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MKDOU "Oktyabrsky kindergarten "Firefly" Moshkovsky district NON-TRADITIONAL DRAWING TECHNIQUES

“And at ten years old, and at seven, and at five, all children love to draw. And everyone will boldly draw everything that interests him...” Valentin Berestov

the most important means of aesthetic education. The most important task of aesthetic education is ways of creating a new, original work of art in which everything is in harmony: color, line, and plot. This is a huge opportunity for children to think, try, search, experiment. And most importantly, express yourself. Drawing Unconventional drawing techniques

The use of non-traditional techniques in art activities helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, methods of application; stimulates positive motivation in the child, causes a joyful mood, removes fear of the drawing process; provides the opportunity to experiment; develops tactile sensitivity, color discrimination; promotes the development of hand-eye coordination; does not tire preschoolers, increases performance; develops unconventional thinking, emancipation, and individuality.

Methods of depiction Non-traditional methods of depiction in drawing Drawing with your own hands (fingers, palm) Drawing with a stamp (poke drawing, imprint) Drawing with a candle Blowing paint Drawing with duct tape Monotopy And much more Plasticineography Scratch Drawing with a comb Blotography

Drawing with your own hands (fingers, palm) Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (finger) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

Foam rubber impression Age: from four years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam. Method of obtaining an image: a child presses polystyrene or foam rubber onto a stamp pad with paint and makes an impression on paper. To get a different color, change both the bowl and the foam.

Leaf prints Age: from five years. Means of expression: texture, color. Materials: paper, leaves of various trees (preferably fallen), gouache, brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.

Tamponing with cotton swabs Age: from 2 years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child applies paint to paper using cotton swabs (using the poking method).

Wax crayons (candle) + watercolor Age: from four years. Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted. Materials: candle, thick paper, watercolor, brushes. Method of obtaining an image: the child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The drawing with a candle remains white.

Regular blotography Age: from five years. Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon. Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the original sheet in half, drip ink onto one half, and cover it with the other). Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed.

Blotography with a tube Age: from five years. Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon. Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed.

Drawing with grains (salt) Age: from six years. Means of expression: volume. Materials: salt, clean sand or semolina, PVA glue, cardboard, glue brushes, a simple pencil. How to obtain: The child prepares cardboard of the desired color, draws the required design with a simple pencil, then smears each item in turn with glue and carefully sprinkles with salt (cereals), pours the excess onto a tray.

Scratchboard (primed sheet) Age: from 5 years Means of expression: line, stroke, contrast. Materials: semi-cardboard or thick white paper, a candle, a wide brush, black mascara, liquid soap (about one drop per tablespoon of mascara) or tooth powder, bowls for mascara, a stick with sharpened ends. Method of obtaining an image: the child rubs a sheet with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap or tooth powder is applied to it, in which case it is filled with mascara without additives. After drying, the design is scratched with a stick.

Drawing on wet Age: from five years. Means of expression: point, texture. Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (5x5 cm). Method of obtaining an image: 1. drawing on a specific topic: landscape, walk, animals, flowers, etc. - when the drawing is created on a wet sheet, 2. drawing a background for the future drawing, when the colors spread, connecting and shimmering with each other, creating a pattern , which determines the theme of further drawing “dry”

Drawing with electrical tape Age: from 5 years Means of expression: line, contrast. Materials: semi-cardboard, or thick white paper, gouache, insulating tape. Method of obtaining an image: the child glues the elements of the picture using electrical tape. Paints a sheet of paper. After complete drying, the isolette is carefully removed.

Plasticineography Age: any. Means of expression: volume, color, texture. Materials: cardboard with contour pattern, glass; plasticine set; hand wipe; stacks; waste and natural materials. Method of obtaining an image: 1. Applying plasticine to cardboard. You can make the surface a little rough. To do this, various methods are used to apply relief dots, strokes, stripes, convolutions or some curly lines to the surface of a plasticine image. You can work not only with your fingers, but also with stacks.

2. A thin layer of plasticine is applied to the cardboard, leveled with a stack, and the design is scratched with a stack or a stick.

3. Draw with plasticine “polka dots”, “droplets” and “flagella”. Peas or droplets are rolled out of plasticine and laid out in a pattern on a primed or clean surface of cardboard, filling the entire pattern. The “flagella” technique is somewhat more complicated in that you need to roll up flagella of the same thickness and lay them out on the drawing. You can connect the flagella in half and twist them, then you get a beautiful pigtail, the basis of the outline of the design.

4. A design is applied to the cardboard, the flagella are rolled up, smeared towards the middle with a finger, then the center of the design element is filled. You can use mixed plasticine for a wider range of colors. The work can be made in relief by placing veins of plasticine on the leaves or using strokes

Various techniques combine perfectly with each other Drawing with salt and cellophane

Recommendations for teachers: use different forms of artistic activity: collective creativity, independent and playful activities of children to master non-traditional image techniques; when planning classes in visual arts, observe the system and continuity of the use of non-traditional visual techniques, taking into account the age and individual abilities of children; improve your professional level and skills through familiarization and mastery of new unconventional methods and techniques of image.

Let the children draw, create, and fantasize! Not every one of them will become an artist, but drawing will give them pleasure, they will learn the joy of creativity, and learn to see beauty in the ordinary. Let them grow up with the soul of an artist!

Prepared by teacher of the 1st qualification category Nikulchenkova Galina Viktorovna Thank you for your attention!

Non-traditional visual techniques are an effective means of depiction, including new artistic and expressive techniques for creating an artistic image, composition and color, allowing for the greatest expressiveness of the image in creative work, so that children do not develop a template. 2

Palm drawing Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off. 3

Finger painting Age: from two years. Means of expression: spot, dot, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets, napkins. Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off. 4

Foam rubber impression Age: from four years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber. Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber. 5

Imprint with crumpled paper Age: from four years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper. 6

Wax pencils + watercolors Age: from four years. Means of expression: color, line, spot, texture. Materials: wax pencils, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax pencils on white paper. Then he paints the sheet with watercolors in one or more colors. The drawing with wax pencils remains unpainted. 8

Subject monotype Age: from five years. Means of expression: spot, color, symmetry. Materials: thick paper of any color, brushes, gouache or watercolor. Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations. 9

Non-traditional drawing techniques in different age groups of kindergarten Junior group (2-4 years) drawing with a hard, semi-dry brush with a finger, drawing with the palm of the hand, drawing with a cotton swab, stamps made from potatoes, imprinting with a cork Middle group (4-5 years) imprinting with foam rubber, imprinting with stamps from an eraser, leaves, wax crayons + watercolor candle +watercolor drawing with crumpled paper subject monotype Senior and preparatory group (5-7 years) landscape monotype drawing with a toothbrush combing paint spraying air felt-tip pens blotography with a tube photocopy – drawing with a candle scratch paper black and white, color drawing with threads drawing with salt, drawing with sand 12

Recommendations for parents materials (pencils, paints, brushes, felt-tip pens, wax crayons, etc.) must be placed in the child’s field of vision so that he has a desire to create; introduce him to the surrounding world of things, living and inanimate nature, objects of fine art, offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw; introduce him to the surrounding world of things, living and inanimate nature, objects of fine art, offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw; do not criticize the child and do not rush, on the contrary, from time to time encourage the child to practice drawing; do not criticize the child and do not rush, on the contrary, from time to time encourage the child to practice drawing; praise your child, help him, trust him, because your child is individual! praise your child, help him, trust him, because your child is individual! 14

List of used literature Davydova, G.N. Unconventional drawing techniques in kindergarten. Part I. -M.: Scriptorium, p. 15

African painting

It consists of having children make ordinary dots using multi-colored paints. Wooden Chinese chopsticks are ideal for this technique. We used this unusual technique to create patterns on plates, napkins, etc. As a result of their work, children show imagination and use their imagination.

Magic drawing method.

This method is implemented like this. Using the corner of a wax candle on white paper, we draw an image (a Christmas tree, a house, or maybe a whole plot). Then, with a brush, or better yet, with cotton wool or foam rubber, we apply paint on top of the entire image. Due to the fact that the paint does not stick to the bold image like a candle, the drawing seems to suddenly appear before the children’s eyes, manifesting itself. You can get the same effect by first drawing with office glue or a piece of laundry soap. In this case, the selection of the background to the subject plays an important role. For example, it is better to paint a snowman drawn with a candle with blue paint, and a boat with green paint.

Painting small stones.

Most often, the child draws on a plane, on paper, less often on asphalt. A flat image of a house, trees, cars, animals on paper is not as attractive as creating three-dimensional creations of your own. In this regard, we use sea pebbles. They are smooth, small and have different shapes. The very shape of the pebble will sometimes tell the child what image to create in this case. It is better to paint one pebble as a frog, another as a bug, and the third will produce a wonderful fungus. We apply bright thick paint to the pebble - and the image is ready. After the pebbles dry, I cover them with colorless varnish. The result is a voluminous, bright toy - a voluminous beetle or frog, made by children's hands.

Nitography method.

This method exists mainly for girls, but sometimes boys also willingly join in this type of drawing. And it consists in the following. A screen measuring 25x25 cm made of velvet paper, bags with a set of woolen threads of various colors. This method is based on the following feature: threads having a certain percentage of wool are attracted to the velvet paper. You just need to attach them with light movements of your index finger. To begin with, the child learns to lay out the simplest objects in shape - flowers, vegetables, fruits, etc. Gradually the figures become more complex, several threads are used and interesting plots are obtained. Imagination and sense of taste develop.

Monotype method.

It contains a lot of tempting things for preschoolers. In short, this is an image on thick files or folders, which is then transferred to paper. On a smooth surface, children paint with paint using a brush, or a match with cotton wool, or a finger. The paint should be thick and bright. And immediately, before the paint has dried, turn the file image down onto white thick paper and, as it were, blot the drawing, and then lift it up. After the resulting drawing has dried, I invite the children to add details to the image using pencils or felt-tip pens. The advantage of this technique is that each drawing turns out completely different from the other.

Drawing using postcards.

Every home has a ton of old postcards. The children bring them to kindergarten, I cut out the necessary images, when they get older, they will do it themselves, and paste them into place, into the plot. A bright factory image of objects and phenomena will give even the simplest unpretentious drawing a completely artistic design. For example, if you paste a fairy-tale house with a grandmother in the window, then the children, relying on their imagination, knowledge of fairy tales and visual skills, will undoubtedly add something to it.

The creative process is a real miracle. I enjoy watching children discover their unique abilities and the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “There is no right path in creativity, there is only your own path.”

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“Non-traditional drawing techniques, their role in the development of preschool children”

Municipal budgetary preschool educational institution kindergarten No. 9 of a combined type

Non-traditional drawing techniques, their role in the development of preschool children

“The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”

V. A. Sukhomlinsky.

Target: teach you how to create your own unique image using non-traditional drawings using various drawing techniques.

Tasks:

develop associative thinking and curiosity, observation and imagination;
to form and improve technical skills and drawing skills;
cultivate artistic taste and a sense of harmony

visual (examination of an object, use of paintings, use of a sample, demonstration of working techniques, analysis of children's works);
verbal (conversation, instructions and explanations in the process of joint activity, artistic expression)
practical methods
gaming (use of different characters, fabulous journeys)

colored pencils; wax crayons,
watercolors, gouache;
sheets of paper of various shapes;
bristle brushes, cotton swabs, brushes;
foam rubber, stamps, seals;
stencils, cut out pictures;
natural material, etc.

Creation- this is an activity as a result of which the child creates something new, original, showing imagination, realizing his plan, independently finding the means to implement it.

Fine motor skills and tactile perception;
Spatial orientation on a sheet of paper, eye and visual perception;
Attention and perseverance;
Thinking;
Fine skills and abilities, observation, aesthetic perception, emotional responsiveness;
In addition, in the process of this activity, the preschooler develops control and self-control skills.

Younger age

Middle age

finger painting;

Older age

poke with a hard semi-dry brush

stamped with potato stamps;

painting with sand and salt

palm painting.

Printing with foam rubber, corks

drawing with soap bubbles

wax crayons + watercolor; candle + watercolor

drawing with crumpled paper

Leaf prints;

monotype landscape, subject

Monotype subject, landscape

stencil printing

Blowing air through a straw

plasticineography

Drawing with cotton swabs;

using cotton pads;

African painting

material: multi-colored gouache, thick paper, Chinese sticks

Watercolor painting + wax crayons

Materials: wax crayons, watercolor, water, brushes.

Painting small stones

Materials: sea pebbles of various shapes, bright gouache, brushes, water, napkins.

Nitography method

Material: screen made of velvet paper, bag with a set of woolen threads of different colors.

Monotype subject and landscape

Materials: thick paper, brushes, gouache, water.

Drawing with postcards

Materials: postcards of various themes, glue brushes, glue, gouache, paint brushes, water, napkin.

T. N. Doronova, “Visual activity and aesthetic development of preschool children.”
R.G. Kazakova, “Art activities in kindergarten.”
G. N. Davydova, “Non-traditional techniques in kindergarten.” – Part 1, Part 2.
A.V. Nikitina, “Non-traditional drawing techniques in kindergarten.”
I.A. Lykova, “Program of artistic education, training and development of children 2-7 years old “Colored Palms”.”
T.N. Doronova - “Nature, art and visual activities of children”

Slide 1

Unconventional drawing technique

Slide 2

Recommendations for teachers
use different forms of artistic activity: collective creativity, independent and playful activities of children to master non-traditional image techniques; when planning classes in visual arts, observe the system and continuity of the use of non-traditional visual techniques, taking into account the age and individual abilities of children; improve your professional level and skills through familiarization and mastery of new unconventional methods and techniques of image.

Slide 3

Spray Age: from five years. Means of expression: point, texture. Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (5x5 cm). Method of obtaining an image: the child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.

Slide 4

Drawing with a comb, toothbrush. Age: any. Means of expression: volume, color. Materials: thick paper, watercolor, toothbrush, etc., water in a saucer. Method of obtaining an image: Thanks to its stiff, thick, evenly spaced bristles, it allows you to quickly and easily tint paper or apply design elements with different densities of paint thickness. The brush should not be too wet, that is, dip a semi-dry toothbrush in gouache, the consistency of mush, and you can start working. Method of obtaining an image: dipping in liquid paint and drawing on a different surface.

Slide 5

Drawing with sand (grains). Age: from six years. Means of expression: volume. Materials: clean sand or semolina, PVA glue, cardboard, glue brushes, a simple pencil. How to obtain: The child prepares cardboard of the desired color, draws the required design with a simple pencil, then coats each item in turn with glue and carefully sprinkles it with sand, pouring excess sand onto a tray. If you need to add more volume, then apply glue to this object several times over the surface of the sand.

Slide 6

Black and white scratch paper (primed sheet) Age: from 5 years Means of expression: line, stroke, contrast. Materials: semi-cardboard or thick white paper, a candle, a wide brush, black mascara, liquid soap (about one drop per tablespoon of mascara) or tooth powder, bowls for mascara, a stick with sharpened ends. Method of obtaining an image: the child rubs a sheet with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap or tooth powder is applied to it, in which case it is filled with mascara without additives. After drying, the design is scratched with a stick.

Slide 7

Colored scratch paper Age: from 6 years Means of expression: line, stroke, color. Materials: colored cardboard or thick paper, pre-colored with watercolors or felt-tip pens, a candle, a wide brush, gouache bowls, a stick with sharpened ends. Method of obtaining an image: the child rubs a sheet with a candle so that it is completely covered with a layer of wax. Then the sheet is painted over with gouache mixed with liquid soap. After drying, the design is scratched with a stick. Next, it is possible to complete the missing details with gouache.

Slide 8

Slide 9

Plasticineography
Age: any. Means of expression: volume, color, texture. Materials: cardboard with contour pattern, glass; plasticine set; hand wipe; stacks; waste and natural materials. Method of obtaining an image: 1. Applying plasticine to cardboard. You can make the surface a little rough. To do this, various methods are used to apply relief dots, strokes, stripes, convolutions or some curly lines to the surface of a plasticine image. You can work not only with your fingers, but also with stacks.

Slide 10

2. A thin layer of plasticine is applied to the cardboard, leveled with a stack, and the design is scratched with a stack or a stick.

Slide 11

Slide 12

Slide 13

5. Work on glass. You can choose any picture you like as a sketch and transfer it to glass by placing the glass on the picture. This is a very simple way. A 4-5 year old child is quite capable of coping with this task. Next, you need to wait until the sketch on the glass dries. The marker dries faster (2-3 minutes), the mascara takes longer (10 minutes). The base, with the sketch applied, is ready! Before you start sculpting, you need to think about the color combination and select the right shades by mixing. We begin to apply the selected color to the desired details of the drawing from the side on which the sketch was drawn. Spread the plasticine evenly with your finger, without going beyond the lines of the sketch. The layer thickness is no more than 2-3 mm. At the same time, we control the application of plasticine to the drawing from the front side and correct it.

Slide 14

Tips for parents
materials (pencils, paints, brushes, felt-tip pens, wax crayons, etc.) must be placed in the baby’s field of vision so that he has a desire to create; introduce him to the surrounding world of things, living and inanimate nature, objects of fine art, offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw; do not criticize the child and do not rush, on the contrary, from time to time encourage the child to practice drawing; praise your child, help him, trust him, because your child is individual!

Slide 15

Thank you very much for your attention

Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is visual, artistic and productive activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created.
Since many points of view regarding the pedagogical and artistic conditions for the formation of abilities are rapidly changing, children's generations are changing and the technology of work of preschool teachers must change accordingly. To do this, it is necessary, along with traditional methods and methods of depiction, to include non-traditional drawing techniques.

When introducing children to art, it is necessary to use various non-traditional drawing techniques. Among them there are many that provide the most unexpected, unpredictable options for artistic representation and a colossal impetus to children's imagination and fantasy.

The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensely children’s artistic abilities will develop.

It is necessary to diversify both the color and texture of the paper, since this also affects the expressiveness of the drawings and confronts children with the need to select materials for drawing, think through the coloring of the future creation, and not wait for a ready-made solution.

Opportunities for working with children using non-traditional drawing techniques are based on the use of various signets. This type of drawing does not require any special skills: you only need impressions of finished forms smeared with paint.
The signet can simply be dipped in paint or pressed against a painted “stamp pad”, a flat piece of foam rubber, or lubricated with paint or paints, specially selecting their combination. A signet can be made from a cotton swab, cork, raw potato, eraser, piece of foam rubber, crumpled paper, wood sheet, etc.

To ensure that children do not create a template (draw only on a landscape sheet), sheets of paper can be of different shapes: in the shape of a circle (plate, saucer, napkin), square (handkerchief, box).

Monotype is one of the simplest printing techniques. Using monotype, a symmetrical image of an object or object is created. To do this, a sheet of paper is folded in half vertically or horizontally, taking into account the depicted object. Color spots (abstract drawing) or half of a symmetrical object (concrete drawing) are applied to one half of the sheet. The colors are selected bright and rich so that the print is clear. After applying the colorful image on the first half of the sheet, the second half of the sheet is overlapped to create an imprint on the other half of the sheet. When you unfold it, you will see the entire symmetrical image - the butterfly has spread its wings, the flower has fully blossomed, and the crown of the tree has become more luxuriant. The finished print can be modified or decorated with additional details. The monotype technique gives pleasure to children of different ages, especially younger preschoolers.

The basis of experience and the use of non-traditional visual techniques is the idea of learning without coercion, based on achieving success, on experiencing the joy of learning about the world, on the sincere interest of the preschooler in performing a creative task using non-traditional painting techniques. Such a task puts the child in the position of a creator, activates and directs the children’s thoughts, and brings them close to the line beyond which the emergence of their own artistic ideas can begin.

Mastering artistic techniques that are non-traditional for preschool education helps to increase the expressiveness of artistic images in the drawings of preschoolers, maintains their positive attitude towards visual activity, helps to satisfy children's needs for artistic expression, and the development of children's visual creativity. The selection and sequence of introducing non-traditional artistic techniques into the practice of preschool education is based on the fact that mastery of each previous technique is and acts as a propaedeutic stage in the development of more complex artistic tasks and is aimed at the development of children's visual creativity.

It is necessary to teach non-traditional drawing techniques while respecting the age characteristics of children.

The teacher needs to help the child find himself, offer him as many different ways of self-expression as possible. Sooner or later, he will definitely choose his own path, which will allow him to fully show himself. That is why the child must be introduced to a wide variety of visual technologies. Not everyone is given the ability to wield a brush or pencil; some find it difficult to express themselves in line; others do not understand and do not accept the variety of colors. Let everyone choose a technology that is close to them in spirit and does not make them suffer when comparing their work with the work of more capable children.

The child’s artistic activity will become even more successful if adults, teachers and parents evaluate it positively, not comparing children’s work with each other, but noting the individual manner of performance. Therefore, special attention must be paid to discussing children’s works, and it is imperative to introduce into practice the analysis of a child’s drawing in an individual conversation with him. At the same time, try to evaluate the child’s achievements in accordance with his personal capabilities and in comparison with his previous drawings, thoroughly justify the assessment and give it a positive character in order to open the way to correcting mistakes.

Each child is a separate world with its own rules of behavior, its own feelings. And the richer and more varied the child’s life experiences, the brighter and more extraordinary his imagination, the more likely it is that the intuitive craving for art will become more meaningful over time.
“The origins of children’s abilities and talents are at the tips of their fingers. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child,” stated V.A. .Sukhomlinsky.