Drawing on the theme of summer, junior group. Long-term plan for the summer for artistic creativity in the second junior group

Nadya Meshkova

Drawing- one of the favorite types of children's activities. Most children boldly take on any visual materials and draw, but not all children are future artists, and even the best will not change this pedagogical methods. But all children have a predisposition to master graphic skills and children draw whatever they want and how they want and at the same time give a description of their drawings, even if it’s just scribbles. Such a child can be called creative, because he knows how to think outside the box, make discoveries, the ability to see differently, and in the future be sure to learn how to beautifully paint.

Unconventional drawing technique special palms and fingers does not require abilities, it is important for the teacher to choose a topic for drawing and guide children in the right direction. Drawing Children really like it with their fingers and palms. It's an exciting and fun process. Conscious movements stimulate speech development in children. When coloring a palm, the child uses both hands, which perfectly develops coordination of movements. Left-handed children have this drawing helps development right hand. Any visual activity promotes aesthetic perception of the world and increased speech activity, develops imagination, spatial and figurative thinking.

When a child creates an image, his ideas about the world around him improve. He remembers the characteristic features and details of objects, masters visual skills, and finds the first design solutions.

To work, I combined two sheets of wallpaper. I drew a sun in the corner, and the rays are children's palms.

Rainbow painted fingers and clover too painted with fingers, everything else with your palms.

Children love to paint their hands with paints; it tickles them and has fun. The mood and a lot of impressions are lifted.

At the end drawing I tinted the white spaces with pink paint using a piece of cotton wool, this could have been done at the beginning drawing.

Here we have such a masterpiece.

Publications on the topic:

“Drawing balloons” (non-traditional drawing method) Summary of GCD in younger group"Drawing balloons» ( unconventional method drawing). Tasks: -continue to introduce children to flowers.

Photo report. Finger painting in the second junior group “Airplane”. Finger painting is a very interesting and amazing activity.

TOPIC: "DEVELOPMENT OF CHILDREN'S CREATIVE ABILITIES THROUGH MASTERING NON-TRADITIONAL DRAWING TECHNIQUES" PEDAGOGICAL DIAGNOSTICS IN FINE SCIENCE.

Summary of OD on drawing in the 1st junior group “Blizzard” (collective drawing using an unconventional drawing technique - “wet”).

Summary of an open event on non-traditional drawing techniques (drawing with a plastic fork) in the second junior group Municipal preschool educational institution kindergarten general developmental type with priority implementation of physical development.

Summary of a lesson on appliqué (collective creativity) in the second junior group Lesson notes on application ( collective creativity) in the second junior group. Topic: “Leaves are falling, falling, leaves are falling in our garden.”

Rogonova Yulia Vladimirovna

MBDOU "Kindergarten No. 134"

Dzerzhinsk, Nizhny Novgorod region.

Educator

Notes on drawing in the second junior group: “Yellow Dandelion”

Goal: learn to draw a dandelion with your fingers.

Tasks:
1. Educational field “Social and communicative development”:
Develop expressive speech, memory, attention; evoke an emotional and aesthetic response to this topic;
2. Educational area « Cognitive development»: consolidate knowledge about spring, the first flowers, their structure; consolidate knowledge about insects (bee); cultivate a caring attitude towards nature.
3. Educational area « Speech development»: develop the ability to listen to a poem, answer questions, learn to select descriptive adjectives for a noun; develop correct sound pronunciation.
4. Educational field "Artistic and aesthetic development": learn to convey the image of a flower, its structure and shape using your fingers; consolidate knowledge of primary colors; cultivate interest in creativity.
5. Educational area « Physical development»: develop fine motor skills hands, coordination of movements; cultivate a desire to participate in outdoor games.
Preliminary work: observing grass and flowers, insects on a walk, looking at the albums “Flowers”, “Insects”; guessing riddles about spring and flowers.

Methods: listening to a work, conversation, individual responses of children, use surprise moment, problematic situation, showing a method of action, explanation, outdoor game, encouragement.

Facilities: album sheets, yellow and green gouache, a model of a dandelion and bees according to the number of children, napkins.

Contents of educational activities:

1. Organizing time.
Educator: Guys, it's here beautiful time year - Spring. All nature wakes up from a long sleep. What flowers are among the first to bloom?
Children: Dandelions.
Educator: I will read you a beautiful poem about a dandelion!
"The sun has dropped
Golden ray.
The dandelion has grown -
The first young one!
He has a wonderful
Golden color,
He is a big sun
Little portrait!
- Look how beautiful the dandelion is. How is this flower similar to the sun?
Children: Same round and yellow.
Educator: What does a dandelion have? (stem, leaves, flower) Hear someone buzzing. Who is this?
Winged fashionista, striped dress!
Even though he is small in size, if he bites, it will be bad!
Children: Bee.
(A bee is brought into the group)
Educator: Hello, bee! What is your name? (Maya) The bee found out that a dandelion appeared in our group. She woke up early, and the flowers had not yet bloomed anywhere. The bee really wants to taste the nectar. So she flew to us, but she did not fly to us alone, with her friends - the bees.
Educator:(brings in bees)
Outdoor game "Dandelion"
Dandelion, dandelion!
(They squat, then slowly rise)
The stem is as thin as a finger.
If the wind is fast, fast
(They scatter in different directions)
It will fly into the clearing,
Everything around will rustle.
(They say “sh-sh-sh-sh-sh”)
Dandelion stamens
They'll scatter in a round dance
(Hold hands and walk in a circle)
And they will merge with the sky.

2. Problematic situation.
- Guys, there are many bees, but one flower. The insects will not have enough flower nectar. Where can we get it?
Children: Draw.
2. Educator: What will we draw with? We don't have brushes.
Children find it difficult to answer.
Educator: It doesn’t matter, we always have 10 brushes ready that are always with us. What kind of brushes are these? Did you guess it? Of course these are our fingers! Each finger-brush has its own paint. And now I will teach you how to draw with brush fingers. Choose any leaf that you like best in color. Let's put yellow paint on our finger, put a bright dot on the sheet, and then around it there are many dots in a circle.
Educator:(accompanies the explanation with an example) So the flower turned out to be yellow and fluffy. What else did we forget to draw?
Children: Stem and leaf.
Educator: They can be drawn with straight lines. Who wants to show? (child draws on the sample) Look, another dandelion has grown in our group. Now draw dandelions for each bee yourself.
Children draw.
3. Summarizing.
Educator: What wonderful flowers they turned out to be. Now we put the dandelions together - we get a golden meadow. Our bees will sit on it and drink sweet nectar! Guys, can you pick flowers? (children's answers). Why? (children's answers).
All the guys did their best, the bees are very happy. Well done!

Target:

Evoke a positive emotional response to the beauty of nature.
Develop the ability to convey mood, state, attitude towards what is depicted, experiment with various types and ways of depicting.
Depict simple objects and phenomena.
Ability to create simple plot compositions.

Tasks:

Continue to learn how to hold a pencil correctly
Learn to depict simple objects, draw straight lines (short, long)
Rhythmically, apply strokes when depicting rain, placing them throughout the sheet.
Find similarities between strokes and raindrops, evoke an emotional response
Learn to draw rain from clouds, cultivate accuracy.

Preliminary work:
— Talk to your child about summer.
— Watching an animated film: “mushroom rain”
— Rain observations.
— Learn a song about rain

Handout:
Landscape sheets with outlines of clouds, blue pencil, flash. map recording rain. Sounds of nature – “Summer Rain”

Progress of the lesson

Organizing time

The sound of rain is heard

Educator: Guys, what do you think this is?
Children: Rain
Educator: What is he like: strong, noisy?
Children: Noisy!
Educator: Show me how raindrops drip (children tap their fingers on their palms) well done!

Early, early in the morning
Look out the window:
The rain was running through the yard,
I played a little.

Looking at the illustration “Summer”

Educator: What do we do in the summer?
Children: We go to the dacha, to the river, to pick flowers.
Educator: You can spend more time outside, look at colorful butterflies, walk in the garden and wear a sun hat, because now the sun is shining very brightly.

Fizminutka

We'll take umbrellas with us
And let's go outside.
Let's go for a walk and play.
If it suddenly rains
We'll open the umbrellas
The rain will pass, close the umbrella
Let's play again!

Practical part: drawing.

Educator: Guys, why do we need rain?
Children: To water flowers and trees.
Educator: Then let's help our plants and draw rain!
(children sit at tables)

The teacher helps the children and recites the poem:

Rain

Early in the morning, exactly at five,
The rain came out for a walk.
I was in a hurry out of habit -
The whole earth asked for drink, -
Suddenly he reads on the sign:
"Do not walk on the grass".
The rain said sadly:
"Oh!"
And left.
The lawn is dry.
O.Bundur

Finger gymnastics"Rain"

Rain, rain, drop,
Water Saber,
I cut a puddle, I cut a puddle,
Cut, cut, didn't cut,
And he got tired and stopped.
(I. Tokmakova)

Final part .

The teacher hangs the drawings on the board and looks at the drawings together with the children.

Educator: Look what a fun rain we got. Now our plants will be even bigger and brighter!
Children: Yes, our rain poured everything down!
Educator: And now Polinochka will tell us a poem about mushroom rain:

Sunny, mushroom rain,
It hits the roof loudly.
Like a mushroom, I stand under it -
I'll grow taller!

In the early preschool age The foundations of visual activity are laid in children. Pupils of the second junior group are actively developing key mental processes(primarily perception and thinking) - kids already understand the meaning of drawing. Of course, they are still far from creating realistic images; the drawings are often a shapeless combination of lines. However, this is the initial stage in the formation of key visual skills.

The importance of visual activities for the development of pupils of the second junior group of preschool educational institutions

Drawing classes have a significant impact on harmonious development preschoolers from the very beginning early age. This is a great way for kids to express their emotions. This is especially important for children who are still unable to speak well or have communication problems. A drawing will help an adult understand a child, because even what colors he chooses for the image is important.

Visual activities develop thinking, cultivate useful qualities such as perseverance, determination, and wean children from laziness. Undoubtedly, all this will be very useful during school and, in general, throughout life. Drawing is a great way to engage overly active kids.

Three-year-old children absorb knowledge like a sponge. Activities related to artistic creativity develop their taste and foster a sense of beauty.

Specifics of visual activity at a given age

The most the main objective visual activity when working with children three to four years old - to teach them to draw lines, both straight and round, since it is from these that the shapes of the simplest objects are subsequently formed. Moreover, they must learn to do this on their own, without focusing on the model proposed by the teacher. This process is directly related to the development of fine motor skills of hand and finger movements.

Another important task is the formation of color perception - knowledge of basic colors and their names.

During the period of study in the junior preschool level, primary compositional skills are also formed - children learn to place their drawing in the central part of the sheet.

The teacher systematically involves children in the process of depicting objects. First, the child completes the composition started by the teacher: he completes the strings of the balloons (selecting the appropriate color), similarly depicts the stems of flowers, and the sticks of flags.

The activity should bring joy to the child - that’s when he will want to do it again and again. Here, of course, the decisive role is played by the personality of the teacher, his friendly attitude, sensitivity, emotionality, ability to support students’ interest in artistic creativity.

Note that at the age of three, children cannot yet keep the teacher’s explanation in their heads for a long time: they remember the instructions partially or need repeated explanation. The teacher must try to ensure that each child understands the task and organize his actions. An individual approach is indispensable here. During the lesson, the teacher constantly reminds preschoolers about the subject of the image.

The emotionality of the lesson is always enhanced by the artistic word; it creates in the child’s mind a figurative idea of ​​the object of the image. Thus, visual activity can be preceded by a riddle or a short poem. At the same time, they should be extremely simple and accessible to children. Otherwise mental stress will interfere with the child’s emotional mood, and he will no longer want to draw. Note that the same rhyme can be told to summarize the lesson after discussing the results of the work.

In addition, drawing in the second younger group is inseparable from gaming activities. After all, motivation for creativity is very important for children, for example, based on fairy tales. This will make the subject of the image interesting and more alive.

The material in a lesson with children should be extremely specific, since at this age abstract thinking is still alien to them. Children must visually perceive objects in the world around them - this is the basis for learning to draw at an early age. The images with which graphic elements are associated (lines, circles, dots) must be perceived visually, and even better, tactilely.

In some cases, when the teacher cannot show preschoolers an object (for example, because of its significant size), it is permissible to use a picture or a well-made drawing. At the same time, children’s attention is also drawn to the shape (you need to trace it with your finger) and color. Note that the drawing should not be small; the object itself is depicted separately from others, so that the child’s attention is focused only on it.

The teacher, starting with sweeping movements of the hand in the air, which are easier for the child, gradually moves on to moving the brush on the paper (note that manipulations with a pencil are more limited). For example, when depicting paths, children, together with the teacher, show the straight direction of the lines in the air, and then demonstrate on paper how long the path is. Finally, they draw it with gouache or pencil.

Moreover, it is advisable that the children accompany their actions with words - this will make the drawing process more rhythmic and the movement itself more exciting. For this reason, to increase the emotional mood, it is also recommended to include musical accompaniment in the lesson.

Children at this age perform all actions as imitation of the teacher. He shows hand movements in the air, and then repeats them with the children. Similarly, the teacher shows all the drawing techniques: for example, how to hold a tool and put paint on a brush. Preschoolers will be able to perform actions independently when they have thoroughly mastered all of the above techniques and acquired initial skills.

The teacher’s drawing should not be simplified to a diagram - after all, the image must correspond to the real object. For example, when explaining the sequence of drawing a Christmas tree, the teacher focuses on the requirements of the program intended for the second junior group: he designates a vertical trunk, and then green branches diverging to the sides. However, many other trees also have such signs. Therefore, the trunk should be drawn not straight, but slightly widened downwards, and the branches should be drawn slightly inclined.

The trunk is drawn sequentially, and then the branches.

Demonstration of drawing techniques is necessary until children master the skills of drawing a given form. Then, in their free time, they will be able to draw the same tree on their own.

Similarly, when the children learn to draw straight lines and simple rectangular shapes, you can invite them to draw a shovel, ladder, fence, etc., without demonstrating techniques.

Let us note that when working with children of the second younger group, the teacher should focus on personal experience every pupil. After all, in one team there are always older children (and during this period the difference of six months also affects development), in addition, some children begin to attend kindergarten only from the age of three (they had not gone to nursery group). Therefore, the teacher’s task is to analyze the characteristics of his group and, depending on this, differentiate tasks in the drawing process. Complications may include expanding the range of materials for work (for example, offering a larger number of colors), increasing the number of images (not one tree, but several).

The most suitable materials for classes

The basis for drawing in the second junior group is A4 paper. When painting with gouache paints, the teacher must tint it in the required shade (in the junior preschool level this is especially important, since it increases interest in artistic creativity). In some cases, it is advisable to offer children colored paper or cardboard. After all, for example, it is more interesting to draw a bright yellow sun on a gray or blue background, indicating the sky. Similarly, a lesson on the topic “ Snowing» assumes a basis of blue color, it could very well be a dark blue or purple shade of the base.

Note that the base should be quite dense. After all, at first the child does not paint with the tip of the brush - he works intensively with the entire pile, sometimes rubbing the paper to holes.

In the second younger group, as a rule, they use gouache. It gives a brighter tone than watercolor. But color in early preschool age causes a strong emotional reaction; for a child, the result of activity is a bright spot. In addition, it is easier for kids to work with gouache paints than with watercolors: they do not need to make any effort to dilute them with water.

There is no need to buy expensive paints with many shades for three-year-old children - it will be difficult for the child to choose the right color. The optimal number is six basic colors.

It is worth paying attention to the selection of brushes. For beginning artists, the ideal option is squirrel brushes with a short handle.

As for colored pencils, they should be good quality(do not crumble), soft enough.

There are a lot additional materials, which can be used in drawing classes in the second junior group. For example, for a winter theme, cotton wool and confetti will be useful, in other seasons - natural materials: seeds, leaves, etc. All these details diversify the composition, make it original, which, of course, will further stimulate the children’s interest in artistic creativity.

Drawing methods and techniques used

The key task of the teacher in the second junior group is to teach children formative movements - first simple, and then more complex. This is, first of all, drawing a variety of lines: from left to right, from top to bottom, intersecting, etc. The easiest way to do this is when depicting objects such as paths, ribbons, a fence, a ladder.

When working with pencils, the teacher offers the kids one or two colors so as not to distract the children's attention. After some time, the children are offered gouache. Note that it is easier to paint with a brush, because there is no pressure required. A teacher teaches preschoolers how to apply a brush to paper correctly.

At first, works are created with only one paint (for example, blue paint conveys raindrops, and yellow paint autumn leaves). As the compositions gradually become more complex - the color scheme becomes more varied - the technique of washing the brush is introduced during the lesson.

Another task that is set in the second younger group is to teach a preschooler to combine several shapes in a drawing, homogeneous (for example, tumbler, snowman) or different (sun). This kind of work requires the ability to control hand movements, plus combine shapes into a composition.

More difficult for a three-year-old child is the image of a rectangular shape - he learns to impute the direction of movement to form an angle, and also to close the line at the starting point. Kids practice this technique by drawing simple objects such as flags, windows, books and other rectangular things.

During drawing classes, the teacher constantly focuses on hand positioning. First, the brush is placed in the hand of each student, because everyone holds it differently: some hold it in their fist, bending their fingers, some hold it at the very base, while other children, on the contrary, hold it at the very tip. At the same time, the hand quickly gets tired, and the child gets tired. Correct position hands - in the middle part of the brush, while three fingers hold it (their position is somewhat similar to the beak of a bird, which the child should pay attention to). You should hold a pencil, wax crayon, or felt-tip pen in exactly the same way.

In addition, the teacher teaches the children to carefully pick up paint, dipping the entire bristles of the brush into the jar. Excess paint is removed on the edge of the jar.

Note that you should not limit learning to draw at an early age only to traditional techniques. Non-standard ways of depicting very well develop fine motor skills and imagination. By the way, painting with fingers or a poke with a semi-dry brush is easier for kids than with brushes and pencils. At the same time, the baby feels at ease and is relaxed.

Classes visual activities in the second younger group, as a rule, are of a group-wide nature. But at this age it is already quite possible to practice teamwork (or divide children into subgroups). The chosen form of work should be determined by the topic of the lesson - for example, “Bouquet for Mommy” (each student draws a flower with his palm) or “Dandelions” (children use their fingers to depict flower buds and the blue sky above them).

Teamwork (palms)

Teamwork (fingers)

Class topics: colorful balls, twigs and berries, cups and plates, toys and much more

As for the topics of visual arts classes in early preschool age, child psychologists recommend offering children as many diverse topics as possible, covering a variety of areas of life around them.

There is a standard common topics(thematic blocks), which are used in classes in almost all kindergartens. In this case, the teacher can vary the subtopics within each block.

Let's consider the main sections that must be covered in drawing classes in the second junior group (the teacher can choose one or two topics within each block to implement them in the process of working with children, or he can come up with his own version).

Simple round shapes

These themes are: “Multi-colored wheels”, “Bloat up, bubble”, “Milk saucer”, “Rings”, “Colored balls”, “Multi-colored hoops”, “Bagels, bagels”, “My funny ringing ball”, “Snowballs” "

Drawing with pencils

Drawings based on straight lines

These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.

Drawing with gouache

Drawing with gouache

Houses

Kids draw: “My house”, “House with a chimney”, “House for the dog”, “Birdhouse”.

Teamwork (coloring the template and decorating it with a pattern)

Anthropomorphic creatures

“Snowman”, “Tumblers”, “Matryoshka”, “Kolobok”.

Drawing with gouache

Decorative painting (pattern decoration)

“Painting a plate”, “Let’s decorate a tea cup”, “Let’s decorate towels”, “Let’s decorate a mitten”, “Let’s decorate a handkerchief”.

Drawing with gouache

Poking drawing

Cloth

(coloring templates, adding details to them):“Mittens”, “Shoes”, “Siberian felt boots”, “Dress for a doll”.

Drawing with gouache

Animals, birds, firefly and other insects

“Chicken”, “Birds”, “Titmouse”, “Firefly”, “Bees”, “Duck”, “ Ladybug", "Fish".

Drawing with gouache

Drawing soap bubbles

Berries, mushrooms, vegetables, fruits

“Mushrooms”, “Amanita”, “Vegetables and fruits”, “Orange and tangerine”, “Berry by berry”, “Berries on a branch”, “Currant sprig”, “Apple with a leaf”.

Drawing with cotton swabs

Drawing with gouache

Vegetable world

“Multi-colored carpet of leaves”, “Leaf fall”, “Trees on our site”, “Christmas tree”, “Flowers”, “Dandelion”.

Drawing with gouache Drawing with gouache Drawing with gouache

Natural phenomena

“Rain”, “Sun”, “Hail”, “Rainbow”.

Drawing with cotton swabs

Finger painting

Household items

“Umbrella”, “Comb”.

Finger painting

Food

« Food”, “Pies”.

Safety

"Traffic Light", "Rules" traffic", "Fire safety", "Fire".

Drawing with gouache

Transport

“Car”, “Trolley”, “Planes are flying”, “Beautiful train”.

Finger painting

Human

“My Family”, “Friendship”, “Parts of the Body”, “Professions”.

Pencil drawing

My toys

“My favorite toy”, “Dymkovo toy”.

Drawing with gouache

Patriotism

"Flag", "My City".

Drawing with gouache

Lesson notes on the image of a snowman, fireworks, dandelion and car

Author's full name	Title of the abstract
Shestakova E.	» Educational objectives: exercise children in the image round shape, compose an image from several parts of a similar shape. Developmental tasks: practice coloring a round shape, relating objects by size, and consolidate the idea of ​​a snowman. Educational tasks: cultivate accuracy, desire to help. Integration educational areas : “Artistic creativity”, “Cognition”, “Communication”, “Socialization”, “Health”. Handout: sheets of blue-tinted paper according to the number of children, gouache, sippy cups, brushes, coasters, napkins. Progress of the lesson: The teacher tells the children that a guest has come to them and asks a riddle: Bucket on the head Excellent carrot nose. Stay in order all winter I'm watching in the yard. I look around with my eyes like coals! A toy snowman appears. The children look at it, discuss how it can be sculpted (they show with gestures). The shape of the snowman and the size of his lumps are discussed. The teacher draws attention to the fact that there is a bucket on the snowman’s head, and on his face there are eyes, a nose and a mouth. The snowman tells the kids that he is sad because he has no one to play with. The teacher invites the children to draw a character with many friends (game motivation). The order of the work is discussed. The teacher, together with the preschoolers, draws circles in the air and explains that first they need to draw the largest lump on paper, then a little smaller one, and finally the smallest one. Well, to prevent the snowman from falling, you first need to draw a path on paper. It is noted that the Eyes, nose, mouth are drawn with the tip of the brush. Physical education “Snowman” is held: We will bounce like balls merrily: jump and jump, jump and jump, repeat again! Snowman, snowman, you're so good Snowman, snowman, clap your hands for us! We will squat together like dolls: like this, like this, repeat it again! Snowman, snowman, you're so good Snowman, snowman, clap your hands for us! We will perform like clowns in the circus, like this, like this, repeat again. Independent activity of children. The teacher monitors the work process and guides the kids. Analysis of drawings. The snowman thanks the guys (now he won’t be lonely) and says goodbye.
Zharikova E.	"Festive fireworks" (non-traditional drawing technique “coming through drawing”) The lesson begins with a riddle about fireworks: Suddenly out of the black darkness Bushes grew in the sky. And they are blue Pink and colored Flowers are blooming Unprecedented beauty. And all the streets below them Everyone also became colored. Tell me what to call them Those bright flowers? The teacher discusses with preschoolers what fireworks are and where we can see them. The theme of the Victory Day holiday is touched upon. On this day in our country there are the most colorful and bright fireworks. It turns out what fireworks look like (a balloon, rain, multi-colored ribbons, etc.) The teacher invites the children to come up with their own festive fireworks that they would like to see in the evening in the sky of their city. It turns out that they have magic pencils (wax) on the table. You need to draw fireworks with them, and then the magic will happen. A physical education session is held: 1, 2, 3, 4, 5 Let's start drawing. Work begins The mouth closes. Painted, painted The pencils are tired Now we'll take them And we put it in a box. 1, 2, 3, 4, 5 I'm starting to do magic! I take blue paint And our fireworks will turn blue! The teacher takes foam sponge and paints his fireworks sample with blue paint. An interesting effect occurs - the paint does not cover the wax pencils, but rolls off them. The result is a beautiful fireworks display against the night sky. Children do similar actions. The result amazes them.
Komisina O.	"Dandelions in the Grass" The teacher reads a poem, and the children must guess which flower they are talking about: The sun just warmed up, Along the path, in a row, Dressed up the flowers Your sunny outfit. Basking in the sun Bathing in dew Glow like stars In the short grass. Time flies and so does the flower, Turned into a bubble! Blowed softly on him - And it’s not in the palm of your hand! A picture of a dandelion is shown. Its shape, color of leaves, stem, bud are discussed. The kids talk about what flowers are for. The teacher tells the children that flowers are needed not only to admire them: they provide food for insects - nectar. The teacher warns children not to pick dandelions while walking - after all, they immediately die in a vase. Physical education is being held “Dandelion, dandelion!” The stem is as thin as a finger. If the wind is fast, fast (They scatter in different directions) It will fly into the clearing, Everything around will rustle. (They say “sh-sh-sh-sh-sh”) Dandelion stamens, They'll scatter in a round dance (Hold hands and walk in a circle) And they will merge with the sky. The teacher shows preschoolers how to draw a flower, noting that the thin stem is depicted with the tip of the brush. Since dandelions grow in grass, children are encouraged to draw grass as well. Independent work of children. An exhibition is being organized - a large dandelion meadow.
Ermakova O.	"Automobile" At the beginning of the lesson, the teacher reads a funny poem about a car: So that I can take you I don't need oats. Feed me gasoline Give me rubber for my hooves, And then, raising dust, He will run. (Automobile). Children discuss the cars they saw on the way to kindergarten. The teacher reports that one of the cars decided to stop by to visit the children. Children look at it, determine the color, and name the parts that make it up. The children are invited to draw their own car, a special one, in their favorite color. On their tables there are sheets of paper with a drawing of a typewriter. It needs to be carefully painted and the wheels completed so that the car can roll down the street. The teacher shows how to paint a car, paying attention to the technique: take the brush by the metal skirt, carefully pick up the paint, removing the excess on the edge of the can. Independent activity of children.

Games in drawing classes in the second junior group

In early preschool age, it can be difficult for children to explain some material, especially to make them remember it. Here, didactic games for visual arts will come to the aid of the teacher.

These manuals (they can be purchased in stores or made independently) are presented in the following target areas:

• Games to develop color perception.
• Games that train preschoolers in making patterns (developing decorative skills) or entire compositions
• Games, the purpose of which is to supplement the object with the missing details (subsequently the child also completes the elements in the drawing).

Let's look at examples from each category.

Games to develop color perception

“Gather a bouquet” (for the Snow Maiden and for the Sunbeam). This game teaches children to distinguish between warm and cold tones. A similar option is to choose your favorite colors of the snowman and the sun.

Didactic game introduces warm and cool shades

Didactic game develops color perception

Game "Collect the caterpillar". Children are offered several shades of the same color, from which they need to put together the body of a caterpillar - from the darkest shade to the lightest.

Didactic game for developing color perception

“Name the colors of autumn, summer, spring and winter.” Children are offered cards with images color palette, and they must match them with pictures depicting a certain time of year.

Didactic art game at the same time reinforces the signs of the seasons

"Beads for Mom." Pictures with different color combinations bead options. The child’s task is to pick up beads of the same color as in the picture.

"Aquarium". The paper aquarium has four sectors of different colors. There are also fish and shells of these colors. The child’s task is to sort them into sectors.

Games to develop decorative skills (pattern making)

Decorative and applied arts are an important part of the culture of the Russian people, who since ancient times have strived to artistic form convey your understanding of beauty. The products of talented craftsmen develop aesthetic taste children are taught to understand and appreciate beauty. Didactic games will help kids become more familiar with folk arts and crafts, and will also teach them how to create their own beautiful ornaments.

These are cut pictures depicting Dymkovo toys, patterns of dishes that need to be decorated with a Gorodets pattern, dominoes and lotto on this topic.

Cutting pictures Didactic game Didactic game Didactic game Didactic game Didactic game Cutting pictures Cutting pictures lotto

The game “Assemble a still life” teaches younger preschoolers compose a composition, children from an early age become familiar with the genre of still life.

Didactic game develops compositional skills

And the guide “Assemble a pattern from a sample” develops their aesthetic taste, teaches them to correlate an object with its image.

The manual contributes to the formation of aesthetic taste

Games for adding details to an object

“Complete the butterfly.” The child is offered an image of half a butterfly. You need to complete the picture by selecting the same elements and placing them on the missing half.

The didactic game reinforces knowledge of the shape of an object and at the same time promotes correct color perception

"Merry little engine." The child is offered the body of a steam locomotive without wheels, pipes and doors. The task is to find among the many details the missing elements for the picture and add them to the image of the locomotive. As a result, children remember the shape of this type of transport, and later it will be easier for them to draw it.

Analysis of visual activity

An important component of any artistic activity is analysis. finished works. This is also true when working with young children. The teacher displays all the drawings on the stand and arranges a joint discussion with the children: he asks the children’s opinions, and also evaluates the works himself, points out their positive aspects, and gives recommendations on what can be done better. Both the quality and accuracy of the work performed are taken into account.

Let us note that you should not focus children’s attention on unsuccessful drawings, because often poor performance of a task is not due to the child’s reluctance, but to the peculiarities of his development (weak motor skills). These babies need more attention during productive activity, invite them to draw in their free time.

Joint viewing and discussion of work fosters activity in children, arouses a desire to correct mistakes, and in next time draw better. Those children who were not active during the discussion should be given Special attention and discuss the drawings with them individually.

Video on the topic

Drawing in the second junior group on the topic “Dandelion”

Drawing in the second junior group on the topic “It’s raining.”

It is difficult to overestimate the role of drawing in the development of children. This is one of important ways self-expression. After all, some children find it difficult to verbally express their feelings and knowledge. This is extremely useful activity At the same time it stimulates mental activity and develops aesthetic feelings. The diverse topics of classes in the second junior group lay the foundation for a realistic depiction of a wide variety of objects and phenomena real life, which children master as they grow older.

This manual presents summaries of exciting activities for children aged 3–4 years on drawing with colored pencils, gouache and watercolors, traditional and in unconventional ways. Classes contribute to the development of emotional responsiveness, cultivating a sense of beauty; development of imagination, independence, perseverance, accuracy, hard work, and the ability to complete work; formation of visual skills.

The book is addressed to preschool teachers educational institutions, tutors and parents.

D.N. Koldina
Drawing with children 3–4 years old. Class notes

From the author

By the end of the third year of life, the child acquires basic ideas about color, size, shape; listens to fairy tales; learns to compare real objects with their images in paintings; looks at the landscapes.

It is easier for a small child to express his impressions with the help of visual activities (three-dimensional image - in modeling, silhouette - in appliqué, graphic - in drawing). He conveys images of objects using plasticine, colored paper, and paints. The child should always have these materials at hand. But this is not enough. Needs to be developed Creative skills baby, show modeling techniques, teach cutting from colored paper, introduce a variety of drawing techniques. To improve visual skills, one should develop the perception of form, color, rhythm, and aesthetic concepts.

A 3-4 year old child can do a lot: wash his hands, brush his teeth, feed himself, dress and undress, use the toilet. The baby develops simple verbal reasoning. He answers questions from adults with pleasure and is eager to communicate with other children; His gaming skills and voluntary behavior develop. The child develops an interest in drawing, modeling and appliqué. At first he is interested in the drawing process itself, but gradually the baby begins to be interested in the quality of the drawing. He strives to depict the object as naturally as possible, and after class admire his work, tell him what color he chose and why, what this object can do, what kind of drawing he came up with.

To develop children's creativity and master fine arts, it is necessary to take into account the interests of children, use a variety of lesson topics and forms of organization (individual and collective work). It is very important to create a friendly environment in class.

This manual offers notes on exciting lessons in drawing with colored pencils, gouache and watercolors using traditional and non-traditional methods. These activities contribute to the development of emotional responsiveness and the cultivation of a sense of beauty; development of imagination, independence, perseverance, accuracy and hard work, the ability to complete work; formation of visual skills.

The classes are organized according to the thematic principle: one topic unites all classes (on the surrounding world, on speech development, on modeling, on appliqué, on drawing) during the week. A drawing lesson for children 3–4 years old is held once a week and lasts 15 minutes. The manual contains 36 notes complex classes, designed for academic year(from September to May).

Read the lesson notes carefully in advance and, if something doesn’t suit you, make changes; prepare required material and equipment. Preliminary work is also important (reading a work of art, becoming familiar with surrounding phenomena, looking at drawings and paintings). It is better to conduct a drawing lesson after the children have already sculpted and completed an application on this topic.

By observing each child in activities or playing with other children, you can learn more about them and deal with challenging behavior.

If the child quits his job, as soon as something doesn’t work out for him, it means he doesn’t know how to overcome obstacles. This can be taught by offering him other ways to achieve what he wants. The child will understand that there is a way out of any situation. For example, if your child can’t draw a snowman, invite him to make a snowman out of plasticine with you.

If the child quickly loses interest in the activity, perhaps it is too simple or complex for him. Understand the reason and make the task harder or easier. For example, a child needs to draw a big potato. If this is too simple for him, offer to draw a turnip with tops. If the task is too difficult, the child can draw many dots with his fingers, depicting potatoes in a bag.

If the child gets tired quickly, cannot sit for even five minutes, try to develop his endurance using massage, hardening, and sports exercises; During classes, alternate active and calm actions more often.

In order for the child understood the task and completed it, it is necessary to develop attention and the ability to concentrate. Play with him the game “What has changed?” Place 3-4 toys in front of the child, and then hide one toy without him noticing or swap the toys. Try to involve the child in the logical conclusion of the task (“Let’s draw a path for the hedgehog to get home”, “Let’s draw a path for the fish” more water in an aquarium, otherwise they have nowhere to swim").

Drawing classes are structured according to the following approximate plan:

Creation game situation to attract the attention of children and develop emotional responsiveness (riddles, songs, nursery rhymes; a fairy-tale character in need of help, dramatization games, exercises for the development of memory, attention and thinking; outdoor play);

Depiction of an object (examining and feeling the object, in some cases showing depiction techniques);

Completion of the drawing with additional elements (you need to draw children’s attention to means of expression– correctly selected required colors, interesting details);

Examination of the work received (children's drawings are given only a positive assessment; children should be happy with the result obtained and learn to evaluate their work).

Interesting story-based tasks make children want to do their job as best as possible.

Let us list the drawing methods used in working with children 3–4 years old.

Finger painting. The child wets his finger in a bowl of water, puts gouache on the tip of his finger and presses it to a sheet of paper, making dots.

Drawing with a foam pad. The child holds a foam swab by the tip with three fingers, and dips the other end into gouache diluted with water and then draws lines with it or paints an object inside the outline.

Palm drawing. The child dips his entire palm into a bowl of gouache diluted with water and makes an imprint on paper with the inside of his palm.