Interactive step-by-step drawing of art in elementary school. New educational standards and art lessons in elementary school

Annotation to the material

Art presentations- the best demonstration material, which, thanks to the use of information technology in the school, will allow the teacher not only to teach children how to draw, but also provide an opportunity to introduce works of fine art, the work of artists in drawing lessons at school. Conducting a lesson in fine arts without the presence of visual images is impossible today. Drawing presentations make a lesson on any topic easy to understand and understand for children. Only these electronic manuals will help students immerse themselves in the world of art, see the work of world artists, feel like a novice designer and discover new techniques for depicting objects using paints and brushes, plasticine or non-traditional materials used today in creativity.

New approaches to modern education require the teacher to use multimedia presentations on the topic of drawing in art lessons as:

• The main source of information on the topic of the lesson
• A reliable assistant to the teacher when demonstrating work processes or step-by-step drawing
• Sample for student projects
• A tool that allows you to demonstrate the process of artistic activity using graphic programs

As soon as the teacher downloads presentations on art for free, the lesson takes on completely different colors:

• He becomes attractive
• His material is informative and persuasive.
• His slides motivate students to get a decent result.

In a visual arts class, a presentation can be used as a guide to explain a topic or as a means to test knowledge. The teacher can free download drawing presentations for primary and secondary schools about the life and work of artists (artists, architects), about museums and types of fine arts to explain new material using the best visualization taken from virtual museums and art galleries on the Internet. When summarizing knowledge on a topic, you can download presentations for art lessons with tests, the implementation of which does not take much time in the lesson, but allows the teacher to quickly check the studied material, causing a keen interest in the child to further study the subject.

In order for children to learn to draw beautifully, this desire and possibilities must be awakened in them. The wonderful presentations on drawing (iso, fine arts) that we offer for free from the sections by class will help in this. Each work was created by a professional, so the children will appreciate the material that will be presented in the lesson. Along with presentations on fine arts for many classes, you can also download the outlines of a drawing lesson at a school, both primary and secondary.

Teach kids to draw. Perhaps it is some kind of presentation on fine arts that will allow a spark of creativity to ignite in a child and pictures of another talented artist who has not lost his gift will appear on Earth.

IZO (fine arts) - 1st grade

All small children love to draw, but after going to school, many lose interest in art lessons. The whole trouble is that the teacher cannot competently build a lesson and kills the interest of first-graders in this activity, demanding the impossible from young students. In an art lesson, a presentation in grade 1 allows the teacher to be ...

IZO (drawing) - Grade 2

Fine arts in grade 2 with a presentation is a favorite lesson of many schoolchildren. Modern electronic manuals have completely changed the usual classes, when the teacher needed to spend most of the lesson explaining the lesson material. And how much joy gives children virtual travel to museums and art galleries, acquaintance with the work of artists and contemplation of amazing works...

IZO (fine arts) - Grade 3

An art lesson in grade 3 with a presentation is a favorite and long-awaited subject in the school schedule of every junior student. It is in these classes that children have the opportunity to show creativity, show their abilities, reveal their character, put their soul into the proposed work. Even those guys who will not become artists in the future, in the primary ...

Fine Arts (fine arts) - Grade 4

The presentation on art in grade 4 is a reliable visual aid for the teacher, which is able to interest every elementary school student in drawing or fine arts. In this regard, every modern teacher should be able not only to use a computer that is in his classroom, but also to be able to compose multimedia developments, masterfully ...

IZO (fine arts) - Grade 5

Presentations on art for grade 5 will help the teacher maintain students' interest in fine arts and drawing when the children move to the middle level. Illustrative material in these lessons should be present in large quantities. After all, students not only learn to draw, they first get acquainted with the history of the creation of things, with the biographies of artists, with ...

IZO (fine arts) - Grade 6

Art presentations in grade 6 are an indispensable material for conducting a modern fine arts lesson. Acquaintance with various types of art, teaching drawing should be carried out using a huge amount of high-quality visualization. In the age of development of computer technology, there is no need to deprive the student of the opportunity to contemplate, while in the classroom, beautiful pictures, known to everyone ...

The artistic education of children in the modern system of education cannot be secondary. Fine arts, paper plastics, artistic design are the most emotional areas of children's activity. Working with various materials, in various artistic techniques expands the possibilities of the child, develops the space of imagination, creative abilities.

Everything starts from childhood. Already in the very essence of a small person lies the desire to learn and create. The effectiveness of the educational process is the more successful the earlier, the more purposefully children develop abstract, logical and emotional thinking, attention, observation, imagination.

The discovery of a unique individuality will help the child to realize himself in studies, creativity, in communication with friends. Non-traditional art techniques in art classes can help in these aspirations.

The purpose of these techniques is to reveal and develop the potential artistic abilities inherent in the child.

Tasks:

1. To form a steady interest in artistic activity.
2. To introduce children to various types of visual activity, a variety of artistic materials and methods of working with them, to consolidate the acquired skills and to show children the breadth of their possible application.
3. Cultivate attention, accuracy, purposefulness. Develop teamwork skills. Encourage kindness towards each other.

The world of a small person is colorful, emotional. Coming to the lesson, I want to make it unforgettable, emotionally filled. I work in a rural school as a drawing teacher in elementary grades under the program “Fine Arts and Artistic Work”, developed under the guidance of the People's Artist of Russia, Academician B.M. Nemensky. For ten years now I have been collecting and using non-traditional techniques in my work with children, trying to make the lesson unusual, more memorable.

For example, in the first grade, in the lesson on the topic “The Image Master Teaches You to See”, children work with watercolors or gouache, depicting a fairy forest. In this lesson, I use the "Signet" technique, which helps to make the lesson magical.

Different shapes are cut out of potatoes: triangles, squares, hearts, rhombuses, children look where this shape can be applied, dip it into the paint and ... complete their drawing on a given topic. Work can be carried out in groups and collectively (depending on the size of the class), since there are few seals and everyone uses them. (Appendix No. 1)

The Ointment technique also gives unexpected results. Only here we need colored pencils to complete the task. You must bring any metal objects to the lesson: paper clips, coins, wire, forks, etc. This is very intriguing guys. They ask the question: why do we need all these items in a drawing lesson, and how will they help us in our work? And everything is very simple. We cover the object with a sheet of landscape paper (for example, a coin), press it down and draw the image to the surface with a wet colored pencil. Where you can apply this image, children fantasize themselves. (Appendix No. 2)

In the lesson on the topic “You can depict with a spot”, we use the black and white “Monotype” technique. We take a small amount of paint on the brush (preferably ink or gouache), and shake off a few drops on a clean sheet of paper. Fold the sheet in half, iron it well, open it and let it dry. Task: take a close look at what your spot looks like and paint it! (Appendix No. 3)

In the lesson "Patterns on the wings" it is possible to use the color technique "Monotype". All images are at first similar to butterflies due to symmetry. We take a small amount of paint on a brush (preferably gouache), and shake a few drops onto a clean sheet of paper. You can do this several times, but preferably in a different color. Fold the sheet in half or at an angle and iron well. Let's open the sheet - and lo and behold, there is already a ready-made butterfly, you just need to finish the patterns on the wings. (Appendix No. 4)

In the second grade, in the lesson “Our friends are birds”, you can also use the “printing from glass” technique that you already know. Only now you have to draw a fragment of a tree on a piece of glass: several branches and leaves. Just make an impression, let it dry and start drawing birds. (Appendix No. 6)

At the lesson "Fairytale bird" it is possible to use the non-traditional technique "Nitkography". For work, we take ordinary threads, gouache. We lower small pieces of thread into gouache (since the volume of the gouache cap is small, the thread folds arbitrarily), put them on a clean sheet of paper. We weld the sheet, press it strongly with our hand and pull the thread by the tip. Very interesting work is obtained when the threads are dyed in different colors. (Appendix No. 7)

The non-traditional technique “Foil Drawing” can be applied in a lesson on the topic “Inhabitants of the Underwater World”. The drawing is applied with gouache with the addition of PVA glue. We select the color of the foil according to the plan: blue, blue, purple, green, etc. To depict an underwater animal, you need to make a drawing, and then “squeeze” it onto foil and decorate it. (Appendix No. 8)

A lesson in the second grade on the topic “Lace patterns” can be done using the “Scratching” technique. Not easy to complete this task, it will be that you need to do the preliminary work. Senior students are given the task to prepare sheets for the work of second graders. A sheet of paper is rubbed with wax. Gouache is mixed with ink or soap, and in several stages, the sheet is painted over. The most interesting thing is that you need to draw a pattern immediately and nothing can be fixed. After such work, the guys become more confident.

In the lesson “Four-legged hero”, we use the “Tamponing” technique to express the nature of the depicted animals. To perform this technique, a swab must be made from a piece of paper. Having lowered it into the paint, apply a thoughtful drawing to the prepared paper. Using a swab, you can draw the sky, grass (closer - farther), leaves of trees, animals. (Appendix No. 9)

The theme “Man and his jewelry” can be diversified if you use beads (for glue), pasta, colored paper, feathers, pieces of fabric and woolen threads, beads when decorating clothes. The works are bright and interesting.

Lesson "Field of Flowers" I propose to perform in the technique of "Breaking Application". Application is performed as usual, only all flower petals and leaves are performed without scissors, with fingers. At the same time, fine motor skills of the hands develop. Only the tip of the piece is glued. (Appendix No. 10)

In the third grade, in the lesson “The Beauty of Bouquets from Zhostovo”, you can perform collective work using the “Crumpled Paper” technique. Cut out a flower petal from pieces of colored or dyed paper in the desired color. The cut out part is strongly crushed, unfolded and assembled with glue into the flower you need. We arrange the collected flowers in the form of a pattern on a black background. (Appendix No. 11)

At the lesson “Mom's scarf”, the technique of cold batik is applicable. To do the job, you will need a small piece of starched fabric. The guys have a very strong motivation, they paint a scarf for their mother. The work is done in gouache with the addition of PVA glue.

For the lesson “Bouquet of Flowers”, it is necessary to collect and dry flowers and leaves that are interesting in shape and color and perform collective work using the “Floralistic” technique. Contact with nature will give students new impressions and feelings, which positively affects the emotional activity of children, and collective activity on the creation of creative work will consolidate a friendly attitude in the classroom.

A lesson on the topic “Still Life” can be done using the “Patchwork Technique”. You can make any still life by cutting out the intended household items, dishes and flowers from the fabric of the color and texture you need. Try it too! I assure you, and you and the children will enjoy it immensely.

“Portrait of a friend” can be diversified if you complete the “Picture from strips of paper”. To do this, you need to draw a portrait on a piece of paper with a pencil. Prepare paper strips 1 cm wide for the entire length of the sheet. Lubricate the pencil lines with “Moment” glue and quickly put paper on the line, holding it a little for hitching. After gluing all the strips, the portrait can be carefully decorated, trying not to stain the vertically standing strips of paper. (Appendix No. 12)

A lesson on the topic “Museums of Folk Decorative Art” can be done using “Collage”. To do this, we take illustrations with objects of arts and crafts. At the lesson, the children themselves cut out the objects they need and use glue to create a collage on any topic: “Dymkovo Toy”, “Russian Matryoshka”, “Gzhel”, “Khokhloma”, etc. Such collages can later serve as excellent visual material. (Appendix No. 13)

In the 4th grade, a lesson on the topic “Landscape of the Native Land” can be offered to children to perform in any non-traditional technique they have previously studied to choose from: it can be “Nitkography”, “Broken Application”, “Floralistics”, “Gratage”. You can also remember “Printing from Glass”, but now put green grass, the sky on the glass, and the empty white places that remain in the sky will be clouds. They will finish the trees and everything necessary for the planned landscape later, when the paper dries. You can apply the “Collage” technique and even make a “Picture from strips of paper”. And if someone completes a landscape with appliqué fabric or pasta, then the exhibition of works at the end of the lesson will replace any museum of “Unconventional Techniques”.

In a lesson in grade 4, drawing a portrait of a Russian beauty, we pay attention to her headdress. If in the second grade we used beaded appliqué as a decoration of a folk costume, then when completing a task on this topic, students can pay special attention to a color combination or a pattern made of beads using the appliqué technique. A headdress made in this way looks richly decorated, like a real one.

The theme “The image of the artistic culture of Central Asia” can be revealed through the image of a city in the desert with the help of a candle or wax crayons. You only need to draw a city in the distance, and then paint over the entire sheet in yellow. You will see how the city will appear on your sheet, and will look like a mirage in the desert.

Thus, non-traditional techniques help to make the lesson emotionally richer, develop students' imagination and fantasy, which is so lacking in our youth. Such works arouse great interest not only in the lessons of fine arts, but also becoming winners at regional and regional and all-Russian exhibitions and competitions.

Drawing lesson for younger students. Bullfinches.

Author: Khatipova Gulnara Kabirovna teacher.
Place of work: MOUDOD DKhSh №2

Drawing lesson outline.

Target: formation of the ability to see the beauty of reality through observation; development of visual observation and visual imagination.
Tasks:
Educational: teach to portray a bullfinch;
introduce the genre of animalism;
transfer in the drawings of the beauty of lines, shapes, coloring, their color harmony; definition of proportions.
Developing: learn to see the beauty of birds,
develop in children the need for creativity.
Educational: cultivate love for the native nature, aesthetic taste; respect for nature, to cultivate the ability to see, understand and notice the beauty in everyday life, the beauty of nature;
the formation of aesthetic feelings;
formation of accuracy in the process of work.
Visual range: slide presentation "Bullfinches", reproductions depicting bullfinches, a sample of work made by the teacher, a phased image of a bullfinch.

Materials and accessories: gouache, album, water jars, brushes, palette, simple pencil, eraser, A4 color cardboard.

Literary series:- poems, (see the summary "The course of the lesson"); - proverbs

Music line: voices of different birds.
Lesson plan:
1. Org moment - 2 min.
2. Message of the topic - 20 min.
3.independent work - 50 min.
4. Summing up - 10 min.
5. Homework - 5 min.
During the classes:
I. Organizing moment:
Check readiness for the lesson.
II. Lesson topic message:
The cold has come.
The water turned to ice.
Long-eared hare gray
Turned into a white bunny.
The bear stopped roaring:
The bear went into hibernation in the forest.
Who's to say, who knows
When it happens.
Right in winter. In winter, various changes take place in nature.
What changes are taking place in nature?
(Trees shed their leaves, some animals hibernate, snow falls, frosts come).
In winter, guests drop in to us ... Who?
(Birds).
We'll find out if the guys help us. Some have letters on their desks, take them and go to the board. The letters are mixed up, what is the word? We will guess it if we find the answer to the riddle:
Let me be a small bird
My friends, I have a habit -
When the cold starts
Directly from the north here. (Bullfinch)
That's right, it's a bullfinch. This is what we will draw today in the lesson.
The topic of our today's lesson is "Bullfinches".

The closest relative of the bullfinch is the sparrow. The bullfinch lives in coniferous taiga forests. For the winter, a significant part of the birds move to the south, which is why we can see it in our gardens and forests.
Body length (about 18 cm, weighs about 35 g)
What color is the plumage?
The top of the head, wings and tail are black.
The back of the neck and back are light grey.
Uppertail and undertail are pure white.
The lower part of the body is red.
Here are a couple of birds - these are bullfinches. Male and female.

Which one do you think is which?
(In the female, the red color is replaced by brownish-gray.)
Imagine 100-150 years ago in Russia there was a tradition to teach bullfinches to sing. The chicks were taken out of the nests, fed and taught various melodies. Trained birds were quite expensive, but there are also many joys from such a pet. Now the tradition of teaching bullfinches to sing, as well as the secrets of this skill, have been lost. Maybe it's for the best. Birds should live in the wild, not in a cage. The Russian people have many proverbs, sayings, riddles dedicated to this bird. For example, according to an old soldier's sign, the bullfinch sings to victory.
You have a proverb on your desk in an envelope, cut into pieces, compose it and explain its meaning. A RED BIRD IS A feather, A MAN IS A SKILL. If a bird is praised for its beauty. That person is judged by his deeds, skills. And today you will increase your skills by learning how to draw birds.
The bullfinch is very much loved in Russia. In the suburbs there is the world's only "Bullfinch Museum". It contains all kinds of bullfinches, paintings, sculptures and other works of art dedicated to the bullfinch. People come there to look at the birds and learn about their life.
Artists are very fond of depicting a bullfinch. Look at the pictures of this bird.

And who knows what the names of the artists who draw animals are called?
Artists who draw animals (as well as birds, insects, fish) in their paintings are called animal painters.) Because “animal” is English for “animal”.) And the genre is animalistic.
What do you think artists pay attention to when drawing birds?
Before drawing a bird, you need to pay attention to its appearance. This:
1) the size of the bird itself and its body; who is this? (Penguin is a bird guys!)
2) long or short legs; See how the legs of a heron and a bullfinch differ
3) long or short neck; Compared to a swan, the bullfinch's neck is almost invisible.
4) shape, size of the tail and wings; This is also a male. You see, they stand out not only in color, but also in a chic tail.
5) the shape of the beak, paws and claws;
6) type of plumage and its color;
I suggest that each of you complete a drawing of a bullfinch. Look at my work here showing how to properly build a bird. The basis of the body of any bird is an oval (egg), the head is a circle, the wings are a triangle, the tail is a trapezoid. After building all the geometric shapes, you need to smoothly connect along the constructed lines. Having built a bullfinch in a pencil, you need to complete it in color. The top of the head, wings and tail are black. The back of the neck and back are light grey. Uppertail and undertail are pure white. The lower part of the body is red.
Work sequence:
1. Choose a format
2. Outline the size of the bullfinch.
3. Draw the details of the bird.
4. Run in color.
Your job should turn out - to find the character of the bullfinch, neatly done.

III. Independent work of students:
The students begin to complete the task. In the process of practical work, the teacher helps the students.

IV. Summarizing:
January 15, the very middle of winter, is celebrated as the All-Russian Day of Wintering Birds. This year is a harsh winter. Birds are more afraid of hunger than cold. We can help them.
How will the guys tell us?
FROST
Frosts are severe this year...
Anxious for the apple tree in our garden,
Anxious for the Bug:
In her kennel
The same frost
Like in the yard.
But most of all I'm worried about the birds,
For all our bullfinches, sparrows and tits:
After all, it is very cold in the air for them.
Can we help the defenseless?
Chorus:
Let's help! They need to be fed
And then
They will easily survive the cold.
E. Blaginina
Everyone will remember perfectly what you promised the birds.
So what did you learn in class today?
What new did you learn today?
Look what amazing work you have done!

v. Homework:
Tell your parents and friends about what you learned in the lesson. Bring material for the next lesson.
Thank you for the lesson!

Lesson of fine arts according to GEF

The Federal State Educational Standard regulates the main educational processes and stages of education in a general education school. Being an important element of the education system, the subject of fine arts is subject to the requirements of the federal educational standard.

The purpose of art lessons at school, one can name the formation of artistic, aesthetic, spiritual and moral culture, the development of the creative potential of schoolchildren as a factor necessary for the progressive development and formation of students as individuals.

Being endowed with a system of educational tasks depending on the age group of students, there are four types of fine arts lessons at school: drawing from nature, decorative drawing, drawing on topics, conversations, about art.

Figure 1. Tasks of art lessons

According to the norms of the Federal State Educational Standard, art lessons are held from the first to the sixth grade. The duration of the course is 213 teaching hours.

Figure 2. Distribution of teaching hours

If you look in the context of "by year of study", then the fine arts lessons are distributed in such a way that the largest number of hours is devoted to drawing from life.

The dominance of drawing from life in art lessons is due to the following factors:

1. Drawing from life is a method of visual education and gives excellent results not only in teaching drawing, but also in the overall development of the child.
2. Drawing from life is an excellent means of aesthetic education of children.

Drawing from nature in a general education school provides not only for the depiction of objects by means of black and white drawing, but also for teaching the elements of painting.

Since drawing from nature is an excellent means of aesthetic education of children, it becomes obvious that by drawing a landscape, a tree, a flower from nature, studying the nature of the form of these objects, the child shows interest in the beauties of nature, in the richness and variety of its forms and colors.

Having carefully studied the requirements for fine arts lessons at school, it was found that in addition to drawing from nature, the general school curriculum includes the following:

1. pattern making tasks
2. album design,
3. interior decorating assignments.

Such tasks are aimed at developing the creative abilities of students and involving them in socially useful work.

The task of decorative drawing is to enable students to become familiar with the key principles of arts and crafts.

At the lesson of fine arts (FINE) at school, while teaching the skills of decorative drawing, children learn how to make patterns, the laws of composition, continue to master the skills of working with watercolors, gouache, ink, study the ornamental creativity of the Russian people, the peoples of the fraternal republics and other peoples.

Figure 3. Rules for the design of decorative patterns

At the lessons of fine arts at school, as part of thematic drawing classes, children receive the following skills:

1. image of various scenes from the surrounding life,
2. illustration of literary works,
3. creative compositions of paintings on a variety of topics,
4. images on topics invented by the children themselves,

At the lesson of fine arts, through drawing-composition, children express their impressions, their way of perceiving the world around them. Separately, it is necessary to mention special talks about the fine arts. They are organized mainly during extra-curricular time. During conversations, the teacher introduces students to the life and work of outstanding painters, sculptors and architects. In addition, students will learn by what means the artists achieved the ideological depth, emotional expressiveness of their paintings.

Preparing a teacher for an art lesson

It is one of the important aspects reflected in the GEF. The readiness of the teacher for the lesson, along with special training expressed in the basics of drawing, painting, DPI, knowledge of the theory and history of fine arts, is determined by the following factors:

1. A clear orientation in the goals and objectives of teaching fine arts;
2. Possession of modern and relevant methods of compiling outlines of lessons in fine arts and arts;
3. Possession of the skills of teaching fine arts, contributing to the assimilation of culture, ensuring the acquisition of knowledge.

Preparing a teacher for an art lesson- a key element of teaching this discipline in a modern school. It must fully comply with the requirements for the quality of teaching fine arts.

Preparing a teacher for a lesson includes the use of various programs, manuals, methodological literature, the study of innovative methods, a thematic plan for studying each topic in a subject, lesson planning, i.e. drawing up a plan or plan - a summary of the lesson.

In accordance with the second generation of the Federal State Educational Standard, in the process of preparing for an art lesson, a modern teacher must take into account a number of important aspects without which the lesson cannot be considered of high quality. An art teacher must understand that a modern lesson is different from a traditional lesson and requires a different approach to presenting material.

Figure 4. Lesson types

The modern lesson is a lesson aimed at the formation and development of universal educational activities.

Separate attention should be paid to the lesson planning procedure. This requires the following:

1. Determining the topic of the lesson.
2. Determination of the didactic purpose of the lesson on a particular topic.
3. Determining the type of lesson;
4. Thinking about the structure of the lesson.
5. Lesson security.
6. Selection of the content of educational material.
7. Choice of teaching methods.
8. The choice of forms of organization of pedagogical activity.
9. Assessment of knowledge, skills and abilities.
10. Lesson reflection.

Requirements for an art lesson

Currently, the Federal State Educational Standard voices a wide range of requirements for an art lesson. These include both the use of the latest achievements of science and the construction of a lesson based on the laws of the educational process. In addition, the teacher of fine arts is required to implement all didactic principles and provide conditions for productive cognitive activity of students, taking into account their interests. A huge role is played by interdisciplinary connections and connection with previously studied knowledge and skills, reliance on the achieved level of development of students. It is also important to motivate and activate all spheres of the personality of students in the learning process at the fine arts lesson.

Figure 5. Didactic principles

In the fine arts lesson, special emphasis should be placed on the development of emotional responsiveness, the development of students' artistic and creative abilities, so that later they are emotionally rich and open to the world of beauty.

Among the requirements for the lesson of fine arts according to the second generation of the Federal State Educational Standard is the presence.

The technological map of the lesson is a new type of methodological product that ensures the effective and high-quality teaching of training courses at school and the possibility of achieving the planned results of mastering the basic educational programs in accordance with the Federal State Educational Standard.

Figure 6. The structure of the technological map

One of the most important requirements for an art lesson is an adequately formulated goal of the lesson. The nature of the target is shown in the figure below. In addition, the goal of the lesson should be clear and concise.

Figure 7. Characteristics of the purpose of the lesson of fine arts

The solution of the problems of teaching and educating students almost completely depends on the organization and skillful conduct of lessons. Compliance with certain norms when conducting classes in fine arts is a necessary element of successful pedagogical activity at school. Requirements for an art lesson especially strict in relation to its structure. According to the Federal State Educational Standard, the structure of fine arts lessons in secondary school is not much different from the structure of lessons in other subjects and includes the following:

1. Organizing time,
2. homework check,
3. explanation of new material
4. independent work of students,
5. consolidation of the material covered,
6. summarizing.

One of the key requirements for an art lesson is variety and regular change of activities. In other words, art classes don't have to be monotonous. Since the possible list of activities in the art lessons is quite wide, it is very easy to avoid monotony. So, in drawing lessons from nature, children are engaged in both drawing and painting, and in decorative drawing classes, they make patterns, study fonts, create decorative compositions, and get acquainted with the elements of artistic design. If we talk about lessons-conversations, then children will learn new things about art.

The organization of an art lesson requires strict attention to time. It is usually sorely lacking. The skill of the teacher is manifested in the fact that in the time allotted for the lesson, it is possible to do everything that was planned.

Each lesson is divided into strictly timed stages:

1. Organizational stage of the lesson. It includes the following:

1. establishing proper discipline in the classroom,
2. registration of absentees in the class register,
3. attitude towards learning.

An important requirement for an art lesson is a high level of preparation of the teacher's workplace. All necessary materials must be brought and installed in advance in the correct order.

In addition, the teacher needs to teach the children to prepare for the lesson in advance, lay out the drawing supplies in a certain order, and clean and store them in a special place after work.

If in the previous lesson, students were given a homework assignment, they need to check it, point out the typical mistakes to the class and explain how to correct these mistakes.

2. Posting new material. The teacher explains the goals and objectives of the new topic, explains how to complete the task, illustrates his explanations with visual aids - diagrams, drawings, methodological tables. To make sure the students understand it, the teacher asks the class questions as he explains.

3. Independent work of students. After explaining the new material, the children proceed to the drawing. The teacher closely monitors the progress of the work. While the children are drawing, the teacher walks around the class, makes comments, gives additional explanations to some, and sometimes, if necessary, corrects the student's drawing himself.

Separately, it is necessary to pay attention to such aspects as the age characteristics of drawing students. For example, young children draw quickly. The high speed of creating a drawing is due to the fact that children are not yet accustomed to analyzing the results of their actions. As a result, the work is done based on the first impression and completely unsystematic. In such cases, the teacher should pay special attention to the methodical sequence of image construction. Primary school students outline the image not with light, barely noticeable lines, but with clear thick lines that cannot be erased with an elastic band. To overcome this, the teacher must verbally and visually show and explain why it is necessary to draw thin, barely noticeable lines.

The methodology of working with high school students is becoming more flexible and individual, since it is difficult to predict in advance the results of the actions of individual students. To increase the interest of high school students, the use of ICT and other pedagogical innovations is recommended.

4. Summing up the work and completing the lesson. By the end of the work, the teacher chooses the most successful, as well as weak, drawings and shows them to the whole class, explaining their advantages and disadvantages.

So, the main requirements for an art lesson are the following:

1. use of the latest achievements of science
2. building a lesson based on the laws of the educational process
3. implementation of all didactic principles
4. providing conditions for productive cognitive activity, taking into account their interests
5. intersubject communications
6. connection with previously studied knowledge and skills, reliance on the achieved level of development of students
7. motivation and activation of all spheres of personality
8. consistency and emotionality of all stages of educational activities, connection with life, personal experience of students
9. formation of practically necessary knowledge, skills, methods of thinking and activity
10. the formation of the ability to learn, the need to constantly replenish the body of knowledge.

General requirements for a fine art lesson are specified in didactic, educational and developmental requirements.

Very well these types of requirements were described and presented by I.P. Vulnerable. In his opinion, didactic requirements include the following:

1. a clear definition of the educational objectives of each lesson;
2. rationalization of the information content of the lesson, optimization of the content, taking into account social and personal needs;
3. introduction of the latest technologies of cognitive activity;
4. rational combination of various types, forms and methods;
5. creative approaches to the formation of the structure of the lesson;
6. a combination of various forms of collective activity with independent activity of students;
7. providing operational feedback, effective control and management;
8. scientific calculation and mastery of the lesson.

I.P. Podlasy outlined a system of educational requirements for the lesson, which include:

1. determination of the educational opportunities of educational material, activities in the lesson, the formation and setting of realistically achievable educational goals;
2. setting only those educational tasks that organically follow from the goals and content of educational work;
3. education of students on universal human values, the formation of vital qualities;
4. attentive and sensitive attitude towards students, compliance with the requirements of pedagogical tact, cooperation with students and interest in their success.

The developmental requirements for the lesson are shown in Figure 8.

Figure 8. Developmental requirements for the lesson

An important element of the teacher's work on the preparation of a fine arts lesson at school is the preparation of an outline plan. The structure of the outline plan is regulated by the norms of the Federal State Educational Standard.

The structure of the outline of the ISO

When drawing up an outline plan for an art lesson, one should adhere to a certain form and structure. It should reflect everything that is shown in Figure 9.

Figure 9. The structure of the outline of the lesson of fine arts

Now let's turn to what should include art lesson plan.

1. First of all, you need to decide on the type of lesson. At the very beginning of drawing up a lesson plan, you need to indicate what type of lesson it will be devoted to:

1. drawing from nature (drawing or painting),
2. decorative painting,
3. thematic drawing,
4. conversation about art.

2. Then we decide on the wording of the topic of the fine arts lesson. Here we indicate the content of the study work. For example, in drawing from nature - "Drawing of a plaster vase", in painting - "Still life from household items", in decorative drawing - "Composing a pattern in a circle", in thematic drawing - "Autumn in the Forest", in conversations about art - " Types and genres of fine arts.

3. After formulating the topic of the lesson, it is necessary to write concisely and clearly the purpose of the lesson and its objectives.

4. The next step in compiling an outline plan for an art lesson is a list of equipment. For example: two plaster vases, two natural tables, etc. In the abstract, you can also outline the layout of field productions in the classroom.

5. Using the blackboard. The blackboard is included in the equipment of the lesson, but the specifics of our work require a special method of using it. Therefore, we highlight this issue in particular. The teacher needs to think about how to use the blackboard more rationally, how to place didactic material compositionally on its plane.

6. Each teacher must first plan and systematize the course of the art lesson. The content of the lesson should be presented in the form of a methodological note including the following:

1. what material will be covered in the lesson,
2. in what sequence it will be presented and how the study time will be distributed.

Literature

1. Volyavko N.N. Technological map of the lesson as a modern form of planning the pedagogical interaction between teacher and students // URL: http://festival.1september.ru/articles/630119/
2. Podlasy I.P. Pedagogy: 100 questions - 100 answers - M .: VLADOS, 2014

Every year new first-graders cross the threshold of the school. A small person rises to a new step in life, a whole world awaits him, full of discoveries, doubts, sorrows and joy. How the kids will feel in it depends on us adults. They have a lot to teach, to awaken and develop the feelings of the children, to stimulate their cognitive interest, to bring up an active position, to encourage the desire to create, explore, and create on their own. But this is in the future, and first they need to learn how to be students, learn school rules, learn to listen and hear their teacher, and this is not easy.

Fine art lessons can be of great help here. Children enter the magical world of color, music, fairy tales. A wonderful country of "magic colors" awaits them, the inhabitants of which help, teach, suggest independent reasoning about good and evil, good and bad, and teach them to empathize. Here appears from the dirty water Blot, which accompanies the children from lesson to lesson. Harmful and nasty at first, thanks to the efforts and help of the children, she corrects herself, gains friends and herself leads the kids through an amazing land of color, shape, image.

Acquaintance with the subject of fine arts can begin as early as September 1. When first graders take a tour of the school, they can be invited to the art room. If not, the lesson is held in a regular class.

Introductory (introductory) lesson in fine arts in the 1st grade

Tasks. Relieve tension and excitement of the first school day; arouse interest in the subject of fine arts.

Equipment. Children's works made in different techniques (gouache, crayons, pencil, charcoal, fabric painting, modeling, etc.); a tray with items necessary for practicing fine arts (paints, brushes, pencils, an eraser, a sharpener, crayons, etc.); paper flower with removable leaves, a small log or a short thick stick.

STUDY PROCESS

I. Organizational moment

To any beautiful music (waltz), children enter the classroom and sit on chairs set in a semicircle. Children's works are hung and arranged on the walls and the board.

II. Acquaintance with the subject "Fine Arts"

Art teacher. Hello dear 1st grade students! Have you already met your teacher? What is her name?

The children say the name.

- Making a tour of the school, you have already been in the gym, and in the library, and in the music room. Have you already guessed that you will have many different subjects and teachers? My name is... Every week we will meet in this class. Look carefully around. What are we going to do here?

Children. We will draw, sculpt, make applications.

U. Right. You and I will learn to depict everything interesting that we can see or think of, so our lesson will be called ...

The teacher shows the note on the blackboard, and everyone tries to read it in unison.

D. Art.

The game "Get together for a lesson" is being held.
On the tray are the items needed for the art lesson, but something extra has been added to them (candy, a key, a small toy).

U. Guys, take a look at these items. Which of them will be useful to us in the lesson of fine arts?

Then the teacher calls the children, who select one desired subject. As a result, unnecessary things remain on the tray.

- You are great. All that is left, we do not need, these are extra items. We will not bring them to class.

The game "Flower-Semitsvetik" is held.

U. Guys, guess the riddle:

Petals fulfill magical desires,
By the will of the hostess they fly around the world
North, south, west, east.
What is the name of the magical flower?

D. Semi-flower.

In the hands of the teacher is a paper flower with seven multi-colored leaves that can be removed from the core.

U. Why is it called that?

D. It has seven multi-colored petals.

U. Let's take turns taking out the petals of the magic flower. Whoever has a petal in his hands, he must name its color, and we all must remember together that such a color can be found in nature.

The guys pull out one petal at a time.

D. Red. ( Apple, poppy, autumn leaves, etc.)
- Yellow. ( Sun, lemon, dandelion...)
- Orange. ( Carrot, sun at sunset, orange, ginger cat...)
- Blue. ( Sky, water in the sea, plums...)
- Green. ( Leaves, grass, watermelon...)
- Brown. ( Tree trunks and branches, earth...)
- White. ( Clouds, sea foam, bird feathers...)

U. Well done. Imagine that you have a lot of wonderful colors, but you are in a bad mood and you don’t know what to draw at all. Get a job?

D. No.

U. In order to depict something, it must be invented, imagined. Now we will check how you can invent.

The game "Wonderful log" is being played.
The teacher shows the class a small log or a short thick stick.

- Look at this item. What story do you think it's from?

D. From the fairy tale "The Golden Key".

U. What did Papa Carlo do from a simple log?

D. Pinocchio.

U. Let's try to turn this log into something interesting. Try to guess what became the log in my hands.

The teacher takes the log like a doll and starts rocking it.

D. This is a doll.

U. Which of you would like to show us something?

Children "turn" the log into different objects, performing various manipulations with it, the class guesses what it looks like. (Car, telephone, ice cream, pipe, violin, airplane, iron, etc.)

III. Summary of the lesson

U. You did an excellent job with all the tasks. We'll meet you soon at a lesson called...

D. Art.

U. Prepare paints, paper and brushes at home. All the best.

To the music, the children leave the classroom.

Subject."Rainbow. Primary and Composite Colors".

Target. Acquaintance with the subject of fine arts and the rules of work in the lesson; familiarity with primary and secondary colors; demonstration of brush strokes; developing the ability to listen to the teacher's explanations; formation of positive motivation; creating a favorable emotional atmosphere.

Equipment. Gouache; brushes number 5; drawing paper A3 (A4); water banks; oilcloths; rags; a poster with the image of the sun, clouds and a rainbow; audio recording of P.I. Tchaikovsky "Waltz of the Flowers".

STUDY PROCESS

I. Organizational moment

Teacher. Dear friends, today we have the first lesson of fine arts. But before we get started, let's check how you prepared for the lesson.
What are we going to do today?

Children. Brushes and paints.

U. Guys, please take your brushes and touch them to the back of your hands. What does our brush look like?

D. On the leg, on the tail.

U. If you press the brush harder, then the palm will hurt. When you and I are going to draw, it is necessary to easily and gently draw a brush over the paper, as if stroking a kitten, without pressing hard on the "heel".

Children try to move the brush over their palms.

- Before you take the paint, the brush must be dipped in water.

The teacher demonstrates by defiantly splashing drops of clean water around him.

– Am I doing everything right?

D. No. The brush must be gently squeezed on the edge of the jar so as not to stain others, work and yourself.

U. And how do we place paints on the desktop?

D. Open it and put it in front of you behind a sheet of paper. You can not put paints on the right or left side of you: they can be accidentally brushed onto the floor.

If the children find it difficult to answer, the teacher helps to find the correct answer.

II. Lesson topic message

U. Now our workplace is in order, we can start classes. Today we will find out where these wonderful colors come from, which we see around us in nature and with which we paint.

III. Rainbow Tale

U. Once a very small but very mischievous Cloud was floating across the sky. He was very bored, there was no one to play with, indulge in, fly in a race through strong wind currents. There was nothing and no one around, only the big gentle Sun carefully warmed the earth from a height. "That's who I'll play with!" Cloud rejoiced. It began to fly up to the Sun from one side, then from the other, then from above, then from below, but the Sun did not notice it. The cloud was so offended that it sobbed bitterly and burst into small drops of warm summer ...

D. Rain.

U. A ray of sunlight slipped through one of the drops, and a miracle happened: the white ray of the sun split into a whole multi-colored bouquet. Across the sky a bright ...

D. Rainbow.

U. How many colors fit on the rainbow? Let's name them.

The children, together with the teacher, name all the colors of the rainbow in order.

- The cloud immediately stopped crying - it turns out that its droplets and a thin ray of sunlight can work such miracles.

IV. rainbow image

U. Guys, let's all draw this wonderful rainbow together so that the cloud is not very sad. For work, we will take the brightest, most important colors. What exactly?

The color of the sun.

D. Yellow.

U. Sky color.

D. Blue.

U. The color of fire.

D. Red.

The guys open and put the right colors in front of them.

U. We start work in red, draw a wide arc through the entire sheet of paper, then draw a yellow arc next to it.

The teacher works on the blackboard with the children.

- It turns out very beautiful, but a very sharp border between colors. Let's clean it with a clean brush.

The teacher with a clean brush with light movements mixes paints on the border of flowers.

- What happened?

D. The colors mixed, a bright orange color appeared.

U. Now let's draw a blue arc. It will be quite wide with us - three times wider than the previous ones. With a clean brush, again remove the border between yellow and blue. What happens?

D. Shows a greenish tint.

U. How many colors are in our rainbow?

D. Five colors.

U. Between the blue and green colors on the rainbow, pale blue is barely distinguishable. How can we get it?

D. With white paint.

White color is immediately added between blue and green.

U. We have already tried all the colors that we have prepared. Did we get a rainbow?

D. No. The rainbow should have seven colors.

U. How to be? What will happen if our rainbow is rolled up with a multi-colored tube?

The teacher shows a paper tube.

- What colors do we have to meet?

D. Blue and red.

U. Add another blue stripe and immediately put a red one on it. What color is produced?

D. Violet.

U. Here the rainbow shone in all its glory.

V. Physical education

U. Let's wash our brushes in water and put them on a cloth: they must not be left in a jar - they can deteriorate. Let's all rest together.

rainbow arc,
(Children jump and clap over their heads.)
Don't let it rain!
Come on sunshine
(Children turn from side to side.)
Bellflower!
(Hands to the side.)

VI. Joint composition of the plot of the picture

U. We got very beautiful rainbows, but they are lonely in our paintings. What can our rainbow spread over?

D. Above the ground, above meadows and fields.

U. Let's draw grass under our rainbow and add some sun to it. Show with your hands how grass grows?

The guys show the grass with hand movements from top to bottom and from bottom to top.

U. What colors will we work with?

D. We work in green and yellow.

The students draw the grass.

U. Where is the rainbow? Show how the sky stretches.

Children show the sky by moving their hands from side to side.

- What colors do we use?

D. We work in blue and white colors.

Students represent the sky.

U. What or who can we decorate our picture with?

D. Flowers, butterflies and ladybugs.

The boys are finishing their work.

VII. Summary of the lesson

U. What did you learn today? How does a rainbow appear? How many flowers can you see on it? What are these colors? How to get orange, green, purple, blue colors?

Children answer based on their drawing.
Children lay their drawings out on the floor at the end of the class to dry for all to see.
Art supplies are removed.

Subject."Firebird Feather".

Target. Consolidation of the rules of work in the lessons of fine arts; familiarity with primary colors; the formation of the ability to peer into the surrounding nature, to see its diversity and multicolor.

Equipment. Gouache; brushes number 5; drawing paper; water banks; rags; audio recording by A. Lyadov "Magic Lake"; Peacock feather.

STUDY PROCESS

I. Organizational moment

The teacher checks how the children prepared their workplace, arranged paints, poured water.

II. Repetition of the material covered

Teacher. Guys, what did we draw in the last lesson?

Children. Rainbow.

U. Let's remember how many colors the rainbow has and how many colors we used. Why?

D. The rainbow has seven colors, but we only used four colors: red, yellow, blue and white. We mixed them together and got new colors.

III. Lesson topic message

U. Today we will continue to learn how to mix colors and find out what happened to the wonderful rainbow.

IV. Fairy tale about the country of "Magic colors"

U. The wonderful rainbow that appeared last time was magical. She did not melt in the sky immediately after the rain. Its multi-colored rays turned into seven bright colors that settled in a magical land.
Here the paints merrily set to work. How many things had to be done! Painted cartoons and illustrations for children's books. In all fairy tales, stories and poems, their heroes scattered, scattered, dispersed and left. The paints even had no time to rest - they were so passionate about their work.
Everything was going fine, only with the bucket, in which the brushes were dipped before diving into a new color, something was wrong. The water in it had become very dirty a long time ago, it began to gurgle softly at first, then louder, then it began to boil and splashed onto the ground. The dirty puddle was at first motionless, and then a very strange creature of an incomprehensible color with very small eyes and a long nose crawled out of it. It was Klaxa. What character can a Blob appear from a dirty puddle?

D. She must have been angry, dissatisfied, gloomy, she didn't like everything.

U. Before Blot had time to look around, when suddenly her attention was attracted by the Firebird, sitting on a nearby bush.
The wonderful bird closed its eyes, exposing its iridescent feathers to the sun - it could not fly into a fairy tale without drying itself. Into what fairy tale could the Firebird fly?

D."Ivan Tsarevich and the Gray Wolf", "Humpbacked Horse", "The Firebird and Vasilisa the Princess".

U. Klyaksa's mood became even worse. How she did not like everything bright, beautiful, fabulous! She immediately wanted to do something bad. A grubby speck quietly crept up to the Firebird and grabbed all the bright colors that adorned the wonderful feathers. Now all that remained was to hide it somewhere in a safe place so that no one could ever find it, especially those nasty cheerful colors that only think how to make the world more beautiful and more amazing.
The colors of the Firebird were very hot, they burned Blot's paws while she was looking for the deepest, darkest, dampest cave to hide from everyone.

The teacher opens a bird previously drawn on the blackboard with white chalk.

Waking up, the Firebird was horrified: how could she be? She cannot fly into a colorless fairy tale, having lost her plumage! Magic paints are very busy, it is a shame to ask them to paint feathers again, since they could not save the old ones. How to help her? Guys, let's draw new feathers for her, decorate her tail and wings. Then there is no need to distract paints from work, and the bird will fly away into its fairy tales, after all.

V. Image of the feather of the Firebird

U. Who might the Firebird look like?

D. For a peacock.

The teacher shows a peacock tail feather.

U. Let's take a closer look at the feather that adorns the peacock's tail. What does it look like?

D. The feather looks like a tree with fluffy twigs.

U. It consists of the main axis, from which fluffy "sprouts" extend to the sides. What paints do we need for work? Why?

D. The firebird is very hot, it is fiery. We will need red and yellow colors.

U. We must not forget that in the flame we can also see blue sparks.

Children open and put in front of them three primary colors.

U. What are the names of the colors we prepared?

D. Basic.

The teacher works with the children on the blackboard.

U. Choose which color you will start your work with.

D. You can start with red or yellow.

U. We take the paint of your choice on a brush and boldly draw a large arc on a sheet of paper. This will be the main axis of our pen. Then, with light strokes from the axis up and down, we make “fluffy processes”. The feather is alive, it sways in the breeze, it should not look like a brush or a toothless comb. The strokes are placed next to each other.

The children work independently to the music.

U. We have wonderful feathers. But our bird is magical, it shines and shimmers. How can we show it?

D. We need to add one more color.

U. Right. Those who worked in red will add yellow, and those who worked in yellow will add red. Please note that we will not put new strokes on top of the old ones, but between them. What happens to color?

D. The color changes, red and yellow mix together, and orange appears.

U. It remains for us to decorate the feather with blue sparks and a blue “eye”, like a peacock. Where on the feather do we put the eye on its base or on the tip?

D. We will decorate the tip.

Children work independently.

U. What did you notice when you added blue sparkles to the feathers?

D. If blue falls on yellow, a greenish tint is obtained.

VI. Summary of the lesson

U. Do you think one feather is enough for the Firebird's new outfit?

D. No. You need a lot of feathers.

U. How can we be with you? Let's put all our feathers at the end of the class ( You can post them on the board if you like.). Now shall we help the magic bird?

Children lay out their works, admire them, compare them with the work of their comrades.

– How did we manage to get orange and green colors?

D. We mixed red with yellow and got orange, yellow mixed with blue and got green.

Children clean their own workspace.

Subject."Flower field".

Target. Practicing the skills to use a brush, mix paints; consolidation of the concepts of primary and composite colors, education of an attentive attitude to the surrounding wildlife.

Equipment. Gouache; thick brushes; rags; jars for water; A3 paper for drawing; fresh flowers (asters, dahlias, chrysanthemums); audio recording of Rachmaninov's "Polka".

STUDY PROCESS

I. Organizational moment

The teacher checks how the children have placed the material for work on the desks.

II. Lesson topic message

Teacher. Guys, pay attention to how long flowers live in our class, how long they make us happy. Why do you think?

Children. We take care of them, water them, we love and protect them.

U. Today we will talk about flowers and try to draw so that each of you can take home a wonderful bouquet. To do this, we will go to our magical land.

III. Tale of a wonderful meadow

U. For a whole week Klyaksa sat in her hole and rubbed her paws contentedly. Wow, what a commotion she made in the magical land! All of them will know how to draw everything beautiful and fun! Now let them run, look for who is so dexterous, who took the fiery colors. These are the harmful thoughts that flew through Klyaksa's head, and from them her mood rose. She vividly imagined how the cheerful colors would quarrel, grow sad, and no longer be able to work together. Why was Klyaksa like that?

D. She was harmful, did not like anything good and good, tried to spoil everyone's mood.

U. Indeed, cheerful painters were very upset at first that someone was spoiling their work, that someone was doing harm. They even gathered in pursuit to find out who it was. In the blink of an eye, they painted a flying carpet and went to inspect their possessions.
How nice it was to fly all together across the colorful sky, overtaking fluffy clouds! The colors suddenly felt good and cheerful again. Suddenly their attention was attracted by bright spots on the ground. What could it be?

U. The flying carpet descended lower and slowed down. The paints saw an amazing clearing covered with huge flowers, which stared into the sky with their multi-colored heads. They grew so densely that they covered the whole earth, only a few leaves and blades of grass could be seen between them. How beautiful it was! Paints immediately forgot that only recently they wanted to punish someone. They thought: "Why chase after someone who acted ugly, it's better to stay in this clearing and have a fun holiday so that all the inhabitants of the country of magical colors have fun." And so they did.
And Klyaksa got bored of sitting in her cave, she slowly got out to see what was happening. The blot just turned green with anger: instead of being sad and angry, everyone played merrily, danced, sang songs and admired the flowers.
Suddenly, a strange feeling seized Klyaksa, she wanted to go to the clearing, spin around with everyone in a cheerful dance, smell the flowers, but something held her back and did not allow her to take a single step. Why didn't Klyaksa go to the clearing? What was stopping her?

D. Klaxa was ashamed.

U. Today, guys, we will draw these flowers with you, and when we put the works together, we will get a magical meadow for a fun holiday.

IV. Image of flower meadow

U. Guys, what do you think is the most beautiful thing about flowers?

The teacher picks up a bouquet of several flowers and shows it to the class.

D. The most beautiful thing is the flowers themselves, not the stems.

U. If our colors were flying on a magic carpet, what parts of the colors could they see?

D. Only the heads of the flowers saw the colors, but the stems and leaves did not.

U. Let's take a closer look at the flower heads. What will we notice?

D. All flowers have a center and petals.

U. What colors can we take for the image of flower heads?

D. Any other than green. It will be needed for the image of the leaves.

U. Let's open our main (primary) colors.

D(chorus). Red, yellow, blue.

U. To help the primary colors, open the white paint.

Children open paints.

- Dip the brush in water, wring it out. Choose your favorite color and put a dot anywhere on the sheet. This is the center of the flower, the petals will grow from it. ( The dot can be in the center of the sheet, or closer to any of the edges.) Now, with a slight movement of the brush from the center of the flower to the sides, we draw the petals, we try to put strokes so that the flower turns out to be fluffy.

The teacher shows the method of work on the board, the children work on their sheets.

- We are doing very well. Now let's choose another color and draw our flowers a second row of petals. Again, in the center of the flower, we put a point and from it to the sides we draw petals of a different color, but a little shorter in length.
What do you see in your work?

D. White turns red and blue into pink and cyan, yellow and red turn each other into orange, and blue and red into purple.

U. Can only one flower grow in a clearing?

D. No.

U. Draw the rest of the flowers yourself, keep in mind that we see only flower heads, that some of them can be large and others smaller.

The teacher shows the bouquet to the class again.

Do we see all flowers equally well?

D. No. Some flowers are hidden behind others, only their halves are visible.

The guys work independently, depicting each flower with two colors.
Music sounds. The teacher walks around the classroom and, if necessary, provides assistance to students, encourages them.

U. Wonderful flowers bloomed on our works! But can we leave them on a white background?

D. No. It turns out that they grow in the snow. We need to add a green background.

U. Right. But this must be done carefully, without painting over the delicate petals. It is best for us to use the priming technique, when the brush "jumps" over the paper and leaves prints of its "traces" rather than strokes.

The teacher shows the method of work on the blackboard.

What other colors can we add to the grass greens?

D. Yellow, then you get light green, or blue, then the greens will be darker.

The guys fill in the background.

U. Our flowers turned out like real ones, only for some reason they do not smell.

D. We forgot to draw the middle.

U. What color do we paint them? Will blue be clearly visible on purple, and white on light yellow?

D. No. On dark colors, you need to put light centers, and on light colors, dark ones.

Children use dots, circles or stars to represent the centers of flowers.

V. Summary of the lesson

U. Let's lay out our work on the floor so that we get a large flower meadow. Look how different flowers bloomed in our country, how beautiful, like in a fairy tale.

Children clean their jobs.

Subject."The Tale of Mushrooms (Magic Umbrella)".

Goals. Development of sensory-emotional perception of natural phenomena, the ability to convey the character and mood of characters in a painting; formation of the skill of working with a brush and mixing paints.

Equipment. Photos of mushrooms or dummies; a few paper hats (to imitate mushroom caps); gouache; brushes; jars for water; thick paper for drawing A4; palettes; sprayer for watering flowers; audio recording of P.I. Tchaikovsky "Humoresque" and "Sounds of Nature" (the sound of rain).

STUDY PROCESS

I. Organizational moment

The teacher checks the readiness of the students' workplaces.

II. Lesson topic message

Teacher. What a wonderful forest in autumn! All the familiar trees dressed up in multi-colored outfits, here and there flare up with bright fiery foliage, rejoicing at the last sun in anticipation of a long and cold winter. It is impossible to sit at home on a fine autumn day, and you just want to wander along the paths between the trees, breathe in the fresh forest air filled with new autumn smells of the forest. What gives us the autumn forest?

Children. Mushrooms, autumn berries, nuts, acorns.

U. Today we will look into the autumn forest and find out what adventures await Blot in it.

III. Tale of the Wonderful Umbrella

U. Every day, Klyaksa walked around her possessions, examining and noting everything new that each autumn day brings.

The teacher asks the children to close their eyes and imagine an autumn forest.

- Once Klyaksa went out for a walk. Very pleased, she minced along the narrow path, turning her head right and left. Suddenly, strange sounds were heard, similar to a quiet whisper, to light blows of invisible fingers on the leaves of trees. The blot stopped, wondering what it could be. Suddenly something fell on the top of her head, then behind her collar. What could it be?

The teacher turns on an audio recording of rain sounds and lightly sprinkles the class with water so that a few drops fall on each student.

- When the sounds and blows intensified, and a huge drop flowed from the nose, Klyaksa was very frightened. Nothing could terrify her like the rain. Where to run, where to hide?

Some children from the place will offer all sorts of hiding places.

- It was very far from the mink, the foliage of the bushes was no longer as lush and dense as in summer. What to do? Suddenly, not far away, Klyaksa saw a strange object, it did not look like either a plant or an animal: on a long column-leg rested a round circle, resembling either a roof or a hat. How it looked like an umbrella! Without thinking twice, Blot grabbed her leg, pulled herself up, pulled a strange object out of the ground and ran as fast as she could to her home. What was it?

D. Huge mushroom.

U. Raindrops beat around Klyaksa more and more, and when she ran up to her house, a real downpour began. The blot climbed into its hole, and the mushroom with its beautiful hat stuck in the door and did not want to hide from the rain. I had to leave it outside, turning it into a beautiful roof for the porch.

IV. Image of mushrooms

The teacher opens photographs of mushrooms on the blackboard or shows dummies.

U. Each mushroom has its own character. What mushroom do you think Klyaksa could pick?

D. Fly agaric, russula, chanterelle, boletus. The porcini mushroom does not look like an umbrella - it has a too thick leg.

U. How are mushrooms different from each other?

D. They are of different colors, some are large, others are small, some are plump, while others have thin legs.

U. Can a mushroom have its own character?

Children may be confused.

- What character can a fly agaric have? He is probably cheerful, pleased with himself, not afraid of mushroom pickers, showing off his motley hat.

D. He can be proud, arrogant or shy. A mushroom can be frightened if a mushroom picker approaches it or a snail crawls onto its hat.

U. What can be a toadstool?

D. Cheerful, mischievous or sad, because everyone considers her ugly and poisonous.

Children try to depict the character of mushrooms, and the teacher makes sketches on the blackboard.

U. What colors can we depict mushrooms?

D. Mushroom caps can be multi-colored, and the legs can be light.

U. Please note that the middle of the cap is always darker than the edges.

The teacher draws the attention of the children to the pictures.

- Invent your own mushroom, it does not have to be similar to the real one. But he must have his own character.

D. Mushrooms grow in dense grass, they can hide among fallen leaves and twigs.

V. Summary of the lesson

All mushrooms are "landed" in a common clearing. The guys try to guess the nature of the mushrooms of their comrades, and the authors tell stories about their heroes.
There won't be enough time in class for that. The game can be continued at recess or at a speech development lesson.

Subject."Image of the underwater world. The structure of fish."

Goals. Depict a corner of the underwater kingdom; show students all the diversity of the world of fish with their general structure; pay attention to the multicolored world around us; develop skills in working with a brush without first drawing with a pencil; practice the technique of applying gouache strokes.

Equipment. Color images of tropical fish; gouache; brushes No. 2-3 and 4-5; A3 paper for drawing; jar for water and a rag; audio recordings: C. Saint-Saens - "Carnival of the Animals" ("Aquarium"), P.I. Tchaikovsky - "Barcarole" and "Sounds of Nature" (brook).

STUDY PROCESS

I. Organizational moment

The teacher checks the readiness of the class for the lesson.

II. Lesson topic message

Teacher. Guys, today we will meet Klyaksa again and find out what's new and interesting happened in the country of magical colors.

III. Tale of the fish

U. One beautiful sunny morning, Klyaksa got out of her mink and went to wander through the forest. She was very bored. All the inhabitants of the magical country were busy with their own affairs, only one Blob wandered sadly among the trees. Suddenly, in the bushes, she heard a strange sound, similar either to the ringing of bells, or to a light muttering.

The teacher turns on the recording of the sounds of the stream.

- What it is?

D. This is the splash of the river, the murmur of the stream, the key, the source.

U. Right. When Klyaksa got up and parted the bushes, she saw a forest stream running over multi-colored pebbles. Klyaksa really wanted to see what was there at the bottom of the stream, and she boldly stuck her nose right into the water. It’s good that Klyaksa only stuck her nose in, because a huge dirty drop immediately formed on its tip. Klaxa was very scared. Why?

D. Our Klyaksa is afraid of water, it can melt.

U. She had to be very careful, and when the circles dispersed in the water, Klyaksa saw an amazing underwater world. There were algae, fish, sand.

Underwater plants swayed smoothly in the water column, bright snail shells barely crawled over them. And among this splendor, fish swam briskly. They were big and small, smooth and colorful, bright and dark.

The teacher shows pictures of the underwater world.

- Klyaksa really liked the fish, and she was sad that she would never be able to go down to them, swim and play. Guys, let's help Klyaksa and draw a small aquarium for her. Each of you will draw an amazing fish, and when we put the drawings together, we will have a real underwater kingdom.

III. Image of fish

U. Let's see what structure any fish has. What does it consist of? What does she have?

D. Head, body, tail, fins, eyes, mouth, gills.

U. Does the fish have a neck, can it turn its head?

D. Fish don't have necks.

U. What shape can a fish's body have?

Display of a poster with schematic images of fish.

D. Fish are usually covered with scales.

U. The scales are usually darker on the back and lighter on the belly of the fish. The fact is that when the fish swims near the surface of the water, its light belly merges with the sun's glare, and the fish becomes invisible to the predator. And in the depths of the water it is dark, and the predator will not notice the dark back. The bright and colorful color of the scales also helps the fish to hide against the background of stones and sand or in thickets of underwater plants. But there are fish with very bright colors, with which they scare away predators or warn that they are poisonous.

The guys draw large fish on their own, these fish can be fabulous. We do not aim to draw real fish. Music plays while you work.

Our fish are ready. What else can be depicted in the picture?

D. Multi-colored sand, consisting of many multi-colored grains of sand. Pebbles can lie on it, snails crawl, algae grow.

U. Algae can look like beautiful bouquets.

On the board, you can show the technique of drawing several types of algae. It should be noted that algae can be not only green, but also yellow, blue, red.

What color can water be?

D. Blue, blue, green.

U. If algae and fish are depicted in green, then the background can be made blue or purple, and if the gamut of the picture is blue or purple, then the background can be greenish. It is important for us that our fish are not "lost" in the picture.

V. Summary of the lesson

At the end of the classroom on the floor, lay out all the drawings close to each other in several rows. We get a piece of the underwater world. After the drawings have dried, some of them can be taken to a cool exhibition, and the rest of the drawings are taken home by the children.
The guys admire their work, their common aquarium.

Subject."The Wonderful World of Birds".

Goals. Depict a bird, show students all the diversity of the world of birds; pay attention to the features of the appearance of birds associated with different habitats; show the multicolor and diversity of the world; develop the ability to work with a brush without preliminary drawing; mix paints on a palette; cultivate an attentive and caring attitude towards nature.

Equipment. Paintings or photographs depicting birds (preferably exotic ones); gouache; brushes No. 2-3 and 4-5; A3 paper for drawing; water bank; rag; palette; audio recording by C. Saint-Saens - "Carnival of the Animals" (plays "Cuckoo", "Final"); poster with beaks and paws of birds.

STUDY PROCESS

I. Organizational moment

The teacher checks the workplace.

II. Lesson topic message

Teacher. Today we will again look at Klyaksa and find out what new inhabitants of the magical forest she met.

III. The birds of the magical forest

U. Over the past week, very interesting events have taken place in our magical land. Blot for a long time could not stop admiring your drawings with fish. Every day she tried to invite one of her friends to her hole in order to show them her magical aquarium, into which she could calmly look into, not being afraid to get wet and melt. Everything was going just fine, but one fine day, looking at the bizarre algae, Klyaksa suddenly heard someone's soft singing. Who could it be? In the mink, Klyaksa was alone, her magic fish were silent and only splashed their fins. Blob thought for a moment, and then realized that the sound was coming from somewhere outside. She slowly opened the door and poked her curious nose out. And then a whole bunch of different songs fell upon her: chirping, whistling, strumming, cuckooing and much more. What was it?

Children. They were different birds.

U. The fact is that on this day, cheerful colors painted pictures for a children's book, and all the painted birds sat on the branches of trees to dry their feathers. What kind of birds were not here!

The teacher opens posters with pictures of various birds.

IV. Image of birds

U. Let's remember what the birds look like, what they have.

D. Head, torso, neck, paws, tail, feathers, beak, eyes.

U. Interestingly, the beak of all birds is different, by its appearance it is possible to determine what the bird eats. Let's try to guess whose beak it is and what its owner eats.

On the board is a poster with the image of a beak:(A)- woodpecker,(b) – crane,(V) – parrot,(G) – ducks,(d) – hawk,(e) – sparrow.

D. Beak ( A) - this is the beak of a woodpecker, with which he hollows the bark of trees and takes out insect larvae. Beak
(b) is the beak of a crane, with which he gets food from a reservoir. Beak ( V) - the beak of a parrot, he peels seeds for them. Beak ( G) belongs to the duck, she filters the water with it. Beak ( d) is the beak of a bird of prey, with such a beak it is convenient to tear prey. The owner of the beak ( e) is a sparrow, it feeds on seeds and catches small insects.

U. Paws can also tell a lot about their owner.

On the board is a poster with schematic images of paws.

D. duck ( A) paws are adapted for swimming, in a parrot ( b) for climbing trees, at the eagle ( V) to capture prey, while the dove ( G) - for walking on the ground.

U. What is the body of birds covered with?

D. All birds are covered with feathers, which make up their outfit.

U. Feathers can be long and short, form tufts on the head and beautiful fans on the backs, can cover the breast with a fluffy collar or make fluffy paws. And all these feathers of any bird are multi-colored. Even a black jackdaw has several shades of plumage, and then what about peacocks or parrots?

The teacher shows pictures of various birds.

- Our bird in the picture should be large and always beautiful. What will she do?

D. The bird can sit on a branch, be in flight or prepare for it.

U. We will definitely work with a palette, taking thick paint, mixing it before use. First, we will do the work in general terms (we will come up with a bird shape and color), and after drying we will add small details (eyes, feather decorations, etc.). We must remember that the bird is not in empty space, so it is necessary to think about the background.

Children begin independent work with musical accompaniment.

V. Summary of the lesson

After finishing work, all the drawings are laid out at the end of the class on the floor, making up a kind of panel. Part of the work can be posted on the stand in the classroom. The rest of the work is done by the children at home. (It is advisable to ensure that the work of each student is presented on the class stand within a month or a quarter.)