Site sections
Editor's Choice:
- Methods of learning drawing in different age groups
- How to drive moonshine - double distillation with intermediate cleaning
- Treatment of rib fractures at home
- Vitrum Centuri - official instructions for use
- The hottest places on earth
- Treatment of hemorrhagic stroke - types of therapy
- What offer tourists islands of the Mediterranean Sea
- When are peonies cut after flowering?
- What vitamins are good for a one year old baby?
- Vitamins and their role in the body
Advertising
The scheme of drawing trees for children of the older group. Methods of learning drawing in different age groups |
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. The tasks of training in the second younger group are 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 subjects. 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 with certain position. When making these movements, children can accompany actions with words, for example: “Rain: drip-drip”, “That's what a long ribbon”, etc. This verbal accompaniment enhances the rhythmic nature of the drawing process, makes the movement 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 of 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. Riddles and images of the poem should be simple and understandable to children, otherwise the mental stress associated with their perception will reduce the emotional mood and 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. Figures 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 general development and, in particular, on 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. Children in the middle group already have basic visual skills that allow them to convey the shape and some signs of objects. That is why the teacher’s demands for children are rising. NOD on drawing in kindergarten for children of the preparatory group on the topic: Autumn Summary of NOD in the preparatory drawing "Autumn Tree".Description: This master class is designed for children from 6 years old, educators, teachers of additional education, loving parents and creative people. Objectives of the lesson: Learn to paint gouache on a sheet of wood. Tasks: Educational: To consolidate children's ideas about the signs of autumn. Visual tasks: To acquaint with the background filling techniques (paint over the background with small stains close in color, learn to draw a tree, correctly conveying its structure. Technical tasks: Develop an idea of the variety of colors and shades, teach how to create colors and shades, mixing them on a palette to get a new color, shade; consolidate the ability to work with the palette, continue to form the skills of drawing thin lines with the end of the brush. Educational tasks: To cultivate a careful and caring attitude to the native nature, to develop memory and visual control, independence, to cultivate accuracy and love for creativity, to wave imagination and imagination, patience, to learn to analyze your work and your comrades. Preliminary work: Conversations about autumn, viewing illustrations and photographs depicting autumn nature, reading works of art: “Leaf fall” I. Sokolov-Mikitov, “Forest in autumn”, V. Bianki “Sinichkin calendar”, poems about the fall A. Pushkin, S. Yesenin, I. Tokmakova "Trees"; learning poems about autumn, singing songs about autumn and listening to music; Material for occupation: Watercolor sheets, gouache set of 12 colors, brushes of squirrel No. 5 and 2, hard brush (bristles), brush napkin, jar of water, illustrations with autumn trees, reproductions of paintings: I.Levitan “Golden Autumn”, In Polenov “Golden Autumn , L. Afremov. Lesson progress: Educator: I will make you a riddle, try to solve it.Empty in the field, it is raining. The breeze tears off the leaves. From the north the fog creeps, Clouds of menacing looming. Birds move south Slightly wing touching the pines. Guess, dear friend, What is the time of year? - ... (Autumn) Children: Autumn. The clouds are catching up, Not scratchy, light blue Yellow leaves are flying, 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) 2. Now we start to draw foliage. Here are such yellow spots stained. 3. But the leaves we know not only the yellow ones. Now we will give a little shake. We will add yellow paint in different colors and see what new colors will come out. The colors will be mixed on the palette. Add some yellow to the red paint. In orange a little yellow. In green paint a little yellow. In brown a little yellow. The ocher is a little yellow. And we fill the whole leaf with these new colors. 4. Now draw a tree trunk. A tree grows from the ground and we begin to draw from the ground up, with the sun stretches our tree. On the earth it is thicker, the higher to the sun, the thinner it becomes. Near the ground, click on the brush, the higher the tree becomes, the less we press on the brush, we try to paint with the tip of the brush. 5. Now from the trunk up we will draw branches. On the one hand there are 3 branches, on the other hand 3 branches. And the twigs we are drawn to the sun. The sun, as you know, does not stand still. Therefore, our branches turn to the sun. And our twig is not straight, but a little bent up and down. The closer to the trunk a twig thicker, click on the brush, the farther from the trunk, the less click on the brush. 6. Now from the branches up and down the branches will grow. And these branches, too, stretch for the sun. Also behind him turn. 7. And now on each branch we will draw branches-babes. 8. Now we need a brush - bristle. We type the yellow paint, and with our finger we splash on our drawing. You can add a little more orange. Here is our autumn tree. Educator: While our trees are dry, we will play. Fizkultminutka held three or four times with an increasing pace. We sweep the tracks (imitation of movements) 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 toolsAt 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 systemThere 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 activitiesIn 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.
Themes of collective and individual compositionsThe 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 own different brush drawing techniques, including non-traditional drawing techniques, one can speak about the complication of storyline and compositional lines. An example would be the following ideas:
Game motivationAt 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 fabulous 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 groupIn 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:
HE. Mischuk. Drawing session on the theme “Fabulous Trees for Dunno from the Flower City”Author's abstract drawing classes in the middle group
Phased description of the work flowThe teacher should pay particular attention to the explanation of all stages of drawing a fairy tree:
Stages of drawing a tree Pictures for kidsIllustrations 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" Pink flowers on a magic tree The magician revived the wonder tree of a crown of rainbow flowers Flowers of extraordinary beauty blossomed Is it not a miracle: daisies blossomed Butterflies flew on a blue tree A magic tree fulfills desires Photo gallery of children's worksMulticolored 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. |
Read: |
---|
Popular:
Chest injury and rib fracture |
New
- What honey is not sugared: varieties, causes
- The use of vitamin e in capsules and liquid form
- What to do if you are beaten
- Training in carving, buffet, retinue
- Halloween Makeup: Tips, Pattern Ideas, Application Instructions
- Combing hair styling
- Where used linden. Large-leaved linden
- Duma decided not to imprison home beatings
- Rib fracture treatment timeline
- How much honey in a teaspoon and tablespoon?