Lesson 1. My favorite rain (Finger drawing) Program content. Introduce children to the technique of drawing with fingers, show the techniques for drawing dots. Demonstration material. Umbrella. Handout. White or gray landscape sheet with drawings on it

Lesson 3. Home canning (Finger painting) Program content. Teach children to draw with their fingers in a limited space. Develop a sense of rhythm, speech and thinking. Demonstration material. Natural apricots and plums or fakes, plate, 2

Lesson 4. Traces of snails (Drawing with a foam swab) Program content. Teach children how to properly hold a foam swab by the tip with three fingers; draw long intersecting lines without lifting the swab from the paper. Develop fine motor skills fingers.

Lesson 5. Windows in the tower (Drawing prints with a foam swab) Program content. Teach children to make prints with a foam swab. Develop memory and thinking. Demonstration material. Toys - heroes of the fairy tale "Teremok" (mouse, frog, hare, fox, wolf,

Lesson 6. Starry sky (Finger drawing) Program content. Continue to teach children to draw dots and round objects with their fingers. Cultivate kindness and responsiveness. Demonstration material. Toy - mole. Handout. Black cardboard;

Lesson 7. Falling snow (Drawing with fingers) Program content. Continue to teach children to draw dots with their fingers, distributing them throughout the sheet. Learn to convey the words of the poem with the help of appropriate movements. Develop attention. Demo

Lesson 8. Paint over the Christmas tree (Painting with a foam swab) Program content. To teach children to carefully, with strokes in one direction, paint over the silhouette of an object cut out of thick paper using a foam swab; learn to find body parts and

Lesson 10. Ball (Drawing with a brush) Program content. Teach children how to hold a brush correctly, pick up paint on the pile. Draw round objects with a brush and carefully paint over them. Learn to understand and analyze the content of the poem. Develop coordination

Lesson 11. Balloons (Drawing with a foam swab) Program content. Continue to teach children to draw in gouache with a foam swab rounded and oval shapes. Learn to correlate objects by color. Demonstration material. Air

Lesson 15. Spring drops (Finger drawing) Program content. Teaching children to draw with their fingers vertical line, consisting of points. Learn to understand and analyze the content of the poem. Develop fine motor skills of fingers. Handout.

Lesson 18. Gentle sun (Drawing with fingers) Program content. Introduce children to the concept of "ray", learn to draw short lines, circle, eyes, nose, mouth with fingers. Develop fine motor skills of hands. Demonstration material. Yellow cardboard circle.

Lesson 19. Hid in the grass (Brush painting) Program content. To teach children to draw short lines with a brush from top to bottom on the entire plane of the sheet. Continue to teach to analyze the content of the tale. Handout. Album sheet on which a fly is drawn,

Lesson 21. Octopus (Palm drawing) Program content. To acquaint children with the technique of printing with a palm: learn to dip the entire palm into gouache and make prints, supplement the image with details with the help of fingers and a brush. Develop perception,

Lesson 22. Waves (Painting with a brush) Program content. Teaching children to draw with a brush wavy lines. Continue to develop interest in the story. Exercise in speech breathing. Demonstration material. A basin of water, a small boat made of Styrofoam (or folded from

Lesson 23. Steps for a ladder (Drawing with a foam swab) Program content. To teach children to draw short straight lines from left to right with a foam swab, keeping the distance between them. Cultivate responsiveness and kindness. Handout. landscape

Lesson 24. Balls of thread (Painting with a brush) Program content. Teach children to draw balls of thread in a circular motion with a brush. Develop fine motor skills. Fix and clarify the correct pronunciation of the sound o. Demonstration material. ball of woolen thread,

Alexandra Suvorova
Collective drawing non-traditional methods

Target: To develop creative thinking, imagination of teachers in the conditions of fruitful communication at the master class.

Tasks:

Familiarize teachers with techniques non-traditional drawing.

Develop the ability to create art collective work by non-traditional methods.

Learn to work together collective.

Conduct form: master class for teachers;

Materials and tools for work:

Paints, brushes different forms and sizes, sponges, napkins, drawing paper, cotton buds and disks, toothbrushes, stencil paper, pencils and felt-tip pens, scissors

The structure of the master class:

1. Introductory part.

Announcement of the topic and purpose of the master class.

2. Theoretically - demo part.

Explanation of the main 5 stages of execution teamwork. From idea to result.

Meaning collective drawing for the development of the child.

3. Practical part.

Mastering the techniques of execution non-traditional drawing in teamwork.

Drawing competition emblems professional excellence « Golden Apple» .

4. Reflection of the participants of the master class. Summarizing.

Master class progress.

The theme of my work for the competition of professional skills "Golden Apple-2013" « Drawing collective work with children 5-6 years old non-traditional methods».

I began to work in this direction in order to rally the children's team. Because collective drawing provides socio-communicative, cognitive, speech, artistic and aesthetic development.

All program work "Kindergarten - the house of joy" follows the principle "from idea to result".

Stage 1. idea: draw and present the emblem of the competition of professional skills "Golden Apple" various methods.

Your task is to show professional quality teacher.

Stage 2. Materials. The very professional skill of the teacher. The talent of a teacher.

Professional qualities that need to be transformed.

Stage 3. Tools: Knowledge drawing techniques by non-traditional methods. individual abilities. "Think with your head, do with your hands". Paints (gouache and watercolor, brushes of various shapes and sizes, sponges, napkins, drawing paper, pencils, cotton buds and discs, toothbrushes, stencil paper, pencils and felt-tip pens, scissors, etc.

Stage 4. Procedure.

1. The knowledge of teachers is transformed into the ideas of the drawing.

2. Training non-traditional drawing methods. Methods:

Finger painting

hand drawing

foam impression

Blotography regular

spray.

3. Stages teamwork:

Distribution of who, what will be paint.

In what part of the sheet will its drawing be located.

Which methods will be used during drawing.

4. Drawing teamwork with non-traditional methods.

Stage 5 Result. Presentation of the emblem of the competition of professional skills "Golden Apple".

Reflection of the participants of the master class. Summarizing.

Purpose: Artistic and aesthetic development of preschoolers by means of painting and art activities.

Tasks:

Enrich children's vocabulary terms:

Develop imagination.

Download:

Preview:

State budgetary preschool educational institution

Kindergarten No. 117 of the general developing type of the Nevsky district

Methodical development

For older preschool children

Subject: " Seascape »

Compiled by:

Tarasova I.Yu.

Saint Petersburg

2017

Drawing "Seascape" by non-traditional methods.

Teamwork

Educator: Tarasova I.Yu.

Age group: senior group.

Subject (in accordance with the integrated thematic planning): Artistic and aesthetic development(Drawing) .

GCD theme : Drawing "Seascape". Teamwork

Educational areas: "Artistic and aesthetic development", "Social and communicative development", "Speech Development".

Target : Development artistic ability children.

Tasks :

• To acquaint children with the work of the marine painter I. K. Aivazovsky.
• To develop in children the ability to feel and respond to the mood conveyed by the artist.
• Instill a love for painting.
• Enrich children's vocabulary terms: "marinist", "horizon", "white lambs", "calm".
• Develop creative activity, observation, sense of color, independence.
• Develop imagination.
• To cultivate the ability to bring the work started to the end.

Activities: playful, communicative, visual, motor.

preliminary work: Examining the landscapes of Russian artists.

Means of implementation: projector, screen, laptop, music center,

reproductions of paintings by I. K. Aivazovsky, photographs with views of the sea, audio recordings"Sound of the sea. Surf. Seagulls",large cardboard frame for a children's picture.

Handout: watercolor paper; watercolor paints; stands; brushes; paper napkins; jars of water; sponges; triangles cut out of newspaper, figurines of marine life

Lesson progress

Motivational-incentive stage of activity:

• Guys, let's remember summer today. Have you gone on holiday somewhere? Have any of you been to the sea? Did you like the sea? How do you remember the sea?

(children's answers)

Organizational-search stage of activity:

Let's go for a walk by the sea.

(Children sit on chairs in front of the screen.)

Slide #1

Sea view photo

(Recording starts"Sound of the sea" ).

• What do you hear?

Children's answers (noise of waves, cries of seagulls)

And Artyom knows a poem about the sea.

(Artem tells a poem about the sea).

The sea is different

Black is also Red.

The sea is cheerful

More often it is salty.

And I love the blue sea.

With a gentle, gentle wave.

I love to splash like a fish

Swim, dive, tumble.

This poem says that the sea is black and red. What did the author mean? Does anyone know if it's talking about color or something else?(children's answers)

• Indeed, these are the names of the seas. But this does not mean at all that the water in them is black or red.

Slide No. 2, No. 3, No. 4 (Answers of children)

The sea comes in different colors. It depends on the time of day, lighting,

weather, depth.

Guys, the sea did not leave anyone indifferent, who at least once saw it.

The sea has always produced on people great impression their

power, infinity and beauty.(Children look at the screen).

Slide #5

This is how the great Russian artist Ivan Konstantinovich Aivazovsky fell in love with the sea. He painted many pictures, and they are all about the sea!

Slide #6, #7, #8

(Children look at the screen with reproductions of paintings and a portrait of Aivazovsky, examine them)

• Let's admire some of his paintings and compare them. See what colors the artist chose to show a storm at sea? ( children's responses).
• And what colors did he use to show the gentle, calm sea?(children's answers)

This state of the sea is called - "calm". White sea foam appears on the sea surface of the sea, which looks like"white lambs".

Also, seascapes are called marinas . Female name Marina translates as"marine" . Artists who paint the sea are called"marine painters" . I. K. Aivazovsky is the most famous marine painter in the world. Children repeat words"marines", "marinists".

Guys, did you like the sea? Do you want to feel

marine painters? I suggest you draw a seascape(sandy seashore, calm sea and sailboat on the horizon). (Answers of children).

Dynamic pause"Walk to the sea".

What do we see in space?

(Children alternately put their palms on their foreheads, stretching out and peering into the distance)

Waves splash in the Black Sea.

(Wave-like movements of the arms with swaying of the torso)

Here are the masts of the ships.

Let them swim here quickly!

(Stand on toes, stretch your arms up)

(Waving hands in greeting)

We walk along the coast

We are waiting for the sailors.

(Walking in place)

Something got hot, brothers,

Isn't it time for a swim?

(Waving hands)

To swim faster

We need to row faster.

We paddle with our hands and feet.

Who will follow us?

(Imitation of swimming movements)

All. We get out on the beach.

And we rest on the sand.

(sit on carpet)

We are looking for shells in the sand.

We clench them in a fist.

(Tilts from a sitting position, imitation of the search for shells, clenching a fist).

And now, we're off to work.(Children listen carefully to the teacher).

Progress

The first group of children draws a boat on the horizon

2. Moisten the sail triangle and apply firmly to the wet sheet

3. With light strokes of paint, cover background : the sky - bluish hues. Remove newspaper sails and finish drawing brown paint boat, and above the sail - a red flag.

The second group of children draws a sea calm

1. Moisten a piece of paper well with water
2. Cover with light strokes of paint background : sea - mix blue and green colors
3. With white paint, paint the sea foam - “white lambs”

The third group of children draws a sea sandy shore.

1. Moisten a piece of paper well with water

2. Apply a sandy beach in beige-yellow tones with a sponge, paint shells and sea pebbles with a brush.

(Recording starts"Sounds of nature. Dolphin Delight».)

The kids get to work.

Reflective-corrective stage of activity:

The received works are collected in one big picture, the teacher puts the prepared frame on top.

Guys, let's revive the seascape and put marine life on this picture (The guys put the figures on the sea and the sandy shore)

What wonderful drawings you have.

Guys, what did we draw today?

Which artist did you meet today? What is the name of the artists who paint the sea? What are their pictures called?(Children's answers).

What state of the sea did the artist show in his works?(Children's answers).

(Let's pat ourselves on the head and let's say: "I'm great today!". (Children pat themselves on the head, pronouncing the words)

I also really liked you in class today.

Prepared by Bousheva N.A.

Purpose: to develop independence in decision-making, based on their knowledge and skills.

Tasks:

• Develop emotional responsiveness, imagination and creativity.
• Strengthen the ability to draw using non-traditional methods.
• Create conditions for solving problems.
• Develop the ability to work in a team.

Region Integration:

• Artistic and aesthetic development.
• cognitive development.
• Physical development.
• Musical development.

Types of children's activities:

• Game, communicative, cognitive, musical, artistic.

Material: Different color balloons, fan, music.

Educator: brings Balloons emoticons with drawn closed eyes.

Educator: Guys, why do you think the emoticons have their eyes closed?

Kids are sleeping.

Educator: What needs to be done to wake them up?

Children: (children's answers)

Educator: Remember, we have a charge. Remind me of her, please?

Children: Tell and do exercises.

"Eyes need to rest." (Guys close their eyes)
"You need to take a deep breath." (Deep breath. Eyes still closed)
"The eyes will run in a circle." (Eyes open. Pupil movement in a circle clockwise and counterclockwise)
"Blink many, many times" (Frequent blinking of eyes)

"The eyes are good." (lightly touching closed eyes with fingertips)
"Everyone will see my eyes!" (Eyes wide open. Wide smile on face)
At this time, the teacher changes the balls. Emoticons with open eyes.
Educator: Please tell me what color the balls are?

How can you call them, in one word (What are they?)

Children: (colored)

Teacher: What size? Show.

Children: Show.

Educator: And what sizes can they be?

Children: Show.

The wind blows, (fan) the balls fly away.

Educator: Guys, the balls have flown away, please tell us, and we can draw balls with you.

Children: (children's answers)

Teacher: What are we going to draw?

Children choose what they will draw with.

Educator: Guys, please tell me what you have chosen for drawing.

Children: You can draw with your fingers, a cotton swab, ear sticks, brush.

Educator: Answer, why are they holding the ball?

Children: Thread.

Educator: Who wants to draw strings for balloons?

Educator: There are many who wish, let's choose a counting rhyme.

We shared an orange
There are many of us, and he is one.
This slice is for the hedgehog,
This slice is for a swift,

This slice is for ducklings,
This slice is for kittens,
This slice is for the beaver,
And for a wolf - peel.

He is angry with us - trouble!!!
Run somewhere!

Educator: And what color will the threads of the balls be?

Children: (answers)

Children begin to draw balls.

Reflection:

Look at our drawings.
What can be said about them.
What happened?
What drawing methods did you use?

Children: (children's answers)

Educator: And we all know the song about balloons.

Words and music by Anna Petryasheva

1. Balloons will fly into the sky.
Balloons are not returned back.
Red, yellow, blue - rainbow colors.

Look - over the Earth what a beauty!

Chorus:

Balloons,
obedient to the wind,

2. Let's release the air balloons from our hands,
Air balloons will fly apart...
People smile as they look to the sky.

They give everyone balls of childhood miracles!
Chorus:

Balloons,
obedient to the wind,
Balloons fly away In a fabulous distance.
Balloons in the air Like birds, circling!

Parting, balls, You are very sorry!
It is very sad to part with you!
Balloons fly across the sky like clouds
Under the quiet whisper of the breeze...

Chorus:

Balloons,
obedient to the wind,
Balloons fly away In a fabulous distance.
Balloons in the air Like birds, circling!

Parting, balls, You are very sorry!
It is very sad to part with you!

Children sing, smiley balls appear according to the number of children.

Kotkova Galina Nikolaevna,
teacher GBDOU kindergarten №57
Kirovsky district St. Petersburg

"What we can't do alone, we'll do together"
V. Mayakovsky

Relevance .

Analyzing the actions of children in kindergarten and on the streets of the city, one can see that they strive to satisfy, first of all, their needs, desires, interests, regardless of the aspirations of the people around them, and sometimes not even knowing about them. It is in kindergarten that a child must learn to live among people. And teamwork will unite children.

The development of children to work creatively in a team is one of the most important tasks. modern education. Collective creative work is a unique and at the same time natural social and pedagogical phenomenon that can be taken as the basis of all the activities of the team. Therefore, it is a vital, socially necessary matter. It is collective, because it is planned, prepared, carried out and discussed jointly by pupils and educators as junior and senior comrades in common life-practical care. It is creative, because it is planned, prepared and discussed each time in a new version, as a result of the search better ways means of solving certain vital tasks.

It is known that children's creativity is a unique phenomenon. Many teachers and psychologists, both domestic and foreign, emphasize great importance classes artistic creativity in all respects, especially in aesthetic development personality. A modern take on aesthetic education the child presupposes the unity of the formation of an aesthetic attitude to the world and artistic development means of various types of fine and decorative - applied arts in aesthetic activities.

In joint and independent activities, most often children perform an image individually, each drawing, modeling, and application. But children are particularly pleased with the creation general pictures, compositions where images of all the children of the group are combined. Such paintings are called collective works. They are more significant in terms of results for children, they arouse admiration in them, truly, as in the poem of V. Mayakovsky: “What one does not do, we will do together.”

The collective form of organization enables each child to form the skills and abilities to work together, build communication, develop the habit of mutual assistance. Collective work with children is created (starting from primary preschool age) in drawing, modeling, appliqué, one type or two or three types in one lesson (modeling and appliqué, appliqué and drawing, appliqué and art work).

If in junior groups the creation of collective work, first of all, gives the baby the opportunity to see how his personal creativity complements the creativity of other children, turning into a whole colorful image, then in older groups, when performing collective work, children learn to agree among themselves on joint work and its content. Do one thing together, give in and help each other, plan work, rejoice in the success of your comrades.

Any teamwork must have a purpose. The teacher leads the children to make a picture together that would be difficult to do alone. During the performance of collective work, children learn to communicate with adults and with each other. If on initial stage carrying out such work, children communicate mainly with the teacher, then a little later communication begins with each other. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, empathize. The task of the educator is to teach children how to negotiate, give in to each other, appreciate the help of a friend.

On the way to the formation of a collectivistic orientation in a preschooler, a number of successive steps will have to be taken: from forming a child's focus on peers (at the first stage) to creating a sense of self-importance for them (at the second stage) and consolidating the child's sense of his importance in order to obtain a general result with support each by all (on the third).

Solving the problem of the development of collective creativity, the teacher should be based on the following principles:

creative realization of each pupil as a condition for the development of collective co-creation;

accounting individual characteristics children in determining their role in collective interaction;

managerial directing in the resolution of the process of collective activity;

the comfort of the child's stay in a group of peers.

Teacher's Guide to different stages implementation of the plan of collective creative activity has its own characteristics. At the first stage, when planning collective actions, the teacher seeks to create a motivational resonance - the emergence of a desire in each child to be involved in a collective business. It is important to unite children with a common goal, the attractiveness of the future result of the activity, to cause an emotional upsurge, good business excitement. The attraction to the common cause is to provide children with a variety of pictorial materials. So, for example, for the application it is advisable to use not only ready-made colored paper, but also clippings from newspapers and magazines, ready-made drawings of children; for modeling, use both dough and plasticine with clay; in drawing, wax and colored pencils, watercolor and gouache, and various building materials.

The next stage in collective interaction is the distribution of roles. upcoming activities between children. In order to participate in common cause helped each child to open up from the side best qualities, it is important for the teacher to identify individual abilities and preferences of each participant. At the same time, his task is not just to study the child, but to "present" the manifestations of his individual uniqueness and help to see him. best features to all children. Identification of the individual characteristics of children allows the teacher to outline the prospects for the development of collective creativity.

Another option for organizing children's cooperation is that common goal activities are carried out by several subgroups and the final result depends on the quality of work of each subgroup. Activities of this type cause a sense of satisfaction in each of its participants, the child has a sense of usefulness and personal contribution to the common cause, which gives him confidence in his abilities. Divided by own will into subgroups, children independently decide what plot will be reflected by their group on a common visual field.

The final stages of collective interaction are associated with the achievement, awareness and assessment of the significance of the result. At the same time, the teacher focuses the attention of children on the personal contribution of each to the common cause, emphasizes that without joint efforts, the implementation of the collective plan would be impossible. It is good when the success of collective activity is evaluated not only by the children themselves, but also by people whose opinion they value - parents, other educators, children of other groups.

Basic forms joint activities children :

"jointly - individual", "jointly - sequential" and "jointly - interacting".

a) "Joint - individual" - characterized by the fact that the participants in the activity at the beginning work individually, taking into account general design, and only at the final stage the work of each becomes part of the overall composition.

The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work of the team will be.

On the one hand, this creates conditions for mobilization creative possibilities child, and on the other hand, requires their manifestation as necessary condition. The advantages of this form of organization of activity also include the fact that it allows you to involve in the collective creative activity enough large group children who do not have experience of working together.

b) “Joint-sequential” - involves work on the principle of a conveyor, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.

c) "Joint-interacting" - the work is performed by all participants simultaneously, the coordination of their actions is carried out at all stages.

For the systematic conduct of classes on collective creativity in each kindergarten, a perspective plan, topics, materials are selected, forms of organization are thought out. Collective work can be done in one or more classes. At the same time, it is important that each lesson has the appearance of completion of a certain stage. The collective visual activity of children can be organically connected with all aspects of children's lives, and especially with other artistic and creative activities (with different types of games, musical, artistic, communicative).

When planning classes, the teacher chooses for each topic one or another form of organizing teamwork, taking into account the equipment, age features children. In class, the teacher uses different types arts: fine and decorative, music, dance, literature. Integration makes it possible to show children artistic image different means of expression, to see it in one's own way, to understand the artist's creative workshop, to learn to find ways in creativity, to create one's own image. When performing collective work on visual activity teacher actively uses game methods and tricks. At the heart of each is a specially designed game plot.

Planning the stages of work on collective activities .

Preparatory stage

To deepen their own knowledge of children on the topic of future work, to form in them vivid images that give rise to the desire to embody them in one's own visual activity, (examination of reproductions, illustrations, excursions, conversations)

Main stage. Stage of work.

Planning and evaluation of team work.

Purpose: to provide children with the opportunity to embody images of the world around them in the composition, to create conditions for creative interaction in the course of collective work, to develop their skills to work creatively in a team.

The final stage. Interaction of children with completed work.

A composition made by children is best left in group room. It will become the object of a variety of discussions, games, stimulates the birth of creative ideas, proposals to complement the already created composition.

Tasks for the development of the collective activity of children, developed on the basis of the program "from birth to school".

Second junior group

To teach, create both individual and collective compositions in drawings, modeling, applications.

middle group

Continue to develop the ability to create collective works in drawing, modeling, and appliqué.

Lead children to evaluate the work created by comrades. Learn to be friendly when evaluating the work of other children. Learn to highlight the means of expression.

Senior group

To improve visual skills and abilities, to form artistic and creative abilities. Develop decorative art children (including collective). Continue to improve the ability of children to consider work (drawings, modeling, applications), enjoy the result achieved.

Approximate thematic planning classes

middle group

Senior group

preparatory group

Literature

1. Gribovskaya A. A. “Collective creativity of preschoolers. Summaries of lessons”. Moscow creative center Sphere, 2004.-192p.
2. Dubrovskaya N.V. "Invitation to Creativity". - "CHILDHOOD-PRESS", 2004. - 128s.
3. Doronova T.N. "The development of children in visual activity." - "CHILDHOOD-PRESS", 2005. - 96s.
4. Kazakova R.G., Saiganova T.I., Sedova, Smagina T.V. “Drawing with preschool children. Moscow, TC Sphere, 2004-128s.
5. "Collective creativity of preschoolers" / Gribovskaya A.A. - "TC Sphere", 2005. - 192 p.
6. Komarova T.S., Savenkov A.I. "Collective creativity of preschoolers". - M .: Pedagogical Society of Russia, 2005. - 128 p.
7. Komarova T.S. Children in the world of creativity. M.: 1995.
8. “Moral and aesthetic education of a child in kindergarten” / Vetlugina N.A., Kazakova T.N., Panteleev G.N. - M.: Enlightenment, 1989. - 79 p.
9. Trunova M. Collective work in the classroom for art activities // preschool education. - 2005. -№2. - S. 60.