Perspective plan for a drawing circle in the preparatory group “Rainbow of Colors”

Perspective plan for a drawing circle in the preparatory group “Rainbow of Colors”

Unconventional drawing technique

Goal: to form artistic thinking in children, develop creative abilities, fantasy, imagination, through the means of unconventional drawing.

Tasks.

• Help children master various technical skills when working with non-traditional techniques.
• To instill interest and love for fine art as a means of expressing feelings, relationships, and introducing the world of beauty.
• To develop in children a sense of form, composition, color, rhythm, proportion.
• Create conditions for mastering the color palette. Learn to mix paints to obtain new colors and shades.
• Help children create expressive images, maintaining the spontaneity and vividness of children's perception. Delicately and tactfully contribute to the development of content, form, composition, and enrichment of the color scheme of drawings.
• Gradually, taking into account individual characteristics, increase the requirements for children’s visual skills and abilities, without making them the subject of special educational knowledge.
• Learn to give a finished look to a drawing, to bring the job to the end.
• To help the child develop the feeling that the product of his activity - a drawing - is interesting to others (teacher, children, parents, kindergarten staff).

Types and techniques of non-traditional drawing

Poking with a hard semi-dry brush

Means of expression: texture of color, color.

Materials: hard brush, gouache, paper of any color and format, or a cut out silhouette of a furry or prickly animal.

Method of obtaining an image: the child dips a brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.

Finger painting

Means of expression: spot, dot, short line, color.

Materials: bowls with gouache, thick paper of any color, small sheets, napkins.

Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.

Palm drawing

Means of expression: spot, color, fantastic silhouette.

Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins.

Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from 5 years old) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

Rolling paper

Means of expression: texture, volume.

Materials: napkins or colored double-sided paper, PVA glue poured into a saucer, thick paper or colored cardboard for the base.

Method of obtaining an image: the child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the paper ball is dipped in glue and glued to the base.

Foam rubber impression

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber.

Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber.

Foam impression

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam plastic.

Method of obtaining an image: the child presses the foam onto a stamp pad with paint and makes an impression on the paper. To get a different color, both the bowl and the foam are changed.

Imprint with crumpled paper

Means of expression: stain, texture, color.

Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper.

Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper are changed.

Wax crayons + watercolor

Means of expression: color, line, spot, texture.

Materials: wax crayons, thick white paper, watercolor, brushes.

Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted.

Candle + watercolor

Means of expression: color, line, spot, texture.

Materials: candle, thick paper, watercolor, brushes.

Method of obtaining an image: a child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The candle pattern remains white.

Subject monotype

Means of expression: spot, color, symmetry.

Materials: thick paper of any color, brushes, gouache or watercolor.

Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations.

Black and white scratch paper

(Primed sheet.)

Means of expression: line, stroke, contrast.

Materials: half-cardboard or thick white paper, a candle, a wide brush, black mascara, liquid soap (about one drop per tablespoon of mascara) or tooth powder, bowls for mascara, a stick with sharpened ends.

Method of obtaining an image: a child rubs a sheet of paper with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap or tooth powder is applied to it, in this case it is filled with mascara without additives. After drying, the design is scratched with a stick.

Blotography with a tube

Means of expression: stain.

Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, straw (drink straw).

Method of obtaining an image: a child scoops up paint with a plastic spoon, pours it onto a sheet, making a small spot (droplet). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed.

Spray

Means of expression: point, texture.

Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (55 cm).

Method of obtaining an image: the child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Then he paints the sheet with watercolors in one or more colors. Paint splashes onto the paper.

Leaf prints

Means of expression: texture, color.

Materials: paper, gouache, leaves of various trees (preferably fallen ones, brushes).

Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it with the painted side to the paper to make a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.

Embossing

Means of expression: texture, color.

Materials: thin paper, colored pencils, objects with a corrugated surface (corrugated cardboard, plastic, coins, etc., a simple pencil.

Method of obtaining an image: the child draws with a simple pencil what he wants. If you need to create many identical elements (for example, leaves, it is advisable to use a template made of cardboard. Then an object with a corrugated surface is placed under the drawing, the drawing is colored with pencils. In the next lesson, the drawings can be cut out and pasted onto a common sheet.

Colored scratch paper

Means of expression: line, stroke, color.

Materials: colored cardboard or thick paper, pre-colored with watercolors or felt-tip pens, a candle, a wide brush, gouache bowls, a stick with sharpened ends.

Method of obtaining an image: a child rubs a sheet of paper with a candle so that it is completely covered with a layer of wax. Then the sheet is painted over with gouache mixed with liquid soap. After drying, the design is scratched with a stick. Next, it is possible to complete the missing details with gouache.

Landscape monotype

Means of expression: spot, tone, vertical symmetry, image of space in a composition.

Materials: paper, brushes, gouache or watercolor, damp sponge, tiles.

Method of obtaining an image: the child folds the sheet in half. On one half of the sheet a landscape is drawn, on the other half it is reflected in a lake or river (imprint). The landscape is done quickly so that the paints do not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print is made from it, is enlivened with paints so that it differs more from the print. For monotype you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a damp sheet of paper. The landscape turns out blurry.

Card index of didactic drawing games for children of senior preschool age

Card index of didactic drawing games for children of senior preschool age.

1. Games that promote the development of compositional skills, starting from the uniform arrangement of objects on a sheet of paper in drawing and appliqué with a conscious combination of objects in shape, color and size.

1. "Artists" / "Perspective"

Goal: to develop children’s initial compositional skills.

Game task: “draw a picture” (place the proposed pictures on the “lawn”); option: place the pictures in a specific place at the teacher’s suggestion.

2. “Collect a landscape and still life”

“By the example of landscape and still life it is convenient to develop a sense of composition”

Purpose of the game: to develop compositional thinking skills, consolidate knowledge of the concepts of “landscape” and “still life”, develop observation and memory.

Progress of the game: the child is asked to create a landscape and a still life from a set of pictures, select objects, and build the correct composition.

3. “Imagine a landscape”

3-6 children can take part in the game.

Purpose of the game: to train children in composing a composition with multifaceted content, highlighting the main size. Exercise children in composing a composition united by a single content. To consolidate children's knowledge about seasonal changes in nature. Clarifying children's knowledge about landscape as a form of painting. Develop children's observation skills and creative imagination.

Progress of the game: the child is asked to create a landscape of a certain season - winter, spring, autumn or winter - from a set of pictures; the child must build the correct composition corresponding to this particular time of year.

2. Games that promote the development of graphic skills and understanding of the design features of the form

By playing these games, children develop spatial imagination and learn to recognize an object by its individual properties and parts.

For example: “Assemble a figure from a picture”, “Shapes”, “What does it look like”, “Recognize an object by its silhouette”.

1. ASSEMBLE THE FIGURE FROM THE PICTURE

The teacher tells the children that they will collect different figures. Shows one of the pictures, for example a dog, and offers to assemble the same dog from parts. Children create the proposed image and check whether it matches the given pattern. Then you can offer another picture or give all the diagrams to the children so that they collect the shapes and exchange parts.

A complication of the game can be assembling a figure from memory or replacing one part with another that is suitable in a given case, or inventing your own animal from the proposed parts.

2. Didactic game “What is it like?”

Goal: to teach children to create images in their imagination based on schematic representations of objects.

The game consists of a set of cards with various figures. Each card has a figure drawn on it, which can be perceived as a detail or an outline image of an object.

An adult invites children to play a game . He will show them a picture from the set and ask the children what it looks like . The teacher strives to ensure that each child comes up with something new that none of the children have yet said. The game can be repeated several times, using new material each time. The cards are laminated, so you can give the children felt-tip pens and they can complete the picture themselves.

3. Didactic game “Find an object by silhouette”

Purpose: To give children an idea of ​​the shadow. To develop the ability to find silhouettes by superimposing.

The presenter gives the children cards with the given silhouettes. Invites children to look at them. Then the presenter shows one of the cards with the image. Children must find the desired silhouette among the cards they have. If the child finds the card correctly, he puts a shadow on the color image.

3. Games that develop color perception in children, facilitating the implementation of pictorial and coloristic learning tasks.

1. Make a bouquet

Target:

1. Teach children to distinguish between warm and cold colors, fix their names in the active dictionary 2. Fix generalizing words in children’s speech: warm, cold (colors) - and practice using these words Game material: 1. 2 pictures. On each one I drew a flower vase. There are green stems in the vases. At the ends of the stems, glue circles of neutral color (gray, white) made of flannel or velvet paper. One vase has a warm color pattern, the other a cold one. 2. Flower heads cut out of paper of different colors: blue, blue, violet (cold tones); yellow, orange, red (warm colors). Glue the flowers on the back side with velvet paper or flannel.

Progress of the game

The teacher shows the children pictures with vases and suggests making 2 bouquets: one of warm-colored flowers, which resembles the color of fire. And the other - cold tones, which are similar to the color of the sky, water, ice floes. The teacher sets up a flannelgraph, on which he attaches flower heads in disarray. He calls two or four children to perform the exercise. Children find the right flowers and attach them to the ends of the stems, then talk about their bouquets, for example: “I made a bouquet of red, orange and yellow flowers, My bouquet of warm-colored flowers” ​​Or “My bouquet of cool-toned flowers - blue, blue and purple"

2. “Autumn Palette”, “Spring Palette”, “Seasons”, the children select a color scheme for a certain time of year and consolidate knowledge about seasonal changes in nature.

3. Didactic game “Magic Colors”

Goal: during the game, to develop children’s attention and interest in various colors and shades, a feeling of joy when perceiving the beauty of nature.

Material: cards with different colors.

How to play: Give children cards with squares of different colors. Then the teacher says a word, for example, birch. Those children who have black, white and green squares raise them up.

Then the teacher says the next word, for example, rainbow, and the squares are raised by those children whose colors correspond to the colors of the rainbow. The children’s task is to respond as quickly as possible to the words spoken by the teacher.

4. Didactic game “Mix the colors”

Goal: to introduce children to primary and composite colors, the principles of color mixing.

Material: cards with pictures of girls-paints, signs “+”, “-”, “=”, paints, brushes, paper, palette.

Progress of the game: Children are asked to solve examples by mixing colors, for example, “red + yellow = orange”, “green + yellow = blue”.

5 Didactic game “Colored Caterpillar” Purpose:

To develop in children the ability to distinguish and select 4 shades of the same color,

Game material: for each child, cards with a silhouette image of a caterpillar , paper circles of the same color, but in different shades:

Game progress: Lay out all shades of blue , red, green, yellow .

For example: “All my items are yellow, but in different shades. Lemon is light yellow, sunflower is bright yellow, pear is dark yellow.” Or: “I have blue objects, but in different shades. The darkest blue is plum, the brightest is cornflower, the lightest is bell.”

4. Games that reinforce knowledge about the properties of an object: their color, shape, structure, size.

For example: in the game “Paired Pictures” you need to find the similarities and differences between objects; playing constructor

"Portraits"

Goal: teach children to draw a head using templates. Materials: a sheet of paper with a drawn oval of the face; cardboard templates of eyebrows, eyes, nose, lips, ears, hairstyles. Children’s actions: lay out the head on a piece of paper, trace it, color the resulting portrait

"Collect a matryoshka doll"

Goal: To develop a sense of form.

Material: Pictures depicting different castles. Paper. Markers. Assignment: The teacher asks the child to look at the picture and name what shapes the castle shown in the picture consists of. Color the picture.

5. Games to develop a sense of rhythm and symmetry.

In these games, children learn to independently compose patterns, taking into account the spatial relationships between its elements, maintain symmetry and ri, “Continue the ornament,” “Compose a pattern from the proposed elements.”

1. “Shifters”

Goal: to teach children to create images of objects in their imagination based on the perception of schematic images of individual parts of these objects.

Material: Pencils, sets of 8 - 16 cards. Each image is positioned in such a way that there is free space left for finishing the picture.

Progress of the game: the adult invites the children to draw whatever they want to the figurine, but so that it turns out to be a picture. Then you need to take another card with the same figure, put it upside down or sideways and turn the figure into another picture. When the children complete the task, take cards with another figure.

2. “Complete the objects”

Goal: To strengthen with children the idea of ​​symmetrical objects, familiarization with the profession of a potter.

Materials: Templates for jugs, vases and pots, cut along the axis of symmetry.

Assignment: The potter broke all the pots and vases that he made for sale at the fair. All the fragments were mixed up. We need to help the potter collect and “glue” all his products.

3. “Create a pattern”

Goal: to develop the ability to compose a pattern according to a model, taking into account the spatial relationships between elements.

Game task: place the necessary elements on a napkin (mat, scarf, checking the sample (according to your plan, as directed by the teacher). Number of players: 2-3

6. Games to consolidate knowledge of the main motifs of Russian folk paintings

1. “Cut pictures”

Goal: To consolidate knowledge about the means of expression used in Dymkovo painting, to practice composing a whole picture, to develop attention, concentration, the desire to achieve results, observation, creativity, and to arouse interest in objects of decorative art.

Material: Two identical planar images of various objects, one of which is cut into pieces (you can prepare options for cut products, dividing them into four to eight parts of different geometric shapes). Game rules. Quickly assemble a product from individual parts in accordance with the sample.

Progress of the game. One child or a group can take part in the game. The teacher shows samples and gives the opportunity to look at them carefully. At a signal from an adult, the players assemble an image of a product from parts. The one who completes the task first wins.

2. "The third wheel"

Goal: to teach children to identify from three toys the extra one that belongs to a different craft.

Progress of the game: children are offered one by one several options for combining toys: two Dymkovo toys and one Khokhloma spoon; two Gorodets boards and one Dymkovo toy; two Dymkovo toys and one Gzhel plate. The child must say which two objects belong to the same craft, and which object is superfluous. Ask your child to comment on his answer. Ask what these toys are called. In case of difficulty, the teacher names folk toys - Dymkovo, Gzhel and Gorodets.

3. “Continue the pattern”

Goal: To strengthen children’s ability to draw a Dymkovo pattern based on Dymkovo painting.

Material: Elements of Dymkovo paper painting.

How to play: Players choose cards with a picture. Continue drawing, using the started painting elements, selecting the color scheme and the given element.

4 .
“Gorodets patterns”
Didactic tasks: to consolidate children’s ability to compose Gorodets patterns, recognize the elements of painting, remember the order of the pattern, independently select the color and shade for it. Develop imagination, the ability to use acquired knowledge to compose a composition. Material: stencils of Gorodets products made of yellow paper (cutting boards, dishes, etc., a set of elements of Gorodets painting (paper stencils). Game rules: children are offered a set of plant elements and figures of a horse and a bird. They must lay out a pattern on the stencil using the appliqué method.

5. “Dymkovo mosaic”

Goal: To clarify and consolidate the idea of ​​the elements of Dymkovo painting, to develop memory and compositional skills. Foster a desire to create original Dymkovo toys.

Material: planar images of various Dymkovo toys, a set of small planar elements of Dymkovo patterns.

How to play: Invite children to create their own Dymkovo toy.

6. "Restorer"

Goal: to consolidate knowledge of the elements of Dymkovo painting.

Progress of the game: the teacher invites the children to restore the “broken” toy. The task of each restorer is to determine which fragment of the painting is lost and draw it.

7. “Find the element of the composition”

Target:

clarify and consolidate the idea of ​​the main elements of any painting, learn to isolate individual elements of a pattern and figure. Develop observation, attention, memory and speed of reaction, arouse interest in painting.

Material: large cards, decorated with some kind of painting, which have free windows.

Small cards with individual pattern elements, including painting options or shapes.

Game rules:

determine which of the proposed cards depicting elements of the painting fit the elements of the pattern of the main card.

Progress of the game: having received a large card and several small ones, having carefully examined them, the players select those elements that are found in the pattern and place them in empty windows. The leader monitors the correct completion of the task.

8. Board games “Dominoes”, “Loto”, “Puzzles”.

Target:

To consolidate children's knowledge about arts and crafts - toys; the ability to find the right toy and justify your choice. To consolidate knowledge about the manufacture of folk toys and the features of each. Cultivate a love of beauty.

Calendar and thematic planning for visual activities in the senior group (September)

Making a photo album “Here is who works in our kindergarten”

Tasks. Enrich children's understanding of those who work in kindergarten, teach how to arrange photographs by profession. Carefully paste photographs, decorate the work with small drawings or appliqué. Continue to introduce children to expressive means and photography.

Individual work in fine art: applique.

Tasks. Continue teaching children to cut out shapes and their parts from paper. Stimulate the desire to create a plot composition. Develop skills of careful and careful handling of materials.

Creative workshop: modeling on the theme “Treats for dolls.”

Objectives: To teach children to use mastered techniques (rolling, flattening plasticine) to make bagels, crackers, sweets and other attributes for the game “Shop”. Develop fine motor skills and creativity.

Didactic games.

"Create a portrait"

5-7 years old no more than 8 people can take part in the game

Purpose of the game: to consolidate children's skills in depicting a portrait and creating an expressive image. To develop children’s ability to determine a person’s emotional state from schematic images. Development of fine motor skills.

“Unfinished Pictures” “Our Kindergarten”

Goal: to develop children's imagination

Task: complete the plot of the picture in accordance with your plan

Material: cards with images of one or two objects.

“Pick up a bouquet” (for teacher, manager, nanny...)

Goal: to consolidate children's knowledge about cold and warm colors.

Introduction to art: conversation “What is a portrait?” “Portrait-photo of our teacher”

Tasks. To introduce children to portraiture as one of the genres of painting, to teach them to distinguish between the means of expression used when creating a portrait. Invite children to express their opinion about whether there are differences between portraits created by artists and photographs, and what they are.

Games with building materials: “Town for your favorite toys.”

Tasks. Teach children to build houses from a construction set: analyze a sample building, distinguish and name the building parts (cube, block, plate); carry out construction according to the model. Show children options for decorating houses using small designer parts.

4 week

Topic: “Animals and birds of the Baikal region in autumn”

Goal: to form in children primary ideas about the content of the world of animals and birds of the Baikal region in the autumn.

Tasks:

Expand children's knowledge about the fauna of the Baikal region (gray wolf, brown bear, red fox, white hare, squirrel, sable, weasel, musk deer, roe deer) and birds (sparrow, crow, bullfinch, great spotted woodpecker, cuckoo, crossbill, black kite , magpie, capercaillie). To deepen and clarify children's ideas about the adaptability of animals and birds to their environment (movement, nutrition, escape from enemies, appearance). To consolidate and clarify children's knowledge about meeting the needs of animals and birds in accordance with seasonal changes. To form children’s ideas about meeting the basic needs of animals and birds in connection with seasonal changes (food, air, heat, light, place to live). To form children’s ideas about the unity of the ecosystem. Teach children to name the habitats of animals and birds. Clarify children's knowledge about the general concepts of “animals” and “birds”. To consolidate children's knowledge about the signs of good and unfavorable condition of animals and birds. Introduce the work of a forester and a ranger in wildlife conservation. Develop observation skills and the ability to use acquired knowledge in gaming activities. Foster respect for animals in nature.