Drawing with children of the younger group. Drawing junior group card index on drawing (junior group) on the topic

In kindergarten, children not only sleep, play and eat, but also actively develop. Teachers are usually responsible for ensuring that children learn as much new and useful things as possible. Drawing in the 2nd junior group is not just a way to entertain children, but also an important stage in the development and knowledge of the world around them. That is why lessons have to be prepared especially carefully.

What does fine art influence?

First of all, on worldview. Some children have difficulty putting into words what they feel, understand and know. And here drawing comes to the rescue as a way to show your emotions. What colors a child chooses says a lot. This is why drawing in the 2nd junior group is so important. This is one way to understand the baby. Not to mention, this is also his training method. In this form, new information is absorbed faster and easier.

What topics should you choose?

Naturally, there are a number of standard topics that are used in almost all kindergartens in the country. However, there are others. Those that are selected and assigned by the teacher individually. So, for example, drawing in the 2nd junior group may include standard seasonal (winter, spring, summer, autumn) themes and as subtopics such as “First drops”, “First snow”, “First green grass”, “What animals do in the forest in autumn" and many others. It all depends on what exactly the teacher offers, how he prepares the kids for such tasks. Experts (child psychologists) definitely recommend selecting as many different topics as possible that cover various areas and spheres of life.

Finger paint

Drawing in the 2nd junior group is often offered with just such materials. Why? Firstly, it develops fine motor skills. Secondly, it is considered that this is unconventional drawing in the younger group. That is another way to develop, improve, and fantasize. In addition, it is easier for kids to draw with their fingers than with brushes or pencils. It is noteworthy that non-traditional drawing in the younger group comes not only with such paints. There are other ways to express yourself creatively.

Alternative drawing materials

There are a lot of materials with which children can practice fine art. For example, on seasonal topics, educators often offer the following:

This is not a complete list of materials, but it is one of the most popular in younger groups. It is also noteworthy that all work involving the use of glue is carried out only by the teacher; the children do not glue anything themselves. At least in the younger group.

Autumn as a theme for creativity

At this time of year, nature begins to prepare for winter, the leaves shed their foliage, and the grass dries up. The kindergarten hosts various autumn-themed holidays, as well as art lessons. And here it is important for the teacher to think through the entire lesson. Drawing (second junior group) on an autumn theme may include several lessons at once, which are distributed over all three months. What subtopics are usually used:

• Meeting autumn.
• The first leaves to change color.
• Red rowan.
• Weather in the forest.
• Preparing animals for wintering.

Sometimes additional topics and keys are included in this list, at the discretion of the teacher. Non-traditional drawing technique (junior group of kindergarten) implies that at least one of the described topics should be done not only with paints or pencils. So, for example, you can depict an autumn forest with real glued leaves, twigs, and grass. Some elements are drawn by hand. This is an unconventional technique.

Why is this technique useful?

Firstly, the combination of several actions in one work helps to develop logical thinking. The child begins to actively analyze what he is doing and calculate what else he may need. Secondly, fine art serves as a means of expressing feelings and emotions, which is very useful for closed and secretive children. Drawing (the second junior group of the kindergarten) in an unconventional form pursues several goals at once: development, discovery, knowledge. With each lesson, the child learns more and more new information that will be useful to him in the future. For example, some foods can serve as a means of self-expression and creativity, rather than simply being food. In addition, thanks to this technique, children learn to perceive the world from different angles. They learn that drawing can be not only flat, but also three-dimensional, and that the combination of different drawing methods gives an unexpected but interesting result.

Autumn forest as a separate theme

It is in September, October and November that fine arts lessons in the kindergarten are held in non-traditional techniques. This is due to the abundance of natural materials that are actively used in the work. What does drawing have to do with this (junior group 2)? Autumn is the time of year that is easiest for children to portray on their own. For example, a forest. Tree trunks are usually made from twigs, leaves are drawn with colored paper or paints, three-dimensional animals on paper are made from cones or nuts. All this together allows you to make a beautiful composition, as well as develop. Most children of the second youngest group love to tinker with various materials, adapt them to their needs, and draw.

What child psychologists say

Medical specialists have long noted the positive impact creativity has on human development. Therefore, drawing is a mandatory procedure in kindergartens. In addition to the fact that it develops thinking, it also teaches perseverance, determination, imagination, and eliminates laziness. All these qualities will be very useful for children in later life. If very young children have problems with perseverance, they constantly need to be on the move, then in the second younger group the development of this quality is extremely necessary, otherwise educators simply would not be able to cope with so many active and constantly moving children. In the first grades of school, the ability to “sit still” for a certain period of time will also be useful. Drawing teaches you this too.

Winter holiday

This is one of the most favorite themes among kids. Firstly, you can draw everything that is so dear to them: New Year, snow, sleighs, Christmas trees. Secondly, teachers always come up with something special and new. For example, the technique of driving in a pattern. What does it mean? This is a special drawing in a preschool educational institution (junior group), when paint is applied to paper using cotton swabs or swabs - as if driven into a sheet. This method is usually used to paint snow on Christmas trees, snowflakes, confetti or multi-colored fireworks. The teacher’s task is to first teach and show the technique without paint, and then with it. This makes the image clear and bright. Sometimes classes are accompanied by games, rhymes, riddles or songs. This makes it easier for children to remember and more interesting to draw. The main goal of the lesson is to learn new techniques of fine art, create a festive and cheerful mood, and develop fine motor skills.

Conclusion about drawing in kindergarten

Kids absorb knowledge quite quickly. Drawing lessons allow you to develop imagination, thinking, aesthetic perception, and form a taste and sense of beauty. Parents at home should support their children, study with them in their free time, and regularly give them new knowledge.

Summary of a lesson with children of the first junior group in kindergarten using non-traditional drawing techniques “Let's conquer the chickens” (drawing with cotton swabs).

Akhsenova Elena Alekseevna, teacher of the MBDOU CRR kindergarten "Fairy Tale" Municipal entity Tsilninsky district of the Ulyanovsk region. Bolshoye Nagatkino
This material will be useful for kindergarten teachers.
Target: Development of artistic and creative abilities of children of primary preschool age through the use of non-traditional drawing techniques.
Tasks:
- To consolidate children’s knowledge about their children’s poultry;
- Strengthen the ability to depict seeds with cotton swabs;
- Develop an interest in drawing.
Materials: wooden homemade toy - chickens, album sheets with pictures of chickens, cotton swabs, black gouache.

Progress of the lesson:

Listen to the riddle: There was a white house,
wonderful house. and something knocked inside him. and it crashed, and a living miracle ran out from there, so warm, so fluffy and golden (Chicken)
– These kids came to visit us today (showing toys with chickens). Do you know what chickens say? Who is the chicken's mother? And dad? Well done! What kind of birds are they? (To the home). What other poultry do you know? (children's answers) - Goose (gosling), - Duck (duckling), - Turkey (turkey chick).
Let's play the game "Hen and Chicks." I'll be a chicken. And you are my chickens.
Educator:
The chicken went out for a walk,
Pinch some fresh grass.
And behind her the boys -
Yellow chickens.

(Children walk in a circle behind the teacher.)
Co-co-co, co-co-co!
Don't go far.
Row your paws,
Look for the grains!
(Children imitate the movements of chickens: they row with their paws and peck at grains)
Educator: Oh, the kids are here, there are no grains on the carpet at all, and the chickens have nothing to eat. Let us paint the grains with paint. To do this, we will sit at the table. And before we draw the seeds for the chickens, let’s prepare our fingers.
Finger game: The hen has a chicken,
The goose has a gosling
The turkey has a turkey chick,
And the duck has a duckling,
Every mother has babies, all are beautiful and good.
Educator: Now I will introduce you to seed grains. What color are they? (black). We dip a cotton swab in black paint and “scatter the grains” across the clearing for the chickens, like this (I show drawing with a cotton swab in the picture of chickens). Kids rhythmically make “spots” with cotton swabs on a sheet of album with a picture of chickens.
- Well done guys, you tried very hard.
Let's give you a massage to cheer up our chickens.
The sun woke up and touched my forehead.
(Children run their hands over their foreheads)
The sun woke up and touched my cheeks
He stroked and stroked it with rays.
(Run hands over cheeks)
The sun warmed my face, became warmer, warmer.
Our hands reached out, our lips smiled.
(Children smile at each other).
Reflection:
Educator: Children, what did you draw? For whom?
What is the name of the chicks' mother? What does she call her children? How do the chickens respond?

Showing a homemade toy with two chickens
Drawing of chickens on a magnetic board

Seed grains

Black gouache diluted in water

Showing a picture of chickens drawing seeds with a cotton swab

Children's drawings

Direct educational activities in the younger group (3-4 years old). Abstract.

Author: Kozachenko Marina Viktorovna, teacher
Place of work: MKDOU "Kindergarten No. 4" Korenevo village, Kursk region

Summary of a drawing lesson in the second junior group using non-traditional drawing techniques.

Description of work: A summary of educational activities on visual arts (drawing) using non-traditional drawing techniques - finger and palm drawing, will be of interest to educators and parents of children 3 - 4 years old. Finger painting is very popular with kids and has a beneficial effect on the development of the child.
Subject: Multi-colored carpet.

Target: Continue teaching children to draw grass with their entire palm using the dipping technique.
Reinforce knowledge of the 4 primary colors (green, red, yellow, blue).
Improve the ability to draw any lines from a blot with your fingers (blotography).
To develop creative qualities in preschoolers.
Arouse interest in drawing and a sense of satisfaction from the work.
Integration of educational areas:“cognitive development”, “speech development”, “physical development”, “artistic and aesthetic development”, “social and communicative development”.
Materials and equipment: finger paints of 4 colors, plates with green paint, a strip of paper (0.5/3 m), a basin with warm water, wet wipes, a toy cockerel, a house for a cockerel, a damaged rug, gram. recording "Waltz of the Flowers".

Progress of the lesson:
Educator: Come on in, guys, don't be shy, make yourself comfortable.
Make friends with your legs
Put down your hands.
Prepare your ears
Get your eyes ready
I’ll tell you a fairy tale now...
(to the accompaniment of Russian folk music, the teacher tells a fairy tale)
Educator: On the edge of the forest, in a small hut, there lived a cockerel and his chickens.
One day, mice snuck into the hut where the cockerel and chickens lived. Even during the day they walked around the house and gnawed everything they came across. And then a disaster happened: the mice gnawed through the rug on which the chickens always played. The rug was very beautiful, like a spring lawn. It depicted grass and beautiful flowers. The chickens loved this rug!
(showing a damaged rug)
Educator: Guys, do you want the cockerel from this fairy tale to come to us?
(children's answers)
Let's remember the Russian folk nursery rhyme about a cockerel.
Reading nursery rhyme
The cockerel is coming
red scallop,
Tail with patterns,
Boots with spurs,
Double beard
Frequent gait
Early in the morning he gets up
Sings red songs.
(The teacher takes the cockerel out of the house)
Educator: Guys, look, the cockerel has brought paints and asks you to help - draw a new beautiful rug for his chickens.
Shall we help our guest?
(children's answers)
Educator: Oh, kids, the cockerel forgot to bring his brushes! But it's okay, we can handle this task because we have handles.
Psycho-gymnastics
Show me your hands, stretch them forward, close your eyes and I will make your hands magical.
(the teacher strokes the hands of each child)
Open your eyes, your hands have turned into magic ones and now we don’t need brushes - we will paint with our palms and fingers. Let's show with me how our fingers draw in the air.
(Kids repeat after the teacher movements that imitate drawing a variety of lines: up, down, right, left).
The tables are arranged in three rows. A strip of paper (0.5/3 m) is fixed on the middle row.
1 and 3 each have 5 plates with green paint. Separately prepared: wet wipes, basins with warm water and towels.
The teacher brings the children to the middle row and places them on both sides (opposite each other).
Educator: Children, first we will draw grass. What color will we paint the grass?
(children's answers)
Educator: You need to go to the plate with paint, dip one palm into the paint, then the other. We return to our seats and press our palms to the paper.
(Show the teacher on a separate sheet).

Sounds like gram. recording "Waltz of the Flowers".
Doing work by children.
Children sit at the tables and get to work.
After drawing the grass, the children wash their hands.
Finger gymnastics(preparing children for finger painting)
To the forest for berries
One two three four five
(the fingers of both hands “hello” - touch each other: first connect the thumbs, then the index fingers, etc.),
We're going for a walk in the forest
(the index and middle fingers of both hands “walk” along the table).
For blueberries for raspberries
(with the index finger of your right hand, bend the fingers on your left, starting with the thumb),
For lingonberries and viburnum.
We'll find strawberries
And we'll take it to my brother.
(index and middle fingers of both hands “walk” along the table)
The children return to their places at the tables.
Educator: Now we will draw flowers on the rug. The flowers will be colorful and very beautiful. And we will draw them using a drawing technique - blotography, the word means a drawing from a blot. We are already familiar with this drawing technique.
Let me remind you.
(Three pipettes contain paint: yellow, red, blue)
The teacher shows on a separate sheet the technique of drawing from a blot, using his finger to draw straight lines from the blot.

Doing work by children.
Each child has 3 blots of different colors, children draw flowers.
Educator: What colors of paints do you use to paint flowers?
At the end of their work, children wipe their hands with wet wipes and return to the tables.

Educator: Do you like the rug you drew?
And the cockerel really likes it, but he wants to know what colors of paint you used?
(children's answers)
Children fix the primary colors.
Educator: The cockerel thanks you, now his chicks will play on a beautiful rug again. And the chickens gave you “Colored Peas” candies in gratitude. What color is the candy?
(children's answers)
Educator: Well done! You did a great job! When our mat is dry, we will roll it up and give it to the cockerel, and he will give the mat to his chickens.

Program content:

• teaching children of the younger group how to draw round shapes using the winding method using a pencil or felt-tip pen (optional);
• strengthening the ability to draw with pencils; practicing hand-eye coordination; formation of orientation in space;
• fostering interest in red, green, blue colors; consolidating them in the active dictionary;
• developing children’s interest in visual arts and the ability to recognize objects in the surrounding world in a drawing;
• developing the ability to recognize the emotional state of a drawing, linking the choice of color with the mood; to emotionally color the situation that has arisen, to be involved in providing assistance, to feel and experience the state of others as one’s own.

Methods and techniques: game, artistic expression, explanation, individual help, exercise, problem situation, demonstration.

Materials for art classes in the junior group: balls of blue, green, red yarn, pencils and markers of the same color, sheets of white paper, an easel, an audio recording of cheerful music.

Form of organization: by subgroups.

Preliminary work:

1) an exercise in drawing round shapes with a pencil on the themes “Kolobok”, “Sun”, “Balloons”;

2) conducting fun games, surprise games, transformation games “I am a kitten”;

3) experimenting with the technique of “pressing” a pencil when drawing arcs, turns, spirals, their location in space.

Progress of the lesson

Teacher. Grandma Valya had a kitten. Grandma Valya loved to knit blouses and pants, and the kitten loved to play with balls like this (shows)...

Games with colored balls: “Who is taller?”, “Ride and catch up”(cheerful music sounds).

The teacher reads a poem:

Our grandmother is coming

And he carries a basket.

She sat quietly in a corner,

Knits stockings for the kids.

Suddenly a kitten came running

And I picked up the balls.

How should I knit stockings?

Where, where are my balls?

A. Anufrieva

Teacher. Guys, let's help grandma, collect balls and wind strings around them. And so that the mischievous cat does not play with grandma’s balls, we will give him ours. Do we have glomeruli? What should we do? (Children's statements.) Well done, Aida! Well thought out! Let's first learn how to reel. (Children imitate “winding” balls in the air.) I’ve already learned how to wind them, look. The teacher sequentially draws a round shape with a pencil using the winding method; one or two children try to draw on an easel.

For independent drawing, children sit freely at tables, near easels, and choose a felt-tip pen or pencil for drawing. An adult helps individually during work and says:

The thread will twist

And you will get a ball.

At the end of the lesson, the drawings are examined together, their size, color, shape, and drawing method are specified. The teacher should note through joy the character of the balls (cheerful, perky, funny, sad, etc.). The teacher praises the children:

The balls are good

The kids tried their best!

The kitten will play

A kind word to remember.

Teacher. This concludes our drawing lesson!

A drawing lesson for children of the younger group was prepared by Kuksova N.A.

MINISTRY OF EDUCATION AND SCIENCE OF THE RT

State Autonomous Educational Institution "KAZAN PEDAGOGICAL COLLEGE"

ABSTRACT

ON THE TOPIC OF: OBJECT DRAWING IN PRIMARY AND MIDDLE PRESCHOOL AGES.

Option 1.

Subaeva Margarita Igorevna

5th year students

Correspondence department

501 groups

Kazan, 2010

Plan:

Introduction.

1. Objectives of teaching subject drawing in primary and secondary preschool age.

3. Methods and techniques for teaching subject drawing in primary and secondary preschool age.

4. Organization of object drawing classes in primary and secondary preschool age.

5. List of references.

INTRODUCTION:

Teaching children to draw should be aimed primarily at developing their creative independence and activity. And for this it is necessary to cultivate in children the ability to see objects and phenomena around them that will serve as the content of visual creativity, to evoke an aesthetic attitude towards social events and nature, to develop the emotional responsiveness of children and to equip them with the means of depicting various events and phenomena. Any object is reproduced by children flatly. This is one of the main features of children's drawings. Another feature is that the proportionality of parts when depicting various objects does not play a big role for the child. What he wants to emphasize, to define as the main thing, he often depicts as disproportionately large (for example, a human head). Disproportion is also observed between objects (a person is often larger than a house). When drawing, a child sometimes consciously, and sometimes unconsciously, schematizes the image of an object, simplifies it, discarding many details, focusing attention on the most important thing.

In object drawing, we strive not only for a relatively competent depiction of objects, but also for their figurative characteristics, i.e., to express the feelings and attitude towards the object on the part of the person drawing. The need for this is confirmed by the fact that children willingly draw some objects, they are favorite (they draw mother dressed up), but there are unloved objects, their children try not to draw at all.

The purpose of any drawing lesson is to develop children's creative powers and image skills. Along with analyzing the form of an object and clarifying knowledge about it, the teacher must find a place for the child’s initiative, imagination, and the opportunity for the child to complete the task, relying on his personal experience, knowledge, impressions, and imagination. The combination of learning and creative development requires great tact so that one side does not suppress the other.

Objectives of teaching subject drawing in primary and secondary preschool age.

First junior group.

Children of the third year of life, due to their physical and mental development, are capable of acquiring simple drawing skills. With a child of the second year of life, special training in image skills is already possible, since he strives to reproduce the actions of the teacher, accompanied by explanations.

When setting tasks for learning to draw, it is taken into account that two-year-old children have little experience, I also lack knowledge, and hand movements are not sufficiently developed. Therefore, the main tasks are related to the general educational impact on children.

So, the tasks of teaching children in the first junior group are as follows:

· Arouse interest in the process of drawing as an activity that produces results;

· Introduce drawing materials (pencils, paints) and techniques for using them;

· Teach techniques for drawing straight, rounded lines and closed shapes.

Second junior group.

Children of the fourth year of life already understand the meaning of drawing, although they still cannot more or less correctly depict the object. They give random names to their independent drawings, which represent a shapeless combination of lines, caused by associations with some characteristic. The teacher should encourage children to try to find similarities between the drawing and the object and at the same time teach the correct depiction of various shapes.

At this age, the following tasks of teaching visual skills come to the fore:

· Teach the depiction of various rectilinear and circular shapes of simple objects, conveying their main characteristics (color, shape);

· Develop a sense of color - the ability to distinguish and name primary colors;

· Develop compositional skills - place the image in the middle of the sheet;

· Improve technical skills.

The first task here remains learning to draw straight and rounded lines, but without relying on the teacher’s drawing. The solution to this problem is related to the development of hand movements.

Middle group.

The learning objectives for this group are the following:

· Teach how to depict objects of round and rectangular shapes, convey their structure, main parts and details; Teach the use of color as an artistic means of expression:

· Develop compositional skills in arranging an object in the center of the sheet;

· Improve technical skills in painting a drawing with pencil and paints.

First junior group.

Certain skills are consolidated throughout the entire year of study. The first drawing lesson begins with an introduction to paper and pencil. You can perform various actions with a pencil: the paper was clean, but marks appeared on it from moving the pencil. If you press it lightly, there will be no marks on the paper. Such an explanation and visual display attracts the attention of a small child to drawing and obtaining an image.

Mastering visual skills begins with drawing straight, vertical and horizontal lines, first when finishing the drawing started by the teacher. The drawn part of the object determines the direction of the line, the length of which can vary. Then children are asked to independently draw lines in the indicated directions based on the perception of various objects. More difficult is mastering the drawing of rounded lines and closed shapes, which requires the ability to subordinate the hand to precise movement and visual control, since the end of the line must lead to a connection with its beginning. When depicting rounded shapes, children are not required to render the correct circle.

The program provides for introducing children to color. This problem is solved by painting with paints. The topics of tasks for developing a sense of color are related to the mastery of simple forms - lines, spots, obtained with a brush (for example, the topics “A snowball is falling”, “The lights are burning on the Christmas tree”, “The grass is growing”). In order for color to be correctly perceived by children, it must be given in a contrasting combination with the background: white snowflakes on a blue background, yellow or red lights on a green Christmas tree, etc.

The program involves mastering such technical skills as holding a pencil and brush correctly, using them carefully, being able to draw paint only onto the bristles of the brush, etc.

Already at the initial stage of learning, the child must learn that any material should be used, guided by certain rules.

Thus, mastering the outlines of the simplest pictorial forms, using bright, colorful tones, the child learns to find similarities with objects of the surrounding reality, begins to realize the visual capabilities of materials and independently use the acquired skills when depicting other objects.

Second junior group.

The program provides training in drawing various lines: from left to right, from top to bottom, crossed, etc. The subject of exercises in drawing straight lines in various directions is indicated in the program: drawing ribbons, paths, etc.

As the content of children's work becomes more varied and requires the use of several colors to paint a picture, brush washing is introduced. A difficult task for children is to convey a combination of several shapes, which can be homogeneous (a snowman made of two or three circles) or consisting of two different shapes (a sun made of several straight stripes and a circle). Carrying out an image of this kind requires not only the ability to subordinate the movement of the hand to the pictorial form, but also the ability to synthesize these forms and combine them according to the plan. Since analytical-synthetic thinking is poorly developed in a three-year-old child, this task is difficult for him. Therefore, the program provides images of objects that include the connection of only two dissimilar parts or the rhythmic repetition of the same shape (for example, the rays of the sun, the branches of a Christmas tree).

The depiction of rectangular shapes requires developed coordination of movement, the ability to change the direction of movement at the right moment, creating an angle, or close a line at the starting point. In accordance with this task, the subject of the assignments was also selected - drawing a book, windows, flags and other objects with rectangular outlines.

Simultaneously with the complication of the form, the use of color also becomes more complex, which begins to stand out as one of the main characteristics of the object. Children learn to use different colors in a drawing to depict certain objects: red for a flag, yellow for the sun, green for a Christmas tree, grass, etc.

By the end of the year, children can depict objects, conveying several characteristics, not only according to the instructions of the teacher, but also at their own request.