It is impossible to raise a creative person without beauty. Beauty is an eternal source of spirituality, inspiration, and creativity. It exists next to a person, because beauty that is not perceived is dead. And if people lose the ability to feel beauty, it will never be able to save the world.

At the present stage of development of preschool pedagogy, the problem of children's creativity cannot be considered separately from the issues of teaching fine arts.

In this regard, the process of drawing, sculpting, and appliqué should be understood not only as the assimilation of certain knowledge and skills by children, but the development of the ability to perceive the world around us aesthetically and convey it in drawings. As you know, one of the main tasks of preschool education is to provide appropriate conditions for the full, timely and versatile development of the child in order to educate an initiative, creative personality.

This task requires the educator to reorient in the choice of methods for organizing classes for various types of children's activities: to move from reproductive methods to creative, research ones.

Drawing classes in kindergarten can and should become a meeting with the beautiful: nature, man, the world of art. In order for children to feel the beauty, it is necessary to turn the lesson into admiration and involve all the senses in this. The more sense organs are involved in the perception of the surrounding world, the more complete the representations will be, the deeper the knowledge.

The inclusion of non-traditional methods of drawing and creative design in work with children makes it possible to develop the sensory sphere not only through the study of the properties of the depicted objects and the performance of appropriate actions, but also through work with various pictorial materials. In addition, the cognitive interests of the child are stimulated (using objects that surround the child every day in a new perspective - you can draw with your own palm, fingers, use a spikelet or birch leaf instead of brushes).

There is a development of visual-figurative and verbal-logical thinking, activation of children's speech activity. (What else can I draw? What can I draw with this material?) Through the use of a variety of imaging materials, new techniques that require accuracy of movements, but do not limit the child's fingers to a fixed position (as with the correct holding of a pencil), conditions are created for overcoming the general discomfort, development of fine motor skills.

Indeed, instead of the traditional brush and pencil, the child uses his own palms, various prints, stencils, “blotography”, “monotype”, etc. to create an image.

It is non-traditional drawing techniques that create an atmosphere of ease, openness, contribute to the development of initiative, independence, create an emotionally favorable attitude towards activities in children. The result of visual activity cannot be good or bad, the work of each child is individual and unique. This engenders in children a new desire, a desire for a new, more creative reflection of sensations, the mood of their own opinions; contributes to the comprehensive and harmonious development of children's individuality, the formation of a truly creative personality.

Creativity develops when conditions are created for this, which are used in full.

In order to realize the creative ideas of teachers and in order to help them acquire certain knowledge about one or another type, I offer presentations made in the Power Point program from my own practice as the head of the creative group "Charming Light of the Beautiful" for kindergarten teachers in Artemovsk.

Teacher-methodologist of kindergarten No. 32 "Forest Fairy Tale" Kotlyar T.V.
Artemovsk, Donetsk region

Marina Shevelkova

“How a bad tool does not stimulate certain achievements

in music, and poor iso-material does not give the child the appropriate impulses in work "

Artist-teacher Y. Bashilov

Each of these techniques is a little game. Their use allows children to feel more risky, bolder, more direct, develops imagination, gives complete freedom for self-expression.

Techniques for younger preschoolers

Poke with a stiff semi-dry brush

Materials: hard brush, gouache, paper of any color and format, or a carved silhouette of a fluffy or prickly animal.

Method of obtaining an image: the child lowers the brush into the gouache and strikes it on the paper, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, contour or template is filled. It turns out an imitation of the texture of a fluffy or prickly surface.

With a bristle dry brush - with a poke you can draw animal hair, a clearing, a tree crown. The variety of the image depends on the chosen material for the poke.

Finger painting

Materials: bowls with gouache, thick paper of any color, small sheets, napkins.

Method of obtaining an image: the child dips his finger into gouache and puts dots, spots on paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the gouache is easily washed off.

"Rainbow Fish"

Dip the pad of the thumb in the paint of different colors prepared on the palette. Let's make a print. Draw a ponytail with the tip of your finger. We print the eye with the blunt end of the pencil, dipping its black paint.

"Flower".

We print the petals with the index finger, the middle with the little finger.

hand drawing

Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins.

Method of obtaining an image: the child dips his hand (the whole brush) into gouache or paints it with a brush (from the age of 5) and makes an imprint on paper. They draw with both right and left hands, painted in different colors.

Our palms can turn into the sun. Open your palm, and spread your straightened fingers apart. Now put your fingers together. Here is the fence! And if you move your thumb a little to the side, and push the rest apart, your hand will turn into a cute hedgehog. It remains to finish the fungus, which a caring dad drags into a mink, and do not forget about the paws, eyes and nose of the animal. And the butterfly will fly, and the flower will delight with its petals, and the elephant, and the fish.

Techniques for Middle Preschoolers

foam impression

Materials: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, pieces of foam rubber.

Method of obtaining an image: the child presses the foam rubber to the ink pad and makes an impression on paper. To change the color, another bowl and foam rubber are taken.

Wrinkled paper print

Materials: a saucer or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, crumpled paper.

Method of obtaining an image: the child presses the crumpled paper to the ink pad and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper change.

Frottage technique

Another interesting technique for creating small masterpieces. The word "frottage" comes from the French frotter - "rub, wipe." All of us in childhood transferred coins to paper, putting it under a notebook sheet and painting over it with a pencil! This, it turns out, is frotage.

Eraser drawing

Shade the entire sheet with a simple pencil. Then we take an eraser, outline the middle of the flower and erase the petals with an eraser and so draw a whole bouquet, when you have finished “drawing” with an eraser, you can paint the yellow center and green chamomile leaves with paints.

Finger painting with sand

The lesson takes place in two stages:

At the first stage, we prepare a sheet of paper (preferably large format) for further drawing - apply glue to the entire surface and sprinkle evenly with sand (pre-prepared and well sifted) After that, let the glue dry! After the glue dries, it is necessary to remove excess sand - just gently blow it off).

Semolina Drawing Technique.

A drawing is applied to a sheet of paper with a pencil (or ready-made coloring pages are taken). Then, one by one, the elements of the pattern are smeared with glue and covered with semolina. Let dry, shake off excess grain. When the drawing dries, we paint with gouache.

Monotype subject

Materials: thick paper of any color, brushes, gouache or watercolor.

Method for obtaining an image: the child folds a sheet of paper in half and draws half of the depicted object on one half of it (objects are chosen symmetrical). After drawing each part of the subject, until the paint has dried, the sheet is again folded in half to obtain a print. The image can then be decorated by also folding the sheet after drawing a few decorations.

Fairy flowers? Bug? No, it's a beautiful butterfly!

Fabric images.

We collect the remnants of fabrics of various patterns and different qualities in a bag. Let's give some examples. So, on one of the fabrics flowers are depicted. They are cut out along the contour, glued (only with a paste or other good glue, and then they paint on a table or a vase. A capacious colorful image is obtained. There are fabrics that can serve well as a house or animal body, or a beautiful umbrella, or a hat for a doll, or handbags.

Techniques for older preschoolers.

Wax crayons + watercolor

Materials: wax crayons, thick white paper, watercolor, brushes.

Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolor in one or more colors. The chalk drawing remains unpainted.

Progress.

1. Translation - put a drawn contour drawing under a thin landscape sheet. Circle the top with a candle, then apply paint.

2. Friction - put some clearly defined embossed pattern under thin paper, rub the top sheet of paper with a candle and apply paint.

Candle + watercolor

Materials: candle, thick paper, watercolor, brushes.

Way of obtaining an image: the child draws with a candle on paper. Then he paints the sheet with watercolor in one or more colors. The candle pattern remains white.

An invisible drawing can be depicted with white wax crayon or a candle.

Approximate topics for using the technique: “Who is there?”, “Magicians”.

Spray

Materials: paper, gouache, hard brush, a piece of thick cardboard or plastic (5x5 cm).

Drawing technology. On one sheet of paper, draw the outline of the object and carefully cut it out. Put the silhouette of the subject aside. Put the sheet of paper from which the contour was cut out on another solid sheet, fasten them. A toothbrush with paint is kept at a small distance from a sheet of paper. Take a stick and run it along the pile with a movement towards you. The paint is sprayed onto the paper in small droplets. When it dries, remove the top sheet.

So you can depict the starry sky, fireworks.

leaf prints

Materials: paper, gouache, leaves of different trees (preferably fallen ones, brushes.

Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it with the colored side to the paper to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted with a brush.

Approximate topics for using the technique: “Autumn”, “Aquarium”, “Favorite animals”, “Postcard to mom”, “My toys”, “Fantasy”, “Road”, “Bouquet of flowers”, etc.

Drawing on wet paper.

Drawing technique for preparatory groups

Blotography

Drawing method: On a dry, tinted background, you can apply a drop of dark paint (black, brown or green) below. Blow from the tube on the drop, as if pushing it forward. To get small branches, you need to shake the tube from side to side while blowing. You can finish some elements with a brush or decorate with an appliqué made of natural material.

Approximate topics for using the technique: “Grass in a clearing”, “Autumn landscape”, “Sunset”, “Bottom of the ocean”, “Aquarium”, “Kitten with threads”, etc.

Materials: straw for cocktails, paint brushes, water.

nitkography method.

Drawing technology. Cut the thread into lengths of 7–10 cm. Dip one piece of thread in paint and drive it over a sheet of drawing paper in different directions. To use gouache of a different color, take a clean thread.

Soap foam painting.

Material: watercolors, foam sponge, soap, shampoo, cocktail tube, paper, pencil, brush.

Add shampoo to a jar of liquid paint, stir well. We lower the tube into the jar and blow until bubbles rise on top. Then we lower the sheet of paper, then slightly press and lift it up.

Grattage

The technique of "grattage" is also called "dagger-scratches"!

1) Thick cardboard, draw with colored wax crayons - you can use one color, you can use multi-colored spots-stripes (thick layer). Leaving no white spots.

2) Top with a wide brush or even a small sponge - cover with a layer of thick (sour cream consistency) black gouache, let dry.

3) Take a non-writing ballpoint pen, and when scratching, clear, contrasting multi-colored lines appear. You can draw anything: the underwater world, a bright autumn forest, space ...

Drawing small stones.

The very shape of the pebble will sometimes tell the child what image to create in this case (and sometimes adults will help the kids). It is better to paint one pebble under a frog, another under a bug, and a wonderful fungus will come out of the third.

Stained glass technique - glue pictures

The contour of the future drawing is made with PVA glue from a bottle with a metered spout. After that, the space between the contours is painted with bright colors. Adhesive borders do not allow the paint to spread and mix.

Prepared by: Shaikhina A. M.

In shaping the personality of a child, various types of artistic and creative activities are invaluable: drawing, modeling, cutting figures out of paper and gluing them, creating various designs from natural materials, etc.
Such activities give children the joy of learning, creativity. Having experienced this feeling once, the kid will strive in his drawings, applications, crafts to tell about what he learned, saw, experienced.
The visual activity of the child, which he is just beginning to master, needs qualified guidance from an adult.
But in order to develop the creative abilities inherent in nature in each pupil, the teacher himself must understand the fine arts, children's creativity, and master the necessary methods of artistic activity.
The visual activity of preschoolers as a type of artistic activity should be emotional, creative. The teacher must create all the conditions for this: he must first of all provide an emotional, figurative perception of reality, form aesthetic feelings and ideas, develop figurative thinking and imagination, teach children how to create images, means of their expressive performance.
The learning process should be aimed at the development of children's fine arts, at the creative reflection of impressions from the surrounding world, works of literature and art.
Mastering the ability to depict is impossible without purposeful visual perception - observation. In order to draw, sculpt any object, you must first familiarize yourself with it, remember its shape, size, color, design, arrangement of parts.
For the mental development of children, it is of great importance to gradually expand the stock of knowledge based on ideas about the diversity of forms of the spatial arrangement of objects in the world around them, various sizes, and a variety of shades of colors.
When organizing the perception of objects and phenomena, it is important to draw children's attention to the variability of shapes, sizes (child and adult), colors (plants at different times of the year), different spatial arrangement of objects and parts (a bird sits, flies, pecks grains, a fish swims in different directions etc.); structural details can also be arranged differently.
Being engaged in drawing, children get acquainted with materials (paper, paints, chalk, etc.), with their properties, expressive possibilities, acquire work skills.
In the classroom for visual activity, children's speech develops: the assimilation and name of shapes, colors and their shades, spatial designations contributes to the enrichment of the dictionary; statements in the process of observing objects, when examining objects, buildings, as well as when looking at illustrations, reproductions from paintings by artists, have a positive effect on expanding vocabulary and forming coherent speech.
Visual activity is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space. Children define and name these properties, compare objects, find similarities and differences, that is, perform mental actions.
Thus, visual activity contributes to sensory education and the development of visual-figurative thinking. Children's fine art has a social orientation. The child draws not only for himself, but also for others. He wants his drawing to say something, to be recognized by him.
The social orientation of children's fine art is also manifested in the fact that in their work children convey the phenomena of social life.
The significance of visual arts for moral education also lies in the fact that in the process of these activities, children are brought up with moral and volitional qualities: the need and ability to complete what has been started, to work with concentration and purpose, to help a friend, to overcome difficulties, etc.
In the process of visual activity, mental and physical activity are combined. To create a drawing, it is necessary to make efforts, to carry out labor actions, to master certain skills. The visual activity of preschoolers teaches them to overcome difficulties, to show labor efforts, to master labor skills. At first, children have an interest in the movement of a pencil or brush, in the traces they leave on paper; Gradually, new motives for creativity appear - the desire to get a result, to create a certain image.
Preschoolers acquire many practical skills that will later be needed to perform a wide variety of jobs, acquire manual skills that will allow them to feel independent.
The main significance of visual activity lies in the fact that it is a means of aesthetic education.
For the aesthetic education of children and for the development of their visual abilities, acquaintance with works of fine art is of great importance. The brightness, expressiveness of images in pictures, sculpture, architecture and works of applied art evoke aesthetic experiences, help to perceive the phenomena of life deeper and more fully and find figurative expressions of one's impressions in drawing, modeling, and appliqué. Gradually, children develop artistic taste.

Tasks of visual activity of children 3 - 4 years old

Invite children to display their impressions of the world around them in drawings using accessible graphic and pictorial means.


Continue to learn how to draw with pencils and felt-tip pens - draw lines (vertical, horizontal, wavy, curves) and lock them into shapes, thereby creating expressive images.


Continue to introduce children to paints and develop skills in drawing with a brush (pick up paint on a pile: gently dip it with all the pile in a jar of paint, remove excess paint on the edge of the jar with a light touch of the pile, rinse the brush well before picking up paint of a different color; teach to drain the washed brush on a soft cloth or paper napkin; draw lines, draw and paint closed shapes).


To consolidate knowledge of the names of colors (red, blue, green, yellow, white, black), to introduce shades (pink, blue, gray). Draw the attention of children to the selection of colors corresponding to the depicted object.


To teach the rhythmic drawing of lines, strokes, spots, strokes; accompany the movements of a pencil or brush with words, game actions (for example: “Rain, more often - drip - drip - drip!”, “Legs are running along the path - top - top!”).


Introduce children to decorative activities: learn to decorate with patterns the silhouettes of objects carved by the teacher (dress, kese, etc.)
Learn to depict simple objects, draw straight lines (short, long) in different directions, crossing them. Bring children to the image of objects of different shapes (round, rectangular) and objects consisting of combinations of different shapes and lines (tumbler, snowman, chicken, trailer, etc.).


To form the ability to create simple plot compositions, repeating the image of one object (Christmas trees in our area, dandelions in the grass) or depicting various objects, insects, etc. (the gingerbread man rolls along the path, etc.). Learn to arrange images throughout the sheet.

Tasks of visual activity of children 4 - 5 years old.

Continue to develop in children the ability to draw individual objects and create plot compositions, repeating the image of the same objects (trees on our site in winter, chickens walk on the grass) and adding others to them (sun, falling snow, etc.).


To form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, location of parts.


Help children, when conveying a plot, arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. Direct the attention of children to the transfer of the ratio of objects in size: a tree is tall, a bush is lower than a tree, flowers are lower than a bush.


Continue to consolidate and enrich children's ideas about the colors and shades of surrounding objects and objects of nature. Add new ones to already known colors and shades (brown, orange, light green); form an idea of ​​how these colors can be obtained. Learn to mix paints to get the right colors and shades.


Develop a desire to use a variety of colors in drawing, pay attention to the multicolor of the world around.


To consolidate the ability to properly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image.


To teach children to paint over drawings with a brush, pencil, drawing lines and strokes in only one direction (top to bottom or left to right); rhythmically apply strokes, strokes throughout the form, without going beyond the contour; draw wide lines with the whole brush, and narrow lines and dots with the end of the bristle of the brush. To consolidate the ability to cleanly rinse the brush before using paint of a different color. By the end of the year, to form in children the ability to obtain light and dark shades of color by changing the pressure on the pencil.


To form the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them in size.


Continue to develop aesthetic perception, imagination, aesthetic feelings, artistic and creative abilities.

Decorative drawing:

Continue to develop the ability to create decorative compositions based on folk patterns and ornaments. Use DPI to develop an aesthetic perception of beauty and as models for creating patterns in the style of these murals.

To learn to highlight individual elements of patterns and ornaments, to see and name the colors used in painting.

Tasks of visual activity of children 5-6 years old.

Subject drawing:

Continue to improve the ability to convey in the drawing images of objects, objects, characters of fairy tales, 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 to convey the position of objects in space on a sheet of paper, to draw the attention of children to the fact that objects can be located in different ways on a plane (stand, lie, change position: living beings can move, change positions, etc.). Learn to convey the movements of the figures.


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 the skills of drawing the outline of an object with a simple pencil with a slight pressure on it, so that when the image is subsequently painted over, there are no hard, rough lines that stain the drawing.


Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).


To teach children to draw with a brush in different ways: wide lines - with the whole pile, thin ones - with the end of the brush; apply strokes, apply the brush with the entire 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, dark 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). When drawing with a pencil, learn to convey shades of color by adjusting the pressure on the pencil. In a pencil version, children can, by adjusting the pressure, transfer up to three shades.

Story drawing:

To teach children to create plot compositions on the themes of the surrounding life and on the themes of literary compositions.
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 picture so that they do not block each other.

Decorative drawing:

To continue to acquaint children with handicrafts, to offer to create images based on folk decorative painting, to acquaint them with its color system and composition elements, to achieve a wide variety of elements used. Continue to introduce varieties of ornaments, learn how to use them for decoration with their color scheme.

• 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, antennae, curls, animations).

  
  Learn to create patterns on sheets in the form of a folk product
  To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats, household items (napkin, towel).

  
  Learn to rhythmically arrange the pattern. Offer to paint paper silhouettes and three-dimensional figures.

Tasks of visual activity of children 6 - 7 years old. Subject drawing:

Improve the ability to depict objects from memory and from nature; develop observation, the ability to notice the characteristic features of objects and convey them by means of drawing (shape, proportions, location on a sheet of paper).


Improve your imaging technique. Continue to develop freedom and at the same time the accuracy of hand movements under the control of vision, their smoothness, rhythm. Expand the set of materials that can be used in drawing. Offer to combine different materials in one drawing to create an expressive image. Learn new ways to work with already familiar materials (for example, paint with watercolor on a wet layer); different ways to create a background for the depicted picture: when drawing in watercolor and ink - before creating the main image; when drawing with pastels and colored pencils, the background can be prepared both at the beginning and at the end of the main image.


Continue to develop the ability to use a pencil fluently when performing a line drawing, teach smooth turns of the hand when drawing rounded lines, curls in different directions (from a branch and from the end of a curl to a branch, vertically and horizontally), learn to move with the whole hand when drawing long lines, large shapes, with one finger - when drawing small shapes and small details, short lines, strokes, grass (Khokhloma), animation (Gorodets), etc.


To teach to see the beauty of the created image and in the transfer of form, smoothness, unity of lines or their subtlety, elegance, rhythmic arrangement of lines and spots, uniformity of painting over the picture; feel the smooth transitions of color shades, resulting from uniform painting and adjusting the pressure on the pencil.


Develop an idea of ​​the variety of colors and shades, based on the real color of objects, decorative painting, fairy tales; learn to create colors and shades.


Gradually bring children to the designation of colors, for example, including two shades (yellow-green, gray-blue) or likened to natural (crimson, peach, etc.). Draw their attention to the variability of the color of objects (for example, in the process of growth, tomatoes are green, and ripe ones are red). Learn to notice a change in color in nature due to a change in the weather (the sky is blue on a sunny day and gray on a cloudy one). Develop color perception in order to enrich the color scheme of the picture.


To teach children to distinguish between shades of colors and convey them in a drawing, to develop perception, the ability to observe and compare the colors of surrounding objects, phenomena (pale green leaves that have just appeared, etc.).

^ Story drawing:

Continue to teach children to place images on the sheet in accordance with their actual location; convey differences in the size of the depicted objects. To form the ability to build a composition of the picture; convey the movements of people and animals, plants leaning in the wind. Continue to form the ability to convey in drawings both the plots of folk tales and author's works (poems, fairy tales, stories); show independence in choosing a theme, composition and color scheme.

Decorative drawing:

Continue to develop the decorative creativity of children; the ability to create patterns based on folk paintings already familiar to children and new ones (Gorodets, Gzhel, etc.). To teach children to highlight and convey the colors of folk decorative art of a certain type. To consolidate the ability to create compositions on sheets of paper of various shapes, silhouettes of objects and toys; paint toys fashioned by children.


To consolidate the ability, when drawing up a decorative composition based on a particular type of folk art, to use its characteristic elements of the pattern and color scheme

Classification of teaching methods.

The success of education and training largely depends on what methods and techniques the teacher uses to convey certain content to children, to form their knowledge, skills, and skills, and also to develop abilities in a particular field of activity.

The methods of teaching visual activity are understood as a system of actions of a teacher who organizes the practical and cognitive activities of children, which is aimed at mastering the content defined by the "Program of Education and Training in Kindergarten".

Training methods are called individual details, components of the method.

Traditionally, teaching methods are classified according to the source from which children receive knowledge, skills and abilities, according to the means by which this knowledge, skills and abilities are presented. Since preschool children acquire knowledge in the process of direct perception of objects and phenomena of the surrounding reality and from the teacher's messages (explanations, stories), as well as in direct practical activities (designing, modeling, drawing, etc.), methods are distinguished:

visual;

verbal;

practical.
This is the traditional classification.

Recently, a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:

Informative - receptive;

Reproductive

research;

heuristic;

The method of problematic presentation of the material.
The information-receptive method includes the following techniques:

Ø examination;

Ø observation;

Ø excursion;

Ø teacher sample;

Ø showing the educator.
The verbal method includes:

Ø conversation;

Ø story, art history story;

Ø use of teacher samples;

Ø Artistic word.
The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring skills to automatism. It includes:

Ø reception of repetition;

Ø work on drafts;

Ø performance of shaping movements by hand.
The heuristic method is aimed at the manifestation of independence in any moment of work in the classroom, i.e. The teacher asks the child to do part of the work independently.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher offers to independently perform not some part, but the whole work.

The method of problem presentation, according to didacticians, cannot be used in teaching preschoolers and younger students: it is applicable only to older students.

In his work, the educator uses various methods and techniques in drawing.

So in drawing, the main technique for the first younger group is to show how pencils and paints should be used. The most effective technique is passive movements, when the child does not act independently, but with help. Effective game pictorial movements of a homogeneous, rhythmic nature with the pronunciation of the words: "back and forth", "top - down", etc. This technique makes it possible to associate the image of an object with pictorial movement.

Reading poems, nursery rhymes, songs in the classroom is the most important methodological technique. Another method of work in the first junior group is the co-creation of a teacher with children.

In the second junior group, the information-receptive method is actively used in drawing classes. An effective way of getting to know the shape of an object is especially useful before class: children circle the shape with their hands, play with flags, balls, balls, feel their outlines. Such an examination of the subject creates a more complete picture of it.

Also effective is the technique of examining an object by moving the hand along the contour and showing this movement in the air. Direct display of the image mode is used only when this form occurs for the first time.

"A child can do everything until he knows that he cannot do something," a well-known Russian teacher once remarked. The baby is sensitive to color, color relationships and their effect on mood. It is important not to miss this age-related feature and not to ruin the child's ability to color perception. It is necessary to develop a sense of color in him, to help him seek his understanding, to teach him to express his emotions through color, and not to repeat after adults their ideas about color, which are largely limited by stereotypes.

To do this, you need to create certain conditions. At this age, there is a desire for free drawing, manipulation with paints, i.e. the kid is interested not so much in the plot of the drawing, but in the process of changing the environment with the help of color. Children of this age rejoice at mixing and blurring, they are surprised, admire the appearance of new color spots.

The real world is full of color richness. Three primary colors (red, blue, yellow) and three secondary colors (green, orange, purple) are just a small piece of the multi-color palette of the real world. Children will learn that by adding black and white colors to the three main ones, you can significantly expand the world of colors from enlightened-delicate to gloomy-alarming tones. In the classroom, children, together with an adult, mix colors in different combinations, observe, discuss how their "character", "mood" changes. All this contributes to the development in the soul of the child of "special experiences filled with fantasy." Such work requires paints (gouache, watercolor), large sheets of paper (wallpaper), wide brushes.

At the same time, it is important to ask the child how he chooses colors for work, and support, approve if he is guided by the feelings that this or that color evokes, correlates it with the general mood that he wanted to express in the drawing.

Drawing methods are non-traditional, which contributes not only to the development of imagination, but also to familiarization with the world of art. At this age, tactile sensations play an important role in the development of the child. Kids draw with a finger, palm, nose, piece of paper, cotton wool, brushes, straws, corks, not only on wallpaper, but also on glass and tiles.

The process of drawing also carries psychotherapeutic elements. The presence of a teacher or parent nearby makes the process of drawing soothing; Experiences spill out onto the sheet, and the kids are freed from them.

Middle group (4-5 years old)

At this age, as A.N. Leontiev, emotions become more stable. Adequate emotional regulation in various situations is formed on the basis of the ability to distinguish the emotional state by their external manifestations - through facial expressions, gestures, pantomime, etc.

This is also manifested in drawing: the child develops an interest in the line, its plasticity and expressiveness. It is important to catch the moment when this interest appears and develop it in order to facilitate the expression of feelings and fantasies in the language of artistic and graphic images.

A line, a line, a stroke can be short and long, oblique and even, slightly noticeable and bright, wavy and moving in a circle, intersecting and overlapping another. Through lightness, airiness or softness and smoothness, sharpness and aggressiveness, one can tell about the character of the hero, his attitude to the world around him.

Pencil, sanguine, charcoal, pastel, ink are excellent means to express your vision of the beauty of the world around you.

Drawing helps the child relieve stress. Attentive teachers notice that the so-called "graphic response" occurs, which is especially important for those children who cannot express their conflicts and realize them because of the poverty of their vocabulary. Drawing is a means of visual communication between a teacher and a closed, closed child.

Classes are organized as a game of reincarnation, where a child and an adult become either actors or spectators. In order for the game to acquire the effect of isotherapy, movements, music, sounds, and touch are used. All this leads to the establishment of emotional contacts between children, between an adult and a child.

Senior group (5-6 years old)

At this age, children have a craving for object drawing. The child seeks to create his own image, expressing his attitude to what he depicts.

In life, the child expresses himself through mood, word, deed. And in drawing - with the help of color, line and other expressive means. In some drawings, you can see kind, airy images, warmed by the love of a child. On others, the images are completely different: sharp, hard, angular. This is how the child expresses his dislike, disgust, fear. And this should not upset the teacher, since in drawing there is a "cleansing of the soul."

The older preschooler has a great ability to reincarnate. And this ability allows him to push the boundaries of his "I". Reincarnating, the child sees from the inside the life of a fairy-tale hero, animal, plant or even an object.

Preparatory group for school (6-7 years old)

This age is key in the development of the imagination. The purposeful development of the mechanisms of creative imagination significantly affects the ability of children to adequate emotional response, the ability to distinguish emotional states by external manifestations. That is why one of the areas of work with children of senior preschool age is teaching the methods of self-regulation of the emotional state by means of purposeful creative imagination. This is the development of understanding the "soul" of the image, the development of expressive techniques.

Senior preschoolers are already forming a critical attitude towards the results of their activities. How important it is to consolidate in the child the consciousness of confidence that he will be able to do everything! No need to strive for an accurate reproduction of the hero, the subject on paper. The main thing is to convey his individuality, to emphasize in him the qualities important for a young artist through color, light, form, rhythm, artistic means. Thus, the young artist embodies his idea, expresses his own emotional attitude to the world. Therefore, the drawings are very different.

The preschooler begins to feel the role and significance of art, its kindness and strength, the organic unity of art and life. Of course, he does not think in these categories, but he begins to feel it in accordance with his age capabilities.

Techniques and methods used in art activities classes

1. Emotional mood

This method involves the use of musical works in the classroom. It must be remembered that musical images and musical language must correspond to the age of children.

In the classroom, music sets the children in a unified way: it moderates the excited, mobilizes the inhibited, and activates the attention of children. Music can also accompany the process of fine art in the classroom.

2. Artistic word

How many points of contact can be found between words and fine art! They complement each other, activating the artistic perception of the image. Especially emotionally, children respond to the beauty of poetic lines; they help preschoolers to comprehend their feelings before taking a brush and paints.

3. Pedagogical dramaturgy

Children often travel in the classroom. Travel can be real, fantasy or imaginary. For younger preschoolers, this is a journey to the Land of Drawing. An entertaining plot of a fairy tale, non-traditional ways of drawing - all this helps to develop emotions and imagination in children.

For older preschoolers, the method of creative visualization is used. Children are comfortably located on the carpet, relax, close their eyes, listen to the sounds of the forest, rivers, the sound of the sea. The calm, warm voice of the teacher helps to present a picture of nature, which the children will then embody in their drawings.

Also, children can travel to real places - to the artist's studio, to the exhibition hall, to make excursions around the city, in the forest or in the field. During these trips, children come into direct contact with the world of art, meet with true masters. Everything - be it nature, a hall or a street - becomes a teacher of Beauty for the child: the artist-man and the artist-nature help the teacher, awaken the feelings of children.

4. Plastic

Preschoolers have a natural grace and freedom of the body. Sometimes it seems that they manifest all their thoughts and experiences through movement. Initially, the child receives almost all information about the environment through bodily sensations, so there are zones on different parts of the body that "remember" the positive and negative imprints of his communication with the world. And it is very important in the development of the child to try to avoid psychological clamps in the body resulting from negative experiences.

That is why movement and dance are actively used in visual activity. Exercises such as "Dance of Flowers", "Air Ball", "Merry Zoo", "Sea" not only develop plasticity, they are aimed at the child's feeling of freedom, emotional self-expression.

5. Theater

Elements of the theater are organically included in the activities of art, contribute to the development of feelings in children. There are no memorized roles, positions, gestures - everything is based on the emotional experience of children, on the embodiment of their experiences.

In the younger group, elements of the shadow theater are used. The image is devoid of details, the child singles out only the main, characteristic in his hero. Older children themselves can, through lines, colors, by selecting artistic means, convey the character of a fairy-tale hero - an evil Baba Yaga or a valiant defender hero.

Children of the preparatory group continue to get acquainted with theatrical art. Now the children are already playing the chosen characters themselves, having previously made a mask - a concise but vivid way of conveying the character, mood of the hero.

6. Game

One of the most important methods of developing the child's inner world is the game. V.A. Sukhomlinsky wrote: "The game is a huge bright window through which a life-giving stream of ideas, concepts about the world around us flows into the spiritual world of the child."

The game is the most important method of developing the imagination and cognitive abilities of children. In the game it is easy to direct the child's attention to the most important landmarks - moral, aesthetic.

7. Use of non-traditional drawing methods.

The most accessible of the many ways of non-traditional drawing techniques is finger painting (fingerography). It can be used starting from the younger group. Such drawing develops fine motor skills, and therefore speech skills. One of the varieties of this method is freehand printing, which is carried out in the senior and preparatory groups. Finger painting is far from the only way of non-traditional drawing that is used in working with children. Seal (stamping). Monotype. spray. Print by hand. Crumpled sheet. Drawing on wet paper. Magic thread (nitkography). Stencil (drawing with templates). Candle drawing. Bulk application. Dotted pattern. By smell. Blotography.

It is important to note that after the end of the drawing process, for each drawing, it is necessary to have a conversation with the children: what is drawn, what it looks like. Also, in group work, you can additionally use other correction methods, for example, creating collages, drawing fantastic characters using the morphoanalysis method.

A psychologist, as well as an educator working in a preschool institution, must adhere to the basic rules for using non-traditional drawing methods in their work. So, the child should have the right, the opportunity to independently choose visual material: colored and simple pencils, watercolor, gouache, pastel, ink, charcoal, sanguine, colored crayons, wax candles, plasticine, clay, shells, glue, gouache in tubes, various junk material. All this material should be in a place accessible to the child during his entire stay in the garden, if this is not possible, then during classes it is necessary. The choice of material on which the image will be applied should belong to the child, access to various materials should be free. It can be white, colored, velvet paper, patterned and plain fabric, cardboard, plywood, foil.

Thus, having an idea about the non-traditional drawing methods used, we can develop a correctional and developmental program for preschool children.

Organization and conduct of drawing classes

Preparing a lesson

Good preparation in advance is essential to a successful session. The preparation of the lesson consists of the preparation of material for the work of children, the material for showing and explaining the educator and the preparedness of the educator himself.

Material preparation

Material preparation includes:

1 Selection and cutting of paper of the desired color, shape and size for drawing with paints, pencils. Paper is cut into various shapes and sizes, depending on what the children will depict on it. So, to draw a triangle in the middle group, it is good to give a sheet of white square-shaped paper, 12x12 cm in size, and for the image of a winter walk, it is advisable to cut gray or blue rectangles of at least 30X40 cm in size. The decorative composition "Tray" in the preparatory group will require a large sheet of paper oval, tinted, etc., i.e. literally every lesson requires paper of a certain shape, color and size, and there can be no stencil in this. Sheets are inscribed before the lesson, on the back, in the upper left corner, and the name and initial letter of the child's surname, as well as the date of the lesson, must be written. When preparing paper, you should always have 5-10 spare sheets. It is given to children who quickly completed the task, with an offer to draw what they want. Sometimes you have to change the sheet to a child who accidentally flooded the paper with paint, etc.

2. Selection of colors and preparation of colors and shades necessary for this lesson. Pouring prepared paints into cups and placing them in palettes. All paints in bottles must be checked in advance and, if necessary, filled with water.

When preparing paints on the eve of the lesson, you need to add water to each of them with a teaspoon and stir with a bristle (adhesive) brush until you get an even, continuous mass of the consistency of liquid sour cream. How different shades and new colors are composed is a separate issue.

3. Checking the presence and condition of brushes, rags, cans

for water, filling jars with water.

Water in jars should be poured in the morning on the day of class. The water level should not exceed the upper bend of the jar, i.e. be approximately 3-4 cm below the upper edge of the neck of the jar. If more water is poured, up to the very neck, then the children, when washing the brushes, will involuntarily splash it, soiling the drawings and tables; with a small amount of water, it quickly becomes contaminated from paints and has to be changed.

4. Checking and sharpening colored and graphite pencils (when drawing with a pencil).

5. Preparation of material for demonstration during the teacher's explanation. This may include:

a) selection of nature or model;

b) sample preparation;

c) material for showing drawing, cutting or modeling techniques (paper, large brush, paints, charcoal, sanguine, clay, large scissors, plasticine, buttons).

All of the listed material, both for the work of children and for showing by the educator, must be well thought out and carefully prepared in advance.

Preparing material for activities such as painting with 5-10 colors requires a lot of time, and therefore it cannot be left in the morning, immediately before class, especially since these hours are usually occupied with morning exercises, individual work with children or a walk. Therefore, it is necessary to prepare the material, as a rule, the day before, and sometimes even earlier.The next morning, you can leave only such small things as writing sheets of paper, pouring prepared paints into cups.

Children should also be gradually involved in the preparation of the material, which will give them certain knowledge and skills, and will educate the elements of industriousness.

So, children 4-5 years old can be instructed to lay out brushes in stands, and children 5-6 years old can pour water into jars to wash brushes, make up some colors of paints, etc. In the preparatory group, this load can be increased by inviting children to check pencils in boxes, fix broken ones, etc.

Different classes in visual activity require different methods. In some cases, there is a nature or a model,

in others, the display of image techniques appears, in the third

a sample is required. However, it must be well remembered that no matter what

It was shown to children that it is necessary to prepare for this in advance, but only in different cases this preparation is of a different nature.

For example, if a branch with leaves is drawn by nature, then it is necessary to pick up a suitable branch the day before

and see if it is accessible to children's perception and image, is it not complicated, and if there is something superfluous (for example, a large number of leaves covering each other, then remove this superfluous; think about how to place the branch on paper - obliquely, horizontally or vertically to emphasize something characteristic (for example, for a birch, the position of the branch from top to bottom will be natural, and for a willow - horizontal, as it better reveals and emphasizes its smooth curvature); you should also pay attention to the color of nature - how it

combined with the selected paper color, it is better to choose this

background. If a toy serves as a kind, you need to think about how to show it in such a way as to emphasize, to reveal the main thing. For example, for children 3-4 years old, it is better to leave only 3 out of 5 balls in a turret of balls, but pick them up so that the difference in size is conspicuous, would be clearly visible. And such

Every nature requires a thoughtful, serious attitude.

If in the lesson you need to show image techniques, then you need not only prepare the material for this (paper, paints, charcoal, etc.), but also train your hand and eye the day before, drawing this image on paper of the right size, first on the table, and then and in a vertical position, on an easel, i.e., as it will be done in front of the children.When showing to the whole group of children, you should replace the pencil with charcoal for artists, sanguine or pastel, which leave a bright, wide mark on paper.If you need a sample (for example, in decorative drawing, then it should also be done in advance, in the same material that children will do, but larger than children's, ranging from 1.3 to 1.5 the size of children's work

All demonstrations of drawing techniques should be carried out slowly, with precise, clear movements, accompanied by an appropriate explanation. Neither in words nor in movements should there be anything superfluous.

The words with which the teacher will address the children should be simple and accurate. Work out the text of the appeal very clearly so that it contains only the necessary, guiding words. Therefore, it is recommended that, having thought over the entire course of the lesson and your appeal to the children, write it down, and after a while look at the record and, perhaps, replace some words with more accurate and figurative ones, delete something insignificant, etc.

Organization of classes

In the organization of classes, a clear sequence of work stages and the distribution of responsibilities between the teacher, the nanny and the children play an important role. This is especially important when you have to rearrange the tables closer to the light for classes, or when seating four children at a six-seat table, put additional tables. Therefore, when accepting a group, the teacher should immediately consider the arrangement of tables for the lesson, try several options and stop at the best. It is advisable to assign a permanent place for each child. Small children are seated at the front tables, and taller children are seated at the back. An exception is made only for children with impaired vision - they are seated at the front tables, regardless of their height.

In order to quickly and accurately remember the place of each child, the teacher draws for himself the layout of the tables and signs the name of each child on it. Such a scheme is also very useful when pre-labeling paper for children: using the scheme, the teacher labels the sheets in the exact order in which he will distribute them in class. It's convenient and fast. Approximately once every six months a new distribution of places should be made: children grow unevenly, and one who at the beginning of the year was small compared to other children, after six months can overtake them. In addition, some of the children sit with their backs to the windows; it is necessary to transplant them from time to time to brighter places so that they do not strain their eyesight all the time. A place should be determined for the easel on which the show is held, nature is attached, etc. The light should fall on it from the left or right so that everything shown can be clearly seen. When arranging tables in 2 rows, the easel is located along the axis of the passage at a distance of approximately 2 m from the front tables. If the tables are double and stand in 3 rows, then it is better to place the easel along the axis of the middle row, but at a distance of at least 2.5 m.

When this distance decreases, the angle of view of children sitting on the left and right at the front tables becomes too sharp, and they see objects and images in a highly distorted form.

Usually in kindergartens, the distribution of material and small equipment is entirely the responsibility of the attendants.

As practice has shown, it is much more expedient to combine the work of those on duty with the self-service of children. This disciplines children, creates a serious, businesslike attitude. The entire preparation process is many times faster than when only attendants work. Children develop the valuable habit of preparing everything for themselves and then cleaning up after themselves, which will be very useful for them when they enter school. Self-service should be introduced from the second younger group, giving at first to all children the simplest instructions, for example, to bring a box of pencils or a stand with a brush for themselves. Gradually, year by year, the requirements should be increased, ensuring that in the preparatory group each child fully prepares his workplace and completely cleans it at the end of work. It is organized approximately as follows.

The second junior group (3 - 4 years). Children, having finished breakfast, go to play. At this time, the nanny cleans the tables and wipes the floor, immediately placing the chairs as required for the lesson (4 chairs, each to the table leg, and also prepares additional tables.

If the tables move closer to the light for the duration of the lesson, then at the end of breakfast, you should invite the children to immediately take their chairs and place them along the free wall and walls so that they do not interfere with the movement of the tables. While the children are busy placing chairs, the teacher puts in two places the equipment that they will take themselves: brushes, coasters for them, linings, rags, boxes of pencils. Then the teacher and the nanny set up the tables as needed for the lesson. The teacher invites the children to remove toys, take chairs and put them on the tables in their places, and then bring and put a stand and a brush on the right, and a folded rag near the can of water. While the children are doing all this, the teacher arranges jars of water and sets of paints. After that, the children are invited to sit quietly at the tables and the teacher distributes pre-signed pieces of paper to them. The lesson starts.

At the end of the lesson, the children should quietly push their chairs and take (each) to the place of the stand, brush and cloth. The children bring the drawings made with pencils and immediately put them on the stand, but it is better to leave the work with paints for a while on the tables to dry, and later the teacher puts them on the stand for viewing.

Banks with water and paints are compiled by the educator or nanny on the educator's table. The attendants also bring here the individual small equipment collected by the children (brushes, coasters, etc., and it is advisable for the teacher to immediately rinse the brushes for paints clean under the tap so that they do not dry out.

Note: at the beginning of the school year (1-2 months), all small equipment is laid out and removed by the teacher.

Middle group (4 - 5 years). The teacher rearranges the tables with the help of the attendants (by the end of the year, the attendants do this on their own, put water and paints on each table. brushes.

For the first half of the year, those on duty do the same as in the previous group. In addition, water is poured in advance. In the second half of the year, they themselves bring and put water and paints prepared by the teacher. When the lesson is over, they do all the same work as last year, and moreover, they carry and pour out water, collect sets of paints from the tables, and put them in the agreed place. By the end of the year, they help the caregiver wash the jars and palettes. They check the stacking of colored pencils in boxes (the sequence of arrangement of colors along the spectrum, filled with the end in one direction). The rest of the children do the same as in the younger group.

Senior group (5 - 6 years). The teacher, having established the order of arranging the tables for classes (if the tables are double, then they are placed in 2-3 rows, introduces all the children to him, who in the future, on duty, will have to arrange the tables in this order. The teacher only observes the attendants, giving instructions , advice and evaluating their work. During the first month, he teaches children the correct and rational methods of washing dishes from paint, helping them; in the future, he only observes the implementation of the established rules. In this group, it is advisable to appoint 3 pairs of attendants according to the number of rows, entrusting each pair with the arrangement and equipment of their row of tables.

The attendants arrange tables, put water, paints, glue, paper on them. After class, they pour out water, soak the dishes from under the paints (they wash them later). The paint remaining after drawing is poured into bottles by the educator himself. All children do the same as in the previous groups. At the end of the session, all personal equipment is put back in place.

Preparatory group (6 7 years). The teacher, having determined at the beginning of the year the duties of the duty and other children, only observes their implementation. The attendants arrange tables in working order, take glasses with brushes or graphite pencils, liners, a box of rags, coasters to the appointed place. If drawing with watercolors is carried out, then they are soaked before breakfast. The attendants oversee the preparation of all the children for their jobs. At the end of the lesson, they make sure that everyone not only cleans up all individual equipment, but also leaves the workplace in exemplary order (the table is clean, the chair is level, the floor is clean). The attendants wash the palettes, rinse the brushes clean.

All children, at the direction of the teacher, fully equip their workplace, that is, in addition to individual equipment, they themselves bring and put water, paint sets. It is advisable to distribute this work as follows: if the tables are double, then, for example, today all the children sitting on the left pour and bring water, and those on the right bring and put sets of paints, in the next lesson they change roles. This distribution creates greater clarity in the organization of the lesson.

In this group, when drawing with paints, in some cases, the child can be allowed to leave the table, change the water, change a broken pencil when drawing with pencils, or take something extra. It is necessary to teach children to do this as silently as possible so as not to interfere with others' work. The signed sheets of paper, as well as the individual nature, are distributed by the educator himself, distributing the latter, taking into account the capabilities of each child.

Organization of the lesson process

The learning process is divided into 3 parts:

1) introductory part - instructions of the educator, conversation with children;

2) management of the process of performing work and

3) the final part - viewing and evaluation of children's work.

The first part of the lesson. Instructions are given at each lesson in visual activity, whether it is drawing from life, according to the plan, plot drawing, decorative work. Depending on how well this part is prepared, the results of the session will be good or bad. Therefore, in each case, it must be thought out and worked out in advance. The structure of this part of the lesson is something like this:

1. Communication of the content of the upcoming work, creating interest and emotional mood.

2. Analysis of the depicted (nature, sample, reminder of what he saw earlier, reading the text. Conversation with children.

3. Specific instructions for the performance of work. Active participation of children in explanations and demonstration of performance techniques.

Each time new content is put into these three parts. In addition, the ratio of the mentioned parts changes: in some cases, more space is given to the analysis of the subject, for example, in subject drawing, in others, to the creation of a lively, expressive image, for example, in plot drawing, etc.

The first words with which the teacher addresses the children

should be emotional, interest children in the upcoming work, create a vivid image of what children will draw, cut or sculpt.

In the younger and middle groups, interest in the lesson can be aroused by introducing elements of the game into the consideration of the subject: the conversation of children with a bear or doll, with a snowman as a living character, including game actions, moments of surprise, unexpected appearance of a toy, etc.

In the senior and preparatory groups, the conversation should be conducted in a more businesslike and serious tone, but do not forget about expressive intonation.

Then an analysis is made of the object that the children will portray, or a sample. The teacher asks questions - the children answer. It is bad when the educator explains everything and tells himself, without calling the children for answers, for a conversation and without giving food to the children's mind. You should explain yourself only what is new or difficult for children; if you can rely on the previous experience of children, then you should turn to their memory and ingenuity, asking questions, calling for statements, comments. During the conversation, it is useful to call 1-2 children to the easel and offer to show with a gesture what was said. Here is an example of such an analysis for children 5-6 years old.

Children, in order to draw a bear well, let's take a closer look at it. What is the shape of the bear's body? Tell Olya. Yes, oval. And the head? Yes, it is round and it has semicircular ears. The paws of the bear are also oval, but elongated. Where are the front legs attached? Wow, tell me. That's right, at the top, to the shoulders. What about the rear ones? Of course, below. Nina, come here, show me and name what you will draw first and then what. That's right, first in the middle of the sheet there is a large oval-shaped torso, then a round head on top, and after the paws.

In some cases, when the children are excited by something, they are not yet well organized, or when everyone needs to show something at close range (there may be other reasons, the teacher gathers them around him. He addresses everyone, talking about what they will engage in, or promises to show something, or shows everyone some little thing, a toy, etc.

After the children have calmed down and their attention has been collected and their curiosity has been aroused, the teacher invites them to sit quietly in their places. If necessary, the teacher gives additional explanations or shows something when everyone is seated at the tables. The different organization of children in the process of the first and second parts increases the susceptibility of children, interest in the lesson. You can keep standing children near you for no more than 1-2 minutes.

Specific instructions on how to perform work, establishing a sequence are especially important. In this, children should also take an active part - answer questions, recall previously learned skills. The educator excites the thought of the children, their initiative in terms of how to fashion, cut, stick, draw. He calls individual children to an easel for display.

Before starting work, children should understand well where they should start and how to act. These instructions are given by the teacher.

Management of the work process. In the process of the children doing the work itself, the educator must lead the lesson as a whole, and also pay attention to individual children, not losing sight of either one or the other. For some children, work goes smoothly and proceeds smoothly, for others, immediately after it begins, difficulties arise: they do not have confidence in how to do it, and they begin to procrastinate, which immediately reduces the pace of work and interest in it. There may be several such doubting children in the group. Sometimes it can be helpful to show all the children a job well started shortly after the class starts and to emphasize what was done well in it. This general guidance will help insecure children to start and continue at a good pace, at the same time as the whole group.

After the educator is convinced that he has adjusted the work of the group as a whole, he can temporarily move on to individual guidance. However, it is not worth rushing with help. Because it is desirable. To teach children how to solve problems on their own. If the teacher is convinced that the child really cannot cope with the difficulty on his own, then he should be helped, mainly in the form of leading questions, sometimes advice, and only in rare cases by showing an image of something and only on a separate sheet, and not in the child’s drawing. .

From time to time, one should break away from individual help in order to. To see how the work of the whole group proceeds. If any general difficulty or mistake is planned, then all children should be invited to stop work and listen to an additional explanation. If in the process of work the child wants to ask the teacher about something. Then he must raise his hand to wait until the teacher comes to him.

The final part of the lesson. The final part of the lesson is the review and evaluation of children's work by children and the teacher. In most cases, it is in the nature of a detailed analysis, in which the work of all children should be presented. Analysis of children's work is carried out immediately after class or after a walk.

In the first case, between the process of work and analysis, a short break is needed to give the children a physical warm-up.

It is advisable to invite the children to get up from the tables and remove their individual equipment, and then immediately gather them in a semicircle (or put them back in their places) near the stand and evaluate the work done. The analysis is very active and fruitful after a walk, it takes only 5-7 minutes, which does not violate the general regime of children's life.

The questions asked by the educator during the analysis should be varied. You can't reduce everything to "right" or "wrong".

When working according to a plan, one should draw the attention of children to that new and interesting thing that manifested itself in any work.

When evaluating plot and many subject drawings, you first need to focus on the imagery, the specificity of the characters (the funniest and most cheerful Petrushka, the wonderful dancing Matryoshka, etc.) and the expressiveness of the action (the fox creeps up, the chickens catch the beetle, etc.).

In drawings from life - on the correctness of the structure of the subject.

In all cases, children's attention should be drawn to the aesthetic qualities of the work - the beauty of the color combination, the location on the sheet of paper that is pleasing to the eye, and sometimes the cleanliness and accuracy of execution.

After saying the children, the final words are spoken by the teacher. He gives a general assessment of the lesson, highlighting in individual works what he considers important at the moment. This concludes the lesson.

Literature and sources of information:

Kazakova R.G. Drawing with preschool children. - M.: Creative Center SPHERE - 2004 - 463s.

Komarova T.O. Visual activity in kindergarten. Education and creativity. - M.: Pedagogy. - 1990. - 281s.

Sakulina N.P., Komarova T.S. Visual activity in kindergarten. - M.: Enlightenment - 1982 - 318s.

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Children and creativity are inseparable concepts. Every child in the soul is an artist and sculptor, singer and musician. Creative impulses in children manifest themselves in the most unimaginable form, but very often they are associated with artistic activity. Many mothers sooner or later wonder why a child needs to learn to draw? And really, why, if you do not plan to raise another Surikov or Aivazovsky? If your task is to see your child as a successful, self-confident person, then encourage creative manifestations, because any visual work is an important condition for the normal development of the baby.

Non-traditional drawing techniques in kindergarten and at home help develop spatial thinking, eye measurement, and coordination. After all, the baby needs to connect the ratio of the sizes of the parts with a single composition and arrange them harmoniously on the sheet. When working on a complex decorative composition, the child learns to plan his actions, choose the right material. It is very important for him to understand that he can create something with his own hands.

Everyone knows that drawing is one of the most favorite activities of our children. With great pleasure they draw with colored pencils, felt-tip pens, paints, dipping the brush into a bright substance. And why not get your finger wet there or smear the whole palm with paint? Fine art cannot be framed, it is necessary to destroy all the boundaries of the familiar and traditional!

Non-traditional drawing techniques attract our fidgets much more, because they do not require perseverance, they allow them to more clearly reveal their potential during creativity, they introduce the child to the opportunity to unusually use the things around us as materials for creativity. If the most unusual paints and bright pencils in the baby no longer arouse their former interest, then you can dilute the creativity of your fidget with other drawing methods. Why is drawing in non-traditional ways useful in kindergarten and at home?

• The kid uses a variety of materials, learns the differences in textures, which allows him to improve fine motor skills.
• There is an acquaintance with volume, form and space, which develops the imagination.
• The ability to combine and mix shades develops aesthetic taste.
• The use of unusual materials develops thinking, teaches to make non-standard decisions.
• Drawings using such techniques are obtained much faster, which pleases the crumbs, who so lack perseverance.
• It adds self-confidence and self-confidence, because even without outstanding skills you can create a unique “masterpiece”!

All the most interesting techniques and methods were collected and systematized by G.N. Davydov in the book "Unconventional Drawing Techniques in Kindergarten". This book is a great helper for both a teacher and a mom who wants to diversify her leisure time with her baby.

Let's start creating: fingers or palms

Non-traditional drawing techniques involve depicting images using various materials, including “non-artistic” ones: crumpled paper, foam rubber, threads, paraffin candle or wax crayons, dried leaves; drawing without using a tool - with palms or fingers and much more. Such methods are successfully used both in kindergarten and at home.

For different ages, you can offer your own technique, for example, it will be interesting for the smallest to draw with fingers, because it is still difficult for a baby to hold a brush, but the baby already knows his own hands brilliantly. Dip the palm of the crumbs in the paint and offer to leave a mark on the paper, as cat and dog tracks leave. Consider the imprint with the baby, who does it look like? It looks like an elephant or a turtle, and if we finish the eye, there will be a fish! All the action is controlled only by the imagination of your baby, and if suddenly he is confused, then help him, hold a master class - paint your palm and leave an imprint. “Look, the mother of an elephant turned out, but where is the baby elephant?”, - the child will be happy to join in such a fun game.

You can dip in paint not the whole palm, but only fingers, and leave tiny prints. The more multi-colored prints, the more interesting the drawing - let the kid fantasize for his own pleasure. Adults should be prepared for the fact that the paint will be not only on the leaf, but also on the baby, or rather, the baby will be all in it and the surrounding objects too. Therefore, take care of cleanliness in advance: cover the table where you plan to arrange a creative workshop with oilcloth, and put an apron and armlets on the baby, otherwise what kind of flight of fancy can we talk about if you constantly pull the baby: “Be careful, you will get dirty!”.

We continue to fantasize. Stamps, prints

Kids of all ages like to use stamps while drawing. This unique technique of unconventional drawing in kindergarten is so easy to perform and versatile in manifestation that it is perfect for work both in kindergarten and at home. Ready-made stamps can be purchased at an art supply store. But it is much more interesting to make a stamp on your own, and even better with a baby.

As a stamp, almost anything that can be dipped in paint and then left an imprint on a sheet of paper is suitable. You can cut an apple or a potato - this is the easiest stamp. On a half of a potato, you can cut out some figure: a heart or a flower. Another stamp is made from ordinary threads, wound on any basis. Threads can not be wound, but simply immersed in paint. After thorough impregnation, they are laid out on one sheet, covered with another, lightly pressed, and admire the intricate pattern.

It is easy to make a stamp from ordinary plasticine. Come up with an interesting shape and decorate a small piece of plasticine. It is better to choose thick paint for classic stamps. An unusual texture to the background can be given by using a crumpled napkin or paper, and then according to the worked out scheme: we dip it in paint and stamp it. Very beautiful stamps are obtained from dried leaves: paint the leaf with paint on one side, put it on paper and press it. After the painted leaf was removed, the picture “Golden Autumn” turned out - the kid is completely delighted.

There is another non-traditional drawing technique, similar to a stamp, but with an interesting feature - drawing with foam rubber. Cut off a small piece from an ordinary sponge, dip it in paint and cover the sheet with gentle pressure. It's so easy and simple to get a wonderful background for further drawing, and if you use stencils or templates for children's drawing, you get an amazing floral or geometric pattern.

Dot drawing

As a method of fine art for kids, drawing with dots can be distinguished. This simple technique is clear even to the crumbs. You will need paints and cotton buds or regular felt-tip pens. We dip the wand into the paint, and with a slight pressure draw a dot on a sheet of paper, then another one - until the invented image appears on the landscape sheet. You can help the baby by drawing the outline of the future drawing, and he will fill it with a large number of bright prints. The subject of a bitmap can be any - a winter fairy tale, and a bright sun. Education at such a tender age should be carried out unobtrusively, in the form of a game.

Technique "monotype"

For older children, you can offer more interesting types of artistic creativity. For example, an interesting technique, which is also based on prints, is “Monotype”. Its purpose is to create a symmetrical pattern, such as a mushroom, an insect (butterfly or ladybug), for an older preschool group, you can depict a landscape reflected in a lake.

We take a landscape sheet of paper, fold it in half, then unfold it and draw on one half relative to the fold line. Since we agreed to depict a butterfly, we draw one wing, then we iron the folded sheet with our hand. We open it - the butterfly already has two wings and they are exactly the same! Missing elements can be finished with a brush.

The feeling of delight is provided, while the child understands that his “hooligan” actions, when blots and splashes fly onto the album sheet, are also a form of art. "Blotography" also has the name "Spray". With such techniques, unusual artistic effects can be achieved.

Paint splatter, aka "Splatter". A toothbrush will come to the rescue. Gently dip it into the paint and lightly tap with a pen or pencil towards you. A huge number of small droplets remain on the sheet. With the help of such an unconventional drawing technique, a very realistic winter landscape or deep space with many stars is obtained. "Blotography" will help the young artist populate the uninhabited planets of space with funny aliens. One has only to pick up more paint on the brush and let it drain onto a sheet of paper - it turned out to be a blot. And now we blow on it, dispersing the rays in different directions. Let's draw a couple of eyes to the dried blot, or maybe two pairs, this is an unknown animal, and send it to populate its distant worlds!

An interesting texture can be achieved by using a dry brush. Lightly immerse a dry wide brush in gouache, wipe off excess paint on a jar. We draw with vertical poke movements. The image turns out to be “shaggy” and “prickly”, in this way Christmas trees and hedgehogs, a field with green grass are very realistic. In such an unconventional way in kindergarten, you can draw flowers, for example, asters.

Incredible possibilities of ordinary things.

1. Bubble.

It turns out that soap bubbles can not only be blown and popped, but you can also draw with them. Dilute a little paint in a glass of soapy water, take a tube and blow bubbles into the glass. Your kids will do this trick with pleasure. Well, there is a lot of bright multi-colored foam, put a sheet of paper on it, and as soon as the bubbles begin to appear, the paper needs to be removed - the colorful pattern is ready!

1. Salt.

Do not be surprised, but salt can be used not only in cooking. An interesting texture will turn out if the dry drawing is sprinkled with salt, and when the paint dries, just chill.

1. Sand, beads and various grains are also used to create creative textures. There are several options for using such materials.

• Sprinkle the sheet pre-coated with glue with grits, sand or beads, and then draw on the textured surface.
• We cover with glue the areas where the drawing will be depicted.
• Color and dry the necessary materials in advance, and then decorate the drawing with them.

Classics in an unconventional way

Let's put away the stamps and salt, wipe off the paint-stained pens, get the watercolors and brushes. Boring? Not boring at all, but very interesting, because with the help of classic watercolors we will work wonders!

It is necessary to take thick paper (the best option is special watercolor), wet it so that it gets wet enough. Pick up a little paint on the brush and lightly touch the wet paper with the brush. The movements should be exactly light and smooth, the beauty of the result depends on this. Before your eyes, a drop of paint spreads in different directions, turning into something amazing! This is the right time to tell your baby about the rules for getting new colors and shades. Now this practice is the most obvious. The resulting unthinkable divorces will serve as an interesting background for future creative work.

The next non-traditional drawing technique that we will consider, also from the “miracles nearby” category, is called “Aquatype”.

This is a technique of drawing with paints and water, it is also known as water printing. Just as in the previous method, we need thick paper, we will choose no less traditional paints - gouache, we also need black or any dark ink. Think with the baby, what would he like to portray? This method produces unusually beautiful flowers. After the paints have dried, paint over the entire sheet with ink, then immerse your work in a bowl of water, and enjoy the wonderful transformations! All gouache will dissolve, only your drawing will remain on a dark background. Why not magic?

The series of incredible transformations has not ended! Let's take all the same thick paper, and with wax crayons (if they were not at hand, you can use an ordinary candle), we will apply a drawing or pattern. Next, apply watercolor paint to the entire sheet (places treated with wax will not be painted). A drawing will appear on a colored watercolor background, which will be a surprise for the baby, because when you draw with colorless chalk on a white sheet, it is rather difficult to imagine the final result. The process of magic in the end can also bring quite a practical result.

Making "marble paper" is an extremely exciting activity that kids really like: it's fun to play with things that are generally not allowed to be taken. For example, daddy's shaving foam. For work you will need:

• shaving foam;
• watercolor paints;
• flat plate;
• sheet of thick paper.

First you need to get a saturated solution: mix the paint with water. Then apply a thick layer of shaving cream on a plate, and drip a few bright drops of paint in a chaotic manner. With the help of a brush, we draw with drops of paint on the foam, getting intricate zigzags and patterns. Here it is - a magical sacrament that will completely absorb an enthusiastic baby. And here is the promised practical effect. We apply the sheet to the rainbow foam, and then turn it over so that the foam is on top of the sheet. We remove the foam remaining on the paper with a scraper. And - about a miracle! Unimaginable stains appear from under the foam, similar to a marble pattern. The paper has absorbed the ink. After drying, "marble paper" can be used in the manufacture of crafts or as an addition to the decor.

There is no limit to creativity

For children who have already become acquainted with many interesting techniques and have shown their outstanding creative abilities, we can offer a rather difficult drawing technique - “scratching”.

Thick paper is needed, it needs to be painted with wax crayons, preferably in bright colors, then, using a wide brush, cover with black gouache or ink. If you intend to use gouache, add a little PVA glue so that the dried paint does not crumble. When the ink (or gouache) dries, the blank for further work is ready. Now take a thin stack (any sharp, non-writing instrument) and start drawing. But this process can be called drawing only conditionally, since the top layer of paint is scraped off. So, stroke after stroke, a bright wax layer appears and is projected into the artist's idea.

For young artists, it will be a fascinating technique of drawing with plasticine on glass.

Choose the drawing you like, cover it with glass, draw the outlines of the drawing on the glass with a black felt-tip pen. Then we proceed to filling the contours with soft plasticine, trying not to protrude beyond the edge. The wrong side does not look so neat, but a bright and clear picture is visible from the front side. Insert the work into a frame, and you can use colored cardboard as a background.

There are a number of non-traditional drawing techniques in kindergarten that children of the middle and senior preschool groups can easily master. For everyday activities, a combination of appliqué with a classic pattern may be suitable. The pre-cut elements are glued onto the landscape sheet, after which they give the image a finished look with the help of pencils or paints.

One of the available and entertaining techniques is "Frontage".

We have known this type of fine art since childhood, do you remember hiding a coin under a sheet of paper and shading it with a simple pencil? In the same way, instead of a coin, you can use dry leaves, and shade not with a pencil, but with colored pastels. The picture will turn out bright and saturated.

We have seen a lot of drawing techniques and have already learned a lot, so why not put our knowledge into practice? With the help of both traditional and non-traditional drawing techniques, any interior items are decorated. Decorative drawing in kindergarten also has an applied character, a child can already decorate, for example, a pencil holder or a clay vase, or he can please his mother and create a unique pattern on a cutting board. It should only be remembered that paints for such work must be chosen waterproof: acrylic or oil. To make the result please longer, cover the finished craft with varnish.

For interior decoration, the technique of "stained glass" is used.

The essence of the technique is to apply the adhesive contour and fill it with paint. There are many variants of this technique, but one of the most interesting is drawing a pattern on an oilcloth, and after drying, the pattern can be removed from the oilcloth and glued to any surface, for example, glass, - there will be a translucent bright picture.

Let us dwell in more detail on the execution technique itself.

The ideal option would be to use specialized stained glass paints, but if there are none, you can be smart and make them yourself. Take ordinary gouache and add PVA glue, after drying, the paints have an elastic structure, which will allow you to remove the picture from the film without difficulty. Choose the picture you like and draw its outline on a transparent oilcloth (you can take a regular file or a plastic transparent folder). It is better to make the contour first with a pencil or felt-tip pen, and then circle it either with a finished stained glass contour, or with ordinary PVA glue from a tube with a dispenser. Wait for the contour to dry, then fill with bright colors. After complete drying, you can unstick the pattern from the film and decorate the intended surface.

You can decorate not only interior items, but also wardrobe items with special fabric paints. This technique is called "Cold batik". Invite your child to make a designer painting of an ordinary white T-shirt, only your baby will have this, the one and only!

• First, the T-shirt must be fixed in an embroidery hoop or in a stretcher for drawing on canvas.
• Using a pencil and tracing paper, transfer the image of your favorite cartoon character to the fabric.

One of the most important stages of this method is the application of a reserve composition, in other words, a protective contour that will prevent the paint from spreading over the fabric. The contour must be closed to prevent spreading.

• After drying, according to the scheme known to us, we fill the contours with paint.
• Then the drawing must be fixed. Place one sheet of paper under the drawing, and the other on the drawing and iron it.

You can wash such a product, but it is better in manual mode in cool water. The unique product is ready.

Conclusion

All considered non-traditional drawing techniques are applicable only indoors. What about outdoor walks in summer? Are only outdoor games suitable for the street? No, you can do fine art. Drawing in the summer in kindergarten can also be done on the street using classic chalk. Drawing on asphalt in kindergarten is a great entertaining and educational activity. Children draw with crayons wherever there is a more or less hard surface: asphalt, tiles, fences, house walls. It's great to see a bright embodiment of fantasy instead of gray asphalt.

Elena Nikitina

Drawing one of the most favorite activities for children. Drawing in unusual ways evokes even more positive emotions in children. Using non-traditional drawing techniques development of thinking, imagination, fantasy, creative abilities. The child has an interest in drawing as a result of the desire to create.

Today I will tell you and show you how paint without using a brush.

1. Drawing with cotton swabs. We collect paint on a stick and decorate the image on a sheet of paper with dots. (Herringbone, snow, teapot, sundress, rowan branch).

2. Hand drawing. Pour the paint into a flat container. We dip the palm of our hand and press it against a sheet of paper. (Flowers, fish, Santa Claus, swan, carrots).

3. Drawing with cotton pads. Cotton pads can paint by folding them in half, in a quarter or whole. (Moon, snowdrifts, various flowers).

4. Drawing with prints. Simple way of drawing: Ink is applied to the surface to be printed and the print is placed on a sheet of paper. (use: flowers, shells, fruits, vegetables).

5. Blotography. A spot is made on a sheet of paper or a blot is made of watercolor paint. We take a tube and blow air onto the blot.

6. drawing with a fork. We collect paint from a flat plate on the fork and an imprint is made with the flat surface of the fork. Can draw grass, fence, flowers, hedgehog.

7. thread drawing. The best thing draw with woolen thread. We dip the thread in paint and apply it to a sheet of paper and create a pattern by imprinting with the movement of the thread. The woolen thread creates a whimsical pattern that is suitable for the image of a cloud, a cloud, a sheep, an unusual flower.

8. Drawing sponge or piece of foam rubber. We clamp a piece of foam rubber with a clothespin, lower it into the paint and apply prints that create the texture of the object. They draw animal fur, fluffy clusters of flowers, clouds, tree crowns.

9. Spray painting. You will need a toothbrush and comb. We take a little paint on the brush and spray it with a comb. Over a sheet of paper we drive with a brush along the comb. You can apply paints of different colors, it will turn out very beautiful.

10. Drawing with stamps. The stamp is easy to make from plasticine. Plasticine is applied to a block, cube, etc. With any sharp object, we depict on it some object or an abstract pattern. The stamp is ready. We make a pillow from a sponge. Pour the paint on the sponge. We apply the stamp to the sponge with paint. Now you can print. A stamp can be made from the bottom of a plastic bottle, beautiful flowers are obtained.

11. Drawing prints of cups and necks of different diameters. Pour the paint into a flat plate. We lower the cup into the paint and apply the drawing on a sheet of paper.

12. Comb drawing. We need a comb with frequent teeth. We apply multi-colored paint (next to each other) on a sheet of paper in the form of a drop. Then we draw a comb over all the drops of paint, connecting and smearing them. It makes an amazing rainbow. It is also possible draw different patterns adding drops and moving the comb in different directions.

13. Drawing with wax crayons. With colored wax pencils or wax crayons, we draw a drawing on a sheet of paper. Then cover with one or more layers of watercolor. It turns out an unusual and bright pattern. (Can draw stars, flowers).

14. Grating (waxography). We paint the surface of the entire sheet of paper with wax crayons, then cover the sheet with black gouache. When everything is dry, we scratch the paint and create a drawing with lines. You can scratch with a pointed stick, skewer, toothpick.

15. gauze drawing. We apply a layer of gauze to a wet sheet of paper, straightening it. The gauze must be motionless on the paper. On top of the gauze we draw with a brush with paint. Let the drawing dry. We remove the gauze - a drawing remains on the paper in the form of an imprint of the texture of the gauze fabric. (Landscape, sky, tree, grass)

16. Drawing using plastic film. We draw a picture. While the paint is not dry, quickly apply the film to the drawing in the right place and gently, with rotating movements, create wrinkles of the film on paper. Paint collects in wrinkles. Let dry and carefully remove the tape.

17. Monotype. We draw symmetrical objects. To do this, fold a sheet of paper in half and draw an object on one half. Before the paint dries, again fold the sheet in two. On the second half you will get a print, After that, the image can be draw or decorate.

18. Drawing air bubble wrap. With the help of this wonderful material, you can very easily draw falling snow. We apply white or pale blue paint to the film and apply it to a sheet of paper with a pattern. With the help of this technology you can make an unusual background for a winter application.

19. salt painting. On a sheet of colored cardboard we apply a drawing with PVA glue. We draw a picture on the theme of winter. Sprinkle salt on top. When everything is dry, shake off the excess salt.

20. decoy drawing. For drawing in this technique colored paper or cardboard is used. PVA glue is applied to the outline of the drawing. Semolina is poured on top and a sheet of paper is tightly applied on top. Then remove the paper and shake off the excess semolina. So way the next part is created.

21. candle drawing. On a thick sheet of paper or cardboard, children draw with a candle according to plan. The sheet is painted over with watercolor paint. Wax images will emerge through the watercolor. (Christmas tree, snowflakes, animals).

You can also use these methods non-traditional drawing: pen drawing, finger drawing, drawing stenciled with a tampon, poke drawing, bubble painting, crumpled paper drawing, leaf painting.

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