Story drawing lesson
Educator: Children, let us also become artists. Let's close our eyes and say the magic words - "Cribly-crably-boom."Educator: Well, now you and I have turned into real artists, but what are we going to paint, what landscape?
Guys, I suggest you draw such a wonderful landscape (I show a sample). But first, let's remember what a real artist should be able to do?
The artist must hold the brush correctly (by the upper part of the metal skirt), be able to use paints (rinse the brush after using one paint, and only then put another on the brush).
(Demonstration of a picture depicting winter, accompanied by a literary word:
It's winter on our street
Everything was covered with white snow, Houses, trees and bushes
Look how good they are.) I draw children's attention to trees in winter. - Guys, look at how beautiful the trees are in winter... The trunk of the trees is brown, and the branches are white, all covered in snow. — What kind of paint do we need to paint the tree? — What paint should we take to paint snow? - Well done!
- Now let's see how and what we will draw. — First we need to draw a tree trunk, and then a snow cap. Demonstration of the image method: In order to start drawing, take a brush in your hand with three fingers: thumb, index and middle (pinch), by the upper part of the skirt - like this. Dip the brush into a jar of water, and wipe off excess water from the brush on the edge of the jar. Then we dip our brush into a jar of brown paint. We bring our brush to the bottom of the sheet of paper and draw a straight line from bottom to top, but not to the end of the sheet. Then from top to bottom we draw a continuation of our trunk, like this, and paint over the gap between our lines - this will be the trunk. From the trunk we will draw branches. Using the tip of the brush, we draw a line from the top of our trunk to the right and upward, then branch it. Like this! We draw in the same way on the left side.
To paint snow, we need to wash our brush, otherwise the snow will be dirty. To do this, we bathe our brush in a jar of clean water. After we have washed the brush, we wipe off excess water from it on the edge of the jar. Dip a clean brush into a jar of white paint. To make beautiful white fluffy snow, we use a brush to make an imprint on the top of our trunk. We apply the soft bristles of the brush to the sheet and immediately remove it - look how beautiful it turned out, if you do it right, you will succeed too! You need to put a lot of imprints to make the tree beautiful. We will also cover the ground with snow (I make prints) - like this! In the center of the tree we can draw a hollow in black. Our hollow is like an elongated leaf, like this. In the upper right corner we can draw a sun with you. We draw it by rotating the brush around its own axis, here. Guys, what else can we draw on our landscape?
Certainly! Bullfinch! We start drawing our bullfinch from the head, place it on this branch, put black paint on a brush, draw a circle with the tip of the brush and draw a beak near our circle, like this. Next, we begin to draw the back of the bullfinch - to do this, we draw a curved line from the bottom of the head; at the end of this line we draw two thin stripes, this will be our tail. All we have to do is draw the chest of the bullfinch. Our breast is drawn like a droplet, like this.
We will complement our landscape with snowfall, and we will paint the snowfall with white gouache, with the tip of a brush, leaving dots like these on the sheet, look.
— Guys, after you paint your landscapes, don’t forget to wash your brushes, otherwise they will be offended. To do this, we need to bathe the brush in a jar of water, and then dry it by dipping it on a napkin. - Before we start drawing, let's stretch our fingers! Finger gymnastics “Snowball”
One, two, three, four, (Bend your fingers one at a time)
You and I made a snowball,
(“We sculpt” with both hands) Round, strong, (We draw a circle with our hands)
And completely, completely unsweetened. (We shake our fingers) - Well done! Now we sit down at the tables and start drawing.
(While the children are working, the teacher helps children who are having difficulty, draws attention to the fact that the missing colors can be mixed on the palette themselves, we recall drawing techniques. While drawing, the teacher pays attention to the children’s posture)
Plot drawing based on the fairy tale “Kolobok” with children of the older group
Elena Pashchenko
Plot drawing based on the fairy tale “Kolobok” with children of the older group
Topic: “I left my grandfather, I left my grandmother.”
Program objectives: To develop the ability to create a plot composition on the theme of a literary work (fairy tale).
Lead children to depict objects consisting of combinations of different shapes and lines.
Strengthen the ability to hold the hand correctly without straining the muscles or squeezing the fingers too tightly; pick up paint on the brush: carefully dip it with all the bristles into a jar of paint, remove excess paint on the edge of the jar with a light touch of the bristles, rinse the brush well before picking up paint of a different color, dry the washed brush on a soft napkin; Achieve free movement of the hand and brush while drawing.
Develop a dialogical form of speech, the ability to carefully paint over an image, coordination of movements, eye control, fine motor skills, and compositional skills.
Cultivate independence, accuracy in work, and goodwill.
Vocabulary work: path, path, palette.
Individual work with Varya G., Kirill Sh. to encourage independent drawing.
Preliminary work: Reading the poem “A fairy tale has come to visit us.” Examination of illustrations for the fairy tale, dramatization of excerpts from the fairy tale “Kolobok”.
Materials for the lesson: Toy fox, plot drawing for the fairy tale “Kolobok”, album sheets of paper for all children, palette for each child, gouache red, yellow, brown, black, white, green, brushes, cotton swabs, napkins, stands for brushes , water jars.
Progress of GCD: Organizational moment: music sounds and the teacher reads a poem:
There are many different fairy tales in the world, sad and funny,
But we cannot live in the world without them.
Anything can happen in a fairy tale, our fairy tale is ahead,
A fairy tale will knock on the door - we’ll tell the guest: “Come in.”
It's mixed with sour cream and chilled in the window.
He has a ruddy face, who is this (bun).
-Guys, I drew all the characters from my favorite fairy tale. (children's answers)
- How can I help? (draw a meeting between the Fox and the bun).
-What can we draw? (children's answers).
Educator: yes, that’s right, you can draw a bun and a fox when he sings a song to her on a stump on her nose, or maybe you’ll come up with something else and draw it.
Examination of the toy (description).
— Fox, what color? (yes, our fox will be orange. How can you get orange paint? (mix yellow and red paint on the palette).
Educator: show how you will hold the brush, correctly.
— Don’t forget that when we take paint of one color, then we wash the brush and take paint of a different color.
Educator: guys, look at the table, how can we draw the eyes, nose of a fox and a bun? (children's answers) Yes, that's right, with cotton swabs.
You can decorate a sundress with various patterns, which ones? (rings, circles, wavy lines, etc.).
Educator: where did the fox meet the kolobok? (in the forest, so what else can you draw? And where was the bun rolling? (along the path, path)
- And now we’ll rest a little, we’ll go out onto our carpet:
Fizminutka:
Kolobok, kolobok, warm and rosy. (tilts to the right, left)
Jump and jump, jump and jump, our friend has started, (jumping, running in place)
He turned right, then he turned left, (turns right and left)
Then it spun with a leaf (rotate 360 degrees)
then he became friends with the little squirrel. (squat)
Rolled along the path (running in a group)
and fell into my palms. (children run up to the teacher)
“Now go to your seats, sit up straight and let’s get to work.”
(I provide individual work).
So our plot from the fairy tale “Kolobok” is ready.
Educator: let's go out onto the carpet and lay out our drawings.
Analysis of works.
- Polina, find who came up with the most interesting plot?
- Kolya, show me who has the funniest bun? Kind?
- show Varya, the most cunning fox?
Summary of the lesson.
-Guys, tell me, who was easier for you to draw, a bun or a fox?
- Well done! Look what interesting drawings you came up with!
-Now all the characters are in place and we will tell you a fairy tale.
Photo report of a musical theatrical production based on the fairy tale “Kolobok” with children of primary preschool age Goal: To create conditions for children to develop the ability to reflect game actions, imitate and stage the actions of characters. Tasks:. Master class for children of the middle-high group “Drawing based on the fairy tale Kolobok” Objectives: teach children to draw a plot from the fairy tale Kolobok; improve brush and gouache technique; learn to use decorative elements. Drawing with gouache “Good Doctor Aibolit!” with children of the senior speech therapy group Hello, dear colleagues, friends and guests who have visited my page. Today I want to bring to your attention a continuation of the material. Drawing with gouache “Crocuses - the soldiers of spring” with children of the senior speech therapy group Hello, dear friends, colleagues and guests who have visited my page. We continue to talk about spring and spring primroses. Today. Gouache drawing “Early in the morning, bees flew to the flowers” with children of the senior speech therapy group (outline) Hello, dear colleagues and friends! I am always glad to see your visits to my page. Today I want to continue talking about spring. I present. Plot drawing based on the fairy tale “Kolobok” Goal: To teach children to draw a plot from a fairy tale. Objectives: • To improve mastery of the brush, to convey the characteristic features of the characters;
Source
GCD summary. Story drawing “Our group”
Tyutyunova Daria
GCD summary. Story drawing “Our group”
Abstract of GCD . Story drawing " OUR GROUP "
Create conditions for reflecting in the drawing impressions of the life of children in kindergarten, in your group . Learn to draw simple plots , conveying the movements, interactions and relationships of children to each other. Involve children in collective discussion of a common plan. Develop a sense of color and composition. Cultivate friendliness, maintain interest in cooperation and co-creation with peers and adults; accuracy. Arouse interest in the work and the desire to create a homemade album!
Cheat sheets for exams and tests
| See also... |
| Methodology for the development of children's visual creativity part 1 |
| Mental education. |
| Sensory education. |
| Moral education. |
| Labor education. |
| Aesthetic education. |
| Development of artistic creativity. |
| Classification and characteristics of methods for teaching children visual arts. |
| Practical methods |
| Verbal teaching techniques |
| Classification and characteristics of visual arts classes. |
| Learning new software material |
| Repetition of covered material |
| Visual methods and techniques at different stages of teaching children visual arts. |
| Examination. |
| Gesture |
| Analysis of children's work can be carried out in various ways. |
| The importance of gaming techniques in teaching preschoolers visual arts. |
| Organization and methodology of conducting classes in visual arts. |
| Organization of classes in different age groups |
| Preparing for classes and conducting classes |
| Recommendations for conducting classes in visual arts |
| Modeling |
| Application |
| methodological office |
| Forms of organizing the examination of children's works in drawing classes |
| Features of the analysis of work on visual activities. The relationship between analysis and planning. |
| Lesson Analysis |
| General assessment of the lesson, positive aspects and disadvantages, what changes would be advisable to make to the methodology of this lesson. Drawing. |
| First junior group. The nature of drawing in children from 2 to 3 years old. |
| Objectives of training and education. |
| Leading up to the image. |
| Technical skills. |
| Methods and techniques for teaching drawing of various individual objects. |
| Second junior group. Learning objectives. |
| Image of objects |
| Conveying coherent content |
| I quarter |
| II quarter |
| III quarter |
| IV quarter |
| Methods and techniques for teaching drawing |
| Transferring the idea |
| Middle group |
| Education and training program |
| Image of objects. |
| Making patterns. |
| Completion of the program |
| Methods and techniques for teaching drawing. |
| Decorative drawing |
| Subject drawing |
| technical skills |
| Senior group. |
| Tasks. Completion of the program. |
| Image of objects |
| Making patterns. |
| Completion of the program |
| Methods and techniques for teaching drawing individual objects. |
| Methods and techniques for teaching decorative drawing |
| Subject drawing |
| School preparatory group. |
| Methods of teaching drawing in the preparatory group. |
| Drawing from life. |
| Teaching drawing from life in a preparatory school group |
| Decorative drawing in different age groups. Tasks. Basic approaches to the problem of learning. |
| Subject drawing in a preparatory school group. Tasks. Teaching methodology. |
| Modeling. Materials and equipment for modeling. Clay preparation. |
| Objectives and content of training in different age groups. |
| Second junior group |
| Middle group |
| Senior group |
| Preparatory group for school |
| All Pages |
Page 66 of 72
Subject drawing in a preparatory school group. Tasks. Teaching methodology.
The main goal of plot drawing is to teach a child to convey his impressions of the surrounding reality.
The general objectives of teaching story drawing in kindergarten are the following:
teach how to convey the content of a topic, highlighting the main thing in it;
teach to convey interactions between objects;
teach how to correctly convey proportional relationships between objects and show their location in space.
You should not limit plot drawing to depicting only those objects that children have already depicted. The child must be able to draw the main thing in the plot , and he completes all the details as he wishes . The ability to highlight the main thing in a plot is associated with the development of perceptions and analytical-synthetic thinking.
In plot drawing, it is important to correctly convey the proportional relationships between objects. This task is complicated by the fact that when depicting a plot, it is necessary to show not only the difference in their sizes that exists between them in life, but also the increase or decrease of objects in connection with their location in space. To do this, the child must be able to compare and contrast image objects, and see the semantic connection between them.
Solving the problem of spatial relationships between objects is very difficult for a preschooler, since he has little experience and insufficiently developed visual skills.
Children can gain ideas about the extent of space, about the horizon line connecting the earth and sky, mainly when traveling into nature (into the forest, field). But even if some of them understand the perspective changes of objects in space, it will be difficult for them to convey these changes on the plane of the sheet. What is located far away in nature should be drawn higher in the drawing, and vice versa. These features of the image of space on a plane are understandable only to an older preschooler who has experience.
The skills and abilities acquired by children in the older group allow the teacher to complicate the tasks of teaching children 6-7 years old . To do this you need:
- diversify the content of children's drawings, teach children to independently determine the plot of the drawing on a given topic or according to design;
— teach how to change the shape of objects in connection with their actions in the plot (for example, turning the body, bending, running, etc.);
- develop compositional skills - teach how to convey on a sheet wide spaces of earth and sky, the arrangement of objects: close - at the bottom of the sheet and distant - at the top (without changing sizes);
- develop a sense of color - learn to independently convey color that matches the plot.
In the preparatory group for school, the main focus is on drawing with a plot and according to one’s own plans. Subject drawing on a topic proposed by the teacher is a creative reflection of the impressions of reality, at the same time it summarizes the knowledge acquired in subject drawing.
Subject drawing requires the ability to correctly position objects in space . Plot drawings reinforce the ability to place characters and settings in a wide space. It is not always necessary to draw distant objects small (this is noticeable at a great distance), but they are placed higher on the sheet than those that are closer.
The basis of drawing in a preschool group is observations of real objects and phenomena . When inviting children to depict a city landscape, it is necessary to first examine the surrounding buildings with them during walks, help each person choose the house that he would like to draw, take a good look at it and remember how it differs from other houses: are there any architectural decorations, shop windows, arches, etc. . P.
When conducting observations with children, the teacher draws their attention to how objects are located in relation to each other , notices that not all objects are completely visible : some partially block others (for example, buildings in the city) or are visible from behind others. The ability to look at groups of objects, which children learn when drawing from life, helps them when drawing a city street, courtyard, etc. In every city, new neighborhoods are growing, tall buildings are being built, and they are located differently from the old street. Observing and sketching a new quarter allows you to freely arrange buildings in a wide space. While looking at houses, children immediately observe moving vehicles and people. Every child sees and remembers what especially attracts his attention.
Subject drawing is accompanied by conversations about the environment, about our country, about the peculiarities of our native nature, about cities and towns, about construction, about the life of Soviet people.
At this age, children’s analytical thinking is already more developed, which allows the teacher to set the task of independently choosing a plot on the proposed topic . For example, in drawing on the theme “Building a house”, children independently decide what kind of house, who is building it, where, etc. In drawing on the theme of fairy tales “Geese-Swans”, “Morozko” and others, children choose that episode from the work which they would like to portray.
Independent choice of plot teaches them to comprehend perceived phenomena, understand connections and relationships between characters, and clearly imagine the situation and time of action.
If the choice occurs unconsciously, the child sometimes combines objects and actions that do not coincide in time in one drawing. More often this happens when drawing on themes of fairy tales and stories, when the child knows its content. Unable to divide the work into separate episodes, he combines them in one drawing. Such works indicate that the child does not yet understand the uniqueness of fine art, which conveys only one moment of action, and not its entire sequence in time. The teacher must help the children understand this.
Children in the preparatory group can depict various objects in action and understand that the visible shape of an object changes depending on the movement. For example, in a topic such as “Children are making a snowman,” in the older group the children will depict him and two children standing next to each other with shovels in their hands. And in the drawings of the children of the preparatory group, these same children will be depicted at work: with their hands raised near the snowman, bending down, rolling a ball of snow, carrying snow on a shovel, carrying it on a sled. Such variety in the positions of the figures makes the drawing more meaningful and expressive. Complicating the composition of the drawing will also contribute to the expressiveness of the images. Depicting the earth not with a narrow line, but with a wide stripe allows you to draw many more objects, that is, fill the entire sheet with a drawing.
Filling the entire sheet with an image is also associated with a complication in the use of color . Children learn to paint the sky with various shades in accordance with the plot: cloudy, gray sky - when it rains, bright blue - on a sunny day, red - when the sun rises or sets.
Children use bright colors to depict autumn motifs, use various shades of green when depicting a summer landscape, and feel the contrast of color when depicting winter. The color of a spring landscape is difficult to convey to children, since the use of gray and black paints to depict dirty land does not correspond to their bright, joyful idea of spring. The teacher should take this into account and find joyful topics.
You can suggest, for example, themes such as “Ice drift” (bright sky, dark water and white ice floes provide a combination of colors that is pleasing to the eye), “Snowdrop”, “The grass is turning green” (where it is necessary to depict not early spring, but the first greenery). The theme “May Day” is especially joyful in its colors. Children usually draw colorful, bright holiday decorations for houses, streets, fireworks, etc.
Visual skills allow older children to use verbal images in plot drawing with a large number of objects, conveying the environment. For example, the image created by M. Klokova in the poem “Father Frost” is very clear in this regard. The image of Santa Claus is clearly visible: his height is “huge”; clothes - “all in new clothes, all in stars, in a white hat and downy boots. His beard is covered in silver icicles, he has an ice whistle in his mouth”; his movements are visible - “he got down from the tree”, “came out from behind the fir trees and birches. So he stomped, grabbed a pine tree and patted the moon with a snow mitten.” There are also details of the surrounding environment - “at night in the field there is flying snow, silence. In the dark sky, the moon sleeps in a soft cloud. Quiet in the field, the forest looks dark, dark.” The visual techniques used by the author will help children make the drawing imaginative and expressive.
The children of the preparatory group are able, with a little help from the teacher, to create an image that corresponds to the literary one , to feel and convey the mood of the work, using various color combinations. For example, before drawing on the theme “Winter,” children and their teacher observed several times how the color of the snow changed depending on the lighting of the sky and the time of day. Then they read a poem by A. S. Pushkin:
Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies,
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.
When the children began to draw, the poem evoked in their memory what they observed in nature, it revived previously experienced aesthetic feelings and helped to recreate an expressive image. The snow in their drawings shimmers with all sorts of colors - yellow, pink, blue.
