Notes on drawing in a senior speech therapy group. Topic: “Self-portrait”

Notes on drawing in a senior speech therapy group Topic: “Self-portrait”

Program content:

Teach children to draw a self-portrait, conveying the features of their face in the drawing.
Learn to position parts of the face correctly.
To consolidate children's knowledge about the portrait genre, that the artist in a portrait conveys not only external resemblance, but also the inner world of a person, his character, mood.
Develop the ability to draw on the entire sheet, using various art materials (pencils, felt-tip pens, wax crayons, watercolors).
Cultivate an interest in drawing.

Integration of educational areas: speech development, cognitive development, artistic and aesthetic development, physical development. Material : mirrors, pencils, album sheet, illustrations, portrait reproduction, supporting drawings to show stages of work. Methodological techniques: Conversation, teacher's story, examination of illustrations with a portrait, use of literary words, individual work during the lesson, summing up. Dictionary: Portrait, self-portrait. Preliminary work: • Examination of portraits of artists and poets. • Consideration of thematic dictionary in pictures from the series “Human World” on the topic: “Parts of the body.” • Drawing portraits with a simple pencil. • Didactic game “Name it affectionately”, “Name the parts of the head”, “Name what a person has 2”, etc.

Progress of the lesson

Children stand in a circle and greet each other with a smile. Educator: Yesterday we had an exhibition of new paintings in our group. Who remembers what genre of painting they belong to? Children: To the “portrait” genre. Educator: Who will remind you what a portrait is? (Children's answers: A portrait is...) Educator: Who creates the portrait? Or maybe the artist can draw himself. Educator: This portrait will be called a self-portrait. A self-portrait is also a portrait, but only when the artist conveys his facial features, his character and mood in the drawing. Do you think it is convenient to paint a self-portrait from memory or by looking in the mirror? Children: Looking in the mirror, it will look more similar. Educator: Do you want to become an artist and learn to draw your own self-portrait? Now I will teach you. Let's look at the portrait of this boy so that you depict the eyes, nose, mouth on the face in the right places. — What is the best way to place a sheet of paper (vertically or horizontally)? — What shape is a person’s head? (I trace the head in the portrait with my finger. We make a sketch with a simple pencil, without pressing, so that the lines are thin and can be corrected with an eraser, I draw an oval on the sheet). Place your hand on your forehead. A person's eyes are located below the forehead, in the middle of the face. What shape are they? (oval with sharp corners, I draw the eyes, explaining that the distance between the eyes is small, no more than one eye. Inside the eye there is a colored circle and a small black pupil.) - What is above the eyes? (Eyebrows.) - The nose is located between the eyes, starts from the eyebrows, ends in the middle from the eyes to the end of the face. — From the tip of the nose to the end of the face, there are lips in the middle. - Children, look at each other. Do you see that the upper lip is different in shape from the lower? There are, as it were, two waves on the upper lip, and one on the lower lip (I draw the lips). - Below the lips is the chin. Place your hand on your chin. — We draw ears on the sides, they start at eye level and end at the level of the tip of the nose. To summarize: - Where are the eyes located? -Where is the nose located? - Lips? - Ears? The neck is narrower than the face, and the shoulders are wider than the head (I show it in the portrait). Look in the mirror for the color of your eyes, hair, hairstyle, and top of your clothes. Go to the tables, mirrors, your hands and diagrams will help you in your work; before you start working, let’s get our fingers in the working mood. Finger gymnastics “Friendship” In our group, girls and boys are friends. (connect your fingers in a “lock”) We will make friends with your little fingers. (touching the fingertips of both hands) One, two, three, four, five - start counting again. (paired touch of fingers from the little fingers) One, two, three, four, five - we finished counting. (hands down, shake your brushes) While drawing, you can look in the mirror to better and more accurately convey the features of your face. We try to draw in such a way that we can find out who is depicted in this picture. (during work, I give advice and help if necessary). At the end of the work, the children bring their drawings to the “Our Group” panel. Analysis. Did Styopa place his eyes, nose... correctly? Children, do you think your parents recognize you in self-portraits? Do you think Maxim (Kirill), your mother will recognize you? Why? Each of you tried to draw a self-portrait. I think all mothers will recognize you and admire your self-portraits. I draw your attention to the fact that we can make a portrait of the group, I suggest you cut out your self-portrait a little later and paste it on, and we will get a portrait of ours, which we will hang in the locker room.

Lesson summary “Self-portrait”

Lesson outline

Lesson topic: “Self-portrait”

Target:

—

to bring students to the understanding that a self-portrait is not only a transfer of individual likeness, but also the creation of a spiritual image of a person, a reflection of his thoughts and feelings.

Tasks:

educational:

— continue acquaintance with the portrait genre;

— intensify cognitive interest in the world around us and interest in the learning process;

- promote the search for correspondence between observational experience and images;

- lead to an understanding of the expressive capabilities of the color scheme;

— continue to master the techniques of working with watercolors;

developing:

— familiarity with the concepts of “self-portrait”, “proportion”;

— consolidate knowledge about the proportions of a person’s face;

- give an idea of how to convey mood using facial expressions;

- strengthen color mixing skills;

educational:

-to develop the ability to find beauty, harmony, beauty in the internal and external appearance of a person;

- promote an independent way of expressing one’s attitude towards what is depicted.

Formation of UUD in the classroom

personal UUD:

- skills in organizing a workplace for work;

- formation of aesthetic feelings;

regulatory UUD:

- the ability, together with the teacher and classmates, to find several ways to complete the work;

— ability to determine stages of work; talking through the step-by-step execution of the work.

cognitive UUD:

— activation of knowledge on the study of drawing a portrait (shape, structure of parts of the face);

-ability to make generalizations and comparisons;

— the ability to analyze the presented works and give them characteristics; -understanding of questions and the ability to construct logically correct answers;

communicative UUD:

— ability to find compromise solutions when working in a group.

Genre of activity:

lesson-research

Materials:

mirror, A3 sheet, watercolor, palette, brushes

Teaching methods:

— creating a situation of creative search;

- comparison and contrast method;

- explanatory and illustrative

Forms of work:

conversation, individual creative activity

Visual range:

Portrait
Ceremonial portrait (Rokotov. Portrait of Catherine II, portrait of Napoleon).
Chamber portrait (Levitsky D.G. Portrait of Dyakova M.A. (Lvova), portrait of D. Diderot, portrait of Countess Vorontsova A.A. in childhood).
Portrait in costume (Levitsky D.G. Portrait of Khrushchova E.N. and Khovanskaya E.N., Rubens P. portrait of Saskia in the costume of Flora).
Family (group) (Makovsky K.E., Slavyansky F.M., Gerasimov A.M., Kochev K.).
Self-portrait.
Self-portraits of famous artists Raphael, Leonardo da Vinci.
Albrecht Durer, Tropinin V.A., Rembrandt, Somov K.
Table “Sequence of drawing a human face”
Table "Proportions of the human face"
Table "Eyes"
Table "Nose"
Table "Mouth"
Table "Ear"
Watercolor portraits of P.F. Sokolova
Watercolor portraits of Guan Weixing
The sequence of a watercolor portrait

Equipment:

multimedia equipment, illustrative material

Progress of the lesson:

Organizing time.
Repetition

— What does the word “portrait” mean? Children give answers.

Portrait is one of the genres of fine art, characterized by the depiction of one person or a group of people. In addition to external individual resemblance, the artist in a portrait strives to convey the character of a person, his spiritual world. Portraiture is a chronicle, a visual history of human society.

— Demonstration of the video series “Varieties of Portrait”. When showing reproductions, children give characteristics of each type of portrait.

Types of portrait:

Ceremonial portrait
provides a full-length image of a person dressed in formal attire (standing or sitting on a horse). In a ceremonial portrait, a person is presented against the backdrop of a landscape or architectural structure. The halls are decorated with ceremonial portraits.
Chamber (intimate) portrait
- a person presented against a neutral background, depicted waist-deep, chest-deep, or shoulder-deep. A type of intimate image with a neutral background is an intimate portrait, expressing a trusting relationship between the artist and the person being portrayed. They no longer convey the importance of a person, but his inner world and character.
Costume portrait
The person is presented as an allegorical, mythological, historical, theatrical or literary character. (The titles of such portraits usually include the words “in the form” or “in the form”, for example, “Catherine II in the form of Minerva”)
Family (group) portrait

Exercise:

Determine the type of portrait from the illustration, determine the author (if possible).

Explanation of new material. Formulation of the topic of the lesson. Explanation when viewing a visual series of tasks of the lesson, consideration of possible ways to solve the problems at hand when performing practical work.

— We remembered several types of portraits, but we need to add one more. Which one? "Self-portrait". This will be the topic of our lesson. What is a self-portrait? Children define the genre “Self-portrait”.

Self-portrait is a specific genre. The artist depicts himself, trying to convey not only an external resemblance, but also an internal one, capturing his state of mind, his attitude towards life.

Demonstration of slides, reproductions of self-portraits of past painters with explanatory comments. Children will try to characterize these portraits.

— For many centuries, artists have considered working on a self-portrait a very useful activity. Most of them drew themselves at least once, some did it periodically. The most famous artist who often practiced drawing self-portraits was the Dutch artist Rembrandt, who painted 50 self-portraits during his long life, many of them masterpieces.

- Guys, let's identify the tasks that we need to solve today in class.

— What do we need to draw our portrait?

draw a self-portrait using a mirror;

- Each of you is unique. How are you different from each other?

convey the features of your face, character traits;

-What tools and materials will you use?

convey a color scheme using watercolors.

Before moving on to practical work, let's remember the proportions of a person's face. Let's look at the tables - Stages of a pencil sketch of a face in compliance with proportions, Sequence of making a watercolor portrait. Display of portraits made by watercolor artists.

Sequence of work

First, determine the composition of the future self-portrait and its layout. Draw a sketch of the silhouette, add the main facial features, hairstyle, and outline the clothes.
Think over the color basis of the portrait - all the colors chosen for drawing should be harmoniously combined with each other and emphasize the main emotional purpose of the portrait.
The lighter shades you use, the calmer the portrait evokes. The brighter and more contrasting colors you choose, the more tension the viewer will experience and the more dramatic the portrait will become.
First, try to use the ala prima method as much as possible, that is, immediately take the colors juicy, in full force, starting with the most dense. The density and color saturation of the future watercolor portrait depends on the strength of the darkest shades in your sketch.
Don’t forget that a watercolor drawing should be filled with air and transparency, so the colors should shine through each other and the drawing should obey this rule. Do not use white paints - white paper plays their role.
Then we will continue to work on the lightest fragments of the portrait, trying to convey the color of the plastic face of the depicted face as successfully as possible.
Observe how transitions between colors are formed and how best to use different shades of watercolor in order to best demonstrate the emotional richness and sonority of a self-portrait.
Don't forget about highlights and shadowed areas. Apply the paint with a brush with light movements, do not overdo it with the amount of paint - it should be transparent.
At the end of the work, a more detailed drawing of the details.

Practical work. Drawing from life using watercolors. First, make a drawing with a simple pencil. Careful corrections and clarifications. Proportional features of the model. Drawing children's attention to careful handling of the surface of the paper (accidental contamination, thoughtless, rough use of an eraser, scuffs, breaks, etc.) Individual work with each child. Discovering the pictorial possibilities and visual means of watercolor. Monitoring the progress of work on the sketch. As necessary, adjust the sequence of actions and possible errors in work.
Summarizing. View works together with children.

Picture 1

Figure 2

Figure 3

1. Starting class ritual

The ritual takes place as usual, but although the children know that this is the last lesson, the leader reminds them of this just in case.

2. Diagnostic task “Drawing in a circle”

This is a repeated “marker” task. Just like in the second lesson, the guys color the circles. New drawings are compared with previously drawn ones. Children choose which one is more liked, more valuable, the first or the second.

3. Creative task “Self-portrait”

Psychologist: “Today is the last lesson. I would really like your portraits to remain as a souvenir of our meetings in the playroom.”

The collage technique is proposed. Children's and teenage magazines are suitable materials. They contain many photographs and illustrations from popular films and comics. The children themselves choose and cut out eyes, nose, mouth and any other parts for their portrait. Glue to the base and finish the image with felt-tip pens or paints.

Collages are fun to make! On the one hand, the child creates a portrait, on the other hand, he is not required to have visual skills; he can take existing photographs, drawings and use them for his own purposes. And further. Such a portrait can only conditionally be called a portrait. Well, does a little man with multi-colored assorted hands, painted legs and a head on which the proportions of his face and hairstyle are mixed look like his author? Nevertheless, this is a kind of self-portrait; it reveals the child’s character, view of the world, and attitude towards himself.

Children often create collages that can be called “imaginative portraits.” This means that they contain fairy-tale characters, cars, boxing gloves, toys and other elements with the help of which the child embodies his image of himself, decorates himself, makes himself stronger, more interesting. However, if you look at these “imaginative portraits” from a cultural point of view, you become uncomfortable with what occupies the minds of our children: foreign cars, advertising, heroes of foreign films and cartoons (I don’t know all of them) (Figures 38, 39 ).

At the end of the work, an exhibition is traditionally held. Parents will be able to visit after the class.

4. Summary of the lesson

The outcome of the lesson should logically complete the cycle of meetings. Despite the fact that the content of the classes is repeated in work with all groups, each of them has uniqueness and its own psychological atmosphere. In this regard, it is difficult to unify the last ceremony. Depending on the degree of development of the relationship between children, you can choose one of the options:

• solemnly present the children with diplomas, which list their strengths demonstrated during the meetings;

• come up with a surprise, for example, children really like the video about creating drawings with sand;

• by prior arrangement, prepare a tea party.

Abstract of OOD on visual arts in the senior group “Drawing a self-portrait”

Marina Formanyuk

Abstract of OOD on visual arts in the senior group “Drawing a self-portrait”

-Introduce children to an unconventional technique – “painting with cosmetics”

;

-Teach children to draw a self-portrait using this technique ;

-To consolidate children’s knowledge about the genre of painting “Portrait”

,concept: portrait,
self-portrait , profile, full face.
-Teach children to identify and mark the individual features of their face in the drawing ;

-Continue to develop co-creativity between the teacher and the child;

-Cultivate accuracy when working with non-traditional visual materials - cosmetics.

-Examination of reproductions of self-portraits of famous artists.

-Photos of family and friends (photographed in profile and full face)

Materials and equipment: mirror (for each child, A-4 sheet of paper, a set of silhouettes of fairy-tale characters, 2-3 reproductions of artists’ self-portraits , a set for each child: mascara, foundation, lipstick, powder.

Lesson summary for the senior group with presentation. Portrait painting

Visiting the paintings.
Portrait painting. Senior group Objectives: Expand children's understanding of painting genres; introduce one of the genres – portraiture; consolidate knowledge about the profession of “artist”; to form in children a positive emotional response to works of fine art, the ability to peer into a picture and find distinctive features; cultivate respect for the artist’s work; enrich children's vocabulary - “portrait painter”. Material: multimedia installation, screen, presentation with reproductions of portraits “Ballerina” by A. Shilov; “Self-portrait” by A. Yakovlev; “Morning” by T. Yablonskaya; “Tsar Ivan the Terrible”, “Alyonushka” by V. Vasnetsov; “The Swan Princess” by M. Vrubel; “Portrait of a daughter with a dog Shumka” by B. Kustodiev; “Portrait of Pushkin” by O. Kiprensky; “Portrait of Nadya Repina” by I. Repin. Scenario flow: 1 slide Children sit in front of the screen. Slide 2 - Guys, what do you see? (one child or list in chorus) - Listen to the riddle and after solving it you will find out What profession a person needs these tools: I have a pencil, Multi-colored gouache, Watercolor, palette, brush And a thick sheet of paper, And also a tripod easel, Because I … .(artist) - What does the artist paint, and should we say it correctly? (paintings) - Where can an artist paint pictures? (children's answers) Slide 3 - In the workshop, in the studio, on the street. — Where can artists show and exhibit their works? (children's answers) Slide 4 - At exhibitions in museums, in art galleries and even on the streets. People can come look, and if the painting is for sale, buy it. In our kindergarten we have a small art gallery where children's drawings are exhibited. What exhibition is currently taking place? Slide 5 - Pictures are different. Listen to the riddle about paintings: In a painted picture, this is the main person. Maybe dad or mom, Maybe grandpa and I. Drawn in the picture Maybe my whole family. It’s not difficult to guess here, There is no uncertainty, That the beautiful picture is called…. (portrait) - Correct. A portrait is a picture in which the artist draws a person’s face or depicts him in full height. Such paintings are called “portraits,” and the artists who paint them are called “portrait artists.” Slide 6 - What can you learn about a person by carefully looking at his portrait? — When did you live in the old days or can you find out now? - How can this be determined? (looking at clothes, surroundings) Slide 7 - Look at these two portraits and think: what else can you learn about a person from a portrait? (age) Slide 8 - Now let's look at the portraits of the girls: “Irina with the dog Shumka” and “Nadenka”. They are about the same age, lived at the same time, but what can you say about their mood by examining them carefully? “We cannot find out why Irochka is smiling and where she is going, and Nadya is lying in bed, but we can fantasize. Slide 9 - The artist gives each painting a title, and now let’s play: let’s try to find the painting by the title. Alexander Shilov “Ballerina” (10 slide) - How did you guess? Slide 11 Alexander Yakovlev “Artist” (slide 12) - How did you guess? Slide 13 Viktor Vasnetsov “Alyonushka” (slide 14) - How did you guess? Slide 15 Mikhail Vrubel “The Swan Princess” (slide 16)
- How did you guess?
Slide 17 Tatyana Yablonskaya “Morning” (slide 18) - How did you guess? Slide 19 Orest Kiprensky “A.S. Pushkin” (slide 20) - How did you guess? Slide 21 V.M. Vasnetsov “Ivan the Terrible” (slide 22) - How did you guess?
— We guessed all the pictures by their names. Now let's listen to a song about them. Presentation “If you see in a picture” by L. Sukhodol - Now you know who portrait artists are, what you can find out about the person in the portrait by carefully examining him. “We didn’t have time to fantasize about the girls Nadya and Ira. I will give reproductions of these paintings to the group, and you yourself or with your parents try to come up with a story about them. I'll be very interested to listen. Presentation on the topic: Visiting the paintings. Portrait painting

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