Organization and methodology of drawing classes

Methods and techniques for teaching drawing

Elvera Batyrova

Methods and techniques for teaching drawing

Consultation on the topic:

Methods and techniques for teaching drawing

Passing the material Methods and techniques of teaching

Early development group. In the first half of the year, children learn, coordinating hand movements, to purposefully draw lines in the form of arcs , lines of a spiral nature.

In the second half of the year, children learn the simplest images, outlining certain didactic tasks, learn to rhythmically apply strokes of bright color on paper. Showing how to use pencils and paints

Passive movements - the child does not act independently, but with the help of the teacher

Reading nursery rhyme poems and songs in the classroom is the most important methodological technique - it increases the positive, emotional attitude of children to the lesson, contributes to the formation of a figurative idea of ​​what is being depicted

Junior group. In the first quarter, children must master images of objects , using the ability to draw straight and rounded lines.

In the second quarter, consolidating the skills of depicting various objects consisting of combinations of lines (trees, Christmas trees, a checkered scarf)

In the third quarter, learning in a new formative movement aimed at conveying rectangular objects .

In the fourth quarter, children draw objects of familiar shapes, mainly drawing by design . drawing classes are actively used

information-receptive method . Especially useful before class

an effective way to get to know the shape of an object: children trace the shape with their hand,

play with flags, balls, balls, feel their outlines. This

examination of an object creates a more complete picture of it.

Also effective is the technique of examining an object by moving your hand along the contour and showing this movement in the air. Direct demonstration of the image method is used only if this form is encountered for the first time.

Middle group. In the first quarter, children consolidate the knowledge acquired earlier and learn to draw oval and round objects, as well as distinguish between them.

In the second quarter, children learn to distinguish and draw round , oval, triangular, and rectangular shapes. Develop aesthetic perception and taste.

painting classes are introduced in the third quarter . The elements of the pattern are studied.

In the fourth quarter, new material is not provided; previously acquired knowledge is consolidated and used freely. In the middle group, to better reproduce the image a visual method ; a picture or drawing by the teacher can be used. Demonstration of drawing in the middle group continues to occupy a significant place in teaching in those classes where new program material is given: the sequence of depicting parts of an object, the concept of rhythm, pattern, etc.

Senior group. In the first quarter, children consolidate the knowledge, skills and abilities acquired earlier. Next, in the older group, children draw a person

Collective work will be introduced in the second quarter

In the third quarter, along with depicting objects, children learn to draw animals and improve the depiction of the human figure.

In the fourth quarter, children learn to independently reflect impressions received from the environment. The method of showing a child how to draw is used widely, but only in relation to technical problems: how to hatch, how to paint, how to hold a brush and arm, etc.

Preparatory group. The first quarter provides for both new knowledge and skills and consolidation of previously acquired ones. Activities based on children’s ideas and illustrating fairy tales are also used.

In the second quarter, decorative drawing ; it is based mainly on decorating things made of paper, cardboard, and sculpted from clay.

In the third quarter, problems of an aesthetic nature are solved, children develop a sense of color and composition, and learn to expressively convey a plot and images. A visual method is to refer to a sample; study of the image object, showing the method of action; problematic issues and situations; creation of drawings based on the wide use of artistic words, game techniques, surprise moments, etc.

Methods and techniques for teaching drawing in all age groups.

FIRST JUNIOR GROUP

The most accessible type of art activity for children of this age is drawing . It is important to arouse interest in activities with pencils, paints, and felt-tip pens. Children should be drawn to the fact that a pencil, brush, or felt-tip pen will leave a mark on the paper if you run the sharpened end of a pencil or brush over it. It is advisable for the teacher, together with the child, to examine the results of actions with a pencil, brush, felt-tip pen, draw along the lines drawn on the paper with the fingers of one or the other hand, and ask what it is, what it looks like. At the same time, an adult should be patient and not insist on a quick answer. It is necessary for the child to gradually comprehend all this on his own. Children's statements about who drew should be encouraged without questioning. It is important to encourage children to complement the drawn and named image by asking questions like “Where is the fish’s tail?”

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This will cause the child’s thoughts to work, the desire to give the drawing a resemblance to the object , to complement the image with details known to him. It is necessary to encourage children to consciously repeat previously obtained strokes and lines, which will lead to the conscious creation of an image. As children master drawing with pencils, you can give children paints and a brush.
Children should be encouraged to draw a variety of objects that surround them and attract attention while playing, observing while walking, looking at them, or tracing the outline of an object with their hands. It is advisable to draw with sticks on the ground , on the snow, or with chalk on a blackboard, encouraging children to act with one hand or the other. Drawing should be free, that is, you should not rush to teach children to depict objects of a certain shape . It has been noticed that children quickly form stereotypical actions and develop the habit of drawing only these objects and only in the way the teacher showed them. This narrows the subject matter of the images a child can create; as a result, even when children have the opportunity to draw freely , they will repeat what they learned earlier. A completely different picture emerges when children, from the very beginning, have the opportunity to freely reflect in the drawing what they want: the content of the drawings becomes more varied and interesting. Children depict such objects (a car, the sun, a doll, a bird, a fish, a hare, etc.), which, as a rule, do not work with the traditional method (when children are asked to draw lines and objects of a certain shape.

To successfully master drawing , it is important to develop the sensory foundations of visual activity: perception of objects of different shapes (visual, tactile, kinesthetic, colors, starting with contrasting colors (red, blue, green, black)

and gradually adding other
(without limiting the number)
colors, without requiring children to memorize the names of a large number of them, but the teacher himself must name them. This will enable children to recognize and remember more colors.

One of the main tasks of the teacher is to teach children to hold a pencil, brush, or felt-tip pen correctly: with three fingers, not very close to the sharpened end or nap, without squeezing them tightly with your fingers. For a child, this task is perceived as personally significant for him: a child of this age wants to learn everything is right to make it beautiful.

SECOND JUNIOR GROUP

Children of this age need to develop the ability to listen to the teacher, create an image given by him or invented by themselves, evaluate the resulting result, and enjoy it.

To improve visual skills, you should continue to develop perception: learn to isolate an object from the environment, trace it with your hands (either one or the other)

along the contour or clasp it with your hands to feel the volume
(this will help you understand the shape of the object and convey it in the image)
.
In the process of perceiving objects , the teacher encourages children to identify and name their shape (round, square, triangular, color; teaches them to distinguish and name at least five to six colors. As a result, children have a desire to choose an object of a certain shape, color, etc. should encourage the addition of a story to the created image, the desire to hear an adult evaluate their work, and show interest in the drawings of other children.At
this age, under the guidance of a teacher, children master the process of depicting objects of a linear nature (colored sticks, strings, paths consisting of a combination of lines (ladder, fence, tree, herringbone, as well as objects of round , rectangular, triangular shape.To do this, you need to teach children formative movements in drawing , for which it is very important to include the movement of the hand along the contour of the object when perceiving it, show and explain to children that with one movement you can draw an object or all its parts that have the same shape.This is how children are led to mastering generalized methods of representation.

Children of this age are taught to draw objects that have one part (they start with them)

or several parts.
The objects offered to children for depiction may be different. The teacher can present them, children can choose them themselves at will. This increases their interest and desire to take up drawing . Interest in drawing by the inclusion of fairy-tale images (bun, turnip, creation of game incentives. In classes, children should be encouraged to create several images in order to more easily remember drawing and then act more freely and confidently.
As a result of repeated images of the same and different objects The baby's hand becomes more and more skillful, confident and free, which allows him to create more complex images.

Successful mastery of artistic activities is impossible without the development of fine muscles of the fingers. Children need to be taught to hold a pencil and brush correctly, without straining their muscles, without squeezing their fingers, and to move their hands with a pencil and brush easily and freely; use all materials correctly and carefully when painting (learn to put paint on a brush, dipping it into the paint with all the bristles, remove an extra drop by lightly touching the edge of the jar with the bristles of the brush so that the drop does not fall on the paper and spoil the drawing).

Children of the fourth year of life must be taught to sit correctly, that is, upright, without bending too much over a sheet of paper, without resting their chest on the edge of the table (so that their vision does not deteriorate, breathing is not difficult, movement is not constrained, to hold a pencil and brush correctly: between the large and with the middle finger, holding it on top with the index finger, without squeezing the fingers too much, not too close to the sharpened end.

In the process of drawing, children 's activities must be accompanied by nursery rhymes, songs, riddles, and music. This will help develop their emotional responsiveness when perceiving pictures and illustrations. Children's attention must be paid to expressive means.

MIDDLE GROUP

Children of the fifth year of life should develop aesthetic perception, aesthetic figurative ideas, imagination, artistic and creative abilities, the ability to examine objects (including with hand movements in shape, name the shape, color (and its shades, size (as an object as a whole, and parts)

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In one lesson, it is advisable to offer to draw not one , but several objects of the same shape . By depicting the same object several times, children involuntarily change their size and position in space and at the same time gain confidence and freedom of movement, which contributes to the manifestation of creativity. Techniques for carefully painting over a drawing with paints and pencils should be demonstrated. To do this, you can use not only children's drawings, but also special albums in which the child is faced with the following tasks - to complete the drawing draw something himself .
To learn how to paint beautifully, a child must understand: the movements of the pencil and brush cannot be random, the lines should be drawn in one direction - from top to bottom, from left to right, or obliquely. Subjects for drawing should be offered only taking into account the children’s impressions (what interesting things they saw, what they were read, what they were told, what cartoons they watched, etc.). You can invite them to draw what they themselves want (by design)

.In this case, children’s attention should be paid to the location of the images on a sheet of paper: below - a strip of earth, grass, snow, water, on the entire surface of the sheet - a forest clearing, sea, snow field, etc.

Children of the fifth year of life must be taught to perform all images diligently, carefully, to finish what they start, and to be happy with the result.

Children must continue to be taught how to hold a pencil and brush correctly, and how to use paints and pencils correctly (do not press hard on the pencil, but increase the pressure only to get a brighter shade).

SENIOR GROUP

The visual activity of 5-year-old children is becoming increasingly conscious and intentional. They begin to develop an interest in this activity. The child’s sensory experience is enriched, the ability to analyze perceived objects, compare them with each other, and establish similarities and differences develops. Children can already be taught to convey in an image not only the basic properties of objects , but also characteristic details, the ratio of parts in size relative to each other. It is necessary to learn this in order to learn how to depict characters and plots of fairy tales, pictures of nature, various buildings, animals, etc. In the process of perceiving objects and phenomena, children should pay attention to the fact that objects can be located differently on a plane and can change position . An adult must teach the child to detail everything perceived, including movements, and to pay attention to the position of parts of an object in space. To create expressive images, you need to continue to develop your perception of color. The development of a sense of color is facilitated by decorative drawing , images of flowers, fairy-tale birds, palaces, etc. In the older group, children’s attention should be paid to the fact that the position of the sheet of paper on which they create the drawing should correspond to the proportions of the depicted object: if the object is tall, the sheet of paper is better position it vertically, and if it is elongated, then the sheet should be positioned horizontally. This is the only way the drawing will look beautiful. By placing an image on a sheet of paper, children master the simplest compositional skills: they can already place images in one plane (on a strip at the bottom of the sheet, but it is much more difficult, but also more beautiful, to arrange images across the entire sheet of paper in two or three plans, conveying perspective. So that children have learned to quite freely depict any objects and phenomena that interest them in a drawing, they need to be introduced to different drawing , different visual materials.Children of the older group, when creating images, use previously acquired various skills to draw with a brush : wide lines - with the whole bristle, thin lines - with the end of the brush, strokes - by applying the entire bristle of the brush. Such techniques can be used both in subject and decorative drawing . It is important for children to develop such qualities of drawing movements as unity (continuous movement when drawing lines , then they turn out smooth, rhythmicity (uniform movement when drawing the same elements of the pattern, when painting over images, etc.).

PREPARATORY SCHOOL GROUP

Children of the seventh year of life in drawing classes depict objects , scenes, landscapes, and create decorative compositions. When teaching the transfer of a plot, the teacher draws the children’s attention to the location of objects in space in relation to each other (which is closer, what is further, the blocking of one object by another, the ratio of objects in size , color, etc.

In the preparatory group for school, teaching children technical and visual skills and abilities, on which the quality of visual images depends, as well as a positive emotional attitude towards drawing remain important. Children are reinforced with previously learned methods of depiction, continue to develop the ability to freely use a pencil when performing a linear drawing, are taught smooth turns of the hand when drawing rounded lines , curls in different directions, are taught to move the whole hand when drawing long lines , large shapes, using only fingers - when drawing small shapes and small details, short lines, strokes, grass (Khokhloma, Ozhivok (Gorodets)

and etc.

The teacher teaches children to notice the beauty of the created image, i.e. shape, smoothness, unity, thinness, elegance of lines, rhythmic arrangement of lines and spots, uniform shading of the picture, smooth transitions of color shades resulting from uniform shading and correct regulation of pressure on the pencil.

“Methodology for conducting classes in visual arts in the middle group (drawing)

“Methodology for conducting classes in visual arts

in the middle group" (drawing).

Educator of the Municipal Preschool Educational Institution “DS No. 7”, Blagodarny, Stavropol Territory Radchenko N.I. (from work experience).

Fine creativity is a children’s activity that is aimed at the aesthetic development of the world through visual arts.

new art. The basis of the artistic image is the “three pillars” - emotionality, interest, activity (E.A. Flerina).

A child is a creator by nature; all children see the world around them in their own way. Therefore, as a teacher, I need to teach children to boldly and freely use methods of creating an image, to help them develop a creative personality. What is intrinsically valuable is not the final product - a drawing, but the development of personality: the formation of self-confidence in one’s abilities, self-expression in creative work, purposefulness of activity.

Fine arts classes require pedagogically thoughtful equipment. My group has everything necessary for drawing - this is: a board, an easel, stands; tools: colored pencils, simple pencils, felt-tip pens, watercolor paints, gouache, brushes of two sizes, crayons, wax candles, sponge, cotton swabs, sippy cups, fabric napkins.

The more diverse I create the conditions in which visual activity takes place, the content, methods and techniques of working with children, as well as the materials with which children act, the more intensely children’s artistic abilities will develop.

The content and methods of conducting visual arts classes are aimed primarily at developing creativity in children. To do this, I use artistic expression, music, and creating an emotionally positive mood in children.

To implement the tasks of artistic and aesthetic development of children in my group, I use the following methods and techniques:

- play as the main activity of children of middle preschool age;

— visibility as the leading pedagogical method;

- method of aesthetic persuasion and aesthetic choice;

— traditional methods of pedagogy: dialogue, guessing riddles, reading fiction;

— didactic games, exercises, game situations, finger games (development of fine motor skills);

— design of exhibitions of children's creativity;

— method of physical activity (physical training minutes, finger exercises, dynamic pauses);

- listening to a piece of music;

— co-creation method (with a teacher or peer);

— use of non-traditional techniques and materials.

Unconventional drawing gives children many positive emotions. Having learned to express his feelings on paper, the child overcomes shyness and fear that nothing will work out. He is confident that it will work out, and it will turn out beautifully.

Cheat sheets for exams and tests

Page 44 of 72

Middle group

Children 4 years old who come to the middle group from the younger group are familiar with various types of visual activities; therefore, as a rule, “they have a developed interest in drawing. They participate in group activities, start and finish work together with others, listen carefully to the teacher’s instructions, behave calmly, and sit correctly at the table. They develop an interest in the works of their comrades, a desire to examine and evaluate them.

The content of teaching drawing to children of the middle group is based on the skills in the visual activities of children acquired in the younger group, subject to proper guidance:

1. Clarity and relative stability of drawing according to design.

2. The beginning of a critical attitude towards the quality of work (your own and your friend’s).

3. Availability of certain orientations and technical skills.

4. Preserving the playful element in conveying the image, preserving the courage, spontaneity and emotionality of the creative process.

new educational and training tasks in visual arts classes in the middle group :

group teacher faces the following tasks:

— to consolidate in children the deliberate, voluntary nature of actions when drawing, continues to foster interest not only in the process of drawing, but also in its result;

- develop their observation, attention, memory, sense of color, rhythm, form, independence;

- systematically strengthen the consciousness of the process, develop and make the content of children's drawings more stable, introduce an element of preliminary thinking and planning.

— constantly improve children’s ability to draw objects based on straight (vertical and horizontal), inclined, broken, curved and arcuate lines;

- learn to draw objects using knowledge of their geometric shape (round, rectangular, triangular, oval) and colors, highlight the main parts of an object, combine images of two or three objects in a drawing, combine colors to create expressive images.

- teach to distinguish, name and correctly use the colors red, blue, green, white, yellow, black, brown, orange, as well as their shades: pink, blue, gray, light green;

— set tasks for the child that contribute to the development of content, form, composition, and enrichment of the drawing in color.

- develop in children the ability to evaluate their work and experience joy from the success achieved; Gradually develop a critical attitude towards the quality of your own work and a benevolent interest in the work of your friend.

— systematically increase the requirements for technical skills without making them the subject of special tasks.

— teach children to draw from memory, perform tasks creatively, and correctly place an image on a sheet of paper;

- teach to convey the proportional relationship of two objects in size (large - small, high - low);

- teach how to convey in drawings the impression of autumn, winter, spring, summer natural phenomena, holidays, the New Year tree.

Album “Options for non-traditional drawing techniques with children 4-5 years old

State budgetary preschool educational institution kindergarten No. 43, Kolpinsky district of St. Petersburg

Options for non-traditional drawing techniques with children 4-5 years old

Prepared by the teacher:

Gurina. A.A.

St. Petersburg, Kolpino

2020

Finger painting (fingergraphy)

Tactile sensations are, along with visual impressions, the leading way of understanding objects and phenomena around us. Therefore, special attention is paid to fingergraphy in kindergarten. But if in the younger groups children made dotted strokes, for example, painted peas on an umbrella, then in the middle group the children learn to draw lines, spots of different sizes, strokes, and also paint over certain elements of the drawing.

At the beginning of the year, children in the middle group repeat making dots with their fingers and train the skill of making round elements

In the middle group, the practice of finger drawing according to a pattern is introduced. The teacher tells, shows and hangs up an algorithm of actions on the board, how to draw an animal or a person using prints and dots-squiggles made with a pencil.

Schemes of step-by-step finger painting are presented in the book by I. Molnar “Imprint, dot, stroke. We paint with our fingers."

For fingerprinting, gouache is usually used, since it does not require dilution with water, is thick and produces bright shades. However, you can also use special hypoallergenic paints for finger painting, as well as watercolors. When working with the latter, before dipping your finger into the paint, you need to moisten it with water or drop some water into a container with watercolors.

Finger painting technique

The sequence of work in the fingergraphy technique is as follows:

1. Dip your finger into the paint can.
2. Using each finger we pick up paints of different shades. Remove excess with a damp cloth.
3. Using your fingertips, apply the design to the sheet.
4. After finishing work, wash your hands with soap.

In addition to berries and leaves, kids can also use their fingers to draw lines to depict branches.

Palm painting

As with finger painting, palm painting involves creating an imprint and adding to it using brushes. In the middle group, the imprint becomes the basis for creating various objects: birds, foliage, fish, etc. In addition, with your palms you can create elements such as leaves on trees, flowers in a vase, hedgehog needles, etc.

Palm drawing technique

For palm painting, the drawing algorithm will be as follows:

1. Place your palm in the saucer with paint. In the second semester, children learn to create multi-colored prints with one hand, so the paint will be applied with a brush held in their free hand. The skill of such multi-colored prints is developed in lessons on the topic “Bullfinch”, “Butterfly”, etc.

2. Press your palm firmly against the sheet, if necessary, slightly turn it in a circle, horizontally or vertically.

3.After finishing work, wash your hands with soap.

Drawing birds with their palms, the children add details made with a brush - beak, legs

Poking drawing

This technique is indispensable when creating “fluffy” or “spiky” images. Needles on a hedgehog, fur on a kitten, Christmas trees, dandelions - all these images acquire a special flavor thanks to the poking technique.

Poking technique

To create a poke:

1. Place a dry brush with stiff bristles into a jar of gouache.
2. Holding the brush vertically, we make a sharp blow to the paper.
3. Rinse the brush and blot with a napkin.

The poke can only be done with a dry or semi-dry brush.

Toothbrush painting technique

To obtain voluminous, multi-layered designs, a toothbrush is used. Having collected the paint, we brush it across the sheet, focusing on the design.

In the middle group, drawing with a toothbrush is usually combined with the use of the poking method, appliqué or drawing with cotton swabs.

Toothbrush drawings in the middle group are usually made on a colored background

Monotype

This unconventional technique involves creating a picture by imprinting part of the design on the blank half of a folded sheet. At the age of 4–5, through monotype, children begin to master landscapes, which they will work with in older groups, train the ability to find the middle of an object, and develop the skill of seeing symmetry.

At the same time, not only symmetrical, but also paired objects are created in this way. To do this, a whole image is drawn on one half of the sheet, which is also completely printed on the second side.

Monotype technique

To create a monotype image:

1. We bend the sheet in the middle - vertically or horizontally, depending on the location of the depicted object.
2. Unbend and draw a picture on one half.
3. We bend the sheet again and iron it with our hands.
4. We expand and supplement the resulting image with the necessary elements. For example, let’s make a blue background for a river in which a forest is displayed.

In the drawing of a forest reflected in a lake, after unfolding the sheet, children draw a green strip of grass.

Spray

The essence of the technique is that kids pick up paint with a brush or comb, and, pointing it at the sheet, run a pencil along the bristles, thus painting the space of the drawing.

To create a one-color image from several elements, stencils are applied simultaneously

In the middle group, children become familiar with the concepts of foreground and background. For this, the multilayer spray method, which involves the use of stencils, will be an indispensable assistant.

Methodology for working with multi-layer spraying

To make a multi-layer spray:

1. We attach the stencil to the sheet using paper clips.
2. Take the paint with a brush.
3. Let's spray.
4. Apply another stencil.
5. Spray a different color.
6. We remove the stencils - the image turned out to be voluminous and multifaceted.

For multi-layer spraying, you can use stencils of the same image, but of different sizes, then you will get a flickering effect

Scratch

The technique involves scratching image lines on a paper substrate coated with paint according to a pattern previously applied with wax crayons.

Grattage technique

The procedure for creating a grattage drawing will be as follows:

1. Color the drawing with wax crayons.
2. Fill the surface of the sheet with black paint or ink.
3. Leave to dry.
4. Using a stick with a sharp end (for example, a wooden kebab skewer), we scratch the lines to reveal the design.

Drawing through gauze

Drawing through wet gauze does not require the use of unusual tools; the picture is created with a brush and paints.

Technique for drawing through gauze

To create a drawing using the original technique:

1. We moisten the sheet with pieces of wet cotton wool or cotton pads.
2. Place gauze on the paper and straighten it well.
3. We create the drawing as usual.
4. Let it dry, remove the gauze - the image becomes textured.

When painting through gauze, you need to apply the paint generously, as some of the “color” will disappear after removing the fabric.

Drawing with glue and semolina

We mark the indicated contours of the drawing with glue, pour in semolina and press it on top with a clean sheet. Remove the top sheet and shake off the remaining cereal. The elements are filled in one by one.

In the middle group, with this type of drawing, kids practice the ability to outline a stencil and apply glue exactly within the boundaries of the image.

The substrate for drawing semolina should be colored, since the grain will be invisible against a white background.

Wax painting

In the middle group, kids draw lines, spots and simple geometric shapes with a candle.

Wax painting technique

To create a candle design:

1. We draw the outlines of the design on a white sheet with a candle.
2. Paint the sheet with any colors.
3. The wax lines remain unpainted and appear on the substrate.

Drawing with a wax candle is usually used in winter-themed lessons.

A variation of this technique is drawing with wax crayons. The process technology will be the same, but the wax pencils are multi-colored, so the drawings after filling with paint will be brighter.

For painting with wax, it is better to take watercolor paper, since children may not calculate the degree of moisture in the brush, and the sheet may break through.

Blotography

The essence of the technique is to obtain pictures based on spots and blots. Spots can either be used to decorate a design as intended, or can be used as a basis for an image in a traditional style.

Blotography technique

To create blots:

1. Dip the wet brush into the paint.
2. Make a stain or place a drop.
3. Blow from a cocktail straw onto the paint, blowing it in the desired direction.

In the middle group, kids learn to inflate thin elements from a spot, for example, tree branches

Drawing with foam rubber

To highlight the texture of the depicted object - clusters of flowers, curly clouds - the method of applying paint with foam rubber (or a piece of sponge) is used. To prevent the sponge from getting your hands dirty, it is clamped with a clothespin that acts as a handle.

Stamping technique using natural materials

A whole vegetable (onion, corn, potato, cucumber, etc.) or fruit, berry (apple, lemon, feijoa, etc.), cut in half, flowers (daisies), shells, is painted and an imprint is created on paper. This technique is convenient for drawing cross-sections of fruits and vegetables. For example, to create the composition “Grandma’s Compote,” kids draw the outlines of a pan with a pencil, and depict fruits with stamps.

Algorithmic schemes in drawing animals by preschool children

Relevance

“
Visual and didactic aid” has a developmental, educational and educational value. It can be used in almost any type of educational activities and children's play activities. The meaning of visual activity lies in the ability to convey the surrounding reality with the help of visual materials and means. Children have difficulty drawing animals and conveying their movement.

Methodological apparatus

Object of study:
teaching preschoolers to draw animals.
Subject of research:
development of a visual didactic aid for teaching preschool children how to draw animals.
Purpose of the study:
to develop a visual didactic guide for teaching preschool children to draw animals.
Objectives of the study:
- to determine the types of visual aids used in teaching preschool children to draw animals;
— develop a long-term work plan for teaching preschool children how to draw animals;

- create step-by-step diagrams for drawing animals with children in preschool age;

— develop tasks for individual work with preschool children on learning to draw animals.

Research methods:
theoretical analysis of scientific literature.

Main part

Researcher B.G. Meshcheryakov defined the concept of children's productive activity as the process of obtaining a product that has certain specified qualities.

S.V. Pogodina points out that productive activity has a number of structural components:

Productive activity

motive

goals

actions

Main part

According to T.S. Komarova, mastery of visual skills, including technical ones, is closely related to the development of the action of perception and presentation of objects.

Sakulina N.P. shows that to create a drawing, it is necessary to have, on the one hand, clear ideas about those objects and their qualities that should be drawn, on the other hand, the ability to express these ideas in graphic form on the plane of a sheet of paper, to subordinate the movement of the hand to the task of imagination.

• Ability to use pencil and brush fluently
• ability to regulate movements in terms of strength and tempo

- the ability to depict in a drawing the main features and properties of an object

According to Yu.M. Kirtser, the depiction of animals requires a close study of their external appearance, the nature of their plasticity and the structural structure of their body shape.

Main part

According to Leonova N.N. , Shaidurova N.V. One of the most effective ways to develop visual skills in drawing animals of preschool children is algorithmic schemes.

Main part

When working with children, you can use a set of visual technological maps. The set includes cardboard cards depicting certain objects and images. The card clearly shows the visual technique - the method of creating an image using the “step by step” method, variants of images or plot compositions.

Stage 1

• Studying methodological literature on the problem of teaching children to draw an animal
• Studying methodological literature on the problem of teaching children to draw an animal

Stage 2

• Development of a long-term work plan for teaching preschool children how to draw an animal
• Development of a long-term work plan for teaching preschool children how to draw an animal

Stage 3

• Development of a visual didactic aid for teaching preschool children how to draw an animal
• Development of a visual didactic aid for teaching preschool children how to draw an animal

Stage 4

• Selection of animal drawing exercises for individual work with children
• Selection of animal drawing exercises for individual work with children

Practical part

.

Practical part

Ways to use samples of algorithmic schemes in drawing an animal:

- Extensive use of animal body structure samples, showing a toy or drawing.

- Suggests mentally dividing an object into components - body, neck, head, tail - comparing them with geometric figures and drawing in a certain sequence, observing proportions.

— Using an algorithmic approach to drawing means that each drawing must be done multiple times - up to 38 times each in order to bring drawing skills to automatism.

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Practical part

Middle group

These algorithmic schemes can be used for frontal drawing lessons with children.

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Senior group

Preparatory group

Practical part

Assignments for individual work with children.

In each task it is necessary to complete either the missing details

Practical part

Tasks for individual work with children

Drawing from live life is the main way to study the features of an animal image.

Practical part

Pets

Wild animals

Animals of hot countries

Conclusion

An integrated approach to the selection of methods and ways of using algorithmic schemes when teaching children to draw will allow teachers to help their students correctly depict objects and develop their artistic and creative abilities.

MAGAZINE Preschooler.RF

Drawing is a type of visual activity, the main purpose of which is a figurative reflection of reality.

In modern society, the all-round development of the new person and the further increase in his creative activity are of paramount importance. Therefore, it is necessary to develop the correct technical and drawing skills, a sense of beauty, to form high aesthetic tastes, the ability to understand and appreciate works of art, the beauty and richness of our native nature. The technical side of visual activity is subordinated to the task of creating an expressive image in a drawing.

This is what determines the choice of one material or another for drawing. When thinking through the lesson, a material is selected in which the image of the object can be particularly expressive, interesting, beautiful, and will give children aesthetic pleasure. But this will be possible only if preschoolers have a good grasp of technical and drawing skills.

In practice, some children do not show much desire to draw in free activity; they draw only at the request of an adult and reluctantly. The reason for this is not so much a lack of interest in drawing as difficulty in depicting objects and a lack of drawing skills.

You can teach children to draw and depict only by developing targeted visual perception - observation. In order to draw or sculpt any object, you must first become familiar with it, remember its design, shape, color, size, and arrangement of parts.

In the process of learning to draw, the teacher should pay special attention to developing in children the ability to depict in a drawing the main features and properties of an object: structure, shape, conveying the correct color. Children's attention should be focused on the fact that these signs are inherent not to a specific object, but to all objects of the surrounding reality.

One of the techniques that allows you to comprehensively analyze an object, see its properties and characteristics, is learning to draw based on the algorithmic sequence of depicting the object.

When teaching preschoolers subject drawing, the teacher first offers to analyze the subject by showing a toy or drawing. It suggests mentally dividing an object into parts, its components - torso, neck, head - comparing them with geometric figures and drawing in a certain sequence, observing proportions. This kind of work is called algorithmic drawing schemes.

For example, when drawing an animal, children name the shape of the body and head, then the teacher shows the drawing algorithm (sequence), naming the parts of the body and their shape (head - round, body - oval, beak, tail, etc.).

Subsequently, children can use these skills by drawing according to their own ideas on a specific topic.

Such diagrams consist of geometric shapes familiar to children (rectangle, circle, triangle, oval, square). When a child is shown an algorithm, he recognizes familiar figures that he can already draw. At the initial stage, the teacher and the children consider what geometric shapes the object consists of, and the child traces them with his finger.

The image of an object according to an algorithmic scheme begins with a geometric figure, the basis of the object (the body of an animal, a person), to which the remaining parts (head, legs, etc.) are sequentially drawn.

For example, the image of a cat begins with drawing a geometric figure - a circle. Inside the circle, at the bottom of it, a smaller circle is drawn - this is the head. Ears are drawn on the head using small triangles. A muzzle is drawn - two parallel dots - the eyes, one bold dot lower - the nose. A mustache is depicted using horizontal lines. The arcuate line is the mouth. Using small ovals we draw two legs and a tail. The extra lines need to be erased, the drawing should be colored according to the child’s wishes.

This sequence is intended for children 3-4 years old. As children grow older, they are presented with increasingly complex patterns.

In older preschool age, children depict a large number of objects of reality. In order to draw skillfully, it is not at all necessary to have algorithmic diagrams of all these objects. It is enough to study the basic forms; on their basis, children can easily build other objects and objects of reality. For example, knowing the sequence of drawing a truck provides the key to drawing all types of cargo transport (van, dump truck, tractor, etc.).

Gradually, children cease to feel a sense of uncertainty and fear of drawing; they take up pencils with interest and draw, first together with the teacher, and later, having mastered the experience of drawing according to diagrams, on their own.

At first glance, it may seem that mastering algorithmic schemes is characterized by monotony of execution techniques and hinders the development of a child’s artistic creativity, but this is not the case, since children are given as many options as possible for depicting the same object, and are offered variability in color solutions and details. As a result, the child remembers the sequence, the essence of drawing, retains the technique, but brings creativity and individuality to the image.

In our opinion, the use of drawing sequence diagrams contributes to the formation of creative abilities in children and activates the potential of their abilities in learning to draw. Having mastered the skills of subject drawing, it is much easier for preschoolers to move on to a more complex type of image - plot.

Literature:

1. Baishanova V.A. “How to teach how to draw flowers, berries, insects . -Moscow, 2008
2. Lykova I.A. “Colored palms” . - LLC "Karapuz-didactics" , 2007.
3. Tyufanova I.V. “Workshop of young artists. . " -St. Petersburg “Childhood-Press” , 2002.
4. Shaifurova N.V. “Teaching preschool children how to draw animals using algorithmic schemes. Literary manual for educators. DOW " . -SPB, “Childhood-Press” 2009
5. Komarova T.S. Visual activities in kindergartens. — Moscow, 2011