Abstract of the GCD “Decorative drawing on a rectangular sheet based on Dymkovo painting” in the middle group. Summary of a lesson on decorative drawing in the middle group

Organization: MBDOU No. 73

Locality: Murmansk region, Murmansk

Tasks:

Introduce children to one of the species folk arts: Dymkovo toy. To develop the ability to highlight painting elements: circles, rings, dots, stripes. Make children want to paint the silhouettes of their favorite toys (lady, horse, deer). Raise children to folk traditions, showing how folk art is inseparable from folk music and oral folk art.

Preliminary work:

Looking at Dymkovo toys, looking at the album “Dymkovo Toys”, learning poems about Dymkovo toys.

Material: silhouettes of Dymkovo toys (lady, horse, deer), gouache, brushes.

Progress of the lesson:

Educator:

Guys, this morning the postman brought me this parcel for you. I wonder what's there? Let's get a look.

Here is a letter for you and some toys.

(The teacher reads a poem)

The snow is falling softly,

Blue smoke billows.

Smoke comes out of the chimneys in a column,

Everything seems to be in a haze.

Blue distances.

And the village is big

They called it Dymkovo.

They loved songs and dances there.

Miracle fairy tales were born in the village,

The evenings are long in winter

And they sculpted there from clay

All toys are not simple,

And magically painted.

Educator:

Guys, what are these toys called?

Did you like it Dymkovo toys? Let's look at them!

We are noble toys,

Folding oh well

We are famous everywhere

You'll like us too!

(P. Sinyavsky)

Educator:

Guys, what are Dymkovo toys made of?

Folk craftsmen sculpted toys from clay, then fired them in an oven and covered them with milk and chalk. And folk artists painted these toys.

What colors are Dymkovo toys painted with? (blue, red, yellow, green, black)

Yes, all toys are painted with bright colors.

To make them even more elegant, they added gold paint.

Dymkovo toys are also distinguished by their patterns.

What patterns did you see in their painting? (rings, circles, dots, waves, stripes)

Do you know how to draw straight lines from top to bottom? (draw in the air)

From left to right? (draw in the air)

Dots? (draw in the air)

Rings? (draw in the air)

Circles? (draw in the air)

It turns out that you can also draw the Dymkovo pattern? I have prepared paper silhouettes of toys, would you like to try painting them with the Dymkovo pattern?

Drawing demonstration. Show sample.

Physical education minute(done 2 times):

We tried to draw, (arms to the sides)

It was hard not to get tired. (torso bends to the sides)

We'll rest a little (sit down, arms forward)

And let's start drawing again. (stand up, put your hands down)

Independent work of children.

Completed work is placed on one table. The fair begins.

Educator:

Let the toys burn, let them give warmth,

Happy holiday, friends, it’s so bright with them!

The sun is burning,

Our fair is starting!

We invite everyone to the fair!

Finished the job, go for a walk!

A Russian folk melody sounds, children go to the fair and look at their works.

Bibliography:

1. Komarova T.S. Folk art in the education of preschool children Moscow. Pedagogical Society of Russia, 2005.

2. Solomennikova O.A. The joy of creativity. Moscow. Mosaic-synthesis, 2005.

3. Gribovskaya. Teaching preschoolers decorative drawing. Lepke. Applications. Publisher: M.: Scriptorium 2003,2013.

4.I.A. Lykova “Visual activities in kindergarten" Middle group. Planning, lesson notes, guidelines. M: “Karapuz – didactics”, 2009

5. Vokhrintseva S. V. Dymka. Coloring book. Publishing house "Fantasy Land" Yekaterinburg. 2002.

Decorative drawing lesson “Decorating an apron” in middle group

Program content: teach children to make a simple pattern of elements folk ornament; develop color perception. Equipment: apron silhouette , watercolor red, green, yellow color, jars of water, napkins, a stand for brushes, two samples of decorated aprons, a hare.

Progress of the lesson:

Hello guys. Today a bunny came to visit us. But why is he very sad?

Bunny, why are you so sad, aren't you glad to meet the guys again?

Well, I really love coming to visit you. And I’m sad because I have guests coming to me tomorrow, I’ll be baking a cake and I’m very afraid of getting my fluffy fur dirty.

Come on, bunny, let's ask the guys what needs to be done so as not to get dirty?

That's right, guys, you need to wear an apron .

Look, bunny, we have aprons and we are ready to help you.

Well, they're just not decorated at all. .

The guys and I will be happy to color them for you. Do you guys agree?

I have several aprons with different patterns. . Let's all look at them together.

What is this apron decorated with? ?

That's right, stripes. Where are the stripes located on the apron? ?

At the top and bottom of the apron.

Do you know how to draw a stripe? You need to place the entire bristle of the brush on the paper and draw a line from left to right without lifting the brush from the paper.

What is the pattern between the stripes?

That's right, leaves and flowers. How are they located on this apron? ?

What a great fellow you are, of course, one leaf is on the right, another is on the left, and between them is a flower. What do the flowers look like?

That's right, into circles. What color are the leaves?

Well done, of course the green ones. And the flowers?

Great, well done, red flowers.

How can we draw leaves? ?

You need to attach the brush with all its bristles to the paper and remove it - our leaf is ready.

How to draw a flower?

Great, well done, let's draw a circle and fill it in.

Let's look at the pattern of the second apron . Is it similar to the first one?

That's right guys, this apron has a different pattern. Let's look at both aprons again , how are they similar?

That's right, pattern elements the same: leaves, flowers and stripes.

Tell me, where will you start decorating your apron?

That's right, of course, with stripes, and between the stripes we'll draw a pattern of leaves and flowers. We draw stripes from left to right, without stopping with one movement of the brush and without tearing the brush off the sheet of paper. Draw the stripes further apart from each other. Don't forget to leave room for the pattern.

Think about how your pattern will be located, how many flowers and leaves you will draw .

While you're thinking about your pattern, let's take a little break.

Physical education minute:

We remember the dough with our hands, (clench and unclench your fingers)

Let's bake a sweet cake,

Lubricate the middle with jam,

And top with sweet cream (three palms touching palms)

And coconut shavings

We'll sprinkle the cake a little (we collect our fingers into a pinch)

And then we'll make tea.

And let's go meet the guests (we spread our arms to the sides).

Who has already come up with a pattern, start drawing. Keep your back straight, the tips of your tassels pointing upward.

Part 2. Independent activity children.

The bunny and I will watch you draw.

If necessary, help children individually. Remind how to bathe a brush, how to apply paint to a brush, and remove excess paint on the edge of the jar.

Part 3. Analysis of children's works.

Now let's look at our decorated aprons .

You too, bunny, look.

Bunny, do you like our aprons? ?

Of course I like it!

We are giving you all these aprons so that you don’t get your beautiful fur dirty when you bake a cake for your guests.

Guys, now let's say goodbye to our guest.

Well, now you need to put yours away workplace.

Well done guys, you did a good job.

Methodology of conducting the lesson. Consider oval-shaped balloons with the children. Invite the children to draw this shape in the air with their hands. Demonstrate the technique of drawing an oval with pencils, accompanying the words with the direction of movement: “Round, long, round again and long again.” Invite one of the children to show at the board how to draw an oval-shaped balloon. Invite the children to start drawing balls. Invite each child to choose the most beautiful ball and paint it over.

"Pies in the oven" Serezha A., middle group

At the end of the lesson, look at all the drawings, clarify the name of the shape of the depicted objects.

Materials. Balloons round and oval shape. Pencils, album sheets (for each child).

Games with toys. Independent use didactic game“Find the same shape.”

October

Lesson 12. Drawing "Golden Autumn"

Program content. Teach children to depict autumn. Practice drawing a tree, trunk, thin branches, autumn foliage. Strengthen technical skills in painting with paints (dip the brush with all its bristles into a jar of paint, remove an extra drop on the edge of the jar, rinse the brush well in water before adding another paint, blot it on a soft cloth or paper napkin, etc.). Lead children to figurative transmission of phenomena. Foster independence and creativity. Induce a feeling of joy from bright, beautiful drawings.

Methodology of conducting the lesson. Ask the children what time of year it is, what color the leaves are on the trees and how many there are. Read poems about autumn, draw the children’s attention to vivid descriptions of the elegant autumn decoration of trees.

Remember where to start drawing a tree, clarify its parts (trunk, branches, leaves). Invite one of the children to draw a tree at the board.

At the end of the lesson, review all the works and highlight the beauty of autumn color. Inspire joy from the bright, elegant drawings created by children.

Materials. Landscape sheets, gouache paints, brushes, a jar of water, a napkin (for each child).

Connections with other activities and activities. Learning a poem about autumn and leaf fall. A targeted walk in the forest, in the park, on the boulevard. While walking, collect and examine leaves from different trees, draw children’s attention to their bright, varied colors. Identify the shape of the leaves, compare them, ask what they look like, what kind of picture can be made from them. Learning a song about autumn. Looking at illustrations.

Lesson 13. Modeling "Mushrooms"

Program content. To consolidate children's ability to sculpt familiar objects, using previously learned sculpting techniques (rolling clay with straight and circular movements, flattening with palms, sculpting with fingers) to refine the shape. Lead to a figurative assessment of work.

Methodology of conducting the lesson. Give the children a riddle about a mushroom:

Small,

Remote,

Passed through the earth

I found Little Red Riding Hood.

Consider toy mushrooms with your children (you can take dummies). Remember what mushrooms the guys saw in the summer. Ask the children how to make a mushroom, clarify the modeling techniques. Offer to sculpt large and small mushrooms.

Place all the molded mushrooms on green velvet paper. Admire the beautiful meadow with mushrooms with the children and offer to find different mushrooms. Give a figurative assessment (a friendly family of mushrooms; a thick, large, vigorous mushroom, etc.). In conclusion, read the nursery rhyme:

- Legs, legs, where have you been?

- We went to the forest to pick mushrooms.

- What were you little hands working on?

- We were collecting mushrooms.

- And you, little eyes, helped?

- We searched and looked -

We looked at all the stumps,

Here is Vanyushka with the fungus,

With boletus!

(See Book for reading in kindergarten and at home. 4–5 years old / Compiled by V.V. Gerbova, N.P. Ilchuk, N.P. Baburova. - M., 2005. - P. 7).

Materials. Toy mushrooms (or dummies), a sheet of green velvet paper. Plasticine, modeling board (for each child).

Connections with other activities and activities. Talk about walks in the forest, about picking mushrooms. Didactic games.

Lesson 14. Drawing "Fairytale tree"

Program content. Teach children to create in drawing fairy tale image. Practice the ability to convey the correct structure of a tree. Learn to paint. Develop imagination Creative skills, speech.

Methodology of conducting the lesson. Recall with your children K. Chukovsky’s poem “The Miracle Tree.” Say that fairy trees, like real ones, have a trunk and branches, but their leaves, flowers and fruits can be different, magical, not like real ones. Ask the children what color the trunk, branches and leaves of real trees are, what colors fairy-tale trees might have. Invite the children to come up with what can grow on fairy-tale trees.

When analyzing children's works, note the variety of solutions and expressiveness. Then lay out all the drawings on the table and say that it turned out to be a real magical garden.

Materials. Pencils, 1/2 album sheet paper (for each child).

Connections with other activities and activities. Looking at illustrations in books, reading fairy tales and poems.

Lesson 15. Application "Decoration of a handkerchief"

Program content. Teach children to identify the corners and sides of a square. Reinforce knowledge of round, square and triangular shapes. Practice choosing color combinations. Learn to transform shapes by cutting a square into triangles, a circle into semicircles. Develop compositional skills and color perception.

Methodology of conducting the lesson. Examine a square with children, show its sides, angles, count them. Ask how you can arrange the pattern on the square. Show how to cut a square diagonally from corner to corner, and a circle in half along its diameter. Invite one of the guys to demonstrate this technique at the board.

Then invite each child to decorate a scarf and talk about the combination of colors. When considering finished works Draw children's attention to appliqués that are beautiful in color combination and composition.

Materials. Paper circles and squares, scissors, glue, glue brush, napkin, oilcloth (for each child).

Connections with other activities and activities. Examination of decorative items with simple patterns.

Program content. Teach children to make a simple pattern from elements of folk ornament on a strip of paper. Develop color perception.

Methodology of conducting the lesson. Consider several aprons with your children; pay attention to how they are decorated, how the pattern is located, what shapes and colors the elements of the pattern are. Invite the children to decorate more aprons: first with one strip on top, another on the bottom, and between the stripes with petals (dipping, dots).

Ask the children how else you can decorate aprons. Call one child to come to the board, then allow the children to work independently.

Materials. Several aprons made of smooth fabric with trim. Gouache paints, brushes, jars of water, napkins, silhouettes of aprons pre-cut out of white or colored (plain) paper by the teacher (for each child).

Connections with other activities and activities. Looking at beautiful products: scarves, aprons, etc.

Lesson 17. Modeling "Treat for dolls"

Program content. To develop children's imaginative ideas and the ability to choose the content of an image. Learn to sculpt a selected object using previously learned techniques. Continue to develop the ability to work accurately. To cultivate the desire to do something for others, to develop the ability to combine the results of one’s activities with the work of peers.

Methodology of conducting the lesson. Tell the children that the dolls want to invite their friends - Piggy, Donkey, Rabbit - to visit. Invite the children to make treats for the dolls. Ask what treats can be made; listen to all the children’s suggestions, asking them what shape the named treats are in, how they can be molded; complement their answers.

During the modeling process, encourage children's desire to fashion several treats and interesting solutions.

Place all the molded products on trays (you can use disposable plates) and examine them, paying attention to the variety of decorations - the dolls will be happy with such treats.

Materials. Clay (plasticine), modeling board (for each child). Tray for placing treats fashioned by children.

Connections with other activities and activities. Children's games in the play corner.

Lesson 18. Application “Boats float on the river” (“Fishing boats went to sea”, “Yachts on the lake”)

Children's first acquaintance with the features of decorative drawing takes place in the middle group of kindergarten. Enriching ideas about purpose decorative pattern, the education of an aesthetic attitude towards products of decorative and applied art occurs on the basis comparative characteristics appearance various items everyday life, samples national clothes, design of facades and interiors of residential and public buildings, etc.

The solution to these problems is facilitated by excursions to local history museum, visiting exhibitions of works of relevant content, conversations and stories with illustrations of samples of folk and decorative arts and mastery of direct performing and creative activity for decorative drawing.

In the process of examining certain examples of decorative and applied art, children should pay attention to the features of the elements of the pattern, the simplification of their form in comparison with real object; subordination depending on the function performed - main and secondary; means of highlighting them - size, color and place on the plane; the order of compositional organization is rhythm, built on a strict metric basis, symmetry. The first tasks that are offered to children at this stage are aimed at creating ornamental ribbons dedicated to plant motifs.

Decorative elements of the pattern can be a variety of leaves, flowers, fruits, vegetables, berries, ears of wheat, etc. The use of these elements is preceded by children studying the means of stylizing them in folk decorative art.

In the process of completing these tasks, children learn fundamental approaches to the compositional organization of pattern elements:

• - rhythm of repetitions identical in external signs elements;
• - alternation of pattern elements of different shape, size or color, taking into account the structural options for alternation - through one, through two, etc.;
• - symmetrical construction of a pattern composition from an axis of symmetry placed across or along the ribbon.

Complicating decorative drawing tasks consists of constructing closed ornaments on planes of round, square and rectangular shapes. In children's minds, it is advisable to specify the proposed planes according to their purpose: saucer, plate, tray, towel, tablecloth, etc.

In terms of meaning, the proposed ornaments can be dedicated to plant motifs, but with a more specific theme and the use of decorative elements of the pattern that are suitable in meaning and color, for example: autumn, winter, spring, summer motifs; or dedicated to one particular subject - a daisy, a Christmas tree, and the like.

Introducing children to rational approaches to organizing the visual process consists of communicating the most convenient stage-by-stage construction of an ornament, for example: in a ribbon ornament, in which the elements of the pattern are arranged according to the principle of repetition rhythm, it is better to start completing the task from left to right or from top to bottom, firstly, because the quality of their placement is controlled, secondly, the image will not be damaged by hand; when alternating elements of a pattern, it is more convenient to first place elements of one color, for example, accents or details of the same type, and then begin to reproduce secondary elements; in symmetrical compositions it is better to start the image of the ornament from the central element, and then - respectively, the left or upper halves, the right or lower halves.

When creating closed ornaments, the image process begins with filling the central part of the plane (if, according to the plan, there is a decorative element there), and then its edges in the same sequence as in a ribbon ornament (in a square or rectangular plane, the corners are filled, and then the edges).

To perform decorative drawing tasks, a variety of painting materials and tools are used: colored pencils, if decorative elements small patterns; gouache, round brushes of different sizes, tampons for depicting decorative elements of the same shape, size and color; thick paper or cardboard. Used if necessary colored paper, pre-glued onto a thick base (paper or cardboard).

IN senior group complication of the tasks of decorative drawing lies in the formation in children of ideas about the visual and expressive features of its most common in our country style directions and the use of the most messengers of them in practical activities. In addition, children are given the opportunity to decorate objects that differ in purpose and structural structure.

Thus, in the activities of children, not only are they improved and enriched plant motifs, but also images of animals, birds, fish, humans are used, which, in turn, makes it possible to reproduce characters from favorite fairy tales in patterns, animated films And so on. The successful use of these elements is facilitated by the fact that in the subject and subject drawing children mainly master the means of perceiving and reproducing objects that are largely stylized in form.

At the same time, the use of these objects in decorative drawing makes it necessary to take into account the stylistic conventions specific to this type of fine art and the requirements for the structural construction of the composition - the combination of individual elements of the pattern with each other and with the whole, the subordination of minor elements to the main one, compliance with the appropriate divisions of the object, successful the found scale of the image, the rhythmic organization of elements on a strict metric basis, etc. With the indicated features of decorative drawing, children in accessible form become acquainted during the perception of works of folk and professional decorative and applied art, as well as directly in the course of performing practical tasks.

Familiarizing children in an accessible form with the works of folk artists of their region, as well as with the visual and expressive advantages of decorative and applied arts different regions our country makes it possible to form in them not only certain ideas about the scale of the purpose and stylistic diversity decorative drawing, but also to attract national culture, successfully solve the problems of moral and aesthetic education.

The complication of the practical tasks of decorative drawing lies in the inheritance by children of individual, most characteristic means of expressiveness for reproducing ornaments for a particular direction. For example, objects with elements of Russian painting can serve as a favorable condition for solving these problems at this stage. Children are attracted to them by the fabulous expressiveness of the silhouette, the plasticity of the forms and the contrasting decorativeness of the color, the strong connection of the pattern with a sheet of paper and, finally, the variety of their use - for finishing ceramic dishes, clothing parts, interior and exterior decoration of buildings of folk architecture, and the like.

Quality is no less important for the use of Russian painting in the educational process preschool, which lies in its relatively simplified technique. To reproduce them, materials familiar to children are used: gouache, watercolor, tempera. All coloring is done immediately, without preparatory work pencil. The most common technical techniques that create the appropriate stylistic sound are: a stroke away from you, a stroke towards yourself, a transitional stroke and other strokes that children can master preschool age.

Using the “self-stroke” technique, a wide element with a gradual narrowing is drawn; “with a stroke towards oneself,” on the contrary, they reach a narrow element with consistent expansion; “transition stroke” provides the opportunity to immediately convey a multi-color image of an element (for this, in the appropriate sequence, put 2-3 colors on the brush and leave a spot of the required shape with one stroke gradual transition one color to another).

Accumulated ideas about the purpose of decorative drawing and the variety of its reproduction make it possible to use certain options for finishing objects or their details in subject and subject drawing and modeling.

Decorative drawing- this is the creation of patterns. The patterns are geometric and floral. Patterns are made in stripes or in various geometric shapes(square, rectangle, circle, etc.).

When teaching children decorative drawing, the teacher must develop in them the ability to see the relationship between all components of the pattern, color, composition, and elements of form.

The child needs to feel and understand how, depending on the purpose and shape of the object, the ornament that decorates it changes. From here he learns about the meaning, the appropriateness of design, the connection between form and content.

Children, getting acquainted with decorative drawing, must learn to clearly imagine what rhythm and symmetry are, without which decorative arts cannot exist.

In decorative drawing, the development of a sense of color is highlighted as important task. Color in a painted ornament is closely related to the composition; in a pattern they are not isolated from each other. Master all possibilities color combinations Children of preschool age, naturally, cannot, although the sense of color begins to develop even in preschool age.

The task of using color in decorative painting becomes more complex, starting with the brightest, most contrasting combinations and ending with shades of warm and cool colors in different combinations. The implementation of these tasks can begin when children master drawing the simplest figurative forms, since then preschoolers will need to concentrate their attention on new task-- arrangement of these shapes in a certain order to obtain a pattern.

Children acquire primary visual skills in the first and second junior groups, with some tasks in the second younger group are decorative in nature (for example, decorate the edges of a scarf with stripes). But the main goal of such an activity is not to create a pattern, but to consolidate the ability to draw straight lines in different directions.

The objectives of teaching decorative drawing in the middle group are as follows:

• - develop compositional skills in the rhythmic arrangement of shapes in a pattern on a strip, square, circle;
• - develop a sense of color - the ability to beautifully combine contrasting colors;
• - develop the ability to draw various large and small shapes -- simple elements pattern;
• - develop technical skills in using a brush (lightly touch the paper, making dots; use the entire surface of the brush, drawing stripes, strokes).

First, children learn to use a brush straight lines and apply between them strokes that repeat rhythmically, or dots, alternating strokes by color, changing their position when the pattern becomes more complex.

A brushstroke is the easiest decorative element to perform, since it does not require particularly precise movements and is obtained by lightly applying the brush to the paper. Therefore, strokes are included in the pattern first, and then dots. The point requires mastering a new technique of working with a brush (holding the brush vertically) and sufficiently developed coordination of movements to just touch the paper with the end of the brush.

The composition of the first drawings is also the simplest: rhythmic repetition of the same element. Rhythm of hand movement inherent in man, facilitates this repetition, helps convey rhythm in pictorial forms.

Alternation is a more complex compositional technique, as it is based on a combination of several forms. Children in the middle group can alternate between two elements by shape or color.

The complication of the program material is due to a more complex composition and the introduction of new visual elements into the pattern. In addition to dots and strokes, children learn to use circles and rings in patterns, the drawing techniques of which they became familiar with in the younger group.

In decorative drawing, the image of these forms changes somewhat: they are smaller in size, when drawing they must match each other in size and, in addition, they are not associated with the image of the object, which also makes their image more difficult for the child.

In addition to stripes, children learn to place patterns on other shapes - square, circle. These shapes require a different composition in the pattern. Naturally, it is impossible to use a simple linear repetition here, since a square has sides, corners, and a center; a circle has an edge and a center.

Children in the middle group begin to develop an artistic taste. They can name which paintings and illustrations they like best, identify natural phenomena that are conveyed through visual means. The teacher introduces children to sculpture of small forms. These are mainly folk toys. Folk toy delights children with its brightness, simplicity and expressiveness of the image. Examination of works folk art carried out before decorative painting. To develop imagination, you can use animal silhouettes cut out of paper. An unusual, bright image of a folk toy appears before the children.

The teacher draws the children's attention to a multi-colored pattern of circles, dots, and rings. After decorating with a decorative pattern, the bird will truly become beautiful and fabulous.

IN in some cases In order to clearly explain the method of depiction, a didactic example is given - this is an image in which those features that need to be drawn to the attention of children in this case are clearly visible, and all unnecessary things are removed. The sample can be made in a neutral color without coloring. Children will apply colors independently. The sample must be literate and truthful. In the process of explanation, children name the parts, determine their relative size and location. While preventing the sample from being copied, you should encourage adding some details to the image.

The teacher must remember that mastering the elements of a pattern - strokes, dots, stripes, rings - is at the same time the assimilation of some technical skill. Each element in the pattern is usually repeated several times, so children have the opportunity to practice its execution. The repetition of strokes, dots, and stripes is uniform in the pattern.

In such cases, when the pattern is created according to a sample, important has the perception of his children. First of all, the teacher gives the children the opportunity to see the pattern as a whole, then identifies the elements of the pattern, names them, and pays attention to their repetition. Using a dry brush, the teacher shows repeated strokes and dots on the sample, making movements that correspond to their image, then clarifies the sequence of execution.

Demonstrations of how to create a pattern after such an explanation on a sample are needed only at first and when a new one is learned technical technique, for example, applying strokes by pressing a brush. If only the location of the pattern is learned, and its elements are familiar to children, no demonstration is needed. Sometimes you can call the children to paint certain parts of the pattern on the easel.

When any pattern construction is given for the first time, the pattern is repeated by the children without changes. But in the next lesson, they can change the colors compared to the sample or add new elements to the pattern. In these cases, only the pattern for constructing the pattern is outlined in the sample. Further classes are conducted without samples.

Each meaning can be expressed in different ways. Therefore, teaching methods should be used that will not lead to monotony of expressive methods. For example, the method of placing an image on a narrow strip cannot be the only one and mandatory in all cases.

In their drawings, children increasingly reflect what they saw in the world around them or when looking at illustrations. Although their work is quite simple, the teacher needs to induce a friendly attitude towards the drawings in the children: “How beautifully this house is decorated, it is festive thanks to your wonderful patterns.”

If children draw decorative elements, then this should be done in a playful way in order to arouse children’s interest in this drawing. In order for the drawings to be expressive, the teacher offers the children paper of different formats. The image of a certain pattern can be conveyed in a strip or on a square sheet of paper. The teacher finds options for compositional solutions, since it is still difficult for a five-year-old child to do this.

When depicting complex elements pattern, the teacher uses a demonstration, which is accompanied by an explanation that helps to remember the sequence of actions. For example, the beauty of the pattern depends on the clarity of the brush movement and the ability to rhythmically draw lines of varying intensity.

Additionally, painting with multiple colors requires mastering the skill of rinsing your brush to maintain the vibrancy and purity of the paint color. The teacher strives to ensure that children draw not only the patterns that are given in the drawing, but also come up with new ones based on the acquired knowledge. Children do this with interest. At each lesson, the teacher strives to use methods that are aimed at developing children's independent ways of depicting. This independence occurs if the child always completes the task proposed by the teacher.

In the middle group, children learn decorative drawing techniques: wide straight lines over the entire bristle of the brush, strokes in different positions, dots, circles, rings. The content of the classes is of particular importance.

T.S. Zernovaya suggests organizing classes in such a sequence that it is possible to gradually complicate the elements of decorative drawing. Zernovaya even published a book “ Aesthetic education in kindergarten”, where she revealed the entire content of decorative drawing. For Zernova's advice, such an element as a brushstroke is widely used in decorative products and is easy to perform - apply the brush bristles to the paper and lift. But you can place a stroke on paper in different ways: at the top, below, obliquely, etc. If you teach consistent mastery of a stroke from drawing in a simple way to complex, then children master this element, and their hand develops. The teacher conducts classes where he uses a variety of colors. A significant part of the drawings are on white paper. Colored paper is also used - gray, beige, blue.

To teach children decorative drawing, the teacher uses various methodological techniques: visual, verbal and playful. The form of visualization in the lesson is a nature, a sample, or a demonstration of the method of depiction.

Depending on the type of lesson, visual, verbal and game teaching techniques are used in different ways. art defines three types of activities in kindergarten:

Type I - classes in which new knowledge is given, and new skills and abilities are formed.

Type II - classes to consolidate previously acquired knowledge and skills.

Type III - classes for children to independently apply acquired knowledge, skills and abilities.

In classes of the first type, the teacher uses nature or a role model, shows methods of depiction, gives explanations, and asks questions.

In classes of the second type - uses life, several samples, partial demonstration, explanation, questions, artistic word, game techniques.

The main techniques in the classroom will be questions, instructions, and reminders. With the help of questions, the teacher learns about the children’s plans, ways to implement these plans, and the like.

Verbal teaching methods - instructions, assessment, encouragement are used in classes of all three types.

So, using a variety of methods, the teacher forms in children a stable interest in visual arts, leads them to convey an expressive image using various visual arts. The methodology of visual arts classes in kindergarten is characterized by a strong focus on developing children's independence.

Priority educational area: " Artistic and aesthetic development"

Integration educational areas “Artistic and aesthetic development”, “Socio-communicative development”.

Goal: improving the aesthetic abilities of children.

Be able to apply in decorative painting: dots, strokes, circles, rings, straight and wavy lines, thick and thin lines, leaves, petals. Strengthen the ability to draw with the whole brush and its end, freely move the brush in different directions.

Develop aesthetic taste, accuracy, and creative capabilities.

Create a joyful mood in children, the ability to enjoy the results of their work and their comrades.

Subject-spatial development environment: rectangular tinted paper of different shades, gouache, squirrel brushes No. 1, No. 3, jars of water, palettes, napkins, posters with elements of decorative patterns, sound recordings of folk melodies.

Preliminary work:

• teacher's story and display of objects, toys;
• examination of objects, illustrative material with elements of decorative paintings;
• excursion to the autumn forest;
• multimedia presentation “Folk decorative art”.

Progress of organized activities:

Psychological attitude “Give a smile”

I invite children to hold hands, feel the warmth of their friends’ hands, smile at each other and shake hands to give the warmth of their hearts.

Educator:

Neumekha came to visit us and asked for help, he needed to decorate the paths for Autumn as a gift, but he didn’t know how to draw at all.

Do you want to help Neumekha?

The children express their consent to help Neumekha.

We look at posters with elements of decorative patterns, children name familiar elements, recall the technique of drawing patterns, and suggest that they start decorating the paths. Children choose tinted paper according to their taste.

During the practical part, folk melodies are played, I follow the technique of working with a brush.

Educator:

Do you want to teach Neumekha physical education?

Yes, we really want to!

Physical education minute:

Raise your shoulders up.

Don't sway, don't blink.

We will make U-turns

We will do everything willingly.

And without any rush at all,

We will repeat everything five times.

I place all the drawings on the board and invite them to look at them. I invite the children to make an exhibition “Autumn Fantasy” from the completed works. When analyzing, note the location of the patterns, color, and neatness of the work. and choose the best autumn paths.

Reflection:

I propose to show works similar to real autumn paths

1. Which autumn path did you like best? Why do you think so?

Which fall path looks most like the real thing to you? Why do you think so?

2. What did you like most about the lesson?

3. Were we able to help Neumekha?