In the early preschool age Babies are laying the foundations visual arts. Pupils of the second younger group are actively developing key mental processes (primarily perception and thinking) - the kids already understand the meaning of drawing. Of course, they are still far from creating realistic images; the drawings are often a shapeless combination of lines. However, this is initial stage formation of key visual skills.
The importance of visual activities for the development of pupils of the second junior group of preschool educational institutions
Drawing classes have a significant impact on the harmonious development of preschoolers from the very beginning. early age. This is a great way for kids to express their emotions. This is especially important for children who are still unable to speak well or have communication problems. A drawing will help an adult understand a child, because even what colors he chooses for the image is important.
Visual activity develops thinking, educates such useful qualities, as perseverance, determination, wean children from laziness.
Undoubtedly, all this will be very useful during school and, in general, throughout life. Drawing is a great way to engage overly active kids.
Three-year-old children absorb knowledge like a sponge. Activities related to artistic creativity develop their taste and foster a sense of beauty.
Specifics of visual activity at a given age
The most important goal of visual activity when working with children three to four years old is to teach them to draw lines, both straight and round, since it is from these that the shapes of the simplest objects are subsequently formed. Moreover, they must learn to do this on their own, without focusing on the model proposed by the teacher. This process is directly related to the development of fine motor skills of hand and finger movements. Another important task is the formation of color perception - knowledge basic colors
and their names.
The teacher systematically involves children in the process of depicting objects. First, the child completes the composition started by the teacher: he completes the strings of the balloons (selecting the appropriate color), similarly depicts the stems of flowers, and the sticks of flags.
The activity should bring joy to the child - that’s when he will want to do it again and again. Here, of course, the decisive role is played by the personality of the teacher, his friendly attitude, sensitivity, emotionality, and ability to support students’ interest in artistic creativity.
Note that at the age of three, children are still unable to keep the teacher’s explanation in their heads for a long time: they remember the instructions partially or need repeated explanation. The teacher must try to ensure that each child understands the task and organize his actions. An individual approach is indispensable here. During the lesson, the teacher constantly reminds preschoolers about the subject of the image.
The emotionality of the lesson is always enhanced by the artistic word; it creates in the child’s mind a figurative idea of the object of the image.
Thus, visual activity can be preceded by a riddle or a short poem. At the same time, they should be extremely simple and accessible to children. Otherwise, mental stress will interfere with the child’s emotional state, and he will no longer want to draw. Note that the same rhyme can be told to summarize the lesson after discussing the results of the work. Also, drawing in the second younger group inseparable from gaming activities.
After all, motivation for creativity is very important for children, for example, based on fairy tales. This will make the subject of the image interesting and more alive.
The material in a lesson with children should be extremely specific, since at this age abstract thinking is still alien to them.
The teacher, starting with sweeping movements of the hand in the air, which are easier for the child, gradually moves on to moving the brush on the paper (note that manipulations with a pencil are more limited). For example, when depicting paths, children, together with the teacher, show the straight direction of the lines in the air, and then demonstrate on paper how long the path is. Finally, they draw it with gouache or pencil.
Moreover, it is advisable that the children accompany their actions with words - this will make the drawing process more rhythmic and the movement itself more exciting. For this reason, to increase emotional mood, it is also recommended to include in the lesson musical accompaniment.
Children at this age perform all actions as imitation of the teacher. He shows hand movements in the air, and then repeats them with the children. Similarly, the teacher shows all the drawing techniques: for example, how to hold a tool and put paint on a brush. Preschoolers will be able to perform actions independently when they have thoroughly mastered all of the above techniques and acquired initial skills.
The teacher’s drawing should not be simplified to a diagram - after all, the image must correspond to the real object. For example, when explaining the sequence of drawing a Christmas tree, the teacher focuses on the requirements of the program intended for the second junior group: he designates a vertical trunk, and then green branches diverging to the sides. However, many other trees also have such signs. Therefore, the trunk should be drawn not straight, but slightly expanded downwards, and the branches should be drawn slightly inclined.
The trunk is drawn sequentially, and then the branches.
Demonstration of drawing techniques is necessary until children master the skills of drawing a given form. Then already in free time they will be able to draw the same tree on their own.
Similarly, when the children learn to draw straight lines and simple rectangular shapes, you can invite them to draw a shovel, ladder, fence, etc., without demonstrating techniques.
Let us note that when working with children of the second younger group, the teacher should focus on personal experience every pupil. After all, in one team there are always older children (and during this period the difference of six months also affects development), in addition, some children begin to attend kindergarten only from the age of three (they had not gone to). Therefore, the teacher’s task is to analyze the characteristics of his group and, depending on this, differentiate tasks in the drawing process. Complications may include expanding the range of materials for work (for example, offering a larger number of colors), increasing the number of images (not one tree, but several).
The most suitable materials for classes
The basis for drawing in the second junior group is A4 paper. When painting with gouache paints, the teacher must tint it in the required shade (in the junior preschool level this is especially important, since it increases interest in artistic creativity). In some cases, it is advisable to offer children colored paper or cardboard. After all, for example, it is more interesting to draw a bright yellow sun on a gray or blue background, indicating the sky. Similarly, an activity on “It’s Snowing” assumes a basic of blue color, it could very well be a dark blue or purple shade of the base.
Note that the base should be quite dense. After all, at first the child does not paint with the tip of the brush - he works intensively with the entire pile, sometimes rubbing the paper to holes.
In the second younger group, as a rule, they use gouache. It gives a brighter tone than watercolor. But color in early preschool age causes a strong emotional reaction; for a child, the result of activity is a bright spot. In addition, it is easier for kids to work with gouache paints than with watercolors: they do not need to make any effort to dilute them with water.
There is no need to buy expensive paints with many shades for three-year-old children - it will be difficult for the child to choose the right color. The optimal number is six basic colors.
It is worth paying attention to the selection of brushes. For beginning artists perfect option- squirrel tassels with a short handle.
As for colored pencils, they should be good quality(do not crumble), soft enough.
There are a lot of additional materials that can be used in drawing classes in the second junior group. For example, for a winter theme, cotton wool and confetti will be useful, in other seasons - natural materials: seeds, leaves, etc. All these details diversify the composition, make it original, which, of course, will further stimulate the children’s interest in artistic creativity.
Drawing methods and techniques used
The key task of the teacher in the second junior group is to teach children formative movements - first simple, and then more complex.
This is, first of all, drawing a variety of lines: from left to right, from top to bottom, intersecting, etc. The easiest way to do this is when depicting objects such as paths, ribbons, a fence, a ladder.
When working with pencils, the teacher offers the kids one or two colors so as not to distract the children's attention. After some time, the children are offered gouache. Note that it is easier to paint with a brush, because there is no pressure required. A teacher teaches preschoolers how to apply a brush to paper correctly. At first, works are created with only one paint (for example, blue paint conveys raindrops, and yellow paint autumn leaves
). As the compositions gradually become more complex - the color scheme becomes more varied - the technique of washing the brush is introduced during the lesson.
Another task that is set in the second younger group is to teach a preschooler to combine several shapes in a drawing, homogeneous (for example, tumbler, snowman) or different (sun). This kind of work requires the ability to control hand movements, plus combine shapes into a composition.
More difficult for a three-year-old child is the image of a rectangular shape - he learns to change the direction of movement to create an angle, and also to close the line at the starting point. Kids practice this technique by drawing simple objects such as flags, windows, books and other rectangular things. During drawing classes, the teacher constantly focuses on hand positioning.
First, the brush is placed in the hand of each student, because everyone holds it differently: some hold it in their fist, bending their fingers, some hold it at the very base, while other children, on the contrary, hold it at the very tip. At the same time, the hand quickly gets tired, and the child gets tired. The correct position of the hand is in the middle part of the brush, while it is held by three fingers (their position is somewhat similar to the beak of a bird, which the child should pay attention to). You should hold a pencil, wax crayon, or felt-tip pen in exactly the same way.
In addition, the teacher teaches the children to carefully pick up paint, dipping the entire bristles of the brush into the jar. Excess paint is removed on the edge of the jar. Note that you should not limit learning to draw at an early age only to traditional techniques. Non-standard methods of depiction develop very well and fantasy. By the way, painting with fingers or a poke with a semi-dry brush is easier for kids than with brushes and pencils. At the same time, the baby feels at ease and is relaxed.
Visual arts classes in the second junior group, as a rule, are of a group nature. But at this age it is quite possible to practice teamwork(or divide children into subgroups). The chosen form of work should be determined by the topic of the lesson - for example, “Bouquet for Mommy” (each student draws a flower with his palm) or “Dandelions” (children use their fingers to depict flower buds and blue sky above them).
Teamwork (palms)
Teamwork (fingers)
Class topics: colorful balls, twigs and berries, cups and plates, toys and much more
As for the topics of visual arts classes in early preschool age, child psychologists recommend offering children as many diverse topics as possible, covering a wide variety of areas of life around them.
There are standard general themes ( thematic blocks), which are used in classes in almost all kindergartens.
In this case, the teacher can vary the subtopics within each block.
Let's consider the main sections that must be covered in drawing classes in the second junior group (the teacher can choose one or two topics within each block to implement them in the process of working with children, or he can come up with his own version).
Simple round shapes
These themes are: “Multi-colored wheels”, “Bloat up, bubble”, “Milk saucer”, “Rings”, “Colored balls”, “Multi-colored hoops”, “Bagels, bagels”, “My funny ringing ball”, “Snowballs” "
Drawing with pencils
Drawings based on straight lines
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
Drawing with gouache
Houses
Kids draw: “My house”, “House with a chimney”, “House for the dog”, “Birdhouse”.
Teamwork (coloring the template and decorating it with a pattern)
Anthropomorphic creatures
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
“Snowman”, “Tumblers”, “Matryoshka”, “Kolobok”.
Decorative painting (pattern decoration)
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
“Painting a plate”, “Let’s decorate a tea cup”, “Let’s decorate towels”, “Let’s decorate a mitten”, “Let’s decorate a handkerchief”.
Poking drawing
Cloth(coloring templates, adding details to them):
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
“Mittens”, “Shoes”, “Siberian felt boots”, “Dress for a doll”.
“Chicken”, “Birds”, “Titmouse”, “Firefly”, “Bees”, “Duck”, “Ladybug”, “Fish”.
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
Drawing with soap bubbles
Berries, mushrooms, vegetables, fruits
“Mushrooms”, “Amanita”, “Vegetables and fruits”, “Orange and tangerine”, “Berry by berry”, “Berries on a branch”, “Currant sprig”, “Apple with a leaf”.
Drawing with cotton swabs
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
Vegetable world
“Multi-colored carpet of leaves”, “Leaf fall”, “Trees on our site”, “Christmas tree”, “Flowers”, “Dandelion”.
Drawing with gouache Drawing with gouache Drawing with gouache
Natural phenomena
“Rain”, “Sun”, “Hail”, “Rainbow”.
Drawing with cotton swabs
Finger painting
Household items
“Umbrella”, “Comb”.
Finger painting
Food
« Food”, “Pies”.
Safety
"Traffic Light", "Rules" traffic", "Fire safety", "Fire".
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
Transport
“Car”, “Trolley”, “Planes are flying”, “Beautiful train”.
Finger painting
Human
“My Family”, “Friendship”, “Parts of the Body”, “Professions”.
Pencil drawing
My toys
“My favorite toy”, “Dymkovo toy”.
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
Patriotism
"Flag", "My City".
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
Lesson notes on the image of a snowman, fireworks, dandelion and car
| Author's full name | Title of the abstract |
| Shestakova E. | » Educational objectives: exercise children in the image round shape, compose an image from several parts of a similar shape. Developmental tasks: practice coloring a round shape, relating objects by size, and consolidate the idea of a snowman. Educational tasks: cultivate accuracy, desire to help. Integration educational areas : « Artistic creativity", "Cognition", "Communication", "Socialization", "Health". Handout: sheets of blue-tinted paper according to the number of children, gouache, sippy cups, brushes, coasters, napkins. Progress of the lesson: The teacher tells the children that a guest has come to them and asks a riddle:
A toy snowman appears. The children look at it, discuss how it can be sculpted (they show with gestures).
Independent activities of children. The teacher monitors the work process and guides the kids. |
| Zharikova E. | "Festive fireworks" (unconventional technique drawing a “coming through picture”) The lesson begins with a riddle about fireworks:
The teacher discusses with preschoolers what fireworks are and where we can see them. The theme of the Victory Day holiday is touched upon. On this day in our country there are the most colorful and bright fireworks.
The teacher takes a foam sponge and paints his sample fireworks with blue paint. An interesting effect occurs - the paint does not cover the wax pencils, but rolls off them. The result is a beautiful fireworks display against the night sky. |
| Komisina O. | "Dandelions in the Grass" The teacher reads a poem, and the children must guess which flower they are talking about:
A picture of a dandelion is shown. Its shape, color of leaves, stem, bud are discussed. The kids talk about what flowers are for. The teacher tells the children that flowers are needed not only to admire them: they provide food for insects - nectar. The teacher warns children not to pick dandelions while walking - after all, they immediately die in a vase.
The teacher shows preschoolers how to draw a flower, noting that the thin stem is depicted with the tip of the brush. Since dandelions grow in grass, children are encouraged to draw grass as well. |
| Ermakova O. | "Automobile" At the beginning of the lesson, the teacher reads a funny poem about a car:
Children discuss the cars they saw on the way to kindergarten. The teacher reports that one of the cars decided to stop by to visit the children. Children look at it, determine the color, and name the parts that make it up. |
Games in drawing classes in the second junior group
In early preschool age, it can be difficult for children to explain some material, especially to make them remember it. Here, didactic games for visual arts will come to the aid of the teacher.
These manuals (they can be purchased in stores or made independently) are presented in the following target areas:
- Games to develop color perception.
- Games that train preschoolers in making patterns (developing decorative skills) or entire compositions
- Games, the goal of which is to supplement the object with the missing details (subsequently the child also completes the elements in the drawing).
Let's look at examples from each category.
Games to develop color perception
“Gather a bouquet” (for the Snow Maiden and for the Sunbeam). This game teaches children to distinguish between warm and cold tones. A similar option is to choose your favorite colors of the snowman and the sun.
Didactic game introduces warm and cool shades
Didactic game develops color perception
Game "Collect the caterpillar". Children are offered several shades of the same color, from which they need to put together the body of a caterpillar - from the darkest shade to the lightest.
Didactic game for developing color perception
“Name the colors of autumn, summer, spring and winter.” The kids are offered cards depicting a color palette, and they must match them with pictures depicting a certain time of year.
Didactic art game at the same time reinforces the signs of the seasons
"Beads for Mom." Pictures are presented with beads of different color combinations. The child’s task is to pick up beads of the same color as in the picture.
"Aquarium". The paper aquarium has four sectors of different colors. There are also fish and shells of these colors. The child’s task is to sort them into sectors.
Games to develop decorative skills (pattern making)
Decorative and applied arts are an important part of the culture of the Russian people, who since ancient times have strived to convey their understanding of beauty in artistic form. Products from talented craftsmen develop children’s aesthetic taste and teach them to understand and appreciate beauty. Didactic games will help kids become more familiar with folk arts and crafts, and will also teach them how to create their own beautiful ornaments.
These are cut-out pictures depicting Dymkovo toys, patterns of dishes that need to be decorated with a Gorodets pattern, dominoes and lotto on this topic.
Didactic game Didactic game Didactic game Cut-out pictures Cut-out lotto pictures
The game “Assemble a still life” teaches younger preschoolers how to make a composition, kids with early years get acquainted with the genre of still life.
Didactic game develops compositional skills
And the guide “Assemble a pattern from a sample” develops their aesthetic taste, teaches them to correlate an object with its image.
The manual contributes to the formation of aesthetic taste
Games for adding details to an object
“Complete the butterfly.” The child is offered an image of half a butterfly. You need to complete the picture by selecting the same elements and placing them on the missing half.
The didactic game reinforces knowledge of the shape of an object and at the same time promotes correct color perception
"Merry little engine." The child is offered the body of a steam locomotive without wheels, pipes and doors. The task is to find among the many details the missing elements for the picture and add them to the image of the locomotive. As a result, children remember the shape of this type of transport, and later it will be easier for them to draw it.
Analysis of visual activity
An important component of any artistic activity is analysis. finished works. This is also true when working with young children. The teacher displays all the drawings on the stand and arranges a joint discussion with the children: asks the children’s opinion, and also evaluates the work himself, points out their positive sides, makes recommendations on what can be done better. Both the quality and accuracy of the work performed are taken into account.
Let us note that you should not focus children’s attention on unsuccessful drawings, because often poor performance of a task is not due to the child’s reluctance, but to the peculiarities of his development (weak motor skills). Such kids need to pay more attention during productive activities, and be encouraged to draw in their free time.
Joint viewing and discussion of works fosters activity in children, arouses the desire to correct mistakes, and draw better next time. Those children who were not active during the discussion should be given special attention and discussed with them individually about the drawings.
Video on the topic
Drawing in the second junior group on the topic “Dandelion”
Drawing in the second junior group on the topic “It’s raining.”
It is difficult to overestimate the role of drawing in the development of children. This is one of the important ways of self-expression. After all, some children find it difficult to verbally express their feelings and knowledge. This extremely useful activity simultaneously stimulates mental activity and develops aesthetic feelings. The diverse topics of classes in the second junior group lay the foundation for a realistic depiction of a wide variety of objects and phenomena of real life, which children master as they grow older.
Drawing using unconventional methods “Christmas trees for bunnies”
Program content:
Teach children to draw a Christmas tree using the poking method with a hard brush. Continue to learn how to complement the drawing with elements using finger painting. Continue to teach how to hold a brush correctly and rinse it after using paint. Develop fine motor skills of fingers; children's creativity, imagination, aesthetic sense.
Expand children's knowledge about the life of wild animals.
Foster a love of nature and a desire to help animals.
Preliminary work: Conversation “How wild animals prepare for winter.” Tracing Christmas trees using a stencil. Drawing with colored pencils and felt-tip pens “New Year’s Beauty”, using various materials “Who Lives in the Forest”. Using the “Magic Brush” manual in your work.
Materials:
Tinted rectangular sheets, with pre-drawn Christmas trees using a stencil. Each sheet has a silhouette of a bunny pasted on it. Gouache, hard brushes, napkins, jars of water, coasters.
Progress of the lesson:
Guys, do you want to be in the winter forest?
Children are included in the group. A bunny sits on a stump.
What happened, where are all the trees?
Bunny: “There was a fire in the forest and all the spruces were burned. And now my friends and I have nowhere to hide from the wolf and the fox.”
Let's guys try to help the bunnies, but how can we do this? Guys, do you know how to help bunnies? That's right, let's try to draw Christmas trees using the poking method.
The children sit at the tables.
Guys, watch how I draw a Christmas tree using the poking method.
I take the brush near the skirt and hold it vertically. Then I pick up the paint with the tip of the brush, and remove the excess paint on the edge of the jar. Then, with the tip of the brush, I begin to draw a Christmas tree, while the brush easily jumps across the sheet. After painting, rinse the brushes and place them on a stand.
Children draw a Christmas tree.
Guys, let's play while the paint dries. Leave the tables.
Bunny, do you like to play in the snow?
Carrying out finger exercises.
One, two, three, four (bend fingers one by one)
You and I made snowballs (make imaginary snowballs)
Round, strong, very smooth (hands show a circle)
And not at all sweet (they threaten with their index finger)
One - let's throw (they throw an imaginary snowball)
Two – we’ll catch you (they squat and hug their knees with their hands)
Three - let's drop (lean forward)
And... we will break (trample).
You are not tired?
Children approach the tables.
Tell me, please, what is there on the streets in winter?
That's right, of course there is a lot of snow. Let's draw more snow that lies on the ground, and someone can draw snowflakes. We will only draw with our fingers.
Guys, don't forget to wipe your fingers on a napkin. Children draw.
The bunny offers to play another game: “Guys, if you want to play more, then go out into the clearing.”
Conducting physical education:
The little white bunny sits and wiggles his ears. (children squat)
The bunny is sitting cold and needs to warm his little paws. (children stand and rub their palms together)
It’s cold for the bunny to stand, the bunny needs to jump. (children jump in place on two legs)
Jump - jump, jump - jump. The bunny needs to jump.
How good are you at jumping?
They come up to the tables and look at the drawings together with the bunny.
Bunny: “What did you get?” beautiful Christmas trees. This is the most elegant one, and this one is very fluffy...”
Thank you guys for helping us grow a whole forest. Now we will have a place to play and hide from the wolf and the fox. And for the fact that you helped us, here are gifts for you (gives gifts to children).
Did you like the winter forest, and what did you like most?
And now we need to return from the Notes on visual activities in middle group(non-traditional drawing methods)
Summary of a lesson on visual arts in the middle group of kindergarten "Journey to a fairy forest"
Educator Efremova I.Yu.
Software tasks:
To develop the ability to correctly convey the arrangement of parts when drawing complex objects, to create your own artistic image in the visual arts;
Introduce an unconventional drawing method - drawing with your hands;
To consolidate and enrich children’s ideas about colors and shades, about how to obtain them (orange, Brown color) ;
Strengthen ideas about the shape of objects (circle, oval, triangle, size, arrangement of parts;
Enrich your musical experience;
Cultivate accuracy, develop aesthetic perception, independence, creative imagination.
Progress of the lesson.
Children enter a group room decorated with a winter forest. Music by P. I. Tchaikovsky from the cycle “The Seasons” is playing.
Guys, where are we? You and I have come to a winter fairy forest. Look how beautiful it is all around.
Everything is snow and snow, the whole forest is in snowdrifts
Gray pines sparkle
Snow sparkles on forest roads,
All the bushes sleep quietly under the snow.
Listen, how quiet it is, all you can hear is the trees crackling in the cold. Look around you, doesn’t it seem strange to you that there is no one in the forest? I’ll tell you riddles, and you answer who we could meet in the winter forest.
***
Cunning cheat
red head,
Fluffy tail - beauty
And her name is (fox).
***
Not a lamb or a cat
Wears a fur coat all year round
Gray fur coat for summer,
A different color for winter. (hare)
***
There is a hollow in the pine
It's warm in the hollow.
Who's in the hollow
Lives in a warm place? (squirrel)
***
The owner of the forest
Wakes up in the spring
And in winter, under a blizzard howl
He sleeps in a snow hut. (bear)
But where could the animals have gone? Look, there’s a letter on the tree. (remove the letter from the tree and read)
"The winter forest is enchanted
And there will be no miracles in it!
Not a fox will run by
Not a bear will growl!
The hare and the squirrel have disappeared,
The animals used different paints.
I came up with everything myself,
Your grandmother Yaga!
PS. To disenchant the animals, you will have to try very, very hard! »
Guys, there are only geometric shapes under the tree. What geometric figures did Baba Yaga leave us? (Children's answers). Do you think we could use them to make animal figures, maybe then we will find paints to cast a spell on the forest dwellers? (Children together with the teacher lay out on the floor from geometric shapes white animals. The head is round, the body is oval, the paws are oval, the ears are triangular.)
Vanya, who did you get? What shape is the head? (torso.)
Where did Baba Yaga hide the paints? Yes, here they are standing under the Christmas tree! (take paints, move to the table)
Look at what colors Yaga turned the animals into? (children call colors - white, red, green and yellow) Now close your eyes and remember what color the forest animals are.
That's right, the fox and squirrel are orange, the bear is brown, and the bunny in winter is white.
Do we have these colors? White is there, but orange and brown are not. But it doesn’t matter, let’s do them ourselves. To get orange, we add red paint to yellow paint, and to get brown, we need to add green paint to red paint. (Mix paints).
Now we have everything ready, but where are the brushes? Probably, the harmful Baba Yaga took them away so that we could not disenchant the animals. How can we now revive forest animals? (I listen to the children’s answers)
Let's draw with our hands. To draw a small circle on paper, we clench our fist, dip it in the paint and put a “stamp” on the sheet. To make a large circle, we dip one palm into the paint (fingers raised up) and leave a mark on the paper. In order to draw paws for our animals, we dip our fingers in the paint, pads down, and transfer them to paper. We can mark the eyes and nose with a fingertip (I show you how to draw, then wash your hands and wipe them with a napkin. Let’s roll up the sleeves, put on magic aprons and cast a spell.
One, two, three, four, five (clap hands)
We begin to transform. (spinning around in place)
The paints were not simple (they show the paints with their palms)
There will be forest dwellers. (point with palms towards the forest)
Quiet music is playing.
Independent drawing. Analysis of works. (Who drew who? Together with the children, we decide what can be added to the drawing to make it look even more like forest animals.)
These are great guys, and now let’s let the animals go into the forest. (We take the drawings to the “forest”)
Where does a bear live in winter? That's right, the bear is sleeping in a den, let's take him there. A bunny is under a bush, a fox is under a tree, a squirrel is on a tree in a hollow. All the animals are very grateful to you and the squirrel prepared hazelnuts for you as a gift (a basket with treats is under the tree).
Drawing lesson for the younger group.
“Let’s finish drawing Petya’s tail.”
Children's age: second junior group (II junior group)
Program content:
1. Continue to teach children to hold the brush correctly, rinse the brush thoroughly when changing colors, draw lines in one direction from a given point, use several colors: red, yellow, green.
2. To promote the development of children's creativity by independently completing the plot (sun, grass).
3. Arouse in children sympathy for the game character and a desire to help him.
Preliminary work: Examining the cockerel, its tail, noting its color diversity. Reading poetry, singing songs about the cockerel.
Material: Cockerel - a toy, a mock-up of a mansion, sheets of tinted paper with pasted silhouettes of a cockerel without a tail. Brushes, gouache (red, green, yellow), cups of water, foam rubber.
PROGRESS OF THE CLASS:
Creating gaming motivation:
Draw the children's attention to the model of the tower house. Bring the children, look at him, note how beautiful he is.
Educator:
Over the fields, over the seas,
Behind the high mountains
There is a tower in the field,
And a cockerel lives in it.
Come out to us, little cockerel,
Show me your comb.
(a toy cockerel appears in the window of the mansion).
Cockerel:
I'll show you the comb
I'll wait until I get out.
Educator: What happened, tell us?
Cockerel:
All she is, the fox villain,
Sprinkled the grains
Plucked the feathers
All chickens are without a tail,
They will laugh in the street.
Educator: Calm down, cockerel.
Formulation of the problem.
The teacher turns to the children and asks if they want to help the cockerel. Having received an affirmative answer, the teacher promises to show the children how to draw colored feathers on the tail of a rooster.
Showing the method.
The children sit down at the tables. The teacher hands out sheets of paper with silhouettes of cockerels pasted on.
Educator: Let's draw feathers in the air.
(Shows the movement of the brush, children repeat)
Educator: Look, I will paint the tail of the cockerel with different colors, from one point.
(The teacher draws the tail of a cockerel on a small easel).
The teacher shows how, with continuous movements, continuously up and smoothly down (arc), he draws one feather on a cockerel. Then it changes color - a different color, etc. After the teacher draws several colored feathers for the cockerel, he recites the poem:
Cockerel, cockerel,
Show me your skin!
The casing is on fire,
How many feathers does it have?
One two three four five -
The teacher offers to listen to the poems again, and the children repeat after the teacher.
Managing children's activities.
The teacher reminds children of the rules for working with paints. Children draw on their own. Watch how the children dip the brush into the paint, how they squeeze out the excess on the edge of the jar and rinse it. Watching children work. Encourage the rooster to draw several colored feathers. Check the color of children's feathers.
The teacher places his display (a sheet with a cockerel and a drawn tail) on a large easel and addresses the children.
Educator: Guys, look, the cockerel was delighted to see beautiful tail and sang cheerfully.
(The cockerel crows in the house. The teacher hangs the sun on a large easel)
Educator: What did the cockerel wake up?
Children: Sunny!
Educator: Look, children, the sun has woken up, how yellow it is! Has the sun woken up on your leaves?
Children: No.
Educator: Do you want your sun to wake up?
(children’s independent answers).
Children independently draw the sun on their sheets of paper and, if desired, grass.
Educator: Let's gather all the cockerels in the clearing.
Children bring their drawings, the teacher hangs them on a large easel. A cockerel comes out of the house, examines the children’s drawings, praises and thanks the children.
AT THE CONCLUSION OF THE CLASSES, THE ROUND DANCE GAME “COCKER AND CHICKENS”.
Summary of a drawing lesson in the middle group: “Winter Forest”
Lesson notes
on drawing
in the II middle group
Educator: Efremova I.Yu. MKOUSOSH village Talitsa. 2012
Software tasks:
Educational:
teach children to draw a simple landscape in accordance with the content of the poem, to depict a Christmas tree decorated with snow;
continue to develop the ability to correctly position a drawing on a sheet and draw with paints;
teach children to expressively read a poem by heart, conveying their admiration of winter nature through intonation, teach them to feel and reproduce the figurative language of the poem;
clarify and activate children's vocabulary.
Educational:
cultivate a love of nature; caring attitude towards her;
independence, observation, accuracy, initiative.
Educational:
develop Creative skills, attention, imagination, speech, aesthetic and figurative perception.
Health saving:
monitor children’s posture and maintain a physical activity regime
throughout the lesson.
Material and equipment:
Gouache paints (brown, green, white); water glasses
palette, brushes, brush holders, napkins, oilcloths
tinted sheets of paper (1/2 landscape sheet)
artificial trees; painting “Winter Evening”
soft toy (white bunny)
TSO: audio recording “December” (“Seasons” by P. I. Tchaikovsky)
Previous work:
memorizing poems about winter nature;
excursions to the forest park;
looking at illustrations of winter landscapes.
Progress of the lesson:
I. Introductory part
(children sit in a semicircle on chairs)
Educator. - Guys, what time of year is it now?
Why do you think so?
Let's take a walk through the winter forest and remember O. Vysotskaya's poem “The Christmas Tree” (children read in chorus).
Not a leaf, not a blade of grass!
Our garden became quiet.
And birches and aspens
The boring ones stand.
Only one Christmas tree
Cheerful and green.
Apparently she's not afraid of the cold,
Apparently she is brave!
Why do we say “our garden has become quiet”?
Why do “birch and aspen trees stand boring”?
Why “the Christmas tree is only cheerful...”?
Look how beautiful the snow-covered Christmas tree is! Santa Claus took care of it and decorated it with white and fluffy snow, and you will find out who was hiding under it if you guess my riddle:
The panty changed the color,
And then he lost track. (A bunny appears)
What kind of fur coat does a bunny have in winter?
Why?
Bunny. - Hello guys! Have you come to visit me to admire the winter forest? -Just don’t make noise...
Like on a hill - snow, snow,
And under the hill - snow, snow,
And a bear sleeps under the snow.
Quiet, quiet... Don't make noise.
My friend Mishka has never seen winter, snow...
Guys, why do you think?
Let's draw him a winter forest, and when he wakes up in the spring, I will give him your work, and he will see winter and be happy.
Educator. – Let’s go to the tables and draw a winter forest for Mishka. And you, bunny, sit down with us and see how the kids are trying.
II. Main part
(children are sitting at tables)
Educator. A beautiful Christmas tree grew in the forest on the mountain. One day an artist saw a Christmas tree and drew it like this. (Showing the painting “Winter Evening”)
Then the writer saw this tree and composed this poem. Let's remember him. (One child reads)
A Christmas tree grew in the forest on the mountain,
She has silver needles in winter,
The icicles are knocking on her cones,
A snow coat lies on the shoulders...
Let's remember what parts the Christmas tree consists of?
What color will we paint the trunk?
What color will we paint the branches?
(I explain the technique of drawing spruce)
Where do we start drawing a Christmas tree?
What paint should we use?
Practical part
Independent work (with musical accompaniment)
Physical/minute (standing near the tables)
Oh, the bunnies are so cold, and everyone has a cold nose!
Oh, the bunnies are so cold, and they all have cold tails!
To keep the bunnies warm, we all need to jump,
To keep bunnies warm, you need to rub their paws.
Bunnies' paws keep them warm this way and that way!
Bunnies play with their paws this way and that, that way!
All the bunnies have sat down and are sitting quietly -
Is there a cunning fox here? They look in all directions.
But everything is very quiet in the forest, the bunnies are jumping again.
Our bunnies love to have fun and play!
Paw to the side, paw to the side.
Foot top, foot top.
Have fun spinning around your Christmas tree!
What color will we paint the “coat”?
III. Final part (result of the lesson)
(I hang the work on the board)
Educator.
Spruce on the edge - to the top of the sky -
They listen, remain silent, and look at their grandchildren.
And the grandchildren are Christmas trees, thin needles -
There is a round dance at the forest gate.
Guys, look what a round dance it turned out to be! Bunny, did you like it? (work analysis)
Bunny. - I really liked it, your fabulous winter forest resembles the forest in which I live. I will definitely pass on your work to my friend Mishka; when he wakes up in the spring, he will find out what a winter forest is like.
(the bunny leaves and takes away the work)
Educator. - Children, you did great today. They answered well, you know a lot of poems. I think Mishka will be pleased.
Self-analysis of a comprehensive drawing lesson
in the II secondary group “Winter Forest”
The program content of the lesson corresponds to the age and level of development of children. When I set goals for myself, I tried to take into account the age of the children, as well as the fact that psychological processes are just beginning to form.
The program content formulates educational, educational, developmental and health-preserving objectives. The lesson consisted of three parts:
Introduction - “a walk through the winter forest” - solving a riddle, reading a poem to children;
The main part is to consolidate the technique of drawing a Christmas tree in a snowy decoration;
The final part (result of the lesson) is an analysis of children's works using artistic expression.
Program content. Teach children to convey the image of a Christmas tree in drawing; draw objects consisting of lines (vertical, horizontal, oblique). Continue learning how to use paints and brushes (rinse the brush in water and blot it on a cloth before picking up paint of a different color). Let us compare a “live” Christmas tree and an artificial one. Form the concept one – many. Develop fine motor skills. Cultivate friendly relationships, the desire to please friends.
Preliminary work. Examination of the spruce on the kindergarten site, comparison with other trees. Examination of illustrations in children's books, highlighting the main parts and features of spruce.
Materials for the lesson. Paper the size of ½ landscape sheet, dark green gouache, brushes, jars of water, napkins (for each child)
Progress of the lesson.
Educator: Children, what holiday is coming soon?
Children. New Year?
Educator: Look, the Christmas tree has come to visit us.
Do you think this is a “live” Christmas tree or an artificial one?
Children. Artificial.
Educator: How did you guess?
Children. She has soft needles and they do not smell.
Educator: Yes, this Christmas tree is artificial, but it is very similar to the real one. She is just as green and fluffy. Look how its branches are arranged? From top to bottom and slightly to the side (shows the direction of the branches). Let's show how the branches grow. Look, I’ll draw a trunk for the Christmas tree, put a brush at the bottom of the leaf and move the tip up, and then I’ll draw the branches, first the top ones, and Masha will help me draw the ones below.
Masha, come to the board and show me how to draw branches.
And now Danya will draw more branches, lower. This is how tall the Christmas tree is, and to make it fluffy, let’s draw some needles for it, like this (shows). Now the tree is tall and fluffy, but it’s boring for it to be alone in the forest, let’s draw friends for it, each on its own sheet, and then put them together.
Educator: Our guest is feeling sad, let's play with her.
Physical education minute.
There is a Christmas tree on the hill,
Looks in all directions. (Turns to the sides.)
It’s not easy for her to live in the world -
The wind turns, the wind turns. (Tilts to the right and left.)
But the tree just bends,
He is not sad - he laughs. (Jumping)
Educator: We rested, moved around, entertained our guest. Take your seats.
Let's remember how to hold a brush correctly
Vanya, show the kids, kids, take all the brushes, like Vanya, like this, that’s right, dip the tip of the brush in green paint and start painting. Let's draw a line from bottom to top. What did we draw?
Children: Trunk.
Educator: That's right, trunk. What are we going to draw now?
Children: Twigs
Educator: That's right, but there are needles on the branches.
Calm music sounds, the song “A Christmas tree was born in the forest”
During the lesson, the teacher approaches the children, shows those who have difficulty drawing on a separate sheet, praises the children for their creativity if they place several Christmas trees on one sheet, and emphasizes the variety of images.
At the end of the lesson, the drawings are laid out on the table and they consider that they have created a whole spruce forest.
Educator: How many Christmas trees did Danya draw?
Children. One.
Educator: How many Christmas trees did Maxim draw?
Children: One.
Educator: How many Christmas trees were there in the forest?
Children: A lot of.
Educator: This is what a wonderful spruce forest we have. The Christmas trees are tall and fluffy. Are you glad, Christmas tree, that you have girlfriends? Look, the Christmas tree is shaking with branches. Do you think she's happy?
Children: Yes!
Educator: You all did a great job, you brought joy to the Christmas tree, and now we need to clean up the tables.
Title: Lesson summary for the 1st junior drawing group “The green Christmas tree came to visit us”
Nomination: Kindergarten / Lesson notes, GCD / drawing
Position: teacher of the highest qualification category
Place of work: MDOU No. 8 “Spikelet”
Location: Fominskoye village, Tutaevsky district, Yaroslavl region
Integrated lesson “Let's decorate the Christmas tree” (non-traditional drawing technique) 2nd junior group
Program content:- improve skills in unconventional depiction of an object.
develop speech, imagination, creative abilities.
- give children the opportunity to experience a variety of muscle loads through imitative repetition of the movements and actions of the teacher.
- develop a sense of rhythm and coordination of movements.
- develop the articulatory apparatus and fine motor skills of the hands, develop speech, imagination, creativity, develop and improve communication skills.
- create a situation of success, an atmosphere of joy and goodness, create a feeling of group unity.
Material: diluted gouache, water baths, napkins, plates, illustrations, whatman paper with an image of a Christmas tree, Stuffed Toys, health tracks, audio recording of Seasons, tape recorder.
Techniques and methods: gaming, conversation, story, visual, verbal, game.
Dictionary: circular movements of fingers, dipping, birch
Ind.work.– consolidate the concept of forest, garden.
Progress of the lesson
1.Organizational moment"Hello" (formation of emotional contact).
Children enter the group to quiet music. The teacher reads a poem:
Hello, golden sun!
Hello, the sky is blue,
Hello, free breeze,
Hello, little white snowball!
Hello kids: girls and boys,
Hello, I’ll tell you, I welcome you all!
Today we have guests, let's welcome them.
2. Psychological training:
“Zimushka - winter” (development of the program emotional state, positive emotions, development of imagination).
An audio recording of “The Seasons” by P.I. Tchaikovsky is playing
Educator: What a wonderful melody, isn't it, guys? What does it look like, how can you say about this music? (Light, joyful, snowy, fluffy, winter). This is a winter melody, do you like winter? What do you like, Alina? What about you, Valeria? Why does Kostya like winter, and why does Vlada? I also love winter.
Tell me guys, what do you like to do most in winter, what games to play? (Ride downhill, sled, play snowballs, roll in the snow, sculpt a snow woman...).
Educator: I invite you for a walk through the winter forest, would you like to go with me? Well, let's go! (Background music sounds)
3. Simulation exercise“We are walking through snowdrifts” (emotional release)
We are walking through the snowdrifts,
Let's raise our feet high
Through steep snowdrifts.
Raise your leg higher.
We walked for a very long time,
Our little legs are tired.
Now let's sit down and relax,
And let's go for a walk again.
Look, guys, what kind of winter meadow we have entered.
Oh look at some pictures here, what do they show? (tree, fir tree)
- What is the difference between a tree and a Christmas tree? (the tree's branches grow upward, the Christmas tree's branches grow downward).
-Where do trees grow? (in the forest, garden). (showing illustrations)
- What trees grow in the forest? - Which (birch, rowan, fir tree).And how did you guess that this is birch (white trunk), Christmas tree (needles, cones), Rowan (rowan fruit).
- In the garden? (trees on which fruit grows). Name these trees?
- Which forest tree came to visit us most recently? (Christmas tree).
- Who can read poems about the Christmas tree? (poetry reading).
4. Physical exercise
5. Surprise moment
- Bunny comes to visit the children.
I came to visit you at the request of all the inhabitants of the forest. They are very upset that all the children had a beautiful, decorated Christmas tree. And there are a lot of Christmas trees in the forest, but we all don’t know how to decorate them beautifully, will you help us? (takes out whatman paper with a picture of a Christmas tree).
- Guys, what can you hang on the Christmas tree? (balls, beads, icicles, flags).
- And now I want you to turn into artists and draw decorations for the Christmas tree.
Bunny: But you don’t have brushes, so what will you use to paint decorations for the Christmas tree?
(fingers).
Go to the tables and sit down. Before we get started, let’s say what color we will paint the balls and icicles). Will our icicles be round? (long), let's remember how to properly use paints on plates.
(wet your finger in water, then in a plate with paint, and after we draw a ball, you need to wash your finger and draw another paint).
Let's get our fingers ready for work, warm them up.
Bunny: Guys, can I decorate the Christmas tree with you?
6.Finger game– “Boy-finger” massage
Finger boy, where have you been?
Where did you go with your brothers?
- I was lying in the snow with this,
- I rode down the hill with this,
- I walked through the forest with this,
- I played snowballs with this.
We are all finger-friends,
Where they are, there I am!
7.Complete the work.
- the top row is red balls, the bottom row is blue.
And the work is amazing! It's time for me to praise you!
They did everything so beautifully, What a miracle the craftsmen are!
Look what a wonderful Christmas tree we have made. Looks like our Christmas tree that we had in kindergarten. Now let’s take it to the forest and give it to the forest animals, they are already waiting for us. And we will walk along the path. The blue one is fast, the green one is slow. Well, let's go, and the bunny will show us the way.
(children walk along the path to the magnetic board, animals are waiting for them there).
8. Reflection. Lesson analysis.
- Did you like our lesson?
- How did Alina remember it? What about Kostya?
- What mood are you in now after our lesson? Choose from the proposed pictures (funny, sad, joyful).
What's your mood?
- Wow! (show thumb). Let's give ours good mood to our guests. (Children blow the mood off their palms).
