Drawing in kindergarten theme. Drawing for children. Features of the organization of lessons in drawing with palms in kindergarten. The specifics of work in different groups, the level of complexity of the compositions

Elena Nikitina

Painting one of the favorite activities of children. Drawing in unusual ways evokes even more positive emotions in children. Using unconventional painting techniques development of thinking, imagination, fantasy, creative abilities... The child develops an interest in drawing, as a consequence, 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, kettle, sundress, rowan branch).

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

3. Drawing with cotton pads... With cotton pads you can paint by folding them in half, quarter or whole. (Moon, drifts, various flowers).

4. Drawing prints... Simple way of drawing: ink is applied to the surface to be printed and an imprint is placed on a sheet of paper. (Use: flowers, shells, fruits, vegetables).

5. Blotography. A stain is made on a sheet of paper or a blot of watercolor paint is placed. Take a tube and blow air onto the blot.

6. Fork drawing... On the fork we collect paint from a flat plate and the flat surface of the fork makes an imprint. Can paint the 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 printing with the movement of the thread. The woolen thread creates a fancy pattern that is suitable for the image of a cloud, a cloud, a lamb, or an unusual flower.

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

9. Splatter painting... You will need a toothbrush and a comb. We take a little paint on the brush and spray it with a comb. We brush over a sheet of paper with a comb. You can apply paints of different colors, it will turn out very beautifully.

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

11. Painting imprints of cups and necks of different diameters. Pour the paint into a flat plate. We put the glass in the paint and put the drawing on a sheet of paper.

12. Drawing with a comb... We need a comb with fine teeth. Apply multi-colored paint (next to each other) on a sheet of paper in the form of a drop. Then we brush over all the drops of paint with a comb, connecting and smearing them. It turns out to be an amazing rainbow. You can also draw different patterns adding drops and combing in different directions.

13. Painting with wax crayons... Use colored wax crayons or wax crayons to draw the drawing on a sheet of paper. Then paint over with one or more coats of watercolor. It turns out an unusual and vivid drawing. (Can draw stars, flowers).

14. Scratchboard (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 sharpened stick, skewer, toothpick.

15. Drawing with gauze... Apply a layer of gauze to a wet sheet of paper, straightening it. The gauze should be stationary on the paper. Draw on top of the gauze with a paintbrush. We leave the drawing to dry. We remove the gauze - a drawing remains on the paper in the form of an imprint of the texture of gauze fabric. (Landscape, sky, tree, grass)

16. Painting using plastic film. We draw a picture. Until the paint has dried, quickly apply the film to the drawing in the right place and gently, with rotating movements, create the wrinkles of the film on the paper. Paint collects in the wrinkles. Allow to dry and carefully remove the linen.

17. Monotype. We draw symmetrical objects. To do this, fold a sheet of paper in half and draw an object on one half. Until the paint has dried, fold the sheet in two again. The second half will have a print, After that the image can be paint or decorate.

18. Painting air bubble wrap. With the help of this wonderful material, you can very simply draw falling snow... Apply white or pale blue paint to the film and apply it to a sheet of paper with a picture. With this technicians you can make an extraordinary background for a winter applique.

19. Drawing with salt... 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. Drawing with semolina... For drawing in this technique used by colored paper or cardboard. PVA glue is applied to the contour of the drawing. Semolina is poured on top and a sheet of paper is tightly applied on top. Then we remove the paper and shake off the excess semolina. So way the next part is created.

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

You can also use these techniques. unconventional drawing : pen drawing, finger drawing, Painting stenciled with a tampon, poke drawing, painting with soap bubbles, drawing with crumpled paper, painting with leaves.

Related publications:

Acquaintance with non-traditional techniques of fine arts activities 1. "Acquaintance with non-traditional techniques of fine art activities" 2. slide Children should live in the world of beauty, games, fairy tales, music, drawing, fantasy ,.

Consultation "Drawing in non-traditional ways" The development of the creative potential of the individual should be carried out with early childhood when a child, under the guidance of adults, begins to master.

The children of our group and I really enjoyed getting to know various techniques of artistic creation. The guys are so immersed in.

Abstract on drawing with non-traditional techniques " Autumn leaves»Age group: 2-junior Type: productive activity Form of organization :.

Introducing preschool children to non-traditional drawing techniques Municipal budgetary preschool educational institution MBDOU No. 33 "Malinka" METHODOLOGICAL DEVELOPMENT: "Introducing preschool children.

"Methodology and organization of drawing lessons in kindergarten»

Prepared by A. M. Shaikhina

In the formation of a child's personality, various types of artistic and creative activities are invaluable: drawing, modeling, cutting out figures from paper and sticking them, creating various designs from natural materials etc.
Such activities give children the joy of learning, creativity. Having experienced this feeling once, the kid will strive in his drawings, applications, crafts to tell about what he learned, saw, experienced.
Visual activity a child, which he is just beginning to master, needs qualification guidance from an adult.
But in order to develop in each pupil the creative abilities inherent in nature, the teacher must himself understand the fine arts, in children's creativity, own the necessary methods of artistic activity.
The visual activity of preschoolers as a type of artistic activity should be emotional, creative. The teacher must create all the conditions for this: he must first of all provide an emotional, imaginative perception of reality, form aesthetic feelings and ideas, develop imaginative thinking and imagination, teach children how to create images, the means of their expressive performance.
The learning process should be aimed at the development of children's fine art, at the creative reflection of impressions from the surrounding world, works of literature and art.
Mastering the ability to portray is impossible without purposeful visual perception - observation. In order to draw, sculpt any object, you must first familiarize yourself with it well, remember its shape, size, color, design and arrangement of parts.
For the mental development of children, the gradual expansion of the stock of knowledge is of great importance on the basis of ideas about the variety of forms of the spatial arrangement of objects in the surrounding world, different sizes, and the variety of shades of colors.
When organizing the perception of objects and phenomena, it is important to draw the attention of children to the variability of forms, sizes (child and adult), flowers (plants in different times years), different spatial arrangement of objects and parts (a bird sits, flies, pecks grains, a fish swims in different directions, etc.); structural parts can also be arranged in different ways.
While drawing, children get acquainted with materials (paper, paints, chalk, etc.), with their properties, expressive capabilities, and acquire work skills.
In the classroom for visual activity, the speech of children is developed: the assimilation and name of forms, colors and their shades, spatial designations contributes to the enrichment of the vocabulary; statements in the process of observing objects, when examining objects, buildings, as well as when examining illustrations, reproductions from paintings by artists have a positive effect on the expansion of vocabulary and the formation of coherent speech.
Visual activity is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space. Children define and name these properties, compare objects, find similarities and differences, that is, they perform mental actions.
Thus, visual activity contributes to sensory education and the development of visual-figurative thinking. Children's art has a social orientation. The child draws not only for himself, but also for those around him. He wants his drawing to say something, so that what he depicts will be recognized.
The social orientation of children's art is also manifested in the fact that in their work, children convey phenomena public life.
The importance of painting activities for moral education also lies in the fact that in the process of these activities, children develop moral and volitional qualities: the need and ability to complete what has been started, to study with concentration and purposefulness, help a friend, overcome difficulties, etc.
In the process of visual activity, mental and physical activity is combined. To create a drawing, it is necessary to make efforts, to carry out labor actions, to master certain skills. The visual activity of preschoolers teaches them to overcome difficulties, to show labor efforts, to master labor skills. First, children develop an interest in the movement of a pencil or brush, in the traces they leave on paper; gradually new motives of creativity appear - the desire to get a result, to create a certain image.
Preschoolers acquire many practical skills that will later be needed to perform a wide variety of jobs, acquire manual skill that will allow them to feel independent.
The main meaning of visual activity is that it is a means of aesthetic education.
For the aesthetic education of children and for the development of their visual abilities, acquaintance with the works of visual art is of great importance. Brightness, expressiveness of images in pictures, sculpture, architecture and works of applied art evoke aesthetic experiences, help to perceive the phenomena of life more deeply and more fully and to find figurative expressions of their impressions in drawing, modeling, and applique work. Gradually, children develop an artistic taste.

The tasks of the visual activity of children 3 - 4 years old

Offer children to display their impressions of the world around them in drawings using accessible graphic and pictorial means.


Continue learning to draw with pencils and felt-tip pens - draw lines (vertical, horizontal, wavy, curves) and close them into shapes, thereby creating expressive images.


Continue to acquaint children with paints and develop skills in drawing with a brush (draw paint on the nap: gently dip it with all the nap into a jar of paint, remove excess paint on the edge of the jar with a light touch of the nap, rinse the brush well before picking paint of a different color; teach to dry the washed brush on a soft cloth or paper napkin; draw lines, draw and paint closed shapes).


Reinforce the knowledge of the names of colors (red, blue, green, yellow, white, black), introduce the shades (pink, blue, gray). To draw the attention of children to the selection of a color that matches the depicted object.


Teach the rhythmic drawing of lines, strokes, spots, strokes; accompany the movements of a pencil or brush with words, game actions (for example: "Rain, more often - drip - drip - drip!", "Legs are running along the path - top - top!").


To involve children in decorative activities: to teach to decorate with patterns the silhouettes of objects cut out by the teacher (dress, kese, etc.)
Learn to depict simple objects, draw straight lines (short, long) in different directions, crossing them. Lead children to the image of objects of different shapes (round, rectangular) and objects consisting of combinations of different shapes and lines (tumbler, snowman, chicken, trailer, etc.).


To form the ability to create simple plot compositions, repeating the image of one object (Christmas trees on our site, dandelions in the grass) or depicting various objects, insects, etc. (the bun rolls along the path, etc.). Learn to arrange images throughout the sheet.

The tasks of the visual activity of children 4 - 5 years old.

To continue to develop in children the ability to draw individual objects and create plot compositions, repeating the image of the same objects (trees on our site in winter, chickens walking on the grass) and adding others to them (the sun, falling snow, etc.).


Form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, location of parts.


To help children, when conveying a plot, arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. To direct the attention of children to the transfer of the ratio of objects in size: a tree is tall, a bush is below a tree, flowers are below a bush.


Continue to consolidate and enrich children's ideas about colors and shades of surrounding objects and objects of nature. Add new ones to the already known colors and shades (brown, orange, light green); form an idea of ​​how you can get these colors. Learn to mix paints to obtain the desired colors and shades.


Develop a desire to use a variety of colors in drawing, pay attention to the multicolor of the surrounding world.


To consolidate the ability to properly hold a pencil, brush, felt-tip pen, crayon; use them when creating an image.


Teach children to paint over drawings with a brush, pencil, drawing lines and strokes in only one direction (from top to bottom or from left to right); rhythmically apply strokes, strokes throughout the shape, without going beyond the contour; draw wide lines with the entire brush, and narrow lines and dots with the end of the brush nap. Reinforce the ability to cleanly rinse the brush before using a paint of a different color. By the end of the year, to form in children the ability to obtain light and dark shades of color by changing the pressure on the pencil.


To form the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them in size.


Continue to develop aesthetic perception, imagination, aesthetic feelings, artistic and creative abilities.

Decorative painting:

Continue to develop the ability to create decorative compositions based on folk patterns and ornaments. Use DPI to develop aesthetic perception of beauty and as samples to create patterns in the style of these paintings.

Learn to highlight individual elements of patterns and ornaments, see and name the colors used in painting.

The tasks of the visual activity of children 5 - 6 years old.

Object drawing:

Continue to improve the ability to convey in the drawing images of objects, objects, characters of fairy tales, literary works... To draw the attention of children to the differences between objects in shape, size, proportions of parts; encourage them to convey these differences in drawings.


To teach to convey the position of objects in space on a sheet of paper, to draw the attention of children to the fact that objects can be located in different ways on the plane (stand, lie, change position: living beings can move, change poses, etc.). Learn to convey the movements of the figures.


To contribute to the mastery of compositional skills: to learn to place an object on a sheet, taking into account its proportions (if an object is elongated in height, place it vertically on a sheet; if it is stretched in width, for example, a not very tall, but long house, arrange it horizontally). To consolidate the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolors, 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 on it, so that when the image is subsequently painted over, there are no hard, rough lines that stain the drawing.


Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition from one color to another).


Teach children to draw with a brush in different ways: wide lines - with all the pile, thin - with the end of the brush; apply strokes, apply the brush with all the nap to the paper, paint small specks with the end of the brush.


Consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, dark green, lilac), develop a sense of color. Learn to mix paints to get new colors and shades (when painting with gouache) and to lighten the color by adding water to the paint (when painting with watercolors). When drawing with a pencil, learn to convey shades of color by adjusting the pressure on the pencil. In the pencil version, children can, by adjusting the pressure, transfer up to three shades.

Plot drawing:

To teach children to create plot compositions on the themes of the surrounding life and on the themes of literary compositions.
Develop compositional skills, learn to place images on a 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 (houses are large, trees are tall and low; people are smaller than houses, but there are more flowers growing in the meadow). Learn to place objects in the drawing so that they do not block each other.

Decorative painting:

Continue to acquaint children with handicrafts, offer to create images based on folk decorative painting, acquaint them with its color system and compositional elements, achieve a wide variety of elements used. Continue to introduce the varieties of ornaments, teach them to use for decoration with their color scheme.

• Introduce regional (local) decorative arts.

  
  To learn to make patterns based on Gorodets, Polkhov - Maidan, Gzhel painting: to acquaint with the characteristic elements (buds, flowers, leaves, grass, antennae, curls, revives).

  
  Learn to create patterns on sheets in the form of a folk product
  To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothing and hats, household items (napkin, towel).

  
  Learn to place the pattern rhythmically. Offer to paint paper silhouettes and volumetric figures.

The tasks of the visual activity of children 6 - 7 years old. Object drawing:

Improve the ability to depict objects from memory and from nature; develop observation, the ability to notice the characteristic features of objects and convey them by means of drawing (shape, proportions, location on a sheet of paper).


Improve the technique of the image. Continue to develop freedom and, at the same time, the accuracy of hand movements under the control of vision, their smoothness, rhythm. Expand the set of materials that can be used in drawing. Offer to combine different materials in one drawing to create an expressive image. Teach new ways of working with already familiar materials (for example, paint with watercolors on a wet layer); different ways of creating a background for the picture being depicted: when painting with watercolors and ink - before creating the main image; when drawing with pastels and colored pencils, the background can be prepared both at the beginning and at the end of the main image.


Continue to develop the ability to fluently use a pencil when performing a linear drawing, teach smooth turns of the hand when drawing rounded lines, curls in different direction(from the twig and from the end of the curl to the twig, vertically and horizontally), to teach how to move with the whole hand when drawing long lines, large shapes, with one fingers - when drawing small shapes and small details, short lines, strokes, grass (khokhloma), ovivok (Gorodets), etc.


To teach to see the beauty of the created image and in the transfer of form, smoothness, cohesion of lines or their subtlety, elegance, rhythm of the arrangement of lines and spots, uniformity of painting over the picture; feel the smooth transitions of color shades, obtained with uniform painting and adjusting the pressure on the pencil.


To develop an idea of ​​the variety of colors and shades, based on the real color of objects, decorative painting, fairy tales; learn to create colors and shades.


Gradually bring children to the designation of colors, for example, including two shades (yellow-green, gray-blue) or similar to natural (raspberry, peach, etc.). Draw their attention to the variability of the color of objects (for example, in the process of growth, tomatoes are green, and ripe ones are red). Learn to notice a change in color in nature due to changes in the weather (the sky is blue on a sunny day and gray on a cloudy day). To develop color perception in order to enrich the color scheme of the picture.


To teach children to distinguish shades of colors and convey them in a drawing, develop perception, the ability to observe and compare the colors of surrounding objects, phenomena (soft green leaves that have just appeared, etc.).

^ Plot drawing:

Continue teaching children to place pictures on the sheet in accordance with their real position; convey differences in the size of the objects depicted. To form the ability to build a picture composition; to transmit the movements of people and animals, plants, bending over from the wind. Continue to develop the ability to convey in pictures as plots folk tales and works of authorship (poems, fairy tales, stories); show independence in choosing a theme, compositional and color scheme.

Decorative painting:

Continue to develop decorative creativity children; the ability to create patterns based on folk paintings already familiar to children and new ones (Gorodets, Gzhel, etc.). Teach children to highlight and transmit color range folk decorative arts of a certain type. To consolidate the ability to create compositions on sheets of paper of various shapes, silhouettes of objects and toys; paint toys sculpted by children.


To consolidate the ability to use the characteristic elements of the pattern and color scheme when drawing up a decorative composition based on a particular type of folk art

Classification of teaching methods.

The success of upbringing and teaching largely depends on what methods and techniques the teacher uses to convey a certain content to children, to form their knowledge, abilities, skills, and also to develop abilities in a particular area of ​​activity.

The methods of teaching visual activity are understood as the system of actions of the teacher organizing the practical and cognitive activities of children, which is aimed at assimilating the content defined by the "Program of education and training in kindergarten."

Teaching techniques are called individual details, constituent parts of the method.

Traditionally, teaching methods are classified according to the source from which children acquire knowledge, skills and abilities, according to the means by which these knowledge, skills and abilities are presented. Since preschool children acquire knowledge in the process of direct perception of objects and phenomena of the surrounding reality and from the teacher's messages (explanations, stories), as well as in direct practical activity (design, modeling, drawing, etc.), the following methods are distinguished:

· Visual;

· Verbal;

· Practical.
This is a traditional classification.

Recently, a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:

· Informative - receptive;

· Reproductive;

· Research;

· Heuristic;

· Method of problem presentation of material.
The information-receptive method includes the following techniques:

Ø examination;

Ø observation;

Ø excursion;

Ø sample of the educator;

Ø show the educator.
The verbal method includes:

Ø conversation;

Ø story, art history story;

Ø use of teacher's samples;

Ø artistic word.
The reproductive method is a method aimed at consolidating the knowledge and skills of children. It is a method of exercise to make the skills automatic. It includes:

Ø receiving a repeat;

Ø work on drafts;

Ø execution of shaping hand movements.
The heuristic method is aimed at demonstrating independence in any moment of work in the classroom, i.e. the teacher invites the child to do part of the work on his own.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher proposes to independently do not any part, but all the work.

The method of problem presentation, according to didactics, cannot be used in teaching preschoolers and younger schoolchildren: it is applicable only for older schoolchildren.

In his work, the teacher uses various methods and techniques in drawing.

So in drawing, the main technique for the first younger group is to show how to use pencils and paints. The most effective technique is passive movements, when the child does not act independently, but with help. Effective game pictorial movements of a uniform, rhythmic nature with the pronunciation of the words: "here and there", "top - down", etc. This technique makes it possible to associate the image of an object with a pictorial movement.

Reading poetry, nursery rhymes, songs in the classroom is the most important methodological technique. Another trick of working in the first younger group- co-creation of a teacher with children.

In the second junior group, in drawing lessons, the information-receptive method is actively used. Especially useful before class efficient way acquaintance with the shape of the object: children circle the shape with their hand, play with flags, balls, balls, feel their outlines. This examination of the subject creates a more complete picture of it.

Also effective is the method of examining an object by moving the hand along the contour and showing this movement in the air. The direct display of the method of the image is used only in the case when the given form is encountered for the first time.

“A child can do anything until he knows that he cannot do something,” a well-known Russian teacher remarked at one time. The kid is sensitive to color, color relationships and their effect on mood. It is important not to overlook this age-related feature and not to ruin the child's ability to perceive color. It is necessary to develop a sense of color in him, to help him seek his understanding, to teach him to express his emotions through color, and not to repeat after adults their ideas about color, which are largely limited by stereotypes.

To do this, you need to create certain conditions. At this age, there is a striving for free drawing, manipulation of paints, i.e. the kid is interested not so much in the plot of the picture as in the process of changing the environment with the help of color. Children of this age rejoice at mixing and blurring, wonder, admire the emergence of new color spots.

The real world is full of color richness. Three primary colors (red, blue, yellow) and three composite (green, orange, purple) are just a small piece of the multicolored palette of the real world. Children will learn that by adding black and white colors to the three main colors, you can significantly expand the world of colors from enlightened gentle to gloomy alarming tones. In the classroom, children, together with an adult, mix colors in different combinations, observe, discuss how their "character", "mood" changes. All this contributes to the development of "special experiences filled with fantasy" in the child's soul. Such work requires paints (gouache, watercolor), large sheets of paper (wallpaper), wide brushes.

At the same time, it is important to ask the child how he chooses colors for work, and to support, approve, if he is guided by the feelings that this or that color evokes, correlates it with the general mood that he wanted to express in the drawing.

Drawing methods are non-traditional, which contributes not only to the development of imagination, but also to familiarization with the world of art. At this age, tactile sensations play an important role in the development of the child. Kids draw with their finger, palm, spout, paper, cotton swab, brushes, straws, corks, not only on wallpaper, but also on glass and tiles.

The drawing process also contains psychotherapeutic elements. The presence of a teacher or parent nearby makes the drawing process soothing; experiences pour out onto the sheet, and the kids are freed from them.

Middle group(4-5 years old)

At this age, as A.N. Leontiev, emotions are becoming more stable. Adequate emotional regulation in various situations is formed on the basis of the ability to distinguish the emotional state by their external manifestations - through facial expressions, gestures, pantomime, etc.

This also manifests itself in drawing: the child develops an interest in the line, its plasticity and expressiveness. It is important to catch the moment when this interest appears and to develop it in order to facilitate the expression of feelings and fantasies in the language of artistic and graphic images.

A line, a line, a stroke can be short and long, oblique and even, slightly noticeable and bright, wavy and moving in a circle, intersecting and with an influx into another. Through lightness, airiness or softness and smoothness, sharpness and aggressiveness, one can tell about the character of the hero, his attitude to the world around him.

Pencil, sanguine, charcoal, pastel, ink are excellent means for expressing your vision of the beauty of the world around you.

Drawing helps the child to relieve stress. Attentive teachers notice that there is a so-called "graphic response", which is especially important for those children who cannot express their conflicts and understand them because of the poverty of their vocabulary. Drawing is a means of visual communication between a teacher and a closed, closed child.

Classes are organized as a game of transformation, where the child and the adult become either actors or spectators. In order for the game to acquire the effect of isotherapy, movements, music, sounds, touch are used. All this leads to the establishment of emotional contacts between children, between an adult and a child.

Senior group (5-6 years old)

At this age, children develop a craving for subject drawing. The child seeks to create his own image, expressing his attitude to what he portrays.

In life, a child expresses himself through a mood, word, deed. And in drawing - with the help of color, line and other expressive means. In some of the drawings, you can see kind, airy images warmed by the love of a child. On others, the images are completely different: sharp, rigid, angular. This is how the child expresses his dislike, disgust, fear. And this should not upset the teacher, as in drawing there is a "purification of the soul".

The older preschooler has a great ability to transform. And this ability allows him to expand the framework of his "I". Reincarnating, the child sees from the inside the life of a fairytale hero, animal, plant or even an object

Preparatory group for school (6-7 years old)

This age is key in the development of imagination. The purposeful development of the mechanisms of creative imagination significantly affects the ability of children to provide an adequate emotional response, the ability to distinguish emotional states by their external manifestations. That is why one of the areas of work with older preschool children is teaching methods of self-regulation of the emotional state by means of purposeful creative imagination. This is the development of understanding of the "soul" of the image, the development of methods of expressiveness.

Older preschoolers are already developing a critical attitude to the results of their activities. How important it is to reinforce in the child the consciousness of confidence that he will be able to do everything! There is no need to strive for an accurate reproduction of a hero, an object on paper. The main thing is to convey his individuality, to emphasize in him qualities that are important for a young artist through color, light, form, rhythm, artistic means. Thus, the young artist embodies his idea, expresses his own emotional attitude to the world. Therefore, the drawings are very different.

The preschooler begins to feel the role and significance of art, its kindness and strength, the organic unity of art and life. Of course, he does not think in these categories, but he begins to feel it in accordance with his age capabilities.

Techniques and methods used in classes on activity

1. Emotional attitude

This method assumes the use in the classroom musical works... It must be remembered that musical imagery and musical language must be appropriate for the age of the children.

In the classroom, music tunes children into a unified way: it calms the excited, mobilizes the inhibited, activates the attention of children. Music can also accompany the process of visual creativity in the lesson.

2. Artistic word

How many points of contact can be found between words and fine arts! They complement each other, activating the artistic perception of the image. Children especially emotionally respond to the beauty of poetic lines, they help preschoolers to comprehend their feelings before taking a brush and paints.

3. Pedagogical drama

In the classroom, children often travel. Travel can be real, dreamlike, or imaginary. For younger preschoolers, this is a journey to the Land of Drawing. An entertaining storyline of a fairy tale, unconventional ways of drawing - all this helps to develop emotions and imagination in children.

For older preschoolers, the method of creative visualization is used. Children sit comfortably on the carpet, relax, close their eyes, listen to the sounds of the forest, the river, the sound of the sea. The calm, warm voice of the teacher helps to present a picture of nature, which the children will then embody in their drawings.

Also, children can travel to real places - to the artist's studio, to the exhibition hall, to take excursions around the city, to the forest or field. During these travels, children come into direct contact with the world of art, meet with true masters. Everything - whether it be nature, a hall or a street - becomes a teacher of Beauty for a child: a human artist and a nature artist help the teacher, awaken the feelings of children.

4. Plastic

Preschoolers have natural grace and body freedom. Sometimes it seems that they manifest all their thoughts and experiences through movement. Initially, the child receives almost all information about the environment through bodily sensations, therefore, in different parts of the body there are zones that "remember" the positive and negative imprints of his communication with the world. And it is very important in the development of a child to try to avoid psychological clamps in the body, formed as a result of negative experiences.

That is why movement and dance are actively used in the visual activity. Such exercises as "Dance of Flowers", "Air Ball", "Merry Zoo", "Sea", not only develop plastic, they are aimed at the child's feeling of freedom, emotional self-expression.

5. Theater

Elements of the theater are organically included in the activities of art, contribute to the development of feelings in children. There are no memorized roles, positions, gestures - everything is based on the emotional experience of children, on the embodiment of their experiences.

In the younger group, elements of shadow theater are used. The image is devoid of details, the child singles out from his hero only the main, characteristic. Older children themselves can already by means of lines, color, by selection artistic means convey the character of the fairytale hero - the evil Baba Yaga or the valiant hero-defender.

The children of the preparatory group continue to get acquainted with the theatrical art. Now the children themselves play the chosen heroes, having previously made a mask - a laconic but vivid way of conveying the character and mood of the hero.

6. Game

One of the most important methods of developing a child's inner world is play. V.A. Sukhomlinsky wrote: "Play is a huge bright window through which a life-giving stream of ideas and concepts about the world around is poured into the child's spiritual world."

Play is the most important method for developing the imagination and cognitive abilities of children. In the game, it is easy to direct the child's attention to the most important guidelines - moral, aesthetic.

7.Using non-traditional drawing techniques.

The most accessible of the many ways of non-traditional drawing techniques is drawing with your fingers (finger drawing). It can be used starting from the youngest group. Such drawing develops fine motor skills, and hence speech skills. One of the varieties of this method is hand printing, which is carried out in the senior and preparatory groups. Finger drawing is far from the only non-traditional drawing method used in working with children. Signet (stamp). Monotype. Spray. Freehand print. Crumpled leaf. Drawing on wet paper. Magic thread (nitkography). Stencil (drawing with templates). Drawing with candles. Volumetric application. Bitmap. By smell. Blotography.

It is important to note that after the end of the drawing process, for each drawing it is necessary to conduct a conversation with the children: what is drawn, what it looks like. Also, in group work, you can use additional methods of correction, for example, creating collages, drawing fantastic characters using the method of morphoanalysis.

A psychologist, as well as a teacher working in preschool in your work, you must adhere to the basic rules for using non-traditional drawing methods. So, the child should have the right, the opportunity to independently choose the visual material: colored and simple pencils, watercolor, gouache, pastel, ink, coal, sanguine, crayons, wax candles, plasticine, clay, shells, glue, gouache in tubes, various waste material. All this material should be in a place accessible to the child during his entire stay in the garden, if this is not possible, then it is obligatory during classes. The choice of the material on which the image will be applied must belong to the child, access to various materials must be free. It can be white, colored, velvet paper, patterned and one-color fabric, cardboard, plywood, foil.

Thus, having an idea of ​​the non-traditional methods of drawing used, we can develop a correctional and developmental program for preschool children.

Organization and conduct of drawing classes

Preparation of the lesson

For the successful conduct of the lesson, it is of great importance to prepare it well in advance. The preparation of the lesson consists of preparing material for the work of children, material for showing and explaining the teacher and the preparedness of the teacher himself.

Material preparation

The preparation of the material includes the following:

1 Picking and cutting paper the desired color, shape and size for drawing with paints, pencils. Paper is cut in various shapes and sizes, depending on what the children will portray on it. So, to draw a triangle in the middle group, it is good to give a sheet of white paper of a square shape, 12x12 cm in size, and for the image of a winter walk, it is advisable to cut rectangles of gray or blue color at least 30X40 cm in size. preparatory group will require a large sheet of oval-shaped paper, tinted, etc., that is, literally every activity requires paper of a certain shape, color and size, and there can be no stencil in this. The sheets are written before the lesson, on the back, in the upper left corner, and the name and the initial letter of the child's surname, as well as the date of the lesson, must be written. Always have 5-10 sheets of spare when stocking up paper. It is given to children who quickly completed the task, with the proposal to draw what they want. Sometimes you have to change the sheet for a child who accidentally flooded the paper with paint, etc.

2. Selection of paints and preparation of colors and shades necessary for this lesson. Pouring prepared paints into cups and placing them in palettes. All paints in bottles must be checked in advance and, if required, filled with water.

When preparing paints on the eve of a lesson, you need to add water to each of them with a teaspoon and stir with a bristle (glue) brush until you get an even solid mass of the consistency of liquid sour cream. How different shades and new colors are composed is a separate topic.

3. Checking the presence and condition of brushes, rags, cans

for water, filling jars with water.

Water should be poured into jars in the morning of the day of the class. The water level should not exceed the upper bend of the can, i.e., be about 3-4 cm below the upper edge of the can's neck. If you pour more water, up to the very neck, then children, when rinsing their brushes, will involuntarily splash it, staining pictures and tables; with a small amount of water, it quickly becomes dirty from paints and has to be changed.

4. Checking and sharpening colored and graphite pencils (when drawing with a pencil).

5. Preparation of material for demonstration during the teacher's explanation. This may include:

a) selection of nature or model;

b) sample preparation;

c) material for showing the techniques of drawing, cutting or sculpting (paper, large brush, paints, charcoal, sanguine, clay, large scissors, plasticine, buttons).

All the listed material, both for the work of children and for showing by the teacher, must be well thought out and carefully prepared in advance.

Procurement of material for such activities as painting with paints of 5-10 colors requires a lot of time, and therefore it cannot be left "in the morning, just before class, especially since these hours are usually occupied by morning exercises, individual work with children or a walk. Therefore, it is necessary to prepare the material, as a rule, the day before, and sometimes even earlier, while in the morning you can leave only such small things as writing sheets of paper, pouring prepared paints into cups.

Children should be gradually involved in the preparation of the material, which will give them certain knowledge and skills, and will bring up elements of hard work.

So, children 4-5 years old can be instructed to lay out brushes in stands, and children 5-6 years old - pour water into cans for washing brushes, make up some paint colors, etc. In the preparatory group, this load can be increased by inviting children to check pencils in boxes, fix broken ones, etc.

Different art classes require different techniques. In some cases, there is a nature or model,

in others, the display of image techniques appears, in the third

a sample is required. However, one must remember well - no matter what

was shown to children, you need to prepare for this in advance, but only in different cases this preparation is of a different nature.

For example, if a branch with leaves is drawn from nature, then it is necessary to pick up a suitable branch the day before

and see if it is accessible to children's perception and image, if it is difficult, and if there is anything superfluous (for example, a large number of leaves covering each other, then remove this excess; think over how to place a branch on paper - obliquely, horizontally or vertically, in order to emphasize something characteristic (for example, for a birch, the position of a branch from top to bottom will be natural, and for a willow - horizontal, as it better reveals and emphasizes its smooth curvature ); you should pay attention to the color of nature - how is it

matches the selected paper color, it is better to choose this

background. If a toy serves as a kind, you need to think about how to show it in such a way as to emphasize, to reveal the main thing. For example, for children 3-4 years old, it is better to leave only 3 balls out of 5 in a turret of balls, but pick them up so that the difference in size is striking, would be clearly noticeable. And such

every nature requires a thoughtful, serious attitude towards itself.

If in the lesson you need to show image techniques, then you need not only to prepare the material for this (paper, paints, charcoal, etc., but also to train your hand and eye the day before, drawing this image on paper of the required size, first on the table, and then and in an upright position, on an easel, that is, as it will be necessary to do it in front of children.When showing the whole group of children, replace the pencil with charcoal for artists, sanguine or pastels, which leave a bright, wide mark on the paper. (for example, in decorative painting, then it should also be done in advance, in the same material that the children will do the work with, but bigger size than children's work, ranging from 1, 3 to 1, 5 size of children's work

All demonstrations of drawing techniques should be conducted leisurely, with precise, clear movements, accompanied by an appropriate explanation. There should be nothing superfluous in words or movements.

The words with which the teacher will address the children should be simple and accurate. Work out the text of the appeal very clearly, so that it contains only the necessary, guiding words. Therefore, it is recommended that, after thinking over the entire course of the lesson and your appeal to the children, write it down, and after a while, view the recording and, perhaps, replace some words with more accurate and figurative ones, delete something insignificant, etc.

Organization of classes

In the organization of classes, a clear sequence of stages of work and the distribution of responsibilities between the teacher, nanny and children play an important role. This is especially important when you have to rearrange tables closer to the light for classes or when seating four children at a six-seater table, put additional tables. Therefore, when accepting a group, the teacher should immediately think over the arrangement of tables for the lesson, try several options and stay on the best. It is advisable to assign a permanent place to each child. Children vertically challenged they are seated at the front tables, and the taller ones are seated in the back. An exception is made only for children with impaired vision - they are seated at the front tables, regardless of their height.

In order to quickly and more accurately remember the place of each child, the teacher draws a table layout for himself and signs the name of each child on it. Such a scheme is also very useful when pre-labeling paper for children: using the scheme, the teacher signs the sheets in exactly the order in which he will distribute them in class. It is convenient and fast. About once every six months, a new allocation of places should be made: children grow unevenly, and those who were small at the beginning of the year compared to other children can overtake them in six months. In addition, some of the children sit with their backs to the windows; from time to time they need to be transplanted to lighter places so that they do not strain their eyes all the time. It is necessary to determine the place for the easel, on which the show is held, nature is attached, etc. The light should fall on it from the left or right, so that everything shown can be clearly seen. When arranging tables in 2 rows, the easel is located along the axis of the passage at a distance of about 2 m from the front tables. If the tables are double and stand in 3 rows, then the easel should be placed along the axis of the middle row, but at a distance of at least 2.5 m.

As this distance decreases, the angle of view of children sitting to the left and right at the front tables becomes too sharp, and they see objects and images in a highly distorted form.

Usually, in kindergartens, the distribution of material and small equipment is completely assigned to the attendants.

Practice has shown that it is much more expedient to combine the work of the attendants with the self-service of children. It disciplines children, creates a serious, businesslike attitude. The entire preparation process takes place many times faster than when only the attendants work. Children develop a valuable habit of preparing everything for themselves and then cleaning up after themselves, which will be very useful for them when they enter school. Self-care should be introduced from the second junior group, giving all children the simplest assignments first, such as bringing a box of pencils or a stand with a brush. Gradually, from year to year, the requirements should be increased, ensuring that in the preparatory group each child fully prepares for himself workplace and completely removed it at the end of the work. It is organized approximately as follows.

Second junior group (3-4 years old). Children, having finished breakfast, go to play. At this time, the nanny clears the tables and wipes the floor, immediately placing the chairs as required for the class (4 chairs, each to the table leg, and also prepares additional tables.

If the tables are moved closer to the light during the lesson, then at the end of breakfast, the children should be invited to immediately take their chairs and put them along the free wall and piers so that they do not interfere with the movement of the tables. While the children are busy placing chairs, the teacher puts in two places the equipment that they will take themselves: brushes, stands for them, pads, rags, boxes with pencils. Then the teacher and nanny set the tables as needed for the class. The teacher invites the children to remove the toys, take the chairs and put them to the tables in their places, and then bring and put a stand and a brush on the right, and a folded rag near a jar of water. While the children are doing all this, the teacher arranges cans of water and sets of paints. After that, the children are invited to sit quietly at the tables and the teacher gives them pre-signed sheets of paper. The lesson begins.

At the end of the lesson, children should quietly push in their chairs and carry (each) a stand, a brush and a cloth to their place. Children bring pencil drawings and immediately put them on the stand, but it is better to leave the work with paints on the tables for a while to dry, and later the teacher puts them on the stand for viewing.

Cans of water and paint are drawn up by the caregiver or nanny on the caregiver's table. Here, the attendants bring the individual small equipment collected by the children (brushes, coasters, etc., moreover, brushes for paints, it is advisable for the teacher to immediately rinse it clean under the tap so that they do not dry out.

Note: at the beginning of the school year (1-2 months), all small equipment is laid out and removed by the teacher.

Middle group (4 - 5 years old). The teacher rearranges the tables with the help of the attendants (by the end of the year, the attendants do this independently, put water and paints on each table. brushes.

The attendants for the first half of the year do the same as in the previous group. In addition, water is poured in advance. In the second half of the year, they themselves bring and put water and paints prepared by the teacher. When the lesson is over, they do all the same work as last year, and on top of that, they carry and pour out water, collect sets of paints from the tables, put them in the appointed place. By the end of the year, they help the caregiver wash the jars and palettes. Check the stacking of colored pencils in boxes (the sequence of the arrangement of colors along the spectrum, tipped with the end to one side). The rest of the children do the same as in the younger group.

Senior group (5 - 6 years old). The teacher, having established the order of arranging tables for classes (if the tables are double, then they are placed in 2-3 rows, introduces him to all children, who in the future, on duty, will have to arrange tables in this order. The teacher only observes the attendants, giving instructions , advice and evaluating their work. During the first month, he teaches children the correct and rational methods of washing dishes from under paints, helping them; in the future, he only monitors the implementation of the established rules. In this group, it is advisable to appoint 3 pairs of attendants according to the number of rows, entrusting each pair with the arrangement and equipment of their row of tables.

The attendants set up tables, put water, paints, glue, paper on them. After the lesson, pour out the water, soak the dishes from the paints (later they wash them). The paints remaining after drawing are poured into bottles by the teacher himself. All children do the same as in the previous groups. At the end of the lesson, all individual equipment is put back in place.

Preparatory group (6-7 years). The teacher, having determined the duties of the attendants and the rest of the children at the beginning of the year, only observes their implementation. The attendants arrange tables in the working order, take glasses with brushes or graphite pencils, lining, a box of rags, stands to the designated place. If drawing is carried out with watercolors, then they are soaked before breakfast. The attendants supervise the preparation of their workplaces by all children. At the end of the lesson, make sure that everyone not only cleans up all their individual equipment, but also leaves the workplace in exemplary order (the table is clean, the chair is level, the floor is clean). The attendants wash the palettes, rinse the brushes clean.

All children, on the instructions of the educator, fully equip their workplace, that is, in addition to individual equipment, they themselves bring and put water and sets of paints. It is advisable to distribute this work as follows: if the tables are for two, then, for example, today all the children sitting on the left pour and bring water, and those sitting on the right bring and put sets of paints, in the next lesson they change roles. This distribution creates greater clarity in the organization of the lesson.

In this group, when drawing with paints, it is possible in some cases to allow the child to leave the table, change the water, when drawing with pencils, change a broken pencil or take something extra. It is necessary to teach children to do this as quietly as possible, so as not to interfere with others' work. The signed sheets of paper, as well as the individual nature, are distributed by the teacher himself, distributing the latter, taking into account the capabilities of each child.

Organization of the lesson process

The lesson process is divided into 3 parts:

1) introductory part - instructions of the educator, conversation with children;

2) directing the work process, and

3) the final part - viewing and evaluating children's work.

The first part of the lesson. Instructions are given at each lesson in visual activity, whether it is drawing from life, by design, plot drawing, decorative work. Depending on how well prepared this part is, the results of the session will be good or bad. Therefore, in each case, it must be thought out and worked out in advance. The structure of this part of the lesson is something like this:

1. Communication of the content of the upcoming work, creation of interest and emotional mood.

2. Analysis of the depicted (nature, sample, reminder of what he saw earlier, reading the text. Conversation with children.

3. Specific instructions for performing the work. The active participation of children in explanations and demonstration of implementation techniques.

Each time, new content is put into these three parts. In addition, the ratio of these parts changes: in some cases, more place is given to the analysis of the subject, for example, in subject drawing, in others - to the creation of a living, expressive image, for example, in plot drawing, etc.

The first words with which the teacher addresses children,

must be emotional, interest children in the upcoming work, create a living image of what children will draw, carve or sculpt.

In younger and middle groups, interest in the lesson can be aroused by introducing elements of the game into the examination of the object: the conversation of children with a bear or doll, with a snowman as a living character, including game actions, moments of surprise, the unexpected appearance of a toy, etc.

In the senior and preparatory groups, the conversation should be conducted in a more businesslike and serious tone, but do not forget about expressive intonation.

Then an analysis is carried out of the object that the children will depict, or a sample. The teacher asks questions - the children answer. It is bad when the teacher explains and tells everything himself, without causing the children to answer, to talk and not giving food to the child's mind. You should only explain yourself what is new or difficult for children; if you can rely on the previous experience of children, then you should turn to their memory and ingenuity, asking questions, calling for statements, remarks. During the conversation, it is useful to call 1-2 children to the easel and offer to show with a gesture what was said. Here is an example of such an analysis for children 5-6 years old.

Children, in order to draw a bear well, let's take a closer look at it. What is the shape of the bear's torso? Tell me, Olya. Right, oval. And the head? Yes, it is round and has semicircular ears. The paws of the bear are also oval, but elongated. Where do the front legs attach? Vova, tell me. That's right, at the top, to the shoulders. And the back ones? Downstairs, of course. Nina, come here, show and say what you will draw first, then what. That's right, first in the middle of the leaf is a large oval body, then a round head on top, and after a paw.

In some cases, when children are excited about something, are not yet well organized, or when everyone needs to show something from a close distance (there may be other reasons, the teacher gathers them around him. Appeals to everyone, talking about what they will be engage in, or promises to show something, or shows everyone a little thing, toy, etc.

After the children have calmed down and their attention has been collected and their curiosity has been aroused, the teacher invites them to sit quietly in their places. If necessary, the teacher gives additional explanations or shows something when everyone is seated at the tables. The different organization of children in the process of the first and second parts increases the susceptibility of children, interest in the lesson. You can keep standing children near you for no more than 1-2 minutes.

Specific guidance on how to get the job done and the sequencing are especially important. Children should also take an active part in this - answer questions, recall skills learned earlier. The teacher excites the thought of children, their initiative as to how to sculpt, cut, paste, draw. He summons individual children to the easel to be shown.

Before starting work, children should have a good understanding of where to start and how to proceed. These instructions are given to them by the teacher.

Management of the process of performing work. In the process of the children doing the work itself, the educator must lead the lesson as a whole, as well as pay attention to individual children, without losing sight of either one or the other. For some children, work goes well and proceeds smoothly, for others, immediately after the start of it, difficulties arise: they have no confidence in how to do it, and they begin to procrastinate, which immediately reduces the pace of work and interest in it. There may be several such hesitant children in the group. It is sometimes helpful to show all the children a job well started shortly after class starts and emphasize that it is well done. This general guideline will help unfaithful children start and continue at a good pace, along with the rest of the group.

After the educator is convinced that he has established the work of the group as a whole, he can temporarily switch to individual leadership. However, it is especially not worth rushing with help. Since it is desirable. So that the children learn to independently resolve the difficulties that have arisen. If the educator is convinced that the child really cannot cope with the difficulty himself, then he should be helped, mainly in the form of leading questions, sometimes advice and only in rare cases by showing an image of something and only on a separate sheet, and not in the child's drawing ...

From time to time, you should break away from individual help in order to. To see how the work of the whole group is progressing. If any general difficulty or mistake is outlined, then it is necessary to invite all children to suspend work and listen to additional clarification. If in the process of work the child wants to ask the teacher about something. Then he must raise his hand and wait for the teacher to come up to him.

The final part of the lesson. The final part of the lesson is the review and assessment of children's work by children and the teacher. In most cases, it has the character of a detailed analysis, in which the work of all children should be presented. Analysis of children's work is carried out immediately after class or after a walk.

In the first case, a short break is needed between the work process and the analysis to give the children a physical warm-up.

It is advisable to invite children to get up from the tables and remove individual equipment, and then immediately assemble them in a semicircle (or put them back in place) near the stand and assess the work done. The analysis is very active and fruitful after a walk, it takes only 5 - 7 minutes, which does not violate the general regimen of children's life.

The questions asked by the educator during the analysis should be varied. You can't boil everything down to "right" or "wrong".

When working according to the plan, the attention of children should be drawn to that new and interesting that manifested itself in any work.

When evaluating plot and many subject drawings, first you need to focus on the imagery, the character of the characters (the funniest and funniest Petrushka, the wonderful dancing Matryoshka, etc.) and the expressiveness of the action (the fox sneaks up, the chickens catch the beetle, etc.).

In drawings from nature - on the correctness of the structure of the object.

In all cases, children should be drawn to the aesthetic qualities of the work - the beauty of the color combination, the eye-pleasing location on a sheet of paper, sometimes to the cleanliness and accuracy of the work.

After the children speak, the final words are said by the educator. He gives an overall assessment of the lesson, highlighting in individual works what he considers important at the moment. This sums up the lesson.

Literature and sources of information:

Kazakova R.G. Drawing with preschool children. - M .: Creative Center SPHERE - 2004 - 463p.

Komarova T.O. Visual activity in kindergarten. Education and creativity. - M .: Pedagogy. - 1990 .-- 281s.

Sakulina N.P., Komarova T.S. Visual activity in kindergarten. - M .: Education - 1982 - 318s.

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Children and creativity are inseparable concepts. Every child at heart is an artist and sculptor, singer and musician. Creative impulses in children are manifested in the most unimaginable form, but very often they are associated with artistic activity. Sooner or later, many mothers wonder why a child needs to learn to draw? Indeed, 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 creativity, because any visual work is 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 be tied with a single composition, the ratio of the sizes of the parts and harmoniously arrange them 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 favorite activities of our children. With great pleasure they draw with colored pencils, felt-tip pens, paints, dipping a brush into a bright substance. And why not get your finger wet there or smear paint all over your palm? It is impossible to set a framework for fine art, it is necessary to destroy all the boundaries of the familiar and the traditional!

Non-traditional drawing techniques attract our fidgets much more, because they do not require perseverance, they make it possible to more clearly reveal their potential during creativity, acquaint the child with the opportunity to use the things around us unusually as materials for creativity. If the most unusual paints and bright pencils in the kid no longer cause the 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, recognizes the differences in textures, which allows him to improve fine motor skills.
• There is an acquaintance with volume, shape and space, which develops the imagination.
• The ability to combine and mix shades develops an aesthetic taste.
• The use of unusual materials develops thinking, teaches you to make non-standard decisions.
• Drawings using such techniques are obtained much faster, which pleases the little ones who lack perseverance so much.
• It adds self-confidence and self-confidence, because even without outstanding skills, you can create a unique "masterpiece"!

All the most interesting techniques and techniques were collected and systematized by G.N. Davydov in the book "Non-traditional drawing techniques in kindergarten". This book is a great helper for both the teacher and the mother who wants to diversify the leisure time with the baby.

Getting started: fingers or palms

Non-traditional drawing techniques imply the image of 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 their fingers, because it is still difficult for the baby to hold the brush, but the baby already has a brilliant command of his own hands. Dip the palm of the crumbs in the paint and offer to leave a mark on the paper, as the traces of a cat and a dog leave. Consider the print with the baby, who does it look like? It looks like an elephant or a turtle, and if we draw an eye, there will be a fish! The whole action is guided only by the imagination of your kid, and if suddenly he is confused, then help him, conduct a master class - paint your palm and leave an imprint. “Look, the mother is an elephant, but where is the baby elephant?” - the child will be happy to join such a funny game.

You can not dip your entire palm in the paint, but only your 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, more precisely, the baby will be in it all and the surrounding objects too. Therefore, take care of cleanliness in advance: cover the table where you plan to set up a creative workshop with oilcloth, and put on an apron and oversleeves for the baby, otherwise what kind of flight of fancy can we talk about if you constantly jerk the baby: "Be careful, you get dirty!"

We continue to fantasize. Stamps, impressions

Children of all ages like to use stamps when drawing. This unique technique of an unconventional method of drawing in kindergarten is so easy to perform and diverse in manifestation that it is perfect for work both in the 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 yourself, or even better with a baby.

Just about anything that can be dipped in paint and then imprinted on a piece of paper will work as a stamp. You can cut an apple or a potato - this is the simplest stamp. On a half of a potato, you can cut out some kind of figure: a heart or a flower. Another stamp is made from ordinary threads by winding them on any base. You don't need to wind the threads, but simply immerse them in the paint. After thorough impregnation, they are laid out on one sheet, covered with another, lightly pressed, and admire the intricate pattern.

It is not difficult to make a stamp from ordinary plasticine. Come up with an interesting shape and design 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 in paint and stamp. Very beautiful stamps are obtained from dried leaves: paint a leaf with paint on one side, put it on paper and press down. After removing the painted leaf, we got the picture “ Golden autumn"- the kid is delighted.

There is another unconventional painting technique, similar to a stamp, but with interesting feature, - drawing with foam rubber. Cut 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 children's drawing, you get an amazing floral or geometric pattern.

Drawing with dots

As a method of fine art for kids, drawing with dots can be distinguished. This simple technique is understandable even to the smallest. You will need paints and cotton swabs or regular markers. We dip the stick into the paint, and with a slight pressure draw a point on a sheet of paper, then another one - until the invented image appears on the album sheet. You can help the kid by drawing the outline of the future drawing, and he will fill it with a large number of bright prints. Bitmap can be any topic - and winter's tale, and the 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 creation. For example, an interesting technique, which is also based on impressions - "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, then we draw one wing, then we iron the folded sheet with our hand. We open - the butterfly already has two wings and they are exactly the same! The missing elements can be painted with a brush.

The feeling of delight is ensured, while the child realizes that his "hooligan" actions, when blots and splashes are flying on the sheet of the album, is also an art form. "Blotography" also has the name "Splash". Unusual artistic effects can be achieved with these techniques.

Spray paint, aka "Spray". A toothbrush will come to our aid. 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 this unconventional painting technique, a very realistic winter landscape or distant space with many stars is obtained. "Blotography" will help the young artist populate 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 turns out a blot. And now we blow on it, dispersing the rays in different directions. Let's draw a couple of eyes for a dried blot, or two pairs, it's an unknown animal, and we'll send 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. So in an unconventional way in kindergarten, you can draw flowers, for example, asters.

Incredible possibilities of familiar things.

1. Bubble.

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

1. Salt.

Don't be surprised, but salt can be used for more than just cooking. An interesting texture will turn out if the wet drawing is sprinkled with salt, and when the paint dries, just chicken out.

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 cereals, sand or beads, and then draw on the textured surface.
• We cover with glue the areas in those places where the drawing will be depicted.
• Paint and dry the necessary materials in advance, and then decorate the drawing with them.

Classics in an unconventional reading

Let's put aside the stamps and salt, wipe the paint-stained pens, get out 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 a special watercolor paper), wet it so that it gets wet enough. Take some paint on the brush and lightly touch the wet paper with the brush. The movements should be light and smooth, the beauty of the result depends on this. Before your eyes, a drop of paint is spreading in different directions, turning into something amazing! It's a good time to tell your kid about the rules for getting new colors and shades. Now this practice is most evident. The resulting unthinkable divorces will serve as an interesting background for future creative work.

The next unconventional drawing technique that we will consider, also from the category of "miracles nearby", is called "Aquatipia".

This is a painting technique with paints and water, 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 he would like to portray? This method produces flowers unusually beautifully. After the paints dry, paint over the entire sheet with ink, then immerse your work in a bowl of water, and enjoy the wonderful transformations! All the gouache will dissolve, leaving only your drawing on a dark background. What is not magic?

The series of incredible transformations is not over yet! Let's take all the same thick paper, and with wax crayons (if they are 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 stain). A drawing will appear on a colored watercolor background, which will be a surprise for the kid, because when you draw with colorless chalk on a white sheet, it is rather difficult to imagine the final result. In the end, the magic process can also bring quite practical results.

Making “marbled paper” is an extremely exciting activity that little ones really like: it’s funny to play with things that are not allowed to take at all. 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 foam to a plate, and drip a few bright drops of paint in a random pattern. Using a brush, paint with drops of paint on the foam, creating intricate zigzags and patterns. Here it is - a magical sacrament that will completely absorb a keen baby. And here is the promised practical effect. Apply the sheet to the rainbow foam, and then turn it over so that the foam is on top of the sheet. Remove the foam remaining on the paper with a scraper. And - lo and behold! Unimaginable stains appear from under the foam, similar to a marble pattern. The paper has absorbed the ink. Once dry, marbled paper can be used in craftwork or as an addition to decor.

There is no limit to creative manifestations

For the guys who have already got acquainted with many interesting techniques and have shown their extraordinary creative abilities, you can offer a rather complicated drawing technique - "scratchboard".

You need thick paper, you need to paint it with wax crayons, preferably in bright colors, then, with a wide brush, cover it 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) is dry, the workpiece is ready for further work. Now we take a thin stack (any sharp, non-writing instrument) and start drawing. But drawing this process can only be called conditionally, since the top layer of paint is scraped off. So, stroke by stroke, a bright wax layer appears and is projected into the artist's idea.

For young artists there will be a fascinating technique of drawing with the help of plasticine on glass.

Choose the drawing you like, cover with glass, draw the outline 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 over the edge. The seamy side does not look so neat, but a bright and clear picture is visible from the front side. Frame your artwork and use colored cardboard as a background.

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

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

We are familiar with 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 drawing will turn out to be bright and saturated.

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

The stained-glass technique is used for interior decoration.

The essence of the technique is to apply an adhesive contour and fill it with paint. There are many options for the execution of this technique, but one of the most interesting is drawing a pattern on the oilcloth, and after drying, the drawing can be removed from the oilcloth and glued to any surface, for example, on 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. Select the drawing you like and draw its outline on a transparent oilcloth (you can take a regular file or a transparent plastic folder). It is better to make the contour first with a pencil or felt-tip pen, and then circle either with a ready-made stained-glass contour, or with ordinary PVA glue from a tube with a dispenser. Wait for the outline to dry, then fill with bright colors. After complete drying, you can peel off the drawing from the film, and decorate the intended surface.

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

• Beforehand, the T-shirt must be fixed in a hoop for embroidery or in a stretcher for drawing on canvas.
• Use a pencil and tracing paper to transfer your favorite cartoon character onto the fabric.

One of the most important steps in this method is the application of a reserving compound, in other words, a protective contour, which 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 over the drawing and iron with an iron.

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

Conclusion

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

Drawing is one of the favorite activities of preschoolers, which takes them into the world of bright and amazing images. And if the teacher also offers unusual ways for this, then the kids are simply delighted. Drawing with palms causes great positive emotions in children of all ages. This technique develops fine motor skills, color perception, and stimulates sensory sensations.

Features of the organization of lessons in drawing with palms in kindergarten. The specifics of work in different groups, the level of complexity of the compositions

Drawing with palms is a very simple technique: a child lowers his pens in paint or paints them with a brush, and then leaves an imprint on a paper sheet. This fun process is similar to fun game- children are liberated and reveal their creative potential.

In addition, when drawing with the palms of the big number nerve endings that are located on these parts of the body. This leads to the activation of the cerebral cortex, and, as a consequence, the development of mental processes. This drawing technique is also a good reflex massage: after all, on the palms there are points associated with various organs.

When organizing lessons on "palm" painting, the teacher must follow the principle "from simple to complex." You can start such experiments with paint already in the first junior group. Two-year-olds do not yet know how to handle a brush, and drawing with the palm of their hand is the best way of drawing for them. This technique enables children to come into direct contact with paint, while developing fine motor skills and, as a result, speech and intelligence.

Preschoolers of toddlers receive abstract images using a palm print. At this age, the goal is not to create a specific image - the kids are carried away by the process itself, they enjoy the bright color, interaction with paint.

Two-year-olds are happy to draw with their palms

In addition, "palm" painting calms a small child, gives him positive emotions. This is especially important during the adaptation period - the baby is distracted, calms down, forgets about his mother. In addition, such activities are useful in that they give children the opportunity to feel their importance and independence.

Hand drawing continues in the second junior group, especially since some children begin to attend kindergarten only from the age of three. Classes here are already moving to a more complex level: the child, with the help of a teacher, draws a handprint with simple details, creating an image of some simple object - a sun, a fish, a flower. At this age, preschoolers can already be offered collective work in this unconventional technique: each child leaves an imprint - as a result, some kind of image is obtained (the sun or a tree with leaves).

Drawing of a pupil of the second junior group

In the middle group, drawing on the basis of "palm" painting becomes even more complicated, the images become more detailed. A child, for example, can already depict a dinosaur or a dragon in this way, complementing the print with characteristic elements: a comb, paws, an intricate tail.

Drawing of a pupil of the middle group

By older preschool age, children, as a rule, are fluent in the technique of drawing with their palms and can create wonderful works. Five-year-old children can independently come up with a theme for a drawing, skillfully using the acquired skills and abilities. Compositions are more and more often narrative in nature, for example, it is a horse that grazes in a meadow or wild animals walking along the African savannah. Note that all images are carefully traced, convey the characteristic features of objects or objects.

Collective work of pupils of the senior group

Drawing of a pupil of the preparatory group

In the senior and preparatory groups, preschoolers can no longer dip their pens into the paint, but apply it with a brush on their own. This method allows you to make the print not monochrome, but multi-colored: after all, fingers can be painted in different colors.

Older preschool children apply paint to palms with a brush

Used materials and base, hygienic moment

In the junior and middle groups, gouache paint is used for "palm" painting, it is slightly diluted with water and poured into a flat saucer so that the baby can easily lower his palm there.

Note that water-based finger paints are a good alternative to gouache: they are well washed off the body and clothes, and besides, they will not be harmful if the child decides to taste them. Finger paints do not spread, so the baby can easily apply them on his palm.

A wonderful alternative to gouache

At the senior preschool age, for drawing with their palms, children can also be offered watercolors, since they themselves apply paint to the palm with a brush.

Original works are obtained by combining materials. For example, the child depicts the key image with paint, and the background is completed with a pencil.

Drawing with watercolors and pencils

Also applicative and plasticine elements can be successfully included in the composition. For example, multi-colored prints applied to a blue background easily turn into jellyfish. The image will only have to be supplemented with eyes and bizarre algae. The composition can be made more original by sticking voluminous eyes, and the algae can be made embossed also with the help of applicative elements (cereal rings).

Drawing with applique elements

Another example - with the help of palms, a prickly back of a hedgehog is depicted, and the rest of its body is made out with the help of an applique made from lumps of napkins.

Combination of painting and applique

With the help of plasticine, you can beautifully design the eyes and legs of birds.

Plasticine elements are organically included in the watercolor drawing.

As for the basis for the image, as a rule, the teacher offers the children paper in the traditional A4 format. However, occasionally you can use non-standard materials for this purpose, for example, fabric. It can be a variegated multi-colored material, but in which the child leaves an imprint in some rich color (for example, black, brown or dark blue). Another unusual option is drawing on plastic (for this purpose, finger paints should be offered to preschoolers).

During a lesson in drawing with palms, the teacher pays special attention to the hygienic moment: at the workplace, children must have napkins (maybe wet), with which the child wipes his hands before going to wash them.

Drawing techniques used in different groups: basic technique and finishing of details

Drawing with palms does not require preschoolers to master any complex technique. In the younger and middle groups, kids simply dip a brush in paint and leave a print on paper. When adding details to the image, the technique of working with a brush is already being improved: elements, as a rule, are drawn with a tip, while the tool is located almost vertically in relation to the paper.

Note that children draw with both their right and left hands (for example, a butterfly can be depicted only by imprints of two palms at once).

When complementing the main image with details in the younger group, finger drawing is also often used (for example, in this way, you can mark the eye of a fish or pebbles next to it on the seabed). At an older age, cotton swabs can be offered for similar purposes. In addition, "palm" painting can be combined with a print.

The drawing successfully combines various non-traditional techniques - drawing with palms, fingers and imprinting

Pupils of the middle group are already learning to place the image in the center of the leaf, for example, it will be a bird sitting on a tree branch. In addition, they understand that if you press your palm tighter to the paper, the drawing will turn out to be brighter.

Depending on the conceived image, children should change the location of the fingers on the hand. For example, to depict a fish, you need to press your thumb against the palm of your hand. If a tree, sun, butterfly is drawn, then all fingers, on the contrary, are spread out. A realistic elephant will turn out if you protrude your thumb as much as possible from the rest.

In addition, the teacher explains to the pupils of the middle group that the palm must be turned in a certain way when printing. For example, when drawing animals, the fingers should be pointing down, as they will represent the paws of the beast.

When creating an image of an animal, the palm is usually placed with the fingers down

From the age of five (senior group), preschoolers already independently paint their palm with a brush. At the same time, the teacher draws the attention of children to the fact that the paint should be applied in an even layer, not too thickly, but without leaving empty spaces - the quality of the drawing depends on this. Each finger can be painted in its own color, while you should remember about the timely washing of the brush.

Note that the choice of color, along with well-drawn details, is of key importance when drawing with the palms of your hands. Here are some examples. A print of a red-yellow palm will easily turn into a fire, you just need to supplement the image with two stripes of brown (using wide strokes with the entire nap of the brush).

Watercolor drawing

And a black print can become the original Batman mask - you just have to add recognizable details with the tip of a brush.

Watercolor drawing

A few two-tone contours of the palms will make a funny centipede. And to depict her head with horns, you need to raise the middle and ring fingers when typing.

Watercolor drawing

Applying paint to the palms unevenly, with pale green spots, we get charming turtles with their characteristic irregular color.

Watercolor drawing

A white print on a green background is an almost finished image of a zebra, all that remains is to paint it with white stripes with the tip of a brush and paint an elegant tail.

Gouache drawing

Card index of topics for different groups, including collective compositions

Let's present an approximate list of topics for each age group that can be used when teaching preschoolers to draw with their hands:

Junior group:

• "Colored palms" (children learn to make prints with a palm on paper).
• "Octopuses"
• "Golden Sun" (collective work).
• "Leaf fall" (collective work).
• "A flower for mom".
• "My mittens".
• "Two merry geese lived with granny".
• "Grass".

Middle group:

• "Butterfly Beauty".
• "Titmouse" (as an option - "Bullfinch", "Sparrow", "Swans").
• "Serpent Gorynych" (as an option - "Dragon", "Dinosaur").
• "Spring" (grass with flowers is depicted with the help of palms).

Senior group:

• "Underwater World" (as an option - "Aquarium").
• "Beautiful bouquet".
• "Butterfly in the meadow"
• "Fairy bird".
• "Multi-colored cockerel".
• "Elephant".
• "Fairy forest" (as an option - "Old tree stump in the forest").
• "The forest is our wealth" (as an option - "The Magic Forest") (collective work).

Preparatory group:

• "Crow".
• "Hedgehog".
• "Cactus".
• "Horse in the meadow".
• "Mysterious underwater world».
• "Dog".
• "Flowers in a vase".
• "Peacock".
• "Crow".
• "May there always be peace" (a poster depicting birds in the background of nature) (collective work)

Note that many topics are offered to children of different ages, for example, drawing a butterfly, fish, bird, flower. However, each group has its own level of difficulty.

For example, if children of the early preschool link simply supplement the butterfly with the necessary details (eyes, antennae), then at an older age the image becomes more detailed: the image of an insect printed with the help of palms is decorated with intricate patterns, interesting contrasting colors are selected. Likewise, the fish in the second junior group will simply be supplemented with eyes, and later the guys will draw a whole underwater world on the basis of such an image, the marine inhabitants will differ from each other in color, pattern of scales.

Lesson notes

Name of the author	Abstract title
Kokunova S.N.	"Cheerful zebra" (second youngest group) Educational tasks: to teach preschoolers to draw in an unconventional way - with their palms, to combine different drawing techniques in drawing, to consolidate knowledge on the topic "Animals". Developmental tasks: develop color perception, fine motor skills, attention. Educational tasks: cultivate perseverance, accuracy. Integration of educational areas: « Artistic creation"," Cognition "," Communication "," Socialization "," Health ". Demo material: toy zebra. Handout: green sheets of colored paper, white and black gouache, brushes, sippy jars, brush stands, napkins. Course of the lesson: The lesson begins with a riddle: Not hearing the waves of the ocean, Without knowing the sea, In the distant African steppe The sea vest is frolicking. That's a horse! - Andreyka exclaimed, Like a large ruled notebook! A toy zebra appears, which came to visit the guys from distant Africa. Children look at it together with the teacher - it has a beautiful coloring, like a horse has a mane and a tail. Physical education is carried out: The giraffe has spots, spots, spots spots everywhere (showing body parts) And the zebra has stripes, there are stripes everywhere (showing spots with our hands all over the body) On the forehead, in the ears, on the neck, on the elbows There are on the nose, belly, knees and socks. (showing body parts, accelerating the pace) Then the teacher tells the kids an amazing story: once a zebra was born in the African desert. And she became very lonely, there was absolutely no one to play with. And so the zebra has come a long way to find friends. The teacher invites the children to help the zebra by drawing many friends like her. The teacher invites the children to sit at the tables and explains to them drawing techniques in an unusual technique - with the help of palms. The handles must be lowered into white paint and leave a print on green paper. The missing details are completed with a brush - black stripes, eyes, mane. Independent work of preschoolers. Zebra thanks the kids and leaves happy - now she has someone to play with.
Shishova L.V.	(middle group) The teacher asks the children to show their palms, stroke them, pat them, rub them on their cheeks. It turns out that palms can do a lot of things, including drawing birds. The teacher finds out from the kids that the birds flew to warmer regions, since they had nothing to eat. However, some birds remained for the winter - riddles are offered on this topic: Coloring - grayish, By her habits - thieving, The screamer is hoarse. Famous person By the name. (Crow) Little boy In a gray Armenian Sneaking through the yards, He collects crumbs. Spends the night in the field Steals hemp. (Sparrow) Blue kerchief, dark back. Little bird, call her. (titmouse) The teacher informs the children that today they will draw a titmouse. We'll put a bird on the palm, We feed the cute titmouse The bird bites the grains Sings songs to children: "Shadow, shadow, shadow, I fly all day. The teacher shows his palm to the preschoolers and asks if it reminds them of a bird. Indicates with a finger an imaginary beak, neck, torso, fluffy tail. But this bird is not at all bright, so you need to paint it (applies paint to the palm, children repeat the steps after the teacher). The bird needs to be planted in the middle of the sheet - for this, the fingers open wide and the palm is pressed against the paper. With the help of a brush, the paws and an eye are drawn to the bird. At the end of the lesson, all the birds are hung out on the board - a fabulous meadow.
Alekseenko G.	« Elephant» (senior group) The teacher asks the children to stand in a circle, a small warm-up is carried out: “We clap-clap with our hands, We're kicking top-top. Chik-chik shoulders, Eyes for a moment. Let's join hands And we will smile at each other " Children join hands. The teacher informs them that they have turned into one big and kind animal. The game is played: Our kind animal has a very big, kind heart, let's listen to how it beats (put your hand on the heart, it beats knock-knock-knock. And also our kind animal breathes evenly, deeply. (put your hand on the chest) And when night falls, our kind animal lies down, closes its eyes and falls asleep. But now the sun has risen and our animal wakes up, opens its eyes, gets up, stretches and smiles. A riddle about an elephant is made to the guys: He has big ears, he is huge like a mountain. He has no equal on land: he is a champion by weight. Examining the image of an elephant, discussing its body parts, the shape and size of the head, ears, trunk, tusks, torso, legs, tail. Particularly prominent are the huge ears, partially covering the head, a long flexible trunk and small eyes. The teacher informs the children that the ears protect the animal from overheating, as well as from annoying insects. And the movable trunk easily lifts various objects, picks leaves from trees and collects water from the reservoir. Sharp tusks serve as protection for the elephant from predators, and also dig up the ground in search of water during a drought. Tusks and trunk are elephant survival tools. In addition, the teacher informs other Interesting Facts from the life of these animals. For example, that all elephants are gray. They are very polite - they know how to greet and hug each other. Elephants live for about 60 years. Preschoolers are invited to portray an elephant in non-standard ways - with the help of a palm. The teacher demonstrates the image process: the palm is painted with gray paint, but only up to the first phalanx, since the elephant's legs are thick and short. In addition, when applying the print, the thumb must be taken to the side - this will be the trunk. Finger gymnastics is carried out: Here are all my fingers Turn them as you like. And this way and this way, Will not be offended in any way (rubbing with hands) 1,2,3,4,5 (hand claps) Doesn't sit with them again (shaking with brushes) They knocked and turned. We wanted to draw. Independent activity of preschoolers. Analysis of drawings: the teacher invites several children to tell about their elephant (what is his character, what he likes to do).
Patrikeeva I.N.	"Golden time" (preparatory group) An audio recording of birds singing to the sound of autumn foliage sounds. There are pictures of an autumn landscape on the board. The teacher makes a riddle about autumn: In the morning we go to the yard - Leaves are raining down Rustle underfoot And they fly, they fly, they fly. The teacher offers to consider reproductions of famous Russian landscape painters on the autumn theme - I. Levitan "In the forest in autumn", "Oak grove. Autumn ”,“ Golden Autumn, I. Shishkina “Golden Autumn”, “Forest Backwater. Autumn ”, Kuindzhi“ Autumn ”. Discussion of what he saw: how nature is depicted, what color is the sky, trees, clouds, grass, the mood that the artists wanted to express. Then photographs are offered for viewing: children highlight the signs of a golden autumn. Preschoolers are invited didactic game"Guess the tree by the leaves." Reading the poem by L. Fadeeva "Autumn-grandmother": In a gray faded shawl Autumn walks - grandma By the river, in an empty line, Where the grass has fallen. And knocks her hook About driftwood, feathers, And they look out of the box Frail little feathers. Take off the mittens later - Knitted, not purchased - And they ring in her can Pink cranberries. Ironing with a dry hand Shedding hare. Walks-wanders across the river Autumn is real. The teacher informs the children that today they will turn into landscape painters and depict autumn in all its beauty, and then arrange an exhibition of their paintings. Children are invited to draw the landscape with the help of their palms. The teacher shows the sequence of the work: you need to smear your palms with red, yellow and orange paint and depict the crown of a tree with a print in the upper part of a vertically located sheet of paper. The rest of the work is done with a brush - a brown trunk, multi-colored leaves are drawn. The image of a tree is complemented by grass, flowers, sun, clouds. A physical training session on an autumn theme is held: We walked in the autumn forest all day (children walk in different directions) Admired the weed (bend over, making a movement with the arms to the sides) The air was breathed (waving at themselves) Leaves under my feet, the earth is lined (walk on tiptoes, hands on the belt) Let's collect them, rather all friends (they collect the leaves and put them in a basket for the teacher). Independent activities of children. Design of the "Golden Exhibition" stand.

Examples of drawings of preschoolers in an unconventional technique of drawing with palms with comments on the performance of the work

Photo gallery "Works of pupils of the first junior group"

In the first junior group, kids simply practice "palm" painting, creating abstract images. To get a certain image, the teacher guides the child's pens and himself complements the image with the necessary details - in this regard, the composition "Spider" is indicative. At this age, children are often offered collective work, where the teacher again plays the leading role. For example, he draws the central part of the sun with eyes, a smile and a wreath, and little ones use their palms to depict its rays ("Golden Sun"). Another option - the teacher designates the trunk of the tree, and the children complement it with palm leaves or snow flakes. Also at this age, children are offered interpretations on a floral theme: they are invited to supplement the painted stem with buds of multi-colored palms ("Bouquet for Mommy", "Flower for Beloved Mommy").

Teamwork Teamwork Teamwork Teamwork Gouache Drawing Teamwork

Photo gallery "Works of pupils of the second junior group"

In the second junior group, preschoolers themselves create complete images, for example, they independently draw a stem with leaves and supplement it with colorful buds with the help of "palm" painting. Kids are able to draw a cockerel by drawing it specific traits- red comb, legs and multicolored tail. Often at this age, children draw a fish, complementing it with eyes and a characteristic background (blue water, algae, pebbles).

Pupils of the second junior group already themselves, without the help of a teacher, draw a tree, passing its crown with the help of a palm (“ Autumn tree"And the collective composition" The forest is our wealth ").

The drawing "Pink Elephant" is of interest: in the animal, although not very proportionally drawn, the characteristic features are still visible: a trunk, large ears, a small tail.

Gouache Drawing Teamwork Gouache Drawing Gouache Drawing Gouache Drawing Gouache drawing Gouache drawing

Photo gallery "Works of pupils of the middle group"

In the middle group, we see works of a more complex level. The fish already have their own character, an intricate pattern of scales. The drawing has more complex composition: fish, for example, swim towards each other ("Merry Fish").

Trees are depicted in an interesting way: the branches are not simply represented by fingers: smaller elements extend from them, as a result the image is elegant. In this regard, the work "Magic Forest" is indicative. Mysterious trees here are also complemented by applicative details - squirrels sitting in a hollow. A positive mood comes from the drawing "Spring": with the help of palms, flower stalks are drawn here, each of which is decorated with a beautiful bright yellow bud with a red core. Interesting cacti of intricate shape are depicted using "palm" painting in the composition "Giraffe in Africa".

The pupils of the middle group are already quite good at depicting animals and birds, giving the image characteristic details. This is the "Giraffe" with its beautiful spotted coloration, horns and hooves, a titmouse with a yellow breast and ruffled feathers. Children successfully draw even the fabulous Serpent Gorynych ("The Serpent Gorynych", "My Favorite Fairy Tale").

Also at this age, collective works are practiced, for example, the fantasy composition "Falling Leaves and Starfall", where yellow palms symbolize shooting stars.

Gouache drawing Gouache drawing (with applique elements) Gouache drawing Gouache Drawing Gouache Drawing Gouache Drawing Gouache Drawing Teamwork Gouache Drawing Gouache Drawing Gouache Drawing

Photo gallery "Works of pupils of the senior group"

More detailed subject compositions and complicated plots are created by the pupils of the older group. So, a giraffe, created with the help of palms, has a carefully drawn muzzle and tail with a brush at the end ("Giraffe"). A funny bird turned out in the drawing "Voronenok": he spread his wings amusingly, ruffling his feathers, red paws and a beak of the same color look bright and contrasting.

Images are increasingly narrative in nature. So, the guys not only draw beautiful yellow flowers with their palms, but also complement the composition with bees flying around them (“Bees pollinate flowers”). The crowns of southern palms are drawn with palms, between which a crocodile is resting against the background of a bright orange sun. The composition "Swans - wonderful birds" is made in gentle pastel shades, where the sea and the sky are slightly different in tone, the vibrations of the sea waves are conveyed in subtle strokes. The swans themselves float against the background of seagulls soaring in the sky. The huge yellow sun also looks spectacular here.

With the help of multi-colored palms, a bright "Fairy Bird" is originally drawn against the background of a bright rainbow and large raindrops.

Draw a pink flamingo. Forget-me-nots in the fog. Starry sky. Spring drops. Festive fireworks... A certain pattern from folk crafts. Each publication in this section has a specific target for fine art. And it is shown in stages how to achieve it. A huge number of ready-made abstracts for the best classes and GCD for drawing.

Positive ideas to help mentors of young artists, born in the course of their own work experience. Classes for both classical drawing and all kinds of non-traditional art techniques. Designed for both toddlers and older children. Choose and use in your teaching activities.

We draw with children on any topic, together with MAAM

Contained in sections:

Showing publications 1-10 of 11188.
All sections | Painting. Summaries of drawing lessons, GCD

Theme lesson: Flower meadow. Target: introducing children to unconventional technique drawing« drawing with dots» Tasks: - to acquaint children with non-traditional techniques - « drawing with dots» ; - to teach to work in this technique - to develop imagination, motor skills, creative thinking; ...

Abstract of a drawing lesson "Draw with fingers" Drawing lesson summary"Drawing with fingers" Today we offer you a small selection of templates for fingertip drawing with children... Finger Painting is very beneficial for the development of a child in the early stages of life. The most important advantage of finger paints is ...

Painting. Summaries of drawing lessons, GCD - Summaries of OOD in the first junior group of drawing "Grains"

Publication "Synopsis of OOD in the first junior drawing group ..."
Purpose of the lesson: To teach children to properly hold a felt-tip pen (or a pencil; to form the skill of drawing dots; to teach to place dots at approximately the same distance from each other; to form an interest in drawing. Equipment: Markers of brown (or orange, gray, ...

Library of images "MAAM-pictures"

Purpose: to teach how to draw soap bubbles with non-traditional techniques: cotton swabs and a finger; to consolidate knowledge about the color and size of objects. Material and equipment: paper, watercolors, a glass of water, cotton swabs. Game situation: blowing bubbles on ...

Abstract of an open lesson in drawing "Ladybug" in the first junior group Abstract open class drawing in the first junior group "Ladybug". Purpose: to consolidate the knowledge of children about the ladybug; development of mastery of non-traditional drawing techniques. Tasks: 1. Educational - to consolidate the ability to make an imprint on the surface of the sheet - powders on ...

Summary of a drawing lesson "Mimosa for a chicken" in the second junior group using non-traditional techniques Abstract of a drawing lesson in the second junior group using non-traditional drawing techniques. Developed by: educator Kislyakova Elizaveta Borisovna. Topic: "Chicken mimosa". Non-traditional techniques: drawing with fingers, rolling a paper napkin (ball. Purpose: ...

Painting. Summaries of drawing lessons, GCD - Summary of drawing lessons drawing lessons "Radiant Sun" in an early age group

Program content: 1. To teach children to draw in an unconventional technique "palm" (rays of the sun. 2. To consolidate the knowledge of children about the yellow color. 3. To develop creative abilities. 4. To bring up accuracy in work. Equipment: Yellow gouache on palettes, napkins, ...

Abstract of the OOD for drawing in non-traditional techniques "A bunch of mountain ash" (middle group) Abstract of the OOD Section "Visual activities-drawing" Topic "A bunch of rowan" Middle group Purpose: to develop children's visual skills and abilities using non-traditional drawing techniques - printing technique, the ability to display the basic properties of an object in an image - color, ...