Artistic and aesthetic development individual work senior group. Summary of educational activities in the educational field "Artistic and Aesthetic Development" in the senior group "Magic Fish"
Abstract on art aesthetic development V senior group"Wonderful Tree"
Target: developing the ability to draw landscapes.Tasks:
consolidate the use of non-traditional drawing techniques (raw drawing, fingergraphy, printing using stencils);
develop the ability to bring your plan to completion;
contribute to the creation of a positive emotional environment.
Preliminary work: looking at trees and shrubs on walks, watching migratory birds, looking at the sky, paintings with images flowering trees.
Materials: sheets of paper, glasses of water, brushes, gouache, watercolors, napkins, “Flowers” stencils, sponges, wax crayons, (music “The Seasons” by Tchaikovsky).
Integration of educational areas: artistic and aesthetic development, social and communicative development.
Planned results: independently found in the surrounding life and nature simple stories for the image, they use non-traditional drawing techniques, perceive the means of expression with which the image is created, and respond emotionally to works of fine art.
Progress of the lesson.
The music of Tchaikovsky “Seasons”, “Spring” sounds.
The children pass and sit on the carpet.
Teacher with music:
Children, now you and I will fly on an airplane carpet over our native land, and everyone will see their own corner native land, which he would like to draw. Let's hold hands, close our eyes and we'll fly. What do we see? We see trees, buds are swelling on them, and some trees are covered with delicate flowers.
We fly further and see: forests and fields are already in a delicate green color. The sky today is blue, in some places it is gray-blue and the bright spring sun is shining.
And we are flying on a magic carpet and it feels like it has become warmer - after all, spring has come!
And now, we are returning back, and we hear the cry of birds flying in from warm regions.
We are next to the kindergarten - we have already arrived.
Now I’ll count to ten, and we’ll all open our eyes.
I count to ten in a slow, calm voice.
The children opened their eyes at the count of ten.
So we took a trip on a magic carpet.
What did you see during your trip?
What trees did you meet along the way?
What color are their foliage?
What color are the flowers? (Interview 2 - 3 children).
Children, now we will go to the tables, and each of you will draw his own corner of what he saw in his region. But before we draw, the sheets of paper must be wetted with water; we will draw on a wet layer. Children wet the sheet.
First I suggest drawing the sun, sky, grass.
Independent work of children.
Our drawings should dry out a little. For now, I suggest you play the game “Touch to...”: at the command of the presenter “Touch to...” the players must quickly find their bearings and touch what the presenter names. You can name colors, shapes, sizes, toys, equipment, properties of objects (smooth, hot, soft, prickly...), combinations of shape and color, etc.
Children, I suggest you draw trees with wax crayons. Please note that real trees have beautifully curved branches. The leaves on the trees have a heterogeneous color (some are lighter, others are darker).
How can you draw leaves on trees? (fingers, brush). Children independently choose how to depict leaves.
If anyone needs help, the teacher helps.
Finger gymnastics “Our fingers are tired” is being carried out.
Guys, what do you think our trees are missing? (Colors)
Draw flowers using stencils and sponges.
Reflection: children sit on the carpet with their works. Everyone looks at the work and chooses who has the most interesting work. The teacher praises the children for Good work and says goodbye to the children.
Municipal Autonomous educational institution for children
preschool and junior school age
PROGYMNASIUM "Kristallik"
Kirovsky district of Saratov
Appendix No. 1
To the content section
work program
senior group (5-6 years old)
for the 2015-2016 academic year
Artistic and aesthetic development
Educators:
Saratov
2015
Artistic and aesthetic developmentFine
activity
Drawing
September
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p.126
Subject: Me and my friends. Album design.
Goals: create conditions for reflecting in the drawing impressions about the life of children in the group. Learn to draw simple plots with pencils, conveying the movements, interactions and relationships of children. Develop a sense of composition. Cultivate friendliness, maintain interest in cooperation and co-creativity.
I. A. Lykova, p. 20
Subject : Happy summer
(collective album)
Goals: create conditions for reflecting summer impressions in the drawing. Learn to draw simple scenes, conveying human movements. Involve children in collective conversation, play and verbal interaction.
I. A. Lykova, p. 26
Subject : The red summer has passed, our birthdays
Goals: teach children to create a harmonious color composition, conveying the impression of summer. Introduce a new way of creating an abstract composition - free, continuous movement of a pencil or felt-tip pen on paper. Improve your drawing technique watercolor paints.
I. A. Lykova, p. 38
Subject : Cats on the window
Goals: teach children to compose a harmonious plot composition, improve the technique of cutting with scissors. Introduce the art of silhouette. Develop compositional skills - place cut out elements in accordance with the plot.
October
1 Week
2 week
3 week
4 week
5 week
I. A. Lykova, p.62
Subject : Grandfather's and grandmother's fancy horses.
Goals: initiate decorative design sculpted figures - decorate with elements decorative painting(circles, spots, dots, straight lines and strokes). Pay attention to the dependence of the pattern on the shape and size of the product. Improve the technique of painting with gouache paints. Cultivate interest and aesthetic attitude towards folk art. Cultivate a desire to please a loved one.
I.A. Lykova, p.50
Subject: Autumn leaves (Autumn moods)
Goals: teach children to draw from life, conveying the shape and color of autumn leaves. Improve visual techniques. Introduce a new way of obtaining an image - apply paint to leaves, trying to convey the color, and “print” them on paper.
I.A. Lykova, p. 44
Subject : Riddles from the garden
Goals: learn to convey the shape and characteristic features of vegetables by their description in riddles. Create expressive color and fantasy images. Mix paints yourself to get the desired shade.
I.A. Lykova, p.66
Subject: Folk art Russia. "Golden Khokhloma"
Goals: continue to introduce children to different types of folk arts and crafts. Learn to notice artistic elements that determine the specifics of “golden Khokhloma”. Learn to draw patterns from plant elements on paper. Develop technical skills. To cultivate an aesthetic attitude towards everyday culture and objects of art.
November
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p.32
Subject: Our town. Trees in our park.
Goals: learn to draw deciduous trees, conveying the characteristic structural features of the trunk and crown (birch, oak, aspen, willow). Improve technical skills and develop the ability to create expressive images using various media.
I.A.Lykova, p.74
Subject : My games. Fox - gossip and little fox - darling
Goals: learn to draw, revealing the theme of a literary work, conveying the character and mood of the characters. Arouse interest in illustrating familiar fairy tales using accessible visual means. Introduce the techniques of conveying the plot: highlight the main thing, depicting it larger in the foreground.
I.A. Lykova, p.80
Subject: Klyaksa came to see us for our birthday.
Goals: create conditions for free experimentation with different materials and tools. Show new ways of obtaining abstract images (blots). Arouse interest in objectification and “revival” unusual shapes. Develop creative imagination.
I.A. Lykova, p. 84
Subject: Gift for mom. Painted fabrics.
Goals: teach children to draw patterns according to plan, filling the entire space of a sheet of paper, to find beautiful combinations of colors depending on the background. Use elements of decorative and applied art in your creativity.
December
1 Week
2 week
3 week
4 week
5 week
I.A.Lykova, p.64
Subject : Gloves and kittens.
Goals: image and design of “mittens” on your palms - right and left. Formation of graphic skills - tracing the hand while holding the pencil at the same distance without lifting it from the paper. Creating an ornament.
I.A. Lykova, p.116
Subject : Strengthening your health in winter. Having fun riding downhill into a snowdrift.
Goals: learn to convey the plot using accessible graphic means. Show means of depicting plot connections between objects; highlighting the main and secondary, conveying interaction, changing the form in connection with the nature of the movement.
I.A.Lykova, p.92
Subject: Winter city. White birch tree under my window.
Goals: arouse interest in creating an expressive image based on a lyric poem. Learn to combine different visual techniques to convey the characteristic features of a snow-covered crown and a slender trunk with thin flexible branches. Develop a sense of color.
I.A. Lykova, p.94
Subject: New Year's snowflakes.
Goals: learn to build a circular pattern from the center, symmetrically arranging elements on ray axes or by symmetrically building up elements in concentric circles. Arrange the pattern symmetrically depending on the shape of a sheet of paper or a three-dimensional object. Use a variety of straight, rounded lines, shapes, and plant elements in the pattern. Encourage children to create a collective composition of painted snowflakes and cut out stars to decorate the group.
January
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p.100
Subject: Christmas wreath.
Goals: teach children to draw from life spruce branch, conveying the features of its structure, coloring and placement in space. Show methods of examining nature. Explain the need for compliance general conditions when performing group work. Cultivate interest in folk art.
I.A. Lykova, p.106
Subject: Games with friends. January begins, open the calendar.
Goals:
teach children to create harmonious color compositions, conveying impressions of different seasons. Create an expressive image of a tree
, in accordance with seasonal changes in nature. Practice the technique of painting with gouache paints. Arouse interest in working in pairs.
I.A. Lykova, p. 78
Subject: Snowmen in hats and scarves.
Target: building compositions, arranging images of snowmen, decorating using decorative techniques. Selection of color combinations.
February
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p.72
Subject: Bunnies are cowardly and brave. Profession: illustrator.
Goals:
dohcolonoc.ru
Subject : Airplane
Goals: introduce children to basic information about the emergence of aviation; Exercise children in creating an image of an object.
I.A. Lykova, p. 90
Subject: Winter. Like pink apples, there are bullfinches on the branches.
Goals: drawing bullfinches on snow-covered branches. Creating a simple composition. Transferring the structural features and coloring of a particular bird.
I.A. Lykova, p. 136
Subject : Portrait of Dad
Goals:
March
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p. 142
Topic: Portrait of dear mother.
Target:
I.A. Lykova, p. 178
Subject: Marine alphabet. Back to school soon.
Target :
I.A. Lykova, p.152
Subject: Based on book graphics. Sunny, dress up!
Target:
I.A. Lykova, p.120
Subject: Cheerful clown. Drawing by design.
Target:
April
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p.132
Subject: Fantastic flowers in spring.
Target :
htt/ nportal. ru
Subject: Our distant and near Space.
Goals: expand children's ideas about space, tell children about Yuri Gagarin and other space heroes; strengthen your drawing skills with pencils.
I.A.Lykova, 154
Subject : Sunny color in spring.
Goals:
htt/ nportal. ru
Subject : People all over the world are friends.
Goals: Develop the ability to reflect reality in drawings. Convey feature appearance person through painting. Fix the shades by mixing paints.
May
1 Week
2 week
3 week
4 week
5 week
htt/ nportal. ru
Subject : Postcard for Victory Day.
Goals: develop the ability to paint in watercolors on a given topic, develop creative imagination and fantasy.
I.A. Lykova, p.172
Subject: I'm drawing the sea. Based on the fairy tale by A.S. Pushkin.
Goals:
I.A.Lykova, p. 196
Subject : Green May
Goals:
Educational area
Modeling
September
1 Week
2 week
3 week
4 week
5 week
I.A.Lykova, p.172
Subject : My friends are funny people.
Goals :
htt/ nportal. ru
Subject : "Beetles in a Flower Bed"
Goals: Modeling beetles in a constructive way with the transfer of the structure (torso, head, six legs). Fixing the method of sculpting a hemisphere.
October
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p. 40
Subject : “This is the kind of watermelon we have!” Treat for grandma.
Goals : learn to sculpt slices of watermelon - model the parts (rind, pulp) in size and shape, interspersed with real watermelon seeds; cultivate interest in modeling.
I.A. Lykova
Subject : fly agaric
Goals: sculpting a fly agaric in a constructive way from four parts (hat, leg, skirt, clearing).
I.A. Lykova, p.20
Subject : “Here is our train, the wheels are knocking.”
Goals : creating a collective composition from a train and trailers. Mastering the method of dividing a block of plasticine in a stack into equal parts.
November
1 Week
2 week
3 week
4 week
5 week
I.A.Lykova, p.48
Subject : Whether in the garden, in the vegetable garden... a vegetable garden in your native land.
Goals: creating compositions from sculpted vegetables on “beds” - plasticine bars. Mastering a new method - rolling the “ribbon” into rozan (cabbage forks).
I.A.Lykova, p.52
Subject : Here is a hedgehog, no head, no legs. Games with a hedgehog.
Goals: sculpting a hedgehog to convey the characteristic features of its appearance. Experimenting with art materials to depict a prickly “fur coat”.
December
1 Week
2 week
3 week
4 week
5 week
I.A.Lykova, p.68
Subject : The Snow Maiden is dancing.
Goals: Modeling a Snow Maiden in a long fur coat. Transferring a simple movement by slightly changing the position of the hands.
I.A. Lykova, p.70
Subject : Santa Claus brought gifts.
Goals: sculpting a human figure based on a cone. Independent choice modeling techniques to convey the characteristic features of Santa Claus.
January
1 Week
2 week
3 week
4 week
5 week
http://www.maam.ru
Subject : Christmas tree decoration (plasticine)
Target: develop in children the ability to use various techniques sculpting.
http://www.maam.ru
Subject: Birthday treat. Let's learn politeness and kindness.
Target: continue to instill in children an interest in modeling. Encourage children to sculpt according to their imagination, continue to develop the ability to pinch the edges of the resulting shape with their fingers and, using a stack, decorate the sculpted product with a pattern.
February
1 Week
2 week
3 week
4 week
5 week
http://www.maam.ru
Subject : "World of cats" Profession: veterinarian.
Goals: activate recall of the appearance and habits of pets. Develop an emotional response to expressive images of pets.
I.A. Lykova, p. 90
Subject : "Funny Helicopters" .
Goals: Modeling helicopters in a constructive way from parts of different shapes and sizes. Clarifying the idea of the structure and method of movement of the aircraft.
March
1 Week
2 week
3 week
4 week
5 week
http://www.maam.ru
Topic: Flowers for mom.
Target : learn to sculpt flowers:
roll the dough into a ball, flatten it into a disk,
cut with a mold, helping
stack, decorate the flower with beads.
http://www.maam.ru
Subject : Modeling according to plan. Favorite fairy tale characters.
Goals: sculpting pairs of expressive images, contrasting in body and eye size. Independent choice of means of artistic expression.
April
1 Week
2 week
3 week
4 week
5 week
http://www.maam.ru
Theme: Fun Clown .
Goal: consolidate skills in working with plasticine, develop the ability to create an image using Additional materials– yarn, beads.
Lykova, p.128
Subject: A boat is sailing along the river.
Goals: Modeling boats from a block of plasticine.
May
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p. 108
Subject: Tea set for veterans.
Goals: modeling dishes in a constructive way, creating a collective composition, developing cooperation skills.
Lykova, p.142
Subject: Fly Tsokotukha.
Goals: creation of a plot-based plastic composition based on the literary work “Tsokotukha Fly”. Modeling of insects in motion, conveying the characteristic features of the structure.
ApplicationSeptember
1 Week
2 week
3 week
4 week
5 week
A.N. Malysheva, p.25
Subject : flower bed
Goals: learn to make flowers from 2-3 paper forms., choose beautiful color combinations. Learn to master the technique of flower decoration: cutting the edge with a fringe.
A.N. Malysheva, p.28
Application
Subject : Colored house
Goals: cutting wide ones by eye
strips of paper into “cubes” (squares) or “bricks” (rectangles). Dividing a square diagonally into two triangles (roof of a house).
October
1 Week
2 week
3 week
4 week
5 week
I.A. Lykova, p. 38
Subject : "Golden Sunflowers" Autumn harvest.
Goals: creating compositions from different materials. Formation of applicative skills in application to a creative task. Development of a sense of rhythm and composition. independence. Cultivate children's interest in appliqué.
I.A. Lykova, p. 56
Subject : Zayushkin vegetable garden (team work)
Goals: teach children to create an image of vegetables (cutting a rectangle, rounding it); arouse interest in working in a team.
November
1 Week
2 week
3 week
4 week
5 week
I.A.Lykova, p.58
Subject : « Falling leaves and falling stars ». Poets of Russia about autumn in our country.
Goals: Learn to create plot compositions from natural material– dried leaves, petals, seeds. Introduce the phenomenon of contrast in fine art. Develop a sense of color and composition. Cultivate interest and respect for the nature of the native land.
A.N. Malysheva, p.40
Subject : Postcard for mom.
Goals: learn to make patterns from squares and stripes alternating in color; introduce the cutting method - along the fold. Learn to make flowers and stick them proportionally according to the pattern on the card.
December
1 Week
2 week
3 week
4 week
5 week
A.N. Malysheva, p.40
Subject : Winter. Snowman.
Goals : consolidate children's knowledge about round shape; teach children to cut additional details, compose images from parts, arranging them by size; consolidate the properties of snow, the idea of the color white, the ability to use glue carefully.
I.A. Lykova, p.72
Subject : Festive tree.
Goals: teach children to make an applicative image of a Christmas tree from triangles, cut the squares in half diagonally with scissors; make you want to create cards with your own hands.
1 Week
2 week
3 week
4 week
5 week
A.N. Malysheva, p. 54
Subject : Let's invite friends for tea.
Target: enter new trick: cutting out small parts by folding a strip of paper several times. Practice cutting objects along rounded and broken lines. Learn to choose a pattern yourself and decorate dishes with it.
1 Week
2 week
3 week
4 week
5 week
http://www.maam.ru
Subject : We build houses
Goals: consolidate knowledge about the construction profession. Learn to correlate the size of appliqué parts with the intended image.
I.A. Lykova, p. 98
Subject : "Fast-wing planes" .
Goals: learn to draw an airplane from paper parts of different shapes and sizes (rectangles, strips). Modification of parts: cutting, bending and folding corners, cutting the rectangle in half across and diagonally.
1 Week
2 week
3 week
4 week
5 week
A.N. Malysheva, p.40
Subject: Vase with Flowers
Target : development of creative imagination, the ability to use various materials in appliqué techniques; development fine motor skills hands
I.A. Lykova, p. 104
Subject : Owl and tit. Birds in the spring.
Goals: application of pairs of expressive images, contrasting in size of the body and eyes, development of creative imagination, the ability to use various materials in the application technique; development of fine motor skills of the hands.
1 Week
2 week
3 week
4 week
5 week
Lykova, p.126
Subject: Rockets and comets.
Goals: creating applicative paintings on space theme. Mastering a rational way to divide a square into 3 triangles (one large one for the nose of the rocket and two small ones for the wings). Improving breaking technology.
Subject: An elegant envelope for a letter.
Goals: cutting and gluing different patterns onto an envelope template, independently combining mastered appliqué techniques, cutting with scissors along a given path
1 Week
2 week
3 week
4 week
5 week
http://www.maam.ru
Subject: We will remember forever. Postcard for veterans.
Goals: strengthen skills in working with paper, brush and glue; We develop the ability to complement the image with available materials
Lykova, p.138
Subject: Visiting the sun.
Goals: creating simple plots based on fairy tales, strengthening the technique of cutting round shapes from squares of different sizes, developing shape-making abilities.
Lykova, p.120
Subject: Living clouds.
Goals: an image of clouds similar in shape to familiar objects or phenomena. Mastering the cutting technique of appliqué.
FineActivity (construction)
1 Week
2 week
3 week
4 week
5 week
Subject : We are building a house for friends.
Target: learn to classify parts by color, size; develop Creative skills, imagination.
Subject : Make it like this - work with Cuisenaire rods.
Target :.develop motor skills, ability to work with a diagram, teach in different ways comparisons, remember the connection between the numbers and the color of the stick.
Subject: Kindergarten. Beds for dolls.
Target: teach children to make buildings commensurate with toys. Distinguish between long and short bricks, name them correctly, and independently select the necessary parts. Cultivate an interest in design...
Subject : "Goat with kids"
Target : arouse interest in the activity; teach children to conduct dialogic speech; continue to clarify children’s ideas about the world around them and develop the ability to work in a team.
1 Week
2 week
3 week
4 week
5 week
Subject : Introduction to mosaics.
Target: learn to classify parts by color, size; develop creativity, imagination, promote the desire to give gifts to older people.
Subject : Find it according to the diagram .
Target : learn to correlate three-dimensional figure with a set of its faces; develop motor skills.
Subject: Replace the figure .
Target : learn to replace some parts with others, combine them.
Subject : Let's build different houses.
Target: teach how to build houses in a city or village using a construction set; develop thinking, creativity, desire to work in a team.
Subject : We will build the plane ourselves...
Target: learn how to build an airplane from a large construction set; develop thinking, creativity, desire to work in a team
1 Week
2 week
3 week
4 week
5 week
Subject: What does it look like?
Target: learn to classify parts by color, size and shape; develop creativity, imagination, and help correlate the details of building materials with real details.
Subject : Construction from large building material "What's around me"
Target : to form children’s ideas about the city, street, kindergarten where they are, develop the desire to work in a team, and independently come up with a plot;
Subject: Working with paper. Origami "Kitten"
Target: teach children to work with origami technique; develop motor skills, creativity, outlook, imagination.
Subject : Working with paper. Origami “Flower for my beloved mother”
Target : teach children to work using the origami technique, introduce them to the properties of paper; develop creativity, attention, the desire to make gifts with your own hands.
1 Week
2 week
3 week
4 week
5 week
Subject: Construction from large material “Let’s build kindergarten »
Target:
Subject : Puzzles “Fold the picture”
Target: develop constructive activity; learn to use verbal instructions; develop speech, logic, memory.
Subject: Working with paper. Origami “Christmas tree”
Target: teach children to work with origami technique; develop the hand and creative abilities.
Subject :Greeting card
Target: teach children to work in the origami technique, as well as use other methods of work (appliqué, drawing); develop a desire to give gifts to loved ones.
1 Week
2 week
3 week
4 week
5 week
Subject: Nursery for baby.
Target : learn to combine details by color; consolidate the ability to stack parts one after another, correctly name colors and parts; develop a desire to work in a team.
Subject : Cuisenaire sticks. A house for a friend.
Target: learn to correlate the size of the part with the size in the picture.
Subject: Accordion for Gena.
Target: develop the ability to fold a sheet of paper like an accordion, develop a kind attitude towards a friend, and a desire to give a gift.
1 Week
2 week
3 week
4 week
5 week
Subject: Merry round dance (paper construction)
Target
Subject : Car
Target. consolidate the ability to compare and analyze buildings; learn to transform buildings by adding details.
Subject : Let's build a sled.
Target. develop creative imagination, speech, memory; fix names building materials.
Subject : Photo frame
Target: teach children to make a pattern on the frame in proportion. Learn to combine colors correctly. Cultivate kindness and the desire to make a gift beautiful and original.
1 Week
2 week
3 week
4 week
5 week
Subject: Flower for mom.
Target : strengthen the skill of working with paper; develop the hand and creative abilities; expand your horizons.
Subject
:
Fence for horses.
Target:
learn to rhythmically place parts in a circle, around the perimeter, to create a closed space; introduce the rules of construction
Subject: Bridge
Target: teach high-quality construction; consolidate the ability to choose the right designer item correctly.
Subject : Mosaic
Target : consolidate the ability to carefully lay out mosaic elements, combining color and shape; develop hand motor skills.
1 Week
2 week
3 week
4 week
5 week
Subject: Birdhouse for migratory birds. (Dyenes Blocks)
Target:
Subject: We build a rocket from a construction kit.
Target: consolidate knowledge of basic geometric shapes– circle, square, rectangle, triangle; we consolidate knowledge of basic colors, develop the ability to distinguish objects by their characteristics - wide and narrow, large and small.
Subject: Let's build a house for birds.
Target: consolidate knowledge of basic geometric shapes - circle, square, rectangle, triangle; we consolidate knowledge of basic colors, develop the ability to distinguish objects by their characteristics - wide and narrow, large and small.
Subject: Let's build a tablet from a constructor.
Target: consolidate knowledge of basic geometric shapes - circle, square, rectangle, triangle; we consolidate knowledge of basic colors, develop the ability to distinguish objects by their characteristics - wide and narrow, large and small.
1 Week
2 week
3 week
4 week
5 week
Subject: Let's build a trench.
Target: consolidate knowledge of basic geometric shapes - circle, square, rectangle, triangle; we consolidate knowledge of basic colors, develop the ability to distinguish objects by their characteristics - wide and narrow, large and small.
Subject: We will build a garage for our vehicle fleet.
Target: consolidate knowledge of basic geometric shapes - circle, square, rectangle, triangle; we consolidate knowledge of basic colors, develop the ability to distinguish objects by their characteristics - wide and narrow, large and small.
Subject: Let's build a boat for friends.
Target: consolidate knowledge of basic geometric shapes - circle, square, rectangle, triangle; we consolidate knowledge of basic colors, develop the ability to distinguish objects by their characteristics - wide and narrow, large and small.
Subject: Cheerful crow.
Target: We develop the ability to construct a crow from a sheet of paper.
Design educational field“Artistic and aesthetic development” in the senior group. Educational objectives. Development of prerequisites for value-semantic perception and understanding of works of art; familiarization with works and artistic language different types fine (painting, graphics, sculpture) and decorative arts, architecture and design. Introducing to domestic and world culture, the formation of aesthetic assessments, the cultivation of artistic taste, the formation of an aesthetic picture of the world. Enrichment of the content of artistic activity in accordance with the tasks of cognitive and social development older children preschool age; expansion of topics for children to freely choose stories. Supporting interest in embodying one’s personal ideas, experiences, feelings, and relationships in an original artistic form. Development of abilities for meaningful perception and creative development of form, line, color, rhythm, volume, proportions, composition as a special language of art. Promoting understanding of the connections between the form and content of a work in the visual arts.
Sakulina N.P. and Komarova T.S.
"Art activities in kindergarten"
(Manual for educators). M., “Enlightenment”, 1973
Children move to the senior group having mastered the depiction of objects of basic shapes. They are not hampered by drawing round and rectangular shapes, triangles, sculpting balls, oval, cylindrical shapes. They successfully cope with cutting out objects of rectangular and round shapes of different proportions. The acquired skills make it possible to depict a large range of objects and reflect various phenomena.
In the older group, under the influence of observations and sensory education, children develop certain systems of ideas about such properties of objects as color and shape. These ideas help the child to better navigate the environment, more accurately identify and evaluate the features of perceived objects and phenomena. Children of the sixth year of life develop the ability to analyze and generalize perceived objects and phenomena, identify and compare their characteristics (for example, length, height, width, shape, duration), and establish the relationships that exist between them. On this basis, it becomes possible to teach children to convey the relationships of objects among themselves in size, height, thickness, as well as the relationships of parts of objects both in height and in shape and in location to each other. In order to convey these properties of objects in modeling, drawing and appliqué, children need to acquire new knowledge: about spatial position (above, below, on the sides, in the middle, on the right, on the left), on gradations in height (above, even higher, the most tall), by length (longer, longest), thickness (thicker - thinner, thinnest), etc.
For this purpose, children are taught, when examining objects before an image, to compare them with each other according to their properties, as well as to compare parts of the same object.
Comparing one object with another is easier for children than comparing parts of the same object, so first of all you should offer modeling, drawing, gluing several homogeneous objects of different heights or widths, lengths, for example, several trees (of different heights), several buildings or several people (adults and children), etc.
The solution to this problem can be achieved by depicting a simple plot. Children draw with great interest a small Christmas tree (about which they sing: “The little Christmas tree is cold in winter...”) among the tall trees; a mother or father who takes a child to kindergarten, or maybe one older child to school, and the other to kindergarten; sculpt adult animals and their young.
So, the same task - to convey the relationship of objects in height - can be solved using different content, and each child can express it in his own way.
When selecting items for examination before class, the teacher can take a large toy dog and a small puppy, a large and small hare, a large and small doll. Much - trees, buildings, various birds, and people - are easy to see in the kindergarten area, on the street while walking. We must teach children to notice the differences between objects themselves and compare them.
The knowledge that there is a difference in height, width, and length between objects must be firmly assimilated and become completely understandable for children, therefore, over a long period of time, one should return to topics in which it is easy for children to reflect this knowledge. In addition to life phenomena familiar to children, it is good to use images of fairy tales and acquaintances. literary works, for example, the inhabitants of the tower, three bears - from the fairy tales of the same name, Uncle Styopa from the poem by S. Mikhalkov.
It is also good for this purpose to read I. Tokmakova’s poem “Eli”:
Ate at the edge of the forest -
To the top of the sky,
They listen, they are silent,
They look at their grandchildren.
And the grandchildren are Christmas trees,
Thin needles
At the forest gate
They lead a round dance.
Poetic images of the old forest and young fir trees are accessible to children. They are happy to embody them in drawings.
Already in the middle group, children have mastered the simplest methods of depicting a person, four-legged animals, birds, fish, buildings, some types of transport, trees, etc. In the older group, the methods of depicting these objects are refined.
If previously children drew a person with a round head and a dress or fur coat in one piece, now the head is made oval, the body is divided into upper and lower parts. This can best be shown by depicting a child in clothes for physical education - a T-shirt or T-shirt and a skirt or panties. The size of the head is taken in relation to the length of the T-shirt, blouse, and the arms and legs - in relation to the body (arms to the end of the panties, legs the same length as the body). If you need to draw or sculpt arms bent at the elbows, you should draw the children’s attention to the fact that the elbow is at the level of the place where the belt intercepts the dress or the blouse (shirt) ends and the skirt (pants) begins. Children understand this comparison well, and this makes it easier for them to practically solve the problem. The shape of the shirt, close to a rectangle, helps to highlight the shoulders and find where the arms are attached. The skirt is drawn and cut out slightly wider at the bottom. If children are asked to draw a doll or a girl in a dress, then in this case, too, they convey the shape of the dress, not the body.
Before drawing a “new” figure of a boy or girl, it is useful to cut out parts from multicolored paper, try them on each other, place them properly and stick them on. It could be individual work, when everyone in class separately sticks their own figure, and maybe a collective frieze “We are ready to exercise.” This work allows you to correct mistakes made at the beginning.
When making a drawing after application, the relationships found in size and shape are fixed. At the same time, the drawing depicts a different character. If in the first case a doll can serve as a model, then in the second case children are depicted on physical education classes, or Little Red Riding Hood, who was going to visit her grandmother, or children in elegant costumes at a holiday.
Children tend to immediately draw eyes and mouths on their characters, so you should show them on the doll (as well as on yourself and the children themselves) and explain how to place them correctly. parts of the face.
The eyes are located in the middle of the face and are depicted as horizontal lines with dots below them or small ovals with dots in the middle. Below them, at a short distance, a nose (a small horizontal line) and a mouth (a slightly longer line) are drawn. The entire upper part of the face is occupied by the forehead. Hair is drawn above the forehead or partially covering it; if the hair is short, the ears are made in slightly receding arcs from the head.
To clarify children's ideas about the parts of the face and their image, it is useful to look at illustrations in books and pay attention to how artists draw eyes and hair differently, but their location is always the same.
Having selected illustrations and examined them with children, the teacher can do not show how to draw at the blackboard, and to clarify children’s knowledge, ask them about the location of parts of the face, body, etc.
Children are better able to convey the relationships between parts when depicting animals in modeling. Pupils of the older group easily learn that four-legged animals have legs arranged in pairs - two front and two back. The body “lies” on the front and hind legs. The head is located above the body and is connected to it by the neck (some animals have a short neck, others have a longer neck). The head of quadrupeds is oval, elongated, since their muzzle is elongated. Gradually, children master the methods of sculpting the faces of different animals: a hare, a dog, a fox, a bear, etc.
During the learning process, the teacher must direct the children’s attention to identifying the similarities and differences of different animals, then, having mastered the ways of depicting one four-legged child, they will be able to sculpt and then draw any other animal, comparing them by their images in pictures, toys, etc. So, After the children have sculpted a dog, then drawn on the topic “I walk with the dog” (or another similar topic), invite them to sculpt any animal of their choice. Select appropriate toys, pictures of different animals, and place them on a table or stand so that everyone can see them. Offer to take a good look at them, and then ask how all these animals are similar. After children note the similarity of the body shape and the presence of the same body parts, ask what is different between them. Children notice differences in the proportions of the body, differences in the shape of the head, the length and thickness of the paws, tails, and ears.
Having finished looking at the toys, remind the children that they sculpted a dog and they know how to sculpt animals. Now you just need to remember who decided to make whom, and try to convey his features so that it turns out similar. Children use already learned techniques (rolling, pulling, pinching).
Classes using the described method can be repeated throughout the year, but the teacher selects other animals to depict. The content of stories about nature, poems, fairy tales about animals, observations during walks, excursions provide rich material for depicting domestic and wild animals, to clarify their characteristics.
When proposing a particular topic for modeling or drawing, it should be repeatedly emphasized in conversation, explaining the differences in size, structure, and shape of parts that will give expressiveness and truthfulness to children’s work. In the process of drawing or modeling, children must make an effort to express these relationships, and the teacher must show a certain level of exactingness; At the same time, some children may need individual help (advise to show illustrations to clarify ideas, figurative characteristics).
When depicting living creatures, children primarily convey rounded shapes. Rectangular shapes are the basis of buildings, furniture, cars, and various types of transport. In addition to observing buildings and cars on the street, while walking, the connection is very useful visual arts with design. First, children are given the opportunity to build simple buildings from cubes, bricks and other building materials, then depict them in appliqué, and then in drawing. This work will allow children to more consciously observe city buildings and notice their design features. The drawings of buildings made by children after this become more varied in proportions and design.
Children observe cars and types of transport on the street and examine them in toys, pictures and photographs. The teacher helps children identify the main parts of the car - the front (containing the engine), the driver's or driver's cabin and the body (in a truck) or interior (for passengers in cars and public transport). Next, children note the differences in the body structure of various trucks, the features of a passenger car, a bus, the difference between a train carriage and a car, etc. Images various types Children create land transport using appliqué and drawings. It is easier to convey the shape and structure of cars and carriages in appliqué, so first you can invite children to cut out and stick on a train, bus, trolleybus or truck.
Find a good toy or picture, looking at it in front of the picture will help clarify the ideas children receive during a walk; it is recommended to select those objects that children encounter in the life around them. So, if the children have not seen a trolleybus, you can offer to cut out and paste a tram or bus. After examining the toy or picture with the children, specifying the position of the parts of the object, their shape and size, ask them to think about how to cut out certain parts of the car. After all, in the middle group, children learned to cut in a straight line, rounding the corners of a rectangle or square, to cut out oval and round shapes, which means that a direct demonstration of the method of cutting out certain parts is not needed, but a reminder is necessary. If it turns out that most children do not accurately understand how to cut out individual parts of a car (bus, trolleybus, carriage, etc.), invite one of the children (in whom you are confident) to show how to do it. If there are no such children, the teacher must show them himself. The demonstration of the child must be accompanied by an explanation. If the child does this not clearly enough, help him: the word allows him to better perceive the show and consciously assimilate the techniques of the image.
In the process of completing a task by children, the teacher must pay attention to the clarity of the transfer of the form, parts, and their correct location in relation to the main part. Perhaps some of the children will need individual help: a reminder, advice, and maybe even a demonstration.
The following topic, which allows children to express their ideas about transport, can be done collectively: “Cars are driving along the street of a city (village)”, “Cars are carrying grain (or vegetables and fruits).” Children in the middle group have already seen this type of work, when everyone cuts out their own object, glues its parts (lightly overlapping one part over the other), and then pastes it onto a common sheet. But it should be remembered that the overall work depends on what the result of each will be. A variety of cars selected by the teacher before class will help children clarify their ideas about the type of car everyone wants to portray. During the lesson, children should be allowed to approach the machines in order to better examine some parts. On a large, horizontally elongated sheet on which a collective frieze will be created, you and your children can outline where the pedestrian crossings, traffic lights and other street attributes. These parts of the overall composition can be created both in class - by those who finish their car faster, and in free time. Place the completed composition in group room or in the lobby.
Children are especially interested in the construction of airplanes and rockets. Children can understand the differences in the design of machines moving on land, in the air and on water. You can tell the children that an airplane is similar to a bird, and a boat or ship is similar to a fish.
Gradually, children must be brought to the understanding that there are characteristic features inherent in one or another group of objects - buildings, machines moving on the ground, air and water transport. But in each group of these items there is also a difference. Such knowledge is accumulated in children as a result of repeated observations and conversations about what they saw. The teacher develops children's observation and curiosity and encourages them to independently search for ways to depict objects that they have not previously drawn or sculpted. The teacher's help to children in these independent searches consists primarily of leading questions, an offer to compare some objects with others (less familiar with known ones). Since children in the older group draw and appliqué images of objects consisting of several parts of different shapes and sizes, it is very important to teach them to imagine the object as a whole, its constituent parts, and their possible location. The size of the image should correspond to the size of the sheet: on large sheets of paper and images should be large so that there are no unjustified empty spaces. It is useful to provide paper of different sizes for drawing and appliqué, depending on what task the children are given. It is not advisable to enlarge the image of one object to 20-30 cm; It is easier for children to grasp the whole and understand the structure if the image does not exceed approximately 15 cm.
Along with large drawings, some children like to make small ones. This is advisable in cases where one sheet contains images of several homogeneous objects (fish, butterflies, birds, flowers, etc.).
Large images of older children acquire a decorative character. Their detailing is usually ornamental and the parts are highlighted with color.
By the age of five, children become familiar with a fairly large number of colors, not naming all of them correctly, but willingly and variously using them in drawing and appliqué. In the older group, in addition to clarifying knowledge of color names and enriching color concepts, new task- teach how to divide colors into groups and compare these groups with each other. Children distinguish between bright (spectral) and dark colors - black, gray, brown; notice that there are light colors - pink, blue, light yellow, white; begin to understand that many colors can be bright (saturated) and light. At the end of the year, you can show the children how to get bright hues yourself, adding paint of any bright color to white (when painting with gouache) or diluting it with water (when painting with watercolors).
By making a drawing or appliqué, children can now determine what will happen light color what is dark, what is bright; for example, when depicting autumn trees bright colors should be used - red, yellow, orange; for painting fir trees in winter you need to take dark green, not bright green paint, and for bare deciduous trees black will do or dark brown, but not bright or light brown. In order for children to learn how to choose the right shade of color, they must know well the colors of paints in a box of watercolors, in a palette of gouache paints, in a set of colored pencils or colored paper. The teacher does not remain a passive observer of how children use colors in appliques or drawings, but when required, directs the child’s attention to the color scheme of the image, encourages him to think about what color paint or paper is best to choose in each specific case.
The teacher suggests placing colored pencils in a box, tiles of watercolor paints, or gouache paints poured into cups in a certain order. Children must have for all activities full set colors. A box of colored pencils usually contains dark red, bright red, orange, bright yellow, light yellow, sand yellow, dark green, light blue, indigo, violet, dark brown. There is approximately the same set of colors in the box of watercolor paints, and in the bottles of gouache paints. When choosing the right shade of color, you should spend special time during the lesson and check which color this or that child preferred. If the color is taken incorrectly, it is necessary to offer to look carefully, think and take another, the desired shade.
In some classes, children may be given a special color task, one or another condition that they must fulfill. This is the Blue and Red Birds activity recommended in the plan. It is based on the poem by the Japanese poet Kitahara Hakushu “Bird, Red Bird”:
Bird, Red Bird, Why are you red?
I pecked at the red berries.
Bird, White bird. Why are you white?
I pecked at the white berries.
Bird, Blue Bird, Why are you blue?
I pecked blue berries.
Activities such as “Colored Pages” or “Colored Pencils” (drawing or appliqué) are also based on limiting the choice of color. Each child receives a square of some color and must make an image on it of the same color, but lighter (for example, on red - pink, on blue - cyan, etc.) or choose a color that will stand out well (for example, for black, brown, dark blue, cherry - light or bright).
Sometimes other conditions are offered.
For example, white and blue or dark brown squares are arranged in a checkerboard pattern. On dark squares the drawings are made in a light color, and on light squares - in a dark color. You can limit the content of the drawings - draw only flowers, only dishes, only birds. You need to choose a topic depending on the images of what objects children have been learning lately. In each drawing you can use several colors, but all light (on a dark background) or all dark and bright (on a light background); for example, a white or light yellow bird with blue wings will be drawn on a dark brown background, and a dark blue one with a bright green crest, tail and wings on a white background.
More often you need to ask children about the combination of colors: “Will it be so beautiful?” At the same time, there is no need to insist only on combinations that the teacher likes: we must give children the opportunity to express their preference for some colors over others.
It is more difficult for children to notice the beauty of shapes, structure, and proportions, and their taste is expressed primarily in the selection of colors and color combinations. Taste must be cultivated gradually, good examples, introducing children to works of art.
Beauty in the combination of lines and shapes, in the selection of colors is most clearly manifested in decorative and applied arts. It is very good to introduce children to folk arts and crafts, to clay Dymkovo toys, and then to some of the simplest decorative compositions of Gorodets wood painting.
Works of folk applied art that belong to one or another type artistic craft(embroidery, ceramics, carpets, wood painting, lace) and are created in different regions of our country, they differ in the nature of the pattern (composition), and in color (selection of colors), and in motifs (images of plants, animals and other objects ).
Already in the senior group of kindergarten, you can introduce children to some patterns on toys, on dishes, on furniture, and point out the features of images, colors, and pattern placement. One of the simplest types of Russian decorative and applied art is the Dymkovo (or Kirov, after the name of the region) clay toy. It has long been used in kindergartens for aesthetic education and the development of children's decorative creativity in drawing and modeling.
Children must learn and remember what the features of this toy are in contrast to others, and then acquire the ability, by repeating the elements of its decoration and imitating them, to create variants of these patterns, changing either the location, the coloring, or including certain motifs in them . Classes with children can be structured in such a way that at each of them there will be a repetition of what they saw, and inventing something of their own or changing something in their own way, but maintaining the basic characteristic features one or another type of decorative art.
It is necessary to introduce children to folk art gradually and consistently, highlighting some of its types, then others.
Let us give an example of a series of classes conducted in the senior group based on familiarization with examples of Gorodets wood painting. Of the various motifs of this painting, you need to take only patterns of flowers, buds and leaves to show children. The most complex element of these paintings is the flower. Therefore, to begin with, choose a pattern on a strip of alternating buds and leaves. Can be picked up different variants buds and leaves, but in painting them with a brush there is a certain sequence: first of all, a round spot is drawn, then, when the spot dries, an arched stroke and a small circle are applied on it - in a darker color of the same tone (on pink - dark red, on blue - dark blue). The arc is drawn either with white paint, or also dark, the same color as the circle. Do not use different colors in one bud, such as blue and dark red or yellow. The leaves are arranged in pairs between the buds. They are drawn green, and the veins in them are thin black lines. The vast majority of children immediately learn this color feature. Having mastered the techniques of drawing buds and leaves, children become familiar with possible options their location and color. They make changes to their execution without violating the basic conditions in the selection of colors, arrangement and enrichment with details. In subsequent classes, a general pattern is made on the strip.
Then the children are shown patterns that include images of a flower, buds (children are already familiar with drawing them) and leaves, which are more complex in design and other arrangement. Attention is drawn to the fact that the large flower is in the middle, with leaves and buds located to the right and left of it. The flower is also drawn in a certain sequence, starting with a round spot. Then arcs are drawn on it, a circle of the middle is drawn (on the side), semicircular petals around, etc.
Children consider several options for constructing a flower and various details decorating it. After that, they draw a pattern with a large flower in the middle, in the specified sequence, part by part. They show their taste and ingenuity in the details that decorate the flower. Paints are selected in compliance with the same conditions as when painting buds: the entire flower is painted in red, blue or orange, in purple tones; small details are drawn in white or black. In subsequent lessons, children become familiar with more complex pattern construction and a more diverse design of a flower, leaf and bud. They are getting more and more rich material for independent searches execution options.
After four lessons, where children were shown folk patterns as examples, they were asked to draw a pattern for a rectangular board (for cutting bread on the back side).
In the sixth lesson, children perform parts of a collective composition in the spirit of Gorodets painting.
The entire cycle of classes takes half the academic year, from January to May. The last work the children do is to decorate the group room for May 1st.
In every region of our country there are favorite types of folk arts and crafts, the works of which can be used in classes with children. Closest to children folk toy. It can be reflected in the sculpting of children and in their drawings. Simple motifs can also be found in painting on clay (dishes), wood, birch bark, etc.
More difficult - weaving, embroidery, carving, lace, where there is a different harmony of colors, no longer on a white, but on a colored background.
In the life around us, clothes, household items, buildings, cars are painted in certain colors that are familiar to us. Children allow greater variety in coloring; they are fascinated by sonorous, bright colors. Children should not be forced to always adhere to only traditional colors: ships, planes, cars, buildings in children's drawings can be brightly and variedly colored. Getting acquainted with nature, children see that phenomena have one color or another, but at the same time they notice that these colors are changeable: the color of the sky and water changes in different weather, the color of grass and leaves changes in different time of the year; even the sun changes its color during the day and towards evening. Children after five years of age are able to notice, understand and reflect in their creativity not only the constant properties of objects and phenomena, but also some of their variability. First of all, this applies to color, size, and also to the arrangement of parts. The teacher should encourage children's observation, draw the attention of all children to the changing color of the sky, water, plants depending on weather conditions, seasons and other reasons.
The content of drawing, modeling and applique classes is selected in such a way that children can reflect different phenomena and aspects of life and at the same time repeat the image of homogeneous objects - buildings, trees, as well as animals and people (see plans for December and January). So, in the autumn months there are classes on image autumn nature, to clarify the image of the proposed round and oval shape(fruits, vegetables), rectangular and triangular in shape, to expand knowledge about flowers, buildings, vehicles.
The cycles of the winter months include images of birds. Children learn what is common in the structure of all birds - an elongated body, the position of the head, the transition from the body to the tail; All birds tend to change the position of the head and tail when moving, and open their wings when flying. To repeat their image in modeling, appliqué and drawing, various contents are offered: sparrows, pigeons, bullfinches and tits, turkey, rooster, as well as fairy-tale birds. They differ from each other in size, structure, and color.
The image of a turkey is taken from the Dymkovo toy: the turkey’s tail, fanned out, and chest are decorated with colorful patterns. This work is done after the children have drawn similar patterns and become familiar with their typical color combinations. Having sculpted a turkey, children then paint it with Dymkovo patterns.
Children color sparrows, titmice, bullfinches, and roosters in accordance with their actual coloring. These topics may be proposed in February.
In December, children sculpt and draw bear cubs from four-legged animals. These images are based on an image known to children teddy bear with movable legs. The children depicted this bear cub in the middle group. Now they draw and sculpt it in a simple movement: “Our Bear is doing physical education” (you can also take other scenes, for example from the book “Winnie the Pooh”). The structure of the teddy bear is similar to the structure of the human figure, and the movement of the paws is similar to the movement of the legs and arms.
Some teachers, before drawing bear cubs in motion, conduct an appliqué lesson: from parts prepared by an adult (head, body and paws), children fold and paste images in different poses. It seems that in the older group they should not be given ready-made parts (cut out by the teacher), and if the children cut them out themselves, it will take a lot of time and the main task - transferring movement - will be solved with less interest. Therefore, it is better to start with modeling, especially since it is not difficult to give a figure made of soft, damp clay or plasticine different positions before settling on any one. By changing the position of their paws, children seem to be doing physical exercise together with the bear. Some children will manage to perform two figures in different movements, and this will give them great pleasure.
At the end of December, children sculpt a four-legged animal from a whole piece for the first time. A pre-prepared brick of the required length and height is placed on the table so as not to distract the children’s attention from preparing the material, but to immediately focus them on the perception of a new modeling technique. As children master this technique, you can again instruct them to independently prepare the original form - for modeling from an ordinary lump. After explanation and demonstration by the teacher, the children indicate on their brick which side they will sculpt the head and which side they will sculpt the tail. For the tail, a piece of clay is torn off and deposited. Where the head should be, the clay is pulled upward. The block is bent in the form of a gate or arc. And in the place where the front legs will be, the block is cut in two with a stack from below; an incision is also made for hind legs. After this, children sculpt the figure with their hands, clarify the shape of the head and muzzle, make ears, and give the desired shape and position to the front and rear legs.
The teacher reminds that a dog’s body is not the same everywhere: there is a chest, a belly, a back; the chest is rounded in front, the body is narrower towards the hind legs, wider towards the chest; The dog is standing on its paws. At the last moment the tail is attached and given the position characteristic of a mongrel dog.
The teacher asks the children: “Can your dog run? How should the position of her legs be changed to make her run?”; “Does your dog know how to give with his front paw? How will she lift it? “Whose dog can bark? What needs to be done to make it clear that she is barking?” (Cut the face with a stack, “open it.”) After such questions, the children themselves give different positions to their figures.
In January, a series of classes on depicting dogs in drawings is held, and the subjects can be very diverse.
After sculpting a dog, the image of a fox will no longer be difficult for children. You just need to look at it, clarifying the characteristic features of this beast.
Children reinforce the techniques for sculpting a four-legged animal in classes, when everyone sculpts according to their choice. To prevent children from repeating already familiar images, it is useful to create an exhibition of images of different animals in sculpture, toys, and pictures in the group room. However, one should not expose too much a large number of images: it is more important to take care of the presence of clearly defined distinctive features.
Over the course of the year, children repeatedly repeat the image of a person, each time trying to convey action, movement, for example, how children dance at the New Year's tree festival. When talking with children about conveying this topic in modeling and drawing, it is advisable to remember simple dance movements, call 2-3 children at the beginning of the lesson so that they show these movements to everyone. The teacher should pay attention to the position of the arms and legs - this will make it easier for children to transfer movement.
Among the characters of the New Year's holiday may be the Snow Maiden, Father Frost (he is much taller than children). It is necessary to draw children's attention to the characteristic features that should be conveyed in sculpting (in the event that children are asked to sculpt the Snow Maiden, Santa Claus), in a drawing or appliqué.
Pupils of the senior group can sculpt a Dymkovo doll in a long wide skirt and a short blouse. The figure of such a doll is made of four parts: the head along with top part torso, bell skirt and arms (both from one piece). Children must learn all the modeling techniques and their sequence developed by folk craftsmen of clay toys.
Having separated more than half of the piece of clay that each received, the children begin by modeling a skirt. They roll up the cylinder, then press with their hands on the upper part of it and move the clay down, making the skirt wider at the bottom and narrower at the top. The fashioned skirt is turned “upside down” and, held in the left hand, the excess clay is carefully removed in stacks, trying not to damage the edges, leaving them quite thick.
From a smaller piece, children sculpt the head, neck, shoulders, chest, back to waist using the pulling technique. From the clay taken out when making the skirt, a “sausage” is sculpted for both arms and attached to the back at shoulder level. The child holds the fashioned skirt in his left hand, and the upper part of the body with his hands in his right, trying on whether they are the right size; then carefully connects the parts and, placing the doll on the table, smears the place of fastening. After this, the doll’s hands are given one position or another, and a hat or other headdress is attached to the head. With this method of sculpting, the skirt does not lose its bell-shaped shape and top part the body turns out to be commensurate with it in size. A doll made in this way turns out to be slender and durable. When the sculpted figures are dry, they are whitened and painted. The skirt is decorated with patterns based on Dymkovo painting, and the jacket and kokoshnik are painted in bright colors. Thin brush draw eyes, eyebrows, mouth.
In the third quarter we need to teach children cut out symmetrical objects from paper folded in half. Mastering this technique presents a certain difficulty for children: the child must not only have a clear idea of the object as a whole, but also be able to mentally divide it symmetrically and, having presented only half, cut it out. This is what causes difficulties. Many children fold the paper in half and cut out an image of the whole object. Taking into account the difficulties of children and their mistakes, in the very first lesson you should pay special attention to explaining and showing how to cut out symmetrical objects from paper folded in half. The explanation should be clearly thought out and terse. The simplest objects on which you can teach children this method of carving are a variety of vases and jugs.
First of all, you need to explain and show how to fold a rectangle in half, and, holding it by the fold line, cut out the outline of half the jug. So that children can imagine half of an object, it is advisable to trace the outline with your hand during the examination, and then, covering half of the object, invite the children to trace half of the object along the outline from the outside (and not from the side of the division line). You need to repeat the movement several times, emphasizing that this part will need to be cut out. Then you should show the cutting process, paying attention to the fact that you need to hold the paper by the fold line. The cutting process requires careful visual control of the actions of the hands. Remind children to keep their eyes on the scissors. If the desired shape does not work out, analyze with your child what he did wrong and offer to cut more.
For the first lesson, prepare extra sheets of paper (plain white): let the children practice cutting out symmetrical objects from paper folded in half. It is advisable to devote the next applique lesson to consolidating this skill by selecting vessels of a different shape. You can suggest cutting out not one, but two different jugs, for example, one that is more elongated in height and one that is shorter (almost round, like a pot). Since the cutting technique is familiar to children, invite them to explain and show how these jugs are cut. For those who have not mastered the new technique well enough or missed the previous lesson, pay special attention: if necessary, during the lesson, show again how to do it on a separate sheet of paper. Such children must also first be given plain paper; and then in color. As in the previous lesson, it is recommended to prepare paper for cutting out vases different color so that the children's work turns out colorful. In the second lesson, you should pay attention to a more accurate representation of the form. Invite the children to put the cut out vases in the same envelope that they received in the first lesson and which already contains one cut out jug.
You can finish this cycle with an activity in which each child is asked to think through and create a decorative composition from vases and jugs. To do this, children choose a background suitable for their objects (the teacher must prepare sheets of paper in 3-4 soft shades), find the desired arrangement of jugs and vases on the sheet, paste the composition, and then cut out additional details for it: flowers, branches, fruits (what wants). In this last lesson, it is important to pay attention to the selection of the background color in accordance with the color of the image, to the search for a successful arrangement of vases in shape and color.
The teacher's help in choosing colors, backgrounds, and compositions should not be intrusive. It is better to turn to the child with a question that encourages him to take a closer look at what he is doing and decide for himself what would be better. So, if the teacher sees that the vases look ugly against the background the child has chosen, she should take more paper suitable color, invite the child to arrange the vases on this sheet and think about what is more beautiful. In another case, noticing that one of the children has arranged the vases on the sheet in an ugly way, which is why the composition as a whole looks bad, the teacher invites the child to try to do something differently so that it is beautiful, but does not suggest a direct solution. Constantly directing children to find the best solution to a visual task will help educate them creative activity and independence.
The decorative compositions created by the children should be considered together with everyone, and they should be used to decorate the kindergarten lobby or group room.
When children have mastered cutting out simple symmetrical objects, you can offer them more complex images: butterflies, bugs, etc. Teaching children to cut out symmetrical objects from paper folded in half continues in the preparatory group, however, the thematic content becomes more complex and the requirements for accuracy of transmission increase forms.
Acquired image skills various items, people and animals, allow children to convey the content of many fairy tales, songs, poems and stories. At the same time, each time it is necessary to clarify in a conversation with children the characteristic features of the characters and their actions, as well as remind them of their relative size and location in relation to each other. If you do not pay attention to this, children, trying to convey the plot, miss the significant relationships of the characters and do not think about ways to express this plot and action. In younger and middle ages, not being able to express this through drawing and modeling, they became accustomed to supplementing the image with a story and explaining the content in words. In the older group, one should strive greater expressiveness in solving images, so that everything can be understood by looking at drawings, modeling, appliqué.
Discussion with children about their work at the end of the lesson becomes more important than before. Analysis of children's work should be provided for when planning lessons, and not remembered about it when the lesson ends. Moreover, it is useless to ask children stencil questions: what is drawn here? What do you like the most? The teacher must have a specific goal of analysis and, guiding the children’s statements, try to achieve it. The point is not to blame some children for their work and praise others. It is necessary to teach children to judge the quality and completeness of performance and indicate what, in their opinion, there are failures (it is not always necessary to name the children’s names). You can list several works at once and note a successful or unsuccessful solution in them. Along with fulfilling the teacher’s task, in all cases one should celebrate a new decision as a great success and rejoice in it with the children. It is especially important to note the expressiveness of the image in drawing and modeling. If you pay serious attention to this, children themselves will begin to notice expressive elements.
The children’s work is guided throughout the lesson, and not just at the beginning, when it is explained what and how to do. At the same time, one should not allow too much great guardianship, regulation of all actions. In different classes, the behavior of the teacher is different, but he should always be an active participant in the image process, and not an outside observer.
It happens that during a lesson one of the children forgot what the object he included in the image looks like. The teacher may advise you to look at a suitable picture or toy; someone is confused by the lack of the desired shade of color - you should offer to compose it, and if the child finds it difficult to do this, help him or attract another child to help. Someone started to create an image very small - it is necessary to achieve correction. Thus, it is important not only to set a task for children, but also to guide the activities of each child, using different techniques, and ensure that all children solve it. At each lesson, two tasks are set: to teach children something new and to consolidate previously acquired knowledge and skills, and also to create a condition for the manifestation of independence and initiative. There are also classes in which the teacher does not teach children anything new, but offers an image of the environment or decorative work based on existing skills and abilities. In this case, children are required to creatively apply everything they have previously learned.
When solving these variants of problems, the teacher acts in different ways. If a teacher teaches children something new, he conducts a demonstration and explains depiction techniques. When the skills acquired by children are consolidated, he organizes and attracts the children’s experience, awakens their activity, calling them to the board for demonstration and explanation. And if children are given a creative task, the teacher does not remind or show depiction techniques, but only, if necessary, helps individual children during the lesson.
The same task posed by the teacher can be solved in different ways, and it is necessary to explain to the children what the differences may be, and what conditions must be observed exactly. For example, when sculpting a Dymkovo doll, children learn, through the teacher’s demonstration, techniques for sculpting parts and their fastening, and the relative size of the parts. Each child makes the headdress, the details of clothing decoration, the position of the hands, the object in the hands of the doll in his own way. Also in coloring there are conditions that everyone must comply with, and options for choosing colors that everyone decides in their own way.
At drawing from life There are more conditions that must be strictly observed, but even here there is the opportunity to choose a shade of color, independently search for the composition of the picture, ways to convey characteristic details, etc.
At least once a month it is necessary to conduct classes according to the children’s plans. Children should know about such an activity in advance in order to decide what object or plot they will sculpt or draw. Children do not acquire the ability to think immediately. Some children are more active, have greater powers of observation, richer imagination, and courage in choosing a topic; others are more passive and cannot come up with content for their drawing. Such children need to be helped with advice and reminders, taking into account their capabilities and skills, their most stable interests. Most children better remember what they have drawn before and what they can draw. Therefore, especially in the first half of the year, many children repeat the content of the drawings according to the teacher’s instructions. You can advise them to change or add to the image compared to what they did before. So, if a child repeats the image of a girl, you can offer to draw what she is carrying in her hand, for example, a bouquet of flowers or a basket of berries or mushrooms. But you need to give a hint only if the child himself cannot figure out how to complement the image.
And in next time when trying to repeat, you can ask: “What kind of girl are you drawing? Maybe it's your Little Red Riding Hood or Malvina - a girl with blue hair? Try to draw it so that it looks similar.” And a new image appears in the child’s drawing.
Another child repeatedly repeats the drawing of the car. Having asked what the car is carrying, the teacher will prompt him to add something; You can suggest drawing not one car, but several, and different ones. Some children have their own favorite themes for drawings: for boys it is most often airplanes, cars, ships, for girls it is rooms with furnishings, children on a walk, etc. Much in such drawings is repeated with great accuracy. In these cases, you can propose to make some additions, advise expressing different content using the same means. Children are most willing to convey the content of poems, stories, and fairy tales if they contain familiar objects and characters.
Drawings made by children according to plan are enriched and diversified gradually, as impressions accumulate, as they master the ability to draw. You cannot demand independence and creativity from children, or reproach them for imitation and monotony of work. Independence and creativity must be gradually cultivated by making observations with children, reading books to them, looking at pictures, talking about personal impressions. One should not be reproached for the incorrectness of a drawing made according to plan, if this is not the result of careless work: let children express what they have in mind, as best they can, boldly and actively.
It is useful to offer children paper various sizes and shapes, give white gouache to obtain shades of colors. When discussing the drawings at the end of the lesson, you should note any, even small, success, any manifestation of initiative.
In senior goes to the group further improvement of all skills. Basically, the skill of different positions of the pencil and brush for different drawing techniques should be practiced; Thus, when painting wide planes of a drawing, the pencil can be inclined towards the paper, which gives wider strokes and therefore allows you to paint over the drawing faster. When drawing small details, it is more convenient to hold the pencil almost vertically, a little closer to the end than usual. When drawing wide stripes and strokes with a brush, it should be held obliquely to the paper, and fine lines and draw points with the end of the pile at vertical position brushes - perpendicular to the paper. Practicing various techniques for using a brush and pencil when drawing helps to develop ease, freedom of movement, and arbitrary change of movement as needed.
Children 5-6 years old learn to draw not only with colored pencils and gouache paints; New materials are also being introduced: watercolor, colored wax crayons, a simple graphite pencil (it should be soft enough).
Painting with watercolors requires mastering special techniques: before starting work, they are moistened, shaking off a drop of paint with a brush clean water on the paint, and you need to make sure that children do not touch the paint with the bristles of the brush, since soft paints are transferred from one to another and get dirty. Then when drawing you won’t get a pure color.
We need to teach children to carefully pick up paint onto a brush and rinse the brush thoroughly before picking up another paint. Working with watercolors involves the need to test the color before painting (whether it is sufficiently saturated, not too light or, on the contrary, dark), add paints or water, and only then paint on paper. This requires palettes, they are also necessary for composing a new color, the desired shade. They can be used as tiles, pieces of light plastic, or simply white saucers or small plates. To ensure that the colors in the drawing are always pure, children should be taught to change the water as needed during the lesson. At the same time, you need to make sure that children do not wash the brush if they then paint with paint of the same color.
The older group continues to practice drawing movements with moderate pressure on the pencil. It is also necessary to begin learning how to draw light lines; this makes it possible to look for a more precise line and the desired shape when creating a drawing, especially when working on a preparatory drawing. A light line will also allow you to correct inaccuracies in the drawing. At the same time, you need to practice the skill of voluntarily regulating pressure, using pressure as a means to obtain the desired color intensity.
When teaching children to draw, do not forget about painting over the drawings. At the end of the year, children should learn to apply strokes (lines when painting with paints) in one direction within the contour of the form, without gaps, without going beyond the contour lines, to adjust the pressure on the pencil depending on the task of the image (you need to paint over a drawing or separate item, depicted in it, is brighter - press harder on the pencil; Light pressure on the pencil when painting will allow you to get a paler tone). The skill of changing the amplitude (span) of movement when drawing and painting large and small images is consolidated. The skill of voluntarily changing the tempo of movement continues to be practiced. To ensure that the strokes when painting do not go beyond the outline, teach children to move their hand with a pencil more slowly, painting over small drawings and large images at the edge of the outline, while the middle can be painted over with faster, sweeping movements. In the older group, children are given the task of depicting objects with a more complex contour than in the previous groups. This requires the ability to change the direction of hand movement in order to convey a change in the direction of the contour line of the depicted object.
For example, a child draws a simple jug: a straight neck and curved sides. To convey its shape, you need to start with a straight line of the neck, then draw the side with an arc, then the straight bottom, again the second side with an arc, and again a straight line of the neck. Often children draw everything with separate lines, each time turning not their hand with a pencil or brush, but a sheet of paper. When drawing in this way, the hand develops poorly; visual control of movement does not ensure accurate representation of the form, since every time the child sees the image from the other side, from an angle.
Children do not immediately succeed in various turns of the hand in the process of creating an image, and it seems to them that it is easier to turn the sheet. But gradually, if the teacher monitors the development of hand movements, the child makes turns more and more easily and freely. In the older group, movements aimed at depicting round and rectilinear shapes of various types should be finally mastered: circles of different sizes; ovals, different in proportions; squares and triangles of various sizes; rectangles and trapezoids of different proportions. Transferring the simplest structure of objects and the arrangement of parts requires first developing the ability to subordinate movements to drawing forms in different spatial positions.
For example, when drawing a truck, you need to arrange the parts differently: the body is elongated horizontally, and the cabin is vertical; When depicting animals, the body must be positioned horizontally, the legs vertically, etc. All this requires different turns of the drawing hand, while the form-building movements remain the same. The unusual position of the hand at first can affect the movement itself and its quality. But by depicting forms in different spatial positions, children exercise their hand, and it becomes more mobile; then the child easily copes with various turns when drawing objects of complex shapes and elements of decorative drawing.
The depiction of objects (and their parts) of different proportions requires consolidation of the skill of regulating movement in duration, timely stopping movement and changing its direction.
In senior and preparatory groups children depict objects with a rectilinear outline, in which the parts form a single whole, for example, vases, ceramic figurines, Dymkovo toys, etc. If previously children drew objects of complex shape in parts, conveying the simpler shape of each part, for example, separately the body of an animal, separately head, paws, tail, then now you can teach them to draw a contour as a whole, with one line that outlines the object and its constituent parts. But for this it is necessary to practice free turns of the hand during the drawing process, depending on the direction of the contour of the depicted object. This skill is formed gradually in object and decorative drawing (drawing arcs in different directions, wavy lines, various curls).
In the older group, children need to be taught to subordinate their movements to measuring forms according to proportions (control of movement when drawing parts and objects of different sizes). To some extent, this skill has already begun to develop when drawing a circle and an oval (in the middle group). In the older group, the ability to measure and convey differences in the length of segments and the size of shapes is associated with the acquisition of some knowledge about the proportions of objects. Not being able to make a form-building movement, the child cannot regulate this movement in duration. That is why the ability to subordinate movement to the proportionality of segments and parts of an image begins to be developed in the older group, when a number of methods of formative movement have already been mastered.
In summer, children get rich experiences. Using previously acquired skills and abilities, they can draw, sculpt, cut out and paste something that aroused their interest, excited them, and the teacher needs to create all the conditions for this. At the same time, it is necessary to enrich the experience of children with new knowledge and impressions, directing their attention to the features of the summer landscape, the richness of the colors of nature, the life of birds, plants, etc.
You should also widely use songs about summer and poems, the content of which is appropriate to the topic of the lesson being conducted. Involving artistic expression and musical works will evoke figurative ideas in children, increase and deepen their emotional sensitivity, and create an appropriate mood.
Children can draw individual flowers of simple shapes, small bouquets, for example, daisies, flowers in a meadow or how children pick flowers, mushrooms, how they play in a meadow, as well as colorful butterflies and bugs. At the end of the summer holiday, you can propose the topic “About summer” or “What I liked at the dacha.”
It is good to invite children to sculpt various mushrooms, early vegetables, fruits, as well as animals that children get to know in the countryside.
Children can cut out flowers, mushrooms, fruits, insects, etc. From large cuttings it is good to make collective panel or a strip (frieze) and decorate with them a terrace or a room in the country. Collective carpets can be made up of decorative appliqués made on different shapes (squares, circles, etc.).
The specific content of classes may vary depending on the conditions in which the children live and what immediate impressions they have accumulated: some kindergartens spend the summer in the suburbs big city, others in rural areas, still others leave for completely different regions (for example, from the northern regions to the south). It would be a big mistake to ignore these differences. That's why our recommendations are only approximate.
Viewing rough plans classes for December and January, you will notice that the same object is depicted several times in different topics- bird, four-legged animal, human. With a change in the content of the drawing or sculpting, the need arises to change the nature of the image. After the children have sculpted the sparrows on the bird feeder, they cut out and glue the birds on the branches.
Having learned to sculpt a dog and mastered its structure, children draw dogs of different breeds with characteristic differences. This distribution of lessons into cycles - about birds, dogs, people in motion, etc. - makes it possible to well understand the basic structure, the main features of these groups of objects. At the same time, something new is included in every lesson. Children notice and master this new thing, comparing it with what they drew and sculpted earlier. In a number of activities, children are given the task of conveying the relationship of objects in size - large and small Christmas trees, sparrows and pigeons, a dog and a puppy, etc. In all these examples, the difference in the size of objects depends on the age and characteristics of the breed. After the teacher’s explanation, children begin to understand why some objects need to be sculpted and drawn more, and others less.
The application is given in the form of collective work. Each child cuts and glues an image, and then finds a place for it in the overall composition.
Decorative drawing and part of the modeling classes is devoted to getting to know the Dymkovo toy. The teacher teaches how to sculpt a turkey, and then a doll in a long skirt, showing appropriate techniques for working with clay. Children paint their sculptures with patterns and also draw a pattern on the doll’s dress.
To consolidate knowledge various colors and the ability to compare bright and light ones is given in the collective application “Colored Pages”: bright-colored figures are glued onto light-colored squares (this activity can be taught in different ways).
Notes on artistic and aesthetic development in the senior group "Wonderful Tree"
Goal: developing the ability to draw landscapes.
Tasks:
- reinforce the use of non-traditional drawing techniques (wet drawing, fingerprinting, stencil printing);
- develop the ability to bring your plan to completion;
- contribute to the creation of a positive emotional environment.
Preliminary work: looking at trees and shrubs on walks, watching migratory birds, looking at the sky, paintings of flowering trees.
Materials: sheets of paper, glasses of water, brushes, gouache, watercolor, napkins, stencils "Flowers" , sponges, wax crayons, (music "Seasons" Tchaikovsky).
Integration of educational areas: artistic and aesthetic development, social and communicative development.
Planned results: independently find simple subjects for depiction in the surrounding life and nature, use unconventional drawing techniques, perceive the means of expression with which the image is created, and respond emotionally to works of fine art.
Tchaikovsky's music sounds "Seasons" , "Spring" .
The children pass and sit on the carpet.
Teacher with music:
Children, now you and I will fly on a carpet-plane over our native land, and everyone will see their own corner of their native land, which they would like to draw. Let's hold hands, close our eyes and we'll fly. What do we see? We see trees, buds are swelling on them, and some trees are covered with delicate flowers.
And we are flying on a carpet - an airplane and it feels like it has become warmer - after all, spring has come!
And now, we are returning back, and we hear the cry of birds flying in from warm regions.
We are next to the kindergarten - we have already arrived.
Now I’ll count to ten, and we’ll all open our eyes.
The children opened their eyes at the count of ten.
So we took a trip on a magic carpet.
What did you see during your trip?
What trees did you meet along the way?
What color are their foliage?
What color are the flowers? (Interview 2 – 3 children).
Children, now we will go to the tables, and each of you will draw his own corner of what he saw in his region. But before we draw, the sheets of paper must be wetted with water; we will draw on a wet layer. Children wet the sheet.
First I suggest drawing the sun, sky, grass.
Independent work of children.
Our drawings should dry out a little. For now I suggest you play the game “Touch to...” : at the command of the leader “Touch to...” the players must quickly orient themselves and touch what the presenter calls. You can name colors, shapes, sizes, toys, equipment, properties of objects (smooth, hot, soft, prickly...), combinations of shape and color, etc.
Children, I suggest you draw trees with wax crayons. Please note that real trees have beautifully curved branches. Leaves on trees have uneven color (some are lighter, others are darker).
How can you draw leaves on trees? (fingers, brush). Children independently choose how to depict leaves.
If anyone needs help, the teacher helps.
Finger gymnastics is carried out "Our fingers are tired" .
Guys, what do you think our trees are missing? (Colors)
Draw flowers using stencils and sponges.
Reflection: children sit on the carpet with their works. Everyone looks at the work and chooses who has the most interesting work. The teacher praises the children for their good work and says goodbye to the children.
Abstract of OOD Artistic and Aesthetic Development
Topic: “Magic Workshop”
Goals and objectives of the program.The goal is to introduce children to the skills of decorating objects; teach how to work with various materials and tools; to reveal the potential creative abilities of each child through creative search; develop artistic taste and ability to analyze; create amazing things with your own hands.
In connection with the goal, the tasks are as follows:
Educational:
- teach the basics of artistic literacy;
- teach safe work techniques;
- teach practical skills in working with materials and tools for creativity;
- teach creative use of acquired skills and practical skills.
Educational and developmental:
- develop artistic taste, imagination, spatial imagination;
- create an appropriate aesthetic environment;
- cultivate attention, accuracy, hard work, friendly attitude to each other, co-creation;
- connecting learning with the educational process;
- cultivate a desire for reasonable organization of your free time.
Progress of the lesson
1. Introductory part:(Organizing time)Educator: “Hello, guys and dear guests! My name is Tatyana Ivanovna. I'm glad to see you all.
Let's greet each other with a song. I will greet Sasha like this: “I’m so glad that Sasha is in the group.” I invite you too, as I do, to greet each other. Sasha, turn to Masha, smile and sing how glad you are that Masha is in the group. And so on in a circle. (children do) So we met you” (Children sit on chairs)
- Guys, today an unusual adventure awaits us. And all because Brownie came to visit us. Let's say hello to him. Look at him, what is he like? (children's answers)
Yes, guys, that's right! But he is a real magician. Close your eyes and wait for Brownie's touch. Whoever it touches must open their eyes and sit on the rug they like.
(children sit on the mats to music No. 1)
2. Guys, real magic happened. A magical object is hidden here. And try to guess which one.
An old grandmother has it
Very little secret:
Dresses, books and toys,
Curtains, rattles,
Dolls and bicycle -
She stubbornly hides everything,
So that the grandson could not get there -
Grandma has it at her dacha -
Bright, colorful... CHEST!
That's right, guys, this is a chest. What is it for? When was it used?
- What do you think, is this a magic chest or not? How to find out? (children's answer options) Let's open the lid and then everything will become clear. And for it to open, you need to say the magic words: “Chok-chok-chok, open, little chest!” Let's all do it together.
(The teacher opens the lid of the chest and a voice is heard from there. Recording No. 2 is turned on)
Guys, what do you think can be stored in ancient chests? (children's answers)
(Turn the board) That's right, guys. Look how beautiful and interesting antique things are.
(The teacher points to the mirror)
- What is this object? What is it made of? What is it for? Who do you think used it? Why was it in the chest? (children's answers)
Yes, guys, all antique things once belonged to someone.
- Now go to our magic chest and choose the item that you liked the most. (Children choose one subject at a time)
- Guys, what do you think, is it possible to make people want to use these items again and again? (answers)
- We will try to make these objects beautiful again, that is, we will give them a “second life.” Well guys, are you ready?
To do this, you and I need to get into a magic workshop. We are ready, it's time for us to go! But this is not easy to do. Ahead of us is a narrow bridge across the river, we walk along it carefully, and when you overcome an obstacle, stretch and ring the bell!
Guys, we found ourselves in a magic workshop. Place your chosen items on the tables. Now another magic will happen and you will turn from ordinary boys and girls into Magic Masters. And Brownie will help us with this. He will say magic words, and you will turn around yourself three times: “1,2,3, turn around, turn into masters!”
- So we have become masters and it’s time for us to get to work.
3. – You and I are real masters of our craft. To work, we will need the necessary materials that you can find on your tables. Do not forget about the rules for their use.
First you need to think about how you want to decorate your item. Then select the necessary materials and get to work.
4 Independent activities of children.
To music No. 3, children work individually at tables, and the teacher, in case of difficulty, helps the children decide on a plan or material. Children who finish their work faster put it on the table next to Brownie.
PHYSICAL MINUTE "Highway" - for forgotten decorations - decor - as the children get tired.
(Children who finish the work faster are offered to work with different construction sets prepared on a separate table)
5. Summing up the work in the workshop.
Chatting with one or more children about what they were doing? How can you use this now? who would they give it to, etc.
Oh, guys, how great you are! You have made very beautiful things. -Look at the variety of old items in a new way.
But it's time for us to go back to kindergarten. Brownie, say your words: “1,2,3, turn around, turn into a kid again!”
Did you guys enjoy today's adventure? Look, there are stones and feathers in front of you. If today’s task turned out to be difficult for you, then put a stone in the chest. And if the task seemed interesting to you and did not cause any difficulties, then put a feather in the chest.
Wonderful! Well, it's time for us to say goodbye to you. I really enjoyed our trip to the Magic Workshop today. Goodbye!
