Gcd on drawing in kindergarten  for kids preparatory group  subject: Autumn

Lesson progress:

Children:  Autumn.
Educator:  What signs of autumn do you recognize?
Children:  The leaves turn yellow, the leaves fall, the sun rarely shines, the birds fly south, the day becomes shorter, it rains often, it gets colder, animals stock up on supplies for the winter, the squirrel and the hare change their fur coats.
Educator:  Name the autumn months.
Children:  September. October November.
Educator:  What autumn nature phenomena are my puzzles?
From the sky drips sadly.
  Everywhere wet, damp everywhere.
  It is easy to escape from him
  Just get an umbrella. (Rain)

The clouds are catching up,
  Howls, blows out.
  He is scouring the world
  Sings and whistles. (Wind)

Not scratchy, light blue
  Hung on the bushes (frost)
  Over the river, above the valley
  There is a white canvas. (Fog)

Yellow leaves are flying,
  Falling, spinning,
  And just under your feet
  How the carpet go!
  What is the yellow snow?
  It's just ... (Falling leaves)

Educator:  True, it is leaf fall. Falling leaves - an amazing and very beautiful natural phenomenon! The leaves on the trees begin to change color. And autumn trees dress in colorful, bright outfits. The first frosts begin and the leaves begin to fall. It happens in September or in October. Fallen autumn leaves cover the ground like a carpet and warm it in a cold winter. (E. Medvedeva)
  The tutor shows photos of autumn trees.
Educator:  What color do leaves become in autumn?
Children:  Yellow, orange, red.
Educator:  That's right, the leaves turn yellow, red, brown, orange, something that still remains green. Let's turn into autumn leaves with you.
  Fizkultminutka "We are autumn leaves."
  We are autumn leaves,
  On the branches we sit.
  Blew the wind - flew. (Hands to the side.)
  We flew, we flew
  And they sat quietly on the ground. (Sat down.)
  The wind came running again
  And the leaves are all picked up. (Smoothly wiggle his hands above the head.)
  Spun, flew
  And they sat down again on the ground. (Children sit in places.)
Educator:  Today we will draw autumn tree.
  1. First draw a small glade where the tree will grow. Glade autumn, so we need autumn paint, ocher.

We sweep the tracks (imitation of movements)
  Leaves in heaps we collect (bend down, imitate movement)
  To walk, kids
  Having fun from the heart! (jumps in place)
  Oh, tired ("wipe the sweat from his forehead")
  Have a rest (sit down)
  And let's go home soon (steps in place)
Educator:  Let's look at our trees. How do you invent, in which figure the tree is the oldest? Why do you think so? What is the youngest? Why? In which figure is the tree sad? What tree can we call golden? Let's arrange an exhibition of our work, hang it in the corridor so that all our guests can admire our trees.

Fairy-tale plots in drawing provide an excellent opportunity for the development of children's imagination, imagination, and creative thinking. A fairy tale is born in a child's mind, a child plunges into a fascinating world, inventing something new, and a magic image is born on paper, reflecting not only artistic skill and visual skill, but also children's magic ideas. The drawing on a fairytale plot is a masterpiece of mind and fiction, artistic taste and imagination, skill and phantasmagoria. Teach children to dream, invent and draw.

The development of middle-aged children drawing tools

At the age of 4–5 years, preschool children start to form an aesthetic attitude towards the world, they begin to understand the beauty of natural phenomena, the interior, the exterior. At this stage of development, both the teacher and the parents must cultivate artistic taste, acquaint themselves with art, teach not only to look at illustrations, paintings, sculptures, and their works, but also to evaluate them from the position of correct transfer of form, color palette, mood, and characteristic features.

Organization of the drawing education system

There must be continuity in the training system.  This means that before starting to draw or sculpt any objects, children should have a basic knowledge of them, which they get in the classroom to familiarize themselves with the outside world, on walks while observing natural phenomena (snow, rain, dew). , wind) and objects (soil, trees, flowers, herbs, birds, insects). Thus, the previously acquired knowledge will help children better convey the image, its features, character. In addition, visual activity contributes to the development of artistic taste and skill, harmoniously developing the personality of the child.

On the average pre-school age, children take the first steps in drawing up and thinking through the composition.  At first, the teacher offers different versions of the subject compositions, gradually introducing individual elements into the children's work that would decorate the image and create the integrity of the image. In the process of acquiring compositional skills, children begin to locate parts of the drawing, applications on a piece of paper, and think over details that could beautify their work. All this develops the imagination and creative thinking of children.

Drawing techniques and additional visual activities

In the classroom for drawing, you can use the traditional techniques of drawing with colored pencils, wax crayons, gouaches, watercolors. You can combine drawing tools: watercolor and wax crayons. From unconventional techniques interesting can be finger drawing, staining, poking.

The theme “Fairy Tale Tree” allows you to develop an interest in various types of graphic activity, that is, along with drawing, the teacher can use modeling, for example, on the theme “The Gifts of the Fairy Tree”, and the application on “What fairy tale is our tree?”, “On a fabulous tree grew fruits and vegetables. ” Much depends on the teacher’s imagination, because only a person with a rich inner world and a pedagogical spark can carry children into the world of creativity, teach them to create.

The teacher can offer individual assignments for children who have a particular interest and ability to draw. For example, to draw a fabulous tree with unusual fruits, using unconventional drawing techniques (stamping, finger drawing), with multi-colored leaves (color prints of natural leaves of trees or shrubs). The idea of ​​using semolina should seem fascinating to children, when suddenly a tree or colored sand grew in a fabulous winter forest with which you can make textural gifts of a fabulous tree. This kind of assignments transform an academic lesson into a real creative process, and the guys feel like artists.

Themes of collective and individual compositions

The theme of drawing a fairytale tree is studied after mastering the themes of drawing “Draw a picture about summer”, “Apples have ripened on an apple”, “Beautiful flowers”, on modeling “Apples and berries”, “Big and small carrots”, “Vegetables and fruits”. Thus, children already have an idea of ​​how to depict a tree, various vegetables and fruits, berries, which can be the fruits of a fairy tree. In thematic planning, the topic under discussion is scheduled for October, that is, the beginning of the school year. Children are not yet ready for complex compositional solutions. The teacher may offer to draw some fabulous details, such as grass, flowers of unusual colors and shapes. However, at the end of the year, when children already have different brush painting techniques, including unconventional technicians  drawing, then we can talk about the complexity of the plot and composition lines.

An example would be the following ideas:

1. "Magic Garden", where apple trees with golden apples grow, flowers of great beauty bloom. You can use the technique of finger drawing for the image of apples.
2. “Birds of Paradise” - in the center of a large sheet of paper a tree is drawn on which children place painted and carved fabulous birds.
3. "Visiting a fairy tale." Drawing on the fairy tale "12 months". In a fabulous winter forest, flowers bloomed in an instant, the trees blossomed. You can work in small subgroups with individual tasks.
4. "Fabulous tree of children's palms." In the center of the sheet is painted a tree, children with prints of multi-colored palms depict wonderful leaves.
5. "How gifts grew on our Christmas tree." Children draw and cut out gifts (toys, boxes with bows, candies, tangerines), then place them on the Christmas tree painted by the tutor.

Game motivation

At the beginning of the lesson, the teacher takes a few minutes to activate the children's cognitive activity, using various playing techniques. Combining the rich world of the game with the educational process, the educator makes it interesting to complete any task. Thus, children should have play motivation. As a motivating start, you can use the reading of K. Chukovsky's “Miracle Tree” poem with a display of illustrations, a conversation with children about what tree is called fairy and why. In addition, pedagogical ingenuity and fantasy can help the teacher to come up with a fairy tale about a magical garden or a fairy forest. The teacher together with the children can dream up something unusual that can grow on fabulous trees.

Practical tips on drawing up the outline of the drawing class in the middle group

In drawing up the lesson outline, it is necessary to pay attention to the sequence and types of work that are planned to be used and correctly allocate time to each educational stage:

1. Preliminary work (2-3 minutes)
2. Main part (10–13 minutes)
3. Fizkultminutka (1-2 minutes)
4. The final part (summing up) (2 minutes)

HE. Mischuk. Drawing session on the theme “Fabulous Trees for Dunno from the Flower City”

Author's abstract drawing classes in the middle group

Create a fairy tale in the life of a child, and she will wake up the magic strings of his soul.

Phased description of the work flow

The teacher should pay particular attention to the explanation of all stages of drawing a fairy tree:

1. Children put a landscape sheet vertically.
2. The tree consists of a trunk and branches. They begin to paint from above with the tip of the brush, and as the trunk expands below, then gradually, approaching the base of the trunk, we place the brush flat. The brush should be kept without looking up.
3. We draw branches, basic and additional. The main branches depart from the trunk. We direct them up, you can make them slightly curved. Thin branches grow on the main branches, they can be directed in different directions from the main branches.
4. You can draw flowers in different techniques  - by joining, poking - depending on the intention of the children.

Stages of drawing a tree

Pictures for kids

Illustrations to the fairy tale "The Adventures of Dunno and His Friends"

From the fairy tale "The Adventures of Dunno" From the fairy tale "The Adventures of Dunno" From the fairy tale "The Adventures of Dunno" From the fairy tale "The Adventures of Dunno" From the fairy tale "The Adventures of Dunno" From the fairy tale "The Adventures of Dunno"

On a magical tree pink flowers   The magician revived the Krona miracle tree of rainbow flowers. Flowers of extraordinary beauty bloomed. Isn't it a miracle: daisies bloomed? Butterflies flew into the blue tree;

Photo gallery of children's works

Multicolored magic Different fruits grown on a tree. Rainbow tree fulfills desires. Tree from K. Chukovsky's poem. Magic huddle-field prints works wonders. The birth of a drawing from a miracle-blobs. Wonders of a blot. Ebru style fantasies.

   Tree of happiness in the technique of pointillism

Consultation

Methods of teaching drawing in different age groups of kindergarten

The main principle of teaching children of any age to paint is visibility: the child must know, see, feel that object, the phenomenon that he is going to portray. Children should have clear, clear ideas about objects and phenomena. Means of clarity used in the classroom drawing, a lot. All of them are accompanied by verbal explanations. Consider the techniques of teaching drawing in different age groups of kindergarten.

The first youngest group.  First of all, the activity of the educator itself is a visual basis. The child follows the teacher’s drawing and begins to imitate him.

In preschool age, imitation plays an active teaching role. A child who observes how a drawing is created develops the ability to see the peculiarities of form and color in their planar image. But imitation alone is not enough to develop the ability to think independently, to depict, to freely use acquired skills. Therefore, the methods of teaching children are also consistently complicated.

In the works of VN Avanesova, the gradual involvement of children in a joint drawing process with a tutor when a child is recommended draws the work started by him - he leads the strings to the painted balls, the stalks to the flowers, the sticks to the flags  etc.

Positive in this technique is that the child learns to recognize the depicted object, analyze already drawn and missing parts, exercises in drawing lines (of a different nature) and, finally, gets joy and emotional satisfaction from the result of his work.

The teacher can use the display of drawing techniques and a verbal explanation, and the children themselves will perform the task without a reference drawing. It is important here that the process of building a drawing by the hand of a teacher is well coordinated with the course of verbal presentation.

The word, supported by visual material, will help the child to analyze what he saw, to realize it, to better remember the task. But the child of the younger group has not yet sufficiently developed the ability of memory for a long time to keep the perceived with sufficient clarity (in this case, this is the teacher's explanation): he either remembers only part of the instructions and does the task incorrectly, or can not start anything without a second explanation. That is why the teacher must once again explain the task to each child.

By the end of the third year of life, many children no longer require additional explanations: they can draw on their own, using acquired skills and after explaining the assignment once.

The use of different gaming moments has a positive effect on the education of children of primary school age. The inclusion of game situations makes the subject of the image more intimate, lively, interesting. In painting, the result of activity for a small child is a bright spot. Color is a strong emotional irritant. In this case, the teacher should help the child understand that the color in the drawing exists to recreate the image. We must ensure that children, working with paints, strive to improve the similarity with objects.

If in the first months of training they imitate their teacher, drawing one or another subject, now the teacher gives them the task to draw independently according to the plan, imagination.

It is useful for younger preschoolers to give such an opportunity to work independently according to the plan in each lesson after completing the training task (if it was not long).

This form of children's independent work creates a prerequisite for future creative activity.

Learning objectives in the second younger group  mainly related to the development of skills to depict various forms, the development of technical skills in the use of pencil and paints and the ability to depict various objects.

Carrying out drawing classes with children of three years requires the specification of all the material. Without reliance on clear ideas, learning the simplest forms will be abstract, abstract, incomprehensible to them.

The perception of the surrounding life - the basis of teaching methods. Therefore, all the images with which the lines, circles, points are connected, should be perceived earlier, and not only visually, but in vigorous activity: “They ran along the paths”, “Winding balls rolled and rolled”, etc. Active knowledge of the subject creates background and for drawing action. The system of playing exercises developed by E. A. Flerina takes into account this age feature. In further studies, the method of application of these exercises is developed in more detail.

For example, when drawing straight horizontal lines of tracks, children together with the tutor show the direction of the line in the air with the whole hand: “This is a long path!” After that, on paper, the children show which track, and finally draw it with a pencil or paints. In such a consistent repetition of a single movement, there is a system based on taking into account the characteristics of the physical development of three-year-old children: a gradual transition from more developed large movements with the whole hand to movement only with a brush (finger on paper) and to an even more limited movement with a pencil, in which fingers are connected position.

When making these movements, children can accompany actions with words, for example: “Rain: drip-drip”, “That's what a long ribbon”, etc. This verbal accompaniment enhances the rhythmic nature of the drawing process, makes the movement more interesting and easy. Conversations of children during work cannot be forbidden, they activate the thought of children, awaken their imagination.

The teacher should be able to direct these conversations, connecting them with the resulting image. T. G. Kazakova recommends the inclusion in the process of drawing and other means of influence, such as music (the sound of raindrops). This will further enhance the emotional mood of children and, consequently, the figurative expressiveness of the drawing.

In the process of doing the kids are always active, in their minds should live the image that they embody in the picture.

This activity is initially based on the imitation of the caregiver. He reminds children about the subject of the image, shows new movements that need to be mastered by the children. First, he makes hand movements in the air, then this movement repeats with the children. If one of the children fails to move, the caregiver helps the child's hand to take the desired position and make the appropriate movement. When a child muscularly senses this movement, he can produce it himself. In the same way, it is necessary to show all drawing techniques at the beginning. The teacher shows how to hold a pencil or brush, how to draw paint on the brush and guide it over the paper.

Children can act independently when all the basic techniques are familiar to them. If, without knowing the working methods with a pencil or a child’s brush, to give oneself to oneself while completing the assignment, then he may have the wrong skills, which will be much more difficult to change, especially if it concerns drawing techniques.

As we said, one of effective techniques  visual learning is a drawing tutor. But educational drawing even for the smallest children should be figuratively literate, not simplified to the outline. The image should be kept alive, corresponding to the real subject.

For example, when showing how to draw a Christmas tree, the caregiver must proceed from the requirements of the program for a given age — transfer the main features: a vertical trunk, branches to the sides, green. But these signs characterize all other trees. In order to preserve the image of the Christmas tree, the tutor will draw the trunk with a line that expands downwards, the branches (at the top are shorter, at the bottom - longer) are slightly inclined, without fixing the attention of the kids on this. It is important that the visual image from the drawing does not disagree with the image of a real object, then the correct image will remain in the children's memory.

The display of drawing techniques is important until the children acquire skills in depicting the simplest forms. And only then a teacher can start teaching preschoolers to drawing on visual aids without using a show.

For example, when children learned to draw straight lines and rectangular shapes, the teacher can invite them to draw vanes without showing drawing techniques. The teacher at the beginning of the lesson examines the scapula with the children, puts his hand around the outlines, all the time explaining his actions. After such a review, the guys perform the drawing independently. To whom it is difficult, the educator offers to circle his shoulder with his hand in order to feel its shape.

Although these objects remain before the eyes of children and in the process of occupation, they still do not serve in kind.

Three-year-old child is not available to combine the processes of perception and image, which requires the ability to distribute attention, analyze, compare the picture with the subject.

The object depicted is used at the beginning of the lesson to clarify ideas about the shape, color, parts of the subject or in the game plan to create an emotional state.

In some cases, when it is impossible to show an object to children (due to its large size or for other reasons), you can use a picture or a drawing made by a tutor to revive their ideas.

The image of the object should be in close-up, with a pronounced form, if possible isolated from other objects, so as not to distract attention from the main one.

As well as on the subject, the educator pays attention. children on the form, circling her finger, and the color of the object . During the session, the picture should be removed, since it cannot serve as a model in this group. The techniques of an adult's drawing are difficult for children, and, moreover, only the result of the work is visible in the picture, the techniques remain unknown.

A picture or drawing made in a realistic spirit, creating an artistic image, can be used in the younger group only as an object for perception in order to clarify ideas or create interests to the topic.

In the second youngest group is used as special reception artistic word.  The possibilities of its use here are limited. Mainly the artistic image is used in order to attract the interests and attention of children to the topic of occupation, the emergence of emotional attitude.

The teacher can start the lesson with a riddle or reading a small poetic passage. For example, when drawing on the theme “Snow is coming,” read the quatrain from I. Surikov's poem:

White snow fluffy

Spinning in the air

And the land is quiet

Falls down.

The riddles and images of the poem must be simple and understandable to children, otherwise the mental tension associated with their perception will reduce the emotional mood and the desire to draw.

Form start

The same poem can be recalled at the end of the lesson when examining the drawings and recited it together. The artistic image also influences the content of children's works, although this is not illustrative drawing. The dynamics of the image (the snow whirls, falls), indications of color (white snow) cause the child to respond when creating the image in the drawing.

The end-of-class viewing of children's work and simple analysis helps upbringing activity in preschoolers. For this, the teacher chooses the drawing, drawing the children’s attention to the positive aspects in it, asks questions, approves the initiative shown in the work - introducing something new into the drawing. At the same time, he should be so fascinated by the guys with the analysis of the drawings, so that they are not distracted and focus on the main thing. When analyzing the content, the children together with the caregiver must take into account the quality and accuracy of the assignment. Such consideration of the works helps the children to see the image, to notice the discrepancy with the subject, causes the desire to correct the error.

The drawings are unsuccessful, bad ones should not be shown and analyzed, since the high-quality implementation at this age often depends not on the child’s desire, but on his common development and especially from the development of movements. It is important for all children to keep faith in their abilities, interest in drawing, in creativity.

Children who have weaker skills in drawing should pay more attention to the process of the lesson and encourage them to draw when they want.

An individual approach at this age is especially necessary, since it is here that the inclinations and abilities of children begin to form. Identify them and develop - one of the main educational goals.

The tutor of the middle group is faced with the task of teaching children how to properly depict an object, passing on its main features, structure, color.

In children who came to middle group, there are already basic visual skills that allow to transfer the form and some signs of objects. That is why the teacher’s demands for children are rising.