And

FROM

O

AT

BUT

H

And

e

Salute over the city in honor

holiday of Victory.

To teach: to reflect in the drawing the impressions of the Victory Day; create a composition of a drawing, placing a house or a Kremlin tower at the bottom, and a salute at the top; figurative evaluation of drawings (highlighting the color solution, details).

develop artistic

creativity, aesthetic perception. To consolidate the ability to prepare the desired colors by mixing paints on the palette. Cultivate a sense of pride in their homeland

gardens bloom

To consolidate the ability to depict pictures of nature, conveying its characteristic features. Learn to arrange images throughout the sheet. Develop: the ability to draw with different colors - aesthetic perception, figurative representations

Snail

(Painting with gouache)

Software content to draw on stone. Learn how to express your drawing. Develop imagination, thinking. Strengthen the ability to draw thin lines with the end of the brush.

Dispensing mother of Galla.

Butterflies fly over the meadow

Learn:

- to reflect in the drawings a simple plot, conveying pictures of the surrounding life; arrange images

on a wide strip; convey the flavor of

another phenomenon based on observations; transfer the contours of butterflies

continuous line; combine watercolor and

gouache; prepare the right colors

mixing watercolor and white.

Develop: color perception; aesthetic perception, the ability to see the beauty of the environment

nature, the desire to reflect it

in your creativity. Strengthen the ability to paint with watercolor

L

E

P

To

a

Modeling by design

Program content

Continue to develop self-

Fix a variety of

decorations

Flower in a pot

Learn to sculpt flowers from nature,

using sculpting with fingers to obtain dents, narrowing the shape, characteristic of certain colors. Learn to choose the right color. Strengthen the ability to sculpt a pot. Develop imaginative thinking, fine motor skills

Ladybug combined with natural material

To teach to develop independence and creativity, the ability to create

An image of your own design using natural materials.

Modeling by design

Program content

Continue to develop self-

strength and creativity, the ability to create images according to one's own design.

Fix a variety of

molding techniques. Learn how to use the stack

decoration products

BUT

P

P

L

And

To

BUT

C

And

I

Application collective “Meadow flowers”

Continue learning to cut rosette flowers from a square. Enrich applicative technique

Flowers in a vase

To consolidate the ability to create a beautiful image in the application, develop aesthetic perception, exercise in cutting out different parts using a variety of cutting techniques; cut out identical parts from paper folded like an accordion, symmetrical parts from paper folded in half.

Application silhouette symmetrical

“Pretty Butterflies".

Learn to cut silhouettes from a square and a rectangle. Show wing decor options

Application from cut out parts of the subject

“Free theme”

Learn on your own, choose the content of the craft, select a combination of paper and compose a composition.

(This material will be useful to educators and parents of senior and preparatory groups, the summary of activities is aimed at shaping children's ideas about the artist's profession, its creative nature, will help fix the names of objects and visual materials used by the artist; encourage children to use a variety of means of expression in the process of creating a drawing ).

Tasks:

Educational:

• To expand children's ideas about the profession of an artist.
• To deepen the knowledge of children about visual materials, methods of drawing.
• To give an idea that the artists in the works reflect their attitude, convey their thoughts and feelings.

Developing:

• Continue acquaintance with the expressive means of painting - color.
• Develop visual attention, thinking.
• To develop interest in art, emotional responsiveness to works of art.

Educational:

• Raise interest in the work of artists, respect for their work.
• To cultivate attention, accuracy, purposefulness, creative self-realization.

Integration of educational areas:"Cognition", "Communication", "Artistic creativity", "Music".

Equipment and materials: artist's costume; game material "Artist and his assistants"; reproductions of famous artists; reproduction of V. Perov "Troika"; game material "Make a picture"; material of the experiment game "Mixing colors"; music by M. Mussorgsky "Pictures at an Exhibition", "Magic Brush"; visual materials: drawing sheets, paints, brushes according to the number of children; silhouette of a man with a face without a smile.

Preliminary work: reading books about artists, looking at art calendars; reviewing the album "Creative Professions", a conversation on the content of what was viewed; artistic and didactic games "Missing colors", "Guess the color", "Painting", children's fantasies "If I were an artist"; free drawing.

About the profession of an artist to preschool children in kindergarten "Who is an artist?"

caregiver(in the form of an artist): Hello guys. Guess who am I?

I have a pencil

colorful gouache,

watercolor, palette, brush

And a thick sheet of paper

And also - an easel-tripod,

Because I am… an artist.

Educator: Correctly. I am a painter. And what does an artist do? (Answers of children).

Educator: That's right, an artist is a person who is engaged in fine arts, creates paintings, works of art. And let's call the artist's assistants? (The teacher conducts a didactic game "The Artist and His Assistants" - Appendix 1)

Educator: See how much an artist can tell in one picture. (The teacher shows the children reproductions of famous artists).

Educator: Do you like these pictures? What are the artists talking about in their paintings? (Answers of children).

Educator: We are surrounded by a large and wonderful world. Nature, objects, people. And artists want everyone to see the beauty around us. And the artists also convey in their paintings the joy or sorrow of other people, so that we can help those who need our help. (Work with the painting by V. Perov "Troika").

What feelings does the picture evoke?

Are you happy or sad to see her?

What is the most important thing in a picture?

Describe the faces of the children.

What did the artist V. Perov want to say with his work?

Educator: Let's create our own creation! Let's think about what will be the main thing and how we can arrange the rest of the items so that we get a real picture. (The teacher conducts a didactic game "Make a picture" - Appendix 1)

Educator: Guys, do you think it's hard to be an artist? (Answers of children).

Educator: Yes, to create their works, artists travel a lot, observe, fantasize. Only then do they draw what they especially liked. Very often the artist does not have time for rest and entertainment. But we all know that you need to take care of your health. If you are tired, you need to rest a little. I suggest you recharge. (Physical education minute).

Educator: To make the picture truly beautiful, the artist, like a real magician, selects paints and mixes them. Let's also try to mix paints and get new shades. But we will do this not on a palette, but in magic jars. (The teacher conducts the experiment "Mixing paints").

Educator: But to paint a picture, the ability to mix paints alone is not enough. An artist must be able to peer into the world around him, to listen in order to notice everything and draw beautifully. Then from the lines, dots and spots you get real magic. See what can come out of ordinary lines, dots and spots. (The teacher shows and explains drawing from spots, lines, dots).

Educator: And now I will touch each of you with my brush and turn you into real artists. (The teacher touches each child with a brush, calling his name).

Educator: Now, you, as real artists, can draw your miracles. Take your materials and turn the shapes on your sheets into something fabulous and out of the ordinary. And when you finish your work, we will all try to guess what you did. (Music sounds. Children draw on their own, the teacher helps children who are having difficulty with leading questions.).

Educator: You have done a great and difficult job. Whether you liked it or not, we'll find out. If you were interested, draw a joyful smile on my little man, and if not, a sad one. (Children do the task).

Educator: Now you know, in order to learn how to draw pictures, you need to see all the beautiful things that surround us and enjoy it.

Attachment 1

Card file of didactic games for a lesson in artistic creativity

"Who is an artist?"

Didactic game "Artist and his assistants"

A task: consolidate children's knowledge about the profession of an artist and his working tools

Game rule: Children choose from a set of heterogeneous objects only the objects of fine art that the artist needs to create a picture.

Game actions: Children alternately name the object of fine art, the teacher chooses it from the general visual range and puts it in the artist's "basket".

game material: "basket" of the artist, visual range: drawing paper, gouache, pastel, paints, brushes, simple pencil, colored pencils, palette, cloth, doll, typewriter, plasticine, etc.

Game progress: The teacher lays out various objects in front of the children. Children are invited to choose only those items that are the tools of the artist. Children take turns calling the subject of fine art and its purpose, the teacher puts it in the artist's "basket".

Didactic game: "Make a picture"

A task: to exercise children in compiling a composition with multifaceted content, highlighting the main size, combining objects with a common theme.

Game rule: Children choose pictures from the visual range and make a picture.

Game actions: Children name objects united by a common theme, indicate their compositional arrangement. The teacher places objects on the canvas (flanegraph).

game material: flannelograph, subject pictures.

Game progress: Children name the main subject, the teacher places it in the center of the canvas (flanegraph). Children explain why this item acts as the main one, point to its large size. Then the children choose and name the rest of the objects that can be united by a common theme, and indicate their compositional position, fix orientational-spatial concepts (left, right, top, bottom, middle, etc.). The teacher "makes up a picture" on the flannelgraph.

Game - experimenting "Mixing colors".

A task: Continue to consolidate and enrich children's ideas about colors and shades, surrounding objects and objects of nature.

Game rule: Paints of different colors are mixed in jars of water to obtain their shades.

Game actions: Children name paints for mixing, the teacher mixes them in jars of water.

game material: paint of different colors, jars of water, a stick for stirring paint in water.

Game progress: Children are encouraged to get different shades of colors. Children name two paints that need to be mixed to get a new color or shade. The teacher mixes paints, shows the result to the children. Children name the resulting color or shade. You can use another version of the game, when the teacher asks what colors to mix in order to get one or another color or shade.

Title: Abstract of a lesson on visual activity for older preschoolers "Who is an artist ?!"
Nomination: Kindergarten Lecture notes, GCD / visual activity

Position: educator
Place of work: MBDOU "Kindergarten No. 50"
Location: Achinsk, Krasnoyarsk Territory.

Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova

Komarova Tamara Semyonovna - Head of the Department of Aesthetic Education of the Moscow State University for the Humanities. M.A. Sholokhova, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, full member of the International Academy of Sciences of Pedagogical Education, full member of the International Pedagogical Academy, full member of the Academy of Security, Defense and Law Enforcement Problems. Author of numerous works on various issues of preschool pedagogy, the history of pedagogy, aesthetic education, continuity in the upbringing and education of children of preschool and primary school age; founder and leader of the scientific school. Under the leadership of T.S. Komarova defended more than 80 candidate and doctoral dissertations.

Foreword

The manual "Classes in visual activity in the senior group of kindergarten" is addressed to teachers of preschool educational institutions working on the "Program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
The book includes a program of visual activities for the senior group and abstracts of classes in drawing, modeling and appliqué, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires a change in sequence, for example, the educator makes changes to the topics of classes, dictated by regional characteristics, the need to close the gap between two classes that are interconnected in content, or the need to form a formative skill, etc.
The lessons presented in the book are developed taking into account the age capabilities and psychological characteristics of children aged 5-6 and are based on the following provisions.
Visual activity is part of all educational work in the preschool educational institution and is interconnected with all its other areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; familiarization with various types of art, both classical, modern and folk, including literature, as well as a variety of activities for children.
Of particular importance for the upbringing and development of the child is the connection between drawing, modeling and applique classes with a variety of games. A versatile connection with the game increases the interest of children in both visual activity and play. In this case, it is necessary to use various forms of communication: the creation of images and products for games (“a beautiful napkin in a doll corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of game, surprise moments, situations (“make friends to a bear”, “paint the wings of a butterfly - its decorations were washed off the wings by rain”, etc.) in all types of activities (drawing, modeling, appliqué). It is necessary to provide children with the opportunity to portray how they played a variety of role-playing and outdoor games.
For the enrichment of figurative representations, the development of aesthetic perception and imagination, the successful mastery of visual activity by children, the relationship of classes with didactic games is important. You can learn more about this from the book "Continuity in the Formation of Children's Artistic Creativity in Kindergarten and Primary School." The book also contains summaries of classes on creating didactic games with children, which can be used by teachers when working with children in the senior and preparatory groups.
For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful environment of the group, play areas; using individual and collective drawings and applications created by children in the design of the group. Of great importance is the aesthetic design of classes, the thoughtful selection of materials for classes, the paper format for drawings, applications, corresponding to the size and proportions of the objects depicted, the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.
Of great importance is the emotional well-being of children in the classroom, created by interesting content for them, the friendly attitude of teachers to each child, the formation of his confidence in his abilities, the respectful attitude of adults towards the results of children's artistic activity, their use in the design of group and other premises of a children's institution, educating children in a positive, friendly attitude towards each other, etc.
At the heart of the development of any abilities of preschoolers, including children of 5–6 years old, is the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, include in the process of mastering the shape and size of objects, their parts, alternate movements of the hands of both hands (or fingers), so that the image of hand movement, sensorimotor experience is fixed, and on the basis of it, the child can subsequently independently create images of various objects and phenomena . This experience should be constantly enriched, developed, forming figurative ideas about already familiar objects.
In order to develop the freedom of creative decision in children, it is necessary to teach them shaping movements, hand movements aimed at creating images of objects of various shapes, first simple, and then more complex, in all types of activities (in drawing, modeling and appliqué). This will allow children to depict a variety of objects and phenomena of the world around them. The better the child masters the shaping movements in the second younger group, and then in the middle group, the easier and freer it will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual, as well as kinesthetic (motor-tactile) perception. The shaping movements of the hand in drawing and modeling are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in modeling - by mass, volume. Hand movements during drawing differ in nature (in terms of pressure, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.
It is important to remember that all types of visual activity should be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, applications and the formation of creativity are based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activity.
In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting things around, what they liked; learn to compare objects; to ask, activating the experience of the guys, what they already drew, sculpted, how they did it; call the child to show all the children how to depict this or that object.
Of particular importance in the older group is the examination of images created by children and their evaluation. The experience of visual activity acquired by children by this age, examining the drawings, modeling, applications created by them, both individual and collective, gives them the opportunity to create a variety of paintings, sculptural images, applications, using the acquired skills, knowledge and skills, and also allows them to consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty, cause a feeling of pleasure. To do this, it is necessary to draw the attention of children to how the created image looks like: what is the shape, size, location of the parts, how the characteristic details are conveyed. When examining the created plot image with children, they should pay attention to how the plot is conveyed (in a drawing, modeling, appliqué), what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, stand (in modeling ), how the ratio of objects in size (in the composition) is conveyed, etc. Asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Evaluation of children's work should end each lesson. If there is no time left to evaluate, you can evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by children, emphasize something, highlight, summarize the lesson.
The classes proposed in the manual are thought out so that they do not cause overload for children, the time of their conduct complies with the requirements of SaNPin. In the senior group, 3 classes in fine arts are held per week - 12 lessons per month. In those months in which there are 31 days, the number of classes can increase by 1-2. In this case, educators independently determine which classes are better to conduct as additional ones.
The abstracts of the classes are compiled according to the following structure: program content, methods of conducting the lesson, materials for the lesson, connection with other classes and activities.
At the beginning of the year (September, the first half of October) and at the end (May), you can conduct a diagnostic lesson to determine the level of development of children's creativity (a description of the methodology for conducting such a lesson and processing its results is given on pages 114–124).
We hope that the book will be useful to teachers of preschool institutions, additional education groups, leaders of circles and studios. The author will gratefully accept comments and suggestions.

Visual Arts Program

Continue to develop children's interest in fine arts. Enrich sensory experience by developing the organs of perception: sight, hearing, touch, taste, smell.
Develop aesthetic perception, teach to contemplate the beauty of things, nature. In the process of perceiving objects and phenomena, develop mental operations: analysis, comparison, likening (what it looks like); establishing similarities and differences between objects and their parts.
To teach to convey in the image the main properties of objects (shape, size, color), characteristic details, the ratio of objects and their parts in size, height, location relative to each other.
To develop the ability to observe natural phenomena, to notice their dynamics, the shape and color of slowly floating clouds.
To improve visual skills and abilities, to form artistic and creative abilities.
Develop a sense of shape, color, proportions.
Continue to acquaint children with folk arts and crafts (Gorodets, Polkhov-Maidan, Gzhel), expand ideas about folk toys (matryoshka dolls - Gorodets, Bogorodskaya; spillikins).
Introduce children to national arts and crafts (based on regional characteristics); with other types of arts and crafts (porcelain and ceramic products, small sculptures). To develop decorative creativity of children (including collective).
To form the ability to organize your workplace, prepare everything necessary for classes; work carefully, use materials sparingly, keep the workplace clean, put it in order after work is completed.
Continue to improve the ability of children to consider work (drawings, modeling, applications), enjoy the result achieved, notice and highlight the expressive solutions of images.

Drawing

Subject drawing. Continue to improve the ability to convey in the drawing images of objects, characters of literary works. Draw the attention of children to the differences in objects in shape, size, proportions of parts; encourage them to convey these differences in drawings.
To teach children to convey the location of objects on a piece of paper, to draw the attention of children to the fact that objects can be located on a plane in different ways (stand, lie, move, be in different poses, etc.).
Contribute to the mastery of compositional skills: learn to place an object on a sheet, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, not very tall, but a long house, place it horizontally).
To fix the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastels, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop the skills of drawing the outline of an object with a simple pencil with light pressure, without hard, rough lines that stain the drawing.
When drawing with pencils, learn to convey shades of color by adjusting the pressure on the pencil. In a pencil version, children can, by adjusting the pressure, convey up to three shades of color. Learn to draw in watercolor in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).
To teach children to draw with a brush in different ways: wide lines - with the whole pile, thin ones - with the end of the brush; apply strokes, applying the brush with the whole pile to the paper, draw small spots with the end of the brush.
Consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, light green, lilac), develop a sense of color. Learn to mix paints to obtain new colors and shades (when drawing with gouache) and lighten the color by adding water to the paint (when drawing with watercolors).
Story drawing. To teach children to create plot compositions on the themes of the surrounding life and on the themes of literary works (“Who did Kolobok meet”, “Two greedy bear cubs”, “Where did the sparrow dine?”, etc.).
Develop compositional skills, learn to place images on the strip at the bottom of the sheet, all over the sheet.
Draw the attention of children to the ratio of the size of different objects in the plot (the houses are large, the trees are tall and low; people are smaller than houses, but more flowers growing in the meadow).
Learn to arrange objects in the drawing so that they block each other (trees growing in front of the house and partially blocking it, etc.).
Decorative drawing. Continue to acquaint children with handicrafts, consolidate and deepen knowledge about Dymkovo and Filimonovo toys and their painting; to offer to create images based on folk decorative painting, to acquaint with its color system and elements of composition, to achieve a greater variety of elements used. Continue to acquaint with Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), learn to use animation for decoration.
To acquaint with the painting of Polkhov-Maidan. Include Gorodets and Polkhov-Maidan painting in the creative work of children, help to master the specifics of these types of painting. To acquaint with regional (local) decorative art.
Learn to make patterns based on Gorodets, Polkhov-Maidan, Gzhel painting; introduce characteristic elements (buds, flowers, leaves, grass, tendrils, curls, animations).
Learn to create patterns on sheets in the form of a folk product (tray, salt shaker, cup, rosette, etc.).
To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats (kokoshnik, scarf, sweater, etc.), household items (napkin, towel) for decoration.
Learn to rhythmically arrange the pattern. Offer to paint paper silhouettes and three-dimensional figures.

modeling

Continue to acquaint children with the features of modeling from clay, plasticine and plastic mass.
To develop the ability to sculpt from life and according to the presentation of familiar objects (vegetables, fruits, mushrooms, dishes, toys); convey their characteristics. Continue to learn how to sculpt dishes from a whole piece of clay and plasticine in a tape way.
To consolidate the ability to sculpt objects in plastic, constructive and combined ways. Learn to smooth the surface of the form, to make objects stable.
To teach to convey expressiveness of the image in modeling, to sculpt human and animal figures in motion, to combine small groups of objects into simple plots (in collective compositions): “A chicken with chickens”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To form in children the ability to sculpt according to the representation of the heroes of literary works (bear and bun, fox and bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small details; using a stack, apply a pattern of fish scales, designate eyes, animal hair, bird feathers, a pattern, folds on people's clothes, etc.
Continue to develop technical skills and skills in working with a variety of modeling materials; encourage the use of additional materials (bones, grains, beads, etc.).
Strengthen the skills of accurate modeling.
To consolidate the skill of washing hands thoroughly at the end of modeling.
Decorative molding. Continue to acquaint children with the features of decorative modeling. To form interest and aesthetic attitude to the objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To form the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and in-depth relief.
Learn to dip your fingers in water to smooth out the roughness of the sculpted image when necessary to convey the image.

Application

To consolidate the ability to cut paper into short and long strips; cut out circles from squares, ovals from rectangles, convert some geometric shapes into others: a square - into 2-4 triangles, a rectangle - into stripes, squares or small rectangles; create images of various objects or decorative compositions from these details.
Learn to cut out identical figures or their details from accordion-folded paper, and symmetrical images from paper folded in half (glass, vase, flower, etc.).
To encourage the creation of subject and plot compositions, to supplement them with details.
To form a neat and careful attitude to materials.

By the end of the year, children may

Be able to distinguish between works of fine art (painting, book graphics, folk decorative art).
Highlight expressive means in different types of art (form, color, color, composition).
Know the features of visual materials.
In drawing
Create images of objects (from life, according to representation); plot images.
Use a variety of compositional solutions, visual materials.
Use different colors and shades to create expressive images.
Perform patterns based on folk arts and crafts.
in modeling
Sculpt objects of different shapes using learned techniques and methods.
Create small plot compositions, conveying the proportions, poses and movements of the figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing off paper with small finger movements.

Approximate distribution of program material for the year

September

Lesson 1. Modeling "Mushrooms"
Software content. Develop perception, the ability to notice differences from the main reference form. To consolidate the ability to sculpt objects or their parts of a round, oval, disk-shaped shape, using the movement of the entire hand and fingers. Learn to convey some characteristic features: a deepening, curved edges of mushroom caps, thickening legs.

Lesson 2. Drawing "Picture about summer"
Software content. Continue to develop figurative perception, figurative representations. To teach children to reflect in the drawing the impressions received in the summer; draw various trees (thick, thin, tall, slender, twisted), bushes, flowers. To consolidate the ability to place images on the strip at the bottom of the sheet (earth, grass), and throughout the sheet: closer to the bottom of the sheet and further from it. Learn to evaluate your drawings and the drawings of your comrades. Develop creative activity.

Lesson 3. Application "Mushrooms grew in a forest clearing"
Software content. Develop figurative representations of children. To consolidate the ability to cut objects and their parts of a round and oval shape. Exercise in rounding the corners of a rectangle, triangle. Learn to cut large and small mushrooms in parts, make a simple beautiful composition. Learn to tear a narrow strip of paper with small finger movements to depict grass, moss near mushrooms.

Lesson 4. Drawing "Introduction to watercolor"
Software content. To acquaint children with watercolors, their features: paints are diluted with water; color is tested on the palette; you can get a brighter light tone of any color by diluting the paint with water, etc. Learn how to work with watercolors (wetting paints before painting, shaking off a drop of water collected on a brush for each paint; dilute the paint with water to get different shades of the same color; rinse the brushes thoroughly, drying it on a rag, napkin and checking the cleanliness of washing the brush).

Lesson 5. Drawing "Cosmos"
Software content. To develop aesthetic perception in children, a sense of color. Learn to convey the characteristic features of cosmea flowers: the shape of the petals and leaves, their color. Continue to acquaint with watercolors, exercise in the ways of working with them.

Lesson 6. Sculpting "Make whatever vegetables and fruits you want to play in the store"
Software content. To consolidate the ability of children to convey in modeling the shape of various vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.). Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey in modeling the characteristic features of each vegetable, using the techniques of rolling, smoothing with your fingers, pinching, pulling.

Lesson 7. Drawing "Decorate a handkerchief with daisies"
Software content. To teach children to make a pattern on a square, filling in the corners and the middle; use the techniques of sticking, drawing with the end of the brush (dots). Develop aesthetic perception, a sense of symmetry, a sense of composition. Continue learning to paint.

Lesson 8. Drawing "Apple tree with golden apples in a magic garden"
Software content. To teach children to create a fabulous image, draw branchy trees, conveying the branching of the crown of fruit trees; depict a lot of "golden" apples. To consolidate the ability to draw with paints (rinse the brush well before picking up paint of a different color, blot the brush on a napkin, do not paint on wet paint). Develop aesthetic perception, a sense of composition. Learn to beautifully arrange images on a sheet.

Lesson 9. Drawing "Cheburashka"
Software content. To teach children to create in the drawing the image of their favorite fairy-tale hero: to convey the shape of the body, head and other characteristic features. Learn to draw a contour with a simple pencil (do not press hard, do not trace the lines twice). To consolidate the ability to accurately paint over the image (without going beyond the contour, evenly, without gaps, applying strokes in one direction: from top to bottom, or from left to right, or obliquely with a continuous movement of the hand).

Lesson 10. Application "Cucumbers and tomatoes are on a plate"
Software content. Continue to practice the ability to cut round and oval-shaped objects from squares and rectangles, cutting corners using a rounding method. Develop coordination of movements of both hands. Strengthen the ability to accurately paste images.

Work plan of the circle "Magic colors" in the senior group

Target
The development of creativity in children by means of non-traditional drawing techniques through circle activities.
Tasks
Learn to use a variety of materials and non-traditional techniques in drawing, different ways of creating an image.
To acquaint with the genres of fine arts, their features.
Develop a sense of form, color, rhythm, composition, proportion.
Raise interest in fine arts (non-traditional drawing), an aesthetic attitude to the world, enrich the emotional sphere of the child.

The work plan of the circle "Magic colors"

"House by the river" landscape
Non-traditional technique: Monotype.
Tasks: Introduce children to technology - monotype. Develop a sense of composition, color perception. Cultivate accuracy.
Equipment: Sheets of paper, gouache, brushes.

"Fruits in a vase" still life
Non-traditional technique: Pointillism. The background is pastel.
Tasks: To acquaint with the technique of pointillism (drawing with dots), learn to work in this technique. Cultivate accuracy. Continue to learn how to tint paper with pastels.
Equipment: Sheets of paper, gouache, cotton swabs, pastel.

"Autumn Tree"
Non-traditional technique: Spray.
Tasks: Familiarity with the technique of "spraying". Continue learning to draw trees. Develop a sense of color.
Equipment: Sheets of paper, gouache, brushes, toothbrushes, sticks, stencil (tree crown, fallen leaves).

October
"Rain outside the window"
Non-traditional technique: Drawing with a painted ball, stamp.
Tasks: Learn how to draw with a ball. Learn to draw leaves with a stamp. Develop imagination, fine motor skills.
Equipment: Sheets of paper, gouache, box lid, balls, blanks of window frames cut out of colored paper, glue, leaf stamps.

"Maple Leaf"
Non-traditional technique: Drawing with a sponge.
Tasks: Learn how to paint with a sponge. Develop fine motor skills. Cultivate independence, accuracy.
Equipment: Sheets of paper, gouache, foam rubber (sponge), palette, maple leaf (cut out of cardboard).

"Squirrel in the Hollow"
Non-traditional technique: Drawing with palm, fingers.
Tasks: Learn to draw with your palm, improve the technique of drawing with your finger. Develop compositional skills. Cultivate accuracy.
Equipment: Sheets of paper, gouache, brushes, napkins.

"Mushrooms"
Non-traditional technique: Foam rubber print, leaf print.
Tasks: Continue to learn to draw with foam rubber, improve the printing technique. Develop compositional skills. Cultivate accuracy.
Equipment: Sheets of paper, gouache, foam rubber, tree leaves, mushroom stencil, napkins.

November
"Hedgehog"
Non-traditional technique: Leaves imprint, stamp.
Tasks: Improve the technique of printing, learn to draw details with a felt-tip pen.
Equipment: Sheets of paper on which silhouettes of hedgehogs are drawn, tree leaves, apples (halves), gouache, brushes, felt-tip pens, pastel (background), cotton swabs.

"My favourite toy"
Non-traditional technique: Pointillism.
Tasks: To improve the ability of children to draw with cotton swabs. Develop a sense of color.
Equipment: Sheets of paper with the image of toys, gouache, cotton swabs.

"My favorite animal"
Non-traditional technique: Poke with a semi-dry hard brush.
Tasks: Learn how to use this technique. Learn to display the appearance of an animal in a drawing. Develop a sense of rhythm and composition. Cultivate accuracy.
Equipment: Sheets of paper, hard brush, gouache.

"Umbrella"
Non-traditional technique: Pointillism.
Tasks: Improve skills in this technique. Develop a sense of color, fine motor skills. Cultivate accuracy.
Equipment: Silhouettes of umbrellas, gouache, cotton buds.

December
"Portrait of a hare"
Non-traditional technique: Silhouette drawing.
Tasks: Introduction to this technique. Develop visual-figurative thinking.
Equipment: Outline image of a hare, black and white paper, table lamp, black and white gouache, foam rubber.

"Winter landscape"
Non-traditional technique: Drawing with toothpaste.
Tasks: Introduce new non-traditional drawing material. Cultivate accuracy.
Equipment: Colored cardboard (black, blue), toothpaste, napkins.

"Herringbone"
Non-traditional technique: Monotype.
Tasks: Improve your drawing skills in this technique. Develop compositional skills. Cultivate accuracy.
Equipment: Sheets of paper, gouache, brushes.

"New Year card"
Non-traditional technique: Coffee drawing.
Tasks: Introduce non-traditional drawing materials.
Equipment: Sheets of paper, coffee, brushes, scissors, ribbon for decoration.

January
"Winter evening"
Non-traditional technique: Graftage.
Tasks: To acquaint with the non-traditional visual technique of black and white scratching. Learn to convey the mood of a quiet winter evening with the help of graphics. Exercise in the use of expressive means such as line, stroke.
Equipment: Prepared base (candle, gouache black, blue), wooden sticks.

"Frost patterns"
Non-traditional technique: Candle + watercolor.
Tasks: Get familiar with this technique. Develop imagination, creative thinking.
Equipment:

"Snowman"
Non-traditional technique: Salt painting.
Tasks: Introduce non-traditional drawing materials. Cultivate accuracy.
Equipment: Sheets of blue paper, salt, glue, brushes.

"Winter storm"
Non-traditional technique: Nitkography.
Tasks: Introduce the technique of nitkography, learn to draw in this technique. Develop imagination, associative thinking.
Equipment: Sheets of paper, gouache, thread.

February
"White birch under my window"
Non-traditional technique: Candle + watercolor
Tasks: Improve the ability to draw in this technique. Continue learning to draw a tree. Develop a sense of composition
Equipment: Sheets of paper, watercolor, candle.

"Bullfinch"
Non-traditional technique: Groats drawing.
Tasks: Introduce non-traditional drawing materials. Learn to draw a bird.
Equipment: Sheets of paper, gouache, semolina, glue, brushes.

"Funny animals"
Non-traditional technique: Blotography, foam.
Tasks: Learn to draw with foam, create images of animals. Develop creative imagination.
Equipment: Sheets of paper, painted soap foam, straws, watercolor, brushes.

"Airplane"
Non-traditional technique: Plasticineography
Tasks: Improve your technique. Cultivate accuracy.
Equipment: Colored cardboard, plasticine.

March
"Flower for Mom"
Non-traditional technique: Drawing on crumpled paper.
Tasks: To introduce the technique of drawing on crumpled paper. Develop compositional skills.
Equipment: Sheets of paper, watercolor, brushes.

"Wonderful Flowers"
Non-traditional technique: Blotography, tube blowing.
Tasks: To acquaint with the technique of blowing with a tube (drawing flowers). Learn to draw a stem, leaves.
Equipment: Sheets of paper, gouache, tubes, brushes.

"Magic Flowers"
Non-traditional technique: Nitkography.
Tasks: Improve skills in this technique. Develop imagination, associative thinking
Equipment: Sheets of paper, thread, gouache, brushes.

"Spring landscape"
Non-traditional technique: Monotype.
Tasks: To improve the ability of children to draw in this technique. Continue to learn how to create an image of a tree.
Equipment: Sheets of paper, gouache, watercolor, brushes.

April
"Starry sky"
Non-traditional technique: Graftage.
Tasks: Introduce the grafting technique. Develop compositional skills.
Equipment: Prepared base (wax crayons, candle, black, blue gouache), wooden sticks.

"Sprig of Willow"
Non-traditional technique: Pastel, charcoal.
Tasks: Strengthen drawing skills with these materials. Learn to draw a willow branch.
Equipment: Sheets of paper, pastel, charcoal.

"Easter egg"
Non-traditional technique: Drawing with cotton swabs, cork imprint.
Tasks: Raise interest in folk culture. Learn the elements of decor, color perception.
Equipment: Sheets of paper, gouache, cotton buds, corks.

"Flowering branch"
Non-traditional technique: Tube blowing.
Tasks: Teach children to draw in this technique. To acquaint with the method of depicting a corolla of a flower of 4-5 petals using the “sticking” technique. Create conditions for experimenting with color to get a pink tint by mixing white with red. Develop imagination, associative thinking.
Equipment: Sheets of paper, gouache, brushes, tubes, palette.

May
"Festive fireworks"
Non-traditional technique: Wax crayons, watercolor.
Tasks: Learn to depict a salute using wax crayons, watercolor for the background.
Equipment: Sheets of paper, wax crayons, watercolor, brushes.

"Butterflies in the Meadow"
Non-traditional technique: Stamp.
Tasks: Learn to draw butterflies using eraser prints. Develop attention, accuracy of movements, the ability to navigate on a sheet of paper.
Equipment: Sheets of paper, gouache, brushes, butterfly stamps.

"Daisies"
Non-traditional technique: Drawing on embossed paper.
Tasks: Learn to draw flowers on embossed paper. Develop a sense of color and composition.
Equipment: Embossed paper, stencils, gouache, brushes.

"Clean planet" poster (teamwork)
Non-traditional technique: Hand drawing.
Tasks: Fix the technique of drawing with palms. Learn to complement the composition with details using different visual means and materials.
Equipment: Whatman paper, gouache, brushes, napkins, wax crayons, pastels, pencils, felt-tip pens.

Creative work of children

"House by the river" landscape

"Fruits in a vase" still life

State budget professional

educational institution

Rostov region

"Volgodonsk Pedagogical College"

(GBPOU RO "VPK")

Abstract

Non-traditional painting technique

Lesson topic: Drawing in the technique of "wet sheet"

(Color stretching, glazing) Spring sky

Compiled by: student of group DO-3

Varlyaeva Olga

Checked by: Lykhvar G.I.

Volgodonsk -2015

Tasks.

Create conditions for free experimentation with watercolors and various art materials.

Learn to depict the sky in the wet color stretching method. Create conditions for reflecting spring impressions in the drawing.

Develop creative imagination.

Preliminary work.

Observations of the sky on a walk (transparent, different colors at different times of the day), half the possibility of observing the sunset, looking at images of the sky on reproductions, art paintings, postcards.

Materials, tools, equipment.

For the educator: landscape sheet, illustration of paintings sky, blue gouache brush, cotton buds, brush jars of water, napkins.

For children: landscape white sheets, blue gouache, cotton buds, jars of water, napkins.

The teacher reads to the children an excerpt from "Stories about the Boy Who Wanted to Become an Artist":

The next day, Rainbow told the Boy: “You have learned to look at the world like a real artist - carefully and with love. Everything is interesting to you. You feel the mood and character of the color. You can even draw anything without a brush. Try to guess it».

The boy slid down the blue road and was surprised to notice that the color of the icy path under his feet was gradually changing. At first it was bright blue. Then it began to shimmer in the sun with either yellow specks, or pink-blue and lilac sparks. Further, further, and ended with a white snowdrift.

Now I know what shade is! Exclaimed the Boy who wanted to be an artist. This is a variation of the same color. For example, now blue remains blue, but it changes a little, then it becomes lighter, then it mixes a little with a different color ...

The boy took a white sheet of paper, moistened it with water. Then he drew several bright blue stripes with a cotton swab at the top of the sheet, and below he began to draw with the same swab, constantly wetting it with water. The paint gradually dissolved, the color gradually brightened, turned pale, and the real sky appeared on the drawings .

The teacher invites the children to experiment with gouache paints to get light shades "Let's try to draw the spring sky, as the Boy Who Wanted to Become an Artist did." But first, let's do some exercise.

Physical education minute

We raise our hands up, and then we lower them,

And then we separate them

And we'll take it to ourselves soon.

And then faster, faster

Clap, clap more fun!

Children take an album sheet, the teacher says they turn it vertically (in height), and take a brush, dip it into water and put it on the sheet. Then, very quickly (until the sheet has dried out), they draw a spring festive sky: they dip a cotton swab in bright blue paint and draw it across the sheet from left to right, starting from the top and wetting the cotton swab with clean water over and over again to get a color stretch from the dried - blue (above) to lighter - pale blue (below). At the end of the lesson, the children transfer their paintings depicting the hovering sky to a free table, lay out all the drawings together and consider how big the sky turned out and how its color changed ( light shade) from bright, saturated to increasingly light, transparent, pale. The teacher praised the guys, well done, everyone got a spring sky.

At the end of the lesson, the teacher reads the poems of I. Nikiten to the children “Admire, spring is coming!” poem

Look, spring is coming

Cranes fly in a caravan.

The day is drowning in bright gold,

And the streams roar along the ravines...

Soon you will have guests

How many nests will be built, look!

What sounds, what songs will flow.

Day-to-day from dawn to dusk!