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Outline plan. classes using an electronic presentation on the topic "Rainbow-arc

Introduce children to the art of watercolor painting wet paper.

To expand children's knowledge about the properties of wet paper, about mixing watercolors.

Develop observation, creative imagination.

To cultivate love for beauty, the desire to reproduce it on paper.

Equipment: sheets of paper, watercolor, brushes, water containers, napkins, foam rubber sponges for wetting paper; duck toys behind a screen.

Material: samples of works made in the technique of "watercolor on wet paper" (landscapes); 2 still lifes "Flowers", made in various techniques for comparison.

The course of the lesson in the middle group:

V. - Today, children, we will draw. You have everything you need on your tables: paints, brushes... Oh, but where is the paper? (The voice of ducklings is heard behind the screen).

U. - It was we who took your sheets! We wanted to ask our mother to buy paper for drawing for us too. But they were careless, and scattered paper directly into the water. Now you won't be able to draw because all your papers are wet!

Sorry, we're sorry!

V. - No need to get upset, ducklings! Of course, it was impossible to take other people's things without permission, but it's good that you understand this. And we can draw on wet paper. Sometimes artists specifically wet the paper to make the drawing look more interesting. (I show two drawings depicting flowers, made in different techniques)

V. - Look at these works. Are they similar to each other? Of course, they are similar, because the same drawings are drawn on them, the same colors are selected. What is the difference? One drawing is made very clearly, while on the other the colors spread, shimmer into each other, the contours are fuzzy, as if blurred by rain. This drawing was made on wet paper. (Next, I complete the drawing, accompanying my actions with explanations) - and today we will try to draw In a similar way. And we will draw a rainbow that rises above the river. Such a phenomenon can be observed after rain, when the whole earth is clean, washed. Look how I free movements I draw blue wavy lines, and immediately above them - the outlines of green bushes on the banks of the river. green paint slightly mixed with blue, and it seems that the bushes and trees are reflected in the water. And a rainbow rises above the water.

Can you tell me how many colors are in the rainbow? (7) When we draw on wet paper, it is not necessary to use all seven colors for the rainbow. It is enough to take red paint, then immediately apply yellow paint from it. See what's happening! On the limits of red and yellow colors, orange was formed, as in a rainbow! Immediately after the yellow, I draw blue and purple stripes. This must be done very quickly and close to the previous color. Then the colors are mixed, forming additional colors. And we cover all unpainted space blue color. Such a picture can only be obtained if the sheet is wet enough. If necessary, it can be additionally moistened, otherwise the paints will not spread and mix.

Children drawing

V. - And now you try to work with paints on wet paper. (I check the condition of the paper for each child, if necessary, I help to moisten.)

V. - Well, ducklings, you see what beautiful work our kids did! You can safely start learning to draw! And it doesn't matter if the paper gets wet in the water. You can also create beautiful drawings on wet paper!

Formation creative personality- one of the important tasks of pedagogical theory and practice at the present stage. Its development begins more effectively with before school age. As V.A. Sukhomlinsky: “The origins of the abilities and talents of children at their fingertips. From the fingers, figuratively speaking, go the thinnest threads-streams, which are fed by the source of creative thought. In other words, the more skill in a child's hand, the smarter child". According to many teachers - all children are talented. Therefore, it is necessary to notice in time, feel these talents and try, as early as possible, to give children the opportunity to show them in practice, in real life. Developing artistic and creative abilities with the help of adults, the child creates new works (drawing, application). Coming up with something unique, every time he experiments with ways to create an object. A preschooler in his aesthetic development goes from an elementary visual-sensory impression to the creation of an original image (composition) by adequate visual and expressive means. Thus, it is necessary to create a basis for his creativity. The more the child sees, hears, experiences, the more significant and productive the activity of his imagination will become.

Working with preschool children for several years, she drew attention to the results of diagnostics for visual activity. Children show good results according to the criteria:

  • Ability to hatch, apply various lines with colored pencils;
  • The ability to apply strokes of paint with a narrow and wide brush;
  • The ability to recognize, name primary colors, shades of colors and mix them;
  • Ability to properly use brushes, glue and plasticine in work;
  • Ability to clean up after yourself workplace.

At the same time, the low abilities of children also manifested themselves:

  • Uncertainty and stiffness in actions and responses in the classroom;
  • Passivity in the independent choice of visual materials and the location of the image on the sheet;
  • Confusion when using non-standard coloring methods;
  • The expectation of a clear explanation by the teacher of a familiar way of drawing;
  • Completion of the decor.

Summing up, I understood that children lack self-confidence, imagination, independence. To solve this problem, I began to study methodological literature in depth. For myself, she clearly identified the criteria for guidance on visual activity, such as: knowledge of the characteristics of the creative development of children, their specificity, the ability to subtly, tactfully, support the initiative and independence of the child, and contribute to the acquisition of the necessary skills.

She was especially interested in non-traditional ways of drawing, with the help of which it is possible to develop intelligence in children, teach them to think outside the box and activate creative activity. According to psychologist Olga Novikova, “Drawing for a child is not art, but speech. Drawing makes it possible to express what, by virtue of age restrictions he cannot express in words. In the process of drawing, the rational fades into the background, prohibitions and restrictions recede. At that moment, the child is absolutely free."

Studying and mastering more than 35 different drawing techniques that were not previously used in working with children, I experimentally tried to use elements of non-standard drawing in joint activities with children and observed a surge positive emotions from the drawing process. There was a desire to diversify the practical drawing classes for children planned by the program and open a circle for fine arts. For my work, I decided to take the children of the middle and preparatory groups for school. I think that children of 4-5 years old are very prone to experiments and they have elementary skills in drawing with paints, and with children of 6-7 years old, classes can be more complex and interesting, touching on more global topics.

Drawing No. 1

Having coordinated this idea with the administration of the kindergarten and the parents of the secondary and preparatory groups for school, she developed the program of the circle “Rainbow of colors” (Appendix No. 1). For better conduct of classes, she worked on interaction with kindergarten specialists: music director and psychologist. From September 2009-2010 school year The circle is held once a week in each group. This idea fascinated me so much that I decided to develop a series of seminars for parents and teachers (Appendix No. 2) visual activity.

Important components of such classes are:

1. Selection topics planned in accordance with the time of the year (“Autumn”, “Vyuga”, “Spring”, “Summer is coming”, etc.), as well as with accompanying holidays (“Halloween”, “Yolochka”, “Christmas Angel”, “Postcard for mom”, “ funny clowns" etc.)

2. Preparatory work for the lesson.

A) Conducting the necessary conversations, viewing paintings, illustrations or photographs on the topic, reading or memorizing the necessary artistic material, observing living objects, conducting didactic or outdoor games, etc.

B) Selection of a standard visual and handout, as well as unconventional waste and natural material which is very attractive to children. These are covers of various sizes, cereals, salt, flowers, seeds, branches, food coloring, beads, beads, sequins, threads of various structures, paper of various formats and structures, paints different techniques- stained glass, contour, marmarating paints, vegetable paints, etc. The more diverse and unusual the selection of materials, the more difficult and at the same time more interesting to work with them. Children have the opportunity to artistically use additional means. Combinations come up with new ideas different materials children begin to experiment and create

3. Conducting classes in a different game form(in the form of travel, show games, labyrinths, games with a fairy-tale hero, reincarnation of children into heroes or adults, treasure hunts, playing wizards, etc.) practical tasks leader. Getting into problem situation in the classroom according to the planned scenario, sometimes children offer unexpected ways of its implementation, which are used in the practical part, if possible. The non-standard arrangement of children in the process of drawing is also used. (Standing or sitting near an easel or table, sitting on the floor, lying on a carpet, etc.)

4. Use of non-standard drawing techniques with appliqué and modeling elements. Many techniques are interesting and complex, so it is prepared necessary material to work taking into account the capabilities of each child, some classes are held, taking into account their complexity in subgroups or the entire team of children, but always with an individual approach to each child. At the beginning of the year, drawing techniques in the classroom are given almost isolated from each other, and later it was noticed that some children offer their own additional ways of drawing to the already complicated combination of techniques planned by the leader.

I propose to consider several types of fine drawing techniques in the classroom in the middle and preparatory groups for school, which caused special interest and delight in children. (Appendix No. 3)

Spray paint on a sheet of paper.

Drawing method: apply paint to the pile of a brush or glue brush, direct it to a sheet of paper (at a distance of 10 cm) and spray paint with sharp movements of the finger of your free hand on the pile (from the sheet of paper to yourself).

Complexity of the technique: Due to the weak motor skills of the hands, children quickly get tired, a warm-up pause is necessary before and, if necessary, during work.

Approximate topics for using the technique: “Leaf fall” (with stencils made of natural material), “Space” (with stencils made of waste material), “Snowflakes”, etc.

Marmarization of a sheet of paper.

Method of drawing: several multi-colored drops of marmarating paint are dripped into a container with water, streaks are made with a stick, and a sheet of paper is placed on the surface of this layer, on which unique streaks of paint remain. Lay the paper out carefully on a paper towel to dry.

The complexity of the technique: Work must be done with gloves and an apron. Carry out the procedure for applying paint, only individually.

Approximate topics for using the technique: “Sea”, “Butterfly”, “Frames for work”, etc.

Drawing with soap bubbles.

Drawing method: Option number 1. Add to several containers with liquid soap (1 teaspoon of water to 1 tablespoon of soap) different paint(5 tablespoons per serving), blow into a tube until soap bubbles form and dip a sheet of paper about them. You will get an airy fabulous image.

Option number 2. The day before the proposed lesson, you need to mix 80 ml. tempera paint and 80 ml. dishwashing liquid in a tray with a capacity of 1 liter, stirring to add water to the edges of the tray. In this way, dilute 2-3 paints different color. Set aside the mixture for 12-14 hours. In order for the bubbles to turn out large and not burst for a long time, you need to add a few tablespoons of sugar. Use a straw to blow into the solution to make bubbles. Gently press the paper on the bubbles, which will burst and leave a trail. Repeat the procedure for each color.

The complexity of the technique: Work must be done with gloves and an apron. Carry out the staining procedure only individually. Follow the safety measures for children when working with soap.

Approximate topics for using the technique: “Postcard to Mom”, “Patchwork Rug”, “Smeshariki”, etc.

Drawing with large beads.

Drawing method: a sheet of cardboard is fixed at the bottom of the package and a silhouette image is attached to it. After that, large beads are divided and dipped in 4-5 containers with different diluted paint and laid out along the edges of the cardboard. The packaging is closed and shaken randomly. Next, the cardboard is carefully removed and released from the silhouette insert.

The complexity of the technique: Work must be done with gloves and an apron. Carry out the drawing procedure in stages, as well as individually or in subgroups. We need help for insecure children.

Approximate topics for using the technique: “Spider line”, “Blizzard”, “Salutes”, etc.

Other techniques used are: thread-writing, drawing on a wet layer of paper, drawing stained glass paints, waxography, palm and finger painting, painting with salt on a layer of paint, prints with waste material, monotype, scratching on a thick layer of paint, stencils, stamps, overlaying cellophane on a wet layer of paint, tube outline, drawing with wax clay, hatching wax crayons or felt-tip pens, drawing cotton buds or with the end of a brush, appliqué using natural and waste materials for decorative work, salt dough modeling, origami are perceived with the same interest and enthusiasm.

5. Musical accompaniment in the classroom. It forms the mood of children, their interest in the process of employment, develops musical rumor and opportunities. It is used in all parts of the lesson, depending on the constructed plot. (Appendix No. 4) In the classroom, choral or individual singing, singing along with the heroes is allowed.

6. not ruled out frame design each work created according to the ideas of the children or with the help of the head of the circle, using non-standard types of drawing or appliqué. Thus, the artistic and decorative abilities of children develop. To complete the design of the work in accordance with all standards, an accompanying note indicating the topic of the lesson and data about the child and the head of the circle is attached.

It is necessary to take into account in the work in the classroom:

Individual abilities of children:

  • Ability to use visual materials;
  • Ability to work only with the left hand;
  • Fast execution tasks;
  • Fear of poor drawing results;
  • The level of development of children;
  • Creation necessary conditions to experiment with visual materials and drawing techniques.

Psychological features:

  • Interest;
  • Uncertainty when performing a task;
  • stiffness;
  • Impatience;
  • Attentiveness;
  • Disgust, etc.

The difficulties of some non-standard drawing techniques:

  • Step-by-step explanation and demonstration of technique by the teacher;
  • Depending on the complexity of the drawing technique, carry out the process of work individually, in subgroups or with the entire team of children;
  • Monitor the safety of children when working with unusual visual materials;
  • Do not limit the desire of children to complement the drawing with their own elements, decor details, etc .;
  • For the personal hygiene of each child, an apron, sleeves, napkins are needed.

An indispensable stimulus was organization of group and general garden exhibitions children's work(from each lesson) and photo selections from the classes of the circle on the topics: “Little Artists”, “Rainbow of Emotions”, “Smeshinki”, etc. Arranging various exhibitions of works, parents get acquainted with the achievements and skills of each child over the past time of study. (Picture No. 2) In each group, an aesthetically designed corner of the “Rainbow of Colors” mug was created, where children's work is stored and there is a journal with all the information on the topics and program contents of each completed lesson. The team of children of the preparatory group for school, together with the educators Sokolova Yu.V. and Stepanova O.L., parents and leader of the circle “Rainbow of colors” Prokopieva N.S. took part in the city competition “Our Heart!” and presented the collective work "Mother's Heart".

Under the great impression of the result in the classroom, the children began to use non-standard methods of drawing in independent activities in kindergarten and at home, where they encountered misunderstandings from some parents. When the child wanted to reflect his emotions and observations on paper, adults showed interest in the cleanliness of the house, the neatness and hygiene of the child, and not in his creative impulse. Therefore, it was necessary, when working with children, not to exclude and work with parents. They - component preschool groups, our example for children and comprehensive support. Thus, the activity of circle work has expanded. In parallel with the classes of children, work with parents began to be carried out more often, through speeches at group meetings, where attention was drawn to the fact that the goal for each parent at this stage is to create all conditions for the proper development of their child, through workshops (Appendix No. 5 ), through individual conversations, home visits (at the request of parents), conducting a questionnaire on topics of interest to them and subsequent explanatory conversations. Parents began to respond to the requests of the children and the head of the circle. Of course, not all parents are active yet, but still some show an increased positive interest in the activities of the circle. And this is already an achievement!

At the beginning of the school year there were carried out diagnostics children's skills and abilities. And it is planned to carry out diagnostics at the end of the school year, in order to identify the growth of the creative development of each child.

IN middle group the following criteria were set for identifying the levels of assimilation of skills and abilities of circle classes in fine arts:

  • Ability to mix paints;
  • The presence of elementary compositional skills;
  • Image of objects and objects different forms;
  • Ability to experiment with visual materials;
  • Ability to use stencils and prints when working;

In the group preparatory to school, the following criteria were set for identifying the levels of assimilation of the skills and abilities of circle classes in fine arts:

  • Mixing paints simultaneously from 2-3 primary colors in a palette or on a wet layer;
  • Possession of non-standard coloring methods;
  • Ability to independently experiment with visual materials;
  • compositional skills;
  • The manifestation of fantasy, artistic creativity;
  • The ability to convey a personal relationship to the object of the image;
  • Use of skills in independent activity;
  • Ability to decorate finished work;
  • Interest in visual arts.

From the diagnostics of the "Rainbow of Colors" circle, carried out at the beginning of the school year, it can be seen that the children's enthusiasm for the topic is developed at a high level. Almost everyone lacks the ability to create an artistic image, as well as compositional skills. Possession of non-standard coloring methods among pupils is developed at an average level, with the exception of some children who have the highest level of development of all the above listed abilities.

Conducting a cycle of classes using a variety of techniques to identify the abilities of children over the past time, it is clear that children have the ability to work with paints using non-traditional techniques. In children with poorly developed artistic and creative abilities, the indicators are slightly higher than at the beginning of the school year, but due to the use of non-traditional materials, the level of enthusiasm for the topic and technique and the ability to color perception have improved.

Summing up the results of the work done, it is impossible not to note the emotional upsurge in children, the almost complete exclusion of stiffness and fear in communication or in expression own opinion manifestation of independence in the choice of material and technique for drawing in free time. The desire of children to experiment in a combination of non-standard coloring techniques with appliqué from accessible material or modeling from salt dough is tangibly manifested. Children are looking forward to these classes and repeatedly ask when they meet: “When will you come to us? Will there be club classes today?” And after such words, you understand that the work was not in vain. There are new ideas and desires to replenish the world of children with something interesting and exciting.

IN plans for next year:

1. In classes with children:

  • To diversify and complicate the techniques of non-standard coloring in the classroom;
  • Show ways to combine them with each other, taking into account the capabilities of children;
  • Enter previously unused drawing material;
  • Develop more occupational work in subgroups or collective;
  • Use the activity on the street;
  • Take part in various competitions and exhibitions of general gardens and city;

2. Working with parents:

  • Plan 5-6 seminars - workshops, replenishing the knowledge of parents about the ways of non-standard coloring;
  • Give parents guidance on working with children through individual conversations, home visits (at the request of parents);
  • Conduct monthly surveys on topics of interest and subsequent explanatory conversations;
  • Organize various exhibitions of completed works of parents and works done with children at home;
  • Continue to replenish the album “We and the colors”.

3. Working with teachers:

  • Schedule 4-5 workshops with guidelines to use elements of non-standard coloring in joint classes with children in visual activities;
  • Speak at the teachers' council with a summary of the experience of the circle "Rainbow of colors";
  • Conduct a master class for teachers of the city.

4. Engage in self-education. Continue an in-depth study of methodological literature, developing your ability to draw using unfamiliar species non-standard coloring and accumulate interesting methods and techniques in working with children and parents.

5. Admission to the Educational Institution Foundation Pedagogical University "First of September" in Moscow for training courses: "How to awaken an artist in a child: modern technologies for the development of creative abilities (based on prototypes of art)".

6. Continue publishing materials on this topic at the regional and all-Russian level.

Tasks:

  • educational- continue to teach children to independently and creatively reflect their ideas about beautiful phenomena by various visual and expressive means; arouse interest in the image of the rainbow; give basic information on color science.
  • developing- develop a sense of color.
  • educational- to cultivate an aesthetic attitude towards nature.

Preliminary work: view illustrations, postcards, rainbow stamps, and more natural phenomena to enrich the artistic impressions of children.

Guessing the riddle G. Lagzdyn:

What's your name, tell me

The yoke that in the sky is an arc

Seven-color hung?

(Rainbow)

Equipment: sheets of white paper, watercolor paints, brushes different size, jars of water, paper napkins, coasters for brushes, rainbow pictures.

STUDY PROCEDURE:

Educator: Guys, let's think with you, what is joy? Children's answers: When everything is fine, when mom is at home. When dad plays with me. When the sun is shining.

Educator: In ancient times in distant Egypt, people called the sun by the name Ra, so the words "joy" and "sun" are similar in meaning. What words can you name that sound similar to "joy" (children's answers).

The teacher reads a poem by G. Lagzdyn "Rainbow"

In the rainbow - seven arches,

Seven colored girlfriends!

Red bow - orange girlfriend!

Yellow bow - green girlfriend!

Blue bow - blue girlfriend!

The purple bow is a friend to all the bows!

And they will go like hugging

Multi-colored seven girlfriends,

Starting to merge

IN White color- seven bright bows!

The seven-color arc is ours

Educator: Guys, how can you "decipher" the word "rainbow"?

Children: Solar arc, sun arc, joy arc, joyful arc.

Educator: Who among you has seen a real rainbow? Tell us about this joyful event.

Where was it? When?

Was it raining or was the sun shining at that time? How did the rainbow make you feel?

Children: We saw a rainbow when we were driving to the country house. We were happy. And so on.

Educator: A rainbow can be observed in the sky in the warm season, when a small, frequent, warm rain drips. And at the same time, the sun shines through the clouds or clouds: the sun's rays pass through the raindrops and a rainbow is formed.

Guys, do you know the colors of the rainbow, and do these colors always follow a certain order? (children's answers).

Educator: Now look what a rainbow looks like? (shows picture). And name the colors.

Children: Red, orange, yellow, green, blue, blue, purple.

The teacher removes the allowance and asks to name at random. Then the teacher clarifies how the children will draw the rainbow - with the tip of the brush or with the whole? From left to right? Straight or curved? What should be done with a brush after each color?

Children: Rinse, dry on a napkin.

Children in the air draw an arc. Then they take brushes and draw beautiful and joyful pictures about the rainbow.

I. Formulation of the problem: ineffective subject environment in the corner of iso.

II. Justification of the problem:

1. Lack of equipment in the creative corner.

2. The inability of children to draw with non-traditional techniques.

3. Incompetence of parents in the matter of drawing using non-traditional techniques.

III. Objective of the project: create conditions for fine development children with non-traditional techniques.

IV. Tasks:
1. Replenish the corner with equipment.
2. Teach children unconventional drawing techniques.
3. To give knowledge to parents in the matter of drawing using non-traditional techniques.

V. Actions:
1. Cooperative activity teacher and children
2. Consultations, memo, master class for parents.

Manufacturing:
- non-traditional equipment for art.

VI. Calendar plan/terms of project implementation: 2014-2015 year.

  • Study and analysis of research, methodical literature on this issue; selection of visual-demonstration, handout material.
  • Drawing up a project plan.
  • Consultation for parents "Drawing unconventional ways»
  • Joint activity of the teacher and children "Printing with leaves"
  • Stencil making.
  • Master class for parents on the topic: Using non-traditional drawing techniques with preschool children.
  • Joint activity of the teacher and children "Signet from an apple"
  • Production of the album "Unconventional drawing technique"
  • Open event for parents "Skillful Hands" (circle)
  • Joint activity of the teacher and children "Drawing with fingers and palms"
  • Consultation for parents "Raising interest in drawing in children"
  • Joint activity of the teacher and children "Drawing with cotton swabs"
  • Advice for parents "How to organize a home drawing lesson"
  • Joint activity of the teacher and children "Drawing with a candle + watercolor"
  • Memo for parents: "How to properly prepare the workplace"
  • Joint activity of the teacher and children "Imprint with crumpled paper"
  • Production of equipment according to
  • Advice for parents "We love to draw"
  • Open event for parents "Skillful Hands" (circle)
  • Album "Unconventional drawing technique"
  • Open event for teachers "Skillful Hands" (circle)
  • Exhibition of material on non-traditional drawing techniques "Drawing without a brush"

VII. Resources:

Literature:

  • Sakulina, a guide for educators. - 2nd ed. and additional - M .: Education, 1982. - 208 p.
  • Davydova, G.N. Non-traditional drawing techniques in kindergarten [Text] / G.N. Davydova, Scriptorium, 2003.
  • Wenger, L.A. Raising a child's sensory culture [Text] / L. A. Wenger, E. G. Pilyugina, N. B. Wenger. - M .: "Enlightenment", 2005.
  • Subbotina L. The development of imagination in children [Text] L. Subbotina. - Yaroslavl, 1998.
  • Nikitina, A.V. Non-traditional drawing techniques in kindergarten [Text] Nikitin. – Karo, 2007.

VIII. Personnel: teachers, parents, children.

IX. Equipment: paper, paint, waste material, candles, fruits, cotton buds.

X. Project staff:

Full name, functions, product of activity:

  • Educator, organizer and leader, consultations;
  • Parents, listeners and participants, drawing;
  • Children, participants, drawing skills.

XI. Project product:

  • equipment for a corner of creativity.

XII. Efficiency criteria:

The goal is achieved if:

  • children use on their own unconventional techniques drawing,
  • more than 50% of the pupils' parents improved their competence in drawing using non-traditional techniques