Svetlana CHERVIAKOVA

Lesson summary on the topic"Funny boa constrictor Gosha» .

(senior group)

Target: continue contribute:

The development of such mental processes How: attention, memory, thinking,

Development of imagination, creative abilities;

Development of perception, spatial orientation, sensorimotor coordination of children;

Development of independence, arbitrariness of behavior;

Educational objectives:

Teach children to carefully apply pencil strokes

Strengthen children's knowledge about technology drawing.

Developmental tasks:

Develop creative imagination, persistent interest in drawing.

Develop color perception and sense of composition.

Improve fine motor skills of the arms and hands.

Develop shaping abilities.

Educational tasks:

To cultivate an aesthetic attitude to the image through the image of flowers.

Cultivate a sense of beauty.

Equipment:

White paper A4 size, a simple pencil, colored pencils, squares of colored paper 5x5 cm, glue stick.

Progress of the lesson:

TEACHER. Once upon a time there lived a pencil in a cardboard box. During his short life, he never moved from his place, but only lay and dreamed.

And then one day his most cherished wish began to come true.

When Alena was helping her mother clean out the closet, she saw a box, took it, opened it, and the pencil speaks:

Don't stop me from dreaming, girl!

“Stop lying around doing nothing,” says Alena, “let’s better play.”

“But I don’t know how to play, I only know how to dream,” the pencil answered her.

It's okay, I'll teach you.

Alena took a pencil and started paint. And the pencil immediately saw that he was very talented and... let's see what comes out?

(The teacher draws a circle on the sheet of paper)

TEACHER. Children, what figure is this?

CHILDREN. Circle.

TEACHER. What can be round?

CHILDREN. Sun, ball, watermelon...

TEACHER. Well done. But this is not the sun, not a ball, not a watermelon.

(A winding line is drawn from the circle on the sheet)

TEACHER. Now, what do you think it is?

CHILDREN. Ball on a string...

TEACHER. Fine. Our pencil has not finished its drawing yet, let's look further.

(On the sheet we draw in parallel "body boa constrictor» )

TEACHER. What is before us now?

CHILDREN. The road to the lake...

TEACHER. What a great fellow you are. But the pencil is not yet completed the picture, he draws eyes...

(Finishing the eyes)

TEACHER. Who does our drawing remind you of?

CHILDREN. A snake, a worm...

TEACHER. It's great how smart you are - this is boa, his name is Gosha. Let's draw his mouth (draw) What is Gosha's mood?

CHILDREN. Joyful, cheerful...

TEACHER. And so that Gosha is always in a good mood, we will give him a multi-colored umbrella. After all, you probably know that snakes do not like the cold; they even crawl onto stumps and warm stones to bask in the sun. (glue pre-prepared cones, creating "umbrella").

So, now our Gosha will always smile at everyone and lift everyone’s spirits. Let’s draw a similar Gosha, and in the evening we’ll give moms and dads a good mood.

CHILDREN. Let's.

Children draw boa constrictor, paint it, glue cones, forming "umbrella".

In the process of creating a drawing, the teacher conducts physical minute:

Poems about a snake

Once while walking through the forest, (walking in place)

I picked mushrooms for future use, (simulate collecting in a basket)

Suddenly crawls out of the grass (make wave-like movements with the body)

I'm wearing a funny lace!

“Why aren’t you watching your step?” (lean forward)

He says, confusing me!

"Who are you?" I ask strictly (we spread our hands)

"You do not know? I am a snake!

I was already scared (hides face in hands)

Suddenly it became very scary

But the lace just laughed (turn around yourself)

And crawled around me.

“The benefits from me are enormous, (draw a wide circle with your hands)

I'm not harmful at all (we shake our fingers)

And I call myself very modestly - (pat ourselves on the head)

Common boa constrictor!

At the end classes The teacher suggests looking at each other’s drawings, asking each other questions about the boa constrictors.

Publications on the topic:

Summary of educational activities for visual activities (modeling) for children 4–5 years old “Boa constrictor” Summary of educational activities for visual activities (modeling) for children 4-5 years old “Boa constrictor” Purpose: To consolidate the ability to roll out a long sausage from plasticine.

Summary of the GZhel patterns drawing lesson in the senior group. Goal: - continue to introduce children to Gzhel painting. Tasks:.

Summary of a lesson on non-traditional drawing in the senior group “Dandelions”. Summary of a lesson on non-traditional drawing in the senior group “Dandelions”. Program content: Develop drawing skills using.

Summary of a lesson on non-traditional drawing in the senior group “Dandelions” Objectives: To develop drawing skills using non-traditional techniques “Drawing with crumpled paper”, “hard brush”. Strengthen children's knowledge.

Summary of a lesson in the senior group on drawing “Painting about summer” using an unconventional drawing technique (printing with palms) Purpose: To teach.

Tasks:

1. To consolidate children’s knowledge about vegetables (color, shape, place of growth).

2. Develop technical skills in drawing with pencils, paints and other materials, attention, memory, logical thinking.

3. Foster hard work, a positive attitude towards nature and a desire to take care of it.

Equipment: brushes, simple pencils, oilcloths, napkins, paints (gouache), palette, jars of water, sheets of paper, basket, vegetables (zucchini, cucumber, onion, garlic, carrots, tomato, cabbage, potatoes), ICT.

Preliminary work: observing the growth of vegetables in the garden, harvesting, looking at and comparing pictures with real vegetables, solving riddles, watching an excerpt from the cartoon “Chipolino” (ICT).

Progress of the lesson:

Educator: “Guys, they sent us a letter. But who it came from is not clear. Maybe we can read it?”

Children: “Come on!”

Educator: “Oh, guys, in the letter someone asks for help, it says that he was bewitched by a forest witch. In order to break the witchcraft, you need to solve the riddle!”

Riddle about the bunny:

He loves to chew carrots

He eats cabbage very cleverly,

He jumps here and there,

Through fields and forests

Grey, white and oblique

Who, tell me, is he?

Teacher: “Guys, do you hear anything?”

Children: yes, it's music.

A bunny appears to the music, he carries a large basket, he is having a hard time, the children help him. Bunny thanks the guys for guessing the riddle and thereby breaking his spell.

Children: “Bunny, why did the witch bewitch you?”

Bunny: “Because she doesn’t like good deeds, but I wanted to do a good deed, I wanted to help my mother while she was at work.”

Educator: “Guys, look what the bunny has in the basket?”

Children: "Vegetables."

Educator: “What kind of vegetables are these?” (children list). “Where did the bunny get them?”

Children: “In the garden.”

Educator: “How do these vegetables grow?”

Children: “On the bushes, in the ground.”

Educator: “Which of these vegetables grows on a tree?”

Children: “None. Only fruits and berries grow on trees!”

Educator: “That’s so!”

Educator: “Guys, what color and shape are these vegetables?”

Children: “Round, oval, red, yellow, green, orange, white, gray, brown.”

Teacher: “Yes.”

Teacher: “Bunny, why do you need these vegetables?”

Bunny: “I wanted to cook something, but I don’t know what!”

Educator: “Guys, what can you cook?”

Children: "Shchi."

Educator: “What exactly are we going to put in the cabbage soup?”

Children: “onions, garlic, cabbage, tomatoes, potatoes, carrots.”

Educator: “Yes, we will also put the zucchini and cucumber that we have.”

Children: “No, we don’t need zucchini and cucumber, they don’t put them in cabbage soup!”

Teacher: “Yes, they don’t. Bunny, have you realized that you don’t need to put it in the cabbage soup?

Bunny: “Got it! Oh, I’ll forget by the time I get home!”

Teacher: “Guys, what can we do with you so that the bunny doesn’t forget anything?”

Children: “We can draw all the vegetables that will need to be put in the cabbage soup. The bunny will come home, look at our drawings and remember everything.”

Educator: “Yes, you are right! Guys, choose any vegetables that you would like to draw yourself.”

Fizminutka:

Lesson summary:

Educator: “Guys, you did a good job, your vegetables turned out beautiful and bright.”

Educator: “Guys, tell me what we did with you today?”

Children: “We helped the bunny: we solved the riddle, named and drew all the vegetables, and told us what we could cook from them.”

Educator: “What else can you call what we did?”

Children: “We did a good deed!”

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

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

Preface

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

Fine Arts Program

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

Drawing

Subject drawing. Continue to improve the ability to convey images of objects and characters in literary works in drawing. Draw children's attention to the differences between objects in shape, size, proportions of parts; encourage them to convey these differences in their drawings.
Teach children to convey the location of objects on a sheet of paper, draw children’s attention to the fact that objects can be located differently on a plane (standing, lying, moving, being in different poses, etc.).
To promote mastery of compositional skills: learn to place an object on a sheet of paper, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, a not very tall but long house, place it horizontally).
Reinforce the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastel, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop the skills of drawing the outline of an object with a simple pencil with light pressure, without hard, rough lines that stain the drawing.
When drawing with pencils, learn to convey shades of color by adjusting the pressure on the pencil. In the pencil version, children can, by adjusting the pressure, convey up to three shades of color. Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).
Teach children to draw with a brush in different ways: wide lines - with the whole bristle, thin lines - with the end of the brush; apply strokes, applying the entire bristles of the brush to the paper, drawing small spots with the end of the brush.
Consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, light green, lilac), develop a sense of color. Learn to mix paints to obtain new colors and shades (when painting with gouache) and lighten the color by adding water to the paint (when painting with watercolors).
Subject drawing. Teach children to create story compositions on themes from the surrounding life and on themes from literary works (“Whom Kolobok Met,” “Two Greedy Little Bears,” “Where Did the Sparrow Have Dinner?” etc.).
Develop compositional skills, learn to place images on a strip at the bottom of the sheet, throughout the sheet.
Draw children's attention to the relationship in size of different objects in the plot (large houses, tall and short trees; people are smaller than houses, but there are more flowers growing in the meadow).
Learn to place objects in the drawing so that they block each other (trees growing in front of the house and partially blocking it, etc.).
Decorative drawing. Continue to introduce children to folk crafts, consolidate and deepen knowledge about Dymkovo and Filimonov toys and their painting; suggest creating images based on folk decorative painting, introducing it to its color scheme and compositional elements, and achieving a greater variety of elements used. Continue to introduce Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), teach how to use animation for decoration.
Introduce the painting of Polkhov-Maidan. Include Gorodets and Polkhov-Maidan painting in children’s creative work, help them master the specifics of these types of painting. Introduce regional (local) decorative arts.
Learn to make patterns based on Gorodets, Polkhov-Maidan, Gzhel painting; introduce characteristic elements (buds, flowers, leaves, grass, tendrils, curls, animations).
Learn to create patterns on sheets in the shape of a folk product (tray, salt shaker, cup, rosette, etc.).
To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats (kokoshnik, scarf, sweater, etc.), household items (napkin, towel) for decoration.
Learn to arrange the pattern rhythmically. Offer to paint paper silhouettes and three-dimensional figures.

Modeling

Continue to introduce children to the features of modeling from clay, plasticine and plastic mass.
Develop the ability to sculpt familiar objects from life and from imagination (vegetables, fruits, mushrooms, dishes, toys); convey their characteristic features. Continue learning to sculpt dishes from a whole piece of clay and plasticine using the tape method.
Strengthen the ability to sculpt objects using plastic, constructive and combined methods. Learn to smooth the surface of a form and make objects stable.
Learn to convey the expressiveness of an image in modeling, sculpt human and animal figures in motion, combine small groups of objects into simple plots (in collective compositions): “Hen with chicks”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To develop in children the ability to sculpt based on the characters of literary works (the bear and the bun, the fox and the bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small parts; using a stack, draw a pattern of scales on a fish, designate eyes, animal fur, bird feathers, patterns, folds on people’s clothes, etc.
Continue to develop technical skills and skills in working with a variety of materials for modeling; encourage the use of additional materials (seeds, grains, beads, etc.).
Strengthen your neat sculpting skills.
Strengthen the skill of washing your hands thoroughly after finishing sculpting.
Decorative modeling. Continue to introduce children to the features of decorative modeling. To form an interest and aesthetic attitude towards objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To develop the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and in-depth relief.
Learn to dip your fingers in water to smooth out the unevenness of the sculpted image when necessary to convey the image.

Application

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

By the end of the year, children can

Be able to distinguish works of fine art (painting, book graphics, folk decorative art).
Identify means of expression in different types of art (shape, color, flavor, composition).
Know the features of visual materials.
In drawing
Create images of objects (from nature, from an idea); story images.
Use a variety of compositional solutions and visual materials.
Use different colors and shades to create expressive images.
Make patterns based on folk arts and crafts.
In sculpting
Sculpt objects of different shapes using learned techniques and methods.
Create small plot compositions, conveying proportions, poses and movements of figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing paper with small finger movements.

Approximate distribution of program material for the year

September

Lesson 1. Modeling "Mushrooms"
Program content. Develop perception, the ability to notice differences from the main reference form. Strengthen the ability to sculpt objects or parts of them into round, oval, disc-shaped shapes, using the movement of the entire hand and fingers. Learn to convey some characteristic features: depression, curved edges of mushroom caps, thickening legs.

Lesson 2. Drawing “Picture about summer”
Program content. Continue to develop figurative perception, figurative ideas. Teach children to reflect in their drawings the impressions they received in the summer; draw various trees (thick, thin, tall, slender, crooked), bushes, flowers. Strengthen the ability to place images on a strip at the bottom of the sheet (earth, grass), and throughout the sheet: closer to the bottom of the sheet and further from it. Learn to evaluate your own drawings and those of your friends. Develop creative activity.

Lesson 3. Application “Mushrooms grew in a forest clearing”
Program content. Develop children's imaginative ideas. Strengthen the ability to cut out objects and their parts in round and oval shapes. Practice rounding the corners of a rectangle or triangle. Learn to cut out large and small mushrooms in parts and create a simple, beautiful composition. Learn to tear a narrow strip of paper with small movements of your fingers to depict grass, moss near mushrooms.

Lesson 4. Drawing “Introduction to watercolors”
Program content. Introduce children to watercolor paints and their features: paints are diluted with water; the color is tested on the palette; You can get a brighter light tone of any color by diluting the paint with water, etc. Learn how to work with watercolors (wet the paints before painting, shaking off a drop of water collected on the brush onto each paint; dilute the paint with water to obtain different shades of the same color; rinse the brushes thoroughly, drying it on a cloth or napkin and checking the cleanliness of the brush).

Lesson 5. Drawing "Cosmey"
Program content. To develop children's aesthetic perception and sense of color. Learn to convey the characteristic features of cosmos flowers: the shape of the petals and leaves, their color. Continue to introduce watercolor paints and practice how to work with them.

Lesson 6. Modeling “Make whatever vegetables and fruits you want for the game of shop”
Program content. To consolidate children’s ability to convey the shape of different vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.) in modeling. Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey the characteristic features of each vegetable in modeling, using the techniques of rolling, smoothing with your fingers, pinching, and pulling.

Lesson 7. Drawing “Decorate a handkerchief with daisies”
Program content. Teach children to make a pattern on a square, filling in the corners and middle; use techniques of dabbing, drawing with the end of a brush (point). Develop aesthetic perception, sense of symmetry, sense of composition. Continue learning to paint.

Lesson 8. Drawing “Apple tree with golden apples in a magical garden”
Program content. Teach children to create a fairy-tale image, draw spreading trees, conveying the branching of the crown of fruit trees; depict a lot of “golden” apples. Strengthen the ability to paint with paints (rinse the brush well before picking up paint of a different color, blot the brush on a napkin, do not paint on wet paint). Develop aesthetic perception and sense of composition. Learn to arrange images beautifully on a sheet of paper.

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

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

Drawing in the senior group, depending on the kindergarten curriculum, can follow a standard or non-standard path. That is, traditionally a child learns to draw with pencils (simple, wax), paints

And in creative circles, children use different techniques (spraying, blotography with threads and tubes, drawing with soap bubbles, pokes, fingers, palms, candles, leaves, “wet” drawing, airbrushing, scratching, monotype, imprint) and mix materials (for example, crayons with watercolor). Nowadays, many modern teachers of state kindergartens are trying to diversify classes in

Preliminary work on visual activities

Drawing in the senior group is aimed at consolidating and detailing previously acquired knowledge. Children can draw the shapes of geometric figures (circle, cylinder, triangle, square, rectangle) and convey them through images of vegetables, animals, people, birds. In older preschool age, it is necessary to more detail the conveyed image, focusing on its features.

For example, a child freely depicts his family. Then you need to suggest that dad is taller than mom, who is taller than the children, and their youngest is a preschooler. In addition, you need to help with the proportions of the body: the torso is divided into two parts, the elbows should end where the “belt” is. The face should also be harmonious and correct.

In order for children to better understand the signs, proportions, and properties of the objects depicted, the teacher works every day to develop their perception of the world around them. Without this, not a single drawing can be done (senior group). The kindergarten provides the necessary material for classes, and teachers and parents should broaden the horizons of children.

Visual skills of a senior preschooler

Teachers, together with the children, study weather phenomena on the street, examine objects, and in a group consolidate the acquired knowledge through modeling, appliqué, cutting out shapes and figures, and tracing patterns. As soon as the children remember all the signs, they try to draw themselves.

Then an analysis of the errors in the resulting drawings is carried out. Based on this, one or another drawing technique is selected. For example, you need to circle the dots, numbers, or complete a symmetrically depicted picture in the cells. Children must learn to arrange all objects harmoniously in space and convey realistic images on a sheet of paper.

In addition, drawing in the older group should develop a sense of color and aesthetic taste. Various techniques help with this. For example, children make from splashes, convey through leaf prints, brush marks. They can draw with soap bubbles (mix shampoo with paints), a candle, and then paint over the background with watercolors. All this contributes to the development of creative abilities, imagination, and broadening the horizons of older preschoolers.

Drawing vegetables

It is easier for a child to master drawing vegetables. In the senior group, the lesson is arranged in increasing complexity:

• children study the shape and appearance of vegetables in pictures, visual aids, real objects (feel, pronounce);
• preschoolers draw a geometric shape;
• correct the appearance of the vegetable;
• outline the main lines, bulges and other small elements with a pencil;
• color with paints, pencils, felt-tip pens, markers.

For example, a cucumber resembles an oval shape. Next, one end of the oval is lengthened and narrowed. Then, at the other end, draw the tail of the vegetable, mark “pimples” and groove lines on the body. The cucumber is then colored, showing the dark and light shades of the peel.

Or take, for example, carrots. A triangle is drawn. Then one side of it is rounded, the boundaries of the vegetable are made smoother. Next are the leaves and roots. Then the carrots are painted with paints.

As soon as the older group has mastered drawing vegetables, children move on to drawing still lifes. First, this is drawing linear visual objects, then vegetables on a plate or other utensils. The most difficult level is depicting objects from memory. To do this, before the lesson, the features of the appearance of the vegetable/vegetables are discussed, after which the children begin to complete the task (immediately using paints).

Drawing animals

Older preschoolers already know how to portray animals, but more often they are fabulous, animated (in dresses and suits, walk on two legs, eat with their paws). The teacher’s task is to achieve a realistic transfer of the image. For this purpose, visual activity takes place in parallel with applications, modeling, reading, and getting to know the outside world.

To begin with, children study the structural features of the body, then try to find common properties with already familiar shapes (for example, a round head, an oval body, triangular ears). In addition to the similarities, attention is focused on existing discrepancies, the tilt of objects, and their spatial position.

Let's look at drawing animals in the older group using the example of a hedgehog, a sheep and a puppy. To draw a hedgehog in a clearing, you need to do the following:

• find the center of the sheet where the animal will be located;
• draw an oval (body);
• on one edge outline a nose in the shape of a carrot;
• draw a round eye, nose, oval legs, mouth, needles with sticks;
• outline the grass, the sun, the clouds;
• Then you paint with paints, taking into account color transitions.

Image of a sheep, puppy

• draw a circle (torso);
• determine the tilt of the head;
• outline an oval (head);
• outline the body in a zigzag, creating curls;
• draw eyes on the head;
• outline four legs with sticks;
• draw the “feet” of the paws, the nose with dots, the pupils of the eyes, the ears;
• decorate.

The most difficult stage is considered to be detailed drawing in the senior group. Here :

• draw an oval body, a round head, taking into account the tilt;
• draw a circle (muzzle) in the middle, mark the neck, paws with rectangular strokes and ovals (feet) with lines;
• Schematically determine the symmetry of the muzzle, outlining the position of the eyes, nose, and draw the ears;
• draw eyes, mouth;
• instead of circles on the paws, draw fingers, add a tail;
• erase the extra lines, mark the direction of the fur.

Such complex classes are carried out with children individually, in drawing classes.

Drawing "Mushrooms" in the senior group

Children often depict mushrooms with a vertical and horizontal oval. They especially like to decorate the fly agaric. It can be depicted with a convex oval or triangular cap. To draw a fly agaric with an oval hat, you need to determine its location on the sheet of paper and mark an ellipsoidal oval with a vertical stick. Next, draw the leg of the fly agaric.

Divide the ellipse diagonally: draw circles on top of the hat, and below, on the leg, a white collar. This way you can draw large and small mushrooms in the clearing. To get a triangular hat, make the top of the fly agaric into a mound. Under the hat, draw an oval outline of the inner layers. For such a “curly” mushroom, draw a thickened leg at the bottom. This is a simple drawing.

Mushrooms in the older group can be depicted more naturally. To do this, do the following:

More often than not, mushrooms grow in the rain. How to draw it realistically, without “sticks”, we will consider further.

Drawing "It's Raining"

The older group is already identifying the characteristics of rain (mushroom, blind, torrential, autumn, summer). The teacher just needs to focus on the fact that the drops are depicted in one direction. First, children draw clouds with raindrops, then they depict people with an umbrella; at the last stage, preschoolers depict rain “on the other side of the window.”

What to pay attention to when depicting rain clouds.

• If the clouds are nearby, then depict the rain as elongated drops of different sizes, but in the same direction. The drops start from the middle of the cloud, and not from the edge. The bottom and top of the clouds are darker in color than the foreground.
• If the clouds are far away, then shade the background under them with a pencil, forming a continuous shower stream. Then use strokes to identify individual raindrops.

This is a simple drawing (“It’s Raining”). The older group is quite capable of depicting “natural” weather phenomena. The following rules will help with this.

1. You always depict rain on a dark background, regardless of whether you draw with paints, pencils, pastels, or oils.
2. Draw the rain lines parallel to each other.
3. You convey bright drops through the pressure of an eraser, a candle, different colors or a special bristled fan brush.

If you need to depict rain as a natural phenomenon, then draw a landscape, and after some time apply drops of light paint on top of it with continuous, inclined strokes. If you make drops with an eraser, first draw directions with the wide side, and then with a sharp corner, using strong pressure, create a highlight of the drops.

You depict people in the pouring rain in a similar way. But attention is paid not only to the direction of the rain, the shape of the drops, but also to puddles and the force of the splashes. This is taught to preschoolers in individual drawing lessons.

Drawing autumn

October is the month of autumn competitions. The teacher needs to consolidate the weather properties with the children through drawing (“Autumn”). The older group compares all the autumn months, finds similarities and differences, and remembers color transitions. The simplest task is when children depict a lonely tree. To do this, first determine its location and mark the trunk and branches with a “slingshot”.

Then small ticks are also schematically applied on the branches. Using paint, the thickness of the trunk and branches is “increased”. On top of the branches, foliage is depicted in different colors (red, orange, yellow). Now all that remains is to draw the lawn, sky, clouds, sun and shadow from the tree.

Autumn can be depicted by drawing falling leaves. Here children consolidate their knowledge about trees. The easiest option is to depict autumn with prints (this method is most preferred by the older group).

Drawing: theme "Autumn"

• Collect different leaves from trees.
• Distribute them on a sheet of paper.
• Next, take a piece of paper and generously coat it on the reverse side with red, yellow, or orange paint (especially carefully coat the veins).
• Place the piece of paper with the painted reverse side on the album sheet and press it with your palm.
• Do this work with other sheets, choosing a different color.
• Now the leaves are no longer needed. You draw the prints with a brush and paints. Please note that the veins of the leaf act as the trunk and branches of the tree.

You can draw tree trunks with branches, and put leaf dots with your fingers. Preschoolers of any age love this too. For the competition, many children, showing their imagination, draw an image of autumn with a woman’s face and leaves instead of hair. This is how knowledge about the proportions of the human face, leaves, trees and autumn colors is consolidated.

Drawing birds

Drawing a bird in the older group follows the same plan as the lesson on depicting animals. First, all details are compared with geometric shapes, attention is focused on movement, head tilt, and location on the landscape sheet. Here is an example (drawing a peacock):

• draw an oval body;
• a round head on top;
• the neck goes from the head along an oval;
• draw triangular wings on the body;
• add paws with three fingers to the oval;
• on the head you draw round eyes and a triangular beak;
• from one wing to the other, outline a loose tail, similar to daisy petals;
• color it

Drawing in the older group allows you to depict birds from different sides, in action. This is what the profile of a rooster looks like. You start working from the head. Draw a circle, mark the eye, a triangular beak with a transverse line, an oval beard and a comb of three petals.

From the head, draw a neck with a collar similar to the shape of a flared skirt. From it you continue the concave body, which together with the neck resembles a crescent. Next, draw a tail of eight feathers: the first long, raised up, four feathers starting from the end of the body, the last short, extending to a third of the body and hanging down.

On the body, a wing is drawn with a line, legs with four fingers and spurs. On the wing, sharp horizontal arcs indicate feathers, and vertical lines indicate long feathers. The claws are drawn in small arcs on the fingers.

How to write a summary of visual arts

The drawing notes in the senior group are written according to the following plan.

• Topic of the lesson. Usually taken from the program.
• Target. Three to five tasks for this lesson are prescribed, which involve acquiring new knowledge and consolidating existing skills.
• Material. The instrumentation is indicated, right down to the last brush. What techniques will be used, what equipment will be needed.
• Progress of the lesson. The theoretical part begins with preliminary work on the topic. So, a fairy-tale character may come to visit, who needs to be drawn or who needs help to portray something. With the help of poems, stories, looking at paintings, and visual material, the necessary properties of the object that needs to be drawn are revealed. Then, in practice, children complete the task, and at the end of the lesson, conclusions are drawn about the knowledge gained.

Nowadays, in kindergartens, classes are called “direct educational activities” (DEA). Drawing in the older group did not change its essence. Didactic games, game techniques, and various techniques are also used to make children want to draw the desired object or phenomenon.

Technique for drawing trees

in senior and preparatory groups.

Senior group

The senior group teacher faces the following tasks: develop children have observation, imagination, initiative, independence; cultivate an aesthetic attitude towards the environment, teach children to describe an object, his form, highlighting the most essential features of the era, compare objects by shape and color; convey the relative sizes of objects, form spatial imagination; learn to draw from winter chalk and from memory, achieve an expressive solution to the composition.

The teacher should introduce children to works of decorative and applied art, folk crafts; teach them to distinguish, name and select colors (red, yellow, green, blue, orange, purple, black, white), to distinguish shades (blue, pink, light green, etc.) and neutral colors (gray, gray-blue) .

Children should be able to show proportionally in a drawing. oe the ratio of two or three objects, arranging them according to the scheme: below - those that are on the ground, at the top - those that are in
air, in the sky; create a plot of five or six items.

Education for older children is aimed at improving visual skills and developing the ability to create expressive images using various means of representation.

The learning objectives are the following:
- teach how to correctly convey the shape of an object, its characteristics, relative size and position of parts;
- teach how to convey simple movements in drawing;
- develop and improve the sense of color; technical skills in working with pencil (shading methods) and paints (brush techniques); teach drawing techniques with crayons, charcoal, and watercolors.

Children must use watercolor paints and a brush correctly, holding it at an angle and turning it on a plane; must be able to depict a person in a frontal static position and in motion, depict birds and animals both statically and in motion.

Children love to draw autumn.

In autumn, children should pay attention to the golden leaves of trees. At this age they already know about different types of trees And can draw them. Explain that the thickness of the barrel can be conveyed by gradually increasing the pressure on pile brushes, and a very thick trunk is painted by building up strokes. Each tree has a vertically directed trunk, thick and thin branches, and leaves on them that form a crown. These signs are also transmitted to children of the older group. Suggest children depict trees of certain species, placing them at some distance from each other. Suitable themes for children of the senior group are “Forest in autumn”, “Autumn park”, “Apple orchard in autumn*.

When working on the topic “Apple Orchard in Autumn*”, children should know that apple trees are different - low and tall, young and old, spreading with a thick trunk and slender With thin branches pointing upward. Fruits can be green, yellow, red. Particular attention should be paid to placing images of trees on the sheet.

Program material in the second quarter becomes more complex. Children should reproduce in their drawings pictures of winter nature, snow-covered houses and trees, winter games and entertainment, and draw objects that are more complex in shape and structure. The best paper for drawing on the theme “Trees covered with snow” is blue. The teacher shows how to apply white paint (snow) to tree branches with the tip of a brush.

Spruce drawing.

We draw on two-stripe tinted paper with brown and green paint. We give 3 brushes: wide for the trunk, medium thickness for the branches and thin for the needles.

Explanation:

We don’t indicate where the spruce grows, we immediately draw the trunk. I take a wide brush and use brown paint to draw an even straight line at the end with pressure, from the top point I draw another similar line next to it and so on several times to get a beautiful, straight trunk. Now I paint the branches with a medium brush. The technique is the same as in the middle group. There are 2 small ones at the top, the rest are long to the sides. The spruce branches have “legs” - small branches, I’ll draw them under the big ones (show). Now we paint the pine needles with green paint and a thin brush.

We decorate the New Year tree with a garland and draw a stand under it. In this group we give images of fir trees near and far. Please note that here the branches are not painted separately with brown paint, but the spreading paws are painted immediately with green paint.

Drawing trees of different species

We will draw varieties of trees. Pay special attention to the fact that if children in the older group, even after repeated observations, draw poorly, then this work should be transferred to the preparatory group, since this material is very difficult for children.

Pine

If children have mastered the technique of drawing fir trees well, they can be taught to draw pine trees.

We draw on two-stripe tinted paper, gouache, palette. We give 3 brushes: wide for the trunk, medium thickness for the branches, thin for the needles.

Explanation:

The pine has a beautiful, even trunk of light brown, golden color, because pine really loves light and sun. Create this color on the palette. The technique for drawing a trunk is the same as for spruce. Pay attention to the branches, they grow to the sides of the trunk, alternately on one side and the other, the branches are short at the top, longer at the bottom. There were also branches below, but they all lacked light and sun, and they broke off, leaving only small twigs. Pine needles are emerald, long and fluffy. Using a thin brush, make long strokes from the branch in different directions.

Birch

We draw on two-stripe tinted paper with white and black paint. We give 2 brushes: wide and medium thickness.

Explanation:

The birch has a beautiful trunk - I paint the trunk with a wide brush of white paint, just as we painted the trunk of other trees. The birch tree has black specks on its trunk, we will paint them later when the white paint has dried. Birch is called curly birch. Its branches are beautiful, elastic, and bent down. I take a medium brush and use black paint to paint thick branches from the trunk on one side and the other, starting from the top. And from the thick branches come thin ones, like garlands, descending down. The birch trunk has dried up, now let’s decorate it with black dots. Remember, when we looked at it, we noted that the trunk was very black at the bottom and there were fewer dots at the top.

We draw a birch tree at different times of the year: snow-covered in winter and green in spring (we draw the outline of the crown and the leaves with dots in a raw way).

Apple tree

We draw on two-stripe tinted paper, gouache, palette. We give 2 brushes: wide and medium thickness.

Explanation:

I paint the trunk with a wide brush and dark brown paint. The drawing technique is the same. Now I will paint the crown with a medium-thick brush. The crown of the apple tree is like a bowl. Large branches grow from the bowl towards the sun, and small ones on them. Because the apple tree has such a crown it is called spreading. I paint the leaves of the apple tree by dabbing, with the end of the brush pointing upward.

You can also give the theme “Apple tree in bloom” - with pink paint we paint the flowers with curls, we do not draw the leaves.

Drawing varieties of trees in the older group can only be taught if the children have high technical skills. In case of difficulties in the senior group, it is better to leave drawing a tree according to the method of the middle group and give drawing a birch; the rest should be taught in the preparatory group.

It’s good to draw branches of trees and shrubs with leaves or flowers (willows, mimosa, spruce, poplar) from life.

It is more difficult to draw such objects than objects that have regular geometric shapes with a symmetrical structure. The complex structure of a plant, in which the leaves are attached in bunches, the branches have many branches, children of the older group will not be able to convey, but they can see and draw some leaves raised up, and others lowered.

This task is carried out starting from the first quarter, for example, in the depiction of various trees. Each tree has a vertically directed trunk, thick and thin branches, and leaves on them that form a crown. These signs are also transmitted to children of the older group. In the preparatory group they are taught to see and draw trees of different species, where all these common features are somewhat unique: in a fir tree the trunk gradually narrows upward and ends with a thin sharp tip, while in deciduous trees it also narrows, but at the top it branches and ends with many small branches; the birch has thick branches going up, and long thin branches hang down, and the linden has thin branches located parallel to the ground.

Preparatory group.

The objectives of training in the preparatory group are the following:
-teach to depict the structure, size, proportions, characteristic features of objects from life and from representation;
- teach how to convey a wealth of shapes and colors, create expressive images;
-develop compositional skills (location of an object on a sheet depending on the nature of the shape and size of the object);
-develop a sense of color (the ability to convey different shades of the same color);
-develop technical skills (the ability to mix paints to obtain different colors and their shades;
-apply pencil strokes or brush strokes according to the shape of the object).
Six-year-old children have fairly well developed analytical thinking. They can highlight both common features inherent in objects of the same type, and individual characteristics that distinguish one object from another.
This task is carried out starting from the first quarter, for example, in the depiction of various trees. Children in the pre-school group should know: to draw a tree, you first need to draw thin lines indicating the basic shape and size, draw the direction and shape of the branches, and then the exact outline of the tree. Then foliage and small details are added, after which the design is painted. Each tree has a vertically directed trunk, thick and thin branches, and leaves on them that form a crown. These signs are also transmitted to children of the older group. In the preparatory group they are taught to see and draw trees of different species, where all these common features are somewhat unique: in a fir tree the trunk gradually narrows upward and ends with a thin sharp tip, while in deciduous trees it also narrows, but at the top it branches and ends with many small branches; the birch has thick branches going up, and long thin branches hang down, and the linden has thin branches located parallel to the ground.
There are bent trees, with forked trunks, young and old. The ability to see this diversity and convey it in a drawing develops in children the ability to create expressive images of nature.
The same diversity in conveying the features of an object is reinforced in topics on the depiction of vegetables, fruits, etc. For this, children in the first quarter become familiar with obtaining shades of color and composing new colors.
Preschoolers master the ability to convey the characteristic features of the structure and shape of objects by drawing from life a variety of objects, initially simple in shape and structure: Christmas tree and pine branches, fish, birds, dolls. Twigs with leaves, flowers, berries, toys and other various small objects can be used as nature in the preparatory group. The proximity of nature more often attracts the child’s attention to it: he compares it with a drawing.
In addition, the value of such an “individual” nature is that it allows you to focus on its characteristic features. The teacher selects a homogeneous nature with slight variations: on one branch there are 3 branches, on the other - 2, on one - all the leaves look up, and on the other - in different directions. Children’s attention is drawn to this difference when explaining the task and analyzing nature; They are invited to draw their twig so that they can recognize it later. At the end of the lesson, an interesting analysis of finding from a drawing of life or from the nature of a drawing can be carried out. Here children's attention to all details increases.
Drawing from nature helps develop a sense of composition when conveying space. Children very quickly master the ability to arrange objects in a large space near and far when drawing from life the surrounding nature. For example, from the window they look with the teacher at the space between two trees: close to the children there is a lawn, behind it is a river, then a field, and where the sky seems to meet the ground, a narrow strip of forest is visible, where you can’t even make out individual trees . Children begin to draw, moving from nearby to distant objects, starting from the bottom edge of the sheet. It becomes clear to them what drawing in a wide space means. The void between earth and sky disappears.
The expressiveness of the drawing largely depends on the chosen vertical or horizontal position of the sheet of paper. To successfully cope with this choice, the child must very carefully analyze the object in various turns and note the features of its structure.
In the preparatory group, children begin drawing with a preliminary sketch, in which the main parts are outlined first, and then the details are specified. Using a sketch forces the child to carefully analyze the nature, highlight the main thing in it, coordinate the details, and plan his work.

Drawing fir trees

We draw on tinted paper, gouache, palette - on it we will create different shades of green. We give 3 brushes: wide for the trunk, medium thickness for the branches, thin for the needles.

Explanation:

The drawing technique does not change. Drawing like in the older group. Only when depicting the needles do we pay attention to the fact that the upper branches are young, elastic and the greenery on them is bright, while the needles on the branches below are old and dark in color.

Drawing trees of different species.

Drawing trees in a landscape is different from just drawing trees. Since the structure of any tree is quite complex (many branches and twigs, and even more leaves.). then it is impossible to draw this mass separately, especially if the tree is located in the background. Here, when drawing, we proceed from the following rule: being away from the tree, we see only its general shape, without details. Each tree has a shape that is different from other trees, and you need to depict

We draw on tinted paper in two stripes, gouache, palette. We give 3 brushes: wide for the trunk, medium thickness and hard.

Explanation:

The oak is called a giant, its trunk is very thick, I will paint it with a wide brush with brown paint like this - I will draw a central line and “build up” the trunk on one side and the other. The trunk is thick, the oak is mighty, it stands firmly on the ground - the roots are visible. Using a medium brush, I paint the branches with brown paint. The branches have bent from time to time, they are old and thick. The oak tree does not have a crown like other trees. At the top the branches are curved and thick curved branches extend from the trunk. Small curved branches come off from the thick branches; I paint them with the tip of a brush. The greenery of the oak is transparent, carved, I will paint it with a hard glue brush “poke”.

Pine

In this group you can teach drawing pine trees with colored pencils, but for children it is very difficult. Children also learn to draw a young pine tree.

We draw on two-stripe tinted paper, palette. We give 2 brushes: wide for the trunk and medium thickness for the needles.

Explanation:

Using a wide brush with light brown paint, I paint a short trunk. The technique is the same as when drawing fir trees. We pay special attention to the branches. I draw 2 small ones at the top, and then from the trunk I draw 2 branches up to the sun and from here 2 down. Now with a middle brush I paint needles, the upper branches are young - the needles on them are light, bright, the lower branches are older - the needles are dark.

In this group you can show how to draw a crown without branches - with an outline.

Also at this age, children enjoy drawing various fairy-tale trees.

The image of a person is the most difficult thing in the development of visual creativity of preschool children, which, gradually becoming more complex, occupies a place in children's drawings throughout preschool childhood.

Children whose attention and visual memory are poorly developed are lost. Basically, in the drawings of children, people stand with their arms outstretched helplessly and their legs spread apart. And only talented, gifted children can convey movement.

Everything is natural and very nice for a certain period, but there must be development! I have learned from experience and believe that drawing a person should be introduced into work with children as early as possible. Little children are not yet afraid of making mistakes, they like everything, and drawing a person in children’s drawings occupies one of the most preferred places in their visual activity. But the quantity and quality of images of people directly depends on how a child (especially of older preschool age) can do it.

In order for a child to convey his plans in a drawing, he must have visual and technical skills. Often, a child, dissatisfied that his image is not done at the proper level, may simply refuse to draw human figures. Experience shows that due to difficulties in depicting a person, children try to avoid depicting the image of a person in independent creative activities. Based on this, it is necessary to teach children how to draw a person, showing a variety of ways to depict them. And for the teacher, the primary task should be to teach children to depict a person in accordance with his age and individual abilities

Children begin to try their hand at drawing the human figure shortly after three years of age. At this time, they use several basic strokes with which they can portray a person: mom, dad or another family member. The child draws the figure according to the same pattern: “Stick, stick, cucumber, here comes the little man!” The conclusion suggests itself: for there to be development, systematic, planned training is necessary.

Teaching preschool children to depict a person is a complex and painstaking process, requiring the teacher to be able to take into account a number of requirements in his work and create the necessary conditions for children's creativity. Pedagogical guidance should be aimed not only at teaching the art of depicting a portrait, but also at developing perception and imagination. In other words, it is necessary to teach children to see and perceive, to gradually bring them to the understanding that their image can express different contents and the management of the process should be aimed, first of all, at the development of aesthetic perception, at the figurative reflection of their impressions in the drawing using certain visual means. It is necessary to find pedagogical techniques that can arouse interest in drawing a person, emotions, and the imagination of children, intensify the drawing process, evoke a desire to evaluate the drawing, and find elements of expressiveness in it.

A child in the world around him does not catch everything that his eyes see, therefore, in classes on developing the ability to portray a person, it is necessary to teach children observation skills in order to more fully and truthfully convey the characteristic features and traits of the person being depicted.

In the process of educational work in this direction, children develop an understanding of the created image, the beauty and expressiveness of a portrait drawing.

In addition to all that has been said, a free and creatively created image by a child of the world of people will not only allow him to experience the joy of creativity, the joy of creating expressive images, but also, finally, will help him more easily enter into real relationships with the surrounding world of people, that is, it will provide one of the ways to carry out the process socialization of a preschool child. Drawings by older preschoolers show their interest in both social problems and the life history of their people.

It is also important that children of senior preschool age will soon go to school, and practice shows that a first-grader who does not know how to portray a person will find it quite difficult to create “lively”, bright works for which the teacher will give a positive mark, which in turn is the main motive for a child - a first grader.

Middle group.

Children, look at each other. Do you see that the upper lip is different in shape from the lower? There are, as it were, two waves on the upper lip, and one on the lower lip (draw lips). We draw ears and hair.

In the preparatory group we introduce children to the human structure. Consider the structure of the human figure and the proportional relationship of parts. The figure shows that when determining proportions, any part of the body, usually the head (its height), is taken as a scale unit. The height of the entire human figure is 7-8 scale units (including the head). The dimensions of the length of the body and head together are approximately equal to the length of the legs. The arms are one unit longer than the body (reach mid-thigh). The arm to the elbow is longer than the forearm; The elbow is at waist level (about halfway across the body). The width of the figure at the shoulders is approximately two units. The legs are divided into two equal parts at the knees.

Let's consider one of the ways to draw a person in motion. Theme: Ski trip. One of the drawing methods is drawing with ovals. We draw an oval - the torso to the waist, an oval - the pelvic part. Then we will draw ovals - legs up to the knee, from the knee - ovals, ovals - feet. Then we will draw the arms, first finding the place of the shoulder. We draw the hands in the same way: an oval up to the elbow, an oval after the elbow. The elbow is at waist level, the palm is an oval. And finally - the head. Find a place for the neck and draw the head. Then, using a smooth line, we assemble the pattern and dress it. After you have drawn a pencil sketch, use an eraser to erase the auxiliary lines. Let's start working in color.

In the middle group, children learn to draw a “matryoshka doll”. The head is depicted, with an extended sundress towards the bottom. “Snow Maiden” - head, widened fur coat towards the bottom, arms from the shoulder. By the end of the year, the image becomes more complex, you can add the “raised hand” movement.

In the older group, children are encouraged to draw in more detail. You can offer a drawing scheme from geometric shapes, a head drawing scheme.

Invite children to look at a doll or child in beautiful clothes. Clarify by asking children the shape of the dress, head, arms, legs, their location and size. Facial proportions: the head is oval in shape. To depict the face, the head is divided by transverse lines into three parts: from the top to the brow ridges, from the brow ridges to the tip of the nose, and from the end of the nose to the end of the chin. The teacher draws an oval of the face on the board, marks auxiliary lines, explaining that they are noticeable, shows how eyes are drawn, the distance between the eyes is small, no more than one eye, inside the eye there is a colored circle and a small pupil. Asks what is above the eyes (eyebrows). He further explains that a person’s nose is the same color as their face, so you only need to draw the tip of the nose. You can draw the tip of the nose with a short line or depict nostrils. From the tip of the nose to the end of the face, the lips are in the middle.

Children begin drawing from the cone-shaped body.

First topic: “Girl in a long fur coat.”

This topic is divided into two lessons.

1 lesson

Gouache – blue and flesh-colored (pink), wide brush.

Explanation:

I take a brush and paint the girl’s head with pink paint – it’s round. Now I will paint the girl’s long fur coat with blue paint. I step back a little from the head and draw a triangle. The fur coat has sleeves, like spruce branches, I paint with one downward movement of the brush. The girl has a hat on her head. To draw eyes, lips, nose, you can give a pencil or felt-tip pen. The teacher himself can draw: “Let’s bring your girl to life.”

Lesson 2

If the children did a good job, then we give them white paint and offer to draw the edge of the fur coat and hat. If it doesn’t turn out well enough, you can invite all or some of the children to draw a friend for the girl. “You and I have already drawn a girl in a long fur coat, let’s draw a friend for her so that she won’t be bored.”

Lesson 3 – “Bear”

To make it easier for children to draw a naked doll in the next lesson, we first teach them how to draw a bear.

Gouache – brown, black, 2 brushes: wide and medium thickness.

Explanation:

I take a brush and use brown paint to paint a bear with a round head. To make the bear have an oval body, I will draw 2 circles - one under the other and then connect them, I will get an oval - the body of the bear. I will draw small ears on the head. Now I’ll draw oval paws - 2 at the top and 2 at the bottom (show). When the paint dries, paint the eyes and nose with black paint.

Lesson 4 – “Nude Doll”

Gouache - yellow, red, black. 2 brushes: wide and medium thickness.

Explanation:

We draw it in the same way as a bear, but we immediately draw the body oval. Oval arms and legs. Instead of ears we draw hair. Let's draw panties. When the paint dries, we bring the doll to life - draw eyes, a nose, and a mouth.

Lesson 5 – “Doll in a red dress”

Gouache – yellow, red, black. 2 brushes: wide and medium thickness.

Explanation:

We draw it the same way as a naked doll, but we dress it in a dress (triangle).

Senior and preparatory groups

A simple pencil.

We draw a person according to the diagram.

Explanation:

To make it easier for you to learn how to draw a person, I will teach you first to draw a diagram, and then from it - a little man. A person has a round head - draw a circle. Short neck - draw a vertical line. Now I draw a horizontal line - this is the line of the shoulders, it is wider than the head. Now I’ll draw a longer vertical line - this is the line of the body, it is equal to the size of two heads. Below I will draw the line of the hips, it is equal to the line of the shoulders. On the body I will mark the waist line, it is equal to half the shoulder line. Now from the shoulders I will draw a line of the arms obliquely to the line of the hips. From the line of the hips we draw the lines of the legs; they are longer than the torso.

Several lessons are devoted to drawing diagrams until all children have mastered it, since this is the basis of the basics.

"Man on the Move"

A simple pencil.

Explanation:

In the first lesson, we draw the same diagram as usual, but mark the bend points on the arms and legs. Then we show how to draw a diagram to convey movement. To convey movement, you can use a child to show the direction of the lines of the arms and legs.

"Man on the move." Of course, it would not be easy to draw a person in motion if there was only one way of drawing, because we are all so different and our perception of the surrounding reality is also different. Fortunately, there are several ways of drawing and everyone can choose the most suitable one for themselves. Today we will talk about three ways to depict the figure of a moving person.

The first schematic drawing is traditional drawing, where we draw the human body with straight lines and then “dress” it in clothes.

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The second way is to draw with ovals. With this method, we convey the proportions of the human body using ovals of different sizes.

The third method is drawing with arcs, where we can depict a human figure using arcs, long and short, turned in different directions.

For all methods, without exception, you need a basic understanding of the proportions of the human body, which we will later study on the multimedia slide.

Explanation:

And so, we take the first sheet of paper and outline with a pencil, a barely noticeable line, the size of our person. Then, using lines, we depict the human skeleton, taking into account its proportions and the inclination of the torso, head, as well as the position of the arms and legs. Having drawn a diagram, we “dress” a person in clothes. The schematic representation is traditionally well known to everyone, so it does not cause any difficulties.

To master the method of drawing with ovals, take a blank sheet.

The entire drawing of a person consists of seven ovals the size of his head. That is, the full height of a person will be equal to seven circles, in one of which you will draw the head and neck. With the help of such a scheme, the proportions of the drawing will be strictly observed. The main thing is to draw the ovals the same. Let's try to make a drawing of a standing person and make the markings as on the slide, namely for the head and neck, shoulders and collarbone, chest, abdomen, legs and arms. Apply all these parts of the body to the previously prepared diagram, separately. First, on a drawing of a person, you need to draw an oval for the head, then an oval for the shoulders and circles for the joints. Next, draw two ovals placed on top of each other, the higher oval should be larger than the lower oval, this will be the chest and stomach of the person. Then you need to draw an oval for the hips, and then two ovals attached to the hips, these are the person's knees. The next step is to draw the legs and outlines for the arms as shown in my drawing. Now all that remains is to draw the general shape of the person’s torso and get the outline of a standing person. This is a very simple method, but it is very effective for those who have never drawn a person and helps to maintain exactly his proportions in the drawing. It will not be at all difficult for you to draw the general shape of the human body. Just trace all these ovals and circles with a pencil. The line can be very approximate, because the person in the picture is standing in clothes. remove all the extra contour lines and draw the clothes of the person

paper and draw the coordinate axis with very thin lines. Having stepped back equal segments from the horizontal axis up and down, we mark the person’s height with dots (both halves are the same size). Now we divide the lower part into two halves, these are the human knees. We also divide the upper part into two halves; this line separates the chest from the torso.

Method three , drawing with arcs. Let's take a blank sheet of paper and try to draw, for example, a figure skater. We put a point just above the middle of the sheet (neck), draw two lines down from it, the arcs are wide at first, but gradually narrowing down, the lines are parallel. Then we draw two arcs upward, according to the same principle (hand), see the direction of the lines on the slide. We draw two arcs in the same way parallel to the lower lines, but a little more curved and a little shorter (the second leg in perspective). From the point where we started the drawing, we outline an oval (head), all that remains is to work out the small details, hands, skates, hair, dress. Middle-aged children can easily cope with this drawing, it is so simple.

So, in practice, we have mastered three types of images of a person in motion; if you wish, you can use all the skills and drawing techniques in one image to improve your drawing skills.