Summary of a lesson in the senior group (drawing) for Mother's Day: “In the world, everything starts with mom. Summary of an open integrated lesson in the senior group on familiarization with landscape painting using painting I

SUMMARY OF NODES IN THE SENIOR GROUP

TOPIC: “THE AMAZING WORLD OF ART”

I.O.O. “Artistic and aesthetic development”, “Speech development”, “Social and communicative development”

Tasks:

“Artistic and aesthetic development”: To form in children a sustainable interest in visual arts. To update children's knowledge about the genres of fine art (landscape, portrait, still life). Strengthen the ability to highlight the distinctive features and constituent elements of works of different pictorial genres (landscape, portrait, still life. Develop imagination and creative abilities.

“Speech development”: Develop children's dialogical speech, exercise their ability to give complete answers by composing complex sentences.

“Social and communicative development”: Establish rules of behavior in public places.

Material and equipment: Reproductions of paintings in different genres of painting, watercolors, gouache, oil paints, a set for batik, cereals, oilcloths, toothpicks, blank paintings, napkins.

Logic of educational activities.

Educator: Guys, today we are going to one very wonderful place, try to guess where.

This place is so wonderful

Everything is very interesting here,

There are paintings in a row here,

They tell you to look at them.

What is that place called?

We have only one answer,

This(Exhibition of paintings) , (or art gallery)

Educator: We'll go to the art gallery.Let's remember the rules of behavior in the exhibition hall(don’t make noise, don’t touch the paintings with your hands) . Well, let's go to the painting exhibition.

(music sounds, open the curtain, children enter the group)

Educator: You and I ended up in an art gallery, today I will be your guide. Let's go to the first picture. Look at what genre of painting is depicted.

Children: children's answers

Child:

If you see the gifts of the forest on the table in the picture,

Fruits, vegetables in a basket or a rose in crystal,

Or a bronze vase, or a pear, or a plum,

Or all items at once,

Know that this is a still life.

Educator: What do artists depict in still life?

Children: children's answers

Educator: Well done! Let's move on.

(Music sounds, they move towards the paintings of portraits)

Educator: Look guys, what genre of painting is depicted in these paintings?

Children: children's answers

Child:

If you see what's in the picture

Anyone is looking at us,

Or a prince in an old cloak,

Or a steeplejack in a robe.

Or a pilot, or a ballerina,

Or Kolka is your neighbor, for sure

The painting is called a portrait!

Educator: Well done! Let's move on.

(Music sounds, children approach the reproductions of the landscape)

Educator: What genre of painting is here?

Children: children's answers

Child:

If you see: a river is drawn in the picture,

Or spruce and white frost,

Or a garden and clouds,

Or a snowy plain

Or a field and a hut

The painting must be called “landscape”.

Educator: Guys, what do they depict in the landscape?

Children: children's answers

Educator: Did you like the pictures? Please come to the one that you especially remember.

Educator: Why did you like this picture? Do you know what they wrote it with? Please come to the table and find this material. (Children find the material with which the paintings they liked were painted; the blank painting and cereal remain on the table).

Educator: Guys, look, there's something left on the table. What is this? (children answer). Do you think this could make a painting? Do you want to create our exhibition of paintings? Then we go to the workshop. (Children go to the tables where the materials are prepared.)

Educator : Guys, pay attention, there are cereals on your tables. Name them. There are patterns: flowers, cars, ships. You choose any of them, trace it with a toothpick on your workpiece and lay out the drawn object with cereal. Use cereals as desired. Before we get to work, let's prepare our fingers.

Let's do some finger exercises.“The rain came out for a walk”

One two three four five,

The rain came out for a walk.

Walked slowly, out of habit,

Why should he rush?

Suddenly he reads on the sign:

"Do not walk on the grass!"

The rain sighed softly:

OH!

And left.

The lawn is dry.

Educator: Now our fingers are ready, let's get started.

Independent activity of children, individual assistance from the teacher.

Educator: What beautiful pictures you have created. Come out to the palace and show them to our guests. Now we have our own exhibition of paintings. We have an exhibition center “Rainbow” in Bezenchuk, there are also a lot of beautiful paintings there, we will definitely visit it.

Abstract of the open integrated lesson in the senior group on familiarization with landscape painting usingpaintings by I. I. Levitan"Gold autumn".

Program content.

• To develop in children the artistic perception of a landscape painting, interest and emotional response to it.
• Teach children to carefully examine a reproduction of a painting and see the image of a landscape in the unity of its content and means of expression. Pay attention to color and color combinations as a means of conveying autumn phenomena.
• To consolidate children's ideas that the image of trees, meadows, fields, i.e. the image of nature, is called a landscape.
• To develop children's figurative speech when describing nature. To instill in them a love of nature and develop aesthetic taste. Encourage children to speak up.
• To introduce children to a new drawing technique - leaf printing, to strengthen children’s ability to carefully use paint when working, to develop imagination, creativity, and fine motor skills; cultivate interest in the drawing process.

Integration of educational areas:

artistic and aesthetic; social - communicative; cognitive development; physical development; speech development.

Activating the dictionary:

birch grove, golden autumn, cold and warm colors, landscape.

Preparatory work

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

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

GCD move

Educator:

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

Educator:

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

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

- The forest is like a painted tower,

Lilac, gold, crimson,

A cheerful, motley wall

Standing above a bright clearing!

Educator:

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

Children. About autumn.

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

Children's answers.

Educator:

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

Children:

To draw a picture.

Educator:

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

Children:

Paints, easel, paper.

Educator:

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

Guys, why did the artist call the painting “Golden Autumn”? (Children's answers)

Educator:

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

Educator:

Why the sad mood? (Children's answers)

Educator:

Yes, looking at the picture, we feel joy, pleasure from the lush beauty of nature, but at the same time, a slight sadness of saying goodbye to summer, to the warmth and sun. Let's look at the picture carefully. (teacher's demonstration) Look, on the left side of the picture, close to us, in the foreground the artist painted several trees. What kind of trees are these? (Children's answers)

Educator:

Tell us about them. What are they? (Children's answers)

Educator:

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

Educator:

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

(Children's answers)

Educator:

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

Educator:

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

Children:

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

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

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

Mystery.

They lie under your feet,

You walk - they rustle,

Bright, colorful,

The edges are carved.

Leaves.

Educator: You guessed it! So the chest opened.

I open the chest, and there are autumn leaves.

Educator: What can you do with them?

Children. Play. (take any leaves)

Physical exercise.

We are autumn leaves

We are sitting on the branches.

The wind blew and we flew away

We were flying, we were flying

And they sat down quietly on the ground.

The wind came again

And he picked up all the leaves.

Spun and flew

And they sat down quietly on the ground.

Educator. Well done. And what else?

Children's answers. Blow.

Educator. That's right, blow.

Breathing exercises “The wind blows on the leaves”

Educator: Guys, look what the leaf looks like. (Children's answers)

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

Educator:- And while you are working, I will turn on “autumn” music, it was written by composer Pyotr Ilyich Tchaikovsky. (Fragment of “Autumn Song” from the cycle “Seasons”)

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

Long-term plan objectives:

- develop the ability to perceive a work of art, a sense of beauty;

- to form a sustainable interest in fine art, a desire to constantly communicate with it;

— deepen children’s understanding of painting (landscape, still life, portrait), sculpture, architecture, design;

— enrich the emotional sphere of children with new types of aesthetic experiences;

- teach the transfer of characteristic features of image objects (girl and Snow Maiden, boy and gnome, cheerful and sad, spring and autumn);

- support children’s aspirations for independence in organizing the workplace, choosing the theme of the drawing, material, methods of depiction, the theme of the drawing, planning activities, and implementing what is planned in the drawing;

- develop the ability to analyze the works of art of great masters, their own drawings and the works of other children.

TOPICS OF CLASSES ON THE PERSPECTIVE PLAN:

September(8 ocloc'k)

1). Drawing "Flowers"

Target: consolidate the concepts of primary and secondary colors; learn to paint with gouache paints, mixing them, use various techniques - strokes, dabbing, circling.

Material: Gouache paints; music by P.I. Tchaikovsky from the ballet “The Nutcracker” “Waltz of the Flowers”.

2). Drawing "Vegetables and fruits"

Target: learn to draw oval and round objects (tomato, cucumber, apple, plum, pear, cherry, beet, carrot); paint with round strokes, mix

Material: Gouache paints, riddles about vegetables and fruits.

3). Modeling “Vegetables and fruits”

Target: convey the shape of round and oval objects (carrots, beets, cucumbers, tomatoes, pears, plums), add details - holes, notches, using stacks.

Material: plasticine, stacks, samples of vegetables and fruits.

4). Application "Tomatoes"

Target: cutting out round shapes from a square, arranging tomatoes by color: from green, through yellow-pink, to red (a challenging task), and size.

Material: colored paper, scissors, glue; image of growing tomatoes.

5). Application “Apple and Pear”

Target: cut a round object from a square, an oval object from a rectangle, stick them on, placing them compositionally in a vase.

Material: colored paper, scissors, glue; a bowl of fruit.

6). Drawing "Still Life"

Target: explain the concept of “still life”, teach how to depict a group of vegetables and fruits, convey their shape and color, and place them correctly in the drawing.

Material: Gouache paints; reproductions of still life paintings; m/f “Plasticine Crow” (“About Paintings” to poems by A. Kushner)

7). Drawing "Grapes"

Target: depict bunches of grapes in a two-plane pattern, where some berries hide behind each other and lose half of their round or oval (optional) shape; convey highlights on the berries using the technique of mixing paints.

Material: Gouache paints, music by P.I. Tchaikovsky from the ballet “The Sleeping Beauty”, waltz.

8). Application - riddle “Still Life”

Target: determine by the color and shape of the blanks which vegetable or fruit to cut, consolidate the ability to cut round and oval objects.

Material: blanks of colored paper, scissors, glue; riddles about vegetables and fruits.

October(9 hours)

1). Drawing “Our Aquarium”

Target: consolidate the ability to depict animals from a circle and an oval, convey diversity through mixing colors and additional details, depict a composition of fish swimming in different directions.

Material: Gouache paints; music by A. Vivaldi “Spring”.

2). Application “Hen with chicks”

Target: teach how to work by cutting and pasting chickens, together in different poses, in any relationship with each other.

Form of the lesson: co-creation of the teacher (carving a chicken) and children.

Material: blanks of colored paper, scissors, glue; image of a poultry farm.

3). Drawing "Firebird"

Target: draw a fairytale bird, combining familiar images, convey its colorfulness and unusualness, its difference from existing ones.

Material: Gouache paints; music by P. Tchaikovsky “Dance of the Shepherds” from the ballet “The Nutcracker”.

4). Drawing "Pets"

Target: summarize children’s ideas in a conversation about animals living in the city and in the countryside; learn to draw 2-3 animals, using a circle and an oval, to convey the habitat (house, grass, apartment).

Material: Gouache paints; poems and riddles about pets

5). Modeling "Pets"

Target: learn to sculpt animals from plasticine using an oval shape and a circle (ball), and together create compositions from individual children's works.

Material: plasticine, stacks; drawings of pets from the previous lesson.

6). Drawing "Zoo"

Target: depict wild animals that were seen in the zoo (bear, elephant, hippopotamus, giraffe), convey their features, characteristic details, combining the shape of a circle and a square in the drawing.

Material: Gouache paints, riddles about wild animals, poems by S. Marshak “For the guys about animals”

7). Drawing "At the Circus"

Target: convey the movements of animals performing acrobatic acts (elephant on a ball, dogs with a ball, bunny on a drum, etc.).

Material: Gouache paints; music by G. Verdi “Triumphal March” from the opera “Aida”

8). Modeling "Circus"

Target: learn to work together, create compositions from animals performing in the arena - performing a circus act with additional objects.

Material: plasticine, stacks, children's drawings “At the Circus” from the previous lesson.

9). Drawing “Rope Animals”

Target: learn to draw animals with one smooth, unbroken line (string), with additional details drawn in. Black and white image.

Material: paper, coal.

November(8 ocloc'k)

1). Drawing “Autumn tree”

Target: learn to place trees “closer”, “further”; use the thin end of the brush to draw tree branches; form the concepts: “in front of the tree” (lower on the sheet), “behind the tree” (above).

Material:

2). Drawing "Trees and bushes"

Target: teach to convey differences in the structure of a tree and a bush, to consolidate the “closer - farther” arrangement technique.

Material: watercolor paints; music by A. Vivaldi “Autumn”.

3). Application "Mushrooms"

Target: learn to convey the composition of their 3 mushrooms - a large one and two small ones; secure paired cuttings of identical parts.

Material: blanks of colored paper, scissors, glue; image of mushrooms.

4). Application “Guess the animal” (from autumn leaves)

Target: learn to select leaves, laying them out on paper so that you get an animal, finishing the details with a felt-tip pen.

Material: dried autumn leaves, glue, markers.

5). Drawing “Colorful autumn”

Target: learn to paint with watercolors on wet paper, using the technique of spreading paints, develop the ability to see a plot in color and accentuate it.

Material: watercolor paints; music by V.-A. Mozart "Symphony No. 40".

6). Drawing “Cloudy autumn day”

Target: through the selection of colors, learn to depict the weather and mood; use the technique of toning the sky and earth, rain.

Material: watercolor paints; music by A. Vivaldi “Autumn” part 2 from the violin concerto “The Seasons”

7). Drawing “Autumn Landscape”

Target: learn to compose an album of autumn drawings, choosing the plot and mood of the landscape, combining visual materials.

Material: Gouache, Watercolor paints, colored pencils, crayons, felt-tip pens, charcoal; music by A. Vivaldi “Autumn”, part 3 from the violin concerto “The Seasons”

December(7 o'clock)

1). Drawing “We are building houses”

Target: create an image of square and rectangular objects - houses, windows, doors; introduce the concept of “architecture”.

Material: colored pencils, crayons, charcoal.

2). Drawing "Transport"

Target: learn to depict public and freight transport; conveying their diversity and differences; cut out the outline of the car from folded paper. Color with pencils and crayons.

Material: colored pencils, crayons, scissors.

3). Drawing “Under the Blue Sky”

Target: learn to depict air transport (plane, helicopter, hot air balloon, airship); convey the features of their structure, differences from the ground (streamlined shape, wings).

Material: crayons, watercolors, aircraft models; music by V.-A. Mozart, overture to the opera "The Marriage of Figaro".

4). Application “Such different cars”

Target: consolidate the skills of cutting out car bodies for various purposes (tank, dump truck, truck), cabins, wheels, composing and adding car parts with parts.

Material: colored paper, scissors, images of vehicles.

5). Drawing “A car drove up to the store”

Target: depict a two-plane drawing with perspective (“further - closer”, the car covers part of the building).

Material: pencils, crayons; music by F. Liszt “Chromatic gallop”.

6). Collective application “We are building a new city.”

Target: learn to create a general composition of houses, kindergartens, shops, cars, trees; develop cooperation skills and an elementary action plan.

Material: colored paper, scissors, glue.

January(7 o'clock)

1). Drawing "Winter's Tale"

Target: learn to depict trees, bushes and objects under the snow using graphic techniques (drawing on black paper with white “gouache”).

Material: black paper, gouache paints; music by V.-A. Mozart "Fantasia"

2). Drawing “Snow Maiden near the New Year tree”

Target: create a plot picture, conveying the holiday, the Snow Maiden’s bright outfit, a beautiful Christmas tree.

Material: Gouache paints, New Year cards; music by A. Borodin “Polovtsian Dances” from the opera “Prince Igor”

3). Modeling “Girl making a snowman”

Target: learn to sculpt the figure of a girl in a fur coat in a simple movement (rolling a ball), placing a snowman next to it.

Material: plasticine, stacks, music by A. Vivaldi “Winter” from the violin concerto “The Seasons”.

4). Modeling “Children on a walk in winter”

Target: creating a collective composition of children’s figures in accordance with the plot (sledding, skiing, playing snowballs, rolling a ball)

Material: plasticine, stacks.

5). Drawing "Fun in Winter"

Target: depict a winter walk - children in different poses, winter nature, snow; create your own plot and composition of the drawing.

Material: Watercolor paints, crayons; music by P. Tchaikovsky “Trepak” from the ballet “The Nutcracker”.

6).Applique "Snowflakes"

Target: learn to cut out snowflakes with small details and slits from folded paper.

Material: white paper, scissors; music by P. Tchaikovsky “Dance of the Sugar Plum Fairy” from the ballet “The Nutcracker”.

February(8 ocloc'k)

1). Application “Toy clown”

Target: convey the simple movements of the clown through the positions of the arms, legs, and head; use gaming techniques - show a sketchy clown on the board, and the children look for whose clown performs the same movements.

Material: colored paper, scissors, toy clown.

2). Getting to know the portrait

Target: to form ideas about a portrait, its features and means of depiction; teach verbal and pictorial portraiture. Game "Guess the description".

Material: m/f “Plasticine Crow” (“About Paintings” based on poems by A. Kushner), portraits.

3). Drawing “Portrait of Mom”

Target: learn to convey in a drawing similarities with the appearance and mood of the mother; correctly position facial features.

Material: paints “Gouache”, “Watercolor”; music by J. Massenet “Meditation”.

4). Drawing "Fun and Sad"

Target: Using various techniques, teach to express a person’s mood (wide and narrow eyes, corners of the mouth up or down, eyebrows raised, lowered), after first examining several doll faces in the drawing.

Material: colored pencils, crayons, charcoal; music by A. Vivaldi “The Seasons” (“Spring” and “Autumn”)

5). Drawing “Funny gnomes”

Target: to teach to see the differences between a person and a gnome, to convey in the drawing the comical and fabulous nature of the gnome through shape and color.

Material: Gouache paints; music by P. Tchaikovsky “March” from the ballet “The Nutcracker”

6). Drawing “My dad is ... (cook, builder, engineer)”

Target: depict the appearance and posture of a person in accordance with his profession.

Material: colored pencils, crayons.

7). Drawing “Portrait of a Friend”

Target: portray a friend, conveying his character, habits, hobbies; make a plot drawing.

Material: Gouache paints, colored crayons.

8). Drawing “A doctor came to see me”

Target: draw up a plot drawing depicting people and the environment.

Material: colored pencils, crayons; music by P. Tchaikovsky “The Doll’s Disease” from “Children’s Album”.

March(8 ocloc'k)

1). Drawing-application “Postcard for Mom”

Target: prepare a gift for your mother (grandmother, sister), choose your own means of representation, create a composition from combined visual materials (colored paper, paints, plasticine).

Material: colored paper, paints, plasticine, pencils, crayons; music from the opera “Sylvia” by L. Delibes, “Pizzicato”.

2). Drawing "Dancing men"

Target: learn to convey a person’s pose, his proportions in a schematic image, and compose a small dance composition from them.

Material: pencils, crayons; music by P. Tchaikovsky “Chinese Dance” from the ballet “The Nutcracker”.

3). Drawing "Funny clowns"

Target: learn to portray a clown in motion, with objects (juggles, dances, shows a trick, acrobatic act).

Material: crayons, watercolor, music by J. Strauss “Gallop”

4). Modeling “There are clowns in the arena”

Target: compose a collective composition depicting a clown performance; choose your own number and outfit for your clown.

Material: plasticine, stacks.

5). Drawing and application “Circus poster”.

Target: learn how to create posters together, choose your own area of ​​work and create an overall composition.

Material: paints, pencils, crayons, colored paper, scissors.

6). Modeling

a) “At Cinderella’s ball”

b) “Flight into space”

Target: girls and boys perform various compositions depicting people (Cinderella, prince, astronaut, aliens).

Material: plasticine, stacks.

April(8 ocloc'k)

1). Drawing “My Favorite Fairy Tale”

Target: independently choose a plot and compose a drawing composition; portray the main characters so that the fairy tale is recognizable.

Material: paints “Gouache”, “Watercolor”; music by K. Debussy “The Puppet Keck-Walk”.

2). Drawing “Spring Thunderstorm”

Target: depict a landscape with a mood: sunny or cloudy day, rain, nature or city, animals or people.

Material: watercolor paints; poems about spring; music by P. Tchaikovsky “Concerto No. 1” for piano and orchestra.

3). Drawing “Forest in the Fog”

Target: depict a landscape using muted colors, pastel colors, mixed with white paint.

Material: watercolor paints; music by J. Offenbach "Barcarolle"

4). Modeling “Plate with a pattern”

Target: learn to sculpt wide, flat dishes, decorate them with a three-dimensional pattern of snakes and dots.

Material: plasticine, sample plates.

5). Modeling “Fruit Vase”

Target: consolidate the ability to sculpt dishes of complex shapes with a stand, decorate with a three-dimensional pattern; add chopped fruit if desired.

Material: plasticine, sample vase with fruit.

6). Modeling “Cookware Exhibition”

Target: learn to independently choose an object for modeling, come up with a pattern, highlight your work with some element (unusual shape, handle, stand) so that it is selected for an exhibition.

Material: plasticine, samples of dishes.

May(8 ocloc'k)

1). Dymkovo painting “Horse in the meadow”

Target: introduce the elements of Dymkovo painting - circles, dots, strokes; learn to paint the figure of a horse with bright patterns, stylized as Dymkovo painting.

Material: Gouache paints; samples or images of Dymkovo painting; music by V.A. Mozart's "Turkish Rondo" from the sonata in A major.

2). Gorodets painting “Mug decorated with a flower garland”

Target: introduce Gorodets painting - buds, leaves, pink and blue flowers, learn how to paint mugs with a Gorodets flower garland.

Material: Gouache paints; samples or images of Gorodets painting; music by S. Rachmaninov “Italian Polka”

3). Picture book for kids

Target: learn how to make a folding book with a bright large drawing and simple text, independently choosing the plot and means of image.

Material: cardboard, colored paper, paints, pencils, crayons, scissors, glue.

4). Drawing “Beautiful Summer”

Target: depict summer as a dream, how you would like to spend it in your fantasies, select the means of depiction at your discretion.

Material: paints, pencils, crayons; poems about summer; music by P. Tchaikovsky “Waltz of the Flowers” ​​from the ballet “The Nutcracker”.

SCENARIO OF ENTERTAINMENT IN THE ARTISTIC ACTIVITY "PAINTING AND FANTASY

Private preschool educational institution "Child Development Center "Solikamskbumprom" Kindergarten No. 45 Primorsky Territory, Solikamsk

Pedagogical project “Children about the artists of the world”

(senior preschool age)

Savchuk Tamara Ivanovna

teacher

“For children about the artists of the world”

Acquaintance with reproductions of artists is the door to the endless and wonderful world of art. And in order for a conversation to take place, for children to believe, to feel, to be able to see, to experience more deeply everything that surrounds them, we need to convey our attitude towards this beauty. Artistic and aesthetic development in the “Kindergarten – House of Joy” helps to introduce children to aesthetic values, to perceive and understand those works of art that will cause children delight and a desire to admire beauty. And then every child will love Alyonushka, will admire the heroes, will admire the golden autumn and, of course, admire the clumsy bear cubs from the pine forest. Modern emotional and aesthetic development contributes to the development of responsiveness and attentive attitude towards native nature, one’s homeland, people and eternal beauty.

She introduced the children to the work of great Russian artists from the senior group. They are familiar with reproductions of many paintings, including “The Knight at Dawn” (V. M. Vasnetsova); “Chrysanthemums” (I. E. Grabar); “Road in the Rye”, “Ship Grove” (I. I. Shishkina). Children learned to understand the plot of the paintings, look thoughtfully at the image, notice individual details, talk coherently about the content of the paintings, see their beauty and admire them.

I decided to continue the work of familiarizing myself with works of fine art with the children of the school preparatory group. Bring them to the understanding that paintings painted by artists are masterpieces of art and are found in art museums. Leonardo da Vinci said: “Painting is poetry that is seen, and poetry is painting that is heard.” And working with paintings by great artists is another step on the road to beauty - and this is beauty: art galleries, art museums, art exhibitions, because every thing in the museum is a carrier of spiritual, socially significant information, awakening emotions of admiration and joy in the little visitor . Awakens the ability to see an object through the eyes of another person, feels involved in the history and culture of his country.

The idea arose, through project activities, to introduce children to the center of art history - the State Tretyakov Gallery, an art museum in Russia, its founder - P. M. Tretyakov; with the creativity of great Russian artists and their brilliant works of fine art, with the goal of shaping children’s understanding of the State Tretyakov Gallery as Russia’s first museum of national art.

The developed project “For children about artists of the world” is short-term, designed for three months. Participants: children of the preparatory school group, teacher, parents. The planned work on the project was compiled taking into account the age and individual characteristics of children in the seventh year of life, the educational program of N. M. Krylova “Kindergarten - House of Joy” with the implementation of educational tasks in speech, cognitive, artistic, aesthetic, social and communicative development.

Before moving on to the implementation of the project, preparatory work was carried out, an approved plan for working with society was drawn up: an excursion to the local history museum to the exhibition “Artists of Russia”; visiting the children's library “Participation in thematic days”; a trip to the art school to the creative exhibition “Landscapes of our region”; participation of children in thematic drawing competitions organized by the cultural department of the city administration “The Amazing World of Nature” and “Favorite Corner of My City.”

To ensure high-quality work with children, I selected reproductions of paintings by “Great Artists of the World.” She developed an educational and methodological complex: a series of events for artistic and aesthetic development - scenarios: “P. M. Tretyakov - founder of the Tretyakov Gallery"; “Excursion to an art gallery”; "In the artist's studio"; a collection of “games and sketches” has been collected.

I thought through forms of educational activities that are interesting to children, allowing them to reveal their ideas about an object, a person, his image. Thus, in the story about P. M. Tretyakov, the founder of the Tretyakov Gallery, children learned not only about his activities and collecting paintings, but also about him as a wonderful person, a connoisseur of art. Actively participating in the conversation, the children realized that the State Tretyakov Gallery is one of the largest museums in the world. The creation of the gallery is dedicated to national Russian art, the works of those artists who contributed to the history of the development of Russian art.

For two months we worked with the children based on the films: “Bogatyrs” and “Alyonushka” (V. M. Vasnetsova); “Morning in a pine forest” (I. I. Shishkina); “February Azure” (I. E. Grabar). They went into the picture in detail, revealed the content, characterized the images of the characters, their mood. At the same time, to better assimilate the content of the paintings, I used literary material: the stories of V. A. Sukhomlinsky “The Nightingale’s Nest”, “How Snowflakes Ring”; S. Makhotina “Master of the Taiga”; N. Grigorieva “Bear”. Speech games: “Think of a happy ending”; “If I were a hero...”; “Alyonushka went out for a walk” and others. The result of the work on reproductions of paintings was an educational activity: “Excursion to an art gallery,” where the children showed a good level of knowledge, showed intelligence and abilities, and successfully took on the role of a guide and storytellers about art paintings.

“In an art workshop”, in this form, integrated educational activities took place. Children had the opportunity to expand their understanding of the work of artists working in the genre of still life: K. S. Petrov-Vodkin “Morning Still Life” and P. P. Konchalovsky “Lilac”. Skillfully, the children compared two still lifes, works of different artists, identified the moods of the artists, their feelings, their use of objects and colors when painting. In their own works - drawing a still life, the children conveyed the compositional solution, the presence of objects, and color design.

Parents' interest in this direction was at the proper level. They took the initiative in searching for visual, literary, and informational material. We took part in a family competition for artistic and aesthetic development in the category “My Still Life”, which was held in an educational institution, and participated in the intermunicipal project “Strong Family – Strong Power!”, with the works “New Year and Christmas Card”

Thus, acquaintance with works of fine art contributes to the development of a sense of beauty, which enters a person along with the ability to think, forcing him to constantly seek harmony. The child understands that this beautiful world is diverse, multi-valued and every object is the creation of a human master.

I believe that the intended goal is to formulate children’s ideas about the State Tretyakov Gallery as Russia’s first museum of national art. And the assigned tasks for the implementation of the project have been completed.

The result of the work showed that children have developed an interest in the work of great Russian artists and their brilliant works of art. Children have knowledge about works of fine art, their content, and react emotionally to the image created by the artist and the conveyance of mood. Children have developed a sense of pride in people of art, their talent in creating world cultural heritage.

A report on the project activities “Great Artists of the World” was heard at the pedagogical council of the preschool educational institution; in the creative group “Introducing children of senior preschool age to the basics of spiritual culture”; at the parent meeting.

Pedagogical project on the topic:“For children about the artists of the world”

(senior preschool age)

Type: educational

Participants: teacher, preschool children, parents.

Scale: short-term – 3 months (January - March 2017).

Reasons for development: The main way to bring art into life is to educate the younger generation in the everyday need for beauty, noted A. S. Makarenko.

The federal state educational standard and educational program “Kindergarten - House of Joy” by N. M. Krylova states that introducing children to the basics of aesthetic culture, understanding beauty in works of art; the development of the surrounding world, emotional responsiveness to these works reveals artistic and aesthetic development. Visiting museums, art exhibitions, and art galleries in order to familiarize children with domestic and world culture is one of the means of artistic and aesthetic education of the younger generation.

How to teach preschoolers who live far from art museums to the visual arts? How to raise an aesthetically developed person from a small child? How to introduce him to the world of culture and art? Of course, this problem can be solved with the help of books, albums, magazines with works of art, Internet resources, but it would be preferable, in my opinion, if you introduce children to one of the centers of art history - the State Tretyakov Gallery, one of the most famous art museums in Russia.

Target: formation of ideas among children of senior preschool age about the State Tretyakov Gallery as the first museum of national art in Russia.

Tasks:

1. Introduce children to the founder of the State Tretyakov Gallery - Pavel Mikhailovich Tretyakov.
2. Develop interest in works of fine art, the ability to perceive, examine and understand the content of the work; respond emotionally to the influence of an artistic image.
3. Introduce children to the fine arts, artistic values ​​and spiritual culture of Russia; express a desire to visit art museums.
4. To instill in children feelings of sympathy for works of fine art and respect for people of art.

Terms of sale:

A) equipment for a subject-specific spatial development environment:

Shelf “World of Beauty”;

Mini art museum,

Creative workshop “Young Artist”;

b) creation of an educational and methodological complex:

A selection of artist portraits;

A selection of bibliographic materials; articles from the magazine "Preschool Education", "Preschool Education" "Educator".

Reproductions of paintings “Great Artists of the World”;

Card index of literary material;

A collection of games and sketches;

Illustrative material;

V) interaction with society:

Excursion to the local history museum to the exhibition “Artists of Russia”;

Visit to the children's library “Participation in thematic days”;

Children's Art School";

Children's music school No. 2;

Participation of preschoolers in thematic drawing competitions organized by the cultural department of the city administration.

Project implementation stages:

Expected Result: As a result of the work carried out on the project, children showed interest in the work of great Russian artists. They have knowledge about the paintings, their content, and react emotionally to the image created by the artist and the conveyance of mood.

Children have developed a sense of pride and respect for people of art, for their talent in creating world cultural heritage.

Broadcast: - defense of the project at the pedagogical council of the preschool educational institution;

At the methodological association of NDOU;

Presentation of work on the project in the creative group “Introducing senior preschool children to the basics of spiritual culture”;

Speech to the parents of the group with a presentation of children's abstracts;