Program content: to teach children the emotional and figurative perception of color, to acquaint them with composite and primary colors; give an idea of ​​the spectral circle (the arrangement of the colors of the rainbow in a circle); consolidate the use of non-traditional materials and techniques in drawing; arouse in children a creative interest, emotional responsiveness, a desire to create, develop imagination, creativity.

Preliminary work: a conversation about summer, about a rainbow. Reading poetry, learning songs, watching a rainbow, looking at pictures of a rainbow; viewing book illustrations.

Materials: colored pencils, multi-colored balls and ribbons, letter, butterfly patterns, pipettes, multi-colored gouache, napkins

Lesson progress

Educator:

If everything in the world was
Same color.
It would make you angry
Or did it make you happy?

(Children's answers.)

- Do you want to get into the colored kingdom? Not scary? Adventures and trials can await us ahead, so we will be friendly, courageous and polite on the journey. Ready? I suggest you hit the road along our colorful path. (a path lined with colored pencils leads to a group decorated with colorful balls and ribbons)

People are used to seeing the world
White, yellow, blue, red...
Let everything around us be
Amazing and different

Educator: And who lives in this colored kingdom!

(Children are met by the Fox.)

Lisa: Hello guys! I am very glad to meet you.

caregiver (children greet the fox): Something you are a very affectionate cheat today, tell me what happened?

Fox: Okay, I'll tell the truth, I found some letter along the way. But I don't know if it's yours or not? (Reads the address.)

Educator: Senior group, hares, is that you? Then this letter to us.

Fox: But I'm a cunning fox, I won't give it to you just like that! Guess the riddle?

What a miracle - rocker
Did it hang after the rain?
Very bright, colorful
And what a beautiful!
Sunny… (rainbow)

– When does the rainbow appear?

What does a rainbow look like when it appears in the sky?

- How many colors does the rainbow have?

(Ball game.)

What colors, name them in order.

(Ball game: "Name the color.")

(Children become in a circle, the leader throws the ball to the child, the one who catches, calls the color)

Educator: And also, fox, we will tell you that these colors are divided into two groups, What children?

Children: Cold and warm.

Educator: let's play a game, do you want a fox to play with us.

Game: "Collect colorful petals"

(2 buckets, droplets of warm tones are put in one, cold tones are put in the other.)

Educator: Well done guys, they did the job!

(Children sit down in the clearing.)

Educator: Well done! In the rainbow there is no white and black, but in nature there is. Can you name a few things that are white? And our children know a lot about color.

Game: "Cheerful palette"

What kind of paint do you need to add blue to make it blue?

(Children answer)

Child 1:

If there are no clouds in the sky,
That the sky is blue
Pour white color into it
And we get ( blue).

- What about green?

Child 2:

And we mix blue and yellow
We get green.

- Orange?

Child 3:

Mix yellow and red
We get orange.

Child 4:

In white, black add
We get gray immediately.

Child 5:

The colors are very tired today
They painted rainbows in the sky.
Long worked on the rainbow of paint,
The rainbow came out beautiful, like in a fairy tale.
All colorful, what a beauty!
You admire what colors!

(A beautiful rainbow appears on the floor from multi-colored stripes)

Fox: You know a lot!

Educator: The fox is tired, and you guys? Let's get some rest.

Relaxation

hello rainbow arc , slowly make arcs with your hands in the air
Colorful bridge!
Hello, rainbow arc,
Welcome us! bow
We run along the rainbow
ran barefoot run
Through the rainbow
Let's jump on the run jump over
And again run, run
In an arc barefoot

Fox: How good are you! I liked you, okay, take the letter.

Educator: Thank you, fox, from whom is this letter? (children open)

(An artist has been painted on the reverse side.)

Who do you think this letter is from? That's right, from the artist.

I was in a hurry to get to you, but I urgently received a telegram. In the Land of Flowers, an evil wizard has bewitched all the butterflies, they have become colorless. They need my help. And I'll be glad if you help too. I'll be very happy.
Your friend is an artist

Educator: Let's help the artist? ( children have butterfly patterns on the tables, using the blot method, you need to decorate the wings of butterflies, paint is applied on one side and cover the other); (butterflies come alive)

Foxy: How beautiful! What beautiful butterflies!

(Music sounds, children, along with their butterflies, flutter around the hall, and the fox blows soap bubbles.)

Name:
Nomination: Kindergarten, Summaries of classes, GCD, visual activity,

Position: teacher of fine arts
Place of work: LLC "Ladushki" creative workshops
Location: 6 clearing 153, Samara city

Lesson outline plans.

Lesson on fine arts in a preschool educational institution for children 5-7 years old

Introduction to paint

Theme of the lesson: acquaintance with paints

Type of lesson: lesson-game.

Type of education: developing.

Purpose: to give a general description and idea of ​​the technique of working with watercolors and gouache paints.

1. teach children to distinguish gouache paints from watercolors
2. to form an interest and a positive attitude towards drawing
3. correct use of the brush
4. Formation of artistic and creative activity of the individual

Lesson equipment.

For the teacher: watercolor, gouache paints, brush, paper, presentation on the topic of the lesson with pictures drawn in watercolor and gouache, classical music Bach "In dulci jubilo", Mozart "Clarinet Quintet in A-Dur".

For students: paints: gouache, watercolor, brushes, watercolor paper, palette, water jar, apron, towel.

Organization of the lesson

1. Time for the perception of nature, objects (shape, proportions, image): -
2. Time to complete the theoretical task by students:-

Lesson progress

2. Teacher: Hello guys!

Students: Hello!

Teacher: Today we will get acquainted with different types of paints and how to draw with them. But first, guess the riddles:

On paper I run

I can do everything, I can do everything

Do you want to draw a house

Do you want a Christmas tree in the snow

You want an uncle, you want a garden.

Any child is happy for me.

Children answer: Tassel

colorful sisters

Were bored without water.

Uncle, long and thin,

Carries water with a beard.

And sisters with him

Draw a house and smoke.

Children: Brush and paints

Teacher: That's right guys. Now let's pick up a brush and take a closer look at it. How soft and fluffy is she? Let's try to draw it.

The teacher runs a dry brush over the paper, but no traces remain on the sheet.

Teacher: Oh, we can’t draw something ... what are we missing?

Children: We need paints to draw!

Teacher: Right. And now our guests at the lesson - watercolor and gouache paint will tell about themselves.

The teacher picks up the paints and begins the story on behalf of the paints.

Watercolor.

“I am transparent paint. So transparent you can see the paper through me. They apply me on paper with a thin layer, if you need a lighter color, dilute it with water. And to correct the failed places, the drawing is simply washed off with water. And when I dry, I do not change color, but remain the same transparent and tender. ”

Gouache.

“I am an opaque paint. If you need to make the color lighter, white is added to me. Paper, when you draw, should not shine through. If you need to fix what didn’t work out, you can paint over with a new layer of paint. It turns out bright and colorful, but when I dry, the drawing brightens a lot"

During the story, the teacher shows the children a presentation.

Teacher: Here are some interesting and bright colors we have. And now I will tell you how to draw

The teacher takes a blank sheet of paper, tells and draws on paper at the same time.

Teacher: First you need to moisten the Brush in water, if there is too much water, you need to wipe it on the edge of the jar of water. And in order to draw beautifully, you also need to sit correctly: the elbow of one hand should be on the table, and the other hand should hold a sheet of paper. Now take the watercolor paint on the brush and draw it over the paper, lightly and without pressing. Let's draw a trunk at a tree. And now I'll show you the "sticking" technique. Let's take a Brush and draw gouache on it, and flatly, like this, put it on paper. What can be drawn in this way?

Children: leaves from a flower, leaves on a tree, ripples on the water.

Teacher: How much do you know. Well done! But before we start drawing, we should rest a bit. Repeat after me:

We raise our hands up,

And then we drop them

And then we'll take it to ourselves

And then we separate them

And then faster, faster

Clap, clap more cheerfully.

Teacher: This is how we rested! Well, now let's draw a tree with leaves with these paints. We will draw the tree with watercolors, and the leaves with gouache. What season would you like to portray?

Children: Autumn, summer!

Teacher: Why do you want to draw this?

Children: - It is very beautiful in autumn, such trees are colorful.

- And in the summer it is warm and sunny, the birds sing, the flowers are beautiful in the parks.

Teacher: Good. Then let's create! Just remember that you can’t keep the Brush in water for a long time, otherwise it will be offended by you and will not help you create masterpieces!

While the children draw, classical music plays.

Children's activity in the lesson:

Speech (conversation, discussion, conference, report, story): conversation, teacher's story about the types of colors and the method of working with them.

Mental (trainings, exercises, theoretical tasks, work with a book, cognitive game, learning control)

In verse.

Student survey

Topic of the survey: questions - riddles about artistic tools (brush, paints), questions about your favorite season.

Survey method: combined

Questions (question-answer):

1. Oh, we can’t draw something ... what are we missing? (We don't have enough colors!)

2. What can be drawn using the priming technique? (leaves from a flower, leaves on a tree, ripples on the water)

3. What season would you like to portray? (Autumn, summer)

4. Why do you want to draw this? (It is very beautiful in autumn, such trees are colorful; And in summer it is warm and sunny, the birds sing, the flowers are beautiful in the parks)

Practical task:

Draw a magic tree in mixed media: watercolor and gouache.

Job level

Educational and creative: come up with the structure of a magic tree, its crown and surroundings.

1. originality of the task.

2. Search for new methods for solving the problem.

Techniques aimed at developing the creative activity of students: the introduction of the game into the educational process, the integration of painting, music and literature.

Homework: bring materials for the next lesson: watercolor, wax crayons, A3 sheet, brushes, water jar, towel, apron.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old
Winter huts.

Theme of the lesson: the image of winter in gouache.

Lesson type: lesson-consolidation

Type of education: developing.

Purpose: Consolidation of knowledge about the types of paints: gouache

1 Development of fantasy, imagination.

2 Implementation of aesthetic education.

3 Formation of artistic and creative activity of the individual.

4 Formation of a sense of color.

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: stencils of houses, presentation with pictures of snow-covered houses, musical sequence: Beethoven "Symphony No. 8 in F-Dur Op.93", Bach "Valet will ich dir geben".

For students: A3 sheet, brushes, gouache, water jar, apron.

Organization of the lesson

1. Lesson start and end time: -
2. Time to report the topic of the lesson and explain the new material: 15 minutes
3. Time for students to complete the practical task: 28 min
4. Review and analysis of graphic works: 10 min
5. Time for summing up the lesson and giving homework: 7 min.

Course progress.

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys.

Students: Hello!

Teacher: Children, what time of year is it outside now?

Students: Winter!

Teacher: Right. Now, guess my riddles.

The cold has come.

The water turned to ice.

Long-eared hare gray

Turned into a white bunny.

The bear stopped roaring:

The bear went into hibernation in the forest.

Who's to say, who knows

When does it happen?

Pupils: In winter

Name it guys

A month in this riddle:

His days are shorter than all days,

All nights are longer than nights.

To fields and meadows

Until spring, snow fell.

Only our month will pass,

We are celebrating the New Year.

Pupils: December

Teacher: Have you noticed how beautiful trees and houses are in winter?

Students: Yes, you did. Everything around is so white.

- Fluffy and soft, like in a fairy tale.

Teacher: How attentive you are, well done. Let's see with you a small presentation with winter snow-covered houses.

The teacher shows the children a presentation on the topic of the lesson.

Teacher: These are our beautiful houses. And now we will draw a winter composition with houses. I have prepared stencils for you (paper example) and now we will “dress” them with snow! By the way, do you know what color snow is?

Pupils: Like what, white.

Teacher: Wrong guys. Our snow is colorful! Look out the window and see how colorful the snow shimmers. What colors do you see there?

Pupils: - Oh, and the truth is colorful! I see yellow.

- I'm blue and purple.

Oh, there's even orange!

Teacher: You see. Now let's take a break and start painting.

I'm not afraid of frost

I'm very close with him.

Frost will come to me,

Touch your hand, touch your nose. (You need to show your hand, nose.)

So, you must not yawn

Jump, run and play. (Movement.)

Teacher: Well done. And now, with renewed vigor and imagination, let's take a brush and start creating. Just remember that the Brush cannot be kept in water for a long time.

The teacher helps each child to redraw the stencil of houses, and the children begin to draw. Classical music plays throughout the class.

At the end of the lesson, a mini-exhibition of children's work is made and marks are given for the lesson.

Children's activity in the lesson

Emotional (emotional unloading, "minutes of peace", psycho gymnastics, situational and game method, competition, KVN, etc.):

Speech (conversation, discussion, conference, report, story): a conversation on the topic of the lesson.

Mental (trainings, exercises, theoretical tasks, work with a book, cognitive game, learning control):

Motor (physical education, health-improving gymnastics, finger, breathing exercises, visual gymnastics, etc.): physical education

Student survey

Topic of the survey: a survey about the time of year, and what color is the snow.

Questions (question-answer)

1. Children, what time of year is it outside now? (Winter)
2. Have you noticed how beautiful trees and houses are in winter? (Yes, you noticed. Everything around is so white; Fluffy and soft, like in a fairy tale.)

3. What color do you see snow there? (Oh, it’s really multi-colored! I see yellow; and I’m blue and lilac; Ah, there’s even orange!)

Practical task

Performing a winter composition in gouache technique.

Job level

1. Educational: to perform work in the gouache technique.

Criteria for evaluating student work:

1. Accuracy in the execution of work
2. Harmoniously selected colors in the work.

Techniques aimed at developing the creative activity of students: visual material (presentation) helps students get a more specific idea of ​​​​a given topic, the introduction of game techniques and situations liberates the child's creative activity.

Homework: bring salt dough, stacks, plank, cardboard, beads and buttons to the next lesson.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old

New Year's theme in decoupage technique.

Theme of the lesson: acquaintance with the technique of decoupage.

Type of lesson: lesson-acquaintance

Type of education: developing.

Purpose: to give a general description and idea of ​​the decoupage technique and the method of working in this technique.

1. development of fine motor skills

2. Formation of artistic and creative activity of the individual.

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: presentation about decoupage, musical score: Vivaldi "Winter Aus Die Vier Jahreszeith - from the Four Seasons Op.8", Mozart "Violin concerto No. 3 in G major K.216", Tchaikovsky "Tanets fei Drazhe - iz baleta Schelkunchik ".

For students: PVA glue, glue brush (wide), glass blank, New Year's decoupage napkins, apron.

Organization of the lesson

1. Lesson start and end time: -
2. Time to report the topic of the lesson and explain the new material: 20 min.
3. Time for the perception of nature, objects (shape, proportions, image): -
4. Time to complete the theoretical task by students: -
5. Time for students to complete the practical task: 23 min.
6. Time for summing up the lesson and giving homework: 7 min.

Lesson progress

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys.

Students: Hello!

Teacher: Tell me, what holiday are we approaching?

Students: New Year!

Teacher: Right! Now I will read you poems about the New Year.

Enchantress Winter

Bewitched, the forest stands,

And under the snowy fringe,

Motionless, dumb

He shines with a wonderful life.

And he stands bewitched

Magically enchanted by sleep

All entangled, all bound

Light chain down

Is the sun in winter

On him his ray oblique -

Nothing trembles in it

He will flare up and shine

Dazzling beauty.

With fun songs

In a scary dark forest

Zimushka has arrived

With a chest of miracles.

Opened the chest

Took out all the outfits

On birches, maples

She threw on the lace.

For tall firs

And gray oak

Zimushka got

Snow coats.

I covered the river

thin ice,

As if glazed

Blue glass.

Teacher: What do we have for the New Year?

- All sorts of gifts under the tree.

- They launch beautiful salutes, fireworks.

Teacher: Right! Do you like to receive gifts?

Students: Of course we do.

Teacher: That's good. Then let's create a gift for your moms or friends today! After all, as they say, the best gift is the one that is made with your own hands. Do you agree with me? Love crafting?

Students: Of course we do!

Teacher: But before I start, I will tell you about a magical technique called DECOUPAGE. This is a very interesting and simple technique to perform.

Decoupage (fr. decouper - cut) is a decorative technique for fabric, dishes, furniture and more. It consists in meticulously cutting out images from various materials (wood, leather, fabrics, paper, etc.), which are then glued or otherwise attached to various surfaces for decoration. In general, an ordinary, but not quite a simple napkin in your hands can work wonders! Let's see examples of such magical transformations.

The teacher shows the children a presentation about decoupage.

Teacher: Well, you must be tired, let's do a fabulous warm-up!

Listen, fabulous people,

We're going to a gathering.

Get in line quickly

And start charging. (Sipping.)

Stretch, stretch!

Hurry, hurry up!

The day has come a long time ago

He knocks on your window.

Teacher: Wow, that's how we rested! Let's get the work started!

To begin with, we will take with you a napkin that you like. You see, it is dense, this is because it has three layers. But we only need the first one. Take and separate this layer from all the others. Here's how transparent it is! And now we put this picture on our workpiece and with a wide brush with glue we begin to smear it, starting from the middle, as if the rays of the sun. Just do not pull the napkin too hard, otherwise it may tear. Do everything neatly and beautifully, this is a gift. If it doesn't work, I'll definitely help you.

While the children are doing the task, classical music is playing.

At the end of the lesson, a mini-exhibition of children's work is made and marks are given for the lesson.

Children's activity in the lesson:

Speech (conversation, discussion, conference, report, story): teacher's story about the new decoupage technique and the method of working with this technique.

Student survey

Topic of the survey: questions about the new year.

Interrogation method (individual, frontal, combined): combined

Questions (question - answer)

1. Can you tell me what holiday is coming up? (New Year)
2. What do we have for the New Year? (All kinds of gifts under the tree; Beautiful fireworks are launched, fireworks)
3. Do you like to receive gifts? (Of course we love)

Practical task

Decorating glass or any other surface using the new decoupage technique.

Job level

Educational: to perform a New Year's composition on a glass blank using a new technique.

Criteria for evaluating student work:

1. accuracy of work.
2. the quality of mastering the initial skills of decoupage.

Techniques aimed at developing the creative activity of students: the teacher reading poems on the topic of the lesson, viewing the presentation.

Homework: bring plasticine, stacks, board, colored cardboard to the next lesson.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old

Owlet.

Lesson topic: acquaintance with the technique of plasticine painting

Type of lesson: lesson-acquaintance.

Type of education: developing

Purpose: To give a general description of what plasticine painting is, to give a description of the work in this technique.

1. Fantasy Development
2. mastering a new technique for working with plasticine
3. education in children of artistic taste;
4. development of motor skills of children's fingers.
5. development of a sense of color, proportion, rhythm;

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: a presentation on the topic of what owls are, a stencil of an owlet with which children will work, a musical series: the sounds of music “Mountain Calm”; sounds of music "Melody of life"

For students: plasticine, stacks, colored cardboard, pencil, eraser.

Organization of the lesson

1. Lesson start and end time: -
2. Time for the perception of nature, objects (shape, proportions, image): -
3. Time to complete the theoretical task by students: -
4. Viewing and analysis of graphic works: 10 min.

During the classes.

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys!

Students: Hello!

Teacher: Today, guys, we will draw with plasticine. Yes, yes, it is plasticine, like paints. And this technique is simply called plasticine painting. It combines both modeling and painting with paints.

Students: What an interesting technique! And what are we going to do today?

Teacher: We will make an owl! Have you ever seen owls?

Pupils: - Yes, I saw it at the zoo

- No, they didn't.

Teacher: Good. And let's remember with you heroes - owls from cartoons. Do you know these?

Pupils: - Sovunya from Smeshariki.

- Owl from Winnie the Pooh.

Teacher: That's right guys. Now let's see what kind of owls are.

Showing the visual series by the teacher: photographs of owls made in the form of a presentation.

Teacher: What owls are beautiful and all different. Now we will make our owl using the new technique. I brought you several stencils, choose any of them, and I will help you redraw on cardboard. So, let's take a piece of plasticine, for example brown, tear it off a little and start smearing it with a finger, for example, a breast. And so the whole owl. We do it carefully, do not rush. We will be doing it in two sessions.

During the lesson, physical education is held:

We drew today

We drew today

Our fingers are tired.

Let them rest a little

Start drawing again.

Let's take our elbows together

Let's start drawing again. (Hands stroked, shaken, kneaded.)

We drew today

Our fingers are tired.

Shake our fingers

Let's start drawing again.

Feet together, feet apart

We hammer in a nail.

We tried, we drew

And now everyone stood up together,

They stamped their feet, clapped their hands,

Then we squeeze our fingers

Let's start drawing again.

We tried, we drew

Our fingers are tired

And now we'll rest

Let's start drawing again.

During the lesson, music is played that imitates the sounds of nature.

In the next lesson, the children complete what was left unfinished in the previous lesson.

Children's activity in the lesson:

Emotional (emotional unloading, "minutes of peace", psycho gymnastics, situational and game method, competition, KVN, etc.): game method, listening to musical fragments, poetry.

Speech (conversation, discussion, conference, report, story): a conversation about owls.

Motor (physical education, health-improving gymnastics, finger, breathing exercises, visual gymnastics, etc.): physical education.

Student survey

Topic of the survey: questions about owls.

Interrogation method (individual, frontal, combined):

Questions (question-answer):

1. Have you ever seen owls? (Yes, I saw it at the zoo; no, I didn't)

2. And let's remember with you the heroes - owls from cartoons. Do you know these? (Sovunya from Smeshariki; Owl from Winnie the Pooh)

Practical task

Making an owlet on a stencil using the technique of plasticine painting during two lessons.

Job level

Training: stencil to make an owlet using the technique of plasticine painting.

Criteria for evaluating student work:

1. The quality of mastering the initial skills of plasticine painting.

Techniques aimed at developing the creative activity of students: the integration of music, poetry and painting, which helps to better assimilate the material provided, the introduction of game techniques and situations liberates the creative activity of the child.

Homework: bring sheet A3, wax crayons to the next lesson.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old
Stubborn elephant.

Lesson topic: illustrating a fairy tale

Lesson type: lesson-game

Type of education: developing

Purpose: To give a general description of who illustrators are and to get acquainted with some of them.

1. Fantasy Development
2. Formation of graphic skills
3. teach kids how to draw

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: African fairy tale "The Stubborn Baby Elephant", a presentation about illustrators.

For students: watercolor, brushes, watercolor paper, palette, water jar, apron, towel.

Organization of the lesson

1. Lesson start and end time:
2. Time to report the topic of the lesson and explain the new material: 25 min.
3. Time for the perception of nature, objects (shape, proportions, image): -
4. Time to complete the theoretical task by students: -
5. Time for students to complete the practical task: 75 min.
6. Viewing and analysis of graphic works: 10 min.
7. Time for summing up the lesson and giving homework: 10 min.

During the classes.

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys!

Students: Hello!

Teacher: Today we will come up with a picture! We will be illustrators for the fairy tale. Do you like looking at pictures in books?

Pupils: Yes, they are so beautiful and colorful!

Teacher: Do you know what these pictures are called?

Students: These are illustrations.

Teacher: That's right guys! Do you know who creates these pictures?

Students: Artists!

Teacher: That's right, but these are not quite ordinary artists, but illustrators. They help you understand what the book is about with the help of beautiful drawings, even if you have not read it! Let's get to know some of them.

Demonstration by the teacher of a presentation about illustrators: Ivan Bilibin, Elena Polenova, Yuri Vasnetsov.

Teacher: So today we will feel like real artists, we will draw a fairy tale with you! But for that, let's listen to her. So, let's begin!

An elephant lived in Africa. And he was so stubborn that no one could cope with him. One day the whole elephant family gathered for a walk.

“Let’s go,” the elephant father said to the baby elephant.

"Let's go," said the mother elephant.

“I won’t go,” said the baby elephant.

“Let’s go,” said the older elephant brothers.

“I won’t go,” answered the baby elephant.

“Well, we’ll take a walk without you,” the elephants said and left.

The elephant was left alone. And when he was left alone, he terribly wanted to walk with everyone. Therefore, he was very offended that the elders left without him.

“If so,” the baby elephant said to himself, “I won’t be an elephant anymore.”

He thought about who he should become. And he decided to become a lion cub. The baby elephant threw himself on the ground, lifted all four legs and began to dangle them in the air. Just like a lion cub. A shy gazelle ran past. She stopped for a moment, looked at the baby elephant, got frightened and ran away. On the run, she threw up her thin legs and shook her horns.

“This is who I will be,” the baby elephant shouted and galloped like a gazelle.

His ears were shaking like banana leaves, and his fat legs were tangled around each other. Soon his whole body ached from jumping. “It’s not so nice to be a gazelle,” thought the baby elephant.

Then he saw a green-eyed lizard. She sat on a flexible vine that hung from a tree.

“Good afternoon,” said the baby elephant. - How are you doing?

“Bad,” said the lizard. - I let my children go for a walk with cousins, little crocodiles. I'm afraid that the crocodiles, having played out, would not accidentally swallow my children.

“I would also like to play with someone,” said the baby elephant. - Now I'll climb up to you on the liana - and we will sway.

- Well, I do not! squeaked the lizard.

How? - the elephant was offended. - You don't want to play with me?

“Of course I don't. First, I'm worried about the children; secondly, you are too heavy and will break my vine. And thirdly, goodbye!

Before the baby elephant had time to blink an eye, the lizard darted into the foliage of the tree - only the tail flashed.

“Just think, I really need a lizard!” the elephant snorted. - I'll find a better friend. He went on. In the clearing, the baby elephant saw monkeys. They were playing tag.

“This is a game for me,” said the baby elephant. - Can I play with you?

— Play! - the monkeys squealed, so loudly that they completely deafened the baby elephant.

He did not have time to come to his senses, as the monkeys began to play with him. Oh what a game it was! The monkeys grabbed him by the tail, pulled his trunk, pulled his ears. They tumbled on his back and tickled his belly. And the baby elephant, no matter how hard he tried, could not stain a single monkey. Soon the baby elephant was completely exhausted.

"I don't like being a monkey," he said, and ran away. And the monkeys laughed at the clumsy baby elephant for a long time.

An elephant calf walked and walked and saw a parrot that flew from branch to branch. The parrot was so colorful. That the baby elephant even dazzled in the eyes.

“Now I finally know what to do,” the baby elephant was delighted. - I will fly.

“Start, and I’ll see,” said the old parrot. The baby elephant made a big jump, but for some reason did not take off. He fell to the ground and hurt his leg.

The old parrot cocked its head to one side and sneered at him with one eye.

“It’s just that there’s nowhere to scatter,” said the embarrassed baby elephant.

"I'll show you where to run." - the parrot consoled him and led the baby elephant to the steep bank of the river.

- Look. - said the old mocker, went to the very cliff. Jumped up and took off.

The baby elephant also came up to the very cliff, also jumped up and ... plopped into the water.

He got out on the shore wet, dirty. All plastered with silt and mud. And, having got out, he saw that the father-elephant, mother-elephant and brothers-elephants were standing nearby. And everyone silently looks at him. The elephant became embarrassed.

“Take me for a walk,” he said. “I will always be an elephant now.”

And the whole elephant family went for a walk.

Teacher: What an interesting and instructive tale. Did you guys like it?

Students: Yes, I liked it.

Teacher: and now, before we start creating, we need to rest a little so that we have the strength to create!

One, two, three - forward tilt,

One, two, three - now back. (Tilts forward, backward.)

Elephant shakes its head

He is happy to do exercises. (Chin to chest, then tilt head back.)

Although the charge is short,

We rested a bit. (Children sit down.)

Teacher: And now, guys, let's close our eyes and see our fairy tale ... imagine yourself as this elephant. What do you see around you?

— Palm trees around, the sun is shining.

- Different animals: parrot, monkeys. And the river is nearby.

- Oh, and a gazelle ran away from me!

Teacher: Oh, what a good fantasy you have! Here, now we are ready to create a fairy tale! Let's take watercolor paper and start first drawing our picture with a pencil, and then remember the technique of drawing with watercolor on wet. While the children complete the task, classical music plays.

In the next lesson, the children continue to complete the illustration, with a more detailed drawing of objects.

At the end of the lesson, a mini-exhibition of children's work is made and marks are given for the lesson.

Children's activity in the lesson:

Emotional (emotional unloading, "minutes of peace", psycho gymnastics, situational and game method, etc.): game method, listening to musical fragments, poetry.

Speech (conversation, discussion, conference, report, story): fairy tale "Stubborn Elephant", a conversation on the topic of the lesson.

Motor (physical education, health-improving gymnastics, finger, breathing exercises, visual gymnastics, etc.): physical education in verse.

Student survey

Topic of the survey: questions about illustrations.

Survey method: combined

Questions (question-answer):

1. Do you like looking at pictures in books? (Yes, they are so beautiful and colorful!)

2. Do you know what these pictures are called? (these are illustrations!)

3. Do you know who creates such pictures? (painters)

Practical task:

Making your own illustration for the fairy tale you heard in watercolor on raw during two lessons.

Job level

Educational and creative: come up with your own illustration for the listened work.

Criteria for evaluating student work:

1. Accuracy in completing the task.
2. Correspondence of the drawing to the tasks of the lesson

Techniques aimed at developing the creative activity of students: a game situation aimed at developing the child's imagination.

Homework: for the next lesson: quilling kit, scissors, pieces of fabric, cardboard, PVA glue and glue stick.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old

Spring smile.

Topic of the lesson: acquaintance with the technique of blotography and monotype.

Type of lesson: lesson-acquaintance

Type of education: developing.

Purpose: To acquaint children with such a method of depiction as blotography, monotype, to show their expressive possibilities.

1. Arouse interest in the "revival" of unusual forms (blot)

2. To form the artistic and creative activity of the individual

3. Develop imaginative thinking, flexibility of thinking, perception

4. Cultivate accuracy in drawing with paints.

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: a presentation about the technique of inkblotography and monotype, a musical series:

For students: watercolors, brushes, straw, watercolor paper, water jar, towel, apron.

Organization of the lesson

1. Lesson start and end time
2. Time to report the topic of the lesson and explain the new material
3. Time to perceive nature, objects (shape, proportions, image)
4. Time to complete the theoretical task by students
5. Time for students to complete the practical task
6. View and analyze graphic works
7. Time for summing up the lesson and giving homework

Lesson progress

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys.

Students: Hello!

Teacher: Now the children, we will repeat and consolidate the skills of drawing with watercolors. Come on, you will tell me how to draw, and I will do it. Be teachers.

Students: Wow, great!

- Well, you need more water and less paint on the brush to take.

The teacher does as the children say and “accidentally” drips onto the sheet, resulting in a blot.

Students: Oh, and how now? The drawing is messed up.

Teacher: Well, no. We have magic wands. Don't you see?

Students: No, we don't.

“Ah, these are probably the straws that we brought?

Teacher: Yes, right.

The teacher takes a straw and blows on the resulting droplet, beautiful stains are obtained.

Teacher: You see, and then you can paint something on this blot, depending on what it will look like. This technique is called blotting.

Students: Wow, great! Such divorces are beautiful.

Teacher: and now I will take another sheet and show you a different technique.

During the master class, the children watch a presentation on the topic of the lesson.

The teacher takes a blank sheet. On one half of the sheet, he paints colorful spots with watercolors (only as in gouache - a thick layer) and quickly applies the second half of the sheet to the first, until the paint has dried, and carefully strokes the entire surface with his palms. Opens the sheet and we get almost the same print on the other side of the sheet.

Teacher: But this technique is called monotype - from the word "imprint".

Students: What a beauty

Teacher: With these techniques we will draw spring. What happens in spring?

Students: The snow is melting.

- Trees are budding

- Birds fly and chirp around

Teacher: What good fellows you are! Here we are now and draw spring in such interesting techniques.

Classical music plays throughout the class. At the end of the lesson, a mini-exhibition of works is held and marks are given for the lesson.

Children's activity in the lesson:

Emotional (emotional unloading, "minutes of peace", psycho gymnastics, situational and game method, competition, KVN, etc.): game method, listening to musical fragments, poetry.

Speech (conversation, discussion, conference, report, story): teacher's story about new techniques, conversation about spring.

Motor (physical education, health-improving gymnastics, finger, breathing exercises, visual gymnastics, etc.): physical education

Student survey

Poll topic: questions about spring.

Interrogation method (individual, frontal, combined): combined.

Question (question-answer):

1. What happens in spring? (the snow is melting; the buds are blooming on the trees; the birds are flying and chirping around)

Practical task

Implementation of the spring composition using the technique of monotype and blotography.

Job level

Educational and creative: come up with an autumn composition from blots.

Criteria for evaluating student work:

1. originality of the task
2. compliance with the tasks set

Techniques aimed at developing the creative activity of students: a teacher's master class on the technique of working with new techniques, a musical series, a presentation.

Homework: bring colored cardboard, sequins, beads, buttons, ribbons, various types of fabric, PVA glue, scissors to the next lesson.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old

For the successful implementation of this program, it is necessary to take into account the fact that the content of game tasks and game actions must correspond to children's knowledge of the environment and their interests. Otherwise, the interest of children in the lesson will be superficial, momentary, and the teacher will get the impression of uselessness, uselessness of playing techniques in teaching.

When developing game techniques, it is important to think not only about the content and logic of game actions, but also about their compliance with the logic and meaning of real life situations. The game technique will be the more interesting and effective, the more varied the content of the game actions. Therefore, teachers, inventing them, should focus on the content of relevant life situations. If this condition is not taken into account by the teacher, then the child does not actually accept the game situation offered by adults, soon loses interest in it, and the game impact on children is ineffective.

The teacher's knowledge of the possible logic of the development of events is important for quickly inventing a variety of game tasks, their corresponding game actions, and is the basis for the teacher's urgent need for game improvisation in class conditions. This is sometimes required by the unforeseen development of the drawing, the unexpected quality of children's work. When developing game techniques, the teacher needs to know the leading motives of the game, the area that interests the preschooler: objects and actions with them; people, their activities and relationships.

The teacher needs to remember that he uses the game in the classroom not for the sake of entertainment, but for the purpose of directing artistic activity, so that the learning process is joyful, contributes to the development of feelings, imagination, and creativity. Therefore, game teaching methods should be aimed at solving specific tasks of the lesson and correspond to these tasks.

Thus, the choice of certain methods and techniques depends on:

• from the content and tasks facing this lesson, and from the tasks of visual activity;
• on the age of children and their development;
• on the type of visual materials with which children act.

Lesson on fine arts in the preschool educational institution for children 5-7 years old.

Lesson on fine arts in a preschool educational institution for children 5-7 years old

Name:
Nomination:

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

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

Foreword

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

Visual Arts Program

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

Drawing

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

modeling

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

Application

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

By the end of the year, children may

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

Approximate distribution of program material for the year

September

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

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

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

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

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

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

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

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

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

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

Useful materials in this section will help you sensibly and competently, step by step, to organize creative classes in fine arts with children. Whether it's drawing, modeling, designing or appliqué, each such mini-event requires proper organization and a thoughtful, conscious approach.

For you - an inexhaustible source of inspiration for positive children's creativity.

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All sections | ISO. Summaries of classes on fine arts in kindergarten

Summary of GCD on designing using the origami technique “Colorful Butterflies” in the senior group Summary of GCD on designing using the origami technique"Colorful Butterflies" in the senior group caregiver: Glukhova Svetlana Nikolaevna Goals: Increase interest in making origami crafts. Teach children to fold square-shaped paper in different directions, carefully ...

Abstract of a lesson on art activity in the technique of nitkography "Magic Flowers" Lesson summary on fine arts in non-traditional drawing techniques for the senior group at topic: “Magic flowers”. Target: introduce non-traditional drawing techniques. Tasks: to form the ability to independently choose the color scheme of paints corresponding to ...

ISO. Summaries of classes in fine arts in kindergarten - Synopsis of a conversation with the children of the preparatory group "Introduction to the types of application techniques"

Publication "Summary of a conversation with children of the preparatory group" Acquaintance with the views ... " Purpose: Acquaintance with the concept of appliqué, with various types of appliqué (flat and three-dimensional) Tasks: Educational: To form simple techniques for working in the technique of flat and three-dimensional appliqué, learn to compose a composition of elements and color combinations. Improve...

MAAM Pictures Library

Synopsis of a lesson in the senior group using non-traditional drawing techniques "Willow twig" Summary of the lesson in the senior group using non-traditional drawing techniques Topic: “Willow twig” Lesson objectives: 1. Introduce new ways of depicting the “poke” method (with a cotton swab and foam rubber, show their expressive possibilities. 2. Fix and expand ...

Abstract of a lesson on artistic and aesthetic development in the middle group "Magic Flower-Cornflower" Continue to acquaint children with the world around them, consolidate knowledge about colors, their names. To teach children to paint flowers with gouache using a brush using the priming method. Develop a sense of rhythm. Cultivate love for flowers, native land. Materials: ½ sheet of tinted paper with...

Synopsis of an open lesson for teachers on artistic and aesthetic development in the middle group "Magic Flower-Cornflower" Program content: Continue to acquaint children with the world around them, consolidate knowledge about colors and their names. To teach children to paint flowers with gouache using a brush using the priming method. Develop a sense of rhythm. Cultivate love for flowers, native land. Materials: ½ sheet...

ISO. Summaries of classes in fine arts in kindergarten - Outline of a lesson in drawing using the pointillism technique "Drawing a flower meadow with dots"

Lesson topic: Flower meadow. Purpose: to introduce children to the non-traditional drawing technique “dot drawing” Tasks: - to introduce children to non-traditional techniques - “dot drawing”; - to teach to work in this technique - to develop imagination, motor skills, creative thinking; ...

Municipal preschool educational institution "Olenovsky nursery-garden No. 23 of the Volnovakhsky district"

Abstract of the lesson on visual activity "Tricks of Blots" (senior group)

Tseglevka Nina Nikolaevna

Program content:

expand children's ideas about the variety of colors in the spectrum;

learn to independently choose image methods according to the plan;

to consolidate the ability to use previously acquired technical skills and abilities in a plot drawing;

develop children's creative imagination, fantasy;

to cultivate accuracy, aesthetic taste, the ability to bring the work begun to the end.

Lesson progress

(the group room is decorated with greenery, lianas, bright,

colorful soft toys)

caregiver : Guys, do you like to travel? I want to invite you to go to one wonderful, extraordinary country, where we will meet old acquaintances, meet and make friends with new friends. And we will go to this country on a ship called ... Who can read the name of the ship? (children's answers). That's right, it's called "Rainbow", but only the one who correctly names the color in the rainbow and receives an invitation can enter it (the children name the colors of the rainbow in the order in which they are: K-O-F-Z-G-S -F, receive invitations of different colors and "enter" the ship. The melody of the song "Chung Chang" sounds)

What country are we in? Look guys, how beautiful it is here! And here is the name of this country. (Children read). Yes, that's right, this is Fantasyland. Guys, this country consists of miracle islands. And here is the first island - the Island of Flowers. You see beautiful flowers (red, blue and yellow). I invite you to gather at the flower to which your invitation fits (children must choose their places correctly: red, orange sit on a red flower, yellow and green on yellow, purple, blue and blue on blue).

The owner of this island is Tsvetik - Multi-colored (a picture appears depicting a sad multi-colored man). But he is sad today. Here is a box of paints, some kind of letter. Now let's find out what happened? ("reading the letter")

Yeah guys, it's tough stuff. As it turned out, the paints had enemies. The Evil Black Blob (blot appears) stole some colors from paints. We need to find out which ones and return them to their place. Can we help paint? (children are given tasks:

What color do you get when you mix yellow and blue paint? (green)

What happens when you mix blue and red? (violet)

What if you add white to black? (grey)

children presumably name colors, the teacher opens them on the palette, and the child at the easel “checks” the correctness of the answers. The blot disappears)

Well, here we helped the inhabitants of the island of flowers. Flower invites us to another island - the Island of Fairy Tales. (the children sit down at the tables, Blot appears again. The teacher has black bags on the table). Guys, fairy tales live on this island, to which paints gave their names, but I see that Klyaksa did her dirty work here too - she bewitched all the fairy tales and repainted them in black. Let's try to help disenchant them? It is necessary to guess the name from a passage from a fairy tale, and then the witch's spell will be dispelled. (Excerpts from fairy tales are read out:

" Red Riding Hood"

" The Scarlet Flower"

"Flower - seven-color"

(as you guess the passages from the black bags, books appear). So we fixed the second trick of Klyaksa. Now the road has led us to the third island - the Island of Creativity. I want to offer to listen to a new fairy tale, and then we will look at the illustrations for it.

"In the Sweet Carrot Forest"

The hare loved carrots the most.

He said:

I would like carrots to grow in the forest instead of trees.

The squirrel loved nuts most of all.

She said:

I would like, Hare, that instead of cones, nuts grow on your carrots.

The little bear loved honey the most.

He said:

I wish there were slow honey showers in autumn.

The hedgehog loved dried mushrooms the most.

He said:

Let your rains, Little Bear, come after I pick mushrooms.

And that's how it turned out.

Instead of Christmas trees, carrots grew overnight. The hare cut down two carrots and dragged them to his house.

Nuts have grown on carrot tails. The squirrel took a whole basket of them and hid them in the hollow of the thickest carrot.

The hedgehog walked among the carrots and picked mushrooms.

And by autumn, slow honey rains poured down.

The hare ate carrots with honey.

Squirrel - nuts with honey.

Hedgehog - mushrooms with honey.

And Little Bear stood all day on the edge of a carrot with his mouth open, and only when it got dark - not for long, just a little bit - having thoroughly licked all four honey paws, went to bed.

And all the wolves left the forest.

Because wolves don't like sweets...

An interesting tale? Now let's see the pictures. (opens the "book", but there are no pictures in it). This is again the tricks of Klyaksa. Let's guys make drawings for this fairy tale ourselves and create a book. This will be the first book we publish ourselves. (there is a discussion of image methods, a technique. Children work on the back of a colored or tinted sheet of paper)

Now we will connect the pages, fasten them to the cover, and we will have our own book, created by ourselves.