Drawing tools in kindergarten. Stained glass technique - glue pictures

Drawing in senior group, depending on the kindergarten program, can follow a standard or non-standard path. That is, traditionally a child learns to draw with pencils (simple, wax), paints

And in creative circles, children use different techniques(spraying, blotography with threads and tubes, drawing with soap bubbles, pokes, fingers, palms, candles, leaves, “wet” drawing, airbrushing, scratching, monotype, print) and mixing materials (for example, crayons with watercolors). Nowadays, many modern teachers of state kindergartens are trying to diversify classes in

Preliminary work on visual activities

Drawing in the senior group is aimed at consolidating and detailing previously acquired knowledge. Children can draw the shapes of geometric figures (circle, cylinder, triangle, square, rectangle) and convey them through images of vegetables, animals, people, birds. In older preschool age, it is necessary to more detail the conveyed image, focusing on its features.

For example, a child freely depicts his family. Then you need to suggest that dad is taller than mom, who is taller than the children, and their youngest is a preschooler. In addition, you need to help with the proportions of the body: the torso is divided into two parts, the elbows should end where the “belt” is. The face should also be harmonious and correct.

In order for children to better understand the signs, proportions, and properties of the objects depicted, the teacher works every day to develop their perception of the world around them. Without this, not a single drawing can be done (senior group). Kindergarten provides required material for classes, and teachers and parents should broaden the horizons of children.

Visual skills of a senior preschooler

Teachers, together with the children, study weather phenomena on the street, examine objects, and in a group consolidate the acquired knowledge through modeling, appliqué, cutting out shapes and figures, and tracing patterns. As soon as the children remember all the signs, they try to draw themselves.

Then an analysis of the errors in the resulting drawings is carried out. Based on this, one or another drawing technique is selected. For example, you need to circle the dots, numbers, or complete a symmetrically depicted picture in the cells. Children must learn to arrange all objects harmoniously in space and convey realistic images on a sheet of paper.

In addition, drawing in the older group should develop a sense of color and aesthetic taste. Various techniques help with this. For example, children make from splashes, convey through leaf prints, brush marks. They can draw with soap bubbles (mix shampoo with paints), a candle, and then paint over the background with watercolors. All this contributes to the development of creative abilities, imagination, and broadening the horizons of older preschoolers.

Drawing vegetables

It is easier for a child to master drawing vegetables. In the older group, the lesson is arranged in increasing complexity:

• children study the shape and appearance of vegetables in pictures, visual aids, real objects (feel, pronounce);
• preschoolers draw a geometric shape;
• correct the appearance of the vegetable;
• outline the main lines, bulges and other small elements with a pencil;
• color with paints, pencils, felt-tip pens, markers.

For example, a cucumber resembles an oval shape. Next, one end of the oval is lengthened and narrowed. Then, at the other end, draw the tail of the vegetable, mark “pimples” and groove lines on the body. The cucumber is then colored, showing the dark and light shades of the peel.

Or take, for example, carrots. A triangle is drawn. Then one side of it is rounded, the boundaries of the vegetable are made smoother. Next are the leaves and roots. Then the carrots are painted.

As soon as the older group has mastered drawing vegetables, children move on to drawing still lifes. First, this is drawing linear visual objects, then vegetables on a plate or other utensils. The most difficult level is depicting objects from memory. To do this, before the lesson, the features of the appearance of the vegetable/vegetables are discussed, after which the children begin to complete the task (immediately using paints).

Drawing animals

Older preschoolers already know how to portray animals, but more often they are fabulous, animated (in dresses and suits, walk on two legs, eat with their paws). The teacher’s task is to achieve a realistic transfer of the image. For this purpose, visual activity takes place in parallel with applications, modeling, reading, and getting to know the outside world.

To begin with, children study the structural features of the body, then try to find general properties with already familiar shapes (for example, a round head, an oval body, triangular ears). In addition to the similarities, attention is focused on existing discrepancies, the tilt of objects, and their spatial position.

Let's look at drawing animals in the older group using the example of a hedgehog, a sheep and a puppy. To draw a hedgehog in a clearing, you need to do the following:

• find the center of the sheet where the animal will be located;
• draw an oval (body);
• on one edge outline a nose in the shape of a carrot;
• draw a round eye, nose, oval legs, mouth, needles with sticks;
• outline the grass, the sun, the clouds;
• then paint with paints, taking into account color transitions.

Image of a sheep, puppy

• draw a circle (torso);
• determine the tilt of the head;
• outline an oval (head);
• outline the body in a zigzag, creating curls;
• draw eyes on the head;
• outline four legs with sticks;
• draw the “feet” of the paws, the nose with dots, the pupils of the eyes, the ears;
• decorate.

The most difficult stage is considered to be detailed drawing in the senior group. Here :

• draw an oval body, a round head, taking into account the tilt;
• draw a circle (muzzle) in the middle, mark the neck, paws with rectangular strokes and ovals (feet) with lines;
• Schematically determine the symmetry of the muzzle, outlining the position of the eyes, nose, and draw the ears;
• draw eyes, mouth;
• instead of circles on the paws, draw fingers, add a tail;
• erase the extra lines, mark the direction of the fur.

Such complex classes are carried out with children individually, in drawing classes.

Drawing "Mushrooms" in the senior group

Children often depict mushrooms with a vertical and horizontal oval. They especially like to decorate the fly agaric. It can be depicted with a convex oval or triangular cap. To draw a fly agaric with an oval hat, you need to determine its location on the sheet of paper and mark an ellipsoidal oval with a vertical stick. Next, draw the leg of the fly agaric.

Divide the ellipse diagonally: draw circles on top of the hat, and below, on the leg, a white collar. This way you can draw large and small mushrooms in the clearing. To get a triangular hat, make the top of the fly agaric into a mound. Under the hat, draw an oval outline of the inner layers. For such a “curly” mushroom, draw a thickened leg at the bottom. This is a simple drawing.

Mushrooms in the older group can be depicted more naturally. To do this, do the following:

More often than not, mushrooms grow in the rain. How to draw it realistically, without “sticks”, we will consider further.

Drawing "It's Raining"

The older group is already identifying the characteristics of rain (mushroom, blind, torrential, autumn, summer). The teacher just needs to focus on the fact that the drops are depicted in one direction. First, children draw clouds with raindrops, then they depict people with an umbrella; at the last stage, preschoolers depict rain “on the other side of the window.”

What to pay attention to when depicting rain clouds.

• If the clouds are nearby, then depict the rain as elongated drops of different sizes, but in the same direction. The drops start from the middle of the cloud, and not from the edge. The bottom and top of the clouds are darker in color than the foreground.
• If the clouds are far away, then shade the background under them with a pencil, forming a continuous shower stream. Then use strokes to identify individual raindrops.

This is a simple drawing (“It’s Raining”). The older group is quite capable of depicting “natural” weather phenomena. The following rules will help with this.

1. You always depict rain on a dark background, regardless of whether you draw with paints, pencils, pastels, or oils.
2. Draw the rain lines parallel to each other.
3. You convey bright drops through the pressure of an eraser, a candle, different colors or a special bristled fan brush.

If you need to depict rain as a natural phenomenon, then you draw a landscape, and after some time apply drops of light paint on top of it with continuous inclined strokes. If you make drops with an eraser, first draw directions with the wide side, and then with a sharp corner, using strong pressure, create a highlight of the drops.

You depict people in the pouring rain in a similar way. But attention is paid not only to the direction of the rain, the shape of the drops, but also to puddles and the force of the splashes. This is taught to preschoolers in individual drawing lessons.

Drawing autumn

October is the month autumn competitions. The teacher needs to consolidate the weather properties with the children through drawing (“Autumn”). The older group compares all the autumn months, finds similarities and differences, and remembers color transitions. The simplest task is when children depict a lonely tree. To do this, first determine its location and mark the trunk and branches with a “slingshot”.

Then small ticks are also schematically applied on the branches. Using paint, the thickness of the trunk and branches is “increased”. On top of the branches, foliage is depicted in different colors (red, orange, yellow). Now all that remains is to draw the lawn, sky, clouds, sun and shadow from the tree.

Autumn can be depicted by drawing leaf fall. Here children consolidate their knowledge about trees. The easiest option is to depict autumn with prints (this method is most preferred by the older group).

Drawing: theme "Autumn"

• Collect different sheets from the trees.
• Distribute them on a sheet of paper.
• Next, take a piece of paper, spread it liberally on the underside of red, yellow, orange paint(coat the veins especially carefully).
• Place the leaf with the painted reverse side on the album sheet and press with your palm.
• Do this work with other sheets, choosing a different color.
• Now the leaves are no longer needed. You draw the prints with a brush and paints. Please note that the veins of the leaf act as the trunk and branches of the tree.

You can draw tree trunks with branches, and put leaf dots with your fingers. Preschoolers of any age also enjoy this. For the competition, many children, showing their imagination, draw an image of autumn with woman's face and leaves instead of hair. This consolidates knowledge about the proportions of the human face, leaves, trees and the color scheme of autumn.

Drawing birds

Drawing a bird in the older group follows the same plan as the lesson on depicting animals. First, all details are compared with geometric shapes, attention is focused on movement, head tilt, and location on the landscape sheet. Here is an example (drawing a peacock):

• draw an oval body;
• a round head on top;
• the neck goes from the head along an oval;
• draw triangular wings on the body;
• add paws with three fingers to the oval;
• on the head you draw round eyes and a triangular beak;
• from one wing to the other, outline a loose tail, similar to daisy petals;
• color it

Drawing in the older group allows you to depict birds from different sides, in action. This is what the profile of a rooster looks like. You start working from the head. Draw a circle, mark the eye, a triangular beak with a transverse line, an oval beard and a comb of three petals.

From the head, draw a neck with a collar similar to the shape of a flared skirt. From it you continue the concave body, which together with the neck resembles a crescent. Next, draw a tail of eight feathers: the first long, raised up, four feathers starting from the end of the body, the last short, extending to a third of the body and hanging down.

On the body, a wing is drawn with a line, legs with four fingers and spurs. On the wing, sharp horizontal arcs indicate feathers, and vertical lines indicate long feathers. The claws are drawn on the fingers in small arcs.

How to write a summary of visual arts

The drawing notes in the senior group are written according to the following plan.

• Topic of the lesson. Usually taken from the program.
• Target. Three to five tasks for this lesson are prescribed, which involve acquiring new knowledge and consolidating existing skills.
• Material. The instrumentation is indicated, right down to the last brush. What techniques will be used, what equipment will be needed.
• Progress of the lesson. Theoretical part begins with preliminary work on the topic. So, a fairy-tale character may come to visit, who needs to be drawn or who needs help to portray something. With the help of poems, stories, looking at paintings, and visual material, the necessary properties of the object that needs to be drawn are revealed. Then, in practice, children complete the task, and at the end of the lesson, conclusions are drawn about the knowledge gained.

Nowadays, in kindergartens, classes are called “direct educational activities” (DEA). Drawing in the older group did not change its essence. Also applicable didactic games, game techniques, various techniques in order to make children want to draw the desired object or phenomenon.

Master class on drawing. Unconventional drawing with a piece of textile

Topic: “Landscape with a piece of textile - in 3 minutes”

Master class is designed: for children of senior preschool age, preschool teachers, parents.

Purpose: this drawing, made by hand using an unconventional technique, is an excellent gift for family and friends, and can be used to decorate the interior of a room or exhibitions of children's creativity.

Goals and objectives: development of artistic and creative abilities of preschool children through the use of non-traditional drawing techniques, development of fine motor skills of the fingers and coordination of movements. Increasing the level of pedagogical skills of teachers and parents.

Materials: white paper A-4 format, black gouache, palette, piece of textile measuring 10 x 5 cm, white PVA glue, sheet of colored cardboard.

Description of the Master class:

We opened a workshop.

Admire it - this is what it is!

We invite everyone to study

It's fun to work together!

Only the brave and persistent

Will reach the goal cheerfully.

Today I invite you to practice unconventional drawing techniques and become direct participants in our master class.

And I want to introduce you to unconventional technology drawing - drawing with textiles, that is (fabric). And I suggest you paint landscapes today, without the help of a brush - with a simple piece of fabric.

As we know, a landscape is a drawing depicting nature, that is, forests, rivers, fields, meadows, lakes, mountains.

If you see in the picture

A river is drawn

Or spruce and white frost,

Or a garden and clouds.

Or a snowy plain

Or a field and a hut,

Required picture

It's called... scenery.

After all, as Chinese wisdom says.

I hear and forget, I see and remember, I do and understand.

Therefore, I propose to transgress.

For work we will need: black gouache, since we will be painting in a black tone, pieces of cotton fabric, a sheet of white paper in size A - 4, white PVA glue, a sheet of colored cardboard (for designing the work).

We take a piece of fabric measuring 10 x 5 cm, crumple it, and make something like a tampon.

Dip a cloth swab into black gouache paint and draw a horizon line on the sheet.

We call the horizon the line between heaven and earth. The higher the horizon line, the more space opens up to our view.

We drew the horizon line using the drawing method.

Now we need to draw a forest in the distance, for this we use chaotic movements to print trees and bushes, and we get textured prints.

The forest and bushes on the horizon line are ready.

It is important to remember that in the background objects appear small, but in the near foreground they appear larger and more distinct. Now in the foreground we draw the shore line using a swab using the drawing method.

The shore is ready.

Let's start printing the bushes.

The bushes are ready.

We draw using the drawing method, chaotically smearing a cloud or cloud on the sky with a piece of fabric.

The clouds have been drawn.

Let's start drawing ripples on the lake.

The ripple is ready.

Now we draw the sun and its reflection in the water.

Preview:

Summary of the lesson “Drawing an apple with cotton swabs.”

Purpose: gift, interior decoration
Target: development of children's creative abilities through familiarization with the technique of drawing with cotton swabs.
Tasks:
- master the technique of drawing with cotton swabs;
- develop fine motor skills, creativity, imagination, fantasy, aesthetic taste;
- to cultivate accuracy, hard work, and composure when performing work techniques.
Equipment: a sheet of paper, paints, cotton swabs, a container of water, drawings by artists.

Progress of the lesson.
1. Introduction.
The technique of drawing with cotton swabs has deep roots. Our ancestors painted pictures with a vice - a soaked stick pulled out of an ordinary broom. There is such a stylistic direction in painting - pointillism. It is based on the manner of writing with separate strokes of a regular, dotted or rectangular shape.

2. Preparing children for practical classes.
High on the tree the apples are ripe,
The ripe sides are soaked in the sun;
We have never eaten such apples
And no one has tried, for sure.
Sweet and tasty, golden red,
The smell is amazing, warm in the hand.
The apple tree produced beautiful apples,
There are no tastier apples on our farm!
Guys, today we will draw an apple using cotton swabs. The principle is very simple: dip a cotton swab in the paint and apply dots on the drawing. For different colors you need your own cotton swab. And if you place the dots more often, the color will be more saturated.

3. Practical lesson.
Guys, we are starting to draw with cotton swabs. Take a sheet of paper with a contour blank.

Draw the outline of the apple. Take a cotton swab, dip it in red paint and put dots along the outline of the drawing.

To make the prints even and round, the cotton swab must be held strictly vertically and pressed against the sheet with sufficient pressure.
Draw the stalk in the same way brown paint, leaf - green.

Fill the inside of the apple with red dots. Older children can be asked to use 2-3 colors to fill.

Fill the sheet with green dots. Our apple is ready.

Preview:

Summary of a lesson on unconventional drawing in the senior group: (blotography-experimentation)

"Spring Tree"

Target : Continue to strengthen the ability to perform work using non-traditional techniques.

Artistic creativity:

• Introduce children to a new type of unconventional drawing technique “blotography”.
• Introduce the method of drawing using a tube and the method of finishing drawings using napkins.
• Develop the ability to convey colors.
• Develop color perception and sense of composition.
• To arouse the desire of children to convey their impressions of the perception of objects in art activities, to bring them to the awareness of an expressive image.

Cognition:

• Develop cognitive and research activities.
• Develop imagination, attention, memory and thinking.
• Develop the respiratory system.

Communication:

• Improve speech as a means of communication.
• Improve the ability to accurately characterize an object, make assumptions and draw simple conclusions.

Activating the dictionary: cocktail straw.

Dictionary enrichment: blotography.

Preliminary work:

• Excursion through the spring park.
• Looking at illustrations on the theme “Spring has come.”
• Games with water and a cocktail straw “Battleship”
• Blowing air through a tube.
• Making a background using the “Wet on wet” technique.

Equipment:

• Tinted sheets
• Diluted gouache
• Watercolor, paint brush (squirrel)
• Cocktail straws.
• Water in jars
• River sand on plates.
• Paper napkins.

Progress of the lesson:

1. Organizing time.

Children, do you believe in magic?

(Children's answers)

What wizards or magical objects do you know?

(children's answers)

Where are the wizards?

In your fantasies!

Who do wizards hang out with?

And with those who believe in them!

Today you and I will be wizards, and the cocktail straw will be a magic wand.

1. Experimentation:

We are a magic wand

Let's wave it quietly

And miracles in a plate

We will find it from the sand.

Move a plate of sand towards you and try to blow into a stick, what do you see? (the sand swells). Try to draw the sun you blow out with a straw and air (children draw). Now try this in a bowl of water (the kids do it). Does not work. And I suggest you draw on paper with the help of our magic wand, and not just draw, but blow out a drawing, but first we will talk to you.

1. Conversation:

Let's all remember and list the seasons together.

What time of year is it now?

What do you like or dislike in spring?

What can you say about trees?

(children's answers)

Reading a poem by T. Dmitriev

Buds swell in spring

And the leaves hatched

Look at the maple branches -

How many green noses?

Guys, I invite you for a walk along the spring path. Let's go to?

Look, there are some traces here. Whose do you think it is? (there are painted hare tracks on the floor). The bunnies probably played in this clearing and left a lot of traces.

Let's play like bunnies too.

Jumping and jumping in the woods

Hares are gray balls

Jump - jump, jump - jump -

The little bunny stood on a stump

He lined everyone up in order and began showing them exercises.

Once! Everyone walks in place.

Two! They wave their hands together.

Three! They sat down and stood up together.

Everyone scratched behind the ear.

We reached four.

Five! They bent over and bent over.

Six! Everyone lined up again

They walked like a squad.

We had a nice walk, played enough, and now we can get down to business.

Look what we have on the table.

(album sheets with a prepared background, watercolors, brushes, diluted gouache, spoons, jars of water, paper napkins)

We will draw trees using our magic tube wand. First, we will take the paint with a spoon and make a blot at the place where the tree trunk will begin. Then we begin to inflate the blot with a straw, without touching either the paint or the paper. The leaf can be rotated to create a trunk. Next, we draw the crown of the tree using a napkin (take a napkin, crumple it and dip it in paint and draw the crown of the tree (dip) or use a brush to paint leaves using the dipping method, but first the drawing must dry. In the meantime, you and I will have a little rest. Let’s lie down on the carpet with our eyes closed and imagine the beauty of the spring forest.

(recording of relaxation music “Sounds of the spring forest” sounds)

1. What needs to be done to make the drawing beautiful?

You need to try hard and do the drawing with love. Children draw. Independent activity.

Lesson summary:

Our drawings are ready, bright and elegant!

In conclusion, a physical education session:

We painted today

We painted today

Our fingers are tired.

Let them rest a little

They'll start drawing again

Let's move our elbows away together

Let's start drawing again (we stroked our hands, shook them, and kneaded them.)

We painted today

Our fingers are tired.

Let's shake our fingers

Let's start drawing again.

Legs together, legs apart,

We hammer in the nails (children smoothly raise their arms in front of them, shake their hands, and stamp their feet.)

We tried, we drew,

And now everyone stood up together,

They stomped their feet, clapped their hands,

Then we squeeze our fingers,

Let's start drawing again.

We tried, we drew,

Our fingers are tired.

And now we will rest -

Let's start drawing again

(When reciting a poem, children perform movements, repeating after the teacher.)

If one of the children did not have time to finish the drawing, they finish the drawing. At the end of the lesson there is an exhibition of the resulting works. Viewing children's drawings is carried out with the task of choosing expressive images: the most unusual, bright, elegant, cheerful tree. The realism of the image is noted. It is determined for each child what materials and techniques he used.

Preview:

Subject: "Undersea world".

Target:

Tasks:

Types of children's activities:

Materials and equipment:

Progress of the lesson.

Riddle - exercise for the mind.

1.It contains salt water,

Ships sail along it.

In summer adults and children

They go there on vacation. (Sea)

2.For parents and children

3. A forest grew in the sea,

He's all green. (Seaweed)

Finger gymnastics.

Two sisters - two hands(Children show hands)

They cut, build, dig,(Imitate actions)

The weeds are falling together(Lean down)

And they wash each other(Wash your fist with your palm)

Two hands knead the dough(Imitate actions)

Sea and river water

Rowing while swimming(Imitate actions)

Stages of work:

3.Analysis of work.

Summary of the lesson.

Well done!

Preview:

Summary of an integrated lesson in the senior group

Subject: "Undersea world".

Integration of educational areas:“Artistic creativity”, “Cognition”, “Communication”.

Target: develop children's cognitive interest and creative abilities.

Tasks:

Systematize and expand children’s knowledge about the inhabitants of the underwater world;

Develop speech activity, enrich vocabulary (starfish, octopus, jellyfish);

Improve children's drawing skills using non-traditional techniques (wax crayons + watercolors), create a composition on a given topic;

Provide aesthetic education; bring up careful attitude to natural objects.

Types of children's activities:cognitive-research, communicative, artistic and musical, productive, gaming.

Materials and equipment:photo depicting the inhabitants of the underwater world, picture “Dissatisfied Fish”, audio recording “The Sound of the Sea”, A4 sheets, wax crayons, watercolors, brushes, cups of water.

Progress of the lesson.

Guys, today we will go with you on an exciting journey. Look carefully at the photo. What does it show? (Children's answers). I propose to turn into fish and find yourself at the bottom of the sea. (The teacher plays the audio recording “The Sound of the Sea”).

Did you like being a fish? Which fish did you imagine, happy or sad? (Children's statements)

Now look carefully at the picture. What is the fish's mood? What could upset them? (Children's statements)

Let's remember together the rules of conduct near a pond. (Children tell how to behave near a body of water)

In addition to fish, in the sea we can meetstarfish, jellyfish, octopus.

(The teacher shows a photo of them)

Look, guys, how beautiful they are! We will not meet such interesting inhabitants on land. These are inhabitants of the deep sea.

Riddle - exercise for the mind.

Guys, I will tell you riddles, and you must find the answers in our sea picture.

1.It contains salt water,

Ships sail along it.

In summer adults and children

They go there on vacation. (Sea)

2.For parents and children

All clothes are made from coins. (Fish)

3. A forest grew in the sea,

He's all green. (Seaweed)

Guys, the world of the deep sea is rich, beautiful and diverse. Today I propose to depict your underwater world using wax crayons and watercolors.

Finger gymnastics.

Two sisters - two hands(Children show hands)

They cut, build, dig,(Imitate actions)

The weeds are falling together(Lean down)

And they wash each other(Wash your fist with your palm)

Two hands knead the dough(Imitate actions)

Left and right, (Show one hand, then the other)

Sea and river water (Make wave-like movements with the hands)

Rowing while swimming(Imitate actions)

Independent activity of children.

Stages of work:

1.Draw fish, pebbles, algae with wax crayons...

2.Color the entire sheet of paper with blue paint.

3.Analysis of work.

Summary of the lesson.

Guys, let's show each other what wonderful drawings we have made. Each of you has your own unique underwater world. All the guys tried, showed imagination and showed their knowledge about sea ​​creatures. Everything today Well done!

Preview:

Notes on drawing in a non-traditional form “Pictures from Sand” in the senior group

Target : introduce children to an unconventional form of sand painting;

Develop artistic abilities visual arts, the ability to accept and independently implement a creative task, creative imagination.

Preliminary work: drawing with sticks in the sand. Sandbox games. Conversation about summer holidays.

Equipment : sheets of yellow, orange, beige paper of different sizes, felt-tip pens. Boxes with sand, sheets of white paper, glue sticks, oilcloth.

GCD move

Educator : guys, listen to the poem by V. Shipunova"Palms":

I stroke with my palms

Warm sand.

I'm drawing a boat

And next to it is a flower

And my mother's cat

And grandfather's accordion,

flying crane

And the letter is Antoshka.

flowing grains of sand...

I’m sitting and not breathing,

after all, pictures of the world

I hold it in my palms.

Guys, what time of year is it now?

That's right - summer. What games can you play on the playground?

In addition to the games you listed, you can not only play with sand, but also draw on it; what can you use to draw on the sand?(With chopsticks or fingers)

Educator : Guys, we have yellow, orange, beige paper, let's imagine that this is sand, and pencils are shelves.

Imagine that you and I are sitting on the shore of the sea or river, stroking the yellow sand with our palms and drawing the most beautiful pictures in the world. Choose sand-colored paper. This can be one large sheet - many pictures will fit on it. Or several small leaves - one for each picture.

Sit as comfortably as you like, because we are on the beach and draw any picture. Think about what you would like to draw and be sure to come up with a name for your picture.

The teacher asks who will draw what and writes the name of the picture on each person’s piece of paper.

Physical education minute:

Like the sea on ours

Goldfish are dancing.

They are having fun

In clean warm water,

They will shrink, they will unclench,

They'll bury themselves in the sand,

They'll wave their fins,

They'll spin in circles.

Children pretend to be frolicking fish.

Educator : Guys, now we will turn your pictures into unusual ones"sandy" . I have a magic box, what do you think is in it?(sand)

There is one unusual way creation"sand" paintings -

Using paper and glue. It is necessary to draw an adhesive pencil along all the lines of the picture and quickly place the picture flat in a box with sand with the image facing down, lightly pat it and lift the picture.

Children master new way, located near the boxes of sand.

Upon completion of the work, the teacher and the children prepare an exhibition of children's works"Sand Pictures".

Preview:

Summary of a drawing lesson in the senior group

on the topic: “Wonderful transformations of a blot”

(blotography)

Tasks. Create conditions for free experimentation with different materials and tools (art and household). Show new ways of obtaining abstract images (blots). Arouse interest in objectification and “revival” unusual shapes(blot).

Develop creative imagination.

Preliminary work.

Observations on a walk and conversation about what clouds look like, what puddles look like?

The teacher reads to the children an excerpt from “The Story of the Boy Who Wanted to Become an Artist” (book by I.A. Lykova “Colored Palms”).

Materials.

Paints – watercolor, gouache; colored ink, soft brushes of different sizes, old toothbrushes, slices of vegetables (potatoes, beets), rags, sponges, newspapers for crumpling and stamping; jars of water, cocktail tubes (straws).

Progress of the lesson.

The teacher reads to the children D. Ciardi’s poem “About the One Who Came from a Blot.”

Yesterday my sister brought me a gift

A bottle of black - black ink.

I began to draw, but straight from the pen

He dropped a huge blot.

And a spot spread on the sheet,

It began to grow little by little:

On the left is the trunk, and on the right is the tail,

Legs are like pedestals, tall...

I immediately go to black mascara

I drew huge ears,

And, of course, he turned out -

You guessed it - an Indian elephant.

Guys, what is a blot?

Yes, a blot is a spot of an indefinite shape that is created if you accidentally spill a colored liquid - paint or ink. Because the spot does not have an exact shape, it can be turned into anything or anyone.

Let's also draw blots today, and then turn them into whoever we want or into whoever they look like.

How do you think you can put or receive or draw a blot?

That's right: you can make an imprint with a sponge, a cloth, or a wad of paper.

Stamp with a cut of beetroot, which leaves traces of its juice.

Draw a puddle with a soft brush or toothbrush.

Apply a little mascara to a piece of paper and blow it out of a tube or straw in different directions.

Let us draw different blots on separate pieces of paper. different ways. Children experiment. The teacher reminds that the main thing in a blot is uncertainty, surprise, and unusual shape.

Physical education minute

After the children have mastered several methods and created several blots, I propose to revive the blots - turn them into living beings or objects.

Children, carefully examine your blots, turn the sheets of paper in different directions. Here, for example, is my blot: if you look at it like this, it looks like a little man, you just need to finish drawing the eyes and mouth; and if the blot is turned over, it resembles a flower, only I’ll add a stem and leaves.

What will your blots turn into? (I quietly ask each child about his associations, plans, help indecisive children)

The children do the work. A general exhibition of “live” blots is being organized.

Preview:

Topic: “Subject monotype “Butterfly”.
Age group: senior group.

Goal: to develop children's interest in visual arts. To introduce children to the world of art through knowledge of the surrounding world, its artistic meaning. Program objectives of educational areas:
Artistic and aesthetic development: introduce children to fine art“monotype”, to activate the manifestation of an aesthetic attitude towards the natural world, to develop an emotional response to the manifestation of beauty in the surrounding world. Develop imagination.
Cognitive development: consolidate children’s knowledge about butterflies as representatives of the insect class, continue to develop children’s knowledge about the three phases of butterfly development, and cultivate a caring attitude towards the world of insects.
Physical development: develop fine motor skills of the hands, develop coordination abilities.
Preliminary work: viewing the presentation “Insects”. Lexico-grammatical exercises on the topic “Butterflies”, “Insects”. Conversation “How a butterfly appears.” Printed board games: lotto “Insects”, “Harm and Benefit”, “Who Lives Where”, “Assemble from Parts”. Discussion of the stories by V. S. Grebennikov “Secrets of the world of insects.”
Methods and techniques:
Visual: showing a diagram of how a caterpillar turns into a butterfly, showing techniques for depicting a butterfly using the monotype technique.
Verbal: conversation, questions for children, pronouncing words from physical education lessons, instructions, explanation, verbal description of the process of turning a caterpillar into a butterfly.
Practical: productive activity, physical education minute.
Equipment: watercolor paints, brushes of different thicknesses, napkins, water containers, sheets of white A4 paper, cards depicting the stages of butterfly development, painting material on the theme “Butterflies”, easel.
The teacher invites the children to wish the guests good morning:
Educator: Guys, let’s all stand in a circle and wish each other good morning. All together: All the children gathered in a circle. I am your friend and you are my friend. Let's hold hands tightly and smile at each other. Hello, dear children, you are the most beautiful in the world! Activities of pupils.
Greeting, children say hello, give guests smiles, perform movements in accordance with the words of the text.
Methods, forms, techniques,
possible types
activities. Result.
Children develop psychological readiness for educational activities.
The teacher makes a riddle about a caterpillar, introduces a fairy-tale character and plays it out, and invites the children to get to know the caterpillar. Children listen carefully, guess the riddle, agree to meet, and get acquainted with the fairy-tale character - the caterpillar. They concentrate attention and emotionally express their attitude towards the activity.
The surprise moment is the appearance of the caterpillar hero. Mutual greeting.
The children are ready for the upcoming activity.
-We are all having fun, but the caterpillar is sad,
(asks the children to answer why? Because everyone thinks the caterpillar is ugly, clumsy, some want to crush it). - Please think about how we can help the caterpillar? Cheer her up. Do you want to help the caterpillar? Respects children's statements and helps children draw conclusions. Children notice a sad caterpillar and call possible reasons sad mood of the caterpillar. They make judgments about how to help the caterpillar, express their own thoughts, and draw conclusions based on their own experience. Problem statement: help the caterpillar find a good mood.
Posing problematic questions: what can be done, how can one help the caterpillar. Discussion.
Children develop internal motivation for activity and a desire to help the caterpillar - to tell it that the caterpillar can turn into a beautiful butterfly.
I am convinced that you are really ready to help the caterpillar turn into a butterfly, but for this we need to remember the stages of the transformation of a caterpillar into a butterfly (offer to children game task“Name the stage of transformation of a caterpillar into a butterfly”, based on visual material).
Systematizes children's answers, generalizes, asks children questions that stimulate the thinking process. Children participate in dialogue
express their opinion
based on available
representations, recall previously learned, ask
and answer the questions:
What does a caterpillar come from? Where do butterflies lay their eggs? What happens to the caterpillar, what does it turn into? When does the pupa turn into a butterfly?, perform a game task: name the stages of the transformation of a caterpillar into a butterfly. The conversation is accompanied by a demonstration on an easel
pictures depicting the stages of transformation of a caterpillar into a butterfly. Children reproduce information
necessary
for a successful
learning new things, correct answers show that children have knowledge on the topic “Reproduction and development of insects.”

The teacher pronounces and shows the movements of the physical education lesson “A flower was sleeping and suddenly woke up”
together with the children performs movements in accordance with the words of the text. Children perform the movements of the physical education lesson, in accordance with the words of the text, the children liked the physical education lesson, they carefully follow the teacher, listen to the text, and repeat the movements. Showing the movements of the physical education lesson “A flower was sleeping and suddenly woke up.”
Performing movements in accordance with the words of the text. Relieving tension, emotional and physical release.
Mastering methods of action, applying knowledge, skills and
skills. The teacher says,
shows children the sequence,
techniques for performing unconventional techniques
drawing “subject monotype”, pronounces the name of the non-traditional technique with the children. Offers to draw with a thin brush small parts: pattern on wings, antennae, limbs. Provides necessary assistance and emotional support.
Children listen carefully to the teacher, pronounce the stages and sequence of work, do practical work on their own - draw a butterfly using the “object monotype” technique, draw small details with a thin brush.

The teacher organizes an analysis of practical work, a discussion of the most successful and interesting ones, notes to each child that he drew something interesting, listens to the children’s opinions in discussing their work and the work of their peers. Invites children to create an album with drawings and give it to the caterpillar. Children talk about their completed work, what, in their opinion, they did most successfully, and what the idea was. They are preparing drawings for an album as a gift for the caterpillar. Analysis, active discussion. Children recognize themselves as participants in the creative process. Children develop basic self-esteem skills and the ability to evaluate the work of their peers. Children see the results of their activities.
Summing up the results of the GCD, summarizing the experience gained by the child.
The teacher asks the children questions:
-Was it difficult to do the job? What did you like most? Which non-traditional technique do you enjoy working with the most? Did we help the caterpillar? The teacher offers to draw a smile on the caterpillar and involves the children in summing up the results. Children react emotionally to the work done. Answer the teacher's questions. Evaluation, praise, approval. Children know how to analyze their work, children received satisfaction from joint activities with the teacher and are satisfied with the result of their activities.

Drawing is very important in shaping a child's personality. It brings invaluable benefits and develops both the intellectual abilities of children and their thinking. After all, when children draw, not only visual but also motor analyzers are involved in the work, which perfectly develops fine motor skills and memory.

In addition, when drawing, a child learns to imagine and compose, think and compare. At the same time, his stock of knowledge develops gradually, which is very good in childhood.

Drawing develops creativity

Drawing classes in kindergarten loved by all children. The kids clumsily try to depict what they saw from the very beginning. early age. To develop this desire, you can give your child a soft sponge for up to a year, with which he will first play, and then, with the help of adults, lower it into a saucer of paint and move it over the paper, observing the result. After some time, the baby will begin to perform this operation independently.

When the child goes to kindergarten, his drawings will no longer be solid blots. By toddler age, children can hold a pencil and a brush. It’s too early to talk about the drawing process itself, but by manipulating these objects, the baby leaves random strokes, dots and lines on the paper. This attracts him very much.

At the same age, you can begin to use the simplest techniques of non-traditional drawing, for example, dip your hand clenched into a fist in a saucer of paint and leave a mark on the paper. You will get the caterpillar that the kids saw on their walk.

What do drawing classes provide in preschool institutions?

Non-traditional fine art techniques used in kindergarten help children who do not yet know how to fully master pencils and brushes, not only perceive the world, but also convey it through the drawing. Everything that the children saw during their walk is very simply depicted on paper using available materials. This develops imagination well.

Leaves that have fallen from trees in the fall will help depict a yard filled with leaves. You just need to put them in a saucer with paint and attach them to the paper. And a palm print can be compared to animal tracks left in the snow.

Drawing classes develop children's imagination well and provide an opportunity for creativity and inspiration, as well as a sense of beauty. At the same time, the child’s personality receives harmonious development.

Unconventional drawing. Why is it needed?

The use of non-traditional drawing techniques makes it possible to develop artistic rather than stereotyped thinking in children. Even, rather, artistic and figurative, which is directly related to creative abilities and observation, as well as spiritual qualities.

And it doesn’t matter how well a child knows drawing techniques, because the main thing here will be to teach kids to put their thoughts and feelings on paper, and to convey their mood with the help of various paints.

Artistic thinking develops well when children use paints and improvised means to depict a fairy tale on sheets of paper. This form of classes can be not only individual, but also group. To do this, each child should be asked to depict their understanding of the plot on a certain section of a common Whatman paper. After everything is ready, the children are happy to make additions to the drawing, thereby inventing a continuation of the fairy tale.

Unconventional techniques used for drawing with children

In such an interesting and complex process as drawing for children, the best thing to do is to use various techniques. They all instill a love for fine art. Much attention deserve non-traditional drawing techniques in kindergarten, which give children room for imagination.

They are introduced from a very early age, but at first, while the child learns to think figuratively and act correctly with his hands, an adult must take a direct part in this process. They are attractive for kids because they can achieve the desired result very quickly.

The good thing about this form of development is that it is very interesting for any child. Children are always attracted to drawing with their fingers and the whole palm, as well as turning ordinary blots into very funny figures.

Non-traditional materials and techniques that are used in visual arts contribute to the development of a child’s not only imaginative thinking, but also self-control, perseverance, attention, visual perception and spatial orientation, tactile and aesthetic perception, as well as fine motor skills.

By doing this kind of work, children also learn to fantasize through various color schemes put your feelings on paper.

Finger painting as one of the options for non-traditional depiction of objects

When non-traditional drawing techniques are used in kindergarten or at home, the best option It can be drawing with your fingers or your entire palm.

This technique can be used even while the baby is still small. Finger painting has proven itself very well. This method does not require a brush, just gouache paints, poured into small containers, and bowls of water for washing hands.

When using this method, the child’s imagination develops very well. After all, with fingertips dipped in paint, you can depict flowers as a gift for mom, New Year’s confetti, and various patterns on a dress. And by drawing lines on paper with your fingers, you can get more complex objects.

Before you start imagining with your baby, you should try prints of different parts of the palm on a separate sheet of paper to see what they look like. When changing hands, all prints will bend in different directions. This type of painting gives children the opportunity to come up with and depict an entire plot on paper and makes them think figuratively.

Middle kindergarten group. Drawing and its features

Various activities are popular among children's groups. Non-traditional drawing techniques in kindergarten are interesting not only for children, but also for children of both the middle and older groups. They already have acquired skills, so educators can begin to use outlining gestures. The child listens to the adult’s story, watches how he shows what was said with gestures, and strives to reproduce the image he has developed on the sheet of paper.

But still, at this age one cannot do without visual nature. Words and gestures alone may not be enough to create a certain image. Therefore, the best thing will be when a child has nature in front of his eyes, helping to create a correct perception of the object or plot being described, and to revive children’s ideas about it. This could be a toy, a picture or a drawing by an adult.

In addition, you need to put several types of improvised objects in front of the children. They may be required to create the image. This will provide an opportunity for choice, as well as the ability to compare and fantasize.

How to draw seasons using unconventional techniques

Any walk with children provides an opportunity to reproduce what they saw using an unconventional method. This wonderful time Years like winter allow you to show a lot of imagination in order to depict what you want on paper.

When non-traditional painting techniques are used, winter can be painted using pieces of cotton wool or foam to represent snow, as well as small glitter to symbolize its shine.

Drawing with the help of improvised means is much more interesting, because you need to use associative perception and learn to compare. With this technique, the process of how snow falls can be shown by splashing paint, and you can also use all kinds of materials that evoke an association with a given plot. Non-traditional drawing techniques with children provide very great opportunities for developing their imagination.

What materials are used for unconventional drawing?

Classes on non-traditional drawing techniques are conducted using available materials. You also need to pay attention to the child’s preferences when choosing tools for making drawings. Colors, their shades, methods of application on paper are filled with the baby’s worldview and can tell a lot about him.

When unusual material is used in classes, children develop creative abilities and personal spirit. Every child gets the opportunity to feel unforgettable emotions and reflect their impressions and mood on paper.

Non-traditional drawing techniques in kindergarten involve the use of improvised materials such as tree foliage, semolina and salt, plasticine, wax, sand, and thread. And tools that replace brushes and pencils can be fingers, toothbrushes and foam rubber. As visual material Waste items can also be used, such as corks, old buttons, and beads.

Existing types of non-traditional fine arts

Drawing technique in kindergarten in unconventional ways involves the use of various techniques. The most common of them are linotherapy, performed using threads that are dyed in different colors, splashing paints with a toothbrush and blotography. Children also really enjoy drawing on wet or crumpled paper, balloons and fabric.

Drawings drawn by children are best framed and hung. Any child will be pleased that the subject of his creativity is admired. This raises the baby's self-esteem.

In kindergarten, drawing takes a leading place in teaching children the fine arts and includes three types: drawing of individual objects, plot and decorative. Each of them has specific tasks that determine the program material and the content of the work. The main task of teaching drawing is to help children understand the surrounding reality, develop their powers of observation, cultivate a sense of beauty and teach techniques of depiction; at the same time, the main task of visual activity is carried out - the formation of children’s creative abilities in creating expressive images of various objects accessible to them. of this age visual means.

Drawing individual objects

Subject drawing

Decorative drawing

Methods of teaching drawing in kindergarten age groups