| ISO. Summaries of classes on fine arts in kindergarten

Target: creating conditions for the formation of drawing skills in an unconventional way, using a sponge. Tasks: Consolidate knowledge of the seasons (autumn) and about autumn leaves; develop attention, fine motor skills, thinking; Develop coloring skills autumn leaves. Move...

Target: creating conditions for the development of children's creative abilities through drawing using mural elements (droplet, wavy line, dot. Tasks: - develop the ability to compose drawing: the ability to arrange objects on a plane, to develop the desire ...

ISO. Summaries of classes in fine arts in kindergarten - Abstract of GCD on drawing "My favorite toy" in the preparatory group

Publication "Synopsis of GCD on drawing" My favorite toy "in the preparatory ..."
Tasks: to acquaint children with toys and their history, to consolidate knowledge about toys. Develop imagination, memory, attention, accuracy. To teach the ability to draw and paint over a drawing, to correctly observe the proportions of an object, to beautifully place it on a sheet of paper. Bring up...

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Photo report: drawing classes “A rowan branch in a vase” Photo report: drawing classes “A rowan branch in a vase” Teacher of additional education Shelekhina Nina Sergeevna MDOU d / s No. 16 of the city of Orekhovo - Zuyevo, Moscow Region. Good afternoon, dear guests of my page ....

ISO. Summaries of classes in fine arts in kindergarten - Photo report on the drawing lesson "Autumn in the Forest" in the middle group

Purpose: formation of the ability to observe changes in nature Tasks: - to teach to observe the proportions of objects when drawing; - to form the ability to create plot compositions; - develop skills in working with watercolors; - repeat the names of the autumn months ....

Purpose: to teach children to see the beauty of nature through means visual activity. Tasks: Educational: to clarify and summarize the knowledge of children about autumn, to teach children to select the necessary color solutions (autumn palette, to introduce an unconventional way of drawing -...

Theme: Pets

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"Synopsis of an open lesson on fine arts in the senior group"

Abstract open lesson for fine arts senior group

Direction: artistic and aesthetic

Age group: senior preschool age

Theme: Pets

Purpose: To introduce children to non-traditional technique drawing "linocut"; consolidate knowledge on lexical topic"Pets"; develop Creative skills, fine motor skills, speech; cultivate accuracy in working with different visual materials.

Didactic materials and equipment: paper dolls Tanya and Vanya, an image of a village hut, an image of a cellar, pictures depicting pets (cardboard blanks for drawing using the “linocut” technique 10 * 15 in size with silhouettes of pets: 8 cards for 7 children), pictures with an image of pet food (cardboard blanks for drawing using the "linocut" technique, 10 * 15 in size with silhouettes of food), a toning brush, white sheets of paper 10 * 15 and black ink, a photo album.

The course of the educational situation

1. Introduction to the game situation.

Didactic tasks: motivate children to get involved in gaming activity. The teacher gathers the children around him.

Tanya and Vanya are going to go to the village to visit their grandparents. In the village, grandparents have pets. But Tanya and Vanya's friends have never been to the village and have never seen pets. They ask Tanya and Vanya to bring them photographs of those pets that grandparents have from the village. Tanya and Vanya ask you to help them take photos.

Do you want to please friends Tanya and Vanya and bring a photo album with photos of pets?

Can you do it?

2.Updating knowledge.

2.1 Game "Train"

Didactic tasks:

To update the knowledge of children in transport;

Develop fine motor skills, speech.

- Together with Tanya and Vanya, we go to the village to visit our grandparents. The village is far away. What are we going to? (by train)

Finger gymnastics"A train"

The brothers were equipped to visit,

clung to each other

And rushed off on a long journey,

They just left smoke.

2.2 Game "Name and tell"

Didactic tasks:

Update children's knowledge about pets;

Train mental operations;

Develop attention, speech.

Children approach the table, on which there is an image of an ancient hut. The teacher has pictures of pets in his hands (cardboard blanks for drawing using the “linocut” technique, 10 * 15 in size with silhouettes of pets: 8 cards for 7 children)

The teacher shows a card with a picture of a dog:

Who meets us near the house? (dog)

Is the dog a pet? Why? (she lives next to a person and benefits: she guards the house)

Who meets us on the porch? (cat)

Is the cat a pet? Why? (she lives next to a person and benefits: she catches mice)

Now let's take a look at the barnyard. Who is here? (horse, cow, goat, rabbit, pig, sheep). Children, by analogy, talk about these pets.

Difficulty in a game situation.

To form an experience under the guidance of an educator of fixing the difficulty and understanding its cause;

Develop speech.

Let's each of you take one photo of a pet. Take one card. One card (with a sheep) remains for the teacher.

Which pet would you like to photograph? (ask each child, children must answer in full.)

Children with their card come to the table, on which there is a toning brush, a white sheet of paper 10 * 15 and black ink.

Take a photo of your pet.

Were you able? (No)

Why? (We don’t know how to take a photo with black ink and a toning brush)

What needs to be done so that we can complete the task? (necessary to find out new way drawing)

4. Opening a new task.

Didactic tasks:

To acquaint children with a new way of drawing in the non-traditional technique "linocut".

To photograph the experience of independently overcoming the difficulty of emotional experience of the joy of discovery, to consolidate the method of action “if I don’t know something, I’ll think of it ..”

How can I do that? (you can try to figure it out yourself)

Children offer options, the teacher helps:

If we have a tinting brush and mascara, then we can tint something. What? (card with a pet)

How can we do it more conveniently and accurately? (attach a blank sheet to the card with the animal)

See how I will do it: the teacher takes a picture of a sheep.

How will you do the work? (children pronounce the stages of work)

Practical work children.

Have you been able to take photos of your pets now? (Yes)

5. Difficulty in a game situation.

Didactic tasks:

To form an experience under the guidance of an educator of fixing the difficulty and understanding its cause;

Develop speech.

Tanya and Vanya ask, what is the name of the method by which we took the photos? (don't know)

Do you want to know? (Yes)

How can you know? (ask someone who knows)

6. Discovery of new knowledge.

Didactic tasks:

Introduce children to the new word "linocut"

Photograph the experience of overcoming the difficulty in the “ask someone who knows” way.

Children ask the teacher a question. The teacher says that this technique is called "linocut". Children repeat the new word in unison.

7. Introduction of new knowledge into the knowledge system.

7.1 Feed the pet game

Didactic tasks:

Update children's knowledge about pet food;

Train mental operations, analysis and comparison;

Develop logical thinking, speech.

While we were taking photos, the pets were hungry. Grandma asks to feed them. To do this, each of you needs to go to the cellar (a room below ground level for storing supplies) and bring from the cellar what your pet loves to eat. You have to choose one card. What will you do now?

Children come to the table on which the image of the cellar is located, cards lie nearby, and choose cards with food in this way.

Horse - apple

dog-bone

fish cat

Rabbit Carrot

cow bread

watermelon pig

goat-cabbage

While you were going to the cellar for food for your animals, Vanya and Tanya brought hay for the sheep from the barn, fed it and took a photo for friends (the teacher shows the children a photo of hay made in advance using the “linocut” technique).

7.2 Photo game

Didactic tasks

To consolidate the ability of children to draw independently in the non-traditional technique "linocut"

Take a linocut photo of the food you fed your pet.

Practical work of children.

The teacher at this time draws up the cover of the photo album "In our village" using the "linocut" technique. Children put their photos in the photo album.

Now it's time for us to go home.

(Held finger game"A train")

8. Making sense

Didactic tasks: conduct a reflection of activities, create a situation of success. The teacher gathers the children around him.

Where were we today? (in the village with grandparents Tanya and Vanya)

Who did we see there? (pets)

Whom and how did we help? (grandmother feed the animals, and Tanya and Vanya take photos)

What new knowledge helped us to take photographs? (we learned to draw using the linocut technique)

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 of 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 dialogic 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.

State budget professional

educational institution

Rostov region

"Volgodonsk Pedagogical College"

(GBPOU RO "VPK")

Abstract

Non-traditional painting technique

Lesson topic: Drawing in the technique of "wet sheet"

(Color stretching, glazing) Spring sky

Compiled by: student of group DO-3

Varlyaeva Olga

Checked by: Lykhvar G.I.

Volgodonsk -2015

Tasks.

Create conditions for free experimentation with watercolors and various art materials.

Learn to depict the sky in the wet color stretching method. Create conditions for reflecting spring impressions in the drawing.

Develop creative imagination.

Preliminary work.

Observations of the sky on a walk (transparent, different colors in different time days), the floor of the possibility of observing the sunset, viewing the image of the sky on reproductions, art paintings, postcards.

Materials, tools, equipment.

For the educator: landscape sheet, illustration of paintings sky, blue gouache brush, cotton buds, brush jars of water, napkins.

For children: landscape white sheets, blue gouache, cotton buds, jars of water, napkins.

The teacher reads to the children an excerpt from "Stories about the Boy Who Wanted to Become an Artist":

The next day, Rainbow told the Boy: “You learned to look at the world like a real artist - carefully and with love. Everything is interesting to you. You feel the mood and character of the color. You can even draw anything without a brush. Try to guess it».

The boy slid down the blue road and was surprised to notice that the color of the icy path under his feet was gradually changing. At first it was bright blue. Then it began to shimmer in the sun with either yellow specks, or pink-blue and lilac sparks. Further, further, and ended with a white snowdrift.

Now I know what shade is! Exclaimed the Boy who wanted to be an artist. This is a variation of the same color. For example, now blue remains blue, but it changes a little, then it becomes lighter, then it mixes a little with a different color ...

The boy took a white sheet of paper, moistened it with water. Then he drew several bright blue stripes with a cotton swab at the top of the sheet, and below he began to draw with the same swab, constantly wetting it with water. The paint gradually dissolved, the color gradually brightened, turned pale, and the real sky appeared on the drawings .

The teacher invites the children to experiment with gouache paints to get light shades "Let's try to draw the spring sky, as the Boy Who Wanted to Become an Artist did." But first, let's do some exercise.

Physical education minute

We raise our hands up, and then we lower them,

And then we separate them

And we'll take it to ourselves soon.

And then faster, faster

Clap, clap more fun!

Children take a landscape sheet, the teacher says they turn it vertically (in height), and take a brush, dip it into water and put it on a sheet. Then very quickly (until the leaf has dried out) they draw the spring festive sky: dip cotton swab in bright blue paint and swipe across the sheet from left to right, starting from the top and wetting the cotton swab with clean water over and over again so that a color stretch is obtained on the sheet from dried - blue (above) to increasingly lighter - pale - blue (below). at the end of the lesson, the children transfer their paintings depicting the hovering sky to a free table, put them all together hardly drawings and consider how big the sky turned out and how its color (light shade) changed from bright, saturated to increasingly light, transparent, pale. The teacher praised Well done guys, everyone got the spring sky.

At the end of the lesson, the teacher reads to the children I. Nikiten's poems “Admire, spring is coming!” poem

Look, spring is coming

Cranes fly in a caravan.

The day is drowning in bright gold,

And the streams roar along the ravines ...

Soon you will have guests

How many nests will be built, look!

What sounds, what songs will flow.

Day-to-day from dawn to dusk!

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, the history of pedagogy, aesthetic education, continuity in the upbringing and education of children of preschool and primary 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 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 session. 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.
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 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 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.