Summary of educational activities on applique in the senior group “Houses on our street” outline of a lesson on applique, modeling (senior group) on the topic

Features of conducting appliqué classes in the senior group

Applique is the creation of subject or subject compositions from shaped elements or patterns cut out of paper, dry leaves, fabric, leather attached to a base (cardboard, wood, fabric). The multi-colored composition can be attached by gluing or sewing. This type of creative modeling has a beneficial effect on the development of fine motor skills, figurative and spatial thinking, sensory perception and the child’s intellectual abilities for synthesis and analysis.

Older preschoolers create their works in the appliqué genre, both with the help of ready-made templates or stencils, and on their own, mastering the technical skills of working with scissors, glue and paper, gradually showing their imagination more and more vividly in the images of multi-colored compositions on paper. For pupils of the senior group there are no thematic restrictions in conducting appliqué classes. These can be literary or fairy-tale scenes, holiday cards, images of vehicles, city landscapes, compositions, etc.

Types of applications:

• subject - a mono image of an object, for example, a house, car, tree, etc.
• plot and landscape composition - a visual form of narration about some events united by a common plot, for example, the movement of cars along city streets, the construction of a new microdistrict, an evening city, etc.;

Compositions that convey a detailed plot and involve many different details are usually created collectively. Preparatory work related to cutting out parts is carried out in small subgroups of 2-3 people, and then the children work together to put together a complete picture on whatman paper, developing skills of collective cooperation and the ability to negotiate with each other. It is important that children learn to follow the correct sequence of gluing the details of a collective composition, that is, they must understand that the second plan is filled in first, and then the figures in the foreground are placed.

Complex applications that convey a detailed plot and involve many different details are usually created collectively

The level of development of imaginative thinking of older preschoolers makes it possible to include in teaching activities tasks related to the ability to decipher simple diagrams in the process of working on an application. The ability to concentrate and sustainably maintain attention increases, the duration of the period of conscious concentrated activity increases to 20–25 minutes. Mental skills of analysis and synthesis make it possible for a child to diversify and complicate his passion for designing on a plane, and to master symmetrical cutting techniques. When creating an application, children rely on both a given scheme and a pre-agreed condition or plan, and the process of collective modeling itself reinforces the desire for solidarity and mutual assistance.

Software tasks:

• Increase knowledge about the properties and characteristics of objects. Training continues in the ability to find various geometric shapes, distinguish between a square and a rectangle based on the signs of equality and parallelism of opposite sides, and grasp the difference between an oval and a circle. To develop an understanding of geometric patterns, practicing appliqué, which allows you to compare and contrast parts of different shapes, sizes and colors, is an indispensable practical technique for its effectiveness.
• Expand the range of color perception, i.e. not only correctly name the color, but also determine the level of color intensity (bright, dim, light, dark), as well as mixed colors and shades (blue, pink, purple, etc.). Such improvement of color culture will allow children to show more initiative, freedom and independence in artistic creativity, and create more expressive and colorful images.
• Develop spatial thinking. Children 5–6 years old have difficulty determining the left and right sides, and this type of artistic activity such as appliqué will contribute to the formation of a correct understanding of spatial concepts.
• Master new techniques for working with scissors, first of all, cutting out numerous identical parts from an oblong ribbon folded like an accordion (ribbon technique) and symmetrical or paired cutting from a sheet of paper folded in half.

  Pupils from the senior group are learning new techniques for working with scissors

• At the beginning of the school year, close attention is paid to the development and consolidation of the skill of round cutting, since in the middle group children have just begun to master this new technique.
• The next step in pedagogical work will be aimed at mastering the effective method of multiple cutting.
• The most difficult task will be teaching symmetrical cutting techniques, since it is difficult for children to realize that by cutting out half the outline of an object or part, they can get a whole image.
• The main content of the work is an object image based on the planar design method.

Skills that need to be improved and mastered:

• cut out rounded silhouettes;
• cut out many identical elements from paper folded like an accordion;
• master the technique of symmetrical or paired cutting;
• independently carry out the plan, determine the plot composition, choose color and shape, come up with decorative additions, observe proportional relationships when placing parts;
• develop a sense of color, teach neatness, cultivate artistic taste;
• create collective works.

Techniques that are used in working with older preschoolers.

All of the skills described below can be mastered by five-year-old children with the active, purposeful work of teachers or parents with them.

• Breaking technique. This technique is excellent for conveying the illusion of volume, the mosaic decorative texture of an image, adding visual impact and brightness to it (houses, smoke from a chimney, clouds, fluffy snow, brickwork, pavement, etc.).

This is the kind of original applique a child can create using the decorative technique.

• Mosaic application. The main details are geometric shapes (circle, rectangle, square, triangle) of various sizes, which are laid out inside the drawn image diagram.
• Symmetrical applique. A blank prepared by the teacher depicting the silhouette of a part or object (car, tree, etc.) is folded in half. Then, holding the fold of the folded sheet, children cut out the silhouette along the contour.
• Multilayer technique. With the multilayer technique of creating an image, smaller parts are superimposed on larger ones (windows, doors, balconies, columns on the facades of houses, etc.).
• Ribbon applique. This method is very practical and convenient for quickly obtaining many identical parts for a collective composition (bricks, fence elements, windows, wheels, clouds). An oblong sheet of paper is folded like an accordion and the required outline is cut out.
• Silhouette technique. This cutting method is available to children who are confident in using scissors and have achieved a high level of manual skills. The teacher or child (this could be a simple drawing of a fairy-tale house or a modern car) draws the outline of the image on a sheet of paper or outlines a finished stencil, then cuts it out.
• Non-traditional - uses unusual materials, for example, plasticine, cotton wool, cereals, pasta, foam rubber, fabric, eggshells, threads, etc. Construction of original compositions from unusual materials expands the boundaries of creative imagination, awakens a taste for artistic improvisation, develops and trains manual skills, shows a sense of shape and color.

Unusual houses made of peas and pasta

• Applications from napkins. Children are happy to use napkins as a bright and colorful decorative decoration that fills the interior space of a silhouette, or as an independent material for creating applications (drifts, snow-covered roof, tree crowns, fluffy clouds, etc.). When working with it, you can do without scissors, tearing off and rolling up the lumps from which the composition is constructed. This technique perfectly develops fine motor skills.
• Fabric applique. A special feature of working with fabric is the difficulty of cutting, since it is much more difficult to cut out appliqué elements from fabric than from paper. In addition, the material may fray along the edges, which will cause additional problems. Therefore, this type of appliqué can be worked on with children who have developed the skills to use scissors fluently. When working with children of older preschool age, it is best to use this material as an addition to the base, for example, by gluing mesh fabric to cardboard.
• Inclusion of dry plants or leaves into the composition (floristry). Excellent material to complement the background. This type of work requires a preliminary stage of preparation, when during a walk with the children the teacher collects the necessary natural material.

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Planning lessons

In the senior group, standard long-term planning provides for one application lesson per week. The total duration of continuous activity should not exceed 20–25 minutes; methodological manuals recommend performing physical exercises (finger, breathing, motor exercises) for 5 minutes for relaxation and prevention of mental and physical fatigue in children.

Lesson outline:

1. Introductory part - includes an educational or playful conversation of a motivating nature, stimulating the activity of children and setting them up for working with a specific plot (approximately 3-5 minutes).
2. Practical part - the teacher explains and shows the sequence and technical techniques of work, draws children's attention to the need to be careful when working with scissors, and to use glue carefully (3-5 minutes).
3. Independent work of children (15–20 minutes);
4. The final part - children review and discuss the applications they have created or team work (3 minutes).

It makes sense to start a conversation of a developing and educational nature with questions about street names, transport, you can take a short interesting excursion into the historical past of the city, remember the sights and monuments that are the calling card, the symbol of your hometown. The lesson will be interesting if the teacher thinks through the game line of the scenario, taking as a basis one of the popular fairy tale plots: the poetic fairy tale “Cat’s House”, the adventures of the three little pigs, Uncle Pumpkin’s dream of a house from Gianni Rodari’s literary fairy tale about Cippolino, a touching story about the liberation of his hometown from the invaders from the play by T.G. Gabbe “City of Masters”, etc.

Poems and riddles that can be used in lessons about home or city topics.

In the lesson scenario, the teacher indicates goals and objectives. In the process of planning, organizing and conducting applique classes with older preschoolers, they usually focus on solving the following problems:

• Learning to design from pieces of cotton wool, fabric, leaves on a cardboard or paper base, using plasticine, further improving the ability to work with scissors, glue and colored paper.
• Development of independence and creative initiative in determining the plot or genre (object painting, landscape) of the application.
• Developing the ability to hear and understand musical or poetic accompaniment that sounds during the performance of a creative task. Such an interesting combination of various methods of emotional and artistic instruments of influence is aimed at achieving the comprehensive aesthetic development of children, the formation of artistic taste and a sense of beauty.

Lesson summary on application on the topic “City of Friendship” (author L. Timofeeva)

Tasks:

• teach students to cut out several identical parts from a strip folded like an accordion (windows of a house, wheels for cars, strips for a pedestrian crossing);
• consolidate symmetrical cutting skills (silhouettes of Christmas trees, houses, roofs);
• mastering the technique of silhouette cutting machines using a stencil;
• place windows at one line level;
• awaken cognitive interest in the world around us, love for our small homeland;
• develop the ability to work cooperatively in a team.

1. Introductory conversation. A short preparatory conversation about the historical past and present of your hometown or village, the purpose of which will be to show interest in the upcoming work. You can use visual material, for example, photographs or pictures depicting streets, architectural landmarks of your hometown, which will be easily recognized by children and will evoke a positive emotional mood.

2. Practical part. The teacher draws the children's attention to a sheet of Whatman paper prepared in advance with some glued and drawn details of the future composition, for example, a road, one house, a tree. Then the teacher invites the children to complete the picture, completing it with the missing figures and silhouettes.

Each subgroup of children performs their task for a collective composition

Children are divided into subgroups:

• the first one “builds” houses;
• the second one cuts out cars;
• the third is responsible for trees, sun and clouds.

The teacher explains and shows techniques and methods for making appliqué parts.

– Assignment for the first team. We cut a ribbon from a sheet of colored paper, fold it several times, then lay it out and cut along the fold lines, so we get windows. If the sheet is folded in half and then cut, you will get the walls of houses. Rectangles, the corners of which are cut off at the top, turn into roofs.

– Now the second team is listening to me attentively. Silhouettes of cars and trucks are drawn on some rectangles; they need to be carefully cut out, wheels cut out from the squares, rounding the corners.

- Third team, attention! Green rectangles folded in half and cut out along the contour of the outlined stencil will become cute Christmas trees; you need to cut out tree trunks from brown rectangles. You will transform blue rectangles and a yellow square into clouds and the sun.

– Each team will carefully cut out their parts, and then all together you will create your “Friendly City” on whatman paper. Get to work.

3. Children work independently. The teacher helps and prompts as necessary, controls the work with scissors and glue.

4. Summing up.

– There are so many beautiful houses on our street; happy, friendly families, adults and children, will live in them. All our houses are cozy, warm and welcoming. You guys are great!

This is the detailed composition that resulted from teamwork

Application "Multi-storey buildings"

Topic: “Multi-story buildings.”

Program content:

to form children's interest in the environment, develop observation skills, transfer houses of different heights into applications, consolidate the ability to cut a strip folded several times for the windows of a house, and place windows on the same level. To consolidate children’s knowledge about their hometown, about the names of the streets on which the kindergarten is located and where the children live, to develop children’s dialogical speech; continue to practice careful gluing, cultivating a sense of composition, interest and love for your hometown. Strengthen the ability to work in a team.

Progress of the lesson:

Q: Guys, today we have guests, let’s say hello to them and smile at them, and now let’s smile at each other.

There is a knock on the door. The teacher comes to the door: “Who’s there?”

-Look, the postman brought us a letter from Lesovich.

Q: Let us read it and find out what Lesovichok writes to us.

Letter from Lesovichka.

"Hello guys!

I want to see your city, but I can’t come to you. I live far in the forest and am very busy with forest affairs. Please show me your city.

Goodbye".

Q: Guys, where do we live?

D: in the city of Arzamas.

Q: Yes, you and I live in the city of Arzamas. Our city is big and beautiful. There are many streets in it.

Q: Tell me, what street do you live on?

Children's answers.

Q: Do you know what street the kindergarten is located on?

Children: On Volodarskaya Street.

Q: Our kindergarten is very beautiful. There are many children in it and they all live together. They love to sing, dance, draw and play. Our children love to study.

Q: Guys, let's send Lesovich a picture about our city.

- Look, on a large sheet of paper I drew a road, a sky, planted trees, but this picture is missing something to make it a real city street. What do you think is missing? (Children's answers)

.

Children: There aren't enough houses here.

IN

: That's right, there are no houses
.
There are many houses in our city and they are all different. What do you have at home? (roof, walls, windows, balconies, doors.) And today we will try ourselves in a new profession.

Tell me, who is building the house? Who will come up with the house design? Who paints the walls?

Children's answers.

IN

: Please take your seats, today we will be builders.

And the building material will be paper, we will start with the house project. We have a strip, what can we make from it (windows), but how? That's right, fold it several times and cut it. And the large rectangle is the house itself, its walls. It can be glued in length, then the house will have few floors, or in height, then the house will be multi-story.

V. explains the methods of performing the work:

To make a house:

1. Take a large rectangle and place it in front of you on the table.
2. Take one rectangle of blue (yellow) color. We fold the rectangle in half corner to corner, and then smooth it along the fold line, unfold it, cut it - this will be 2 windows, do the same with the rest of the blue rectangles. Place them on a large rectangle.
3. Take a brown rectangle and cut off its corners on one side - this will be the roof. Place the scraps back into the plate. Lay out the roof on a large rectangle.
4. We smear each part with glue on oilcloth and glue it into place where we took it.

Q: Get to work. But first, let's remember the rules for working with scissors.

1. Place the scissors with the rings facing you. 2. Watch the movement of the blades while cutting.3 Do not leave the scissors open.4. Pass the scissors rings first. 5.Do not wave the scissors, do not bring them to your face.6.Use the scissors for their intended purpose.7. Always store scissors in a designated place.

During the lesson, the teacher reminds how to work with scissors and glue.

Safety precautions when working with glue.

1. Handle the glue with care.
2. Apply glue to the surface of the product only with a brush.
3. Do not let glue get on your fingers, face, especially eyes.
4. If glue gets into your eyes, rinse them immediately with plenty of water.
5. After finishing work, be sure to wash your hands and hands.

Monitors the children’s work, compliance with the required color scheme, and gives advice on creating the details of the drawing.

Q: The one who finishes building the house will come to me, and we will glue it to whatman paper. We'll have a whole street.

Q: What a beautiful street we have! You have dreamed well and this street can be called the street of the future. It is very cozy and bright. Here is our kindergarten. What street is it on? That's right, on Volodarskaya Street.

The houses stand in two rows,

Ten, twenty. A hundred in a row!

They look at each other with square eyes.

At the end of the lesson, the teacher asks the children to look at the finished picture and pay attention to whether all the houses turned out smooth and neat, and also carefully look at all the others.

Q: We will send a photo of our street to Lesovich, he will see how beautiful our city is. I think he will like our street. Well done boys. you did a good job and worked hard, now let’s put our workplaces in order.

Schemes and step-by-step description of the implementation of applications on the theme of houses on the street and cars that are driving

“Snow-covered house” - subject application

Material: colored paper, pencils, waste in the form of confetti from working with a hole punch. A symmetrical technique is used for cutting out parts (house, roof) with folding the sheet in half and a ribbon technique for decorating a window.

Children do the entire amount of work independently, including choosing color shades.

• The basis will be a white sheet of paper, onto which the child draws a background picture with pencils, depicting the sky and earth, separated by a horizon line.

Draw the base with pencils

Cut out a square (house wall), a triangle (roof), squares for the window and a rectangle for the pipe, then glue it onto the base sheet.

Glue the wall, roof, window and pipe

• A circle and sharp-angled stripes will depict a sun with rays.

Add sun

• Apply glue to the surface of the applique and sprinkle confetti, the work is ready.

Stick confetti

“House” – using origami technique with applique elements

• Prepare square blanks from a rectangular sheet. Fold the corner of the sheet so that the short side lies along the long side, fold the remaining piece, unfold the entire sheet and cut off the “extra” rectangle. You will need two squares of the same size.
• Fold two squares with the colored sides facing out.
• Fold the colored squares in half (children should say that this is a rectangle shape), the top color will correspond to the roof, and the one inside will correspond to the wall of the house.

Fold the square in half

• Fold the rectangle in half again vertically, then unfold it so that the fold line is visible.

Fold the rectangle in half again

• Fold the sides of the rectangle on both sides to the resulting fold line - you get a square.

Fold in the sides to make a square.

• Unfold the folded square so that a triangle (roof) forms on top.

Expand the resulting square to form a roof.

• The house is ready, all that remains is to cut and glue the windows and pipe.

Ready-made house using origami technique with applique elements

“Winter House” in non-traditional technique

The application can be an original gift for the New Year.

Materials: colored cardboard in a dark gray or dark blue shade, mesh fabric A 4, template, cotton wool, glue, wax pencils, sequins.

Materials for application

We precede work by reading poems about winter, this will create a creative mood. Children do all the work themselves.

• Cut the printed template along the contour.

Cut template

• Color the house with colored wax pencils, choosing random shades.

Decorate with wax crayons

• Apply glue to the roof of the house and apply cotton wool.

Glue the cotton wool

• Glue the mesh fabric onto a sheet of cardboard.

Prepare the base

• Glue the house onto the prepared base. The application is ready.

Glue the house onto the base

• The resulting card can be decorated with sequins (snowflakes) or confetti.

Ready postcard

“Night City” - collective application

Materials: colored paper, scissors, glue.

Material for work

The main technique is tape and steam for cutting, overlay for gluing. Children cut out all the details for the applique themselves.

• Choose a basis for work. Black or brown cardboard is best.
• Cut colored paper into geometric shapes (triangles, squares, rectangles) of various sizes and colors.
• Starting from the middle of the base sheet, glue on large and small rectangles, squares (houses) and low or high triangles (roofs).

Glue the first row of geometric houses and roofs

• Step back down and start working on the second row of houses, which is glued in a similar order.

Add a second row

• Go through the third and fourth rows sequentially, filling the entire background.

Sequentially fill the entire background

• Cut the yellow paper into small strips of rectangular, rounded and square shapes (windows) and stick them on. You can add stars.

Add windows and stars

“Autumn City” - collective application

Materials: Whatman paper, colored paper, dry leaves, paints, small pictures of people, glue, scissors.

Material for applique

Technique: symmetrical and tape (sheet folded like an accordion) cutting. Children realize the compositional idea independently, and also cope with cutting out parts on their own. The amount of work can be distributed among the children in such a way that one child prepares parts for houses, another cuts out pictures of people from old magazines, the rest prepare a background picture and details for the composition, for example, a traffic light, a pedestrian crossing, cars, the sun, etc.

• Paint the sky, grass, and earth with watercolors.

Paint the background with watercolors

• Cut out geometric details (rectangles, triangles, stripes, ovals, circles) of different colors and sizes for houses, zebra crossings, traffic lights, car wheels, the sun.
• Start filling out the background of the picture by gluing houses and dry leaves (trees).

Fill out the second plan

• Cut out the silhouettes of cars using a stencil prepared by the teacher. Complete the composition with details of a pedestrian crossing, traffic lights, and glue cars.

Stick cars, traffic lights, pedestrian crossing

• Prepare a wave-shaped cloud, glue the sun, clouds and pictures of people, and finish drawing the birds. The work is ready.

Add clouds, sun, pictures of people

Video: application “House in the Snow”

Lesson summary Application “House”

Topic: " Home "

Program content.

Summarize children's ideas about houses (their

similarities and differences, shape and structure) to teach how to create an image of a multi-story building in an application. 3strengthen knowledge about rectangular-shaped objects and various

their positions in space. Practice composing an image from parts. Reinforce techniques for careful gluing; Cultivate interest in appliqué

Materials:

glue, brushes, napkin, scissors, oilcloth, album sheet, rectangles of colored paper in light colors and strips of colored paper for windows, doors, roofs, boy doll.

Ioo: cognitive development; speech development.

Node progress

1. Guys, yesterday on a walk we looked at the houses that are nearby

Now look at these houses and tell me who lives in such houses?

Children's answer: (people)

Q: Look carefully and tell me how the houses differ from each other?

Children's answer:

Q: Tell me, which of these houses do you live in? What are people called?

who live near you?

Children's answer: (neighbors).

Q: Large magical houses form entire streets, each street has its own name, And what street do you live on?

Children's answer:

Q: Well done guys! How about we make our own beautiful multi-storey house?

Q: Let's remember what parts the house consists of?

Children's answer: (Walls, roof, windows).

Q: What geometric figure do the walls of the house resemble?

• Children's response “BUILDING A HOUSE #2”

Knock and knock all day - A ringing knock is heard.

(Hands clenched into fists, thumb raised up, tapping index fingers)
Hammers knocking,
(Knock fist on fist)
We are building a house for the guys.
(Put your fingers together, show the “roof”)
This is such a nice house,
(Clench and unclench your fingers)
How gloriously we will live.
(Rotate your hands)

Physical exercise.

With a hammer and an axe,

We are building a new house.

The house has many floors,

Lots of adults and children.

B: We rested. Now let’s sit down on the chairs. Let's go with you

Let's look at the diagrams? Where will we start gluing the house? (walls, roofs,

windows, doors

I remind you to be careful.

Q: Guys, who have finished doing their work, we put our houses on our new street and clean up our workplace. Guys, now let's give the name of our new street? (analysis of work)

Looking at the house. Guys, let's see what kind of house you can make out of paper. The teacher shows a sample. Children examine the sample, dividing it into its component parts: roof, windows, doors.

3. Explanation and demonstration.

The teacher invites the children to think about how to cut windows, doors, and a roof from the strip, and explain if necessary. Reminds me of the rules for gluing: “First we glue a rectangle - a house, then we lay out the windows, roof, doors. We put glue on the entire brush, then we remove the excess on the edge of the jar. We spread the strip with glue (necessarily on oilcloth, starting from the middle, gradually moving to the edges). Put the brush down, take the strip with both hands and apply it to the place where it was lying, press it with a napkin, blotting off the excess glue.”

4. Independent work of children. Children cut out windows and doors from strips, cut off the corners of the roof, lay them out, and stick them on a sheet of paper. The teacher makes sure that the children hold the scissors correctly. If necessary, reminds and corrects the position of the fingers holding the scissors. Reminds you of careful gluing. At the end of the work, the teacher offers to put their work on the table - let it dry.

5. Finger gymnastics: “House on the Mountain”

Educator: Well done, guys! Everyone tried their best and made beautiful houses. The boy Vanya says that he realized that houses can be made not only from brick, but also from paper, and now he can’t wait to make it himself, he hurries home, says goodbye, and leaves. Well, we’ll play with you:

On the mountain we see a house (all fingers touch at the tips - “roof of the house”)

Lots of greenery around (make wave-like movements with your hands)

Behind the fence is a clean yard (stroke the table or the air with your palms)

We open the gates (depict the gates opening)

We quickly run up to the house (fingers “ran” across the table)

We knock on the door : knock-knock-knock. (fists on the table)

Is someone coming to our door? (put your palm to your ear as if you are listening)

We came to visit a friend

And they brought gifts (stretch your arms forward as if you were carrying something)

6. Summary of nodes:

-what did we do today?

-Who was the house made for?

-What kind of house did you make?

-Did you like making the house?

Self-analysis of GCD on application in the senior group

Topic: “Tie for Dad” The lesson was carried out on the basis of notes. I compiled the notes independently, in accordance with the objectives of the basic general education program for children of senior preschool age. The form of organization is a subgroup of children. The following goals and objectives were solved during the lesson: Educational. Expanding children's horizons about the significance of the Defender of the Fatherland Day holiday, activating and expanding the vocabulary (through the acquisition of new words: tie, attribute, accessory). Consolidating knowledge of geometric shapes, improving gluing skills and the ability to work with scissors. Health-saving. Ensure children's physical activity using health-saving technologies (postures: sitting, standing, physical education, monitoring the correct posture of children during work). Educational. Cultivate interest in the application, evoke positive emotions, interest, joy, the desire to make a nice gift for dad with your own hands, teach self-esteem of your work. To implement each task, I have selected techniques that help solve software problems in an interesting and entertaining way. For each moment of the lesson, visual aids were selected that stimulated and activated children in mental and practical activity. The benefits are presented in the required size, quantity, and aesthetically designed. During the lesson, children were offered a variety of activities (cognitive, communicative, productive, playful, motor). The structure of the lesson consists of three parts, all of them are interconnected by one topic. The first part of the lesson consisted of psychological training: setting a positive mood; reading literary words (children's poems); children's reasoning about what gift to give dad. Various methods and techniques were used (visual - to attract the attention of children, verbal - questions to children, conversation to activate the vocabulary, repetition, generalization). The second part is the main one. Problematic question: “What will we make as a gift for dad?” Demonstration is an explanation of the process of the most productive activity. Develop the ability to create an aesthetic design for a tie when working with appliqué methods. The third part is the final one. They decided to give the dads a tie, and the kids smiley faces. When analyzing the GCD, we discussed with the children what they liked, what they coped with, what their emotional mood was after completing all the tasks, what they remembered, and what they would tell their parents when they met. The duration of the lesson complies with hygienic standards for children of senior preschool age. The air-thermal regime was observed. The classes are static, but include children sitting, standing and physical warm-up. I believe that the children coped with the assigned program tasks during the lesson. We learned and consolidated the skills of cutting and pasting, and most importantly, we acquired new knowledge of what a tie is and what it is in clothing.