Program content: to teach children the emotional and figurative perception of color, to acquaint them with composite and primary colors; give an idea of ​​the spectral circle (the arrangement of the colors of the rainbow in a circle); consolidate the use of non-traditional materials and techniques in drawing; arouse in children a creative interest, emotional responsiveness, a desire to create, develop imagination, creativity.

Preliminary work: a conversation about summer, about a rainbow. Reading poetry, learning songs, watching a rainbow, looking at pictures of a rainbow; viewing book illustrations.

Materials: colored pencils, multi-colored balls and ribbons, letter, butterfly patterns, pipettes, multi-colored gouache, napkins

Lesson progress

Educator:

If everything in the world was
Same color.
It would make you angry
Or did it make you happy?

(Children's answers.)

- Do you want to get into the colored kingdom? Not scary? Adventures and trials can await us ahead, so we will be friendly, courageous and polite on the journey. Ready? I suggest you hit the road along our colorful path. (a path lined with colored pencils leads to a group decorated with colorful balls and ribbons)

People are used to seeing the world
White, yellow, blue, red...
Let everything around us be
Amazing and different

Educator: And who lives in this colored kingdom!

(Children are met by the Fox.)

Lisa: Hello guys! I am very glad to meet you.

caregiver (children greet the fox): Something you are a very affectionate cheat today, tell me what happened?

Fox: Okay, I'll tell the truth, I found some letter along the way. But I don't know if it's yours or not? (Reads the address.)

Educator: Senior group, hares, is that you? Then this letter to us.

Fox: But I'm a cunning fox, I won't give it to you just like that! Guess the riddle?

What a miracle - rocker
Did it hang after the rain?
Very bright, colorful
And what a beautiful!
Sunny… (Rainbow)

– When does the rainbow appear?

What does a rainbow look like when it appears in the sky?

- How many colors does the rainbow have?

(Ball game.)

What colors, name them in order.

(Ball game: "Name the color.")

(Children become in a circle, the leader throws the ball to the child, the one who catches, calls the color)

Educator: And also, fox, we will tell you that these colors are divided into two groups, What children?

Children: Cold and warm.

Educator: let's play a game, do you want a fox to play with us.

Game: "Collect colorful petals"

(2 buckets, droplets of warm tones are put in one, cold tones are put in the other.)

Educator: Well done guys, they did the job!

(Children sit down in the clearing.)

Educator: Well done! In the rainbow there is no white and black, but in nature there is. Can you name a few things that are white? And our children know a lot about color.

Game: "Cheerful palette"

What kind of paint do you need to add blue to make it blue?

(Children answer)

Child 1:

If there are no clouds in the sky,
That's in the sky blue color,
White color pour into it
And we get ( blue).

- What about green?

Child 2:

And we mix blue and yellow
We get green.

- Orange?

Child 3:

Mix yellow and red
We get orange.

Child 4:

In white, black add
We get gray immediately.

Child 5:

The colors are very tired today
They painted rainbows in the sky.
Long worked on the rainbow of paint,
The rainbow came out beautiful, like in a fairy tale.
All colorful, what a beauty!
You admire what colors!

(A beautiful rainbow appears on the floor from multi-colored stripes)

Fox: You know a lot!

Educator: The fox is tired, and you guys? Let's get some rest.

Relaxation

hello rainbow arc , slowly make arcs with your hands in the air
Colorful bridge!
Hello, rainbow arc,
Welcome us! bow
We run along the rainbow
ran barefoot run
Through the rainbow
Let's jump on the run jump over
And again run, run
In an arc barefoot

Fox: How good are you! I liked you, okay, take the letter.

Educator: Thank you, fox, from whom is this letter? (children open)

(On the reverse side drawn by the artist.)

Who do you think this letter is from? That's right, from the artist.

I was in a hurry to get to you, but I urgently received a telegram. In the Land of Flowers, an evil wizard has bewitched all the butterflies, they have become colorless. They need my help. And I'll be glad if you help too. I'll be very happy.
Your friend is an artist

Educator: Let's help the artist? ( children have butterfly patterns on the tables, using the blot method, you need to decorate the wings of butterflies, paint is applied on one side and cover the other); (butterflies come alive)

Foxy: How beautiful! What kind beautiful butterflies turned out!

(Music sounds, children, along with their butterflies, flutter around the hall, and the fox blows soap bubbles.)

Natalya Borisyuk

Full name of the teacher: Borisyuk Natalya Leonidovna (MBOU NSH "Perspective")

Nomination: Educational situation with preschoolers

Educational area: Artistic and aesthetic

Age group: senior preschool age

Topic: Autumn leaves

Basic goals:

1) Learn to draw maple leaves, conveying the characteristic features of shape, color.

2) Develop technical skills in pencil drawing - pressure, correct shading, selection of shades.

3) Encourage children to embody their ideas, experiences, feelings in an artistic form; cause a desire to convey the characteristic features of objects and natural phenomena; support creativity.

Didactic materials: 3-4 pictures autumn trees (birch, mountain ash, aspen, maple)- for decoration "parka", autumn leaves from colored paper according to the number of children (for example, 3 birch, 3 rowan, 3 aspen and 1 maple); Maple leaves (from colored paper) different colors according to the number of children.

Equipment: easel or magnetic board, landscape sheets, pencils and colored pencils.

Brief annotation to work: The educational situation introduces children to a new way of drawing leaves - with their palm; it is desirable to carry out in the fall, during leaf fall. The educational situation is developed in the northern region, where maples do not grow, so this tree is not familiar to children.

The course of educational situations:

1. Introduction to the situation.

Didactic tasks: to motivate children to be included in the playroom activity.

The children gather around the teacher. The teacher asks the children if they know who the artists are? What are the artists who paint nature called?

Do you want to be a landscape painter today? Then let's go to the park, look at the autumn trees.

2. Update.

Didactic tasks: to update children's knowledge about the signs of autumn, about the name of the trees, about the shape of the leaves.

By the time we get to the park, who's to say what time of year it is?

And what are the leaves on the trees in autumn? And what happens to the leaves in autumn? Children's responses are heard.

Well done guys, you got it right. So we got to our park. See how many leaves have fallen from the trees and all are different. Let's pick up one leaf at a time. Can you name the trees from which these leaves fell?

The children respond by looking at the leaves. You can set additional questions: by what sign did you recognize the tree, name the color of your leaf, etc.

3. Difficulty in the situation.

Didactic tasks: create a motivational situation for the formation of ideas about the maple leaf; to form an experience under the guidance of an educator of fixing the difficulty and understanding its cause.

Tell me, guys, could everyone name from which tree your leaf fell?

If all the children answer in the affirmative, focus our attention on the child who got Maple Leaf.

What tree did this leaf fall from?

Can you name the tree? (Not)

Why couldn't they? (We don't know the name).

4. "Opening" new knowledge.

Didactic tasks: to study the features of a maple leaf (shape, color, consolidate the ability to overcome difficulty in a way "Ask someone who knows"

What if we don't know what we're doing?

Children's responses are heard.

Who will ask me the question you need? The teacher gives 2-3 children the opportunity to say the question aloud, and then answers it.

So, guys, the tree from which this leaf fell is called maple. What will this sheet be called? (Birch leaf - birch, maple leaf - maple) Let's take a closer look at it.

The teacher distributes maple leaves of the same size to all children, but different color. Children study leaves.

5. Difficulty in the situation.

Didactic tasks: to create a motivational situation for the formation of a way to depict a maple leaf; to form an experience under the guidance of an educator of fixing the difficulty and understanding its cause.

Guys, we are artists. And let's think about how we draw a maple leaf.

Children's suggestions are heard.

Can you draw such a leaf? Who wants to try?

The teacher gives the children a piece of paper (on easel) and a simple pencil. 1-2 children try to draw a maple leaf.

Could we draw a maple leaf? (Not)

Why couldn't they? (We don't know how it's done)

6. "Opening" new mode of action.

Didactic tasks: to form an idea of ​​​​the method of depicting a maple leaf; to form the experience of independent goal-setting and discovery, emotional experience of the joy of discovery.

Let's go back from the park to our garden and think about how it is more convenient to draw such a leaf.

Children sit at tables. The teacher invites the children to express their versions, creates an atmosphere of goodwill, search for ideas, involves all children in the discussion, asking them, if necessary, leading questions:

Maybe the shape of the sheet is similar to something?

The task of the educator is to bring the children to the fact that the shape of a maple leaf looks like a palm with widely spaced fingers.

See guys how easy it is to draw a maple leaf with your palm.

The teacher shows how to draw a maple leaf.

First, we circle our palm with a simple pencil, then we draw five lines - the veins of the sheet. Then we connect the images of the fingers with each other with arcs so that we get the outline of a maple leaf.

The teacher brings total: we were able to draw a maple leaf because we found the shape it looks like (palm).

7. The inclusion of a new mode of action in the system of knowledge and skills of the child.

Didactic tasks: consolidate the ability to draw a maple leaf with the palm of your hand; develop technical skills in pencil drawing - pressure, correct shading, selection of shades.

The guys in front of you are a landscape sheet and a simple pencil. Let's remember that today we are artists and try to draw a maple leaf with our palm. Remind me, please, the order of the image.

Interview 1-2 guys or say everything together.

Well done, let's get started.

While the children are drawing, the teacher individually helps those who are having difficulty.

Well done boys. And what is now missing from our leaves? (Colors) Let's color them. In what colors? (yellow, red, orange). And why? (autumn colors). Several colors can be used in one leaf. Don't forget to hold the pencil correctly. Let's get started.

The teacher continues to provide individual assistance to children.

Well done guys, you got very elegant autumn leaves. And now, as real artists, let's arrange an exhibition of your work.

The teacher fixes the children's work on a magnetic board. Everyone admires together.

8. Comprehension.

Didactic tasks: restore in the memory of children what they did on lesson, create a situation of success.

The teacher gathers the children around him.

Where have you been today?

Who have you become today?

What did you like the most?

The teacher praises the children and says that if they could not find the shape that the maple leaf looks like, they would not be able to draw such wonderful leaves.

Related publications:

Integrated classes in fine arts activities in the second junior group in accordance with the GEF Topic: "Festive flags" Theme: "Holiday Flags"Region Integration: speech development, artistic - aesthetic development, cognitive development, physical.

"Icicle". Synopsis of GCD on fine arts activities in the middle group Speech development: develop dialogical speech; develop the ability to listen to the teacher and correctly answer his questions; learn to answer.

Synopsis of educational activities (ecology, fine arts activities) in the senior group Topic: "Take care of primroses - the decoration of our planet" Integration educational areas: « cognitive development”,“ Speech development ”,.

Municipal budgetary preschool educational institution kindergarten No. 16 in Tuymazy, Tuymazinsky district of the Republic.

Summary of fine art activities in senior group on the topic: "Bird - whistle." Decorative drawing

Author: Polukarova Svetlana Sergeevna, teacher of fine arts activities of the MKDOU "Anninsky kindergarten" ORV "ROSTOK" p.g.t. Anna, Voronezh region
Description of the material: I offer you a summary of fine art activities for children of the older group (5-6 years old) on the topic "Bird - whistle" This material will be useful for teachers in kindergarten by drawing.

Summary of fine arts activities in the senior group on the topic "Bird - whistle." Decorative drawing.

Target: to teach children to build an elegant pattern on the silhouette of a bird by alternating color spots, to exercise in transferring dots, strokes, wavy lines with elements of a decorative pattern. Learn correctly, hold the brush, adjust the force of pressure, carry out a sequence of operations.
Tasks: To acquaint children with the history of the whistle. To expand the knowledge of children about the scope of the use of whistles in our time. Lead to a figurative assessment of finished work.
Demo material: two birds - whistles (clay, wooden - painted), a finished painted sample with a bird - a whistle.
Handout: landscape sheets (with the silhouette of a bird - whistles), gouache, brushes, cotton swab, non-spill.
Methodological techniques: conversation - dialogue, looking at illustrations and talking about them, summing up.
Course progress.
Teacher. Guys, listen to the riddle and try to guess it.
I take the bird in my hands

Quietly I blow into it "Tu-u-u".
This is not a simple bird
And from clay, painted. ( whistle).
- Have you heard of such a tool? (children's answers).
I show two whistles, painted wooden and clay (just brown).
The whistle is the oldest Russian folk wind musical instrument.
- Listen to how the whistles sound. Why do you think the whistle is called a wind instrument? (Because you have to blow into it).
- Who wants to try our little interesting instrument? (children take turns blowing the whistle)
She appeared a very, very long time ago. Our distant ancestors used the whistle as a magical tool to call the long-awaited rain and gusts of refreshing wind in the summer drought and heat. In our time, whistles have turned from serious magical instruments into a children's fun toy. True, whistles can also be heard in modern folk musical groups.
- Guys, what are whistles made of? (from clay, wood).
A figurative whistle is usually made in the form of a small, bright bird from fired and painted clay.
- Guys, listen to the story of the whistle toy. For long cold months, the women of the village gathered in large huts, put a basket of clay in front of them, and then, slowly, while talking and singing, they sculpted toys. Roosters and hares, dogs and bears appeared in the hands of craftswomen. Since then, this has been the custom - older women taught their daughters how to sculpt a toy. Craftswomen made a toy from a whole piece of clay, softening it for a long time before that. Then they sculpted the body of the animal, legs, neck, head. Then, with a simple wooden stick sharpened at the end, two inconspicuous holes were made and the toys were fired in the oven. The most enjoyable activity for craftswomen is painting toys.
Currently, whistles are used as a folk toy and as a wind musical instrument.
Independent work. - Guys, each of you has a piece of paper with a silhouette of a bird - a whistle. Look our birds are white and boring, let's turn them into real musical painted bright toys! To do this, we first decorate the beak with red paint, separate the head from the body and the legs from the body with a strip, make four red petals on the breast (by applying the brush), and leave two prints from the brush on the legs. The eye will also be an imprint from the brush. It remains to steal the tail. We make a wavy line along the entire length. Farther yellow to make the flower even more beautiful, let's make yellow between the red petals, and leave two more strokes on the legs, only in yellow. And now cotton swabs let's make dots. This will be a tuft, the middle of the flower, between the petals and on the tail.
Summarizing. At the end of the work, we consider the drawings, I suggest that the children choose the most beautiful, bright, funny drawings. We consider and rejoice at the resulting work.
Photo from class

Name:
Nomination: Kindergarten, Summaries of classes, GCD, visual activity,

Position: teacher of fine arts
Place of work: LLC "Ladushki" creative workshops
Location: 6 clearing 153, Samara city

Lesson outline plans.

Lesson on fine arts in a preschool educational institution for children 5-7 years old

Introduction to paint

Theme of the lesson: acquaintance with paints

Type of lesson: lesson-game.

Type of education: developing.

Purpose: to give a general description and idea of ​​the technique of working with watercolors and gouache paints.

1. teach children to distinguish gouache paints from watercolors
2. to form an interest and a positive attitude towards drawing
3. correct use of the brush
4. Formation of artistic and creative activity of the individual

Lesson equipment.

For the teacher: watercolor, gouache paints, brush, paper, presentation on the topic of the lesson with pictures drawn in watercolor and gouache, classical music Bach "In dulci jubilo", Mozart "Clarinet Quintet in A-Dur".

For students: paints: gouache, watercolor, brushes, watercolor paper, palette, water jar, apron, towel.

Organization of the lesson

1. Time for the perception of nature, objects (shape, proportions, image): -
2. Time to complete the theoretical task by students:-

Lesson progress

2. Teacher: Hello guys!

Students: Hello!

Teacher: Today we will get acquainted with different types of paints and how to draw with them. But first, guess the riddles:

On paper I run

I can do everything, I can do everything

Do you want to draw a house

Do you want a Christmas tree in the snow

You want an uncle, you want a garden.

Any child is happy for me.

Children answer: Tassel

colorful sisters

Were bored without water.

Uncle, long and thin,

Carries water with a beard.

And sisters with him

Draw a house and smoke.

Children: Brush and paints

Teacher: That's right guys. Now let's pick up a brush and take a closer look at it. How soft and fluffy is she? Let's try to draw it.

The teacher runs a dry brush over the paper, but no traces remain on the sheet.

Teacher: Oh, we can’t draw something ... what are we missing?

Children: We need paints to draw!

Teacher: Right. And now our guests at the lesson - watercolor and gouache paint will tell about themselves.

The teacher picks up the paints and begins the story on behalf of the paints.

Watercolor.

“I am transparent paint. So transparent you can see the paper through me. They apply me on paper with a thin layer, if you need a lighter color, dilute it with water. And to correct the failed places, the drawing is simply washed off with water. And when I dry, I do not change color, but remain the same transparent and tender. ”

Gouache.

“I am an opaque paint. If you need to make the color lighter, white is added to me. Paper, when you draw, should not shine through. If you need to fix what didn’t work out, you can paint over with a new layer of paint. It turns out bright and colorful, but when I dry, the drawing brightens a lot"

During the story, the teacher shows the children a presentation.

Teacher: Here are some interesting and bright colors we have. And now I will tell you how to draw

The teacher takes a blank sheet of paper, tells and draws on paper at the same time.

Teacher: First you need to moisten the Brush in water, if there is too much water, you need to wipe it on the edge of the jar of water. And in order to draw beautifully, you also need to sit correctly: the elbow of one hand should be on the table, and the other hand should hold a sheet of paper. Now take the watercolor paint on the brush and draw it over the paper, lightly and without pressing. Let's draw a trunk at a tree. And now I'll show you the "sticking" technique. Let's take a Brush and draw gouache on it, and flatly, like this, put it on paper. What can be drawn in this way?

Children: leaves from a flower, leaves on a tree, ripples on the water.

Teacher: How much do you know. Well done! But before we start drawing, we should rest a bit. Repeat after me:

We raise our hands up,

And then we drop them

And then we'll take it to ourselves

And then we separate them

And then faster, faster

Clap, clap more cheerfully.

Teacher: This is how we rested! Well, now let's draw a tree with leaves with these paints. We will draw the tree with watercolors, and the leaves with gouache. What season would you like to portray?

Children: Autumn, summer!

Teacher: Why do you want to draw this?

Children: - It is very beautiful in autumn, such trees are colorful.

- And in the summer it is warm and sunny, the birds sing, the flowers are beautiful in the parks.

Teacher: Good. Then let's create! Just remember that you can’t keep the Brush in water for a long time, otherwise it will be offended by you and will not help you create masterpieces!

While the children draw, classical music plays.

Children's activity in the lesson:

Speech (conversation, discussion, conference, report, story): conversation, teacher's story about the types of colors and the method of working with them.

Mental (trainings, exercises, theoretical tasks, work with a book, educational game, learning control)

In verse.

Student survey

Topic of the survey: questions - riddles about artistic tools (brush, paints), questions about your favorite season.

Survey method: combined

Questions (question-answer):

1. Oh, we can’t draw something ... what are we missing? (We don't have enough colors!)

2. What can be drawn using the priming technique? (leaves from a flower, leaves on a tree, ripples on the water)

3. What season would you like to portray? (Autumn, summer)

4. Why do you want to draw this? (It is very beautiful in autumn, such trees are colorful; And in summer it is warm and sunny, the birds sing, the flowers are beautiful in the parks)

Practical task:

Draw a magic tree in mixed media: watercolor and gouache.

Job level

Educational and creative: come up with the structure of a magic tree, its crown and surroundings.

1. originality of the task.

2. Search for new methods for solving the problem.

Techniques aimed at developing the creative activity of students: the introduction of the game into the educational process, the integration of painting, music and literature.

Homework: bring materials for the next lesson: watercolor, wax crayons, A3 sheet, brushes, water jar, towel, apron.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old
Winter huts.

Theme of the lesson: the image of winter in gouache.

Lesson type: lesson-consolidation

Type of education: developing.

Purpose: Consolidation of knowledge about the types of paints: gouache

1 Development of fantasy, imagination.

2 Implementation of aesthetic education.

3 Formation of artistic and creative activity of the individual.

4 Formation of a sense of color.

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: stencils of houses, presentation with pictures of snow-covered houses, musical sequence: Beethoven "Symphony No. 8 in F-Dur Op.93", Bach "Valet will ich dir geben".

For students: A3 sheet, brushes, gouache, water jar, apron.

Organization of the lesson

1. Lesson start and end time: -
2. Time to report the topic of the lesson and explain the new material: 15 minutes
3. Time for students to complete the practical task: 28 min
4. Review and analysis of graphic works: 10 min
5. Time for summing up the lesson and giving homework: 7 min.

Course progress.

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys.

Students: Hello!

Teacher: Children, what time of year is it outside now?

Students: Winter!

Teacher: Right. Now, guess my riddles.

The cold has come.

The water turned to ice.

Long-eared hare gray

Turned into a white bunny.

The bear stopped roaring:

The bear went into hibernation in the forest.

Who's to say, who knows

When does it happen?

Pupils: In winter

Name it guys

A month in this riddle:

His days are shorter than all days,

All nights are longer than nights.

To fields and meadows

Until spring, snow fell.

Only our month will pass,

We meet New Year.

Pupils: December

Teacher: Have you noticed how beautiful trees and houses are in winter?

Students: Yes, you did. Everything around is so white.

- Fluffy and soft, like in a fairy tale.

Teacher: How attentive you are, well done. Let's see with you a small presentation with winter snow-covered houses.

The teacher shows the children a presentation on the topic of the lesson.

Teacher: Here are our beautiful houses. And now we will draw a winter composition with houses. I have prepared stencils for you (paper example) and now we will “dress” them with snow! By the way, do you know what color snow is?

Pupils: Like what, white.

Teacher: Wrong guys. Our snow is colorful! Look out the window and see how colorful the snow shimmers. What colors do you see there?

Pupils: - Oh, and the truth is colorful! I see yellow.

- I'm blue and purple.

Oh, there's even orange!

Teacher: You see. Now let's take a break and start painting.

I'm not afraid of frost

I'm very close with him.

Frost will come to me,

Touch your hand, touch your nose. (You need to show your hand, nose.)

So, you must not yawn

Jump, run and play. (Movement.)

Teacher: Well done. And now, with renewed vigor and imagination, let's take a brush and start creating. Just remember that the Brush cannot be kept in water for a long time.

The teacher helps each child to redraw the stencil of houses, and the children begin to draw. Classical music plays throughout the class.

At the end of the lesson, a mini-exhibition of children's work is made and marks are given for the lesson.

Children's activity in the lesson

Emotional (emotional unloading, "minutes of peace", psycho gymnastics, situational and game method, competition, KVN, etc.):

Speech (conversation, discussion, conference, report, story): a conversation on the topic of the lesson.

Mental (trainings, exercises, theoretical tasks, work with a book, cognitive game, learning control):

Motor (physical education, health-improving gymnastics, finger, breathing exercises, visual gymnastics, etc.): physical education minutes

Student survey

Topic of the survey: a survey about the time of year, and what color is the snow.

Questions (question-answer)

1. Children, what time of year is it outside now? (Winter)
2. Have you noticed how beautiful trees and houses are in winter? (Yes, you noticed. Everything around is so white; Fluffy and soft, like in a fairy tale.)

3. What color do you see snow there? (Oh, it’s really multi-colored! I see yellow; and I’m blue and lilac; Ah, there’s even orange!)

Practical task

Performance winter composition in gouache technique.

Job level

1. Educational: to perform work in the gouache technique.

Criteria for evaluating student work:

1. Accuracy in the execution of work
2. Harmoniously selected colors in the work.

Techniques aimed at developing the creative activity of students: visual material (presentation) helps students get a more specific idea of ​​​​a given topic, the introduction of game techniques and situations liberates the child's creative activity.

Homework: bring to the next lesson salty dough, stacks, plank, cardboard, beads and buttons.

Glossary of terms

concept	Definition	figurative associations
Nature	(from Latin natura - nature) - in the practice of fine arts: any phenomena, creatures and objects that the artist depicts (or can depict), observing as a model directly and in the course of his work.
Stencil	(from Italian traforetto) - a device used for applying to different surfaces various letters, and a variety of images; this term also refers to the image created using this device.
Composition	component of an artistic picture, which gives unity and integrity to the work, subordinating its elements to each other and to the whole idea of ​​the artist.

Lesson on fine arts in a preschool educational institution for children 5-7 years old

New Year's theme in decoupage technique.

Theme of the lesson: acquaintance with the technique of decoupage.

Type of lesson: lesson-acquaintance

Type of education: developing.

Purpose: to give a general description and understanding of the decoupage technique and the method of working in this technique.

1. development of fine motor skills

2. Formation of artistic and creative activity of the individual.

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: presentation about decoupage, musical score: Vivaldi "Winter Aus Die Vier Jahreszeith - from the Four Seasons Op.8", Mozart "Violin concerto No. 3 in G major K.216", Tchaikovsky "Tanets fei Drazhe - iz baleta Schelkunchik ".

For students: PVA glue, glue brush (wide), glass blank, decoupage napkins on new year theme, apron.

Organization of the lesson

1. Lesson start and end time: -
2. Time to report the topic of the lesson and explain the new material: 20 min.
3. Time for the perception of nature, objects (shape, proportions, image): -
4. Time to complete the theoretical task by students: -
5. Time for students to complete the practical task: 23 min.
6. Time for summing up the lesson and giving homework: 7 min.

Lesson progress

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys.

Students: Hello!

Teacher: Tell me, what holiday are we approaching?

Students: New Year!

Teacher: Right! Now I will read you poems about the New Year.

Enchantress Winter

Bewitched, the forest stands,

And under the snowy fringe,

Motionless, dumb

He shines with a wonderful life.

And he stands bewitched

Magically enchanted by sleep

All entangled, all bound

Light chain down

Is the sun in winter

On him his ray oblique -

Nothing trembles in it

He will flare up and shine

Dazzling beauty.

With fun songs

In a scary dark forest

Zimushka has arrived

With a chest of miracles.

Opened the chest

Took out all the outfits

On birches, maples

She threw on the lace.

For tall firs

And gray oak

Zimushka got

Snow coats.

I covered the river

thin ice,

As if glazed

Blue glass.

Teacher: What do we have for the New Year?

- All sorts of gifts under the tree.

- They launch beautiful salutes, fireworks.

Teacher: Right! Do you like to receive gifts?

Students: Of course we do.

Teacher: That's good. Then let's create a gift for your moms or friends today! After all, as they say, best gift this one is handmade. Do you agree with me? Love crafting?

Students: Of course we do!

Teacher: But before I start, I will tell you about a magical technique called DECOUPAGE. This is a very interesting and simple technique to perform.

Decoupage (fr. decouper - cut) is a decorative technique for fabric, dishes, furniture and more. It consists in meticulously cutting out images from various materials(wood, leather, fabrics, paper, etc.), which are then glued or otherwise attached to various surfaces for decoration. Generally normal, but not quite plain napkin in your hands can work wonders! Let's see examples of such magical transformations.

The teacher shows the children a presentation about decoupage.

Teacher: Well, you must be tired, let's do a fabulous warm-up!

Listen, fabulous people,

We're going to a gathering.

Get in line quickly

And start charging. (Sipping.)

Stretch, stretch!

Hurry, hurry up!

The day has come a long time ago

He knocks on your window.

Teacher: Wow, that's how we rested! Let's get the work started!

To begin with, we will take with you a napkin that you like. You see, it is dense, this is because it has three layers. But we only need the first one. Take and separate this layer from all the others. Here's how transparent it is! And now we put this picture on our workpiece and with a wide brush with glue we begin to smear it, starting from the middle, as if the rays of the sun. Just do not pull the napkin too hard, otherwise it may tear. Do everything neatly and beautifully, this is a gift. If it doesn't work, I'll definitely help you.

While the children are doing the task, classical music is playing.

At the end of the lesson, a mini-exhibition of children's work is made and marks are given for the lesson.

Children's activity in the lesson:

Speech (conversation, discussion, conference, report, story): teacher's story about the new decoupage technique and the method of working with this technique.

Student survey

Topic of the survey: questions about the new year.

Interrogation method (individual, frontal, combined): combined

Questions (question - answer)

1. Can you tell us what holiday is coming up? (New Year)
2. What do we have for the New Year? (All kinds of gifts under the tree; Beautiful fireworks are launched, fireworks)
3. Do you like to receive gifts? (Of course we love)

Practical task

Decorating glass or any other surface using the new decoupage technique.

Job level

Educational: perform in a new technique New Year's composition on glass blank.

Criteria for evaluating student work:

1. accuracy of work.
2. the quality of mastering the initial skills of decoupage.

Techniques aimed at developing the creative activity of students: the teacher reading poems on the topic of the lesson, viewing the presentation.

Homework: bring plasticine, stacks, board, colored cardboard to the next lesson.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old

Owlet.

Lesson topic: acquaintance with the technique of plasticine painting

Type of lesson: lesson-acquaintance.

Type of education: developing

Purpose: To give a general description of what plasticine painting is, to give a description of the work in this technique.

1. Fantasy Development
2. mastering a new technique for working with plasticine
3. education in children of artistic taste;
4. development of motor skills of children's fingers.
5. development of a sense of color, proportion, rhythm;

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: a presentation on the topic of what owls are, a stencil of an owlet with which children will work, a musical series: the sounds of music “Mountain Calm”; sounds of music "Melody of life"

For students: plasticine, stacks, colored cardboard, pencil, eraser.

Organization of the lesson

1. Lesson start and end time: -
2. Time for the perception of nature, objects (shape, proportions, image): -
3. Time to complete the theoretical task by students: -
4. Viewing and analysis of graphic works: 10 min.

During the classes.

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys!

Students: Hello!

Teacher: Today, guys, we will draw with plasticine. Yes, yes, it is plasticine, like paints. And this technique is simply called plasticine painting. It combines both modeling and painting with paints.

Students: what interesting technique! And what are we going to do today?

Teacher: We will make an owl! Have you ever seen owls?

Pupils: - Yes, I saw it at the zoo

- No, they didn't.

Teacher: Good. And let's remember with you heroes - owls from cartoons. Do you know these?

Pupils: - Sovunya from Smeshariki.

- Owl from Winnie the Pooh.

Teacher: That's right guys. Now let's see what kind of owls are.

Showing the visual series by the teacher: photographs of owls made in the form of a presentation.

Teacher: What owls are beautiful and all different. Now we will make our owl using the new technique. I brought you several stencils, choose any of them, and I will help you redraw on cardboard. So, let's take a piece of plasticine, for example brown, tear it off a little and start smearing it with a finger, for example, a breast. And so the whole owl. We do it carefully, do not rush. We will be doing it in two sessions.

During the lesson, physical education is held:

We drew today

We drew today

Our fingers are tired.

Let them rest a little

Start drawing again.

Let's take our elbows together

Let's start drawing again. (Hands stroked, shaken, kneaded.)

We drew today

Our fingers are tired.

Shake our fingers

Let's start drawing again.

Feet together, feet apart

We hammer in a nail.

We tried, we drew

And now everyone stood up together,

They stamped their feet, clapped their hands,

Then we squeeze our fingers

Let's start drawing again.

We tried, we drew

Our fingers are tired

And now we'll rest

Let's start drawing again.

During the lesson, music is played that imitates the sounds of nature.

In the next lesson, the children complete what was left unfinished in the previous lesson.

Children's activity in the lesson:

Emotional (emotional unloading, "minutes of peace", psycho gymnastics, situational and game method, competition, KVN, etc.): game method, listening to musical fragments, poetry.

Speech (conversation, discussion, conference, report, story): a conversation about owls.

Motor (physical education, health-improving gymnastics, finger, breathing exercises, visual gymnastics, etc.): physical education.

Student survey

Topic of the survey: questions about owls.

Interrogation method (individual, frontal, combined):

Questions (question-answer):

1. Have you ever seen owls? (Yes, I saw it at the zoo; no, I didn't)

2. And let's remember with you the heroes - owls from cartoons. Do you know these? (Sovunya from Smeshariki; Owl from Winnie the Pooh)

Practical task

Making an owlet on a stencil using the technique of plasticine painting during two lessons.

Job level

Training: stencil to make an owlet using the technique of plasticine painting.

Criteria for evaluating student work:

1. The quality of mastering the initial skills of plasticine painting.

Techniques aimed at developing the creative activity of students: the integration of music, poetry and painting, which helps to better assimilate the material provided, the introduction of game techniques and situations liberates the creative activity of the child.

Homework: bring sheet A3, wax crayons to the next lesson.

Glossary of terms

concept	Definition	figurative associations
Plasticine	modeling material consisting of clay and substances that prevent its hardening (wax, oil)
Plasticine painting	one of the types of fine arts, combining the features of two various techniques: plasticine modeling and oil painting.
Stack	a flat, slightly curved stick with one sharp, the other flat end for working in soft material (clay, wax, plasticine, plaster), a sculptor's tool.
modeling	In art, a method of forming a form by changing the volume from some soft plastic material: clay, plasticine, wax

Lesson on fine arts in a preschool educational institution for children 5-7 years old
Stubborn elephant.

Lesson topic: illustrating a fairy tale

Lesson type: lesson-game

Type of education: developing

Purpose: To give a general description of who illustrators are and to get acquainted with some of them.

1. Fantasy Development
2. Formation of graphic skills
3. teach kids how to draw

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: African fairy tale "The Stubborn Baby Elephant", a presentation about illustrators.

For students: watercolor, brushes, watercolor paper, palette, water jar, apron, towel.

Organization of the lesson

1. Lesson start and end time:
2. Time to report the topic of the lesson and explain the new material: 25 min.
3. Time for the perception of nature, objects (shape, proportions, image): -
4. Time to complete the theoretical task by students: -
5. Time for students to complete the practical task: 75 min.
6. Viewing and analysis of graphic works: 10 min.
7. Time for summing up the lesson and giving homework: 10 min.

During the classes.

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys!

Students: Hello!

Teacher: Today we will come up with a picture! We will be illustrators for the fairy tale. Do you like looking at pictures in books?

Pupils: Yes, they are so beautiful and colorful!

Teacher: Do you know what these pictures are called?

Students: These are illustrations.

Teacher: That's right guys! Do you know who creates these pictures?

Students: Artists!

Teacher: That's right, but these are not quite ordinary artists, but illustrators. They help you understand what the book is about with the help of beautiful drawings, even if you have not read it! Let's get to know some of them.

Demonstration by the teacher of a presentation about illustrators: Ivan Bilibin, Elena Polenova, Yuri Vasnetsov.

Teacher: So today we will feel like real artists, we will draw a fairy tale with you! But for that, let's listen to her. So, let's begin!

An elephant lived in Africa. And he was so stubborn that no one could cope with him. One day the whole elephant family gathered for a walk.

“Let’s go,” the elephant father said to the baby elephant.

"Let's go," said the mother elephant.

“I won’t go,” said the baby elephant.

“Let’s go,” said the older elephant brothers.

“I won’t go,” answered the baby elephant.

“Well, we’ll take a walk without you,” the elephants said and left.

The elephant was left alone. And when he was left alone, he terribly wanted to walk with everyone. Therefore, he was very offended that the elders left without him.

“If so,” the baby elephant said to himself, “I won’t be an elephant anymore.”

He thought about who he should become. And he decided to become a lion cub. The baby elephant threw himself on the ground, lifted all four legs and began to dangle them in the air. Just like a lion cub. A shy gazelle ran past. She stopped for a moment, looked at the baby elephant, got frightened and ran away. On the run, she threw up her thin legs and shook her horns.

“This is who I will be,” the baby elephant shouted and galloped like a gazelle.

His ears were shaking like banana leaves, and his fat legs were tangled around each other. Soon his whole body ached from jumping. “It’s not so nice to be a gazelle,” thought the baby elephant.

Then he saw a green-eyed lizard. She sat on a flexible vine that hung from a tree.

“Good afternoon,” said the baby elephant. - How are you doing?

“Bad,” said the lizard. - I let my children go for a walk with cousins, small crocodiles. I'm afraid that the crocodiles, having played out, would not accidentally swallow my children.

“I would also like to play with someone,” said the baby elephant. - Now I'll climb up to you on the liana - and we will sway.

- Well, I do not! squeaked the lizard.

How? - the elephant was offended. - You don't want to play with me?

“Of course I don't. First, I'm worried about the children; secondly, you are too heavy and will break my vine. And thirdly, goodbye!

Before the baby elephant had time to blink an eye, the lizard darted into the foliage of the tree - only the tail flashed.

“Just think, I really need a lizard!” the elephant snorted. - I'll find a better friend. He went on. In the clearing, the baby elephant saw monkeys. They were playing tag.

“This is a game for me,” said the baby elephant. - Can I play with you?

— Play! - the monkeys squealed, so loudly that they completely deafened the baby elephant.

He did not have time to come to his senses, as the monkeys began to play with him. Oh what a game it was! The monkeys grabbed him by the tail, pulled his trunk, pulled his ears. They tumbled on his back and tickled his belly. And the baby elephant, no matter how hard he tried, could not stain a single monkey. Soon the baby elephant was completely exhausted.

"I don't like being a monkey," he said, and ran away. And the monkeys laughed at the clumsy baby elephant for a long time.

An elephant calf walked and walked and saw a parrot that flew from branch to branch. The parrot was so colorful. That the baby elephant even dazzled in the eyes.

“Now I finally know what to do,” the baby elephant was delighted. - I will fly.

“Start, and I’ll see,” said the old parrot. The baby elephant made a big jump, but for some reason did not take off. He fell to the ground and hurt his leg.

The old parrot cocked its head to one side and sneered at him with one eye.

“It’s just that there’s nowhere to scatter,” said the embarrassed baby elephant.

"I'll show you where to run." - the parrot consoled him and led the baby elephant to the steep bank of the river.

- Look. - said the old mocker, went to the very cliff. Jumped up and took off.

The baby elephant also came up to the very cliff, also jumped up and ... plopped into the water.

He got out on the shore wet, dirty. All plastered with silt and mud. And, having got out, he saw that the father-elephant, mother-elephant and brothers-elephants were standing nearby. And everyone silently looks at him. The elephant became embarrassed.

“Take me for a walk,” he said. “I will always be an elephant now.”

And the whole elephant family went for a walk.

Teacher: What an interesting and instructive tale. Did you guys like it?

Students: Yes, I liked it.

Teacher: and now, before we start creating, we need to rest a bit so that we have the strength to create!

One, two, three - forward tilt,

One, two, three - now back. (Tilts forward, backward.)

Elephant shakes its head

He is happy to do exercises. (Chin to chest, then tilt head back.)

Although the charge is short,

We rested a bit. (Children sit down.)

Teacher: And now, guys, let's close our eyes and see our fairy tale ... imagine yourself as this elephant. What do you see around you?

— Palm trees around, the sun is shining.

- Different animals: parrot, monkeys. And the river is nearby.

- Oh, and a gazelle ran away from me!

Teacher: Oh, what a good fantasy you have! Here, now we are ready to create a fairy tale! Let's take watercolor paper and start first drawing our picture with a pencil, and then remember the technique of drawing with watercolor on wet. While the children complete the task, classical music plays.

In the next lesson, the children continue to complete the illustration, with a more detailed drawing of objects.

At the end of the lesson, a mini-exhibition of children's work is made and marks are given for the lesson.

Children's activity in the lesson:

Emotional (emotional unloading, "minutes of peace", psycho gymnastics, situational and game method, etc.): game method, listening to musical fragments, poetry.

Speech (conversation, discussion, conference, report, story): fairy tale "Stubborn Elephant", a conversation on the topic of the lesson.

Motor (physical education, health-improving gymnastics, finger, breathing exercises, visual gymnastics, etc.): physical education in verse.

Student survey

Topic of the survey: questions about illustrations.

Survey method: combined

Questions (question-answer):

1. Do you like looking at pictures in books? (Yes, they are so beautiful and colorful!)

2. Do you know what these pictures are called? (these are illustrations!)

3. Do you know who creates such pictures? (painters)

Practical task:

Making your own illustration for the fairy tale you heard in watercolor on raw during two lessons.

Job level

Educational and creative: come up with your own illustration for the listened work.

Criteria for evaluating student work:

1. Accuracy in completing the task.
2. Correspondence of the drawing to the tasks of the lesson

Techniques aimed at developing the creative activity of students: a game situation aimed at developing the child's imagination.

Homework: for the next lesson: quilling kit, scissors, pieces of fabric, cardboard, PVA glue and glue stick.

Glossary of terms

concept	Definition	figurative associations
Painting	a work of art that conveys the artist's intention with the help of paints.
Artist	A person who works creatively in some area of ​​art.
Illustration	A picture or other image that explains the text. Illustrations are used to convey the atmosphere of a work of art, to demonstrate the objects described in the book.
illustrator	These are artists who draw illustrations for books, helping to understand the content of the book, better imagine its characters, their appearance, characters, actions, the environment in which they live ...

Lesson on fine arts in a preschool educational institution for children 5-7 years old

Spring smile.

Topic of the lesson: acquaintance with the technique of blotography and monotype.

Type of lesson: lesson-acquaintance

Type of education: developing.

Purpose: To acquaint children with such a method of depiction as blotography, monotype, to show their expressive possibilities.

1. Generate interest in "revitalization" unusual shapes(blot)

2. To form the artistic and creative activity of the individual

3. Develop creative thinking, flexibility of thinking, perception

4. Cultivate accuracy in drawing with paints.

The method used in the lesson: explanatory and illustrative

Lesson equipment.

For the teacher: a presentation about the technique of inkblotography and monotype, a musical series:

For students: watercolors, brushes, straw, watercolor paper, water jar, towel, apron.

Organization of the lesson

1. Lesson start and end time
2. Time to report the topic of the lesson and explain the new material
3. Time to perceive nature, objects (shape, proportions, image)
4. Time to complete the theoretical task by students
5. Time for students to complete the practical task
6. View and analyze graphic works
7. Time for summing up the lesson and giving homework

Lesson progress

1. Organization of children in the field, checking the necessary material.

Teacher: Hello guys.

Students: Hello!

Teacher: Now the children, we will repeat and consolidate the skills of drawing with watercolors. Come on, you will tell me how to draw, and I will do it. Be teachers.

Students: Wow, great!

- Well, you need more water and less paint on the brush to take.

The teacher does as the children say and “accidentally” drips onto the sheet, resulting in a blot.

Students: Oh, and how now? The drawing is messed up.

Teacher: Well, no. We have with you magic wands. Don't you see?

Students: No, we don't.

“Ah, these are probably the straws that we brought?”

Teacher: Yes, right.

The teacher takes a straw and blows on the resulting droplet, beautiful stains are obtained.

Teacher: You see, and then you can paint something on this blot, depending on what it will look like. This technique is called blotting.

Students: Wow, great! Such divorces are beautiful.

Teacher: and now I will take another sheet and show you a different technique.

During the master class, the children watch a presentation on the topic of the lesson.

The teacher takes a blank sheet. On one half of the sheet, he paints colorful spots with watercolors (only as in gouache - a thick layer) and quickly applies the second half of the sheet to the first, until the paint has dried, and carefully strokes the entire surface with his palms. Opens the sheet and we get almost the same print on the other side of the sheet.

Teacher: But this technique is called monotype - from the word "imprint".

Students: What a beauty

Teacher: With these techniques we will draw spring. What happens in spring?

Students: The snow is melting.

- Trees are budding

- Birds fly and chirp around

Teacher: What good fellows you are! Here we are now and draw spring in such interesting techniques.

Classical music plays throughout the class. At the end of the lesson, a mini-exhibition of works is held and marks are given for the lesson.

Children's activity in the lesson:

Emotional (emotional unloading, "minutes of peace", psycho gymnastics, situational and game method, competition, KVN, etc.): game method, listening to musical fragments, poetry.

Speech (conversation, discussion, conference, report, story): teacher's story about new techniques, conversation about spring.

Motor (physical education, health-improving gymnastics, finger, breathing exercises, visual gymnastics, etc.): physical education

Student survey

Poll topic: questions about spring.

Interrogation method (individual, frontal, combined): combined.

Question (question-answer):

1. What happens in spring? (the snow is melting; the buds are blooming on the trees; the birds are flying and chirping around)

Practical task

Implementation of the spring composition using the technique of monotype and blotography.

Job level

Educational and creative: come up with an autumn composition from blots.

Criteria for evaluating student work:

1. originality of the task
2. compliance with the tasks set

Techniques aimed at developing the creative activity of students: a teacher's master class on the technique of working with new techniques, a musical series, a presentation.

Homework: bring colored cardboard, sequins, beads, buttons, ribbons, different kinds fabrics, PVA glue, scissors.

Glossary of terms

Lesson on fine arts in a preschool educational institution for children 5-7 years old

For the successful implementation of this program, it is necessary to take into account the fact that the content of game tasks and game actions must correspond to children's knowledge of the environment and their interests. Otherwise, the interest of children in the lesson will be superficial, momentary, and the teacher will get the impression of uselessness, uselessness of game techniques in teaching.

When developing game techniques, it is important to think not only about the content and logic of game actions, but also about their compliance with the logic and meaning of real life situations. The game technique will be the more interesting and effective, the more varied the content of the game actions. Therefore, teachers, inventing them, should focus on the content of relevant life situations. If this condition is not taken into account by the teacher, then the child does not actually accept what is offered by the adult. game situation, soon loses interest in it, and the game effect on children is ineffective.

The teacher's knowledge of the possible logic of the development of events is important for quickly inventing a variety of game tasks, their corresponding game actions, and is the basis for the teacher's urgent need for game improvisation in class conditions. This is sometimes required by the unforeseen development of the drawing, the unexpected quality of children's work. When developing game techniques, the teacher needs to know the leading motives of the game, the area that interests the preschooler: objects and actions with them; people, their activities and relationships.

The teacher needs to remember that he uses the game in the classroom not for the sake of entertainment, but for the purpose of directing artistic activity, so that the learning process is joyful, contributes to the development of feelings, imagination, and creativity. Therefore, game teaching methods should be aimed at solving specific tasks of the lesson and correspond to these tasks.

Thus, the choice of certain methods and techniques depends on:

• on the content and tasks facing this lesson, and on the tasks visual activity;
• on the age of children and their development;
• on the type of visual materials with which children act.

Lesson on fine arts in the preschool educational institution for children 5-7 years old.

Lesson on fine arts in a preschool educational institution for children 5-7 years old

Name:
Nomination:

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 the Department of Aesthetic Education of the 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 of preschool pedagogy, the 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

The manual "Classes in visual activity in the senior group of 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 characteristics 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 notes on creating with children. didactic games, 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 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, modeling and appliqué). 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.

Painting

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.
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; to offer to create images based on folk decorative painting, to acquaint with its color system and elements of composition, to 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 out circles from squares, ovals from rectangles, convert 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 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 of a 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. Strengthen 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.