(This material will be useful to educators and parents of older and preparatory groups, the summary of activities is aimed at shaping children's ideas about the artist's profession, its creative nature, will help to fix the names of objects and visual materials used by the artist; encourage children to use a variety of means of expression in the process of creating a drawing).

Tasks:

Educational:

• To expand children's ideas about the profession of an artist.
• To deepen the knowledge of children about visual materials, methods of drawing.
• To give an idea that the artists in the works reflect their attitude, convey their thoughts and feelings.

Developing:

• Continue acquaintance with the expressive means of painting - color.
• Develop visual attention, thinking.
• To develop interest in art, emotional responsiveness to works of art.

Educational:

• Raise interest in the work of artists, respect for their work.
• To cultivate attention, accuracy, purposefulness, creative self-realization.

Integration of educational areas:"Cognition", "Communication", "Artistic creativity", "Music".

Equipment and materials: artist's costume; game material "Artist and his assistants"; reproductions of famous artists; reproduction of V. Perov "Troika"; game material "Make a picture"; material of the experiment game "Mixing colors"; music by M. Mussorgsky "Pictures at an Exhibition", "Magic Brush"; visual materials: drawing sheets, paints, brushes according to the number of children; silhouette of a man with a face without a smile.

Preliminary work: reading books about artists, looking at art calendars; reviewing the album "Creative Professions", a conversation on the content of what was viewed; artistic and didactic games "Missing colors", "Guess the color", "Painting", children's fantasies "If I were an artist"; free drawing.

About the profession of an artist to preschool children in kindergarten "Who is an artist?"

caregiver(as an artist): Hello guys. Guess who am I?

I have a pencil

colorful gouache,

watercolor, palette, brush

And a thick sheet of paper

And also - an easel-tripod,

Because I am… an artist.

Educator: Correctly. I am a painter. And what does an artist do? (Answers of children).

Educator: That's right, an artist is a person who is engaged in fine arts, creates paintings, works of art. And let's call the artist's assistants? (The teacher conducts a didactic game "The Artist and His Assistants" - Appendix 1)

Educator: See how much an artist can tell in one picture. (The teacher shows the children reproductions of famous artists).

Educator: Do you like these pictures? What are the artists talking about in their paintings? (Answers of children).

Educator: We are surrounded by a large and wonderful world. Nature, objects, people. And artists want everyone to see the beauty around us. And the artists also convey in their paintings the joy or sorrow of other people, so that we can help those who need our help. (Work with the painting by V. Perov "Troika").

What feelings does the picture evoke?

Are you happy or sad to see her?

What is the most important thing in a picture?

Describe the faces of the children.

What did the artist V. Perov want to say with his work?

Educator: Let's create our own creation! Let's think about what will be the main thing and how we can arrange the rest of the items so that we get a real picture. (The teacher conducts a didactic game "Make a picture" - Appendix 1)

Educator: Guys, do you think it's hard to be an artist? (Answers of children).

Educator: Yes, to create their works, artists travel a lot, observe, fantasize. Only then do they draw what they especially liked. Very often the artist does not have time for rest and entertainment. But we all know that you need to take care of your health. If you are tired, you need to rest a little. I suggest you recharge. (Physical education minute).

I always dreamed of becoming an artist	Gesture of dreaming, propping his head with his hand.
So I painted everywhere.	Drawing in the air with a hand extended upwards.
Pen on sheet like this
Brush on canvas like this	Drawing in the air with a hand extended forward.
Pencil on the desk	Drawing in the air with your hand, at chest level.
And crayons on the pavement.	Drawing in the air with your hand, at floor level.
boots in the snow,	Foot drawing on the floor.
I skate on the ice.	Drawing on the floor with the foot.
On the sand with a twig,	Drawing in the air with an imaginary twig on the floor.
On a board with a carnation.	Drawing in the air with an imaginary carnation.

Educator: To make the picture truly beautiful, the artist, like a real magician, selects paints and mixes them. Let's also try to mix paints and get new shades. But we will do this not on a palette, but in magic jars. (The teacher conducts the experiment "Mixing paints").

Educator: But to paint a picture, the ability to mix paints alone is not enough. The artist must be able to see the world, listen to notice everything and draw beautifully. Then from the lines, dots and spots you get real magic. See what can come out of ordinary lines, dots and spots. (The teacher shows and explains drawing from spots, lines, dots).

Educator: And now I will touch each of you with my brush and turn you into real artists. (The teacher touches each child with a brush, calling his name).

Educator: Now, you, as real artists, can draw your miracles. Take your materials and turn the shapes on your sheets into something fabulous and out of the ordinary. And when you finish your work, we will all try to guess what you did. (Music sounds. Children draw on their own, the teacher helps children who are having difficulty with leading questions.).

Educator: You have done a great and difficult job. Whether you liked it or not, we'll find out. If you were interested, draw a joyful smile on my little man, and if not, a sad one. (Children do the task).

Educator: Now you know, in order to learn how to draw pictures, you need to see all the beautiful things that surround us and enjoy it.

Attachment 1

Card file didactic games for art work

"Who is an artist?"

Didactic game "Artist and his assistants"

A task: consolidate children's knowledge about the profession of an artist and his working tools

Game rule: Children choose from a set of heterogeneous objects only the fine art objects necessary for the artist to create a picture.

Game actions: Children alternately name the object of fine art, the teacher chooses it from the general visual range and puts it in the artist's "basket".

game material: artist's "basket", visual range: drawing paper, gouache, pastel, paints, brushes, simple pencil, colored pencils, palette, cloth, doll, typewriter, plasticine, etc.

Game progress: The teacher lays out various objects in front of the children. Children are invited to choose only those items that are the tools of the artist. Children take turns calling the subject of fine art and its purpose, the teacher puts it in the artist's "basket".

Didactic game: "Make a picture"

A task: to exercise children in compiling a composition with multifaceted content, highlighting the main size, combining objects with a common theme.

Game rule: Children choose pictures from the visual range and make a picture.

Game actions: Children name objects united by a common theme, indicate their compositional arrangement. The teacher places objects on the canvas (flanegraph).

game material: flannelgraph, subject pictures.

Game progress: Children name the main subject, the teacher places it in the center of the canvas (flanegraph). Children explain why this subject acts as the main one, point to it. big size. Then the children choose and name the rest of the objects that can be united by a common theme, and indicate their compositional position, fix orientational-spatial concepts (left, right, top, bottom, middle, etc.). The teacher "makes up a picture" on the flannelgraph.

Game - experimenting "Mixing colors".

A task: Continue to consolidate and enrich children's ideas about colors and shades, surrounding objects and objects of nature.

Game rule: Paints are mixed in jars of water different colors to get their shades.

Game actions: Children name paints for mixing, the teacher mixes them in jars of water.

game material: paint of different colors, jars of water, a stick for stirring paint in water.

Game progress: Children are encouraged to get different shades of colors. Children name two paints that need to be mixed to get a new color or shade. The teacher mixes paints, shows the result to the children. Children name the resulting color or shade. You can use another version of the game, when the teacher asks what colors to mix in order to get one or another color or shade.

Title: Summary of the lesson on visual activity for older preschoolers "Who is an artist ?!"
Nomination: Kindergarten Lecture notes, GCD / visual activity

Position: educator
Place of work: MBDOU "Kindergarten No. 50"
Location: Achinsk, Krasnoyarsk Territory.

Library "Programs of education and training in kindergarten» under the general editorship of M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova

Komarova Tamara Semyonovna - Head of Department aesthetic education Moscow State University for the Humanities. M.A. Sholokhova, 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 Problems. Author of numerous works on various issues preschool pedagogy, history of pedagogy, aesthetic education, continuity in the upbringing and education of preschool and younger children school age; founder and leader of the scientific school. Under the leadership of T.S. Komarova defended more than 80 candidate and doctoral dissertations.

Foreword

Manual "Classes in visual activity in senior group kindergarten" is addressed to teachers of preschool educational institutions working on 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 abstracts of classes in drawing, modeling and appliqué, 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 sequence, for example, the educator makes changes to the topics of classes dictated by regional characteristics, the need to close the gap between two classes that are interconnected in content, or the need to form a formative skill, etc.
The lessons presented in the book are designed taking into account age capabilities and psychological features children 5-6 years old and are based on the following provisions.
Visual activity is part of all educational work in the preschool educational institution and is interconnected with all its other areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; familiarization with different types of art, both classical, modern and folk, including literature, as well as a variety of activities for children.
Of particular importance for the upbringing and development of the child is the connection between drawing, modeling and appliqué with a variety of games. A versatile connection with the game increases the interest of children in both visual activity and play. In this case, it is necessary to use various forms connections: creating images and products for games (“ beautiful napkin in a puppet corner”, “treats for toys-animals”, etc.); use of gaming methods and techniques; the use of game, surprise moments, situations (“make friends to a bear”, “paint the wings of a butterfly - its decorations were washed off the wings by rain”, etc.) in all types of activities (drawing, modeling, appliqué). It is necessary to provide children with the opportunity to portray how they played a variety of role-playing and outdoor games.
For the enrichment of figurative representations, the development of aesthetic perception and imagination, the successful mastery of visual activity by children, the relationship of classes with didactic games is important. You can learn more about this in the book “Continuity in the Formation artistic creativity children in kindergarten and primary school". The book also contains summaries of classes 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 atmosphere of the group, play areas; using individual and collective drawings and applications created by children in the design of the group. Of great importance is the aesthetic design of classes, the thoughtful selection of materials for classes, the paper format for drawings, applications, corresponding to the size and proportions of the objects depicted, the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.
Of great importance is the emotional well-being of children in the classroom, created by interesting content for them, the friendly attitude of teachers to each child, the formation of his confidence in his abilities, respectful attitude adults to the results of children's artistic activity, using them in the design of group and other premises of a children's institution, educating children in a positive friendly attitude towards each other, etc.
At the heart of the development of any abilities of preschoolers, including children of 5-6 years old, is the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include in the process of mastering the shape and size of objects, their parts, alternate movements of the hands of both hands (or fingers), so that the image of hand movement, sensorimotor experience is fixed, and on the basis of it, the child can subsequently independently create images various items and phenomena. This experience should be constantly enriched, developed, forming figurative ideas about already familiar objects.
In order to develop the freedom of creative decision in children, it is necessary to teach them shaping movements, hand movements aimed at creating images of objects of various shapes, first simple, and then more complex, in all types of activities (in drawing, in modeling and in applications). This will allow children to depict a variety of objects and phenomena of the world around them. How better baby will master the form-building movements in the second junior, and then in middle group, the easier and freer it will be in 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 shaping movements of the hand in drawing and modeling are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in modeling - by mass, volume. Hand movements during drawing differ in nature (in terms of pressure, 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 activity should 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, applications 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 activity.
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 things around, what they liked; learn to compare objects; to ask, activating the experience of the guys, what they already drew, sculpted, how they did it; call the child to show all the children how to depict this or that object.
Of particular importance in the older group is the examination of images created by children and their evaluation. The experience of visual activity acquired by children by this age, examining the drawings, modeling, applications created by them, both individual and collective, gives them the opportunity to create a variety of paintings, sculptural images, applications, using the acquired skills, knowledge and skills, and also allows them to 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, cause a feeling of pleasure. To do this, it is necessary to draw the attention of children to how the created image looks like: what is the shape, size, location of the parts, how the characteristic details are conveyed. When examining the created plot image with children, one should pay their attention to how the plot is conveyed (in a 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 (in the composition) is conveyed, etc. Asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Evaluation of children's work should end each lesson. If there is no time left to evaluate, you can evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by children, emphasize something, highlight, summarize the lesson.
The classes proposed in the manual are thought out so that they do not cause overload of children, the time of their conduct complies with the requirements of SaNPin. In the senior group, 3 classes in fine arts are held per week - 12 lessons per month. In those months in which there are 31 days, the number of classes can increase by 1-2. In this case, educators independently determine which classes are better to conduct as additional ones.
The abstracts of the classes are compiled according to the following structure: program content, methods of conducting the lesson, materials for the lesson, connection 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 pages 114–124).
We hope that the book will be useful for educators. preschool institutions, groups of additional education, heads of circles and studios. The author will gratefully accept comments and suggestions.

Visual Arts Program

Continue to develop children's interest in fine arts. Enrich sensory experience by developing the organs of perception: sight, hearing, touch, taste, smell.
Develop aesthetic perception, teach to contemplate the beauty of things, 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.
To teach to convey in the image the main properties of objects (shape, size, color), characteristic details, the ratio of objects and their parts in size, height, location relative to each other.
To develop the ability to observe natural phenomena, to notice their dynamics, the shape and color of slowly floating clouds.
To improve visual skills and abilities, to form artistic and creative abilities.
Develop a sense of shape, color, proportions.
Continue to acquaint children with folk arts and crafts (Gorodets, Polkhov-Maidan, Gzhel), expand ideas about folk toys (matryoshka dolls - Gorodets, Bogorodskaya; spillikins).
Introduce children to national arts and crafts (based on regional characteristics); with other types of arts and crafts (porcelain and ceramic products, small sculptures). To develop decorative creativity of children (including collective).
To form the ability to organize your workplace, prepare everything necessary for classes; work carefully, use materials sparingly, keep the workplace clean, put it in order after work is completed.
Continue to improve the ability of children to consider work (drawings, modeling, applications), enjoy the result achieved, notice and highlight the expressive solutions of images.

Drawing

Subject drawing. Continue to improve the ability to convey in the drawing images of objects, characters of literary works. Draw the attention of children to the differences in objects in shape, size, proportions of parts; encourage them to convey these differences in drawings.
To teach children to convey the location of objects on a piece of paper, to draw the attention of children to the fact that objects can be located on a plane in different ways (stand, lie, move, be in different poses, etc.).
Contribute to the mastery of compositional skills: learn to place an object on a sheet, 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, not very tall, but a long house, place it horizontally).
To fix the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastels, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop skills in drawing the outline of an object with a simple pencil with light pressure, 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 a 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).
Teaching children to draw with a brush different ways: wide lines - with the whole pile, thin - with the end of the brush; apply strokes, applying the brush with the whole pile to the paper, draw small spots with the end of the brush.
To 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 get new colors and shades (when drawing with gouache) and lighten the color by adding water to the paint (when drawing with watercolors).
Story drawing. To teach children to create plot compositions on the themes of the surrounding life and on the themes of literary works (“Who did Kolobok meet”, “Two greedy bear cubs”, “Where did the sparrow dine?”, etc.).
Develop compositional skills, learn to place images on the strip at the bottom of the sheet, all over the sheet.
Draw the attention of children to the ratio of the size of different objects in the plot (the houses are large, the trees are tall and low; people are smaller than houses, but more flowers growing in the meadow).
Learn to arrange 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 acquaint children with handicrafts, consolidate and deepen knowledge about Dymkovo and Filimonovo toys and their painting; offer to create images based on folk decorative painting, introduce its color system and elements of composition, achieve a greater variety of elements used. Continue to acquaint with Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), learn to use animation for decoration.
To acquaint with the painting of Polkhov-Maidan. Include Gorodets and Polkhov-Maidan painting in creative work children, to help master the specifics of these types of painting. To acquaint with regional (local) decorative art.
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 form 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 rhythmically arrange the pattern. Offer to paint paper silhouettes and three-dimensional figures.

modeling

Continue to acquaint children with the features of modeling from clay, plasticine and plastic mass.
To develop the ability to sculpt from life and according to the presentation of familiar objects (vegetables, fruits, mushrooms, dishes, toys); convey their characteristics. Continue to learn how to sculpt dishes from a whole piece of clay and plasticine in a tape way.
To consolidate the ability to sculpt objects in plastic, constructive and combined ways. Learn to smooth the surface of the form, to make objects stable.
To teach to convey the expressiveness of the image in modeling, to sculpt human and animal figures in motion, to combine small groups of objects into simple plots (in collective compositions): “A chicken with chickens”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To form in children the ability to sculpt according to the representation of the heroes of literary works (bear and bun, fox and bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small details; using a stack, apply a pattern of fish scales, designate eyes, animal hair, bird feathers, a pattern, folds on people's clothes, etc.
Continue to develop technical skills and skills in working with a variety of modeling materials; encourage to use Additional materials(bones, grains, beads, etc.).
Strengthen the skills of accurate modeling.
To consolidate the skill of washing hands thoroughly at the end of modeling.
Decorative molding. Continue to acquaint children with the features of decorative modeling. To form interest and aesthetic attitude to the objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To form the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and deep relief.
Learn to dip your fingers in water to smooth out the roughness of the sculpted image when necessary to convey the image.

Application

To consolidate the ability to cut paper into short and long strips; cut circles from squares, ovals from rectangles, convert some geometric figures in 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 details from accordion-folded paper, and symmetrical images from paper folded in half (glass, vase, flower, etc.).
To encourage the creation of subject and plot compositions, to supplement them with details.
To form a neat and careful attitude to materials.

By the end of the year, children may

Be able to distinguish between works of fine art (painting, book graphics, folk decorative art).
Highlight expressive means different types art (form, color, color, composition).
Know the features of visual materials.
In drawing
Create images of objects (from life, according to representation); plot images.
Use a variety of compositional solutions, visual materials.
Use different colors and shades to create expressive images.
Perform patterns based on folk arts and crafts.
in modeling
sculpt objects different shapes using the techniques and techniques learned.
Create small plot compositions, conveying the proportions, poses and movements of the figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing off paper with small finger movements.

Approximate distribution of program material for the year

September

Lesson 1. Modeling "Mushrooms"
Software content. Develop perception, the ability to notice differences from the main reference form. To consolidate the ability to sculpt objects or their parts of a round, oval, disk-shaped shape, using the movement of the entire hand and fingers. Learn to convey some characteristic features: a deepening, curved edges of mushroom caps, thickening legs.

Lesson 2. Drawing "Picture about summer"
Software content. Continue to develop figurative perception, figurative representations. To teach children to reflect in the drawing the impressions received in the summer; draw various trees (thick, thin, tall, slender, twisted), bushes, flowers. To consolidate the ability to place images on the 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 drawings and the drawings of your comrades. Develop creative activity.

Lesson 3. Application "Mushrooms grew in a forest clearing"
Software content. Develop figurative representations of children. To consolidate the ability to cut objects and their parts round and oval shape. Exercise in rounding the corners of a rectangle, triangle. Learn to cut large and small mushrooms in parts, make a simple beautiful composition. Learn to tear a narrow strip of paper with small finger movements to depict grass, moss near mushrooms.

Lesson 4. Drawing "Introduction to watercolor"
Software content. To acquaint children with watercolors, their features: paints are diluted with water; 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 (wetting paints before painting, shaking off a drop of water collected on a brush for each paint; dilute the paint with water to get different shades of the same color; rinse the brushes thoroughly, drying it on a rag, napkin and checking the cleanliness of washing the brush).

Lesson 5. Drawing "Cosmos"
Software content. To develop aesthetic perception in children, a sense of color. Learn to convey the characteristic features of cosmea flowers: the shape of the petals and leaves, their color. Continue to acquaint with watercolors, exercise in the ways of working with them.

Lesson 6. Modeling "Sculp what you want vegetables and fruits to play in the store"
Software content. To consolidate the ability of children to convey in modeling the shape of various vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.). Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey in modeling the characteristic features of each vegetable, using the techniques of rolling, smoothing with your fingers, pinching, pulling.

Lesson 7. Drawing "Decorate a handkerchief with daisies"
Software content. To teach children to make a pattern on a square, filling in the corners and the middle; use the techniques of sticking, drawing with the end of the brush (dots). Develop aesthetic perception, a sense of symmetry, a sense of composition. Continue learning to paint.

Lesson 8. Drawing "Apple tree with golden apples in a magic garden"
Software content. To teach children to create a fabulous image, draw branchy trees, conveying the branching of the crown of fruit trees; depict a lot of "golden" apples. To consolidate the ability to draw 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, a sense of composition. Learn to beautifully arrange images on a sheet.

Lesson 9. Drawing "Cheburashka"
Software content. To teach children to create in the drawing the image of their favorite fairy-tale hero: to convey the shape of the body, head and other characteristic features. Learn to draw a contour with a simple pencil (do not press hard, do not trace the lines twice). To consolidate the ability to accurately paint over the image (without going beyond the contour, 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 are on a plate"
Software 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 accurately paste images.

Abstract open lesson in fine arts in the senior group No. 9 "The Little Mermaid"
Title: "Magic Blue"
Author: Agrafonova T.A.
The purpose of the lesson: familiarization with the technique of painting "Gzhel".
Tasks:
Educational:
 Continue to acquaint children with Russian folk crafts using the example
Gzhel ceramics.
 Learn to decorate the work with elements of the Gzhel painting pattern.
 To consolidate children's ideas about folk crafts.
Developing:
 Develop a sense of composition, the ability to beautifully arrange a pattern on a plane.
 To develop in children an interest in folk arts and crafts,
contribute to the development of aesthetic taste, the formation of beauty.
 To develop the speech of children, fine motor skills hands
Educational:
 To instill a sense of pride in the talent of their people, respect for the masters.
Equipment: presentation "", stencils teapots, white and blue gouache, brushes,
non-spill bottles, palette, napkins.
Preliminary work: Introduction to folk crafts: review
illustrations, drawing, clay modeling, painting with Dymkovo elements,
gorodets patterns.
STUDY PROCESS
Educator: Guys, we have guests today. Let's say hello to them, give them our
smiles and good mood. (Children hold hands, smile at each other).
"Good morning sun and birds,
Good morning smiling faces
good morning to all of us
Kind, good friends."
(children pass, sit on chairs)
Educator: Guys, today we will make an unusual journey into the world
beauty, kindness, into the world of amazing creations of craftsmen.
We are going on a journey to a blue-blue fairy tale. Why is she called that?
Now you will understand yourself.
I'll tell you a fairy tale.
So. In a certain kingdom, in a certain state of Russia, not far from Moscow,
stands the village of Gzhel. And people live there are simple, but they are not deprived of talents.
Once they got together and began to think about how they could show their skills, yes
to please people, to glorify your land. We looked at the sky, at the river and came up with.

They found in their little side miraculous clay, white and white, and decided to mold from it
different dishes and paint them with blue paint of various shades.

The painting is done by hand, which allows you to create many options for one
and the same decorative motif. They painted patterns of flowers, droplets,
stripes, nets.
At the sight of Gzhel teapots, eyes run wide. They are very good! One master
blinded the teapot: a spout in the form of a cockerel's head, and on the lid - a chicken flaunts.
There is no limit to the imagination of the Gzhel masters. Another master made an oiler
fabulous.

And another salt shaker came up with. He blinded her in the form of a fabulous fish. smiling
fish, waving its tail, holding a bowl in its fins. The salt shaker turned out amazing.

Gzhel masters are big dreamers. Look what chess was invented.
Each figurine is a work of art.

Gzhel craftsmen sculpted animals and birds. Each craft carries a particle
the soul of a master, and therefore special.
They also make watches in Gzhel. Their form is complex, bizarre. They are painted below.
up to the top with flowers unseen. Different animals are artfully fashioned.

Each artist has his own favorite pattern, and each reflects a side
darling. Her grass is silky, mountains are high, rivers are fast, her flowers are spring and
admirable craftsmanship.

And so it happened that each master pleased everyone with his skill. Your children and
grandchildren taught various wisdoms so that they good craftsmen were. Only one
color ... And what an elegant and festive painting turned out.
Teacher: Did you like my story?
Children's answers:
Fairy tale conversation.
Educator:
What industry is this story about?
What do Gzhel craftsmen make their products from?
What pattern do the masters decorate their products with?
What products were made by craftsmen from clay?
Teacher: Let's have a rest.
Fizminutka "Gzhel".
One, two, three, four, five, (bend and unbend fists)
We will draw with you, (turn to each other)

Dashes, stripes, (depict short dashes, and then long stripes with two
hands)
Droplets and dots. (depict “rain”, and then “put” dots with both hands)
Just remember us now (hands to head, shake their heads)
How we draw Gzhel with you. (arms down and to the sides)
Educator: Look, guys, each of you has a teapot on the table, but they
completely white. Children, it's time for you to become craftsmen and decorate these
teapots with Gzhel patterns. Only craftsmen painted their dishes with paints from
cobalt, and you will do it with gouache. Each of you will have your own pattern, but the elements
paintings are the same. I will show you how to draw a flower. (show on an easel).
You can choose your own borders.
Where is the flower located? (In the middle).
What are the elements of a flower? (Middle and petals).
What do flower petals look like? (On a drop).
A droplet is one of the favorite elements of the Gzhel masters.
Educator: And in order for you to work more fun, listen to the song “Forget-Me-Not
Gzhel"
Independent work of children, the teacher encourages verbally, helps not
successful children.
At the end of the lesson, the children bring their work to the exhibition.
Educator: You painted everything in one subject, and together it turned out beautiful,
elegant collection. Do you like her? Russian people have a saying "Handyman yes
the needleworker brings joy to himself and to people. She is about you. With your work you have given
joy for yourself and those around you.
What industry are we talking about today?
Children's answers.

Abstract of a lesson on visual activity using an unconventional method of drawing in the senior group "Birch in winter dress".

Budilova Galina Evgenievna, educator, GBOU school No. 2097, preschool department, Moscow.

The lesson is intended for older children. preschool age; primary school age; kindergarten teachers; teachers of additional education.

Target: introduce children to new technology non-traditional drawing- painting with salt.

Tasks: continue to acquaint children with non-traditional drawing techniques, develop creative thinking, to cultivate an aesthetic attitude to nature and its image in a drawing, to develop fine motor skills of fingers, perseverance, attention.

Materials: blue and orange paper, a simple pencil, white and black gouache, a paint brush, a jar of water, PVA glue, coarse salt.

Course progress.

Educator: children listen and guess the riddle

Russian beauty
Standing in the meadow
In a green blouse
White sundress.

Children: Birch.

(Show picture of birch)

Educator:
Birch is a favorite tree of all Russian people. Slender, curly, white-trunked, she was always compared in Rus' with tender and beautiful girl, our poets and artists dedicated their best works to her. How many songs and poems have been written about white-barreled Russian beauties!

She gets up early in the morning to meet the sun,
Smiling, he looks into the mirror.
And, probably, there is no birch relative in the world,
After all, birch is a particle of my Russia.

Birch got its name from the color of the bark. Previously, the word BER existed in the language, which means "light, white", from which BERZA was first formed, and later - BIRCH.

Russian birch is beautiful at any time of the year. Remember what kind of birch happens in spring?

Children: birch dresses up in yellow-green earrings, green, sticky, tender leaves bloom.

(Showing the picture "Birch in the spring")

Educator: summer has come, and why does birch make us happy?

Children: birches dress up in a beautiful green outfit. On the branches of a birch, birds make their nests and sing their songs.

(Showing the picture "Birch in summer")

Educator: what happens to the birch in autumn?

Children: in autumn, the birch changes green leaves to yellow, becomes “like golden”. Boletus mushrooms grow under the birch.

(Showing the picture "Birch in autumn")

caregiver: what kind of birch in winter?

Children: there are no leaves on the birch, it is covered with snow.

(Showing the picture "Birch in winter")

Educator: listen to how the poet S. Yesenin spoke about the winter birch.
White birch under my window.
Covered with snow, like silver.
On fluffy branches with a snowy border
Tassels of white fringe blossomed.
And there is a birch in sleepy silence,
And snowflakes burn in golden fire.
And the dawn, lazily going around,
Sprinkle the branches with new silver.

What is this silver that covered the birch?

Children: the birch was covered with snow or hoarfrost.

Educator: it is winter now, there are no leaves on the trees. Why does the poet call branches fluffy with white fringes?

Children: the branches are covered with white fluffy snow. The snow covered the branches in an uneven layer, so it seems as if the fringe is descending.
Physical education "Birch"
We planted a birch Imitation of planting a tree.
We poured water on it Imitation of watering a tree from a watering can.
And the birch has grown Pull your hands up.
Lifted the branches to the sun
And then tilted them Hands down, back straight.
And thank you guys. Head bows.

Educator: today we will draw a birch tree in winter dress.
Take a sheet of blue or orange paper, lay it vertically and take a simple pencil.

We draw a line from the bottom up, slightly curved from the bottom.

We draw another line from the bottom up, slightly curved to the other side. The lines should converge at one point at the top.
This is the trunk of our birch.

Now we draw branches. We start drawing from the lower branches, they are the longest. At the end, the branches bend down. The higher the branches, the shorter they become.

We thicken the branches near the trunk.

Below we draw the roots of the tree.

Now we draw small branches. They descend in a wavy line. We draw on each central branch two smaller branches.

On each small branch we draw two, three branches of a smaller size.

The trunk and large branches are painted with white gouache.

On a white background of the trunk and large branches, we draw spots with black gouache. We draw the roots of the tree in large lines with black gouache.

After the gouache dries, cover the branches of the tree with PVA glue.

When all the branches are covered with PVA glue, sprinkle the whole tree with salt.

We remove excess salt from the picture. The branches are obtained as if covered with "snow".

Now, near the roots of the tree, we apply PVA glue with several strokes.

Sprinkle salt on the glue.

Remove excess salt. We got "drifts".

Here we have such a birch in winter dress.

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