Lesson on iso rainbow in the middle group. Abstract of a lesson on visual activity for children of the middle group "Rainbow

Abstract

"Rainbow-arc"

in the middle combined group

(integrative inclusion of pupils with disabilities/TNR)

Educator: Arlan N.A.

Moscow, 2017

Corrective Goals:

To consolidate knowledge of the primary colors of the spectrum and the ability to differentiate them.

To develop coherent speech, visual and auditory attention, memory, corrective words with movement, skills of orientation in space.

Program content:

Generate interest in the image of the rainbow. Give basic information on color perception. Develop a sense of color. Cultivate an aesthetic attitude towards nature.

Equipment:

Envelopes with arcs made of multi-colored cardboard; multi-colored circles; cards for the game "What, what color?"; multi-colored ribbons - for the floor rainbow, watercolor paints, sheets of blue paper, brushes, jars of water, coasters for brushes.

Poster "Rainbow"

Preliminary work:

View illustrations, postcards, rainbow stamps, and more natural phenomena.

STUDY PROCEDURE:

(Children enter the group)

Educator:

Today we are going with you to fun trip. We will visit the Multicolored fairy tale, where colored paints live. But in order to get into it, you must complete one task. Now everyone will pull out one colored circle from a multi-colored box, remember the name of this color, come to the table and find an unpainted object that needs to be painted in this color.

(Children pull out mugs and find picture cards on the table)

Educator:

Now tell us what kind of objects you have and what color they are?

Children:- I have a red apple.

I have a green cucumber.

I have a yellow sun.

I have a purple eggplant.

I have an orange carrot.

I have a blue ball.

I have a blue pencil.

Well done, you have completed the task, and we can go further. Here we are in a multi-colored fairy tale, there are a lot of colored objects. Walk on the carpet and listen to a fairy tale.

(Pictures are exposed)

Colorful fairy tale.

The girl put on a multi-colored raincoat and went out into the street. It was autumn, but the day was sunny and bright. White clouds floated across the blue sky. The grass was still green, but the leaves on the trees were already turning red and yellow. There were blue puddles on the paths, orange leaves floating in them.

Suddenly, a rainbow appeared in the sky. She was bright and colorful. The girl wanted to remember what colors the rainbow was made of, but it melted away as quickly as it appeared.

The girl was very upset, she looked at the high blue sky and waved her hand to the rainbow and went home. And at home I drew a bouquet of multi-colored flowers.

What story did I read? (Multicolored)

What flowers were in the story? (we were talking about yellow, red, blue, white, orange, green, purple, blue colors)

Guys, how can you decipher the word "Rainbow"? (Solar arc or arc of the sun, arc of joy, joyful arc).

Where can you see a rainbow?

(in the sky; in the warm season; when there is a fine, frequent warm rain, and at the same time the sun shines through the clouds or clouds)

(the Rainbow manual is shown and the colors of the rainbow are called)

I will introduce you to a comic text that will help you remember the order of the colors in the rainbow for the rest of your life.

"Every hunter wants to know where the pheasant sits."

I explain that the first sound (letter) of each word coincides with the first sound (letter) in the color name. Children repeat the text 2-3 times.

Look again at the picture and try to remember in what arrangement the colors of the rainbow. (for one minute, the children look at the picture, remove it)

caregiver: now take the envelopes, take out the colored rainbows and fold each of your rainbows.

Educator - I suggest you draw joyful pictures, but first we will stretch our fingers.

Finger gymnastics.

We drew today

Our fingers are tired. (flexion and extension of fingers)

Let them rest a little

Start drawing again. (shake hands in front of you)

Let's take our elbows together,

Let's start drawing again. (pull elbows back)

(children go to the tables, take brushes and draw a rainbow)

(While drawing, the teacher says the nursery rhyme “ rainbow arc»)

Oh; you, rainbow-arc,

You are tall and tight!

Don't let it rain

Give me a bucket.

For the children to take a walk

For the calves to jump

Need the sun

Kolokholnyshko!

Sounds like musical composition"Magic Flower"

Educator: And now take off your glasses, we will do visual gymnastics so that our eyes can rest.

Visual gymnastics:

In the sky, rain, thunder. (eyes up)

Close your eyes! (close their eyes)

The rain stopped. The grass is shining. (looking down)

There is a rainbow in the sky. (gaze up)

Hurry, Hurry (imitate running)

Run out the doors

Barefoot on the grass

Jump straight into the sky. (jump with outstretched arms up)

(assessment of children's work)

Well, here we are with you in a multi-colored fairy tale. It's time to go back to kindergarten. We will cross the rainbow bridge and enter the garden. (children take off their shoes, a rainbow of multi-colored ribbons is depicted on the floor, children turn to the rainbow with words)

hello rainbow arc

Colorful bridge!

Hello, rainbow - arc,

Welcome us! (BOW)

We are running along the rainbow (running with high knees on the rainbow)

Let's run barefoot

Let's run barefoot

And let's go to our garden.

(children put on shoes, class ends, children leave the group)

WORKING PROGRAMM

"Rainbow of colors"

for additional education

for kids middle group(4-5 years)

Implementation period: 2016-2017 academic year

Educator of the 1st qualification category

Novosinkovo ​​settlement 2016

Explanatory note

Fine art is one of the oldest areas of art. Every child is born an artist. It is only necessary to help him awaken his creative abilities, open his heart to goodness and beauty, help him realize his place and purpose in this beautiful world.

main goal modern system additional education is the upbringing and development of the personality of the child. Achieving this goal is impossible without the implementation of the tasks facing educational area"Artistic creativity", an integral part of which is the fine arts. Fine art has a variety of materials and techniques. Often, the child does not have enough familiar, traditional ways and means to express his fantasies. After analyzing the author's developments, various materials, as well as best practices in working with children, accumulated on present stage by domestic and foreign practicing teachers, I became interested in the possibility of using non-traditional methods art activities in work with preschoolers for the development of imagination, creative thinking and creative activity. Unconventional painting techniques demonstrate unusual combinations of materials and tools. Formation artistic image in preschoolers occurs on the basis of practical interest in developmental activities. Classes under the program "Rainbow of colors" are aimed at the implementation of the basic tasks of the artistic and creative development of children. Painting unusual materials, original techniques allows children to experience unforgettable positive emotions. Non-traditional drawing gives children a lot of positive emotions, opens up new possibilities for using familiar objects as art materials surprises with its unpredictability. original drawing without a brush and a pencil, it uninhibits the child, allows you to feel the colors, their character, mood. Unbeknownst to themselves, children learn to observe, think, fantasize.

The teacher must awaken in every child faith in his creative abilities, individuality, originality, faith that he came into this world to create goodness and beauty, to bring joy to people.

Relevance program is due to the fact that there is a convergence of the content of the program with the requirements of life. There is a need for new approaches to teaching aesthetic arts capable of solving modern problems creative perception and personal development in general. In the system of aesthetic creative education the younger generation has a special role to play fine arts. 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. The program is aimed at introducing children to creativity through art. Children get acquainted with a variety of non-traditional ways of drawing, their features, a variety of materials used in drawing, learn to create their own drawings based on the knowledge gained. Thus, a creative person develops, able to apply his knowledge and skills in various situations.

Practical significance programs

An unconventional approach to the implementation of the image gives impetus to the development of children's intelligence, encourages creative activity child, teaches to think outside the box. Combinations come up with new ideas different materials, the child begins to experiment, to create.
Painting unconventional ways, fascinating, fascinating activity. This great opportunity for children to think, try, search, experiment, and most importantly, express themselves.

Non-traditional drawing techniques --- this is a real flame of creativity, it is an impetus to the development of imagination, the manifestation of independence, initiative, expression of individuality

The path to creativity has many roads for them, known and still unknown. Creativity for children is a reflection of mental work. Feelings, mind, eyes and hands are the instruments of the soul. The creative process is a real miracle. "In creativity there is no right way, there is no wrong way, there is only your own way"

Pedagogical expediency

From many years of experience working with children on the development of artistic creativity in drawing, it became clear that standard sets of visual materials and ways of transmitting information are not enough for modern children, since the level of mental development and the potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give impetus to the development of children's intellect, activate the creative activity of children, teach them to think outside the box.

An important condition for the development of a child is not only an original task, but also the use of non-traditional waste material and non-standard isotechnologies.

All classes in the program developed by me are creative in nature.

Conducting classes using non-traditional techniques for this program:

• Develops self-confidence.
• Helps relieve children's fears.
• Teaches children to express themselves freely.
• Encourages children to be creative and find solutions.
• Teaches children to work with a variety of artistic, natural and waste materials.
• Develops fine motor skills of hands.
• Develops creativity, imagination and flight of fancy.
• While working, children get aesthetic pleasure.
• Builds self-confidence creative possibilities through the use of various isotechnics.

novelty and distinctive feature program "Rainbow of colors" on non-traditional drawing techniques is that it has an innovative character. The work system uses unconventional methods and methods of child development artistic creativity. Homemade tools are used, natural and junk for non-traditional drawing. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original art materials, and surprises with its unpredictability.

Target:

To develop creative abilities in children, by means of non-traditional drawing.

Tasks:

Introduce different ways and techniques of non-traditional drawing techniques using various visual materials.

To instill interest and love for the fine arts as a means of expressing feelings, relationships, familiarizing with the world of beauty.

Track the dynamics of the development of creative abilities and the development of the visual skills of the child.

Create all the necessary conditions for the realization of the goal.

Lesson Methods:

verbal (conversation, art word, riddles, a reminder of the sequence of work, advice);

Visual

Practical

Methods Used

They make it possible to feel the multi-color image of objects, which affects the completeness of the perception of the surrounding world;

Form emotionally - positive attitude to the drawing process itself;

Contribute more effective development imagination, perception and, as a result, cognitive abilities.

When organizing non-traditional drawing classes, it is important to remember that in order for children to successfully master skills and abilities, it is necessary to take into account age and individual characteristics children, their desires and interests. With the age of the child, the content expands, the elements, the shape of the paper become more complicated, new means of expression stand out.

Class mode:

middle group- Number of lessons per week 1, per month 4 lessons. There are 36 classes per year.

Duration of classes in the middle group -20 min

Tuesday-Wednesday (alternate) 15640-16:00

Form of occupation- thematic joint activities of the teacher and the child in the form of circle work.

Forms of summarizing the results at the end of the year of implementation of the additional educational program:

Holding exhibitions of children's works

Holding an open event

Conducting a master class among teachers

Organization of work with parents

The following forms of work have been chosen for cooperation with the family:

• Making a visual campaign for parents
• Conducting conversations
• Consultations
• Parent meetings, in order to assimilate certain knowledge and skills by parents, help them in resolving problematic issues
• Joint events
• Joint creativity of parents and children
• Questionnaire

Expected Result

through this program, the teacher will be able to more effectively solve the problems of raising and educating children preschool age. Since the presented material contributes to:

development fine motor skills hands;

Exacerbation of tactile perception;

Improvement of color perception;

concentration of attention;

Increasing the level of imagination and self-esteem.

Expansion and enrichment of artistic experience.

Formation of prerequisites learning activities(self-control, self-esteem, generalized modes of action) and the ability to interact with each other.

Work skills are formed

Activity and independence of children in creative activities;

The ability to find new ways for artistic representation;

The ability to convey in the works their feelings using various means of expression.

The implementation of the program will help preschool children to creatively approach the vision of the world that they depict and use any available means for self-expression.

Perspective lesson plan for the circle "Rainbow of colors"

in the middle group

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

March

APRIL

List of used literature

1. Akunenok T.S. The use of non-traditional drawing techniques in preschool educational institutions // Preschool education. - 2010. - №18
2. Davydova G.N. Non-traditional drawing techniques Part 1. - M .: Publishing house "Scriptorium 2003.2013.
3. Davydova G.N. Non-traditional drawing techniques Part 2. - M .: Scriptorium 2003 Publishing House, 2013.
4. Kazakova R.G. Drawing with preschool children: non-traditional techniques, planning, class notes. - M., 2007
5. Komarova T.S. Visual activity: Teaching children technical skills and abilities. // preschool education, 1991, №2.
6. Lykova I. A. Visual activity in kindergarten. - Moscow. 2007.
7. Nikitina A.V. Non-traditional drawing techniques in kindergarten. Planning, class notes: A guide for educators and interested parents. St. Petersburg: KARO, 2010.
8. Tskvitaria T.A. Non-traditional drawing techniques. Integrated classes in the preschool educational institution. - M.: TC Sphere, 2011.
9. Shvaiko G. S. Classes in visual activity in kindergarten. - Moscow. 2003.

educational program

The content of additional general developmental programs and the terms of training for them are determined by the educational program developed and approved by the organization carrying out educational activities. The program of additional education for children, as a rule, includes the following structural elements: title page, explanatory note, educational and thematic plan, content of the course under study, methodological support of the additional educational program, list of references.

Download educational program team

Formation creative personality- one of the important tasks of pedagogical theory and practice at the present stage. Its development begins more effectively from preschool age. As V.A. Sukhomlinsky: “The origins of the abilities and talents of children at their fingertips. From the fingers, figuratively speaking, go the thinnest threads-streams, which are fed by the source of creative thought. In other words, the more skill in a child's hand, the smarter child". According to many teachers - all children are talented. Therefore, it is necessary to notice in time, feel these talents and try, as early as possible, to give children the opportunity to show them in practice, in real life. Developing artistic and creative abilities with the help of adults, the child creates new works (drawing, application). Coming up with something unique, every time he experiments with ways to create an object. A preschooler in his aesthetic development goes from an elementary visual-sensory impression to the creation of an original image (composition) by adequate visual and expressive means. Thus, it is necessary to create a basis for his creativity. How more baby sees, hears, experiences, the more significant and productive will be the activity of his imagination.

Working with preschool children for several years, she drew attention to the results of diagnostics for visual activity. Children show good results according to the criteria:

• Ability to hatch, apply various lines with colored pencils;
• The ability to apply strokes of paint with a narrow and wide brush;
• The ability to recognize, name primary colors, shades of colors and mix them;
• Ability to properly use brushes, glue and plasticine in work;
• Ability to clean up after oneself.

At the same time, the low abilities of children also manifested themselves:

• Uncertainty and stiffness in actions and responses in the classroom;
• Passivity in the independent choice of visual materials and the location of the image on the sheet;
• Confusion when using non-standard coloring methods;
• The expectation of a clear explanation by the teacher of a familiar way of drawing;
• Completion of the decor.

Summing up, I understood that children lack self-confidence, imagination, independence. To solve this problem, I began to study methodological literature in depth. For myself, she clearly identified the criteria for guidance on fine arts, such as: knowledge of the characteristics of the creative development of children, their specificity, the ability to subtly, tactfully, support the initiative and independence of the child, and contribute to the acquisition of the necessary skills.

She was especially interested in non-traditional ways of drawing, with the help of which it is possible to develop intelligence in children, teach them to think outside the box and activate creative activity. According to psychologist Olga Novikova, “Drawing for a child is not art, but speech. Drawing makes it possible to express what, due to age restrictions, he cannot express in words. In the process of drawing, the rational fades into the background, prohibitions and restrictions recede. At this moment the child is absolutely free."

Studying and mastering more than 35 different drawing techniques that were not previously used in working with children, I experimentally tried to use elements of non-standard drawing in joint activities with children and observed a surge of positive emotions from the process of drawing. There was a desire to diversify the practical drawing classes for children planned by the program and open a circle for fine arts. For my work, I decided to take the children of the middle and preparatory groups for school. I think that children of 4-5 years old are very prone to experiments and they have elementary skills in drawing with paints, and with children of 6-7 years old, classes can be more complex and interesting, touching on more global topics.

Drawing No. 1

Having coordinated this idea with the administration of the kindergarten and the parents of the secondary and preparatory groups for school, she developed the program of the circle “Rainbow of colors” (Appendix No. 1). For better conduct of classes, she worked on interaction with kindergarten specialists: music director and psychologist. From September 2009-2010 school year The circle is held once a week in each group. This idea fascinated me so much that I decided to develop a series of seminars for parents and teachers (Appendix No. 2) visual activity.

Important components of such classes are:

1. Selection topics planned in accordance with the time of the year (“Autumn”, “Vyuga”, “Spring”, “Summer is coming”, etc.), as well as with accompanying holidays (“Halloween”, “Yolochka”, “Christmas Angel”, “Postcard for mom”, “Funny clowns”, etc.)

2. Preparatory work to occupation.

A) Conducting the necessary conversations, viewing paintings, illustrations or photographs on the topic, reading or memorizing the necessary artistic material, observing living objects, conducting didactic or outdoor games, etc.

B) Selection of standard visual and handout materials, as well as non-traditional junk and natural material which is very attractive to children. These are covers of various sizes, cereals, salt, flowers, seeds, branches, food coloring, beads, beads, sequins, threads of various structures, paper of various formats and structures, paints different techniques- stained glass, contour, marmarating paints, vegetable paints, etc. The more diverse and unusual the selection of materials, the more difficult and at the same time more interesting to work with them. Children have the opportunity to artistically use additional means. New ideas arise related to combinations of different materials, children begin to experiment and create

3. Conducting classes in a different game form(in the form of travel, show games, labyrinths, games with a fairy-tale hero, reincarnation of children into heroes or adults, treasure hunts, playing wizards, etc.) Each lesson is emotional, children follow all the processes with interest, and sometimes impatiently perform practical tasks leader. Getting into problem situation in the classroom according to the planned scenario, sometimes children offer unexpected ways of its implementation, which are used in the practical part, if possible. The non-standard arrangement of children in the process of drawing is also used. (Standing or sitting near an easel or table, sitting on the floor, lying on a carpet, etc.)

4. Use of non-standard drawing techniques with appliqué and modeling elements. Many techniques are interesting and complex, so it is prepared necessary material to work taking into account the capabilities of each child, some classes are held, taking into account their complexity in subgroups or the entire team of children, but always with an individual approach to each child. At the beginning of the year, drawing techniques in the classroom are given almost isolated from each other, and later it was noticed that some children offer their own additional ways of drawing to the already complicated combination of techniques planned by the leader.

I propose to consider several types of fine drawing techniques in the classroom in the middle and preparatory groups for school, which caused special interest and delight in children. (Appendix No. 3)

Spray paint on a sheet of paper.

Drawing method: apply paint to the pile of a brush or glue brush, direct it onto a sheet of paper (at a distance of 10 cm) and jerky movements finger of a free hand on the pile (from a sheet of paper to yourself) spray paint.

Complexity of the technique: Due to the weak motor skills of the hands, children quickly get tired, a warm-up pause is necessary before and, if necessary, during work.

Approximate topics for using the technique: “Leaf fall” (with stencils made of natural material), “Space” (with stencils made of waste material), “Snowflakes”, etc.

Marmarization of a sheet of paper.

Method of drawing: several multi-colored drops of marmarating paint are dripped into a container with water, streaks are made with a stick, and a sheet of paper is placed on the surface of this layer, on which unique streaks of paint remain. Lay the paper out carefully on a paper towel to dry.

The complexity of the technique: Work must be done with gloves and an apron. Carry out the procedure for applying paint, only individually.

Approximate topics for using the technique: “Sea”, “Butterfly”, “Frames for work”, etc.

Drawing with soap bubbles.

Drawing method: Option number 1. In several containers with liquid soap(1 teaspoon of water to 1 tablespoon of soap) add different paint(5 tablespoons per serving), blow into a tube until soap bubbles form and dip a sheet of paper about them. You will get an airy fabulous image.

Option number 2. The day before the proposed lesson, you need to mix 80 ml. tempera paint and 80 ml. dishwashing liquid in a tray with a capacity of 1 liter, stirring to add water to the edges of the tray. In this way, dilute 2-3 paints of different colors. Set aside the mixture for 12-14 hours. In order for the bubbles to turn out large and not burst for a long time, you need to add a few tablespoons of sugar. Use a straw to blow into the solution to make bubbles. Gently press the paper on the bubbles, which will burst and leave a trail. Repeat the procedure for each color.

The complexity of the technique: Work must be done with gloves and an apron. Carry out the staining procedure only individually. Follow the safety measures for children when working with soap.

Approximate topics for using the technique: “Postcard to Mom”, “Patchwork Rug”, “Smeshariki”, etc.

Drawing with large beads.

Drawing method: a sheet of cardboard is fixed at the bottom of the package and a silhouette image is attached to it. After that, large beads are divided and dipped in 4-5 containers with different diluted paint and laid out along the edges of the cardboard. The packaging is closed and shaken randomly. Next, the cardboard is carefully removed and released from the silhouette insert.

The complexity of the technique: Work must be done with gloves and an apron. Carry out the drawing procedure in stages, as well as individually or in subgroups. We need help for insecure children.

Approximate topics for using the technique: “Spider line”, “Blizzard”, “Salutes”, etc.

Other techniques used are: thread-writing, drawing on a wet layer of paper, drawing stained glass paints, waxography, palm and finger painting, drawing with salt on a layer of paint, prints with waste material, monotype, scratching on a thick layer of paint, stencils, stamps, overlaying cellophane on a wet layer of paint, tube outline, drawing with wax plasticine, hatching with wax crayons or felt-tip pens, drawing with cotton swabs or the end of a brush, appliqué using natural and waste materials for decorative work, modeling from salt dough, origami are perceived with the same interest and enthusiasm.

5. Musical accompaniment in the classroom. It forms the mood of children, their interest in the process of employment, develops musical rumor and opportunities. It is used in all parts of the lesson, depending on the constructed plot. (Appendix No. 4) In the classroom, choral or individual singing, singing along with the heroes is allowed.

6. not ruled out frame design each work created according to the ideas of the children or with the help of the head of the circle, using non-standard types of drawing or appliqué. Thus, the artistic and decorative abilities of children develop. To complete the design of the work in accordance with all standards, an accompanying note indicating the topic of the lesson and data about the child and the head of the circle is attached.

It is necessary to take into account in the work in the classroom:

Individual abilities of children:

• Ability to use pictorial materials;
• Ability to work only with the left hand;
• Fast execution tasks;
• Fear of poor drawing results;
• The level of development of children;
• Creation necessary conditions to experiment with visual materials and drawing techniques.

Psychological features:

• Interest;
• Uncertainty when performing a task;
• stiffness;
• Impatience;
• Attentiveness;
• Disgust, etc.

The difficulties of some non-standard drawing techniques:

• Step-by-step explanation and demonstration of technique by the teacher;
• Depending on the complexity of the drawing technique, carry out the process of work individually, in subgroups or with the entire team of children;
• Monitor the safety of children when working with unusual visual materials;
• Do not limit the desire of children to complement the drawing with their own elements, decor details, etc .;
• For the personal hygiene of each child, an apron, sleeves, napkins are needed.

An indispensable stimulus was organization of group and general garden exhibitions children's work(from each lesson) and photo selections from the classes of the circle on the topics: “Little Artists”, “Rainbow of Emotions”, “Smeshinki”, etc. Arranging various exhibitions of works, parents get acquainted with the achievements and skills of each child over the past time of study. (Picture No. 2) In each group, an aesthetically designed corner of the “Rainbow of Colors” mug was created, where children's work is stored and there is a journal with all the information on the topics and program contents of each completed lesson. The team of children of the preparatory group for school, together with the educators Sokolova Yu.V. and Stepanova O.L., parents and leader of the circle “Rainbow of colors” Prokopieva N.S. took part in the city competition “Our heart!” and presented the collective work “Mother's Heart”.

Under great impression As a result, in the classroom, children began to use non-standard methods of drawing in independent activities in kindergarten and at home, where they encountered a misunderstanding of some parents. When the child wanted to reflect his emotions and observations on paper, adults showed interest in the cleanliness of the house, the neatness and hygiene of the child, and not in his creative impulse. Therefore, it was necessary, when working with children, not to exclude and work with parents. They - component preschool groups, our example for children and comprehensive support. Thus, the activity of circle work has expanded. In parallel with the classes of children, work with parents began to be carried out more often, through speeches at group meetings, where attention was drawn to the fact that the goal for each parent at this stage is to create all conditions for proper development their child, through workshops (Appendix No. 5), through individual conversations, home visits (at the request of parents), conducting a survey on topics of interest to them and subsequent explanatory conversations. Parents began to respond to the requests of the children and the head of the circle. Of course, not all parents are active yet, but still some show an increased positive interest in the activities of the circle. And this is already an achievement!

At the beginning of the school year there were carried out diagnostics children's skills and abilities. And it is planned to carry out diagnostics at the end of the school year, in order to identify the growth of the creative development of each child.

In the middle group, the following criteria were set for identifying the levels of assimilation of skills and abilities of circle classes in fine arts:

• Ability to mix paints;
• The presence of elementary compositional skills;
• Image of objects and objects different forms;
• Ability to experiment with visual materials;
• Ability to use stencils and prints when working;

In the group preparatory to school, the following criteria were set for identifying the levels of assimilation of the skills and abilities of circle classes in fine arts:

• Mixing paints simultaneously from 2-3 primary colors in a palette or on a wet layer;
• Possession of non-standard coloring methods;
• Ability to independently experiment with visual materials;
• compositional skills;
• The manifestation of fantasy, artistic creativity;
• The ability to convey a personal relationship to the object of the image;
• Use of skills in independent activity;
• Ability to decorate finished work;
• Interest in visual arts.

From the diagnostics of the "Rainbow of Colors" circle, carried out at the beginning of the school year, it can be seen that the children's enthusiasm for the topic is developed at a high level. Almost everyone lacks the ability to create an artistic image, as well as compositional skills. Possession of non-standard coloring methods among pupils is developed at an average level, with the exception of some children who have the highest level of development of all the above listed abilities.

Conducting a cycle of classes using a variety of techniques to identify the abilities of children over the past time, it is clear that children have the ability to work with paints using non-traditional techniques. In children with poorly developed artistic and creative abilities, the indicators are slightly higher than at the beginning of the school year, but due to the use of non-traditional materials, the level of enthusiasm for the topic and technique and the ability to color perception have improved.

Summing up the results of the work done, it is impossible not to note the emotional upsurge in children, the almost complete exclusion of stiffness and fear in communication or in expression own opinion manifestation of independence in the choice of material and technique for drawing in free time. The desire of children to experiment in a combination of non-standard coloring techniques with appliqué from accessible material or modeling from salt dough is tangibly manifested. Children are looking forward to these classes and repeatedly ask when they meet: “When will you come to us? Will there be club classes today?” And after such words, you understand that the work was not in vain. There are new ideas and desires to replenish the world of children with something interesting and exciting.

AT plans for next year:

1. In classes with children:

• To diversify and complicate the techniques of non-standard coloring in the classroom;
• Show ways to combine them with each other, taking into account the capabilities of children;
• Enter previously unused drawing material;
• Develop more occupational work in subgroups or collective;
• Use the activity on the street;
• Take part in various competitions and exhibitions of general gardens and city;

2. Working with parents:

• Plan 5-6 seminars - workshops, replenishing the knowledge of parents about the ways of non-standard coloring;
• Give parents guidance on working with children through individual conversations, home visits (at the request of parents);
• Conduct monthly surveys on topics of interest and subsequent explanatory conversations;
• Organize various exhibitions of completed works of parents and works done with children at home;
• Continue to replenish the album “We and the colors”.

3. Working with teachers:

• Plan 4-5 seminars - workshops with methodological recommendations for using elements of non-standard coloring in joint classes with children on fine arts;
• Speak at the teachers' council with a summary of the experience of the circle "Rainbow of colors";
• Conduct a master class for teachers of the city.

4. Engage in self-education. Continue in-depth study methodological literature, developing their ability to draw, using unfamiliar types of non-standard coloring and accumulating interesting methods and techniques in working with children and parents.

5. Admission to the Educational Institution Foundation Pedagogical University "First of September" in Moscow for training courses: "How to awaken an artist in a child: modern technologies for the development of creative abilities (based on prototypes of art)".

6. Continue publishing materials on this topic at the regional and all-Russian level.

Preliminary work: introducing children to color, playing exercises for the development of color perception, looking at illustrations with objects and naming their colors.

Main tasks: to fix the names of colors with children, to introduce Nikolai Gol's poems about the colors of the rainbow, to introduce the formation of new colors, to the concept of a rainbow, to continue to learn to find familiar colors in the world around us, to convey them in a drawing. Continue to learn how to properly pick up paint, rinse and wipe the brush. Raise interest, respect and love for art.

Material: poetry book color circle, cardboard brush queen, illustrations with objects of different colors, drawing paper, brushes, paints, jars of water, rags.

V: Hello guys! Today Queen Tassel came to visit us.
K.K.: — Hello, guys! I'm so glad I came to visit you. I want to tell you a lot of interesting things. Look around. Everything around is beautiful, bright: books, toys, your dresses, shirts. On the street - trees, flowers, grass. What are they? How are they different from each other? You know? They differ in color. Show the children the color wheel. See how many different colors are here. Do you want me to tell you a story?
D.: Yes.
KK: - Once upon a time there were three girlfriends: red paint, yellow and blue. They lived in a beautiful box, but did not know that other colors also lived in it. One day they were very bored, and they decided to go on a trip and find out what is interesting in the world.
The red paint went straight, the yellow to the left, the blue to the right, and they agreed to meet later in their box.
The red paint walked and walked and got lost, lost its way. It started to rain. She became afraid and hid under a tree. And the yellow one also got lost and it turned out that she also went to that tree, under which there was red paint. She saw her and ran to her under a tree. Paints got wet in the rain, red droplets mixed with yellow and it turned out orange paint. And then the blue one approached them and also hid under a tree. Blue droplets mixed with yellow and turned out green color, and when blue droplets mixed with red, purple turned out.
The paints were delighted that there were so many of them, and they began to dance right in the rain. Droplets dripped from each paint and mixed, forming new colors.
And then the rain stopped and the sun came out, and the paints decided to draw a rainbow in the sky. Do you know what colors the rainbow consists of, how many of them? N. Gol's poem "Rainbow" will help us find out.

Above land, above water
A rainbow has risen.
You see seven colors in her,
How to remember them better?
Everyone who would be hunting in the woods,
Red sunset watched in the sky.
I saw cranberries and raspberries with rowan,
And bright red goose paws.

KK: — What is the first color of the rainbow?
D: Red.
K.K. -That's right, let's draw the first arc - red.
Children draw a red stripe.

Hunter in orange jumpsuit
Made a halt on the orange slope.
filled a glass with orange juice
And I thought sadly: “Well, where is the pheasant?”
KK: — And what color is it?
D: Orange.
K.K.: — That's right. Draw an orange strip just below the red one.

Desires a hunter from the northern countries,
So that a banana ripens yellow on a birch.
So that the giraffe rushes, fast and yellow,
Or maybe this dream will come true?

KK: — What color are we going to draw now?
D: Yellow.
K.K.: — That's right. We draw yellow under orange.

I would like to know what is under the green crown
An alligator sleeps in a green sedge.
And then you wouldn't have to be at the edge
Jumping around in fear like frogs.

D: It's green.
K.K. - Well done. We draw under yellow.

Where a bright carpet of forget-me-nots blooms,
The hunter lies and looks into the sky.
Here he lit his pipe and smoke
It seems to us blue in bright rays.

K.K.: Did you guess the color?
D: Blue.
K.K.: - Well done. We draw it under green.

Our hunter is sitting, the water is turning blue.
On a blue boat he sailed here.
Here is a blue float trembling on the waves.
Our hunter could not find the pheasant.

D: Blue.
K.K.: — Of course, blue. We draw under blue.

The pheasant sat down, appreciating him,
Gathering a box of purple plums.
And also a beautiful bouquet of violets,
Accept my gift, beloved neighbor.
And both are happy from such a meeting
Under the rainbow, which has risen in a huge arc.

K.K.: — What color shall we draw now?
D: Purple.
K.K.: — That's right. Purple is the last color of the rainbow. Look what wonderful rainbows you have. Let's repeat the colors that make up the rainbow. Red, orange, yellow, green, blue, blue, purple.
V .: - Thank you, Brush, you for this interesting activity. Guys, tell Kitty thanks. And now let's go out with you to the clearing and have a little rest.

Imagine that we are walking in a clearing, the sun is shining. We will bask in the sun. (Music sounds, and the children substitute the “sun” with their hands, faces); and now it has darkened, the sky has frowned and it has begun to rain. Rather, open the umbrellas (children depict umbrellas). But now the rain has ended, the sun has come out again, you can close the umbrellas. A rainbow appeared in the sky, streams sang, murmured.

Then the children with the teacher examine the work of the children.

Educator:

Kazakova Yulia Vladimirovna

2014

Relevance .

Preschool childhood is very important period in the lives of children. It is at this age that every child is a little explorer, with joy and surprise discovering an unfamiliar and amazing world. the world. The more varied children's activities, the more successful diversified development child, his potentialities and the first manifestations of creativity are realized. One of the closest and most accessible types of work with children in kindergarten is pictorial, artistic

productive activities that create conditions for the involvement of the child in own creativity, in the process of which something beautiful, unusual is created.

Children aged 3 to 7 years old draw with pencils, paints, sculpt from plasticine, make crafts from various improvised materials. Such activity is a natural way for a child to master the world around him, a way to develop thinking, perception, motor skills, develops a child emotionally and creatively. In terms of significance, this activity occupies second place in a child’s life after play, being an accessible, free activity in which it is possible to express one’s feelings indirectly through color, image, etc. At the same time, this is a visual and productive activity that makes it possible to evaluate the result.

However, standard set visual materials and traditional ways of transmitting the information received, used in the classroom in preschool, not enough for the development of creative abilities modern preschoolers. And after all, initially any children's art comes down not to what to draw, but on what and with what, and modern children have more than enough fantasy and imagination.

The task of the teacher - to teach children to manipulate materials of various quality and properties, to use non-traditional image methods.

AT creative process you can include smearing paint with your fingers, drawing with wax, soap, thread, plasticine and so on, as well as combine different materials using mixed fine arts. This will help teach children to express their creativity through the embodiment of their ideas when creating unusual works visual arts.

Target

To create conditions for the development of creative abilities, visual skills of the child, using various visual materials and non-traditional drawing techniques.

Tasks

1. Monitor the creative abilities of pupils and master non-traditional methods of drawing.

2. Organize work with children through classes using non-traditional drawing techniques.

3. Promote the use of acquired knowledge, skills and abilities in the free activities of children.

4. Organize a presentation of the circle through an exhibition of drawings and crafts within the framework of the preschool educational institution

5. Involve the parents of pupils in activities within the framework of the circle.

Practice mode.

From September 2014 to May 2015 the circle is held once a week, on Thursdays/Fridays in the afternoon.

Monitoring of knowledge, skills and abilities of children involved in the circle is carried out 2 times a year (introductory - in September, final - in May).

Technical equipment.

Lids of various sizes, cereals, salt, flowers, seeds, branches, food

dyes, beads, beads, threads of different structures, paper of various formats and structures, paints of different techniques - stained glass, contour paints, vegetable paints, cones, foam rubber, cotton buds, felt-tip pens; prints - cliche; stencils; candles; cotton wool; plasticine.

Expected results

• A significant increase in the level of development of the creative abilities of pupils, mastering the skills of drawing in unconventional technique;
• The use by children of the acquired knowledge, skills and abilities in free activities;
• Formation of the ability to interact with each other when creating collective works and selecting works in the process of organizing exhibitions.
• Increasing the interest of parents in the life and activities of children in kindergarten.

Individual work

Includes initial (at the beginning of the year) and control (at the end of the year) diagnostics cognitive development. Its results can be used in individual approach to the child in class. On individual lessons children can learn poems, solve riddles.

Stages of conducting classes

• Emotional start
• Sample examination
• Work progress display
• Motor exercises (physical minute)
• Independent work of children
• Analysis of the result of work

Working with parents

Perspective planning of circle work with children

Abstracts are built taking into account age opportunities children of middle preschool age. The use of thematic literary, musical, folklore and game material makes it possible to make classes accessible, interesting, informative and informative.

Bibliography

1. Averyanova A.P. Masterilka. - Dmitrov: Publishing House "Karapuz", 2000.
2. Ilyina A. Drawing in non-traditional ways // Preschool education. - 2000. - No. 10. - S. 48 - 50.
3. How to learn to draw. Per from English. M.D. Lakhuti. – M.: Rosmen, 2001.
4. Kolobova L. Journey through the country of Risovandia // Preschool education. - 1994. - No. 4. - S. 18 - 25.
5. Lykova L.A. Visual activity in kindergarten: planning, class notes. Guidelines. Junior group. – M.: KARAPUZ_DIDAKTIKA, 2008.
6. Drawing with preschool children: Non-traditional techniques, planning, lesson notes / Ed. R.G.Kazakova. - M .: TC Sphere, 2005.
7. Rogatkina T. How paints were looking for friends // Preschool education. - 2000. - No. 11. - P. 8 - 12.
8. Rogatkina T. With a cone, poppy, spikelet, we draw on a piece of paper // Preschool education. - 2000. - No. 7. - S. 19 - 22.
9. Utrobina K. The sun dropped a golden ray // Preschool education. - 1996. - No. 2. - S. 28 - 32.
10. Fateeva A.A. We draw without a brush / Artist A.A. Selivanov - Yaroslavl: Holding Academy, 2004.
11. Shklyarova M. Draw in an unconventional technique! // Preschool education. - 1995. - No. 11. - S. 14 - 19.

List of children attending the circle "Rainbow of colors"

1. Theological Artem

2. Bagomedov Magomed

3. Bulatov Ramadan

4. Borisenko Kirill

5. Kotov Simeon

6. Katya Trembach

7. Duhina Nastya

8. Zaitseva Valeria

9. Sereda Sofia

10. Shurkhovetskiy Igor

11. Demchenko Sasha

12. Abdullazizov Gulay

13. Fedko Uliana

14. Fedko Polina

15. Solodova Natalia

Diagnostics "Development children's creativity"and" Mastering non-traditional ways of drawing "

children of the middle group attending the circle "Rainbow of colors"