Consultation for educators “Use of non-traditional drawing techniques to introduce children to artistic creativity. Master class for teachers “Modern non-traditional drawing techniques

Workshop for educators “Use of non-traditional drawing techniques with preschool children”

Relevance of the workshop:

Drawing classes solve the problems of the comprehensive development of children, which is necessary for successful learning at school.

In progress visual arts are being formed mental operations(analysis, synthesis, comparisons, etc.), teamwork skills, the ability to coordinate one’s actions with the actions of peers.

Target:

To introduce teachers to the use of non-traditional drawing techniques in art classes for preschool children.

Formation of artistic and creative abilities in preschool children through creative tasks using interesting and unusual fine art, unknown material.

Tasks:

1.Introduce teachers to various drawing techniques,

2. Develop interest in various non-traditional ways of depicting objects on paper, cardboard, fabric, etc.,

3. To promote the development of interest in artistic and aesthetic activities,

4.Develop creativity and experimentation, cultivate a sense of beauty.

Dear Colleagues! I am glad to welcome you to the workshop “Using non-traditional drawing techniques with preschool children”

Any event is like apples on a tree, you expect one thing and get another. I suggest you take a green paper apple and write what you expect from today's seminar.

From a very early age, children try to reflect their impressions of the world around them in their visual arts.

My work involves using unconventional painting techniques. Drawing in unconventional ways, a fun, mesmerizing activity that surprises and delights children. Important role The developing environment plays a role in the development of a child. Therefore, when organizing a subject-development environment, I took into account that the content was developmental in nature and was aimed at developing the creativity of each child in accordance with his/her Unconventional drawing -

individual capabilities, accessible and appropriate age characteristics children. There are so many unnecessary interesting things at home (toothbrush, combs, foam rubber, corks, polystyrene foam, spool of thread, candles, etc.). We went out for a walk, take a closer look, and see how many interesting things there are: sticks, cones, leaves, pebbles, plant seeds, dandelion fluff, thistle, poplar. All these items enriched the corner of productive activity. Unusual materials And original techniques They attract children because the word “No” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.

Conducting classes using non-traditional techniques

Helps relieve children's fears;

Develops self-confidence;

Develops spatial thinking;

Teaches children to freely express their ideas;

Encourages children to creative searches and solutions;

Teaches children to work with a variety of materials;

Develops a sense of composition, rhythm, color, color perception; a sense of texture and volume;

Develops fine motor skills hands;

Develops creativity, imagination and flight of fancy.

While working, children receive aesthetic pleasure.

After analyzing the drawings of preschoolers, I came to the conclusion that it is necessary to facilitate drawing skills, because not even every adult will be able to depict any object. This can greatly increase preschoolers’ interest in drawing. There are many techniques unconventional drawing, their unusualness lies in the fact that they allow children to quickly achieve the desired result.

Participation in the city methodological unification « Young artist”, prompted me to think: “Shouldn’t I try to practice unconventional drawing techniques in drawing classes?”

Made a long-term work plan for each age group, wrote lesson notes for children of different preschool ages. And I chose a topic for self-education “ Unconventional technique drawing in kindergarten."

The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills, and abilities.

Having become acquainted with the methodological literature of various authors, such as the manual by A.V. Nikitina “Non-traditional drawing techniques in kindergarten”, I.A. Lykova - “ Toolkit for preschool specialists educational institutions", T.N. Doronova - “Nature, art and visual activity of children” by R.G. Kazakova “Visual activities in kindergarten” I found a lot interesting ideas and set itself the following tasks:

To develop technical drawing skills in children.

Introduce children to various non-traditional drawing techniques.

Learn to create your own unique image using non-traditional drawings using various drawing techniques.

To introduce preschoolers to unconventional drawing.

The diagnostic results showed that a high level of mastery of the program in the section “Children in the World” fiction fine arts" increased by 25%.

Experience has shown that mastering non-traditional image techniques brings true joy to preschoolers if it is built taking into account the specifics of the children’s activity and age. They enjoy drawing different patterns without experiencing any difficulties. Children boldly take on art materials; children are not afraid of their diversity and the prospect of independent choice. They take great pleasure in the process of doing it. Children are ready to repeat this or that action many times. And the better the movement turns out, the more pleasure they repeat it, as if demonstrating their success, and rejoice, attracting the attention of an adult to their achievements.

While working, I encountered a problem: children are afraid to draw, because, as it seems to them, they don’t know how, and they won’t succeed.

This is especially noticeable in middle group, where children’s visual arts skills are still poorly developed, formative movements are not sufficiently formed. Children lack self-confidence, imagination, and independence. An incentive to encourage children to be active, to make them believe that they can very easily become little artists and create miracles on paper. And I managed to find what I needed. I took advantage of the experience of my colleagues in teaching children to draw. And later she reworked it and made her own adjustments.

There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. For example, what child would not be interested in drawing with his fingers, making a drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work.

With children of primary preschool age it is recommended to use:

finger painting;

stamped with potato stamps;

palm painting.

Children of middle preschool age can be introduced to more complex techniques:

poke with a hard semi-dry brush.

foam printing;

cork printing;

wax crayons + watercolor

candle + watercolor;

leaf prints;

palm drawings;

drawing with cotton swabs;

magic ropes.

And in the older preschool age children can master even more difficult methods and techniques:

sand painting;

drawing soap bubbles;

drawing with crumpled paper;

blotography with a tube;

landscape monotype;

stencil printing;

subject monotype;

ordinary blotography;

plasticineography.

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

Now we will play with you. Here is the work completed different ways. Choose your favorite ones and tell us what you know about this drawing technique. If you liked this work, but you don’t know anything about it, then I will add more.

Examples of techniques.

Finger painting.

Age: from two years.

Means of expression: spot, dot, short line, color.

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

Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.

Palm drawing.

Age: from two years.

Means of expression: spot, color, fantastic silhouette.

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

Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. Draw with both right and left hands, painted different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

Imprint with cork.

Age: from three years.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, cork stamps.

Method of obtaining an image: the child presses the cork to a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the stopper are changed.

Foam imprint.

Age: from four years.

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber.

Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber.

Imprint with crumpled paper.

Age: from four years.

Means of expression: stain, texture, color.

Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper.

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

Wax crayons + watercolor.

Age: from four years.

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

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

Candle + watercolor

Age: from four years.

Means of expression: color, line, spot, texture.

Materials: candle, thick paper, watercolor, brushes.

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

Markers + watercolor.

Age: from five years.

Means of expression: color, line, spot, texture.

Materials: marker, thick paper, watercolor, brushes.

Method of obtaining an image: the child draws with a marker on paper. Then he paints the sheet with watercolors in several colors. Watercolor can merge to form beautiful transitions.

Subject monotype.

Age: from five years.

Means of expression: spot, color, symmetry.

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

Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations.

Blotography is normal.

Age: from five years.

Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon.

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

Blotography with a tube.

Age: from five years.

Means of expression: stain.

Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, straw (drink straw).

Method of obtaining an image: a child scoops up paint with a plastic spoon, pours it onto a sheet, making a small spot (droplet). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed.

Blotography with a string.

Age: from five years.

Means of expression: stain.

Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, medium-thick thread.

Method of obtaining an image: the child dips a thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip. The missing details are completed.

Spray

Age: from five years.

Means of expression: point, texture.

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

Method of obtaining an image: the child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.

Leaf prints.

Age: from five years. Means of expression: texture, color.

Materials: paper, leaves of various trees (preferably fallen), gouache, brushes.

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

Scratch

Age: from six years.

Materials: prepared thick paper (wax, gouache or ink), a sharp object - a scraper, empty gel pen with a feather ball removed, knife, knitting needle, plastic fork, toothpick

Method of obtaining an image: the drawing is highlighted by scratching with a pen or sharp instrument on paper or cardboard filled with ink (to prevent it from spreading, you need to add a little detergent or shampoo, just a few drops).

We usually take thick paper and shade it with a thick layer of colored wax crayons. You can take colorful cardboard with a ready-made variegated pattern, then you can limit yourself to the usual wax candle. Then, using a wide brush or sponge, apply a layer of mascara to the surface (gouache gets dirty after drying). When it dries, scratch the design with a sharp object. A pattern of thin white or colored strokes is formed on a black background.

Landscape monotype.

Age: from six years.

Means of expression: spot, tone, vertical symmetry, image of space in a composition.

Materials: paper, brushes, gouache or watercolor, damp sponge, tiles.

Method of obtaining an image: the child folds the sheet in half. On one half of the sheet a landscape is drawn, on the other half it is reflected in a lake or river (imprint). The landscape is done quickly so that the paints do not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print is made from it, is enlivened with paints so that it differs more from the print. For monotype you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a damp sheet of paper. The landscape turns out blurry.

Poking with a hard, semi-dry brush.

Means of expression: texture of color, color. Materials: hard brush, gouache, paper of any color and format, or a cut out silhouette of a furry or prickly animal. Method of obtaining an image: the child dips a brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.

Rolling the paper.

Means of expression: texture, volume.

Materials: napkins or colored double-sided paper, PVA glue poured into a saucer, thick paper or colored cardboard for the base.

Method of obtaining an image: the child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the paper ball is dipped in glue and glued to the base.

Nitography method.

This method exists mainly for girls. But this does not mean that it is not suitable for children of a different gender. And it consists in the following. First, a screen measuring 25x25 cm is made from cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a nice bag with a set of woolen or half-woolen threads for the screen various colors. This method is based on the following feature: threads with a certain percentage of wool are attracted to flannel or velvet paper. You just need to attach them with light movements of your index finger. From such threads you can prepare interesting stories. Imagination and sense of taste develop. Girls especially learn to skillfully select colors. Some thread colors suit light flannel, and completely different ones suit dark flannel. Thus begins the gradual path to women’s craft, a very necessary handicraft for them.

Visual activities using non-traditional materials and techniques contribute to the child’s development of:

Fine motor skills and tactile perception;

Spatial orientation on a sheet of paper, eye and visual perception;

Attention and perseverance;

Fine skills and abilities, observation, aesthetic perception, emotional responsiveness;

In addition, in the process of this activity, the preschooler develops control and self-control skills.

A feature of constructing classes in art activities using non-traditional techniques is the use of complexes finger gymnastics and massages, directly with those non-traditional materials with which children draw.

If our seminar today was useful to you in any way, then take a red apple; if your expectations were not met, take a yellow one.

Consultation for educators

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

Savenko Maria Sergeevna

Childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering the unfamiliar and surprising with joy and surprise. the world. The more diverse children's activities are, the more successful the child's diversified development is, the more his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children is visual activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created. This needs to be taught step by step, from simple to complex. And this mission is entrusted to a teacher who has life experience and special knowledge.

Visual arts bring a lot of joy to children. The need for drawing is built into them genetic level: by copying the world around them, they study it. Initially, all children's art comes down not to what to draw and on what, but to the fantasies and imagination of modern children more than enough. The teacher’s task is to teach children to use non-traditional methods of depiction.

The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and methods of application. Children are taught to draw not only with paints, pencils, felt-tip pens, but also with tinted soap suds, a candle, show how to use glue for drawing, etc. Children get acquainted with different ways coloring paper, including with colored paste, by spraying paint, they will learn that you can draw not only on paper, but also on special glass. They try to draw with their palm, fingers, fist, edge of the palm, and create images using improvised means (threads, ropes, hollow tubes) and natural materials (tree leaves). In classes using non-traditional imaging techniques, preschoolers are given the opportunity. By direct contact of fingers with paint, children learn its properties (thickness, hardness, viscosity), and by adding different amounts of water to watercolors, they get different shades of color. Thus, tactile sensitivity and color discrimination develop. Everything unusual attracts the attention of children and makes them wonder. Children develop a taste for learning new things, research, and experimentation. Children begin to ask questions to the teacher and each other, their vocabulary is enriched and activated. As you know, children often copy the model offered to them. Non-traditional imaging techniques allow you to avoid this, since the teacher, instead of a ready-made model, demonstrates only a method of operating with non-traditional materials and tools. This gives impetus to development

imagination, creativity, manifestation of independence, initiative, expression of individuality. Applying and combining different ways images in one drawing, preschoolers learn to think, to independently decide which technique to use so that this or that image turns out to be the most expressive. Then they analyze the result, compare their works, learn to express their own opinions, and they have a desire to make their drawing more interesting and different from others next time. Non-traditional image techniques require compliance with the sequence of actions performed. Thus, children learn to plan the drawing process. Working with non-traditional drawing techniques stimulates positive motivation in the child, evokes a joyful mood, and removes fear of the drawing process. Many types of non-traditional drawing help to increase the level of development of hand-eye coordination (for example, drawing on glass, painting fabric, drawing with chalk on velvet paper, etc.). Correction of fine motor skills of the fingers is facilitated, for example, by such an unconventional imaging technique as drawing on paste with your hands. This and other techniques require accuracy and speed of movement (you need to perform the next action before the paint has dried), the ability to correctly determine the force of pressure on a material or tool (so that the paper does not tear, the crayon does not break), patience, accuracy, attention (otherwise the result can be and not reach). Drawing using non-traditional image techniques does not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional techniques allow the teacher to implement individual approach towards children, taking into account their wishes and interests. Drawing with several hands, as a collective form of creativity, brings children together. They develop communication skills and develop emotionally warm relationships with peers. Children easily learn moral standards, behavior rules.

Thus, the use of non-traditional image techniques contributes to the intellectual development of the child, correction of mental processes and the personal sphere of preschoolers.

With younger children Preschool age children are recommended to use:

Finger painting;

Imprint with stamps made of potatoes, carrots, polystyrene foam;

Drawing with palms.

Secondary children Preschoolers can be introduced to more complex techniques:

Poking with a hard, semi-dry brush.

Foam rubber printing;

Printing with corks;

Wax crayons + gouache

Candle + watercolor;

Leaf prints;

Palm drawings;

Drawing with cotton swabs;

Magic ropes;

Subject monotype

In senior At preschool age, children can master even more difficult methods and techniques:

Drawing with salt, sand, semolina;

Drawing with soap bubbles;

Drawing with crumpled paper;

Blotography with a tube;

Landscape monotype;

Screen printing;

Blotography is ordinary;

Plasticineography

Scratch.

Plays an important role in the development of a childdeveloping creative environment,which should stimulate the child to be active.

When organizing a subject-developing creative environment in visual activities, it is necessary to take into account the needs of children. And their need is for them to be able to freely, independently and easily use traditional and non-traditional visual materials in a group; it is also necessary to take into account individual characteristics, the level of knowledge, skills and abilities in drawing, and the age of preschoolers.

Tasks creativity corner: developing children's interest and desire to engage in visual arts; consolidation of skills in drawing, modeling, appliqué; expanding ideas about color, properties and qualities various materials; development of finger motor skills, creative imagination, creative imagination.

Having acquired appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy the work and freely move on to mastering more and more new techniques in drawing.

There lives an artist and poet in each of us, but we don’t even know about it, or rather, we have forgotten. Remember the parable of the “buried talents”. But indeed, many “bury” their talent in the ground, unable to reveal themselves. This is how “untapped talents” walk the streets and live everyday life. It’s just that no one paid attention to the inclinations and abilities in childhood. You need to remember a simple rule - there are no untalented children, there are undiscovered children. And we, adults, must help reveal these talents!
As V.A. said Sukhomlinsky: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”

Preview:

Unconventional drawing techniques as a way

development of fine motor skills in preschool children.

Prepared by a middle group teacher

Savenko Maria Sergeevna

Artistic creativity is one of the most interesting and exciting activities for preschool children. In the process of productive activity, interest in various types of art in general is cultivated. Drawing, modeling, and design activities are some of the greatest pleasures for a child. They bring children a lot of joy. When drawing, a child reflects not only what he sees around him, but also shows his own imagination. We must not forget that positive emotions form the basis of children's mental health and well-being. And since visual activity is a source of good mood, the child’s interest in creativity should be supported and developed. In visual activity there is intensive cognitive development.

How much amazing, extraordinary can it carry? children's drawing. A. Sukhomlinsky wrote: “The origins of children’s abilities and talents are at their fingertips.” This means that the more a child can, wants and strives to do with his hands, the smarter and more inventive he is. After all, at your fingertips there is an inexhaustible “source” of creative thought that “feeds” the child’s brain. The degree of development of hand motor skills determines the level of preparation of a preschooler’s hand for writing, and therefore the degree of academic success of the child in elementary school.

Preschool childhood is a very short period in a person’s life, only the first seven years. But they are of great importance. During this period, development is more rapid and rapid than ever. The fine motor skills of the child’s hand are especially improved. The movement of fingers and hands has a special, developing effect. Based on the extensive experience of teachers and scientists working with children, a pattern can be noted: if the development of finger movements corresponds to age, then speech development is within normal limits; if the development of finger movements lags behind, then speech development is delayed.

IN last years a lot appeared methodological literature on development children's creativity and teaching children drawing techniques, however, children’s mastery of drawing techniques remains relevant. Children with poorly developed manual motor skills awkwardly hold a spoon or pencil, cannot fasten buttons, or lace up shoes. It can be difficult for them to collect scattered parts of the construction set, work with puzzles, counting sticks, and mosaics. Over time, hand movements turn out to be insufficient for mastering writing, resulting in school difficulties. That is why it is important for both specialists and parents to monitor the level of development of gross and fine motor skills.

Drawing with pencils and paints requires a preschooler to high level possession of equipment, developed skills, knowledge of work techniques. However, despite the efforts, the drawing may turn out to be unattractive; this is where unconventional drawing techniques come to the rescue. The lack of development of graphic skills and abilities prevents children from expressing their plans in drawings, adequately depicting objects of the objective world, and complicates the development of cognition and aesthetic perception. This leads to monotony in the ways of depicting objects, the presence of “learned” images (templates), which are repeated from drawing to drawing with minor changes and additions. Non-traditional technology does not allow copying a sample, which gives an even greater impetus to the development of imagination, creativity, independence, initiative, and the manifestation of individuality. The child gets the opportunity to reflect his impressions of the world around him, convey images of his imagination, translating them into real forms using a variety of materials.

Target this direction: comprehensive development of fine motor skills in preschool children using non-traditional drawing techniques.

Tasks artistically – creative development children:

Develop grapho-motor skills so that the brush acquires good mobility, flexibility, stiffness of movements disappears, the pressure on the pencil and brush changes - for the best mastery of writing skills;

Develop memory, attention, creative imagination, thinking, speech, eye, cognitive interest;

To develop children’s interest in visual arts in classes and in independent activities;

To make children want to share their impressions of the results obtained, to tell and explain;

Organization of educational activities in artistic creativity using non-traditional drawing techniques contributes to the development of:

fine motor skills of the fingers, which has a positive effect on the development of the speech zone of the cerebral cortex;

visual skills and abilities, observation, aesthetic perception, emotional responsiveness;

mental processes (imagination, perception, attention, visual memory, thinking);

tactile sensitivity (with direct contact of fingers with various means artistic activity children learn their properties, possibilities of application, etc.);

spatial orientation on a sheet of paper, eye and visual perception;

orientation and research activities of preschoolers - the child is given the opportunity to experiment (mixing paint with soap foam, paste, applying gouache or watercolors on natural materials etc.);

In the process of this activity, the preschooler develops control and self-control skills.

And although it is too early to draw conclusions, I would like to note that the use of non-traditional materials and techniques contributes to the development of a child’s not only fine motor skills and tactile perception, but also spatial orientation on a sheet of paper, eye and visual perception, attention and perseverance, visual skills and abilities , observation, aesthetic perception, emotional responsiveness, help teach you to think boldly and freely.

I would like to end my consultation with the words of M. Shklyarova: “Unconventional drawing techniques will help children feel free, help them liberate themselves, see and convey on paper what is much more difficult to do using conventional methods. And most importantly, non-traditional drawing techniques give the child the opportunity to be surprised and enjoy the world.”

Topic: Unconventional drawing techniques.

Target: expand the knowledge of teachers through familiarization with non-traditional drawing techniques.

Tasks:

to introduce teachers to an unconventional drawing technique - “One Stroke” or the “double stroke” drawing technique.
teach practical skills in the field of fine arts using unconventional methods in drawing.
increase the level of teachers' skills.

Methods and techniques: reproductive, practical.

Equipment: Tables, chairs for teachers; materials for practical activities - acrylic paints, jars of water, brushes, album sheets of paper, palettes for mixing paint, coffee cups, cotton pads, napkins for each teacher, audio recordings, video presentation.

Preliminary work: processing of special literature on this topic; preparation of equipment.

Progress of the master class

Marya the Artificer enters to the music:

Hello, invited guests,
Guests, my welcome ones,
Lots of guests, lots of news.
To make the master class more fun,
I'll invite you to the table soon
Let me tell you a fairy tale
Not simple - household,
And magical...

In one village, a long time ago, there lived a girl named Maria. She was slender as a birch tree, beautiful as the dawn and gentle as a light breeze. She had Blue eyes and light brown hair. Maria was in love with a guy from neighboring village named Roman. He loved her too, and they practically never parted - they walked every day, picked flowers, berries...

One day Roman had a dream that he was in some unknown country and an old man was presenting him with an unprecedented flower with white elongated petals and a bright yellow core. When he woke up, he saw this flower on his bed! He liked the flower so much that Roman immediately gave it to his beloved. The flower radiated tenderness. Maria was delighted with this unusual gift and called him the same gentle and affectionate name - Chamomile.

Never before had she seen such a delicate and at the same time simple flower. Maria felt very sad because not all lovers could enjoy the beauty of chamomile. And then the girl asked her lover to bring a whole bouquet of these beautiful flowers. The novel could not refuse his beloved and went on the road. He wandered for a long time and at the end of the world he found the kingdom of dreams. The ruler of this kingdom agreed to give Mary a field of daisies, but on the condition that the young man would remain in his possession forever. For the sake of his beloved, Roman was ready to do anything, and he remained forever in the land of dreams.

Maria waited for Roman's return for several years, but he still did not appear. One morning, when she saw a chamomile field near her house, she realized that her love was alive...

This is how daisies appeared. People fell in love with these flowers for their tenderness and simplicity.

I want to invite you to draw Russian daisies on these coffee cups, but we will draw them using the “One Stroke” technique or the “double stroke” drawing technique. Let's get acquainted with this technique.

Display and presentation of the presentation.

In the early 70s, self-taught artist Donna Dewberry studied materials on various techniques Drawing created her own painting technique, which was originally called the Double-Loading painting technique.

But the founders of such painting were the Ural-Siberian masters. In the 18th century, this type of painting became widespread thanks to the patron of the arts, Nikita Demidov, in Nizhny Tagil. At that time, chests, trays, tables and boxes were painted using this technique. Demidov organized a school and also created production, which was the reason for the development of this industry. Folk painting at that time was called “one stroke writing”; now this technique is better known as “One Stroke”.

What is characteristic of the double stroke technique? Even children can easily work with this technique. The idea is that two or more colors of acrylic paint are applied to a flat brush. Moreover, the colors are mixed in gentle transitions already on paper; on the brush they are separate. Paints are applied to the surface in a free fan-shaped motion, and the volume of the design is created literally with one stroke. The shape of the stroke depends on the position of the brush in relation to the surface. See how the master does it step by step.

Before you lies everything you need for creativity. I suggest you try on an album sheet first draw a daisy flower step by step.

1. Acrylic paints for painting using the double stroke technique are diluted on a palette. Apply a large drop of each color to it. For work we need white, yellow, blue and green colors.

2. Dip a flat small brush with one end into green paint and the other end into yellow paint. We go over the palette several times. Now, in the places where you marked the daisies, pointwise, holding the brush vertically, write the centers of the daisies.

3. Now take another brush, a little wider, and dip one side into white, the other into blue paint. We go over the palette several times and apply strokes to the surface around the center of the chamomile.

4. First with a cross, then fill the entire chamomile with petals in a circle. This is how we paint all the flowers.

5. Draw leaves. Yellow and green color. Where we want thickening, we turn the brush with the wide part. Where narrowing is necessary, we turn the brush narrower and narrower until we move the end along the surface.

6. We draw the branches with their ends. This is how we paint all the leaves and stems. Now let’s draw daisies on the cup itself.

Well, we got such wonderful daisies! I hope that the One Stroke technique has interested you.

Reflection of the master class

In Rus', they tied ribbons on birch trees to have good luck in business and profit. I suggest you take the ribbons and attach them to the handle of the cup.

Red color - everything worked out, very interesting.
Yellow- succeeded, but the method is not new.
Green color is boring, not interesting material.

I thank all participants of the master class! And I want to say: A person can have many different moods, but he has one soul, and he subtly puts this soul into all his creativity. I wish each of you to always be in a good mood, create and charge those around you with your tireless energy and skill.

The result of everyday work-
The delight of a magical flight!
All this is a wonderful phenomenon-
An activity born of inspiration!

It was a pleasure to work with you. Thank you for your attention and cooperation!

CONSULTATION:

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

Educator:

Pokhlebalova N.A.

2015

Yaroslavl

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

“Art lies in finding the ordinary in the extraordinary and the ordinary in the extraordinary.” Denis Diderot

Preschool age is the period when visual activity can become, and most often is, a sustainable hobby not only for “especially” gifted children, but for all children. Communication with art brings great pleasure in the life of preschoolers.

All children love to draw when they are good at it. Drawing with pencils and brushes requires a high level of mastery of drawing techniques, developed skills and knowledge, and working techniques. Very often, the lack of this knowledge and skills quickly turns a child away from drawing, because as a result of his efforts, the drawing turns out to be incorrect, it does not correspond to the child’s desire to get an image that is close to his plan or the real object that he was trying to depict.

Observations of the effectiveness of drawing in kindergarten lead to the conclusion about the need to use non-traditional techniques that will create a situation of success for pupils and form a stable motivation to draw.

Dear educators, what do you think the word unconventional can mean?(teachers' answers) Unconventional - not based on tradition. Occurring not due to established tradition, not arranged according to established custom. Characterized by originality. Not sticking to traditions.

Find synonyms for the word “unconventional”(teachers' answers) Words - synonyms: individually, on new way, extraordinary, unique, non-standard, non-trivial, original, in a new way, in its own way, original, independently, peculiarly, peculiarly.

What is meant by the phrase “unconventional drawing”?(teachers' answers)

Unconventional drawing is the art of depicting without being based on tradition.

Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children.

Goals of non-traditional visual activity:

1.Develop artistic creativity, imagination, fantasy of preschoolers. To form individual, intellectual creative abilities through the use of non-traditional techniques and materials in visual arts;

2. Develop the ability to independently create, apply, and use various non-traditional materials and non-traditional techniques in artistic creativity.

Tasks:

1. To instill and maintain interest in non-traditional drawing techniques: to create a subject-developing environment for artistic creativity;

2.Continue to introduce preschoolers to non-traditional drawing techniques; find non-standard (creative) ways of depicting objects and phenomena;

3.Develop visual skills, systematize acquired knowledge;

4.Develop technical artistic skills according to the principle: from simple to complex (transition from simple non-traditional methods of depiction to more complex ones);

5.Continue to develop a sense of color, shape, composition, spatial imagination, artistic and aesthetic taste;

6. Expand the idea of beauty through observation in nature, looking at beautiful interior items, reproductions of artists, illustrations in books, albums, listening to classical music, visiting beautiful and cultural places in the city: art salons, exhibitions.

7. Rally children's group through joint creativity.

8. Develop a desire to experiment, showing vivid cognitive feelings: surprise, doubt, joy from learning new things.

9.To consolidate and enrich children’s knowledge about different types artistic creativity;

10. Foster hard work and the desire to achieve success through your own work.

11. Cultivate attention, accuracy, determination, creative self-realization.

When organizing the educational process, the educational area “Artistic Creativity” is most effectively integrated with the following educational areas:

. “Communication” - the development of free communication with adults and children about the process and results of productive activity, the practical mastery of speech norms by students;

. “Cognition” - sensory development, formation complete picture world, expanding one's horizons in a series of fine arts, creativity, the formation of elementary mathematical concepts;

. “Reading fiction” - use works of art to enrich the content of the field, development of children's creativity, introduction to various types of art, development artistic perception and artistic taste;

. « Physical Culture» - development of fine and gross motor skills, use of the artistic and creative cycle in educational activities physical education minutes, motor tasks, formation of correct posture;

. "Music" - use musical works to enrich the content of the field, develop children's creativity, introduce them to various types of art;

. “Labor” - the formation of labor skills and abilities, the cultivation of diligence, the cultivation of a value-based attitude towards one’s own work, the work of other people and its results. Developing the ability to cook and clean your own workplace, treat manuals and materials with care, clean up after games and educational activities;

. “Safety” - the formation of the foundations for the safety of one’s own life in various types productive activity;

. “Health” - color therapy, the formation of initial ideas about healthy way life when depicting health topics. The use of the artistic and creative cycle of eye gymnastics in educational activities, finger games, hand self-massage techniques;

. “Socialization” - the formation of gender, family affiliation, patriotic feelings, feelings of belonging to the world community, the implementation of partnership interaction “adult - child”.

Unusual materials and original techniques attract children because the word “No” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.

Carrying out creative artistic activities using non-traditional techniques:

Helps relieve children's fears;

Develops self-confidence;

Develops spatial thinking;

Develops in children to freely express their ideas;

Encourages children to creative searches and solutions;

Develops children’s ability to act with a variety of materials;

Develops a sense of composition, rhythm, color, a sense of texture and volume;

Develops fine motor skills of the hands;

Develops creativity, imagination and flight of fancy;

During activities, children receive aesthetic pleasure.

Do you use non-traditional drawing techniques in your work? What unconventional painting techniques do you use?

(teachers' answers).

The combination of the basics of traditional drawing techniques and non-traditional techniques of visual activity gives positive results, children receive true satisfaction from artistic activity.

Do your students independently apply the acquired knowledge and skills in non-traditional visual activities? What non-traditional materials and techniques are used?

(teachers' answers) With kids junior preschool

age it is recommended to use:

Finger painting;

Imprint with stamps made of potatoes, carrots, polystyrene foam;

Drawing with palms. Children secondary preschool

age, you can be introduced to more complex techniques:

Poking with a hard, semi-dry brush.

Foam rubber printing;

Printing with corks;

Wax crayons + gouache

Candle + watercolor;

Leaf prints;

Palm drawings;

Drawing with cotton swabs;

Magic ropes;

IN Subject monotype senior preschool

children can master even more difficult methods and techniques:

Drawing with salt, sand, semolina;

Drawing with soap bubbles;

Drawing with crumpled paper;

Blotography with a tube;

Landscape monotype;

Screen printing;

Blotography is ordinary;

Plasticineography

Scratch.

A developing creative environment plays an important role in the development of a child, which should stimulate the child to be active.

Objectives of the creativity corner: developing children's interest and desire to engage in visual arts; consolidation of skills in drawing, modeling, appliqué; expanding ideas about the color, properties and qualities of various materials; development of finger motor skills, creative imagination, creative imagination.

What kind of subject-development environment for non-traditional artistic creativity of children has been created in your group? (teachers' answers) Subject development environment for visual activities in a group kindergarten

must contain:

Beauty Corner: Reproductions of paintings, small sculptures, graphic works, books with, authentic products by masters of folk arts and crafts; children's encyclopedias on visual arts; CDs with a beautiful calm melody, classical music, record player.

Fine Arts Corner:

Coloring books; card index of non-traditional drawing techniques; albums for viewing “Gorodets Toy”, “Khokhloma Painting”, etc.; albums with different images of grass, trees, sun, houses, etc., didactic games for the development of creativity and imagination;

Gouache, watercolor paints, wax pencils, pastel crayons, wax crayons, felt-tip pens, markers of different thicknesses, colored pencils, graphite pencils, a set of ballpoint pens, cotton wool, cotton swabs, foam sponges, pokes, charcoal, sanguine, candles, cocktail tubes, prints different forms, threads, dry leaves, etc.; clay, plasticine, dough, materials for decoration; paper of various textures and sizes, cardboard, PVA glue;

Tools: nylon brushes or with natural bristles from No. 2 to No. 10 (depending on age and tasks in drawing) and bristles No. 7, 8, scissors, palettes, modeling boards, signets, roller, sticks, stamps, foam rubber, stencils by topic; a panel for an exhibition of children's works, a magnetic board, easels; oilcloth tablecloths, double jars, stands for cysts.

Thus, the artistic subject-development environment should ensure the principle of accessibility and the most comfortable state for preschoolers in the group.

Do you provide freedom of choice of visual materials in artistic activities? (Answers from teachers)

In artistic creativity activities, it is necessary to provide children with freedom to choose visual materials. It is necessary to use different materials: paints, colored pencils, crayons. This gives the child the opportunity to choose artistic material at will, independence in work, cognitive and experimental activity, and creativity develop.

Completed works must be displayed on the board or laid out on a table or carpet at the end of the lesson. Analysis of artistic activity is important for the development of children's creativity, primarily because children see the results of their activities and learn to solve visual problems. Children love to look at their works and talk about them. The teacher must support and develop this activity. Analysis of work must be associated with visual task. It is not the child himself who is assessed, but his drawing.

To interest children, the teacher can invite them to show their favorite works and tell them why they like them. In another case, the teacher turns to the author himself so that he explains why he chose this form; in the third, he invites each performer to evaluate his work. The whole group sums it up.

Success in developing interest in non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills and abilities in visual arts. It is important that before showing children a certain non-traditional technique, the teacher must study all the intricacies of this technique and its methodology. The result will depend on the correctly selected material, equipment, and the availability of an explanation of the sequence of actions. The teacher needs to select and study literature on non-traditional drawing, select the material taking into account the hygiene and safety of the material, plan taking into account the age of the children, their individual characteristics and drawing skills, be a creative person yourself, love to draw.

Methods that must be used in visual arts:

Information receptive; reproductive; research; heuristic; problematic presentation of the material.

The information-receptive method includes the following techniques: looking at; observation; excursion; conversations; listening to music; reading fiction; teacher demonstration.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. In other words, this is mastery of drawing techniques. Drawing technique is the language of the artist; not mastering the drawing technique means not being able to convey one’s impressions and sensations in a drawing. This method of exercises brings visual skills to automatism.

The heuristic method is aimed at independence in drawing, the manifestation of creativity, imagination in artistic activity;

Research method is aimed at developing children's cognitive activity and the ability to experiment with artistic materials and techniques in visual arts;

The method of problem presentation of material is to find solutions in problematic situation or in question. The teacher creates this problematic situation for the children.

The development of artistic activity using non-traditional drawing techniques occurs in stages:

From drawing individual objects to drawing plot episodes and further to plot drawing;

From the most simple types non-traditional imaging techniques to complex ones;

From the use of ready-made equipment, materials to applications that must be manufactured ourselves;

From using the imitation method to independently implementing the plan;

From the use of one type of technique in a drawing to the use of several non-traditional image techniques;

From individual work to the collective depiction of objects and subjects in non-traditional drawing techniques.

The creative process is a real miracle. Each of the unconventional techniques is a small game. Their use allows children to feel freer, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression. Children reveal their unique abilities and experience the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “In creativity there is no wrong way, there is only your own way.”

In many ways, the result of a child’s work depends on his interest, so it is important to intensify the preschooler’s attention and encourage him to engage in artistic activities with the help of additional incentives. Such incentives could be:

Game (didactic, experimental, creative), which is the main activity of children and motivates them.

Games for the development of artistic imagination: “What does it look like”, “Unspell the picture”, “Continue the drawing”, “Magic pictures”, “Complete the drawing”, “What our palms look like”, “ Magic blots"", "Magic thread", "What the music told about", "Non-existent animal or plant", "Color fairy tales", "Draw the mood", "Squiggles", "Continue the drawing", "Imagine", "Dot, dot" .

· a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a journey;

· asking for help, because children will never refuse to help, it is important for them to feel important;

· creating a problematic situation;

· musical accompaniment, reading artistic word etc.

· emotional explanation to children of ways of working with non-traditional materials and showing different techniques of non-traditional depiction.

Do you experience difficulties in using non-traditional techniques in drawing in class? What problems arise?

Difficulties when using non-traditional drawing techniques may include:

In planning and building a system of classes, taking into account the age and individual characteristics of children;

In the selection of equipment and materials;

In the application of methods and techniques of working with children, based on their individual characteristics;

In developing criteria for monitoring the level of development of children's knowledge, skills and abilities.

Non-traditional drawing is closely related to the development of visual-effective and visual-figurative thinking, as well as the development of skills of analysis, synthesis, juxtaposition, comparison, and generalization. While working on a drawing, preschoolers learn to identify features, qualities, external properties of objects, main and secondary details, correctly establish and relate one part of an object to another, convey proportions, compare the size of parts, compare their drawing with nature, with the work of their peers.

In the process of drawing, children learn to reason and draw conclusions. They are enriched vocabulary. When drawing from life, children develop attention; when drawing from imagination, they develop memory.

In artistic activities using non-traditional techniques, children develop approximately - research activities, imagination, memory, aesthetic taste, cognitive abilities, independence. The child uses color as a means of conveying mood, experiments (mixes paint with soap foam, applies gouache to the depicted object with colored crayons). By direct contact of fingers with paint, children learn its properties: thickness, hardness, viscosity. In the depiction of fairy-tale images, the ability to convey signs of unusualness and fabulousness appears.

Working with non-traditional image techniques stimulates positive motivation for drawing activities, evokes a joyful mood in children, relieves fear of paint, and the fear of not being able to cope with the drawing process. Many types of non-traditional drawing help to increase the level of development of visual-motor coordination. For example, drawing on glass, painting fabric, drawing with chalk on velvet paper.

These techniques do not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. The use of non-traditional imaging techniques contributes to cognitive activity, correction of mental processes and the personal sphere of preschool children in general.

Many types of non-traditional drawing help to increase the level of development of visual-motor coordination. If an overly active child needs a large space to develop his activities, if his attention is scattered and extremely unstable, then in the process of unconventional drawing the zone of his activity narrows and the amplitude of movements decreases. Large and imprecise hand movements gradually become more subtle and precise. Non-traditional image techniques contribute to the development of cognitive activity, correction of mental processes and the personal sphere of preschool children in general. Artistic creativity is very important when preparing a child for schooling, thanks to drawing activities, children learn to maintain a certain position of the body, arms, tilt of a pencil, brush, adjust the scope, pace, pressure, fit within a certain time, evaluate the work, and bring what they started to the end. By participating in creative process, children show interest in the natural world, the harmony of colors and shapes. This allows them to look at their surroundings in a special way and instill a love for all living things.

In your work you need to use such forms of organization as: targeted walks, photo exhibitions, drawing exhibitions, competitions, entertainment.

The knowledge that children acquire is formed into a system. They learn to notice changes that occur in fine arts from the use of non-standard materials in the process. By acquiring appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy the work and seamlessly move on to mastering more and more new techniques in drawing.

Good luck in developing the creative abilities of your students!

The material on the page will be constantly updated!

We all know that babies learn about the world through sensations. Such a colored panel will captivate a child and cause delight at the transformations that occur from touching with one’s own hands!
Materials:
- paints
- white cardboard or canvas on cardboard
- film

Drawing in unconventional ways is very exciting for children. This is unusual, interesting and opens up a whole field for experimentation. In addition, classes using non-traditional drawing techniques help relieve children's fears, develop fine motor skills, strengthen confidence in their own abilities, develop spatial and figurative thinking, which encourages children to freely express their ideas, search creative ways his decisions. Children learn to work with materials of various textures and volumes, have the opportunity to fantasize and show independence.
Below are simple techniques that are accessible and interesting to children of preschool and primary school age.

The game "Icon" or "drawing" is almost like Pablo Picasso.

Technique "Pointillism"
(French Pointillisme, literally “point”, French point - point) is a movement in fine art, the founder of which is considered to be the French neo-impressionist artist Georges Seurat. Seurat painted paintings using tiny multi-colored dots instead of the usual brushstrokes and solid painted areas. He sought various shades, placing dots of pure colors close to each other. The most famous picture Seurat is called "Sunday Walk on the Island of La Grande Jatte."
Usually, when children are asked to draw a picture using the pointillism technique, a cotton swab is used instead of a brush. We would like to invite you to try drawing with melted wax pencils.

"Scratch" technique

A colored background is applied to a sheet of paper. When the paint has dried, the sheet should be rubbed with wax or a candle. Pour mascara into shampoo or liquid soap. Cover the entire sheet with this mixture. After the sheet has dried, you need to scratch the design with a pointed stick. It could be space, trees, a vase of flowers, in general, anything that your imagination suggests.

"Foam Oron" technique

Add shampoo or soap to the water, squeeze out a sponge in it to form a thick foam, collect the foam on the glass with a sponge, add paint, and put a sheet of paper on top. Smooth it out and lift it up. The background is ready. Approximate theme: “Visiting the Little Mermaid”, “The Magic of Nature”, “Where it’s cold or hot”.

Photocopy technique

(Drawing with wax pencils, grease pastels, candles.)
A drawing is applied to the paper with a candle and wax crayons. Then the entire sheet is filled with watercolors.

Technique "Draw with palm and fingers"

Instead of brushes - palms and fingers. Dip your hand into the paint, let it drip, and place your palm on a sheet of paper. Using your finger, draw dots and stripes on the resulting imprint - on each finger - a pattern of a different color. To create a miniature design, it is convenient to use a thin brush. The field for imagination is limitless!

Technique "Diatypia and monotypia"

Diatypia - using a cloth swab, apply a light layer of paint to the smooth surface of the cardboard. Place a sheet of paper on top and draw something with a pencil or just a stick. On the side that was pressed to the cardboard, an impression is obtained.

Monotype - drip paints of different colors onto one side of the sheet. Fold the sheet in half, smooth it out with your hand, and unfold it. Approximate theme: “Frog”, “Flower”, “How birch trees look in a mirror”, “In the land of wonderful butterflies”.

Technique "Mosaic painting"

Draw an image of an object onto paper with a simple pencil. Divide the drawing into parts. Fill in individual parts of the drawing with colored pencils, felt-tip pens or paints, select matching and beautifully harmonizing colors; think about the background color.

Technique "Plasticine painting"

Make a pencil sketch on thick cardboard future painting. Objects are “painted over” with plasticine - smeared in small pieces.

"Spray" technique

Place a little paint on the end of a toothbrush or brush, tilt the brush over the sheet and
run the stick over the pile. The splashes will scatter across the sheet. Spraying can be used as an additional effect of an already created image, or by applying a specific silhouette cut out of paper. Stepwise spraying as shown below gives interesting effect volume.

Technique "Printing with autumn leaves"

Fallen Maple Leaf, for example, cover with gouache paints using soft brush movements and place on a prepared sheet of paper, painted side down. Place the paper on top and press with your hand.

Technique "Drawing with crumpled paper"

Crumple a thin sheet of paper and dip it in paint, and then place the lump on a thick sheet of paper in a certain place - where you want to depict lace of clouds, a lush crown autumn tree or fireworks, it all depends solely on your idea.

"Crystal texture" technique

Threads 25 cm long. Dye in different colors. Arrange in any way on a sheet of paper. Pull the ends of the threads out. Place another sheet of paper on top and smooth it with your palm. Pull out all the threads one by one and remove the top sheet.

Technique "Drawing through wet gauze"

Moistened gauze is placed on a sheet of paper and a drawing is applied to it in gouache. When the paint dries a little, remove the gauze. Details are completed with a thin brush (images of furry animals, picturesque landscapes etc.)