The program for art kindergarten methodological support. Working program for drawing (preparatory group) on the topic: The working program of the circle on fine arts "Rainbow Palette" for the preparatory group for school

The working program of the circle on fine arts "Rainbow Palette" for the preparatory group for school for children 5-7 years old

Working programm

art mug "Rainbow Palette"

Podtreshnaya Ekaterina Alexandrovna

for preschool group

GBUZ "Children's pulmonological sanatorium" Salyut "

2014

Explanatory note.

P.L. Kapitsa spoke about art and the harmonious development of the individual: “... People have the opportunity to influence emotional activity person to organize this activity. Art does this most effectively... Music, for example, accompanies the main emotional stages of a person's life. Fine arts and literature have a particularly strong influence on the development of the spiritual culture of society. They influence emotions that influence the establishment of morality and ethics both in personal relationships of people and in social ones ... And art is an artistic generalization of the processes taking place in the life of people and society.

The circle "Rainbow Palette" is held on the basis of the preparatory group for the school of the sanatorium. Every child from the age of two to adolescence draws complex multi-figure compositions, draws everything that he sees around, hears, knows and remembers. Adults care about results creative activity, and for the child, the process is of paramount importance.

If little artist is already able to express his emotions through color and line, he can, drawing, splash out his emotions and experiences: joy, love, fear ... Splashing them on a piece of paper, the child, as it were, frees himself from them, releases them into the wild - and this is the psychotherapeutic effect drawing.

In the preparatory group for school, children get acquainted with various types of fine art accessible to their age. Using the best examples of folk art and works of great masters, the teacher educates children in the interest and ability to aesthetically perceive paintings, sculptures, objects of folk art, illustrations in books, forms the basis of the aesthetic taste of children, the ability to independently evaluate works of art.

Being engaged in the lessons of visual activity, students have the opportunity to express their impressions, their understanding and emotional attitude to the life around them in artistic creativity: drawing and applications.

In the preparatory school group, the teacher sets himself and implements a whole range of tasks:

· Acquaintance of children with works of various types of art of the world artistic culture (painting, graphics, architecture, folk and arts and crafts);

Encouragement of interest in children to contemplate beautiful objects and phenomena in the world around them;

· Learning to convey your idea of the historical past of your homeland by depicting interiors, costumes, household items that correspond to their time, as well as creating fairytale heroes(Mermaids, Pinocchio, Leshy, Mummi-trolls, etc.);

· Encouraging children to independently choose children's artistic images, plots of compositions, materials, tools and ways of conveying their ideas;

· Continuing to study the image of objects of the real and fictional world from nature or by representation, conveying the proportions and movements of objects, animals and people;

· Continuation of acquaintance with various techniques of drawing with gouache, watercolor, colored pencils and wax crayons;

· Learning to coordinate hand movements when working with a brush and paints, as well as in working with an application.

As a result of joint productive activity:

There is a disclosure of creative abilities;

The child learns new techniques and image techniques;

The child learns to compositionally correctly position the depicted objects on the sheet:

Learns to work in the correct sequence;

Imaginative thinking, imagination and visual memory develop;

There is an introduction to the world artistic culture, as well as the accumulation of initial knowledge about art;

There is an education of aesthetic taste.

1. Visual activity in kindergarten: planning, class notes, guidelines. School prep group. I.A. Lykov. - Moscow: "KARAPUZ-DIDACTICS", 2008.

2. Art and pedagogy: From the cultural heritage of Russia in the 19th - 20th centuries: Reader, M.A. Verb. - Pskov, POIPKRO, 2002.

4. art. Grade 1: Lesson plans according to the textbook by V.S., Kuzin, E.I. Kubyshkina. O.V. Pavlova. - Volgograd: "Teacher", 2010.

Educational and thematic planning

painting mug "Rainbow Palette"

№ *p/n*	*Topic name*	*Target. Tasks.*	*materials*	*Number of hours*
1	Autumn still life with flowers	Teaching the basics of drawing from life, the basics of transferring shape, proportions, volume, light and shade in a drawing.	Graphite pencil, colored pencils, wax crayons.
2	Autumn gifts. Still life with vegetables, mushrooms and berries.	Teaching the basics of drawing from life, the basics of transferring shape, proportions, volume, light and shade in a drawing. Acquaintance with warm and cold colors of paints.	Pencil, watercolor, gouache.
3	Autumn landscape. Autumn in the park.	Learn to arrange the sheet depending on the image, select colors and shades. Develop imagination and memory.
4	My favorite toy	To teach how to build an image of toys, to learn how to arrange a sheet depending on the object being depicted. Develop imagination and memory.
5		Learn the basics of drawing butterflies. Learn to arrange the sheet depending on the depicted subject.	Graphite pencil, colored crayons and pencils.
6	Autumn still life with flowers (application) Collective work.	Learning to combine colors with each other, to give an idea of the color wheel, warm and cold colors.
7	My favorite pet	Learning the basics of drawing by representation; the basics of conveying in the drawings the shape, volume of the depicted animal.	Graphite pencil, wax crayons
8	Winged swings fly, fly. Games on the playground.	Learning to convey in a drawing your impressions of your favorite fun and entertainment on a walk. Teaching the basics of transferring the form of the depicted.	Graphite pencil, colored pencils.
9	Bookmark for a book	Learning the basics of drawing by representation; the basics of transferring the form, proportions, volume of the depicted animal and floral ornament in drawings.	Graphite pencil, colored pencils.
10	Russian patterns. Khokhloma painting.	Learning the basics of Khokhloma painting. Learning how to paint with a brush of thin elements and curls. Teaching the composition and arrangement of objects and ornaments on a sheet.
11	Tree drawing. Spruce.	Continue to acquaint with visual materials: watercolor and whitewash. Aesthetic development of children in visual activity. Develop artistic taste, creativity, observe the phenomena and conditions of the surrounding nature.	Watercolor, whitewash, water, brushes, graphite pencil.
12	Winter forest (application). Collective work.	Learning the basics of the technique of creating a picture in the technique of dry felting. Learning to combine colors with each other, to give an idea of the color wheel, warm and cold colors. Composition training.	Felt sheet, wool of different colors, frame for decoration.
№ *p/n*	*Topic name*	*Target. Tasks.*	*materials*	*Number of hours*
13	My favorite Russian cartoon character	Learning the basics of drawing by representation; the basics of transferring the form, proportions, volume of the depicted object in drawings. Development of imagination and memory.	Pencil, wax crayons, pastel.
14	Winter landscape.	Fixing the names of colors and shades. Learning how to build a compositional image, learn how to arrange a sheet depending on the object being depicted. Develop memory and imagination.	Graphite pencil, watercolor.
15	Ground transportation image	Learning the basics of drawing on the representation of transport; the basics of transmission in the figure of the form, proportions.	Graphite pencil, watercolor
16	Fairy tale castle, fortress.	Learning the basics of drawing on the representation of fairy-tale castles. Learning to draw buildings of various shapes.	Graphite pencil, watercolor, gouache.
17	New Year holiday	Contribute to the development of cognitive processes. Develop artistic taste and creativity.
18	Snowflake friendly round dance	Learning the basics of drawing by representing snowflakes of various shapes. Encourage children to come up with different patterns.	Graphite pencil, watercolor, wax crayons.
19	wintering birds	Teaching the basics of drawing from life, the basics of conveying shapes, proportions, volume, light and shade in drawings. Learn to draw birds.	Graphite pencil, color
20	Defender of the Fatherland Day	Learn the basics of composition. Introduce the concept of silhouette. Describe the compositional center.	Graphite pencil, watercolor, wax crayons, pastel.
21	"Mountains, valleys..."	Learning to build a compositional image construction. Reflection in the drawing of their ideas of natural mountain landscapes. Image of a mountain landscape.	graphite pencil, watercolor pencils, watercolor.
22	At the bottom of the sea	Learning to build a compositional image construction. Reflection in the drawing of their ideas of underwater marine landscapes, as well as marine life and scuba divers near coral reefs.	Graphite pencil, watercolor pencils, watercolor
23	Me with dad (grandfather)	Learning the basics of drawing a portrait of a person; the basics of transmission in drawings of shape, proportions, parts of the face.	Graphite pencil, color - nye pencils.
№ *p/n*	*Topic name*	*Target. Tasks.*	*materials*	*Number of hours*
24	I am with my mother (grandmother)	Continue to teach the basics of drawing a portrait of a person; the basics of transmission in drawings of shape, proportions, parts of the face.	Graphite pencil, color - nye pencils.
25	Still life with spring flowers.	Teaching the basics of drawing from life, the basics of conveying shapes, proportions, volume, light and shade in drawings. Learn to draw flowers.	Graphite pencil, color - nye pencils, wax crayons, pastels.
26	Easter egg painting	To teach the basics of visual activity: to depict objects on a plane with various graphic means: a line, a stroke, a spot. To acquaint with Russian folk ornaments for painting Easter eggs.	Graphite pencil, color - nye pencils.
27	Cosmonautics Day	Learn the basics of composition. Teaching structural and compositional solution; first and second plan in the composition.	Graphite pencil, color - nye pencils, wax crayons, pastels.
28	Human figure drawing	Teach the basics of drawing a human figure; the basics of transmission in drawings of form, proportions.	Graphite pencil, color - nye pencils.
29	Portrait of a man and a woman in Russian national costume	Continue to teach the basics of drawing a portrait of a person; the basics of transmission in the drawings of the form, proportions, parts of the face and body. Education of interest in folk culture and history.	Graphite pencil, color - nye pencils
30	Animal drawing	Teaching the basics of transfer in drawings of the form, proportions, volume of the depicted animal. To acquaint with the visual material - gouache.	Graphite pencil, gouache.
31	"And it's spring outside..." Spring landscape.	Teaching the basics of visual literacy, promoting the development of artistic creativity, educating aesthetic taste.	Graphite pencil, aquarelle, wax crayons, pastel.
32	primroses	Teaching the basics of drawing from nature; the basics of transmission in drawings of shape, proportions, volume, light and shade.	Graphite pencil, watercolor, colored pencils.
33	Victory holiday	Introducing students to artistic culture, teaching the basics of visual literacy, educating aesthetic taste.	Graphite pencil, gouache, watercolor, wax crayons.
34	spring thunder	Introducing students to artistic culture, teaching the basics of visual literacy. Teaching the basics of transmission in drawings of the form, proportions, volume of the depicted.	Graphite pencil, watercolor.
35	River lilies and water lilies	Learning to create a plot composition. Learn how to paint with watercolors. Develop visual-figurative thinking.	you crayons.

№

p/n

Topic name

Target. Tasks.

materials

Number of hours

Blooming May

Introducing students to artistic culture, teaching the basics of visual literacy, promoting the development of artistic creativity, educating aesthetic taste. Continuation of learning to paint in watercolor in a raw way.

Graphite pencil, watercolor, wax

you crayons.

Total:

36 hours

Conditions for the implementation of the program

Classes are organized in the form of circle work and complement the content of the main educational program in the preschool educational institution in the sanatorium.

The circle of fine arts is completed from among children 5-7 years old.

Classes are held in the morning.

Number of lessons per week - 1, per month - 4, per year - 36 lessons.

The duration of one lesson is 35 minutes.

The schedule of the circle "Rainbow Palette".

Monday - 11.00-11.35

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MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN "Thumbelina"

Compiled by: Educator Shadrina E.V. Vuktyl

I. EXPLANATORY NOTE

An important means of aesthetic education of children is visual activity. (drawing, modeling, application). It allows children to express in drawings, modeling, applications their idea of the world around them, their understanding of it and their attitude towards it. These activities bring joy to children, create a positive emotional mood, and contribute to the development of creativity. In the process of artistic activity, children develop aesthetic perception, figurative representations and imagination, aesthetic feelings. (shape, color, composition).

The basis for the development of this work program is the program of education and training in kindergarten M.A. Vasilyeva. The effectiveness of this pedagogical technology is determined by planning, which is designed to ensure not only a consistent, rational distribution of program material, but also the development, as well as the continuous improvement of the performance of all types and tasks in visual activity.

An additional level is provided by the enrichment of work in this area with the methodology of teaching the visual activity of T. S. Komarova.

Komi - a regional component - is implemented through the inclusion in the classes of the study of ancient holidays, traditions, folklore, art crafts, arts and crafts, games and game exercises of the Komi people. Basis for regional component is the author's program on the formation of the foundations of ethnic culture in children in the classroom for illustrating Komi folk tales E.L. Egorova.

Formation children's creativity is impossible without the development of children's perception, enrichment of their ideas about the world around. The form of classes in visual activity allows you to see the relationship of drawing, modeling, appliqué with all aspects of educational work: reading, storytelling, acquaintance with the outside world, nature, music and physical education, etc.

This program is adapted, it is based on the programs:

The program of education and training in kindergarten. Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. Ed. 4th - M.: Mosaic-Sintez, 2006, 208 p.
Education and training in the preparatory group of the kindergarten: program and method, recommendations / comp. T. S. Komarova. - M.: Mosaic-Synthesis, 2006.
Classes in visual activity in kindergarten: Book. for the teacher of children garden. Komarova T. S. Ed. 3rd, revised. and additional - M.: "Education" , 1991, 176 p.
Drawing fairy tales of the North: The program and methodological support of the system of work on the formation of the foundations of ethnic culture in children of 7 years old in the classroom for illustrating Komi folk tales. Egorova E.L. Syktyvkar: Publishing house of KSPI, 2005, 56 p.

Organization of training

Classes in fine arts (drawing) held 2 times a week for 2 hours.

There are 72 lessons in total.

Pedagogical analysis: 2 times a year (introductory - in September, final - in May).

Form of work group, in groups of 20 people.

The preparatory group is the final one. In the preparatory group, the solution of those visual tasks that were set in the senior group should continue: the transfer of spatial and color relationships, the characteristic form and structure of objects, the expression of plot content. At the same time, the tasks set by the school are partially solved: the transfer of specific properties of nature, acquaintance with the elementary laws of decorative art. It is important that in this group, acquaintance with works of fine and decorative art and individual artists be systematic and planned. The creativity of children of the seventh year of life acquires a more individual character, and it should be supported, encouraged in all types of visual activity, in all classes.

Program goal:

The program sets itself the goal: to reveal and develop the creative abilities and inclinations inherent in the child through fine arts, plastic arts, and artistic design.

Program objectives:

Tutorials:

To acquaint children with various types of fine arts.
To acquaint children with the variety of art materials and methods of working with them.

Developing:

Develop artistic taste, fantasy, ingenuity, spatiality, imagination.
Develop "feeling" colors, shapes, visual memory, imagination.
Develop creativity and initiative in children.
To develop the ability to build a composition, organizing semantic and compositional connections between the depicted objects.

Educational:

To form a steady interest in artistic activity.
To instill in children a sense of beauty, the ability to see beauty in the world around them.
Develop the ability to work in a team.

One of the important tasks of the kindergarten is preparing children for school. This task is solved throughout all the years of the child's stay in kindergarten, however, in the preparatory group, it is carried out most concentrated and complete. Drawing is included in the school curriculum in fine arts, and modeling and paper classes are included in the manual labor curriculum. (from first grade). Mastering these activities in kindergarten, the child gets rid of helplessness, which is typical for children who cannot draw, sculpt, work with paper. But children need the ability to draw not only in order to feel more confident on special lessons; the child encounters the need to draw in the lessons of natural history, history, etc. In the classes of fine arts, the psychological preparation of children for school is also carried out. It consists in instilling in children the desire to study at school, in the desire to learn new things, master skills and abilities, purposefully and in an organized way, listen carefully and fulfill the requirements of an adult. For successful study in school, doing homework requires the ability to plan your actions. This skill is also formed in children in the classroom of fine arts. (This is facilitated by the questions of the educator: "Where do we start drawing? And then what are we going to do?" ) . An important point in preparing children for school is the assessment of children's work after each lesson. Analyzing their drawings, modeling, appliqué, children learn to see what was successful and what was unsuccessful, what can be corrected, supplemented, made better. Thus, visual activity in kindergarten, like all others, should not only be aimed at narrowly preparing children for mastering the corresponding school subject, but also contribute to their comprehensive development necessary for successful schooling.

Program Performance Indicators

Expected results of the program. By the end of the program, children can:

Know different types of fine arts: painting, graphics, sculpture, arts and crafts and folk art.
Name the main means of expression.
Express aesthetic judgments about works of art, aesthetic development environment.

In drawing:

Create individual and collective drawings, decorative, subject and plot compositions on the themes of the surrounding life, literary works.
Use different materials and ways to create an image in drawing.

Diagnostics, testing, observation are carried out to determine the results (see attachments).

The forms of summarizing the results of the program implementation are:

exhibitions of children's works;
open classes for parents;
participation in events of different levels.

The work program of additional education of artistic and aesthetic orientation: "Merry hands!"

1. Explanatory note.
2. Goals and objectives.
3. Forms and methods of program implementation
- principles of organization
- methodological support
- expected result
4. Working with children.
5. Working with parents.
6. Work with teachers.
7. List of references.

The program of additional education of artistic and aesthetic orientation was developed on the basis of methodological recommendations
- Davydova G.N. "Non-traditional drawing techniques in kindergarten",
- Shvaiko G.S. “Classes in visual activity in kindergarten: Program, class notes”, - Lykova I.A. “Colored palms”, - Komarova T.S. Fine Art in Kindergarten. Classes in the art studio "Teaching children the technique of drawing."
The age of the children participating in the implementation of the work program is the children of the early development group (2-3 years).
Implementation period: the program is designed for 1 year of study.
The implementation of the program is designed for 36 calendar weeks, and includes 1 lesson of direct educational activities per week. The duration of one lesson in the early development group is 8-10 minutes, according to SanPiN 2.4.1. 3049-13 dated May 15, 2013 No. 26.
1-Explanatory note
…It's true, it's true!
Well, what is there to hide?
Children love, children love
They love to draw!
On paper, on asphalt, on the wall
And in the tram at the window!...
E. Uspensky.

Interest in drawing appears in children after the first year of life. The kid gets acquainted with paper, pencils, paints and first plays with them, and after observing the adult, the kid begins to imitate his actions and, having “mastered” the writing object, comes to the joyful discovery that he can also leave a mark on paper, and not only ...

Drawing for children is a game, and using games, playing techniques and finger gymnastics, a relaxed creative atmosphere is created for work. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar objects as art materials, and surprises with its unpredictability. Non-standard approaches to the organization of visual activity surprise and delight, liberate children, thereby causing a desire to engage in such an interesting business. After all, drawing for a child is not only a game, but also a joyful, inspired work that does not need to be forced, so it is very important to stimulate and support the baby, gradually opening up new opportunities for visual activity.

Meanwhile, even small artistic failures can nullify their desire to engage in visual activity, so the use of non-traditional methods of creating a drawing provides elements of surprise, gives kids a lot of positive emotions and helps to form their steady interest in this activity.

This program is based on an understanding of the priority of educational work aimed at developing perseverance, accuracy, patience, the ability to concentrate, fine motor skills and coordination of hand movements in children. The development of creative and communicative abilities of preschoolers on the basis of their own creative activity is also a distinctive feature of this program.
Today we can confidently say that everyone normal child is born with innate creativity. But only those children grow up as creative people whose upbringing conditions made it possible to develop these abilities in time.

During the implementation of the program, exhibitions of children's works are organized weekly, which organically fit into the space of the group, contribute to the formation of the harmonious development of the child's personality.

The program was developed in accordance with the current Federal State Educational Standard and is an innovative educational program document.

2-Objectives of the work program
- Create conditions for the development of potential creative abilities inherent in the child, interest in their own discoveries through search activities.
- to help preschoolers master the necessary skills and modern drawing techniques to translate ideas into their drawings.

Tasks of the working program:
- educational:
1. Teach children to use pencils, paints, brushes
2. Introduce children to colors,
3. Introduce children to the properties of materials (plasticine, salt dough, paints, paper, etc.)
4. Teach the techniques of visual and tactile examination of the form.
5. To form in children the skills necessary to create creative works.

Educational:
1. To educate children in accuracy, diligence and the desire to achieve success through their own work.
2. Encourage children to experiment, using non-traditional drawing techniques in their work.
3. Cultivate the ability and desire to organize your workplace and clean it.

Developing:
1. To develop artistic and creative abilities in children, artistic taste, fantasy, ingenuity, spatial imagination, creative thinking, attention.

2. Help the child to learn and discover the world of drawing.
3. Develop fine motor skills of the hands.

3-Forms and methods of program implementation
- conversations; -classes; -group and individual work; - collective creative work; - work with parents, master classes; -games, entertainment; - registration of exhibitions;
- visual; -practical, -explanatory and illustrative, -publication of information on the website of the preschool educational institution, group.
In the process of work, the integration of all educational areas is ensured: -Social-communicative-development -Cognitive-development -Speech-development -Artistic-aesthetic-development -Physical development
- principles of organization: - presentation of material in a playful way. - development of children's creative abilities, imagination. - introducing children to the norms and traditions of the family, society. - the choice of topics, methods of work in accordance with the age of the children. - building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education.

Methodological support: ( unconventional techniques)
- poke with a hard brush;
- imprint with seals from vegetables; - wax crayons and watercolor;
-candle and watercolor;
- imprints of leaves;
- drawings from the palms; -finger drawing;
- stencil printing.
- expected-result: As a result of mastering this program, by the end of the year, children will be able to: - select colors corresponding to the objects depicted. - know how to use a brush correctly. - show your creativity, imagination, fantasies. -they will have a more developed sense of composition, visual memory, thinking.

4- Working with children:
Thematic lesson plan with children 2-3 years old
Topic Tasks

September
Hello Kindergarten! To acquaint children with non-traditional drawing techniques.
Rowan twig Introduce non-traditional technique finger drawing. Show how to get points. Develop an interest and positive attitude towards drawing.
My favorite rain Continue acquaintance with the finger painting technique. Show the technique of obtaining short lines from dots (light rain, droplets and heavy, like a downpour).
Elegant fly agaric Continue acquaintance with the finger drawing technique. Practice in evenly painting the mushroom cap with paint; learn to apply rhythmically and evenly points on the entire surface of the cap.
Elegant fly agaric in the grass Practice carefully sticking the silhouette of a mushroom on a sheet of paper and drawing grass with your fingers.

October
Hand transformation. (flower) Introduce non-traditional palm drawing techniques.
Autumn tree Practice drawing with a palm (crown of a tree), develop the ability to draw straight vertical lines (trunk) with a brush.
Falling leaves Image of leaves with a finger and a brush in the way of sticking. Continue acquaintance with "warm" colors (yellow, orange, red).
Underwater kingdom. Encourage children to create simple compositions.
Practice drawing fish with your palms, and algae with your fingers.

November
Fluffy kittens play on the carpet
(collective work) To introduce the technique of poking with a semi-dry hard brush (imitation of animal hair). Sticking figurines of kittens on a tinted sheet of whatman paper (carpet).
Cherry compote Introduce the technique of printing with a cork, potato matrix, show the technique of obtaining an imprint (cherry berries). Drawing berries on the jar silhouette.
“Balloons are airy, obedient to the breeze ...” Arouse interest in the combination of different isomaterials: depict balloons with a brush, and strings to them with cotton swabs.
A gift for mom.- "Admire the geranium." Exercise in the technique of cork printing, in drawing with fingers. Learn to draw an elementary flower, applying the drawing evenly in certain places.

December
The first snowflakes Practice drawing with cotton swabs, Learn to repeat the image, filling the entire space of the sheet.
Winter has come To introduce the technique of drawing with foam rubber. Exercise in drawing a pattern over the entire surface of the sheet (snowflakes in the air and on tree branches).
“It’s cold for a small Christmas tree in winter ...” Exercise in drawing with fingers, cotton swabs, Introduce a new non-traditional iso-material - a sponge, and the method of drawing with it (plugging snowdrifts on the ground).
Festive Christmas tree Practice in the technique of poking with a semi-dry hard brush (imitation of the texture of prickly tree needles).
Practice drawing with cotton swabs; learn to arrange strokes in a row, using a visual guide (arc-shaped lines) - “let's light the lights on the Christmas tree”.
New Year's fireworks! To fix the technique of drawing with fingers, in drawing a picture over the entire surface of the sheet

January
snowman
Practice the technique of poking with a hard brush (painting the silhouette of a snowman).
Learn to complement the drawing with simple details, drawing them with felt-tip pens (eyes, carrot nose, buttons on a fur coat).
Winter patterns Acquaintance with the technique of drawing with a candle (frosty patterns on the window). Learn to carefully paint over with liquid paint a sheet with a pattern already applied by a candle.
Matryoshka. Continue to cultivate interest in the visual arts. To teach children to decorate the silhouette of the finished form with rhythmic strokes. Enrich the plot of the children's game

February
winter day
(teamwork) Introduce children to the paper-plastic technique: crumple a paper napkin and try to roll it into a tight ball. Creation of a simple plot collective composition (“we will wrap the trees in the forest with snow”).
Scarf for a doll Continue acquaintance with the technique of drawing with a candle. Painting with liquid paint a sheet of paper with a pattern already applied by a candle.
Rocket Exercise in crumpling and rolling into balls of strips from paper napkins (paper-plastic technique). Continue to develop application skills (sticking paper balls on a rocket, instead of windows)
Let's decorate a cup for dad To consolidate the ability to decorate objects with a cork seal (a cup with polka dots). Develop a sense of rhythm.

March
Beautiful beads for mom. Practice printing with various seals (corks, potato matrices in the form of flowers, circles). To form the ability to create an elementary pattern from simple elements, alternating it in color.
Multi-colored fish Continue to learn to use the palm as a visual tool - to make an imprint with it. To consolidate the ability to supplement the image with details (draw with felt-tip pens scales on the body of the fish, eyes).
"The sun looks out the window"
(teamwork)
To consolidate the ability to draw with the palm of your hand: the image of the palms of the sun's rays.

Icicles are dripping Continue to learn how to combine various non-traditional drawing techniques: depict icicles with a finger, drop drops falling from them with cotton swabs.

April
Cow on the grass To introduce children to the technique of stencil drawing. Encourage free strokes on the entire surface of the sheet. To reinforce the knowledge of green in children. To instill in children sympathy for the game character, to arouse a desire to help him.
Space Exercise in the technique of printing with potato seals (stars in space), in drawing straight lines with cotton buds (“let's fill the rocket engine with fuel”).
Clowns in the circus
(2 classes are planned) 1. Exercise in the technique of drawing with cotton swabs, placing strokes over the entire surface (“decorate the clown's costume”, - polka dot outfit). Develop a sense of rhythm.
2. Production of balls for a juggler clown using the technique of paper-plastic; sticking them, based on a visual landmark.

May
Balloons Continue to teach children to draw shapes that look like rounded ones. Arrange them all over the sheet (balls fly). Arouse children's interest in drawing.
Fireworks on our street
(teamwork) Exercise in the technique of paper-plasticity. Sticking paper balls on a prepared dark background (multi-colored fireworks in the sky). Develop a sense of rhythm.
Dandelion Exercise children in the technique of printing with signets. Learn to draw a flower with a stem and grass. Fix the priming technique. Develop a sense of composition.
Rain, rainbow and sunshine! Work out the technique of drawing with a brush and paints, exercise in poking with a hard brush. Develop aesthetic perception.

5- Working with parents:
September - Adaptation of children to kindergarten. (Parents' meeting)
October - Magic colors. "The role of non-traditional drawing in the development of children early age» (consultation for parents)
November - How often does your child draw (questionnaire for parents). Draw together (drawing on glass) - Portrait of mom.
December - Draw with salt. (workshop for parents)
January - Features of the visual activity of younger children preschool age.(publication on our website)
February - Drawing without obstacles with the most unusual things. (Master Class)
March - All small children are artists. (folder-slider)
April - Development of fine motor skills of hands. (consultation for parents)
May - Useful tips for developing the creative abilities of children. (reminders for parents)

5- Work with teachers:
1. Consultation for educators:
"Development of aesthetic taste in preschool children through visual activity"
2. Consultation for educators with a master class.
“Experiment, learn, create!”
3. Consultation for educators:
"The development of fine motor skills with the help of non-traditional types of activity."

6 - References:
1. I.A. Lykova - "The program of artistic education, training and development of children 2-7 years old." 2011
2. I.A. Lykova - “Kindergarten and family. Fine art from the cradle to the threshold of the school. 2010
3. I.A. Lykova - "Didactic games and activities (integration of artistic and cognitive activities of preschoolers." 2010.
4. G.N. Davydova - "Non-traditional drawing techniques in kindergarten." Moscow 2007
5. A.A. Fateeva - “We draw without a brush.” 2004
6. T.N. Doronova - "Teaching children aged 2-4 years to draw, sculpt, apply in the game." 1992
7. G.S. Shvaiko - "Classes in fine arts in kindergarten." 2008
8. Kazakova T.G. "Develop creativity in preschoolers" 1985.
9. Komarova T.S. "Visual activity in kindergarten" 1982.

Municipal educational institution - secondary general education

school number 3 in Marx Saratov region them. L.G. Venediktova
Structural division of MDOU d / s No. 1

ACCEPTED

at a board meeting
MOU-SOSH No. 3 SP MDOU d / s No. 1
"_____" __________ 2017
Protocol No. ___ dated _______ 2017

APPROVED
director of MOU-SOSH №3
Gorbunova N.V. _____________
order No. ____ dated "___" ______ 2017

Working programm

on artistic and aesthetic development, on visual activity using non-traditional drawing techniques

"The world of magic colors" for children 6-7 years old (preparatory group)

(within the framework of the TMC of the main educational program "From Birth to School" edited by Veraks N.E., Komarova T.S., Vasilyeva M.A.)

for the 2017-2018 academic year.

Compiled by:

caregiver I categories

Latysheva N.V.

Marks, 2017

I . Target Section

1.1 Explanatory note……………………………………………………..…..3 - 5

1.2 The practical significance of the program……………………………………..…5

1.3 Pedagogical expediency…………………………………………......5 - 6

1.4 Purpose and objectives of the work program…………………………………………….6 - 7

1.5 Principles and approaches in the organization of the educational process…………..7 - 8

1.6 Features of the development of children of senior preschool age…………..….8 - 9

1.7 Planned results of the development of the program…………………………... ….9

II . Content section

2.1 The content of the educational process in the preparatory group………10 - 11

2.2 Forms, means and methods of program implementation……………………….….11 - 12

2.3 Non-traditional drawing techniques and the technology of their application………....12 - 16

III . Organization section

3.1 Conditions for the implementation of the program………………………………………………….17 - 22

3.2 Working conditions under the program …………………………………………………...22 – 23

3.3 Long-term planning of classes in fine arts using non-traditional drawing techniques for children 6-7 years old (preparatory group)

………………………………………………………………………………………….24 - 43

List of used literature…………………………………………………... 44

Application

GCD abstracts

I . Target Section

1.1 Explanatory note

“The origins of children's abilities and talents are at their fingertips. From the fingers, figuratively speaking, go the thinnest 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.

Fine art is one of the ancient directions art. Every child is born an artist. It is only necessary to help him awaken his creative abilities, open his heart to goodness and beauty, help him realize his place and purpose in this beautiful world.

Preschool age is the most appropriate period for aesthetic and artistic development, because it is at this age that children have great potential for fantasy, creativity based on self-expression, self-development, cooperation, and co-creation.

The main goal of the modern system of additional education is the upbringing and development of the child's personality. Achieving this goal is not possible without the implementation of the tasks facing the educational field "artistic creativity", an integral part of which is fine art. Fine arts have a variety and techniques. Often, the child does not have enough familiar, traditional ways and means to express his fantasies.

Many scientists, teachers, psychologists, educators are trying to re-evaluate traditional approaches to the artistic education of children. Such searches lead to a revision of the familiar and well-known, help not to stop at what has already been achieved, “shake up”, and enrich. As a result of such searches and discoveries, children's activities become more and more free, joyful and successful!

After analyzing the author's developments, various materials, as well as best practices with children, accumulated at the present stage by domestic and foreign teachers-practitioners, I became interested in the possibility of using non-traditional visual techniques in working with preschoolers in the development of imagination, creative thinking and creative activity. In my work, I decided to turn to non-traditional artistic techniques in order to increase children's interest in artistic creativity. Unconventional painting techniques demonstrate unusual combinations of materials and tools. The formation of an artistic image in preschoolers occurs on the basis of the practical interest of developing activities.

Novelty of this program lies in the fact that the use of this technique has not yet become sufficiently widespread and not "rooted", these techniques are rather experimental.

The pedagogical experience of applying these techniques has not yet been systematized, generalized and not presented (to the right extent) in modern educational programs. There is no rigid assignment and strict control in the methods of image (rather simple in terms of technology), but there is creative freedom and genuine joy.

The result is usually very effective and almost does not depend on the skills and abilities of the child.

Unusual techniques are reminiscent of a game that reveals the enormous potential of children. Even the most traditional technique can turn into an original one if it is used on the basis of non-traditional materials. For example, with ordinary paints, felt-tip pens, pencils, you can draw on white and colored, dry and wet, even and crumpled, smooth and sandpaper. You can invent your own methods and techniques from what is at hand. And you can master new materials: pencils - wax, oil; paints - stained glass, mother-of-pearl, acrylic ... It is very interesting to draw on sand, birch bark, natural stone with coal, bird feather, cone, rope.

And relevance program is due to the fact that there is a convergence of the content of the program with the requirements of life. There is a need for new approaches to teaching aesthetic arts capable of solving modern problems of creative perception and development of the individual as a whole. In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world, contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, brings up purposefulness, perseverance, a sense of mutual assistance, and makes it possible for the creative self-realization of the individual. Children get acquainted with a variety of non-traditional ways of drawing, their features, a variety of materials used in drawing, learn to create their own drawings based on the knowledge gained. The program is aimed at introducing children to creativity through art. Thus, a creative person develops, able to apply his knowledge and skills in various situations.

The methodology of working with children is built in such a way that, by means of art and children's artistic activity, the following qualities are formed in children: independence, initiative, creative activity, allowing self-realization in various types and forms of artistic and creative activity; reduce complexity, stiffness.

The work program for additional education of preschool children in the preparatory group for school "The World of Magic Colors" is a part Main educational programMOU secondary school No. 3 of Marx, Saratov region named after. L.G. Venediktova of the structural unit of MDOU d / s No. 1"Healthy baby" and obeys its main goal -achieving best results on the formation of a creative, intellectual, spiritually, physically and culturally developed personality, capable of conscious perception of the phenomena of the surrounding world and self-development.

The work program for the section "Visual activity" is compiled on the basis of the mandatory minimum content of the federal component of the state standard - the development of older children "Temporary requirements" for the content and methods of education and training implemented in a preschool educational institution "taking into account the general educational program of preschool education
"From birth to school" edited by Veraks N.E., Komarova T.S., Vasilyeva M.A. and is designed for 1 year of study.

A distinctive feature of the program for children of senior preschool age "The World of Magic Colors" is that the classes are aimed at developing artistic and creative abilities in preschoolers through teaching non-traditional drawing techniques.

Firstly, the pedagogical experience of applying these non-traditional drawing techniques has not yet been systematized, generalized and not presented (to the right extent) in modern educational programs.

Secondly, these techniques are not widespread enough and not "rooted", they are rather experimental.

Third, non-traditional artistic techniques are just beginning their history in the pedagogy of art, although they have been known for many years.

Fourthly, in the methods of image (rather simple in terms of technology) there is no rigid assignment and strict control, but there is creative freedom and genuine joy, the result is usually very effective.

During the implementation of the program, children get acquainted with the following drawing techniques:

"finger painting" (paint is applied with a finger, palm);

monotype;

candle drawing;

drawing on wet paper;

drawing by splashing paint;

stamp imprints of various types;

"bitmap";

blotting (blowing with a tube, drawing from a spot);
drawing with a hard brush (poke);

1.2 Practical significance of the program

Non-traditional drawing techniques are a real flame of creativity, it is an impetus to the development of imagination, the manifestation of independence, initiative, and expression of individuality.

An unconventional approach to implementation gives impetus to the development of children's intelligence, encourages the child's creative activity, and teaches to think outside the box. New ideas arise related to combinations of different materials, the child begins to experiment, to create. Drawing in non-traditional ways is a fascinating, mesmerizing activity. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves.

The path to creativity for them has many roads, known and still unknown. Creativity for children is a reflection of mental work. Feelings, mind, eyes and hands are the instruments of the soul. The creative process is a real miracle. “In creativity there is no right way, no wrong way, there is only your own way.”

1.3 Pedagogical expediency

From many years of experience working with children to develop artistic and creative abilities in drawing, it became clear that standard sets of visual material and ways of transmitting information are not enough for modern children, as the level of mental development and the potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give impetus to the development of children's intellect, activate the creative activity of children, teach them to think outside the box.

All classes in the program developed by me are creative in nature. Classes under the program "The World of Magical Colors" are aimed at the implementation of basic tasks artistically - creative development children. Drawing with unusual materials, original techniques allows children to experience unforgettable positive emotions. Non-traditional drawing gives children a lot of positive emotions, reveals new possibilities for using familiar objects as art materials, and surprises with its unpredictability. original drawing without a brush and a pencil, it uninhibits the child, allows you to feel the colors, their character, mood. Unbeknownst to themselves, children learn to observe, think, fantasize. The teacher must awaken in every child faith in his creative abilities, individuality, uniqueness, faith that he came into this world to create goodness and beauty, to bring joy to people.

Conducting classes using non-traditional techniques for this program:

Develops self-confidence.

Helps relieve children's fears.

Teaches children to express themselves freely.

Encourages children to be creative and find solutions.

Forms the ability of children to work with a variety of artistic, natural and waste materials.

Develops fine motor skills of hands. Develops creativity, imagination and flight of fancy. While working, children get aesthetic pleasure.

Confidence in one's creative abilities is brought up through the use of various isotechnics.

The program for introducing a child to a variety of non-traditional drawing techniques and isomaterials is based on the following principles:

The principle of seasonality: the construction of cognitive content, taking into account the natural and climatic features of the area in this moment time.

The principle of systematicity and consistency: setting goals. "From the simple to the complex", from the "Unknown to the known".

The principle of natural conformity: setting goals for the artistic and creative development of children, taking into account age characteristics and individual abilities.

The principle of the developing nature of art education.

The principle of interest: building based on the interests of children, a playful form of presenting material.

Personally-oriented approach to each child.

Activity, controllability, individual approach in teaching and artistic development of children, availability of material, its repetition, building program material from simple to complex, visibility.

On the basis of all the above, the purpose of the program is determined.

1.4 Purpose of the program : the formation of emotional and sensual inner world, development of fantasy, imagination and creative abilities of preschool children.

Program objectives:

Educational:

to teach the techniques of non-traditional drawing techniques and ways of depicting using various materials;

to acquaint children with the fine arts of various types and genres, to form the ability of children to understand the expressive means of art;

to form the ability in children to see and understand the beauty in life and art, to enjoy the beauty of nature, works classical art, surrounding objects, buildings, structures;

to lead children to create an expressive image when depicting objects and phenomena of the surrounding activity;

to form the ability to evaluate the created images;

Developing:

develop emotional responsiveness when perceiving pictures, illustrations: (draw children's attention to expressive means, learn to notice a combination of colors);

develop the creative abilities of children;

develop an aesthetic perception of artistic images and objects of the world as aesthetic objects

to develop in children the ability to convey the same form or image in different techniques

Educational :

to educate children's interest in fine arts;

to cultivate a culture of activity, to form the skills of cooperation.

cultivate artistic taste and a sense of harmony;

cultivate perseverance, patience, diligence;

to cultivate independence in the performance of tasks;

to cultivate moral qualities, namely tolerance of goodwill towards others

educate the ability to organize the workplace and clean it.

1.5 Principles and approaches in the organization of the educational process

building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;

taking into account the age and psychological characteristics of children;

assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

supporting the initiative of children in various activities;

game form of material presentation;

cooperation of the Organization with the family;

introducing children to socio-cultural norms, traditions of the family, society and the state.

1.6 Features of the development of children of senior preschool age

This is the age active development physical and cognitive abilities of the child, communication with peers. The game remains the main way of learning about the world, although its forms and content are changing. The child continues to actively explore the world around him. He not only asks a lot of questions, but also himself formulates answers or creates versions . His imagination is involved almost 24 hours a day and helps him not only to develop, but also to adapt to the world, which is still difficult and hard to explain for him. Wants to show himself to the world. He often attracts attention because he needs a witness to his self-expression. Sometimes negative attention is more important for him than any, so the child can provoke an adult to attract attention with “bad” deeds. With difficulty, he can measure his own “wants” with other people's needs and capabilities, and therefore he constantly checks the strength of the boundaries set by other adults, wanting to get what he wants. Ready to communicate with peers, learning through this communication the rules of interaction with peers. Gradually moves from plot- role playing to games by the rules, in which develops a mechanism to control one's behavior , which then manifests itself in other activities .

In productive activities, children know what they want to portray, and can purposefully follow their goal, overcoming obstacles and not giving up their plan, which is now becoming more advanced. They are able to portray anything that arouses their interest. The created images become similar to the real object, recognizable and include many details. It can be not only images of individual objects and plot pictures, but also illustrations for fairy tales and events. The technique of drawing is being improved and complicated. Children can convey the characteristic features of an object: shape outlines, proportions, color. In drawing they can create color tones and shades, to master new ways of working with gouache (in wet and dry), to use different methods of applying a color spot, and color as a means of conveying mood, state, attitude to the depicted or highlighting the main thing in the drawing. They become available to the techniques of decorative decoration.

In modeling, children can create images from life and from imagination, also conveying the characteristic features of familiar objects and using different modeling methods (plastic, constructive, combined).

In the application, preschoolers master the techniques of cutting identical figures or details from paper folded in half with an accordion. They have a sense of color when choosing paper of different shades. Children are able to design according to the scheme, photographs, given conditions, their own design of buildings from a variety of building materials, supplementing them with architectural details; make toys by folding paper in different directions; create figures of people, animals, heroes of literary works from natural material. The most important achievement of children in this educational area is the mastery of the composition (frieze, linear, central), taking into account spatial relationships, in accordance with the plot and their own design. They can create multi-figured plot compositions, placing objects closer, farther. Children show interest in teamwork and can negotiate among themselves, although they still need the help of a teacher.

The most important achievement of children in this educational area is the mastery of composition (frieze, linear, central), taking into account spatial relationships, in accordance with the plot and their own plan. Children can create multi-figure plot compositions by placing objects closer, farther.

They show interest in teamwork and can negotiate among themselves, although they still need the help of a teacher.

The world is not only stable in the perception of the child, but can also act as a relative one (everything is possible for everyone); the conditional plan of action that takes shape in the previous period of development is embodied in the elements of figurative thinking, reproducing and creative productive imagination; the foundations of the symbolic function of consciousness are formed, sensory and intellectual abilities develop. By the end of the period, the child begins to put himself in the place of another person: look at what is happening from the perspective of others and understand the motives for their actions; independently build an image of the future result of a productive action. Unlike a young child, who is capable of only an elementary distinction between such spheres of reality as the natural and man-made world, "other people" and "I myself", by the end of preschool age, ideas about the various aspects of each of these spheres are formed. Evaluation and self-esteem is born. By the age of 7, the prerequisites for a successful transition to the next level of education are formed.

1.7 Planned results of the development of the Program

In children:

Mastered new techniques of visual activity.

Creative abilities, manual skills, spatial representations, compositional skills, strong-willed qualities - perseverance, patience are developed.

Developed the ability to get things done.

Development of integrative qualities: objects are compared, highlighting their features for artistic and visual purposes; smoothly and rhythmically depict shaping lines; depict objects from memory; use color to create different images; create compositions on sheets of paper of various shapes; convey the mood in creative work; use different methods of non-traditional drawing; comment on their creative work.

Children are able to:

use tools, materials, devices for non-traditional artistic creativity;

skillfully combine various materials to realize a creative idea;

use color as a means of conveying mood, state, highlighting the main thing;

use lines of different character to convey the greatest expressiveness of the image;

apply color and tone contrast, contrast of magnitudes, contrast of dynamics and tranquility;

own means of expression;

convey the spatial position of objects;

make compositions for given topic from art materials;

II . Content section

When choosing teaching methods, preference is given to developing methods that contribute to the formation of the cognitive, social sphere of development.

A distinctive feature of the program is that it is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world. The program was developed in accordance with the Federal State Educational Standard for Preschool Education.

The program effectively implements the ideas of developmental education continuously and successively from preschool education to graduation from secondary school.

The work program of the preparatory group for artistic and aesthetic development ensures the development of the personality, motivation and ability of children, taking into account their age and individual characteristics in the direction: artistic and aesthetic development (non-traditional drawing techniques).

The program is designed taking into account the implementation intersubject communications by sections:

"Communication". In the classroom, the technique of commented drawing is used. In the process of playing out the plot and the drawing itself, there is a continuous conversation with the children, the children discuss their work with each other. Use in the classroom of the artistic word: nursery rhymes, riddles. By performing practical actions, kids are able to learn many new words and expressions of the active and passive vocabulary of children, the development of the communicative function of speech, the development of coherent speech.

"Knowledge". For classes in art activities, plots are selected that are close to the child's experience, allow you to clarify the knowledge already acquired by him, expand them, apply the first options for generalization. In the classroom, children learn about various natural phenomena, about the life of people, about the life of animals. Also, art activities contribute to the assimilation of knowledge about color, size, shape, number of objects and their spatial arrangement.

"Socialization". Joint creative activity develops the ability to interact with the surrounding society, to obey the general rules of behavior.

"Music". Drawing to convey the perception of musical works. The use of drawings in decoration for the holidays, musical accompaniment to create a mood and a better understanding of the image, expressing one's own feelings.

"Physical Culture". The use of physical minutes, finger gymnastics, work to protect vision and prevent postural disorders.

Work according to the program adheres to general didactic and particular methodological principles and methods of teaching provided for Federal state educational standardpreschool education:

Systematic supply of material - the relationship of a set of methods and techniques in all types of classes, and throughout the entire period of study under this program;

Visibility in teaching - carried out on the basis of the perception of visual material;

The cyclical construction of the lesson - lessons are based on the previous lesson;

Availability - a set of classes is compiled taking into account the age characteristics of preschoolers according to the principle of didactics (from simple to complex);

The principle of humanity the complex of classes is based on a deep knowledge and understanding of the physical, emotional and intellectual needs of children; conditions have been created for the maximum disclosure of the individuality of each child, his self-realization and self-affirmation.

problematic - activating methods aimed at finding solutions to problem situations;

The principle of consciousness and activity - learning is based on the conscious and interested attitude of the pupil to his actions

Developing and educational character learning - aimed at the development of aesthetic feelings, cognitive processes, to broaden one's horizons.

2.2 Forms of program implementation:

Group and individual work with children;

Exhibitions of creative works in the group and in the preschool educational institution;

Master classes with teachers and parents;

Consultations for parents and teachers;

Parent meetings using ICT;

Publication of information on the DOW website;

Design of the subject-environment.

Means of program implementation:

1. Specially organized training.

2. Joint activity of the teacher with children.

3. Developing subject-game environment.

4. Working with parents.

5. Diagnostics.

Program Implementation Methods

child in preschool.

2. Creation of a developing subject-game environment

3. Zoning of free space.

4. Organization of situations of game interaction with children.

5. Creating an emotionally rich, varied daily life.

6. The participation of the teacher in the games of children, based on the relationship of partnership between the teacher and the child.

7. Creating an atmosphere that will allow the child to completely delve into creativity.

1. Didactic

games and exercises.

2. Role-playing games.

3. Outdoor games.

4. Finger and gesture games.

5. Conversations.

6. Memorizing poems and counting rhymes,

8. Entertainment.

9. Observations

1. Didactic games and exercises.

3. Considering the illustrations,

reproductions of paintings by artists, postcards.

4. Compilation and review

albums with standards.

5. Introduction of elements of dramatization.

6. Organization of exhibitions.

7. Personal example of adults.

2.3 Non-traditional drawing techniques and technology for their application

Given the age characteristics of preschoolers, mastering different skills at different stages for non-traditional drawing, it is recommended to use special techniques and techniques.

So, for children of older preschool age, when drawing, children can learn more difficult methods and techniques than children of younger and middle preschool age, such as: drawing with sand, soap bubbles; drawing with crumpled paper; blotting with a tube; screen printing; subject monotype; blotting ordinary; plasticineography.

The main form of work is occupation. Classes are held in accordance with the long-term plan developed by me 8 times a month. The plan was developed taking into account the age characteristics of children, the duration of classes is 25 - 30 minutes. Classes are characterized by a change in the type of activity, visibility, the presence of exercises with movements, musical accompaniment. Classes are held in the form of a game, travel, riddles.

The studied drawing techniques are fixed in the free creative activity of children. Individual work is also carried out with children who experience difficulties in working with non-traditional drawing techniques.

Cognitive research activity, or GCD takes place in stages:

1. Water part or organizational moment.

Purpose: to attract the attention of children, to create motivation.

Methodological methods are used:

Artistic word - poems, riddles, fairy tales;

Listening to audio recordings - sounds of nature, animals.

2. The main or practical part, includes getting acquainted with non-traditional drawing techniques, performing practical activities with children, individual refinements of the technique in the process of drawing.

Methods are used:

Examining illustrations;

Demonstration of methods and stages of work;

Definition of stages of work;

Making additions to the overall composition.

3. Final part.

Purpose: to promote the development of speech and motor motor skills of the hands.

Class structure:

Children's motivation

Taking into account the age characteristics of preschoolers, the fairy-tale-game form of presenting the material dominates. Fairy tale narration, game situations, elements of pantomime, travel games, didactic games, immersion of the child in the situation of the listener, then in the situation of the actor, the interlocutor give the lessons dynamism, intriguing mystery. The teacher can act as an Artist, a beautiful Sorceress who creates visible to man world according to the laws of beauty and harmony.

Finger gymnastics

It is known that the lack of elementary visual skills makes it difficult to display artistic creativity. One of the effective ways to solve this problem is to conduct special finger gymnastics before starting the creative process using literary texts. Warming up the joints of the hand and fingers helps to prepare fragile hands for the movements necessary in artistic creativity. Allows children to confidently process various materials, effortlessly use tools.

Artistic and visual activity

It is related to the content of a particular lesson and includes tasks related to the use of the expressive possibilities of materials, performance techniques. Provides for the use of a synthesis of art forms and artistic types activities. Literary works help to develop in children the ability to compare, contrast the various emotional and figurative content of works of fine art, the mood of wildlife. Musical accompaniment encourages preschoolers through plastic sketches, improvisations to convey emotions, feelings in practical activities, design creativity.

The child is able to "turn" into a flower, to show how it grows; feel like a bird, a fragile twig, recognize yourself in sounds and colors. In the classroom, game characters are used - Watercolor, Vredina, Blot, who make mistakes, make inaccuracies, confuse. Children will be happy to come to the rescue, feel joy, self-confidence. Children learn to project their emotions and experiences in paints, visual materials, to notice the unusual in the ordinary, in the plain - expressive.

The combination of individual and collective forms of work contributes to the solution of creative problems. Children's exhibitions fine arts, individual openings, joint discussion of works are a good incentive for further activities.

A positive analysis of the results of all pupils from the standpoint of originality, expressiveness, and depth of intention helps children to feel the joy of success, to feel the significance of their work.

The structure of building directly educational activities

PART 1. Introduction

The purpose of the introductory part of the lesson is to set up the group for joint work, to establish emotional contact with the children.

The main work procedures are reading a fairy tale, playing games on topics, for example, the game “Sculptor”, “Magic Pictures”, “Reviving Insects”, listening to songs, (about winter, about the landscape “If you see in the picture ...”, about insects), listening to the melody "Sounds of nature", relaxation, conversations with tea drinking, looking at albums, works of art, talks about artists.

PART 2. Productive

This part accounts for the main semantic load of the entire lesson. It includes an artistic word, games, an explanation of the material, a show, a teacher's story, viewing illustrations, reproductions, aimed at enhancing cognitive activity, developing the creative abilities of preschoolers.

PART 3. Final

The purpose of this part of the lesson is to consolidate the acquired knowledge through the creation of collective drawings, joint role-playing games, quizzes. As well as consolidating positive emotions from work in the classroom. At the end of the lesson, an analysis of the activities of the children by the teacher is carried out, older preschoolers can evaluate the outcome of the work themselves. On practical exercises a mini-exhibition of creative works is organized. At every lesson a physical minute is being held on the topic of the lesson.

It is not excluded that the frame of each work created according to the idea of children or with the help of a teacher, using non-standard types of drawing or application. Thus, the artistic and decorative abilities of children develop.

Techniques and methods used in the classroom:

Practical - exercises, game methods,

Verbal methods - stories, conversations, artistic word, pedagogical dramatization, verbal techniques - explanation, explanation, ped assessment.

When conducting classes, I adhere to the basic rules:

1. Using the reception of broadcasting information,

2. Selection of thematic content,

3. The main character of the drawing is a child,

4. An adult does not immediately seek to correct the child's speech,

5. The teacher creates schematic images,

6. Not only talks about what is drawn, but also show through visual actions,

7. As a "physical education" - elements of dramatization, imitative movements, accompanied by a commented speech are used.

All classes are based on the communicative principle:

1. Creating optimal conditions for motivating children's speech,

2. Ensuring the main conditions for communication,

3. Stimulation and maintenance of speech initiative,

4. Use of various communication means.

Classes differ in their structure:

1. creating a positive attitude towards the topic and the way it is implemented,

2. communicative drawing using imitative movements and discussion of the creation and plot of the drawing (no more than 10 minutes),

3. dynamic pause with elements of logorhythmics and psycho-gymnastics,

4. storytelling from a picture with a simulation of a communicative situation,

5. word games, dramatization games.

Methods and techniques used in non-traditional drawing classes:

Creation of a game situation.

Teacher display.

Use of hand movement.

Comparison of two techniques.

Examination of reproductions of paintings.

Reading and memorizing fiction

Pronunciation of the sequence of work.

Emotional mood - the use of musical works,

Practical methods – exercises, game methods,

Verbal methods - stories, conversations, artistic word, pedagogical dramatization, verbal techniques - explanation, explanation, pedagogical assessment.

Visual methods and techniques - observation, examination, showing a sample, showing how to perform, etc.

All methods are used in combination.

Principles of working with children:

availability of selected material;

the gradual complication of program content, methods and techniques for managing children's activities;

individual approach to children.

Forms of organizing the activities of preschoolers: group; individual.

Forms of conducting classes : occupation-travel; occupation-experiment; game; excursion; problem situation.

Forms of carrying out the results of the implementation of the work program:

Organization of monthly exhibitions of children's work for parents.

Thematic exhibitions in the preschool educational institution.

Participation in city exhibitions and competitions throughout the year.

Designing an aesthetic developmental environment in a group, etc.

Cooperation with parents:

assistance in equipping and equipping the pictorial corner in the group with material;

survey of parents;

joint work of children and parents on the planned topic of the preschool educational institution;

design of the photo album of the circle "Colorful World";

participation in quizzes and competitions.

Working with teachers:

consultations for teachers;

speeches at pedagogical councils, methodical associations;

pedagogical workshop "Exchange of creative finds";

Master class for teachers "Non-traditional visual technologies"

Expected results:

1. The desire and ability of children to create independently, experiencing the joy of creativity.

2. The ability of children to use a variety of graphic tools and non-traditional methods of drawing in visual productive activities.

3. Development of fine motor skills of hands, creative imagination, compositional skills of color perception and visual-motor coordination in children.

4. Formation of practical skills in working with paper and gouache.

5. Expansion and enrichment of artistic experience.

6. Formation of the prerequisites for learning activities (self-control, self-assessment, generalized methods of action) and the ability to interact with each other.

7. Formation of activity and independence of children in creative activity.

8. Formation of the ability to find new ways to artistic image.

9. Formation of the ability to convey one's feelings in the works with the help of various means expressiveness.

The implementation of the program will help preschool children to be creative in their vision of the world they are depicting and to use any available means for self-expression.

III . Organization section

3.1 Conditions for the implementation of the program

When organizing non-traditional drawing classes, it is important to remember that in order for children to successfully master skills and abilities, it is necessary to take into account the age and individual characteristics of children, their desires and interests. With the age of the child, the content expands, the elements, the shape of the paper become more complicated, new means of expression stand out.

GCD is carried out taking into account the age characteristics of children. Children 6-7 years old are already able to create vivid generalized figurative compositions, highlighting the main thing in them, showing relationships. In the process of decorative painting, the child becomes aware of the emotional stylized embodiment of images in decorative painting, which helps in making the transition from visual-figurative thinking to the abstract.

The creative abilities of children are improved, artistic taste is formed. The increased activity, consciousness, independence of the child allows him to manifest himself much more clearly in the process of aesthetic perception of the surrounding reality.

Based on the age, psychological and pedagogical characteristics of children of senior preschool age, the program is designed for a year of study.

GCD under this program are held from September to May inclusive once a week. The duration of direct-educational activity is 30 minutes. The total number of educational situations per year is 36.

The form of organization of the educational process is group.

Form of the lesson: combined (individual and group work, independent and practical work).

During the educational process, various methodological and didactic materials are used (riddles, fairy tales, children's songs, various illustrative material, visual aids, etc.). The lessons themselves are held in the form of a game. Thanks to this, children show more fantasy and imagination than in simple life situations, and the task of the teacher becomes the need to help children realize their ideas.

The conditions for the implementation of the Program are:

Children's interest in the content of the Program and its final results.

Organization of the learning process in an interesting accessible form.

Visibility of learning.

Availability of tools and materials for work.

Availability of premises that meet sanitary and hygienic standards and requirements.

Furniture for the growth of children. The teacher is given the right to change the content of the program and the list of practical work, to make changes in the distribution of hours in the study of individual topics, depending on the contingent of students, working conditions, opportunities for creative association and the nature of the material used.

Methodical methods:

Carrying out a thematic outdoor game;

Viewing drawings in a playful way - choose the most fun, unusual composition;

Listening to a song or poem.

Each stage ends with a physical minute, which contributes to the development of coordination of speech and movements.

Thus, we can conclude that the GCD structure uses information-receptive, reproductive, partial-search, research methods.

5. The availability of the use of non-traditional drawing techniques is determined age characteristics preschoolers and consists of the principles:

From simple to complex - based on a card index of non-traditional drawing techniques (by age);

The principle of visibility - a developing environment has been created in the group in accordance with the requirements of state educational standards, built taking into account the principles of integration of educational areas;

The principle of individualization is to ensure the development of each child;

Communication with society - the development of personality, creativity.

It can be concluded that this type of activity "Artistic creativity" is integrated with educational areas:

"Knowledge"

Develops cognitive research activities; Forms sensory representations;

Expands horizons, develops personal qualities;

"Communication"

Promotes expansion vocabulary, helps the formation of oral speech, its development and enrichment;

"Socialization"

Attaches to the norms and rules of relationships with peers and adults;

It fosters the desire to negotiate with each other, to yield to comrades;

Forms in children the ability to work individually and create collective compositions, diligence;

Strengthens the skills of using a brush and other materials;

"Fiction"

Develops literary speech, introduces to verbal art;

"Music"

Promotes emotional perception

"Physical Culture"

Preservation and strengthening of physical and mental health in children.

The program can be successfully implemented if the following

materials and equipment:

Sets of textured paper.

Additional material (natural, domestic, waste).

Artistic and visual material (watercolor and gouache paints, special stained glass paints from Gamma or Luch, wax pencils, white wax candles, felt-tip pens, colored paper, cardboard, cotton pads, seals).

Tools for artistic creativity (brushes, scissors, brush stand, napkins, PVA glue).

Methodological support of the program

In my classes I use non-traditional techniques in my work:

drawing with crumpled paper;

blotting with a tube;

blotting ordinary;

imprint with prints from vegetables;

plasticine drawing;

poke with a hard brush;

print with eraser prints;

foam impression;

wax crayons and watercolor;

candle and watercolor;

leaf prints;

drawings from the palms;

monotopy;

pouring color into color;

blowing;

stencil printing.

drawing with soap bubbles;

magic threads;

Each of these methods is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression. In addition, this work contributes to the development of coordination of movements, attention, memory, imagination, and fantasy. Children are unlimited in their ability to express their thoughts, feelings, experiences, moods in drawings. The use of various techniques contributes to the development of the ability to see images in combinations of color spots and lines and arrange them to recognizable images. The classes of the circle are not in the form of "study and learning". Children master artistic techniques and interesting means of understanding the world around them through unobtrusive involvement in the drawing process. The lesson turns into a creative creative process of the teacher and children with the help of a variety of visual material, which goes through the same stages as the creative process of the artist. These activities play the role of a source of fantasy, creativity, independence.

Children independently choose visual materials, the material on which the image will be located. A variety of ways of drawing gives birth to original ideas in children, speech, fantasy and imagination develop, causes a desire to invent new compositions, the ability of children to act with various materials: stones, sand, ropes, wax crayons, candles, etc. In the process of drawing, children enter into communication, asking each other questions, making assumptions, practicing all types of communicative statements.

And now I will introduce non-traditional drawing techniques and talk about the way of drawing:

The easiest ways to draw for older children are:

1. Watercolor + wax crayons.

The drawing is applied with wax crayon, then painted over with watercolor in one or more colors. The chalk drawing remains unpainted.

2. The next technique is “candle + watercolor”, the principle is the same.

3 . Imprints - tomponing.

This technique is closely related to stencil or coloring, where an object or plot is filled with a swab.

4. The leaf print technique is very popular with children. A leaf of a tree is covered with paint of different colors or one color and applied to paper, painted side.

5. The following crumpled paper + hard dry brush technique is also simple and understandable for children. It turns out an imitation of texture and whether a prickly surface. In this case, the brush does not fall into the water; it is struck vertically on the paper.

6. Drawing on crumpled paper gives the effect of volume.

7. With the help of coal, children get acquainted with expressive possibilities. graphic material.

8. They learn with interest more difficult techniques that contribute to the development of fantasy, imagination, and creative independence:

Monotype subject

A sheet of paper is folded in half and half of the depicted symmetrical object is drawn on one half of it. While the paint has not dried, the sheet is folded again, getting an imprint. Then draw the missing details.

Monotype through glass:

Glass put on the illustration.

Apply the design to the glass and let dry.

Lightly moisten the landscape sheet with foam rubber and put it on the glass with a pattern, gently press it with your palm.

Then remove the sheet by the upper corners.

Let dry and frame.

9. The technique of drawing with a stroke solves the following tasks:

Improving fine motor skills.

Strengthening writing skills.

Formation of coherent speech.

With the help of a stroke, you can tell about the nature of the object, convey its lightness, as well as its gloom. With the help of a stroke, it is good to depict fluffy or shaggy animals, bird feathers, trees and much more.

10. Of particular interest is drawing with decoys.

Semolina is sprinkled on the finished background, made in raw.

At first, the semolina sticks to the brush, but the wetter the brush, the more textured the work. Watercolor paint impregnates semolina gradually coloring it. This effect helps to depict the crown of trees, bunches of lilacs, animal hair.

11. Plasticine graphics develop perseverance, motor skills of fingers, accuracy.

12. Children draw rain and trees with great interest.

On a wet background, a color scheme is quickly applied, depending on the image and nature of the rain. Also apply images of trees, houses. While the sheet is still wet, a metal comb is carried over it in a given direction, and if the sheet is dry, white is applied to the comb.

13. Painting with salt also delights children.

Use the raw technique. The paper is moistened with water and watercolor paints of any range are applied. Then sprinkled with coarse salt, which absorbs some of the paint, forming a lot of bleached places.

You can also sprinkle salt in a certain way:

HORIZONTAL movements IN THE CENTER of the sheet make it possible to draw the seashore with its reflection in the water.

With the help of HORIZONTAL movements ON THE LOWER half of the sheet, a field is obtained, melting snow.

Salt sprinkled with VERTICAL FRAGMENTAL movements makes it possible to obtain an image of trees.

14 . Infusion of paint.

The raw technique is used. The preliminary drawing is applied with wax and crayons. Color from dark to light with the addition of white to convey highlights.

15. With great interest, children master the technique of nitkography, which develops imagination and accuracy.

The thread is lowered into the paint, then images are laid out on half of the folded sheet of thread, leaving one end free, closed with the other half, holding it with your hand, pulling the thread by the tip. The missing details are completed.

1 6. Blotography with a tube.

The child scoops up paint with a plastic spoon, pours it onto a sheet, making a small drop, then blows on this drop of paint from a tube so that its end does not touch the drop or the paper. The missing details are drawn.

17 . Drawing with glue.

Apply the pattern with glue and lay out the thread.

18. Unusual technique drawing - GRATTAGE.

A sheet of paper is covered with a candle in one direction.

A mixture of ink and gouache with liquid soap tints the sheet.

Then, on a dried background, a landscape is scratched with a stack.

19 . Monitoring. Classes with the use of scientific and technological revolutions at an older age are usually held after familiarization with traditional ones. This sequence allows children to form the ability to see objects differently, develops creativity to fine arts.

20. For the successful achievement of the goal and the holistic development of the child, coordinated joint work of all participants in the educational process is necessary: not only children, but also teachers and parents.

The involvement of teachers in the creative process occurs through various forms of cooperation. Introducing teachers to new technologies in artistic creativity, she conducted both individual and collective consultations, workshops, pedagogical workshops on mastering and using non-traditional drawing techniques in working with children.

21. The upbringing and development of the child, including creative development, is not possible without the participation of parents

One of effective forms work with parents are exhibitions of co-creation. Through consultations, workshops, parents receive theoretical and practical knowledge about the role of visual activity in the development of the child.

When working with children according to the program it is necessary:

To teach children to find a connection between objects and phenomena of the world around them and their images in a drawing

to form methods of visual and tactile examination of objects, to clarify and enrich perception

to observe in nature and a corner of nature, to enrich and clarify visual impressions

create conditions for children to master the ways and techniques of depicting familiar objects on the basis of familiar and non-traditional means of artistic and figurative expression

Encourage children to independently choose ways of depicting when creating expressive images, while using mastered techniques

learn to navigate in concepts such as shape, color, size, quantity

try to arouse interest in co-creation with the teacher and other children when creating collective compositions

3 .2 Working conditions under the program:

For the effective implementation of the pedagogical process in the group, a developing environment is created in which pedagogically appropriate interactions between an adult and a child are characterized. The space is designed in such a way that every child can find an exciting activity during the day.

When creating an environment, taking into account the development of visual activity, a number of requirements are taken into account:

Matching the child's ability to move to the next stage of development

The subject environment includes not only objects already known to the child, but also those that encourage activity.

The design of the subject environment follows from the initial initiative of children, their desire to actually apply their knowledge and skills.

The development environment is based on the principles:

The principle of compliance with the characteristics of development and self-development

The principle of awareness, enrichment

Activity principle

The principle of emotional richness

The principle of consistency

The principle of static and mobility

The principle of emotional well-being and comfort

Closeness principle

The principle of ensuring sexual differences

The principle of universality

Development environment to work on the program includes the following centers:

Paper of different formats and structures.

Equipment for work.

Mnemotables

Technological cards

Drawing

unconventional drawing

Application

coloring pages

Game Library

Clarification, systematization of knowledge, skills and abilities, their use in gaming activity

Didactic games according to age in various sections

Game activity

book center

Accumulation of cognitive experience, the ability to "work" with the book.

Cognitive and fiction, pictures and photographs, "Knizhkin hospital"

consideration

Hearing

Systematization of visual material

Corner of nature

Expansion of cognitive experience, its use in other activities

Work equipment

Illustrations with environmental content

Card file of riddles, poems, signs, proverbs, sayings

Herbaria, plant seeds

natural material

Mnemotables

Didactic games of ecological content

Observation, experimentation, experiments. Work of natural history content.

3.3 Long-term planning of classes in visual activity using non-traditional drawing techniques

for children 6-7 years old (preparatory group)

SEPTEMBER

Software

Material

Preparation

to class

"Rainbow Country"

(Drawing with foam rubber)

Improve skills and abilities in the free experimenting with materials, to work in various non-traditional techniques.

Encourage creative finds and the desire of children to independently choose composition and materials.

Develop creative thinking and imagination.

Palettes for each child, gouache, sheets of A4 white paper, sponges made of foam rubber, jars of water, brushes for each child, napkins.

View illustrations, postcards depicting rainbows and other natural phenomena to enrich the artistic experience of children. Telling a fairy tale: "Is it possible to draw a rainbow with three colors." Reading the poem "Colors of the Rainbow" (author A. Wenger).

"Autumn Tale"

(Imprint of a cabbage leaf (imprint, salt painting)

To form the ability to reflect the features of the depicted object using non-traditional visual techniques.

Develop a sense of composition.

Improve your ability to work various techniques Oh.

Sheets of A-4 white paper, gouache, PVA glue, salt, water jars, napkins, glue jars, glue brushes and drawing, cabbage leaves.

Watching trees on a walk, looking at reproductions and illustrations depicting trees autumn, reading fiction, memorizing poems about autumn

"Fairy meadow"

(Crumpled paper and cotton buds)

Arouse active interest, emotional response to works of art, the desire to carefully examine the pictures. To form the ability in children to classify reproductions of paintings by genre - portrait, landscape, still life. To consolidate the knowledge and skills of children in mixing colors and obtaining new shades. Encourage children to independently transfer images of objects using non-traditional forms of drawing with crumpled paper and cotton swabs. Develop fantasy, imagination.

Brushes, crumpled paper, cotton swabs, dishes for crumpled paper and cotton swabs, gouache,

background for drawing on a landscape sheet,

a glade with butterflies, flowers, napkins, a palette, coasters for brushes, oilcloths for the background, jars of water.

Examination of paintings by artists;

recall the genres of painting, drawing landscapes, portraits, still lifes.

"Cat on the Window"

(drawing decoy)

To form the ability to draw with semolina; apply a pattern over the entire surface, apply glue;

To develop the creative abilities of children, imagination and perception of the world around them. Develop fine motor skills,

To cultivate a kind and gentle attitude towards pets, to cultivate accuracy in the performance of work, the ability to do it diligently.

White cardboard, PVA glue, rosettes for semolina, rosettes for glue, gouache, paint brushes, cups, napkins.

Looking at pictures of a cat with children. Reading - S. Marshak "Mustachioed - striped", memorizing nursery rhymes about a cat.

OCTOBER

Software

Material

Preparation

to class

"Autumn leaves"

(Printing leaves)

To acquaint with the technique of printing leaves, develop color perception, learn to mix paints directly on the leaves.

album sheet, fallen leaves, gouache.

Watching autumn nature while walking, learning poems about autumn, talking about the signs of autumn, looking at illustrations depicting autumn nature, collecting leaves from different tree species that differ in shape, size and color.

Game "Find a tree"

"Forest bird. Owlet"

(poke with a hard brush

To consolidate the skill of working in an unconventional technique by poking with a hard brush. To develop the creative skills of children through their transfer of texture, color, character of the depicted object. To educate the aesthetic perception of animals and birds through their depiction in various artistic techniques. Solve speech problems: fix the names of baby animals.

Album sheets tinted with a blue-violet tint; stands for brushes, hard brushes; gouache (yellow, black, brown); paper napkins.

Examining with children pictures depicting a kitten, a bear cub, an owlet. Reading stories about wild animals and their young.

"Autumn landscape"

(Drawing with a foam sponge, leaves and cotton buds)

To consolidate and expand the idea of the signs of autumn. Arouse the desire to draw an autumn forest.

Album sheet, dry leaves, gouache, water jars, oilcloths, aprons, watercolor, foam swabs, napkins, simple pencil, brushes, brushes - poke, cotton swabs

Excursion to the park, in appearance to determine the type of tree; observation of nature on a walk; viewing reproductions of paintings.

"Bunch of rowan"

(Plasticineography)

Expand and clarify children's knowledge about mountain ash. Learn to depict it using plasticineography. To develop children's attention, patience during painstaking work, fine motor skills of hands. To cultivate love for nature, for the beauty created by artists and nature.

Plasticine, board for modeling, black contour of mountain ash on a white background - cardboard.

Observation of mountain ash during walks, viewing mountain ash, illustrations depicting mountain ash at different times of the year, reading riddles and poems

November

Software

Material

Preparing for

occupation

"Butterfly"

(Salt painting)

Continue to introduce various non-traditional drawing techniques (painting with salt). Develop artistic taste, imagination, desire to experiment in their work. Cultivate accuracy, diligence, purposefulness. Develop fine motor skills of hands, coordination of movements.

Brushes, a jar of water, paints, PVA glue, a jar for glue, salt, a butterfly stencil.

Looking at illustrations of butterflies, talking about the appearance and benefits of butterflies.

"Reflection in water"

(Drawing on raw, monotype)

Improve your watercolor painting technique. To expand the possibilities of the method of drawing "on raw" with obtaining prints as an expressive - pictorial means in children's painting. To acquaint children with the technique of drawing double (mirror-symmetrical) images (monotypes). To form the ability of children to make a harmonious color composition, advanced impressions of autumn.

White paper, watercolors, 2 brushes of different sizes, a jar of water, a napkin, reproductions, illustrations depicting trees reflected in the water.

Consideration of illustrations, reproductions of paintings by famous Russian artists depicting autumn landscapes. Examining photographs, illustrations that depict trees reflected in the water. Walking tree observation.

"Little Octopuses"

(Palm drawing)

Show the similarity of the outlines of an octopus with the silhouette of an inverted palm. To form the ability to create expressive images of sea creatures using wavy lines (algae, octopus tentacles).

Develop perception, a sense of the form of rhythm.

Cultivate curiosity and independence.

Album sheet format A - 4, gouache paints of different colors, brushes, jars of water, oilcloths, napkins.

A conversation about the sea as a habitat for various marine animals and plants, a presentation with a marine theme, images of a dolphin, stingray, starfish, sea turtle, shark, octopus.

"Late fall"

(Drawing on wet, blowing, priming with a sponge

Introduce children to the painting by Issac Ilyich Levitan " Golden autumn».

Strengthen the ability to draw with various non-traditional techniques (raw drawing, blowing, sponge priming, placing the image all over the sheet.

To cultivate interest in the art of visual activity, the ability to see the beauty of nature.

Develop creativity, imagination, the ability to navigate on a sheet of paper

Painting by I. Levitan "Golden Autumn", sheets of tinted paper, gouache, palette, blowing tubes, napkins, foam sponge

Examining illustrations with autumn landscapes, learning poems about autumn, playing with leaves on walks.

December

Software

Material

Preparing for

occupation

"Trees in the Forest"

(Drawing with cocktail tubes - inkblotography)

Continue to introduce children to new species drawing.

Develop an interest in creativity.

Album sheet size A - 4, watercolors, straws for a cocktail, cups for straws, paper napkins, a brush, a stand for brushes, a jar of water.

Examination of illustrations, reproductions, postcards introducing winter scenery famous artists. Observation on a walk of trees, bushes, snow, sky.

"Winter landscape"

(Drawing with toothbrushes)

Develop drawing skills using non-traditional techniques.

Introduce children to the non-traditional technique of drawing with toothbrushes.

Strengthen the ability to mix paints. To give an idea of the winter landscape, to show that nature is beautiful at any time of the year.

Sheets of white paper, brushes, foam sponges, old toothbrushes, gouache, palette, jars of water, napkins, DVD player, audio recording of classical music.

Examination of reproductions of works by artists on the theme "Winter Landscape", illustrations; didactic games with color; observations in nature, reading and memorizing poems about winter; drawing with various art materials.

"Cheerful snowman"

(Tearing and rolling paper)

Strengthen children's practical application skills. Exercise children in combining two different techniques with volumetricthe image of expressive images of snowmen. Lead the children to the image of familiar objects. Develop precision and clarity. Develop an aesthetic perception of the environment. To evoke a sense of joy from the work done.

Thick paper in gray, blue and other colors or colored cardboard,soft white napkins for rolling them into a ball or cutting them, pieces of colored napkins for eyes and buttons, a nose cut out of paper with a carrot and a hat, a brush,PVA glue in a saucer.

"Christmas tree is visiting us"

(Drawing using techniques - poke, spray and vegetable stamps)

To evoke in children pleasant memories in connection with the past New Year's holiday . Encourage accessible means of expression to depict a decorated Christmas tree that they had at home. Pin skill poke drawing , depict the silhouette of a Christmas tree using a spray and an image New Year's toys with vegetable stamps.

Little Christmas tree, landscape sheet for drawing, gouache paints, palette, hard brush, Toothbrush, stack, stencils, vegetable stamps.

January

Software

Material

Preparing for

occupation

"Winter patterns on the window"

("Spilling")

To arouse in children an interest in winter natural phenomena.

Continue to teach children how to create an image winter pattern using the non-traditional technique "Spilling".

Improve the skills of children in the application: develop fine motor skills of the fingers; the ability to compositionally arrange “snow” from foil on a sheet of paper.

Photos of frosty patterns on the windows; blue cardboard; crushed foil, semolina; PVA glue and brush; pencil.

Walking observations of winter phenomena in nature; guessing riddles, poems, reading stories about winter.

« winter fairy tale»

(Wax candle)

Continue to learn how to draw a winter landscape, using various visual materials and drawing techniques (with a wax candle) to create an expressive image.

Expand and clarify children's ideas about the features of winter: fabulous, magical, fluffy, frosty, harsh, sonorous, blizzard, joyful.

To develop independence, initiative, individuality, a sense of rhythm and composition, to activate the creative manifestations of children.

Watercolors, brushes, sheets of A-4 paper, jars of water, napkins, paraffin candles.

Observations of winter phenomena in nature. Examination of reproductions of paintings depicting a winter landscape; listening to music on the theme of winter.

Reading poems about winter, talking about the content, clarifying unfamiliar words. Learning by heart poems, songs, proverbs about winter.

"Sorceress Winter"

2 lessons - start

To teach children to create a simple plot composition, to depict a picture winter nature using napkins;

Develop fine motor skills of the child.

Develop the ability to arrange lumps along the silhouette;

Continue to develop the ability to use glue when gluing parts;

Blue paper plate or cardboard, napkins of different colors, glue, pictures and illustrations about winter, brushes, oilcloths, PVA glue.

Observations of winter phenomena in nature. Examination of reproductions of paintings. Reading poems about winter, talking about the content, clarifying unfamiliar words. Learning by heart poems, songs about winter.

"Sorceress Winter"

(subject application from napkins)

2 lessons - continued

February

Preparing for

occupation

"Portrait of a Pope"

(Wax pencils)

Develop observation, the ability to notice the characteristic features of a person's face (dad) and convey them by means of drawing (shape, proportions);
Encourage children to combine different materials in one drawing to create an expressive image.

Album sheets of paper, gouache, watercolor paints of different colors, brushes, jars of water, wax crayons, brush holders, napkins, palettes.

Examination of parts of a person's face (eyes, eyebrows, nose, mouth, etc.), photographs of fathers of children.

(Drawing with a plastic fork)

Help children learn a new way of drawing - fork drawing .

Development of children's creative abilities

Album sheet with hedgehog , disposable forks, gouache paints

Reading fiction I. Akimushkin “Once upon a time there was a hedgehog”, V. Rosin “Why does a hedgehog need thorns”. Reviewing the album "Wild Animals".

"Frost patterns"

(Drawing with a candle)

Continue to introduce children to non-traditional drawing techniques (drawing with a candle).

Develop creative imagination and independence when creating a composition.

Develop aesthetic feelings and emotions.

Landscape sheet of paper A - 4, watercolor, brushes, jars of water, candles, PVA glue, napkins.

Reading fiction about winter, talking about the seasons, their signs, looking at pictures of various genres, observing snow, the effect of frost on water, looking at snowflakes.

"Umka is looking for friends"

(Silhouette drawing, parolon drawing , wax crayons, cling film)

introduce children with the brightest natural phenomenon of the North - polar (northern) radiance. Introduce new drawing technique with cling film. Develop at children sense of form and composition. Pin skill children draw using wax crayons northern lights in layers, using stroke with large zigzags. Improve skill children draw with parolon . Create conditions for the development of observation, creative imagination, imaginative thinking, independence. To cultivate independence, activity and creativity in the application of previously learned methods of image in drawing and applications , using expressive means. Raise respect for animals and nature. To evoke a sense of admiration for natural phenomena.

Album sheet, watercolors, white gouache, thick thin brushes for drawing, stands for brushes, foam, jars of water, wax crayons, cling film, napkins, PVA glue, silhouettes depicting bears.

Watching a cartoon « Umka» , « Umka is looking for a friend» , video film “From end to end. Artika», reading the fairy tale by V. Kataev "The flower-seven-flower", a conversation about different parts of the world and climatic zones, about the North, its characteristic signs, about the White Sea, as part of the North Arctic Ocean, about the living conditions of animals in the Arctic and Antarctic, the study of presentation materials on the topic: “Comparison of brown and polar bears”, viewing pictures, illustrations on the topic.

March

Software

Material

Preparing for

occupation

"Flowers for Mom"

(Technique "Nitkography")

With the help of non-traditional drawing techniques, develop in children a persistent interest in visual activity. Develop the ability to choose color scheme colors, corresponding to the joyful spring mood. Develop color perception, improve fine motor skills of fingers and hands. Reinforce previous skills. Systematize and consolidate children's knowledge about spring. Cause a positive response to the results of their creativity.

Woolen thread, landscape sheet, watercolors or gouache, brushes, one pencil for each child, water containers for each table, wet cloth napkins for hands.

Consider an album about spring, spring flowers, singing songs about spring.

Cutting a vase from colored paper of different colors, reading fiction.

"Spring tree"

("blotography", by the method of "poking", "sticking")

To consolidate the children's ability to draw in the non-traditional drawing technique "blotography", using the "poke", "sticking" method.

Develop imagination, attention, memory and thinking.

Improve the ability to accurately characterize an object, make assumptions and draw simple conclusions.

Toned sheets, diluted brown gouache, hard brush, cocktail tubes, jars of water, napkins.

Examination of illustrations on the theme "Spring has come."

Blowing air through a tube.

Making a background in the technique "Wet".

"Horse"

(Using cotton pads, cotton swabs)

Develop graphic skills and creativity.

Cultivate accuracy in work.

Develop an eye and a sense of proportion.

Instill a love for animals.

Album sheet, watercolors, brushes, cotton pads, cotton buds, wet wipes, scissors.

Examination of illustrations of different breeds of horses; reading literary works about horses.

"Flower meadow"

(Crumpled paper drawing technique)

To educate in children an aesthetic perception of reality, an aesthetic attitude to the phenomena of the surrounding world.

Cultivate a steady interest in fine arts. Define the concept of "landscape".

To form the ability to depict the background of the picture, using the “wet” method of applying watercolor paint, alternating shades of the sky - from dark blue to blue, grass - from light green to dark green.

To form the ability to draw using the technique of drawing with crumpled paper (pressing paper lumps to the sheet).

To form the ability to complement with the movement of the brush to finish the small details of the depicted (flower petals, stems, thereby completing the aesthetic picture.

To develop creative abilities in children of preschool age.

Develop attention and accuracy, aesthetic taste.

Encourage children to convey in the drawing the beauty and vibrant diversity of a flowering meadow.

Sheets A - 4, watercolor paints, brushes No. 4 for transferring the background, gouache, paper lumps, brushes No. 2 for the image small parts pattern (petals colors, stems, napkins; musical excerpt from Gr. Gladkov "About Paintings", song excerpt « colorful game » (author of the text L. Rubalskaya, composer B. Savelyev.

Examination of illustrations on the theme "Spring has come." Blowing air through a tube. Making a background in the technique "Wet".

April

"Space Landscape"

(technique "grattage")

To introduce children to the technique of "grattage".

To consolidate the ability of children to master various methods of depicting objects.

Consolidate children's knowledge about space.

Continue to form in children an interest in visual activity, develop imagination, fine motor skills of hands.

Audio recording of space music, illustrations depicting space, spaceships, planets, prepared paper, pens or toothpicks.

Consideration of illustrations depicting space, spaceships, planets; talking with children about the solar system; prepare a sheet of paper for work: coat the sheet with a wax candle or wax crayons. After the sheet of paper has been completely shaded, we apply black gouache to the sheet, after adding a little liquid soap to it (so that the gouache fits better on the wax).

"Fluffy kitten"

(poke with hard brush)

Continue to develop the ability of children to draw method of drawing with a poke with a hard brush.

To form the ability to correctly (just above the iron tip, with three fingers) hold the brush when drawing.

Expand knowledge about pets, instill love for them.

Develop visual skills and abilities, motor skills of hands; enrich vocabulary: cheerful, fluffy, purring kitten, poke drawing.

Album sheet with cat pencil outline (for children who themselves cannot draw a contour),hard brush, gouache, napkins, brush holders, easel, images of cats, an envelope with a letter and a sample, a cat toy.

Watching cartoons, looking at illustrations depicting cats and kittens, reading fiction about animals.

« Magical country - underwater kingdom»

(drawing on a “wet” sheet)

Develop children's drawing skills in an unconventional way"wet" sheet. Develop multidirectional, continuous, smooth hand movements, visual control over them. Cultivate imagination and creativity.

Album sheet, paints, foam sponge, brushes, napkins for each child.

Acquaintance of children with the technique of drawing “on a wet” sheet, reading A. S. Pushkin’s fairy tale “The Tale of the Fisherman and the Fish”, looking at illustrations for this work, looking at pictures and photographs depicting marine life.

"Asters for Dunno"

(drawing with a cocktail tube)

To consolidate with children the use of non-traditional drawing techniques;

To consolidate the ability to create a composition, select colors;

To cultivate love for the beauty of native nature, respect for each other and mutual assistance;

Arouse interest in creating the image of a flower with various non-traditional techniques.

Examination of the didactic illustrative material "Flowers", examination of the living Astra flower;

Acquaintance of children with non-traditional drawing techniques;

Didactic games of ecological content "Flowers", "Garden flowers", "Wild flowers" (lotto, dominoes, split pictures).

Album sheet for each child; gouache paints; a jar of water; tassel; cocktail tube.

May

(drawing with a simple pencil and eraser)

With the help of an unconventional drawing technique, an eraser and a pencil - to enrich, expand the artistic experience of children in working with a pencil.

Develop a strong interest in visual arts.

Improve fine motor skills of fingers and hands.

Develop a positive response to the results of their work.

A simple pencil, an eraser, white thick paper, a piece of cotton wool

Examination of the didactic illustrative material "Flowers", examination of the live Chamomile flower; Acquaintance of children with non-traditional drawing techniques; Didactic games of ecological content "Flowers", "Garden flowers", "Wild flowers" (lotto, dominoes, split pictures).

"Dinosaur Excavations"

("grattage")

Encourage children to explore the world around them.

Teach a new way of obtaining an image - scratching.

To form the ability in children to create a picture of "dinosaur excavations": draw a dinosaur skeleton, its fossils, using the knowledge and impressions obtained earlier from literature and illustrations.

To develop fine motor skills of hands, to form the ability to obtain a clear outline of the drawn objects. Follow the drawing technique.

Cardboard with a ready-made base for scratching, a pointed stick (you can use a toothpick or a pen with a pen); old newspapers that can be used to cover tables, large soft brushes or napkins to remove excess wax mass during work.

Examining images of dinosaurs in pictures and book illustrations. Watching cartoons and films about dinosaurs, for example: "Dinotopia"; The Ballad of Big Al and Walking with Dinosaurs produced by the BBC. Drawing of ancient animals with gouache paints and watercolors. Conversations about dinosaurs: their appearance, lifestyle, nutrition, their diversity on land, in water and air, etc. Games with figures of dinosaurs.

"Penguins on the Ice"

(plasticineography)

Continue to acquaint children with an unconventional drawing technique - plasticineography. Exercise in smearing plasticine on the surface;

Develop fine motor skills of fingers;

Develop creativity, imagination;

Summarize children's knowledge about characteristic features appearance inhabitants of Antarctica - penguins;

Activate the vocabulary of children on the topic of Antarctica;

Raise cognitive interest in the animal world of our planet;

Develop a desire to see things through to the end.

Globe, screen, multimedia presentation, illustrations depicting penguins, drawing schemes, plasticine, stacks, napkins, pencils, colored sheets of various formats.

Reading stories, poems about penguins, guessing riddles, looking at illustrations depicting penguins.

"At the bottom of the sea"

(drawing with fingerprints, palms and even various objects, vegetables)

Expand children's understanding of underwater inhabitants and plants, to introduce non-traditional imaging techniques. Develop paper toning skills. Develop fantasy and imagination. To teach to convey in the drawing not only the form, but also the plasticity of the object, and its character with the help of small details. Develop visual control. Use health-saving technologies, physical minutes, finger games, eye gymnastics, music therapy.

Tinted paper, sound of the sea recording, multimedia installation, paints of different colors and shades, brushes, vegetables, a knife, plates, aprons, basins of water for washing hands.

Conversations about the underwater world and its inhabitants, viewing illustrations. Before class, children tint paper on a wet background: wavy broad lines- blue, green, etc., the last one below is yellow.

Bibliography

1. Fateeva A.A. "We draw without a brush" - Yaroslavl: Academy of Development, 2006. - 96p.

2. Koll, Mary Ann F. "Drawing with paints" - M: AST: Astrel, 2005. - 63s.

3. Solomennikova O.A. “The joy of creativity. The development of artistic creativity of children 5-7 years old ”- Moscow, 2001.

4. Doronova T.N. "Visual activity and aesthetic development of preschoolers: a manual for educators of preschool educational institutions" - M. Education, 2006. - 192p.

5. Casanova R.G., Saiganova T.I., Sedova E.M. "Drawing with preschool children: Non-traditional techniques, planning, class notes" - M: TC "Sphere", 2004 - 128s.

6. Alekseevskaya N.A. "Mischievous Pencil" - M: "List", 1998. - 144p.

7. Utrobina K.K., Utrobin G.F. "Fascinating drawing using the poke method with children 3-7 years old: We draw and learn about the world around us" - M: GNOM and D Publishing House, 2001. - 64p.

8. Lykova I.A. "Visual activity in kindergarten" - M: "Karapuz - Didactics", 2006. - 108s.

9. Koldina D.N. "Modeling and drawing with children 2-3 years old", M, publishing house "Mosaic-Synthesis", 2007.

10. Dovydova T.N. “Drawing with palms”: Dragonfly, 2012

11. Niktina A.V. "Non-traditional drawing techniques in kindergarten"; KARO, 2010

12. Solovieva O. "Unusual drawing", M .: Mosaic - Synthesis, 2004.

13. Kazakova R.G. "Drawing with preschool children: non-traditional drawing techniques"; TC: Sphere, 2006

14. Utrobina K.K. "Drawing with a poke" - M, 2004

The work program of the teacher of additional education in art activities

Andreeva Olga Vladimirovna

"Drawing, I know the world."

GBOU secondary school №448 (TO)

Moscow

HLW

2015

CONTENT

1 . Target Section

1.1. Explanatory note…………………………………………………………3

1.2.Principles and approaches to the formation of the program .............................................6

1.3. Age features ...…………................………………………….8

1.4. Planned results of the development of the Program………………………12

2. Organizational section

2.1. Daily routine………………………………………………………………....12

2.2.Thematic planning ………………………………………..…....24

3. Content section

3.1. Artistic and aesthetic development………………………………....25

4. References ………………………………………………..……...27

5.Applications

5.1. Lesson grid……………………………………………………………..28

5.2. Annual planning in groups No. 2,3,4,5,6………………………….

5.3. Individual and group conversations with parents of pupils….

5.4. Individual work with children…………………………………………

1. Target section

1.1. Explanatory note.

Features of the work program of the teacher of additional education in fine arts GBOU secondary school No. 448 TO g . Moscow Andreeva O . IN .

The work program was developed on the basis of an exemplary basic general educational program of preschool education "From birth to school". / Ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, 2014, the educational program of the GBOU SOSH No. 448 DO in accordance with the Federal State Educational Standard for preschool children, according to the age and individual characteristics of preschool children. The programs of Koptseva T.A. are partially used. "Nature and the artist", Goryaeva N.A. "First steps in the world of art", Lykova I.A. "Palms".

A modern child is a resident of the 21st century, who is influenced by all the signs of the present. Long-term research conducted by the authors of the program allows us to outline the “touches” of modern preschool childhood, which cannot be ignored when organizing the educational process of a kindergarten.

A modern child is a small citizen who is aware of himself in the modern space of the country and the city. He loves his homeland, his family, his peers and friends, he wants to make life better, more worthy and more beautiful. The modern preschooler is focused on the knowledge of man and nature. He is well oriented in himself, his immediate environment, his present and future. He is ready to evaluate the phenomena and events of life from different points of view: interest, utility, usefulness, aesthetics, knowledge. Today's children are future-oriented. It's bright distinguishing feature small citizens of today - they look to the future with confidence.

The internal reserves of a modern child are revealed in different types of activities they prefer: visual, play, musical,literary. But, unlike his peers of previous years, he confidently combines them, combines them with each other, because he is more comfortable and can do everything. He organically weaves his ideas about this world into different spheres of life. He is the bearer of a subculture that is inherent only to a preschooler and distinguishes him from children of other ages and adults. A modern preschooler often lacks communication with mom and dad, peers, he is lost in the world of voluminous information, he wants to talk more and act together. The kindergarten group is just the place where he realizes his fundamental needs.

Therefore, the kindergarten is the second family of the child, in which he lives safely and interestingly. Modern children are happy to go to kindergarten, they love it!

The life of a child of the 21st century has changed a lot and has become closely connected with the capabilities of parents. He is faster than an adult manages to master a mobile phone and a computer, a TV and a tape recorder. He listens and watches the same songs and TV shows with his parents; goes with his family to cafes and restaurants, goes abroad on vacation, travels; focuses on car brands, in advertising. He is interested in many things and talks about many things.

At the same time, the child is still focused on intrinsically valuable, childish activities. He loves to play, compose, fantasize, rejoice and reason. In the children's activities of a modern child, one can also see the desire for integration, that is, the unification of different types of activities into one process. In new activities, such as experimentation, the creation of micro and macro projects, collecting, improvisation, modern children are attracted by the process itself, the possibility of independence and freedom, the realization of ideas, the ability to choose and change something yourself.

Taking into account the basic principles, requirements for the organization and content of visual activity in the preschool educational institution, the main goals and objectives of which are: the development of interest in various types visual activity; improving skills in drawing, modeling, application, applied art; education of emotional responsiveness in the perception of works of art; nurturing the desire and ability to interact with peers when creating collective work. It is supposed to train children for 4 years: from 3 to 7 years. The program is built in a spiral fashion: from simple to complex. At each turn (year of study), repeating in an expanded, complicated version.

The thematic block of classes on artistic creativity contributes to the development of activity, independence and creativity of children, encourages them to remember that they saw interesting things around, what they liked; teaches to compare objects; to ask, activating the experience of the guys, what they have already painted, sculpted, how they did it.

A lot of attention in the program is paid to the study of traditional Russian folk art crafts, Russian costume, Russian folk tales, color science, paper plastics. With the help of interactive technologies, trips to museums are made.

For the successful mastering of artistic and creative activities by children and the development of creativity, the following conditions are met in the program:

enrichment of sensory experience, clarification and expansion of ideas about those objects, objects and phenomena that they have to depict;

a variety of topics for children's work, forms of organization of classes (creation of individual and collective compositions), art materials;

respect for the creativity of children, the use of children's work in the design of the premises of the kindergarten, in the organization of various exhibitions, as well as for gifts to children and adults.

Each thematic block in the work program ends with a collective review of all the images created by the guys, the organization of an exhibition, and participation in competitions. It is very important that children see the overall result, hear the teacher's assessment of their work, actively participate in the conversation available to them, evaluate the expressive images of objects, phenomena; so that each child sees his work among the work of other children.For example, the week "Gifts of Autumn" ends with an exhibition of handicrafts made from natural materials with parents, etc.

Goals and objectives of the Program implementation

The leading goals of the Program are the creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the safety of life of a preschooler .

Particular attention in the Program is paid to the development of the child's personality, the preservation and strengthening of children's health, as well as the education of such qualities in preschoolers as: patriotism; education in children of patriotic feelings, love for the Motherland, pride in its achievements, confidence that Russia is a great multinational country with a heroic past and a happy future.

Focus on moral education, support for traditional values, such as love for parents, respect for elders, caring attitude towards babies, the elderly; formation of traditional gender representations; instilling in children the desire to follow a positive example in their actions.

active life position; the priority of the Program is the upbringing of a free, self-confident person, with an active life position who strives to be creative in solving various life situations who has an opinion and knows how to defend it.

creative approach in solving various life situations;

respect for traditional values.

These goals are realized in the process of various types of children's activities:game, communicative, labor, cognitive research, productive, musical and artistic, reading.

To achieve the goals of the Program, the following are of paramount importance:

care for the health, emotional well-being and timely comprehensive development of each child;

creation in the art studio of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

creative organization (creativity) of the educational process;

the variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

respectful attitude to the results of children's creativity;

unity of approaches to the upbringing of children in preschool educational institution and families;

observance in the work of the kindergarten and elementary school of continuity, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

1.2.Principles and approaches to the formation of the Program

The Program highlights the developing function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to the modern scientific "Concept of preschool education" (authors V. V. Davydov, V. A. Petrovsky and others) on the recognition self-values of the preschool period of childhood.

The program is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject centrism in teaching.

When developing the Program, the best traditions of domestic preschool education were taken into account, its fundamental nature: a comprehensive solution to the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as a leading activity in preschool childhood (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).

The program is based on the most important didactic principle - developing education and on the scientific position of L. S. Vygotsky that properly organized education “leads” development. Education and mental development cannot act as two separate, independent processes, but at the same time “education serves as a necessary and universal form of a child’s development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.

The Program comprehensively presents all the main content lines of upbringing and education of the child from birth to school. The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education, makes up for the shortcomings of spiritual, moral and emotional education. Education is seen as a process of introducing the child to the main components of human culture (knowledge, morality, art, labor).

The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical and folk - both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood (E.A. Flerina, N.P. Sakulina, N.A. Vetlugina, N.S. Karpinskaya).

is based on the complex-thematic principle of building the educational process;

provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;

involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;

It is built taking into account continuity between all age preschool groups and between kindergarten and primary school.

Focus on further education:

The program is aimed at developing children's cognitive interest, the desire to gain knowledge, positive motivation for further education at school, college; understanding that all people need to be educated. Formation of attitude to education as one of the leading life values.

Focus on preserving and strengthening the health of children

One of the main tasks that the Program puts before educators is to take care of preserving and strengthening the health of children, forming in them elementary ideas about a healthy lifestyle, cultivating good habits, including healthy eating habits, and the need for physical activity.

Focus on taking into account the individual characteristics of the child

The program is aimed at ensuring the emotional well-being of each child, which is achieved by taking into account the individual characteristics of children both in the organization of life (approximation of the daily routine to the individual characteristics of the child, etc.), and in the forms and methods of interaction with the child (showing respect for his individuality). , sensitivity to his emotional states, support for his self-esteem, etc.).

1.3. Age peculiarities

In the first year of study, children 3-4 years old:

A gamebecomes the leading activity in preschool age. By the end of the younger preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, navigate in the space of the kindergarten group, and with a certain organization of the educational process - and in the premises of the entire preschool institution. Developmemory and attention. Begins to develop during early childhoodimagination.

At the age of 3-4 years, the teacher should introduce children to works of fine art that are accessible to their understanding. First of all, these are pictures depicting natural phenomena at different times of the year, illustrations of Russian folk tales. Children are happy to look at images of hares, cubs, foxes and other animals.

The teacher helps the child to see the most significant in the image of each character. It is also necessary to introduce children to some objects of arts and crafts: children will recognize bright flowers in the pattern on wooden toy, admiring the bright elegant sundress of the matryoshka. An adult must strive to evoke joy in children, a desire to independently once again examine an object or picture.

Acquaintance of children with art is carried out in everyday life and, of course, in the classes of drawing, modeling, appliqué and during independent activities. The teacher can use nursery rhymes, songs, poems. For example, when showing children a picture of a cockerel, one can recall the Russian folk rhyme "Cockerel, cockerel, golden comb." Such colorful characteristics can help the child remember this or that character.

The visual activity of children of the fourth year of life differs in that, thanks to the shaping movements in drawing, modeling, and appliqué, already distinct images of objects appear (minds have round ears, a girl has a bow on her head, etc.)

An adult should help the child to consider the subject well: circle it around the contour, ask questions that direct the attention of children to essential details (color, shape, presence of details). You can try to use game techniques, for example, talk on behalf of the characters, this is what creates interest in children to engage in this type of activity.

In drawing classes, it is necessary to develop in children the ability to notice the expressiveness of color combinations of paint and paper (for example, how beautifully yellow and blue are combined).

Sometimes the work can be done collectively. This type of activity can be very useful in that it teaches you to see how one big picture is gradually created on the easel. As a result of common efforts, a fun train or a festive bouquet and a clearing with flowers.

Of course, visual activity should also take place in everyday life. To do this, it is necessary to create conditions that can interest the child, evoke an emotional response in him, direct the interests of children. It is also necessary to encourage parents to show interest in children's creativity. The teacher should give parents recommendations on how best to organize this process at home, in the family.

Adults should always remember: first of all, it is necessary to respect any results of children's creativity and always be close to the child and come to his aid at any moment!

In the second year of study, children 4-5 years old:

The symbolic form of individual game activity of preschoolers is visual activity. In drawing, ideas and thinking are gradually more and more actively included. From the image of what he sees, the child gradually moves to the image of what he remembers, knows and invents himself. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. The technical side of visual activity is being improved.

Role-playing interactions appear in gaming activities. There is a separation of play and real interactions of children. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc. The skills of planning a sequence of actions are formed. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Arbitrary attention begins to take shape. Imaginative thinking begins to develop. Preschoolers can build according to the scheme, solve labyrinth problems.

Increased attention span. The child is available concentrated activity for 15 - 20 minutes. He is able to keep in memory when performing any action a simple condition. Speech becomes the subject of children's activity. The speech of children when interacting with each other is situational in nature, and when communicating with adults it becomes out of situational. In communication between a child and an adult, the cognitive motive becomes the leading one. Increased resentment is an age-related phenomenon. Relationships with peers are characterized by selectivity, regular play partners appear. Leaders begin to emerge in groups. There is competition and competition.

In the third year of study, children aged 5-6:

Increased attention span. The child is available concentrated activity for 20 - 30 minutes.In visual activity, children can also depict what they have planned (the idea leads the image). The development of fine motor skills affects the improvement of image technique: preschoolers can draw narrow and wide lines with paint (with the end of the brush and flat), draw rings, arcs, make a triple stroke from one point, mix paint on a palette to get light, dark and new shades, whiten the main tone to get a lighter shade, apply one paint to another. Children are happy to circle the drawings along the contour, shade the figures.

Older preschoolers are able to sculpt from a whole piece of clay (plasticine), modeling the shape with their fingertips, smooth out the junctions, pull the details away from the main form with their fingers, decorate their work with the help of stacks and moldings, paint them.

Practical skills of working with scissors are improved: children can cut out circles from squares, ovals from rectangles, transform one geometric figure into another: a square - into several triangles, a rectangle - into stripes, squares and small rectangles; create images of various objects or decorative compositions from cut figures.

Children construct according to the conditions set by adults, but are already ready for independent creative construction from different materials. Gradually, children acquire the ability to act according to a preliminary plan in designing and drawing.

In the fourth year of study, children aged 6-7:

Preschool childrenbegin to master the complex interactions of people.The playing space is getting more complex. Children can comment on the performance of the role by one or another participant in the game. The differences between the drawings of boys and girls become more pronounced. The image of a person becomes even more detailed and proportional. With the right pedagogical approach, children develop artistic and creative abilities in visual activity. They are fluent in generalized methods of analysis, both images and buildings; not only analyze the main design features various details, but also determine their shape on the basis of similarity with familiar three-dimensional objects. Children continue to develop perception, but they are not always able to simultaneously take into account several various signs. Figurative thinking develops, but the reproduction of metric relations is difficult. Skills of generalization and reasoning continue to develop, but they are still largely limited to visual signs of the situation.The attention of preschoolers continues to develop, it becomes arbitrary. As a result of properly organized educational work, preschoolers develop dialogic and some types of monologue speech. In the preparatory school group, the preschool age is completed. His main achievements are related to the development of the world of things as objects of human culture; mastering forms of positive communication with people; the development of gender identification, the formation of the position of the student. By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.

1.4. PLANNED RESULTS OF DEVELOPMENT OF THE PROGRAM

Targets

The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntaryness) does not allow requiring a child of preschool age to achieve specific goals. educational outcomes and determines the need to determine the results of mastering the educational program in the form of targets.

By the end of training, children reach a certain level of artistic development: they emotionally perceive the content of the work, remember and recognize familiar paintings, illustrations, notice visual and expressive means (color, rhythm, shape, composition), use these means to create an image in a drawing, evaluate what what happened, they note the expressiveness of the form, lines, silhouette, color combination.

Children form the creative abilities necessary for the subsequent teaching of fine arts at school.

Forms of work : conversations, classes, frontal, individual, subgroup, complex, excursions, collective work.

The results of the implementation of this program are summed up in the form of an exhibition of children's works.

2 . Organization section

2.1 Daily routine

different forms motor activity : morning exercises, physical education indoors and outdoors, physical culture minutes, outdoor games, sports exercises, rhythmic gymnastics, training on simulators, swimming and others.

A rational motor regimen, physical exercises and hardening measures should be carried out taking into account the state of health, age and sex capabilities of children and the season of the year.

It is necessary to provide for the volume of physical activity of pupils aged 5-7 years in organized forms of health-improving and educational activities up to 6-8 hours a week, taking into account the psychophysiological characteristics of children, the time of year and the mode of operation of preschool organizations.

To implement the motor activity of children, it is necessary to use the equipment and inventory of the gym and sports grounds in accordance with the age and height of the child.

Hardening of children , it includes a system of events:

hardening elements in everyday life: washing with cool water, wide aeration of the premises, a properly organized walk, physical exercises carried out in light sportswear indoors and outdoors;

special events: water, air and solar.

To harden children, the main natural factors (sun, air and water) are used differentially depending on the age of the children, their state of health, taking into account the preparedness of the staff and the material base of the preschool, with strict adherence to methodological recommendations.

Hardening measures vary in strength and duration depending on the season of the year, air temperature in group rooms, and the epidemiological situation.

When organizing swimming for children, pools are used that meet the requirements for swimming pools, their arrangement, operation and water quality.

In the cold season, classes in the pool are preferably carried out after a walk. When organizing swimming in the pool before a walk, to prevent hypothermia of children, it is necessary to provide a time interval between them of at least 50 minutes. To prevent hypothermia in children, swimming in the pool should not end with a cold load (cold shower, swimming under a cold stream, trampling in a bath with cold water). The duration of stay in the pool, depending on the age of the children, should be:

in the younger group - 15 - 20 minutes,

in the middle group - 20 - 25 minutes,

in the senior group - 25 - 30 min.,

in the preparatory group - 25 - 30 min.

The presence of medical personnel when organizing swimming in the pool and when children take procedures in the sauna is mandatory.

Improving work with children in the summer is an integral part of the system of preventive measures.

In order to achieve a health-improving effect in the summer period, the day regimen provides for the maximum stay of children in the open air, the duration of sleep and other types of rest corresponding to their age.

To achieve a sufficient amount of physical activity of children, it is necessary to use all organized forms of physical exercise with a wide inclusion of outdoor games, sports exercises with elements of competition, as well as walking, excursions, walking along the route (the simplest tourism).

Work on physical development is carried out taking into account the state of health of children with regular monitoring by medical workers.

Thus, in accordance with SanPiN, the conditions for the implementation of VET programs, depending on their focus, should be the daily routine, which includes:

food intake (according to the duration of the child's stay);

daily walk for children;

daytime sleep;

independent activity of children;

direct educational activities;

holidays;

socially useful work (for children of the senior and preparatory groups);

different forms of physical activity;

hardening of children;

additional education classes (optional)

In accordance with the requirements of SanPiN, the approximate daily routine has been adjusted taking into account the climate (warm and cold periods).

2.1. EXAMPLE DAY REGULATION FOR GROUPS OF GENERAL DEVELOPMENT

Daily routine of the 2nd junior group (3-4 years).

Cold period of the year

Events

Time spending

At home

Getting up, morning toilet, hardening

06.30(07.00)-07.30

In a preschool

Reception and examination of children, games, morning exercises

07.00-08.20

08.20-08.40

Independent activity, games, socially useful work

08.40-09.00

09.00-09.15;

09.25-09.40

Lunch

09.40- 09.55

Preparing for a walk

09.55- 10.15

Walk (games, observations, community service)

10.15-12.00

Return from a walk, preparation for dinner

12.00-12.20

Dinner

12.20-12.50

12.50-15.00

15.00-15.30

15.30-16.15

Preparing for a walk

16.15-16.35

Walking, games, independent activities of children, leaving children home

16.35-18.30 (19.00)

At home

Walking with children, returning home, light dinner, quiet games, hygiene procedures.

18.30 (19.00)-20.30 (21.00)

Night sleep

20.30 (21.00)-06.30 (07.30)

Warm period of the year

Events

Time spending

At home

Rise, morning toilet

06.30 (07.00)-07.30

In a preschool

Reception of children, games, morning exercises, walk

07.00-08.20

Preparing for breakfast, breakfast

08.20-08.55

Games, independent activities, preparation for a walk

08.55-09.35

Walk.

09.35-10.35

10.15-10.45

Walk. Games, observations, independent activities, air and solar procedures.

10.45- 11.35

Return from a walk, water procedures, hardening

11.35-12.00

Dinner preparation, lunch

12.00-12.40

Preparation for sleep. daytime sleep

12.40-15.00

Gradual rise, hardening, afternoon tea

15.00-15.35

15.35-16.15

Walking, independent activities of children, leaving children home

16.15-18.30(19.00)

At home

18.30(19.00)-20.30(21.00)

Night sleep

20.30(21.00)-06.30(07.00)

Daily routine of the middle group (4-5 years old)

Cold period of the year

Events

Time spending

At home

Rise, morning toilet

06.30(07.00)-07.30

In a preschool

Reception, examination, games, daily morning exercises, duty

6.30(07.00)-8.25

Preparing for breakfast, breakfast

8.25-8.50

A game, independent activity

8.50-9.00

Direct educational activities

9.00-9.20;

9.30-09.50

Preparation for 2nd breakfast, breakfast

09.50-10.20

Games, preparation for a walk, walk (games, observations, work)

10.20-12.10

Return from a walk, play

12.10-12.30

Dinner preparation, lunch

12.30-13.00

Preparation for sleep, hardening, daytime sleep

13.00-15.00

Gradual rise, air, water procedures

15,00-15.25

15.25-15.50

Games, independent activities of children, games,

15.50-16.40

Walking, playing, independent activities, taking children home

16.40- 18.00(19.00)

At home

Walk

18.00(19.00)-19.10(20.00)

Return from a walk, socially useful work, quiet games, hygiene procedures

19.10(20.00)-20.40(21.00)

Preparation for sleep, hardening, night sleep

20.40(21.00)-6.30(07.00)

Warm period of the year

Events

Time spending

At home

Rise, morning toilet

06.30(07.00)-07.30

In preschool

P reception of children, walk, games, morning exercises

06.30(07.00)-08.15

Preparing for breakfast, breakfast

08.15-08.50

Games, preparation for a walk

08.50-09.00

Walk: games, observations, independent activities, air and solar procedures.

09.00-10.15

Preparation for 2nd breakfast, breakfast

10.15-10.45

Return from a walk, water procedures

10.45-12.30

Dinner preparation, lunch

12.30-13.00

13.00-15.00

Gradual rise, hardening, afternoon tea

15.00-15.50

Independent activity, games, preparation for a walk

15.50-16.20

Walk: games, independent activities of children. Children leaving home

16.20-18.30(19.00)

At home

Walking with children, returning home, light dinner, quiet games, hygiene procedures

18.30(19.00)-20.30(21.00)

Night sleep

20.30(21.00)-06.30

cold period

Events

Time spending

At home

Rise, morning toilet

06.30(07.00)-07.30

In a preschool

6.30(7.00)-8.30

Preparing for breakfast, breakfast, community service

8.30-8.55

8.55-9.00

Direct educational activities

9.00-9.25

9.35-09.55

Preparation for 2nd breakfast, breakfast

09.55- 10.25

10.25-12.15

Return from a walk, play

12.15-12.40

Dinner preparation, lunch

12.40-13.10

13.10-15.00

15.00-15.25

Preparing for afternoon tea

15.25-15.40

Direct educational activities (2-3 times a week)

15.40-16.05

16.05-18.30(19.00)

At home

Walk

18.30(19.00)-19.15(19.45)

19.15(19.45)-20.45(21.00)

Laying down, night sleep

20.45(21.00)-6.30 (7.30)

Warm period of the year

Events

Time spending

At home

Rise, morning toilet

06.30(07.00)-07.30

In a preschool

6.30(07.00)-8.30

Preparing for breakfast, breakfast

8.30-8.55

Games, independent activity

8.55-9.15

9.15-10.15

Preparation for 2nd breakfast, breakfast

10.15-10.45

10.45- 12.40

Dinner preparation, lunch

12.40-13.10

Sleep preparation, naps

13.10-15.00

Gradual rise, hardening

15.00-15.25

15.25-15.40

15.40-18.30 (19.00)

At home

Walk

18.30-19.15

19.15 (19.00)-20.45 (21.00)

Laying down, night sleep

20.45(21.00)-6.30 (7.30)

Cold period of the year

Events

Time spending

At home

Rise, morning toilet

06.30(07.00)-07.30

In a preschool

socially useful work

06.30(07.00)-08.30

Preparing for breakfast, breakfast

08.30-08.50

Independent activity, games, general useful work.

08.50-09.00

Direct educational activities

9.00-9.30; 9.40-10.10;

10.20-10.50

Preparation for 2nd breakfast, breakfast

10.50-11.20

Games, preparation for a walk

11.20-11.30

Walk,socially useful work(games, observations, work)

11.30-12.35

socially useful work

12.35-12.45

Dinner preparation, lunch

12.45-13.15

Preparing for daytime sleep.

13.15-15.00

15.00-15.25

Preparing for afternoon tea

15.25-15.40

total useful labor, additional education. Children leaving home

15.40-18.30(19.00)

At home

18.30(19.00)-20.45

Night sleep

20.45(21.00)-06.30 (07.30)

Warm period of the year

Events

Time spending

At home

Rise, morning toilet

06.30(07.00)-07.30

In preschool

06.30(07.00)-08.35

Preparing for breakfast, breakfast

08.35-08.55

Preparing for a walk

08.55-09.05

Walk:

09.05-10.30

Preparation for 2nd breakfast, breakfast

10.30-11.00

11.00-12.30

Dinner preparation, lunch

12.30-13.00

Preparing for daytime sleep.

13.00-15.00

15.00-15.20

Walk

15.20-16.15

16.15-18.30(19.00)

At home

18.30(19.00)-21.00

Night sleep

21.00-06.30 (07.30)

EXAMPLE DAY SCHEDULE FOR COMBINED GROUPS

For groups of a combined orientation, it is characteristic to work with children by an educator and a speech therapist (specialization in accordance with a developmental defect). Educational activities of a general developmental orientation are carried out by an educator, specialized classes are carried out by a speech therapist teacher. The main form of organizing children is subgroup classes with them. For each subgroup, their own general developmental and compensatory tasks are solved.The daily routine includes a traditional mode and individual lessons, compiled in accordance with the working hours of the institution.

Senior group daily routine (5-6 years old)

cold period

Events

Time spending

At home

Rise, morning toilet

06.30 (07.00)-07.30

In a preschool

Reception and inspection, games, socially useful work, morning exercises

6.30 (7.00)-8.30

Preparing for breakfast, breakfast, general useful work

8.30-8.55

Games, independent activities,

8.55-9.00

Direct educational activities

9.00-9.25

9.35-09.55

Preparation for 2nd breakfast, breakfast

09.55- 10.25

Games, preparation for a walk, socially useful work, a walk (games, observations, work)

10.25-12.15

Return from a walk, play

12.15-12.40

Dinner preparation, lunch

12.40-13.10

Sleep preparation, naps

13.10-15.00

Gradual rise, hardening

15.00-15.25

Preparing for afternoon tea

15.25-15.40

Directly educational activities (2-3 times a week)

15.40-16.05

Walk: games, independent activities of children, socially useful work

16.05-18.30 (19.00)

At home

Walk

18.30 (19.00)-19.15 (19.45)

Return from a walk, quiet games, socially useful work, hygiene procedures

19.15 (19.45)-20.45 (21.00)

Laying down, night sleep

20.45 (21.00)-6.30 (7.30)

Warm period of the year

Events

Time spending

At home

Rise, morning toilet

06.30 (07.00)-07.30

In a preschool

Reception on the street, inspection, games, community service, morning exercises

6.30 (07.00)-8.30

Preparing for breakfast, breakfast

8.30-8.55

Games, independent activity

8.55-9.15

Preparation for a walk, socially useful work, a walk (games, observations, work), independent activities

9.15-10.15

Preparation for 2nd breakfast, breakfast

10.15-10.45

Walk, return from a walk, play

10.45- 12.40

Dinner preparation, lunch

12.40-13.10

Sleep preparation, naps

13.10-15.00

Gradual rise, hardening

15.00-15.25

Preparation for afternoon tea, socially useful work, afternoon tea

15.25-15.40

Walk, games, independent activities of children

15.40-18.30 (19.00)

At home

Walk

18.30-19.15

Return from a walk, calm games, hygiene procedures

19.15 (19.00)-20.45 (21.00)

Laying down, night sleep

20.45 (21.00)-6.30 (7.30)

Daily routine of the group preparatory to school (6-7 years old)

Cold period of the year

Events

Time spending

At home

Rise, morning toilet

06.30 (07.00)-07.30

In a preschool

Reception and examination of children, games, morning exercises,socially useful work

06.30 (07.00)-08.30

Preparing for breakfast, breakfast

08.30-08.50

Independent activity, games, socially useful work.

08.50-09.00

Direct educational activities

9.00-9.30

9.40-10.10

10.20-10.50

Preparation for 2nd breakfast, breakfast

10.50-11.20

Games, preparation for a walk

11.20-11.30

Walk,socially useful work(games, observations, work)

11.30-12.35

Return from a walk, play,socially useful work

12.35-12.45

Dinner preparation, lunch

12.45-13.15

Preparing for daytime sleep.

13.15-15.00

Gradual rise, hardening.

15.00-15.25

Preparing for afternoon tea

15.25-15.40

Games, independent activities of children,socially useful work, additional education. Children leaving home

15.40-18.30 (19.00)

At home

Walking with children, returning home, light dinner, quiet games, socially useful work, hygiene procedures.

18.30 (19.00)-20.45

Night sleep

20.45 (21.00)-06.30 (07.30)

Warm period of the year

Events

Time spending

At home

Rise, morning toilet

06.30 (07.00)-07.30

In preschool

Preception of children, games, socially useful work, morning exercises

06.30 (07.00)-08.35

Preparing for breakfast, breakfast

08.35-08.55

Preparing for a walk

08.55-09.05

Walk:games, observations, classes, independent activities of children, air and solar procedures, socially useful work.

09.05-10.30

Preparation for 2nd breakfast, breakfast

10.30-11.00

Walk, return from a walk, water procedures

11.00-12.30

Dinner preparation, lunch

12.30-13.00

Preparing for daytime sleep.

13.00-15.00

Gradual rise, invigorating gymnastics, afternoon tea

15.00-15.20

Walk: games, independent activity, socially useful work

15.20-16.15

Games. An evening walk. Children leaving home

16.15-18.30 (19.00)

At home

Walking with children, returning home, community service, light dinner, quiet games, hygiene procedures

18.30 (19.00)-21.00

Night sleep

21.00-06.30 (07.30)

2.2. Thematic plan for the 2015-2016 academic year

September

Hello Kindergarten!

"My city, my country"

"Safety"

"In the garden, in the garden" (fruits, vegetables)

October

“Golden autumn has come to visit us”, “Bread”

"Gifts of the forest" (mushrooms, berries, nuts)

"Autumn Holiday", "Exhibition of Autumn Crafts"

“Late Autumn”, “Migratory Birds”, (excursion to the school library 10/26/2015)

November

"Day of National Unity" (Many Faces of Russia)

"Pets"

"Mother's Day", "My Family"

December

"Meeting of winter" (signs, signs)

"Wild Animals", Exhibition "Winter's Tale"

"Wintering Birds"

" New Year"

January

"Holidays"

"Kolyada" (senior groups), "Week of winter games and fun"

"Cloth"

"Shoes", "Headwear"

February

"Theater", "Week of play and toys"

« Professions”, “Adult Labor”

"Defender of the Fatherland Day"

"Furniture", "Buildings"

March

« Spring”, “Flowers”, “March 8”

"Shrovetide", "Dishes"

"Transport"

"Water" (03.22.-day of water), "Pisces"

"Open Day"

April

"April Day", "Bird Week"

"Space"

"Health Day", "Sports"

"Easter", "Products"

May

"Victory Day"

"Trees"

"Insects"

"Graduation", "School", "School supplies" verbal , , fine), the natural world;
- the formation of an aesthetic attitude to the world around;
- the formation of elementary ideas about the types of art;
- perception of music, fiction, folklore;
- stimulation of empathy for the characters of works of art;
- implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Artistic and aesthetic development preschool children includes:
1) emotional and moral experience the child to the surrounding reality, embodied in music, fine arts and works of art;
2) experience artistic and creativeactivities .

The formation of the general culture of the individual occurs in the process of artistic and aesthetic activity.
Artistic and aesthetic activity - activities that occur in the child underliterary influence, piece of music or works of fine art.

In this regard, special attention should be paid to such a concept as"perception" . It's mentalthe process of conscious, personal, emotional comprehension and comprehension works of art. The child perceives artistic images, enriches them with his own imagination, correlates with his personal experience.
One of the main tasks of the teacher in this direction isdevelopment of emotional responsiveness . Through empathy, complicity, "entering the image" occursformation of the foundations of artistic and aesthetic culture preschooler personality.

Content educational field "Artistic and aesthetic development" includes, among other things,knowledge and skills in visual, constructive-model, musical activity. The child, in accordance with his age capabilities and characteristics, should know fairy tales, songs, poems; be able to dance, design, draw.

4. References

Methodical literature:

1 . Approximate general educational program of preschool education "From birth to school" / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIC - SYNTHESIS, 2014.
2. The program "Nature and the artist" / Ed. T.A. Koptseva

3. Meister N.G. "Paper plastic"

4. Nemensky B.M. programs of his school.

5. The program "First Steps in the World of Art" / Ed. ON THE. Goryaeva

6. Kazakova T.G. Develop creativity in children. Moscow: Enlightenment, 1995

7. Komarova T.S. Teaching children drawing techniques. M: Enlightenment, 1996.

8. Kosminskaya V.B. Theory and methodology of visual activity in kindergarten. Textbook for students of pedagogical institutes. M.: Enlightenment, 2005.

9. Kuzin V.S. Psychology. Textbook for art and graphic schools. M.: Enlightenment, 2004.

10. Shpikalova T.Ya. Visual arts for preschool children M: Mosaic - Synthesis, 1997.

5.Applications

5.1. Lesson grid

5.2. Annual planning in groups No. 2,3,4,5,6

Approximate calendar-thematic plan for working with children 3-4 years old

class number

Calendar-thematic planning junior group No. 2

Watch

date

Multi-colored pencils - daring kids.

September

Queen Tassel.

"Let's go to the forest for mushrooms"

Autumn holiday.

Acquaintance with Khokhloma painting.

"First snow".

"Frost patterns".

"My favorite toy".

"We made a snowball..."

We decorate the Filimonov whistle: a cat, a lamb.

"Castle for the Snow Queen"

"The Forest Raised a Christmas Tree".

Gzhel. Acquaintance.

"Animals of the North" Umka.

Mezen horses.

Dymkovo toy. patterns.

Living water.

"The Rooks Have Arrived".

“The willow blossomed…”

"Let's fly on a rocket."

"You roll, roll, testicle ..."

"Ryaba Hen"

May flowers.

"Chick, chick, chick, my chickens..."

Butterflies, insects.

"Little dandelion..."

"White daisies scattered in the meadow"

"Mother father me - Friendly family»

Approximate calendar-thematic plan for working with children 4-5 years old

class number

Calendar-thematic planning middle group No. 3

Watch

date

"Let's help the bunny." Ladder to the sun.

September

"On a sunny meadow."

“What autumn has brought us…” Vegetables.

"Let's go to the forest for mushrooms"

“There is a new rug underfoot - yellow-pink, maple!”

Autumn holiday.

Gorodets roses.

Gzhel. Acquaintance. Gzhel flowers.

"My street"

First snow.

"We made a snowball..."

“Winter is coming, the furry forest is lulling…”

"The Forest Raised a Christmas Tree".

"My favorite toy".

“And the snowflakes will fly in a round dance ...”

"Castle for the Snow Queen"

"Smart mitten".

Dymkovo toy. patterns.

Dymkovo toy. Horse.

Mezen horses.

"The Rooks Have Arrived".

Living water.

“Shine in the river with a quick silvery back ...”

"You roll, roll, testicle ..."

Fairy tale "Geese-swans"

Salute of Victory.

May flowers.

"What does it look like?" Paper ball.

"My family"

The radiant sun smiled merrily ...

Acquaintance with the Bogorodsk toy.

Approximate calendar-thematic plan for working with children 5-6 years old

class number

Calendar-thematic planning senior group № 4

Watch

date

How I spent summer…

September

Tassel Queen

"Let's help the bunny." Ladder to the sun.

"On a sunny meadow."

“What autumn has brought us…” Vegetables.

"Let's go to the forest for mushrooms"

“There is a new rug underfoot - yellow-pink, maple!”

“Such a big wind…” introduction to sauce, charcoal and sanguine.

“Clusters of mountain ash under the window do not let me fall asleep in any way ...” Acquaintance with Khokhloma painting.

Golden autumn in the paintings of Russian artists.

Autumn holiday.

Gorodets roses.

Gorodets turkeys.

"My street"

First snow.

"In the wild north stands alone on mountain top pine". Painting by I. Shishkin.

"Frost patterns"

Birds fly to warmer climes.

"My favorite toy".

"We made a snowball..."

"Dress warmly!" We dress the little man in winter clothes.

"Smart mitten".

Filimonov toy. Introduction to patterns.

Filimonovsky whistles: cat, lamb.

“Winter is coming, the furry forest is lulling…”

"New Year's toys".

"Castle for the Snow Queen"

"Animals of the North" Umka.

"The Forest Raised a Christmas Tree".

“And the snowflakes will fly in a round dance ...”

Gzhel. Acquaintance.

Gzhel flowers.

Clouds are white-winged horses...

Mezen horses.

Pets.

Domestic birds.

"Blizzards and snowstorms overcame the earth"

"February Blue" I. Grabar

Animal footprints in a snowy meadow.

Acquaintance with the Bogorodsk toy.

"My family"

"Dad can..."

"What does it look like?" Paper ball.

Dymkovo toy. patterns.

Dymkovo toy. Horse.

"My mommy"

"Hedgehog in the Fog" cartoon by Y.Norshtein

Illustrations by Y. Vasnetsov for the fairy tale "Teremok"

"The Rooks Have Arrived".

sun bunnies very friendly with the sun!

"Streams run..."

“A small snowdrop grew on a thawed patch”

“Who invented you, starry country? I have been dreaming for a long time, I dream of her.

"Let's fly on a rocket."

Living water.

“Shine in the river with a quick silvery back ...”

“The willow blossomed…”

"You roll, roll, testicle ..."

"Ryaba Hen"

“I love a thunderstorm in early May…” The solution of the theme in two colors: black and white.

May flowers.

Salute of Victory.

"Fly-sokotuha" K.I. Chukovsky. Butterflies, insects.

"Fly-sokotuha" K.I. Chukovsky

Insects. Drawing from nature.

“On a sunny meadow…” Plein air.

“We are going to the Emerald City on a difficult road ...” Portrait of the Scarecrow.

"Emerald City" - green gouache, shades of green.

« sunny city"- shades of yellow, red.

How warm colors made friends with cold ones. Marker, watercolor.

"Magic Hands"

“Dot, dot, cucumber - here comes the little man!”

Approximate calendar-thematic plan for working with children 6-7 years old

class number

Calendar-thematic planning senior - school preparatory group No. 5, 6

Watch

date

"How I spent summer"

September

Autumn carpet.

"What is this?" Paper plastic.

Pictures of artists on the theme of autumn.

"Safe Transition"

"My street"

"Autumn walks along the paths ..."

"Autumn walks along the paths ..." - completion

“A bear has mushrooms in the forest, I take berries ...”

Golden Khokhloma.

Golden Khokhloma. Completion.

V. Dal "War of mushrooms", illustrations by E. Polenova

"They are flying migratory birds…»

"Snow is falling" S. Adamo

White bears. "Umka"

Animals of Africa. "The giraffe has a long neck."

"Dress warmly, get ready quickly ..."

Mitten. Decorate with a pattern.

“Winter is coming, the shaggy forest cradles the pine forest with the ringing of pine ...”

“Winter is coming, the shaggy forest cradles the pine forest with the ringing of pine trees ...” completion.

"Zayushkina hut".

"Zayushkina hut". Completion.

Winter in the paintings of Russian artists.

Frost and sun - a wonderful day ...

"Frost and sun - a wonderful day ...". Completion.

"Christmas story".

"Christmas story". Completion.

"The little Christmas tree is cold in winter..."

"New Year's toys: beads and crackers."

Great Patriotic War in artists' paintings.

Mezen painting.

Winter fantasy. Tree cutting. Bulk installation.

“Blizzards and snowstorms have overcome the Earth…”

"Blue Snows..."

Music on paper. Installation.

"February Blue" I.Grabar

Gzhel. Acquaintance.

Blue bouquet.

Clouds are white-winged horses...

“Daddy can, daddy can, daddy can…”

Application. "White flowers". Cutting.

Dymkovo toy.

Dymkovo toy. Completion.

"Mom dear, the most beautiful ..." Portrait of mom.

"My family"

Las Meninas Velazquez.

Las Meninas by Picasso. Introduction to abstract art.

"Rooks have arrived" Savrasov.

Sun for summer - winter for frost!

The birds began to sing songs, and the snowdrop blossomed!

The birds began to sing songs, and the snowdrop blossomed. Completion.

"We are children of the GALAXY..."

Parade of planets.

"He said:" Let's go! .. "

"Spring" Filonov.

Gorodets turkeys.

Gorodets roseans and cupavkas.

Sea. Living water.

At the bottom of the sea.

Victory salute.

"Spring of the 45th year ...!"

"Fly-sokotuha" K.I. Chukovsky

Insects. Drawing from nature.

Round dance. Paper plastic.

Rat. Paper plastic.

Dinosaurs. Paper plastic.

"Our Favorite Kindergarten"

"On a sunny meadow!" plein air

“I’ll braid a scarf for a birch ...!” Trinity Day.

"Green without green paint". Gouache.

"Ah, Summer!" Felt pens.