Lesson 1. My favorite rain (Finger drawing) Program content. Introduce children to the technique of drawing with fingers, show the techniques for drawing dots. Demonstration material. Umbrella. Handout. White or gray landscape sheet with drawings on it

Lesson 3. Home canning (Finger painting) Program content. Teach children to draw with their fingers in a limited space. Develop a sense of rhythm, speech and thinking. Demonstration material. Natural apricots and plums or fakes, plate, 2

Lesson 4. Traces of snails (Drawing with a foam swab) Program content. Teach children how to properly hold a foam swab by the tip with three fingers; draw long intersecting lines without lifting the swab from the paper. Develop fine motor skills fingers.

Lesson 5. Windows in the tower (Drawing prints with a foam swab) Program content. Teach children to make prints with a foam swab. Develop memory and thinking. Demonstration material. Toys - heroes of the fairy tale "Teremok" (mouse, frog, hare, fox, wolf,

Lesson 6. Starry sky (Finger drawing) Program content. Continue to teach children to draw dots and round objects with their fingers. Cultivate kindness and responsiveness. Demonstration material. Toy - mole. Handout. Black cardboard;

Lesson 7. Falling snow (Drawing with fingers) Program content. Continue to teach children to draw dots with their fingers, distributing them throughout the sheet. Learn to convey the words of the poem with the help of appropriate movements. Develop attention. Demo

Lesson 8. Paint over the Christmas tree (Painting with a foam swab) Program content. To teach children to carefully, with strokes in one direction, paint over the silhouette of an object cut out of thick paper using a foam swab; learn to find body parts and

Lesson 10. Ball (Drawing with a brush) Program content. Teach children how to hold a brush correctly, pick up paint on the pile. Draw round objects with a brush and carefully paint over them. Learn to understand and analyze the content of the poem. Develop coordination

Lesson 11. Balloons (Drawing with a foam swab) Program content. Continue to teach children to draw in gouache with a foam swab rounded and oval shapes. Learn to correlate objects by color. Demonstration material. Air

Lesson 15. spring drops(Drawing with fingers) Program content. Teach children to draw a vertical line consisting of dots with their fingers. Learn to understand and analyze the content of the poem. Develop fine motor skills of fingers. Handout.

Lesson 18. Gentle sun (Drawing with fingers) Program content. Introduce children to the concept of "ray", learn to draw short lines, circle, eyes, nose, mouth with fingers. Develop fine motor skills of hands. Demonstration material. Yellow cardboard circle.

Lesson 19. Hid in the grass (Brush painting) Program content. To teach children to draw short lines with a brush from top to bottom on the entire plane of the sheet. Continue to teach to analyze the content of the tale. Handout. album sheet on which a fly is drawn,

Lesson 21. Octopus (Palm drawing) Program content. To acquaint children with the technique of printing with a palm: learn to dip the entire palm into gouache and make prints, supplement the image with details with the help of fingers and a brush. Develop perception,

Lesson 22. Waves (Painting with a brush) Program content. Teaching children to draw with a brush wavy lines. Continue to develop interest in the story. Exercise in speech breathing. Demonstration material. A basin of water, a small boat made of Styrofoam (or folded from

Lesson 23. Steps for a ladder (Drawing with a foam swab) Program content. To teach children to draw short straight lines from left to right with a foam swab, keeping the distance between them. Cultivate responsiveness and kindness. Handout. landscape

Lesson 24. Balls of thread (Painting with a brush) Program content. Teach children to draw balls of thread in a circular motion with a brush. Develop fine motor skills. Fix and refine correct pronunciation sound about. Demonstration material. ball of woolen thread,

Prepared by Bousheva N.A.

Purpose: to develop independence in decision-making, based on their knowledge and skills.

Tasks:

• Develop emotional responsiveness, imagination and creativity.
• Strengthen the ability to draw using non-traditional methods.
• Create conditions for solving problems.
• Develop the ability to work in a team.

Region Integration:

• Artistic and aesthetic development.
• cognitive development.
• Physical development.
• Musical development.

Types of children's activities:

• Game, communicative, cognitive, musical, artistic.

Material: Balloons different color, fan, music.

Educator: brings Balloons emoticons with drawn closed eyes.

Educator: Guys, why do you think the emoticons have their eyes closed?

Kids are sleeping.

Educator: What needs to be done to wake them up?

Children: (children's answers)

Educator: Remember, we have a charge. Remind me of her, please?

Children: Tell and do exercises.

"Eyes need to rest." (Guys close their eyes)
"You need to take a deep breath." (Deep breath. Eyes still closed)
"The eyes will run in a circle." (Eyes open. Pupil movement in a circle clockwise and counterclockwise)
"Blink many, many times" (Frequent blinking of eyes)

"The eyes are good." (lightly touching closed eyes with fingertips)
"Everyone will see my eyes!" (Eyes wide open. Wide smile on face)
At this time, the teacher changes the balls. Emoticons with open eyes.
Educator: Please tell me what color the balls are?

How can you call them, in one word (What are they?)

Children: (colored)

Teacher: What size? Show.

Children: Show.

Educator: And what sizes can they be?

Children: Show.

The wind blows, (fan) the balls fly away.

Educator: Guys, the balls have flown away, please tell us, and we can draw balls with you.

Children: (children's answers)

Teacher: What are we going to draw?

Children choose what they will draw with.

Educator: Guys, please tell me what you have chosen for drawing.

Children: You can draw with your fingers, a cotton swab, ear sticks, brush.

Educator: Answer, why are they holding the ball?

Children: Thread.

Educator: Who wants to draw strings for balloons?

Educator: There are many who wish, let's choose a counting rhyme.

We shared an orange
There are many of us, and he is one.
This slice is for the hedgehog,
This slice is for a swift,

This slice is for ducklings,
This slice is for kittens,
This slice is for the beaver,
And for a wolf - peel.

He is angry with us - trouble!!!
Run somewhere!

Educator: And what color will the threads of the balls be?

Children: (answers)

Children begin to draw balls.

Reflection:

Look at our drawings.
What can be said about them.
What happened?
What drawing methods did you use?

Children: (children's answers)

Educator: And we all know the song about balloons.

Words and music by Anna Petryasheva

1. Balloons will fly into the sky.
Balloons are not returned back.
Red, yellow, blue - rainbow colors.

Look - over the Earth what a beauty!

Chorus:

Balloons,
obedient to the wind,

2. Let's release the air balloons from our hands,
Air balloons will fly apart...
People smile as they look to the sky.

They give everyone balls of childhood miracles!
Chorus:

Balloons,
obedient to the wind,
Balloons fly away In a fabulous distance.
Balloons in the air Like birds, circling!

Parting, balls, You are very sorry!
It is very sad to part with you!
Balloons fly across the sky like clouds
Under the quiet whisper of the breeze...

Chorus:

Balloons,
obedient to the wind,
Balloons fly away In a fabulous distance.
Balloons in the air Like birds, circling!

Parting, balls, You are very sorry!
It is very sad to part with you!

Children sing, smiley balls appear according to the number of children.

Alexandra Sytova

Tasks:

Continue acquaintance with non-traditional methods of drawing and application techniques.

Teach children to create, to fantasize.

Develop fine motor skills of fingers in children.

Cultivate perseverance, accuracy, interest in the fine arts.

Learn how to finish your work.

“Everything in this world has beauty. But not every eye can see it."- says Chinese wisdom.

Twisted napkin appliqué- the lesson is quite exciting and also very useful for the development of children. This type of creativity contributes to the training of fine motor skills of children's hands, the development of color and tactile perception, stimulates the imagination, forms an interest in applications and in working with paper.

Drawing with palms will help develop in children a subtle sense of beauty. After all, all children have a vivid imagination and a desire to fantasize, and with the help of one single palm, you can get great amount a variety of prints, and supplementing them with your own imagination, turn them into real masterpieces. Children's palms hide a lot of mysterious mysterious images, characters.

The process of creating such a drawing causes great delight in children. When we draw with palms and hands, many sensitive endings that abound in this area are included in the work, so the child not only enjoys the lesson, but also activates many areas of the cerebral cortex, which contributes to its development.

To create with the help of palms, you do not need to be able to draw at all, you only need imagination and a good mood.

You will need: gouache or watercolor paints, drawing paper floor, multi-colored napkins, colored paper, brushes, wet wipes, felt-tip pens.

Stages of work:

1. We draw a circle in the middle of the sheet.

2. From colored paper, cut out and glue the eyes.

3. We draw a nose, cilia, mouth with felt-tip pens.

4. From multi-colored napkins, children twist flagella. To do this, you need to either cut the napkin into strips or carefully tear it apart (1.5 - 2 cm wide). And twist the flagellum with the index and thumb.

5. Then we twist and fold the flagellum (as if winding a ball) in a spiral from the middle to the edge and fix the end with glue.

6. Glue the folded flagella in a circle (around the face).

7. It remains to draw the rays.

8. We help children apply paint with a brush on their palms.

9. And the children take turns pressing their palm to the sheet in a circle, that is, they put handprints around their faces.

10. Ready!

Children from the palms of the sun folded,

To make sure people are all friends,

To make this sun shine for people,

Visitors ran into every window.

Thank you for your attention!

Related publications:

Material for work: contours of snowflakes cut out of cardboard, plasticine, blue colored paper for the background. Work order: 1. Prepare.

I want to tell you how the children and I drew the sun. The work uses an unconventional drawing technique - drawing with palms.

Collective work. Sunshine from paper napkins in the cutting technique. The weather in recent days has not been very pleasing to us with sunny days.

In anticipation New Year holidays the children and I decided to make unconventional technique drawing a collective work "A Christmas tree was born in the forest."

Synopsis of an open lesson on non-traditional drawing techniques in the second junior group "The sun that shines on me" Purpose: To continue to introduce in an unconventional way palm drawing. Tasks: To develop color perception and visual-motor.

Objectives: development of children's creative abilities, identification of the creative individual potential of each child, his abilities.

Teamwork for children nursery group"We draw autumn" (finger painting)
Purpose: To give children joy
Tasks:
Introduce children to non-traditional technique finger painting Develop children's imagination and creativity;
Develop fine motor skills and coordination hand movements,
Cultivate collaborative skills artistic activity Materials and tools: gouache (yellow, red, orange), water cans, napkins, demonstration material "Autumn Landscape",
the image of a tree on whatman paper;
Course progress.
1. Organizational moment.
Autumn appears (a doll in a yellow suit). Hello dear children! Very glad to see you! I am Autumn
2. Motivation
Guys, today you will be the main artists. Let's give each other a smile and a good mood.
Educator: Guys, our guest brought us the picture "Autumn", let's look at it together.
Educator:
Leaves turn yellow and fall off, birds fly away to warmer climes, it rains, it gets cold, etc.
And Autumn wants to play with you, look at what yellow leaves she brought for you!. (A physical education session “Leaf fall” is being held. To calm music) Clouds are spinning in the sky (children sway smoothly from foot to foot.)
Every step is a puddle. (Walking in place with high knees.)
Autumn day frowns, (hands on the belt - turns left to right.)
Falling leaves on the street, (circling in place.)
Creeps along the way
Yellow blizzard (children throw leaves up)
Educator: Children, look, all the leaves have fallen off our tree, and now let's draw leaves for our tree so that it is beautiful
(The teacher shows the order of work.)
Look carefully how I will draw. I will draw the leaves with my finger. To do this, I will dip my finger in yellow paint and attach it to a branch on a tree. And now I'll wipe my finger with a rag. Next, I need red paint and I will draw with my finger in the same way. So the leaves are obtained. And now you try to draw leaves on the tree not only with yellow, but also with red and orange paint.
Teacher: Well done guys! Well done. Autumn really liked your picture!

Attached files

Kotkova Galina Nikolaevna,
teacher GBDOU kindergarten №57
Kirovsky district St. Petersburg

"What we can't do alone, we'll do together"
V. Mayakovsky

Relevance .

Analyzing the actions of children in kindergarten and on the streets of the city, one can see that they seek to satisfy, first of all, their needs, desires, interests, regardless of the aspirations of the people around them, and sometimes not even knowing about them. It is in kindergarten that a child must learn to live among people. And teamwork will unite children.

The development of children to work creatively in a team is one of the most important tasks. modern education. Collective creative work is a unique and at the same time natural social and pedagogical phenomenon that can be taken as the basis of all the activities of the team. Therefore, it is a vital, socially necessary matter. It is collective, because it is planned, prepared, carried out and discussed jointly by pupils and educators as junior and senior comrades in common life-practical care. It is creative, because it is planned, prepared and discussed each time in a new version, as a result of the search better ways means of solving certain vital tasks.

It is known that children's creativity is a unique phenomenon. Many teachers and psychologists, both domestic and foreign, emphasize great importance classes artistic creativity in all respects, especially in aesthetic development personality. Modern look on aesthetic education the child presupposes the unity of the formation of an aesthetic attitude to the world and artistic development means of various types of fine and decorative - applied arts in aesthetic activities.

in joint and independent activity most often, children perform the image individually, each with their own drawing, modeling, application. But children are particularly pleased with the creation general pictures, compositions where images of all the children of the group are combined. Such paintings are called collective works. They are more significant in terms of results for children, they arouse admiration in them, truly, as in the poem of V. Mayakovsky: “What one does not do, we will do together.”

The collective form of organization enables each child to form the skills and abilities to work together, build communication, develop the habit of mutual assistance. Collective work with children is created (starting from the youngest preschool age) for drawing, modeling, appliqué, one type or two or three types in one lesson (modeling and applique, appliqué and drawing, appliqué and art work).

If in junior groups the creation of collective work, first of all, makes it possible for the child to see how his personal creativity complements the creativity of other children, turning into an integral colorful image, then in older groups, when performing collective work, children learn to agree among themselves on joint work and its content. Do one thing together, give in and help each other, plan work, rejoice in the success of your comrades.

Any teamwork must have a purpose. The teacher leads the children to make a picture together that would be difficult to do alone. During the performance of collective work, children learn to communicate with adults and with each other. If on initial stage carrying out such work, children communicate mainly with the teacher, then a little later communication begins with each other. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, empathize. The task of the educator is to teach children how to negotiate, give in to each other, appreciate the help of a friend.

On the way to the formation of a collectivist orientation in a preschooler, a number of successive steps have to be taken: from the formation of a child's focus on peers (at the first stage) to creating in him a sense of his own significance for them (at the second stage) and fixing the child's sense of his importance in order to receive overall result with the support of everyone by everyone (on the third).

Solving the problem of the development of collective creativity, the teacher should be based on the following principles:

creative realization of each pupil as a condition for the development of collective co-creation;

accounting individual features children in determining role place in collective interaction;

managerial directing in the resolution of the process collective activity;

the comfort of the child's stay in a group of peers.

The guidance of the teacher at different stages of the implementation of the plan of collective creative activity has its own characteristics. At the first stage, when planning collective actions, the teacher seeks to create a motivational resonance - the emergence of a desire in each child to be involved in a collective business. It is important to unite children with a common goal, the attractiveness of the future result of the activity, to cause an emotional upsurge, good business excitement. The attraction to the common cause is to provide children with a variety of pictorial materials. So, for example, for the application it is advisable to use not only ready-made colored paper but also clippings from newspapers and magazines, finished drawings children; for modeling, use both dough and plasticine with clay; in drawing, wax and colored pencils, watercolor and gouache, and various building materials.

The next stage in collective interaction is the distribution of the roles of the forthcoming activity among the children. In order to participate in common cause helped each child to open up from the side best qualities It is important for the teacher to identify the individual abilities and inclinations of each participant. At the same time, his task is not just to study the child, but to “present” the manifestations of his individual uniqueness and help all children see his best features. Identification of the individual characteristics of children allows the teacher to outline the prospects for the development of collective creativity.

Another option for organizing children's cooperation is that the overall goal of the activity is carried out by several subgroups and the final result depends on the quality of the work of each subgroup. Activities of this type cause a sense of satisfaction in each of its participants, the child has a sense of usefulness and personal contribution to the common cause, which gives him confidence in his abilities. Divided by own will into subgroups, children independently decide what plot will be reflected by their group on a common visual field.

The final stages of collective interaction are associated with the achievement, awareness and assessment of the significance of the result. At the same time, the teacher focuses the attention of children on the personal contribution of each to the common cause, emphasizes that without joint efforts, the implementation of the collective plan would be impossible. It is good when the success of collective activity is evaluated not only by the children themselves, but also by people whose opinion they value - parents, other educators, children of other groups.

Basic forms joint activities children :

"jointly - individual", "jointly - sequential" and "jointly - interacting".

a) "Joint - individual" - characterized by the fact that the participants in the activity at the beginning work individually, taking into account general design, and only at the final stage the work of each becomes part of the overall composition.

The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work of the team will be.

On the one hand, this creates the conditions for mobilizing the child's creative abilities, and on the other hand, it requires their manifestation as necessary condition. The advantages of this form of organization of activity also include the fact that it allows you to involve in the collective creative activity enough large group children who do not have experience of working together.

b) “Joint-sequential” - involves work on the principle of a conveyor, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.

c) "Joint-interacting" - the work is performed by all participants simultaneously, the coordination of their actions is carried out at all stages.

For the systematic conduct of classes on collective creativity in each kindergarten, a perspective plan, topics, materials are selected, forms of organization are thought out. Collective work can be done in one or more classes. At the same time, it is important that each lesson has the appearance of completion of a certain stage. The collective visual activity of children can be organically connected with all aspects of children's lives, and especially with other artistic and creative activities (with different types of games, musical, artistic, communicative).

When planning classes, the teacher chooses for each topic one or another form of organizing teamwork, taking into account the equipment, age features children. In class, the teacher uses different types arts: fine and decorative, music, dance, literature. Integration makes it possible to show children artistic image different means of expression, to see it in one's own way, to understand the artist's creative workshop, to learn to find ways in creativity, to create one's own image. When performing collective work on visual activity the teacher actively uses game methods and techniques. At the heart of each is a specially designed game plot.

Planning the stages of work on collective activities .

Preparatory stage

Deepen children's own knowledge on the topic future work, form them vivid images that give rise to the desire to embody them in one's own visual activity, (examination of reproductions, illustrations, excursions, conversations)

Main stage. Stage of work.

Planning and evaluation of team work.

Purpose: to provide children with the opportunity to embody images of the world around them in the composition, creating conditions for creative interaction to develop their ability to work creatively in a team.

The final stage. Interaction of children with completed work.

The composition made by children is best left in the group room. It will become the object of a variety of discussions, games, stimulates the birth creative ideas, suggestions to complement the already created composition.

Tasks for the development of the collective activity of children, developed on the basis of the program "from birth to school".

Second junior group

Teach, create both individual and collective compositions in drawings, modeling, applications.

middle group

Continue to develop the ability to create collective works in drawing, modeling, and appliqué.

Lead children to evaluate the work created by comrades. Learn to be friendly when evaluating the work of other children. Learn to highlight the means of expression.

Senior group

To improve visual skills and abilities, to form artistic and creative abilities. Develop decorative art children (including collective). Continue to improve the ability of children to consider work (drawings, modeling, applications), enjoy the result achieved.

Approximate thematic planning classes

middle group

Senior group

preparatory group

Literature

1. Gribovskaya A. A. “Collective creativity of preschoolers. Summaries of lessons”. Moscow Creative Center Sphere, 2004.-192p.
2. Dubrovskaya N.V. "Invitation to Creativity". - "CHILDHOOD-PRESS", 2004. - 128s.
3. Doronova T.N. "The development of children in visual activity." - "CHILDHOOD-PRESS", 2005. - 96s.
4. Kazakova R.G., Saiganova T.I., Sedova, Smagina T.V. “Drawing with preschool children. Moscow, TC Sphere, 2004-128s.
5. "Collective creativity of preschoolers" / Gribovskaya A.A. - "TC Sphere", 2005. - 192 p.
6. Komarova T.S., Savenkov A.I. "Collective creativity of preschoolers". - M .: Pedagogical Society of Russia, 2005. - 128 p.
7. Komarova T.S. Children in the world of creativity. M.: 1995.
8. “Moral and aesthetic education of a child in kindergarten” / Vetlugina N.A., Kazakova T.N., Panteleev G.N. - M.: Enlightenment, 1989. - 79 p.
9. Trunova M. Collective work in the classroom for art activities // preschool education. - 2005. -№2. - S. 60.