Summary of drawing classes in the senior group. Outline of a drawing lesson on the topic: Lesson notes on various non-traditional drawing techniques

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

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

Everyone knows that drawing is one of the most favorite activities of our children. With great pleasure they draw with colored pencils, felt-tip pens, paints, dipping the brush into a bright substance. And why not get your finger wet there or smear the whole palm with paint? Fine art cannot be framed, it is necessary to destroy all the boundaries of the familiar and traditional!

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

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

All the most interesting techniques and methods were collected and systematized by G.N. Davydov in the book "Unconventional Drawing Techniques in Kindergarten". This book is a great helper for both a teacher and a mom who wants to diversify her leisure time with her baby.

Let's start creating: fingers or palms

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

For different ages you can offer your own technique, for example, it will be interesting for the smallest to draw with fingers, because it is still difficult for a baby to hold a brush, but the baby already knows his own hands brilliantly. Dip the palm of the crumbs in the paint and offer to leave a mark on the paper, as cat and dog tracks leave. Consider the imprint with the baby, who does it look like? It looks like an elephant or a turtle, and if we finish the eye, there will be a fish! All the action is controlled only by the imagination of your baby, and if suddenly he is confused, then help him, hold a master class - paint your palm and leave an imprint. “Look, the mother of an elephant turned out, but where is the baby elephant?”, - the child will be happy to join in such a fun game.

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

We continue to fantasize. Stamps, prints

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

As a stamp, almost anything that can be dipped in paint and then left an imprint on a sheet of paper is suitable. You can cut an apple or a potato - this is the easiest stamp. On a half of a potato, you can cut out some figure: a heart or a flower. Another stamp is made from ordinary threads, wound on any basis. Threads can not be wound, but simply immersed in paint. After thorough impregnation, they are laid out on one sheet, covered with another, lightly pressed, and admire the intricate pattern.

It is easy to make a stamp from ordinary plasticine. Come up with an interesting shape and decorate a small piece of plasticine. It is better to choose thick paint for classic stamps. An unusual texture to the background can be given by using a crumpled napkin or paper, and then according to the worked out scheme: we dip it in paint and stamp it. Very beautiful stamps are obtained from dried leaves: paint the leaf with paint on one side, put it on paper and press it. After the painted leaf was removed, the picture “Golden Autumn” turned out - the kid is completely delighted.

There is another non-traditional drawing technique, similar to a stamp, but with an interesting feature - drawing with foam rubber. Cut off a small piece from an ordinary sponge, dip it in paint and cover the sheet with gentle pressure. It's so easy and simple to get a wonderful background for further drawing, and if you use stencils or templates for child drawing, you get an amazing floral, or geometric pattern.

Dot drawing

As a method of fine art for kids, drawing with dots can be distinguished. This simple technique is clear even to the crumbs. You will need paints and cotton buds or regular felt-tip pens. We dip the wand into the paint, and with a slight pressure draw a dot on a sheet of paper, then another one - until the invented image appears on the landscape sheet. You can help the baby by drawing the outline of the future drawing, and he will fill it with a large number of bright prints. The subject of a bitmap can be any - a winter fairy tale, and a bright sun. Education at such a tender age should be carried out unobtrusively, in the form of a game.

Technique "monotype"

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

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

The feeling of delight is provided, while the child understands that his “hooligan” actions, when blots and splashes fly onto the album sheet, are also a form of art. "Blotography" also has the name "Spray". With such techniques, unusual artistic effects can be achieved.

Paint splatter, aka "Splatter". A toothbrush will come to the rescue. Gently dip it into the paint and lightly tap with a pen or pencil towards you. A huge number of small droplets remain on the sheet. With the help of such an unconventional drawing technique, a very realistic winter landscape or deep space with many stars is obtained. "Blotography" will help the young artist populate the uninhabited planets of space with funny aliens. One has only to pick up more paint on the brush and let it drain onto a sheet of paper - it turned out to be a blot. And now we blow on it, dispersing the rays in different directions. Let's draw a couple of eyes to the dried blot, or maybe two pairs, this is an unknown animal, and send it to populate its distant worlds!

An interesting texture can be achieved by using a dry brush. Lightly immerse a dry wide brush in gouache, wipe off excess paint on a jar. We draw with vertical poke movements. The image turns out to be “shaggy” and “prickly”, in this way Christmas trees and hedgehogs, a field with green grass are very realistic. In such an unconventional way in kindergarten, you can draw flowers, for example, asters.

Incredible possibilities of ordinary things.

1. Bubble.

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

1. Salt.

Do not be surprised, but salt can be used not only in cooking. An interesting texture will turn out if the dry drawing is sprinkled with salt, and when the paint dries, just chill.

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

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

Classics in an unconventional way

Let's put away the stamps and salt, wipe off the paint-stained pens, get the watercolors and brushes. Boring? Not boring at all, but very interesting, because with the help of classic watercolors we will work wonders!

It is necessary to take thick paper (the best option is special watercolor), wet it so that it gets wet enough. Pick up a little paint on the brush and lightly touch the wet paper with the brush. The movements should be exactly light and smooth, the beauty of the result depends on this. Before your eyes, a drop of paint spreads in different directions, turning into something amazing! This is the right time to tell your baby about the rules for getting new colors and shades. Now this practice is the most obvious. The resulting unthinkable divorces will serve as an interesting background for future creative work.

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

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

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

Making "marble paper" is an extremely exciting activity that kids really like: it's fun to play with things that are generally not allowed to be taken. For example, daddy's shaving foam. For work you will need:

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

First you need to get a saturated solution: mix the paint with water. Then apply a thick layer of shaving cream on a plate, and drip a few bright drops of paint in a chaotic manner. With the help of a brush, we draw with drops of paint on the foam, getting intricate zigzags and patterns. Here it is - a magical sacrament that will completely absorb an enthusiastic baby. And here is the promised practical effect. We apply the sheet to the rainbow foam, and then turn it over so that the foam is on top of the sheet. We remove the foam remaining on the paper with a scraper. And - about a miracle! Unimaginable stains appear from under the foam, similar to a marble pattern. The paper has absorbed the ink. After drying, "marble paper" can be used in the manufacture of crafts or as an addition to the decor.

There is no limit to creativity

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

Thick paper is needed, it needs to be painted with wax crayons, preferably in bright colors, then, using a wide brush, cover with black gouache or ink. If you intend to use gouache, add a little PVA glue so that the dried paint does not crumble. When the ink (or gouache) dries, the blank for further work is ready. Now take a thin stack (any sharp, non-writing instrument) and start drawing. But this process can be called drawing only conditionally, since the top layer of paint is scraped off. So, stroke after stroke, a bright wax layer appears and is projected into the artist's idea.

For young artists, it will be a fascinating technique of drawing with plasticine on glass.

Choose the drawing you like, cover it with glass, draw the outlines of the drawing on the glass with a black felt-tip pen. Then we proceed to filling the contours with soft plasticine, trying not to protrude beyond the edge. The wrong side does not look so neat, but a bright and clear picture is visible from the front side. Insert the work into a frame, and you can use colored cardboard as a background.

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

One of the available and entertaining techniques is "Frontage".

We have known this type of fine art since childhood, do you remember hiding a coin under a sheet of paper and shading it with a simple pencil? In the same way, instead of a coin, you can use dry leaves, and shade not with a pencil, but with colored pastels. The picture will turn out bright and saturated.

We have seen a lot of drawing techniques and have already learned a lot, so why not put our knowledge into practice? With the help of both traditional and non-traditional drawing techniques, any interior items are decorated. Decorative drawing in kindergarten also has an applied character, a child can already decorate, for example, a pencil holder or a clay vase, or he can please his mother and create a unique pattern on a cutting board. It should only be remembered that paints for such work must be chosen waterproof: acrylic or oil. To make the result please longer, cover the finished craft with varnish.

For interior decoration, the technique of "stained glass" is used.

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

Let us dwell in more detail on the execution technique itself.

The ideal option would be to use specialized stained glass paints, but if there are none, you can be smart and make them yourself. Take ordinary gouache and add PVA glue, after drying, the paints have an elastic structure, which will allow you to remove the picture from the film without difficulty. Choose the picture you like and draw its outline on a transparent oilcloth (you can take a regular file or a plastic transparent folder). It is better to make the contour first with a pencil or felt-tip pen, and then circle it either with a finished stained glass contour, or with ordinary PVA glue from a tube with a dispenser. Wait for the contour to dry, then fill with bright colors. After complete drying, you can unstick the pattern from the film and decorate the intended surface.

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

• First, the T-shirt must be fixed in an embroidery hoop or in a stretcher for drawing on canvas.
• Using a pencil and tracing paper, translate the image of your loved one cartoon character on fabric.

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

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

You can wash such a product, but it is better in manual mode in cool water. The unique product is ready.

Conclusion

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

Hi all! We continue to give interesting ideas for educators, parents and teachers. And today we will talk about non-traditional drawing techniques. These ideas are suitable for kindergarten and school. Unconventional drawing does not mean something difficult. On the contrary, it is the non-traditional technique that turns art classes into simple and fun fun. No need to draw complex elements, no need to masterfully master the brush. This is why non-traditional techniques were created, because they SIMPLIFY the work of the child, EASIER the task of the teacher in methodological terms and give the child an amazing creative experience with an excellent end result. You will see what beautiful pictures and drawings can be done in simple tricks unconventional drawing. The child will love your activities - he will be drawn to art when he feels that he can create beauty with his own hands.

I have sorted all the non-traditional drawing techniques into SEPARATE GROUPS - and I will explain and show everything in order.

unconventional drawing

PALM PRINTS

In kindergarten, in the classroom for fine arts, it is important to choose a job that will be feasible for children younger age. In the second younger group, children do not control the brush well, it is difficult for them to make the brush draw a line, an oval, a circle ... Therefore, at this age, quick and beautiful drawings using the technique of painting with palms are interesting.

You can draw such a cute family of chickens and chickens with children's hands.

Green paint will give you a print that can be played with a frog. The eyes can be drawn separately on white circles of paper (by the teacher themselves) and the children simply stick the eyes on the drawing with PVA glue.

Here is another example of an appliqué drawing in this non-traditional do-it-yourself painting technique. If we add lateral wings and sharp tips of the ears to the palm print, then we will get the silhouette of an owl. The background for such crafts can be chosen from black cardboard, stick a large circle of yellow paper (moon) on it. And already against the background of the lunar disk, make an imprint of an owl-palm. And then when the print dries, add a long branch on which this owl sits.

The palm acts as a template - first a sketch, circle the palm on a piece of paper, and then try to draw an eye here or there. And look closely, you will see which character is looking at you.

Same for crafts in non-traditional technique "Palm + paint" you need to prepare the background in advance. Or create a green lawn and a pond for ducks from colored paper. Or draw in advance - tint the sheet in blue and green paint, dry it and prepare for the lesson (hold it under a heavy press from books).

As you can see in the photo below, overhead parts can be added to the palm element of the picture - applications made of paper and other materials. Below is an example of how ordinary gray paper from a box can become a prototype for crafts. To make it easier for a small child to draw circle-face of a lion- Give him a jar lid template. Let the children trace the round cap around the center of the “cardboard mane” with a pencil and then carefully paint over the circle with paint - first stroke with a slow brush along the edge of the line, and then paint over the middle. We finish the black details of the mustache, nose and ears with a marker (the teacher himself when the craft dries).

In non-traditional palm painting, images of birds are often used. There you are simple idea drawing a sparrow in kindergarten. Easy and quick to draw with your own hands for children in the middle group.

And here are the ideas of non-traditional palm drawing for children of the middle and older groups. Craft MONKEY. Here you need to already correctly position the palm - so that the fingers are turned towards the vine, on which the monkey will hang. Then with a brush draw a beautiful curl of the tail. And already lay out the head from the paper application.

But the lesson on non-traditional drawing of the older group - here you first need to draw a tree (trunk, branches, leaves). The leaves are just brush marks (they pressed the brush sideways. They lifted it sharply up so that the mark does not smear). While the children are busy drawing the leaves, the trunk will dry out well and on it, as against a dry background, the imprint of a koala bear cub will already lie perfectly. A beautiful craft for both kindergarten and school (grades 1-4).

And here is a beautiful bright craft-drawing GIRAFFE. Here we also see the base of the handprint. But a long neck element with a head is added to the drawing. Before applying the spots and strokes of the mane, you must wait until the red base is completely dry. The mane is placed with the imprint of the brush - we put the brush on the side and sharply lift it up, we get a trace-imprint like a patch of mane hairs - we still give a lot of prints along the entire cervical spine of the giraffe. .Round spots are easier to draw with a cotton swab (the circles will not turn out even with a brush - not all children know how to draw a circle with a brush - this is a complex technique that they will master after they learn how to write letters).

For the older group of kindergarten, a palm drawing in the form of a rainbow magical unicorn is suitable. Great craft for girls. The horn will be drawn by the teacher.

And the boys will like the drawing in the form of a dragon - also in this technique.

Also, small children are very fond of collective crafts. Where the whole kindergarten group participates in one common art work. For example, on a large sheet of paper, outline the outlines of the future body of a peacock - and build around it the prints of the feathers of its magnificent tail. And then when the tail dries, you can stick the body itself along the center.

Drawing with FORKS.

non-traditional technique in kindergarten.

Disposable plastic forks are a tool that can create an interesting non-traditional drawing technique for you. All drawings where needed characteristic shaggy smear, it will become easy and fast to draw even a small child.

Here is an example of such work for children in kindergarten. On a sheet of paper, the teacher draws a stump. From the stump comes up line is the AXIS of the future Christmas tree. We scoop up thick paint with a fork and apply prints in the direction from the side of the axis down. First, we process the right side of the axis, then the left side of the central rod of the Christmas tree.

And already the third stage - we put another layer of CENTRAL STROKE on top of these strokes - already more vertically down from the center, slightly diverging to the sides.

For convenience pour paint into bowls - jar lids are perfect.

And to reduce paint consumption , gouache can be diluted with PVA glue - one to one, or in a different proportion. Valuable advice - do not buy SCHOOL PVA in small tubes - go to hardware store and buy a liter (or half-liter) bucket of PVA glue there. It will be called universal PVA, or construction PVA - don't let that bother you. In terms of chemical composition, it is exactly the same as school PVA glue. But at a price of 5 or 10 times cheaper. And in a bucket, the glue does not lose its freshness, as in a tube. And a liter bucket is enough for a kindergarten group for 3-4 months of active classes.

In such an unconventional technique, you can draw any SPIKED elements of the picture - for example, a Hedgehog or a CACTUS.

Also, a fork will help draw furry characters. For example, a yellow fluffy CHICKEN, or a kitten, or a bear cub.

Since the paint already contains PVA glue, any paper parts (beak, eyes, ears, tails, etc.) can be glued onto wet paint that has not yet dried.

Also, the fork smear is similar to the plumage of birds. Therefore, you can draw any bird using this technique. This is how it happens you can see in the photo of the craft below - COCK..

METHODOLOGY OF TRAINING - classical.
On two sample drawings.

What is the best way to TEACH DRAWING in kindergarten. Here is a technique that has been working great in kindergarten for several years now. This technique allows you to get the CORRECT children's drawing the first time. Let's analyze it using the example of the same COCK from the picture above.

STAGE 1

We seat the children on a high chair (in 2 rows) in front of one table. On it, the teacher will make a show. On a piece of paper there is already the outline of a rooster, drawn in pencil. In three bowls different paint is poured - yellow, red, blue. Each color has its own fork.

In front of the children, we begin our work - we draw feathers with a fork, freely mixing paints. We show what is wrong and what is right. Let the children make sure in your example that it is better to draw lines ALONG the neck, and ALONG the lines of the tail, and not across.

STAGE 2

They drew plumage for one rooster in front of the children. Now we make him a friend - we take another sheet with a pencil rooster, and ask the children, “What should be done?”. Children prompt, you "mow", children correct you, prompt as it is necessary - you are corrected and continue to make mistakes, then correct. Now already children act as a “knowledgeable teacher”. After this game on drawing the second rooster. The children themselves sit down at the tables, where the same pencil rooster is waiting for them and, already with knowledge of the matter, each perform their craft.

As you can see, the demonstration technique always works better on 2-way training drawings by the teacher's hand.

• The first drawing, where the teacher does everything himself (teaching and explaining to children)
• The teacher performs the second drawing at the prompts of the children (“mistaking” and correcting).
• The third drawing is already done by each child himself, at his desk, with an intelligent, learned look.

Unconventional DRAWING

FOOT PRINTS

The imprint of a child's foot, like the palms, can be turned into interesting drawing. A variety of characters can hide in a child's footprint.

These paintings can be created using the technique of unconventional drawing from the usual print of a child's foot.

I will say right away that in the realities of a kindergarten (where there are 30 children in a group) such foot painting is difficult to organize. In the case of drawings with palms, everything is simple: children wipe their palms with a wet cloth (remove the main layer of paint), and then go to the washbasin and wash their hands with soap. When drawing with his feet, the child cannot go and wash his feet in the washbasin. A gentle man with soap and several basins to wash his feet. You can't do this kind of work with a whole kindergarten group. But…

Such drawing can be done as a specially organized individual lesson. Children are divided into groups of 4 people. One child gives his legs for a print, the second draws eyes, ears, tails, the third child draws grass, the sun, the fourth a tree, a bird, and so on ... (depending on the theme and plot of the picture).

You can try this option for organizing the whole process. Before going to bed when the children are barefoot. Let the child step on a piece of foam rubber soaked in paint. And then immediately onto a piece of paper. And then immediately not a thick wet soapy terry towel, then into a basin of water ... and sleep in a crib.

That is, you need to buy a sheet of foam rubber(it is cheap in the construction department, sold by the meter). Wet the foam rubber, dilute the paint lightly with water so that it is well absorbed into the foam rubber (like ink in printing), put the foam rubber sheet on a plastic tray. Nearby, on the second plastic tray, there is a wet soapy towel (for wiping the paint), then there is a bowl of water, and a dry towel. There is a chair next to each tray and basin. Three chairs + three elements (coloring, soapy, rinsing, wiping).

It turns out the conveyor- the child sits on the first chair (steps on foam rubber with paint, hop - raises his leg), move the tray with foam rubber, put a sheet of paper in its place (hop - printed). The child moves his ass to the second chair, next to which is a tray with a soapy towel (hop-soaped his leg, wiped off the paint). The child moves his ass to the third chair, next to which is a basin of water, a rag floats in it (hop - we wash off the soapy foot, where we need three rags). And wipe with a dry towel.

Everyone is happy. Except for the sanitation station. It does not allow collective rinsing in one basin. The sanitary station requires 20 basins for 20 children, and 20 soapy towels ... 20 dry towels)))

unconventional drawing

HATCH method

And here's another beautiful technique for kindergarten. Where the drawing elements are created by hatching. It turns out an interesting texture of the image. This method is convenient to draw everything fluffy and furry.

The technique is well shown by the example of such a craft-HARE.

The drawing of a hare is divided into SERIES-SECTORS, each of which is shaded. We get even rows of hatching.

Here is a life size template for this craft.

You can modify this craft and present it as an appliqué. Where each element is cut out separately (ears, forehead, cheeks, nose, neck). Then each element is shaded. And then everything is assembled into a single whole application.

The ZONE HATCH method can be used to create any other furry character. For example, a fluffy ostrich.

That is, the teacher gives the child a sheet of paper - on which the eyes and beak of an ostrich are drawn. The task of the child around the eyes is to draw a fluffy cloud of strokes with a pencil or wax crayons. And then under the resulting fluffy ball, draw the neck, too, in rows of strokes. The teacher can help the children by drawing the circumference of the ball of the head and the lines of the future neck, and dividing the neck into sectors for striped multi-colored shading.

You can come up with any character and arrange it in the form of SECTORS for hatching - a cat, a parrot, a dog, and so on.

DRAWING in kindergarten

COTTON STUD

(unconventional technique).

All of us in kindergarten drew a FLUFFY DANDELION craft - using cotton swabs. Here it is (photo below). Let's think about what other pictures you can draw with a cotton swab.

Although even from a simple DANDELION theme, you can create an unconventional pattern - BRIGHT JUICY, as in the photo below.

For young children, it is best to use the technique of PUMPING WITH COTTON STICKS, to offer to draw only SOME ELEMENTS of the characters - only the tail of the fox, only the needles of the hedgehog.
That is, a teacher in a kindergarten combines the work of drawing a wadded stick with an application. First, on a piece of paper, the child makes an applique of a hedgehog muzzle (made of brown paper) and a hedgehog back skin (made of white paper). And then this skin-back needs to be completely stuck with multi-colored prints of a cotton swab. A fun children's drawing and sticking activity.

You can use cotton swab drawing using the ZONE FILLING technique. On a sheet of paper, the outlines (silhouette) of a character are drawn with a pencil - for example, a seahorse. The child must fill this entire area, leaving no empty spaces and not crawling out of the pencil border. This is difficult, the child does not always see where it is thick and where it is empty. The teacher needs to repeat all the time looking for empty holes, filling the holes with different colors of dots, and not with dots of the same color.

Here the brain works, and attentiveness, and fine motor skills of the hands, and a sense of color. After all, you need to feel how you distribute the color over the zone - evenly or everything is yellow at the top, and everything is blue at the bottom.

Such a task can begin to be given in the younger group and then in the older one - and even an adult will learn something in such training for a sense of color and composition.

You can also make CHAIN ​​PATTERNS with a cotton swab. Like the rows of rings on the cacti below.

And also with dots you can draw whole pictures. This technique of non-traditional drawing can be called POINT-GRAPHY.

The most interesting thing is to select dots of different shades and place them in different ways on the objects of the image.

You can start this kind of drawing with small tasks. Pieces of landscape, elements of architecture.

There is an artist Angelo Franco who paints pictures using the POINT TO POINT technique. Here are large dots, contain smaller ones inside.

With a cotton swab and paints, you can draw beautiful MANDALA (photo below). Mandalas are circular patterns, symmetrical and multicolored. The birthplace of mandalas is the East. There are still laid out patterns of colored pebbles, colored sand, or flower petals.

For children, we must give ready-made graphic mandala templates with a given pattern. And the child's task is to REPEAT EXACTLY EXACTLY in each of the symmetrical zones of the mandala with a stick. That is ... if in one zone you made 2 yellow poke on a petal, then in the remaining zones you need to make 2 yellow poke, on the same petal, in the same place on the petal.

You can find many round mandalas for painting on the Internet. Choose the ones that are simple and easy to make for children of a certain age.

You can draw dotted mandalas and on plastic plates. As in the photo below.

You need to start drawing mandalas when the child has already mastered the elementary count up to 5. And he can count the number of TYKOVs in each ray or in each row of the mandala (if it is a row-ray mandala, as in the photo below).

Agree, this beautiful and unconventional drawing technique perfectly develops the child's mind, his mathematical abilities, constructive thinking, the ability to plan the result, calculate the drawing.

Drawing WITH A WET EFFECT.

(unconventional ways).

Here is another unconventional watercolor painting technique. Here we put a watercolor diluted with water on a sheet of paper and blow on it from a tube. We get watery stains and colorful streams. For such a drawing, it is not necessary to use watercolor, the same can be done with gouache diluted with water.

Below we see how this technique can be used in art activities classes in kindergarten and at school. We give the child a drawing of a face (boy or girl) and the task of the child is to blow out the HAIR HAIR for these characters.

You can use a board on which we attach a sheet of paper with a clothespin. We put a large drop of paint on the edge of the sheet and lift this edge of the board up - so that the drop flows down like a hill.

If part of the sheet is temporarily sealed with a piece of masking tape, then we will have an empty, unpainted place on the sheet. And then in this place you can place the application of someone under an umbrella. Here's how it's done in the photo below.

In the younger group of kindergarten, children will really like to draw cool monsters. Krakozyabra can be inflated from the tube in any direction. And then, after drying, stick application elements on them.

Now I want to introduce you to another technique - SOAP + PAINT. Pour ordinary liquid soap into cups, or liquid for soap bubbles - add a little gouache to each cup. We get a multi-colored soap paint. We dip a cocktail tube or a round “blower” into it and blow bubbles directly onto the paper. We get gentle bubble CLOUDS. They can be arranged into an interesting picture.

Bubble clouds can be LUFFY PEONS (as in the photo below). Bubbly areas can be scalloped on sea waves, like curly lamb skins, etc.

You can simply blow bubbles on the surface of a sheet of paper with a straw, and then cut out a craft application from this multi-colored sheet. An interesting idea for kindergarten classes.

You can also paint with splashes - just SPLASH multi-colored paint onto the paper. The best thing for this is a toothbrush.

unconventional drawing

WAX-GRAPHY method.

Here is another technique that can be called CANDLE GRAPHICS, or WAX GRAPHICS.

Suitable for this technique white candle wax (or paraffin). It can also be a children's wax crayon for drawing (but not any). Choose chalk that is more oily to the touch. Check in advance how the crayons work.

Now let's act. Draw a picture on a piece of white paper with white chalk. Then we take watercolor (not gouache !!!) and begin to apply watery (not thick !!!) paint over the lines drawn in chalk. That is, we simply paint over our sheet of paper with colored watery paints and an invisible white wax pattern begins to appear. The paint does not cling to the wax and these places on the paper remain white.

You can draw multi-colored round mandalas in this style (with streaks of different colors). Painted autumn leaves look beautiful: leaf contours and veins are waxy, and the filling of the sheet is multi-colored (red-yellow-orange).

Night rain over water looks beautiful. The slanting lines of rain, diverging circles on the water - it's all wax. And then we paint over with dark blue paint and get a beautiful picture of rain.

You can draw jellyfish and sea creatures with wax. And then apply dark (blue-violet-black) tones and the depths of the sea will come to life.

Children are delighted when you offer them such an activity. The educator or teacher himself draws jellyfish, turtles, small tadpoles and amoebas on each sheet in advance. And then the child must find out who is found in the depths of the seas. He paints a sheet of paper with paint and all these creatures appear under his brush.

Important rule. Before class, teach the children to IRON a sheet of paper with a wet brush, and NOT TO RUB THE SHEET WITH A BRUSH, LIKE A WASTE. Otherwise, the wax pattern may be damaged.

NIGHT pictures look beautiful in this technique. With wax we draw one line of the horizon, then waves, a wax moon path and a moon disk on the upper half of the sheet. Now we paint over it in the colors of the night and get the sea, the moon and the white moon path.

WINTER pictures look good too. The white lines of the wax drawing as elements of white snow, the outlines of snowdrifts, the silhouette of a snowman, snow-covered huts - we draw all this with wax. Then the child applies blue or blue paint and a winter landscape appears on the sheet.

But important- before giving these pictures to children, check for yourself whether the quality of the wax is suitable. Do the lines of the drawing appear? What layer of paint to put (what degree of paint dilution with water)?

unconventional drawing

In the PRINT technique.

All children love this drawing technique. Because it gives a quick and beautiful result for every child. Even the most inept artist makes beautiful paintings. Children perceive the whole process as magic, an exciting game with the magical effect of the appearance of a picture.

In kindergarten, it is most convenient to organize the imprint technique. Let's see what materials are suitable for implementing this technique when drawing with children.

OPTION 1 - a piece of crumpled paper.

Wrinkled paper gives a beautiful torn structure to the print. This is suitable for painting the crowns of spring (yellow-green or pink) and autumn (orange-crimson) trees. The paint is taken from jars or watercolors, dripped onto a bowl (jar lid). We dip a napkin into this drop, try the print on a draft sheet and, if you like, transfer it to paper.

OPTION 2 - corrugated cardboard.

Packing gray cardboard is great for painting a rose using the print technique. We cut cardboard box into strips across the shirring line. We twist the strips with a tube, fix with an elastic band or thread. We make a stamp for a green leaf from a toilet paper roll.

Also, this ROLL drawing method is suitable for the image of the SNAIL SPIRAL, You can also make the LAMB SKIN CURL.

OPTION 3 - fluffy pompoms.

In craft stores (or craft sites) you can buy a bag of these soft pompoms. If you attach a clothespin to each, we get a convenient holder for work. Using the pompom-graphy technique, you can create decor for painting flat parts of handicrafts. And also paint pictures of white airy dandelions in watercolor.

OPTION 4 - toilet paper sleeve.

There are a lot of options, because the tube-sleeve can be given a different shape. You can cut the sleeve in half ALONG, and we get a half-ring stamp - an ideal stencil for drawing fish scales or tiers of coniferous legs of a Christmas tree.

A round roll can be flattened on both sides and you get a pointed oval - this is the shape of a flower petal, or bunny ears. Great idea for non-traditional drawing in kindergarten with younger children (bunny) or older children (flower).

A flower is more complicated than a bunny because you need to RADIALLY line up the petals around the middle of the flower.

You can also cut the EDGE of the ROLL into curly petals - and you will get ready-made petals for paintings. Such stamps are just a godsend for quickly drawing bouquets and flower beds for children of the younger group. And even for the smallest kids in the nursery.

OPTION 5 - bubble wrap.

Wrapping film with bubbles also gives an interesting print pattern that can be played with non-traditional drawing in kindergarten. For example, make an imprint of honeycombs (as in the figure below).

Or make a drawing of a spring or autumn tree.

OPTION 6 - potato stamps.

From potato halves, you can cut stamps of any shape. Cut the potatoes in half. We wipe the wet potato slice with a paper towel. On the cut with a marker, draw the outlines of the future stamp. Cut with a knife along the drawn contours.

It is better to choose oblong elongated potatoes for stamps. So that the child's hand can comfortably grasp the potatoes. Below in the photo we present only two themes for such unconventional drawing - owls and tulips. But you can come up with your own options. If PVA glue is added to the paint, then details (eyes, nose, pens) can be glued over the prints.

You can make an experimental double stamp. Cut out the halves of the champs from two potatoes and fasten the two potatoes together by piercing them through with a toothpick and wrapping them with electrical tape or tape. Take a swing at a cool idea and experiment with creating stamps for it.

unconventional drawing

FLUSH paints.

And here is another cool material for non-traditional drawing, which is so loved by young children. This is a VOLUME PAINT for creating puffy drawings. This paint is made at home quickly and simply - in a bowl, mix PVA glue with gouache and add dad's shaving foam. We make several of these bowls (not necessarily large ones) under the idea that we will draw with children. For a watermelon, you need only two paints - that's where you start. Watermelon pits are a simple black gouache that we drip here and there.

A variety of ideas can be embodied in this drawing technique for children in kindergarten. The simplest is a waffle cone with ice cream. The horn is cut out of rough packaging cardboard, on it we draw a waffle grid with a marker. The child glues the horn on a sheet of paper (below) and lays out round balls of a three-dimensional pattern on it. You can give the child round templates, which he will first circle with a pencil over the edge of the horn, and then foamy paint will be placed in these round contours.

And you can also put a few spoons of different paint on the horn and then with the back end of the brush (or a wooden stick) mix the paint into multi-colored stains. You will get a beautiful mix ice cream. Great craft for kids in school or kindergarten in drawing class.

Methods of working with thick paint in children's classes.

You can mix the paint on a separate tray (or on a piece of oilcloth). It is better when each child makes a colored mixture himself - therefore we give each child his own oilcloth.

We put individual oilcloths for children on each table. In the center of the table we put bowls with 4 colors of paints. The child on his oilcloth mixes these colors into a common puddle - to the state of beautiful stains. Then he applies a paper outline of a character (for example, a seahorse) to the puddle. And then he lays it to dry (the contours of the skates must be signed in advance with the name of the child, and do not forget to remind the children to apply the unsigned side to the paint). Then the next day, when the foam paint dries on the silhouette of the skate, you can continue to work and make an application of the skate in sea waters, finish painting spikes, algae around it, stick shells, pour sand on the glue.

Here are some interesting drawing techniques you can try with children, both at home and in the garden. At school, this non-traditional drawing can be carried out in the lessons of fine arts, leaving the whole process to the child for independent creativity.

On the pages of our site you will find many more different techniques for unusual painting with paints.

We already have detailed detailed articles on the topic:

Good luck with your creativity.
Olga Klishevskaya, specially for the site
Good websites are worth their weight in gold you can support the enthusiasm of those who work for you.

Drawing is very important in shaping the personality of a child. It brings invaluable benefits and develops both the intellectual abilities of children and their thinking. Indeed, at the time when children are drawing, not only visual, but also motor analyzers are included in the work, which perfectly develops fine motor skills and memory.

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

Drawing develops creativity

Drawing classes in kindergarten are loved by all children. Toddlers clumsily try to portray what they see from a very early age. To develop this desire, you can give the child a soft sponge for up to a year, which he will first play with, and then, with the help of adults, lower it in a saucer with paint and drive over the paper, observing the result. After some time, the baby will begin to do this operation on his own.

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

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

What do drawing classes in preschool institutions give?

Non-traditional fine art techniques used in kindergarten help kids, who are not yet able to fully master pencils and brushes, not only perceive the world around them, but also convey it through drawing. Everything that the children saw on a walk is very simply depicted on paper with the help of improvised means. It develops the imagination well.

The leaves that have fallen from the trees in autumn will help to depict a yard covered with leaves. You just need to lower them in a saucer with paint and attach to paper. A handprint can be compared with the traces of animals left in the snow.

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

Unconventional drawing. Why is it needed?

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

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

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

Non-traditional techniques used for drawing with children

In such an interesting and complex process, which drawing is for children, it will be best to use various techniques. All of them instill a love for the fine arts. Unconventional drawing techniques in kindergarten deserve great attention, which give children room for imagination.

They are introduced from a very early age, but at first, while the child is learning to think figuratively and act correctly with his hands, an adult should be directly involved in this process. They are attractive for kids with the ability to achieve the desired result very quickly.

This form of development is good because it is very interesting for any child. Children are always attracted to drawing with their fingers and the whole palm, as well as the transformation of an ordinary blot into amusing figures.

Non-traditional materials and techniques that are used in visual activity contribute to the development of the child not only figurative thinking, but also self-control, perseverance, attention, visual perception and spatial orientation, tactile and aesthetic perception and fine motor skills of the hands.

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

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

When non-traditional drawing techniques are used in kindergarten or at home, drawing with fingers or the whole palm may be the best option.

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

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

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

Middle group of kindergarten. Drawing and its features

Various activities are popular in the children's team. Non-traditional drawing techniques in kindergarten are interesting not only for kids, but also for children of both the middle group and the older one. They have already acquired skills, so educators can start using outlining gestures. The kid listens to the story of an adult, watches how he shows what was said with gestures, and seeks to reproduce the image he has developed on the sheet.

But still, one cannot do without a visual nature at this age. Words and gestures alone may not be enough to form a certain image. Therefore, it will be best when before the eyes of the child there is nature, which helps to create the correct perception of the described object or plot, to revive children's ideas about it. It can be a toy, picture or drawing of an adult.

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

How to draw seasons using non-traditional techniques

Any walk with children makes it possible to reproduce what they saw in an unconventional way. Such a wonderful time of the year as winter allows you to show a lot of imagination in order to depict what you want on paper.

When non-traditional drawing techniques are used, winter can be drawn using bits of cotton wool or styrofoam to represent snow, as well as small sequins to symbolize its brilliance.

Drawing with the help of improvised means is much more interesting, because you need to apply associative perception and learn to compare. With this technique, the process of how snow falls can be shown by spraying paint, as well as using all kinds of materials that evoke association with a given plot. Unconventional drawing techniques with children provide very great opportunities for the development of their imagination.

What materials are used in non-traditional drawing

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

When unusual material is used in the classroom, children develop creativity and personal attitude. Each kid gets the opportunity to experience unforgettable emotions and reflect their impressions and mood on paper.

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

Existing types of non-traditional visual arts

The method of drawing in kindergarten in non-traditional ways involves the use of various techniques. The most common of these are linotherapy, performed using threads that are dyed in different colors, spraying paints with a toothbrush and blotography. Also, children really like drawing on wet or crumpled paper, on balloons and fabric.

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

In kindergarten, drawing occupies a leading place in teaching children the fine arts and includes three types: drawing of individual objects, plot and decorative. Each of them is characterized by specific tasks that determine the program material and the content of the work. The main task of teaching drawing is to help children learn about the surrounding reality, develop their powers of observation, instill a sense of beauty and teach image techniques, while at the same time the main task of visual activity is carried out - the formation of children's creative abilities in creating expressive images of various objects using visual means accessible to a given age.

Drawing individual items

A competent, realistic image of an object in a drawing involves the transfer of a characteristic shape and details, a proportional ratio of parts, perspective changes, volume, movement, color. Consider the extent to which the solution of these problems is available to a preschooler.
Studies by Soviet psychologists have 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 in the representation of the 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 figure, the shape is limited to a linear outline.
But at the same time, the correct drawing of lines and the image of the contour at the first stages of work on the drawing cannot serve as a priority.
It is impossible to draw a contour with a line if the general form has not yet been found, since it is always unstable, changeable, and circling it is the result, the final stage of the drawing.
The artist, depicting the subject, proceeds from a sketch of the main form. A preschooler, especially a 3-4-year-old, finds this way of depicting difficult. He cannot represent the whole object in the ratio of all its parts. It is easier for him to draw the subject sequentially, piece by piece. This method facilitates the work of the child - having finished one part, he remembers or sees in nature which one follows next, and draws it. Gradually, it is necessary to teach children to start drawing from a general sketch, since work in parts has its own complexity, which makes it difficult to transfer correct form- highlighting the main parts and minor ones, their proportional relationships and location in space.
The general tasks of learning to draw individual objects for all age groups are as follows:
to teach the image of the shape and structure of an object, the transfer of proportional ratios of parts, changes in connection with a simple movement;
to teach the image of some characteristic details that make the image expressive, figurative;
convey the color of the 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 concretized in the program material of each age group. The program material is divided into quarters, which contributes to its consistent passage and taking into account the time required to master a new task and consolidate skills.
Children of the third year of life, in terms of their physical and mental development, are capable of acquiring the simplest skills in drawing. Studies of the visual activity of children of primary preschool age have shown that a child already in the second year of life (of course, subject to training) can correctly hold a pencil, a brush; the movements produced when drawing coincide with the general rhythm of movements that develop intensively 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 seeks to reproduce the actions of the educator, 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 hand movements are not well developed. 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 gives a result;
introduce drawing materials (pencils, paints) and how to use them;
to teach understanding of an adult's drawing as an image of an object;
teach the techniques of drawing straight, rounded lines and closed shapes.
In terms of structure, the program for this group differs from the program for the following ages in that it does not have a quarterly distribution of material. Consolidation of certain skills goes throughout the year of study. The first drawing lesson begins with getting to know paper and pencil. The teacher explains that these materials are different from objects known to children - toys, various things. Pencils can be made various activities: the paper was clean, traces appeared on it from the movements of the pencil. One end of the pencil leaves marks, the other does not. If you press it lightly, no traces are visible on the paper; if you press hard, the paper will tear. Such an explanation and visual demonstration attracts small child to drawing, getting an image, although he does not yet understand that traces on paper can mean something. The teacher should use the child's interest in the material, but at the same time take into account that the kid can get carried away playing with pencils for a long time (lays them out, knocks them, etc.).
Studies 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 beginning should be leading for the child in the entire process of drawing.
The development of visual skills begins with drawing straight, vertical and horizontal lines, first when drawing the drawing started by the teacher (threads for balls, stems for flowers, etc.). The drawn part of the object determines the direction of the line, the length of which can be different. Then the children are invited to independently draw lines in the indicated directions based on the perception of various objects.
More difficult is the mastery of drawing 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 the image of rounded shapes, children are not required to convey the correct circle, although they draw balls, balls. A rounded shape in this case refers to an image approaching a circle (for example, ovals or more indefinite shapes formed by a closed line that does not have corners).
The program provides for the acquaintance of children with color. This problem is solved when drawing with paints. The paint leaves a bright trace, a spot that is easily associated with the color of the object in life.
The subject of tasks for the development of a sense of color is associated with the mastery of simple forms - lines, spots obtained with a brush (for example, the topics “Snowball is falling”, “Lights are burning on a Christmas tree”, “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 correctly holding a pencil, a brush, using them carefully, being able to pick up paint only on the bristle of a brush, etc.
The child, already at the initial stage of education, must learn that any material should be used, guided by certain rules. The lack of exactingness on the part of the educator to use the materials will lead to an independent search for technology, to the consolidation of incorrect skills, which in the future will be a brake on the implementation of more complex drawings.
Thus, mastering the outlines of the simplest pictorial forms, using bright, colorful tones, the child learns to find similarities with the objects of the surrounding reality, begins to realize the pictorial possibilities 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 formless combination of lines, caused by associations with some feature. The teacher should encourage children to try to find the similarity of the drawing with the subject and at the same time teach the correct image of various forms.
At this age, the following tasks of teaching visual skills and abilities come to the fore:
to teach the image of a variety of rectilinear and circular shapes of simple objects, conveying their main features (color, shape);
develop a sense of color - the ability to distinguish and name primary colors;
develop compositional skills - place an image in the middle of a sheet of paper;
improve technical skills.
In the first junior group, children learned to carry out vertical and horizontal lines without requiring clarity of direction. Therefore, the first task here is to learn how to draw straight and rounded lines, but without relying on the drawing of the educator. The solution to this problem is connected with the development of hand movements.
The program provides for teaching how to draw a variety of lines: from left to right, from top to bottom, crossed, etc. The system for developing hand movements in drawing a variety of lines was developed by the famous teacher E. A. Flerina and has firmly entered the training program for a younger preschooler.
The topics of exercises in drawing straight lines in various directions are indicated in the program: drawing ribbons, paths, pencils, rain, etc. A variety of topics helps to maintain children's interest in 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 multiple 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 forms, which can be homogeneous (a snowman of two or three circles) or consisting of two different forms (a sun of several straight stripes and a circle).
The execution of 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, to combine them according to the plan. Since the analytical-synthetic thinking of a three-year-old child is very poorly developed, this task is difficult for him. Therefore, the program provides for the image of objects that include the connection of only two dissimilar parts or the rhythmic repetition of the same form (for example, the rays of the sun, the branches of the Christmas tree).
The image of rectangular shapes requires a developed coordination of movements, the ability to change the direction of movement at the right time, creating an angle, or to close the line at the starting point. In accordance with this task, the subjects of the tasks were also selected - drawing a book, windows, flags and other objects that have rectangular outlines.
Simultaneously with the complication of the form, the use of color becomes more complicated, which begins to stand out as one of the main features 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 signs, not only on the instructions of the teacher, but also at their own choice.
The objectives of training in this group are as follows: to teach the image of objects of round and rectangular shapes, the transfer of their structure, main parts and details;
to teach the use of color as an artistic means of expression;
develop compositional skills in the location of the subject in the center of the sheet;
improve technical skills in painting over a drawing with pencils and paints.
In the first quarter, where the proposed theme of the drawings is familiar to children (drawing a ball, an apple, a flag), the complication of the program material is expressed in a more accurate transfer of the shape (oval or circle) and accurate coloring of the image. The solution of these problems requires a more developed ability to compare and highlight the features of forms that have rounded outlines, but differ from each other in length and width.
New in teaching children the image of objects is the transfer of the structure with rhythmically arranged parts (top - bottom, on the one hand - on the other side), as well as some proportional ratios of parts. This makes it possible to analyze and compare individual parts with each other. For example, in the second quarter, children draw a snowman, whose shape consists of circles of different sizes, and a Christmas tree with rhythmically arranged branches.
For the first time in this group, drawing of such an object as difficult to depict as a person is introduced. The image of a person is preceded by drawing simpler forms - a snowman, a tumbler, nesting dolls, dolls, where the proportions and shapes of the parts can be somewhat violated.
Teaching children of the older group is aimed at improving visual skills and developing the ability to create expressive images using various means of image.
The learning objectives are as follows:
to teach the correct transfer of the shape of the object, its features, the relative size and position of the parts;
to teach the transfer of simple movements in the drawing;
develop and improve the sense of color;
develop technical skills in working with a pencil (hatching methods) and paints (brush techniques); teach drawing techniques with colored crayons, charcoal, sanguine, watercolors.
The complication of training tasks is justified further development children. Their experience is greatly expanded; they acquire a lot of new knowledge by observing the life around them, reading fiction, adult stories, etc. It becomes possible for them to draw on topics not related to direct perceptions (fairy tale characters), depict objects that they have not seen (for example, animals hot countries, etc.).
At this age, children learn to find and convey in the drawing the similarities and differences of homogeneous objects. So, in the first quarter, they draw fruits, vegetables, flowers from nature, conveying their characteristic features (for example, 2 apples of different varieties, differing in shape and color, beets and turnips, which have a rounded shape common to vegetables).
To convey the characteristic coloring of objects in the older group, the set of colors with which children work increases. In this group, preschoolers get acquainted with the main colors of the spectrum and learn how to use their beautiful combinations in the drawing.
In addition to colored pencils, the children of the older group use a simple pencil for preliminary drawing of the main parts of the subject.
An older preschooler can understand and convey in the drawing changes in the position of some parts of the human body: raised arms, legs bent at the knees (the topics “Children are engaged in physical education”, “Parsley is dancing”, etc.). The expressiveness of the image in these themes is achieved by depicting some characteristic details (the clothes of Petrushka, Little Red Riding Hood, Santa Claus) or facial features ( long nose Pinocchio, Santa Claus has a 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 the summer, mushrooms of various types, berries, flowers, butterflies). If in the middle group for drawing from nature objects with a symmetrical arrangement of parts were selected, then in the older group a more complex nature is used, sometimes without symmetry.
In the preparatory group, the training of preschoolers in visual skills and abilities is completed. Children should come to school with the initial skills in drawing objects from life and from memory, the ability to see in the surrounding life a variety of shapes, colors, and the position of objects in space.
The tasks of training in the preparatory group are the following:
to teach the image of the structure, size, proportions, characteristic features of objects from nature and by representation;
to teach to convey the richness of forms and colors, to 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 strokes with a pencil or brush strokes according to the shape of the object).
Children of six years old have a fairly well developed analytical thinking. They can distinguish both general features inherent in objects of the same type, and individual features that distinguish one object from another.
This task is carried out starting from the first quarter, for example, in the image of various trees. Each tree has a vertically directed trunk, thick and thin branches, on which leaves form a crown. These signs are also transmitted by 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 peculiar: in a Christmas tree, the trunk gradually narrows upwards and ends with a thin sharp top, while in deciduous trees it also narrows, but branches out at the top and ends with many small branches; in a birch, thick branches go up, and thin long ones hang down, and in a linden, thin branches are parallel to the ground.
There are trees bent, 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 variety in the transfer of the features of the subject is fixed in the themes of the image of vegetables, fruits, etc. For this, children in the first quarter get acquainted with obtaining shades of color and composing new colors.
The ability to convey the characteristic features of the structure and shape of objects preschoolers master when drawing from life a variety of objects, initially simple in shape and structure: branches of a Christmas tree and pine, fish, birds, dolls.
Based on the existing ideas about real objects, children draw fairytale heroes: Firebird, Little Humpbacked Horse, Morozko, Babu Yaga, etc. Drawing fairy-tale characters contributes to the development of creative imagination.
The expressiveness of the picture largely depends on the selected vertical or horizontal position of the sheet of paper. In order to successfully cope with this choice, the child must very carefully analyze the object in various turns, note the features of its structure.
In the preparatory group, children begin to draw with a preliminary sketch, in which the main parts are outlined first, and then the details are refined. The use of a sketch makes the child carefully analyze nature, highlight the main thing in it, coordinate the details, and plan their work.
Images of various objects are fixed and improved in plot drawing.

Story drawing

Tasks and content of teaching plot drawing. The main purpose of plot drawing is to teach the 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 to any object or phenomenon largely depends on the understanding of this connection.
The possibility of establishing 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 at first as an image of 2-3 objects located nearby. Naturally, children should be aware of the methods of depicting objects that are the main acting heroes plot, otherwise the difficulties in depicting unfamiliar objects will distract them from the main task. However, plot drawing should not be limited to depicting only those objects that children have already depicted. The child should be able to draw the main thing in the plot, and he performs all the details at will.
The ability to highlight the main thing in the plot is associated with the development of perceptions and analytical-synthetic thinking. They are still too superficial in a small child; first of all, he perceives what is directly accessible to sight, touch, hearing, and often recognizes an object from some insignificant details that he remembers. In the same way, the child perceives and conveys the plot in the 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 an increase or decrease in objects in connection with their location in space. To do this, the child must be able to compare, contrast the objects of the image, see the semantic connection between them.
Solving the problem of the spatial relationship between objects is very difficult for a preschooler, since he has little experience and insufficiently developed visual skills and abilities.
Ideas about the extent of space, about the horizon line connecting earth and sky, children can get mainly when going out into nature (into a forest, a 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 far away in nature should be drawn higher in the figure, and vice versa. These features of the image of space on a plane are accessible to understanding only by an older preschooler who has experience.
So, the general tasks of teaching plot drawing in kindergarten are as follows:
to teach the transfer of the content of the topic, highlighting the main thing in it;
teach to transfer 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 ones (for example, “Kolobok is rolling along the path”, “It is snowing, it covered the whole earth”, etc.). But they do not require the transmission of the action of the plot. An indication of the plot of the picture 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 in meaning;
acquire compositional skills (learn to place several objects on the same line depicting space, next to each other or on the entire sheet without being marked with a line of earth and sky).
These tasks are solved on subjects that are well known to children, on the image of objects that they drew earlier. The need to place several objects on one sheet requires a developed ability to analyze and synthesize, as well as creatively use the acquired skills.
The arrangement of several objects on one line is the simplest compositional solution to the theme. Children of four years old are able to learn that in life objects are located one next to the other, therefore it is impossible to place another one 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, there is a bench; a house or a tree, a girl is walking nearby; grass, flowers grow, the sun shines; chickens walk on the grass.
In these drawings, the guys do not show the plot development of the action. Children draw 2-3 objects side by side, between which there will be no effective connection.
In the middle group, children also get acquainted with another method of composing a plot drawing - the arrangement of objects on the entire sheet. The teacher distributes to the children sheets of paper of certain colors corresponding to the depicted plot (green - for a meadow, blue - for water, yellow - for sand, etc.), and they freely place the intended objects on the selected color background, using the entire plane of the sheet (flowers in the meadow, the fish swim).
In plot drawing, children are not given the task of showing exact proportional relationships between objects, since it is quite complex and accessible only to children in the older group.
The content of the plot drawings of children 5-6 years old is significantly enriched due to the experience they have gained in drawing. Children include in their compositions not only objects, but also their environment.
The tasks of plot drawing in the senior group are as follows:
to teach the image of the semantic connection between objects, the transfer of spatial relationships between them;
develop compositional skills (draw on the entire sheet, drawing the horizon line);
develop a sense of color.
The theme 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 generalized topics, such as "Holiday". They may draw something that is not related to the topic, or they may set themselves an overwhelming task that is not up to their skills, such as drawing a demonstration.
When drawing on the themes of literary works, preschoolers should be given a specific task. For example, in the first quarter, children are invited to portray an episode from the fairy tale "Two Greedy Bears" when cheese is shared. Children are already familiar with drawing a teddy bear. Drawing fabulous images, they also depict teddy bears with the same rounded parts and uncomplicated construction. 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 the earth, giving a ready-made background for the sky. So, when depicting a winter scene, children are given blue paper, which frees them from the need to draw the sky. The guys paint over a more or less wide space of the earth (snow) with white paint, the rest is the sky. This technique leads children to independently use the correct compositional solution in other topics.
In accordance with the plot, the color scheme of the composition is determined.
The teacher can offer the children one or another background that matches the theme (for example, blue or gray paper for depicting winter scenes). The background of the sheet will also determine the choice of colors, on which the children work on their own. On dark contrast, light colors stand out best: white, blue, yellow. Autumn landscapes look more expressive on blue or white backgrounds, which go well with various warm tones: yellow, red, orange.
The skills and abilities acquired by the children of the older group allow the teacher to complicate the tasks of teaching children 6-7 years old. For this you need:
diversify the content of children's drawings, teach children to independently determine the plot of a drawing on a given topic or according to a plan;
teach how to change the shape of objects in connection with their actions in the plot (for example, turning the body, tilting, running, etc.);
to develop compositional skills - to teach how to convey on a sheet the wide expanses of the earth and sky, the location of objects: close - at the bottom of the sheet and remote - at the top (without changing sizes);
develop a sense of color - learn to independently convey color that matches the plot.
At this age, analytical thinking in children 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 topic “Building a house”, children independently decide which house, who builds it, where, etc. In drawing on the theme of fairy tales “Geese-swans”, “Morozko” and others, the children choose that episode from the work which they would like to represent.
The independent choice of the plot teaches them to comprehend the perceived phenomena, to understand the connections and relationships between the characters, to clearly imagine the situation and the time of the action. If the choice occurs unconsciously, the child sometimes combines in one drawing objects and actions that do not coincide in time. More often this happens when drawing on the themes of fairy tales, stories, when the child knows its content. Unable to divide the work into separate episodes, he combines them in one drawing. Such works show that the child does not yet understand the originality of fine art, which conveys only one moment of the action, and not its entire sequence in time. The teacher should help the children understand this.
Children of the preparatory group can depict various objects in action and understand that the visible shape of the object changes depending on the movement. For example, in a topic such as “Children are making a snowman”, in the older group, the guys will depict him and two children standing next to him with shoulder blades 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 over, they roll a snowball, carry the snow on a shovel, carry it on a sled. Such a variety in the positions of the figures makes the drawing more meaningful and expressive. The complication of the composition of the picture will also contribute to the expressiveness of the images. The image of the earth is not a narrow line, but a wide strip allows you to draw much more objects, that is, fill the entire sheet with a pattern.
Filling the entire sheet with an image is also associated with a complication in the use of color. Children learn to paint the sky with various shades in accordance with the plot: cloudy, gray sky - when it rains, bright blue - on a sunny day, red - at sunrise or sunset.
With bright colors, children depict autumn motifs, enjoy various shades green color when transferring a summer landscape, they feel the color contrast when depicting winter. coloring spring landscape it is difficult to convey to children, since the use of gray, black colors to depict a dirty earth does not correspond to their bright, joyful idea of ​​\u200b\u200bspring. The teacher should take this into account and find joyful topics.
You can suggest, for example, such themes as "Ice drift" (bright sky, dark water and white ice floes give a combination of colors that are pleasing to the eye), "Snowdrop", "The grass is turning green" (where it is necessary to depict not early spring, but first greenery). Especially joyful in terms of colors is the theme “May Day”. Children usually draw colorful, bright festive decorations for houses, streets, fireworks, etc.
The program material contains only approximate topics for plot drawing: on the basis of program requirements, the educator should try to select topics that are interesting for the children, taking into account their impressions of the surrounding reality.

Decorative drawing

Tasks of teaching decorative drawing in kindergarten. Decorative drawing, like all types of fine arts, develops a child's sense of beauty. Folk works decorative arts close to children by their colorfulness, simplicity of composition.
Introducing children to the works of decorative art of various regions and nationalities of our country, the teacher should instill in the children love for the Motherland, respect for the work of people who create this beauty.
The teacher teaching children decorative drawing has the following tasks:
develop a sense of composition in connection with the construction of a pattern on various forms;
develop a sense of color;
develop the ability to distinguish styles in decorative art and use their individual elements in their work;
improve technical skills in drawing with a brush and pencil.
Teaching children decorative drawing, the teacher should develop their ability to see the relationship between all the components of the pattern, color, composition, and form elements.
The child must feel and understand how, depending on the purpose and shape of the object, the ornament decorating it changes. From here he learns the meaning, the expediency of design, the connection between form and content.
Children, getting acquainted with decorative drawing, should learn to clearly imagine what rhythm and symmetry are, without which decorative art cannot exist.
AT decorative drawing the development of a sense of color stands out as an important task. The color in the painted ornament is closely connected with the composition, in the 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 at preschool age.
The task of using color in decorative painting becomes more difficult in each group, starting with the brightest, most contrasting combinations and ending with shades of warm and cold colors in different combinations.
The implementation of these tasks can begin when the children master the drawing of the simplest pictorial forms, since then the children will need to concentrate 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 younger groups, and some tasks in the second younger group are decorative in nature (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 of four years. The tasks 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 forms - simple elements of a pattern;
develop technical skills in using a brush (it is easy to touch the paper, making dots; to act with the entire surface of the brush, drawing stripes, strokes).
Tasks for decorative drawing in the middle group in terms of compositional tasks are similar to gluing ready-made forms. At first, children learn to draw with a brush straight lines and apply between them rhythmically repeating strokes or dots, alternate strokes in 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 a brush to paper. Therefore, strokes are first included in the pattern, and then dots. The point requires mastery of a new method of working with a brush (while the brush is held vertically) and sufficiently developed coordination of movements to only touch the paper with the end of the brush.
The composition of the first drawings is also the simplest: the rhythmic repetition of the same element. Rhythm of hand movement human, facilitates this repetition and helps the transfer of rhythm in pictorial forms.
Alternation is a more complex compositional technique, as it is based on a combination of several forms. Children of the middle group can alternate two elements in shape or color.
The complication of the program material comes at the expense of more complex composition and the introduction of new pictorial elements in the pattern. In addition to dots and strokes, children learn to use circles and rings in the pattern, the drawing techniques of which they got acquainted with in the younger group.
In decorative drawing, the image of these forms changes somewhat: they are smaller, when drawing they must all correspond in size and, moreover, they are not connected with the image of the object, which also makes their image more difficult for the child.
In addition to stripes, children learn to place a pattern on other shapes - a square, a circle. These forms require a different composition in the pattern. Naturally, it is impossible to use a simple linear repetition here, since a square has sides, corners, a center; a circle has an edge and a center.
Children of the fifth year of life can be given more complex tasks of decorative drawing, since the level of development of aesthetic feelings at this age is much higher.
Children need to be taught:
symmetrically arrange the pattern depending on the shape of a sheet of paper or a 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 the brush (draw with the end, with the whole brush, freely move it in different directions).
First, the skills acquired in the middle group are consolidated in drawing up patterns consisting of straight lines, strokes, dots on different forms. But this is not a simple repetition of the material of the middle group. Children are given a choice of more colors; elements combined in patterns can be of different sizes.
Children are taught in the first quarter a new technique for constructing a pattern on a circle - filling the entire form with a pattern built from the center by building up elements symmetrically in concentric circles. In addition to the square and circle, children are given an oval, triangle, rosette and hexagon - shapes that are more difficult to construct a pattern.
In the older group, the principle of alternation of 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 elements of the pattern, children learn to use a variety of linear forms (thick and thin lines, strokes, dots, circles) and more complex forms - vegetable (leaves, berries, flowers), which are more difficult to repeat several times. The children are shown new trick drawing with a brush, applying the brush flat to the paper. The resulting prints in the shape of a petal are good in a pattern of leaves, 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 drawing. In addition to contrasting combinations, children learn to see the beauty of colors in a certain range: blue, blue, 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 forms. The complexity of applying such a pattern is that it is difficult to observe the composition of the pattern, since you see it only partially, the elements of the pattern sometimes change their shape somewhat due to the convex surface. Therefore, voluminous objects offered to children for sketching should have simple shapes. These can be toys molded from clay on the model of Dymkovo - birds, horses. Pattern Dymkovo toys simple and rhythmic - a combination of straight and wavy lines of different thicknesses and dots, circles, rings. By color, these ornaments give the simplest contrasting combinations of a white background with several bright primary colors.
The tasks of teaching decorative drawing to children of the seventh year of life are as follows:
develop a sense of composition: learn to make patterns on flat and three-dimensional forms, depending on their features and the purpose of the subject;
develop a sense of color: learn to use a variety of colors with their shades in various combinations;
to teach to see the features of different types of folk decorative painting, to use individual elements of folk ornaments in drawings;
improve the technical skills of drawing with paints and pencils.
Children who are familiar with the basic principles of constructing a pattern on rounded and rectangular shapes come to the preparatory group. They are offered new shapes - a rectangle and a 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 the edge of the neck - a linear ornament, on the rounded part - a pattern from the center).
The concept of symmetry also becomes more complex. In addition to the arrangement of identical shapes to the right and left, children get acquainted with mirror reflection, where parts of the pattern change their position accordingly.
Then the children master another technique for filling the entire form with a uniform pattern according to the principle of a mesh ornament - repetition and alternation of elements in a checkerboard pattern. Children draw various patterns for fabrics, 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 spread to the entire triangle. In this case, the shape is not an equilateral triangle, but an isosceles one with a right or obtuse angle. The guys draw all sorts of scarf patterns on them.
To create a pattern, they learn to use elements of natural forms (plants, animals). Children of the group preparatory to school can use elements of folk decorative paintings in their pattern, while maintaining the main style. The teacher should teach children to draw curls according to folk art patterns, combine large and small forms, decorate them with a small grassy pattern, use colors in a certain combination characteristic of this painting (Khokhloma, Dymkovo, Ukrainian and other paintings).
In addition to painting clay toys on the model of Dymkovo, children can paint saucers, plates, papier-mâché cups based on Khokhloma or Gesture painting.
In the preparatory group, the guys learn to use not only paints, but also colored pencils. In the 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 away too much attention and strength of children.
In the preparatory group, children already have certain skills, and they can use a pencil to get different shades, creating a pattern in one color. For example, each row of flower petals is shaded from the center with a pencil with different pressure. Children learn to see the beauty of not only bright combinations, but also more gentle, calm and at the same time pleasing to the eye. This task is solved in the preparatory group both when drawing with pencils and paints.
In decorative painting in all groups, only gouache is used, which allows you to apply color on color, and this is often required in decorative drawings and impossible when working with watercolors.

Methods of teaching drawing in age groups of kindergarten

The main principle of teaching children of any age to draw is visibility: the child must know, see, feel the object, 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. Consider the methods of teaching drawing in different age groups of kindergarten.
First junior group. First of all, the very activity of the educator is a visual basis. The child follows the drawing of the teacher and begins to imitate him.
At preschool age, imitation plays an active teaching role. A child who watches how a drawing is created also develops the ability to see features of form and color in their flat image. But imitation alone is not enough to develop the ability to think independently, portray, freely use the acquired skills. Therefore, the methods of teaching children are also consistently becoming more complicated.
In the works of V. N. Avanesova, it is recommended that children be gradually involved in the joint process of drawing with the teacher, when the child finishes the work he has begun - he 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, exercises in drawing lines (of a different nature) and, finally, receives joy and emotional satisfaction from the result of his work.
The teacher can use a demonstration of drawing techniques and a verbal explanation, and the children themselves will complete the task without a reference drawing. It is important here that the process of constructing a drawing by the teacher's hand should be well coordinated with the course of verbal presentation.
The word, supported by visual material, will help the child to analyze what he has seen, to understand it, and to remember the task better. But the child of the younger group has not yet sufficiently developed the ability of memory to retain what is perceived with sufficient clarity for a long time (in this case, this is the teacher’s explanation): he either remembers only part of the instructions and completes the task incorrectly, or he cannot start anything without a second 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 the acquired skills and after explaining the task once.
The use of various game moments has a positive effect on the education of children of primary preschool age. The inclusion of game situations makes the subject of the image closer, more alive, and more 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 should help the child understand that the color in the drawing exists to recreate the image. It is necessary to ensure that children, working with paints, strive to improve the similarity with objects.
If in the first months of training they imitate their teacher, drawing this or that object, now the teacher gives them the task to draw on their own according to the plan, imagination.
It is useful for younger preschoolers to give such an opportunity to work independently according to the plan at each lesson after completing the learning task (if it was not long).
This form of independent work of children creates a prerequisite for future creative activity.
Learning objectives in the second junior group are connected mainly with the development of the ability to depict various forms, the development of technical skills in using a pencil and paints, and the ability to depict various objects.
Conducting drawing classes with children of three years requires the specification of all the material. Without reliance on clear ideas, teaching the simplest forms will be abstract, abstract, incomprehensible to them.
The perception of the surrounding life is the basis of the teaching methodology. Therefore, all the images that are associated with lines, circles, points, must be previously perceived, and not only visually, but in vigorous activity: “They ran along the paths”, “The balls of thread were wound and rolled”, etc. Active knowledge of the subject creates background and for active actions when drawing. The system of gaming exercises developed by E. A. Flerina takes into account this feature of age. In further studies, the methodology for applying these exercises was developed in even more detail.
For example, when drawing straight horizontal path lines, the children, together with the teacher, show the direction of the line in the air with their whole hand: “That’s what a long path!” After that, on paper, the children show which track, and, finally, draw it with a pencil or paints. In such a consistent repeated 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 with the whole hand to movement only with a brush (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 actions with words, for example: “Rain: drip-drip”, “That's what a long ribbon”, etc. This verbal accompaniment enhances the rhythmic nature of the drawing process, makes the movement itself more interesting and easier. The conversations of children during work should not be prohibited, they activate the thought of children, awaken their imagination.
The educator should skillfully direct these conversations, connecting them with the image received. 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 the children and, consequently, the figurative expressiveness of the drawing.
In the process of the lesson, the kids 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 educator. It reminds children about 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 take the desired position and make the appropriate movement. When the child has a muscular sense of this movement, he will be able to produce it on his own. In the same way, it is necessary to first show all the drawing techniques. The teacher shows how to hold a pencil or brush correctly, how to pick up paint on a brush and draw it over paper.
Children will be able to act independently when all the basic techniques are familiar to them. If, without knowledge of the techniques of working with a pencil or a brush, a child is left to himself when completing a task, then the wrong skills may be fixed in him, 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 learning is the drawing of the educator. But an educational drawing, even for the smallest children, should be figuratively 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 should 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 a Christmas tree, the teacher will draw the trunk with a line expanding downward, the branches (above - shorter, below - longer) slightly inclined, without fixing the attention of the kids 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 stored in the memory of the children.
Demonstrating drawing techniques is important until the children are skilled in drawing the simplest forms. And only then can the teacher begin teaching preschoolers how to draw on visual aids without using a display.
For example, when children have learned to draw straight lines and rectangular shapes, the teacher may invite them to draw shoulder blades without showing drawing techniques. At the beginning of the lesson, the teacher examines the shoulder blade with the children, circles its contours with his hand, all the time explaining his actions. After such examination, the guys perform the drawing on their own. For those who find it difficult, the teacher offers to circle the shoulder blade with their own hands in order to feel its shape.
Although these objects remain before the eyes of the children during the lesson, they still do not serve as nature.
A three-year-old child is unable to combine the processes of perception and image, which requires the ability to distribute attention, analyze, 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 the 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 drawing well done by the teacher can be used to enliven their ideas.
The image of the item must be in close-up, with a pronounced form, as far as possible isolated from other objects, so as not to distract attention from the main thing.
As well as on the subject, the teacher draws the attention of the children to the shape, tracing it with a finger, and to the color of the subject. 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 only be used in the younger group as an object for perception in order to clarify ideas or create interest in the topic.
In the second junior group, an artistic word is used as a special technique. Its application here is limited. Mainly, the artistic image is used to attract the interests and attention of children to the topic of the lesson, the emergence of an emotional mood.
The teacher can start the lesson with a riddle or a short passage of poetry. For example, when drawing on the topic " Snowing»Read a quatrain from a poem by I. Surikov:
White snow fluffy
Spinning in the air
And the earth is quiet
Falling, laying 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.
The same rhyme can be remembered 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 is spinning, falling), indications of color (white snow) evoke responses from the child when creating the image in the drawing.
Viewing children's work at the end of classes and a simple analysis contributes to the development of activity among preschoolers. To do this, the teacher chooses a drawing, drawing the children's attention to the positive aspects in it, asks questions, approves the initiative shown in the work - introducing something new into the drawing. At the same time, he should so captivate the guys with the analysis of the drawings so that they are not distracted and focus on the main thing. When analyzing the content, the children, together with the educator, must take into account the quality and accuracy of the task performed. Such an examination of the work helps the children see the image, notice the inconsistency with the subject, and makes them want to correct the mistake.
The drawings are unsuccessful, bad ones should not be shown and analyzed, since high-quality performance at this age often depends not on the desire of the child, but on his general development and, in particular, on the development of movements. It is important for all children to maintain faith in their abilities, interest in drawing, in creativity.
Children with weaker drawing skills should be given more attention during the lesson, encouraging them to draw whenever they feel like it.
An individual approach at this age is especially necessary, since it is here that the inclinations and abilities of children begin to form. To identify and develop them is one of the main educational goals.
The teacher of the middle group is faced with the task of teaching children to correctly depict an object, conveying its main features, structure, color.
Children who have come to the middle group already have the basic visual skills that make it possible to convey the shape and some features of objects. That is why the requirements of the teacher to children are increasing.
These program requirements are based on the development of the ability to more conscious perception, the ability to distinguish and compare objects among themselves 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. An object of a simple form, well known to children, with clearly visible parts, for example, a mushroom (2 parts), a tumbler doll (4 parts), can serve as a kind.
When examining an object, the teacher draws the children's attention to the shape and location of the parts, their sizes, colors, and various details in order to make it easier for the children to correctly convey the structure. The enumeration of all these features of the object should go in the order in which they are given in the image.
middle group. As in the younger group, the teacher, when examining the subject, uses a descriptive gesture and verbal explanation.
For children who have acquired skills in drawing, this gesture is enough to understand where to start drawing and in what sequence to perform it.
During the lesson, the teacher reminds the children about nature, offers to look at it and draw. At this age, children cannot yet convey the image from a certain point of view, therefore nature must be set so that they see it from the most characteristic side and clearly distinguish the main parts. If the children are sitting at four- or six-seat tables, nature must be placed in several places so that it is in front of the eyes of each child (in this case, all objects must 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 at the end of the work to compare drawings with it, although the analysis in this group cannot be very detailed and meets only program requirements.
Given the characteristics of four-year-old children, it is necessary to include game moments in various teaching methods. For example, a roly-poly doll asks to draw her portrait; when analyzing the work, she looks at and evaluates the drawings. The game always brings animation and joy to the work of children, which increases their activity.
In the middle group, for a better reproduction of the image, a picture or drawing of the teacher can be used. The requirements for their use remain the same as in the younger group. Children of four years old cannot yet be introduced to any method of drawing based on a picture. Here it serves only as a means of reviving children's ideas about this or that subject. In terms of content, the paintings used in the middle group are, of course, more diverse than in the younger group, since the subject matter of the drawings is richer: in addition to depicting 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 take significant place in teaching in those classes where new program material is given: the sequence of images of parts of an object, the concept of rhythm, pattern, etc.
For example, the theme of drawing is a snowman. The teacher for the first time offers the children to convey the correct proportions 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 we draw now? Where?
It is not necessary to draw small details (eyes, mouth, nose, hat) so as not to delay the explanation and leave the guys the opportunity to take the initiative and finish the drawing.
For all subsequent classes with similar program material, but on other topics (tumbler, matryoshka, doll), a show is not needed, it can be replaced by examining an object, a picture.
In decorative drawing, it is especially necessary, since children first get acquainted with the composition of the pattern. The concept of what rhythm means in a pattern and how to create it in a drawing, a child can get only by visually seeing how the teacher’s hand moves rhythmically, 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 lessons, the teacher helps those children who could not cope with the task.
In decorative drawing, a sample drawing made by the educator can be used, on the basis of which he first introduces the children to the principle of constructing a pattern, to 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 sample drawing without change, otherwise the task set may be obscured by other goals set by the child independently.
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 the child takes the initiative and creates something of his own, the teacher should approve his work, when analyzing, 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 has changed the colors - the strokes are green, and two rows of lines are red. This means that the child has not only mastered the program material and his skill has been fixed, but the most important thing is that the process of drawing becomes not a simple 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 draw, how many strokes to make in the corners of the square, etc.
A model in subject and plot drawing cannot be applied, as it will fetter the initiative and imagination of the child.
The use of the artistic word in the middle group occupies a greater place than in the previous groups.
On the one hand, an artistic verbal image can be used in connection with the theme of drawing in order to arouse interest, revive in the memory of children images previously perceived in life. In these cases, the verbal image should mainly affect the feelings of the 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 by reading a poem:
Falling, falling leaves
Leaf fall in our garden
yellow, red leaves
They curl in the wind, fly, -
the educator tries to reproduce in the memory of the children 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 everyone is afraid
- and offers to draw an answer. In this case, the verbal image will be the content of children's works. In 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.
Children of four years will not be able to give a detailed, reasonable analysis of the drawings, but they are already able to independently choose the drawing that they like, say whether or not it looks like the depicted object or sample, whether the drawing is done accurately. The educator 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 analyze the individual works that the children choose. Bad work, as well as in the younger group, should not be shown so as not to reduce the interest and mood of the child. But with the authors of weak works, the teacher can study individually in his free time, when the child wants to draw.
Children of the middle group can notice the advantages and disadvantages in the work of their peers, but it is still difficult to evaluate their own work, since the drawing process 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.
AT senior group Much attention is paid to the development of independent creativity of children. The creative work of the imagination can be based primarily on a wealth of experience. Therefore, the question of the development of children's perception is central. For children of the older group, the game is still one of the methods of teaching drawing. For example, at the beginning of a drawing class, a letter is brought to the group from Santa Claus, in which he asks to draw invitation cards for the Christmas tree for the animals.
More complex and varied objects can be used as nature here than in the middle group. At first, 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 - the shape round, elongated or flattened, etc. In order to emphasize these features, two apples of different shapes can be offered as nature.
In addition to objects of a simple form, in the older group it is necessary to use a more complex nature - indoor plants with large leaves and a simple structure: ficus, amaryllis, plectogina. The selected copy should have a few leaves (5-6, amaryllis has 1-2 flowers).
You can draw from nature branches of trees and shrubs with leaves or flowers (willow, mimosa, spruce, poplar), some field and garden flowers with a simple form of leaves and flowers (chamomile, dandelion, cosmea, narcissus, tulip, lily).
Drawing such objects is more difficult than objects that have regular geometric shapes with a symmetrical construction, such as, for example, a tumbler, etc. The complex structure of a plant, in which the leaves are attached in bunches, the branches have many branches, the children of the older group will not be able to convey, but they will not be able to see and draw some leaves are raised up, while others are lowered to them.
Nature is even more difficult - toys depicting various objects. If any animal is drawn, you should take plush toys with simple shapes - elongated paws, an oval body, a round head, such as a bear, a hare.
The location of nature in front of children depends on the task. If you want to convey the correct proportions, nature should be in a static position, turned towards the children so that all parts are clearly visible. Sometimes you need to change the position of the parts if the children are given the task to convey the movement.
In the older group, children can learn to depict only simple movements of living objects.
The basic structure of the object during this movement should not change much, as well as the shape of the parts. Hands in the form of a simple, oblong shape, but only raised up, legs turned toes in one direction, etc.
The need to change the shape when drawing makes children look more closely at nature, compare the drawing with it.
To further clarify the concept of the nature of the movement and the position of the body parts associated with it, the educator can offer someone who finds it difficult to draw a bent arm or leg to take this position himself and explain the movement in words, for example: “I took a flag in my hand, bent it at the elbow and lifted, the other hand is lowered down, it remains straight.
Nature contributes to the assimilation of the correct arrangement of the drawing on the sheet. For this purpose, nature is placed in front of a colored sheet of paper or cardboard of the same shape and shade as that of children, only correspondingly larger. When examining nature, the teacher draws the attention of the children to the fact that it is in the center of the sheet, the edges of the paper are 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 descriptive gestures, questions of the educator to the children. Drawing from nature 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 showing drawing sanguine when it is first introduced.
After examining nature, the teacher explains to the children the sequence of the image of the parts. To find out if the guys understood the explanation, the teacher asks one of them what they will start drawing from, and at the beginning of the lesson, first of all, he approaches those who started to work incorrectly.
Nature is also used at the end of the lesson to compare the results of work with the subject. For the educator, the assessment criterion will be the set program tasks, and for the children - a specific resemblance to nature.
The use of pictures in drawing classes in the senior group not only helps the educator in clarifying the children's ideas about a particular subject, but also introduces them to some visual techniques. For example, a girl plays ball - her hands are drawn up.
Sometimes a picture can be used in the process of drawing, when the child has forgotten the shape of any part, detail of the subject; after reviewing, the teacher removes it in order to avoid copying by children. The picture, as well as the teacher's drawing that replaces it, cannot serve as a model for a child's drawing and be used for sketching. 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 senior group mainly in decorative drawing.
Depending on the purpose of drawing, the method of using the sample may be different. For exact repetition, it is given in cases where children are introduced to some new compositional technique or pattern element. For example, they learn to create a flower by “dipping” by placing the petals symmetrically around the center. All attention should be focused on the fulfillment of this task, therefore, it is quite justified here for children to copy the model of the educator, supported by a visual demonstration 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. The children already complete the pattern on their own, 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 they understand that the drawings can be different, it is good to give 2-3 samples and compare them with each other, revealing 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 where there are elements of creativity, despite the fact that the copied drawings can be done more accurately. Children will quickly feel the teacher's approval of their creativity and will strive to work independently.
Often the use of nature, paintings, samples requires showing the ways of the image. A full display of the entire drawing in the older group is used less frequently than in the middle group. You should always leave some part of the work for the children to decide on their own.
The display can be complete when it is necessary to explain the sequence of the image of the parts. For example, when explaining to children how to draw a truck, the teacher starts the drawing from the cab, which is the center of the drawing, then draws all the main parts of the car, the children are left to draw only small details on their own.
The same display of the basic construction of the subject and when drawing other subjects, 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-storey buildings by arranging rows of windows, the teacher does not draw the whole house. On a previously 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 also not be drawn, just as the roof, window sashes and other details should not be drawn. Children are invited to remember what houses they have seen and draw as they like.
In decorative drawing, when constructing a pattern from the center of a circle or square, after examining several samples, the educator partially shows where to start drawing a flower, how to arrange the petals symmetrically. The teacher does not draw the whole flower, but only 2-3 rows of petals, the children see the full drawing of the flower on the sample.
A teacher helps a child who does not cope well with a task. At the same time, he must remember that it is necessary to show the element that does not work for the child not on 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 the drawing on the sheet, it is best for the educator not to draw, but simply to show with a delineating gesture how one or another task should be performed. For older children, this is enough for them to understand the task and try to complete it on their own.
The use of literary works expands the subject of children's drawings and is at the same time a method of teaching them, contributing to the development of creative initiative.
A verbal artistic image reveals the specific features of an object or phenomenon and at the same time gives the listener the opportunity to think about the image itself and the situation in which the action takes place. For example, for the heroine of the fairy tale by Ch. Perrault "Little Red Riding Hood" are required external signs: a red hat, a basket with treats for 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 image 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 cub - teddy bear; teremok - a small house, etc.
Some fabulous images are presented in toys - Pinocchio, Dr. Aibolit, etc. Playing with them makes these images alive for children, acting, concrete, which makes it easier to depict them.
But for the children of the older group, such a direct visual reinforcement of the verbal image is not necessary. Their imagination can, on the basis of several features present in an artistic image, create it in its entirety.
The use of artistic images helps in revealing the idea. Before starting drawing according to one’s own plan or on a given plot topic, one should help the child select from the whole mass of impressions what relates to this topic, since a completely independent choice is sometimes random, incomplete, wrong.
A literary work should be divided into a number of episodes, where the text itself determines the characters, the place and time of the action. Children of five years old can not always cope with this on their own. At the beginning of the lesson, the teacher sorts out with them what pictures can be drawn according to this work what was first, then, how it ends. The teacher can suggest the topic of any episode himself 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 how animals knock on the door one after another, and who exactly, the child chooses according to own will. Or from the fairy tale “The Fox, the Hare and the Rooster”, children are offered to portray a crying bunny near the hut, and to whom he complains - to a bear, dogs or a cockerel - the guys themselves choose.
Preschoolers of the older group, with the help of the teacher's leading questions when analyzing the work, can already notice both the positive aspects in the drawing and the errors by comparing with nature, image, or with the ideas that are in the mind. This indicates the increased intelligence of children and the ability to think independently.
Children of the older group can justify their answer using the 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.
In five-year-old children, a critical attitude towards the results of activities increases, therefore it is possible to bring them to the analysis of their work on the basis of comparing it with nature or a model. The child may notice a discrepancy, an error; although he still cannot give a complete, objective assessment of his own drawing - whether it is done correctly or not. And this should not be sought from him, since it is more important that the child retains 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.
Great demands must be placed on capable children, who quickly learn techniques and perform tasks well, in terms of the quality and content of the work, and the expressiveness of the drawing. Constant praise of children is just as harmful to their creative development as constant censure, since both prevent them from striving for better results. Here the teacher must observe tact and sense of proportion.
Among the methods of teaching children preschool group a large place is given to drawing from life - the leading method of teaching at school. In the preparatory group, it is combined with other methods, since otherwise it would be impossible to carry out all the educational tasks facing the kindergarten.
The method of using nature in the preparatory group differs from the school one. In kindergarten, there are no tasks of teaching three-dimensional images, rendering chiaroscuro, perspective abbreviations, complex angles.
In the preparatory group for school, children are able to visually examine nature, highlighting its main features. The experience of children 6-7 years old is growing so much that they can already give an analysis general form, parts, their position on the basis of only visual perception without the additional participation of other senses. It is assumed that the proposed item or similar items were familiar to children before; unknown, perceived objects 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 the visual arts, every drawing begins with a light sketch - the position of the whole 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 proceed to transfer the exact forms and details.
First, they learn to analyze the object with the help of a teacher, then gradually the children begin to do it on their own. In the first few lessons, after looking at nature, the teacher himself shows how to make a sketch. When the children learn the basic rule - outline with a light line general contour nature without details, the need to show the teacher disappears. The teacher helps children compare the drawing with nature, find errors and ways to correct them.
In the preparatory group, both nature itself and its staging become more diverse. Items can be of different sizes: larger ones, which are placed at a distance for the whole 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 of 4-5 years old do. Twigs with leaves, flowers, berries, toys and various other small items can be used as nature in the preparatory group. The close location of nature 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 - 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 branch so that they can recognize it later. At the end of the lesson, an interesting analysis of the search for a drawing of nature or according to the nature of a drawing can be carried out. Here the attention of children to all details increases.
Drawing nature helps to develop a sense of composition in the transfer of space. Children very quickly master the ability to place objects in a large space near and far when drawing from nature of the surrounding nature. For example, they examine with the teacher from the window 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 converge with the earth, a narrow strip of forest is visible where it is even impossible to make out individual trees . Children begin to draw by moving from nearby to distant objects, starting from the bottom edge of the sheet. It becomes clear to them what drawing on a wide space means. The void between earth and sky disappears.
The picture as a means of enriching the ideas and knowledge of children is widely used in the preparatory group in the preliminary work before starting to draw.
For example, such a complex compositional task as location on a wide strip becomes clearer to children when looking at a picture. The teacher draws their attention to how the artist divided it into two parts - earth and sky; how the objects are depicted at the bottom; why distant objects are drawn higher, with almost no detail. Children see that trees can be drawn all over the ground, not just in one line. You can consider several paintings on the same topic, where the same arrangement technique is used, so that children learn it better. When drawing, the educator, recalling what he saw in the picture, invites the children to think about how much space the sky and earth will take. Then, dividing them with a thin line, the guys begin to draw.
In the picture, they see with what various shades the sky can be painted, and after the teacher shows the paint washout technique, they themselves try to draw the sky with clouds, clouds, sunrise and sunset.
Under the influence of works of art, children develop the ability to connect what is perceived in life with an artistic image that concentrates the most important, specific to this phenomenon. V. A. Ezikeyeva, on the basis of a special study, developed a didactic manual - the album "Illustrative material for children's fine arts." It presents specially created paintings on various topics from the surrounding life: Late fall”, “Early snow”, “Northern Lights”, “Ice drift”, “Hay harvesting”, “Salute”, “City in the evening”, etc. The author recommends using in the classroom, in addition to these paintings, various reproductions of paintings by famous artists available to children content and visuals.
A valuable tool for drawing are picture books with game actions, in which children see how the meaning of the depicted or appearance an object, such as a book-doll, where the pages represent different dresses. When flipping through them, children see the doll in different outfits. Or the picture book "Funny Nesting Dolls", where the faces of the depicted dolls, nesting dolls, Petrushka and other characters change expression - crying, laughing, fright, etc. Thanks to the rotating circle, you can see either crying faces, or laughing, or frightened. Such a picture helps children to draw a toy more expressive.
The use of the sample in the preparatory group is even more limited than in the senior group. In decorative drawing, objects of folk decorative art are used, on which children get acquainted with the 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 overall composition to show the features of his performance. For example, a teacher needs to teach children to draw a curl - an indispensable element of Khokhloma painting. He draws a pattern on the strip, consisting of only curls, and invites the guys to copy it. They, following the model of the educator, exercise, developing a rhythm of movement that creates a curl. Other elements that require special exercises for free mastery can also be highlighted.
Of great importance in the preparatory group are classes in which children independently create patterns based on acquaintance with objects of decorative art. Sometimes a sample can be used in subject or plot drawing, but not for the purpose of copying, but to enrich children's drawings with various details of the form. For example, when drawing a street, samples are given of various patterns of cast-iron gratings, shapes of windows and window casings, etc., that is, not a complete image of objects, but various versions of some details. When drawing, children use these patterns, 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 on the basis of only verbal explanation.
If this is necessary, 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 the face, explaining in words all the curves of the form. It is also good for children to first practice drawing only the profile on separate sheets, and then proceed 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, a demonstration is necessary in all groups. In the preparatory group, the teacher teaches children to work with paints and pencils, for example, to blur paints on a large surface, to apply strokes or strokes according to the shape of an object, etc.; use new materials - sanguine, pastel.
One of the effective methods of visual learning is the teacher's drawing, that is, the process of working on it. It is easier to organize this in the summer, when the teacher on the site draws something from nature - a landscape, a house or individual objects. Children watch the process of work, and the teacher involves them in a discussion: what should be drawn now? Where? What colour? And so on. Children can watch how the teacher prepares decorations for the holiday, drawing ornaments with national patterns. They see how he builds a pattern, picks up colors. During the lesson, preschoolers usually use the techniques they remember. In the preparatory group more possibilities in the use of artistic verbal images.
The teacher should select such fairy tales, 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 causes the work of thought and imagination in them.
Children can be given the task of collectively doing work, illustrating a particular work, drawing certain episodes from cartoons. For example, having chosen a theme from any work, everyone draws one episode.
The teacher can distribute the topics among the children himself, but it will be more useful if the children distribute them on their own. Such collective work requires great coordination of actions, even if the topics were given by the educator; children must agree on how to portray the hero (his costume, turn of the body). When the drawings are ready, they are combined into a common line or book that 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, the transfer of the environment. For example, the image created by M. Klokova in the poem "Santa Claus" is very clear in this respect. 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 down boots. His beard is covered in silver icicles, he has a whistle of ice in his mouth ”; his movements are visible - “from the tree of tears”, “came out from behind the fir trees and birches. Here he stomped, grabbed a pine tree and patted the moon with a snow mitten. There are also details of the environment - “flying snow in the field at night, silence. In the dark sky, the moon sleeps in a soft cloud. Quiet in the field, dark, dark looking forest. The visual techniques used by the author will help children make the drawing figurative, expressive.
The children of the preparatory group are able, with a little help from the teacher, to create an image corresponding 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", the children with the teacher watched several times how the color of the snow changes from the illumination of the sky, the time of day. Then they read a poem by A. S. Pushkin:
Under blue skies
splendid carpets,
Shining in the sun, the snow lies,
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river under the ice glitters.
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 cherished with all sorts of colors - yellow, pink, blue.
When analyzing the drawings, the children of the preparatory group are already able to assess the quality of the work performed. At first, the teacher helps with questions whether the drawing is correct or not. In the future, the children independently justify the positive and negative assessments.
Preschoolers of the preparatory group develop self-criticism. For example, when selecting the best drawings for an exhibition in the parent's corner with the teacher, they may even reject their own drawings, prefer a drawing of another, where the image is given more expressively, correctly.
The educator should encourage in the work of the children fiction, fantasy, the ability to think independently, that is, something without which a conscious, creative attitude to any work and, in particular, to schooling is impossible.

Elena Nikitina

Drawing one of the most favorite activities for children. Drawing in unusual ways evokes even more positive emotions in children. Using non-traditional drawing techniques development of thinking, imagination, fantasy, creative abilities. The child has an interest in drawing as a result of the desire to create.

Today I will tell you and show you how paint without using a brush.

1. Drawing with cotton swabs. We collect paint on a stick and decorate the image on a sheet of paper with dots. (Herringbone, snow, teapot, sundress, rowan branch).

2. Hand drawing. Pour the paint into a flat container. We dip the palm of our hand and press it against a sheet of paper. (Flowers, fish, Santa Claus, swan, carrots).

3. Drawing with cotton pads. Cotton pads can paint by folding them in half, in a quarter or whole. (Moon, snowdrifts, various flowers).

4. Drawing with prints. Simple way of drawing: Ink is applied to the surface to be printed and the print is placed on a sheet of paper. (use: flowers, shells, fruits, vegetables).

5. Blotography. A spot is made on a sheet of paper or a blot is made of watercolor paint. We take a tube and blow air onto the blot.

6. drawing with a fork. We collect paint from a flat plate on the fork and an imprint is made with the flat surface of the fork. Can draw grass, fence, flowers, hedgehog.

7. thread drawing. The best thing draw with woolen thread. We dip the thread in paint and apply it to a sheet of paper and create a pattern by imprinting with the movement of the thread. The woolen thread creates a whimsical pattern that is suitable for the image of a cloud, a cloud, a sheep, an unusual flower.

8. Drawing sponge or piece of foam rubber. We clamp a piece of foam rubber with a clothespin, lower it into the paint and apply prints that create the texture of the object. They draw animal fur, fluffy clusters of flowers, clouds, tree crowns.

9. Spray painting. You will need a toothbrush and comb. We take a little paint on the brush and spray it with a comb. Over a sheet of paper we drive with a brush along the comb. You can apply paints of different colors, it will turn out very beautiful.

10. Drawing with stamps. The stamp is easy to make from plasticine. Plasticine is applied to a block, cube, etc. With any sharp object, we depict on it some object or an abstract pattern. The stamp is ready. We make a pillow from a sponge. Pour the paint on the sponge. We apply the stamp to the sponge with paint. Now you can print. A stamp can be made from the bottom of a plastic bottle, beautiful flowers are obtained.

11. Drawing prints of cups and necks of different diameters. Pour the paint into a flat plate. We lower the cup into the paint and apply the drawing on a sheet of paper.

12. Comb drawing. We need a comb with frequent teeth. We apply multi-colored paint (next to each other) on a sheet of paper in the form of a drop. Then we draw a comb over all the drops of paint, connecting and smearing them. It makes an amazing rainbow. It is also possible draw different patterns adding drops and moving the comb in different directions.

13. Drawing with wax crayons. colored wax pencils or with wax crayons we draw a drawing on a sheet of paper. Then cover with one or more layers of watercolor. It turns out an unusual and bright pattern. (Can draw stars, flowers).

14. Grating (waxography). We paint the surface of the entire sheet of paper with wax crayons, then cover the sheet with black gouache. When everything is dry, we scratch the paint and create a drawing with lines. You can scratch with a pointed stick, skewer, toothpick.

15. gauze drawing. We apply a layer of gauze to a wet sheet of paper, straightening it. The gauze must be motionless on the paper. On top of the gauze we draw with a brush with paint. Let the drawing dry. We remove the gauze - a drawing remains on the paper in the form of an imprint of the texture of the gauze fabric. (Landscape, sky, tree, grass)

16. Drawing using plastic film. We draw a picture. While the paint is not dry, quickly apply the film to the drawing in the right place and gently, with rotating movements, create film wrinkles on paper. Paint collects in wrinkles. Let dry and carefully remove the tape.

17. Monotype. We draw symmetrical objects. To do this, fold a sheet of paper in half and draw an object on one half. Before the paint dries, again fold the sheet in two. On the second half you will get a print, After that, the image can be draw or decorate.

18. Drawing air bubble wrap. With the help of this wonderful material, you can very easily draw falling snow. We apply white or pale blue paint to the film and apply it to a sheet of paper with a pattern. With the help of this technology you can make an unusual background for a winter application.

19. salt painting. On a sheet of colored cardboard we apply a drawing with PVA glue. We draw a picture on the theme of winter. Sprinkle salt on top. When everything is dry, shake off the excess salt.

20. decoy drawing. For drawing in this technique used colored paper or cardboard. PVA glue is applied to the outline of the drawing. Semolina is poured on top and a sheet of paper is tightly applied on top. Then remove the paper and shake off the excess semolina. So way the next part is created.

21. candle drawing. On a thick sheet of paper or cardboard, children draw with a candle according to plan. The sheet is painted over with watercolor paint. Wax images will emerge through the watercolor. (Christmas tree, snowflakes, animals).

You can also use these methods non-traditional drawing: pen drawing, finger drawing, drawing stenciled with a tampon, poke drawing, bubble painting, crumpled paper drawing, leaf painting.

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