speed.
Progress of the game: There are pieces of paper with drawn silhouettes of nesting dolls hanging on the board, three children are called and they must quickly sort the nesting dolls into cells and count them.

“Who will draw the most oval-shaped objects?”

Target: consolidate children’s ability to quickly find similarities between ovals located horizontally, vertically or diagonally with whole objects of the plant world or their parts, and complete the images.
Progress of the game: draw at least 5 images of plants in ovals, color them in the appropriate color, while combining various visual materials to complete the resemblance to the original.

"Who's playing hide and seek with us"

Target: teach children to compare the color, background of the picture with the coloring of animals, which allows these animals to be invisible against this background.
Move games: take two cards of different colors, name animals with similar colors; Having received the figure, circle it on the desired background. The winner is the one who gets the most figures, and also draws suitable animals that the teacher did not have.

“Draw a warm picture”

Target: clarify with children the concepts of “warm and cool colors”; continue to learn how to compose a picture from memory, using warm colors when coloring.
Material: 4 pictures depicting simple plots, geometric shapes found in these pictures, colored pencils, felt-tip pens, sheets of white paper.

Progress of the game: Having carefully examined the uncolored sample picture, at the teacher’s signal, turn it over, depict the scene you saw on your sheet of paper, and color it, adhering to a warm palette.
Game actions: depicting a plot from memory, completing small details, using unconventional drawing methods to add individuality to your work.
Creative tasks:
A) draw a “warm” still life;
B) tell me what is orange (pink, red, yellow);
B) paint your clothes in warm colors. What vegetables and fruits come in the same color?

"Painted horses"

Target: consolidating knowledge of the main motifs of Russian folk paintings (“Gzhel”, “Gorodets”, “Filimonovo”, “Dymka”), strengthening the ability to distinguish them from others, name them correctly, and develop a sense of color.
Progress of the game: the child needs to determine in which clearing each of the horses will graze, and name the type of applied art based on which they are painted.

"Portraits"

Target: teach children to draw a head using templates.
Materials: a sheet of paper with a drawn oval of the face; cardboard templates of eyebrows, eyes, nose, lips, ears, hairstyles.
Progress of the game: They lay out the head on a piece of paper, trace it, and color the resulting portrait.

“Make a hedgehog out of sticks”

Target: learn to convey an image schematically, distract from secondary features, conveying the main ones.
Material: counting sticks, or colored paper strips, or markers.
Progress of the game: lay out the image with sticks or draw the shelves with a felt-tip pen, or paste on an image from strips.

"Sea bottom"

Purpose of the game: development of artistic composition skills, development of speech, logical thinking, memory.
Progress of the game: A very common game that can be used not only in art activities, but also in other educational areas. The children are shown the seabed (empty), and it must be said that all the sea inhabitants wanted to play “Hide and Seek” with us, and in order to find them we need to guess riddles about them. The one who guessed correctly puts the resident in the background. The result is a complete composition. The teacher motivates children to perform visual activities. (Good to use with middle and older groups). In the same way, you can study with children other themes of plot compositions: “Summer Meadow”, “Forest Dwellers”, “Autumn Harvest”, “Still Life with Tea”, etc. You can invite several children to the board and ask them to make different compositions from the same objects. This game develops intelligence, reaction, and compositional vision.

"Collect a landscape"

“Using the example of a landscape, it is convenient to develop a sense of composition and knowledge of natural phenomena. To do this, it is convenient to use this didactic game.
Purpose of the game: to develop compositional thinking skills, to consolidate knowledge of seasonal changes in nature, to consolidate knowledge of the concept of “landscape”, to develop observation and memory.
Progress of the game: the child is asked to compose a landscape of a certain season (winter, spring, autumn or winter) from a set of printed pictures; the child must select objects that correspond to this particular time of year and, using his knowledge, build the correct composition.

"Choose a word"

Target: develop the ability to select the right words for a picture

Material: reproduction of a painting.

Game description: It often happens that you really like a picture, but it’s difficult to talk about it, it’s difficult to find the right words. The teacher names 2-3 words, and the children choose one of them that is most suitable for this picture, and explain their choice.

For example, I. Mashkov’s painting “Moscow Food. Breads"

Sonorous – sonorous – quiet

Sound. There are very bright, sonorous colors here. Their voice is not ringing, although loud. Rather, it is thick, like the aroma of all these breads.

Spacious - cramped

Tight. There are so many things depicted here. Of course, they are cramped.

Joyful - sad

Joyful. There is abundance here! And all this food is so beautiful, elegant, as if at a holiday, as if the rolls and breads were showing off to each other, which one is better.

Light - heavy

Heavy. There's a lot here. The breads are large and heavy. And all around are lush buns and pies. Everything together looks like something dense and heavy. How soon does the table hold up?

“Find the paintings,

painted with cold and warm colors"

Target: consolidate children's ideas about warm and cold colors.

Material: reproductions of still lifes, painted in warm and cold colors.

Game description: Find paintings painted only in warm colors (or cold ones) or sort paintings painted in warm and cold colors into groups.

“Pick up the colors,

which the artist used in his painting"

Target:

Material: pictures of landscapes, colored stripes.

Game description: Each player receives a picture of a landscape. By applying colored stripes to the image, the child selects the colors that are in his picture.

“Recognize a still life from a model”

Target: consolidate children's ideas about composition, teach children to highlight the shape of objects.

Material: reproductions of paintings with still lifes, models (schemes) of still lifes.

Game description: Children are invited to choose a suitable diagram for the still life.

“Define and find a genre”

(portrait, landscape, still life)

Target: to clarify children’s ideas about different genres of painting: landscape, portrait, still life.

Material: reproductions of paintings.

Game description: Option 1. The teacher suggests looking carefully at the paintings and putting paintings depicting only a still life (or only a portrait, landscape) in the center of the table, putting others aside.

Option 2. Each child has a reproduction of a painting, some of them depict a landscape, some have a portrait or a still life. The teacher asks riddles, and the children must show the answers using reproductions of paintings.

If you see in the picture

A river is drawn

Or spruce and white frost,

Or a garden and clouds,

Or a snowy plain

Or a field and a hut,

Required picture

It's called... (landscape)

If you see in the picture

Cup of coffee on the table

Or fruit drink in a large decanter,

Or a rose in crystal,

Or a bronze vase,

Or a pear, or a cake,

Or all items at once,

Know that this is... (still life)

If you see what's in the picture

Is anyone looking at us?

Or a prince in an old cloak,

Or a steeplejack in a robe,

Pilot, or ballerina,

Or Kolka, your neighbor,

Required picture

It's called... (portrait).

“Match the word and the mood of the picture”

Target: evoke in children an emotional relationship to the picture

Material: reproductions of paintings.

Game description: the teacher shows reproductions of paintings, and the children must guess their mood, or the teacher names a word denoting the mood, and the children hold up a reproduction of the painting in which this mood is expressed.

"Exhibition of paintings"

Target: teach children to recognize genres of painting: landscape, portrait, still life, and compose a story based on a painting.

Material: reproductions of paintings.

Game description: The teacher instructs two children to create an exhibition using reproductions that differ in content and genre. While they are working, the rest of the children act as tour guides - they come up with a story according to the following plan:

Why are these works placed this way?(They have a common theme; they are of the same genre - landscape, portrait or still life)

Which piece did you like and why? What means of artistic expression did the author use?(Color, composition, conveying mood)

The “Best Designer” badge is awarded to the one who most successfully arranged the paintings, selected them according to themes, genre, and color combination.

The “Best Guide” badge is awarded to the preschooler who has compiled the most interesting and consistent story about the picture (according to the proposed plan), as well as correctly answered the children’s questions.

The “Best Viewer” badge is awarded to the person who asked the most interesting question.

The child who received the “Best Designer” badge has the right to choose the first two guides from the group of children. After listening to their stories, the children determine the best one, give him the “Best Guide” badge, and he chooses the next pair of guides from among the children who asked interesting questions.

"Art Salon"

Target: teach children to compose a story based on a picture, highlight the means of artistic expression.

Material: reproductions of paintings.

Game description: children look at the reproductions of paintings on display in the “art salon”; those who want to “buy” the ones they like.

The painting is “sold” if the child was able to tell the name of the work, why he wants to buy it (as a gift for his mother, for a friend’s birthday, to decorate a room, etc.), and also answered the questions: “ What does a work of art tell about?”, “What is conveyed in it?

mood?”, “By what means did the artist show the main thing in the picture?”, “Why did you like the picture?”

The person who purchases the largest number of works of art has the right to arrange an exhibition (in the art corner) and receives the role of salon seller. This is how both sellers and buyers change during the game.

“Make a still life”

Target: consolidate knowledge about the genre of still life, teach how to compose a composition according to your own plan, according to a given plot (festive, with fruits and flowers, with dishes and vegetables, etc.)

Material : various pictures depicting flowers, dishes, vegetables, fruits, berries, mushrooms or real objects (dishes, fabrics, flowers, dummies of fruits, vegetables, decorative items)

Game description: The teacher invites the children to create a composition from the proposed pictures, or to create a composition on the table from real objects, using various fabrics for the background.

"Find the error"

Target: teach children to listen and watch carefully, to detect and correct mistakes.

Material: reproductions of the painting.

Game description: The teacher, in an art history story, describes the content of the work and the means of expression used by the artist, explains what mood the artist wanted to convey in his work, but at the same time deliberately makes a mistake in describing the picture. Before starting the game, children are given the instruction to watch and listen carefully, as a mistake will be made in the story.

Rules. Listen and watch carefully, detect and correct errors. The winner is the one who identified the most errors and corrected them correctly. He also gets the right to be the leader in the game - to compose an art history story based on another work.

An approximate art history story from a teacher (with intentional errors) based on the painting “Haymaking” by A.A. Plastova:

“Before you is a reproduction of a painting by A.A. Plastov “Summer” (wrong in the title). She talks about how, on a hot, clear day, mowers - old men and women - came out into a meadow covered with green, emerald grass (there is no description of the flowers) (the image of a teenager is missing in the description). The most important and beautiful thing in this picture are the white-trunked birches; they are painted in the center of the picture (an erroneous description of the compositional center). The work conveys peace and quiet joy. To do this, the artist uses bright, rich colors: yellow, green, blue, red.”

"Living Picture"

Target: develop empathy in children by endowing objects with human feelings, thoughts, and characters.

Material: reproduction of the painting.

Game description: children are divided into groups. Each group receives a reproduction of a painting by an artist. Children should, on behalf of those depicted in the picture (roads, trees, sky, etc.) talk about their colors and their mood, without naming it. The task of everyone else is to guess what is depicted in this or that picture and its name.

"Live still life"

Target: to train children in the ability to transform.

Material: reproductions of paintings.

Game description: The teacher offers the children several reproductions of still lifes. Children are divided into groups. Each group chooses one still life and depicts it with facial expressions and gestures. Having warned that they can exchange clothes; take something in your hands to have a greater resemblance to the objects depicted. The rest guess what kind of still life this or that painting depicts.

"Magic Colors"

Target: During the game, develop children's attention and interest in various colors and shades, a feeling of joy when perceiving the beauty of nature.

Material: cards with different colors.

Game description: Give the children cards with squares of different colors. Then the teacher says a word, for example: birch. Those children who have black, white and green squares raise them up.

Then the teacher says the next word, for example: rainbow, and the squares are raised by those children whose colors correspond to the colors of the rainbow. The children’s task is to respond as quickly as possible to the words spoken by the teacher.

"Guess the picture"

Target: teach children to find a picture based on a verbal description.

Material: reproduction of the painting.

Game description:

Option 1. The teacher describes a painting by an artist without naming it

and without telling what colors the artist used. For example: “There is a girl sitting at the table in the room. She has a dreamy face. There is fruit on the table. It’s a summer day outside.” Children tell what colors and shades are used to depict everything that the teacher talked about. Then the teacher shows a reproduction of the painting to the children. The one whose answer is closest to the truth wins.

Option 2. To the music, the teacher describes in detail a landscape. Then he shows the children reproductions of paintings of different landscapes, among which is the one he described. Children must recognize the landscape from the description and explain their choice.

"Watch attentively"

Target: encourage children to highlight and name objects in the picture, activate children’s attention, teach children to compose dialogues.

Material: reproduction of the painting.

Game description: For ten seconds, the teacher shows the children a still life, and then asks them to describe it from memory. Then the children, together with the teacher, look at the same still life again. After this, the teacher turns on the music and asks the children to imagine that they are picking up certain objects depicted in the still life and talking to them.

"What does a landscape consist of"

Target: consolidate knowledge about the genre of landscape, its distinctive and constituent features and parts.

Material: various pictures depicting elements of living and inanimate nature, objects, etc.

Game description: The teacher offers the children a variety of pictures. Children must select only those pictures that depict elements inherent in the landscape genre, justifying their choice.

"Find the flaw in the picture"

Target: To consolidate knowledge about the components of the face: forehead, hair, eyebrows, eyelids, eyelashes, eyes, pupil, nose, nostrils, cheeks, cheekbones, mouth, lips, chin, ears.

Material: 10 cards depicting the same person with different flaws.

Game description: The teacher invites the children to look at the picture and identify the missing parts of the face in the picture and tell what function they perform.

"Collect a landscape"

Target: To consolidate knowledge about the constituent elements of a landscape, about the signs of the seasons, to learn to compose a composition according to one’s own plan, according to a given plot (autumn, summer, spring, winter).

Material: Color images of trees, flowers, herbs, mushrooms, etc., reflecting seasonal changes in nature.

Game description: Children need to use color images to create a landscape according to their own ideas or according to the plot given by the teacher.

"Parts of the Day"

Target: Determine which part of the day (morning, afternoon, evening, night) the proposed landscapes belong to, choose a color card with which this or that part of the day is associated.

Material: Reproductions of paintings with landscapes that clearly express the parts of the day.

Game description: create play situations with toys that reflect their behavior at different times of the day.

Consider various reproductions of paintings, determining what time of day the artist depicted. Justify your choice with a short descriptive story, highlight the meaning of color in the work.

You can use literary texts about parts of the day in the game:

Morning . The spring forest keeps a secret,

What he saw at dawn

How does a lily of the valley stay suspended?

There is dew in the glass cups.

Day. The day worked all day -

Handed over a lot of things;

And I regretted it in the evening,

That there is nothing to do.

Evening . The train is knocking in the distance,

The fish splashed in the pink river,

The sun set behind the silent forest...

The day became a little sad and disappeared.

Night . There are plenty of stars - both in the sky and in the water.

On earth - not a light anywhere.

The animals and insects went to bed.

Silence from heaven to earth.

"Perspective"

Target: give children knowledge about perspective, horizon line, distance and approach of objects in the foreground and background of the picture.

Material: a picture plane with an image of the sky and earth and a clear horizon line. Silhouettes of trees, houses, clouds, mountains of different sizes (small, medium, large)

Game description: children are asked to lay out the silhouettes on the picture plane, taking into account perspective.

"What does a still life consist of"

Target: To consolidate knowledge about the genre of still life, features of the image, and its constituent elements. Consolidate knowledge about the subject world, its purpose and classification.

Material: various pictures depicting objects, flowers, berries, mushrooms, animals, nature, clothes, etc.

Game description: Among the various pictures, children need to select only those that depict elements unique to the still life genre.

« Find out by profile"

Target: identify characters by silhouette profile. Name the signs by which the character was recognized and identified.

Material: silhouettes of profiles of characters from various fairy tales.

Game description: The teacher shows the children a portrait of a fairy-tale character, the children try to find out who is depicted in it based on certain signs.

"Family portrait"

Target: consolidate children's knowledge about the gender and age characteristics of people.

Material: 6 portraits, cut into 4 parts (forehead, eyes, nose, lips and chin), separate wigs and false parts (mustaches, beards, glasses).

Game description: From the cut parts you will make portraits: mothers, fathers, grandmothers, grandfathers, sisters and brothers. And name the distinctive features of a male and female face, young and old.

"Make a portrait"

Target: consolidate knowledge about the portrait genre. Learn to correctly navigate the location of different parts of the face by color and shape.

Material: various modifications of facial parts in color and shape.

Game description: children are asked to make a portrait of a boy or girl using different parts of the face.

You can use riddles in the game:

Between two luminaries they do not sow, do not plant,

I'm alone in the middle. They grow up on their own.

(Nose) (Hair)

Red doors in my cave, One speaks, two look,

White animals sit at the door. Two people are listening.

And meat and bread - all my spoils -(Tongue, eyes, ears)

I gladly give it to white animals.

(Lips, teeth) My brother lives behind the mountain,

Can't meet me.

(Eyes)

"Seasons"

Target: consolidate children's knowledge about seasonal changes in nature, about the color scheme inherent in a particular time of year.

Material: Reproductions of paintings with landscapes, audio recording of P.I. Tchaikovsky “The Seasons”

Game description: Various reproductions of paintings are hung on the wall; the teacher invites the children to select those that tell about one time of year.

You can use the audio recording of P.I. Tchaikovsky “The Seasons” in the game

literary texts about the seasons:

Four artists, the same number of paintings.

I painted everything with white paint.

The forest and field are white, white meadows.

Snow-covered aspens have branches like horns...

The second has blue skies and streams.

A flock of sparrows splash in blue puddles.

There are transparent pieces of ice-lace on the snow.

The first thawed patches, the first grass.

There are countless colors in the painting:

Yellow, green, blue are...

Green forest and field, blue river,

White, fluffy clouds in the sky.

And the fourth painted the gardens with gold,

Fruitful fields, ripe fruits...

Everywhere beaded berries are ripening in the forests.

Who are those artists? Guess yourself!

It's a sad time! Ouch charm!

I am pleased with your farewell beauty -

I love the lush decay of nature,

Forests dressed in scarlet and gold... (A.S. Pushkin)

White snow, fluffy,

Spinning in the air

And the ground is quiet

Falls, lies down.

And in the morning snow

The field turned white

Like a veil

Everything dressed him.

Dark forest, like a hat,

Covered up weird

And fell asleep under her

Strong, unstoppable...

God's days are short

The sun shines little

Now the frosts have come and winter has arrived. (I. Surikov “Winter”)

“It looks like it doesn’t look like it”

Target: teach children to compare pictures.

Material: reproductions of paintings.

Game description: an adult or child chooses two pictures. The guys take turns naming the similarities and differences they notice.

First, they compare by contrast - mood, color, composition, highlighting only one feature. When children learn to identify one contrasting feature, when comparing two pictures, they can name different distinctive

signs - by color, location, illumination, dynamics.

"Spyglass"

Target: teach preschoolers to identify objects depicted in a picture.

Material: reproduction of a painting, album sheet.

Game description: Children are offered a picture to look at and a landscape sheet to imitate a spyglass. Children must point the telescope at one object, name and describe it.

"The Magic Guest"

Target:

Material: reproduction of the painting.

Game description: The Unification wizard comes to visit the children and combines two objects chosen at random. Children are asked to explain why he did this, how these objects can be related to each other.

"Not really"

Target: teach children spatial orientation, activate in speech words denoting spatial orientations.

Material: reproduction of the painting.

Game description: The presenter makes a guess about the object in the picture, and the children use questions to determine its location. The found object “comes to life” and finds a place on the stage (three-dimensional space).

The child’s task: describe the location of the object in the picture and then on the stage.

"Who's talking about what?"

Target: teach children to compose dialogues on behalf of the objects in the picture.

Material: reproduction of the painting.

Game description: The teacher suggests choosing objects and imagining what they could talk or think about. Then the children make up dialogues on behalf of the objects on the topic “Who is talking about what?”

“A wizard came to us:

I smell it"

Target: learn to imagine possible smells and convey your ideas in a story.

Material: reproduction of the painting.

Game description: The teacher suggests “entering” the picture and imagining what smells can be felt there and labeling them in words. Invite the children to write a story on the topic “I smell things.”

“I feel with my face and hands”

Target: teach children to imagine possible sensations from supposed contact with various objects, to convey them in speech

Material: reproduction of the painting.

Game description: children are focused on the objects of the picture, they are asked to find and describe the expected sensations from contact with the objects.

Invite children to compose a story on the topic: “I feel with my face and hands”

Target: teach children to divide objects into edible and inedible for humans and living creatures depicted in the picture, encourage them to convey the taste characteristics of objects in speech.

Material: reproduction of the painting.

Game description: children focus on the objects in the picture, analyze them, classifying them into edible and inedible for humans and other living creatures. They remember or imagine this or that taste sensation.

« A wizard came to us:

I'm listening to"

Target: teach children to describe the objects depicted in the picture using their senses.

Material: reproduction of the painting.

Game description: The teacher invites you to “enter” the picture and invites you to listen more carefully to what sounds you can hear there and to identify them in words. Invite the children to compose a story on the topic “I hear.”

“What happened, what will happen?”

Target: teach children to imagine the past and future of an object and compose a coherent story about it.

Material: reproduction of the painting.

Game description: The presenter selects an object, invites the players to take a ride on the Time Machine and talk about what happened to it in the past and what may happen in the future.

"Looking for friends"

Target: teach children to establish relationships between objects in the picture.

Material: reproduction of the painting.

Game description: Children in the picture need to find objects that are connected to each other by mutual location.

“Someone loses, someone finds,

and what comes of it"

Target: teach children to establish relationships between objects in the picture, to explain the complex cause-and-effect relationships that arise during the interaction between two objects.

Material: reproduction of the painting.

Game description: children are asked to combine two objects in the picture. Then tell why he united them. And at the end draw a conclusion.

“Explain why the painting is named that way.”

Target: develop children’s mental actions leading to an explanation of the meaning of what is depicted in the picture.

Material: reproduction of the painting.

Game description: The teacher prepares pieces of paper on which proverbs and sayings on various topics are written. A rule is introduced: pull out the note, read the text (read by the teacher or children who can read), explain why the picture is named that way.

“Find the best title for the painting”

Target: teach how to choose a title for a picture that accurately reflects its meaning, with the help of proverbs and sayings, to bring children to the understanding that the content of a picture can have more than one meaning.

Material: reproduction of the painting.

Game description: children are asked to remember several proverbs and sayings, choose one or two most appropriate to the content of the picture, and explain their choice.

Particular attention is paid to logical connections in the text.

“Mosaic “Assemble the picture”

Target: assemble a picture from cut parts, teach children to look at the details of the picture.

Material: reproductions of paintings and the same paintings cut into pieces.

Game description: assemble a picture from cut parts according to a pattern (or without one).

"The Wizard Came to Visit"

Target: teach children to transform the content of a picture using standard fantasy techniques.

Material: reproduction of the painting.

Game description: a wizard comes to visit the children...

Wizards are invited:

- Increase - Decrease (the child selects an object and its properties and makes a fantastic transformation of them);

- Divisions - Unions (the selected object is split into parts and mixed up in structure or exchanges its parts with other objects).

- Revives – Petrifications (the selected object or part of it becomes mobile or, conversely, loses the ability to move in space);

- I can do everything - I can only (the object is endowed with unlimited capabilities or limited in its properties);

- Vice versa (a property of an object is identified and changed to the opposite);

- Time (this wizard is multifunctional and involves the transformation of time processes: Acceleration/Slowdown, Reverse Time, Time Confusion, Time Stop, Time Machine, Time Mirror)

When a fantastic transformation is announced, an object or part of it is first selected, then a wizard is invited, the transformation is performed, and then the object with an unusual property is described using the following algorithm:

1. What happens to this object?

2. What sensations does he experience?

3. How does he now perceive the world around him?

4. How does the surrounding world relate to the transformed object?

5. What are the positive and negative consequences of change?

6. What problems does the object have with the outside world?

7. How can a fantastic object help solve the problems of surrounding objects?

8. How can the environment accommodate the changed object?

9. Invite the children to compose a story based on the results of the discussion.

"Change and See"

Target: Show children how the content of the picture, the feelings, the mood expressed in it changes depending on the change in color (color combination) in the picture.

Material: reproduction of a painting (still life).

Game description: When looking at a still life, the teacher changes the color combination of objects by applying color plates with an identical shape to them. Children note the most beautiful combination of colors and explain what feelings arise from different combinations of colors in a still life.

"Magic Window"

Target: teach children to focus their attention on the expressiveness of one part of the portrait (genre painting), which enhances the child’s perception and helps him establish the relationship between the part and the whole in the picture.

Material: reproduction of the painting.

Game description: The picture is covered with a sheet of paper with windows that open on the parts of the picture needed by the teacher. Thus, the teacher opens parts of the picture one by one and examines them together with the children.

Modeling

"Snake"

Invite your child to roll out a long and thin roller from bright colored plasticine, sharpen the tail, and flatten the head. Remember how a snake hisses: “Sh-sh-sh.” A child can use a stack to convey the features of the surface of an image - cut through “scales” with strokes; apply a pattern in the form of straight, wavy, intersecting lines.

"Airplane"

Invite your child to make an airplane: roll out the plasticine and give it the shape of a roller, divide the roller into two equal parts - the body and the wings, connect them crosswise, and bend the tail up. Remember how the plane hums during the flight: “Oooh.”

"Turtle"

Invite your child to mold a shell in the shape of a dome, roll up the head, legs and tail, place the head, legs and tail from below, mark the eyes with a pencil, and mark the shell. You can use a tongue twister: “The turtle eats cookies, drinks tea with jam.”

"Bug"

Invite your child to roll a ball, flatten it and divide it in half with a ruler, attach the head, mark the pupils with the tip of a pencil, roll two small antennas, remember how the beetle buzzes: “Zh-zh-zh.”

"Car"

Take a piece of plasticine and sculpt a car body with a cabin, trunk and hood. Take two toothpicks and pierce through the bottom of the car in the place where the wheels should be. Make wheels from four pieces of dough. Their thickness should be at least 9–10 millimeters. Place the wheels on the ends of the toothpicks.

"Apple"

Plain plasticine is rolled out in a thin layer (0.5-1 cm), and then the child lays out the outline of an apple with a leaf from dark beans or fills the entire apple with beans.

"Let's decorate the pie"

Flatten a lump of plasticine into a pie. You can decorate this pie with chestnuts, beans, peas, and walnut shells.

"Herringbone"

Stretch green plasticine on oilcloth and give it a Christmas tree shape. Invite your child to decorate the Christmas tree with beads, beads, natural materials or small balls of colored dough.

"Drawing on plasticine"

Necessary materials and tools: plasticine, stacks, devices for drawing - everything that can leave a clear imprint on plasticine (plastic fork, toothpick, cocktail straw, felt-tip pen body, large buttons, keys, coins, shells, etc.) . Implementation of the idea. The plasticine is rolled out in a thin layer (0.5-1 cm). A plate of the desired shape is cut out with a stack. On the surface of the dough plate, you can squeeze out the desired image with a toothpick, a glass, an empty ballpoint pen, a cocktail straw, etc. Children experiment, study, compare different prints, try to determine the source (“Who left this mark?”). “Traces” of various objects stimulate search interest. What mark will a fork leave if it is pressed flat into plasticine? If you stick a fork in with the tines? What if you scratch a lump of plasticine with a fork? Prints of various objects - buttons, coins, caps, pencils, lids - make you want to guess and make riddles for others: “What is this?”, “What does it look like?”, “How else can you leave such a “trace”?”

"Mosaic"

Necessary materials and tools: plasticine of various colors, stacks, molds.
Implementation of the idea. Roll out the plasticine. Using a stack or cutters, cut out small squares (you can simply roll small balls). On thick cardboard, draw the outline of the image with a pencil: a fish, a vase, a boat, a sun. To make it easier for your child to decide on the color of the mosaic to be used, carefully draw the sketch with colored pencils. Now it's time for the child to get down to business. Let him lay out the mosaic following the drawing. It's best to start from the center of the image, then gradually move to the edges until the drawing is complete. If you see that the drawing requires color modification, then you can tint or shade it with felt-tip pens, markers, a brush or a sponge. To completely complete the work, it is better to coat the mosaic with varnish or a solution of PVA glue.

Playing with mosaics will be not only an entertaining game for a child, but also a hidden educational process, where he can independently fantasize and show his skills. (parrot in a group)

Exercises, the content of which is aimed at developing the imagination of children of senior preschool age in the process of modeling.

“Make something unusual”

The teacher invites the children to build an unusual car in which they can go to a magical land; an unusual tree that grows unusual fruits, etc.

An animated figurine.The child is told: “You have received a wonderful gift, everything you blind comes to life. What would you make?”

Non-existent animal.An adult asks the child to imagine distant planets inhabited by unknown, fantastic animals. And also imagine that a zoo has appeared where you can look at these animals. The adult invites the child to come up with and sculpt some unusual animal for this zoo. The child must create an imaginary animal, give it a name, and tell a story about it.

Magic transformations.The child is told: “There are two magic wands: a long one and a short one, think about what they can turn into.” In the process of sculpting, the child creates images based on “magic wands.”

Let's help the sculptor.An adult tells the children that the sculptor did not have time to complete the figures from salt dough and asks them to help him.

What doesn't happen in the world?The child is asked to create something that does not exist in the world (fairy-tale, magical, etc.).

Change the object to create a new image.Instructions may be given: “Turn a butterfly into a flower, a crocodile into a car, a tumbler into a princess, etc.”

Good and evil.The child is asked to create an evil or good fairy tale character.

Dwarfs, giants.The child is told: “Here is a magic wand, it can increase or decrease whatever you want. Blind what you would like to increase or decrease."

Time Machine.An adult says to the children: “Imagine that we have a time machine in kindergarten. You sit in it and can travel to the future and past of any country.” Children are asked to imagine and then create what they might see while traveling in a time machine.

Riddles and answers.The adult tells the children that now they will listen to riddles and solve them in an unusual way - by making answers without saying the answer out loud. Take turns asking riddles and inviting the children to create answers in the form of sculpted figures. He clarifies that both three-dimensional and relief images can be sculpted. It’s even better to try to combine the answers into an overall composition. During one game you can offer 2-5 riddles.

Tools and equipment. Stacks, caps of felt-tip pens or pens, toothpicks, small household items (beads, beads, etc.), natural and waste materials.

Progress of the game. The adult invites the children to name as many options as possible for using the same object in the process of sculpting from salt dough. The one who names the most other such options wins. For example, a button can be used as an additional detail (an eye, a cap, a wheel, etc.), it can make prints on a plastic material, it can be used as a template, etc.

Application.

"Balloons"

Target: Introduce children to the six colors by matching them with patterns.

Dictionary: names of the six colors of the spectrum - red, orange, yellow, green, blue, violet.

Material. Demonstration: flannelgraph, narrow strips of cardboard (15x0.5 cm) in six colors. Six circles of the same colors (diameter 10 cm). These are strings and balls.

Dispensing: a strip of white paper with colored stripes glued on - strings in spectral order, six circles of the same colors.

Progress of the game: The teacher informs the children that they will play the game “Balloons”: “Children, we have balloons of different colors and strings of the same colors. Now strings will appear on the flannelgraph (places six stripes at equal distances in a spectral sequence, naming their colors). Now let’s tie a ball of the same color to each thread.” Take one ball and attach it to a thread of the same color. After this, two or three children take turns “tying” the remaining balls and calling the color of each. If the child finds it difficult, the teacher helps and prompts him.

Then the handouts are quickly laid out, and the guys do the same work on their own. The teacher checks and offers to correct the mistakes made.

"Choose by color"

Target: Reinforce ideas about six colors. Teach children to highlight colors, distracting from other characteristics of objects (shape, size, functionality)

Material. Each child has a card (30x20 cm), divided into six cells (10x10 cm) of different colors; small cardboard silhouettes of toys - one of each color.

Progress of the game: After explaining the game, the children need to match the color of the toy to each square of the rug, and place the toy on such a square so that it hides on it. Children complete the task, the teacher checks and evaluates the results.

"Name the color"

Target: Teach children to name color and shade (by lightness).

Material. Geometric shapes of different colors (three or four objects of two shades of each). Shades should vary in lightness.

Progress of the game: Children sit in a semicircle, in the center there is a table with a set of geometric shapes.

The teacher selects a figure, shows it to one of the children, who names the color and shade of the figure. If the child cannot answer, the same figure is presented to another child. The child who answers correctly gets a chip. At the end of the game the winner is determined.

If children find it difficult to name a shade, the teacher asks a leading question: “Which shade is this - dark or light?”

"Rainbow - Option 1"

Target: Introduce children to the color system, the sequence of their location in the spectrum, including the new color blue.

Material. Demonstration: Painting “Rainbow”. Handout: sheets of paper with an unfinished picture of a rainbow, stripes of seven colors to complete the rainbow.

Progress of the game: The teacher asks the children which of them saw a rainbow after the rain, what colors were in it. After the children’s answers, he clarifies that in the rainbow the colors are always arranged in order. Then invites the children to place the strips next to the corresponding ones on the sheet. The teacher checks the work.

"Rainbow - Option 2"

Goal: Same .

Material. Handout: strips of seven colors to make a rainbow.

Progress of the game: The teacher invites the children to make a rainbow from the available stripes. If necessary, prompts and helps children.

"Multi-colored sundress"

Target: Show the change in colors, the transition of one color to another, draw children's attention to the relationship between the colors of the spectrum.

Material. The top is a figurine of a jumping Ognevushka girl in a sundress of two colors (red and yellow, yellow and blue, red and blue).

Progress of the game: The teacher spins the girl’s figurine and shows how the sundress changes color. The teacher explains to the children the secret of magically changing the color of a sundress. Before the children begin to complete the task independently, the teacher asks each of them what color sundress he would like to see during the dance. Depending on the answer: “Green, orange, purple,” the child is asked: “What two colors can this color be made from?” If the answer is correct, the teacher offers to choose the right colors and put them on the girl.

"Visiting the Sun and the Snow Queen"

Target: Reinforce the idea of ​​grouping the colors of the spectrum into warm and cold.

Material. Demonstration: a painting depicting a seven-flowered flower, the Sun, the Snow Queen. Handout: each child has a sheet of paper with an orange circle pasted in the upper left corner and a blue oval in the right corner. Paper dishes in seven colors of the spectrum (purple and red, two shades each).

Progress of the game: Look at the seven-flowered flower with the children and explain why the sun is located near the orange petal, and the Snow Queen is located near the blue one.

Invite children to place warm-colored dishes near the sun. The warmest ones are closer to the sun, and those further away are less warm.

And near the Snow Queen there are dishes of cold colors so that the coldest colors are closer to the ice. If there is any difficulty, the teacher helps the children.

“Kostanay kalasy akimdiginin Kostanay kalasy akimdigininin more than one other person

№ 44 bobekzhay - bakshasy" MKKK

SCKP "Nursery-garden No. 44 of the akimat of Kostanay

Department of Education of Kostanay"

____________________________________________________

Collection of practical materials

“Card index of didactic games

on unconventional drawing"

teacher

Pelevina Veronika Vyacheslavovna

Kostanay

2016

A LITTLE ABOUT NON-TRADITIONAL DRAWING...

We all know well that drawing is one of the greatest pleasures for a child; it reveals his inner world. When drawing, a child reflects not only what he sees around him, but also shows his own imagination. And as adults, we shouldn’t forget that positive emotions are the foundation of children’s mental health and emotional well-being. And since drawing is a source of a child’s good mood, we, teachers, need to support and develop the child’s interest in visual creativity.

An important component of non-traditional drawing activities is interaction with parents. In order to interest parents in your work, it is worth organizing:

themed parent meetings(“Drawing - we play” - goal: to show parents the importance of joint creative games in the family for the creative development of the child; to familiarize with the traditions and forms of gaming leisure in families; to study games for the development of creative imagination);

consultations(“Use of non-traditionaldrawing techniques in the development of children’s creativity”, “Develop children’s creativity”, “Development of communication between children and parents in the process of drawing classes”);

Exhibitions(“Magic palms”);

joint creativityand etc.

Together with the parents of the students, enrich the artistic creativity corner in the group with card files of non-traditional drawing methods and didactic games,postcards, photo albums, sketches and samples of work, paints of various compositions, non-traditional tools for visual arts (stamps and stamps, stencils, wax crayons, candles, foam rubber, pointed sticks, cotton swabs, cocktail straws), waste material, a selection of fiction and etc.

This will allow the children to show greater independence, initiative, and imagination; increase the level of emotional well-being; children will learn to combine unconventional visual technologies to create an unfinished image; will be able to give a motivated assessment of the results of their activities.

In the process of creativity, the child develops intellectually and emotionally, determines his attitude to life and his place in it. One of the ways to develop children's creativity is to use non-traditional drawing techniques. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Children learn something new and unique for themselves; something is created that did not exist before. Children discover the possibility of using objects they know well as art materials and surprise them with their unpredictability. The introduction of non-traditional techniques develops children's creativity and instills a love of fine arts.

Working in non-traditional visual techniques helps relieve stress, improve the emotional state of children by maintaining a stable interest in a variety of activities, while developing creative abilities, helping to increase self-esteem, and activating the cognitive activity of students; makes it possible to make the process of introducing children to the world of art more vibrant, exciting, and meaningful.

List of used literature:

1. G. N. Davydova “Non-traditional drawing techniques in preschool educational institutions. Part 1, 2." - M.: "Scriptorium Publishing House 2003", 2008.

2. G. P. Evstafieva “Learning to Draw”, Yaroslavl, Academy of Development, 2005.

3. R. G. Kazakova “Drawing classes with preschoolers: Non-traditional techniques, planning, lesson notes.” - M.: TC Sfera, 2009.

4. Kazakova R. G. “Drawing with preschool children”, M, Sfera, 2007.

5. D. N. Koldina “Drawing with children 4-5 years old.” - M.: Mosaic-Synthesis, 2008.

6. Komarova T. S. “Art activities in kindergarten”, M., 1982.

7. Komarova T.S. Phillips O.Yu. “Aesthetic developmental environment in preschool educational institutions”, Pedagogical Society of Russia, M., 2005.

Kosheleva A. D. “Emotional development of a preschooler,” M.: Education, 1985.

A. V. Nikitina “Non-traditional drawing techniques in preschool educational institutions. A manual for educators and parents." – St. Petersburg: KARO, 2007.

G. A. Uruntaeva “Diagnostics of psychological characteristics of a preschool child”,

M.: Publishing center “Academy”, 1996.

Fateeva A. A. “Drawing without a brush”, Yaroslavl, ed. Academy of Development, 2004

Applications

Card index of unconventional drawing methods

MonotypeA sheet of white paper needs to be folded and folded in half. Place 2-3 multi-colored gouache spots on the fold line. Fold the sheet in half and run your finger from the center to the edges. Open the leaf and get a flower! After drying, you can use a felt-tip pen to complete the small details.

N splashThe child puts paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.

ScratchPaint a sheet of white paper with watercolors. Then you need to cover it with a candle. Then paint overblack gouache (if the paint doesn’t adhere well, you can add soap suds to it). Then, after the sheet of paper has dried, you can use a pen to scratch out the design.

Regular blotography

The child scoops up the gouache with a plastic spoon and pours it onto the paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the sheet in half, drip ink on one half, and cover it with the other.) Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed.

Blotography with a tube

The child scoops up paint with a plastic spoon, pours it onto the sheet, and makes a small spot (drop). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed.

Blotography with a string

The child dips the thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip. The missing details are completed.

INmagic strings

Bend and straighten a sheet of white cardboard. Dip a thick wool thread into the paint and place it between the two halves of the sheet. Lightly press the sheet and move the thread. Complete the details.

Drawing with potatoes, fingers, onions

PEBBLES.Cut the potato in half. Run the tines of a fork several times, creating a relief on the cut. Dip the potato in paint and make a print.

FISH.Use the pad of your thumb to print the body, and the tip of your index finger to print the tail. Using a felt-tip pen, draw in the eyes and mouth.

BUBBLES.Stamp with the end of a plastic straw.

PLANTS.Cut the onion and make an imprint.

T tip with a hard semi-dry brush

The child dips the brush into the gouache and hits the paper with it, holding the brush vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of a fluffy or prickly surface.

Drawing with soap bubbles

It is necessary to apply a drawing on the glass using watercolors with the addition of soap bubbles. A sheet is placed on the glass with the design still wet. Then swipe from the center to the edges. Remove the glass. After drying, use a felt-tip pen to add small details.

R finger painting

The child dips his finger into the gouache and puts dots and spots on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.

Collage

There are always unnecessary postcards, photographs, and colored magazine clippings in the house that can be combined into a large collage. Once you have created your canvas using glue and scissors, you can tint the background or parts of the painting with paint. This should turn out to be something very interesting.

Palm drawing

R The child dips his palm (the entire brush) into the gouache or paints it with a brush and makes an imprint on the paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

Magic candle

Using a wax candle, draw a Christmas tree or a house on thick paper. Then, using foam rubber, begin to apply paint to the entire surface of the paper. Since a house painted with a candle will be greasy, the paint will not adhere to it, and the drawing will suddenly appear. The same effect can be achieved by first drawing with stationery glue.

ABOUT leaf imprints

The child covers a piece of wood with paints of different colors, then places it on the paper with the painted side to make a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.

Watercolor with salt

If you sprinkle salt on a watercolor painting that has not yet dried, the salt will stick to the paint and create a grainy effect when it dries.

Drawing with foam rubber

The child dips a piece of foam rubber into paint and draws using the dipping method. It’s very good to draw fluffy animals, snow, a snowman this way, and you can very easily paint over the background. It is also very good to use a stencil for this type of drawing.

Finger painting on rump

Cereals (semolina) crumble on the tray. Children use their fingers to create familiar, simple images.

Drawing with cotton swabs

It is very easy to draw with cotton swabs. We dip the stick in water, then in paint and put dots on the sheet. What to draw? Whatever! The sky and the sun, a house in the village, a river, cars, dolls. The main thing in this matter is desire!

Imprint with crumpled paper

The child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its dimensions may vary. After this, the child presses the crumpled paper to a stamp pad with paint and makes an impression on the paper.

Consultations for parents

"Develop children's creativity"

The development of the creative potential of an individual should be carried out from early childhood, when a child, under the guidance of adults, begins to master various types of activities, including artistic ones. Great opportunities for the development of creativity lie in visual arts and, above all, drawing. Drawing is an important means of aesthetic education: it allows children to express their ideas about the world around them, develops fantasy and imagination, and makes it possible to consolidate knowledge about color and shape. In the process of drawing, the child improves his powers of observation, aesthetic perception, aesthetic emotions, artistic taste, creative abilities, and the ability to independently create something beautiful using accessible means. Drawing classes develop the ability to see beauty in the surrounding life, in works of art. Own artistic activity helps children gradually approach an understanding of works of painting, graphics, sculpture, and decorative and applied art.

The image in the drawings is created using a variety of materials. Artists use various materials in their work: various chalks, paints, charcoal, sanguine, pastels and much more. And in children's creativity it is also necessary to include different paints (gouache, watercolor), ink, crayons, and teach children to use these visual materials in relation to their means of expression. Experience shows that drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions, as we know, are both a process and a result of practical activity, primarily artistic creativity. By emotions one can judge that in this moment pleases, interests, depresses, excites the child, which characterizes his essence, character, individuality.

Preschoolers, by nature, are able to sympathize with a literary hero, to play out various emotional states in a complex role-playing game, but to understand what beauty is and learn to express oneself in visual activity is a gift that one can only dream of, but it can also be taught. We adults need to develop a sense of beauty in a child. It depends on us how rich or poor his spiritual life will be. It should be remembered: if the perception of beauty is not supported by the child’s participation in the creation of beauty, then, as they say, “infantile enthusiasm” is formed in the child. To instill a love of fine art and arouse interest in drawing in preschool children, it is necessary to use non-traditional methods of depiction. Such unconventional drawing gives children a lot of positive emotions, reveals the possibility of using objects well known to them as artistic materials, and surprises them with their unpredictability.

Unusual methods of drawing captivate children so much that, figuratively speaking, a real flame of creativity flares up in the group, which ends with an exhibition of children's drawings.

What non-traditional painting methods can you use at home? Blotography, drawing with salt, drawing with fingers, soap bubbles, splashing, etc.

Wouldn't you like to know what happens when you draw with a rag or crumpled paper? You can draw however you want and with anything! Lying on the floor, under the table, on the table. On a leaf of a tree, on a newspaper. The variety of materials poses new challenges and forces us to always come up with something new. And from the scribbles and scribbles, a recognizable object eventually emerges - the Self. The uncomplicated joy of satisfaction from the fact that “I did this - it’s all mine!”

Having learned to express his feelings on paper, the child begins to better understand the feelings of others, learns to overcome shyness, fear of drawing, of the fact that nothing will work out. He is confident that it will work out, and it will turn out beautifully. Mastering various materials, ways of working with them, and understanding their expressiveness allows children to use them more effectively when reflecting their impressions of the life around them in drawings.

The variety of visual materials makes visual activity more attractive and interesting, and as children master different materials, they develop their own style of depiction. One of children's favorite ways to draw unconventionally is painting with salt. It not only has interesting decorative capabilities, but is also very easy to use. Children love to draw and...with soap bubbles. You can draw using the blowing method. But you can draw with a toothbrush, cotton wool, your finger, your palm, a tampon, crumpled paper, a tube driving paint (a drop) across a sheet of paper, print with different objects, create compositions with a candle, lipstick, feet. Dare, fantasize! And joy will come to you - the joy of creativity, surprise and unity with your children.

Drawing art has a variety of techniques and they should be used when working with children. The use of various materials enriches children with knowledge of how to work with them, their visual capabilities, will make children's drawings more interesting, and will increase the aesthetic side of the drawing.

"Use of unconventional drawing techniques

in the development of children's creativity"

Undoubtedly, preschool children consider visual activities the most interesting. Only after painting himself with felt-tip pens or smearing himself with watercolors does a child understand that there is happiness in life. How to teach a child to draw if you don’t know how to do it yourself? Don't rush to get upset. There are many techniques with which you can create original works, even without any artistic skills. Both you and your child will not only get pleasure from such activities.

The benefits of drawing

We adults sometimes don’t share this happiness, and we even feel indignant to the core when looking at the kid’s art on the walls in the apartment.But drawing is of great importance in shaping a child’s personality.Therefore, before scolding your child, try to direct his creativity in the right direction.The baby only benefits from drawing. The connection between drawing andchild's thinking.At the same time, visual, motor, and muscular-tactile analyzers are included in the work. In addition, drawing developsmemory, attention, fine motor skills, teaches the child to think and analyze, measure and compare, compose and imagine.For the mental development of children, the gradual expansion of the stock of knowledge is of great importance. It affectsformation of vocabulary and coherent speech in a child.Agree, the variety of shapes of objects in the surrounding world, different sizes, variety of shades of colors, spatial designations only contribute to enriching the baby’s vocabulary.
In the process of visual activity, the child’s mental and physical activity is combined. To create a drawing, you need to make an effort, work hard, mastering certain skills. At first, children develop an interest in the movement of a pencil or brush, in the marks left on paper; only gradually does the motivation for creativity appear - the desire to get a result, to create a certain image. Remember, each child is a separate world with its own rules of behavior, its own feelings. And the richer and more varied the child’s life experiences, the brighter and more extraordinary his imagination, the more likely it is that the intuitive craving for art will become more meaningful over time. "The origins of children's abilities and talents are at their fingertips.From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child,” stated V.A. Sukhomlinsky.
Imagination and fantasy - This is the most important aspect of a child’s life. And imagination develops especially intensively between the ages of 5 and 15 years. Along with a decrease in the ability to fantasize, children’s personality becomes impoverished, the possibilities of creative thinking decrease, and interest in art and creative activity fades. In order to develop creative imagination in children, a special organization of visual activities is necessary.

How to teach a child to draw?

If you are already thinking that it’s time to teach your child to draw, try to followatthis is the followingprinciples:
Never ask your child to draw something specific for you to order; you can only offer several options to choose from, but do not insist that the child must draw something from what you suggest; Let him better draw what he himself has in mind. Never criticize worksmall child; yes, he is still imperfect, he draws as best he can, but he draws with his soul; if you constantly criticize him, he may give up this activity altogether. Never, under any pretext, add anything to the child’s work or improve it; this also offends him, emphasizes his inferiority, his inability to draw well himself (often parents do this so that they can later demonstrate the child’s work to relatives and friends as his achievements).

Never teach your child to draw any specific image, as this kills his imagination and puts stamps on certain images (your vision); It’s better to teach your child how to work with materials, draw different shapes, and he will benefit from these skills and will draw unusual, unlike anyone else’s images of this or that object or creature.

Encourage non-standard solutions for images or working methods; let the baby understand that the main thing is his imagination.
Review and discuss his previous works so that he does not forget that he already knows how to draw, that he has already done it very well once; Try to hang your child’s work on the wall. Look at the work of other children so that he wants to draw the same. Look at reproductions of paintings by different artists, go to art galleries. What techniques for working with materials can you teach your child?

METHODS AND PRACTICESYoWE ARE NON-TRADITIONAL DRAWING.

BLOCKGRAPHY. It consists of teaching children how to make blots (black and multi-colored). Then a 3-year-old child can look at them and see images, objects or individual details. “What does your or my blot look like?”, “Who or what does it remind you of?” - these questions are very useful, because... develop thinking and imagination. After this, without forcing the child, but by showing him, we recommend moving on to the next stage - tracing or finishing the blots. The result can be a whole plot.

DRAWING WITH TWO ON A LONG STRIP OF PAPER. By the way, it is useful to change the paper format (i.e., give not only the standard). In this case, a long strip will help two people to draw without interfering with each other. You can draw isolated objects or scenes, i.e. work nearby. And even in this case, the child is warmer from the elbow of mom or dad. And then it is advisable to move on to collective drawing. Adults and children agree on who will draw what to create one plot.

DRAWING WITH A SECRET IN THREE PAIRS OF HANDS. When your child turns 4 years old, we strongly recommend using this method. It consists in the following. Take a rectangular sheet of paper and 3 pencils. The adults and the child are divided: who will draw first, who will draw second, who will draw third. The first one begins to draw, and then closes his drawing, folding the piece of paper at the top and leaving a little bit, some part, for continuation (the neck, for example). The second, seeing nothing but the neck, naturally continues with the torso, leaving only part of the legs visible. The third one finishes. Then the entire sheet is opened - and almost always it turns out funny: from the discrepancy in proportions and color schemes.

DRAWING YOURSELF or drawing your favorite toys from life.
Drawing from life develops observation, the ability to no longer create, but to depict according to the rules, i.e. draw so that it is similar to the original in proportions, shapes, and color. Suggest that you first draw a picture of yourself while looking in the mirror. And be sure to look in the mirror many times. Better yet, show how you adults will draw yourself, making sure to look in the mirror many times. Next, let the child choose an object for himself. It could be a favorite doll, a bear, or a car. It is important to learn to observe for a long time, comparing parts of an object.

"I DRAW MOM"... It would be good to continue drawing from life or drawing from memory (family members, relatives and friends could become objects for such an image). Supporting material may include photographs or conversations about the characteristic features of the appearance of absent relatives. Photos are taken and examined. A conversation is being held: “What is Grandma Valya like? What kind of hair does she have? Hairstyle? Favorite dress? Smile?” And the process of co-creation begins. After a while, you can offer to draw the girlfriends from memory. When you have enough drawings fromdepicting relatives and friends, we recommend organizing a mini-exhibition “My Relatives and Friends,” where the first portraits of a preschooler are appreciated.

Didactic games and exercises

on unconventional drawing

"AMAZING PALM"

Target: development of imagination, imaginative thinking, visual skills, artistic taste.

Equipment: samples of drawings made based on the standard (image of an open palm); a sheet of paper, a simple pencil, an eraser, sets of colored pencils, wax crayons, paints and brushes (for each child).

Progress of the game: The teacher invites the children to trace their palm with open fingers. After completing the preparatory work, he says:“Guys, you got similar drawings; let's try to make them different. Add some details and turn an ordinary image of a palm into an unusual design.” The child’s imagination will allow you to turn these contours into funny drawings: an octopus, a hedgehog, a bird with a large beak, a clown, a fish, the sun, etc. Let the child color these drawings.

Note: If difficulties arise, the adult shows examples of completing the task, but warns the children that they should not copy them.

For example:

"RAINBOW"

Purpose of the game: teach children to draw a rainbow, correctly name its colors, help them remember their location, and develop the children’s speech and vocabulary.

Equipment: a sample of drawing a rainbow on an A2 sheet, landscape sheets for children, brushes, gouache or watercolor paints of different colors, jars of clean water, rags, a palette for mixing paints (if needed).

Progress of the game: when everything is prepared on the children's tables, the teacher says that today the game will be dedicated to the rainbow, and asks if anyone saw a rainbow on the street, what time of year it was - winter or summer, what the weather was like at that time - sunny or just that it rained heavily.

After the children answer the questions, the teacher shows everyone a sample of drawing a rainbow and asks the children to name the colors they saw. Then everyone learns a phrase in unison that helps remember the location of the colors in the rainbow: every (red) hunter (orange) wants (yellow) to know (green) where the (blue) pheasant (purple) sits.

The next step is to ask the children to draw a rainbow themselves using watercolor paints. If the children in the group have mastered the material well and know how to make different colors from red, blue and yellow, then they can easily draw a rainbow using only three primary colors.
If the kids are not yet ready for this, the teacher asks them to draw this picture using ready-made paints in purple, orange and green.

"BLACK AND WHITE"

Purpose of the game: develop attentiveness, dexterity, speed, the ability to act quickly depending on the situation.

Equipment: a cardboard disk with a diameter of 30–40 cm, one side of which is painted white, the other black.

Progress of the game: The teacher divides all the players into 2 teams: “black” and “white”, which line up along drawn lines opposite each other. One team must catch the other, but this can only be done after receiving a signal and only on the playing field, which is limited by drawn lines. The teacher throws the disc, and everyone looks at which color it landed on. If it is black, then the “black” team begins to catch the “white” team, who in turn try to slip past the opposite line, which is now considered their house. All caught participants leave the game. The team with the most players left wins.

To fix the names of the colors, you can paint the disk in other colors (for example, blue on one side, green on the other). You can use other combinations to help children remember the desired shades in a playful way.

"MULTI-COLORED DOMINO"

Purpose of the game: teach children the rules of playing children's dominoes, show the importance of choosing the right color, and continue learning the correct names of colors.

Equipment: a children's domino of 28 pieces, in which, instead of pictures, the squares are painted in different colors (of which there should be 7 types).

Progress of the game: The teacher selects a team of players, which should have no more than 4 people, and distributes dominoes. Each participant gets 7 pieces. After this, one of the players who received the “red-red” card puts it on the table. The next player places a domino with one of the squares colored red. Next, you need to lay out the card so that the colors match. If the child does not have the required color, then he skips the turn. The person who runs out of domino cards before the rest wins.

If only 2 or 3 people participate in the game, then 14 or 7 cards should remain on the table, turned colors down. They will serve as substitutes for those guys who did not have the right color during the game.
To better reinforce the names of the colors, it is advisable to ask children to name them when they lay out the required card on the table.

"FUNNY MONKEYS"

Purpose of the game: to develop skills in distinguishing and correctly naming colors, to develop speed, dexterity, artistry, and the ability to act independently in the current situation.

Equipment: monkey masks for each participant, 2 balls, 2 hoops, 2 gymnastic sticks.

Progress of the game: The teacher selects a team of players, which should consist of 8-10 people, and asks the participants to wear monkey masks. The game requires another child to play the role of driver. The conditions of the game are that the driver turns away from the monkeys, names a color, and asks them to complete a certain task. If a participant in the game easily copes with the given task, then he remains on the team, but if he fails, he is eliminated. The winner is the monkey that was able to complete all the tasks. The tasks for the participants could be as follows: 1) guess in which hand I hid the candy; 2) you must sit down 10 times; 3) answer the question of how a rooster crows and demonstrate it 3 times; 4) tell me the funniest story that happened to you in your life; 5) run 2 laps around the table; 6) others (depending on the age of the participants

"MAGIC CIRCLE" (COLOR CIRCLE)

Purpose of the game: consolidate children's knowledge about primary and composite colors, warm and cold colors. Systematize children's knowledge about various types of painting and artists working in these genres. Cultivate an interest in art. Activate children's speech.

Equipment: a circle cut from plywood, 50 cm in diameter, divided into 7 sectors, painted in primary and secondary colors. In the center of the circle there is an arrow that is rotated by hand. Cards depicting landscapes, still lifes, portraits for each player (10X10), a red circle with a diameter of 6 cm, a green square (6X6) for each player, prize chips.

Progress of the game: The teacher recalls with the children that in the Kingdom of the King Palette there are different colors: primary colors - red, blue and yellow, and composite colors - which are obtained by mixing 2 primary colors. These are orange, purple and brown paints. The teacher invites the children to play with a magic circle. The teacher explains the rules: after he starts to rotate the arrow, the children carefully observe what color the arrow stops at. They must determine whether it is a primary or a composite color and quickly pick up a geometric shape: a circle for the primary color, a triangle for the composite. The chip is awarded to the child who quickly and correctly completes the task. An additional chip is given to the child who is the first to tell which two primary colors make up the composite color.

Game option 2:

The teacher places cards depicting a landscape, still life or portrait on the color wheel. Among the cards there are images of paintings with which they have already become acquainted in class: Levitan “Golden Autumn”, Shishkin, Serov, Vrubel, Grabar, etc.
The teacher rotates the arrow. After the arrow stops, children are asked to name the genre of painting. The one who names correctly gets a chip. Children who can name the author of the picture and its name can get additional chips. The teacher can invite the children to take turns rotating the arrow.

"CIRCUS LIGHTS THE LIGHTS"

Purpose of the game: learn to create a complete picture of the circus on the underpainting, solve problems on spatial development of the sheet. To consolidate children's knowledge about circus performers and the attributes used in performances. Clarify knowledge about the costumes of artists: acrobats, jugglers, clowns, animal tamers.
Activating children's vocabulary: arena, spotlights, trainers, jugglers, etc.

Progress of the game:
The teacher invites the children to examine the underpaintings of the circus arena, attributes and equipment that the artists use for performances. Then the figures of circus performers, their costumes, and figures of circus animals are examined. The teacher invites the children to put a circus act on the underpainting and talk about it. It is necessary to provide children with assistance in composing the composition for the underpainting.

"FOLK COSTUME"

Purpose of the game: introduce children to the past of national culture. To consolidate knowledge about the features of folk costume: hats, elements of clothing. Develop general cognitive abilities:
- the ability to describe items of clothing and make assumptions;
- compare your image with people who lived before;
- classify costume items depending on the position of people in society (simple peasants, clergy, nobility, warriors).
Develop aesthetic taste, cultivate a sense of pride in the Russian people.
Activation of children's vocabulary: “wreath”, “harem pants”, “scroll”, etc.

Progress of the game:

The game is designed to ensure that children are familiar with the poems of T.G. Shevchenko and Ukrainian folk tales. Preliminary work was also carried out to familiarize ourselves with the work of illustrators and the paintings of the poet and artist Shevchenko.
The teacher reads an excerpt from fairy tales and offers to dress the hero in a costume, explain the choice of costume, and the name of the details of the costume.
Game option: children are invited to compare the costumes of heroes of folk tales and heroes of foreign fairy tales.

"UNDERSEA WORLD"

Purpose of the game: consolidate children's knowledge about the inhabitants of the underwater world. Teach children to carefully examine the shape, color, and structural features of underwater inhabitants. Learn to create a multifaceted composition using underpainting. Develop fine motor skills. Activate children's vocabulary.

Progress of the game: Together with the teacher, children remember who lives in the seas and oceans, clarify their body structure and coloring. Then, in the underpaintings, children create a picture of the underwater world, arranging objects in a multifaceted manner. The chip goes to the child who created a more interesting picture, the one who used a lot of details to create a picture of the underwater world.

"THEATER"

Purpose of the game: introduce children to the art form - theater. Explain the conventions of this genre: costume, set, stage. Teach children to select scenery and costumes for the characters for the performance. Learn how to create a plot composition using underpainting and create theatrical action. Develop imagination, fantasy, acting skills. Practice writing a coherent story. Activate children's vocabulary.

Preliminary work:The teacher tells the children about the form of art - theater and its features: in the theater there is a stage on which theatrical action takes place. Actors perform on stage who can play a wide variety of roles: portray animals and people, fairy-tale characters. For this purpose, theater artists create costumes. Different sets and costumes can be created for the same performance. All actors always learn their roles and try to convey the images of their characters.

Progress of the game:

The teacher shows the children the underpaintings of the scene and invites them to dramatize the fairy tale according to the children’s wishes. Children remember the heroes of the fairy tale, select the appropriate decorations, lay out the theatrical action on the underpainting and talk about it.

Game option:

The teacher examines the theatrical costumes, invites the children to characterize these characters, select the necessary decorations, lay out the theatrical action on the underpainting and talk about it.

"IMAGINE A LANDSCAPE"

Purpose of the game: Exercise children in composing a composition with multifaceted content, highlighting the main size. Exercise children in composing a composition united by a single content. To consolidate children's knowledge about seasonal changes in nature. Clarifying children's knowledge about landscape as a form of painting, consolidating knowledge about artists working in this genre. Develop children's observation skills and creative imagination.
Activation of the dictionary: “landscape”, “painting”, “seasons”.

Game material:“underpaintings” of different seasons, carved silhouettes of trees (corresponding to different seasons), wooden houses, churches, chips.

Progress of the game:

The teacher lays out “underpaintings” of the 4 seasons and trays with carved silhouettes of trees and houses in front of the children. Children are invited to listen to a poem about the time of year, determine when it happens and come up with a picture of nature that corresponds to this time of year.
Autumn spread paint at the edges and quietly brushed it across the leaves.
The hazel trees turned yellow and the maples began to glow. The aspen trees are purple, only the oak is green.
Autumn consoles you - don’t regret summer! Look - the grove is dressed in gold!

The signal to start work is the inclusion of music from P.I. Tchaikovsky’s album “The Seasons”. Children make up a picture while a piece of music plays. Then the teacher examines the resulting paintings and, together with the children, determines the correctness of the composition. The chip is received by the child who correctly solved the problem of compositional mastery of the sheet, conveyed perspective, and correctly chose objects by size. A child who can tell about artists working in this genre and can name their paintings can get additional chips.
Then the teacher reads poems about another time of year, turns on music, and the children make up a new landscape.

« MATCH IMAGES TO THE TOY"

Purpose of the game: teach children visual analysis of the silhouette and shape of a real object. Exercise your vision in identifying shapes in a planar image and a three-dimensional object.

Progress of the game: Children are given cards with silhouette images. There are bulky objects on the tray: toys, building material. The teacher suggests placing an object of the appropriate shape under each silhouette. The one who fills all the cells the fastest wins.

Game options can be varied. For example, the picture shows real objects, children select silhouette images cut out of cardboard and apply them to real images.

The formation of methods for comparison, analysis of objects and their images is an effective method of enriching subject concepts. This is facilitated by games such as “Place an object on its image”, “Make an object from parts”, “Find the same object”, “Find the same half of an object, image”.

In this case, it is important to take into account the individual discriminating capabilities of vision. If visual acuity is low and there are no image perception skills, it is better to begin work on comparing an object with its real, color image, and then you can move on to comparing the object with a silhouette image.

“WHO DRAWS BIGGER AND FASTER CIRCLES”

Purpose of the game: exercise children using stencil drawing to depict circles of different sizes, teach children to draw straight lines to circles, depict an apple and cherry berries.

Materials: stencils with slots for circles of different sizes, felt-tip pens, sheets of paper.

Progress of the game: The teacher offers to look at the stencils, highlight large and small circles, shows how to apply a stencil, how to trace. You can invite children to color the circles without removing the stencil, painting in a circular motion, just like drawing balls of thread. You can show children the transformation of circles into balls by dividing the circle with two lines: one is drawn from left to right, and the other is drawn from right to left.

"WHICH! WHICH! WHICH!"

Children stand in a circle and pass some natural object from hand to hand. Having become acquainted with it, the child must express his feelings in words. Moving in a circle, the natural object gradually reveals its new facets to us. For example, an acorn is oval, smooth, hard, etc.

"WHAT IS IT LIKE"

Children pass a natural object around in a circle, comparing it with other familiar objects. For example, a spikelet - on a tree, bird feathers, a panicle, a pigtail, a tail, etc.

"COLLECT A PATTERN"

The teacher invites children to individually lay out on paper circles or strips a pattern of flat natural shapes - pumpkin seeds, watermelon, melon, etc. The technique of alternating natural materials that are contrasting in shape and color is used.

"TRANSFORMAT"

The teacher invites the children, using various natural materials, to lay out any familiar image on a sheet of paper, and then use the same details to create a completely different image.

"PEBLES ON THE SHORE"

Target games: teach children to create new patterns based on the perception of schematic images.

Material: a large picture depicting a seashore, several pebbles (5 - 7) of different shapes (each stone resembles some object, animal or person).

Progress of the game: The adult shows the children a picture and says: “A wizard walked along this shore and turned everything in his path into pebbles. You have to guess what was on the shore and come up with a story about each pebble. What it is? How did he end up on the shore? Etc."

"FUNNY GNOME"

Purpose of the game: teach children to create images based on the perception of a schematic image of an object.

Material: a picture that depicts a gnome with a bag in his hands and several bags of different shapes cut out of paper, which can be applied to the picture and changed in the gnome’s hands.

Progress of the game: the adult shows the children a picture and says that a gnome came to visit the children; He brought gifts, but the children must guess for themselves. Make up a story about one of the gifts and about the child who received it.

"WHAT DOES IT LOOK LIKE"

Purpose of the game: teach children to create images of objects in their imagination, based on their schematic representation.

Material: set of 10 cards; Each card has one figure drawn on it, which can be perceived as a detail or an outline image of a separate object.

Progress of the game: an adult shows a picture from the set and asks what it looks like. It is important to support children's initiative and emphasize that each child must give his own original answer.

"WONDERFUL FOREST"

Purpose of the game: teach children to create situations in their imagination based on their schematic representation.

Material: identical sheets of paper on which several trees are drawn and unfinished, unformed images are located in different places. Sets of colored pencils.

Progress of the game: An adult hands out sheets of paper to the children and asks them to draw a forest full of wonders and then tell a story about it.

"Shifters"

Purpose of the game: teach children to create images of objects in their imagination based on the perception of schematic images of individual parts of these objects.

Material: Pencils, sets of 8 – 16 cards. Each image is positioned in such a way that there is free space left for finishing the picture.

Progress of the game: The adult invites the children to draw whatever they want to the figurine, but so that it turns out to be a picture. Then you need to take another card with the same figure, put it upside down or sideways and turn the figure into another picture. When the children complete the task, take cards with another figure.

Exercises to develop fine motor skills

"Storm"

The first drops fell , (lightly tap two fingers of each hand on the table)

The spiders were scared (the inner side of the palm is lowered down; bend the fingers slightly and, moving them, you should show how the spiders scatter)

The rain began to pound harder (knock on the table with all fingers of both hands)

The birds disappeared among the branches (cross your arms, place your palms together with the backs of your hands; wave your fingers clenched together)

The rain poured down like buckets, (knock harder on the table with all fingers of both hands)

The kids ran away (the index and middle fingers of both hands run across the table, depicting little men; the remaining fingers are pressed to the palm)

Lightning flashes in the sky , Thunder breaks the whole sky (draw lightning in the air with your finger) (drum with your fists and then clap your hands)

And then the sun came out of the clouds (raise both hands up with fingers open)

He'll look out the window for us again!

"Flowers"

Children perform movements with their fingers in accordance with the text:

In our group on the window , (clench and unclench fists)

In a green country , (show “pots” with palms)

In painted pots (raise palms up vertically)

The flowers have grown. Here is a rose, geranium, crassula, a family of prickly cacti. (bend the fingers on both hands, starting with the thumb)

We'll water them early , (water from an imaginary watering can) (fold the palms of both hands)

Me and all my friends!

"Bell"

Children perform movements with their fingers in accordance with the text:

- Don-don-don,

- The bell is ringing (move the fingers of both hands)

- La-la-la,

- He says something (raise the index fingers of both hands to your mouth)

Ding-ding-ding

- Tilts head (put your palms down)

Bom-bom-bom

- I messed up my whole hair (run your hands through your hair)

Ding - ding - ding,

- He smiled at the sun (smile and clap your hands)

Finally woke up (tap the fingers of one hand on the fingers of the other)

Psychogymnastics for the development of the emotional sphere

Game "Shadow"

Two children are walking along the road: one in front, the other two or three steps behind. The second child is a “shadow” of the first. “Shadow” must exactly repeat all the actions of the first child, who will either pick a flower on the side of the road, or bend over for a beautiful pebble, or jump on one leg, etc.

Game "Forbidden Number"

The game is aimed at developing attention, memory and observation skills.

Children stand in a circle. A number is chosen that cannot be pronounced. Preschoolers count in turns and clap their hands instead of the forbidden number

Game "Here he is"

The game is aimed at developing attention, memory and observation skills.

The child, without words, using expressive gestures, “tells” about the sizes and shapes of objects well known to him: small, large, pointed, round, quadrangular, small, long, short.

Exercise "How are you feeling?"

The exercise is aimed at developing attentiveness, empathy and the ability to feel the mood of another.

Performed in a circle. Each child carefully looks at his neighbor on the left, tries to guess how he feels, and talks about it. The preschooler, whose state is being described, listens and then agrees or disagrees with what was said, complements.

Exercise "My mood"

The exercise is aimed at developing empathy, the ability to describe one’s mood and recognize the mood of others.

The child is asked to tell others about his mood: it can be drawn, compared with some color, or shown in motion - it all depends on the imagination and desire of the preschooler.

Exercise "Communication in pairs"

The exercise is aimed at developing attention and memory.

Children are divided into pairs and sit back to back. One whispers about something, then asks the other what he was talking about. While telling the story, the child should try to describe his feelings.

Exercise "Sitting - standing"

The exercise is aimed at developing the emotional sphere.

The child, standing and looking at the person sitting, says a phrase suggested by the teacher or composed independently with different feelings: cheerfully, with fear, angrily, calmly.

Exercise "Face Study"

The exercise is aimed at developing tactile memory.

Children stand in two lines, facing each other. Preschoolers in one line close their eyes, in the other they change places (at random) and come closer to the first line. Children with closed eyes feel the face and hair of the person who comes up and call their names. Condition: do not touch clothes.

Exercise "Mirror"

The exercise is aimed at developing the ability to understand and convey other people's emotions.

Children are divided into pairs, face each other and look into each other's eyes. One begins to perform some movement, the other repeats it in a mirror image. Then the teacher invites children to convey different emotional states in gestures and facial expressions: sadness, joy, fear, pain, disgust, etc.

EXERCISE ON THE DEVELOPMENT OF SHAPING MOVEMENTS USING A STENCIL

Target: develop in children the ability to perform circular movements when drawing a ball in a closed circle, relying on visual control and with their eyes closed. Progress of the lesson: The teacher invites the children to look at a panel in which a kitten plays with balls of thread that he unwound. Then he invites the children to collect the threads into a ball and shows how the threads are collected into a ball, imitating with the movements of a pencil winding the threads into a ball. Periodically, the teacher invites children to close their eyes and perform movements with their eyes closed. In order for children to show interest in work, you can give them the opportunity to draw a lot of balls, arrange a competition: who can draw the most balls.

DIDACTIC EXERCISE “LET’S DRAW HOW THE PLATES ARE POSITIONED ON THE TABLE”

Target: exercise children in drawing round and oval shapes, develop the ability to distinguish objects by size from large to small.To complete the exercise, children are given stencils with slots for three circles of different sizes and slots for three ovals located between the circles. The ovals are also of different sizes, with handles attached to them.Progress of the lesson:The teacher says: “Children, three bears came to visit us. Let's give them a treat. For this we need dishes: plates and spoons.” The teacher shows the children stencils and suggests tracing circles and ovals, and then adding handles to the ovals to make a spoon. After completing the task, the bears and the children watch how all the work is done and compare it with the real table setting, where the plates and spoons are located. Here you can also clarify which side of the plate the spoon is located on.

DIDACTIC EXERCISE “LET’S DRAW THE SUN”

Target: Exercise children in drawing round shapes and straight lines. Progress of the lesson: “Apply a stencil and draw a circle.” Children find a circle on the stencil and trace it. After this, the first part of the stencil is removed and the teacher suggests drawing the rays of the sun with your finger. In another task, you can invite children to use a stencil to draw a dandelion, buttons on a coat, a tumbler, balloons, etc. Before the children begin to create plots of drawings, you need to teach them to use a stencil to draw details and objects that can then be included in plot: cloud, boat, rain, sun, waves, fir trees, mushrooms, house, etc. You need to start drawing with objects that are simpler in shape. For example: first they draw the sun, later a cloud or mushrooms, and then a Christmas tree, a snowman, a tumbler, etc.

DIDACTIC EXERCISE IN DRAWING DIRECTIONS OF MOVEMENT OF OBJECTS IN SPACE

Material: stencils with images of fish, ducks, geese, cars, airplanes, etc. Progress of the lesson: The teacher invites children to look at the images on the stencils and shows how they can draw an object by turning the stencil over, and then print it moving in a different direction. After drawing objects, children, together with the teacher, name the directions in which the objects are moving in the drawing: left or right, up or down, etc. Sometimes you can precede drawing by laying out a drawing from images cut out along the contour on a flannelgraph, or create subject situations from toys , real objects. Sometimes it is advisable to exercise children in identifying and depicting movement and direction based on the teacher’s verbal instructions: “Draw a car going to the right, etc.”

DIDACTIC EXERCISE “LET'S DECORATE OBJECTS”

Target: to train children in the ability to fill limited space in accordance with the given shape of objects. Progress of the lesson: The teacher offers the children stencils with slits in the shape of various objects: dresses, hats, towels, handkerchiefs, cups, scarves, etc. Then the children paint the given space with colored images. Depending on the level of development of visual skills, the complexity of the contours of objects is determined for each child individually: one paints a towel, the other a dress. Such exercises enrich children's impressions of the shape of real objects, teach them to notice the commonality between them, in particular, that all objects are painted with colored stripes, they are all different (dishes, clothes, linen, etc.). This is how children develop the ability to generalize objects according to one similar feature, regardless of their functional purpose.

DIDACTIC EXERCISE IN DRAWING LEAVES

AND TREE BRANCHES WITH LEAVES

Material: stencils of leaves of various tree species. Progress of the lesson. Children look at the stencils and examine the shape of the leaves. Then the teacher asks them to trace the leaves along a contour or stencil. The task can be given for speed: which of the children will circle the most leaves in a certain period of time. In another task, after tracing, children paint the leaves in different colors, so they get a pattern of colored leaves; in the next task, they create a pattern of leaves and branches. If children are able to draw objects on their own, you can give the task to create a sample plot on a flannelgraph from contour images, and then sketch it. Drawing with stencils is mandatory only if children have difficulty depicting objects.

FISH IN THE AQUARIUM

Target: to train children in drawing an object, starting from the main shape or the shape of additional details, to teach visual analysis of the structure of an object.

Progress: The teacher invites the children to look at the stencils, where the basic shape of the fish is given in the slots - an oval, and then complete the details using already familiar non-traditional techniques.

Then the children trace and complete the drawing according to the plan.

After creating a sketch, children color with paints, felt-tip pens, crayons, and pastels.

Drawing begins with additional details; children can draw the main shape using a stencil. and then using various types of unconventional techniques.

In the same way, you can teach children to draw mushrooms, an airplane, a flower, etc.

Part 2. Card index of didactic games

in fine arts in kindergarten

D/I “Big - small”

Target. Develop the ability to see the beauty of nature by analyzing natural objects and highlighting their properties (9th magnitude). Learn to compare images.

Exercise. Cards with images of large and small objects (fish, flowers, leaves, etc.) the game can resemble lotto: on the large cards on the left there are two objects (large and small, on the right - two empty cells of the same size, small cards with the same images).

D/I “What does it look like?”

Target. Develop sensory operations, artistic and creative abilities.

Exercise. Several vegetables and fruits are laid out on the table. The child names the properties of one of them, and then says what it looks like or what is similar to it. Find.

D/I "Tops - Roots"

Target. Enrich sensory experience, learn to analyze an image of a plant, highlighting its parts, develop comparison skills, learn to compose an image from two parts that form a single whole, consolidate the names of plants, develop a sense of shape and color.

Exercise. Fold the card in two parts according to the “tops - roots” principle.

D/I “Berries, vegetables, fruits”

Target. Develop the ability to analyze, compare (the same), learn to classify (select all the vegetables, fruits, berries by color), lay out rows consisting of identical images.

D/I “Cut pictures”

Target. Teach the actions of analysis and synthesis, the ability to isolate parts of a whole and form a whole from parts, learn to correctly name the resulting image, develop a sense of shape, proportion, and detail.

D/I “Beautiful flowers bloomed in the meadow (field, forest, etc.)”

Target. Develop the perception of colors and shades, the ability to select colors:

Flowers of warm colors bloomed in the meadow;

-……cold…….

-……different…….

D/I “Warm - cold”

Target.

The task is two sheets, in the middle of one there is a circle of red color (warm), in the middle of the other there is a circle of blue color (cold). Children are asked to lay out cards - pictures that match the color of the circle on the sheets.

D/I “Choose an outfit”

Target. Learn to distinguish between warm and cold tones, develop the ability to choose an outfit for fairy-tale characters, develop creative imagination, sense of taste, and speech.

Material. Dolls; The Snow Queen. Ognevushka - Jumping - a set of outfits in a certain range.

Exercise. Consider tables of cold and warm tones.

Who is suitable for an outfit made of cold fabrics and which ones?

Who can sew an outfit in warm colors?

What outfit is suitable for the Snow Queen?

Dress up the doll.

What happens if we mix up the outfit?

Question options can be changed.

D/I “Choose the color of fairy-tale characters”

Goal: to teach how to choose colors to display the concepts of good and evil. Develop creativity and imagination.

Material. Silhouettes of fairy tale opposite characters. (Baba Yaga and Vasilisa. Squares and triangles made of colored paper of various colors.

Exercise. Arrange in different directions: for Baba Yaga, squares, for Vasilisa, triangles. Choosing a certain color scheme, taking into account the character of a particular character.

Baba Yaga. What is she like? What are you wearing? Where does he live? What does he do?

Vasilisa. What is she like? What are you wearing? Etc.

D/I “Complete the animals”

Goal: to develop technical skills in drawing animals.

Material. Sheets with drawn geometric shapes and lines. Use geometric shapes as a basis: oval, rectangle, circle, trapezoid, etc.

Lines: straight, wavy, closed, etc.

Exercise. At the first stage, you can give samples, drawings of animals.

At stage 2, the drawings should be carried out according to the child’s plans.

D/I “Color tea party at Masha and Dasha’s”

Dolls invite girlfriends for tea. Help them set the table. Look: there are a lot of dishes, but two dolls. This means that all the dishes need to be divided equally into two sets. But for a reason: this is Masha, this is Dasha. Let's think together about how best to divide the dishes.

Are the dishes the same color?

What color are the dolls' clothes?

What dishes go with a doll with a red bow?

What kind of dishes can you select for the doll in blue?

Name what each of the dolls will put on the table for their guests.

D/I “Scarves and hats”

These bears are going for a walk. They had already tied their scarves, but had mixed up their hats. Help them figure out whose hat is and where.

How can you find out? Hint - look at the scarves.

Name the colors of the hats in order - from top to bottom, and now vice versa - from bottom to top.

Remember what color is your hat?

Look at the bears and tell me, are they the same color or different?

(these are different shades of brown)

Which bear do you like best?