How to draw fear of the dark. Consultation on the topic: Children's fears

How to draw emotions. Emotions in a pencil portrait

In this lesson, we will look at how a person's face will change, expressing various emotions. When expressing early emotions, the look changes, the pupils (shrink or expand), ears rise, lips stretch in a smile or vice versa narrow, and so on :) Below are the stages of writing a portrait of a person filled with emotions such as happiness, fear, contempt or hatred, anger or anger

How to draw fear, how to draw fear with a pencil.

We start the drawing with an axial thin line, immediately determine the dimensions of the head.

Divide center line into three equal parts

With light lines we define the tip of the nose, the direction of the eyebrows, the curvature of the eyes.

With the help of hatching draw eyebrows, pupils. My eyes will be slightly widened (from fear:)

Using hatching, we sculpt the shape of the nose

We draw hair and ears to our character, apply shading to them

We draw a mouth that will be skewed, thereby the emotion of fear will be transmitted. When a person is afraid of something, a wrinkle forms between the eyebrows. We apply hatching to the entire surface of our drawing. Everything, from the image a frightened person is looking at you

how to draw happiness on a person's face

We start the drawing by drawing an axial thin line with a pencil, determine the dimensions of the head

We divide the center line into three equal parts as in the previous stage

Define the shape of the head with a light line

Strongly without pressing the pencil, draw the eyebrows, nose, determine the shape of the eyes

With the help of hatching draw eyebrows, pupils. The eyes will be as narrow as possible. When a person smiles, wrinkles form around

We draw a mouth, slightly noticeable dimples will appear on the cheeks, pronounced cheeks will appear. We draw ears. Using hatching, we sculpt our entire head.

We add a hairstyle to our character, dress him up. Our drawing is ready.

How to draw contempt, arrogance

As always, we start with the center line. Immediately determine the dimensions of the head of the model.

The center line is divided into three equal parts. This will be the level of the eyebrows and nose.

Draw the outline of the head with a pencil

We draw a nose and eyebrows, we outline a neck with a collar

We draw eyes. I want to draw attention to the fact that the cut of the eyes will be slightly narrowed. We immediately apply hatching to the gas, our drawing will begin to come to life.

We outline the folds at the eyes. Because when a person squints, a lot of folds form in him. We draw a mouth with slightly visible teeth. We outline the chin.

Draw hair and ears to our character

The final stage is to apply hatching to the entire surface of our drawing, the places where the shadow passes the hatching are applied more intensively. Our drawing is ready.

How to draw anger, anger in a portrait

We draw the center line where our head will be located

We divide the axis into three parts with a pencil. Parts must be equal

Light lines define the tip of the nose. With the help of hatching we draw eyebrows. The most important part of the face in this emotion is the eyebrows. They will have sharp outlines.

We draw eyes. Eyebrows will hang over the eyes. With the help of hatching we show the shape of the nose

We draw hair and ears.

We draw a mouth. upper lip practically invisible. The mouth will be compressed as much as possible. Let's do the shading. Our drawing is ready.

All drawing is ready! Before you is a man in anger drawn with a pencil

All children in in a certain sense- artists. Every child, starting from 2-3 years old, draws with passion. Visual activity for small child natural and pleasant, and only to adolescence the craving for drawing remains only in artistically gifted children. Visual activity is formed as the child's psyche develops and can, to a certain extent, serve as an indicator of his mental development. IN children's drawing the features of thinking, imagination, emotional-volitional sphere and personality of the baby are revealed.

The drawings of children differ from the drawings of adults, since for a child, drawing is not art, but speech. The baby's awareness of the environment is faster than the accumulation of words, so drawing gives him the opportunity to easily express what he is experiencing. Therefore, the drawing can provide valuable information.

All children go through the same stages of drawing development:

pre-figurative stage

(from 1.5 to 3.5 years). This is a period of scribbles, staining, when the child is interested in the very process of leaving marks on paper (or other surface) and the result of the activity is unimportant. Color at this stage also has no semantic meaning: baby tries, studies, experiments.

pictorial stage

It is longer and more varied:

• Drawing with primitive expressiveness(from 3 to 5 years). The child is trying not just to draw, but to depict something - however, it turns out that he is very schematic. For example, depicting a person, the baby draws a "cephalopod".
• schematic drawing (6–7 years). The child begins to distinguish facial expressions, movement and emotions in the drawing.
• Believable Images when a child has drawing skills, and the drawing is already losing its childishness.

Interpretation of a child's drawing

The work of a 5-year-old boy raises questions. This happens when a drawing, on the one hand, gives little diagnostic information due to the simplicity of the plot, and on the other hand, it alarms at certain points. This picture does not correspond to the age of the child. The drawing is typical for a 3–4-year-old child (doodle stage with elements of a schematic image), which may indicate a possible delay in the boy's mental development (but not necessarily!) Or that his graphic skills are poorly formed.

Taking into account the plot (the boy drew his favorite characters Angry Birds), most likely, the development of the child does not cause concern, and we can only talk about weak motor skills of the hand and insufficient drawing skills. The color design of the picture is quite consistent with the chosen plot and is quite realistic.

In the picture we see "faces" with eyes and mouths - this is the initial stage of the image of a person and other living beings. According to the formal characteristics in the drawing, one can distinguish the “correct” location of the image on the sheet (in the center), its standard, average size, which is a sign of the boy’s normal visual-spatial orientation. However, the randomness of the lines, strong pressure when coloring and weak pressure during the main drawing of contours is a sign of a possible emotional instability of the child, a rapid change in his states (for example, periods of activity often alternate with periods of lethargy). The drawing is careless, which may indicate the author's impulsiveness, but it is clear that the child can control his hand (the coloring does not go beyond the outline), so it is more likely to assume that the third-party assessment is of little importance to the author. This is also evidenced by the low detail of the picture.

The picture is dominated by dark tones (black, brown, purple), which may indicate a lowered mood. Drawing individual elements with a multiple line, with strong pressure, in different directions characteristic of anxiety. Blackened eyes, a mouth with teeth are considered signs of fear and aggressive manifestations.

Psychologist's conclusion

Analyzing this figure, we can conclude that skills are insufficient for 5 years visual activity boy and weak motor skills. Judging by the figure, it can be assumed that the child has a mobile nervous system, mood and behavior changes are often observed, but quite good self-control for his age. It cannot be called hyperactive and unbalanced. Probably, during the period of life during which the drawing was made, the boy was alarmed, experienced a feeling of fear (perhaps quite definite), therefore he defended himself - he behaved aggressively and wary. However, without additional observations of the behavior and play of the child, it is not possible to say this with certainty.

Dear readers, we are waiting for your children's drawings at: [email protected] Please include the child's name and age in the cover letter.

Drawing fears

Drawing is a creative act that allows children to feel the joy of accomplishment, their ability to act, to be themselves, to freely express their feelings and experiences, dreams and hopes. Drawing, like a game, is not only a reflection in the minds of children of the environment around them. social reality, but also its modeling, expression of attitude towards it. Therefore, through drawings, one can better understand the interests of children, their deep, not always disclosed experiences, and take this into account when eliminating fears. Drawing provides a natural opportunity for development, flexibility and plasticity of thinking. Indeed, children who love to draw are more imaginative, immediacy in expressing feelings and flexible in their judgments. They can easily imagine themselves in the place of this or that person and express their attitude towards him, since this happens every time in the process of drawing.

The desire to draw is inherent in older children. preschool age. It indicates the development figurative thinking and the need to express yourself. The study of drawings allows you to better understand the interests, hobbies of children, especially their temperament, experiences inner world. The very predominance of gray tones and the dominance of black in the drawings emphasizes the lack of cheerfulness, a lowered background of mood, a large number of fears that the child cannot cope with. On the contrary, bright, light and saturated colors for active vitality and optimism. Wide strokes when painting with paints, scale, the absence of preliminary sketches and subsequent drawings that change the original plot show confidence and determination. Increased excitability and especially hyperactivity find their expression in the instability of the image, its blurring or large numbers distinct but intersecting lines. With lethargy and even more anxiety, children draw little, preferring other activities.

Through drawing, it is possible to eliminate the fears generated by the imagination, that is, what has never happened, but can happen in the mind of the child. Then, according to the degree of success, there are fears based on real traumatic events, but which happened quite a long time ago and left an emotional trace that is not very pronounced by now in the child’s memory.

There is no need to be afraid of some revival of fears that occurs in the process of drawing, since this is one of the conditions for their complete elimination. It is much worse if they remain smoldering into psyches, ready to flare up at any moment. But this does not mean that it is necessary, by all means, to knock them out, which is called a stick from the carpet. Often, parents are addicted to this, who, with their more than decisive behavior, cause fear in children. Then, instead of helping to eliminate fears, they achieve the opposite effect, not admitting their mistakes and blaming children for their unwillingness to meet.

Of particular value is drawing in a group on the following topics offered in turn at each lesson: “In kindergarten”, “On the street, in the yard”, “At home”, “Family”, “What I dream about is terrible” (or “What am I afraid of during the day”), “What was wrong with me” (good), “What I want to become ".

When drawing, it is best to use colored pencils first. A month before this, you can ask the children to bring their drawings so that some of them can be shown to the group. The purpose of this event is to stimulate interest in drawing at home. His absence impoverishes mental development children and indicates the presence of some difficulties in it.

Topics for drawing in the first two lessons are chosen by the children themselves. It can be houses, cars, trees. Then midges, a dog, a bird, a person, etc. Children themselves choose with whom they will sit at the tables, and this already reveals their likes and dislikes.

In the following after preparatory classes you can start the thematic drawing. If one of the children refuses to draw, you should not fix attention on this, as well as emphasize the success of others.

In the drawing on the theme “In kindergarten”, the relative position of the figures of peers and the author of the drawing is of interest. Children with hysterical character traits, regardless of their real situation draw themselves usually in the center of the group. Children with neurotic reactions in the figure have few peers or they are completely absent, which reflects the problems of relationships with them. The same applies to the picture "On the street, in the yard", indicating difficulties in acquiring stable friendships and overprotectiveness in the family.

The most informative is the drawing on the theme "Family". Unlike the previous one, instructions are given to draw everyone with whom the child lives. The analysis should take into account not only the possibility of objective reflection family situation, but also the installation on it is a change in a direction favorable for the child.

The topic “What I dream about is terrible” or “What am I afraid of during the day” makes it possible to display the most bright fear. What kind of fear is not explained by upbringing, and each of the children must choose it himself. The drawing itself is not obligatory, especially if fears are denied at all. If the drawing is made, it means that the child was able to overcome the barrier of fear in his mind and reflect with a strong-willed, purposeful effort what he even avoided thinking about. Graphic image fear does not lead to its intensification, but, on the contrary, reduces the tension from the anxious expectation of its realization in the drawing, fear is already largely realized as something that has already happened, actually happened. Thus, there is less unsaid, unclear, indefinite, and together this contributes to the loss of the spectacularly traumatic sound of fear in the child's psyche. It is also significant that the lesson takes place in a cheerful atmosphere of communication with peers, providing invisible support from their side, not to mention the approval of the educator himself.

The topic “What happened to me was the worst or the best” is an opportunity to choose the events that happened to the children; most of them prefer to display good, joyful episodes from their lives in the drawing. Nevertheless, in almost every group there are several children who draw unpleasant events, which can serve as the basis for the subsequent, psychotherapeutic orientation of children in their own strength.

“What I want to become” is the final section of thematic drawing in the group, bringing an optimistic stream into it and helping to increase children's self-confidence.

The duration of specially designated classes does not exceed 30 minutes. In one lesson, as a rule, several fears are drawn, but only one fear can be drawn. In no case should the child be rushed to complete the task, since thoughts about how to portray fear imply meeting with him, contact, contact, which in itself reduces the sharpness of his perception. With an average number of fears, it is necessary to conduct 4-6 lessons, respectively. Paint better paints or felt-tip pens (colored).

Some children can’t start drawing for a long time, constantly asking “How?” - what reflects their uncertainty and anxious - suspicious mood. You can then imperceptibly for other children to suggest how to draw fear, but in the most in general terms. As a rule, only the beginning is difficult, which is overcome. When drawing, the theme of death is excluded, since they, as abstract categories, are very difficult.

After a few days, the drawings are discussed, of course, it is easier to conduct it with all the children, but due to the development of the imitation effect in the group, most children will unconditionally agree with the absence of fears, which is not always true. Therefore, the discussion is carried out with each of them separately.

The remaining fears are proposed to be drawn again, but in such a way that the child portrays himself in the drawings as not being afraid.

The persistence of fears points to the underlying high level restlessness (anxiety), obsessive tone, reduced vitality, absence and alertness. The effect of overcoming fears in children from incomplete families, children whose parents are in conflict with each other, are sick with neuroses or burdened with anxious suspiciousness and chronic somatic diseases.

It should also be noted that if the family is not complete by different reasons, then the effect of drawing fears is less pronounced due to the absence of a father who historically protected the family from external danger. But also in complete family the effect of drawing fears can be undermined by conflicts between parents, especially if they are not inclined to acknowledge the very fact of their existence. The presence of constant and unpredictable threats to family well-being or, in other words, a lack of a sense of security and confidence in strength family relations increases the number of fears in children. In addition, fears come to life again, because the negative emotional atmosphere in the family does not change. Therefore, no matter what efforts the conflicting parents make to eliminate fears in children through drawing, the result is always the same: 4-5 times worse than in other families. Still not enough effect from drawing fears is observed when one or another frightening event, for example, a dog bite, beating, etc. was recently, then it is more appropriate to use games.

Thus, it can be seen that drawing, as well as sculpting children's fears, is used mainly in older and preparatory to school age. What helps to more accurately identify the presence of fears in children with different levels intellectual development.

In this lesson we will look at how to draw Fear from the mf "Puzzle" with a pencil in stages. Fear is such a creature purple and very thin with large bulging eyes from fear.

Let's get started. We first need to decide on the proportions, for this we draw a skeleton, mark the top of the eyes with an oblique line, one of them is located slightly higher than the other, then we determine where the head ends, draw the bones of the arms and legs. Next we sketch out the body without going into details. Erase the guide lines and sketch out the hands.

We start drawing. We will start drawing from the eyes, first we draw the one that is fully visible and closer to us, then we draw the second one, which is higher and not fully visible. Then draw the shape of the head, mouth and legs. Above the head, we draw the eyebrows, which rose up in fear. After that we draw the neck, shoulder, body, legs and arms.
I have painted more body, because the head turned out to be much larger than the torso and my sketch is now a sketch, and the body I draw is much larger than it was in order to keep the proportions of this character.

We correct our lines, erase unnecessary ones, paint over the shoes, the butterfly on the throat, the eyebrows in black. You can also paint the fear in other colors to make it look like the original. That's all, Fear from the cartoon "Inside Out" is ready.

A drawing is a kind of indirect reflection of the world through the eyes of a child. By studying the drawing of a child, you can understand a lot. For example, the color scheme, that is, the colors arbitrarily chosen by the child to decorate the picture, speaks of his worldview. As a rule, children living under the influence of fear often use gray, black and dark brown tones in their drawings. It is in these tones, speaking figurative language colored their lives.

Drawing fears can help a child get rid of them. However, one should not think that it will be enough just to ask the child to draw his fear, and he will certainly do it.

In most cases, the reaction of children to such a request is sharply negative. And this is not surprising - the child is afraid to even think about what scares him so much. And to draw on paper means for him to bring fear to life, to give it some form, appearance. Therefore, one should not force the child to draw his fear by force and scold him for stubbornness if he refuses to do this. It is better to leave this request for the time being, and then return to it again.

If the child agreed and drew his fear, it means that he managed to overcome the inner barrier. The fear displayed in the picture is almost a real embodiment of it for the child. Exclusively important point at this point is the following.

It is necessary that the child draws all his fears. An incomplete depiction of fears nullifies the effectiveness of metol.

A child can ask an adult how to draw fear. You can give a hint, but in the most general terms - so that the visual embodiment of a child's fantasy is not influenced by the subjectivity of an adult. For example, if a child asks how to draw Baba Yaga, you should answer: "Draw her as you see!" "But how do I see her? - the child may ask. - What is her face, nose?" Answer something like this: "Draw a big crochet nose and big teeth." Thus, the adult does not impose his idea on the child, but only pushes him to ensure that his own idea of ​​the image is more clearly reflected in the mind.

After the drawings (or drawing) are ready, the adult should discuss them with the child. Looking through the drawings made together, you need to ask the child whether he is afraid now or not. By carefully observing the child's voice and facial expression, one can understand how sincere he is speaking. The denial of fear must be reinforced with praise. In the event that some of the fears remain, one should separately analyze those drawings that depict frightening characters. An adult, together with a child, can try to find some funny or funny features in the picture - so the image in the picture, associated with real way threat, acquires funny features in the mind of the child and becomes less threatening or completely loses its frightening symbolism.

In the event that funny features cannot be found, you should not invent them. Instead, ask your child to tear up the drawing by throwing the pieces out the window or into the trash can. By destroying the drawn villain, you will help the child overcome fear. "Now it's gone!" - tell the child and praise him for destroying the villain by tearing the drawing.

When discussing a drawing with a child, it is extremely important not to pronounce the words "drawing", "drawn villain" etc. Question: "Where do we have Baba Yaga drawn here?" replace with the question: "Where is Baba Yaga? Aha, here she is!"

Help the child to identify the drawing and the image of the villain - in this case, by tearing the drawing, destroying it or laughing at it, the child will easily get rid of fear.

The remaining fears after some time should be depicted again, but the attitude towards this fear should be somewhat different. You should ask the child to draw "how he is not afraid of his fear" - that is, the picture should now contain not only an object childhood fear, but also the child himself, and in active position resistance to evil. This setting is extremely important, since on a subconscious level it acts as an additional incentive to overcome fear. The child, drawing himself in an active position of resistance to evil, automatically fixes his image in the subconscious as the image of the one who conquered evil. Studies show that after the second stage of drawing, fear remains only in 10-15 percent of children.