Children and painting

How to teach children about painting?

All parents want their children to grow up smart, inquisitive, and their horizons are constantly expanding.

The ability to appreciate beauty and understand art must be instilled from an early age.

And it's very important to do it right. The book "Pictures. My big exhibition" will help to tell children about painting in the game.

Here are some simple and curious facts about the directions of painting.

The style of art combines the paintings of artists working in a similar manner.

Renaissance - the revival of ancient traditions

From the 14th to the 17th centuries, interest in science, art and literature revived in Europe. Art becomes closer to life. "Renaissance" means "rebirth" in French.

Leonardo da Vinci, Mona Lisa, 1503-1506

Baroque - dynamism and drama

The beginning of the 17th century is considered the date of birth of the Baroque. At that time, the church called on artists to vividly and dynamically depict biblical scenes. The artists used bold lighting effects to create realistic, dramatic paintings.

Michelangelo da Caravaggio, Supper at Emmaus, 1601

Classicism - restraint and fidelity to the ancient canons

Classicism was born shortly before the French Revolution of 1789. Artists of this trend tried to copy samples of Greek and Roman art with their precise drawings and almost indistinguishable strokes.

Jacques-Louis David, Oath of the Horatii, 1784

Romanticism - pathos and emotionality

Romanticism is an artistic and literary style that became popular in Europe in the late 18th century. Romantic works are dramatic, picturesque and, as a rule, show the power and beauty of nature, as well as the heroism of the human spirit.

Francisco Goya, The Third of May 1808 in Madrid, 1814

Realism - objectivity and directness

Realists opposed the overly exalted style of Romanticism. They sought to show the world as we see it, depict everyday life and people without emotional exaggeration.

Jean-Francois Millet, "Angelus", 1857-1859

Impressionism - the desire to capture the elusive moment

Impressionism originated in France in the 1870s. The Impressionists tried to display a fleeting impression on the canvas, painting pictures with quick, bright strokes. Often the artists worked in nature rather than in workshops.

Claude Monet, The Artist's Garden at Vetheuil, 1881

Post-impressionism - boldness of color and simplicity of form

In the 1880s in France, Impressionism was replaced by Post-Impressionism. Post-Impressionists painted in bright colors, simplifying the form to emphasize their feelings. They relied less on impressions from nature.

Vincent van Gogh, Self-Portrait with Bandaged Ear, 1889

Expressionism - distorted forms and strong emotions

Expressionism originated in Germany at the beginning of the 20th century. Expressionists tried to show emotions on canvas - for example, anger or fear, for which they deliberately distorted the forms of the depicted objects.

Franz Marc, The Fate of the Animals, 1913

Cubism - the principle of combined points of view

Braque and Picasso were the first to paint in the Cubist style in 1907. This style was popular until the 1920s. The Cubists sought to show the subject at the same time from different angles. To do this, they decomposed it into simple geometric shapes.

Juan Gris, Still Life on a Checkered Tablecloth, 1915

Futurism - dynamics and the desire to convey movement

Having appeared in the early twentieth century, futurism did not last long. Futurists were in love with the speed and power of new machines (cars, trains and planes). Artists sought to convey the movement of the real world on a plane.

Umberto Boccioni, The City Rise, 1910

Surrealism - the combination of dream and reality

Surrealism emerged in the early 1920s. Translated from French, this word means "more than reality." Surrealist paintings often seem strange, as bizarre images, visions and dreams are illogically combined here.

Salvador Dali, The Persistence of Memory, 1931

Pop art - use of popular culture imagery

Pop art appeared in the 1950s in the UK and the USA. Artists of this trend depicted in their works familiar images from everyday life - food packaging, newspapers, comics, photographs of celebrities.

Andy Warhol, Can of Campbell Soup (Tomato), 1968

Natalya Ignatova

lecturer at the Level One educational project and a certified art historian

To interest children in an art exhibition is not as difficult as it seems at first glance. And for all parents. To make going to the museum a good family tradition, take into account the age of the young viewer and study art in a playful way. Knowing your child, you will be able to tell him the story of the picture in an unobtrusive and accessible way, which means that you will not overload with unnecessary information.

preschoolers

Kids from 4 to 6 years old are not very interested in who painted this or that painting and why. To begin with, they just need to explain what a museum and paintings in general are. Most children at this age are already familiar with photographs. They probably already tried to take pictures of dad and mom or their toys. Therefore, we can say that paintings are something like photographs. It's just that before there were no smartphones or cameras, and people could only draw - and not only reality, but also fairy tales.

At preschool age, first of all, you need to teach the child to carefully look at the pictures. At the same time, keep in mind that canvases depicting both nudity and scenes of violence hang in the galleries. Therefore, think over the route in advance. In the Tretyakov Gallery, it is best to immediately go to the room with paintings by Viktor Vasnetsov (room number 26). The ideal work for the perception of kids is "Bogatyrs".

Goals:

Educational:

• To give children knowledge about the portrait genre, its features and features of the image: a single portrait, a group portrait, a self-portrait.
• Learn to correctly navigate the location of different parts of the face and its proportions.
• Learn to make a portrait from different parts of the face of your own choice and imagination. Pay attention to the symmetry of the person's face and proportions, to the similarity of the portrait with nature.

Corrective:

• Introduce the following concepts into the children's dictionary: genre, portrait, self-portrait, miniature, profile, full face, face.
• learn to select adjectives for nouns, select words - epithets;

Educational:

• Cultivate emotional responsiveness to works of art;
• cultivate aesthetic feelings through the examination of reproductions.

Painting reproductions:

• V.L. Borovikovsky "Children with a lamb";
• VI Surikov “Portrait of Olga Vasilievna Surikova, the daughter of the artist, in childhood”;
• V.A. Serova “Children. Sasha and Yura Serov”, “Portrait of the composer N.A. Rimsky-Korsakov”, “Portrait of the artist I.S. Ostroukhov”, “Portrait of the artist V.I. Surikov, “Portrait of Nicholas II”, “Portrait of Mika Morozov”;
• N.N.Ge “Portrait of Alexander Herzen”, “Portrait of Nikolai Ge, the artist’s grandson”,
• I.P. Argunova “Portrait of Catherine II”, “Portrait of an unknown peasant woman in Russian costume”,
• I. N. Kramskoy “Portrait of Pavel Mikhailovich Tretyakov, “Portrait of Vera Nikolaevna Tretyakova”, “Portrait of the artist I.I. Shishkin, “Portrait of the singer E.A. Lavrovskaya on the stage”, “Portrait of Dr. Sergei Sergeevich Botkin”, “Portrait of a woman”, “Portrait of the artist Dyakonov”,
• K.P. Bryullov “Portrait of the writer N.V. Kukolnik”,
• A. P. Antropova “Portrait of Shuvalov”.

Methodical methods: Conversation, teacher's story, looking at illustrations with self-portraits, using an artistic word, a surprise moment, individual work during the lesson, summing up.

Preliminary work:

• Examination of portraits of artists.
• Examination of the thematic dictionary in pictures from the series “The World of Man” on the topic: “Parts of the Body”.
• Drawing portraits with a simple pencil.
• Didactic game “Name it affectionately”, “Name the parts of the head”, “Name what a person has 2”, etc.

A child always has his own view of art, which is determined by a whole system of images, ideas, ideas, his own understanding of art. It can be wide or very limited - close to everyday life, real life. In any case, this system of views on beauty belongs to the child and this must be taken into account, while enriching his idea, developing the figurative side of the perception of a work of art, maintaining interest in art and culture.

It is very important that children see copies of museum exhibits shown at home and in kindergarten in the original.

The teacher's story about the genre of painting is a portrait.

Portrait - a genre of painting, which is based on the image of a specific person with a pronounced individuality.

Portrait painting is one of the most difficult and significant genres in the visual arts.

The word portrait means, translated from French, “to reproduce the devil in the devil” of the depicted person. The portrait is always drawn from life. The artist chooses the person he wants to portray, gives him a beautiful pose, in other words, asks him to pose. The artist faces a difficult task - to convey the appearance of a person, his face, figure, movement, costume, environment in which he is. But the main value of this genre is that it conveys to us not only the appearance of a person, but also his character, mood, his inner world, personality, age.

Familiarization of children with the genre of portraiture is necessary for the formation, development and consolidation of an understanding of the state of another person.

When getting acquainted with the portrait, children have the opportunity to feel either small children playing with a lamb (V.L. Borovikovsky “Children with a lamb”), or a child with a favorite toy (V.I. Surikov “Portrait of Olga Vasilievna Surikova, the artist’s daughter, in childhood”), then children admiring the sea (V.A. Serov “Children. Sasha and Yura Serovs”).

The ability to put oneself in the place of another, to feel his joy, surprise or grief, gives rise to a sense of interest, belonging and responsibility. Children develop and consolidate the ability to understand the people around them, showing goodwill towards them, the desire for communication, interaction, sensitivity and caring.

In addition, familiarization with portraiture contributes to the development of emotional, aesthetic and artistic feelings of children. The sooner we develop the emotional-sensory world of the child, the brighter his imagination and thinking will work.

Thanks to acquaintance with the portrait, the child joins the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, about professions, life and appearance of people of different times.

V.A. Serov “Portrait of the composer Alexander Herzen”	N.N.Ge “Portrait of N.A. Rimsky-Korsakov”
V.A. Serov “Portrait of the artist I. S. Ostroukhov”	V.A. Serov “Portrait of the artist V.I. Surikov”
V.A. Serov “Portrait of Nicholas II	I.P. Argunov “Portrait of Catherine II”
N.N. Kramskoy "Village Chief"	I.P. Argunov “Portrait of an unknown peasant woman in a Russian costume”

Research by psychologists makes it possible to establish that the portrait as a genre of painting is accessible to the aesthetic perception of children from the age of 4. At this age, they emotionally respond to the expressive image of the portrait (smile, laugh, stroke it, etc.), show a positive interest in it. Carried away by the general content of the portrait, children at this age are still not quite able to explain the preference for choosing one or another portrait. However, some means of expression are already available to their understanding. So, in determining the emotional state of a person in a portrait, the main thing for them is the general facial expression, less often the eyes. Children are able to perceive and name the emotions depicted in the portrait - “smiling”, “laughing”, “crying”.

Children aged 5 also show a positive interest in the portrait. They emotionally respond to portraits of people whose images are not only close to their personal experience, but are also known to them from literature and cinema. Children like people with a positive emotional state more, although they also empathize, sympathize with sadness and sadness. A five-year-old child already pays attention to such means of expression, such as drawing. When determining the emotional state, he sees not only the face and its facial expressions (the movement of the eyebrows, the expression of the eyes, lips), but also the posture.

Artists do not specifically paint portraits for children, so it is quite difficult to select them for use in the pedagogical process. Some principles for selecting portraits:

Firstly, these should be highly artistic works both in content and in terms of means of expression.

Secondly, the artistic image of the portrait in terms of content and form of the image should be accessible to the understanding of children, close to the level of their emotional experiences. To a greater extent, these are positive emotional states of a person, although by the end of the middle preschool age some negative emotions (anger, pain, despair) can also be shown.

Thirdly, you should select portraits that are diverse in type, means and manner of depiction.

At the first stage of work with preschool children, it is necessary to introduce them to the portrait as a genre of painting, showing its difference from other genres (still life, landscape). Children look at a portrait - a face with a pronounced expression (for example, laughs, rejoices, is surprised).

Then, a bust portrait can be offered for consideration, where, along with the emotional state expressed on the face (facial expressions), hands are presented in any movement, gesture.

At the next stage, portraits can be selected, where the relationship of facial expressions, hand gestures, postures is presented and where clothing emphasizes the social role of a person. A more difficult stage will be to familiarize children with a portrait, where the environment brings a certain addition to the image, contributes to a deeper understanding of its idea.

Paintings by I. N. Kramskoy

For preschool children, the most suitable for the harmonious perception of painting are female and male portraits.

I.N. Kramskoy "Female portrait"

I.N. Kramskoy “Portrait of Dr. Sergei Sergeevich Botkin”

It is also necessary to consider a portrait of different ages (children, youthful, adult and elderly people).

In the middle group, children first get acquainted with the portrait as a genre of painting. The main tasks of the teacher in this process are:

• Arouse interest in the portrait in children, the desire to carefully examine it; express your thoughts and feelings.

Acquaintance with portraiture in this group should begin when the children already have some ideas about painting and its genres such as still life and landscape. Usually this is the second half of the year.

Portrait is a complex genre of painting. Understanding it requires children to have a certain social experience, knowledge of both the person himself and the fine arts, his language, and ways of creating artistic images. Therefore, long-term work with children is required, the content of which will include two directions. The first is the formation of ideas about a person, his feelings and emotions, moral attitude to many phenomena of life. The second direction is the gradual formation in children of an understanding of the language of the pictorial image of a portrait. The first direction will be carried out in different classes, in games, everyday life, everyday activities. The second - in the classroom for familiarization with the portrait and in artistic activities.

In everyday life, the educator develops attention and observation in children. For example, Katya entered the group, she has a new hairstyle. She is in a good mood, laughing, joyful. The teacher says to the children: “Oh, what a cheerful, joyful Katya is today, she’s just all glowing! And her hair is beautiful!” Or draws the attention of the children to Anya: “Look at Anya, she is unhappy with something. Look at the drooping shoulders and head, and the face, how sad: the eyebrows are raised at the corners, and the tips of the lips are lowered. Let’s go up to her and ask how we can help her!”

The educator constantly draws the attention of the children to the emotional state of adults - parents, educators, educator assistants.

Children should be taught to understand sign language, facial expressions, posture expression. A good educator often uses gesture, facial expressions instead of a stream of words. This teaches children to look at an adult from time to time, his reaction to their actions, develops attentiveness and observation.

So, instead of the word “no”, you can wag your finger, shake your head, spread your arms (“Well, well!”). "Go here!" - invite by hand. “Shut up!” - finger to lips. Approving gestures: stroking, applause. Children should also be shown other gestures, telling what they express (grief, resentment, fear, thoughtfulness, etc.). You can conduct special classes: “When we are happy, when we are sad”, “What does it mean?” “Scared”, “surprised”?”, “Guess what I'm saying” (using facial expressions and pantomimics). The purpose of such classes is to bring children to an understanding of the emotional states of a person and their external expression.

It is good to use imitative-figurative games, dramatization games, in which children practice in characteristic gestures, postures, and facial expressions.

Children really like games in which you need to guess, understand a gesture, movement, posture. For example, the games “Where we were we will not say, but what we did we will show”, “Tell without words”, “Guess who is doing what”.

Having introduced children to individual portraits, it is advisable to organize an exhibition in a group with the works of artists already known to children, and then go with them to the museum.

The word "museum" in ancient Greece meant a house dedicated to the goddesses, patronesses of poetry, art and science. And today the “museum” is also a house where outstanding works of the creative genius of artists, sculptors are kept - monuments of history and culture.

A visit to a museum is an event in a child's life. Direct acquaintance with the collections of art museums has a huge emotional impact on children, and this is invaluable in the formation of a creative personality.

First impressions are the strongest and deepest, which is why careful preparation for an excursion to the museum is so necessary - a real holiday for a child and an adult. It largely depends on the adult whether the child wants to come here again and again. No need to force him to memorize the names of paintings and the names of artists. Of course, you need to pay attention to this - with due respect and admiration. The child will gradually learn to remember and recognize. But the main thing for him will remain a sense of beauty, surprise and joy.

Painting in kindergarten.

In kindergarten, children get acquainted with various types of fine arts accessible to their age. Using the best images of folk art and masters, the teacher fosters interest and the ability to aesthetically perceive paintings, sculptures, objects of folk art, illustrations in books, forms the basis of the aesthetic taste of children, the ability to independently evaluate works of art. The perception of art develops gradually, therefore, to works intended for preschoolers, there are a number of requirements. The drawing should be distinct, convey vividly and expressively the most characteristic features of the object - shape, color, relative size of parts, position in space. In a plot painting or sculpture, each image should be clearly outlined, characterized, so that by one or another sign it is clear to children who is depicted, what he does, where and when the action takes place. Composition is essential for understanding a work. A clear selection of the main, main (either by the location of the characters, or by color) facilitates the perception of the whole and understanding of the depicted. The most accessible to preschool children are paintings by Soviet artists on topics reflecting the life of children: T. Yablonskaya. "Spring", M. God. “Tanya, don’t blink!”, A. Deineka. "Future Pilots", I. Shevandronova. "In the rural library", A. Tkachev, S. Tkachev. "Children". Some landscapes by Soviet artists K. Yuon, V. Byalynitsky-Biruli, G. Nissky, V. Meshkov are accessible to children. K. Yuon's paintings "Winter Day", "The End of Winter", "Sorceress-winter" depict Russian winter with its iridescent snows, blue distances, shady lace of branches. Works of Russian realistic art of the past are widely represented in kindergartens: I. Shishkin. "Morning in a Pine Forest", "Ship Grove", "Rye"; landscapes by I. Levitan “March”, “Golden Autumn”, “Spring. Big Water”, “Birch Grove”; seascapes by I. Aivazovsky; paintings by V. Vasnetsov "Alyonushka", "Ivan Tsarevich on the Gray Wolf". For older preschoolers, some works of portraiture are also available: I. Repin. "Dragonfly", V. Serov. "Mika Morozov", V. Tropinin. "Portrait of the Artist's Son". Still life presents rich opportunities for the development of aesthetic perception. In this genre, the image of objects attracts the child, first of all, with its expressive means - color, shape. Still lifes by I. Mashkov “Ryabinka”, “Fruits”, “Malinka”, A. Kuprin “Bouquet of wild flowers”, etc. are available for perception. Thus, preschool children are introduced to different types of fine arts. These are highly artistic works, rich in ideological content and perfect in artistic form, accessible to the child, both in content and in means of expression. We offer a card index of looking at pictures in kindergarten with children of older preschool age. On the subject: Studying painting »

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Maria Artamonova
Methods for teaching preschoolers storytelling in a picture

Methodological development on the topic: « Picture storytelling technique» .

Painting- one of the main attributes of the educational process at the stage preschool childhood. its positive advantages over other didactic means are disclosed in sufficient detail in methodical manuals and textbooks on education (M. M. Konina, E. P. Korotkova, O. I. Radina, E. I. Tikheeva, S. F. Russova, etc.).

Paintings for working with children are distinguished by the following criteria: format (demonstration and handouts, topics (natural or objective world, the world of relations and art), content (artistic, didactic; subject, plot, character (real, symbolic, fantastic, problem-mysterious, humorous image) and functional method of application (attribute for the game, the subject of discussion in the process of communication, illustration for a literary or musical work, didactic material in the process learning or self-knowledge of the environment, etc.

General requirements for the organization of work with painting:

1. Works on teaching children storytelling it is recommended to carry out, starting from the 2nd junior group of kindergarten.

2. When choosing a plot, it is necessary to take into account the number of drawn objects: the younger the children, the fewer objects should be depicted on picture.

3. After the first game painting remains in the group for the entire time of classes with her (two to three weeks) and is constantly in the field of view of children.

4. Games can be played with a subgroup or individually. At the same time, it is not necessary that all children go through every game with a given painting.

5. Each stage of work (game series) should be regarded as intermediate. Result stage: story child using a specific mental technique.

Kinds storytelling by picture

1. Description of subject paintings is a coherent sequential description of the picture of objects or animals, their qualities, properties, actions 2. Description of the plot paintings is a description of the picture of the situation not out of scope paintings. 3. Story paintings: child tells about the content of each story pictures from the series linking them into one story. 4. Narrative storytelling story: the child comes up with a beginning and an end to the one depicted on picture episode. He needs not only to comprehend the content paintings, to convey it, but also with the help of the imagination to create previous and subsequent events. 5. Description of the landscape paintings and still life. Description Example paintings I. Levitan "Spring. Big water" child 6.5 years: “The snow melted, and flooded everything around. Trees stand in the water, and houses are on the hill. They didn't flood. Fishermen live in the houses, they catch fish.”

Lesson structure:

1. Part - introductory (1-5 minutes). Includes a small introductory conversation or riddles, the purpose of which is to clarify ideas and knowledge, to set children up for perception.

2. Part - the main (10-20 minutes, where different methods and techniques.

3. Part - the result of the lesson, where the analysis is carried out stories, and their evaluation is given.

Methodological techniques:

Questions (problem questions)

Sample teacher

Partial sample of an educator

A joint storytelling

Plan story

Brainstorming a plan for the future story

Drafting storytelling by subgroups

Drafting storytelling by subgroups

Assessment of children's monologues

Stages. Younger age.

In the younger group, the preparatory stage is carried out painting storytelling learning. Children of this age cannot yet give an independent coherent presentation. Their speech is in the nature of a dialogue with the teacher.

The main tasks of the educator in the work on picture come down to next: 1) teaching children to look at the picture, the formation of the ability to notice the most important thing in it; 2) a gradual transition from classes of a nomenclature nature, when children list the depicted objects, objects, to classes that exercise in coherent speech (answering questions and writing short stories) .

Children are learning tell by picture sentences of two or three words. Examining the painting used to develop accuracy and clarity of speech.

looking at pictures always accompanied by the word of the educator (questions, explanations, story) .

After the conversation, the teacher himself talking about what is in the picture. Sometimes you can use artwork (eg, stories pet writers). A small poem or nursery rhyme may be read (for example, "Cockerel, cockerel, golden comb" or "Kisonka-murisenka" etc.). You can guess a riddle about a pet ( eg: “Soft paws, and in the paws of a scratch-scratch”- after paintings"Cat with Kittens").

In the younger group, it is especially important to use a variety of game techniques.

Average preschool age.

Children are taught to consider and describe the subject and plot paintings first on the questions of the educator, and then according to his model.

The method of comparing two characters is used. Story-driven conversations pictures ending with a generalization made by the teacher or children.

You can play a lexical-grammatical exercise "Continue the offer".

Let's play. I will start the sentence and you will continue it. To do this, however, one must look very carefully at picture.

I believe that on picture the beginning of the day is depicted, because ...

In the middle group, a sample is given for copying. « Tell, like me", "Well done, remember how I told» - says the teacher, that is, at this age, deviation from the model is not required.

When children learn to make small stories descriptive ( story about the basic qualities, properties and actions of one or more items or objects, you can go to storytelling by consecutive story series paintings. With the help of a teacher preschoolers make up a connected serial story descriptive, bringing together all pictures of the series.

Senior preschool age.

In senior preschool age due to the fact that the activity of children is increasing, their speech is improving, there are opportunities for self-compilation stories based on different pictures.

Content, subject paintings using in senior preschool age, demand to provide classes with a greater cognitive and aesthetic emphasis. In an introductory conversation, brief information about the life and work of the artist-author may be appropriate. paintings, its genre, a generalizing conversation about the season, animal life, human relationships, etc., that is, what sets children up to perceive paintings. Appeal to the children's own experience, participation in a polylogue corresponding to the topic of the lesson, lexical and grammatical exercises also activate mental and speech activity. preschoolers encourage them to be proactive.

In senior preschool aged conversation by content paintings you can start with an analysis of its primary or search for a more successful, accurate titles: « The painting is called"Winter fun". Why do you think it's called that? What does the word mean "fun"?” - The teacher turns to the children after a silent consideration. “What do you think it could be called differently? Explain your choice." This allows children to understand, appreciate the big picture to move on to a more detailed consideration.

In the classroom in the preparatory group for school, the model of the educator should be offered only if the children do not have a good ability to coherently present the content paintings. In such classes, it is better to give a plan, suggest a possible plot and sequence. story. In senior groups preschool all types are used story by picture: descriptive story by subject and plot pictures, narrative story, descriptive a story based on landscape painting and still life.

In the older group, for the first time, children are led to the compilation of narrative stories. So, they come up with a beginning or an end to the plot depicted on pictures: "That's how I rode!", "Where did you go?", "Gifts for Mom by March 8", "The ball flew away", "Cat with Kittens" etc. A clearly formulated task encourages creative fulfillment of it.

It is very important to teach children not only to see what is shown on picture but also to imagine previous and subsequent events.

In the senior and preparatory groups, work continues to develop the ability to characterize the most significant in picture.

Grade stories.

become important in the process learning storytelling from a picture evaluation and analysis of children's stories.

In junior preschool age assessment should be only positive.

In middle age, the teacher analyzes children's stories, emphasizing, first of all, the positive points and briefly expressing suggestions for improving the quality story. Children can be encouraged to analyze by inviting them to choose a more accurate word, to compose more successfully statement: “Children, did you notice how Sasha said about ... How else could you say? Say it your way."

Children of the elder preschool age actively participate in the analysis of their own stories and stories of their comrades. This moment in the lesson should be used to improve the coherent speech of children, directing them to a more successful lexical substitution, selection and pronunciation of additional options regarding the characteristics of the image, storyline, sentence construction, and narrative structure. That is, this is not just an indication of errors, but the recognition of other versions of the statement.

Methodology for teaching storytelling according to the content of the picture is constantly enriched with new creative discoveries of educators, interesting methods and methods of controlling the speech activity of children.

An effective addition to the content conversation paintings is a modified technique perception of what is depicted picture various sense organs, developed by the Russian scientist I. M. Murashkovskaya.

Modern technique application of a series of plot paintings for the development of the coherence of the speech of the elders preschoolers developed by Russian Methodist A. A. Smirnova, who not only developed the series paintings, but also offered an effective methodology stimulating coherent speech of children.

It is important that the selection, combination of various methodical ways we did not forget that painting- this is only an effective means, and the main thing in the lesson is the child, whose development we must guide and accompany.