Notes on drawing in the preparatory group. Russian flag. Drawing lesson notes. Topic: My Russia (preparatory group) Drawing on the theme of the future of my homeland

Synopsis of direct educational activities in the senior group "My country is my flag"

The teacher welcomes the children and sets a positive emotional mood. Children and the teacher stand in a circle and do exercises:
Hello, the sky is blue,
Hello, golden sun,
Hello, free breeze,
Hello, little oak tree,
We live in our native land,
I greet you all!
Educator: Guys, we said hello and got ready to get to work. Let's start. When I went to your class, I found someone’s book. Let's guess who lost it.
This long-nosed wooden boy
A spoiled man and a naughty girl,
He was looking for a golden key,
And he saved his friends from Karabas-Barabas.

Educator: That's right, it's Pinocchio. (The teacher shows the toy Pinocchio and speaks on his behalf)
Pinocchio:"Hello guys. I'm studying at school and I was asked homework. But I can’t cope with it alone and I ask you, help me, Please.”
Educator: Guys, we will help Pinocchio. Well, then, let's read the first task:
1. What is the name of our country? (Children's answers)
2. Which ones? State symbols You know? (Children's answers)
3. Tell us about one symbol of our country. And what will you find out if you guess the riddle:

Holiday, holiday at the gates!
Who will go to meet him?
Me and my faithful friend -
Red, small...

Educator: Well done. Let's remember what it looks like Russian flag. For this, I have, for each of you, an envelope with a task. Watch and complete the task.

D/i “Collect the flag”

Educator: That's right, you're great. And now I want to tell you how our flag appeared. (During the story, he demonstrates all types of flags - with a ponytail, with red cloth, tricolor)

I - White color– freedom, pride, glory.
I - Blue colour- cover of the native country.
I am red - a mighty power.
All together we are united and strong.

The guys go to the tables and choose a type of productive activity for themselves.
For productive activities it costs two.
On one table there is material for visual arts: sheets with a ship and a flag, wax crayons.
On the second table there is material for applique: oilcloth, glue, sheets with the image of a ship and flag, colored stripes (blue, red), dry wipes, wet wipes.
During work, the teacher involves children in artistic activity, includes children in independent activity, provides time for creative activity, provides a choice of materials, observes children while doing work. If a difficulty arises, it helps. Ensures proper seating at the table.
Reflection: What new did you learn about the flag today?
What new word did we learn today?
Do you think you did a good job?

Elena Chuvilina

Subject:"Russia is my homeland"

Tasks:

Educational: consolidate knowledge about the nature of the country, continue to teach how to reflect in drawings the beauty of their region, all of Russia: landscapes, scenes.

Educational: develop Creative skills, imagination, memory.

Educational: to cultivate in children a sense of love for the Motherland and an interest in the beauty of nature that surrounds us.

Material: Physical map of Russia, illustrations with symbols; illustrations depicting Russian nature; white sheets, colored and simple pencils, erasers.

Activities: gaming, communicative, cognitive, perception fiction, productive.

Progress of direct educational activities:

1. Organizational moment.

Educator: reads an excerpt from N. Zabila’s poem “Our Motherland”:

How big is my land

How wide are the spaces!

Lakes, rivers and fields,

Forests, and steppe, and mountains.

2. Main part. The teacher draws the children's attention to illustrations with views of their region and depicting the nature of Russia, a map of Russia, and symbols, which she puts on the board during her conversation. Guys, we live in a big country. What is it called? (children's answers). There are many cities in Russia. And in Russia it is very beautiful nature: seas, forests, rivers, mountains, steppes. He talks with the children about what territory all this could be located in and leads to the conclusion that our country is very large.

Questions for children: Where do we live? What is interesting in our region? What do you like most about your city? Which interesting events can you remember in your life? Where do we see on a walk? etc.

3. Game:"Guess by color"

The teacher, showing colored cards, asks the children to say what a given color on the map means: blue - seas, rivers; green Forest; brown – mountains; dark yellow and yellow – steppes, deserts.

4. Physical education minute

One - get up, pull yourself up,

Two - bend over, straighten up,

Three - three claps of your hands,

Three nods of the head.

Four - arms wider,

Five - wave your arms,

Six - sit on the chair again.

(Internet source)

5. Drawing by design.

Educator: Invites children to draw the nature of their country: landscapes, plots, etc. Clarifies the children’s idea that all plots can be interconnected.

During the drawing process, the teacher controls and reminds about the distribution of his plan and plot throughout the entire sheet.

6. Reflection.

What did we learn today?

What did we do today?

What did you like most?

Exhibition of creative works

Thank you for your attention!

Publications on the topic:

Goal: to expand children's understanding of native land, deepen and clarify the idea of ​​the Motherland - Russia. Objectives: consolidate knowledge about the flag.

Complex thematic educational activity in the preparatory group “Russia is my Motherland” Complex thematic GCD in preparatory group“Russia is my Motherland” Olga Kopylova Complex thematic GCD in the preparatory room.

Summary of speech therapy subgroup lesson of the preparatory group “Our Motherland - Russia” Organizational moment 1. Speech therapist. Hello children. Look how the sun shines through the window. Finger game"Hello hello,.

Abstract of GCD in the preparatory group “My Motherland - Russia. Belgorod region native" Abstract of the GCD in the preparatory group “My Motherland is Russia, my native Belgorod region” Program content: - generalize the knowledge of children.

"Russia is my homeland". Summary of GCD in the preparatory group Topic: “My Motherland is Russia.” Goal: To cultivate in children an interest in the history of their country, a sense of love and pride for their country; secure.

Summary of an open lesson on patriotic education in the preparatory group “Russia - My Motherland” Goal: to form children’s idea of ​​Russia as their native country. Objectives: - clarify children’s knowledge about Russia and its nature. - secure.

Summary of a lesson on moral and patriotic education in the preparatory group “My Motherland - Russia” I offer for your consideration the Notes of a lesson on morality - patriotic education in the preparatory group “My Motherland - Russia”.

We finish the story about a study of children's drawings conducted by the "Essence of Time" movement. The last part of the children's works studied are drawings on the theme "My Country".
The image of the Motherland is formed in our children in the same way as in all children of the world at all times: from family lifestyles, children's games, walks and trips with parents, familiar landscapes and unusual landscapes, from children's books and school lessons.
It is very interesting to observe how the boundaries of children’s worldview expand with age - this is very clearly visible in their drawings.

young children are more likely to perceive the country as their home, or their family, or their friends. My country is all the people I know, someone wrote in one drawing.

Over time, the boundaries of the world expand: your home finds itself inscribed in an entire landscape, whether rural or urban.

sometimes they start drawing not their own house, but let’s say their village, or their city, and this is their my country.

the older you get, the more revealing landscapes appear character traits surrounding landscape, and nature becomes the basis for children’s identity and image of the Motherland. It’s amazing how many of the children’s drawings describe Levitan’s plots and motifs!

our children are trying to draw their vision of our big country, and draw it as they imagine it.

The time is coming for the symbolic development of the concept of my country, for example, a drawing of the Kremlin or Red Square and other attractions of the country. A huge number of trees, mostly birches.

children deliberately use it as a symbol of our country.

they paint beautiful fluffy birches not only in landscapes, but also add them to scenes that do not involve them at all.

nature is uniquely represented in children's drawings (mushrooms, fishing, animals), family, friends, picnics, outdoor recreation, and so on

Also, during drawing lessons, children happily depict national history and culture with brushes of paint, in the form of national costumes, architectural monuments, temples, and so on.

In general, I think children’s creativity should be developed; it helps them express how they perceive reality and the world around them. From the drawings you can judge the child’s emotional state, what he thinks, what he dreams about, how he wants to change this or that in his world

It’s great that people came up with paints and brushes. Let our children have a happy childhood.

I think that a child simply needs to be given complete freedom of choice in his hobbies, especially if he is passionate about them. My son is very fond of coloring him favorite hobby This is to paint various cartoon characters.

He also likes to draw mainly family and nature. We are very happy with each drawing and some we simply put in a frame and in the place of honor on the wall. so that the child understands that we like this child’s passion and talent

Among the gloomy thoughts and black forebodings that occupy the head and soul when getting acquainted with the children's drawings collected by the activists of the “Essence of Time”, there is still one bright spot, a ray of hope that it is not evening yet. These are drawings on the theme “My Country”. Still, children, especially young ones, do not watch news on TV, as well as other “educational programs” such as “Duty Unit”. And therefore, they are not yet subjected to the massive propaganda treatment that adults who have been hooked on the endless series “Where can you find a country in the world worse than my homeland?” have been exposed to for 20 years now.

Of course, this is still ahead - they will grow up, mature and, perhaps, will also begin to watch this series - if by then the enemies of Russia do not no longer need to show it - as a result of the absence of Russia itself. But now they are free from enemy influence at least in this area - the formation of the image of their country and, consequently, the formation of their own identity.

And the image of the Motherland is formed in our children in the same way as in all children of the world at all times: from family lifestyles, children’s games, walks and trips with parents, familiar landscapes and unusual landscapes, from children’s books and school lessons.

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It is very interesting to observe how, with age (or growing up), the boundaries of children’s worldview expand - this is very clearly visible in their drawings.

Very young children most often perceive the “country” as their home, their family, their friends. “My country is all the people I know,” one of the drawings says.

Then the boundaries of the world expand: your home turns out to be inscribed in the landscape - rural or urban. Then they begin to draw not their house, but their village, their city - and this is now “my country”. And then very revealing “just landscapes” appear - the characteristic features of the surrounding landscape and nature become for children the basis of identity, the image of “their own”, the image of the Motherland. It’s amazing, but in many of the children’s drawings one can clearly see Levitan’s plots and motifs! - as if they had all seen enough of the paintings of the great Russian landscape painter. But no! - just children and Levitan are compatriots, they have a common homeland.

Then education is added to the images and direct impressions - the boundaries are pushed back again - and children begin to draw maps of Russia and views of the country from space - on a ball of the Earth.

And then comes the time for the symbolic development of the concept “my country”: the Kremlin (we have 227 drawings with the Kremlin, including 2 from Smolensk and 1 from Nizhny Novgorod), churches as a symbol of Russia, state symbols (characteristically, the flag is found quite often, but the coat of arms is practically absent), and - birch. There are a huge number of birch trees, which children deliberately use as a symbol of our country: they draw birches not only in landscapes, but also in scenes that do not involve them at all.

And only then - and this is very rare - do drawings related to power appear: Putin, just the President, some kind of meeting where the President speaks...

The general distribution of plots of drawings on the theme “My Country” is as follows:

Main topic %

Cities and villages 25%

Landscapes 17%

Houses and courtyards, playgrounds 11%

Globe or globe 8%

Subject drawings 4%

Flag and coat of arms 4%

Family and friends 2%

President 0.3%

Presentation basis %

Place of residence 36%

Symbol 23%

Landscapes 17%

Geographical representation 15%

National achievements 5%

Fantasy 4%

Remember the song from the movie "The Shield and the Sword"? Looking at children's drawings, you understand how accurately Mikhail Matusovsky reflected the formation of Russian identity in his poems.

Where does the Motherland begin?
From the picture in your ABC book,
From good and faithful comrades,
Living in the neighboring yard.

Or maybe it's starting
From the song that our mother sang to us.
Since in any test
No one can take it away from us.

Where does the Motherland begin?
From the treasured bench at the gate.
From that very birch tree in the field,
Bowing in the wind, it grows.

Or maybe it's starting
From the spring song of a starling
And from this country road,
Which has no end in sight.

Where does the Motherland begin?
From the windows burning in the distance,
From my father's old budenovka,
What we found somewhere in the closet.

Or maybe it's starting
From the sound of carriage wheels
And from the oath that in my youth
You brought it to her in your heart.

Where does the Motherland begin?..

As for the oath... I would like it to be taken.

In the meantime, although the drawings of the country inspire much more optimism than the drawings of heroes and the future, we must still admit that this is the result of a kind of idealization of the image of the country in children's minds, which, unfortunately, is very easy to undermine and destroy. Let's face it, it must be said that these same children - the authors of the collected drawings - in just a few years will most likely lose all their idealism and turn into fans of some foreign pop groups, will be consumed by consumerism, greed, envy, lack of freedom, and will begin to dream of leaving “Rashka”...

But for now... they are still children. And they love their country selflessly, joyfully and completely independently. And they try with all their might to “justify” this love. (Which demonstrates that the waves of the information and psychological war waged against the people of Russia are reaching them too. Of course, the main target of this war is adults: for 25 years there has already been a continuous propaganda campaign to discredit the USSR, aimed at devaluing the loss of a great country and deepening the crisis of national identity caused by this loss. But the children do not actively want to know all this yet.) Russia in the children’s drawings appears in an exclusively positive, life-affirming light.

Amazingly, only 3 drawings out of more than 2000 contain at least some negative content: an attack on the country of a spider in a drawing by a 5-year-old girl, the arrest of a terrorist with a grenade near the Kremlin in a drawing by a 9-year-old boy, and preparations for war with France. All other drawings are either formal or obviously positive and even idealized. A child's consciousness cannot come to terms with the imposed assessments of the wretchedness and backwardness of his country, just as, until a certain age, not a single child admits that his mother is not the most beautiful in the world.

From what material do children build their positive images of Russia (children, not adults born in the USSR)? Of those used " building materials» in modern Russia only sports achivments, depicted in two drawings, three Putins and one election! All the rest of the “positive” has absolutely nothing to do with today’s Russia and is divided into 4 groups:

1) nature (mushrooms, fishing, animals), family, friends;

2) Soviet heritage - space, Victory, slogans (“World peace!”, “Peace to the world!”), Kremlin stars, brotherhood of peoples (as it was depicted in landscape sculpture: Negro, Chinese and Russian), monument to Lenin ;

3) fantastic future (unprecedented cities with flying houses, new transport and flying saucers);

4) national history and culture: National Costume, architectural monuments (Kremlins and Orthodox churches).

It is very interesting that the Orthodox theme turned out to be very closely related to the Soviet one. In the group of children who drew temples in the drawings of the country, astronauts (specifically the USSR) are found in the hero’s drawings much more often than in other children, and in the drawings of the future, fantastic cities and space travel are much more often depicted.

Let's say more. In many modern sociological research(with deep satisfaction) it is emphasized that the role of Soviet values ​​and stereotypes in the feeling of being Russian and a citizen of Russia is of a residual, rudimentary nature and manifests itself mainly in older generations. But according to our data, this conclusion is not confirmed even for younger children school age born 10-15 years after the collapse of the USSR: the role of Soviet images and symbols is very significant for them, which is manifested both in drawings of the country and in drawings of heroes and the future.

Major Soviet achievements national history- Victory, Atom and Space are the most important and irremovable components of national identity, the relevance and role of which will only increase due to the increased tension around the coming war “for the Russian heritage.”

As for the role of modern Russia, a very important and well-founded collected material conclusion: the contribution of modern, post-Soviet era in the formation of the national and civic identity of our children is close to zero. That is, for almost a quarter of a century nothing has been created that could serve as a basis for building an image of the country - even for very young children.

This “medal” (which can rightfully be awarded modern Russia), like any other, there are two sides. It’s good that the false, empty and deceitful “messages” of our reality and propaganda are not perceived by our children. It’s bad that it’s formed in this spiritual vacuum national identity- A holy place is never empty! -- weak, unstable and potentially easily susceptible to hostile influences. And unless there is a drastic change national policy, then this generation of citizens is still bright and open those who love their homeland, will be lost for Russia.

I wouldn't like to end our short description A study of children's drawings conducted by the Essence of Time Movement strikes a pessimistic note. Therefore, let's pay attention to one more, extremely important conclusion. Beneath the thickness of our “normal” life: consumerism, fake politics, propaganda, endless chattering of everything and everyone, there is another, quiet (and often unconscious) level of existence - everyday family life, work, daily worries... And at this level Russia is preserved (and protected), it is alive. And no storms “on the surface of life,” no matter how loud and terrible they may be, have yet been able to do anything about it. And since the country is alive, all is not lost!

Yulia Krizhanskaya

Municipal budget preschool educational institution

Child Development Center – kindergarten No. 5 “Birch”

Summary of educational activities

"Drawing"

subject:"My Russia"

Preparatory group

Prepared by Savelyeva Oksana Gennadievna

PDO for drawing

2012

Relevance of the topic:

The leading role in the development of the child’s personality, the formation of his spiritual world belongs emotional sphere.

It is with this feature of the psyche little man associated with the high power of art’s influence on him.

The specificity of art, the peculiarities of the language of its various types make artistic activity a unique means of education, training and development of the teenage generation.

Instilling in children patriotic feelings for their homeland, knowledge of geographical concepts and familiarization of preschoolers with the features of nature should be carried out in various areas, in everyday communication, as well as in artistic creativity.

Program content:

To consolidate children's knowledge about Russia, to form the simplest geographical ideas, to clarify the concepts of “rich”, “big”, “ Mother country».

Teach children to convey in drawings characteristics nature, reflect your impressions, consolidate compositional skills.

Cultivate a love for nature

Material for the lesson:

Illustrations of trees, forests, a map of the Russian Federation, two models depicting trees of the south and Siberia.

Preliminary work:

Looking at illustrations, paintings, reading poems, stories about nature.

Drawing individual parts of trees.

Compilation descriptive story

D/I “What grows where.”

Methodology.

Children sit on chairs

Educator:“Every person loves the place where he was born and raised, where he went to kindergarten and school, home, the games he played as a child. This is how love for the Motherland, for one’s country, gradually begins.”

The teacher hangs up a map of the Russian Federation. Reads the poem: “How great is my country!

How wide are its expanses!

Lakes, rivers and fields,

Forests, and steppe, and mountains!

My country has spread

From north to south!

When it's spring in one region,

In the other there is snow and blizzard.

And a train through my country

From border to border

In no less than ten days,

And even then it will barely get home.”

Educator:“Children, in front of you is a map of the Russian Federation.

It depicts our Motherland Russia.”

(shows its borders, calls the children at will, asks them to show Russia).

Educator: " How big is it?

Children:“Big, huge. You can cross Russia by train in a few days, and fly around by plane in one day. When it is morning in the west, it is already evening in the east. This is how big our country is, stretching over many thousands of kilometers.

Educator: " Children, the map is depicted in different colors.

What does the color blue mean?

Children:“These are seas, oceans, rivers, i.e. water".

Educator: " But the land is painted different colors.

There are many yellow paint.

What is this? This is (desert), brown is (mountain).

What does it mean green color? (forests, plains).

(The teacher summarizes the children’s answers.)

Our country has many forests, rivers, seas, and mountains.

It is rich, but in order for this wealth to increase and be preserved, we must, of course, protect our nature.”

Reads the poem: “I see giant mountains,

I see rivers and seas

These are Russian paintings

This is my homeland"

And now we will go on a journey and look into different corners Russia. First we will visit the south of our country.”

The teacher marks the place with a flag (eg: Krasnodar region) and shows how far you need to travel from Moscow to the south.

Educator: " Let's get acquainted with the nature of this region."

Reads a poem : « I didn't grow up among birches,

I didn't grow up under the fir trees,

The gray frost did not sing to me

Blizzards - blizzards

I grew up in Kuban

More dear to me, more understandable

Our southern regions:

The vast steppes..."

Children examine nature, name familiar trees (palm trees, cypresses, oaks), explain the features of their structure and growth.

Educator: " Sprawling palm trees invite us to visit, slender cypress trees look after us, powerful oak trees protect us from the bright sun.

We have become acquainted with the nature of the south, now we will go to another corner of Russia - Siberia (marks it on the map with a flag).

Do you see, children, what long distance you have to travel from Moscow to get to it.”

Reads the poem: “Siberia is caring and strict:

He will feed everyone, give them something to drink,

But it will also remind you: There’s a lot to do!

Siberia does not tell you to be lazy!

Here you can learn from childhood

Fish, grow vegetables,

Make friends with a huge forest -

Finding His Riches."

Children look at the nature of Siberia.

Educator: " Both spruce and pine trees grow there, which we can find here in the Moscow region, only these trees are much larger.

Mighty spruces, with large, fluffy branches. The pines stand like giants, looking down on everyone.

Here's what happens guys different nature, and we’ll try to draw it today.”

The teacher conducts physical education.

Educator:“In the clearing there is a green oak

He reached out to the sky with his crown.

(stretching - arms up)

He is on the branches in the forest

I hung the acorns generously.

(stretching - arms to the sides)

And mushrooms grow below,

There are so many of them here now!

Don't be lazy and don't be shy,

Lean over for mushrooms!

(bending forward)

Here the frog jumped

She can see little water here,

And the frog jumps cheerfully

Straight to the pond, no less.

(jumping in place)

Well, we'll walk a little

Raise your leg higher!

(walking in place)

We walked around and frolicked

And they landed on the grass!

(children sit on a high chair)

Educator: " Now come over, take the cards, and you will find out who will draw what nature.”

(Trees are drawn on the cards: some have palm trees, others have spruce)

Children are seated at tables according to the card received.

(on one table there are animals: bear, fox, hare, on the other: monkey, parrot)

Educator: " Think about the plot of the drawing. How will your trees be located? There may be several of them, or there may be a whole taiga.”

The teacher reminds the children where the background and the background are located.

During the drawing process, the teacher provides assistance with advice and demonstration.

At the end, children place their work on layouts. On one there are drawn a palm tree and the sun, on the other - pine trees.

Children find the right place for their drawings.

Analysis is being carried out.

To the song “My dear country is wide,” they leave the group.