Get to know paintings and artists.
Learn to understand the artistic image that the author wanted to create.
To form the ability to correctly perceive, feel the mood of the picture and convey it in statements.
Learn to compose a plot story based on a picture, using a description of the appearance of the characters and the landscape.
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Examination of paintings by Russian artists.
Subject: Examination of the painting by V. M. Vasnetsov "Alyonushka"
Target:
- To cultivate the ability to understand the meaning of figurative expressions, select epithets, comparisons to given words.
STUDY PROCEDURE:
The teacher discusses with the children the words:dark, poverty, whirlpool, sadness.
What could be dark ? (Night, sky, face, whirlpool, forest, eyes, tape, corridor.)
How can this be said differently?
How do you understand the word poverty ? How can this be said differently?
How do you understand the word sadness ? What is a sad person like? (Grieving, sad, sad)
Children are invited to carefully consider the reproduction of the picture.
Who is this picture about? What can you tell about the girl? What is she? What is her face, posture, clothes like? Where is she sitting? Why? What happened to her? How did the artist show that the girl was grieving?
What surrounds the girl in the picture? What season is shown?
Who do you think sympathizes with the girl?
What colors are used to paint the picture? What colors prevail in the artist? Why? What was the mood of the artist when he painted this picture?
What do you feel when you look at this picture? What do you like about her?
If you were an artist, what would you name the painting?
“The plot of the painting by V. M. Vasnetsov is inspired by the theme of orphanhood and the suffering of children, a Russian folk tale about sister Alyonushka and brother Ivanushka. The image of Alyonushka captivates with deep sincerity and charm. Before us is a girl who ran away from home into the thicket to a deep pool in order to cry out the insult inflicted by evil people. Grieve about your hard life.
Evening. The dawn is fading. Twilight descends on the young pines, on the darkened water. Alyonushka sits alone on a stone. In her drooping figure, in her swarthy sad face, grief and suffering are expressed. Dark, wide-open eyes are covered with tears, the look is motionless. Silky brown hair fell in tangled strands over her shoulders, fingers tightly clenched around her knees. Alyonushka is poorly dressed. She is wearing an old, torn sundress, a faded blue jacket, her feet are bare, and it is already autumn outside.
Nature is in tune with the mood of the girl. Silenced sadly, young birches and aspens froze around. Early autumn. The first time of the withering of nature. Yellowed leaves fall on the mirror surface of the water. Swallows chirp softly over Alyonushka's head, as if trying to calm her down and dispel her sadness. Peaked young pines, sharp sedge stems, as it were, guard the girl, protect her from evil people. The general tone of the picture is not bright, it is dominated by dark green and red-brown colors.
The picture is very poetic.”
The teacher invites the children to express their opinion about the picture. In this lesson, children continue to learn to compose a descriptive story based on a picture, to make a value judgment about it. Children are invited to remember the author, name, explain why the artist called the picture that way. Then the teacher invites the children to talk about their attitude to Alyonushka, to the picture.
Children can tell together: for example, one child describes Alyonushka and the nature around her, and the other evaluates the story and expresses his attitude or imagines how he appears at the pool and helps Alyonushka. The teacher and the children decide how interesting the story is and whether the children help Alyonushka well.
Subject: Examining the painting by I. Levitan
"Gold autumn. Slobodka"
Target:
- Get to know the painting and the artist;
- To form the ability to correctly perceive, feel the mood of the picture and convey it in statements;
- Learn to answer questions using comparisons and epithets in speech to characterize the state of nature.
- To teach to master the expressive possibilities of artistic materials (paper, watercolors).
- Cultivate love and respect for the environment.
STUDY PROCEDURE:
Children are looking at a reproduction of a painting. The teacher reads an excerpt from the work of I.S. Turgenev "Forest and Steppe":
“And an autumn, clear, slightly cold, frosty day in the morning, when a birch, like a fairy-tale tree, all golden, is beautifully drawn in a pale blue sky, when the low sun no longer warms, but shines brighter than summer, a small aspen grove all sparkles through, as if it were fun and easy for her to stand naked, the frost still turns white at the bottom of the valleys, and the fresh wind quietly stirs and drives the fallen warped leaves ... "
What do you see in the picture? What time of year did the artist depict?
What do you see in the foreground of the picture?
What trees did the artist paint? What can be said about them? What are they?
What is the difference between an apple tree and a birch tree?
Where does the road lead?
What does the garden look like in the picture? What is he?
What do you see in the background of the picture?
What else did the artist want to tell us about?
- This is a small village - a settlement. What are the houses in the suburb? What kind of people live in them? Why?
What did the artist depict in the farthest plane of the picture? Tell about it.
Why do you think the picture is so light? What mood does it evoke in you?
What would you name this painting? The teacher says:
“The artist Levitan called this painting “Golden Autumn. Slobidka. Before us is a modest autumn landscape: a small village, peasant gardens, a field and a forest. There are many such captivating corners of nature in Russia. In the center of the picture is a country road leading from us to the settlement and further to the forest. It looks like a room path, woven by the hands of peasants. To the left of the road, a slender birch grows on a small bright green lawn. Tender and thin, it burns all the way to the ground with pure light gold. I want to go up to her and lightly stroke the golden leaves. Because of the leaves, neither branches nor a white trunk are visible. Another tree grows next to the birch. Apparently it's an apple tree. Its light brown crown merges with the color of the thatched roofs of the settlement. On the left, in the corner of the picture, there is a very small birch tree in the same golden robe. To the right of the road are gardens surrounded by an old, dilapidated fence. In the background are wooden houses covered with straw. Everything looks bad. Peasants live here poor and gray.
Far beyond the settlement, in the background, is a field, and behind it is a clear sky, similar to thin transparent ice. Light purple clouds are barely noticeable, the air is transparent. The day is sunny, although the sun is not visible. The picture is dominated by soft, light, gentle tones.
Calm and quiet. Nature seemed to fall asleep.
Talking about the theme of a landscape painting, children not only name what is depicted, but also express their attitude to the picture. Coming up with names for a landscape painting is more difficult. Children mentally and aloud seem to “walk” around the picture, talk about what they saw, try to speak clearly, colorfully, in tune with what they see and feel, but generalize their impressions of the picture with difficulty.
If you were to paint a picture of autumn, what would it be?
The teacher offers to reproduce the picture in words, and then draw in color in the album.
At the end of the lesson - an exhibition of the best works.
Subject: Examination of the painting by V.M. Vasnetsov "Ivan - Tsarevich on a gray wolf".
Target:
- Get to know the painting and the artist;
- To teach to understand the artistic image that the author wanted to create;
- Learn to use words characteristic of a fairy tale in speech(caftan, thicket, bog, etc.)
- To learn how to compose a plot story based on a picture, using a description of the appearance of the characters and the landscape;
- Cultivate the ability to understand fabulous epithets(Ivan - Tsarevich, Elena the Beautiful, gray wolf).
STUDY PROCEDURE:
A reproduction of the painting by V. M. Vasnetsov "Ivan - Tsarevich on a gray wolf" is exhibited.
- On the theme of what fairy tale did the artist Vasnetsov paint this picture?
- Who is this picture about?(About the wolf, Ivan - Tsarevich, Elena the Beautiful)
- And how did you guess who Ivan the Tsarevich was?
- Tell us about the clothes and faces of the characters. Why do you think they are so scared? What could happen to them?
- Where are the heroes from and where are they going?
- What landscape surrounds the characters? Why?
- The landscape surrounding the characters is sad and disturbing. The thicket of the forest is gloomy, it prepares the heroes for separation for life. Let's remember the place from the fairy tale, which served as the theme for the artist's painting. ---An excerpt from a fairy tale is read by the teacher.
If you were to paint a picture, what scene would you paint?
The teacher offers to draw a picture with words. The analysis notes the content of the story, its form, the presence of a description and the ending. A sketch of the plot of a fairy tale in an album.
At the end of the lesson, the teacher reads poems inspired by fairy tales to the children.
I. Surikov
And I’ll start asking my grandmother for fairy tales,
And my grandmother will begin to tell me a fairy tale:
As Ivan - Tsarevich caught a bird - the heat caught,
How the gray wolf got his bride ... And in my dream I dream of wonderful lands.
And Ivan - Tsarevich - is like me.
Ya. Polonsky
And I see in a dream how riding a wolf
I'm going along the forest path to fight with the sorcerer king
To the country where the princess sits under lock and key,
languishing behind a strong wall.
There the glass palace is surrounded by gardens,
It's hot there - the birds sing at night
And pecking golden fruit
There murmurs the key of living and the key of dead water -
And you do not believe and believe the eyes.
Topic: Examination of the painting by I. Shishkin "Winter"
Target:
- Get to know the painting and the artist;
- To form the ability to correctly perceive, feel the mood of the picture and convey it in statements;
- To teach to understand the artistic image that the author wanted to create;
- Draw a picture in your albums on the topic: “Hello, winter!”
STUDY PROCESS
Today we will talk about winter. Remember what happens only in winter. Listen to the riddle: "The white tablecloth covered the entire field." What is this?
What snow in winter? (White, fluffy, silvery, shaggy, terry, milky, clean, airy, heavy, sparkling.)
What is a snowdrift? What are the snowdrifts?
What is the forest like in winter? (Sleeping, dense, dense, deaf, frequent, motionless, fabulous, magical, mysterious, harsh, majestic.)
What words can you say about winter? (Magical, fabulous, snowy, frosty, blizzard, sparkling, magical winter.)
And now let's look at the painting by the artist Shishkin and listen to the music of winter.
Children to the music of B. Dvarionas "Prelude" examine the picture. When the music stops playing, the teacher reads excerpts from poems about winter, naming the authors.
F. Tyutchev
Enchantress Winter
The forest is bewitched -
And under the snowy fringe,
Motionless, dumb
He shines with a wonderful life ...
S. Yesenin
Bewitched by the invisible
The forest slumbers under the fairy tale of sleep,
Like a white scarf
The pine has tied up.
Bent over like an old lady
Leaned on a stick
And above the crown
The woodpecker hammers at the bitch.
This picture was painted by Russian artist Ivan Ivanovich Shishkin, who was very fond of his native nature. What is his picture about? What is shown in the picture? How did the artist draw snow, forest, sky in the picture?
What title would you give the painting? Why?
What is the mood of winter in this picture?
What feelings does she evoke in you?
And now listen to my story about this picture: “The view of winter nature is magnificent. Branches and trunks, bushes and trees, tall grasses are covered with brilliant hoarfrost, on which the sun's rays glide, showering everything with the cold brilliance of diamond lights. The air is soft. The forest is solemn, light and quiet. The day seems to be slipping by. Flocks of bullfinches sit, ruffled, on trees covered with snow. The sky overhead is very bright, almost white, and towards the horizon it darkens and its color resembles lead... These are snow clouds. In the forest it becomes darker, quieter, and thick snow is about to fall. The whole earth is covered with shining, white, soft snow. Only deep blue marks on it. The air is frosty and thin, it seems to prick the cheeks with needles. The trees, covered with white caps, seem to have grown into the snow.
Winter is magical. She enchants nature, decorates it with unprecedented outfits. No season is so magical. This is the life of a dream, a time of unusually white and quiet nature.
Children are fascinated by the artist's painting, his technique of execution with careful writing out every little thing - glare in the snow, cracks in the pine bark. They seem to be imbued with the artist's reverence for nature.
Who among you loves winter? Tell me why.
What do you imagine, what do you fantasize about when you look at this landscape?
The children begin to talk. The teacher evaluates each story in terms of conveying the idea, the artistic image of the picture, the coherence and figurativeness of speech, the manifestation of creativity in describing the picture.
Each of you, in your own way and in your own words, painted a picture of winter, of a winter forest. Think about how you will draw a picture of a winter forest with pencils or paints.
After telling about the theme of the painting, the children draw on the same topic and make up stories based on their drawings, calling the works paintings.
Children start drawing, at the end of which those who wish talk about their drawings, starting with the words: “I wanted to tell in my drawing ...” They end the story with a judgment about their drawing: a comparison with the painting by I. Shishkin, an assessment of their work (it turned out or not what you have in mind), whether you like your work or not.
The teacher evaluates the story of each child and correlates it with the drawing and painting by I. Shishkin. In the story, the sequence of presentation, the use of expressive means, the ability to start and end the story, the manifestation of creativity in drawing and storytelling are noted.
Topic: Examining the painting by V.M. Vasnetsov "Bogatyrs"
Target:
- Get to know the painting and the artist;
- To teach to understand the artistic image that the author wanted to create;
- Learn to use synonyms and comparisons in speech;
- To form the ability to correctly perceive, feel the mood of the picture and convey it in statements;
- To learn how to compose a plot story based on a picture, using a description of the appearance of the characters and the landscape;
- Create in your albums the image of a Russian hero.
STUDY PROCESS
The teacher invites the children to choose synonyms (similar in meaning) to the words: hero (strongman, warrior, wrestler) brave (brave, courageous, courageous, fearless, daring, valiant, heroic, resolute, not timid), daredevil (brave, eagle, hero, knight without fear and reproach), strong (mighty, heroic), write (invent, compose, draw); Comparisons: brave like... , brave like..., mighty like... , strong like... , black like... .
All these words, chosen by you, can be found in the plot of the picture, which we will consider. Have you guessed who or what this picture will be about?
A reproduction of the painting by V.M. Vasnetsov "Bogatyrs". Children look at the reproduction for several minutes and listen to "Dawn on the Moscow River" - an introduction to M. Mussorgsky's opera "Khovanshchina".
The teacher reads an excerpt from the epic:
Here are all the heroes, all the Holy Russians,
They sat on good horses
And we drove off through a clear field ...
And from that mountain and from high
I saw the old Cossack and Ilya Muromets,
And then the heroes go through an open field,
And then they go, yes, on good horses,
And he set off from the high mountain,
And he drove up to the heroes of the Holy Russians,
Next to them was...
- Look at the picture. Who is pictured here? (Russian heroes.) Who will call them by name? (Alyosha Popovich, Ilya Muromets, Dobrynya Nikitich.)
- How are the heroes depicted? Tell about each of them separately. What are their faces, clothes and weapons? What horses are under them and what are they decorated with?
- What do you think, what is the relationship between heroes?
- What landscape surrounds the heroes?
- What do you think the heroes are doing in the field? Why?
- Which hero do you like and why?
- What did you like about this picture?
The teacher presents his story:
“There are three heroes at the outpost. In the center, Ilya Muromets, a peasant son, a glorious hero, sits on a portly black horse. Power, strength and wisdom are felt in all his appearance. He has a noble Russian face, a broad gray beard. A horse stands under him, "slightly shaking his bells under his bangs." The horse is calm, only evil squints its eyes towards the enemy. “If he moves, it seems that the earth will buzz from the step.” The hero is well armed: a damask club hangs from his right hand, a quiver with arrows is visible behind it, a shield and a long spear are in his left hand. He is dressed in iron chain mail and has a helmet on his head. Vigilantly peers Ilya into the steppe distance. He is ready for battle, but he is not in a hurry: such a hero will not shed human blood in vain. The hero loves the Motherland and honestly serves her.
On the right hand of Ilya Muromets is Dobrynya Nikitich, a warrior known and beloved by the people. Dobrynya is skilled in fighting, swimming, and archery. He has blond hair and a beard, and an elongated nose. He is dressed richly and smartly. Sits on a white long-maned horse.
The third hero Alyosha Popovich is the son of a priest. He is also a brave and courageous warrior, not as strong as Ilya or Dobrynya, but he takes agility, speed, resourcefulness. Alyosha's red horse is a match for him: he lowered his head low to pinch the grass, but pricked up his ears. Heather Alyosha! He does not look in the direction of the enemy, but only squints his eyes and holds a tight bow at the ready.
The heroes have one goal - not to miss the enemy, to stand firmly on guard of the Motherland. Above them is a low sky, covered with cold, leaden clouds. Behind the hills is the expanse of Rus', which raised and sent heroes to defend itself. It is difficult to imagine heroes otherwise than they are depicted by the artist Viktor Mikhailovich Vasnetsov.
Guys, now in your albums draw the image of a Russian hero. In this case, special attention should be paid not only to appearance, but also to facial expression, state of mind, since portraits preserve the memory of people from different eras.
Write a story about your painting. First, tell me what you will call her and what are the names of the heroes. Then describe your hero, whom you drew, and tell a story about him.
Target: The development of coherent dialogic speech.
Educational- consolidation of ideas about winter, its signs. Refinement, expansion and activation of the dictionary on the topic “Winter. Winter worries. Formation of the skill of purposeful perception of the picture, planning a coherent statement. An exercise in the formation of relative adjectives.
Educational- development of auditory attention, visual perception, coordination of speech with movement, fine motor skills.
Educational- to cultivate interest and kind attitude towards animate and inanimate nature, independence, initiative, friendliness.
The course of educational activities:
I. Organizational moment:
Today the Snowman came to our lesson.
Can you tell me what the snowman is made of? What should be the snow to make it well molded? How many lumps does a snowman consist of? Why are the lumps different sizes? Is it possible to build a snowman in summer? Why? Look at the picture the Snowman brought us.
II. - In winter, hungry and cold birds, homeless animals.
What can be done to help them?
Look at the picture the snowman brought us.
III. - Conversation on the picture: What season is shown in the picture?
How did you guess?
How are the children dressed? Why?
What did they make out of the snow?
What kind of snow, if it is well molded?
How many lumps are usually used to make snowmen?
Why lumps of different sizes?
Why do children like it when it snows a lot?
What is this house?
Why is he so small?
For whom was it built?
How do dogs feel outside in winter?
Does the dog in the picture have a home? Master? Or is she homeless?
Why do you think so?
How did the children do?
How did the children help the mongrel?
What do you think, where is it warmer, in a house made of snow or on the street? Why? What would a dog say to children if it could speak?
Why are snow walls protected?
What would you name this painting?
Why is it hard for birds in winter?
How can people help the birds (feed them, make feeders)?
slide show #1
Now those children will sit down who will name only the wintering birds depicted on the slide.
(Magpie, crow, sparrow, bullfinch, titmouse, dove, jackdaw, woodpecker, owl, crane, swallow, nightingale, starling.)
The snowman invites you guys to help the birds.
Guys, how can we help the birds in winter?
Here I have grains, seeds for birds, but there is nowhere to pour them. What we can do?
Let's make paper feeders
IV. Finger gymnastics
How many birds to our feeder
Arrived? We will tell. Alternately squeezing and unclenching fingers
Two tits, a sparrow, both hands
Six goldfinches and doves,
A woodpecker in colorful feathers. Alternately bend the fingers on both hands.
Everyone had enough grains.
V. Speech therapist - But Snowman's girlfriend is a snowflake. Submit your palm. Whoever the snowflake falls on the palm of his hand will help the Snowman finish the dialogue:
If there is a lot of snow in winter, then what kind of winter? .. snowy.
If the wind blows in winter, then winter is ... windy.
If there is a severe frost in winter, then ... frosty.
If it is warm in winter, then ... warm.
If it often rains in winter, then ... rainy.
If it's cold outside, then ... cold.
If winter is fun, then ... fun.
VI. Coordination of speech with the movement "Bullfinches"
Here on the branches, look
In red T-shirts bullfinches 4 hand claps on the sides and 4 head tilts
fluffed up feathers,
Basking in the sun. Frequent shaking of hands down
They turn their heads
They want to fly. 2 head turns per line
Shh! Shh! Shh! Fly away!
For the blizzard, for the blizzard! They run around the room, waving their arms like wings
VII. The game "The Fourth Extra"
Speech therapist: - Look at the pictures, you have to guess who is superfluous among them? Why?
Magpie, crow, starling, sparrow. (The starling is a migratory bird.)
Crane, nightingale, swallow, bullfinch. (The bullfinch is a winter bird.)
Game "Try, count"
Speech therapist: - And now let's count our birds.
One bullfinch, ..., five bullfinches.
One crow, ..., five crows, etc.
- The snowman thanks you for your help, gives you a snowflake that you can draw and color.
VIII. - What did we do today? What have we learned today? What was difficult for you?
What were you good at? What did you like? How should one treat those birds that remain over the winter? Well done, you did a great job with the Snowman's task and helped the birds.
Used sources:
- Methodology Tkachenko T. A. "Paintings with a problematic plot";
- N. V. Nishcheva “Summary of subgroup speech therapy classes in the senior group of kindergarten for children with ONR”, St. Petersburg, Detstvo-Press, 2007.
(The teacher puts on glasses, takes a pointer), in the voice of the guide coldly and reservedly, reads the description:
“The painting by A. Savrasov “The Rooks Have Arrived” has a clearly expressed plot, in which his landscape motif is developed. We are given a narrative of the life of nature, which gave the artist the opportunity to express his democratic idea of nature, and thereby give the landscape a national expression.
Did you like the description? Why not?
- What tones prevail in the landscape?
Imagine that you are now open the window, spring will blow on you wind you breathe it in and see...
Open your eyes! What did your eye fall on? What seemed to be the main in the picture?
-Describe snow, tree shadows, puddles.
On the board: “Grey houses, gray puddles, gray skies. Everything is grey!
What is the main thing here: houses, puddles or the sky? Why is everything grey?
Listen carefully what sounds does the painting make?
Work on the "triune beginning":
On the board: “The trees are making noise. Rooks are noisy. The bells are ringing."
Read the text and reinforce the meaning of the phrase!
I think you need to start small. 1. Rooks make noise.
Then I will put the sentence 2. The trees are noisy.
And I will finish the phrase with the great 3. The bells are noisy.)
Wonderful! What did the picture remind you of? Where and when did you see this?
Work on the semantic meaning of the phrase:
On the board: “I want to take off with the rooks and look from above at the village, at the chapel, at the whole universe.”
Teacher: Read the text and place the logical emphasis.
Student: First I will see the chapel, I will rise higher - the village, and if I fly very high, I will see the whole universe!
Teacher: Guys, we intensified semantic meaning of the phrase or reduced his?
Children: Reinforced, because. went from small to big.
Describe the picture in such a way that the reader wants to return to his childhood once again.
On the desk "Hints" for those who are at a loss:
The artist did a good job...
I look at this picture and I think...
I noticed that…
I overheard...
I smell spring...
I suddenly remembered how in childhood I ...
PLAN.
1.Spring landscape.
2. Description of the painting by A. Savrasov “The Rooks Have Arrived”.
I overheard...
I felt…
3. "Rooks have arrived" - this is a wonderful moment!
Essay excerpts:
Voytenkova Galya:
“... The artist chose such wonderful moments! It is when rooks build nests. Evening. What a beautiful spring! Bare birches. Rooks fuss, fly. Nests, you see, are being built! And they build it wrong! The clouds are big and heavy. Chapel in the distance. This picture is a mystery! I don’t understand: is it morning or evening, is there sun on it or not ... "
Ruslan Terentiev:
“... With each stroke of the bell, the rooks take off, then sit back down. I like spring as much as the artist does. If you look at the picture for a long time, it may seem that everything has come to life! The trees are swaying, and the rooks are fighting…. The bell tolls and the whole village wakes up! How similar this landscape is to our life!”
Vasya Pakholyuk:
“... You look at this picture, and it seems that the rooks made a mistake in time, they flew in in the middle of winter. You notice with surprise that the shadow on the snow is swaying from a quiet breeze. I think that the bells were called to the artist's work. It was they who inspired him to this picture.
Davydenko Ira:
"Spring. Everything around came to life. The Rooks Have Arrived! And with them came warmth and happiness. I hear rooks screaming and bare birch branches talking to them. They understand each other very well. It is so noisy here that a person who is accustomed to silence can get a headache. This picture is a wonderful mystery. Even a puddle near the trees and quite ordinary houses, of which there are many in every village, and birches, they are all somehow unusual. I feel loose snow under my feet, I hear a light breeze blowing, and I understand, I probably wouldn’t be able to draw like that. The artist accurately chose the time of the year, a cloudy day and gray colors.
Yaskunov Sasha:
“... I see a gloomy landscape in the picture. It remains an amazing mystery to me: what will happen next? The artist painted what he saw. This won't happen again. Snow sticky, melted. Grey sky. Spring! »
Koltovich Dasha:
"Spring. It's getting dark. Puddles twitch with thin ice. There are many nests in the trees. The birds are working together. And behind the birches you can see a chapel and a church with golden domes. In the chapel he sings, the bell ringing shimmers. There is a service in the church. This picture, on the one hand, is the same as everyone else, and on the other hand, it is special, not like the others.
There is a big mystery in the picture, and no one knows the answer to it, except the artist himself.
"You can't imagine it on purpose."
“So the rooks work all week. And only on Saturday and Sunday they rest.”
Essay-description based on the painting by V.A. Serov “Mika Morozov”.
Material from the free encyclopedia:
Serov Valentin Aleksandrovich (1865-1911) is a famous Russian artist. Serov is considered a master of children's portraits. The painting “Mika Morozov” stands out in his gallery. It depicts a little boy, the son of M. Morozov, a famous philanthropist in Russia. Mika is only four years old in the portrait. He sits in a child seat, holding onto the high armrests. The boy seems to have just woken up, he is in a nightgown. Soft curly hair in a mess frames a round face. The light skin of a child gives the impression of purity and childish purity. She is smooth and velvety. A light blush plays on her cheeks. Dark, like ripe cherries, her eyes are wide open. They look with impatience and delight at the artist, who forces him to sit in inaction, but performs some miraculous actions. Mika Morozov is ready to break free and run. It is very difficult for him to remain still. Hands squeeze the armrests of the chair as if the boy wants to push off with them so that his run is faster. His whole posture expresses impatience, a desire to move, to play, to make noise. Impatient words are ready to break from the childish plump lips of the half-open mouth: “When will you finish drawing me?” He sits on the edge of the chair. Mika is somewhat subtly reminiscent of a bird, ready to take off and soar into the air at the slightest noise or movement. But, obeying the adult will, the boy tries to remain still.
Painting by V.A. Serov's "Mika Morozov" is built on contrast. The head, because of the lush curls, seems large in comparison with the puny body of the boy. The snow-white shirt contrasts with the dark armchair, which is decorated with a colored patterned cape, and the gray wall. This dark background, as it were, sets off the childish beauty and innocence of a small creature, so carefully watching the actions of the artist.
The children's work based on the painting by V.A. Serov "Mika Morozov".
Ivanov Andrey:
In front of me is Serov’s painting “Mika Morozov”, which depicts a boy from a wealthy family, his clothes and a chair that was very expensive at that time speak of this. Probably, the grandmother called the baby to the kitchen to drink tea with pies. But Mika was in no hurry, he decided to see what was happening outside the window. The kid was very surprised: snow was slowly falling on the ground, and yesterday it was not. Grandmother again called her beloved grandson, but he did not hear her voice, because he admired the amazing winter landscape.
Ovseev Vova:
V.A. Serov painted a portrait of a boy and called him "Mika Morozov". The baby has curly hair, thin eyebrows and big brown eyes. Mickey is holding on to the chair and looking out the window. And autumn was roaming outside, yellow leaves were falling from the tree, it was raining. It was he who woke the boy early. Mika is sitting in a mahogany chair.
I noticed darkened leaves on the floor, probably an armchair in the hallway. Now Mika will jump up from it and run out into the street, because autumn has cleared up there. The boy will call his grandmother with him, and then she will feed her beloved Mika with pancakes. Of course, you already understood that Serov is a master of portraits, and I really liked his painting “Mika Morozov”.
Zubacheva Kristina:
The famous artist V.A. Serov painted a portrait of the baby and called the picture “Mika Morozov”. I think he is a lucky boy. He sits on a mahogany armchair, probably made by his grandfather and father. Mom and grandma run the kitchen. Today is Maslenitsa, and the house smells like pancakes. Mika looks out the window and sees that people are going for a walk. The picture is done in black tones, and only a white nightgown looms brightly from the darkness. The boy has red cheeks, full lips and curly hair. Mika is like a living baby from a photo. That's the portrait!
Paley Nikita:
I look at V.A. Serov’s painting “Mika Morozov” and see a boy of ten years old, in a white shirt with wavy hair. He has brown eyes. The kid opened his mouth in surprise. It seems to me that someone called him, and he is about to get up from the chair on which things are hanging. I think the artist depicted himself as a child. V.A.Serov painted a picture with oil paints. I notice small cracks on Mickey's shirt, which means the work is very old.
While painting at the School of Art, I saw many portraits of great artists (and even in black and white). But the picture of Serov is fascinating, even if you look at the baby closely, it still seems that this is a living child.
Korzun Alena:
V.A. Serov is a wonderful portrait painter. In the painting "Mika Morozov" he portrayed a curly-haired disheveled boy of six or seven years old in white pajamas. By the eyes you can understand that events are taking place in the morning, the baby has just woken up. His big black eyes are frightened by something. The boy holds on tightly to the armrests of the chair, now he will get up and sort everything out. Apparently the artist peeped the plot through the window and successfully depicted a little boy.
Kurashkina Katya:
In front of me is the painting "Mika Morozov". It was painted by the famous Russian artist V.A. Serov. Judging by the clothes and the antique mahogany armchair, the events take place in the early 19th century. There is a bag on the chair. The clock ticks loudly on the wall. Morning. The boy got up from his chair. This grandmother entered the house, and the baby will now rush to meet her. The boy has chubby cheeks, a curly head. He is very cute, and the eyes of the child are intelligent. Wealthy people live in this house. Mickey's chair is a little big. I have never seen such clothes. I have a feeling that the baby will now turn his head, say to me: "Hi!" and wave his hand. The picture is made in dark colors, and only silk pajamas refresh the portrait. I think that Mickey has older sisters and brothers, because there used to be many children in families. I really like the picture of V.A. Serov, I just have no words! I look and wonder, it seems to me that I am admiring a photograph, and not a portrait. It is a pity that I will not be able to draw this wonderful picture.
Nikita Lunev:
Before us is a child's portrait painted by the artist Serov. The painting depicts a boy from a noble family. Mika Morozov - curly brown hair. He is wearing a nightgown. The boy is seated in a long black oak chair. His eyes are wide open in surprise. In the lower right corner of the picture is a toy - a wooden horse. The room is dark, the light falls from the stove. I guess it's winter now. Events take place in the middle of the 18th century or at the beginning of the 19th. The picture is painted in oil. Serov's Mika turned out great!
Miller Vadim:
Serov's painting "Mika Morozov" depicts a curly-haired baby who has just woken up. He sits in a chair in a beautiful white shirt and looks at the first snow. The artist used dark colors: brown, black and blue. Mika's cheeks are red like apples. A boy from a wealthy family, he sits in a lacquered mahogany chair. Behind the back of the baby is a small warm carpet. Serov managed to draw a wonderful portrait of a child.
Bezhok Arina:
The painting by V.A. Serov “Mika Morozov” is written with soul. I can clearly see that this boy comes from a wealthy family. Mika was sitting in a chair, suddenly his older sister called him. The kid stood up in surprise and went downstairs to the dining room. After breakfast, the children ran to the carriage, and as they rode, they saw snow and crows flying in the clouds. In the city, the parents made purchases, and the driver obediently waited for everyone and opened her door. The painting "Mika Morozov" gave me the opportunity to dream, which is what I wish you.
Nikolaev Kirill:
I really liked the painting by V.A. Serov “Mika Morozov”. What made the boy wake up so early? Perhaps dad called the baby to look at the puppies, about which no one knows yet. The kid sits in a chair with a surprised expression on his face, his mouth is ajar, his eyes are wide. It feels like he took a deep breath and now held his breath. Now he will jump off his chair, run to his mother, and the house will be filled with childish joy.
Buglov Roma:
Serov's painting "Mika Morozov" depicts a boy with curly hair, black eyes and rosy cheeks. This kid lives in a rich family, this is clear from the clothes and furniture. Apparently the boy came to the village to his grandmother and was tired. After a long journey, he fell asleep right in the chair, but then he felt cold and woke up. From amazement, he half rose, even parted his red lips. Outside the window, he saw many, many large white flakes. Mika wanted to shout: "Wow, you!". But he remembered that his old grandmother was asleep, and he sat back in his chair. Outside the window there was no debris, no dirt, only pure snow. Birds flew from side to side, flew from branch to branch, looked out the window. Mika looked in surprise at the people, the birds and the snow.
Larchenko Masha:
In front of me is a painting by V.A. Serov “Mika Morozov”, where the artist depicted a boy who woke up on a winter morning. Perhaps he was awakened by the delicious smell of pies that his grandmother bakes. I think that Mika Morozov is not from a poor family. He is wearing an expensive white shirt. This picture was painted a very long time ago with oil paints. V.A. Serov is a great artist, he loved to draw children and did it brilliantly.
Pankratov Pasha:
The painting by V.A. Serov “Mika Morozov” depicts a boy sitting on a large chair. The baby has curly hair, brown eyes and red cheeks. The boy carefully holds on to the armrests of the chair. He is wearing a white shirt, they don’t wear these now, or maybe it’s just pajamas, because he just woke up. Mika is sitting near the stove, because it is winter outside. The walls in the house are grey. And only the face of the boy pleases us.
Aspen Anya:
Before us is a painting by V.A. Serov “Mika Morozov”, where a sleepy boy is drawn. What family do you think he comes from? Probably from a good one. Grandparents went to the forest for firewood, and the kid is waiting for them, not taking his eyes off the window, worried when will they return? And then a grandmother comes into the house: “Why haven’t you dressed yet, because it’s a white day outside?” Grandmother hurries to get clothes, and Mika sits in an old armchair and waits. “How beautiful you are,” says the grandmother, dressing her grandson. "Is that bad?" - asks the grandson. “No, it’s very good!”
Saenko Vitalya:
I admire the picture of V.A. Serov "Mika Morozov", which depicts a boy. Morning. The kid sits in an old chair and looks out the window. Mika is very surprised. Why is everything suddenly white? He climbs down from his chair and runs to his dad, eyes wide, trying to figure out what's happened. "This is the first snow!" - the father will explain to the son. The portrait of Mickey Morozov was a success!
Khvostikov Dima:
In front of me is a painting by V.A. Serov “Mika Morozov”. This is a portrait of a boy looking into the distance. I think it's winter outside. The kid is sitting in a chair in a white shirt. I notice threads on the floor. I think that the picture was painted a very long time ago. I like the portrait of Mika Morozov, because V.A. Serov is a master of portraits.
Rogova Alina:
The painting "Mika Morozov" was painted by Valentin Aleksandrovich Serov. Early morning, the house is dark, only a red light is visible in the corner, it comes from the fireplace. Firewood is next to the fireplace. A boy with amazing black eyes and a parted mouth sits in an armchair. He is wearing white silk pajamas. Mika has curly hair, chubby cheeks and surprised eyes. Valentin Alexandrovich Serov is an excellent master of portrait painting. He managed to revive the portrait of Mika Morozov with his masterful hands.
Samoilov Roman:
In front of me is a painting by V.A. Serov “Mika Morozov”. The artist depicted a boy who had recently woken up. I think his grandmother baked pancakes and calls everyone for breakfast. So she woke up the baby. I understand Mika comes from a wealthy family. He has an expensive white shirt. The house is warm, and outside the window is winter. V.A.Serov is a very good artist!
Zaichenko Artyom:
V.A.Serov lived in the middle of the 19th century. He painted the painting "Mika Morozov" in the spring. The boy is joyful, happy, from an average family. He has brown eyes, curly hair. He is six or seven years old. There is a locomotive on the floor near the chair. Mika just woke up, he's still in his pajamas. I think that the child lives with his grandmother, and just sees his parents. The painting "Mika Morozov" was a success. The boy turned out alive, as in the photo.
Tyurishev Valentin:
I see a picture of V.A. Serov "Mika Morozov", which depicts a boy from a wealthy family. He wears a white shirt, sits in a red oak chair and holds on to it. It seems that the baby is ready to get up and run about his children's business. He made surprised eyes, parted his mouth, raised his eyebrows. He must have seen something interesting outside the window. A boy from a wealthy family. An expensive canvas with patterns hangs on the armchair. I like this picture.
Trashkaleva Dasha:
I look at the picture of V.A. Serov and I see a boy. He sits in a chair, something surprised him very much. It has not yet bloomed, early morning, nine o'clock, winter is standing outside the window. It seems to me that he is visiting his grandmother. The house smells of pancakes with cottage cheese. The boy is not from a poor family. He's wearing expensive pajamas. The boy is handsome: black-eyed, curly, swirling. It seems to me that he will now rush forward and run away for a walk.
Korzun Artem:
In front of me is a painting by V.A. Serov “Mika Morozov”. The artist depicted a little boy. He is curly, disheveled, in expensive white pajamas. His eyes are large and black. He clutched the chair as if he was afraid of something. The artist saw the baby in the morning, he probably spied this story through the window and immediately took up the brush. V.A. Serov is a wonderful master of portrait painting.
Berlov Pasha:
I see a boy in the picture of V.A. Serov, he is surprised and sits on a large chair by the window. The child is not from a poor family. It seems to me that now he will jump up and run to get dressed outside, and it is winter there, but still warm. The kid just woke up, he is wearing white pajamas, he is five or six years old, he is curly and nice. The houses are warm and cozy. The picture was painted a long time ago, now there is no such furniture. I really liked this portrait.
Valueva Albina:
In front of me is the painting "Mika Morozov". The artist depicted a boy. The baby has rosy cheeks, brown eyes and curly hair. He sits on a large chair, as if he wants to jump off it right now and run away somewhere. I think that Mika Morozov is from a rich family. Morning. He is wearing a smart white shirt. The artist painted the portrait with love and put a piece of himself into the picture. There are a lot of dark colors here: black, brown, green and even red. This is all the background, and the boy himself seems to want to smile. Got a good picture!
Composition-description based on the painting by V. A. Tropinin “The Lacemaker”.
WE TEACH CHILDREN 5-6 YEARS OLD TO RETELL, COMPLETE STORIES FROM PICTURES.Retelling of the story "Rich Harvest" using plot pictures.
1. Reading the story.
A bountiful harvest.
Once upon a time there were hard-working goslings Vanya and Kostya. Vanya was very fond of working in the garden, and Kostya - in the garden. Vanya decided to grow a crop of pears and grapes, and Kostya - a crop of peas and cucumbers. Vegetables and fruits have grown well. But then insatiable caterpillars began to eat Kostin's harvest, and noisy jackdaws got into the habit of Vanya in the garden and began to peck at pears and grapes. The goslings were not at a loss and began to fight pests. Kostya called the birds for help, and Vanya decided to make a scarecrow. At the end of summer, Kostya and Vanya gathered a rich harvest of fruits and vegetables. Now no winter was terrible for them.
2. Conversation.
- Who is this story about?
- Where did Vanya like to work? How can it be called?
- Where did Kostya like to work? How can it be called?
- What did Vanya grow in the garden?
- And what about Kostya's garden?
- Who interfered with Vanya? Who is Costa?
- What can you call caterpillars and jackdaws?
- Who helped Vanya get rid of the caterpillars?
- And what did Kostya do to scare away the jackdaws?
- What did the industrious goslings rejoice at at the end of summer?
3. Retelling the story.
Retelling of the story "Swans" using plot pictures.
1. Reading the story.
Swans.
Grandfather stopped digging, tilted his head to the side and listened to something. Tanya asked in a whisper:
- What's there?
And grandfather replied:
Do you hear the swans trumpeting?
Tanya looked at her grandfather, then at the sky, then again at her grandfather, smiled and asked:
- And what, do swans have a pipe?
Grandpa laughed and replied:
- What's the pipe? They just scream so long, so they say they trumpet. Well, do you hear?
Tanya listened. And indeed, somewhere high up, drawn-out distant voices were heard, and then she saw the swans and shouted:
- See see! They fly with a rope. Maybe they'll sit somewhere?
“No, they won’t sit down,” grandfather said thoughtfully. They fly to warmer climes.
And the swans flew farther and farther.
2. Conversation.
- Who is this story about?
- What did grandfather listen to?
- Why did Tanya smile at the words of her grandfather?
- What does "swans trumpet" mean?
- Who did Tanya see in the sky?
- What did Tanya really want?
What did her grandfather say to her?
3. Retelling the story.
Compilation of the story "How the sun found the shoes" based on a series of story paintings.
1. Conversation on a series of paintings.
- Where did the boy Kolya walk?
- What was there a lot around the house?
Why is Kolya wearing only one shoe?
- What did Kolya do when he noticed that he did not have a shoe?
- Do you think he found it?
- Who did Kolya tell about his loss?
- Who began to look for shoes after Kolya?
- And after the grandmother?
- Where could Kolya have lost his shoe?
- Why did the sun find the shoe, and everyone else did not?
- Is it necessary to do what Kolya did?
2. Drawing up a story based on a series of paintings.
How the sun found shoes.
Once Kolya went out into the yard for a walk. There were many puddles in the yard. Kolya really liked to wander through the puddles in his new boots. And then the boy noticed that he did not have a shoe on one leg.
Kolya began to look for shoes. Searched and searched, but never found. He came home and told everything to his grandmother and mother. Grandma went into the yard. She looked, she looked for shoes, but she did not find. My mother followed my grandmother into the yard. But she couldn't find the shoes either.
After lunch, a bright sun peeked out from behind the clouds, drained the puddles and found a boot.
3. Retelling the story.
General slide. Retelling of the picture.
1. Conversation on the picture.
What time of year is shown in the picture?
- By what signs did you guess that it was winter?
- Where are the children gathered?
- Think about who built the slide?
- And which of the children just came to the hill?
- Pay attention to the boys. Why do you think they argued?
- Look at Natasha. What does she say to the boys?
- How did this story end?
- Give the picture a name.
2. Sample story.
General slide.
Winter came. White, fluffy, silvery snow fell. Natasha, Ira and Yura decided to build a hill out of snow. But Vova did not help them. He was sick. A good slide came out! High! Not a hill, but a whole mountain! The guys took the sled and had fun riding down the hill. Vova came three days later. He also wanted to go down the hill on a sled. But Yura shouted:
- Do not dare! This is not your hill! You didn't build it!
And Natasha smiled and said:
- Ride, Vova! This is a common hill.
3. Retelling the story.
Drawing up the story "Family Dinner" based on a series of plot pictures.
1. Conversation on a series of paintings.
- What time of day do you think is depicted in the pictures?
- Why do you think so?
- Where did Sasha and Masha come home from?
Where did mom and dad come from?
- What is the name of the evening meal in the family?
- What did mom do? For what?
- What kind of work does Sasha do?
- What can be cooked from potatoes?
- What is Anya doing?
- What will she do?
- Whom did you not see in the kitchen at work?
What job did dad do?
- When everything was ready, what did the family do?
How can we finish our story?
- What do you think parents and children will do after dinner?
- How can we name our story?
2. Compilation of a story.
Family dinner.
In the evening the whole family gathered at home. Mom and dad are back from work. Sasha and Natasha came from school. They decided to cook a family dinner together.
Sasha peeled potatoes for mashed potatoes. Natasha washed the cucumbers and tomatoes for the salad. Mom went into the kitchen, put the kettle on the stove and began to make tea. Dad took the vacuum cleaner and cleaned the carpet.
When dinner was ready, the family sat down at the table. Everyone was happy to see each other at a family dinner.
3. Retelling the story.
Compilation of the story "New Year's on the threshold" based on a series of story paintings.
1. Conversation on a series of paintings.
What holiday is coming up?
- How can you prove it?
- What are the guys doing?
- What kind of Christmas tree decorations will they get?
- What do children use to make Christmas toys?
- Do they work with pleasure or not?
What kind of jewelry did they get?
Where did they hang their toys?
- How did the children spend the holiday?
- What were they wearing?
- What surprise awaited them at the end of the holiday?
2. Compilation of a story.
New Year's Eve is on the doorstep.
The favorite children's holiday - New Year's Eve - was approaching. And the Christmas tree stood in the corner and was sad. Olya looked at the Christmas tree and suggested:
- Let's decorate it not only with balloons, but also make toys ourselves!
The guys agreed. Each of them armed with scissors, paints and colored paper. They worked with pleasure. Soon bright, colorful decorations were ready. The children proudly hung their work on the Christmas tree. The tree sparkled and shone.
The holiday has come. The guys put on masquerade costumes and went to the Christmas tree. They sang, danced and danced. Well, of course, Grandfather Frost came to the guys with long-awaited gifts.
3. Retelling the story.
A retelling of the story "How We Communicate", compiled from separate plot pictures.
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1. Conversation.
- How do we communicate with each other if we are nearby?
- And if a person is not around, then what do we do?
- What can be attributed to the means of communication?
- What can be mailed?
How was the mail delivered before?
How did the telegraph work?
- How long does it take now to send a message?
What do people use for this?
- And how does the postal service deliver letters and greeting cards to us?
Why do people write letters and greeting cards to each other?
2. Compilation of a story.
How do we communicate?
When we talk, we communicate with each other. But sometimes a loved one is far away. Then the phone and mail come to the rescue. By dialing the desired phone number, we will hear a familiar voice. And if you need to send a letter or a greeting card, you can go to the post office.
In the past, mail was delivered by horse. Then the Morse telegraph appeared, and messages began to be transmitted over wires using electric current. Bell engineer improved the Morse apparatus and invented the telephone.
Nowadays, messages with text and pictures can be transmitted very quickly. To do this, people use a cell phone and a computer. But even now people continue to write letters to each other, send greeting cards and telegrams by mail. Mail is delivered by road, rail or air.
3. Retelling the story.
Drawing up a story based on the plot picture "In a Living Corner".
1. Conversation.
- Who do you see in the picture?
- Name the plants that are in a living corner.
- Do children like to work in a living corner? Why?
- Who is working in a living corner today?
- What are Katya and Olya doing?
What are ficus leaves?
- Why does Dasha like to take care of the fish? What are they?
- What should be done if a hamster lives in a living corner? What is he?
- What birds live in a living corner?
- Where is the cage with parrots? What parrots?
- How do the guys do their job?
Why do they like taking care of animals and plants?
2. Compilation of a story based on a picture.
In a living area.
There are many plants and animals in the living area. Children love to watch and care for them. Every morning, when the children come to the kindergarten, they go to the living corner.
Today, Katya, Olya, Dasha, Vanya and Natalya Valeryevna are working in a living corner. Katya and Olya take care of the ficus: Katya wipes its large shiny leaves with a damp cloth, and Olya waters the plant. Dasha likes fish: they are very bright and enjoy eating the food that she pours into the aquarium. Vanya decided to take care of the hamster: he cleans his cage, and then he will change the water. Natalia Valerievna feeds the colorful parrots. Their cage hangs high and the guys can't reach it. Everyone is very focused and trying to do their job well.
3. Retelling the story.
Drawing up the story "The Hare and the Carrot" based on a series of story paintings.
1. Conversation on a series of paintings.
What season is shown in the picture?
- What can you say about the weather?
- What is the cost of a snowman?
- Who ran past the snowman?
- What did he notice?
- What did the bunny decide to do?
- Why didn't he manage to get a carrot?
What did he think then?
Did the ladder help him get to the carrot? Why?
- How has the weather changed compared to the first picture?
- What can you say about the mood of the bunny in the second picture?
- What's going on with the snowman?
How is the sun shining in the third picture?
- What does a snowman look like?
- What is the mood of the bunny? Why?
2. Compilation of a story.
Hare and carrot.
Spring has come. But the sun rarely peeked out from behind the clouds. The snowman that the children made in the winter stood and did not even think of melting.
Once a bunny ran past a snowman. He noticed that instead of a nose, the snowman had a delicious carrot. He began to bounce, but the snowman was tall, and the bunny was small, and he could not get the carrot in any way.
The hare remembered that he had a ladder. He ran into the house and brought a ladder. But even she did not help get him a carrot. The bunny became sad and sat down near the snowman.
A warm spring sun peeked out from behind the clouds. The snowman slowly began to melt. Soon the carrot was in the snow. The joyful bunny ate it with pleasure.
3. Retelling the story.
Retelling of the fairy tale "Spikelet" using a series of plot pictures.
1. Reading a fairy tale.
2. Conversation.
- Who is this story about?
- What did the mice do all day?
- How can you call mice, what are they? And the cockerel?
- What did the cockerel find?
- What did the mice suggest doing?
- Who threshed the spikelet?
- What did the mice offer to do with the grain? Who did it?
- What other work did the cockerel do?
- And what did Krut and Vert do at that time?
- Who was the first to sit at the table when the pies were ready?
- Why did the voice of the mice become quieter after each question of the cockerel?
Why didn't the cockerel take pity on the mice when they left the table?
3. Retelling a fairy tale.
Drawing up the story "Where did the bread come from" based on a series of story paintings.
1. Conversation.
What season is shown in the first picture?
- Where does the tractor work? What is the name of the profession of a person who works on a tractor?
What kind of work does a tractor do?
- What is the name of the technique that you see in the third picture? What job does the seeder do?
What job does an airplane do? Why fertilize the field?
- When does wheat ripen?
What is used to harvest wheat? What is the name of the profession of a person who works on a combine?
- What is the bread made of?
- And what needs to be done with wheat grains to make flour?
- Where do they bake rolls, loaves? Who bakes them?
- Where is the bread then taken?
How should you treat bread? Why?
2. Compilation of a story.
Where did the bread come from.
Spring has come. The snow melted. Tractor drivers left for the field to plow and loosen the earth for future grain. Grain growers poured grain into seeders and began to scatter across the field. And then a plane took off into the sky to fertilize the wheat field. Fertilizer will fall into the ground, and the wheat will grow and ripen. By the end of summer, the wheat field will be eared. Combiners will go into the field. Harvesters will float across the wheat field, as if over a blue sea. The threshed grain is ground into flour. In the bakery, warm, fragrant, delicious bread will be baked from it and taken to the store.
3. Retelling the story.
Drawing up a story based on the plot picture "Home Alone" with inventing the beginning of the story.
1. Conversation.
- Who do you see on the kart?
What toys do you see in the picture?
- Which of the children likes to play with the bear? Who's with the cars?
What is your mother's mood like? Why is she unhappy?
- When could this happen?
Where do you think mom went?
- Who stayed at home alone? What did the children promise their mother?
- What did Katya do? And Vova?
- And whose beads are scattered on the floor?
- Do you think your mother allowed you to take beads?
- Who took them?
- Why were the beads broken?
- What did the children feel when their mother returned?
2. Compilation of a story.
Alone at home.
Mom went shopping. And Katya and Vova were left at home alone. They promised their mother that everything would be fine. Katya took her favorite bear and began to tell him a story, and Vova played with cars.
But suddenly Katya saw her mother's beads. She really wanted to wear them. She took the beads and began to try them on. But Vova said that mother did not allow Katya to touch them. Katya did not listen to Vova. Then Vova began to remove the beads from Katya's neck. But Katya did not allow them to be removed.
Suddenly the thread broke, and the beads scattered on the floor. At this time, my mother returned from the store. Vova, frightened, hid under the covers, and Katya stood and looked guiltily at her mother. The children were very ashamed that they did not fulfill their promise.
3. Retelling the story.
Compilation of the story "The border of the Motherland - at the castle" based on a series of story paintings.
1. Conversation.
- Who do you see in the first picture?
- Where are they going?
- What did the border guard notice?
- To whom did he show the footprints?
- To whom did the traces lead?
- What is in the hands of the offender?
- Look at the second picture. What can you say about Trezor? Why is he so evil?
- What did the intruder do when Trezor attacked him?
- How can you call the border guard and Trezor, what are they?
- If all the defenders are like that, what will our Motherland be like?
2. Compilation of a story.
The border of the Motherland is locked.
The border of our Motherland is guarded by border guards. Once, a soldier Vasily and his faithful friend, the dog Trezor, went out on patrol. Suddenly, the border guard noticed fresh footprints. He showed them to Trezor. Trezor immediately followed in the footsteps.
Soon the border guard and Trezor saw the intruder. He was armed, and when he saw the border guard and Trezor, he pointed a gun at them. Trezor all tensed up and attacked the criminal. He grabbed the intruder by the hand, and he dropped the gun in fright. Faithful friends arrested the violator.
Let everyone know that the border of our Motherland is locked.
3. Retelling the story.
according to the activities of Rusaklova N.V.
In the family, it is possible and necessary to systematically acquaint the child with art, gradually complicating and expanding the themes, plots and images of works of art shown to the child. At home, you can make small collections of reproductions. In a free moment, consider them with a child, talk about them. The selection of reproductions by topic may be different. So, for example, there may be several series of reproductions on the theme "Seasons" - a landscape, as well as a series on a fairy-tale theme in the works of V.M. Vasnetsova, M.A. Vrubel. But you should not show the child more than 5-6 reproductions at a time.
No need to immediately start a conversation, let the child first just look at the reproductions. The first impression is always emotional, and it should form the basis of the future analysis of the picture.
The conversation, of course, should begin with a discussion of the plot: what is shown in the picture. From this, a second question should arise: how is it depicted? What was the artist's intention? What is his attitude to what he depicted, and by what means is the idea of the picture revealed? Often the whole conversation comes down to the first question - what is shown in the picture, who did the artist draw, what do the people depicted in the picture do, where are they, etc. Undoubtedly, such an analysis of the picture gives children something from a cognitive point of view, and the work of art itself evokes certain feelings in the most receptive children, but still, the specificity of the work of art, which is always based on the unity of content and form, to a large extent with such an analysis is lost. The idea, the attitude of the artist remain undisclosed; morality, morality is derived from the plot.
The artist conveys his idea to the viewer with the help of means specific to this type of art. In painting, such means are the choice of what the artist depicts; then, how he arranges all this in the picture in order to highlight the main thing (the composition of the picture); figurative characteristics of people and animals, with the help of which the author evokes in the viewer one or another attitude towards the characters; light and color in the picture. Bright, but harmonious color combinations evoke in the viewer a feeling of joy, cheerfulness, confidence; soft, as if muted combinations - feelings of tenderness, sometimes slight sadness; noisy, sharp - a sense of protest, hostility; gloomy - a feeling of sadness, etc.
It is very important that adults, showing reproductions, be able to bring to the children's consciousness what the artist wanted to say with his painting, to reveal the author's intention. Only under this condition will the work of art find an emotional, aesthetic response in the children. How to do it?
The conversation can be built on the following questions:
What feelings did the artist experience when he created the picture?
How did he feel about the characters in the story?
How did he understand them, whom he loved, whom he admired, whom he condemned?
Did artists experience similar feelings when they portrayed their heroes?
Are these paintings similar in color?
Why are they not similar? Etc.
It is necessary to make it clear to parents that there is nothing accidental in the picture: the general color, the distribution of light, the placement of characters and objects on the canvas - everything serves the artist to reveal his intention, his thoughts and feelings. 
Painting by V.M. Vasnetsov "Ivan Tsarevich on a gray wolf" immediately gives us an idea of \u200b\u200bdanger, anxiety. How does the artist convey these feelings to us? Children easily find the answer to this question: “The forest is dark, dense, huge trees, it’s scary”, “Ivan Tsarevich’s face is pale, serious, he looks in that direction, holds his sword with his hand, he is brave, but still scary”, “The princess was completely frightened, she doesn’t look, she lowered her eyes”, “The wolf is in a hurry, rushes, not understanding the road, tired, his mouth is open, his tongue is stuck out.”
So that children can better perceive the artistic features of the picture, it is good to show them not one, but two or three reproductions of different paintings on similar topics, and compare them. For example, two winter landscapes "February Blue" by I.E. Grabar and "Russian Winter" by K.F. Yuon. Ask the children which winter they like best. The majority is in favor of the first one: “Bright colors, a beautiful picture, a blue sky, the remains of golden foliage, pinkish snow, and blue shadows under the trees, the artist must have been happy when he saw this.” It is necessary to make it clear to the children that winter is depicted in two pictures, but in different ways: one is beautiful, bright, and the second is thoughtful. Trees in hoarfrost, lacy, as if in a haze, quiet. And the kids will agree with you. Thus, by comparison, a new criterion for the aesthetic evaluation of the winter landscape will be achieved. The children will understand that the beauty of nature can be seen and reproduced in different ways, that it awakens different feelings and thoughts in the artist, and he, in turn, conveys them to us. 
The upbringing of a child's living aesthetic susceptibility to the environment and the necessary assistance in his visual activity, all its encouragement, and, finally, the thoughtful organization of the child's communication with art - all this is available to the family. And this will be a solid foundation for the further aesthetic development of the emerging personality of the baby.
Dear mothers, fathers, grandparents! Introduce your children - sons, daughters, grandchildren and granddaughters to the beautiful. Sample tasks aimed at developing creativity in children are offered to your attention.
