Long-term planning in junior group II according to T.S. Komarova with elements of I.A. Lykova
Planning in junior group II according to T.S. Komarova with elements of I.A. Lykova
Komarova T.S. Visual arts classes in the second junior group of kindergarten. Lesson notes. – M.: Mosaic – Synthesis, 2009. – 96 p.
Lykova I.A.
Visual activities in kindergarten: planning, lesson notes, methodological recommendations. Junior group. – M.: “KARAPUZ – DIDACTICS”, 2008. – 144 p. Topic of the lesson
: “My cheerful, sonorous ball...” -
substantive, diagnostic drawing.
Program content
: arouse interest in drawing toys. Develop the ability to depict round colored objects (ball). Learn to close a line into a ring, divide the circle into two parts and paint, repeating the outlines of the drawn figure. Practice the technique of painting with gouache paints. Develop the eye and coordination in the “eye-hand” system.
Materials for the lesson:
for children: sheets of square paper of different sizes (to choose from) - 15x15, 20x20, 25x25 cm; cardboard circles for examining the shape; gouache paints (two colors for each child); brushes, jars of water; cloth napkins for drying the pile. The teacher has: a blank sheet of square paper no less than 25x25 cm; pairs of semicircles for displaying color combinations (blue+red, blue+yellow, green+orange, etc.), brush, glass of water, napkin, cardboard circle, two-color balls.
Lykova I.A. With. 18-19.
WEEK 2
Lesson topic
: "It's raining"
.
Program content
: teach children to convey impressions of the surrounding life in a drawing, draw short strokes and lines, hold a pencil correctly, see an image of a phenomenon in a drawing. Develop a desire to draw.
Materials for the lesson:
blue pencils, ½ landscape paper.
Komarova T.S. With. 50-51.
WEEK 3
Lesson topic
: "Colour pencils"
.
Program content
: teach children to draw lines from top to bottom, try to draw them straight without stopping. Learn how to put paint on a brush, dip the entire bristles into the paint, remove the excess drop, rinse the brush in water, and dry it with a light touch of a cloth. Continue introducing flowers. Develop aesthetic perception.
Materials for the lesson:
½ landscape paper size. Gouache paints in four colors (on different tables in two colors in different combinations, but beautifully combined).
Komarova T.S. p.13.
WEEK 4
Lesson topic
: “Beautiful striped rug
.
Program content
: teach children to draw lines from left to right, move the brush along the pile continuously; put paint on the brush well, rinse the brush thoroughly; paint carefully with another paint, without going into the places where it has already been painted. Develop color perception, consolidate knowledge about color.
Materials for the lesson:
square sheets of paper. Samples of striped rugs. Each table has two different, well-matching colors; jars of water, cloth rags, brush.
see Komarova T.S. p.14.
OCTOBER
1 WEEK
Lesson topic
: “Colorful balls”
.
Program content
: teach children to draw continuous lines in a circular motion without lifting the pencil from the paper; hold it correctly; When drawing, use pencils of different colors.
Materials for the lesson:
colored pencils or crayons, landscape paper.
see Komarova T.S. With. 15.
WEEK 2
Lesson topic
: "Rings"
.
Program content
: teach children to hold a pencil correctly, convey a round shape in a drawing, practice circular movement of the hand. Learn to use pencils of different colors. Develop color perception. Reinforce knowledge about color.
Progress of the lesson:
With. 16.
Materials for the lesson:
colored pencils, sheets of round paper 20x20 cm.
WEEK 3
Lesson topic
: “Yellow leaves are flying” -
decorative drawing.
Program content
: learn to hold the brush correctly, dip the entire bristles into the paint, remove the excess drop on the edge of the jar; depict leaves by applying the entire bristle of the brush to the paper and dipping it into paint as needed. Learn to recognize and correctly name the color yellow. Develop aesthetic perception. Create conditions for artistic experimentation: show the possibility of obtaining orange by mixing yellow with red; pay attention to the dependence of the size of the drawn leaves on the size of the brush. Develop a sense of color and rhythm. Cultivate interest in bright, beautiful natural phenomena, the desire to convey your impressions in drawings.
Materials for the lesson:
sheets of paper (1/2 landscape sheet) blue, gouache paints yellow and red, palettes or plastic lids for experimenting with color, brushes of two sizes, jars of water, paper and cloth napkins. Beautiful autumn leaves of different colors and sizes, collected on a walk.
Komarova T.S. With. 42-43.
WEEK 4
Lesson topic
: “Berry by berry” -
finger painting.
Program content
: teach children to create rhythmic compositions “Berries on the bushes”. Show the possibility of combining visual techniques: drawing twigs with colored pencils and berries with your fingers (optional). Develop a sense of rhythm and composition. Cultivate interest in nature and displaying vivid impressions (ideas) in drawings.
Materials for the lesson:
for children: sheets of white or light blue paper, gouache paints in lids (2 contrasting colors - red and green), colored pencils or felt-tip pens, paper and cloth napkins. The teacher has: options for the composition “Berries on Bushes”, a sheet of white or blue paper, a felt-tip pen; flannelgraph or magnetic board and a set of red and green circles.
see Lykova I.A. With. 30-31.
NOVEMBER
1 WEEK
WEEK 2
Lesson topic
: “Hail, hail!”
- drawing with cotton swabs.
Program content
: teach children to depict a cloud and hail with cotton swabs, changing the color and frequency of spot placement (spots on a cloud are close to each other, hail in the sky is more rare, with gaps). Show the relationship between the nature of the image and the means of artistic and figurative expression. Develop a sense of color and rhythm.
Materials for the lesson:
sheets of blue paper, cotton swabs, blue and white gouache paints, paper and cloth napkins, cups of water. Variable samples to explain the technique.
Lykova I.A. With. 48-49.
WEEK 3
Lesson topic
: "Beautiful balloons"
.
Program content
: Continue teaching children to draw round objects. Learn to hold a pencil correctly and use pencils of different colors during the drawing process. Develop an interest in drawing.
Materials for the lesson:
colored pencils (the whole box), a landscape sheet of paper.
Komarova T.S. – p. 18.
WEEK 4
Lesson topic
: "Centipede in the store (polite conversation)"
.
Program content
: learn to draw complex-shaped images based on wavy lines, coordinate the proportions of a sheet of paper (background) and the intended image. To develop the ability to perceive color and shape as the main means of artistic expression.
Materials for the lesson:
long sheets or strips of paper in blue, yellow and light green (children’s choice), gouache paints (red, yellow, green), brushes, felt-tip pens (or pencils), paper and cloth napkins, cups (jars) of water.
Lykova I.A. With. 58-59.
WEEK 5
Lesson topic
: “Striped towels for forest animals
.
Program content
: Teach children to draw patterns of straight and wavy lines on a long rectangle. Show the dependence of the pattern (decor) on the shape and size of the product (“towels”). Improve your brush painting technique. Show options for alternating lines by color and configuration (straight, wavy). Develop a sense of color and rhythm. Cultivate interest in decorative and applied arts.
Materials for the lesson:
elongated sheets of white paper, gouache paints of 2-3 colors, brushes, cups (jars) of water, paper and cloth napkins. Variable patterns on a rectangle. Towels with beautiful patterns. Rope for an exhibition of children's works and decorative clothespins. Balloon for blowing soap bubbles.
Lykova I.A. With. 62-63.
DECEMBER
1 WEEK
Lesson topic
: "Tree"
.
Program content
: teach children to draw an object consisting of straight vertical and inclined lines, place the image in the center of a sheet of paper, draw large, on the entire sheet. Draw children's attention to the fact that the tree has long and short branches.
Materials for the lesson:
½ landscape paper, colored pencils.
see Komarova T.S. With. 22 - 23
WEEK 2
Lesson topic
: “Snowballs, big and small
.
Program content
: strengthen the ability to draw round objects. Learn the correct techniques for painting without going beyond the outline. Repeat the image, filling the free space of the sheet.
Materials for the lesson:
a sheet of colored paper the size of a landscape paper or a little larger, depending on the size of the brushes, white gouache.
Komarova T.S. With. 21 - 22.
WEEK 3
Lesson topic
: “Serpentine is dancing
.
Program content
: teach children to freely draw lines of various configurations (wavy, spiral, with loops in different combinations), of different colors (red, blue, yellow, green). Release your drawing hand. Improve your painting technique (wet your brush often and move it freely in all directions). Develop a sense of color and shape.
Materials for the lesson:
white sheets of paper of different formats and sizes; gouache paints, felt-tip pens; brushes, palettes, cups (jars) of water; paper and cloth napkins; serpentine of different colors
Lykova I.A. With. 70-71.
WEEK 4
Lesson topic
: Drawing by design
.
Program content
: make children want to draw, think about the content of the drawing, and fill out the entire sheet. Develop a desire to look at finished drawings, talk about them, and enjoy them. Foster independence and creativity.
Materials for the lesson:
landscape sheet of tinted paper of a dim color, white, green, yellow gouache.
Komarova T.S. With. 24.
JANUARY
WEEK 2
Lesson topic
: “New Year tree decorated with lights and balls
.
Program content
: teach children to draw objects consisting of lines (vertical, horizontal or oblique). Learn to create an image of an elegant Christmas tree in a drawing. Learn to draw a Christmas tree large, on the entire sheet; decorate it using techniques of dipping, drawing round shapes, lines. Develop children's aesthetic perception. Introduce pink and blue flowers. Draw children's attention to the drawings by giving them figurative characteristics. Induce a feeling of joy from beautiful drawings. Continue teaching children how to use paint and brushes, and how to wash the brush.
Materials for the lesson:
landscape sheet of paper, paints - gouache in dark green, yellow, pink, blue, white colors; brushes of 2 sizes, cloth napkin, jar of water.
Komarova T.S. With. 25, 26.
WEEK 3
Lesson topic
: “Look - bagels, rolls...”
.
Program content
: to arouse children's interest in drawing bagels and bagels. Learn to draw rings (donuts, bagels), contrasting in size (diameter), choose a brush yourself: with wide bristles - for drawing bagels, with narrow bristles - for drawing bagels. Practice the technique of painting with gouache paints. Develop the eye and coordination in the “eye-hand” system.
Materials for the lesson:
for children: sheets of paper to choose from - light blue, light green, pink (for the background), yellow gouache paints, brushes of 2 sizes, felt-tip pens, cardboard rings for examining the shape, jars of water, cloth napkins for drying pile. The teacher has two square sheets of paper of different sizes with drawn rings - a bagel and a donut.
Lykova I.A. With. 82-83.
WEEK 4
Lesson topic
: “The bun rolled along the path” -
plot drawing.
Program content
: teach children to draw based on folk tales. Arouse interest in creating an image of a kolobok rolling along a path and singing a song. Combine different techniques: drawing a kolobok with gouache paints (a color spot in the shape of a circle or oval), drawing a long wavy or winding path with felt-tip pens. Develop visual – imaginative thinking and imagination. Foster interest in reflecting impressions and ideas about fairy-tale characters in visual arts.
Materials for the lesson:
elongated sheets (strips) of paper of different colors (white, light green, blue, dark blue) - children’s choice, gouache paints, brushes, cups (jars) of water, felt-tip pens or colored pencils, paper and cloth napkins. Puppet theater characters for the Russian folk tale "Kolobok".
Lykova I.A. With. 86-87.
FEBRUARY
1 WEEK
Lesson topic
: "Snowman"
.
Program content
: exercise children in drawing round objects. Learn to convey in a drawing the structure of an object consisting of several parts, consolidate the skills of painting a round shape with continuous lines from top to bottom or from left to right with the entire bristle of the brush.
Materials for the lesson:
tinted paper - blue (dull), gray, white gouache, brush, jar of water, cloth napkin.
Komarova T.S. With. 28.
WEEK 2
Lesson topic
: "Trees in the snow"
.
Program content
: learn to convey a picture of winter in a drawing. Practice drawing trees. Learn to place several trees on a sheet. Introduce new art materials (when working with charcoal and chalk). Strengthen the ability to wash a brush (when working with paints). Develop aesthetic perception.
Materials for the lesson:
½ landscape sheet (soft blue or gray), white chalk and charcoal or gouache paints (brown, white).
Komarova T.S. With. 31.
WEEK 3
Lesson topic
.
” Program content
: learn to draw objects consisting of several parts. Strengthen the ability to draw straight lines in different directions. Learn to convey the image of an object. Develop aesthetic perception.
Materials for the lesson:
light gray paint, landscape sheet of light blue paper.
Komarova T.S. With. thirty.
WEEK 4
Lesson topic
: “Flowers for Mommy (greeting cards)” -
drawing with elements of appliqué.
Program content
: make you want to draw a picture as a gift for your mother on March 8th. Learn to draw flowers based on an idea of the appearance of plants (corolla, stem, leaves). Practice the technique of painting with gouache paints: combine different shapes and lines, choose the color and size of brushes yourself. Develop a sense of shape and color. Cultivate a caring attitude towards parents.
Materials for the lesson:
sheets of white paper folded in half in the form of a double postcard, silhouettes of vases (children's choice), colored pencils or felt-tip pens, cotton swabs, gouache paints, brushes, jars of water, glue or adhesive pencil, paper and cloth napkins.
Lykova I.A. With. 106 - 107.
MARCH
1 WEEK
Lesson topic
: “The sun is shining
.
Program content
: learn to convey the image of the sun in a drawing, combine a round shape with straight lines. Practice the ability to squeeze excess paint onto the edge of the jar. Learn to supplement the drawing with images that correspond to the theme. Foster independence and creativity.
Materials for the lesson:
landscape sheet of colored paper (soft blue or gray tone), gouache yellow, white, red, brown, green, black; brushes, cotton swabs, markers, jars of water, napkins.
Komarova T.S. With. 118-119. Lykova I.A. With. 29.
WEEK 2
Lesson topic
: “Let’s wash” handkerchiefs and towels
.
Program content
: learn to draw rectangular and square-shaped objects (handkerchiefs and towels) with separate vertical and horizontal lines. Introduce the rectangular shape. Arouse interest in decorating drawn objects and creating a composition based on a linear drawing (linen is dried on a line). Develop visual and imaginative thinking. Continue to practice drawing and coloring techniques with colored pencils.
Materials for the lesson:
colored pencils, a strip of paper measuring 10x20 cm, with a thread. Rope with decorative clothespins for organizing an original exhibition of children's drawings. Napkins for examining the form. Napkin and towel for comparison.
Komarova T.S. With. 32-33. Lykova I.A. With. 100-101.
WEEK 3
Lesson topic
: "Spatula"
.
Program content
: learn to draw an object consisting of a part of a quadrangular shape and a straight stick, correctly convey its structure and proportions. Learn techniques for painting in one direction. Strengthen the ability to rinse a brush and dry it.
Materials for the lesson:
Spatula. Paper ½ landscape sheet size, red and yellow gouache; brush, jar of water, cloth napkin.
Komarova T.S. With. 33-34.
WEEK 4
Lesson topic
: “Books are babies
.
Program content
: teach form-building movements of drawing quadrangular shapes with a continuous movement of the hand from left to right, from top to bottom, etc. (you can start the movement from any side). Clarify the technique of painting by moving your hand from top to bottom or from left to right. Develop imagination.
Materials for the lesson:
½ landscape sheet, pencils of different colors.
Komarova T.S. With. 34.
WEEK 5
Lesson No. 28
Lesson topic
: "Birdhouse"
.
Program content
: learn to draw an object consisting of a rectangular shape, a circle, a straight roof, and correctly convey the relative size of the parts of the object. Reinforce painting techniques.
Materials for the lesson:
birdhouse (made of paper). Landscape sheet, green, yellow, brown gouache, jar of water, brush, cloth napkin.
Komarova T.S. With. 38.
APRIL
1 WEEK
Lesson topic
: "Beautiful cart"
.
Program content
: learn to depict an object consisting of several parts of a rectangular and round shape. Practice drawing and coloring with pencils. Develop the ability to choose a color to your liking, complement the drawing with details that match the content of the main image. Develop initiative and imagination.
Materials for the lesson:
½ landscape paper, colored pencils.
Komarova T.S. With. 39.
WEEK 2
Lesson topic
: "Ladybug"
.
Program content
: teach children to draw bright, expressive images of insects. Show the possibility of creating a composition based on a green leaf cut out of paper by the teacher (integration of drawing and appliqué). Evoke an emotional response to beautiful natural objects. Improve the technique of painting with paints (repeat round curves, combine two tools - a brush and a cotton swab). Develop a sense of shape and color.
Materials for the lesson:
green leaves cut out by the teacher from colored paper (the basis for drawings), gouache paints in red and black, brushes of 2 sizes, cotton swabs, jars of water, paper and cloth napkins. Picture of a ladybug.
Lykova I.A. With. 130 - 131.
WEEK 3
Lesson topic
: Drawing by design
.
Program content
: continue to develop the ability to independently determine the content of your drawing. Learn painting techniques with paints. Strengthen knowledge of colors. To develop children's sense of color and aesthetic perception.
Materials for the lesson:
a landscape sheet of colored paper of any soft tone (the background may be different for everyone), paints of 5-6 colors, brushes of 2 sizes, a jar of water, paper and cloth napkins.
Komarova T.S. With. 39-40.
WEEK 4
Lesson topic
: “I am holding a flag in my hand”
- object drawing.
Program content
: Continue teaching children to draw square and rectangular objects. Clarify your understanding of geometric shapes. Arouse interest in the image of flags of different shapes according to your design (rectangular, square, semicircular, triangular). Develop a sense of shape and color.
Materials for the lesson:
½ album sheet, gouache paints in brown, red, yellow, green, brushes of 2 sizes, a jar of water, paper and cloth napkins.
Lykova I.A. With. 134 - 135.
MAY
1 WEEK
Lesson topic
: "Dandelions in the grass"
.
Program content
: learn to convey in a drawing the beauty of a flowering meadow, the shape of flowers. Practice painting techniques with paints. Strengthen the ability to carefully rinse the brush and dry it on a cloth. Develop the ability to enjoy your drawings. Develop aesthetic perception and creative imagination.
Materials for the lesson:
a landscape sheet of green paper, yellow and green gouache, brushes of 2 sizes, cotton swabs, a jar of water, paper and cloth napkins, felt-tip pens.
Komarova T.S. With. 41-42. Lykova I.A. With. 140-141.
WEEK 2
Lesson topic
: “Filimonov toys”
.
Program content
: to introduce children to the Filimonov toy as a type of folk decorative and applied art, which has its own specificity and figurative expressiveness. To form an initial understanding of the craft of toy makers. Create conditions for children's creativity based on the Filimonov toy. Learn to draw patterns on silhouettes cut out of paper. Give an idea of the characteristic decorative elements and color combinations.
Materials for the lesson:
Children have paper silhouettes of hens and cockerels, gouache paints (the color palette of Filimonov toys), thin brushes, cups of water, paper and cloth napkins. The teacher has Filimonov toys, decorations for performing a mini-play; a didactic manual with characteristic color combinations and decorative elements.
Lykova I.A. With. 136 - 139.
WEEK 3
Lesson topic
: Drawing with paints according to design
.
Program content
: develop independence in choosing a topic. Learn to introduce elements of creativity into your drawing, select the right colors for your drawing, and use the acquired skills and abilities in your work.
Materials for the lesson:
tinted paper, gouache red, white, blue, yellow, green; brushes of 2 sizes, a jar of water, cloth and paper napkins.
Komarova T.S. With. 42-43.
WEEK 4
Lesson topic
: "Chicks and Dandelions"
Program content
: create monochrome compositions on a colored background. To enrich the possibility of modular drawing - to create images of chickens and dandelions using the “dipping” technique. Develop a sense of color and shape.
Materials for the lesson:
Sheets of green paper of the same size for creating a collective composition or album “Spring has come”, cotton swabs, cotton swabs, rags, napkins, (for prints) yellow gouache paint, felt-tip pens, paper and cloth napkins.
Lykova I.A. With. 140
Visual activities in the first junior group
Detsky sad.Ru >> Electronic library >> Family and children >> Children's creativity >> Sakulina N. P. and Komarova T. S. “Art activities in kindergarten” (Manual for teachers).
M., “Enlightenment”, 1973 OCR Detskiysad.Ru Abbreviated. Children develop an interest in drawing early.
Watching how parents and older brothers and sisters operate with pens and pencils, kids also try to pick up a pencil and move it along the paper. This demonstrates the active desire characteristic of two-year-old children to perform actions without the help of an adult. But, naturally, at first they don’t succeed: their hands don’t obey, and the family rarely teaches how to draw. The first organized introduction of a child to visual arts begins in kindergarten, in the first junior group (third year of life). The training program in this group is very small. First of all, it is necessary to introduce children to paper, to draw their attention to the fact that a pencil (if held with a sharpened end) leaves a mark. It is necessary to teach the child to notice the strokes and lines applied to the paper, to follow with his eyes the movement of the pencil (brush) on the paper. Gradually, children should be taught to find similarities between the resulting strokes and lines and surrounding objects. Then children should be encouraged to consciously repeat the previously obtained strokes. This stage is very important in mastering the image: in the future, children will be able to reproduce in a drawing (with or without the teacher’s demonstration) simple objects and phenomena: rain is dripping, snow is falling, leaves are flying, streams are flowing, etc. One of the main tasks is which is also indicated in the program - to teach children to hold a pencil and brush correctly: in their fingers, not in their fist. How is children taught to draw and sculpt throughout the year? The Kindergarten Education Program recommends one drawing and one sculpting lesson per week. This means that the number of lessons in modeling and drawing should be the same. However, their alternation can sometimes be disrupted: two drawing classes are held one week, and two modeling classes the other. This order is caused by the need to consolidate the skills acquired by the child in one or another type of activity: a week-long break is too long for the child, and he forgets what he learned in the previous lesson. At the beginning of the school year, visual arts classes are conducted not with the entire group at the same time, but in subgroups. This is done so that the teacher can see the actions of each child, help each one, guide each one. When a child is just starting to learn to draw and sculpt, it is very important that from the very beginning he learns the correct techniques for working with pencils, paints, and clay. And children, while they are getting used to life in a group and are just starting to study (after all, the majority of children come to kindergarten from family), have difficulty perceiving the teacher’s instructions when the group is large. Such young children really need individual communication with a teacher. The teacher prepares material on several tables for about half the group. First of all, she suggests engaging those children who have not found anything to do on their own and are not passionate about playing. Several more people join them at will. The rest are playing; A nanny is with them. It is important that children learn to play quietly and not disturb those who are practicing. If the baby is busy playing and is not yet accustomed to activities, the insistent demand to engage in activities can cause whims, even crying, and a negative attitude towards drawing and modeling will be strengthened for a long time. Gradually, when children get used to the classes organized by the teacher, this transition will be carried out more calmly. Children draw or sculpt for about 10 minutes: some finish earlier, others a little later. The teacher allows the child who no longer wants to draw or sculpt to leave the table (in this group there is still no strict regulation of the end of the lesson). When all the children in the first subgroup have finished studying, the nanny begins to dress them for a walk (if there was modeling, she leads the children to wash their hands, then get dressed). At this time, the teacher conducts a lesson with the second subgroup. Then she goes for a walk with the already dressed children, and the nanny dresses the rest. Gradually, children get used to the fact that there are classes at a certain time; many of them immediately sit down at the tables. Subgroups of students may turn out to be unequal, this should not confuse the teacher, but there should be enough tables for everyone. Classes with subgroups allow the teacher to pay attention to each child: correct the posture, ensure the correct use of the material, help if something goes wrong. This is especially important at the initial stage of mastering drawing and modeling. When there are many children at once, the teacher may lose sight of someone, and if the child acts incorrectly at this time, these skills are reinforced. In the second half of the year, all children study willingly. They have already learned some rules, and this makes it easier for the teacher to manage all the children at the same time. It is no longer necessary to divide them into subgroups. The duration of the lesson still remains different: some may finish drawing or modeling earlier, others a little later. Those who have finished go to wash their hands and get dressed for a walk; a nanny helps them. When conducting classes in the first junior group, you cannot make the same demands on everyone. The main thing is to cultivate an interest in visual arts, a desire to try one’s strengths, and to instill the skills of certain behavior in the process of practicing and handling materials. From the very first lessons, it is necessary to teach children to sit up straight, without bending too much over the table, to draw with their right hand, and to hold a sheet of paper with their left. But verbal instructions alone are not enough for the baby: first, everyone needs to be helped to sit down correctly and place their hands correctly. The child’s muscles are still very weak, especially the extensor muscles, so very soon children will begin to bend over the table, and the teacher must correct their posture again and again. In all subsequent classes, it is also necessary to ensure that children are sitting correctly, but for most, one verbal reminder will be enough. When organizing work on visual arts in the first junior group, it is necessary to take into account the greater emotional excitability of children of this age. You need to speak softly with children and formulate instructions in the form of a proposal, and not a categorical demand. For example, a teacher gives children silhouettes of houses cut out of dark paper and says: “Look how dark it is in the houses. Let's light the lights. This is how we’ll rock.” He shows how to dip a brush into paint and how, by applying the entire bristles of the brush to the paper, you can get light spots - lights. It also happens that a child, not yet entering the children's group, not getting used to the regime of a child care institution, refuses to study for some time or does not complete the teacher's tasks. We must treat this calmly: do not reproach the child, but give him the opportunity to get used to the classes. It is necessary that the activities bring joy to the children, and insufficient sensitivity, the requirement to complete the task (without taking into account the mood and state of the child) causes protest, and sometimes a negative attitude towards the activity in general. You can start your classes with both modeling and drawing. In each case, the teacher takes into account the skills and abilities of the children in his group. Drawing may be more familiar to most, but modeling is attractive due to the novelty of the material (in the family, children usually do not deal with clay or plasticine); In addition, a lump of clay squeezed in the hands can immediately remind you of an object and make you want to play with it. It is easier for a two-year-old child to work directly with his hands than with any tool: he happily crushes the clay, squeezes it with his palms, and presses on it with his fingers; To draw, you need to master the actions of your hand with a pencil. However, observations of children from one to two years old show that it is at this time that they begin to master the actions of using a spoon when eating, and using a stick to get an object. And although at first the hands are weak and do not obey, the child adapts his movements to grasping food with a spoon, despite the fact that this is associated with certain difficulties, and it is easier to take food directly with his hands. Children also do not immediately master mastery of a pencil and brush. At first, the movements of the hand with a pencil, as with any other tool that the baby is just beginning to use, are inept: the child either clamps the pencil in his hand too tightly, and the hand becomes very tense, loses freedom, or almost does not hold it, unable to hold it in his fingers , and the pencil falls out of your hands. But gradually these movements become more confident. Drawing with pencils requires mastering a number of technical skills: you need to learn how to take a pencil correctly (with three fingers), hold it with your thumb and middle finger, holding it on top with your index finger, hold it in your fingers and use it correctly. Just like the correct posture, how to use a pencil should be taught from the very first lessons. It often happens that a teacher, having shown how to hold a pencil, does not notice that some people hold it with a “pinch,” two fingers, a fist, or in their left hand. If you don’t pay attention to the wrong ways right away, the child gets used to them and later has difficulty learning the right ones. At the same time, you cannot limit yourself to just verbal comments: “Anya, take the pencil correctly!” The child himself, having no experience with a pencil, does not know what needs to be done. He needs to show this practically by taking his hand in yours and placing his fingers properly. During the lesson, you should also always pay attention to how the children hold the pencil and correct it as necessary. You should not rush to give children paints immediately after these first lessons: it is very important that the children’s method of drawing with pencils becomes a little more established. The first drawings of children are, as a rule, random lines, abrupt strokes without sufficient pressure, sometimes sliding across the paper, applied in a random direction. But after two or three trials, the movements become more organized. When drawing individual lines, vision does not yet regulate the movement, but only accompanies it. By applying strokes, the child motorically masters the space of a sheet of paper. By changing the direction and character of the strokes (straight-line, arc-shaped), he seems to carry out a motor search. Gradually, the movements become more diverse: from an arcuate one turns into a rotational one, then it becomes more and more rounded, concentrating in one place and forming skeins or spreading over the entire sheet, giving spirals. Based on this natural path of development of drawing movements, children should be given the opportunity for conscious repetition in order to achieve freedom and ease of their reproduction. And so that the repetition is not mechanical, it is necessary to connect the movement with the image: invite children to draw “how they wind threads around a ball”, “how the top spins”, “smoke comes from the chimneys”, etc. Such drawing should be preceded by observations of real actions, so that the child knows the phenomenon being depicted, and does not just repeat the teacher’s demonstration. The child moves from continuous movement to separate movements. Individual lines are becoming more and more diverse: they are rounded, broken at an angle, and form zigzags. The child masters crossing lines. However, this variety of lines is most often obtained by accident: not every line can be repeated by a child at the suggestion of an adult, and it is not always possible to direct the movement of the hand and subordinate it to a specific goal. In the process of drawing, the baby still exhibits many unfocused movements that are not related to obtaining a specific result; for example, he cannot consciously stop at the right point in order to get a line of a certain length, but draws how it will come out. Let the teacher not be embarrassed by the lack of recognizable images. Drawing, aimed at mastering the space of a sheet, actions with a pencil and a brush, is very useful for a child. And the first 3-4 lessons should be devoted to such free drawing. This allows the teacher to introduce children to drawing, teach them to sit correctly in class and hold a pencil correctly, not to squeeze it in their hand too tightly, not to go beyond the sheet, and to stop their hand in time. It is important that the correct technical skills are already formed in this group. With the constant attention of the teacher, patient and persistent repetition of instructions, demonstration of the necessary techniques, actions with the child’s hand, the necessary skills and abilities are developed. Early instillation of these skills contributes to the development of bold, easy and confident movements of the hand with a pencil. Gradually the movements become more diverse. At the same time, the repetition of homogeneous movements gives the child great pleasure. Thanks to the exercise, he masters the movements faster. Despite the fact that children are still small and are just beginning to draw, large individual differences are noticeable in mastering drawing movements: some tend to press hard on the pencil, others draw barely visible lines; some dare not draw long lines, others make wide, sweeping movements. These differences should not be completely erased, but gradually it is necessary to instill in all children the ability to press a pencil so that what is drawn is clearly visible, to draw both long lines that require wide movements and short ones. For this purpose, there are classes in which it is proposed to draw long roads, flowing streams, as well as falling snow and rain. You must constantly monitor the correct posture. During classes, the child’s posture should not be motionless: the child changes the position of not only his arms and legs, but also his body. You should not allow your back to bend, bend over the table excessively, or tuck your legs under you. After 3-4 lessons in which children draw with a pencil, you can move on to painting with paints. At the very first lesson, you need to show the children a brush and paint. Explain that a brush is a wooden stick with soft hairs at the end. Let children run the hair of the brush lightly across their palm to feel how soft it is. It is necessary to show the children how to hold the brush with three fingers just above the iron tip, how to carefully dip the entire bristles into the paint (the brush must first be soaked in water, otherwise the paint will not pick up well - the teacher should do this in advance and give the children wet brushes), how to wring out brush the lint on the edge of the paint jar so that it doesn’t drip onto the paper, and then paint. At the next lesson, you need to show again how to take a brush and put paint on it, remove excess paint on the edge of a cup, etc. All these techniques for using paint should be shown repeatedly and reminded of them, first of all, to those children who have difficulty mastering the necessary skills . Those who act correctly should not be reminded, so as not to deprive them of independence, not to teach them to act only as directed. But to make sure they are doing the right thing, they should be praised. Children two and three years old respond vividly and emotionally to an adult’s praise. The joy experienced during this process is a positive reinforcement of correct work methods and helps to strengthen them. In the first lesson, it is better to give all the children the same color of paint to focus their attention on how to work with a brush and use paint. At the next lesson, you can change the paint, but again give everyone the same color. Only when the children have a little mastery of how to use a brush and paint can they put different paints on different tables, and by the end of the year, prepare paints of 2 colors on one table. You should not be afraid that for some time the drawings will become less neat; Gradually, with the attention of the teacher, children will learn to draw with two or three colors, and their drawings will become colorful and beautiful. In the first junior group, it is better to give well-mixed, not too wet clay for modeling, rather than plasticine. For drawing, soft pencils of black, red, blue and green are recommended. From a regular set of six colored pencils, it is better to first take red and black, and then also blue and green pencils: these are the brightest and most clearly visible colors on paper (it is better not to give yellow and brown pencils at all). Gouache paints need to be diluted thickly so that they do not spread on the paper. This group has not yet set the task of teaching children to convey the real color of objects. At the first lessons, you should give pencils of at least two colors, and then all four. In cases where a child always takes a pencil or paint of one color and does not seem to notice other colors, you can invite him to draw in a different color, but you should not insist. When the teacher gives a specific task, it is necessary to indicate the appropriate color of paint, but then the children must again be given the opportunity to use paints and pencils of different colors. As soon as children master the ability to change a lump of clay by squeezing it with their hands or pressing it with their fingers, and to apply strokes, lines and spots of different types on paper, they have a desire to depict something. For some children, this desire is very strong: they energetically knead the clay, apply strokes to the paper, peer at what they come up with, and, having “recognized” it, joyfully ask the teacher to see what they have sculpted or drawn. Since images of babies are imperfect, an adult does not always learn in the figure, modeling an object that a child is seen. In these cases, it is not necessary to tell the child that he did not draw anything, but simply finished it. A child can catch a similarity that we do not notice, and his desire to create an image is very valuable. Gradually, the child captures more and more similarity with the subject, although it turns out to be by chance. Along with this, the teacher himself draws the attention of the child to what is recognized by all: both children and adults. The first images are associated with the action, the movement that occurs in the surrounding - the leaves fly, it rains, snow falls, smoke rises up, the child walks along the path, and his legs leave traces. Taking the paint on the brush and applying it with all the pile to the paper, the teacher shows how to draw a leaf, and another leaf, and yet - so they fall from the trees. It is necessary to monitor that the children saturate the brush well, dipping it with all the pile. Often children forget to do this in time and, not understanding why the brush “does not draw”, rub it with paper; Both the brush and the drawing are spoiled, the image does not work. This is upset by the child. But he cannot understand the reason for the failure and correct the situation. Timely reminder of the educator will prevent incorrect actions and grief of the child. During the lesson, from time to time, the children should be reminded that they gain paint on the brush. The content that can be conveyed in the figure by taking lure may be others, depending on the fact that children observe at this time (in babies it is especially important to create a close connection of the picture with the resulting impressions). In autumn, children see yellow and orange-red leaves flying from trees; Winter comes, and they see how snow comes. The teacher reminds the children previously mastered by the technique of applying the brush to paper, and the children draw a falling snowball on a sheet of blue or gray paper with white paint. Later, when bright lights are lit on New Year's Christmas trees, you can offer the children a Christmas tree that the teacher cuts out of green paper (the size of a regular scribble sheet) and gives each child to decorate with lights. For this, the classes on the tables can be placed 2-3 colors (red, yellow, white). It is good to cut two large Christmas trees, and then each subgroup decorates its Christmas tree (collective work). At the same time, you can call to the board, on which the Christmas tree is attached, two children and offer to light several lights. The rest are watching. Then the teacher offers other children to approach the board. If anyone refuses, you do not need to insist. Fixing the ability to use when depicting a acceptance of primacy, the teacher offers the children to decorate the dress of dolls, a handkerchief or mittens. Children perform these tasks with pleasure; Their movements become more and more free, confident. When the children master the attachment of the brush to the paper with all the pile, it is necessary to provide them with the opportunity to use this technique on their own to transmit various content. Each time at the end of the lesson, drawings are exhibited at the stand, and children are invited to see how much they painted, how beautiful it turned out. Children enjoy the result achieved; Some again and again approach the stand. There may be cases when any of the children, starting to draw along with everyone, for example, traces on the path, will be carried away by applying spots and covered the entire sheet with them. Along with the general task, the teacher can invite some children to do something separately (in cases where the child is passive, does not take on drawing or throws it, struck with a pencil once or twice). It is necessary to do this aptly, affectionately, trying to arouse interest in the movements of the pencil or brush, in action with clay, and then, along with the child, watch what happened. The program of the first younger group does not set the task of teaching children to transfer the form of objects, so you should not seek for children to sculpt and draw rounded forms: any haste in learning leads to a violation of the normal course of the process of mastering visual activity. However, the appearance of the children themselves at the desire to close the line and get a rounded shape must be encouraged. With the receipt of a closed form, children begin to attribute a variety and complex content to their work: cars, steamboats, people, animals appear. Most often, what he saw by the child in the figure is very remote resembles the subject he called. But do not rush to destroy the image that has arisen in the child, do not say "unlikely." The child cannot yet subjugate the movement of the hand of the task of creating a certain object, and the negative attitude of the adult to what turns out can cause a feeling of uncertainty, grief and refusal of drawing. Having learned to draw a closed form, albeit an uneven, angular, the child acquires a new opportunity to create images. Each such form can indicate one or the other due to those elusive signs or minor additions (dashes or bundles of strokes), which are important for the child, impose the idea of similarity. Repeatedly repeating the resulting forms, the child finally masters the ability to draw them at will. In modeling, the process of isolating an object from a common clay lump usually occurs earlier than in drawing. Therefore, the tasks - to fly out sweets, and then apples, testicles and more - can be given already in the first younger group with, the condition that the teacher does not achieve accuracy from children in the transfer of the form of the depicted. Children simply pinch off small pieces from the general lump of clay. During this period, the ability to pinch lumps of different sizes should be developed in children, so that they later act consciously. Then you need to teach the children to give a lump of clay a more specific shape by treating it with their fingers or rolling out between the palms. Clay should be soft for this, since there is little strength in the hands of the child. Often the baby, having put a lump of clay between his palms, cannot give him the desired shape, because he does not know that for this you need to slightly press on it. The teacher must, taking the child’s hands in his own, show how to squeeze a lump, so that the child feels the right movement and his strength (with some children whose movements are poorly developed, such actions can be repeated repeatedly, until the baby's hands acquire confidence and power). Work experience shows that it is impractical to draw complex objects (for example, humans, animals) with children. Two -year -old children already clearly understand what they can and what they cannot. Seeing the image created by adults, the child refuses to draw, saying: "I can’t, I will not draw!" The teacher is also refusing to draw in cases where adults are drawn at home; The kid gets used to this and asks the teacher: "Draw a house to me, I do not know how." It should be shown to children simple actions with clay, pencil, paint that they can imitate, and then use at their discretion. For example, the teacher “lights up” the lights on the Christmas tree or in the windows of the houses, draws how snow falls, how streams flow, etc. Sometimes the teacher can draw and sculpt for children when this requires the course of the game, for example, fly out a driver for a toy car, Decorate with patterns a tablecloth for a puppet table or make a drawing on a puppet carpet. Children are convinced that you can draw with pencils and paints, and you can take off interesting toys from clay and plasticine. After that, they are more willing to be included in classes. After 2-3 months, you can bring children to the image of objects, phenomena with lines: the rain is coming, sticks, tracks, streams, ribbons, etc. The kids cannot draw completely straight lines, and it is not necessary to demand this from them. It is important that the child will produce tear -off movements, and not related (for example, when drawing hoes, arcs). The first such drawings will be inept. Some children cannot stop the hand, and the lines go beyond the sheet; The movements of others, on the contrary, are constrained, uncertain, and the lines are short, barely visible. Gradually, confidence, mercy of movement, the ability to draw lines to the end should be developed, without stopping. This technique of learning is useful: the teacher takes the child’s hand in his own and, together with his hand, draws a path, a ribbon, etc. The child at the same time feels the nature of the movement, his length. After that, he acts more confidently himself. When planning classes on drawing and modeling, most of them should be assigned to the child’s independent mastery of those ”or other visual movements that were previously shown by the teacher. But in such classes, the teacher actively manages the image process: he directs the actions of the baby, ensures that the child uses materials correctly, corrects the child if necessary, reminds how to draw, sculpt. The presented classes for classes for November and April pays much attention to the introduction of children to visual activity. The most elementary methods of drawing with pencils, paints, and modeling of clay are important in this group. This is reflected in the software content of the proposed classes. In each of them, the task is to teach children to properly hold a pencil, a brush, to teach to draw paint on the brush, to carefully use clay. Kids can not immediately subjugate the movements of the hand of creating an image, therefore, a large number of classes are allocated to free actions with a pencil, a brush, which should contribute to the development of natural movements of the hand, the gradual acquisition of freedom and confidence, to find the similarity of the real objects. At the same time, the children are approaching the transfer of impressions from the environment, while such phenomena are selected that children can portray. For example, in November, topics for drawing are recommended: “paths”, “snowball”, “traces”, and in the modeling - “cakes”. By April, children already possess their movements freely, can consciously repeat the previously resulting bar, line, so the visual content is complicated. The plan indicates such classes as modeling nuts, sticks, drawing icicles, streams. Classes that allow children to master actions with a pencil, brush and clay remain. Despite the fact that many children know how to keep a pencil, brush, use clay in modeling, in the image process they often, carried away by actions, forget about it. Therefore, the software content indicates the need to consolidate the ability to correctly hold a pencil and a brush, remind children in the process of class. In preschool institutions with children, a variety of educational work is carried out. When planning classes on visual activity, the knowledge, impressions that the children received when meeting others, in music classes, in his native language, rely on this knowledge, should be taken into account. The column “Communication with other aspects of educational work” indicates what knowledge and experience gained by children are the basis of visual activity. For example, before drawing falling snow, traces on the path, icicles need to recall observations on walks, songs that the children sang or heard in music classes, poems, nursery rhymes, told in classes in the native language. Such a relationship is necessary: it makes knowledge and skills, mastered by children, deeper, conscious. In cases where the connection with other parties in previous classes (similar to subsequent) has already been indicated, this graph remains empty. continuation …
