Drawing in the first junior group of kindergarten

The meaning of visual activity

Drawing (FSES) in the first junior group is included in the visual arts program. Children not only draw, but also make various applications and sculpt, which is necessary for the comprehensive development of the personality of preschoolers.

Drawing in the first junior group attracts children because they independently create something beautiful and original. Children accumulate and expand the personal experience they gain through their senses. It is advisable to introduce children to active visual arts from the age of 2-3 years.

A variety of drawing in the first junior group is carried out according to a program developed by M. A. Vasilyeva.

Purpose of the program

It includes not only drawing in the first junior group, but also modeling and appliqué. The lessons are arranged in a specific order, in order of increasing difficulty. If necessary (taking into account the individual characteristics of the children), some adjustments to the content of classes are possible, as well as a change in the sequence of their implementation.

The program must take into account the regional characteristics of the territory and the focus of the preschool institution.

Summary of a lesson in the first junior group on the topic “Non-traditional types of drawing”

Open lesson in the first junior group “Rodnichok”

Unconventional drawing on the theme: “Let’s hide the bunny”

Goal: to consolidate the technique of drawing with cotton using the “dipping” method.

Program tasks: improve the ability to examine objects: learn to examine, feel. Learn to draw snow by “dipping” cotton wool onto a sheet of paper. Develop fine motor skills and a sense of rhythm. Cultivate curiosity and interest in drawing . Enrich passive vocabulary. Activate children's speech by encouraging them to repeat words after the teacher.

Drawing technique : dipping cotton wool onto a sheet of paper (snow).

Equipment and handouts: tinted album sheets with painted bunnies , white cotton wool, white gouache, dishes for cotton wool, rags, jars of water; a bucket of snow, a toy hare, a musical recording in the rhythm of a waltz, a book with drawings “Winter Poems”.

Vocabulary work: white, fluffy, cold, snow, light, snowflake.

Preliminary work: playing with snow; reading poems about winter.

Progress of the lesson:

(The teacher brings a bucket of snow to the group and holds a toy hare in his hands.)

- Guys, I went outside to get some snow and saw a bunny sitting under a bush and crying . I felt sorry for him, and I brought him to our group . Look how nice and small he is. But he is crying. Let's ask why he's crying. (Children ask: why are you crying, bunny ?

The bunny “tells” that winter has come, and he changed his fur coat to white so that he would not be visible in the snow. But very little snow has fallen, and it is noticeable on the ground. The fox might catch him.)

Guys, let's help the bunny and draw a lot, a lot of snow, and it won't be visible.

(Show the children a picture of a winter forest, draw the children’s attention to how much snow there is, big snowdrifts everywhere, that all the trees are dressed in a beautiful snowy outfit.)

- It was the snow that wrapped their branches so that the trees would not freeze in winter. Have you seen how the snowball spins in the air? Show. Physical exercise “Snowflakes”.

(Children spin and show how snowflakes spin to the music.)

“And one snowflake landed on my sleeve, I blew on it, and the snowflake flew to the ground.” She is light and fluffy, like cotton wool. - Children, what is a snowflake? - Light, white, fluffy. - That's right, children, well done.

(Give the children pieces of cotton wool and invite them to play with the “snowflake” and blow on it.)

White fluffy snow

Spinning in the air.

And the ground is quiet

Falls, lies down.

- And you and I can draw how a snowball is falling quietly, white, pure, like fluff. And we'll hide the bunny . Cotton wool and paint will help us.

- Sit down at the tables. On your tables are sheets of paper with pictures of bunnies . Draw lots and lots of snow for the bunnies . What color paint should we use? (White.)

- But first, let’s remember how to hold cotton wool correctly. (Show an exercise for fingers: the tips of the thumb and index finger are pressed against each other (beak), the rest of the fingers move freely (wing).

- Look, my palm is turning into a bird. Here is the beak and wing. Let your palms turn into a bird. Now take the cotton wool with the “beak” and fold it into the “wing”.

(Children hold the cotton wool on one side with their index finger and on the other with their thumb. The remaining three fingers are pressed against each other and hold the cotton wool from below.)

- Show with dry cotton how you can draw snow (apply - remove).

(Children put paint on the tip and get to work. The teacher, if necessary, helps and tells how to work with cotton wool correctly.)

-Children, snowflake, what is it?

-She is white and fluffy, like snow. Do you want to play with snow some more?

(Show the bucket, there is no more snow in it, it has melted in the warmth.)

-And our snowball in the drawings will not melt, because we painted it with paint .

(The lesson ends with the game “Snowflakes are Spinning”: children run in a circle to the music, do a spin instead of music, and at the end of the music they squat down and lower their hands.)

The bunny thanks the children and runs away into the forest.

-Children, what activity did we have today? - Drawing.

-What did we draw in class today?

Lots and lots of snow for the bunny. Thank you, children, today we helped the bunny hide from the sly fox. Now the hare is not afraid of the fox. The hare is now invisible in the snow. Well done, children, this ends our lesson.

Borisova Matrena Georgievna, teacher of the Child Development Center - Kindergarten No. 105 "Umka"

Program provisions

Drawing with cotton swabs in the first junior group is carried out taking into account the following theoretical principles:

1. Such visual activity in a preschool institution is an integral part of educational and educational work; it has connections with various areas.

For the full development and upbringing of a child, it is important to connect modeling and drawing classes with active play activities. Non-traditional drawing in the first junior group increases the interest of preschoolers in art. The teacher uses various forms of connection between play and artistic creativity.

For example, children paint napkins to decorate the table in the doll's corner. In addition, the teacher uses a variety of gaming techniques and methods. Children draw friends for their favorite toy, make treats for pets.

Plasticine and paints for children turn into an interesting game filled with pleasant surprises.

2. To develop children's imagination and creativity, it is important to create a developing aesthetic environment.

Paints for children successfully cope with this task. Kids get involved in a fun and exciting process. Together with the teacher, they become real graphic designers. Children's drawings with pencil and watercolors are turned into decorations, they decorate the walls in the group.

Of particular importance for the formation of artistic taste in preschoolers is the correct selection of materials, as well as the friendliness of teachers towards their students.

3. To develop abilities, knowledge of phenomena and objects is necessary.

Children's pencil drawings help develop finger motor skills. While working on a drawing, a preschooler forms a figurative idea of the size of an object, which is fixed in the brain. With the constant enrichment and development of such experience, the creation of a correct understanding of various objects and phenomena occurs.

Drawing flowers in the first junior group allows children to teach form-building hand movements. With a gradual transition from simple figures to complex geometric shapes, the preschooler learns to depict various phenomena and objects of the surrounding world.

Finger painting in the first junior group differs from the sculpting process. Drawing involves the transfer of contour lines, and modeling is associated with volume and mass. By mastering form-building movements, children gain complete freedom for creativity. For example, at the first stage, kids simply trace the patterns with their fingers, getting an idea of artistic creativity.

Psychologists are convinced that drawing, appliqué, and modeling have a positive effect on a child’s imagination, thinking, attention, and memory. In addition, artistic creativity contributes to the development of independence and creative activity of children, which is one of the main tasks set by the Ministry of Education for teachers of preschool institutions.

The teacher encourages children to analyze the work done. For example, drawing in the first junior group on the theme “Winter” can be turned into a real holiday. First, the children use paint to depict their associations associated with winter and the New Year holidays. Then the pictures “come to life”, and together with their teachers, preschoolers come up with interesting and unusual fairy tales.

It is advisable to complete the drawing in the first junior group on the theme “winter” by collectively viewing all the images made by the children. You can also arrange a colorful exhibition for parents before the New Year's party.

Each age group has its own distinctive characteristics, so the teacher makes adjustments to visual arts classes. The number of colors in the palette gradually increases, and the task becomes more complicated. We offer options for activities that can be carried out with children in a preschool institution.

Features of the visual arts program

Classes are aimed at developing aesthetic perception, creating a sense of joy and beauty. The drawing process gradually includes movements with both hands on the object, its girth, and work on tracing the contour.

Thanks to the creation of a positive emotional mood, preschoolers gain an understanding of the features of making appliques and drawings.

Drawing

Children are offered topics in the classroom that would help convey the beauty and uniqueness of the world around them, and instill in the younger generation a caring attitude towards living objects around them. Drawing in the first junior group on the theme “Autumn” involves depicting colorful falling leaves. While working, kids learn to work according to a template and mix paints. The teacher develops in his students the skills of correctly gripping a pencil, brush, and felt-tip pen.

He controls the correct work of the brush, checks the relaxation of the hand during movements with the brush. During classes, children develop accuracy, because they must dip the brush in water to remove the remnants of one paint and apply another color to the brush. The teacher accustoms preschoolers to working with a paper napkin. The guys carefully dry the brush on a cloth or napkin to remove excess water.

To consolidate the acquired skills, you can conduct drawing in the first junior group on the topic “Pets”. The topic of the lesson is not chosen by chance. Indeed, in addition to instilling visual skills in preschoolers, the teacher’s task also includes the development of children. When drawing their favorite pets, children not only improve their artistic skills, but also develop an idea of the animal’s appearance and its distinctive features.

Drawing in the first junior group “Wild Animals” will be no less educational. After the kids get an idea of pets, you can move on and invite them to pretend to be other representatives of the animal world.

To reinforce children’s ideas about the names of colors, the teacher can play interesting games. To introduce kids to decorative activities, one of the activities can be devoted to making New Year's toys. Ready-made decorations can be used to decorate a New Year's beauty placed in a group.

Images of snow, falling leaves, and raindrops are ideal for learning to rhythmically apply strokes, spots, strokes, and lines.

In order to lead preschoolers to the image of rectangular, round objects, as well as combinations of several shapes, you can draw trailers with a train, tumblers, and snowmen.

By repeatedly repeating simple plot lines, for example, Christmas trees, bugs, butterflies, the teacher teaches the child to place the depicted objects evenly across the entire sheet.

During art classes, the teacher teaches his students to create small plot compositions. Such activities captivate children and stimulate the development of their imagination and creative imagination.

Card file for drawing using the Veraxa program 1 ml. group (September-December) card index on the topic

Card No. 1.

Educational field: artistic creativity (drawing).

Topic: “Rays for the sun.”

Program content (goals and objectives): learn to distinguish pencil marks on paper, hold a pencil in the right hand, distinguish the color yellow, draw strokes and short lines.

Preliminary work: children with a teacher stand at the window. Educator. Look how bright it is in our group today. Do you know, why? (Children's answers.) The sun looked into our window, and its rays illuminated everything around.

Equipment: box of pencils, easel, ½ sheet of whatman paper with a yellow circle drawn (sun), sheets of white paper with a yellow circle drawn, yellow pencils.

Content of educational activities: educator. Look, the sun is also shining in my window. (Draws the children’s attention to an easel on which is attached a sheet of paper with a drawn yellow circle.) But it seems to me that my sun is missing something. What do you think? (Children's answers). The sun forgot to extend its rays to us. I'll have to remind him of this. Now I’ll draw rays of the sun. How can this be done? (Children's answers). I have wonderful helpers. Here they are. (Shows the children a box of pencils.) What do you think is here? (Children's answers). These are multi-colored pencils. Enjoy them. (shows pencils). Each pencil has a sharp tip. This sharp nose can leave a mark on the paper (demonstrates by drawing lines), so I can draw a sun with rays. Does anyone know what pencil I should use for this? (Yellow pencil.) That's right, our sun is yellow, so we choose a yellow pencil.

The teacher explains and shows working techniques.

“But the pencil itself won’t draw anything.” He needs our help too. Let's take a pencil in our right hand, squeeze its crown with our fingers and draw rays of the sun. You need to draw carefully, without pressing hard on the pencil. Otherwise, his nose will break and the pencil will not be able to draw. The rays of my sun will be directed in all directions. Let it shine for all people. This is what a beautiful bright sun I got. There are no sun rays in your windows either. Help the suns acquire rays and warm us all with them.

Children draw rays on individual blanks (leaves with a drawn sun without rays). During the drawing process, the teacher puts a pencil in each child’s hand and draws lines with it, commenting on what was done: “What a long ray it turned out to be!” And this ray is short!”

Expected results: takes an active part in productive activities (drawing rays for the sun), at the request of an adult, can talk about what is shown in the picture.

Methodological support: Complex classes according to the program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. First junior group / author. – comp. O. P. Vlasenko (and others). – Volgograd: Teacher, 2012.

Card No. 2

Educational field: Artistic creativity (drawing).

Topic: “I’ll feed the cockerel, I’ll give him grains.”

Program content (goals and objectives): use visual material (paints), apply finger drawing, rhythmically make an imprint on paper.

Preliminary work: teacher. Guess who came to our class? Our guest has a comb, a beard, a beak and a beautiful tail. And he also wakes everyone up in the morning, shouting loudly: “Ku-ka-re-ku!” Did you guess it? This is a cockerel. (Shows a toy.)

Equipment: toy cockerel, paints in a box, easel, sheets of white paper, napkins, grain, yellow paints, jars of water.

Content of educational activities: educator. What do they feed the cockerels? Of course, grain. Where can we get it? Maybe we can draw? Well then, let's get to work.

Look, I have wonderful helpers. They are in a box waiting for me to open them. (Shows a box of paints.) There are both blue and green paints here. With such helpers we can draw whatever we want. What kind of paint should we use to paint the grains? I have some millet. It is yellow in color. Do we have this paint in the box? Show. (Children complete the task; if they find it difficult to choose, you can offer only two colors, for example yellow and red.)

Educator. I have a white sheet of paper. Now I will scatter the grain on it. Look, I dip my finger in yellow paint and make prints on paper. They turn out to be as round as millet. Here's one grain, here's another. (Shows drawing techniques and says.) I’ll feed the cockerel, I’ll give him grains. Look how much grain I scattered for the cockerel. Do you want to feed him?

Children begin to draw, the teacher helps to make neat prints.

— Why are there napkins on the tables? (Helps dry fingers.)

Expected results: takes part in productive activities (drawing grains for the cockerel), copes with the task.

Methodological support: Complex classes according to the program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. First junior group /aut.-comp. O. P. Vlasenko [and others]. - Volgograd: Teacher, 2012.

Card No. 3

Educational field: artistic creativity (drawing).

Topic: “Let's color the turnip.”

Program content (goals and objectives): learn to hold a brush correctly, dip it in paint, paint inside the outline, recognize and correctly name the color yellow; form the correct posture when drawing.

Preliminary work: teacher. Autumn has come. The time has come to harvest. So the heroes of the fairy tale that I will tell you also gathered in the garden.

Equipment: Illustrations for the fairy tale “Turnip”, toy mouse, brush, paints, easel, glass of water, sheets of paper with a painted turnip, napkins.

Content of educational activities: educator. Well, you know the color yellow well. Can you find yellow paint among the paints? (Children complete the task.) Yes, we will paint our turnip with this paint. Only we will probably need an assistant. We will not paint the turnip with our fingers. Look what the Mouse brought us. (Shows a toy mouse with a brush in its paws.) This brush is our assistant. She has a soft tail and a long handle. But you need to be able to hold the brush correctly. Otherwise, she will be offended, and our drawing will turn out ugly and sloppy. Let's learn how to pick up a brush correctly.

Shows the children how to hold the brush correctly: just above the iron tip. Children take a brush, the teacher directs their actions.

Educator. Now we have everything prepared, we can color the drawing. How to do this? Let's take our assistant - a brush - in our hand and dip it in a glass of water. Now let's pick up paint on a wet brush, dipping it with all the bristles into a jar of paint. Look, if I immediately start drawing after this, I will definitely ruin my drawing, since there is a droplet hanging on the tip of the pile. How to fix it? I will remove excess paint by touching the lint to the edge of the jar. If I now touch the paper with the bristles, a brush mark will remain on the paper. This way, by drawing lines inside the drawing, you can color the turnip yellow. (The teacher on the easel shows the children the techniques for coloring a picture, drawing their attention to the fact that when coloring they should not go beyond the outline.) So my turnip is ripe. She became yellow and beautiful. Isn't it time for your turnips to turn yellow?

Children start coloring. The teacher puts a brush in each child’s hand and shows them how to paint a picture.

Expected results: takes an active part in productive activities (coloring turnips), copes with the task.

Card No. 4

Educational field: artistic creativity (drawing).

Topic: “Grass in the meadow.”

Program content (goals and objectives): learn to distinguish green from other colors, draw short abrupt strokes, work with a pencil.

Preliminary work: teacher. Autumn has come. Yellow leaves appeared on the trees, grass and flowers began to dry. But just recently everything around was green.

Equipment: sheets of paper, green pencils, story pictures.

Content of educational activities: educator. The picture shows a green meadow, but our meadow is completely white, not a single blade of grass. We need to grow beautiful grass in our lawn. For this we need a pencil. What color should it be? (Invites children to choose a pencil from 3 - 4 colors.) We need a green pencil. What else is green?

Educator. A green pencil will help me grow grass in my lawn. One blade of grass, two blades of grass - and my meadow turned green. (Draws strokes of different lengths on a piece of paper.) Who wants to plant grass in my meadow? (Calls 2 - 3 of the most prepared children to the easel, and they draw strokes on the drawing.) Thank you for your help. My meadow has become so beautiful, I will be happy to walk along it. Do you want to have such meadows too? Then get to work.

Children begin to draw grass; during the drawing process, the teacher teaches how to hold a pencil correctly and draw strokes of different lengths.

Expected results: shows interest in the natural world around him, takes an active part in productive activities (drawing grass in the meadow).

Card No. 5

Educational field: artistic creativity (drawing).

Topic: “Grains for ducks.”

Program content (goals and objectives): improve the ability to draw with fingers, distinguish the color yellow; cultivate interest in visual arts.

Preliminary work: there is a toy duck on the table under a handkerchief.

Educator. Today a stranger came to our lesson... She decided to hide, probably wants to be guessed. (Points to the handkerchief.) Who is this? Do not know? I'll give you a hint now. She loves to swim in the river and pond, and dive. She has a big nose. And our guest also loves to quack. How do ducks quack? (Children pronounce onomatopoeia.)

Equipment: millet, toy duck, yellow paints, easel, napkins, scarf, sheets of paper, water jars.

Content of educational activities: educator. Isn't it time we feed our ducks? What are the ducks having for lunch today? (Children's answers.) Recently we fed the duckling bread crumbs. Today let's treat them to grain. I have some millet, but this probably won’t be enough for them. We need to prepare more grains. Let's draw some grains. Tell me, what color paint should we use for this? (Children either name the color of the paint, or choose the desired color from the three colors offered.) That’s right, our grains are yellow, so we’ll take yellow paint. What shape will our grains have? Look at the millet grains. They are round, so we will draw circles.

The teacher shows and explains working methods.

- Today we will draw with our fingers. To do this, dip your finger in the paint and then make an imprint on a sheet of paper. (Shows techniques for making a drawing.) This is the yellow round grain I got. Here's another one. Will you help me? Otherwise I won’t be able to cope; I won’t feed all the ducks.

Children begin to draw, the teacher helps children who have difficulties during the drawing process, drawing their attention to the fact that the grains need to be scattered all over the piece of paper.

Expected results: takes an active part in productive activities (drawing grains for a duck), copes with the task.

Card No. 6

Educational field: artistic creativity (drawing).

Topic: “Yellow lumps.”

Program content (goals and objectives): learn to distinguish and name the color yellow, practice drawing round shapes, improve the ability to draw with your fingers, work carefully.

Preliminary work: toys are hidden on the table under a scarf: a hen and chicks.

Educator. Today a large and friendly family came to our lesson. Look at her. (Takes the scarf off the toys.) Who is this? (This is a mother chicken and her babies.)

Equipment: toys, scarf, napkin, easel, sheets of paper, yellow paint.

Content of educational activities: educator. Our chickens are beautiful! Let's draw them. But do you know what color they are? (Children's answers.) Our chickens are yellow. (He offers to choose from paints of different colors - yellow.) Well done, you answered correctly. We chose the paint. Now we need to think about how we will draw the chickens. If you look at them carefully, you can see that they look like small round lumps. (He offers to trace the outline of the figure with his finger. Then he asks to draw a round shape in the air with his finger. The children complete the task.) Now we are ready to draw the chicken. Look, we have paint on the table, but no brushes. What do you think we will use to draw our drawing? (Children's answers.) We will draw chickens with our fingers.

The teacher shows techniques for drawing chickens on a sheet. Children begin to draw; during the drawing process, the teacher monitors the correct execution of drawing techniques with each child, helping the least prepared children draw a picture, encouraging children who drew additional details (eyes, nose).

Expected results: takes an active part in productive activities (drawing chickens), copes with the task.

Card No. 7

Educational field: artistic creativity (drawing).

Topic: “Beautiful cup (polka dots).”

Program content (goals and objectives): develop hand motor skills, improve the ability to draw with a finger, trying to evenly position the pattern (peas) inside the contour.

Preliminary work: reading the nursery rhyme “Ladushka”.

Equipment: a tea cup with polka dots, circles of colored paper in primary colors, a sample of a pedagogical drawing, paints of two or three colors, a napkin, sheets of paper in the form of a cup according to the number of children.

Content of educational activities: educator. For the pattern, choose your favorite paint. (Draws the children’s attention to the flannelgraph, on which circles of colored paper of different colors are attached, and asks them to show and name their favorite color. Children complete the task.) My favorite color is red. This is the paint I will use to paint. Small circles - peas - are very convenient to draw with your finger. See how it's done. (He makes fingerprints on the paper, drawing the children’s attention to the fact that the “peas” should be evenly distributed over the entire surface of the cup. Invites the children to help decorate the cup.) What a wonderful cup I got! Your cups will certainly be even more beautiful.

Children begin to draw; during the drawing process, the teacher controls the correct execution of drawing techniques and the uniform distribution of “peas” over the entire surface of the drawing.

Expected results: takes an active part in productive activities (drawing a cup with a pattern).

Card No. 8

Educational field: artistic creativity (drawing).

Topic: “Wheels for cars.”

Program content (goals and objectives): learn to draw a round object, hold a pencil correctly, examine the work.

Preliminary work: teacher. I have a wonderful bag in my hands. There was a toy hidden in it that boys really love to play with. Who will try to recognize the toy without opening the bag? (Children feel the bag, the teacher helps them, highlighting the wheels and the cab of the car.) This is a truck. How is this toy played? (Children roll cars around the group.) Oh - oh! Now the cars will collide! How should you signal to avoid an accident? (Children repeat after the teacher: “Beep - beep!”.)

Equipment: bag, truck, sheets of paper, pencils according to the number of children, easel.

Content of educational activities: educator. Oh, how far we have traveled! My wheel even broke. It would be necessary to replace it. Where can I get a wheel? Maybe draw him? How to do this? Let's get a look. (Shows the children cars.) The car’s wheel is round. Circle it with your finger. Now try to draw a wheel with your finger in the air. (Children draw a circle in the air with their finger, the teacher helps them.) Now let’s draw a wheel for the car on paper. I have a big car, so I draw a big wheel. (Shows the children how to draw a wheel.) Now I can replace the broken wheel with a new one. Do you have spare wheels? No? Then get to work immediately!

The children begin to draw. During the drawing process, the teacher helps the children and controls the correct techniques for working with a pencil.

Expected results: takes an active part in productive activities (drawing wheels for a car), copes with the task.

E. Veraksy, T. S. Komarova, M. A. Vasilyeva. First junior group /aut.-comp. O. P. Vlasenko [etc.]. - Volgograd: Teacher, 2012. Methodological support: Comprehensive lessons according to the program “From birth to school”, edited by N.

Card No. 9

Educational field: artistic creativity (drawing).

Topic: “Apples for a doll.”

Program content (goals and objectives): learn to draw a round object, improve the ability to work with a pencil.

Preliminary work: teacher. Look, our doll is not happy today. What happened to her? Maybe she got sick? And in order not to get sick, you need to eat apples. They are very helpful. Let's draw a lot of apples for the doll. Let her eat them and not get sick.

Equipment: apple or dummy apple, doll, pencils, sheets of paper, easel.

Contents of educational activities: the teacher shows the children an apple. Look at the apple. It is round and looks like a small ball. Let's trace its outline with our finger. (The children complete the task. Then the teacher invites the children to draw a circle in the air with their fingers.) What color is our apple? What color pencil will we use to draw an apple? (Children's answers.) Today our helpers will be green, yellow, and red pencils.

The teacher shows the techniques of drawing a circle on the easel, then invites the most prepared children to draw apples on the easel and asks the children to help the doll and draw apples on their leaves for the sick doll.

The children begin to draw, and the teacher, while working, shows the children how to draw a circle and controls whether they are holding the pencil correctly.

Expected results: takes an active part in productive activities (modeling apples for a doll), copes with the task.

Card number 10

Educational field: artistic creativity (drawing).

Topic: “Small and big traces.”

Program content (goals and objectives): continue to learn how to draw with a finger, rhythmically put an imprint on paper, convey traces with the rhythm of strokes, place them on paper in a certain sequence, form the correct posture when drawing.

Preliminary work: the teacher takes the children to the window. Everyone admires the bright sunny day. Educator. Look what a good day it is today! The sun is shining brightly. There is no wind. You see, the branches on the trees do not sway. The last leaves quietly fall to the ground. It's very good to walk in this weather. Where can we go? (Children's answers.) You can go for a walk on the playground or around the kindergarten.

Reading the Russian folk song “Big feet walked along the road...”

Equipment: long sheets of paper, brown or black paint, napkins, easel.

Content of educational activities: educator. When we walk, footprints are left on the ground. It's easy to find out where we were going from the tracks. For example, now I will draw the marks of my feet. (The teacher makes fingerprints on the easel, saying: “Top, top.”) Here are my marks. See, they are big. Who will leave little marks on my drawing? (The most prepared children draw their footprints with their fingers. The teacher says: “This is the path along which I ran...” Then the teacher reads the song again, showing in the drawing the traces of large and small feet.) And on your paths there are no traces at all. Draw them.

Children begin to draw, the teacher controls their actions during the drawing process, helps children experiencing difficulties, activates their activity with the phrases: “How far ours has gone (...)!” and so on.

Expected results: takes an active part in productive activities (drawing footprints). Copes with the task.

Card No. 11

Educational field: artistic creativity (drawing).

Topic: “A twig for a bird.”

Program content (goals and objectives): teach how to hold a brush correctly, dip the entire bristle of the brush into paint, exercise the ability to wash a brush, encourage children to think about what they have drawn, draw straight lines, select paint based on a sample.

Preliminary work: game “Cat and Birds”. The teacher plays the role of a cat, the children are birds. The cat is sleeping, the children are waving their arms, running around the group, imitating the movements of birds. The cat wakes up and starts catching birds. The birds run away and sit “on a branch.”

Equipment: circles of colored paper (brown, yellow, red, blue), brown paints, brushes, sheets of paper, flannelgraph, tree branch, toy bird, glass of water.

Content of educational activities: educator. Today we will paint with a brush. Now she is already waiting for us to pick her up. She really wants to draw something beautiful. What kind of paint should we take to paint a twig? (The teacher attaches circles of 3-4 colors to the flannelgraph and asks the children to choose the one that will have the same color as the twig in the vase.) Our tree twig is brown, so we will take brown paint. Are we ready to draw now? We have a brush, we have paint. Anything else we need? (Children's answers.) We need a sheet of paper on which we will draw. (The teacher hands out sheets of paper.) Now everything is ready for drawing.

The teacher shows the techniques of painting with a brush, drawing the children's attention to how to hold the brush correctly, dip the brush in paint, and draw lines.

The children begin to draw. While drawing, the teacher helps children pick up a brush correctly and monitors drawing techniques.

Expected results: takes part in productive activities (drawing branches for birds). Copes with the task.

Card number 12

Educational field: artistic creativity (drawing).

Topic: “Let’s color the horse’s tail.”

Program content (goals and objectives): improve the ability to work with a brush: hold the brush just above the iron tip, pick up paint, dipping it with all the bristles into the jar, remove excess paint by touching the bristles to the edge of the jar; teach the correct techniques for painting without going beyond the outline, give the opportunity to choose the color yourself.

Preliminary work: the teacher is holding a toy horse in his hands. Many of you have a toy horse at home. This is a very beautiful toy. (Invites the children to examine the toy, draws attention to the long legs, beautiful big eyes, mane and tail.) Do you like to play with it? (Children's answers.) How do you play with a horse? (Children show.) Do you know how to gallop like a horse gallops? (Children run, raising their knees high, around the group.) What a wonderful toy horse!

Equipment: toy horse, flannelograph, figures for the flannelgraph (horses of different colors - brown, black), easel, paints, brush, glass of water, napkin, sheet of paper with a drawn horse (with an unpainted tail), the same for each child.

Content of educational activities: educator. What color are horses? Look. (Shows horses of different colors or figures on a flannelgraph.) There are white, black, and gray. There are also brown horses. (Invites the children to show the brown horses.) The horses have very beautiful tails. When the horse runs, its tail flutters in the wind. The tail of horses is usually the same color as the horse itself. But in my drawing the horse’s tail is not painted. This is not order. I’ll help the horse and color its tail. Can you tell me what kind of paint I should take? (Children's answers.)

The teacher shows the techniques for coloring a picture, paying attention to the fact that you cannot go beyond the drawn outline.

The children begin to complete the task. During the drawing process, the teacher shows the children techniques for coloring a picture, explains that they should not go beyond the outline, and controls whether they are holding the brush correctly in their hands.

Expected results: takes part in productive activities (coloring), copes with the task.

Card number 13

Educational field: artistic creativity (modeling).

Topic: “Rolling one ball for a snowman.”

Program content (goals and objectives): consolidate the ability to roll plasticine between the palms, make balls in a circular motion, learn to lay finished products on a board, admire the finished product.

Preliminary work: teacher. It's good to be outside in winter. You can sled down the hill and play snowballs. Children also love to make snowmen in winter. (The teacher attaches a figurine of a snowman to the flannelgraph.) Look, the children made a snowman from two balls: a large one and a small one. What is a snowman's nose made of? (Children's answers.) And the eyes? Pens? (Children's answers.) Let's learn how to make such snowmen too.

Equipment: flannelgraph, figures for the flannelgraph (snowman, circles of different sizes made of white paper), plasticine, boards, napkins.

Content of educational activities: educator. Where does the work of making a snowman begin? You need to roll two balls. For them you need to take plasticine... (what color?) white, because snow is white. The balls are of different sizes: one is large, the other is small. Here I have two circles. Which one is bigger than the other? (Children's answers.) Let's put the big ball down, and put the small one on top. (The teacher shows the process of assembling a snowman on a flannelgraph and invites the children to repeat the steps.) Do you remember how the balls are made? Show,. (Children perform circular movements with their palms.)

Expected results: takes an active part in productive activities (making balls for a snowman), copes with the task.

Card number 14

Educational field: artistic creativity (drawing).

Topic: “Multi-colored gates.”

Program content (goals and objectives): strengthen the ability to work with a pencil, learn to draw arcuate lines, recognize their outlines, examine your work.

Preliminary work: teacher. An elephant is coming to visit us from the zoo! Here he is waving his trunk at us. This is how an elephant says “Hello!” to you.

Equipment: toy elephant, flannelgraph, figures for the flannelgraph (house, gate), sheets of paper, pencils for each child, easel.

Content of educational activities: educator. The elephant lives in warm countries. And it's cold here in winter. Therefore, a large beautiful house was built for the elephant. (Attaches a picture of a house to the flannelgraph.) The elephant feels warm and cozy in it. But our guest really wants to make a beautiful gate in front of the house, such that an elephant and a car can pass under it. Let's see which gate the elephant likes. (Attaches a picture of a gate to the flannelgraph.) Well, let’s help him make it? Today we will draw colorful gates for the house where the elephant lives. They have an unusual arched shape. (He outlines them with a gesture and invites the children to repeat this movement.)

The teacher on the easel shows techniques for drawing an arc, saying: “Here we have a big gate, but here we have a smaller gate.” Then the teacher invites the most prepared children to draw a gate of a different color next to it.

The children begin to draw. The teacher invites the children to choose the pencil they like best, controls the work methods, helps children who have difficulty completing the task, and activates their activity, saying, for example: “Dani’s gate is very small. The elephant will not pass under them. Draw a bigger gate."

Expected results: takes an active part in productive activities (drawing gates), copes with the task.

Card number 15

Educational field: artistic creativity (drawing).

Topic: “Christmas balls”.

Program content (goals and objectives): continue to learn how to draw with fingers using different colors, consolidate knowledge of primary colors, develop the ability to see the image of what is depicted, develop the ability to work collectively.

Preliminary work: Educator: Soon, very soon we will have a fun holiday - the New Year. For the New Year, every home decorates a Christmas tree. On its thorny branches, which remain green even in winter, people hang decorations: balls, beads.

Equipment: Christmas balls, easel, sheet of paper with a painted Christmas tree, paints of different colors, napkins, glass of water.

Contents of educational activities: Educator: What toys decorate the Christmas tree on New Year's holiday? There are these colorful balls on the spruce branches. (Shows the children New Year's balls.) Look, there is not a single toy or ball on our Christmas tree. (Draws the children’s attention to the easel, where a Christmas tree is drawn on a piece of paper.) How can we draw the balls? What are they like? (Children's answers.) New Year's balls look like small balls. They have a round shape. (Draws a circle in the air with his hand, invites the children to trace the outline of the ball, then draw a circle in the air with their finger.) We will draw the balls with paints. Therefore, first we dip our finger in a glass of water, and then in paint and draw a ball on a Christmas tree branch. (The teacher draws a ball on the Christmas tree.) One ball is already decorating the Christmas tree. Now it’s your turn to decorate the forest beauty.

Children take turns approaching the drawing and, under the guidance of the teacher, draw a ball, choosing the color themselves. During the drawing process, the teacher controls the work techniques and helps children who have difficulty completing the task.

Expected results: takes an active part in productive activities (drawing Christmas balls), copes with the task.

Card number 16

Educational field: artistic creativity (drawing).

Topic: "Drawing sticks."

Program content (goals and objectives): continue to learn how to paint with paints, hold a brush correctly, draw straight, abrupt lines, conveying a certain shape in the drawing, develop the desire to draw.

Preliminary work: reading the fairy tale “Teremok”.

Equipment: tabletop puppet theater “Teremok”, flannelgraph, figures for the flannelgraph (logs, roof), paints, brushes, napkins, easel, sheets of paper, glasses of water.

Content of educational activities: educator: Building a house is not easy. First you need to prepare a lot of logs and sticks. The animals will use them to make the walls of the tower. (Shows sticks, logs and attaches them to the flannelgraph, building the wall of the tower from them. You can invite the children to help build the wall.) You see how many logs are needed to build just one wall. Let's help the animals and prepare sticks - logs - for them. We have paints and brushes. So we will draw sticks - logs. To do this, we will take brown paint, wet a brush in a glass of water, dip the brush in the paint and draw sticks - logs.

The teacher shows techniques for drawing sticks, drawing the children's attention to how to hold a brush and put paint on the brush, remove excess paint from the pile by touching the edge of the jar.

The children begin to draw. The teacher controls the work methods and helps children who have difficulty completing the task. The teacher activates the children’s activity by saying: “Veronica makes the sticks so long that they will have to be sawed. But Timofey draws sticks that are too short, their length is not enough for the wall, they will have to be connected with nails,” etc.

Children's drawings are displayed at the stand. Educator: Look how many sticks and logs we drew for the animals. Now they will definitely build a new house.

Expected results: takes an active part in productive activities (drawing sticks), copes with the task.

Skill requirements for preschoolers after drawing classes

By the end of the first year of learning to draw, children should demonstrate emotional responsiveness when viewing a variety of illustrations, examining natural objects, and works of art.

They should easily recognize materials with which they can draw pictures, distinguish colors, and have an idea of folk toys (matryoshka, tumbler).

In addition, preschoolers should use felt-tip pens, pencils, and paints to depict simple compositions and think through a simple plot for their work of art. The requirements that are put forward for children who have completed the first year of drawing instruction in kindergarten are requirements according to federal state standards:

select a color scheme taking into account the features of the image;
hold markers, pencils, paints, brushes correctly;
choose a composition from several items.

Progress of the lesson

For a group lesson, you need to make preparations: draw a small image in the center of each sheet of paper. The subject should be familiar to the child , and the drawing should be simple; in our case, we chose “ Mouse ”

.
The outline of an object drawn with a pencil of the same color .
Children are given sheets of paper with a drawn outline of “ mouse ”

and one
pencil . In this lesson, you can only use one color, which must match the color of the outline image on the paper.
We show children how to hold a pencil . If necessary, help him take it correctly - place the baby's fingers on the pencil and , holding the baby's hand in your hand, draw several lines, allowing the child to feel the pressure on the pencil .

Educator: You have mice . Let's hide them from the cat !

Show kids how to sketch an image by drawing lines over it in an up and down direction. Offer to hide the picture by sketching them. When all the images are sketched, play with the result.

Educator: Now all the pictures are hidden . They are not visible.

Class is over

Abstract of the OOD child and the world around him on the topic “Acquaintance with the Russian nesting doll” (first junior group) Purpose: To introduce children to the Russian folk toy - the nesting doll; arouse interest in the study of folk toys; to form interest in folk.

Lesson notes on modeling (first junior group) Lesson notes 1st junior group No. 1 “Friends for the tumbler” Purpose: To teach children to sculpt toys consisting of parts of different sizes. Fasten.

Lesson summary “My Mother” (first junior group) Lesson summary “My Mother” (junior group 1) We had a photo exhibition “Mother’s Eyes” in kindergarten in the fall, I decided to celebrate this exhibition.

Lesson notes for the first junior group “the fairy tale “Turnip”” Lesson notes for the first junior group Topic: Fairy tale: “Turnip” Objectives: Educational: To develop in children the ability to listen carefully to a story.

Lesson summary "Radiant Sun" (first junior group) Lesson summary "Radiant Sun" (first junior group) Goal: developing children's creative abilities through artistic creativity Objectives:. Lesson summary “Funny nesting dolls” (first junior group) Purpose: To teach children to compare objects by size (big - small, using the appropriate adjectives in speech. Material: two.

Lesson summary “Getting to know the medical profession” (first junior group) Lesson summary “Getting to know the medical profession” (first junior group) Program content: Introduce children to the medical profession, tell.

Pedagogical project “Acquaintance with the works of K. I. Chukovsky” (first junior group) Pedagogical project “Acquaintance with the works of K. I. Chukovsky” 1st junior group Goal: To introduce children to the works of K. I. Chukovsky.

Lesson summary “Journey through the forest with Kolobok” (first junior group) Integration of OO Speech development Social and communicative development Artistic and aesthetic development Physical development Goal: Continue.

Source

Option for distributing program material for the academic year

In the fall, you can plan an introductory lesson where the children will get acquainted with pencils. In addition to holding it correctly in the hand, the teacher should teach the kids to leave a pencil mark on the paper. Then the children trace their fingers along the lines they have made to remember the features of different configurations and objects.

To maximize the effect of the lesson, in addition to drawing, you can also offer the children modeling objects of different shapes. For example, if preschoolers draw circles with a pencil on paper, they will also have to make them out of plasticine.

The second lesson can be done on the topic “Rain”. Its goal will be to teach children to transfer images that they see in everyday life onto paper. During the lesson, children learn to draw short lines and small strokes, and hold a pencil in their hand. Using game techniques in the classroom, the teacher develops a desire to draw in his children.

Lesson summary “Hide the mouse. Getting to know pencils" (first junior group)

Alexandra Lareva

Lesson summary “Hide the mouse. Getting to know pencils" (first junior group)

MBDOU "Combined kindergarten No. 76"

Lesson notes

First junior group

Introduction to pencils

«Hide the mouse!»

Lareva Alexandra Viktorovna,

1. Teach children to hold a pencil ;

(scrawling) yourself

3. To develop interest in visual arts.

Pencils

Sheets of drawing paper A4 (according to the number of children)

Colored threads for balls

This lesson is aimed at introducing kids to straight lines. By adding straight and even lines to the balls, children form an idea of the image of objects. In the process of work, preschoolers develop an aesthetic perception of the resulting image.

To develop the skill of drawing solid lines, you can conduct a lesson on the topic “Striped rug”. The teacher shows the children his work and explains exactly what colors he used in his work. Next, children are encouraged to use their imagination and create their own creations. In order for kids to develop their imagination, they are not limited in the choice of colors.

In addition to pencils, this activity can also be done with a brush. Kids learn to pick up paint on a brush and carefully distribute it over the surface of the paper to create a beautiful and even layer. In addition, during the lesson, preschoolers acquire the ability to remove an extra drop from a brush, rinse the brush in water, and apply a new color of paint to it. The teacher continues to introduce the children to the color palette and forms in them an idea of the possible mixing of several colors.

In a lesson on the topic “Multi-colored carpet of leaves”, aesthetic perception is developed, imaginative ideas about objects and natural objects are formed. Kids learn to dip a brush with full bristles into the paint of their choice and use it to paint leaves of a certain shape.

In the “Colored Balls” lesson, preschoolers draw continuous circular lines with smooth movements, without lifting a pencil or felt-tip pen from the paper. During the lesson, the teacher invites them to use different colors to see the beauty of the resulting palette.

When drawing multi-colored soap bubbles, children gain the skills to properly hold a pencil in their hand, which will be useful to them while studying at school. In addition, the lesson involves the development of color perception, since preschoolers are offered different colors to work with.

Among the interesting options for activities, we will highlight such drawing lessons in kindergarten, during which children get the opportunity to independently think through the plot of the future drawing. This approach stimulates the development of creative thinking in preschoolers and helps them develop their imagination.