Traditional drawing technique for older people. Using unconventional drawing techniques

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Types and techniques of non-traditional artistic drawing

materials.

Today there is a choice of options for art preschool education, and it is determined by the presence of variable, additional, alternative, original program and methodological materials that are not sufficiently scientifically substantiated and require theoretical and experimental testing in the specific conditions of preschool educational institutions.

The availability of using non-traditional techniques is determined by the age characteristics of preschoolers. So, for example, you should start working in this direction with techniques such as drawing with your fingers, palm, tearing paper, etc., but in older preschool age these same techniques will complement the artistic image created using more complex ones: blotography, monotype and etc.

Poking with a hard, semi-dry brush.

Age: any.

Means of expression: texture of color, color.

Materials: hard brush, gouache, paper of any color and format, or a cut out silhouette of a furry or prickly animal.

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

Finger painting.

Age: from two years.

Means of expression: spot, dot, short line, color.

Materials: bowls with gouache, thick paper of any color, small sheets, napkins.

Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks 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.

Palm drawing.

Age: from two years.

Means of expression: spot, color, fantastic silhouette.

Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins.

Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on 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.

Imprint with cork.

Age: from three years.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, cork stamps.

Method of obtaining an image: the child presses the cork to a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the stopper are changed.

Printed with potato stamps.

Age: from three years.

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, potato stamps. Method of obtaining an image: the child presses the signet onto a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the signet are changed.

Foam imprint.

Age: from four years.

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber.

Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber.

Foam impression.

Age: from four years.

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam.

Method of obtaining an image: the child presses the foam onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the bowl and the foam.

Imprint with eraser stamps.

Age: from four years.

Means of expression: stain, texture, color,

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, stamps from an eraser (the teacher can make them himself by cutting a design on the eraser with a knife or razor blade).

Method of obtaining an image: the child presses the signet onto a stamp pad with paint and makes an impression on the paper. To change the color you need to take another bowl and signet.

Imprint with crumpled paper.

Age: from four years.

Means of expression: stain, texture, color.

Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper.

Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper.

Wax crayons + watercolor.

Age: from four years.

Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted.

Candle + watercolor Age: from four years.

Means of expression: color, line, spot, texture. Materials: candle, thick paper, watercolor, brushes. Method of obtaining an image: the child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The candle drawing remains white.

Screen printing.

Age: from five years.

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color, a foam rubber swab (a ball of fabric or foam rubber is placed in the middle of the square and the corners of the square are tied with thread), stencils made of oiled semi-cardboard or transparent films.

Method of obtaining an image: the child presses a signet or foam rubber swab onto a stamp pad with paint and makes an impression on the paper using a stencil. To change the color, take another swab and stencil.

Subject monotype.

Age: from five years.

Means of expression: spot, color, symmetry.

Materials: thick paper of any color, brushes, gouache or watercolor.

Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations.

Blotography is normal.

Age: from five years.

Means of expression: stain.

Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon. Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the original sheet in half, drip ink onto 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.

Age: from five years. Means of expression: stain.

Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, straw (drink straw).

Method of obtaining an image: a child scoops up paint with a plastic spoon, pours it onto a sheet, making a small spot (droplet). 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 thread.

Age: from five years, Means of expression: stain.

Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, medium-thick thread.

Method for obtaining an image: the child dips a 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.

Spray

Age: from five years. Means of expression: point, texture.

Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (5x5 cm).

Method of obtaining an image: the child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.

Leaf prints.

Age: from five years.

Means of expression: texture, color.

Materials: paper, leaves of various trees (preferably fallen), gouache, brushes.

Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.

Watercolor crayons.

Age: from five years.

Means of expression: spot, color, line.

Materials: thick paper, watercolor crayons, sponge, water in a saucer.

Method of obtaining an image: the child wets the paper with water using a sponge, then draws on it with crayons. You can use the techniques of drawing with the end of a chalk and flat. When the paper dries, it becomes wet again.

Poking.

Age: from five years.

Means of expression: texture, volume.

Materials: squares of colored double-sided paper size (2x2 cm), magazine and newspaper paper (for example, for hedgehog needles), pencil, PVA glue in a bowl, thick paper or colored cardboard for the base.

Method of obtaining an image: the child places the blunt end of a pencil in the middle of a square of paper and turns the edges of the square onto the pencil with a rotational movement. Holding the edge of the square with a finger so that it does not slip off the pencil, the child dips it into the glue. Then he glues the square onto the base, pressing it with a pencil. Only after this does he pull out the pencil, and the folded square remains on the paper. The procedure is repeated many times until the desired amount of paper space is filled with folded squares.

Landscape monotype.

Age: from six years.

Means of expression: spot, tone, vertical symmetry, image of space in a composition.

Materials: paper, brushes, gouache or watercolor, damp sponge, tiles.

Method of obtaining an image: the child folds the sheet in half. On one half of the sheet a landscape is drawn, on the other half it is reflected in a lake or river (imprint). The landscape is done quickly so that the paints do not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print is made from it, is enlivened with paints so that it differs more from the print. For monotype you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a damp sheet of paper. The landscape turns out blurry.

Children and creativity are inseparable concepts. Every child is an artist and sculptor, singer and musician at heart. Creative impulses in children manifest themselves in the most unimaginable form, but are very often associated with artistic activity. Many mothers sooner or later wonder why a child should learn to draw? And really, why, if you don’t plan to raise another Surikov or Aivazovsky? If your goal is to see your child as a successful, self-confident person, then encourage creative expressions, because any visual work is an important condition for the normal development of the child.

Non-traditional drawing techniques in kindergarten and at home help develop spatial thinking, eye, and coordination. After all, the baby needs to connect the ratio of the sizes of the parts into a single composition and arrange them harmoniously on the sheet. When working on a complex decorative composition, the child learns to plan his actions and choose the appropriate material. It is very important for him to understand that he can create something with his own hands.

Everyone knows that drawing is one of our children’s favorite activities. With great pleasure they draw with colored pencils, felt-tip pens, paints, dipping a brush into a bright substance. Why not dip your finger there or smear paint all over your palm? Fine art cannot have boundaries; it is necessary to destroy all boundaries of the familiar and traditional!

Unconventional drawing techniques attract our fidgets much more, because they do not require perseverance, allow them to more clearly reveal their potential during creativity, and introduce the child to the opportunity to unusually use the things around us as materials for creativity. If the most unusual colors and bright pencils no longer arouse the child’s former interest, then you can dilute your fidget’s creativity with other drawing methods. Why is drawing in unconventional ways useful in kindergarten and at home?

• The baby uses a variety of materials, recognizes differences in textures, which allows him to improve fine motor skills.
• There is an acquaintance with volume, shape and space, which develops imagination.
• The ability to combine and mix shades develops aesthetic taste.
• The use of unusual materials develops thinking and teaches one to make non-standard decisions.
• Drawings using such techniques come out much faster, which pleases the little ones who lack perseverance.
• It adds self-confidence and faith in your abilities, because even without outstanding skills you can create a unique “masterpiece”!

All the most interesting techniques and methods were collected and systematized by G.N. Davydov in the book “Non-traditional drawing techniques in kindergarten.” This book is an excellent assistant both for the teacher and for the mother who wants to diversify her leisure time with her baby.

Let's start creating: fingers or palms

Non-traditional drawing techniques involve depicting images using various materials, including “non-artistic” ones: crumpled paper, foam rubber, threads, paraffin candle or wax crayons, dried leaves; drawing without using a tool - with your palms or fingers and much more. Such methods are successfully used both in kindergarten and at home.

For different ages, you can offer your own technique, for example, the little ones will find it interesting to paint with their fingers, because it is still difficult for a baby to hold a brush, but the baby already has excellent control of his own hands. Dip your little one's palm into the paint and ask her to leave a mark on the paper, just as cats and dogs leave marks. Look at the print with your baby, who does it look like? It looks like an elephant or a turtle, and if we add an eye, there will be a fish! The whole action is guided only by your baby’s imagination, and if suddenly he is confused, then help him, conduct a master class - paint your palm and leave a print. “Look, the mother turned out to be an elephant, but where is the baby elephant?” - the child will be happy to join in such a funny game.

You can dip your entire palm in the paint, but only your fingers, and leave tiny prints. The more multi-colored prints, the more interesting the drawing - let the child fantasize for his own pleasure. Adults should be prepared for the fact that the paint will be not only on the piece of paper, but also on the baby, or rather, the baby will be covered in it and the surrounding objects too. Therefore, take care of cleanliness in advance: cover the table where you plan to set up a creative workshop with oilcloth, and put on an apron and sleeves on your baby, otherwise, what kind of flight of fancy can we talk about if you constantly tell your baby: “Be careful, you’ll get dirty!”

Let's continue to fantasize. Stamps, impressions

Children of all ages like to use stamps when drawing. This unique technique of non-traditional drawing in kindergarten is so easy to perform and diverse in manifestation that it is perfect for work both in kindergarten and at home. Ready-made stamps can be purchased at an art supply store. But it’s much more interesting to make a stamp yourself, or even better with your baby.

Almost anything that can be dipped in paint and then left an imprint on a piece of paper will work as a stamp. You can cut an apple or a potato - this is the simplest stamp. You can cut out some kind of shape on half a potato: a heart or a flower. Another stamp is made from ordinary threads, wound around any base. You don’t have to wind the threads, but simply immerse them in paint. After thorough impregnation, they are laid out on one sheet, covered with another, pressed lightly, and the intricate pattern is admired.

It is easy to make a stamp from ordinary plasticine. Come up with an interesting shape and decorate a small piece of plasticine. It is better to choose thick paint for classic stamps. You can give the background an unusual texture by using a crumpled napkin or paper, and then follow the proven scheme: dip it in paint and stamp it. Very beautiful stamps are made from dried leaves: paint the leaf on one side, place it on paper and press. After the painted leaf was removed, the picture “Golden Autumn” was created – the baby was absolutely delighted.

There is another unconventional drawing technique, similar to a stamp, but with an interesting feature - drawing with foam rubber. Cut a small piece from an ordinary sponge, dip it in paint and cover the sheet with gentle pressure. This is how you easily and simply get a wonderful background for further drawing, and if you use stencils or templates for children’s drawing, you will get an amazing floral or geometric pattern.

Drawing with dots

Drawing with dots can be distinguished as a method of visual creativity for children. This simple technique is understandable even to the little one. You will need paints and cotton swabs or regular markers. We dip the stick in the paint, and with gentle pressure we draw a dot on a sheet of paper, then another one - until the invented image appears on the album sheet. You can help your child by drawing the outline of the future drawing, and he will fill it with a large number of bright prints. The theme of the dotted pattern can be anything – a winter fairy tale or bright sunshine. Education at such a tender age should be carried out unobtrusively, in the form of a game.

Monotype technique

For older children, you can offer more interesting types of artistic creativity. For example, an interesting technique, which is also based on prints, is “Monotype”. Its goal is to create a symmetrical drawing, such as a mushroom, an insect (butterfly or ladybug); for the senior preschool group, you can depict a landscape reflected in a lake.

We take a landscape sheet of paper, bend it in half, then unfold it and draw on one half relative to the fold line. Since we have agreed to depict a butterfly, we draw one wing, then stroke the folded sheet with our hand. Let's open it - the butterfly already has two wings and they are exactly the same! The missing elements can be completed with a brush.

A feeling of delight is guaranteed, while the child understands that his “hooligan” actions, when blots and splashes fly onto the album sheet, are also a form of art. “Blotography” also has the name “Spraying”. Using these techniques you can achieve unusual artistic effects.

Splashing paint, also known as "Spraying". A toothbrush will come to our aid. Gently dip it into the paint and lightly tap it towards you with a pen or pencil. A huge number of small droplets remain on the sheet. Using this unconventional painting technique, you can create a very realistic winter landscape or deep space with many stars. “Blotography” will help the young artist populate the uninhabited planets of space with funny aliens. All you have to do is put more paint on the brush and let it drip onto a sheet of paper, and you get a blot. And now we blow on it, dispersing the rays in different directions. Let's add a pair of eyes to the dried blot, or maybe two pairs, this is an unknown animal, and send it to populate distant worlds!

An interesting texture can be achieved by using a dry brush. Lightly dip a dry wide brush into the gouache and wipe off the excess paint on the jar. We draw with vertical poking movements. The image turns out “shaggy” and “prickly”, in this way Christmas trees and hedgehogs, a field with green grass turn out to be very realistic. In this non-traditional way, you can draw flowers, such as asters, in kindergarten.

Incredible possibilities of ordinary things.

1. Bubble.

It turns out that you can not only blow and burst soap bubbles, but you can also draw with them. Dilute a little paint in a glass of soapy water, take a tube and blow bubbles into the glass. Your kids will enjoy doing this trick. Well, there is a lot of bright multi-colored foam, apply a sheet of paper to it, and as soon as bubbles begin to appear, the paper needs to be removed - the colorful pattern is ready!

1. Salt.

Don't be surprised, but salt can be used for more than just cooking. An interesting texture will be obtained if you sprinkle the undried drawing with salt, and when the paint dries, just chicken out.

1. Sand, beads and various grains are also used to create creative textures. There are several options for using such materials.

• Sprinkle the pre-glued sheet with cereal, sand or beads, and then draw on the textured surface.
• We cover the areas where the design will be depicted with glue.
• Paint and dry the necessary materials in advance, and then decorate the drawing with them.

Classics in an unconventional interpretation

Let's put away the stamps and salt, wipe off our paint-stained pens, and get out the watercolors and brushes. Boring? It’s not boring at all, but very interesting, because with the help of classic watercolor paints we will create miracles!

You need to take thick paper (the best option is special watercolor paper) and wet it until it is sufficiently wet. Put a little paint on the brush and lightly touch the brush to the wet paper. The movements should be light and smooth, the beauty of the result depends on this. Before your eyes, a drop of paint spreads in different directions, turning into something amazing! It's a good time to tell your child about the rules for getting new colors and shades. Now this practice is most obvious. The resulting unimaginable divorces will serve as an interesting backdrop for future creative works.

The next unconventional drawing technique that we will consider, also from the category of “miracles nearby”, is called “Aquatype”.

This is a technique of painting with paints and water, also known as water printing. Just as in the previous method, we will need thick paper, we will choose no less traditional paints - gouache, we also need black or any dark ink. Think with your child, what would he like to portray? This method produces unusually beautiful flowers. After the paints have dried, paint over the entire sheet of paper with ink, then immerse your work in a bowl of water and enjoy the wonderful transformations! The gouache will all dissolve, leaving only your drawing on a dark background. Why isn't it magic?

The series of incredible transformations is not over! Let's take the same thick paper and use wax crayons (if you don't have them at hand, you can use an ordinary candle) apply a drawing or pattern. Next, apply watercolor paint to the entire sheet (the areas treated with wax will not be painted). A drawing will appear on a colored watercolor background, which will be a surprise for the baby, because when you draw with colorless chalk on a white sheet, it is quite difficult to imagine the end result. The process of magic can also ultimately bring quite a practical result.

Making “marble paper” is an extremely exciting activity that kids really like: it’s fun to play with things that are not allowed to be taken at all. For example, dad's shaving foam. To work you will need:

• shaving foam;
• watercolor paints;
• flat plate;
• sheet of thick paper.

First you need to get a saturated solution: mix the paint with water. Then apply a thick layer of shaving foam to the plate, and add a few bright drops of paint in a chaotic manner. Using a brush, we paint drops of paint on the foam, creating intricate zigzags and patterns. Here it is - a magical mystery that will completely absorb an enthusiastic child. And here is the promised practical effect. We apply the sheet to the rainbow foam, and then turn it over so that the foam is on top of the sheet. We remove the remaining foam on the paper with a scraper. And - lo and behold! Unimaginable stains appear from under the foam, similar to a marble pattern. The paper has absorbed the paint. After drying, “marble paper” can be used in making crafts or as an addition to decoration.

There is no limit to creativity

For children who have already become acquainted with many interesting techniques and have shown their extraordinary creative abilities, we can offer a rather difficult drawing technique - “scratching”.

You need thick paper, you need to color it with wax crayons, preferably bright colors, then cover it with black gouache or ink using a wide brush. If you intend to use gouache, add a little PVA glue so that the dried paint does not crumble. When the ink (or gouache) has dried, the workpiece is ready for further work. Now we take a thin stack (any sharp, non-writing instrument) and start drawing. But this process can only be called painting conditionally, since the top layer of paint is scraped off. Thus, stroke by stroke, a bright wax layer is revealed and projected into the artist’s idea.

Young artists will enjoy the technique of drawing on glass using plasticine.

Choose the design you like, cover it with glass, and use a black felt-tip pen to draw the outlines of the design onto the glass. Then we proceed to fill the contours with soft plasticine, trying not to protrude beyond the edge. The reverse side does not look so neat, but the front side shows a bright and clear picture. Place your work in a frame, and you can use colored cardboard as a background.

There are also a number of non-traditional drawing techniques in kindergarten that children of the middle and senior preschool groups can easily master. For everyday activities, a combination of applique with a classic pattern may be suitable. Pre-cut elements are glued onto a landscape sheet, after which the image is given a finished look using pencils or paints.

One of the accessible and entertaining techniques is “Frontage”.

This type of fine art has been familiar to us since childhood; remember, they hid a coin under a sheet of paper and shaded it with a simple pencil? In the same way, instead of a coin, you can use dry leaves, and shade not with a pencil, but with colored pastels. The drawing will turn out bright and rich.

We have become acquainted with a large number of drawing techniques and have already learned a lot, so why not put our knowledge into practice? Using both traditional and non-traditional painting techniques, any interior items are decorated. Decorative drawing in kindergarten also has an applied nature; a child can already decorate, for example, a pencil stand or a clay vase, or he can please his mother and create a unique pattern on a cutting board. Just remember that for such work you need to choose waterproof paints: acrylic or oil. To make the result last longer, coat the finished craft with varnish.

For interior decoration, the stained glass technique is used.

The essence of the technique is to apply an adhesive contour and fill it with paint. There are many options for performing this technique, but one of the most interesting is to apply a pattern to oilcloth, and after drying, the pattern can be removed from the oilcloth and glued to any surface, for example, glass - there will be a translucent bright picture.

Let's take a closer look at the technique itself.

The ideal option would be to use specialized stained glass paints, but if you don’t have any, you can be smart and make them yourself. Take ordinary gouache and add PVA glue; after drying, the paints have an elastic structure, which will allow you to remove the picture from the film without difficulty. Choose the design you like and draw its outline onto a transparent oilcloth (you can take a regular file or a transparent plastic folder). It is better to make the outline first with a pencil or felt-tip pen, and then outline it either with a ready-made stained glass outline, or with ordinary PVA glue from a tube with a dispenser. Wait for the outline to dry, then fill in with bright colors. After complete drying, you can peel the design from the film and decorate the intended surface.

You can decorate not only interior items, but also wardrobe items with special fabric paints. This technique is called “Cold Batik”. Invite your child to make a designer painting of an ordinary white T-shirt, only your child will have one, one and only!

• The T-shirt must first be fixed in an embroidery hoop or in a stretcher for painting on canvas.
• Using a pencil and tracing paper, transfer the image of your favorite cartoon character onto fabric.

One of the most important stages of this method is the application of a reserve composition, in other words, a protective contour that will prevent the paint from spreading over the fabric. The contour must be closed to prevent spreading.

• After drying, according to the scheme known to us, we fill the contours with paint.
• Then the drawing must be fixed. Place one sheet of paper under the design and the other on the design and iron it.

This product can be washed, but it is better to wash it by hand in cool water. The unique product is ready.

Conclusion

All considered non-traditional drawing techniques are applicable only indoors. What about walks in the fresh air in summer? Are only outdoor games suitable for outdoor activities? No, you can do fine art. Drawing in summer in kindergarten can also be done outside, using classic chalk. Drawing on asphalt in kindergarten is a wonderful entertaining and educational activity. Children draw with crayons wherever there is a more or less hard surface: asphalt, tiles, fences, walls of the house. It’s wonderful to see a bright embodiment of fantasy instead of gray asphalt.

Nesterova I.A. The use of non-traditional techniques in the visual activities of preschool children // Nesterov Encyclopedia

As is known, a child’s visual activity acquires an artistic and creative character as he masters the methods of depiction. The product of artistic and creative activity is an expressive image. One of the tasks of teaching drawing in kindergarten is to teach children to depict objects and phenomena as a means of figuratively reflecting life impressions.

The variety of non-traditional techniques in teaching visual arts

The image requires clear, distinct ideas, as well as the ability to express them in graphic form. When creating a drawing, the child controls his actions by representing the depicted object and evaluates them. The ideas needed for drawing are formed in the process of perception. Research by N.P. Sakulina shows that it is necessary to teach children a certain way of perceiving an object, examining it. However, in order to draw this or that object, it is not enough to have a clear idea of ​​its shape, color, structure; it is necessary to be able to express these properties of the object in graphic form on the plane of a sheet of paper, to subordinate the movement of the hand to the task of depiction.

As noted by T.S. Komarova: “One might think that the movements aimed at making a drawing are sufficiently organized by the process of drawing itself. However, this is not so: children should definitely be taught drawing techniques.”

Thus, mastering technology by preschool children is an independent and important task.

At present, points of view on the problem of artistic development and the conditions for the formation of artistic abilities are rapidly changing, the change of children's generations and their preferences, the emergence of new artistic techniques and techniques. In this regard, the methods of work of teachers in the field of fine arts with preschoolers must also change.

The choice of non-traditional drawing techniques as one of the means of developing children's visual creativity is not accidental. Most non-traditional techniques relate to spontaneous drawing, when the image is obtained not as a result of the use of special artistic techniques, but as the effect of playful manipulation.

Non-traditional techniques expand the visual capabilities of children, which allows them to realize their life experience to a greater extent, free themselves from unpleasant experiences and establish themselves in the positive position of a “creator”.

The idea of ​​using non-traditional techniques in the process of teaching visual arts is not new and the need to use non-traditional techniques in organizing the visual creativity of preschool children is not in doubt. After all, the variety of visual materials provided to children, the departure from traditional, familiar ways of creating drawings, and the search for new creative solutions contribute to the development of children's creativity, activity, and imagination. Children love novelty, they are interested in a variety of materials, and as a result, children receive a successful product of activity.

Visual arts technique and its role in image creation

Childhood is a period of intense development, change and learning - this was the definition given by psychologist L.F. Obukhova. She writes that this is a period of paradoxes and contradictions, without which it is impossible to imagine the “process of development.” Childhood is the most favorable for the development of creativity.

The development of creativity is one of the “bridges” leading to the development of artistic abilities.

Unfortunately, the modern mass “school” still retains an uncreative approach to the acquisition of knowledge. Often learning comes down to memorizing and reproducing action techniques and typical ways to solve tasks. Monotonous, patterned repetition of the same actions kills interest in learning. Children are deprived of the joy of discovery and may gradually lose the ability to be creative.

Visual activity in modern research is interpreted as one of the forms of a child’s artistic exploration of the surrounding reality, during which he reflects the world with the help of artistic means.

In the process of drawing, sculpting, and appliqué, the child experiences a variety of feelings:

1. rejoices at the beautiful image he created,
2. gets upset if something doesn't work out,
3. strives to overcome difficulties or gives in to them.

He acquires knowledge about objects and phenomena, about the means and methods of their transmission, about the artistic possibilities of fine art. Children’s ideas about the world around them deepen, they comprehend the qualities of objects, remember their characteristic features and details, master fine arts and abilities, and learn to use them consciously.

In modern theory and practice of preschool education, visual activity is considered as the most accessible means that provides preschool children with ample opportunities for a full and meaningful expression of impressions of the surrounding life, experiences, and manifestation of their spontaneity and emotionality. Artistic activities develop memory, attention, fine motor skills, teach the child to think, analyze, measure and compare, compose and imagine.

At first, children develop an interest in visual aids, manipulations, and traces. left on a sheet of paper, from working with a pencil or brush and only gradually, by mastering visual techniques, motivation for creativity appears - the desire to get results, to create an image.

Modern pedagogical and psychological research proves the importance of visual creativity for the intellectual and artistic development of children in preschool age.

After all, it is in visual activity that the formation of artistic creativity occurs, the development of which is possible without teaching children how to implement ideas, convey objects, and phenomena. This training is aimed at creating an artistic image for children and is closely dependent on the development of abilities for visual activity.

One of the conditions for the development of children’s creative abilities is the use of a variety of visual arts techniques.

The concept of "technology" has several meanings. Let's consider the interpretation of the concept of "technology" from different sources.

Technology is a set of techniques, devices and material resources used to carry out the production process and obtain the best result.

What is art technique?

Soviet artist D.I. Kiplik in his book “Painting Technique” indicates that painting technique should mean a special branch of knowledge, the subject of study of which is the rational construction of a painting from the point of view of its material essence. Knowledge of technology will give the artist the opportunity not only to create durable works, but also to make the best use of painting materials from an artistic point of view.

The technique of drawing by artists is understood broadly: this includes the technique of line, shading, a certain manner of drawing and writing and the way of using certain materials (paper, canvas, wood, pencil, charcoal, pastel, oil paint, watercolor, gouache, tempera, etc.) in accordance with their properties, their visual capabilities.

In the fine arts, technology (from the Greek technike - skillful and techne - art, skill) is understood as a set of special skills, methods and techniques by which a work of art is performed.

However, technique is also understood more narrowly: as a direct, immediate result of the artist’s work with a special material and tool (hence the expression: the technique of oil painting, watercolors, gouache, etc.), the ability to use the expressive capabilities of the material, and more broadly: as, for example, the method transfer of the materiality of objects. The technical side of visual activity is subordinated to the task of creating an expressive image in a drawing.

Representatives of the realistic movement in fine art have always attached great importance to drawing technique, paying special attention to its development.

The concept of technology includes the development of the eye and hand, their coordinated activity. Particular importance is attached to skillful, festive depiction of the contour and shape of objects.

The teacher needs to teach children technology so that they can freely use it when solving any problem, and most fully express their impressions of the life around them in their work. In kindergarten, it is necessary to immediately, within accessible limits, formulate the correct drawing technique for all children, so that later they do not have to be retrained.

The definition of drawing technique that is accepted in the fine arts is mainly applicable to the technique of children's drawing. The difference lies in the fact that in a preschool child, the initial development of various and subtle hand movements that are necessary for drawing and which can be called drawing movements occurs. Mastering a contour line, a stroke, a spot as expressive means of drawing constitutes a special task for a small child, which the child cannot solve on his own.

In drawing, as in any tool activity, the socio-historical experience of people is fixed. It is necessary for the child to correctly perceive the methods of action in drawing from an adult, who reveals to him this experience, embodied in each specific instrument. An adult’s demonstration appears to the child as a model of action that needs to be followed and learned by children only through training in various techniques of visual activity.

The image in the drawings is created using a variety of materials. Artists use various materials in their work: a variety of paints (oil, gouache, watercolor), sauce, charcoal, sanguine, pastel and many others. There are often cases when different materials are used to create an expressive image in one work (for example, charcoal, sanguine, gouache; whitewash, watercolors and colored pencils). It is necessary to teach children to use these materials in accordance with their means of expression, and also to teach them to combine available materials in visual creativity.

Traditional techniques of visual arts include those that are most often used in children's institutions, in preschools, schools, specialized art schools, art schools, in orphanages, in boarding schools, in various art studios, in creative houses. Visual activities in kindergarten are aimed at teaching artistic and creative activities within the limits accessible to preschool children.

There are three traditional types of children's artistic and visual creativity:

1. drawing,
2. modeling,
3. applique.

Figure 1. Drawing techniques for preschoolers according to T.S. Komarova and N.P. Sakulina:

Thus, the following technical skills of older preschoolers develop:

1. learn to draw straight lines in different directions and of different widths, draw arcs, circles, oval shapes, wavy lines, apply the brush flat to make a stroke;
2. practice light, without excessive tension movements with a pencil and brush, moderate pressure on the paper with a pencil and regulation of pressure to obtain shades of colors, drawing thin lines with the end of the brush, wider stripes with the side of the pile;
3. the ability to arbitrarily change the pressure on a pencil to obtain colors of different intensities is developed.

Young children cannot yet control the movements of their hands, so they cannot roll clay, squeeze it with their palms with the necessary force to get a flat shape, they cannot independently take a pencil correctly, or subordinate the movement of their hand with a pencil to create an image of a particular object. Children need to be taught both the movement itself and its qualities:

1. strength,
2. duration,
3. orientation, etc.

Hand movements aimed at making a drawing are not born from the process of drawing itself, because the child is just beginning to create. Therefore, he should be taught how to draw.

According to T. S. Komarova, teaching children drawing techniques should be carried out “not on its own, not for the sake of technical perfection of the image, but so that the child can expressively and without much difficulty create the image he wants.”

If a child does not control his hand, each artistic movement is difficult for him, his hand quickly gets tired and the process of creating an image does not bring joy. At the same time, mastering a line, a stroke, a spot as a means of expression, learning how to hold a pencil, a brush correctly, and how to use them rationally is a rather difficult task that a child cannot solve on his own. It is necessary that he correctly perceive the methods of action in drawing from an adult.

In the process of targeted learning, children develop courage in action, confidence, and freedom to use tools and materials. They acquire technical ease and freedom, which is one of the incentives for drawing, creating an image of an object or phenomenon. If children hold a pencil incorrectly - with a pinch, in a fist, with crooked fingers, then the hand quickly gets tired, and the image is distorted. And the result is dissatisfaction, grief, loss of interest.

The drawing technique includes both movements and their perception, that is, movement under the control of vision and motor sensations.

In modeling, it is necessary to develop such hand movements that would allow children to transform a lump of clay or plasticine, obtain various shapes from it, and create images.

Children gradually master pinching small lumps of clay from a large one, rolling with a straight movement (sticks, cylinders, etc.), circular movements (balls, berries, balls, etc.), flattening, stretching. They learn to flatten lumps, press in, and pull out small parts and details of the image. They are taught a variety of finger sculpting techniques, the use of stacks, and sculpting in parts and from a whole piece. Thanks to this, children are able to convey more subtle features of the shape of objects.

Mastering the technique of modeling promotes the development of hand movements, allows children to convey various objects of reality in this type of visual activity, and depict simple scenes from life and fairy tales.

Children can depict objects, phenomena, create patterns, and embody their plans in drawing, modeling, and appliqué only if they master the technique of each type of visual activity. Despite the fact that the technical execution of the work is not the main thing, mastering the correct and varied techniques is necessary.

Figure 2. Traditional techniques for teaching applications in preschool educational institutions

In the process of visual creative activity, the child learns:

1. independent transfer of previously acquired knowledge to a new situation;
2. vision of a new function of an object (object);
3. seeing the problem in a standard situation;
4. vision of the structure of the object;
5. ability to make alternative solutions;
6. combining previously known methods of activity with new ones.

The visual movement of the hand when drawing, sculpting, or applique is associated with muscle-motor sensations, the perception of the movement itself kinesthetically and visually: the child sees how the hand moves and feels this movement.

Applique develops a decorative sense, contributes to the development of color sense and compositional skills in children, as it gives them the opportunity, before gluing, to try to arrange cut-out figures in different ways and choose the best option for their placement.

In appliqué classes, just like in drawing and modeling classes, children develop the ability to depict objects and phenomena of the environment, to express their impressions and ideas. To do this, it is necessary that children gradually master the technique of folding images from parts and gluing them, and most importantly, master the technique of independently cutting out the shape of objects.

The child’s visual activity acquires an artistic and creative character gradually, as a result of the accumulation and refinement of images and representations and mastery of methods of representation. The product of artistic and creative activity is an expressive image.

The technical side of visual activity is subordinated to the task of creating an expressive image in a drawing. It is this goal that determines the choice of a particular material for drawing. When thinking through the lesson, the teacher selects the material in which the image of the object can be particularly expressive, interesting, beautiful, and will give both children and others aesthetic pleasure. But this will be possible only if children well master the visual and expressive capabilities of each material.

Programs for teaching preschoolers drawing techniques

The use of modern techniques of visual creativity in the education of preschool children is determined by the program content. We decided to analyze the sections of programs for preschool institutions on visual arts for the diversity of the use of visual techniques.

IN education, training and development program in kindergarten developed by M. Vasilyeva and aimed at developing the artistic creativity of a preschooler, the following areas of work on the artistic education of children have been identified:

1. experience of artistic impressions of art images;
2. some knowledge and skills in the field of various types of artistic activity;
3. a system of creative tasks aimed at developing in children the ability to create new images, using the means of different types of art;
4. creating problematic situations that activate creative imagination;
5. creation of a materially enriched environment for artistic activities.

The implementation of this program material can be based on the use of modern techniques of visual creativity.

IN program "Childhood" In the section “Fine arts and artistic activities of children,” attention is mainly paid to the development of visual skills necessary for plot drawing. The disadvantage of these tasks is that the task of developing creativity and imagination is not separately identified, what means of expressiveness should be used when creating a drawing are not indicated, the tasks are given in general terms, and there is no specification of these tasks.

IN "Rainbow" program work with children in visual arts is carried out in two directions: in the process of aesthetic perception of nature, beautiful objects and works of fine art in drawing and modeling classes and in the process of free activity.

The advantage of the “Rainbow” program can be confidently called the fact that the content covers all aspects of a child’s life in kindergarten; learning and development occurs not only in a specially allotted time, but throughout the child’s entire activity. The program also includes subsections “On the influence of one color on another”, “Color and light”, which contain information on the development of color perception, which is very important for the development of children's creativity.

But this program also has some disadvantages:

1. there are no clear tasks for the development of plot drawing,
2. The main focus is on teaching technical techniques and the ability to work with visual material.
3. The subsection “How to develop children’s imagination” is presented separately, but, unfortunately, it talks about developing imagination only in the classroom.

Of course, this program can serve as a stimulus for the teacher’s free creativity in the education and development of children, but at the same time, information about the possible development of children’s creativity is not presented here, and accordingly, the teacher will not pay special attention to this issue.

IN "Development" program in the section “Visual activity” it is said that for children of senior preschool age the main artistic task is to convey relationships of various types through visual activity. This problem is solved by constructing an expressive plot-figurative composition that reflects the features of such relationships. At this age, much attention is paid to the construction of two figurative compositions and a subject-based drawing that conveys paired relationships. Such tasks will require analysis of methods of interaction between objects, features of actions and visual characteristics of interacting characters, and analysis of their emotional relationships. We can conclude that this program is aimed at developing intellectual abilities rather than creative ones. Even in art classes, the child is placed in a situation of mental activity, which promotes mental development rather than creative development.

The analysis allows us to conclude that in modern preschool education programs the use of non-traditional techniques of visual activity has not been sufficiently developed. Today there is a choice of options for art preschool education and it is determined by the presence of variable, additional, original programmatic and methodological materials that are not sufficiently scientifically substantiated and require theoretical and experimental testing in the specific conditions of a preschool educational institution.

Modern techniques of visual creativity develop in children logical and abstract thinking, imagination, observation, attention and self-confidence. The variety of materials poses new challenges and forces us to always come up with something new.

With the connection between teaching image techniques and creativity, a child of senior preschool age has the opportunity to independently master various artistic materials, experiment, and find ways to convey an image in drawing, modeling, and appliqué. This does not prevent the child from mastering those methods and techniques that were unknown to him.

With this approach, the learning process loses the function of direct following, naming methods. The child has the right to choose, to search for his own option. He shows his personal attitude to what the teacher offers. Creating conditions under which a child reacts emotionally to paints, colors, shapes, choosing them at will, is necessary in the creative process. This condition is the use of modern techniques of visual creativity.

Problems of using non-traditional visual techniques

The term non-traditional can be considered as “not traditional”, “associated with a retreat, rejection of traditions”, “fresh”, “innovative”.

Non-traditional visual techniques are an effective means of depiction, including new artistic and expressive techniques for creating an artistic image, composition and color, allowing for the greatest expressiveness of the image in creative work.

From the above, the definition of non-traditional drawing techniques follows - these are ways of creating a new, original work of art in which everything is in harmony: color, line, and plot. This is a huge opportunity for children to think, try, search, experiment, and most importantly, express themselves.

A positive attitude towards the use of non-traditional visual techniques did not develop immediately.

Figure 3. Approaches to teaching fine arts in preschool educational institutions

In the first case, children acquire skills useful in life, but do not gain experience in solving artistic problems and do not become familiar with art. This is learning without creativity. In the second case, a favorable environment and conditions for creativity are created for children without providing targeted influence. Children gain experience of free self-expression, but this is creativity without learning. It rises on the wave of “age-related talent,” as if apart from the child himself, and with it fades away... a small child “does not take possession” of his own creative potential. We need a third way - the path of purposeful guidance of the creative development of children.

In the 90s of the 20th century, there was great interest on the part of teachers in the use of a variety of visual techniques. This circumstance is explained by the fact that it was at this time that the education system in Russia was actively changing, new variable pedagogical programs and technologies appeared.

At present, points of view on the problem of artistic development and the conditions for the formation of artistic abilities are rapidly changing, the change of children's generations and their preferences, the emergence of new artistic techniques and techniques. In this regard, the methods of work of teachers in the field of fine arts with preschoolers must also change.

Today, teachers and psychologists oppose traditional didactic teaching methods used in preschool education, which often force children to act within established patterns, against the imposition of stereotypical ideas that do not excite the child’s imagination, do not excite the child’s imagination, but bore him, suppress his creativity and do not stimulate the development of a creative personality.

Thus, the idea of ​​using non-traditional techniques in the process of teaching visual arts acquired relevance in the 90s of the last century.

The need to use non-traditional techniques in organizing the visual arts of preschool children is not in doubt. After all, the variety of visual materials provided to children, the departure from traditional, familiar ways of creating drawings, and the search for new creative solutions contribute to the development of children's creativity, activity, and imagination. Children love novelty, they are interested in a variety of materials, and as a result, children receive a successful product of activity.

The task of activating children's creative abilities leads teachers to the need to find new ways of artistic expression. However, after studying program materials on visual arts, we noted that they recommended a limited range of artistic techniques, which restrained the creative abilities of preschoolers and negatively affected the expressiveness of their work. This is the contradiction between the advisability of using non-traditional artistic techniques in children's visual activities and the insufficient theoretical and methodological elaboration of this issue. .

Currently, techniques such as scratching, monotype, and sanguine drawing, which were once unconventional, are becoming traditional.

The experience of using non-traditional techniques is based on the idea of ​​learning without coercion, based on achieving success, on experiencing the joy of the world, on the sincere interest of the preschooler in performing a creative task using non-traditional techniques. Such tasks put the child in the position of a “creator”; it activates and directs children’s thoughts, bringing them close to the line beyond which the emergence of their own artistic ideas can begin.

The positive point is that in addition to the main programs in modern preschool institutions there is a choice of variable, partial and original programs that reveal the positive aspects of using a variety of non-traditional techniques.

T.S. Komarova, N.P. Sakulina, A.A. Melik - Pashaev suggest the use of a variety of visual techniques in working with preschool children as an option for a way out of this current situation.

Practical research by O.A. Belobrykina, R.G. Kazakova, G.N. Davydova, A.A. Fateeva and other teachers in the field of using non-traditional techniques were openly tested in preschool educational institutions and showed their significance for increasing the level of expressiveness of drawings, increasing the efficiency of mastering artistic and expressive techniques in creating an image or composition.

I.A. Lykova developed the “Colored Palms” program, which includes long-term planning and a series of classes using non-traditional drawing techniques by age.

Modern magazines on preschool education "Preschool Education", "Preschool Teacher", "Preschool Pedagogy", "Senior Educator", "Hoop", "Modern Preschool Education", etc. publish many articles devoted to the problem of using techniques in the visual activities of preschool children age. They present the experience of teachers, describe non-traditional techniques, and also offer lesson notes using a variety of non-traditional techniques.

The true value of non-traditional techniques lies not in the quality of the work, but in the fact that children get joy from the process itself.

We designate non-traditional techniques as modern. And we will consider the modernity of this or that technology according to the criterion of application, use in working with preschoolers, at the present time.

The use of a variety of non-traditional techniques develops children's creative potential. The variety of visual techniques allows the teacher to set new tasks for children and stimulates creative activity. In addition, non-traditional techniques develop in children logical and abstract thinking, imagination, observation and, most importantly, self-confidence. Children's interest in visual arts increases. They look at the world around them more creatively and learn to find different shades. Gain experience of aesthetic perception. Children create a new original product. They show creativity, realize their plans, and independently find the means to implement them.

Non-traditional techniques play a big role in the development of children. The desire to create is an internal need of a child; it arises independently and is characterized by extreme sincerity. In classes using non-traditional image techniques, preschoolers are given the opportunity to experiment. Everything unusual attracts children and makes them wonder. The children develop a taste for learning new things and research. Children ask questions to the teacher and each other, their vocabulary is enriched and activated.

As you know, children often copy the model offered to them; non-traditional image techniques allow one to avoid this, since the teacher, instead of a ready-made model, only demonstrates how to operate with non-traditional materials and tools. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, and the expression of individuality. Working with non-traditional image techniques stimulates positive motivation in the child, evokes a joyful mood, and does not tire.

Researchers indicate that the use of non-traditional drawing techniques helps reduce arousal in children who are overly emotionally disinhibited. Thus, M.I. Chistyakova notes that unconventional drawing captivates children, and the more passionate the child is, the more he concentrates. The zone of its activity narrows, the amplitude of movements decreases. Thus, the use of non-traditional image techniques contributes to the intellectual development of the child, correction of mental processes and the personal sphere of the preschooler.

Research activities perform a therapeutic function, distracting children from sad events, grievances, relieves nervous tension, fear, and provides a positive emotional state. Also, in the process of visual activity, the child experiences different feelings - he rejoices at the beautiful image he has created, is upset if something does not work out, and strives to overcome difficulties. The child improves his observation and aesthetic perception, artistic taste, creative abilities, and develops special skills.

Teachers, due to their busy schedules, rarely use non-traditional techniques. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology for their implementation is interesting and accessible to both adults and children, which is why the non-traditional technique is very attractive to children, as they open up great opportunities for expressing their own fantasies, desires, and self-expression in general.

According to the famous child psychologist A.A. Melik-Pashayeva, “an artistically gifted child does at his childhood level the same thing that a real artist does at another level, but a bad, albeit professionally skilled, painter cannot do anything.”

T.S. Komarova writes that based on the diversity of drawing techniques in the fine arts and taking into account the capabilities of preschool children, it is advisable to enrich the technical side of children's drawing. This can be achieved. diversifying the methods of working with paints and pencils already known in wide practice and using new ones, as well as combining different materials and techniques in one drawing.

Experience shows that one of the important conditions for the successful development of children's artistic creativity is diversity and variability in working with children in the classroom. The novelty of the environment, an unusual start to work, beautiful and varied materials, interesting non-repetitive tasks for children, the opportunity to choose and many other factors - this is what helps prevent monotony and boredom in children's visual activities, and ensures the liveliness and spontaneity of children's perception and activity. It is important that each time the teacher creates a new situation, so that, on the one hand, children can apply previously acquired knowledge, skills, abilities, and on the other hand, look for new solutions and creative approaches. This is what evokes in a child positive emotions, joyful surprise, and a desire to work creatively.

T.S. Komarova points out: “However, it is often difficult for educators to introduce variety into all moments of work and into free children’s activities, to come up with many options for activities on topics. Drawing as a type of artistic and creative activity does not tolerate templates, stereotypes, once and for all established rules, and yet In practice, we often encounter exactly this situation (The tree is drawn from the bottom up, because it grows this way, and the house is like this,” etc.)

To prevent children from creating a template (draw only on a landscape sheet), the sheets can be of different shapes: in the shape of a circle (plate, saucer, napkin), square (handkerchief, box). Gradually, our baby begins to understand that you can choose any piece of paper for a drawing: this is determined by what is to be depicted

The availability of using non-traditional techniques is determined by the age characteristics of preschoolers.

Features of visual activity of preschool children at different age stages.

In a child in the third year of life, the leading type of attitude towards the world around him remains the attitude towards objects, orientation towards objects and ways of using them. The child discovers not just a world of objects, but also a world of adults interacting with each other. However, a child of primary preschool age cannot always act on his own, like an adult, and the inability to realize this desire gives rise to the so-called crisis of three years.

The contradiction between the child’s desire to act like an adult and the inability to realize this child’s desire to act like an adult, to realize the “I myself” position and his limited capabilities.

In the period from two to three years, visual activity is focused on the objective world and the leading type of activity is object-tool activity. A discovery made by a child on a piece of paper greatly attracts the child. The search for the content of the image in scribbles is one of the leading motivators of activity at this stage. The child accumulates experience by mastering the world. This determines the content of associative images. The associative image is not yet very stable and the child can call the same line, stroke, spot differently.

The content of children's visual activity reveals the preschooler's interest in the objective world, characteristic of this age. In the process of working with materials and reading doodles, imagination, visual and effective thinking develops, and the level of visual activity increases. The child no longer just names what happened by chance in his scribbles, he himself determines the content of the future drawing, that is, the child himself sets a goal, a visual task.

The baby’s first plans are not yet a plan in the full sense of the word, but only a theme that the child formulates with the word (“I’ll draw a car”). The initial plan is poor in content and not clear.

The little artist draws only what excites him, what interests him, what has left a vivid mark in his memory. If a child’s life is interesting and full of vivid impressions, then he has a desire to tell about it in drawing, modeling, and the themes of the image in this case are varied.

It is important to help the child master the methods of representation available to him in drawing, modeling, and appliqué; introduce the properties of materials and basic techniques for their use.

Children of primary preschool age can depict individual objects and phenomena using rhythmic strokes - colored spots, pencil strokes, felt-tip pens, straight and closed lines, vertical and horizontal, etc.

The teacher should know that by the age of three a child has a number of features presented in Figure 4.

Figure 4. Features of children by the age of three

Children in the middle group are familiar with various types of visual activities; therefore, as a rule, they have a developed interest in drawing.

As a rule, visual activity is guided by a complex of motives: interest in the material, especially if it is updated, imitation of peers and adults. However, the leading and main motive gradually becomes interest in objects, phenomena, events that the child is trying to portray. During this period, the leading motive of visual activity and play is the same - the need to experience significant aspects of reality for him, the need to once again return to those phenomena, objects, events that surprised and interested the child in ordinary life. This is most clearly manifested not so much as a result of the activity, but in the process of its implementation.

Children of middle preschool age notice the advantages and disadvantages in the works of their peers, but sometimes they cannot evaluate their own work, since children enjoy the process of depiction. Rather than from the result of the work.

In this age group, a peculiar transition is clearly evident not only in the design, but also in the drawing itself from the subject to the plot.

In older preschool age, children create variable images, preserving the characteristic features of shape, structure, color, proportional relationships, and convey the individual characteristics of objects. The leading motive of visual activity also remains the phenomena, events that the child is trying to convey in the image, but the content changes, these are already events that excite the child.

The drawings of older preschoolers are more technically competent, compositionally designed, but at the same time less expressive, this is due to the fact that children in their development are approaching the crisis of seven years. As an older preschooler masters creative skills, an internal plan of activity is formed, which is absent in a young child.

By the age of seven, a child should be able to:

1. perceive and react emotionally to the artistic image and means of expression in works of fine art of different types and genres;
2. independently create individual artistic images in various types of visual activities;
3. integrate different types of visual activities in individual and collective work;
4. independently convey the plot composition, using its different options with elements of perspective;
5. possess a set of technical skills and abilities, motivate independent selection of materials;
6. participate in team work, plan your activities in drawing, modeling, appliqué, give a motivated assessment of the results.

The practice of preschool education shows that teachers do not always know how to flexibly, variably, and creatively apply general theoretical knowledge in specific work with children. Thus, the main focus of modern preschool education on personality development, the general mental development of the child in the context of specific types of activity often remains at the level of declarations. Communication and activity, generally recognized as the main conditions for personal development, in the pedagogical process of preschool institutions most often have a narrow didactic orientation. Their role comes down to the formation of knowledge, skills, and abilities, which are certainly important, but not the only ones in the development of the child.

The pedagogical creativity of practitioners most often does not have sufficient theoretical justification - this is at best; at worst, it is erroneous.

The full, harmonious development of a child’s personality in a preschool educational institution can only be guaranteed if competent, creative teachers work with him.

Studying the theoretical principles of using non-traditional techniques of visual creativity in working with preschool children allows us to say with confidence that they are an effective means of creative development of children, but only if the level of qualifications of the teacher working with children is high enough.

The main condition for the effective use of various visual techniques in working with children is the teacher’s knowledge on this issue.

Figure 5. Level of teacher competence

As we noted earlier, modern manuals for teachers of preschool educational institutions do not contain detailed information about the possibilities of using various techniques of visual creativity in working with preschoolers; this circumstance is the reason for the low level of qualifications of teachers in this matter.

In our opinion, there is a need to develop a manual for teachers of preschool educational institutions, which will reflect the main aspects of the use of non-traditional techniques in working with preschool children. Such a manual should contain the following information about the age-related characteristics of the visual activities of preschool children:

In the third year of a child’s life, the leading type of his relationship to the world around him remains his attitude towards objects, orientation towards objects and ways of using them. The child discovers not just the world of objects, but the world of adults acting with these objects and interacting with each other. But a younger preschooler cannot always act on his own, like an adult. The desire to live like an adult, and the inability to realize this desire, gives rise to the so-called three-year-old crisis. The contradiction between the child’s desire to act like an adult, to realize the “I myself” position, and his limited capabilities are resolved in role-playing play. In the period from two to three years, the visual activity of a preschooler is focused on the objective world and the leading type of activity is object-tool activity. The discovery made by a child that an image of some object or phenomenon can appear on a piece of paper under his influence greatly attracts the child. The search for the content of the image in scribbles is one of the leading motivators of activity at this stage. By mastering the world of objects, the child accumulates experience. This determines the content of associative images.

The child boldly and independently draws and sculpts everything. Whatever he wants, being sure that he will do it perfectly. This feeling of the baby must be supported and developed in every possible way. This is an important condition for the development of independence, a prerequisite for the child’s creative manifestations in visual arts.

With younger children, you can draw together not only on paper, but also on the sand - with a stick. For drawing, you can first offer children colored felt-tip pens with a thick rod; they are quite durable and give a bright line. You should first give one marker, and then two or three, to attract children's attention to color.

You can use colored wax crayons; they do not crumble and do not smear your hands, leaving a bright mark on the paper.

A young child shows great interest in a variety of materials; in particular, when working with gouache paints, he very often tries to get his fingers into the paints, and, moreover, to draw with his finger on a sheet. The child should not be stopped. The baby feels the object better by exploring it with his hands; in addition, finger painting will help the child master such means of expression as strokes and spots.

Children of the middle group are familiar with various types of visual activities; therefore, as a rule, they have a developed interest in drawing.

As a rule, visual activity is guided by a complex of motives:

1. interest in the material
2. imitation of peers and adults.

However, the leading and main motive gradually becomes interest in objects, phenomena, events that the child is trying to portray. During this period, the leading motive of visual activity and play is the same - the need to experience significant aspects of reality for him, the need to once again return to those phenomena, objects, events that surprised and interested the child in ordinary life. This is most clearly manifested not so much as a result of the activity, but in the process of its implementation.

Essentially, this motive remains leading throughout preschool age. Only, as in the game, its specific content changes:

1. in early preschool age it was the world of objects and actions with them;
2. on average, this is a person, his actions and interactions, relationships with other people.

The visual activity of middle preschoolers is more independent in nature, but the requirements for drawing are increased.

Children of middle and senior preschool age notice the advantages and disadvantages in the works of their peers, but it can be even more difficult to evaluate their own work, since children derive more pleasure from the process of drawing than from the result of the work.

In this age group, a peculiar transition is clearly evident not only in the concept, but also in the drawing itself from subject drawing to plot drawing. The variety of materials poses new challenges and forces us to always come up with something new. And from the spots and scribbles, in the end, a recognizable object emerges, which becomes the embodiment of the artistic image in the drawing. In the process of drawing, the child develops an unclouded joy of satisfaction from the fact that “I did this - it’s all mine!”

Characteristics of non-traditional visual techniques

The list of non-traditional techniques used in the work of preschool institutions is not diverse. Therefore, we decided to focus on the recommendations of the authors dealing with this issue.

Lykova I.A. gives the following recommendations for the use of non-traditional techniques. Work using non-traditional techniques should begin with the younger group according to the principle “from simple to complex.” The main techniques used in this early preschool age are presented in the figure below.

Figure 6. Basic techniques used in early preschool age

The middle group adds: drawing with a candle.

Key non-traditional techniques used by teachers in preschool settings are presented in the figure below. Many of them may seem quite strange? However, with regular use they give good results.

Figure 7. List of non-traditional methods used in senior groups of preschool educational institutions

In the preparatory group, to the techniques characteristic of the senior preschool group, a whole group of new, more complex ones is added, such as:

1. Embossing
2. Poking with a hard semi-dry brush
3. Drawing on wet
4. Black and white scratch paper
5. Blotography with thread
6. Batik
7. Painting with salt
8. Brushing paint
9. Double dipping of the brush.

Let us list the most famous types of non-traditional artistic and graphic techniques presented by A.V. Nikitina She recommends vividly and emotionally explaining to the children methods of action and showing depiction techniques

1. finger painting;
2. stamped with potato stamps;
3. palm painting.

Children of middle preschool age can be introduced to more complex techniques:

1. foam printing;
2. cork printing;
3. wax crayons + watercolor;
4. candle + watercolor;
5. leaf prints;
6. palm drawings;
7. drawing with cotton swabs;
8. magic ropes.

At older preschool age, children can master even more difficult methods and techniques.

Having analyzed the list of non-traditional techniques from various literature, we made a summary table in which non-traditional visual techniques are noted according to the age characteristics of preschool children.

Modern techniques of visual creativity develop in children:

1. logical and abstract thinking,
2. fantasy,
3. observation,
4. attention,
5. self confidence.

In the process of learning to draw, the teacher must understand that by learning the properties and qualities of various materials, children enrich their sensory experience. In addition, when using various materials, you can create a situation of free choice, so necessary in creative activity. You can draw not only with pencils and a brush, but also with thick paper.

Let's consider the most intriguing and interesting from the point of view of teaching methods and techniques.

Water printing technique.

The child first draws a landscape on plexiglass. Then, after wetting a sheet of paper, he places it on top of the image, lightly pressing the sheet against the plexiglass. Then he carefully removes it from the plexiglass. The resulting images are complemented by making a few finishing touches.

If you bring several leaves or blades of grass from a walk, place them on a sheet of paper, cover them with a thin layer of gouache, and then place the painted side on the sheet prepared for the postcard, you will get a print. Using this technique, you can make holiday cards or story pictures.

Unconventional drawing techniques help children to become more interested in drawing. They look at the world around them more creatively, learn to find different shades, and gain experience in aesthetic perception. They create something new, original, show creativity and imagination, realize their plan, and independently find the means to implement it.

"Modeling" technique

Modeling is the most dynamic, cheerful children's creativity. Even small children are attracted by the opportunity to make “real” nuts and feed them to the squirrel. Any manipulation with sculpted objects, their use in play situations significantly enriches the child’s life experience.

Modeling is a technique of fine art, the main purpose of which is a figurative reflection of reality.

Each type of visual activity develops certain qualities in children. By doing sculpting, a child gets acquainted with the three-dimensional shape of an object, the relationship of its parts, he develops the skills of working with two hands, coordination of movements, the small muscles of the fingers very actively develop, and this contributes to the development of thinking, eye, and spatial thinking. It is difficult to overestimate the importance of modeling for the development of a child.

The more often a child engages in modeling, the more varied the material from which he sculpts, the more actively his general and visual abilities develop. The child sets serious goals for himself and develops constructive thoughts. After all, it’s not enough to just portray a person, you need to make sure that he stands on his own two feet. Great intelligence is required, and the brain, like muscles, develops when it is exercised. The main expressive means of modeling is plasticity, the transmission of shape and movement.

Both clay and plasticine allow you to bend the sculpted figure, achieving a more accurate and expressive depiction of movement. Therefore, the child learns to convey movement in modeling more productively than in other types of visual activities - drawing, appliqué. Only in the process of constructing from natural materials - twigs, twigs - can a child's eye suddenly discover amazingly plastic movement, if by this time he has developed an associative fantasy. Such discoveries unusually quickly develop children's creative abilities.

Color, just like shape and movement, is a means of expression in sculpting. The visual period begins for most children at the age of 3, when imaginative thinking appears. At this age, the child masters the basic techniques of modeling, he develops skills in working with plastic materials and visual designs. This is the best time for the development of a child’s visual abilities. But they will not develop or develop very little without the competent guidance of adults. Two main conditions for the development of abilities: the child saw at close range, without haste, what happens to the plastic material when it is in the hands of an adult; This material should always be in a place accessible to the child. By the age of 5, a child has mastered the necessary skills and abilities; he has already learned to depict some animals, toys, and simple objects, but most importantly, he has acquired the ability to aesthetically evaluate his images. Only on the basis of these skills does the child begin to see some characteristic aspects of objects and react emotionally to them.

The lack of development of graphic skills prevents the child from expressing what is intended in drawings; adequately depicting objects of the objective world makes it difficult to develop aesthetic perception. The child realizes that this or that line did not work out and therefore strives to correct it. But it is very difficult to do this on paper unnoticed. Taking into account this feature of children, we can offer children the technique of “plasticine molding” or “plasticine painting”. The bas-relief picture can be changed and supplemented with details, and the objects are obtained. They paint with plasticine not only on cardboard; if you use organic glass, the works turn out like real paintings. If you put them in a candy box, you can decorate a child's room.

Technique "Products made from salt dough".

The technique is the same as using plasticine and clay, but children prepare the material for modeling themselves, using the properties of flour and water. During the preparation of the material, its different consistency is achieved, depending on the visual tasks. You can make pictures from salt dough, sculpt a variety of figures. They can become part of the picture when it is made using mixed techniques. To make salt dough products more interesting, the dough can be colored with food coloring, and cocoa powder is used to give natural shades. After drying, the products made from simple uncolored dough are painted, which allows the child to combine several types of visual techniques, which increases his interest in the creative process.

Plasticineography

In modern preschool educational institutions, the modeling technique “plasticineography” has become widespread.

Plasticineography is the creation of a sculpted picture depicting semi-volume objects on a horizontal surface.

Figure 9. Example of plasticineography. Photo by Marina Tsybanova maam.ru

The use of plasticineography in kindergarten gives teachers an excellent opportunity to develop the creativity, imagination and imagination of preschoolers.

Technique "Drawing on plaster"

For work, medical or construction plaster is used. It makes it possible to make bas-relief figures. To begin with, children are taught how to mix plaster, from which they can make figures or bas-reliefs. After the craft has frozen, the child takes it out of the mold and paints it.

The uniqueness of modeling lies in the fact that children learn a three-dimensional way of depicting objects. Fashioned objects are like small copies of real things; they can be used in the game as substitutes for surrounding objects. Children emotionally perceive the things they have fashioned and immediately begin to play with them. Even the landscape is perceived by them “as real” if it is sculpted and not painted.

"Applique" technique

The concept of “appliqué” includes methods for creating works of art from materials that differ in their properties and texture, united by the similarity of the execution technique

Appliqué is one of the types of visual techniques based on cutting, overlaying various shapes and fixing them on another material taken as a background.

Each material has its own characteristics, which have a decisive influence on the application technique. For example, paper, straw, dried plants, birch bark are attached to the background with various adhesives; fabrics, leather, fur, felt are usually sewn on; poplar fluff is applied to velvet paper without glue.

Applique is the simplest and most accessible way to create artwork, which preserves the realistic basis of the image itself. This makes it possible to widely use appliqué not only for design purposes (in the production of visual aids, manuals for various games, toys, flags, souvenirs for holidays, decorations for festive and other costumes, design of wall newspapers, stands, exhibitions, kindergarten premises), but and in the creation of paintings, panels, ornaments, etc.

Figure 10. Signs of application

Appliqué is one of the oldest ways to decorate clothes, shoes, household items, and homes, and is still used today by many peoples. The appearance of appliqué dates back to ancient times and is associated with the appearance of stitches and seams on clothes made from animal skins.

Figure 11. Modern appliqué techniques

In kindergarten, paper construction, design and sewing of soft toys are used. In addition, in older preschool age, it is possible for preschoolers to participate in such types of artistic creativity as patchwork, weaving, weaving, and embroidery.

Thus, non-traditional techniques can be used in all types of visual activities: drawing, appliqué and modeling.

The use of non-traditional techniques in children's visual arts

Currently, a relatively small range of non-traditional techniques is used in preschool educational institutions. And those that are currently used in working with children are not used systematically. Teachers do not take into account the great potential of a variety of non-traditional techniques in working with children, precisely because non-traditional techniques contribute to the development of a creative personality. Artistic creativity of preschoolers requires a positive attitude, interest on the part of the teacher, and an understanding of the specifics of using non-traditional techniques in visual arts.

In the educational process of modern educational institutions, non-traditional techniques are not used enough due to the limited availability of visual materials. Lack of awareness among teachers is expressed in insufficient preparation for classes and group work in visual arts. Preparation should be understood not only as familiarizing teachers with methodological recommendations or ready-made notes; the teacher must take a creative approach to preparing the materials used and choosing visual techniques that will be more consistent with the age characteristics of children and the tasks of fully revealing the image and intent of the image.

In addition, there is insufficient knowledge of teachers on the use of non-traditional visual techniques in working with preschool children, as a consequence of the lack of mastery of non-traditional techniques by teachers. And modern manuals for teachers of preschool educational institutions do not contain detailed information about the possibilities of using various techniques of visual creativity in working with preschoolers; this circumstance is the reason for the low level of qualifications of teachers in this matter.

conclusions

The use of non-traditional techniques in visual arts requires increased interest on the part of teachers of modern preschool educational institutions.

Visual technique is the basis for the development of children's visual activity. Teachers in modern preschool educational institutions are more inclined to use traditional techniques. A wide variety of visual techniques makes it possible to use them in all types of visual activities of preschool children.

It depends on the teacher, on his interest, how effective the use of non-traditional techniques will be in the practice of working with children. Teachers must provide the child with freedom of creative development, which is impossible without introducing into practice as many non-traditional techniques in visual arts as possible, and this is only possible if teachers pay more attention to visual arts as a type of educational activity, corners for independent artistic activity will be equipped with the necessary materials, as required by modern education of preschool children.

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Consultation for teachers “Types and techniques of non-traditional drawing with art materials.”

Preschool age is the period when visual activity can become, and most often is, a sustainable hobby not only for “especially” gifted children, but for all children. Communication with art brings great pleasure in the life of preschoolers.

All children love to draw when they are good at it. Drawing with pencils and brushes requires a high level of mastery of drawing techniques, developed skills and knowledge, and working techniques. Very often, the lack of this knowledge and skills quickly turns a child away from drawing, because as a result of his efforts, the drawing turns out to be incorrect, it does not correspond to the child’s desire to get an image that is close to his plan or the real object that he was trying to depict.

Observations of the effectiveness of drawing in kindergarten lead to the conclusion about the need to use non-traditional techniques that will create a situation of success for pupils and form a stable motivation to draw.

Dear educators, what do you think the word unconventional can mean? (teachers' answers) Unconventional - not based on tradition. Occurring not due to established tradition, not arranged according to established custom. Characterized by originality. Not sticking to traditions.

Choose words synonyms for the word “unconventional” (teachers’ answers) Words - synonyms: individually, in a new way, extraordinary, inimitable, non-standard, non-trivial, original, in a new way, in their own way, original, independently, peculiarly, peculiarly.

What is meant by the phrase “unconventional drawing”? (teachers' answers)

Unconventional drawing is the art of depicting without being based on tradition.

Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children.

Childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children is visual activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created. This needs to be taught step by step, from simple to complex. And this mission is entrusted to a teacher who has life experience and special knowledge.

Visual arts bring a lot of joy to children. The need for drawing is inherent in them at the genetic level: by copying the world around them, they study it. Initially, all children's art does not come down to what to draw and on what, but modern children have more than enough fantasy and imagination.

Carrying out creative artistic activities using non-traditional techniques:

Helps relieve children's fears;

Develops self-confidence;

Develops spatial thinking;

Develops in children to freely express their ideas;

Encourages children to creative searches and solutions;

Develops children’s ability to act with a variety of materials;

Develops a sense of composition, rhythm, color, a sense of texture and volume;

Develops fine motor skills of the hands;

Develops creativity, imagination and flight of fancy;

During activities, children receive aesthetic pleasure.

The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and methods of application. Children are taught to draw not only with paints, pencils, felt-tip pens, but also with tinted soap foam, a candle, and are shown how to use glue for drawing, etc. Children get acquainted with different methods of coloring paper, including colored paste, the method of spraying paint, and learn that they can draw not only on paper, but also on special glass. They try to draw with their palm, fingers, fist, edge of the palm, and create images using improvised means (threads, ropes, hollow tubes) and natural materials (tree leaves). In classes using non-traditional imaging techniques, preschoolers are given the opportunity. By direct contact of fingers with paint, children learn its properties (thickness, hardness, viscosity), and by adding different amounts of water to watercolors, they get different shades of color. Thus, tactile sensitivity and color discrimination develop. Everything unusual attracts the attention of children and makes them wonder. Children develop a taste for learning new things, research, and experimentation. Children begin to ask questions to the teacher and each other, their vocabulary is enriched and activated. As you know, children often copy the model offered to them. Non-traditional imaging techniques allow you to avoid this, since the teacher, instead of a ready-made sample, only demonstrates a method of operating with non-traditional materials and tools. This gives impetus to development

imagination, creativity, manifestation of independence, initiative, expression of individuality. By using and combining different methods of depiction in one drawing, preschoolers learn to think and independently decide which technique to use to make this or that image more expressive. Then they analyze the result, compare their works, learn to express their own opinions, and they have a desire to make their drawing more interesting and different from others next time. Non-traditional image techniques require compliance with the sequence of actions performed. Thus, children learn to plan the drawing process. Working with non-traditional drawing techniques stimulates positive motivation in the child, evokes a joyful mood, and removes fear of the drawing process. Many types of non-traditional drawing help to increase the level of development of hand-eye coordination (for example, drawing on glass, painting fabric, drawing with chalk on velvet paper, etc.). Correction of fine motor skills of the fingers is facilitated, for example, by such an unconventional imaging technique as drawing on paste with your hands. This and other techniques require accuracy and speed of movement (you need to perform the next action before the paint has dried), the ability to correctly determine the force of pressure on a material or tool (so that the paper does not tear, the crayon does not break), patience, accuracy, attention (otherwise the result can be and not reach). Drawing using non-traditional image techniques does not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional techniques allow the teacher to take an individual approach to children, taking into account their desires and interests. Drawing with several hands, as a collective form of creativity, brings children together. They develop communication skills and develop emotionally warm relationships with peers. Children easily learn moral standards and rules of behavior.

Thus, the use of non-traditional image techniques contributes to the intellectual development of the child, correction of mental processes and the personal sphere of preschoolers.

With kidsjunior Preschool age children are recommended to use:

finger painting;

imprint with stamps made of potatoes, carrots, polystyrene foam;

palm painting.

Childrenaverage Preschoolers can be introduced to more complex techniques:

poke with a hard semi-dry brush.

foam printing;

cork printing;

wax crayons + gouache

candle + watercolor;

leaf prints;

palm drawings;

drawing with cotton swabs;

magic ropes;

subject monotype

INsenior At preschool age, children can master even more difficult methods and techniques:

drawing with salt, sand, semolina;

drawing with soap bubbles;

drawing with crumpled paper;

blotography with a tube;

landscape monotype;

stencil printing;

ordinary blotography;

plasticineography

grattage.

Plays an important role in the development of a childdeveloping creative environment, which should stimulate the child to be active.

When organizing a subject-developing creative environment in visual activities, it is necessary to take into account the needs of children. And their need is for them to be able to freely, independently and easily use traditional and non-traditional visual materials in a group; it is also necessary to take into account individual characteristics, the level of knowledge, skills and abilities in drawing, and the age of preschoolers.

Tasks creativity corner: developing children's interest and desire to engage in visual arts; consolidation of skills in drawing, modeling, appliqué; expanding ideas about the color, properties and qualities of various materials; development of finger motor skills, creative imagination, creative imagination.

Having acquired appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy the work and freely move on to mastering more and more new techniques in drawing.

There lives an artist and poet in each of us, but we don’t even know about it, or rather, we have forgotten. Remember the parable of the “buried talents”. But indeed, many “bury” their talent in the ground, unable to reveal themselves. This is how “undiscovered talents” walk the streets and live everyday lives. It’s just that no one paid attention to the inclinations and abilities in childhood. You need to remember a simple rule - there are no untalented children, there are undiscovered children. And we, adults, must help reveal these talents!

The subject-development environment for visual activities in a kindergarten group should contain:

Beauty corner:

Reproductions of paintings, small sculptures, works of graphics, books with beautiful illustrations, original products of masters of folk applied art; children's encyclopedias on visual arts; CDs with a beautiful calm melody, classical music, tape recorder.

Fine Arts Corner:

Coloring books; card index of non-traditional drawing techniques; albums for viewing “Gorodets Toy”, “Khokhloma Painting”, etc.; albums with different images of grass, trees, sun, houses, etc., didactic games for the development of creativity and imagination;

Gouache, watercolor paints, wax pencils, pastel crayons, wax crayons, felt-tip pens, markers of various thicknesses, colored pencils, graphite pencils, a set of ballpoint pens, cotton wool, cotton swabs, foam sponges, pokes, charcoal, sanguine, candles, cocktail tubes, prints different shapes, threads, dry leaves, etc.; clay, plasticine, dough, materials for decoration; paper of various textures and sizes, cardboard, PVA glue;

Tools: nylon brushes or with natural bristles from No. 2 to No. 10 (depending on age and tasks in drawing) and bristles No. 7, 8, scissors, palettes, modeling boards, signets, roller, sticks, stamps, foam rubber, stencils by topic; a panel for an exhibition of children's works, a magnetic board, easels; oilcloth tablecloths, double jars, stands for cysts.

Thus, the artistic subject-development environment should ensure the principle of accessibility and the most comfortable state for preschoolers in the group.

Do you provide freedom of choice of visual materials in artistic activities? (Answers from teachers)

In artistic creativity activities, it is necessary to provide children with freedom to choose visual materials. It is necessary to use different materials: paints, colored pencils, crayons. This gives the child the opportunity to choose artistic material at will, independence in work, cognitive and experimental activity, and creativity develop.

Completed works must be displayed on the board or laid out on a table or carpet at the end of the lesson. Analysis of artistic activity is important for the development of children's creativity, primarily because children see the results of their activities and learn to solve visual problems. Children love to look at their works and talk about them. The teacher must support and develop this activity. Analysis of works is necessarily associated with the visual task. It is not the child himself who is assessed, but his drawing.

To interest children, the teacher can invite them to show their favorite works and tell them why they like them. In another case, the teacher turns to the author himself so that he explains why he chose this form; in the third, he invites each performer to evaluate his work. The whole group sums it up.

Success in developing interest in non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills and abilities in visual arts. It is important that before showing children a certain non-traditional technique, the teacher must study all the intricacies of this technique and its methodology. The result will depend on the correctly selected material, equipment, and the availability of an explanation of the sequence of actions. The teacher needs to select and study literature on non-traditional drawing, select material taking into account the hygiene and safety of the material, plan taking into account the age of the children, their individual characteristics and drawing skills, be a creative person himself, and love to draw.

Methods that must be used in visual arts:

Information receptive; reproductive; research; heuristic; problematic presentation of the material.

The information-receptive method includes the following techniques: examination; observation; excursion; conversations; listening to music; reading fiction; teacher demonstration.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. In other words, this is mastery of drawing techniques. Drawing technique is the language of the artist; not mastering the drawing technique means not being able to convey one’s impressions and sensations in a drawing. This method of exercises brings visual skills to automatism.

The heuristic method is aimed at independence in drawing, the manifestation of creativity, imagination in artistic activity;

The research method is aimed at developing children's cognitive activity and the ability to experiment with artistic materials and techniques in visual arts;

The method of problematic presentation of material is to find solutions to a problem situation or question. The teacher creates this problematic situation for the children.

The development of artistic activity using non-traditional drawing techniques occurs in stages:

from drawing individual objects to drawing plot episodes and further to plot drawing;

from the use of the simplest types of non-traditional image techniques to complex ones;

from the use of ready-made equipment, materials to applications that must be manufactured ourselves;

from using the imitation method to independently implementing the plan;

from the use of one type of technique in drawing to the use of several non-traditional image techniques;

from individual work to collective depiction of objects and subjects using non-traditional drawing techniques.

The creative process is a real miracle. Each of the unconventional techniques is a small game. Their use allows children to feel freer, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression. Children reveal their unique abilities and experience the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “In creativity there is no wrong way, there is only your own way.”

In many ways, the result of a child’s work depends on his interest, so it is important to intensify the preschooler’s attention and encourage him to engage in artistic activities with the help of additional incentives. Such incentives could be:

game (didactic, experimental game, creative), which is the main activity of children and motivates them.

Games for the development of artistic imagination: “What does it look like”, “Unspell the picture”, “Continue the drawing”, “Magic pictures”, “Complete the drawing”, “What do our palms look like”, “Magic blots”, “Magic thread”, “What the music told you about”, “Non-existent animal or plant”, “Colored fairy tales”, “Draw the mood”, “Squiggles”, “Continue the drawing”, “Imagine”, “Dot, dot”.

· a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip;

· asking for help, because children will never refuse to help, it is important for them to feel important;

· creating a problematic situation;

· musical accompaniment, literary reading, etc.

· emotional explanation to children of ways of working with non-traditional materials and showing different techniques of non-traditional depiction.

Do you experience difficulties in using non-traditional techniques in drawing in class? What problems arise?

Difficulties when using non-traditional drawing techniques may include:

in planning and building a system of classes taking into account the age and individual characteristics of children;

in the selection of equipment and materials;

in the application of methods and techniques of working with children, based on their individual characteristics;

in developing criteria for monitoring the level of development of children's knowledge, skills and abilities.

Non-traditional drawing is closely related to the development of visual-effective and visual-figurative thinking, as well as the development of skills of analysis, synthesis, juxtaposition, comparison, and generalization. While working on a drawing, preschoolers learn to identify features, qualities, external properties of objects, main and secondary details, correctly establish and relate one part of an object to another, convey proportions, compare the size of parts, compare their drawing with nature, with the work of their peers.

In the process of drawing, children learn to reason and draw conclusions. Their vocabulary is enriched. When drawing from life, children develop attention; when drawing from imagination, they develop memory.

In artistic activities using non-traditional techniques, children develop indicative research activity, fantasy, memory, aesthetic taste, cognitive abilities, and independence. The child uses color as a means of conveying mood, experiments (mixes paint with soap foam, applies gouache to the depicted object with colored crayons). By direct contact of fingers with paint, children learn its properties: thickness, hardness, viscosity. In the depiction of fairy-tale images, the ability to convey signs of unusualness and fabulousness appears.

Working with non-traditional image techniques stimulates positive motivation for drawing activities, evokes a joyful mood in children, relieves fear of paint, and the fear of not being able to cope with the drawing process. Many types of non-traditional drawing help to increase the level of development of visual-motor coordination. For example, drawing on glass, painting fabric, drawing with chalk on velvet paper.

These techniques do not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. The use of non-traditional imaging techniques promotes cognitive activity, correction of mental processes and the personal sphere of preschool children in general.

Many types of non-traditional drawing help to increase the level of development of visual-motor coordination. If an overly active child needs a large space to develop his activities, if his attention is scattered and extremely unstable, then in the process of unconventional drawing the zone of his activity narrows and the amplitude of movements decreases. Large and imprecise hand movements gradually become more subtle and precise. Non-traditional image techniques contribute to the development of cognitive activity, correction of mental processes and the personal sphere of preschool children in general. Artistic creativity is very important when preparing a child for school education; thanks to drawing activities, children learn to maintain a certain position of the body, arms, tilt of a pencil, brush, adjust the scope, pace, pressure, meet a certain time, evaluate work, and bring what they started to the end. By participating in the creative process, children show interest in the natural world, the harmony of colors and shapes. This allows them to look at their surroundings in a special way and instill a love for all living things.

In your work you need to use such forms of organization as: targeted walks, photo exhibitions, drawing exhibitions, competitions, entertainment.

The knowledge that children acquire is formed into a system. They learn to notice the changes that arise in fine art from the use of non-standard materials in the process of work. By acquiring appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy the work and seamlessly move on to mastering more and more new techniques in drawing.

As V.A. said Sukhomlinsky: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”

drawing creativity preschool manual

All children love to draw. Creativity for them is a reflection of mental work. Drawing for a child is a joyful, inspired work that he should not be forced to do, but it is very important to stimulate and support the child, gradually opening up new opportunities for him. However, drawing with pencils, brushes and paints requires the child to have a high level of mastery of drawing techniques, developed skills in drawing objects and knowledge of drawing techniques, as well as techniques for working with various paints. Original, unconventional drawing attracts with its simplicity and accessibility, revealing the possibility of using well-known objects as artistic materials. By acquiring appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy working with a brush and paints and will seamlessly move on to learning drawing techniques.

In visual arts classes, non-traditional image techniques are rarely used, their correctional significance is not taken into account, meanwhile, the use of non-traditional techniques helps enrich children’s knowledge and ideas about objects and their use; materials, their properties, ways of working with them.

An unconventional approach to creating images gives impetus to the development of children's intellect, encourages the child's creative activity, and teaches him to think outside the box.

In addition, it plays an important role in the overall mental development of the child, helps to establish creative and emotional contact with the child. The main thing is not the final product - a drawing, but the development of personality: the formation of self-confidence, in one’s abilities, and focus on activity.

Thus, visual productive activities using non-traditional drawing are relevant and have a beneficial effect on the development of children’s creative abilities.

Non-traditional artistic and graphic techniques and methods of obtaining images

There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. For example, what kind of child would be interested in drawing with his fingers, making a drawing with his own palm, putting blots on paper and getting a funny drawing. Visual activities using non-traditional materials and techniques contribute to the development of:

• - Fine hand motor skills and tactile perception;
• - Spatial orientation on a sheet of paper, eye and visual perception;
• - Attention and perseverance;
• - Thinking;
• - Fine skills and abilities, observation, aesthetic perception, emotional responsiveness;

In addition, in the process of this activity, the preschooler develops control and self-control skills.

Types and techniques of non-traditional drawing.

Taking into account the age characteristics of preschoolers and the mastery of different skills at different age stages, it is recommended to use special techniques and techniques for unconventional drawing.

Thus, for children of primary preschool age, when drawing, it is appropriate to use the technique of “drawing with hands” (palm, edge of the palm, fist, fingers), imprinting with potato stamps.

Children of middle preschool age can be introduced to more complex techniques: poking with a hard semi-dry brush, printing with foam rubber; cork printing; wax crayons + watercolor; candle + watercolor; leaf prints; palm drawings; drawing with cotton swabs; magic ropes (nitcography).

And in older preschool age, children can master even more difficult methods and techniques:

• - drawing with sand;
• - drawing with soap bubbles;
• - drawing with crumpled paper;
• - blotography with a tube;
• - stencil printing;
• - subject monotype;
• - ordinary blotography;
• - plasticineography and many others.

Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.

During finger painting classes, children reproduce various movements with the palm (slapping, slapping, smearing) and fingers (smearing, dabbing), which the teacher accompanies with words of approval. Children with curiosity, joy and pleasure smear traces of paint on their palms and on a sheet of paper. After several training games on paper, a motor rhythm arises, as children repeat movements with their palms and fingers many times. This rhythm attracts children, becoming an additional incentive for actions with paint and increasing interest in them. During the learning process, you can invite children to complete the drawings of animals (dipping their finger in paint, draw eyes, nose, mouth, tail, using abrupt lines, horizontal, arcuate lines). When drawing with their palm, children first leave a handprint on a piece of paper, and then complete the image of an animal according to the teacher’s instructions. At the first stage, the teacher himself can complete the drawing, showing by his example the principle of the image. In the middle group, children can independently depict an animal from their palm, using their own memories and imagination. So, from a palm you can get a bird, a cat, a cockerel, or a baby elephant.

Let's look at each of the techniques in more detail and clearly.

1. “Finger painting”(paint is applied with fingers or palm). In this case, the paint is poured into flat bowls, sockets, and water is placed. The rule is that each finger picks up one specific color. Washed fingers are immediately dried with a napkin.

Finger painting

To paint with your palm, paint is poured into a saucer. Finger painting produces drawings in younger groups; in older groups it can be combined with other techniques. Rice. 2, 3 [Appendix 1]

2. "Print of leaves"- different leaves from different trees are used. They are covered with paint using a brush, leaving no empty spaces; this is done on a separate sheet of paper. Then the painted side is pressed tightly against the paper, trying not to move it out of place. The leaves can be reused by applying a different color to it; when mixing paints, an unusual shade can be obtained; the rest is painted on with a brush. The results are magnificent landscapes.

Leaf print

3. "Drawing using the poke method"- (with a cotton swab) to poke, just take an object (cotton swab), dip it in the paint and hit it on the sheet from top to bottom, leaving a clear imprint of a certain shape. The poke can be used both along the finished contour and inside it; the depicted object turns out to have an interesting heterogeneous texture. See fig. 5 [Appendix 2]

“Poke (with a hard semi-dry brush)”- use a hard brush, dip it into the paint, and then hit the paper, holding it vertically. The rule is that the brush does not go into the water. The result is an imitation of the texture of a fluffy or prickly surface. See fig. 6 [Appendix 3]

4. "Cork imprint"-various plugs and caps are used. The image is obtained by pressing the cork to a stamp pad with paint, applying an imprint to the paper. For a different color, both the bowl and the stopper change. For better expressiveness, you can use a lid on both sides. (The rule is to press confidently and rhythmically without moving from place).

Impression with cork

• 5. “Imprint with potato signets”-seals are prepared in advance from potatoes. The child presses the signet to a bowl of thick paint, wiping off the excess on the edge of the bowl (you can use a stamp pad with paint) and puts an imprint on the paper. To obtain a different color, change both the bowl and the signet to create greater expressiveness, use a brush to apply a different color of paint. See Figure 8. [Appendix 4]
• 6. “Impression with crumpled paper, imprint with foam rubber and imprint with foam plastic” - the method of obtaining the image is the same as the one listed above. The rule is no water is used.

Crumpled paper imprint, foam imprint and foam imprint

7. "Blotography"- drop a blot onto a sheet of paper, fold the paper in half and iron it with your hand so that the paint imprints. Determine what it looks like, fill in the missing details.

Blotography

Option 2. - Blotography. Apply a blot by lifting and tilting a sheet of paper with flowing paint to create images. Then another sheet is placed on top and smoothed by hand for better imprinting. Determine what it looks like, fill in the missing details.

Blotography

Option 3. - “Blotography”. (Paint blowing). Apply paint through a straw and blow the paint from the center in different directions, creating an image to complete the missing details.

Blotography

Option 4. (Blotography with a thread) - 25-30 cm threads, folded in half, are dipped in different paints (gouache), placed on a sheet of paper, applied with another sheet and the thread is pulled out. The missing details are completed. (Threads can be used of different thicknesses and textures.) Complete the missing details. See fig. 13 [Appendix 5]

9. “Stencil printing”- with a foam rubber swab using a stamp pad with paint, apply an imprint on the paper using a stencil. To change the color, use another swab and stencil. The missing parts are completed with a brush, and can be combined with finger painting.

Screen printing

10. "Drawing on wet paper" The sheet is moistened with water, and then the image is applied with a brush or finger. It will turn out to be blurry in the rain or fog. If you need to draw details, you need to wait until the drawing dries or put thick paint on the brush. See fig. 15. [Appendix 6]

Option 2: Using a sponge, thick paper is moistened with water. Then the drawing is applied with watercolor crayons butt or flat. As the paper dries, it becomes wet.

Option 3. ( Blurred drawing) the drawing is applied to the paper with thick paint, after drying the sheet is lowered for a second or two into a tray of water. The picture turns out blurry (in the fog, on a rainy day.)

11. "Spray"- (drawing with a toothbrush). Put some paint on a toothbrush (mascara or diluted gouache with PVA) and use a stick to spray the paint onto the drawing. The rule is to move the wand towards you, pointing the brush at the paper. Tip: it is advisable to wear an apron and cover the table with paper (newspaper or oilcloth). You can also use a toothbrush to draw waves, fringe, thick grass, etc. using the entire bristles.

12. "Monotopy"- (print) - a sheet of paper is folded in half, then unfolded, paint (gouache) is applied to one half of the sheet - a landscape is created. After which the sheet is folded again and printed, it looks like a mirror image. After receiving the print, revive the original drawing with paints again so that it has clearer contours than its reflection on the water surface of the reservoir. The reflection on the water does not need to be tinted again; it remains slightly blurred. See fig. 17. [Appendix 7]

Option 2. "Subject monotopy"-You can use the same technique to depict trees, flowers, butterflies, and dragonflies. When it dries, you can cut out a butterfly or other image from a sheet folded in half.

Subject monotopy

Option 3. Paint is applied to a piece of cellophane, paper or a piece of glass and applied to the paper on which the image is applied and pressed. Depending on the size of the spot and the direction of rubbing, different images are obtained.

13. "Paper Rolling"- take the paper and crumple it in your hands until it becomes soft. Then a ball is rolled out of it. The sizes can be different (small - a berry, large - a snowman). After this, the paper ball is dipped in glue and glued to the base.

Rolling paper

• 14. "Tearing Paper"- small pieces or long strips come off the paper. Then he draws with glue what he wants to depict. Pieces of paper are placed on glue. The result is a voluminous fluffy or fleecy pattern. See fig. 20. [Appendix 8]
• 15. "Emerging Drawing"- (wax crayons + watercolor). The planned plot is completed with wax pencils (crayons), then watercolor paints are applied on top using a brush. The watercolor rolls off the image, the drawing appears to appear.

The rule is that there must be pressure on the wax pencil so that the mark from it is clear and bright. Paint quickly with watercolors, trying not to paint over one place many times.

Bleeding drawing

16. "Familiar Shape"- (“new image”) - a selected item is outlined with a pencil (scissors, glasses, fork, stapler, spoon, etc.). Then they turn it into something else, by painting with any suitable materials, you can update any objects, as well as hands and feet.)

Option 2. animated objects). Various things from any subject group are depicted: vegetables, fruits, clothing, household items, dishes, plants, etc. Which suddenly “came to life.” At the same time, preserve the shape of the objects being drawn, give them a human appearance by drawing eyes, mouth, nose, legs, arms, various details of clothing, bows, ties, hats, etc. See fig. 22. [Appendix 9]

17. "Templateography"- this technique involves outlining pre-prepared templates - geometric shapes - in order to compose and depict a separate object or plot picture. To draw an object, you need to imagine what geometric shapes it consists of.

The rule is to start creating an object with the largest form and only then move on to the details. The template must be applied to the sheet with one hand, trying not to move it, and trace it around it with the other pencil.

Tip: complete the finished composition in color using colored pencils (if the finishing touches are done with wax pencils, you can paint it with watercolors or gouache).

Templateography

18. "Scratch" (engraving)- rub a sheet of paper with a candle (preferably cardboard or thick paper). Then the entire sheet is painted over with ink and liquid soap - a background is created in a certain color. After drying, scratch the design with a glass or a stick.

Option 2. Multi-colored strokes (or a background of 2-3 colors) are drawn on thick paper. Then the drawing is rubbed with a candle and painted over with ink. The design is scratched with a glass or a sharp stick. In this case, the drawing turns out to be colored.

Scratch" (engraving)

19. "Photocopy"- the drawing is placed using a water-repellent material - a candle or a dry piece of soap; invisible contours will not be painted when watercolor paint is applied over them, but will appear, as happens when developing photographic film.

Photocopy

• 20. “Plasticineography” - plasticine must be heated (can be in a container with hot water). Cardboard is used, and plasticine is fixed to the surface with a pre-drawn background and outline using the technique of pressing and flattening. See fig. 26. [Appendix 10]
• 21. “Stained glass” (adhesive pictures)- using PVA glue (from a bottle with a dosed spout), the outline of the future drawing is applied to a sheet of paper (you can first make an outline with a simple pencil), time is given for the adhesive base of the drawing - a stained glass window - to dry, then the space between the contours is painted with bright colors. Adhesive borders prevent the paint from spreading and mixing. The rule is that the adhesive contour must dry out. Use one color in several areas in different places, and only then change the color.

Option 2. The contour for the stained glass window can be replaced with oil or wax crayons, which will not allow the paint to spread and mix.

Stained glass" (adhesive pictures)

The relevance of using non-traditional drawing in kindergarten lies in the fact that such drawing evokes only positive emotions in children, since children are not afraid to make mistakes, become more confident in their abilities and they have a desire to draw.

Unconventional drawing techniques are a means of correcting the psyche, allowing you to overcome feelings of fear, express your emotions and feelings, and give you confidence in your abilities.

Currently, I.A. is engaged in research and development of methods and techniques of unconventional drawing. Lykova, G.N. Davydova, A.V. Nikitina, R.G. Kazakova, V.A. Baimashova. Modern research proves that non-traditional image techniques help reduce the arousal of emotionally disinhibited children. At the same time, as a rule, overly active children need ample space to develop creative activities. The bottom line is that the child’s attention is scattered and extremely unstable. In the process of drawing, the child’s activity zone narrows and the amplitude of movements decreases. Large and imprecise movements gradually become more subtle and precise, the circle of attention narrows and focuses on a small area. The child switches to the creative process, which gives him great pleasure. Therefore, the use of non-traditional methods of artistic and creative activity can ensure the comprehensive development of the child, create an environment of emotional well-being, remind him with interesting content, and provide everyone with the opportunity to experience the joy of creativity with bright, positive emotions.

All artistic activity is based on active imagination, creative thinking, functions that contribute to the development of abstract-logical memory, thinking, and enrich the life experience of children. Thanks to this relationship, thinking makes a full circle: from the accumulation and processing of impressions of real activity to the stage of gestation and design of products of imagination into real-life results of creativity that affect the child. Therefore, in my work in classes and additional education clubs, I use non-traditional methods and drawing techniques that stimulate the development of thinking and help the child open up. The technology for their implementation is interesting and accessible, allows children to feel relaxed, bolder, more spontaneous, gives complete freedom for self-expression, promotes the development of hand motor skills and movement coordination, promotes speech development and helps prepare the hand for writing. Children's works are exhibited at competitions and decorate the space of the preschool educational institution.