Drawing lesson in kindergarten. Drawing with soap foam
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 drawing techniques; at the same time, the main task of visual activity is carried out - the formation creativity children in creating expressive images of various objects using visual means accessible for a given age.
Drawing individual objects
A competent, realistic depiction of an object in a drawing involves the transfer of characteristic shape and details, the proportional relationship of parts, perspective changes, volume, movement, and color. Let us consider to what extent the solution to these problems is accessible to a preschooler.Research by Soviet psychologists has shown that in the perception of an object, the main defining feature is the form, which helps the child to distinguish one object from others. Errors when depicting a form are explained not so much by incorrect ideas and lack of skills, but by the inability to correctly perceive the subject analytically. Since the child’s visual skills are still very imperfect, he also faces visual difficulties. In the drawing, the shape is limited by a linear outline.
But at the same time, the correct drawing of lines and the depiction of the contour in the first stages of working on a drawing cannot serve as a primary task.
You cannot draw a line around a contour if the general form has not yet been found, since it is always unstable, changeable, and tracing it is the result, the final stage of the drawing.
The artist, when depicting an object, starts from a sketch of the basic form. This type of image is difficult for a preschooler, especially a 3-4 year old. He cannot imagine the entire object in its entirety in the relationships of all its parts. It is easier for him to draw an object sequentially, part by part. This method makes the child’s work easier - after finishing one part, he remembers or sees in nature what follows next, and draws it. It is gradually necessary to teach children to start drawing from a general sketch, since working in parts has its own complexity, which makes it difficult to convey the correct form - identifying the main parts and secondary ones, their proportional relationships and location in space.
The general objectives of learning to draw individual objects for all age groups are the following:
teach how to depict the shape and structure of an object, convey the proportional relationships of parts, changes due to simple movement;
teach the depiction of some characteristic details that make the image expressive and imaginative;
convey the color of an object in accordance with its content and the nature of the image;
develop technical skills in drawing with pencils, paints and other materials.
These tasks are revealed and specified in the program material for each age group. The program material is distributed across quarters, which facilitates its sequential completion and accounting for the time required to master a new task and consolidate skills.
Children of the third year of life, according to their physical and mental development capable of acquiring basic drawing skills. Research on the visual activity of young children preschool age showed that a child already in the second year of life (of course, subject to training) can correctly hold a pencil and brush; the movements made when drawing coincide with the general rhythm of movements that intensively develop at this age. However, they are still largely involuntary and the drawing of lines is not controlled by vision.
With a child of the second year of life, special training in image skills is already possible, since he strives to reproduce the actions of the teacher, accompanied by explanations.
When setting tasks for teaching drawing, it is taken into account that two-year-old children have little experience, lack knowledge and skills, and have insufficiently developed hand movements. Therefore, the main tasks are primarily related to the general educational impact on children.
So, the learning objectives in the first junior group are as follows:
arouse interest in the process of drawing as an activity that produces results;
introduce drawing materials (pencils, paints) and techniques for using them;
teach an understanding of an adult’s drawing as an image of an object;
teach techniques for drawing straight, rounded lines and closed shapes.
The structure of the program for this group differs from the program for the following ages in that it does not have a quarterly distribution of material. Certain skills are consolidated throughout the entire year of study. The first drawing lesson begins with an introduction to paper and pencil. The teacher explains that these materials differ from objects known to children - toys, various things. You can perform various actions with pencils: the paper was clean, but marks appeared on it from moving the pencil. One end of the pencil leaves marks, the other does not. If you press it weakly, no marks will be visible on the paper; if you press it hard, the paper will tear. Such an explanation and visual display attracts small child to drawing, obtaining an image, although he does not yet understand that marks on paper can mean something. The teacher should take advantage of the child’s interest in the material, but at the same time take into account that the child can get carried away with playing with pencils for a long time (laying them out, knocking them, etc.).
Research by T. G. Kazakova and N. Ya. Shibanova in the field of teaching drawing to children of primary preschool age showed that from the very beginning of learning to draw, one should proceed from the image of the object, and not from mastering the skill. The figurative principle should be the leader for the child in the entire drawing process.
Mastering visual skills begins with drawing straight, vertical and horizontal lines, first when completing the drawing started by the teacher (strings for balls, stems for flowers, etc.). The drawn part of the object determines the direction of the line, the length of which can vary. Then children are asked to independently draw lines in the indicated directions based on the perception of various objects.
More difficult is mastering the drawing of rounded lines and closed shapes, which requires the ability to subordinate the hand to precise movement and control of vision, since the end of the line must lead to its connection with the beginning. In depicting rounded shapes, children are not required to render a correct circle, although they do draw balls and balls. Under the round shape in in this case refers to an image that approximates a circle (for example, ovals or more vague shapes formed by a closed line that has no corners).
The program provides for introducing children to color. This problem is solved by painting with paints. The paint leaves a bright mark, a stain that is easily associated with the color of the object in life.
The topics of tasks for developing a sense of color are related to the mastery of simple forms - lines, spots made with a brush (for example, the topics “A snowball is falling”, “The lights are burning on the Christmas tree”, “The grass is growing”). In order for the color to be correctly perceived by children, it must be given in a contrasting combination with the background: white snowflakes on a blue background, yellow or red lights on a green Christmas tree drawn or cut out of paper by the teacher.
The program involves mastering such technical skills as holding a pencil and brush correctly, using them carefully, being able to draw paint only onto the bristles of the brush, etc.
The child is already initial stage learning must learn that any material should be used, guided by certain rules. The lack of demands on the part of the teacher regarding the use of materials will lead to an independent search for technology, to the consolidation of incorrect skills, which in the future will be a hindrance in the performance of more complex drawings.
Thus, mastering the outlines of the simplest pictorial forms, using bright, colorful tones, the child learns to find similarities with objects of the surrounding reality, begins to realize the visual capabilities of materials and independently use the acquired skills when depicting other objects.
Children of the fourth year of life already understand the meaning of drawing, although they still cannot more or less correctly depict the object. They give random names to their independent drawings, which represent a shapeless combination of lines, caused by associations with some characteristic. The teacher should encourage children to try to find similarities between the drawing and the object and at the same time teach the correct depiction of various shapes.
At this age, the following tasks of teaching visual skills come to the fore:
teach the depiction of various rectilinear and circular shapes of simple objects, conveying their main characteristics (color, shape);
develop a sense of color - the ability to distinguish and name primary colors;
develop compositional skills - place the image in the middle of a sheet of paper;
improve technical skills.
In the first junior group, children learned to draw vertical and horizontal lines without requiring clarity in their direction. Therefore, the first task here remains learning to draw straight and rounded lines, but without relying on the teacher’s drawing. The solution to this problem is associated with the development of hand movements.
The program provides training in drawing various lines: from left to right, from top to bottom, crossed, etc. The system for developing hand movements in drawing various lines was developed by the famous teacher E. A. Flerina and has become firmly established in the training program for younger preschoolers.
The topics of exercises in drawing straight lines in various directions are indicated in the program: drawing ribbons, paths, pencils, rain, etc. The variety of topics helps to maintain children's interest in the classes.
In this group, the tasks of mastering technical skills are further developed.
As the content of children's work becomes more varied and requires the use of several colors to paint a picture, brush washing is introduced. This simple operation requires patience and accuracy from the child.
A difficult task for children of the second younger group is to convey a combination of several shapes, which can be homogeneous (a snowman made of two or three circles) or consisting of two different shapes (a sun made of several straight stripes and a circle).
Carrying out an image of this kind requires not only the ability to subordinate the movement of the hand to the pictorial form, but also the ability to synthesize these forms and combine them according to the plan. Since analytical-synthetic thinking is very poorly developed in a three-year-old child, this task is difficult for him. Therefore, the program provides images of objects that include the connection of only two dissimilar parts or the rhythmic repetition of the same shape (for example, the rays of the sun, the branches of a Christmas tree).
The depiction of rectangular shapes requires developed coordination of movements, the ability to change the direction of movement at the right moment, creating an angle, or close a line at the starting point. In accordance with this task, the subject of the assignments was also selected - drawing a book, windows, flags and other objects with rectangular outlines.
Simultaneously with the complication of the form, the use of color also becomes more complex, which begins to stand out as one of the main characteristics of the object. Children learn to use different colors in a drawing to depict certain objects: red for a flag, yellow for the sun, green for a Christmas tree, grass, etc.
By the end of the year, children of the second younger group can depict objects, conveying several characteristics, not only according to the instructions of the teacher, but also according to their own choice.
The learning objectives in this group are the following: to teach the depiction of objects of round and rectangular shapes, to convey their structure, main parts and details;
teach the use of color as an artistic means of expression;
develop compositional skills in arranging an object in the center of the sheet;
improve technical skills in painting over drawings with pencils and paints.
In the first quarter, where the proposed themes of the drawings are familiar to children (drawing a ball, an apple, a flag), the complication of the program material is expressed in a more accurate representation of the shape (oval or circle) and accurate coloring of the image. Solving these problems requires a more developed ability to compare and highlight features of shapes that have rounded outlines, but differ from each other in length and width.
What is new in teaching children to depict objects is the transfer of a structure with rhythmically arranged parts (above - below, on one side - on the other side), as well as some proportional relationships of the parts. This makes it possible to analyze and compare individual parts with each other. For example, in the second quarter, children draw a snowman, the shape of which consists of circles of different sizes, and a Christmas tree with rhythmically arranged branches.
For the first time in this group, drawing of such a difficult object to depict as a person is introduced. The image of a person is preceded by drawing simpler forms - a snowman, tumbler, matryoshka, dolls, where the relationships and shapes of the parts may be somewhat disrupted.
Teaching children senior group is aimed at improving visual skills and developing the ability to create expressive images using various media.
The learning objectives are the following:
teach how to correctly convey the shape of an object, its characteristics, relative size and position of parts;
teach how to convey simple movements in drawing;
develop and improve the sense of color;
develop technical skills in working with pencil (shading methods) and paints (brush techniques); teach drawing techniques with crayons, charcoal, sanguine, and watercolors.
Increasing the complexity of educational tasks is justified by the further development of children. Their experience expands significantly; they acquire a lot of new knowledge through observing the life around them, reading fiction, stories from adults, etc. It becomes possible for them to draw on topics not related to direct perceptions (fairy-tale characters), depict objects they have not seen (for example, animals hot countries, etc.).
At this age, children learn to find and convey in drawings the similarities and differences of homogeneous objects. So, in the first quarter, they draw fruits, vegetables, and flowers from life, conveying their characteristic features (for example, 2 apples of different varieties, differing in shape and color, beets and turnips, which have a round shape common to vegetables).
To convey the characteristic colors of objects in the older group, the set of colors with which children work is increased. In this group, preschoolers become familiar with the primary colors of the spectrum and learn to use their beautiful combinations in drawing.
In addition to colored pencils, children in the older group use with a simple pencil for preliminary drawing of the main parts of the object.
An older preschooler can understand and convey in a drawing changes in the position of some parts of the human body: raised arms, legs bent at the knees (themes “Children doing physical education,” “Parsley is dancing,” etc.). The expressiveness of the image in these themes is achieved through the depiction of some characteristic details (the clothes of Parsley, Little Red Riding Hood, Santa Claus) or facial features ( long nose Pinocchio's, Santa Claus's beard, etc.).
The ability to create an expressive image is associated with the development of the ability to notice the characteristic features of objects (for example, when drawing from life branches with buds, leaves, snowdrops, and in summer period different types of mushrooms, berries, flowers, butterflies). If in the middle group for drawing from life objects were selected with symmetrical arrangement parts, then in the older group a more complex nature is used, sometimes without symmetry.
The preparatory group completes the training of preschoolers in fine art skills. Children should come to school with basic skills in drawing objects from life and from memory, the ability to see a variety of shapes, colors, and the position of objects in space in the life around them.
The objectives of training in the preparatory group are the following:
teach the image of structure, size, proportions, characteristic features objects from nature and from representation;
teach to convey a wealth of shapes and colors, create expressive images;
develop compositional skills (location of an object on a sheet depending on the nature of the shape and size of the object);
develop a sense of color (the ability to convey different shades of the same color);
develop technical skills (the ability to mix paints to obtain different colors and their shades;
apply pencil strokes or brush strokes to the shape of the object).
Six-year-old children have fairly well developed analytical thinking. They can highlight both common features inherent in objects of the same type, and individual characteristics that distinguish one object from another.
This task is carried out starting from the first quarter, for example, in the image of various different trees. Each tree has a vertically directed trunk, thick and thin branches, and leaves on them that form a crown. These signs are also transmitted to children of the older group. In the preparatory group they are taught to see and draw trees of different species, where all these common features are somewhat unique: in a fir tree the trunk gradually narrows upward and ends with a thin sharp tip, while in deciduous trees it also narrows, but at the top it branches and ends with many small branches; the birch has thick branches going up, and long thin branches hang down, and the linden has thin branches located parallel to the ground.
There are bent trees, with forked trunks, young and old. The ability to see this diversity and convey it in a drawing develops in children the ability to create expressive images of nature.
The same diversity in conveying the features of an object is reinforced in topics on the depiction of vegetables, fruits, etc. For this, children in the first quarter become familiar with obtaining shades of color and composing new colors.
Preschoolers master the ability to convey the characteristic features of the structure and shape of objects by drawing from life a variety of objects, initially simple in shape and structure: Christmas tree and pine branches, fish, birds, dolls.
Based on existing ideas about real objects, children draw fairy-tale characters: the Firebird, the Little Humpbacked Horse, Morozko, Baba Yaga, etc. Drawing fairy-tale characters contributes to the development of creative imagination.
The expressiveness of the drawing largely depends on the chosen vertical or horizontal position of the sheet of paper. To successfully cope with this choice, the child must very carefully analyze the object in various turns and note the features of its structure.
In the preparatory group, children begin drawing with a preliminary sketch, in which the main parts are outlined first, and then the details are specified. Using a sketch forces the child to carefully analyze the nature, highlight the main thing in it, coordinate the details, and plan his work.
Images of various objects are fixed and improved in subject drawing.
Subject drawing
Objectives and content of teaching plot drawing. The main goal of plot drawing is to teach a child to convey his impressions of the surrounding reality.It is known that all surrounding objects are in a certain connection with each other. The attitude towards any object or phenomenon largely depends on the understanding of this particular connection.
The ability to establish semantic connections between various objects and phenomena develops gradually in the child. Therefore, plot drawing for educational purposes is introduced no earlier than in the middle group, and initially as an image of 2-3 objects located nearby. Naturally, children should know the techniques for depicting objects that are the main characters in the plot, otherwise difficulties in depicting unfamiliar objects will distract them from completing the main task. However, plot drawing should not be limited to depicting only those objects that children have already depicted. The child must be able to draw the main thing in the plot, and he completes all the details as he wishes.
The ability to highlight the main thing in a plot is associated with the development of perceptions and analytical-synthetic thinking. In a small child they are still too superficial; he first of all perceives what is directly accessible to sight, touch, and hearing, and often recognizes an object by some insignificant details that he remembers. In the same way, a child perceives and conveys the plot in a drawing. Highlighting the main thing, understanding the relationships and connections of plot objects are quite difficult tasks for a preschooler. They can be solved by children of the older group.
In plot drawing, it is important to correctly convey the proportional relationships between objects. This task is complicated by the fact that when depicting a plot, it is necessary to show not only the difference in their sizes that exists between them in life, but also the increase or decrease of objects in connection with their location in space. To do this, the child must be able to compare and contrast image objects and see the semantic connection between them.
Solving the problem of spatial relationships between objects is very difficult for a preschooler, since he has little experience and insufficiently developed visual skills.
Children can gain ideas about the extent of space, about the horizon line connecting the earth and sky, mainly when traveling into nature (into the forest, field). But even if some of them understand the perspective changes of objects in space, it will be difficult for them to convey these changes on the plane of the sheet. What is located far away in nature should be drawn higher in the drawing, and vice versa. These features of the image of space on a plane are understandable only to an older preschooler who has experience.
So, the general objectives of teaching story drawing in kindergarten are the following:
teach how to convey the content of a topic, highlighting the main thing in it;
teach to convey interactions between objects;
teach how to correctly convey proportional relationships between objects and show their location in space.
Teaching children plot drawing begins in the middle group. True, in the younger group, some of the topics proposed for drawing sound like plot themes (for example, “Kolobok is rolling along the path,” “It’s snowing, it’s covering the whole ground,” etc.). But they do not require the transfer of plot action. Pointing out the plot of the drawing is used to create interest in children in depicting the simplest forms.
The tasks of plot drawing in the middle group are as follows:
depict 2-3 objects related to each other in meaning;
acquire compositional skills (learn to place several objects on one line depicting space, next to each other or on the entire sheet without marking the earth and sky with a line).
These problems are solved on plots that are well known to children, on images of objects that they have drawn before. The need to place several items on one sheet of paper requires a developed ability to analyze and synthesize, as well as creative use of acquired skills.
The arrangement of several objects on one line is the simplest compositional solution to the theme. Four-year-old children are able to learn that in life objects are located one next to another, so it is impossible to place another in the place of one object. The straight line on which children draw objects is, according to E. A. Flerina, that rhythmic simplification of the image of the space of the earth, which is accessible to children’s understanding.
The topics offered to children are simple: a house, a tree grows near it, a bench stands; a house or a tree, a girl is walking nearby; grass, flowers grow, the sun is shining; Chickens are walking on the grass.
In these drawings, the guys do not show the plot development of the action. Children draw 2-3 objects nearby, between which there will be no effective connection.
In the middle group, children are also introduced to another method of composition of a plot drawing - the arrangement of objects on the entire sheet. The teacher gives the children sheets of paper of certain colors corresponding to the depicted plot (green - for a clearing, blue - for water, yellow - for sand, etc.), and they freely place the intended objects on a selected colored background, using the entire plane of the sheet (flowers in the meadow, fish are swimming).
In plot drawing, children are not tasked with showing exact proportional relationships between objects, since it is quite complex and accessible only to children of the older group.
The content of the plot drawings of children aged 5-6 years is significantly enriched due to the experience they acquire in drawing. Children include in their compositions not only objects, but also their surroundings.
The tasks of plot drawing in the senior group are as follows:
teach the depiction of semantic connections between objects, the transfer of spatial relationships between them;
develop compositional skills (draw on the entire sheet, drawing a horizon line);
develop a sense of color.
The subject of plot drawing in the older group is determined primarily by the impressions that the child receives from observing the surrounding reality. For children of this age, the content of each topic should be specifically defined. They should not be given general themes, such as “Holidays.” They may draw something that is not relevant to the topic or set themselves a daunting task that is not suited to their skills, such as drawing a demonstration.
When drawing on literary themes, preschoolers should be given a specific task. For example, in the first quarter, children are asked to depict an episode from the fairy tale “Two Greedy Little Bears” when they share cheese. Children are already familiar with drawing a teddy bear. Drawing fairy-tale images, they also depict teddy bears with the same rounded parts and simple design. All objects are located on the same line.
Later, the teacher leads the children to a more correct compositional use of a sheet of paper when depicting the sky and earth, giving a ready-made background for the sky. So, when depicting a winter plot, children are given paper blue color, which frees them from having to draw the sky. The guys paint over a more or less wide area of the ground (snow) with white paint; the rest is the sky. This technique leads children to independently use the correct compositional solution in other topics.
Determined according to the plot color scheme compositions.
The teacher can offer the children one or another background that matches the theme (for example, blue or gray paper to depict winter scenes). The background of the sheet will also determine the choice of colors, which the children work on independently. In contrast to dark, light colors stand out best: white, blue, yellow. Autumn landscapes look more expressive on blue or white backgrounds, with which various warm tones go well: yellow, red, orange.
The skills and abilities acquired by children in the older group allow the teacher to complicate the tasks of teaching children 6-7 years old. To do this you need:
diversify the content of children's drawings, teach children to independently determine the plot of the drawing on a given topic or according to design;
teach changing the shape of objects in connection with their actions in the plot (for example, turning the body, bending, running, etc.);
develop compositional skills - teach how to convey on a sheet of paper the wide spaces of earth and sky, the arrangement of objects: close ones - at the bottom of the sheet and distant ones - at the top (without changing sizes);
develop a sense of color - learn to independently convey color that matches the plot.
At this age, children’s analytical thinking is already more developed, which allows the teacher to set the task of independently choosing a plot on the proposed topic. For example, in drawing on the theme “Building a house”, children independently decide what kind of house, who is building it, where, etc. In drawing on the theme of fairy tales “Geese-Swans”, “Morozko” and others, children choose that episode from the work which they would like to portray.
Independent choice of plot teaches them to comprehend perceived phenomena, understand connections and relationships between characters, and clearly imagine the situation and time of action. If the choice occurs unconsciously, the child sometimes combines objects and actions that do not coincide in time in one drawing. More often this happens when drawing on themes of fairy tales and stories, when the child knows its content. Unable to divide the work into separate episodes, he combines them in one drawing. Such works indicate that the child does not yet understand the originality visual arts, conveying only one moment of action, and not its entire sequence in time. The teacher must help the children understand this.
Children in the preparatory group can depict various objects in action and understand that the visible shape of an object changes depending on the movement. For example, in a topic such as “Children are making a snowman,” in the older group the children will depict him and two children standing next to each other with shovels in their hands. And in the drawings of the children of the preparatory group, these same children will be depicted at work: with their hands raised near the snowman, bending down, rolling a ball of snow, carrying snow on a shovel, carrying it on a sled. Such variety in the positions of the figures makes the drawing more meaningful and expressive. Complicating the composition of the drawing will also contribute to the expressiveness of the images. Depicting the earth not with a narrow line, but with a wide stripe allows you to draw many more objects, that is, fill the entire sheet with a drawing.
Filling the entire sheet with an image also makes it more difficult to use color. Children learn to paint the sky with various shades in accordance with the plot: cloudy, grey sky- when it rains, bright blue - on a sunny day, red - when the sun rises or sets.
Children use bright colors to depict autumn motifs and use various shades green when transmitting summer landscape, feel the contrast of color when depicting winter. Color spring landscape It is difficult to convey to children, since the use of gray and black paints to depict dirty earth does not correspond to their bright, joyful idea of spring. The teacher should take this into account and find joyful topics.
You can suggest, for example, topics such as “Ice drift” (bright sky, dark water and white ice floes provide a combination of colors that is pleasing to the eye), “Snowdrop”, “The grass is turning green” (where it is necessary to depict not early spring, but the first greenery). The theme “May Day” is especially joyful in its colors. Children usually draw colorful, bright holiday decorations for houses, streets, fireworks, etc.
The program material contains only sample topics plot drawing: based on program requirements, the teacher should try to select topics that are interesting for the children, taking into account their impressions of the surrounding reality.
Decorative drawing
Objectives of teaching decorative drawing in kindergarten. Decorative drawing, like all types of fine arts, develops a child’s sense of beauty. Works of folk decorative arts They are close to children because of their colorfulness and simplicity of composition.By introducing children to works of decorative art from various regions and nationalities of our country, the teacher must instill in the children a love for the Motherland and respect for the work of the people who create this beauty.
A teacher teaching children decorative drawing faces the following tasks:
develop a sense of composition in connection with the construction of patterns on various forms;
develop a sense of color;
develop the ability to distinguish between styles in the decorative arts and use their individual elements in your creativity;
improve technical skills in drawing with a brush and pencil.
When teaching children decorative drawing, the teacher must develop in them the ability to see the relationship between all components of the pattern, color, composition, and elements of form.
The child must feel and understand how the ornament decorating it changes depending on the purpose and shape of the object. From here he learns the meaning, the appropriateness of design, the connection between form and content.
Children, getting acquainted with decorative drawing, must learn to clearly imagine what rhythm and symmetry are, without which decorative art cannot exist.
IN decorative painting the development of a sense of color stands out as important task. Color in a painted ornament is closely related to composition; in a pattern they are inseparable from each other.
Naturally, preschool children cannot master all the possibilities of color combinations, although the sense of color begins to develop even in pre-preschool age.
The task of using color in decorative painting becomes more complex in each group, starting with the brightest, most contrasting combinations and ending with shades of warm and cool colors in different combinations.
The implementation of these tasks can begin when children master drawing the simplest pictorial forms, since then the children will need to concentrate their attention on a new task - arranging these forms in a certain order to obtain a pattern.
Children acquire initial visual skills in the first and second junior groups, and some tasks in the second junior group are decorative character(for example, decorate the edges of a scarf with stripes). But the main goal of such an activity is not to create a pattern, but to consolidate the ability to draw straight lines in different directions.
Direct instruction in decorative drawing begins with children aged four. The objectives of teaching decorative drawing in the middle group are as follows:
develop compositional skills in the rhythmic arrangement of shapes in a pattern on a strip, square, circle;
develop a sense of color - the ability to beautifully combine contrasting colors;
develop skills in drawing various large and small shapes - simple elements of a pattern;
develop technical skills in using a brush (lightly touch the paper, making dots; use the entire surface of the brush, drawing stripes, strokes).
Decorative drawing tasks in the middle group for compositional tasks are similar to gluing ready-made forms. First, children learn to use a brush straight lines and apply rhythmically repeating strokes or dots between them, alternating strokes by color, changing their position when the pattern becomes more complex.
A brushstroke is the easiest decorative element to perform, since it does not require particularly precise movements and is obtained by lightly applying the brush to the paper. Therefore, strokes are included in the pattern first, and then dots. The point requires mastering a new technique of working with a brush (the brush is held vertically) and sufficiently developed coordination of movements to just touch the paper with the end of the brush.
The composition of the first drawings is also the simplest: rhythmic repetition of the same element. The rhythm of hand movement inherent in a person facilitates this repetition and helps convey the rhythm in pictorial forms.
Alternation is a more complex compositional technique, as it is based on a combination of several forms. For children middle group alternation of two elements by shape or color is available.
The complication of the program material is due to a more complex composition and the introduction of new visual elements into the pattern. In addition to dots and strokes, children learn to use circles and rings in patterns, the drawing techniques of which they became familiar with in the younger group.
In decorative drawing, the image of these forms changes somewhat: they are smaller in size, when drawing they must all correspond to each other in size and, in addition, they are not associated with the image of the object, which also makes their image more difficult for the child.
In addition to stripes, children learn to place patterns on other shapes - square, circle. These shapes require a different composition in the pattern. Naturally, it is impossible to use a simple linear repetition here, since a square has sides, corners, and a center; The circle has an edge and a center.
Children of the fifth year of life can be given more complex tasks in decorative drawing, since the level of development of aesthetic feelings at this age is much higher.
Children need to be taught:
arrange the pattern symmetrically depending on the shape of the sheet of paper or three-dimensional object;
use a variety of straight, rounded lines and shapes, plant elements in the pattern;
find beautiful combinations of colors depending on the background;
skillfully use a brush (paint with the end, the whole brush, move it freely in different directions).
First, the skills acquired in the middle group are consolidated in drawing up patterns consisting of straight lines, strokes, and dots on different shapes. But this is not a simple repetition of the material of the average group. Children are given a larger number of colors to choose from; elements combined in patterns can be of different sizes.
In the first quarter, children are taught a new technique for constructing a pattern on a circle - filling the entire shape with a pattern built from the center by symmetrically building up elements in concentric circles. In addition to the square and circle, children are given an oval, a triangle, a rosette and a hexagon - shapes that are more complex for constructing a pattern.
In the older group, the principle of alternating elements is more often used as a compositional technique, which makes the pattern more decorative. Alternation may include 2-3 elements, different in shape or color.
As pattern elements, children learn to use a variety of linear shapes (thick and thin lines, strokes, dots, circles) and more complex plant shapes (leaves, berries, flowers), which are more difficult to repeat several times. The guys are shown new trick painting with a brush, applying the brush flat to the paper. The resulting petal-shaped prints are good in patterns of leaves and flowers.
In the older group, children learn to use different colors of the spectrum in combination with a colored background. In decorative painting, the colored background can be more varied than in thematic painting. In addition to contrasting combinations, children learn to see the beauty of color in a certain range: blue, cyan, white, red, orange, yellow, etc. Children are able to feel the beauty of a single-color pattern, for example, thin lace patterns of snowflakes, lace.
In the older group, children are taught to make patterns on three-dimensional shapes. The difficulty of applying such a pattern is that it is difficult to maintain the composition of the pattern, since you only see it partially; the elements of the pattern sometimes change their shape somewhat due to the convex surface. Therefore, three-dimensional objects offered to children for sketching should have simple shapes. These can be toys fashioned from clay according to the Dymkovo model - birds, horses. The pattern of the Dymkovo toy is simple and rhythmic - a combination of straight and wavy lines of different thicknesses and dots, circles, rings. In terms of color, these ornaments provide the simplest contrasting combinations white background with several bright primary colors.
The objectives of teaching decorative drawing to children of the seventh year of life are as follows:
develop a sense of composition: learn to compose patterns on flat and three-dimensional forms, depending on their characteristics and the purpose of the object;
develop a sense of color: learn to use a variety of colors with their shades in various combinations;
teach to see the features of different types of folk decorative painting, use individual elements of folk ornaments in drawings;
improve technical drawing skills with paints and pencils.
Children who come to the preparatory group are familiar with the basic principles of constructing patterns on round and rectangular shapes. They are offered new shapes - rectangle and polygon and various planar shapes of objects - vases, jugs, cups, mittens, hats, etc. These objects do not have the correct geometric shape, and the pattern on them requires the use of different principles (for example, on a jug according to on the edge of the neck there is a linear ornament, on the rounded part there is a pattern from the center).
The concept of symmetry is also becoming more complex. In addition to arranging identical shapes to the right and left, children are introduced to mirror reflection, where parts of the pattern change their position accordingly.
Then children learn another technique of filling the entire form with a uniform pattern based on the principle of a mesh pattern - repeating and alternating elements in a checkerboard pattern. Children draw various patterns for fabrics and doll dresses.
The pattern on a triangle is built not only along the edge and in the corners, but can start from one corner and extend to the entire triangle. In this case, the shape used is not an equilateral triangle, but an isosceles triangle with a right or obtuse angle. The guys draw all kinds of scarf patterns on them.
To create a pattern, they learn to use elements of natural forms (plants, animals). Children in the pre-school group can use elements of folk decorative paintings in their patterns, while maintaining the basic style. The teacher should teach children to draw curls based on examples of folk art, combine large and small shapes, decorate them with small grass patterns, use colors in a certain combination characteristic of a given painting (Khokhloma, Dymkovo, Ukrainian and other paintings).
In addition to painting clay toys based on the Dymkovo model, children can paint saucers, plates, and papier-mâché cups based on Khokhloma or gesture painting.
In the preparatory group, children learn to use not only paints, but also colored pencils. In younger groups, pencils were used only in thematic drawing, since children cannot achieve the desired color effect in a pencil drawing, which is so important in a decorative pattern. Technical difficulties in neat, uniform, bright shading would take up too much of the children's attention and energy.
In the preparatory group, children already have certain skills and can use a pencil to obtain different shades, creating a pattern with one color. For example, each row of flower petals from the center is shaded with a pencil with different pressure. Children learn to see beauty not only bright combinations, but also more gentle, calm and at the same time pleasing to the eye. This problem is solved in the preparatory group both when drawing with pencils and paints.
In decorative drawing in all groups only gouache is used, which allows you to apply color on color, and this is often required in decorative drawings and is impossible when working with watercolors.
Methods of teaching drawing in kindergarten age groups
The main principle of teaching children of any age to draw is clarity: the child must know, see, feel the object or phenomenon that he is going to depict. Children should have clear, precise ideas about objects and phenomena. There are many visual aids used in drawing classes. All of them are accompanied by verbal explanations. Let's look at techniques for teaching drawing in different age groups in kindergarten.First junior group. First of all, the teacher’s activity itself is a visual basis. The child follows the teacher’s drawing and begins to imitate him.
In preschool age, imitation plays an active teaching role. A child who watches how a drawing is created also develops the ability to see the features of shape and color in their planar image. But imitation alone is not enough to develop the ability to think independently, depict, and freely use acquired skills. Therefore, the methods of teaching children are also consistently becoming more complex.
In the works of V. N. Avanesova, it is recommended to gradually involve children in the joint process of drawing with the teacher, when the child completes the work he has started - draws strings to the drawn balls, stems to flowers, sticks to flags, etc.
The positive thing about this technique is that the child learns to recognize the depicted object, analyze the already drawn and missing parts, practices drawing lines (of various types) and, finally, receives joy and emotional satisfaction from the result of his work.
The teacher can use demonstrations of drawing techniques and verbal explanations, and the children will complete the task themselves without a reference drawing. It is important here that the process of constructing a drawing by the teacher’s hand is well coordinated with the course of verbal presentation.
The word, supported by visual material, will help the child analyze what he saw, comprehend it, and better remember the task. But in a child of the younger group, the ability of memory to retain for a long time what is perceived with sufficient clarity (in this case, this is the teacher’s explanation) is not yet sufficiently developed: he either remembers only part of the instructions and performs the task incorrectly, or he cannot start anything without a repeated explanation. That is why the teacher must once again explain the task to each child.
By the end of the third year of life, many children no longer require additional explanations: they can draw on their own, using acquired skills and after explaining the task once.
The learning of children of primary preschool age is positively influenced by the use of various game moments. The inclusion of game situations makes the subject of the image more intimate, lively, and interesting. In painting with paints, the result of the activity for a small child is a bright spot. Color is a strong emotional stimulus. In this case, the teacher must help the child understand that the color in the drawing exists to recreate the image. We must ensure that children, when working with paints, strive to improve their resemblance to objects.
If in the first months of training they imitate their teacher, drawing this or that object, now the teacher gives them the task of drawing independently according to plan and imagination.
Healthy younger preschoolers provide such an opportunity to independently work according to plan in each lesson after completing educational task(if it was not long).
This form independent work children creates the preconditions for the future creative activity.
Learning Objectives in the second junior group associated mainly with the development of the ability to depict various forms, the development of technical skills in the use of pencil and paints and the ability to depict various objects.
Conducting drawing classes with three-year-old children requires specification of all the material. Without relying on clear ideas, learning the simplest forms will be abstract, abstract, and incomprehensible to them.
Perception of surrounding life is the basis of teaching methods. Therefore, all images with which lines, circles, and dots are associated must be previously perceived, and not only visually, but also active work: “They ran along the paths,” “They wound and rolled balls of thread,” etc. Active knowledge of the subject creates the prerequisite for active actions when drawing. System game exercises, developed by E. A. Flerina, takes into account this feature of age. In further studies, the methodology for using these exercises was developed in even more detail.
For example, when drawing straight horizontal lines-paths, children, together with the teacher, point in the air with their whole hand the direction of the line: “What a long path!” After this, the children show on paper what the path is and, finally, draw it with a pencil or paints. In such a sequential multiple repetition of one movement, there is a system based on taking into account the characteristics of the physical development of three-year-old children: a gradual transition from more developed large movements of the whole hand to movement only with the hand (finger on paper) and to an even more limited movement with a pencil, in which the fingers are connected by a certain position.
When making these movements, children can accompany the actions with words, for example: “Rain: drip-drip”, “That’s a long ribbon”, etc. This verbal accompaniment enhances the rhythmic nature of the drawing process, makes the movement itself more interesting and easier. Children's conversations during work cannot be prohibited; they activate children's thoughts and awaken their imagination.
The teacher should skillfully guide these conversations, connecting them with the resulting image. T. G. Kazakova recommends including other means of influence in the drawing process, for example music (the sound of raindrops). This will further increase the emotional mood of children and, consequently, the figurative expressiveness of the drawing.
During the lesson, children are active all the time; the image that they embody in the drawing should live in their minds.
This activity is initially based on imitation of the teacher. It reminds children of the subject of the image, shows new movements that children need to master. First, he makes movements with his hand in the air, then he repeats this movement with the children. If one of the children fails to move, the teacher helps the child’s hand to accept desired position and make the appropriate movement. When the child muscularly feels this movement, he will be able to produce it independently. In the same way, it is necessary to first show all drawing techniques. The teacher shows how to hold a pencil or brush correctly, how to put paint on the brush and move it across the paper.
Children will be able to act independently when all the basic techniques are familiar to them. If, without knowing how to work with a pencil or brush, a child is left to his own devices when performing a task, then he may develop incorrect skills, which will be much more difficult to change, especially when it comes to drawing techniques.
As we have already said, one of the effective methods of visual teaching is a drawing by the teacher. But educational drawing, even for the smallest children, should be visually literate, not simplified to a diagram. The image should be kept alive, corresponding to the real object.
For example, when showing how to draw a Christmas tree, the teacher must proceed from the requirements of the program for a given age - convey the main features: a vertical trunk, branches going to the sides, green color. But these signs characterize all other trees. To preserve the image of the Christmas tree, the teacher will draw the trunk with a line expanding downward, the branches (shorter at the top, longer at the bottom) slightly inclined, without focusing the kids’ attention on this. It is important that the visual image from the drawing does not diverge from the image of the real object, then the correct image will be preserved in the children’s memory.
Showing drawing techniques is important until children acquire skills in drawing simple shapes. And only then can the teacher begin teaching preschoolers how to draw using visual aids without the use of demonstration.
For example, once children have learned to draw straight lines and rectangular shapes, the teacher can have them draw shoulder blades without showing them the drawing techniques. At the beginning of the lesson, the teacher examines the shoulder blade with the children, traces its contours with his hand, all the while explaining his actions. After such consideration, the children complete the drawing on their own. For those who find it difficult, the teacher suggests circling the shoulder blade with your hand to feel its shape.
Although these objects remain before the eyes of children during the lesson, they do not yet serve as real objects.
A three-year-old child cannot combine the processes of perception and image, which requires the ability to distribute attention, analyze, and compare a drawing with an object.
The depicted object is used at the beginning of the lesson to clarify ideas about the shape, color, parts of the object, or in a game plan to create an emotional mood.
In some cases, when it is impossible to show an object to children (due to its large size or for other reasons), a picture or a well-drawn drawing by the teacher can be used to enliven their ideas.
The image of the object should be in close-up, with a clearly defined shape, if possible isolated from other objects, so as not to distract attention from the main thing.
Just as with the object, the teacher draws the children’s attention to the shape, tracing it with his finger, and to the color of the object. During the lesson, the picture should be removed, since it cannot serve as a model in this group. The drawing techniques of an adult are difficult for children, and, in addition, only the result of the work is visible in the picture; the techniques remain unknown.
A painting or drawing, made in a realistic spirit, creating an artistic image, can be used in the younger group only as an object for perception in order to clarify ideas or create interest in the topic.
In the second younger group, the artistic word is used as a special technique. The possibilities for its application here are limited. Mainly, the artistic image is used to attract the interests and attention of children to the topic of the lesson and to create an emotional mood.
The teacher can start the lesson with a riddle or reading a short poetic passage. For example, when drawing on the theme “It’s snowing,” read a quatrain from I. Surikov’s poem:
White fluffy snow
Spinning in the air
And the ground is quiet
Falls, lies down.
The riddles and images of the poem should be simple and understandable to children, otherwise the mental stress associated with their perception will reduce the emotional mood and desire to draw.
You can remember the same poem at the end of the lesson when looking at the drawings and recite it to everyone together. The artistic image also influences the content of children's works, although this is not yet illustrative drawing. The dynamics of the image (snow spinning, falling), indications of color (white snow) cause the child to respond when creating the image in the drawing.
A review of children's work and a simple analysis at the end of classes helps to foster activity in preschoolers. To do this, the teacher selects a drawing, drawing the children’s attention to the positive aspects in it, asks questions, and approves of the initiative shown in the work - introducing something new into the drawing. At the same time, he must captivate the children in analyzing the drawings so that they are not distracted and focus on the main thing. When analyzing the content, children together with the teacher must take into account the quality and accuracy of the task completed. Examining the work in this way helps children see the image, notice inconsistencies with the subject, and makes them want to correct the mistake.
The drawings are unsuccessful, bad ones should not be shown or analyzed, since high-quality performance at this age often depends not on the child’s desire, but on his general development and especially on the development of movements. It is important for all children to maintain faith in their abilities, interest in drawing, and creativity.
Children who have weaker drawing skills should pay more attention during the lesson and encourage their desire to draw whenever they want.
An individual approach at this age is especially necessary, since it is here that children’s inclinations and abilities begin to form. Identifying them and developing them is one of the main educational goals.
The middle group teacher is faced with the task of teaching children to correctly depict an object, conveying its main features, structure, and color.
Children entering the middle group already have basic visual skills that allow them to convey the shape and some characteristics of objects. This is why the teacher’s demands on children are increasing.
These program requirements are based on the development of the ability to more consciously perceive, the ability to distinguish and compare objects with each other in the process of their detailed examination before class.
That is why in the middle group the use of nature begins to occupy a greater place. The natural object can be a simple-shaped object that is well known to children, with clearly visible parts, for example, a mushroom (2 parts), a tumbler doll (4 parts).
When examining an object, the teacher draws the children’s attention to the shape and arrangement of parts, their sizes, colors, and various details in order to make it easier for children to correctly convey the structure. The listing of all these characteristics of an object should be in the order in which they are given in the image.
Middle group. As in the younger group, when examining an object, the teacher uses an outlining gesture and verbal explanation.
For children who have acquired drawing skills, this gesture is often enough to understand where to start drawing and in what sequence to complete it.
During the lesson, the teacher reminds the children about nature, invites them to look at it and draw it. At this age, children cannot yet convey an image from a certain point of view, so the nature should be installed so that they see it from the most characteristic side and clearly distinguish the main parts. If children are sitting at four- or six-seat tables, the nature should be placed in several places so that it is in front of the eyes of each child (and all objects should be the same). When drawing, the teacher should pay the children’s attention only to the visible parts of the object. Nature is also used after finishing the work to compare drawings with it, although the analysis in this group cannot be very detailed and corresponds only to program requirements.
Taking into account the characteristics of four-year-old children, playful aspects should be included in various teaching methods. For example, a tumbler doll asks to draw her portrait; when analyzing the work, she looks at and evaluates the drawings. Play always brings excitement and joy to children’s work, which increases their activity.
In the middle group, a picture or drawing by the teacher can be used to better reproduce the image. The requirements for their use remain the same as in the younger group. Children of four years old cannot yet be introduced to any drawing technique based on a picture. Here it serves only as a means of reviving children's ideas about a particular subject. In terms of content, the paintings used in the middle group are, of course, more varied than in the younger group, since the themes of the drawings themselves are richer: in addition to the depiction of individual objects, there are also simple plot scenes that correspond to the tasks of plot drawing.
Demonstration of drawing techniques in the middle group continues to occupy a significant place in teaching in those classes where new program material is given: the sequence of depicting parts of an object, the concept of rhythm, pattern, etc.
For example, the theme of drawing is a snowman. For the first time, the teacher invites the children to convey the correct proportional relationships and sequence of the image. He shows the children how to draw all three balls, starting with the big bottom one, and at the same time asks the children questions: which ball should they draw now? Where?
There is no need to draw small details (eyes, mouth, nose, hat) so as not to delay the explanation and leave the opportunity for the children to take the initiative and finish the drawing.
For all subsequent classes with similar program material, but on other topics (tumbler, matryoshka, doll), a demonstration is not needed; it can be replaced by looking at an object or a picture.
In decorative drawing, it is especially necessary, since children first become acquainted with the composition of the pattern. A child can only gain an understanding of what rhythm in a pattern means and how to create it in a drawing by visually seeing how rhythmically the teacher’s hand moves, applying strokes to a strip of paper. Then the child repeats exactly what the teacher did. To consolidate this skill, children are given the task of drawing the same pattern on colored strips of paper, but with different colors. In such repeated classes, the teacher helps those children who could not cope with the task.
In decorative drawing, a sample drawing made by a teacher can be used, on the basis of which he first introduces children to the principle of constructing a pattern, the elements that are included in it, and shows how to work. If it was a new compositional technique or a new colorful combination, the children repeat the drawing of the sample without changing, otherwise the task set may be overshadowed by other goals independently set by the child.
When the lesson is repeated, children can, after examining the sample, draw on their own, since it is not necessary to repeat it exactly.
If a child shows initiative and creates something of his own, the teacher should approve of his work and, during analysis, draw the attention of all children to the fact that each of them could also come up with something interesting.
For example, in the program material the task was to consolidate the ability to rhythmically apply strokes between two lines. On the sample, the lines are drawn with green paint, the strokes are red, and the child changed the colors - the strokes were green, and two rows of lines were red. This means that the child has not only mastered the program material and his skill has been consolidated, but most importantly, the drawing process becomes more than just imitation.
In order to develop such an initiative, which is the embryo of future creative activity, when explaining the task, the teacher invites the children to choose for themselves what paint to paint, how many strokes to make in the corners of the square, etc.
A model in subject and plot drawing cannot be used, as it will fetter the child’s initiative and imagination.
Usage artistic word occupies a larger place in the middle group than in previous groups.
On the one hand, an artistic verbal image can be used in connection with the topic of drawing in order to awaken interest and revive in children’s memory images previously perceived in life. In these cases, the verbal image should mainly influence the feelings of children and at the same time clearly convey the external features of the object, pointing to any one visible sign.
For example, starting a lesson with reading a poem:
Leaves are falling, falling,
In our garden the leaves are falling,
Yellow, red leaves
They curl and fly in the wind, -
The teacher tries to reproduce in the children’s memory the leaf fall they saw.
In another case, the teacher chooses a riddle that gives an image with some distinctive features, For example:
Gray in summer,
White in winter,
Doesn't offend anyone
And he's afraid of everyone
- and offers to draw the answer. In this case, the verbal image will be the content of children's work. During the final analysis of the drawings at the end of the lesson, this riddle will serve as a criterion for the correctness of the drawing.
In the middle group, the analysis of drawings at the end of the lesson can be structured in different ways.
Four-year-old children will not be able to give a detailed, well-founded analysis of drawings, but they are already able to independently choose a drawing that they like, say whether it is similar or not to the depicted object or sample, and whether the drawing is neatly executed. The teacher will help to justify why it is beautiful, similar or not.
In the middle group, you can arrange an exhibition of all the drawings after the lesson and then carry out an analysis individual works which children choose. Bad work, just like in the younger group, should not be shown so as not to reduce the child’s interest and mood. But the teacher can work with the authors of weak works individually in his free time when the child wants to draw.
Children in the middle group can notice the advantages and disadvantages in the works of their peers, but it can be even more difficult to evaluate their own work, since the process of drawing itself gives them great joy and more often they are satisfied with the result of their work. A self-critical approach to work is developed later, at 6-7 years of age.
IN senior group Much attention is paid to the development of children's independent creativity. Creative work imagination can be based primarily on the richness of experience. Therefore, the question of the development of children's perception is central. For older children, play is still one of the methods of learning to draw. For example, at the beginning of a drawing lesson, a letter from Santa Claus is brought to the group, in which he asks the animals to draw invitation cards to the Christmas tree.
More complex and varied objects can be used here as nature than in the middle group. At first, the nature is simple - fruits, vegetables, but if in the middle group, when drawing an apple, attention was paid to its main features - round shape and color, then in the older group children are taught to see and convey the characteristic features of exactly the apple that lies in front of them. them, - form round, elongated or flattened, etc. In order to highlight these features, two apples of different shapes can be offered as nature.
In addition to simple-shaped objects, in the older group it is necessary to use more complex nature - indoor plants with large leaves and a simple structure: ficus, amaryllis, plectogyna. The selected specimen should have few leaves (5-6, amaryllis has 1-2 flowers).
You can draw from life branches of trees and shrubs with leaves or flowers (willows, mimosa, spruce, poplar), some wild and garden flowers with simple shapes of leaves and flowers (chamomile, dandelion, cosmos, daffodil, tulip, lily).
It is more difficult to draw such objects than objects that have regular geometric shapes with a symmetrical structure, such as a tumbler, etc. The complex structure of a plant, in which the leaves are attached in bunches, the branches have many branches, children of the older group will not be able to convey, but they will be able to see and draw Some leaves are raised up, and others are lowered and are accessible to them.
Even more complex in nature are toys depicting different objects. If you are drawing any animal, you should take plush toys with simple shapes - elongated legs, an oval body, a round head, for example a bear, a hare.
The location of the nature in front of the children depends on the task. If you need to convey the correct proportions, the nature should be in a static position, turned towards the children so that all parts are clearly visible. Sometimes it is necessary to change the position of the parts if children are given the task of conveying movement.
In the older group, children can learn to depict only simple movements of living objects.
The basic structure of the object should not change much during this movement, as well as the shape of the parts. The arms are in a simple, oblong shape, but only raised up, the legs are turned with their toes in one direction, etc.
The need to change the shape when drawing forces children to look more closely at nature and compare the drawing with it.
To further clarify the concept of the nature of the movement and the associated position of body parts, the teacher can invite someone who finds it difficult to draw a bent arm or leg to take this pose himself and explain the movement in words, for example: “I took a flag in my hand, bent it at the elbow and raised, the other hand was lowered down, it remained straight.”
Nature helps to master the correct placement of the drawing on the sheet. For this purpose, the nature is placed in front of a colored sheet of paper or cardboard of the same shape and shade as for children, only of a correspondingly larger size. When examining the nature, the teacher draws the children’s attention to the fact that it is in the center of the sheet, with the edges of the paper visible on its sides. This makes it easier for the children to find the place of the drawing on their sheet.
Examination and analysis of the form and position of nature is accompanied by outlining gestures and questions from the teacher to the children. Drawing from life in the older group usually does not require additional demonstration of drawing techniques, with the exception of mastering new techniques, for example, continuous shading of needles when drawing a spruce branch, or demonstration of drawing with sanguine when it is introduced for the first time.
After examining the nature, the teacher explains to the children the sequence of depicting the parts. To find out whether the children understood the explanation, the teacher asks one of them where they will start drawing, and at the beginning of the lesson, he first of all approaches those who began to work incorrectly.
Nature is also used at the end of the lesson to compare the results of work with the subject. For the teacher, the assessment criterion will be the set program objectives, and for children - specific resemblance to nature.
The use of paintings in drawing classes in the senior group not only helps the teacher in clarifying children’s ideas about a particular subject, but also introduces them to some visual techniques. For example, a girl is playing with a ball - her hands are drawn up.
Sometimes a picture can be used in the drawing process when a child has forgotten the shape of some part or the details of an object; after examining it, the teacher removes it to prevent children from copying it. The picture, like the teacher’s drawing that replaces it, cannot serve as a model for a child’s drawing and cannot be used for copying. The perception of the picture should be based on observations in life, helping the child to realize what he saw.
The sample made by the teacher is used in the older group mainly in decorative drawing.
Depending on the purpose of drawing, the method of using the sample may be different. For accurate repetition, it is given in cases where children become familiar with any new compositional technique or pattern element. For example, they learn to create a flower by dipping, placing the petals symmetrically around the center. All attention should be focused on completing this task, so here it is quite justified for children to copy the teacher’s example, supported by a visual display of the sequence of drawing petals - top-bottom, left-right, between them.
But more often in the older group the sample is used only to explain the task. Children complete the pattern independently, using all its elements, color, etc. as they wish, without violating the task.
In order for the new task to be understood by the children and for them to understand that the drawings can be different, it is good to give 2-3 samples and compare them with each other, identifying what they have in common and what is the difference.
In order to encourage children's initiative when analyzing the drawings at the end of the lesson, the teacher pays attention to those of them where there are elements of creativity, despite the fact that the copied drawings can be made more accurately. Children will quickly feel the teacher’s approval of their creativity and will strive to work independently.
Often the use of nature, a painting, or a sample requires showing the methods of depiction. A full display of the entire picture is used less often in the older group than in the middle group. You should always leave some part of the work for the children to solve independently.
The demonstration can be complete when it is necessary to explain the sequence of images of the parts. For example, when explaining to children how to draw a truck, the teacher begins the drawing with the cab, which is the center of the drawing, then draws all the main parts of the car, leaving the children to draw only small details on their own.
The same demonstration of the basic structure of the object is also used when drawing other objects, when their image is given again.
Partial display is also used. For example, when drawing a two- or three-story house, where children learn how to depict multi-story buildings by placing rows of windows, the teacher does not draw the entire house. On a pre-drawn rectangle, he shows how to separate one floor from another with a light line and draw a row of windows above this line. All windows should not be drawn either, just as the roof, window frames and other details should not be drawn. Children are invited to remember what houses they saw and draw the way they want.
In decorative drawing, when constructing a pattern from the center of a circle or square, after examining several samples, the teacher partially shows where to start drawing a flower, how to arrange the petals symmetrically. The teacher does not draw the entire flower, but only 2-3 rows of petals; children see the full drawing of the flower on the sample.
The teacher helps a child who is not coping well with a task. At the same time, he must remember that he should show the element that the child is unable to achieve not in his drawing, but on another sheet of paper. In this case, the child sees how to draw and can repeat this technique himself.
When explaining the location of a picture on a sheet of paper, it is best for the teacher not to draw, but to simply show with an outlining gesture how to perform this or that task. For older children, this is often enough for them to understand the task and try to complete it on their own.
The use of literary works expands the themes of children's drawings and is at the same time a method of teaching them, promoting the development of creative initiative.
A verbal artistic image reveals the specific features of an object or phenomenon and at the same time allows the listener to speculate on both the image itself and the situation in which the action takes place. For example, for the heroine of Charles Perrault’s fairy tale “Little Red Riding Hood”, external signs: a red hat, a basket with treats for the grandmother, everything else when drawing is invented by the child himself - the girl’s pose, her face, hairstyle, clothes, shoes.
Children of the older group successfully cope with the depiction of such verbal images, the idea of which is based on the perception of homogeneous objects in life: Little Red Riding Hood - a girl, a doll; greedy bear - toy bear; teremok - a small house, etc.
Some fairy-tale images are presented in toys - Pinocchio, Doctor Aibolit, etc. Playing with them makes these images alive for children, active, concrete, which makes them easier to depict.
But for children in the older group, such direct visual reinforcement of a verbal image is not necessary. Their imagination can, based on several features present in an artistic image, create it entirely.
The use of artistic images helps in revealing the concept. Before starting to draw according to your own ideas or on a given plot topic, you should help the child select from the entire mass of impressions what relates to this topic, since a completely independent choice is sometimes random, incomplete, and incorrect.
A literary work should be divided into a number of episodes, where the characters, place and time of action are determined by the text itself. Children of five years old cannot always cope with this on their own. At the beginning of the lesson, the teacher explains to them what pictures can be drawn based on this work, what happened first, then, how it ends. The teacher himself can suggest the topic of an episode or give the children several episodes to choose from. For example, when drawing on the theme of the fairy tale “Teremok”, the teacher suggests depicting animals knocking on the door one after another, and the child chooses which one at his own discretion. Or from the fairy tale “The Fox, the Hare and the Rooster,” children are asked to portray a crying bunny near a hut, and the children themselves choose who he complains to - a bear, dogs or a rooster.
Preschoolers of the older group, with the help of the teacher’s leading questions when analyzing work, can already notice both the positive aspects in the drawing and errors by comparison with nature, image or with ideas existing in the mind. This indicates the increased intelligence of children and the ability to think independently.
Children in the older group can justify their answer using acquired knowledge about beautiful combination colors, arrangement of objects, drawing technique.
Unsuccessful work should not be discussed collectively, it should be analyzed individually with its author.
Children of five years old have an increased critical attitude towards the results of their work, so here it is possible to lead them to analyze their work based on comparing it with nature or a model. The child may notice a discrepancy, a mistake; although he still cannot give a complete, objective assessment of his own drawing - whether it was executed correctly or not. And there is no need to achieve this from him, since it is more important that the child retain a sense of satisfaction from his work. If he has found and realized what his mistake is, he must be given the opportunity to correct it now or in his free time.
For capable children who quickly learn techniques and perform tasks well, greater demands must be made in terms of the quality and content of the work, and the expressiveness of the drawing. Constantly praising children is just as harmful to their creative development as constantly blaming them, since both prevent them from striving for better results. Here the teacher must observe tact and a sense of proportion.
Among the methods of teaching children preparatory school group A large place is given to drawing from life - the leading method of teaching in school. In the preparatory group, it is combined with other methods, since otherwise it is impossible to implement all the educational tasks facing the kindergarten.
The method of using nature in the preparatory group differs from the school one. In kindergarten, the tasks of teaching three-dimensional images, conveying light and shade, perspective cuts, and complex angles are not set.
In the school preparatory group, children are able to visually examine nature, highlighting its main features. The experience of 6-7 year old children increases so much that they can already give an analysis general form, parts, their position based only on visual perception without the additional participation of other senses. In this case, it is assumed that the proposed object or similar ones were previously familiar to the children; unknown objects perceived for the first time cannot be drawn in this way.
Children can be taught to draw nature from a certain point of view, if its position is not very difficult.
In fine art, every drawing begins with a light sketch - the position of the entire object, its parts, their proportions.
It is easier for a preschooler to build a drawing, moving from one part to another, which often leads to a violation of proportions. Therefore, in the preparatory group, children should be taught to perceive the object as a whole, highlighting the most characteristic in its forms, make a sketch on their own, and only after that begin to convey the exact forms and details.
First, they learn to analyze an object with the help of a teacher, then gradually children begin to do this on their own. In the first few lessons, after examining the nature, the teacher himself shows how to make a sketch. When children learn the basic rule - to outline with a light line the general contour of nature without details, there will be no need to show the teacher. The teacher helps children compare the drawing with nature, find mistakes and ways to correct it.
In the preparatory group, both the nature itself and its production become more diverse. Objects can be of different sizes: larger ones, which are placed at a distance for the entire group of children, and small ones, which are placed on tables for 2-3 children. Older children already have the skill of visual perception of nature; they do not need to feel it, as children 4-5 years old do. Twigs with leaves, flowers, berries, toys and other various small objects can be used as nature in the preparatory group. The proximity of nature more often attracts the child’s attention to it: he compares it with a drawing.
In addition, the value of such an “individual” nature is that it allows you to focus on its characteristic features. The teacher selects a homogeneous nature with slight variations: on one branch there are 3 branches, on the other - 2, on one - all the leaves look up, and on the other - in different directions. Children’s attention is drawn to this difference when explaining the task and analyzing nature; They are invited to draw their twig so that they can recognize it later. At the end of the lesson, an interesting analysis of finding from a drawing of life or from the nature of a drawing can be carried out. Here children's attention to all details increases.
Drawing from nature helps develop a sense of composition when conveying space. Children very quickly master the ability to arrange objects in a large space near and far when drawing from life surrounding nature. For example, from the window they look with the teacher at the space between two trees: close to the children there is a lawn, behind it is a river, then a field, and where the sky seems to meet the ground, a narrow strip of forest is visible, where you can’t even make out individual trees . Children begin to draw, moving from nearby to distant objects, starting from the bottom edge of the sheet. It becomes clear to them what drawing in a wide space means. The void between earth and sky disappears.
Painting as a means of enriching children's ideas and knowledge is widely used in the preparatory group in preliminary work before starting drawing.
For example, such a complex compositional task as positioning on a wide strip becomes clearer to children when looking at the picture. The teacher draws their attention to how the artist divided it into two parts - earth and sky; how objects are depicted in the lower part; why distant objects are drawn higher, with almost no detail. Children see that trees can be drawn all over the ground, and not just on one line. You can look at several paintings on the same topic, where the same arrangement technique is used, so that children understand it better. When drawing, the teacher, recalling what he saw in the picture, invites the children to think about how much space the sky and earth will take up. Then, dividing them with a thin line, the guys begin to draw.
In the picture they see what different shades the sky can be painted in, and after the teacher shows them how to wash out the paint, they themselves try to paint the sky with clouds, clouds, sunrise and sunset.
Under the influence of works of art, children develop the ability to connect what they perceive in life with an artistic image, which concentrates the most important things specific to a given phenomenon. V. A. Ezikeeva, based on special research, developed a didactic manual - the album “Illustrative Material for Children’s Fine Art.” It presents specially created paintings on various themes from the surrounding life: “Late Autumn”, “Early Snow”, “Northern Lights”, “Ice Drift”, “Hay Harvesting”, “Fireworks”, “City in the Evening”, etc. The author recommends use in classes, in addition to these paintings, various reproductions of paintings famous artists accessible to children in terms of content and visual aids.
Picture books with game actions, in which children see how changing a detail sometimes changes the meaning of what is depicted or the appearance of an object, for example, a doll book where the pages represent different dresses. When turning through them, children see the doll in different outfits. Or the picture book “Funny Matryoshkas”, where the faces of the depicted dolls, nesting dolls, Petrushka and other characters change expression - crying, laughing, fear, etc. Thanks to the rotating circle you can see what crying faces, sometimes laughing, sometimes scared. This picture helps children draw the toy more expressively.
The use of the sample in the preparatory group is even more limited than in the older group. In decorative drawing, objects of folk decorative art are used, on which children become familiar with composition, the use of color, and various elements of painting. A sample is given in cases where it is necessary to highlight any element of the pattern from the overall composition to show the features of its execution. For example, a teacher needs to teach children to draw a curl - an indispensable element Khokhloma painting. He draws a pattern consisting of only curls on a strip and invites the children to copy it. They exercise, following the example of the teacher, developing a rhythm of movement that creates a curl. Other elements that require special exercises to master them freely can also be identified.
Of great importance in the preparatory group are classes in which children independently create patterns based on familiarity with objects of decorative art. Sometimes a sample can be used for subject or plot drawing, but not for the purpose of copying, but to enrich children’s drawings with various details of form. For example, when drawing a street, samples of various patterns of cast-iron grilles, shapes of windows and window frames, etc. are given, i.e., not a complete image of objects, but various options any details. When drawing, children use these samples, either fully including some detail in their drawing or partially changing it.
Demonstration of drawing techniques in the preparatory group is carried out less frequently than in other groups, since children of this age can learn a lot based only on verbal explanation.
If there is a need for this, the teacher partially explains and shows certain drawing techniques. For example, when depicting a person in profile, the teacher does not draw his entire figure, but only the profile of his face, explaining in words all the curves of the form. It is also good to suggest that children first practice drawing only the profile on separate sheets of paper, and then begin to depict the entire figure. The teacher can also partially show the bend of the leg at the knee when walking or running. Such assistance does not prevent the child from working creatively to create an image in accordance with his ideas.
When teaching new techniques, demonstration is necessary in all groups. In the preparatory group, the teacher teaches children how to work with paints and pencils, for example, blurring paints on a large surface, applying strokes or strokes to the shape of an object, etc.; use new materials - sanguine, pastel.
One of the effective methods of visual teaching is the teacher’s drawing, i.e. the very process of working on it. It is easier to organize this in the summer, when the teacher at the site draws something from life - a landscape, a house or individual objects. Children watch the process of work, and the teacher involves them in the discussion: what should they draw now? Where? What colour? Etc. Children can watch how the teacher prepares decorations for the holiday, drawing ornaments with national patterns. They see how he builds a pattern and selects colors. During class, preschoolers usually use the techniques they remember. In the preparatory group there are more opportunities to use artistic verbal images.
The teacher should select such fairy tales and poems for children, where this or that image is presented most vividly. Children at this age have already acquired some life experience and mastered certain skills in the visual arts. That is why a verbal image (without a visual aid) already triggers the work of thought and imagination in them.
Children may be given the task of collectively completing work, illustrating this or that work, or drawing certain episodes from cartoons. For example, having chosen a theme from a work, everyone draws one episode.
The teacher can distribute topics among the children himself, but it will be more useful if the children distribute them themselves. Such collective work requires great coordination of actions, even if the topics were given by the teacher; children must agree on how to portray the hero (his costume, rotation of the body). When the drawings are ready, they are combined into a common line or book, which children use in games.
Visual skills allow older children to use verbal images not only to create individual characters, but also in plot drawing with a large number of objects, conveying the environment. For example, the image created by M. Klokova in the poem “Father Frost” is very clear in this regard. The image of Santa Claus is clearly visible: his growth is “huge”; clothes - “all in new clothes, all in stars, in a white hat and downy boots. His beard is covered in silver icicles, he has an ice whistle in his mouth”; his movements are visible - “he got down from the tree”, “came out from behind the fir trees and birches. So he stomped, grabbed a pine tree and patted the moon with a snow mitten.” There are also details of the surrounding environment - “at night in the field there is flying snow, silence. In the dark sky, the moon sleeps in a soft cloud. Quiet in the field, the forest looks dark, dark.” The visual techniques used by the author will help children make the drawing imaginative and expressive.
The children of the preparatory group are able, with a little help from the teacher, to create an image that corresponds to the literary one, to feel and convey the mood of the work, using various color combinations. For example, before drawing on the theme “Winter,” children and their teacher observed several times how the color of the snow changed depending on the lighting of the sky and the time of day. Then they read a poem by A. S. Pushkin:
Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies,
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.
When the children began to draw, the poem evoked in their memory what they observed in nature, it revived previously experienced aesthetic feelings and helped to recreate an expressive image. Snow in their drawings is decorated with all sorts of colors - yellow, pink, blue.
When analyzing the drawings, children in the preparatory group are already able to evaluate the quality of the work performed. First, the teacher helps by asking whether the drawing was completed correctly or not. In the future, children independently justify positive and negative assessments.
Preschoolers in the preparatory group develop self-criticism. For example, when selecting with a teacher best drawings For an exhibition in the parent's corner, they may even reject their own drawings and prefer a drawing of another, where the image is given more expressively and correctly.
The teacher should encourage invention, imagination, and the ability to think independently in the children’s work, i.e., that without which a conscious, creative attitude to any work and, in particular, to schooling is impossible.
Drawing is the first, simplest and most exciting creativity that children master at a very early age. They willingly do it every day, gradually improving their skills.
In this thematic section, we have collected for you many publications that will be useful in organizing lessons and classes in the visual arts of your students. Browse these pages for fresh ideas and creative inspiration for your little artists. The successful experience of colleagues in introducing various kinds of non-traditional drawing techniques into children's creative process will help to add variety to drawing classes.
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In my professional activities I devote a large place to working with children. drawing in non-traditional techniques. Every week I conduct a circle on this topic, where students from different groups and I study and very successfully apply various methods and methods...
Art pedagogy is a branch of pedagogical science, a fusion of pedagogy and art; it studies the laws of human upbringing and development through art. Art pedagogy forms the foundations of an individual’s artistic culture through art and artistic and creative...
Drawing for children - Photo report on drawing in the senior group (5–6 years old) “Sea”
Publication “Photo report on drawing in the older group (5–6 years old)...” 
Mastering the language of fine arts through methods and technologies of art pedagogy in the implementation of the Federal State Educational Standard. Depiction of the element “water” through drawing the sea. The transfer of the drawing was carried out through the work of children with watercolors and gouache using the techniques “Blurring”, “Wet”, “Spraying”....
Image library "MAAM-pictures"
ECD "Journey to the Land of Fairy Tales" Older - preparatory age PROCEDURE: Educator: Let's stand side by side, in a circle, Say "Hello!" each other. We are too lazy to say hello: “Hello!” to everyone! and "Good afternoon!" Educator: What do you think a fairy tale is? Children: A fairy tale is...
Summary of a drawing lesson in the second group of early age “Colorful balls” Summary of a drawing lesson in the second group of early age: “Multi-colored balls” Goal: - to form the correct posture when drawing - to consolidate knowledge about color; - practice drawing round objects - strengthen the ability to work with a brush; Material and equipment:...
Nitcography Dear colleagues, I bring to your attention a material where you can get acquainted with a powerful and unjustifiably forgotten tool in the artist’s visual media - “nitcography”. The word “threadography” consists of two words: thread and graphics (from “grafo” - “I write”) -...
Drawing for children - Entertainment for children. "Drawing as a Game"
Entertainment for children."Drawing as a game." The word “drawing” is not very easy to give a specific definition, since it covers a huge number of interrelated, but at the same time, different types of artistic activity. The easiest way to explain this term is as follows:...
Prepared by: Polishchuk M.V. Program content. Recall with the children A. Barto’s poem “Bear”. Teach children to paint on the missing details of a toy, using a new “poke” drawing technique, using a hard brush for painting in order to convey the texture of the drawing (bear cub...
The art of depicting is not based on tradition.
My work is to use unconventional painting techniques. Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children. The developing environment plays an important role in the development of a child. Therefore, when organizing a subject-development environment, I took into account that the content was developmental in nature and was aimed at developing the creativity of each child in accordance with his/her Unconventional drawing –
Conducting classes using non-traditional techniques
- Helps relieve children's fears;
- Develops self-confidence;
- Develops spatial thinking;
- Teaches children to freely express their ideas;
- Encourages children to creative searches and solutions;
- Teaches children to work with a variety of materials;
- Develops a sense of composition, rhythm, color, color perception; a sense of texture and volume;
- Develops fine motor skills of the hands;
- Develops creativity, imagination and flight of fancy.
- While working, children receive aesthetic pleasure.
Having met methodological literature various authors, such as the manual by A.V. Nikitina “Non-traditional drawing techniques in kindergarten”, I.A. Lykova - “ Toolkit for specialists of preschool educational institutions”, T.N. Doronova - “Nature, art and visual activity of children” by R.G. Kazakova “Visual activities in kindergarten” I found a lot of interesting ideas and set myself the following tasks:
- To develop technical drawing skills in children.
- Introduce children to various non-traditional drawing techniques.
- Learn to create your own unique image, in drawings on unconventional drawing using various drawing techniques.
- To introduce preschoolers to unconventional drawing.
There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. For example, what child would not be interested in drawing with his fingers, making a drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work.
Blotography.
Finger painting.
Palm drawing.
Take a rectangular sheet of paper and 3 pencils. The adults and the child are divided: who will draw first, who will draw second, who will draw third. The first one begins to draw, and then closes his drawing, folding the piece of paper at the top and leaving a little bit, some part, for continuation (the neck, for example). The second, seeing nothing but the neck, naturally continues with the torso, leaving only part of the legs visible. The third one finishes. Then the entire sheet is opened - and almost always it turns out funny: from the discrepancy between proportions and color schemes.
Drawing yourself or drawing your favorite toys from life.
Rolling the paper.
“I draw mom”...
Imprint with crumpled paper.
Wax crayons + watercolor.
Candle + watercolor.
Bitmap.
Spray
Leaf prints.
Foam drawings.
For some reason, we all tend to think that if we paint with paints, we must also use a brush. Not always, say TRIZ members. Foam rubber can come to the rescue. We advise you to make a variety of small geometric figures out of it, and then attach them with thin wire to a stick or pencil (not sharpened). The tool is already ready. Now you can dip it in paint and use stamps to draw red triangles, yellow circles, green squares (all foam rubber, unlike cotton wool, washes well). At first, children will draw chaotically geometric figures. And then offer to make simple ornaments out of them - first from one type of figure, then from two, three.
Mysterious drawings
.
Drawing with crayons.
Preschoolers love variety. These opportunities are provided to us by ordinary crayons, sanguine, and charcoal. Smooth asphalt, porcelain, ceramic tiles, stones - this is the base on which chalk and charcoal fit well. Thus, asphalt is conducive to a succinct depiction of subjects. They (if there is no rain) can be developed the next day. And then compose stories based on the plots. And on ceramic tiles (which are sometimes leftovers stored somewhere in the pantry), we recommend drawing patterns and small objects with crayons or charcoal. Large stones (such as voluns) are asked to be decorated with the image of an animal’s head or a tree stump. It depends on what or who the stone resembles in shape.
Magic drawing method.
This method is implemented like this. Angle wax candle An image is drawn on white paper (a Christmas tree, a house, or maybe a whole plot). Then, using a brush, or better yet, cotton wool or foam rubber, the paint is applied on top of the entire image. Due to the fact that the paint does not stick to the bold image like a candle, the drawing seems to suddenly appear before the children’s eyes, manifesting itself. You can get the same effect by first drawing with office glue or a piece of laundry soap. In this case, the selection of the background to the subject plays an important role. For example, it is better to paint a snowman drawn with a candle with blue paint, and a boat with green paint. No need to worry if
Painting small pebbles.
Nitography method.
Monotype method.
Drawing on wet paper.
Fabric images.
Volume application.
We draw using postcards.
Learning to make a background.
Collage.
Visual activities using non-traditional materials and techniques contribute to the child’s development of:
- Fine motor skills and tactile perception;
- Spatial orientation on a sheet of paper, eye and visual perception;
- Attention and perseverance;
- Visual skills and abilities, observation, aesthetic perception, emotional responsiveness;
- In addition, in the process of this activity, the preschooler develops control and self-control skills.
The creative process is a real miracle. Watch children discover their unique abilities and the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children:
In many ways, the result of a child’s work depends on his interest, so during the lesson it is important to intensify the preschooler’s attention and motivate him to activity with the help of additional incentives. Such incentives could be:
- play, which is the main activity of children;
- a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip;
- asking for help, because children will never refuse to help the weak, it is important for them to feel significant;
- musical accompaniment. Etc.
- finger painting;
- stamped with potato stamps;
- palm painting.
- poke with a hard semi-dry brush.
- foam printing;
- cork printing;
- wax crayons + watercolor;
- candle + watercolor;
- leaf prints;
- palm drawings;
- drawing with cotton swabs;
- magic ropes.
- sand painting;
- drawing with soap bubbles;
- drawing with crumpled paper;
- blotography with a tube;
- landscape monotype;
- stencil printing;
- subject monotype;
- ordinary blotography;
- plasticineography.
Imitation game.
“Magic flowers”.
Tasks:
Equipment:
Vocabulary work:
GCD move:
If you sharpen it,
You can draw whatever you want;
Sun, mountains, pine trees, beach,
What is this? (pencil).
(Repeat exercise 2 times)
- What do you hear?
(I show a drawing technique)
Physical exercise “Flowers”
Modeling.
Listeners are divided into groups. They were asked to make notes using unconventional drawing methods.
Reflection.
Discussion on the results of joint activities.
As V.A. said Sukhomlinsky: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”
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« Non-traditional drawing techniques in kindergarten and their role in the development of preschool children"
The art of depicting is not based on tradition.
Children from a very early age try to reflect their impressions of the world around them in their fine arts.
My work is to use unconventional painting techniques. Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children. The developing environment plays an important role in the development of a child. Therefore, when organizing a subject-development environment, I took into account that the content was developmental in nature and was aimed at developing the creativity of each child in accordance with his/herUnconventional drawing –
individual capabilities, accessible and appropriate age characteristics children. There are so many unnecessary interesting things at home (toothbrush, combs, foam rubber, corks, polystyrene foam, spool of thread, candles, etc.). We went out for a walk, take a closer look, and see how many interesting things there are: sticks, cones, leaves, pebbles, plant seeds, dandelion fluff, thistle, poplar. All these items enriched the corner of productive activity. Unusual materials and original techniques attract children because the word “No” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.
Conducting classes using non-traditional techniques
- Helps relieve children's fears;
- Develops self-confidence;
- Develops spatial thinking;
- Teaches children to freely express their ideas;
- Encourages children to creative searches and solutions;
- Teaches children to work with a variety of materials;
- Develops a sense of composition, rhythm, color, color perception; a sense of texture and volume;
- Develops fine motor skills of the hands;
- Develops creativity, imagination and flight of fancy.
- While working, children receive aesthetic pleasure.
After analyzing the drawings of preschoolers, I came to the conclusion that it is necessary to facilitate drawing skills, because not even every adult will be able to depict any object. This can greatly increase preschoolers’ interest in drawing. There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result.
Participation in the city methodological association “Young Artist” gave me the idea: “Should I try non-traditional drawing techniques in practice in drawing classes?”
I drew up a long-term work plan for each age group, wrote lesson notes for children of different preschool ages. And I chose the topic for self-education “Non-traditional drawing techniques in kindergarten.”
The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills, and abilities.
Having become acquainted with the methodological literature of various authors, such as the manual by A.V. Nikitina “Non-traditional drawing techniques in kindergarten”, I.A. Lykova - “Methodological manual for specialists of preschool educational institutions”, T.N. Doronova - “Nature, art and visual activity of children” by R.G. Kazakova “Visual activities in kindergarten” I found a lot of interesting ideas and set myself the following tasks:
- To develop technical drawing skills in children.
- Introduce children to various non-traditional drawing techniques.
- Learn to create your own unique image using non-traditional drawings using various drawing techniques.
- To introduce preschoolers to unconventional drawing.
The diagnostic results showed that the high level of mastery of the program in the section “Child in the world of fiction and fine arts” increased by 25%.
Experience has shown that mastering non-traditional image techniques brings true joy to preschoolers if it is built taking into account the specifics of the children’s activity and age. They are happy to draw different patterns without experiencing any difficulties. Children boldly take on art materials; children are not afraid of their diversity and the prospect of independent choice. They take great pleasure in the process of doing it. Children are ready to repeat this or that action many times. And the better the movement turns out, the more pleasure they repeat it, as if demonstrating their success, and rejoice, attracting the attention of an adult to their achievements.
While working, I encountered a problem: children are afraid to draw, because, as it seems to them, they don’t know how, and they won’t succeed.
This is especially noticeable in the middle group, where children’s visual arts skills are still poorly developed and form-building movements are not sufficiently formed. Children lack self-confidence, imagination, and independence. An incentive to encourage children to be active, to make them believe that they can very easily become little artists and create miracles on paper. And I managed to find what I needed. I took advantage of the experience of my colleagues in teaching children to draw. And later she reworked it and made her own adjustments.
I plan to hold a “Weekend Day” to interest parents in the technique of unconventional drawing.
There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. For example, what child would not be interested in drawing with his fingers, making a drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work.
Blotography.
It consists of teaching children how to make blots (black and multi-colored). Then a 3-year-old child can look at them and see images, objects or individual details. “What does your or my blot look like?”, “Who or what does it remind you of?” - these questions are very useful, because... develop thinking and imagination. After this, without forcing the child, but by showing him, we recommend moving on to the next stage - tracing or finishing the blots. The result can be a whole plot.
Drawing together on a long strip of paper.
By the way, it is useful to change the paper format (i.e., give not only the standard). In this case, a long strip will help two people to draw without interfering with each other. You can draw isolated objects or scenes, i.e. work nearby. And even in this case, the child is warmer from the elbow of mom or dad. And then it is advisable to move on to collective drawing. The adults and the child agree on who will draw what to create one story.
Poking with a hard, semi-dry brush.
Means of expression: texture of color, color. Materials: hard brush, gouache, paper of any color and format, or a cut out silhouette of a furry or prickly animal. Method of obtaining an image: the child dips a brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
Finger painting.
Means of expression: spot, dot, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets, napkins. Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.
Palm drawing.
Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of 5) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.
Drawing with a secret in three pairs of hands.
Take a rectangular sheet of paper and 3 pencils. The adults and the child are divided: who will draw first, who will draw second, who will draw third. The first one begins to draw, and then closes his drawing, folding the piece of paper at the top and leaving a little bit, some part, for continuation (the neck, for example). The second, seeing nothing but the neck, naturally continues with the torso, leaving only part of the legs visible. The third one finishes. Then the entire sheet is opened - and almost always it turns out funny: from the discrepancy between proportions and color schemes.
Drawing yourself or drawing your favorite toys from life.
Drawing from life develops observation, the ability to no longer create, but to depict according to the rules, i.e. draw so that it is similar to the original in proportions, shapes, and color. Suggest that you first draw a picture of yourself while looking in the mirror. And be sure to look in the mirror many times. Better yet, show how you adults will draw yourself, making sure to look in the mirror many times. Next, let the child choose an object for himself. It could be a favorite doll, a bear, or a car. It is important to learn to observe for a long time, comparing parts of an object. And further. If a child departs from nature, brings in something of his own, resulting in a completely different object or toy, do not be upset. Praise your child: “You drew a new car today! You probably want one?” But at the end of such a drawing, it is important to ask: “How does the drawn car differ from this one?”
Rolling the paper.
Means of expression: texture, volume. Materials: napkins or colored double-sided paper, PVA glue poured into a saucer, thick paper or colored cardboard for the base. Method of obtaining an image: the child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the paper ball is dipped in glue and glued to the base.
“I draw mom”...
It would be good to continue drawing from life or drawing from memory (family members, relatives and friends could become objects for such an image). Supporting material may include photographs or conversations about characteristics appearance absent relatives...Photos are taken and examined. A conversation is being held: “What is Grandma Valya like? What kind of hair does she have? Hairstyle? Favorite dress? Smile?" And the process of co-creation begins. After a while, you can offer to draw girlfriends from memory. When you have collected enough drawings depicting relatives and friends, we recommend organizing a mini-exhibition “My Family and Friends,” where the first portraits of a preschooler are appreciated.
Imprint with crumpled paper.
Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper are changed.
Wax crayons + watercolor.
Means of expression: color, line, spot, texture. Materials: wax crayons, thick White paper, watercolor, brushes. Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted.
Candle + watercolor.
Means of expression: color, line, spot, texture. Materials: candle, thick paper, watercolor, brushes. Method of obtaining an image: a child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The candle pattern remains white.
Bitmap.
Children like everything unconventional. Drawing with dots is an unusual technique in this case. To implement it, you can take a felt-tip pen, a pencil, place it perpendicular to a white sheet of paper and start drawing. But the best thing to do is dotted drawings with paints. Here's how it's done. A match, cleaned of sulfur, is tightly wrapped with a small piece of cotton wool and dipped in thick paint. And then the principle of drawing dots is the same. The main thing is to immediately interest the child.
Spray
Means of expression: point, texture. Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (5x5 cm). Method of obtaining an image: the child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Then he paints the sheet with watercolors in one or more colors. Paint splashes onto the paper.
Leaf prints.
Means of expression: texture, color. Materials: paper, gouache, leaves of various trees (preferably fallen ones), brushes. Method of obtaining an image: a child covers a leaf of wood with paints different colors, then applies it with the colored side to the paper to make a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.
Conducting a series of classes using a variety of techniques to identify children’s abilities over the course of time, it is clear that children have the ability to work with paints using non-traditional techniques. In children with poorly developed artistic and creative abilities, the indicators are slightly higher than at the beginning of the school year, but due to the use of non-traditional materials, the level of enthusiasm for the topic and technique and the ability to perceive color have improved.
Foam drawings.
For some reason, we all tend to think that if we paint with paints, we must also use a brush. Not always, say TRIZ members. Foam rubber can come to the rescue. We advise you to make a variety of small geometric figures out of it, and then attach them with thin wire to a stick or pencil (not sharpened). The tool is already ready. Now you can dip it in paint and use stamps to draw red triangles, yellow circles, green squares (all foam rubber, unlike cotton wool, washes well). At first, children will draw geometric shapes chaotically. And then offer to make simple ornaments out of them - first from one type of figure, then from two, three.
Mysterious drawings
.
Mysterious drawings can be obtained as follows. Take cardboard measuring approximately 20x20 cm and fold it in half. Then a semi-woolen or woolen thread about 30 cm long is selected, its end 8 - 10 cm is dipped in thick paint and clamped inside the cardboard. You should then move this thread inside the cardboard, and then take it out and open the cardboard. The result is a chaotic image, which is examined, outlined and completed by adults and children. It is extremely useful to give titles to the resulting images. This complex mental and verbal work, combined with visual work, will contribute to the intellectual development of preschool children.
Drawing with crayons.
Preschoolers love variety. These opportunities are provided to us by ordinary crayons, sanguine, and charcoal. Smooth asphalt, porcelain, ceramic tiles, stones - this is the base on which chalk and charcoal fit well. Thus, asphalt is conducive to a succinct depiction of subjects. They (if there is no rain) can be developed the next day. And then compose stories based on the plots. And on ceramic tiles (which are sometimes leftovers stored somewhere in the pantry), we recommend drawing patterns and small objects with crayons or charcoal. Large stones (such as voluns) are asked to be decorated with the image of an animal’s head or a tree stump. It depends on what or who the stone resembles in shape.
Magic drawing method.
This method is implemented like this. Using the corner of a wax candle, an image is drawn on white paper (a Christmas tree, a house, or maybe a whole plot). Then, using a brush, or better yet, cotton wool or foam rubber, the paint is applied on top of the entire image. Due to the fact that the paint does not stick to the bold image like a candle, the drawing seems to suddenly appear before the children’s eyes, manifesting itself. You can get the same effect by first drawing with office glue or a piece of laundry soap. In this case, the selection of the background to the subject plays an important role. For example, it is better to paint a snowman drawn with a candle with blue paint, and a boat with green paint. No need to worry if
Painting small pebbles.
Of course, most often the child draws large stone tiles on a plane, on paper, or less often on asphalt. A flat image of a house, trees, cars, animals on paper is not as attractive as creating three-dimensional creations of your own. In this regard, sea pebbles are ideally used. They are smooth, small and have different shapes. The very shape of the pebble will sometimes tell the child what image to create in this case (and sometimes adults will help the kids). It is better to paint one pebble as a frog, another as a bug, and the third will produce a wonderful fungus. Bright, thick paint is applied to the pebble - and the image is ready. It’s better to finish it like this: after the pebble has dried, cover it with colorless varnish. In this case, a voluminous beetle or frog made by children’s hands shines and shimmers brightly. This toy will take part in independent children's games more than once and bring considerable benefit to its owner.
Nitography method.
This method exists mainly for girls. But this does not mean that it is not suitable for children of a different gender. And it consists in the following. First, a screen measuring 25x25 cm is made from cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a cute bag with a set of woolen or half-woolen threads of various colors for the screen. This method is based on the following feature: to flannel or velvet paper strings that have a certain percentage of wool are attracted. You just need to attach them with light movements index finger. From such threads you can prepare interesting stories. Imagination and sense of taste develop. Girls especially learn to skillfully select colors. Some thread colors suit light flannel, and completely different ones suit dark flannel. Thus begins the gradual path to women’s craft, a very necessary handicraft for them.
Monotype method.
A few words about this unfortunately rarely used method. And in vain. Because it contains a lot of tempting things for preschoolers. In short, this is an image on cellophane, which is then transferred to paper. On smooth cellophane I paint with paint using a brush, or a match with cotton wool, or my finger. The paint should be thick and bright. And immediately, before the paint has dried, they turn the cellophane over with the image down onto white thick paper and, as it were, blot the drawing, and then lift it up. This results in two drawings. Sometimes the image remains on cellophane, sometimes on paper.
Drawing on wet paper.
Until recently, it was believed that painting could only be done on dry paper, because the paint was sufficiently diluted with water. But there is whole line objects, plots, images that are best drawn on damp paper. Clarity and vagueness are needed, for example, if a child wants to depict the following themes: “City in the fog,” “I had dreams,” “It’s raining,” “City at night,” “Flowers behind the curtain,” etc. You need to teach your preschooler to make the paper a little damp. If the paper is too wet, the drawing may not work. Therefore, it is recommended to soak a ball of cotton wool in clean water, squeeze it out and rub it either over the entire sheet of paper, or (if required) only over a separate part. And the paper is ready to produce unclear images.
Fabric images.
We collect remnants of fabrics of various patterns and different qualities into a bag. As they say, both chintz and brocade will come in handy. Very important on specific examples show how drawing on fabric, as well as its dressing, can help to depict something in a plot very brightly and at the same time easily. Let's give a few examples. Thus, flowers are depicted on one of the fabrics. They are cut out along the contour, glued (only with paste or other good glue), and then painted on the table or vase. The result is a capacious colorful image. There are fabrics that can serve well as a house or the body of an animal, or a beautiful umbrella, or a hat for a doll, or a handbag.
Volume application.
It is obvious that children love to do appliqué: cut something out and stick it on, getting a lot of pleasure from the process itself. And we need to create all the conditions for them. Along with planar appliqué, teach them to do three-dimensional applique: three-dimensional is better perceived by a preschooler and more realistically reflects the world around them. In order to obtain such an image, you need to wrinkle the applicative colored paper well in children’s hands, then slightly straighten it and cut out the required shape. Then just stick it on and, if necessary, draw in individual details with a pencil or felt-tip pen. For example, make a turtle that is so beloved by children. Remember the brown paper, straighten it slightly, cut out an oval shape and stick it on, and then draw on the head and legs.
We draw using postcards.
In fact, almost every home has a ton of old postcards. Go through old postcards with your children, teach them to cut out the necessary images and paste them into place, into the plot. A bright factory image of objects and phenomena will give even the simplest unpretentious drawing a completely decoration. Can a three-, four-, or even five-year-old child draw a dog and a beetle? No. But he will add sun and rain to the dog and the bug and will be very happy. Or if, together with the children, you cut out a fairy-tale house with a grandmother in the window from a postcard and paste it on, then the preschooler, relying on his imagination, knowledge of fairy tales and visual skills, will undoubtedly add something to it.
Learning to make a background.
Usually children draw on white paper. This way you can see it more clearly. It's faster that way. But some stories require a background. And, I must say, all children’s works look better against a background made in advance. Many children make the background with a brush, and an ordinary, small one. Although there is a simple and reliable way: to make a background with cotton wool or a piece of foam rubber dipped in water and paint.
Collage.
The concept itself explains the meaning of this method: it combines several of those described above. In general, we ideally think the following is important: it is good when a preschooler is not only familiar with various image techniques, but also does not forget about them, but uses them appropriately, fulfilling a given goal. For example, one of the 5-6 year old children decided to draw summer, and for this he uses a dotted pattern (flowers), and the child will draw the sun with his finger, he will cut out fruits and vegetables from postcards, he will depict the sky and clouds with fabrics, etc. There is no limit to improvement and creativity in visual arts. English teacher-researcher Anna Rogovin recommends using everything that is at hand for drawing exercises: drawing with a rag, a paper napkin (folded many times); draw with dirty water, old tea leaves, coffee grounds, berry juice. It is also useful to color cans and bottles, spools and boxes, etc.
Visual activities using non-traditional materials and techniques contribute to the child’s development of:
- Fine motor skills and tactile perception;
- Spatial orientation on a sheet of paper, eye and visual perception;
- Attention and perseverance;
- Fine skills and abilities, observation, aesthetic perception, emotional responsiveness;
- In addition, in the process of this activity, the preschooler develops control and self-control skills.
The creative process is a real miracle. Watch children discover their unique abilities and the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children:“In creativity there is no right way, there is no wrong way, there is only your own way”
In many ways, the result of a child’s work depends on his interest, so during the lesson it is important to intensify the preschooler’s attention and motivate him to activity with the help of additional incentives. Such incentives could be:
- play, which is the main activity of children;
- a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip;
- asking for help, because children will never refuse to help the weak, it is important for them to feel significant;
- musical accompaniment. Etc.
In addition, it is advisable to vividly and emotionally explain to the children the methods of action and show depiction techniques.
With children of primary preschool age it is recommended to use:
- finger painting;
- stamped with potato stamps;
- palm painting.
Children of middle preschool age can be introduced to more complex techniques:
- poke with a hard semi-dry brush.
- foam printing;
- cork printing;
- wax crayons + watercolor;
- candle + watercolor;
- leaf prints;
- palm drawings;
- drawing with cotton swabs;
- magic ropes.
And in older preschool age, children can master even more difficult methods and techniques:
- sand painting;
- drawing with soap bubbles;
- drawing with crumpled paper;
- blotography with a tube;
- landscape monotype;
- stencil printing;
- subject monotype;
- ordinary blotography;
- plasticineography.
Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.
Imitation game.
Summary of a lesson on visual activities in non-traditional drawing techniques for the senior group on the topic:“Magic flowers”.
The lesson is conducted in one stage.
Tasks: Using non-traditional drawing techniques, develop in children a strong interest in visual arts. Develop the ability to independently choose the color scheme of paints that matches the joyful summer mood. Develop color perception, improve fine motor skills of fingers and hands. Arouse a positive response to the results of your creativity.
Equipment: woolen threads, album sheet, watercolor paints or gouache, brushes, one pencil for each child, containers of water for each table, wet cloth napkins for hands.
Vocabulary work:multi-colored summer, red, green, yellow, orange, blue, magical flowers, rustling (pencil), ball.
GCD move: through a short conversation about summer, create a joyful, positive mood in children for the upcoming drawing lesson.
- Guys, what color is summer? (Children list the bright colors inherent in a warm, sunny summer)
- What kind of flowers do you know? (Chamomile, petunia, roses, etc.)
Let us today remember the warm summer, although you are already looking forward to winter, and draw those very beautiful flowers, which we saw on our site.
- Do you want to draw them? Then take your seats at the tables and please guess the riddle:
If you sharpen it,
You can draw whatever you want;
Sun, mountains, pine trees, beach,
What is this? (pencil).
- That's right, guys! What else can you draw with? (Felt pens, chalk, brushes and paints)
- What helps us draw with all these and other objects? (With the help of leading questions, if the children do not answer immediately, get the correct answer - hand and fingers).
- Tell me, in order to be prepared for a long one, have an interesting day, feel energetic and cheerful, what do we do in the morning? What are we doing? (charging).
- Right! So, in order for us to start drawing, we need to prepare our fingers for work. Let's play with them.
Finger game “Five and Five”.
(Repeat exercise 2 times)
- Well done! Now take the pencil in both hands between your palms, pinch it and roll it. Bring it to your right ear (to your left ear).
- What do you hear?
- What sound does a pencil make? (He rustles)
- That's right, he rustles. Rub another pencil between your palms and listen.
Now put the pencil down and touch your palms. What have they become? Place them on your cheeks and forehead. What do you feel? (Palms became warm)
- Right! Now your hands and fingers are ready to draw. Today I offer you an unusual way of drawing. You've never drawn like this before. Want to try and learn? It's called "nitcography".
(I show a drawing technique)
- I take the thread, and now roll the thread onto the sheet so that it forms a ball. Now you need to dip the thread into the chosen paint, holding the end of the thread and carefully using a brush to help roll the thread onto a piece of paper, as you did with dry thread. I direct the end of the dry thread downwards, holding it in my right hand, and with the palm of my left hand, lightly pressing down on the ball, slowly pull the thread out from under the palm. Magic has happened!
Want to try it yourself? First, wake up your beauties, but not all of them, but only those that are suitable for summer.
- Try it, and let’s see if you can create magic? I'm sure it will work! (Children do the work)
As the children complete the task, I admire the ones they have chosen. bright colors and a successful manifestation of their magical skills, and while they dry out, turn into flowers themselves and play a little.
Physical exercise “Flowers”
(Repeat the exercise 2-3 times)
- Guys, while we were resting, our flowers painted in an unusual way dried up, and we can finish drawing them, draw leaves for them (The children finish the work, and while the work dries, we wipe our hands and tables with wet wipes, put things in order in the workplace )
- Well, your flowers are completely ready and you can give them to your mothers!
Modeling.
Listeners are divided into groups. They were asked to make notes using unconventional drawing methods.
Reflection.
Discussion on the results of joint activities.
There lives an artist and poet in each of us, but we don’t even know about it, or rather, we have forgotten. Remember the parable of the “buried talents”. But indeed, many “bury” their talent in the ground, unable to reveal themselves. This is how “undiscovered talents” walk the streets and live everyday lives. It’s just that no one paid attention to the inclinations and abilities in childhood. You need to remember a simple rule - there are no untalented children, there are undiscovered children. And we, adults, must help reveal these talents!
As V.A. said Sukhomlinsky:“The origins of children’s abilities and gifts are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”
Drawing is one of the favorite activities of preschoolers, which takes them into the world of bright and amazing images. And if the teacher also offers unusual ways for this, then the kids are simply delighted. Drawing with palms evokes great positive emotions in children of all ages. This technique develops fine motor skills, color perception, and stimulates sensory sensations.
Features of organizing palm painting classes in kindergarten. Specifics of working in different groups, level of complexity of compositions
Hand drawing is very simple technique: The child dips his hands in paint or paints them with a brush, and then leaves a print on a piece of paper. This exciting process is like a fun game - children are liberated and reveal their creative potential.
In addition, when drawing with your palms, a large number of nerve endings that are located on these parts of the body are activated. This leads to activation of the cerebral cortex, and, as a consequence, the development of mental processes. This drawing technique is also a good reflex massage: after all, on the palms there are points associated with various organs.
When organizing classes in “palm” painting, the teacher must follow the principle “from simple to complex.” You can start such experiments with paint already in the first junior group. Two-year-old children do not yet know how to handle a brush, and painting with their palm is the best way to depict them. This technique gives children the opportunity to have direct contact with paint, simultaneously developing fine motor skills and, as a result, speech and intelligence.
Preschoolers and toddlers receive abstract images using palm prints. At this age, the goal is not to create a specific image - children are fascinated by the process itself, they enjoy bright colors and interaction with paint.
Two-year-olds enjoy drawing with their palms
In addition, “palm” painting calms a small child and gives him positive emotions. This is especially important during the adaptation period - the baby is distracted, calms down, and forgets about his mother. In addition, such activities are useful because they give children the opportunity to feel important and independent.
Drawing with palms continues in the second youngest group, especially since some children begin to attend kindergarten only from the age of three. Classes here are already moving to a more complex level: the child, with the help of the teacher, completes the handprint with simple details, creating the image of some simple object - the sun, a fish, a flower. At this age, preschoolers can already be offered collective work using this non-traditional technique: each child leaves an imprint - the result is some kind of image (the sun or a tree with leaves).
Drawing by a pupil of the second junior group
In the middle group, drawing based on “palm” painting becomes even more complicated, the images become more detailed. A child, for example, can already depict a dinosaur or a dragon in this way, adding characteristic elements to the print: a comb, paws, an intricate tail.
Drawing of a middle group student
By older preschool age, children, as a rule, are fluent in the technique of drawing with their palms and can create wonderful works. Five-year-old children can independently come up with a theme for a drawing, skillfully using their acquired skills. Compositions are increasingly of a plot nature, for example, a horse grazing in a meadow or wild animals walking along the African savannah. Note that all images are carefully drawn, conveying the characteristic features of objects or objects.
Teamwork senior group students
Drawing by a preparatory group student
In the senior and preparatory groups, preschoolers can no longer dip their hands into the paint, but apply it themselves with a brush. This method allows you to make a print not monochrome, but multi-colored: after all, fingers can be painted in different colors.
Children of senior preschool age apply paint to their palms with a brush.
Materials used and base, hygienic point
In the younger and middle groups, gouache paint is used for “palm” painting; it is slightly diluted with water and poured into a flat saucer so that it is easy for the child to place his palm there.
Note that a good alternative to gouache are water-based finger paints: they are easily washed off from the body and clothes, and in addition, they will not cause harm if the child decides to taste them. Finger paints do not spread, so your baby can easily apply them to his palm.
A wonderful alternative to gouache
In older preschool age, children can also be offered watercolors to paint with their palms, since they themselves apply paint to their palms with a brush.
Original works are obtained by combining materials. For example, a child depicts a key image with paint, and the background is completed with a pencil.
Drawing with watercolors and pencils
Also, applicative and plasticine elements can be successfully included in the composition. For example, multi-colored prints applied to a blue background can easily turn into jellyfish. The image will only need to be completed with eyes and fancy algae. The composition can be made more original by gluing voluminous eyes, and the seaweed can also be made embossed using applicative elements (breakfast cereal rings).
Drawing with applique elements
Another example - with the help of palms the prickly back of a hedgehog is depicted, and the rest of his body is decorated using appliqué from wads of napkins.
Combination of drawing and appliqué
Using plasticine you can beautifully design the eyes and legs of birds.
Plasticine elements are organically included in the watercolor drawing
As for the basis for the image, as a rule, the teacher offers the children paper in the traditional A4 format. However, occasionally non-standard materials, such as fabric, can be used for this purpose. It can be a motley multi-colored material, but in which the child leaves an imprint in some way rich color(for example, black, brown or dark blue). Another unusual option is drawing on plastic (finger paints should be offered to preschoolers for this purpose).
During the lesson on drawing with palms, the teacher pays Special attention hygienic point: children must have napkins (wet ones possible) at their workplace, with which the child wipes their hands before going to wash them.
Drawing techniques used in different groups: basic technique and finishing details
Drawing with palms does not require preschoolers to master any complex technique. In the younger and middle groups, kids simply dip a brush into the paint and leave a mark on the paper. When adding details to the image, the technique of working with the brush is already improved: elements, as a rule, are drawn with the tip, while the tool is located almost vertically in relation to the paper.
Note that children draw with both their right and left hands (for example, a butterfly can only be depicted with prints of two palms at once).
When supplementing the main image with details, the younger group often uses finger drawing (for example, in this way you can mark the eye of a fish or the pebbles next to it on the seabed). At an older age, for similar purposes, you can offer cotton buds. In addition, “palm” painting can be combined with a print.
The drawing successfully combines different unconventional techniques- drawing with palms, fingers and imprinting
Pupils in the middle group are already learning to place an image in the center of the sheet, for example, it will be a bird sitting on a tree branch. In addition, they understand that if you press your palm harder onto the paper, the drawing will turn out more vibrant.
Depending on the intended image, children should change the location of their fingers on their hand. For example, to depict a fish, you need to press your thumb against your palm. If a tree, sun, or butterfly is drawn, then all fingers, on the contrary, are spread out. You will get a realistic elephant if thumb stick out from the rest as much as possible.
In addition, the teacher explains to the students in the middle group that when making an imprint, the palm must be rotated in a certain way. For example, when drawing animals, your fingers should point down, as they will represent the paws of the animal.
When creating an animal image, the palm is usually placed with the fingers down
From the age of five (senior group), preschoolers can independently paint their palms using a brush. At the same time, the teacher draws the children’s attention to the fact that the paint should be applied in an even layer, not too thick, but also without leaving empty spaces - the quality of the drawing depends on this. Each finger can be painted in its own color, but you should remember to wash the brush in a timely manner.
Note that the choice of color along with well-drawn details is of key importance when drawing with palms. Let's give some examples. A red-yellow handprint can easily turn into a fire; you just need to complement the image with two stripes of brown (using broad strokes with the entire bristle of the brush).
Watercolor drawing
And the black print can become the original Batman mask - you just need to add recognizable details with the tip of the brush.
Watercolor drawing
From several two-color contours of the palms you will get a funny centipede. And to depict her head with horns, you need to raise your middle and ring fingers when typing.
Watercolor drawing
By applying the paint onto the palms unevenly, in pale green spots, we get charming turtles with their characteristic uneven color.
Watercolor drawing
A white print on a green background is an almost finished image of a zebra; all that remains is to paint it with white stripes with the tip of a brush and finish drawing a graceful tail.
Gouache drawing
Card index of topics for different groups, including collective compositions
Let's present a sample list of topics for each age group that can be used when teaching preschoolers how to draw with their palms:
Junior group:
- “Colored palms” (children learn to make handprints on paper).
- "Octopuses"
- “Golden Sun” (team work).
- “Leaf Fall” (team work).
- "A flower for mom."
- "My mittens."
- "Two merry geese lived with granny".
- "Grass".
Middle group:
- "Beauty Butterfly"
- “Titmouse” (as an option – “Bullfinch”, “Sparrow”, “Swans”).
- “Snake Gorynych” (as an option - “Dragon”, “Dinosaur”).
- “Spring” (grass with flowers is depicted using palms).
Senior group:
- “Underwater world” (as an option – “Aquarium”).
- "Beautiful bouquet".
- "Butterfly in the Meadow"
- "Multi-colored cockerel."
- "Elephant".
- “Fairytale Forest” (alternatively – “Old Stump in the Forest”).
- “The forest is our wealth” (as an option – “Magic Forest”) (team work).
Preparatory group:
- "Crow".
- "Hedgehog".
- "Cactus".
- "Horse in the meadow."
- "Mysterious underwater world."
- "Dog".
- "Flowers in a vase".
- "Peacock".
- "Crow".
- “May there always be peace” (poster with images of birds against a background of nature) (team work)
Note that many topics are offered to children of different ages, for example, drawing a butterfly, fish, bird, flower. However, each group has its own level of difficulty.
For example, if early preschool children simply add the necessary details to a butterfly (eyes, antennae), then at an older age the image becomes more detailed: the image of an insect printed with the help of their palms is decorated with intricate patterns, interesting contrasting colors are selected. Similarly, the fish in the second younger group will simply be supplemented with eyes, and later the children will draw an entire underwater world based on such an image; sea inhabitants will differ from each other in color and scale pattern.
Class notes
| Author's full name | Title of the abstract |
| Kokunova S.N. |
"Funny Zebra" (second junior group) Educational objectives: teach preschoolers to draw in an unconventional way- with palms, combine different drawing techniques in a drawing, consolidate knowledge on the topic “Animals”. Developmental tasks: develop color perception, fine motor skills, attention. Educational tasks: cultivate perseverance, accuracy. Integration of educational areas: “Artistic creativity”, “Cognition”, “Communication”, “Socialization”, “Health”. Demo material: toy zebra. Handout: green sheets of colored paper, white and black gouache, brushes, sippy cups, brush holders, napkins. Progress of the lesson: The lesson begins with a riddle:
A toy zebra appears and came to visit the children from distant Africa. The children look at it together with the teacher - it has a beautiful coloring, just like a horse has a mane and tail.
Then the teacher tells the kids an amazing story: once upon a time a zebra was born in the African desert. And she became very lonely, there was no one to play with. And so the zebra came a long way to find friends. The teacher invites the children to help the zebra - to draw her many friends who look like her. |
| Shishova L.V. |
(middle group) The teacher asks the children to show their palms, stroke them, pat them, rub them on their cheeks. It turns out that palms can do a lot of things, including drawing birds.
The teacher tells the children that today they will draw a titmouse.
The teacher shows the preschoolers his palm and asks if it reminds them of a bird. Use your finger to indicate an imaginary beak, neck, body, fluffy tail. |
| Alekseenko G. | « Elephant» (senior group) The teacher asks the children to stand in a circle, a short warm-up is carried out:
Children join hands. The teacher tells them that they have turned into one big and kind animal. The game is played:
The guys are given a riddle about an elephant:
Examination of the image of an elephant, discussing its body parts, the shape and size of the head, ears, trunk, tusks, torso, legs, tail. Particularly notable are the huge ears that partially cover the head, the long flexible trunk and small eyes.
Independent activity of preschoolers. Analysis of drawings: the teacher invites several children to tell about their elephant (what its character is, what it likes to do). |
| Patrikeeva I.N. |
"Golden Time" (preparatory group) An audio recording of birds singing accompanied by the sound of autumn leaves sounds. Pictures depicting an autumn landscape hang on the board.
The teacher suggests looking at reproductions of famous Russian landscape painters on an autumn theme - I. Levitan’s “In the Forest in Autumn”, “ Oak Grove. Autumn”, “Golden Autumn”, I. Shishkina “Golden Autumn”, “Forest Backwater. Autumn", Kuindzhi "Autumn".
The teacher informs the children that today they will turn into landscape artists and depict autumn in all its beauty, and then organize an exhibition of their paintings. Children are invited to draw a landscape using their palms.
Independent activity of children. Design of the “Golden Exhibition” stand. |
Examples of drawings by preschoolers using the non-traditional technique of drawing with palms with comments on how to complete the work
Photo gallery “Works of pupils of the first junior group”
In the first junior group, kids simply practice “palm” painting, creating abstract images. To get any a certain image, the teacher guides the child’s hands and himself completes the image with the necessary details - in this regard, the composition “Spider” is indicative. At this age, children are often offered group work, where the teacher again plays the leading role. For example, he draws the central part of the sun with eyes, a smile and a wreath, and the kids use their palms to depict its rays (“Golden Sun”). Another option is for the teacher to designate a tree trunk, and the children complement it with leaves from their palms or snow flakes. Also at this age, children are offered interpretations on a flower theme: they are invited to complement the drawn stem with buds from multi-colored palms (“Bouquet for Mommy”, “Flower for Beloved Mommy”).
Collective work Collective work Collective work Collective work Gouache drawing Collective work
Photo gallery “Works of pupils of the second junior group”
In the second younger group, preschoolers themselves create complete images, for example, they independently draw a stem with leaves and complement it with colorful buds using “palm” painting. Kids are able to draw a cockerel, drawing its characteristic features - a red comb, paws and a multi-colored tail. Often at this age, children draw a fish, adding eyes and a characteristic background (blue water, algae, pebbles).
Pupils of the second younger group themselves, without the help of a teacher, draw a tree, passing its crown with the help of their palm (“ Autumn tree"and the collective composition "The forest is our wealth").
The “Pink Elephant” drawing is of interest: although the animal is not drawn very proportionally, characteristic features are still visible: a trunk, large ears, a small tail.
Gouache drawing Team work Gouache drawing Gouache drawing Gouache drawing 
Gouache drawing Gouache drawing
Photo gallery “Works of secondary group students”
In the middle group we see work of a more complex level. The fish already have their own character, an intricate pattern of scales. The drawing has a more complex composition: fish, for example, swim towards each other (“Happy Fish”).
Trees are depicted in an interesting way: the branches are not just lined with fingers: smaller elements extend from them, resulting in an elegant image. In this regard, the work “The Magic Forest” is indicative. The mysterious trees here are also complemented by applicative details - squirrels sitting in a hollow. A positive mood comes from the “Spring” drawing: flower stems are drawn here with the help of palms, each of which is decorated with a beautiful bright yellow bud with a red core. Interesting intricately shaped cacti are depicted using palm painting in the composition “Giraffe in Africa”.
Pupils in the middle group are already quite good at depicting animals and birds, giving the image characteristic details. This is the “Giraffe” with its beautiful spotted coloring, horns and hooves, and the titmouse with a yellow breast and ruffled feathers. Children successfully draw even the fairytale Serpent Gorynych (“Serpent Gorynych”, “My Favorite Fairy Tale”).
Also at this age, collective works are practiced, for example, the fantasy composition “Falling Leaves and Falling Stars,” where yellow palms symbolize falling stars.
Gouache drawing Gouache drawing (with appliqué elements) Gouache drawing 
Gouache drawing Gouache drawing Gouache drawing Gouache drawing Teamwork Gouache drawing Gouache drawing Gouache drawing
Photo gallery “Works of senior group students”
Pupils of the senior group create more detailed subject compositions and complicated plots. Thus, a giraffe, created with the help of palms, has a carefully drawn muzzle and a tail with a tassel at the end (“Giraffe”). The picture “Little Raven” turned out to be a funny bird: it has funnyly spread its wings, ruffled its feathers, its red legs and beak of the same color look bright and contrasting.
Images are increasingly of a narrative nature. So, the children not only draw beautiful yellow flowers with their palms, but also complement the composition with bees flying around them (“Bees pollinate flowers”). The palms are drawn with the crowns of southern palm trees, between which a crocodile is resting against the backdrop of a bright orange sun. In tender pastel shades The composition “Swans - Wonderful Birds” was performed, where the sea and sky are slightly different in tone, and the vibrations of sea waves are conveyed in thin strokes. The swans themselves swim against the backdrop of seagulls soaring in the sky. The huge yellow sun also looks impressive here.
With the help of multi-colored palms, a bright “Fairytale Bird” was originally drawn against the background of a bright rainbow and large drops of rain.
A very interesting work is “The World of the Underwater Kingdom and the Sky,” drawn in watercolors and colored pencils and filled with waves made from twisted pieces of napkins. The sun and jellyfish are endowed with anthropomorphic features here - they have eyes and smile widely. A huge multi-colored butterfly soars in the sky.
A beautiful forest landscape is depicted in the drawing “The Stump Has Mushrooms.” A black stump in a clearing, drawn with a hand, is surrounded by bright yellow mushrooms, grass and multi-colored flowers.
Cute birds, a cockerel and a chicken, are walking in a clearing (“Cockerels on a Walk”). The image of the rooster was created using a palm painted in different colors.
Watercolor drawing Watercolor drawing Watercolor drawing Watercolor drawing Watercolor drawing Watercolor drawing with pencils with applique elements Watercolor drawing Watercolor drawing Watercolor drawing Watercolor drawing
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 an unconventional drawing technique - painting 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).
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We take a piece of fabric measuring 10 x 5 cm, crumple it, and make something like a tampon.
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Dip a cloth swab into black gouache paint and draw a horizon line on the sheet.
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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.
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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.
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The forest and bushes on the horizon line are ready.
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It is important to remember that in the background objects appear small, but in the near foreground larger, more distinct. Now in the foreground we draw the shore line using a swab using the drawing method.
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The shore is ready.
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Let's start printing the bushes.
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The bushes are ready.
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We draw using the drawing method, chaotically smearing a cloud or cloud on the sky with a piece of fabric.
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The clouds have been drawn.
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Let's start drawing ripples on the lake.
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The ripple is ready.
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Now we draw the sun and its reflection in the water.
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