At an early preschool age, the foundations of visual activity are laid in children. Pupils of the second younger group are actively developing key mental processes (first of all, perception and thinking) - the kids are already aware of the meaning of drawing. Of course, they are still far from creating realistic images, drawings are often a shapeless combination of lines. However, this is the initial stage in the formation of key visual skills.
The value of visual activity for the development of pupils of the second junior group of the preschool educational institution
Drawing classes have a significant impact on the harmonious development of preschoolers from an early age. For toddlers, this is a great way to express their emotions. This is especially important for children who are still poorly able to speak or have communication problems. The drawing will help an adult understand the child, because even what colors he chooses for the image is important.
Visual activity develops thinking, brings up such useful qualities as perseverance, purposefulness, wean children from laziness. Undoubtedly, all this will be very useful during schooling and, in general, throughout life. Drawing is a great way to captivate overly mobile kids.
Three-year-olds absorb knowledge like a sponge. Activities related to artistic creativity develop their taste, bring up a sense of beauty.
The specifics of visual activity at a given age
The main goal of visual activity when working with children of three or four years old is to teach them to draw lines, both straight and rounded, since it is from them that the forms of the simplest objects are subsequently formed. Moreover, they must learn to do it on their own, not focusing on the model proposed by the educator. This process is directly related to the development of fine motor skills of hand and finger movements.
Another important task is the formation of color perception - knowledge of basic colors and their names.
During the period of study in the junior preschool level, primary compositional skills are also formed - children learn to place their drawing in the central part of the sheet.
The teacher systematically involves children in the process of depicting objects. At first, the child completes the composition started by the teacher: he finishes the strings of the balloons (selecting the appropriate color), similarly depicts the stems of the flowers, the sticks of the flags.
The lesson should bring joy to the child - that's when he wants to do it again and again. Here, of course, the defining role is played by the personality of the teacher, his benevolent attitude, sensitivity, emotionality, and the ability to support the interest of pupils in artistic creativity.
Note that at the age of three, children still cannot keep the teacher’s explanation in their heads for a long time: they remember the instructions partially or they need to be explained again. The teacher should try to ensure that each child understands the task, organize his actions. An individual approach is indispensable here. During the lesson, the teacher constantly reminds preschoolers about the subject of the image.
The emotionality of the lesson always increases the artistic word, it creates in the mind of the child a figurative representation of the object of the image. Thus, visual activity can be preceded by a riddle or a short poem. At the same time, they should be extremely simple and accessible to kids. Otherwise, mental stress will interfere with the emotional mood of the child, and he will no longer want to draw. Note that the same rhyme can be recited to sum up the session after discussing the results of the work.
In addition, drawing in the second younger group is inseparable from play activities. After all, motivation for creativity is very important for children, for example, on a fairy-tale basis. This will make the subject of the image interesting and more alive.
The material in the lesson with the kids should be extremely specific, because at this age abstract thinking is still alien to them. Children should visually perceive the objects of the world around them - this is the basis of learning to draw at an early age. The images with which the graphic elements (lines, circles, dots) are associated should be perceived visually, and even better tactilely.
In some cases, when the teacher cannot show the object to preschoolers (for example, because of its significant size), it is permissible to use a picture or a well-executed drawing. At the same time, the attention of children is also drawn to the shape (you need to circle it with your finger) and color. Note that the drawing should not be small, the object itself is depicted separately from others, so that children's attention is focused only on it.
The teacher, starting with sweeping hand movements in the air that are simpler for the child, gradually moves on to moving the brush on paper (note that pencil manipulations are more limited). For example, when depicting paths, the kids, together with the teacher, show the direct direction of the lines in the air, and then on paper they demonstrate how long the path is. Finally, they draw it with gouache or pencil.
Moreover, it is desirable that the guys accompany their actions with words - this will make the drawing process more rhythmic, the movement itself - more exciting. For this reason, to increase the emotional mood, it is also recommended to include musical accompaniment in the lesson.
All actions kids at this age perform as an imitation of the teacher. He shows hand movements in the air, and then repeats them with the children. Similarly, the teacher shows all the techniques of drawing: for example, how to hold the tool, draw paint on the brush. Preschoolers will be able to perform actions on their own when they master all these techniques well and acquire initial skills.
The teacher's drawing should not be simplified to a diagram - after all, the image must correspond to the real object. For example, when explaining the sequence of drawing a Christmas tree, the teacher focuses on the requirements of the program intended for the second younger group: it indicates a vertical trunk, and then green branches diverging to the sides. However, many other trees have such signs. Therefore, the trunk should not be drawn straight, but slightly extended downwards, and the branches are drawn slightly inclined.
The trunk is sequentially drawn first, and then the branches
Demonstration of image techniques is necessary until the kids master the skills of drawing this form. Then, in their free time, they will be able to draw the same Christmas tree on their own.
Similarly, when the guys learn how to draw straight lines and the simplest rectangular shapes, you can invite them to draw a spatula, a ladder, a fence, etc., without demonstrating tricks.
Note that when working with children of the second younger group, the teacher should focus on the personal experience of each pupil. After all, there are always older children in the same team (and during this period the difference of six months also affects development), in addition, some kids start attending kindergarten only from the age of three (before that they didn’t go to nursery group). Therefore, the task of the educator is to analyze the characteristics of his group and, depending on this, differentiate tasks in the process of drawing. Complications may lie in expanding the range of materials for work (for example, offering more colors), increasing the number of images (not one Christmas tree, but several).
The most suitable materials for classes
The basis for drawing in the second junior group is A4 paper. When drawing with gouache paints, the teacher must tint it in the required shade (in the younger preschool level, this is especially true, since it increases interest in artistic creativity). In some cases, it is advisable to offer kids colored paper or cardboard. Indeed, for example, it is more interesting to draw a bright yellow sun on a gray or blue background that represents the sky. Likewise, the "It's snowing" session suggests a base color of blue, which could very well be a navy blue or purple base shade.
Note that the base should be quite dense. After all, at first the child does not draw with the tip of the brush - he intensively works with the whole pile, sometimes rubbing the paper to the holes.
In the second younger group, as a rule, gouache is used. It gives a brighter tone than watercolor. But color in early preschool age causes a strong emotional reaction, for the baby the result of the activity is a bright spot. In addition, gouache paints are easier for kids to work with than watercolors: no effort is needed to dilute them with water.
There is no need to buy expensive paints with many shades for three-year-old children - it will be difficult for a child to choose the right color. The optimal number is six basic colors.
It is worth paying attention to the selection of brushes. For beginners, the ideal option is squirrel brushes with a short handle.
As for colored pencils, they should be of good quality (do not crumble), soft enough.
There are a lot of additional materials that can be used in drawing classes in the second younger group. For example, cotton wool, confetti will come in handy for the winter theme, in other seasons - natural materials: seeds, leaves, etc. All these details diversify the composition, make it original, which, of course, will further stimulate kids' interest in artistic creativity.
Used methods and techniques of drawing
The key task of the teacher in the second younger group is to teach children shaping movements - first simple, and then more complex. This is, first of all, drawing a variety of lines: from left to right, from top to bottom, intersecting, etc. The easiest way to do this is when depicting objects such as paths, ribbons, a fence, a staircase.
When working with pencils, the teacher offers the kids one or two colors so as not to scatter children's attention. After some time, gouache is offered to children. Note that it is easier to draw with a brush, because it does not require effort when pressed. The teacher teaches preschoolers how to properly apply a brush to paper.
At the beginning, the works are created with only one paint (for example, blue paint conveys raindrops, and yellow paint autumn leaves). Since the compositions gradually become more complex - the color scheme becomes more diverse, then the technique of washing the brush is introduced at the lesson.
Another task that is set in the second younger group is to teach a preschooler to combine several forms in a drawing, homogeneous (for example, a tumbler, a snowman) or different (sun). Such work requires the ability to control the movements of the hand, plus combine the forms into a composition.
More difficult for a child of three years is the image of a rectangular shape - he learns to impute the direction of movement to get an angle, as well as to close the line at the starting point. Kids practice this technique by drawing simple objects such as flags, windows, books and other rectangular things.
In drawing classes, the teacher constantly focuses on the setting of the hand. At first, the brush is put into the pen of each pupil, because everyone holds it differently: someone clamps it in a fist, bending their fingers, someone holds it at the very base, while other children, on the contrary, at the very tip. At the same time, the hand gets tired quickly, and the child gets tired. The correct position of the hand is in the middle part of the brush, while it is held by three fingers (their position is somewhat similar to the beak of a bird, which the child should pay attention to). In the same way, you should hold a pencil, wax crayon, felt-tip pen.
In addition, the teacher teaches the children to carefully pick up paint, dipping the brush with all the pile in the jar. Excess paint is removed from the edge of the jar.
Note that you should not limit learning to draw at an early age only with traditional techniques. Non-standard image methods develop fine motor skills and imagination very well. By the way, drawing with fingers or poking with a semi-dry brush is easier for kids than with brushes and pencils. At the same time, the baby feels at ease and liberated.
Classes in fine arts in the second younger group, as a rule, are of a group-wide nature. But at this age it is already quite possible to practice teamwork (or divide children into subgroups). The chosen form of work should be determined by the topic of the lesson - for example, “A bouquet for mommy” (each pupil draws a flower with his palm) or “Dandelions” (with the help of fingers, kids depict flower buds and a blue sky above them).
Teamwork (palms)
Teamwork (fingers)
Topics: multi-colored balls, twigs and berries, cups and plates, toys and much more
As for the topics of visual activity at preschool age, child psychologists recommend offering children as many diverse topics as possible, covering various areas of life around them.
There are standard general themes (thematic blocks) that are used in the classroom in almost all kindergartens. In this case, the teacher can vary the subtopics within each block.
Consider the main sections that must be covered in drawing classes in the second younger group (the teacher can choose one or two topics within each block to implement them in the process of working with children, or he can come up with his own version).
Simple round shapes
These topics are: “Colorful wheels”, “Inflate, bubble”, “Saucer for milk”, “Rings”, “Colored balls”, “Colorful hoops”, “Bablis, donuts”, “My cheerful sonorous ball”, “Snowballs ".
Drawing with pencils
Drawings based on straight lines
These themes are: "Salute", "Staircase", "Dishes", "Furniture", "Fence", "Striped rug", "Baby books", "Colorful handkerchiefs are drying".
gouache painting
gouache painting
houses
Kids draw: "My house", "House with a pipe", "House for a dog", "Birdhouse".
Teamwork (coloring the template and decorating it with a pattern)
anthropomorphic creatures
"Snowman", "Tumbler", "Matryoshka", "Gingerbread Man".
gouache painting
Decorative drawing (pattern decoration)
“Painting a plate”, “Decorate a tea cup”, “Decorate towels”, “Decorate a mitten”, “Decorate a handkerchief”.
gouache painting
Poke drawing
Cloth
(coloring templates, adding details to them):“Mittens”, “Shoes”, “Siberian felt boots”, “Dress for a doll”.
gouache painting
Animals, birds, fireflies and other insects
"Chicken", "Birds", "Titmouse", "Firefly", "Bees", "Duck", "Ladybug", "Fish".
gouache painting
Bubble painting
Berries, mushrooms, vegetables, fruits
“Mushrooms”, “Amanita”, “Vegetables and fruits”, “Orange and tangerine”, “Berry by berry”, “Berries on a branch”, “Currant sprig”, “Apple with a leaf”.
Drawing with cotton buds
gouache painting
Vegetable world
“A multi-colored carpet of leaves”, “Leaf fall”, “Trees on our site”, “Christmas tree”, “Flowers”, “Dandelion”.
gouache painting gouache painting gouache painting
Natural phenomena
"Rain", "Sun", "Hail", "Rainbow".
Drawing with cotton buds
Finger painting
household items
"Umbrella", "Comb".
Finger painting
Food
« Food", "Pies".
Safety
"Traffic light", "Rules of the road", "Fire safety", "Fire".
gouache painting
Transport
"Car", "Trolley", "Airplanes are flying", "Beautiful train".
Finger painting
Human
"My family", "Friendship", "Parts of the body", "Professions".
pencil drawing
My toys
"My favorite toy", "Dymkovo toy".
gouache painting
Patriotism
"Flag", "My City".
gouache painting
Lesson notes on the image of a snowman, salute, dandelion and car
| Name of the author | Abstract title |
| Shestakova E. | » Educational tasks: exercise children in the image of a round shape, make an image from several parts of a similar shape. Development tasks: exercise in coloring a round shape, the ratio of objects by size, consolidate the idea of \u200b\u200ba snowman. Educational tasks: to cultivate accuracy, the desire to help. Integration of educational areas: "Artistic creativity", "Cognition", "Communication", "Socialization", "Health". Handout: sheets of blue-tinted paper according to the number of children, gouache, non-spill cups, brushes, coasters for them, napkins. Lesson progress: The teacher tells the children that a guest has come to them and asks a riddle:
A toy snowman appears. Children examine it, discuss how it can be fashioned (show with gestures).
Independent activity of children. The teacher monitors the process of work, directs the kids. |
| Zharikova E. | "Festive fireworks" (non-traditional drawing technique "protruding pattern") The lesson begins with a riddle about fireworks:
The teacher discusses with preschoolers what a salute is, where we can see it. The theme of the Victory Day holiday is touched upon. On this day in our country there are the most colorful and bright fireworks.
The teacher takes a foam rubber sponge and paints over his salute sample with blue paint. An interesting effect arises - the paint does not paint over the wax pencils, it rolls off them. The result is a beautiful fireworks display against the night sky. |
| Komisina O. | "Dandelions in the Grass" The teacher reads a poem, and the children must guess which flower they are talking about:
A picture of a dandelion is shown. Its shape, color of leaves, stem, bud are discussed. Kids talk about what flowers are for. The teacher tells the children that flowers are needed not only to admire them: they give food to insects - nectar. The teacher warns the children not to pick dandelions on a walk - after all, they die immediately in a vase.
The teacher shows preschoolers how to draw a flower, paying attention that a thin stalk is depicted with the tip of a brush. Since dandelions grow in grass, children are invited to draw grass as well. |
| Ermakova O. | "Automobile" At the beginning of the lesson, the teacher reads a funny poem about a car:
The children discuss the cars they saw on the way to kindergarten. The teacher reports that one of the cars decided to visit the guys. Children examine it, determine the color, name the details of which it consists. |
Games in the drawing classes in the second junior group
At a younger preschool age, it can be difficult for children to explain some material, especially to make sure that they remember it. Here, didactic games on visual activity will come to the aid of the teacher.
These manuals (you can buy them in stores or make them yourself) are presented in the following target areas:
- Games for the development of color perception.
- Games that exercise preschoolers in drawing up patterns (develop decorative skills) or whole compositions
- Games, the purpose of which is to supplement the object with the missing details (subsequently, the child also draws the elements in the picture).
Let's look at examples from each category.
Games for the development of color perception
“Collect a bouquet” (for the Snow Maiden and for the Sunbeam). This game teaches children to distinguish between warm and cold tones. A similar option is to choose your favorite colors of the snowman and the sun.
Didactic game introduces warm and cold shades
Didactic game develops color perception
Game "Collect the caterpillar". Children are offered several shades of the same color, from which the caterpillar's body must be folded - from the darkest shade to the lightest.
Didactic game for the development of color perception
"Name the colors of autumn, summer, spring and winter." Kids are offered cards with a color palette, and they must match them with pictures depicting a certain season.
Didactic game on art at the same time reinforces the signs of the seasons
"Beads for Mom". Pictures with different color combinations of beads are presented. The task of the child is to pick up beads of the same color as in the picture.
"Aquarium". The paper aquarium has four sectors of different colors. There are also fish and shells of these colors. The task of the child is to sort them into sectors.
Games for the development of decorative skills (drawing up a pattern)
Decorative and applied arts are an important part of the culture of the Russian people, who since ancient times have sought to convey their understanding of beauty in an artistic form. The products of talented craftsmen develop the aesthetic taste of children, teach them to understand and appreciate beauty. Didactic games will help kids get acquainted with folk art crafts, as well as teach them how to make their own beautiful ornaments.
These are split pictures depicting Dymkovo toys, dish patterns that need to be decorated with a Gorodets pattern, dominoes and lotos on this topic.
Didactic game Didactic game Didactic game Cut pictures Cut pictures loto
The game "Assemble a still life" teaches younger preschoolers to compose a composition, kids from an early age get acquainted with the genre of still life.
Didactic game develops compositional skills
And the manual "Collect a pattern according to a model" develops their aesthetic taste, teaches them to correlate an object with its image.
The manual contributes to the formation of aesthetic taste
Games to complete the subject with details
"Draw a butterfly." The child is offered an image of half a butterfly. You need to complete the picture by picking up the same elements and place them on the missing half.
Didactic game reinforces the knowledge of the shape of the object and at the same time contributes to the correct color perception.
"Merry Train". The child is offered the body of a steam locomotive without wheels, pipes and doors. The task is to find among the many details the missing elements for the picture and supplement the image of the locomotive with them. As a result, children remember the shape of this type of transport, and later it will be easier for them to draw it.
Analysis of visual activity
An important component of any artistic activity is the analysis of finished works. This is also true when working with young children. The teacher puts all the drawings on the stand and arranges a joint discussion with the children: asks the children for their opinion, and also evaluates the work himself, points out their positive aspects, and gives recommendations on what can be done better. Both the quality and accuracy of the work performed are taken into account.
Note that you should not focus the attention of children on unsuccessful drawings, because often poor-quality performance of the task is not due to the child’s unwillingness, but to the peculiarities of his development (weak motor skills). Such kids need to pay more attention in the course of productive activities, invite them to draw in their free time.
Joint viewing and discussion of works brings up activity in kids, causes a desire to correct mistakes, and next time draw better. Those children who were not active during the discussion should be given special attention and individually discuss the drawings with them.
Related videos
Drawing in the second junior group on the topic "Dandelion"
Drawing in the second junior group on the topic "It's raining."
It is difficult to overestimate the role of drawing in the development of children. This is one of the most important ways of self-expression. After all, some children find it difficult to verbally express their feelings and knowledge. This extremely useful activity simultaneously stimulates mental activity and educates aesthetic feelings. The diverse topics of classes in the second younger group lay the foundation for a realistic image of a variety of objects and phenomena of real life, which children master as they grow up.
Organized educational activities for artistic and aesthetic development (drawing) in the second junior group.
DOWNLOAD (with photo)
GBOU school No. 492 structural unit No. 1 "Watercolor"
Educator: Alexandrova Oksana Vyacheslavovna.
The second junior group (3-3.5 years)
The theme is "Christmas Tree!"
The relevance of this OOD is due to the fact that
Currently, there is a need for new approaches to solving modern problems of aesthetic perception and development of the individual as a whole.
Visual activity occupies a special place in the development and upbringing of children. Contributing to the development of imagination and fantasy, spatial thinking, it contributes to the disclosure of the creative potential of the individual, contributes to the formation of the aesthetic culture of the child, his emotional responsiveness. Acquiring practical skills in the field of artistic creativity, children get the opportunity to satisfy the need for creation, to realize the desire to create something new on their own.
The ability to see and understand the beauty of the surrounding world, contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, brings up purposefulness, perseverance, a sense of mutual assistance, and makes it possible for the creative self-realization of the individual.
Target: The development of artistic and creative abilities of children of primary preschool age through the use of non-traditional drawing techniques.
Tasks:
Educational:
- Learn to create a simple plot picture (on the topic "Winter").
- Learn to use non-traditional techniques in your work (drawing with cotton swabs, using a stencil template and “poking”).
- Strengthen children's knowledge about winter.
Developing:
- Develop the ability to distinguish and name the shape (circle, triangle). Color (red, yellow, green, blue, white).
- To develop the dialogic form of speech: to form the ability to conduct a dialogue with the teacher, understand the question asked and be able to answer it.
- Develop fine motor skills.
- Develop attention and thinking.
Educational:
- Cultivate perseverance, accuracy.
- To cultivate interest in nature, love and respect for it.
Integration of educational areas:"Cognitive development", "Artistic and aesthetic development" (drawing), "Social and communicative development", "Speech development", "Physical development".
Preliminary work. Observation of seasonal changes in nature in winter, a conversation about the characteristic signs of winter, reading poems about winter, looking at illustrations, listening to audio recordings, guessing riddles, observing our Christmas tree while walking.
Vocabulary work: ice, snow, winter, frost, wind, blizzard, blizzard, snowfall.
Material:
- sheets of white paper (A4) with a large triangle pre-drawn (made by the teacher),
- cotton buds (for each child), homemade "pokes",
- gouache green, white, red, blue, yellow,
- palette,
- water glasses,
- a set of Christmas balls of different colors and sizes,
- hand wipes - for each child.
Equipment: board, Christmas tree illustration (poster); a Christmas tree decorated with toys in a group, a tape recorder, a set of Christmas balls of different colors and sizes, audio recordings.
Lesson progress:
Organizing time.
Educator:Guys, come, please, all to me. (The teacher gathers all the children around him). I need your help. I was asked a riddle today, but I couldn't solve it. Can you help me solve this difficult riddle? Really, can you help? Thank you, my good ones. Then listen very carefully to the riddle:
All the guys like
Green beauty.
Balls, needles
On New Year's ... (Christmas tree).
Children: Herringbone!
Teacher: All right. It's the same Christmas tree. How did I not guess? You are my helpers. What would I do without you? Thank you all very much.
There is a knock on the door.
Educator: It seems that someone is knocking .... Let's listen. (Knock repeats). Who's knocking on the door? Guys, who is this? Let's get a look…
The teacher opens the door to the group. There is a small Christmas tree (artificial) behind the door, an envelope with a letter is attached to it and paints (gouache) lie under it. (The teacher brings the Christmas tree and paints to the group for the children).
Educator: Guys, look who came to visit us today! This is the same Christmas tree, about which we guessed the riddle. But she did not come to us alone. She came to us with paints.
(Children are looking at the guests).
Educator: Let's take a closer look at the Christmas tree. Oh, and what is this on our Christmas tree?
Children: Paper.
Educator: We need to see what it is. (The teacher unfolds the envelope). Guys, this is a letter for us. Let's read what it says, shall we? (The teacher reads the letter to the children).
Dear Guys!
My name is Yolochka! I walked towards you on the ice. I met on the way a blizzard and snowfall. There was a severe frost. But I still came to you.
I really want to get to your kindergarten for the New Year! But I need your help. Everyone comes to the festival dressed up. Decorate me please! And cheerful colors will help you!
Educator: Children, can we help our Christmas tree?
Children: Of course we will!
Educator: Guys, do you remember what is written in the letter? The Christmas tree came to us through snowstorms, there was severe frost and snowfall. When does it get cold and snowy?
Children: In winter!
Educator: Well done! Of course in winter. (The teacher shows the children illustrations). Rice. 1.
Guys, what are we going to decorate the Christmas tree with? And let's look at our Christmas tree, which is already dressed up and is in our group. We decorated it all together. (Children come up to a decorated Christmas tree and examine it). What is on the tree?
Children: balloons.
Educator: That's right, balls. What color are the balls?
Children: green, red, blue, yellow.
Educator: Right. What size balls?
Children: children's answers. (Large and small).
Educator: Guys, now let's find in our group everything is green (children's answers: car, table, children's dishes ...). And now red (book, designer, train ...), yellow, etc.
Educator: Well done. Now let's look at the tree. Her first branches are short, the second ones are long, the third ones are even longer, and the last ones are the longest. It gets bigger and bigger as it goes down.
Let's remember once again how the branches on the Christmas tree grow. (We consolidate knowledge with children).
(A poster with a picture of a Christmas tree is placed on the board). Rice. 2.
Educator: What all the good fellows. Now let's sit down at the table. Guys, look what everyone has on the table. Paper, green paint and a pencil with a sponge, you know him. This is a "poke". Rice. 3.
A triangle is drawn on paper. It is very similar to our Christmas tree, only it needs to be painted. What color will we paint?
Children: Green.
Teacher: That's right. Now I will show how we will draw a Christmas tree. And in order for the Christmas tree to turn out beautiful, you need to carefully listen to how to draw it. I take our magic "poke", dip it in green paint and press the "poke" to the paper from top to bottom (ran-ran "poke" down). Pressed - removed, again pressed - removed. When the paint runs out, you need to dip it again in green paint and continue. The Christmas tree should be all green and fluffy.
Guys, let's remember once again how we will draw. (Reinforcement). Well done!Rice. 4.
Educator: Children, let's start drawing. Let's all take the right “poke” and make our Christmas tree beautiful and fluffy.
(Children do the work independently under the supervision of the teacher).
After this part of the work is done, the children leave their work on the tables to dry.
Educator: And now we will all become Christmas trees. Come closer to me. Children leave the tables and approach the teacher. Listen carefully.
An audio recording (backing track) sounds: Oscar Feltsman "Christmas Tree Forest Aroma".
Physical education minute
Christmas tree.
Our tree is big circular motion of the hands),
Our tree is high stand on your toes),
Above mom, above dad sit down and stand on your toes),
Reaches the ceiling stretch).
Let's dance merrily. Eh, eh, eh!
We will sing songs. La-la-la!
So that the Christmas tree wants to visit us again!
(While the physical education session is being held, the teacher’s assistant adds paint and missing materials to the children’s tables).
Educator: Well, here we have a little rest, and now we need to continue our work. We made the Christmas tree green and fluffy, but we haven’t decorated it yet. What is missing from the tree?
Children: balls.
Educator: Certainly. We need to decorate the Christmas tree with balls of different colors and sizes. To do this, we need pokes and cotton swabs. We will draw large balls with a large “poke”, and small ones with cotton swabs.
Guys, in front of you are paints of different colors. Let's take a look at their colors. (Reinforcement).
Children name colors.
Educator: And now we will draw big balls. Take the “poke”, dip it in red paint and press the “poke” to the paper. Removed the "poke". Here we have a ball. In another place, we will draw the same ball. Children, let's start drawing. Let's get it right "poke" and draw a ball. What good fellows you all are! Rice. 5.
After the big red balls are drawn, we begin to draw small balls of a different color. To do this, we take a cotton swab and dip it in yellow paint. And we will draw in the same way as the red balls. They put a stick to the paper - they removed it, they attached it - they removed it. How cleverly and beautifully you manage to decorate our Christmas tree.
Now take a clean stick and a different color paint. How are we going to draw balloons? Tell me.
Children: children's answers. (Consolidation in progress).
(Drawing is accompanied by words - hints, if the child needs help, the teacher draws an element on his piece of paper).
Educator: Children, you are all great! Everyone did a good job! Here's what we got. Rice. 6.
Everyone has beautifully decorated their Christmas trees. Now an elegant Christmas tree will definitely come to us for the holiday. And now let's stretch our legs, sing and dance for our Christmas trees.
Children dance and sing along with the teacher "The Forest Raised a Christmas Tree".
(At the end, the Christmas trees were cut and glued into cones and presented to parents).
Application
Rice. 1 Illustrations for vocabulary work (winter, snowfall, blizzard, blizzard).
Rice. 2 Christmas tree poster.
Rice. 3 Materials for work.
Rice. 4. We draw a Christmas tree using the poke technique.
Rice. 5. Christmas tree with balls.
Fig.6. Christmas Trees.
Abstract of a lesson in drawing in the second junior group Adzhimusaeva K.Yu.
Subject:« Christmas tree beauty »
Target: development of the ability to draw a Christmas tree with the whole bristle of the brush using the printing method.
Tasks : exercise in the ability to perceive the boundaries of a sheet of paper; develop creative imagination; ability to use non-traditional drawing techniques (finger) ; to form the ability to select definitions for a given word, answering a question "which?" ; to cultivate perseverance, accuracy.
Methodological techniques : game situation, riddle guessing, psycho-gymnastics, productive activity, summing up.
preliminary work : reading poems about a New Year tree, observing a spruce in nature, looking at illustrations depicting a spruce, drawing a Christmas tree with a pencil, learning a poem by T. Pavlova "Brought from the forest to us..."
Materials and equipment : artificial Christmas tree, brown, green, red, blue, yellow paints, brushes, jars of water, napkins, album sheets.
Lesson progress:
1. Introduction to the topic.
Educator: - Guys, today someone came to visit us. Who do you think it might be? (children make guesses) .
Didn't guess! And to recognize our guest, try to guess riddle :
I grew up in a dense forest.
Rising up to the blue clouds
But now I've been cut down
And dressed up in toys. (Christmas tree)
Well done!
Let's all tell together what we have herringbone. To do this, each of you needs to say one word-sign. For example, small herringbone(green, prickly, forest, New Year's, winter, fragrant, fluffy, etc.)
Guys, you are smart! Herringbone really enjoyed playing with you.
Pay attention to what Christmas trees thin and prickly needles (you can let the children touch the needles to make sure of this) .
2. Psycho-gymnastics « Herringbone in winter »
Put your hands down, open your fingers "fan" . Then spread your arms to the sides, and close your fingers. movements repeat.
The teacher praises the children for an unusual transformation.
3. Work on the topic.
Educator: - Children, you all have friends, right? But our Christmas tree is alone, she has no friends, but we can help her. I suggest you draw a beautiful Christmas tree friends. First, draw the trunk of the Christmas tree. He is brown.
1) Dip the brush in brown paint. Draw a vertical line on the sheet from top to bottom with the whole pile, without lifting the brush from the paper. This will be the stem. (The teacher draws attention to the fact that the trunk is wider downwards.)
State budgetary preschool educational institution No. 49 of the Frunzensky district
prepared by the educator Shipova Emilia Vidimantovna St. Petersburg 2014
Tasks:
- reinforcing the concept of short and long (about brush strokes.).
- fixing primary colors.
- Remind children of the diversity of trees.
- To develop children's speech, the ability to listen to an adult and answer questions.
Connect classes with other aspects of educational work.
Preliminary work: observing our Christmas tree while walking, listening to songs, reading poems, stories about the new year, looking at illustrations, guessing riddles.
Program content: To teach children to draw an object consisting of straight vertical and inclined lines, place the image in the center of a sheet of paper, draw large, full sheet. Draw the children's attention to the fact that the tree has long and short branches. Arouse interest in this topic, in the result of your work, continue to consolidate elementary technical skills (rhythmic drawing with strokes)
Material: ½ size paper, gouache yellow, white, red, green, brown, blue, white; brushes, jars for water, napkins, a Snowman toy, an image of a Christmas tree.
Methods and techniques: remember the structural features of the Christmas tree. Together, show with a movement of the hand how the trunk and branches are located.
At the end, consider the drawings, note how many different Christmas trees with lights the children drew - it turned out to be a whole fabulous festive forest.
Game (The snowman brought a Christmas tree, playing around with drawings, art word, song "The Forest Raised a Christmas Tree" songwriter Raisa Adamovna Kudasheva, music by Leonid Karlovich Beckman).
Lesson progress:
There is a knock on the door.
Teacher: Who's knocking on the door? Guys, who is this? Children: Santa Claus! Snow Maiden! Snowman!
Teacher: Let's see who it is! Yes, it's a magical snowman! Where did you come from?
Snowman: I came to you from the forest! Santa Claus ordered you to hand over the Christmas tree so that you decorate it for the holiday!
Snowman shows a Christmas tree
Teacher: What is it guys?
Children: Christmas tree!
caregiver (fixes the Christmas tree on the board): Herringbone, herringbone Green needle. Why are you standing so sad Christmas tree?
Herringbone: A small Christmas tree is cold in winter.
We took a Christmas tree from the forest to kindergarten!
Educator: Guys, let's draw girlfriends for our Christmas tree and decorate them! And in order for the Christmas tree to turn out beautiful, you need to carefully listen to how to draw it.
Educator: I take a brush, dip it in brown paint, remove an extra drop on the edge of the jar and draw the trunk of the Christmas tree from top to bottom (ran-ran tassel down).
Educator: What paint will we paint the branches with?
Children: Green!
Educator: And now I wash the brush well and pick up green paint. I draw branches from the very top of the trunk on one side and on the other.
Show with your hands how the branches of the Christmas tree lean (children show).
Educator: The first branches are short, the second ones are long, the third ones are even longer, and the last ones are the longest and all lean down. We draw branches along the entire trunk, but there is a distance between them so that they do not break from each other.
Educator: Children, let's start drawing. Let's all take the brushes correctly, closer to the piece of iron.
Educator: How do we start drawing?
Children: From the trunk.
Educator: That's right, from the trunk, and we have it brown.
Educator: And now they washed the brush, blotted it on a napkin. What paint are we picking up now?
Children: Green.
Educator: Well done! That's right, green. We tilt the branches on one and the other side of the trunk.
We speak and draw: short, longer, even longer, the longest.
Educator: Well, now, what beautiful Christmas trees we got! Let them dry out a little.
Guys, what do you think is missing on our Christmas tree?
Children: Toys!
Educator: While our Christmas trees are drying up, we will wash the brushes, we will wet them on a napkin.
Educator: Let's decorate the Christmas tree with round multi-colored balls. Show in the air how we will draw them?
Well done! Right! (explanation shown by display). If you want to draw red balls, then take red paint, if yellow balls, then yellow paint, changing the color, you wash the brush thoroughly, like this! When drawing a ball, you are looking for a free place on the Christmas tree, do not merge the balls. When changing paint, do not forget to remove an extra drop on the edge of the jar and dry the brush on a napkin. And now to work!
Drawing is accompanied by words - hints, if the child needs help, the teacher draws an element on his piece of paper.
Children, you are all great! Everyone did a good job! Everyone has beautifully decorated their Christmas trees. We have a magical, fabulous, New Year's forest with you! We all did a good job! And now let's stretch our legs, sing and dance for our Christmas trees and the Snowman.
Children dance and sing along with the teacher "The Forest Raised a Christmas Tree"
Bibliography
- Kazakova T.G. Develop creativity in preschoolers (summaries of drawing, modeling, appliqué): A guide for a kindergarten teacher. - M.: Enlightenment, 1985.
- Lykova I.A. Visual activity in kindergarten: younger group: planning, class notes, guidelines Younger group. - M.: "KARAPUZ-DIDACTICS" , 2007.
- Komarova T.S. Classes in visual activity in kindergarten: a book for a kindergarten teacher. 3rd edition revised and enlarged. Moscow "Education" , 1991.
"*******"
Synopsis of the GCD for the NGO "Artistic Creativity" (drawing) in the second junior group "Herringbone - green needle"
DRAWING
Topic: "Christmas tree - a green needle!"
Program tasks:
To teach children to convey the image of a Christmas tree in drawing;
Learn to draw objects consisting of lines (vertical, inclined);
Develop the ability to use paints and a brush (hold the brush correctly, dip only the bristle of the brush into the paint, remove excess paint on the edge of the jar, rinse the brush well, dry it on a rag);
Cultivate independence in work and a desire to help the Bunny.
Preliminary work:
Looking at the Christmas tree for a walk, looking at illustrations, guessing riddles, reading poetry, singing songs.
Vocabulary work: crown, trunk, branches, short, long.
Equipment:
Hare toy, car, sample in an envelope, paper silhouettes of bunnies, a sheet for each child (1/2 album sheet, green paint, brushes with a stand, jars of water, rags according to the number of children.
Organization:
The children stand next to the teacher.
There is a knock on the door. The teacher brings in a car with a toy hare, he has an envelope and silhouettes of little bunnies.
Art specialist: Guys, look who came to us?
Children: Bunny.
Bunny: Hello children! (Children say hello).
Art Specialist: Why, Bunny, are you so sad?
Bunny: There are many different trees in the forest, but few Christmas trees. And under them it is very good to hide from the cold and from the wind. Draw for me and my friends - Zaychat (takes out the silhouettes of bunnies from the car, please, such Christmas trees (takes out a sample from the envelope).
Art specialist: Guys, let's help the Bunnies and draw Christmas trees for them! Each of you will draw a Christmas tree for your bunny (paper silhouettes of little bunnies are handed out to children). Come and sit at the tables.
Course progress.
Art Specialist: Now we are going to draw. Let's take a look at the tree.
What color is she? - Green.
What does she have? (points to the trunk) - Trunk.
What trunk? - Straight, high.
What else is on the tree? (points to branches) - Branches.
Where are the branches going? - Look down.
What branches? - Short at the top, longer at the bottom, lowered down.
What is the top of the tree called? - The crown.
Art Specialist: See how to draw a Christmas tree:
1.
We collect paint on a brush, remove excess paint on the edge of the jar, like this. We retreat a little from above, apply the brush and lead without tearing it from top to bottom. This is a stem.
2.
Now, at the top, at the very top, we draw branches: first on one side, then on the other side, they are short, looking down.
3.
We step back down and draw more branches, they are longer, looking down. Branches are friends - keep in pairs.
4.
We retreat and draw more branches on one and the other side of the trunk, they are the longest.
It turned out to be a tree.
I wash the brush, dry it on a rag, the brush “jumps” over the rag and put it in the stand with the pile up.
Fizminutka. (Children stand near the table).
Art specialist: And now we will play with you.
The fir-tree lived in the forest,
The tree was small.
And then it grew, grew
Rising up to the sky.
Branches tilted down
They are friends as a couple.
Bunnies ran to the Christmas tree,
They jumped on the lawn. Children stand near chairs.
They squat down.
Gradually stand up, raise your hands up.
Shake hands from side to side.
Children put their hands down - to the sides.
They press their hands to their chest, depicting the paws of a bunny.
Jump in place.
Well done. Sit down at the tables.
Art Specialist: And now you will draw a Christmas tree yourself. Take the brush in your right hand, show. Let's draw a Christmas tree in the air. (Verbal reminder of the Christmas tree image). And now pick up the paint and draw the trunk first, then the branches.
Independent work by children.
In the course of work, the art activity specialist and the educator provide assistance by drawing a spruce on their sheet.
The educator and the art activity specialist hang out the finished work on the board.
Art specialist: Look at what kind of forest your Christmas trees turned out to be. Children, "plant" your bunny under the Christmas tree that you liked the most.
Bunny: Well done, you got beautiful Christmas trees, with straight trunks, fluffy twigs, now all the bunnies will be warm under your Christmas trees.
Art Specialist: I liked the way you did today. And you, Bunny, stay with us, play. (The game "White Bunny is sitting").
