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Non-traditional drawing techniques were compiled by the teacher of the Fine Arts Educational Establishment of the Republic of Kazakhstan “S (K) SHI No. 2 with Ust-Kulom Vertelenko O.I. the presentation presents the work of students of the boarding school.
Monotype Blotography Materials: A sheet of paper A4 A glass of water Squirrel brushes No. 6,7 Watercolors or gouache Method of obtaining an image: Bend a sheet of white paper and straighten it in half. Put 2-3 multi-colored spots of gouache on the fold line. Fold the sheet in half and run your finger from the center to the edges. Open the leaf and get a butterfly or a flower! After drying with a felt-tip pen, draw small details.
Magic threads Materials: Sheet of A4 paper A glass of water Threads Gouache How to get the image: Bend and straighten a sheet of white cardboard. Dip a thick woolen thread into the paint and place it between the two halves of the sheet. Lightly pressing on the sheet, drive with a thread. Say the magic words and see what happens. Draw the details.
We draw with a cotton bud Materials: Sheet of A4 paper A glass of water Cotton buds Watercolor paints or gouache Method of obtaining an image: We draw with cotton buds according to a pre-drawn drawing or invent an image in the process of drawing. Dip a cotton swab in the paint and begin to apply the pattern on paper with rhythmic movements. It is very interesting in this technique to try to mix colors and shades.
Blowing Materials: Sheet of A4 paper A glass of water A tube, watercolor paints or ink Method of obtaining an image: We dilute paints of different colors with water to a very liquid state. Pour any colors close to each other on a sheet of thick paper. We lower the straw for cocktails into the center and, directing it in different directions, we begin to blow strongly. It turns out multi-colored branched processes. We draw the details.
Glue + semolina Materials: PVA glue, thick colored paper, semolina. Method of obtaining an image: The child draws with glue according to a pre-applied pattern. Not allowing the glue to dry, pour semolina on the glue (according to the drawing) one or more times. We are waiting for it to dry.
Hand drawing Materials: wide saucers with gouache, brush, thick paper of any color, large sheets, napkins. Method of obtaining an image: We lower the palm (the whole brush) into gouache or paint it with a brush (from the age of five) and make an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with a napkin, then the gouache is easily washed off. We draw the details.
Watercolor + glue + salt Materials: salt, paper, watercolors, silicate glue. How to get the image: We cover the canvas with watercolors, choose the colors to taste, until the paints are dry, add a few drops of transparent glue and sprinkle our picture with rock salt. Salt creates an incredible effect by absorbing the pigment from the paint as it dries.
Painting a sheet of paper with watercolors
While the paint is still wet, add a few drops of clear glue.
Then sprinkle our painting with rock salt
Salt creates an incredible effect by absorbing the pigment from the paint as it dries.
Thank you for your attention!!!
Non-traditional drawing techniques in kindergarten
Presentation of the educator MKDOU d / s No. 64 Dirkonos M.N.
Unconventional Techniques
They rely on an unusual combination of materials and tools. Drawing in unconventional ways is a fun activity that surprises and delights children.
Children feel unforgettable, positive emotions, and emotions can be used to judge the mood of the child, about what pleases him, what upsets him.
Holding classes using non-traditional techniques:
- Helps relieve children's fears;
- Develops self-confidence;
- Develops spatial thinking;
- Encourages children to creative searches and solutions;
- Teaches children to work with a variety of materials;
- Develops fine motor skills of hands;
- Develops creativity, imagination and flight of fancy.
- While working, children get aesthetic pleasure.
Working with non-traditional techniques , we take into account
- 1. The sensitive age of children when referring to one or another non-traditional imaging technique;
- 2. Expressive means that provide the image with artistic qualities.
- 3. Materials and tools used to make images on a plane using non-traditional techniques;
- 4. Methods for obtaining images based on the use of non-traditional techniques for performing images on a plane.
younger preschool age
- finger painting;
- imprint with potato prints; cork
- palm drawing.
middle preschool age
- poke with a hard semi-dry brush.
- foam printing;
- foam printing
- wax crayons + watercolor;
- candle + watercolor;
- wrinkled paper print
- magic ropes.
senior preschool age
- painting with salt, sand;
- drawing with soap bubbles;
- spatter
- blotting with a tube;
- landscape monotype;
- screen printing;
- subject monotype;
- blotting ordinary;
- plasticineography.
Finger painting ("palette fingers")
1. Sensitive age of children: from 2 years.
2. Means of expression: spot, dot, short line, color.
3. Materials and tools: bowls with gouache, thick paper of any color, napkins.
4. Methods for obtaining an image: the child dips his finger into gouache and puts dots, spots on paper (depending on the idea - drawing berries, clusters; chaotic filling of the sheet with colored spots - drawing mood). After work, the fingers are wiped with a napkin, then the gouache is easily washed off.
Inserting a picture
hand drawing
1Sensitive age: from two years.
2. Expressive means: spot, color.
3. Materials and tools: wide saucers with gouache, brush, thick paper, napkins.
4. Methods for obtaining an image: the child dips his hand into gouache or paints it with a brush and makes an imprint on paper. The print is refined with a brush to obtain an image (birds, trees). After work, the hands are wiped with a napkin, then the gouache is easily washed off.
Potato print, cork
1. Sensitive age: from years.
2. Expressive means: texture, spot, color.
3. Materials and tools: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, printing from potatoes or bottle caps.
4. Methods for obtaining an image: the child presses a cork or a stamp from a potato to an ink pad and makes an impression on paper. To get a different color, the bowl and foam rubber change.
Paper rolling
Inserting a picture
2. Expressive means: texture, volume.
3. Materials and tools: napkins or colored double-sided paper, PVA glue, brush, thick paper or colored cardboard for the base.
4. Methods for obtaining an image: the child crumples the paper in his hands until it becomes soft. Then he rolls a ball out of it. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After that, the paper ball is lowered into the glue and glued to the base.
Drawing with a plastic bottle
- Sensitive age from 4 years.
- Means of expressiveness: spot, color, texture.
- Materials and tools: gouache, water, plastic bottle.
- Methods for obtaining an image: dilute the gouache of the desired color in a bowl, the child dips the bottom of the bottle into the paint, making prints on paper. Then you can draw the details.
"Candle and watercolor"
1. Sensitive age: from four years.
2. Means of expression: color, line, spot, texture.
3. Materials and tools: candle, thick white paper, watercolor, brushes.
4. Methods for obtaining an image: the child draws with a candle on paper. Then he paints the sheet with watercolor in one or more colors. The candle drawing remains unpainted.
Blotography regular
2. Expressive means: stain.
3. Materials and tools: paper, liquid diluted gouache in a bowl, plastic spoon.
4. Methods for obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper or picks up paint diluted with water with a thick brush and puts blots on a sheet of paper, gently shaking it off. The result is spots in random order. Then the sheet is covered with another sheet and pressed. Next, the top sheet is removed and the image is closely examined to determine what it looks like. Missing details are drawn.
leaf prints
1. Sensitive age: from five years.
3. Materials and tools: paper, leaves of different trees (preferably fallen), gouache, brush.
Methods for obtaining an image: the child covers a piece of wood with paints of different colors, then applies the colored side to the paper to obtain a print. Each time a new leaf is taken. Petioles can be painted with a brush.
Spray painting technique
1. Sensitive age: from five years.
2. Means of expression: point, texture.
3. Materials and tools: paper, gouache, hard brush or comb, toothbrush, stencils, cardboard 5*5
Methods for obtaining an image: the child picks up paint on a brush and lightly hits it on the cardboard that he holds above the paper - the paint splashes onto the paper. You can also use a toothbrush or comb to splatter the paint.
Monotype subject
1. Sensitive age: from five years.
2. Expressive means: spot, color, symmetry.
3. Materials and tools: thick paper of any color, brushes, gouache or watercolor.
4. Methods for obtaining an image: the child folds a sheet of paper in half and draws half of the depicted object on one half of it (objects for drawing are chosen symmetrical). After drawing each part of the subject, until the paint has dried, the sheet is again folded in half to obtain a print. Then the image can be decorated, working through the details each time folding the sheet in the same way.
BLOTGRAPHY WITH A STRING
Inserting a picture
1.Sensitive age: from 5 years old
2. Expressive means: spot.
3. Materials: paper, ink or gouache liquid diluted in a bowl, plastic spoon, cotton thread of medium thickness.
4. Method for obtaining an image: we lower the thread into the paint, wring it out, then lay out the image from the thread on a sheet of paper. After that, we put another sheet on top, press it, holding it with our hand, and pull the thread by the tip. Missing details are drawn.
Painting with salt and gouache
Inserting a picture
Sensitive age: from 5 years
Expressive means: color, texture.
Material: paper, gouache, PVA glue, salt, brushes.
Method for obtaining an image: draw an image with a simple pencil, apply PVA glue, dry, paint with gouache.
Colored scraping
1. Sensitive age: from six years.
2. Means of expression: line, stroke, contrast, color.
3. Materials and tools: colored cardboard or thick paper, previously toned with watercolors or gouache, a candle, a wide brush, gouache bowls, a stick with a sharpened end or an empty rod, liquid soap.
4. Methods for obtaining an image: the child rubs a sheet of paper with a candle so that it is completely covered with a layer of wax. Then the sheet is tinted with a layer of gouache (contrasting in color) with the addition of liquid soap. After drying, the drawing is scratched with a stick. Further, it is possible to refine the missing details with gouache.
Inserting a picture
DRAWING WITH SOAP BUBBLES
Sensitive age: from 6 years
Expressive means: spot, contrast, color.
Materials and tools: liquid soap, water, gouache, cups, straws.
Methods for obtaining an image: dilute gouache in a glass of water, add liquid soap, blow through a tube until a colored soap foam is formed, bring a sheet, make an imprint, dry, finish the details.
Preschool childhood is a very important period in the life of children. It is at this age that every child is a little explorer, with joy and surprise discovering an unfamiliar and amazing world around him. The more diverse children's activities, the more successful the child's versatile development is, his potentialities and the first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is a visual, artistic and productive activity that creates conditions for involving the child in their own creativity, in the process of which something beautiful, unusual is created.
Since many points of view regarding the pedagogical and artistic conditions for the formation of abilities are rapidly changing, children's generations are changing and, accordingly, the technology of work of preschool teachers should change. To do this, along with traditional methods and methods of image, it is necessary to include non-traditional drawing techniques.
When introducing children to art, it is necessary to use various non-traditional drawing techniques. There are many among them that give the most unexpected, unpredictable options for artistic representation and a tremendous impetus to children's imagination and fantasies.
The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they act, the more intensively children's artistic abilities will develop.
You need to diversify both the color and the texture of the paper, since this also affects the expressiveness of the drawings and puts children in front of the need to select materials for drawing, think over the color of the future creation, and not wait for a ready-made solution.
The possibilities of working with children in the technique of non-traditional drawing are based on the use of various seals. This type of drawing does not require any special skills: all you need is prints of finished forms smeared with paint.
The signet can be simply dipped in paint or pressed against a colored “stamp pad”, a flat piece of foam rubber, or smeared with paint or paints, specially selecting their combination. A signet can be made from a cotton swab, a cork, a raw potato, an eraser, a piece of foam rubber, crumpled paper, a tree leaf, etc.
In order for children not to create a template (draw only on a landscape sheet), sheets of paper can be of different shapes: in the form of a circle (plate, saucer, napkin), square (handkerchief, box).
Monotype is one of the simplest printing techniques. With the help of monotype, a symmetrical image of an object or object is performed. To do this, a sheet of paper is folded in half vertically or horizontally, taking into account the depicted object. On one half of the sheet, color spots are applied (abstract drawing) or half of a symmetrical object (concrete drawing). The colors are selected bright, juicy, so that the print is clear. After inking on the first half of the sheet, the second half of the sheet is overlaid to create an imprint on the other half of the sheet. Expanding, you will see a symmetrical image in its entirety - the butterfly spread its wings, the flower blossomed completely, and the crown of the tree became more magnificent. The finished print can be modified or decorated with additional details. Monotype technique is a pleasure for children of different ages, especially younger preschoolers.
The experience, the use of non-traditional visual techniques, is based on the idea of learning without coercion, based on achieving success, on experiencing the joy of knowing the world, on the sincere interest of a preschooler in performing a creative task using non-traditional imaging techniques. Such a task puts the child in the position of a creator, activates and directs the thoughts of children, and brings them close to the line beyond which the birth of their own artistic ideas can begin.
Mastering artistic techniques that are non-traditional for preschool education helps to increase the expressiveness of artistic images in the drawings of preschoolers, maintain their positive attitude towards visual activity, helps to satisfy the needs of children in artistic expression, and develop children's fine arts. The selection and sequence of introducing non-traditional artistic techniques into the practice of preschool education is based on the fact that the mastery of each previous technique is and acts as a propaedeutic stage in the development of more complex artistic tasks and is aimed at the development of children's fine arts.
It is necessary to teach non-traditional drawing techniques in accordance with the age characteristics of children.
The teacher needs to help the child find himself, offer him as many different ways of self-expression as possible. Sooner or later, but he will definitely choose his own path, which will allow him to fully show himself. That is why the child must be introduced to a wide variety of visual technologies. Not everyone can use a brush or pencil, it is difficult for someone to express themselves in a line, someone does not understand and does not accept the variety of colors. Let everyone choose a technology that is close to him in spirit, that does not make him suffer when comparing his work with the work of more capable children.
The artistic activity of the child will become even more successful if adults, teachers and parents evaluate it positively, not comparing the work of children with each other, but noting the individual manner of performance. Therefore, special attention must be paid to the discussion of children's work, it is imperative to put into practice the analysis of the child's drawing in an individual conversation with him. At the same time, try to evaluate the achievements of the child in accordance with his personal capabilities and in comparison with his own previous drawings, thoroughly argue the assessment and give it a positive character in order to open the way to correcting mistakes.
Each child is a separate world with its own rules of behavior, its own feelings. And the richer, more diverse the life impressions of the child, the brighter, his extraordinary imagination, the more likely that the intuitive craving for art will become more meaningful with time.
"The origins of the abilities and talents of children are at their fingertips. Figuratively speaking, the thinnest threads come from the fingers - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child," V.A. .Sukhomlinsky.
African painting
It lies in the fact that children make ordinary dots with multi-colored paints. Wooden Chinese sticks are ideal for this technique. We used this unusual technique to create patterns on plates, napkins, etc. As a result of their work, children show imagination, include imagination.
Magic Drawing Method.
This method is implemented like this. With the corner of a wax candle on white paper, draw an image (a Christmas tree, a house, or maybe a whole plot). Then with a brush, and preferably with cotton wool or foam rubber, we apply paint on top of the entire image. Due to the fact that the paint does not fall on the bold image with a candle - the drawing seems to appear suddenly before the eyes of the children, manifesting itself. You can get the same effect by first drawing with stationery glue or a piece of laundry soap. In this case, the selection of the background to the subject plays an important role. For example, it is better to paint over a snowman painted with a candle with blue paint, and a boat with green paint.
Drawing small stones.
Most often, the child depicts on a plane, on paper, less often on asphalt. A flat image of a house, trees, cars, animals on paper is not as attractive as creating volumetric own creations. In this regard, we use sea pebbles. They are smooth, small and have a different shape. The very shape of the pebble will sometimes tell the child what image to create in this case. It is better to paint one pebble under a frog, another under a bug, and a wonderful fungus will come out of the third. We apply bright thick paint to the pebble - and the image is ready. After the pebble dries, I cover them with a colorless varnish. The result is a voluminous bright toy - a voluminous beetle or frog made by children's hands.
nitkography method.
There is this method mainly for girls, but sometimes boys willingly join this type of drawing. And it consists in the following. Screen size 25x25 cm made of velvet paper, bags with a set of woolen threads of various colors. This method is based on the following feature: threads with a certain percentage of wool are attracted to velvet paper. You just need to attach them with light movements of the index finger. To begin with, the child learns to lay out the simplest objects in form - flowers, vegetables, fruits, and so on. Gradually, the figures become more complex, several threads are used and interesting plots are obtained. Develops imagination, sense of taste.
Monotype method.
It is fraught with a lot of tempting for preschoolers. In short, this is an image on dense files or folders, which is then transferred to paper. On a smooth surface, the guys paint with paint using a brush, or a match with cotton wool, or a finger. The paint should be thick and bright. And immediately, until the paint has dried, turn the file over with the image down on white thick paper and, as it were, wet the drawing, and then lift it up. After the resulting drawing dries, I suggest that the children complete the image with details using pencils or felt-tip pens. The advantage of this technique is that each drawing is completely different from the other.
Draw with postcards.
Every house has a lot of old postcards. The guys bring them to kindergarten, I cut out the necessary images when they get older, they will do it themselves, and paste them in place, into the plot. A bright factory image of objects and phenomena will give even the simplest unpretentious drawing a completely artistic design. For example, if you stick a fairy-tale house with a grandmother in the window, then the guys, focusing on their imagination, knowledge of fairy tales and visual skills, will undoubtedly draw something to it.
The creative process is a real miracle. It is interesting for me to watch how children discover their unique abilities and to observe the joy that creation brings to them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving the goal, and not an obstacle, both in creativity and in all aspects of their life. It is better to instill in children: "There is no right way in creativity, there is only your own way"
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"Non-traditional drawing techniques, their role in the development of preschool children"
Municipal budgetary preschool educational institution kindergarten No. 9 of a combined type
Non-traditional drawing techniques, their role in the development of preschool children
“The origins of the abilities and talents of children are at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child."
V. A. Sukhomlinsky.
Target: to teach how to create your own unique image, in drawings on non-traditional drawing using various drawing techniques.
Tasks:
- develop associative thinking and curiosity, observation and imagination;
- to form and improve technical skills and drawing skills;
- cultivate artistic taste and a sense of harmony
- visual (examining the subject, using pictures, using a sample, showing work methods, analyzing children's work);
- verbal (conversation, instructions and explanations in the process of joint activity, artistic word)
- practical methods
- game (use of different characters, fabulous journeys)
- colour pencils; wax crayons,
- watercolors, gouache;
- sheets of paper of various shapes;
- bristle brushes, cotton buds, brushes;
- foam rubber, stamps, seals;
- stencils, cut out pictures;
- natural material, etc.
Creation- this is an activity, as a result of which the child creates a new, original, showing imagination, realizing his plan, independently finding means for its implementation.
- Fine motor skills of hands and tactile perception;
- Spatial orientation on a sheet of paper, eye and visual perception;
- Attention and perseverance;
- Thinking;
- Visual skills and abilities, observation, aesthetic perception, emotional responsiveness;
- In addition, in the process of this activity, the preschooler develops the skills of control and self-control.
younger age
Average age
finger painting;
older age
poke with a stiff semi-dry brush
imprint with potato prints;
painting with sand and salt
palm drawing.
Printing with foam rubber, corks
bubble painting
wax crayons + watercolor; candle + watercolor
crumpled paper drawing
leaf prints;
monotype landscape, object
Monotype subject, landscape
screen printing
Blowing air through a tube
plasticineography
Drawing with cotton swabs;
using cotton pads;
African painting
material: multi-colored gouache, thick paper, Chinese sticks
Watercolor painting + wax crayons
Material: wax crayons, watercolor, water, brushes.
Drawing small stones
Material: sea stones of various shapes, bright gouache, brushes, water, napkins.
Thread method
Material: a screen made of velvet paper, a bag with a set of woolen threads in different colors.
Monotype object and landscape
Material: thick paper, brushes, gouache, water.
Drawing with postcards
Material: postcards of various subjects, glue brushes, glue, gouache, paint brushes, water, napkin.
- T. N. Doronova, "Fine activity and aesthetic development of preschoolers."
- R.G. Kazakova, "Visual activity in kindergarten".
- G. N. Davydova, "Non-traditional techniques in kindergarten." - Part 1, Part 2.
- A.V. Nikitina, "Non-traditional drawing techniques in kindergarten."
- I.A. Lykova, “The program of artistic education, training and development of children aged 2-7 years “Colored palms””.
- T.N. Doronova - "Nature, art and visual activity of children"
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Topic: "Non-traditional drawing techniques in preschool educational institutions and their role in the development of preschool children." "The origins of abilities and the talent of children at their fingertips. Figuratively speaking, the thinnest threads and streams come from the fingers, which feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child." V.A. Sukhomlinsky.
In the process of non-traditional drawing, the child develops comprehensively. Such classes do not tire preschoolers, children remain highly active, working capacity throughout the time allotted for the task. Non-traditional techniques allow the teacher to carry out an individual approach to children, take into account their desire, interest. Their use contributes to the intellectual development of the child, the correction of mental processes and the personal sphere of preschoolers.
Many types of non-traditional drawing contribute to an increase in the level of development of hand-eye coordination (for example, drawing on glass, painting on fabric, drawing with chalk on velvet paper, etc.), as well as coordination of fine motor skills of the fingers.
The purpose of my work is to create pedagogical conditions for the development of children's creative imagination through the use of non-traditional drawing techniques and techniques. Having studied the works of various authors, I found a lot of interesting ideas and set myself the following tasks: To form children's technical drawing skills. Introduce children to various non-traditional drawing techniques. Learn to create your own unique image using various drawing techniques.
Studied work experience: I.A. Lykova “Program of artistic education, training and development of children aged 2-7 years. "Colored palms"; A.V. Nikitina "Non-traditional drawing techniques"; G.N. Davydov "Unconventional Drawing Techniques"; R.G. Kazakov "Drawing classes with preschoolers". At the preparatory stage, I got acquainted with the methodological literature of various authors, such as A.V. Nikitina "Non-traditional drawing techniques in kindergarten", I.A. Lykova - "Methodological guide for specialists of preschool educational institutions", T.N. Doronova - "Nature, art and visual activity of children" R.G. Kazakova "Fine activity in kindergarten".
1. Preparatory - introductory 2. At the second stage - reproductive, she set the task: to acquaint children with various means of expression. 3. The third stage is constructive. The task of this stage is to teach children to perform collective work, to organize joint activities (with each other, with a teacher) Stages:
1. Handwriting 2 . Using a signet 3. Drawing with a feather 4. Drawing with a finger. 5. Monotype. 6. Stencil drawing with a swab. 7. Drawing by poking. 8. Blotography. 9. Spray. 10. Grating. 11. Drawing with soap bubbles. 12. Drawing with crumpled paper 13. Instead of a brush - a hole punch. 14. Nitkografiya. Methods and techniques of non-traditional drawing
With children of younger preschool age it is recommended to use: drawing with fingers; imprint with potato prints; palm drawing. Children of middle preschool age can be introduced to more complex techniques: poke with a hard semi-dry brush. foam printing; stopper printing; wax crayons + watercolor; candle + watercolor; leaf prints; palm drawings; drawing with cotton swabs; magic ropes. And at older preschool age, children can master even more difficult methods and techniques: sand painting; drawing with soap bubbles; drawing with crumpled paper; blotting with a tube; landscape monotype; screen printing; subject monotype; blotting ordinary; plasticineography.
I used the following means - the joint activity of the educator with the children, - the independent activity of the children. I used the following methods: informational verbal, practical. The informational method includes the following technique: - examination - observation - excursion - teacher's sample - teacher's show Verbal method includes - conversation - story - use of teacher's samples - artistic word Practical method is a method aimed at consolidating children's knowledge and skills. This is a method of exercises that bring the skill to automatism, it includes the technique of repeating work on drafts, performing shaping movements with the hand.
Criteria 2 Junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 18 22 29 41 2. Display of creativity 21 29 33 54 3. Display of initiative 20 34 42 59 4. Display of independence 23 36 48 61 5. Display of individuality 21 43 52 59 6. Using expressive means 24 45 51 64 7. Mastering the ways of creating an image 28 42 54 60 8. Seeing artistic images 19 39 46 62 9. Planning activities 18 28 51 70 10. Skills and ability to use tools 17 28 49 76 Analysis of the effectiveness of drawing skills and abilities by groups: 1. Preparatory stage:
Criteria 2 Junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 19 24 32 45 2. Display of creativity 23 30 34 56 3. Display of initiative 22 34 45 60 4. Display of independence 24 37 49 65 5. Display of individuality 25 45 54 63 6. Using expressive means 23 47 53 65 7. Mastering the ways of creating an image 30 44 56 67 8. Seeing artistic images 22 41 49 62 9. Planning activities 20 29 54 85 10. Skills and ability to use tools 21 35 50 86 2. Main stage:
Criteria 2 Junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 29 34 38 46 2. Display of creativity 33 37 38 56 3. Display of initiative 28 39 48 64 4. Display of independence 32 39 49 66 5. Display of individuality 35 48 53 65 6. Using expressive means 33 49 57 67 7. Mastering the ways of creating an image 34 48 59 67 8. Seeing artistic images 29 46 51 76 9. Planning activities 28 35 57 85 10. Skills and ability to use tools 29 38 58 88 3. Final stage:
Conclusion: after analyzing the effectiveness of drawing skills and abilities in groups engaged in non-traditional drawing techniques, I came to the conclusion that there is a positive trend in children of the preparatory group, since they have mastered many types of non-traditional drawing techniques and fine motor skills of fingers are more developed.
Conducting classes using non-traditional techniques contributes to: - Removing children's fears; - Develops self-confidence; - Develops spatial thinking; Teaches children to freely express their intention Encourages children to creative searches and solutions; Teaches children to work with a variety of materials; Develops a sense of composition, rhythm, color, color perception; sense of texture and volume; Develops fine motor skills of hands; Develops creativity, imagination and flight of fancy; While working, children get aesthetic pleasure.
