Outline of a drawing lesson on the topic: Lesson notes on various techniques of non-traditional drawing. Summary of a drawing lesson in the senior group

Children and creativity are inseparable concepts. Every child is an artist and sculptor, singer and musician at heart. Creative impulses in children manifest themselves in the most unimaginable form, but are very often associated with artistic activity. Many mothers sooner or later wonder why a child should learn to draw? And really, why, if you don’t plan to raise another Surikov or Aivazovsky? If your goal is to see your child as a successful, self-confident person, then encourage creative expressions, because any visual work is important condition for the normal development of the baby.

Non-traditional drawing techniques in kindergarten and at home help develop spatial thinking, eye, coordination. After all, the baby needs to connect the ratio of the sizes of the parts into a single composition and arrange them harmoniously on the sheet. When working on a complex decorative composition, the child learns to plan his actions and choose the appropriate material. It is very important for him to understand that he can create something with his own hands.

Everyone knows that drawing is one of our children’s favorite activities. With great pleasure they draw with colored pencils, felt-tip pens, paints, dipping a brush into a bright substance. Why not dip your finger there or smear paint all over your palm? Fine art cannot be set within a framework; it is necessary to destroy all boundaries of the familiar and traditional!

Non-traditional drawing techniques attract our fidgets much more, because they do not require perseverance, allow them to more clearly reveal their potential during creativity, and introduce the child to the opportunity to unusually use the things around us as materials for creativity. If the most unusual colors and bright pencils the child no longer arouses the former interest, then you can dilute the creativity of your fidget with other drawing methods. Why is drawing in unconventional ways useful in kindergarten and at home?

The baby uses a variety of materials, recognizes differences in textures, which allows him to improve fine motor skills.
There is an acquaintance with volume, shape and space, which develops the imagination.
The ability to combine and mix shades develops aesthetic taste.
The use of unusual materials develops thinking and teaches one to make non-standard decisions.
Drawings using such techniques come out much faster, which pleases the little ones who lack perseverance.
It adds self-confidence and faith in your abilities, because even without outstanding skills you can create a unique “masterpiece”!

All the most interesting techniques and methods were collected and systematized by G.N. Davydov in the book “Non-traditional drawing techniques in kindergarten.” This book is an excellent assistant both for the teacher and for the mother who wants to diversify her leisure time with her baby.

Let's start creating: fingers or palms

Non-traditional drawing techniques involve depicting images using various materials, including “non-artistic” ones: crumpled paper, foam rubber, threads, paraffin candle or wax crayons, dried leaves; drawing without using a tool - with your palms or fingers and much more. Such methods are successfully used both in kindergarten and at home.

For different ages, you can offer your own technique, for example, the little ones will find it interesting to paint with their fingers, because it is still difficult for a baby to hold a brush, but the baby already has excellent control of his own hands. Dip your little one's palm into the paint and ask her to leave a mark on the paper, just as cats and dogs leave marks. Look at the print with your baby, who does it look like? It looks like an elephant or a turtle, and if we add an eye, there will be a fish! The whole action is guided only by your baby’s imagination, and if suddenly he is confused, then help him, conduct a master class - paint your palm and leave a print. “Look, the mother turned out to be an elephant, but where is the baby elephant?” - the child will be happy to join in such a funny game.

You can dip your entire palm in the paint, but only your fingers, and leave tiny prints. The more colorful prints, the more interesting drawing, – let the baby fantasize for his own pleasure. Adults should be prepared for the fact that the paint will be not only on the piece of paper, but also on the baby, or rather, the baby will be covered in it and the surrounding objects too. Therefore, take care of cleanliness in advance: cover the table where you plan to set up a creative workshop with oilcloth, and put on an apron and sleeves on your baby, otherwise, what kind of flight of fancy can we talk about if you constantly tell your baby: “Be careful, you’ll get dirty!”

Let's continue to fantasize. Stamps, impressions

Children of all ages like to use stamps when drawing. This unique technique of non-traditional drawing in kindergarten is so easy to perform and diverse in manifestation that it is perfect for work both in kindergarten and at home. Ready-made stamps can be purchased at an art supply store. But it’s much more interesting to make a stamp yourself, or even better with your baby.

Almost anything that can be dipped in paint and then left an imprint on a piece of paper will work as a stamp. You can cut an apple or a potato - this is the simplest stamp. You can cut out some kind of shape on half a potato: a heart or a flower. Another stamp is made from ordinary threads, wound around any base. You don’t have to wind the threads, but simply immerse them in paint. After thorough impregnation, they are laid out on one sheet, covered with another, pressed lightly, and the intricate pattern is admired.

It is easy to make a stamp from ordinary plasticine. Come up with an interesting shape and decorate a small piece of plasticine. It is better to choose thick paint for classic stamps. You can give the background an unusual texture by using a crumpled napkin or paper, and then follow the proven scheme: dip it in paint and stamp it. Very beautiful stamps are made from dried leaves: paint the leaf on one side, place it on paper and press. After the painted leaf was removed, the picture we got was “ Golden autumn“- the baby is completely delighted.

There is another unconventional drawing technique, similar to a stamp, but with interesting feature, – drawing with foam rubber. Cut a small piece from an ordinary sponge, dip it in paint and cover the sheet with gentle pressure. This is how you easily and simply get a wonderful background for further drawing, and if you use stencils or templates for children's drawing, you will get an amazing floral or geometric pattern.

Drawing with dots

Drawing with dots can be distinguished as a method of visual creativity for children. This simple technique is understandable even to the little one. You will need paints and cotton swabs or regular markers. We dip the stick in the paint, and with a gentle pressure we draw a dot on a sheet of paper, then another one - until the invented image appears on the album sheet. You can help your child by drawing the outline of the future picture, and he will fill it in big amount bright prints. The theme of the bitmap can be any - and winter's tale, and bright sunshine. Education at such a tender age should be carried out unobtrusively, in the form of a game.

Monotype technique

For older children, you can offer more interesting types of artistic creativity. For example, an interesting technique, which is also based on prints, is “Monotype”. Its goal is to create a symmetrical drawing, such as a mushroom, an insect (butterfly or ladybug); for the senior preschool group, you can depict a landscape reflected in a lake.

We take a landscape sheet of paper, bend it in half, then unfold it and draw on one half relative to the fold line. Since we have agreed to depict a butterfly, we draw one wing, then stroke the folded sheet with our hand. Let's open it - the butterfly already has two wings and they are exactly the same! The missing elements can be completed with a brush.

A feeling of delight is guaranteed, while the child understands that his “hooligan” actions, when blots and splashes fly onto the album sheet, are also a form of art. “Blotography” also has the name “Spraying”. Using these techniques you can achieve unusual artistic effects.

Splashing paint, also known as "Spraying". A toothbrush will come to our aid. Gently dip it into the paint and lightly tap it towards you with a pen or pencil. A huge number of small droplets remain on the sheet. Using this unconventional painting technique, you can create a very realistic winter landscape or deep space with many stars. “Blotography” will help the young artist populate the uninhabited planets of space with funny aliens. All you have to do is put more paint on the brush and let it drip onto a sheet of paper, and you get a blot. And now we blow on it, dispersing the rays in different directions. Let's add a couple of eyes to the dried blot, or maybe two pairs, this is an unknown animal, and send it to populate distant worlds!

An interesting texture can be achieved by using a dry brush. Lightly dip a dry wide brush into the gouache and wipe off the excess paint on the jar. We draw with vertical poking movements. The image turns out “shaggy” and “prickly”, in this way Christmas trees and hedgehogs, a field with green grass turn out to be very realistic. In this unconventional way, you can draw flowers, such as asters, in kindergarten.

Incredible possibilities of ordinary things.

Bubble.

It turns out that you can not only blow and burst soap bubbles, but you can also draw with them. Dilute a little paint in a glass of soapy water, take a tube and blow bubbles into the glass. Your kids will enjoy doing this trick. Well, there is a lot of bright multi-colored foam, apply a sheet of paper to it, and as soon as bubbles begin to appear, the paper needs to be removed - the colorful pattern is ready!

Salt.

Don't be surprised, but salt can be used for more than just cooking. An interesting texture will be obtained if you sprinkle the undried drawing with salt, and when the paint dries, just chicken out.

Sand, beads and various grains are also used to create creative textures. There are several options for using such materials.

Sprinkle the pre-glued sheet with cereal, sand or beads, and then draw on the textured surface.
We cover the areas where the design will be depicted with glue.
Paint and dry the necessary materials in advance, and then decorate the drawing with them.

Classics in an unconventional interpretation

Let's put away the stamps and salt, wipe off our paint-stained pens, and get out the watercolors and brushes. Boring? It’s not boring at all, but very interesting, because with the help of classic watercolor paints we will create miracles!

You need to take thick paper (the best option is special watercolor paper) and wet it until it is sufficiently wet. Put a little paint on the brush and lightly touch the brush to the wet paper. The movements should be light and smooth, the beauty of the result depends on this. Before your eyes, a drop of paint spreads in different directions, turning into something amazing! It's a good time to tell your child about the rules for getting new colors and shades. Now this practice is most obvious. The resulting unimaginable divorces will serve as an interesting backdrop for future creative works.

The next unconventional drawing technique that we will consider, also from the category of “miracles nearby”, is called “Aquatype”.

This is a technique of painting with paints and water, also known as water printing. Just as in the previous method, we will need thick paper, we will choose no less traditional paints - gouache, we also need black or any dark ink. Think with your child, what would he like to portray? This method produces unusually beautiful flowers. After the paints have dried, paint over the entire sheet of paper with ink, then immerse your work in a bowl of water and enjoy the wonderful transformations! The gouache will all dissolve, leaving only your drawing on a dark background. Why isn't it magic?

The series of incredible transformations is not over! Let's take the same thick paper and use wax crayons (if you don't have them at hand, you can use an ordinary candle) apply a drawing or pattern. Next, apply watercolor paint to the entire sheet (the areas treated with wax will not be painted). A drawing will appear on a colored watercolor background, which will be a surprise for the baby, because when you draw with colorless chalk on a white sheet, it is quite difficult to imagine the end result. The process of magic can also ultimately bring quite a practical result.

Making “marble paper” is an extremely exciting activity that kids really like: it’s fun to play with things that are not allowed to be taken at all. For example, dad's shaving foam. To work you will need:

shaving foam;
watercolor paints;
flat plate;
sheet of thick paper.

First you need to get a saturated solution: mix the paint with water. Then apply a thick layer of shaving foam to the plate, and add a few bright drops of paint in a chaotic manner. Using a brush, we paint drops of paint on the foam, creating intricate zigzags and patterns. Here it is - a magical mystery that will completely absorb an enthusiastic child. And here is the promised practical effect. We apply the sheet to the rainbow foam, and then turn it over so that the foam is on top of the sheet. We remove the remaining foam on the paper with a scraper. And - lo and behold! Unimaginable stains appear from under the foam, similar to a marble pattern. The paper has absorbed the paint. After drying, “marble paper” can be used in making crafts or as an addition to decoration.

There is no limit to creativity

For children who have already become acquainted with many interesting techniques and have shown their extraordinary creative abilities, we can offer a rather difficult drawing technique - “scratching”.

You need thick paper, you need to color it with wax crayons, preferably bright colors, then cover it with black gouache or ink using a wide brush. If you intend to use gouache, add a little PVA glue so that the dried paint does not crumble. When the ink (or gouache) has dried, the workpiece is ready for further work. Now we take a thin stack (any sharp, non-writing instrument) and start drawing. But this process can only be called painting conditionally, since the top layer of paint is scraped off. Thus, stroke by stroke, a bright wax layer is revealed and projected into the artist’s idea.

For young artists The technique of drawing using plasticine on glass will be fascinating.

Choose the design you like, cover it with glass, and use a black felt-tip pen to draw the outlines of the design onto the glass. Then we proceed to fill the contours with soft plasticine, trying not to protrude beyond the edge. The reverse side does not look so neat, but the front side shows a bright and clear picture. Place your work in a frame, and you can use colored cardboard as a background.

There are also a number of non-traditional drawing techniques in kindergarten that children of the middle and senior preschool groups can easily master. For everyday activities, a combination of applique with a classic pattern may be suitable. Pre-cut elements are glued onto a landscape sheet, after which the image is given a finished look using pencils or paints.

One of the accessible and entertaining techniques is “Frontage”.

This type of fine art is familiar to us from childhood, remember, we hid a coin under a sheet of paper and shaded with a simple pencil? In the same way, instead of a coin, you can use dry leaves, and shade not with a pencil, but with colored pastels. The drawing will turn out bright and rich.

We have become acquainted with a large number of drawing techniques and have already learned a lot, so why not put our knowledge into practice? Using both traditional and non-traditional painting techniques, any interior items are decorated. Decorative drawing in kindergarten also has an applied nature; a child can already decorate, for example, a pencil stand or a clay vase, or he can please his mother and create a unique pattern on a cutting board. Just remember that for such work you need to choose waterproof paints: acrylic or oil. To make the result last longer, coat the finished craft with varnish.

For interior decoration, the stained glass technique is used.

The essence of the technique is to apply an adhesive contour and fill it with paint. There are many options for performing this technique, but one of the most interesting is to apply a pattern to oilcloth, and after drying, the pattern can be removed from the oilcloth and glued to any surface, for example, glass - there will be a translucent bright picture.

Let's take a closer look at the technique itself.

The ideal option would be to use specialized stained glass paints, but if you don’t have any, you can be smart and make them yourself. Take ordinary gouache and add PVA glue; after drying, the paints have an elastic structure, which will allow you to remove the picture from the film without difficulty. Choose the design you like and draw its outline onto a transparent oilcloth (you can take a regular file or a transparent plastic folder). It is better to make the outline first with a pencil or felt-tip pen, and then outline it either with a ready-made stained glass outline, or with ordinary PVA glue from a tube with a dispenser. Wait for the outline to dry, then fill in with bright colors. After complete drying, you can peel the design from the film and decorate the intended surface.

You can decorate not only interior items, but also wardrobe items with special fabric paints. This technique is called “Cold Batik”. Invite your child to make a designer painting of an ordinary white T-shirt, only your child will have one, one and only!

The T-shirt must first be fixed in an embroidery hoop or in a stretcher for painting on canvas.
Using a pencil and tracing paper, transfer the image of your favorite cartoon character onto fabric.

One of the most important stages of this method is the application of a reserve composition, in other words, a protective contour that will prevent the paint from spreading over the fabric. The contour must be closed to prevent spreading.

After drying, according to the scheme known to us, we fill the contours with paint.
Then the drawing must be fixed. Place one sheet of paper under the design and the other on the design and iron it.

This product can be washed, but it is better to wash it in manual mode in cool water. The unique product is ready.

Conclusion

All considered non-traditional drawing techniques are applicable only indoors. What about walks in the summer? fresh air? Are only outdoor games suitable for outdoor activities? No, you can do fine art. Drawing in summer in kindergarten can also be done outside, using classic chalk. Drawing on asphalt in kindergarten is a wonderful entertaining and educational activity. Children draw with crayons wherever there is a more or less hard surface: asphalt, tiles, fences, walls of the house. It’s wonderful to see a bright embodiment of fantasy instead of gray asphalt.

In kindergarten, drawing takes leading place in teaching children fine arts and includes three types: drawing of individual objects, plot and decorative. Each of them has specific tasks that determine the program material and the content of the work. The main task of teaching drawing is to help children understand the surrounding reality, develop their powers of observation, cultivate a sense of beauty and teach techniques of depiction; at the same time, the main task of visual activity is carried out - the formation of children’s creative abilities in creating expressive images of various objects using visual means available for a given age.

Drawing individual objects

Competent, realistic image of an object in a drawing involves the transfer of characteristic shape and details, proportional relationship of parts, perspective changes, volume, movement, color. Let us consider to what extent the solution to these problems is accessible to a preschooler.
Research by Soviet psychologists has shown that in the perception of an object, the main defining feature is the shape, which helps the child distinguish one object from others. Errors when depicting a form are explained not so much by incorrect ideas and lack of skills, but by the inability to correctly perceive the subject analytically. Since the child’s visual skills are still very imperfect, he also faces visual difficulties. In the drawing, the shape is limited by a linear outline.
But at the same time, the correct drawing of lines and the depiction of the contour in the first stages of working on a drawing cannot serve as a primary task.
You cannot draw a line around a contour if the general form has not yet been found, since it is always unstable, changeable, and tracing it is the result, the final stage of the drawing.
The artist, when depicting an object, starts from a sketch of the basic form. This type of image is difficult for a preschooler, especially a 3-4 year old. He cannot imagine the entire object in its entirety in the relationships of all its parts. It is easier for him to draw an object sequentially, part by part. This method makes the child’s work easier - having finished one part, he remembers or sees in nature what follows next, and draws it. It is gradually necessary to teach children to start drawing from a general sketch, since working in parts has its own complexity, which makes it difficult to convey the correct form - identifying the main parts and secondary ones, their proportional relationships and location in space.
The general objectives of learning to draw individual objects for all age groups are the following:
teach how to depict the shape and structure of an object, convey the proportional relationships of parts, changes due to simple movement;
teach the depiction of some characteristic details that make the image expressive and imaginative;
convey the color of an object in accordance with its content and the nature of the image;
develop technical skills in drawing with pencils, paints and other materials.
These tasks are revealed and specified in the program material for each age group. The program material is distributed across quarters, which facilitates its sequential completion and accounting for the time required to master a new task and consolidate skills.
Children of the third year of life, due to their physical and mental development, are capable of acquiring simple drawing skills. Studies of the visual activity of children of primary preschool age have shown that already in the second year of life (of course, subject to training) a child can hold a pencil and brush correctly; the movements made when drawing coincide with the general rhythm of movements that intensively develop at this age. However, they are still largely involuntary and the drawing of lines is not controlled by vision.
With a child of the second year of life, special training in image skills is already possible, since he strives to reproduce the actions of the teacher, accompanied by explanations.
When setting tasks for teaching drawing, it is taken into account that two-year-old children have little experience, lack knowledge and skills, and have insufficiently developed hand movements. Therefore, the main tasks are primarily related to the general educational impact on children.
So, the learning objectives in the first younger group the following:
arouse interest in the process of drawing as an activity that produces results;
introduce drawing materials (pencils, paints) and techniques for using them;
teach an understanding of an adult’s drawing as an image of an object;
teach techniques for drawing straight, rounded lines and closed shapes.
The structure of the program for this group differs from the program for the following ages in that it does not have a quarterly distribution of material. Certain skills are consolidated throughout the entire year of study. The first drawing lesson begins with an introduction to paper and pencil. The teacher explains that these materials differ from objects known to children - toys, various things. You can perform various actions with pencils: the paper was clean, but marks appeared on it from moving the pencil. One end of the pencil leaves marks, the other does not. If you press it weakly, no marks will be visible on the paper; if you press it hard, the paper will tear. Such an explanation and visual display attracts a small child to draw and create an image, although he does not yet understand that marks on paper can mean something. The teacher should use the child’s interest in the material, but at the same time take into account that the child can get carried away with playing with pencils for a long time (laying them out, knocking them, etc.).
Research by T. G. Kazakova and N. Ya. Shibanova in the field of teaching drawing to children of primary preschool age showed that from the very beginning of learning to draw, one should proceed from the image of the object, and not from mastering the skill. The figurative principle should be the leader for the child in the entire drawing process.
Mastering visual skills begins with drawing straight, vertical and horizontal lines, first when completing the drawing started by the teacher (strings for balls, stems for flowers, etc.). The drawn part of the object determines the direction of the line, the length of which can vary. Then children are asked to independently draw lines in the indicated directions based on the perception of various objects.
More difficult is mastering the drawing of rounded lines and closed shapes, which requires the ability to subordinate the hand to precise movement and control of vision, since the end of the line must lead to its connection with the beginning. In depicting rounded shapes, children are not required to render a correct circle, although they do draw balls and spheres. Under the round shape in in this case refers to an image that approximates a circle (for example, ovals or more vague shapes formed by a closed line that has no corners).
The program provides for introducing children to color. This problem is solved by painting with paints. The paint leaves a bright mark, a stain that is easily associated with the color of the object in life.
The topics of tasks for developing a sense of color are related to the mastery of simple forms - lines, spots made with a brush (for example, the topics “A snowball is falling”, “The lights are burning on the Christmas tree”, “The grass is growing”). In order for the color to be correctly perceived by children, it must be given in a contrasting combination with the background: white snowflakes on a blue background, yellow or red lights on a green Christmas tree drawn or cut out of paper by the teacher.
The program involves mastering such technical skills as holding a pencil and brush correctly, using them carefully, being able to draw paint only onto the bristles of the brush, etc.
Already at the initial stage of learning, the child must learn that any material should be used, guided by certain rules. The lack of demands on the part of the teacher regarding the use of materials will lead to an independent search for technology, to the consolidation of incorrect skills, which in the future will be a hindrance in the execution of more complex drawings.
Thus, mastering the outlines of the simplest pictorial forms, using bright, colorful tones, the child learns to find similarities with objects of the surrounding reality, begins to realize the visual capabilities of materials and independently use the acquired skills when depicting other objects.
Children of the fourth year of life already understand the meaning of drawing, although they still cannot more or less correctly depict the object. They give random names to their independent drawings, which represent a shapeless combination of lines, caused by associations with some characteristic. The teacher should encourage children to try to find similarities between the drawing and the object and at the same time teach the correct depiction of various forms.
At this age, the following tasks of teaching visual skills come to the fore:
teach the depiction of various rectilinear and circular shapes of simple objects, conveying their main characteristics (color, shape);
develop a sense of color - the ability to distinguish and name primary colors;
develop compositional skills - place the image in the middle of a sheet of paper;
improve technical skills.
In the first junior group, children learned to draw vertical and horizontal lines without requiring clarity in their direction. Therefore, the first task here remains learning to draw straight and rounded lines, but without relying on the teacher’s drawing. The solution to this problem is associated with the development of hand movements.
The program provides training in drawing various lines: from left to right, from top to bottom, crossed, etc. The system for developing hand movements in drawing various lines was developed by the famous teacher E. A. Flerina and has become firmly established in the training program for younger preschoolers.
Topics of exercises in drawing straight lines in various directions indicated in the program: drawing ribbons, paths, pencils, rain, etc. The variety of topics helps to maintain children's interest in classes.
In this group, the tasks of mastering technical skills are further developed.
As the content of children's work becomes more varied and requires the use of several colors to paint a picture, brush washing is introduced. This simple operation requires patience and accuracy from the child.
A difficult task for children of the second younger group is to convey a combination of several shapes, which can be homogeneous (a snowman made of two or three circles) or consisting of two different shapes (a sun made of several straight stripes and a circle).
Carrying out an image of this kind requires not only the ability to subordinate the movement of the hand to the pictorial form, but also the ability to synthesize these forms and combine them according to the plan. Since analytical-synthetic thinking is very poorly developed in a three-year-old child, this task is difficult for him. Therefore, the program provides images of objects that include the connection of only two dissimilar parts or the rhythmic repetition of the same shape (for example, the rays of the sun, the branches of a Christmas tree).
The depiction of rectangular shapes requires developed coordination of movements, the ability to change the direction of movement at the right moment, creating an angle, or closing a line at the starting point. In accordance with this task, the subject of the assignments was also selected - drawing a book, windows, flags and other objects with rectangular outlines.
Simultaneously with the complication of the form, the use of color also becomes more complex, which begins to stand out as one of the main characteristics of the object. Children learn to use different colors in a drawing to depict certain objects: red for a flag, yellow for the sun, green for a Christmas tree, grass, etc.
By the end of the year, children of the second younger group can depict objects, conveying several characteristics, not only according to the instructions of the teacher, but also according to their own choice.
The learning objectives in this group are the following: to teach the depiction of objects of round and rectangular shapes, to convey their structure, main parts and details;
teach the use of color as an artistic means of expression;
develop compositional skills in arranging an object in the center of the sheet;
improve technical skills in painting over drawings with pencils and paints.
In the first quarter, where the proposed themes of the drawings are familiar to children (drawing a ball, an apple, a flag), the complication of the program material is expressed in a more accurate representation of the shape (oval or circle) and accurate coloring of the image. Solving these problems requires a more developed ability to compare and highlight features of shapes that have rounded outlines, but differ from each other in length and width.
What is new in teaching children to depict objects is the transfer of a structure with rhythmically arranged parts (above - below, on one side - on the other side), as well as some proportional relationships of the parts. This makes it possible to analyze and compare individual parts with each other. For example, in the second quarter, children draw a snowman, the shape of which consists of circles of different sizes, and a Christmas tree with rhythmically arranged branches.
For the first time in this group, drawing of such a difficult object to depict as a person is introduced. The image of a person is preceded by drawing simpler forms - a snowman, tumbler, matryoshka, dolls, where the relationships and shapes of the parts may be somewhat disrupted.
Education for older children is aimed at improving visual skills and developing the ability to create expressive images using various means of representation.
The learning objectives are the following:
teach how to correctly convey the shape of an object, its characteristics, relative size and position of parts;
teach how to convey simple movements in drawing;
develop and improve the sense of color;
develop technical skills in working with pencil (shading methods) and paints (brush techniques); teach drawing techniques with crayons, charcoal, sanguine, and watercolors.
Increasing the complexity of educational tasks is justified by the further development of children. Their experience expands significantly; they acquire a lot of new knowledge through observing the life around them, reading fiction, stories from adults, etc. It becomes possible for them to draw on topics not related to direct perceptions (fairy-tale characters), depict objects they have not seen (for example, animals of hot countries, etc.).
At this age, children learn to find and convey in drawings the similarities and differences of homogeneous objects. So, in the first quarter, they draw fruits, vegetables, and flowers from life, conveying their characteristic features (for example, 2 apples of different varieties, differing in shape and color, beets and turnips, which have a round shape common to vegetables).
To convey the characteristic color of objects in senior group The range of colors that children work with increases. In this group, preschoolers become familiar with the primary colors of the spectrum and learn to use their beautiful combinations in drawing.
In addition to colored pencils, children in the older group use a simple pencil to preliminary draw the main parts of the object.
An older preschooler can understand and convey in a drawing changes in the position of some parts of the human body: raised arms, legs bent at the knees (themes “Children doing physical education,” “Parsley is dancing,” etc.). The expressiveness of the image in these themes is achieved through the depiction of some characteristic details (the clothes of Parsley, Little Red Riding Hood, Father Frost) or facial features (Pinocchio’s long nose, Father Frost’s beard, etc.).
The ability to create an expressive image is associated with the development of the ability to notice character traits objects (for example, when drawing from life branches with buds, leaves, snowdrops, and in the summer, various types of mushrooms, berries, flowers, butterflies). If in the middle group objects with a symmetrical arrangement of parts were selected for drawing from life, then in the older group a more complex nature is used, sometimes without symmetry.
The preparatory group completes the training of preschoolers in visual arts and skills. Children should come to school with basic skills in drawing objects from life and from memory, the ability to see a variety of shapes, colors, and the position of objects in space in the life around them.
The objectives of training in the preparatory group are the following:
teach the depiction of the structure, size, proportions, characteristic features of objects from life and from representation;
teach to convey a wealth of shapes and colors, create expressive images;
develop compositional skills (location of an object on a sheet depending on the nature of the shape and size of the object);
develop a sense of color (the ability to convey different shades of the same color);
develop technical skills (the ability to mix paints to obtain different colors and their shades;
apply pencil strokes or brush strokes to the shape of the object).
Six-year-old children have fairly well developed analytical thinking. They can highlight both common features inherent in objects of the same type, and individual characteristics that distinguish one object from another.
This task is carried out starting from the first quarter, for example, in the depiction of various trees. Each tree has a vertically directed trunk, thick and thin branches, and leaves on them that form a crown. These signs are also transmitted to children of the older group. In the preparatory group they are taught to see and draw trees of different species, where all these common features are somewhat unique: in a fir tree the trunk gradually narrows upward and ends with a thin sharp tip, while in deciduous trees it also narrows, but at the top it branches and ends with many small branches; the birch has thick branches going up, and long thin branches hang down, and the linden has thin branches located parallel to the ground.
There are bent trees, with forked trunks, young and old. The ability to see this diversity and convey it in a drawing develops in children the ability to create expressive images of nature.
The same diversity in conveying the features of an object is reinforced in topics on the depiction of vegetables, fruits, etc. For this, children in the first quarter become familiar with obtaining shades of color and composing new colors.
Preschoolers master the ability to convey the characteristic features of the structure and shape of objects by drawing from life a variety of objects, initially simple in shape and structure: Christmas tree and pine branches, fish, birds, dolls.
Based on existing ideas about real objects, children draw fairy-tale heroes: Firebird, Little Humpbacked Horse, Morozko, Babu Yaga, etc. Drawing fairy-tale characters contributes to the development of creative imagination.
The expressiveness of the drawing largely depends on the chosen vertical or horizontal position of the sheet of paper. To successfully cope with this choice, the child must very carefully analyze the object in various turns and note the features of its structure.
In the preparatory group, children begin drawing with a preliminary sketch, in which the main parts are outlined first, and then the details are specified. Using a sketch forces the child to carefully analyze the nature, highlight the main thing in it, coordinate the details, and plan his work.
Images of various objects are fixed and improved in plot drawing.

Subject drawing

Objectives and content of teaching plot drawing. The main goal of plot drawing is to teach a child to convey his impressions of the surrounding reality.
It is known that all surrounding objects are in a certain connection with each other. The attitude towards any object or phenomenon largely depends on the understanding of this particular connection.
The ability to establish semantic connections between various objects and phenomena develops gradually in the child. Therefore, plot drawing for educational purposes is introduced no earlier than in the middle group, and initially as an image of 2-3 objects located nearby. Naturally, children should know the techniques for depicting objects that are the main characters in the plot, otherwise difficulties in depicting unfamiliar objects will distract them from completing the main task. However, plot drawing should not be limited to depicting only those objects that children have already depicted. The child must be able to draw the main thing in the plot, and he completes all the details as he wishes.
The ability to highlight the main thing in a plot is associated with the development of perceptions and analytical-synthetic thinking. In a small child they are still too superficial; he first of all perceives what is directly accessible to sight, touch, and hearing, and often recognizes an object by some insignificant details that he remembers. In the same way, a child perceives and conveys the plot in a drawing. Highlighting the main thing, understanding the relationships and connections of plot objects are quite difficult tasks for a preschooler. They can be solved by children of the older group.
In plot drawing, it is important to correctly convey the proportional relationships between objects. This task is complicated by the fact that when depicting a plot, it is necessary to show not only the difference in their sizes that exists between them in life, but also the increase or decrease of objects in connection with their location in space. To do this, the child must be able to compare and contrast image objects, and see the semantic connection between them.
Solving the problem of spatial relationships between objects is very difficult for a preschooler, since he has little experience and insufficiently developed visual skills.
Children can gain ideas about the extent of space, about the horizon line connecting the earth and sky, mainly when traveling into nature (into the forest, field). But even if some of them understand the perspective changes of objects in space, it will be difficult for them to convey these changes on the plane of the sheet. What is located far away in nature should be drawn higher in the drawing, and vice versa. These features of the image of space on a plane are understandable only to an older preschooler who has experience.
So, the general objectives of teaching story drawing in kindergarten are the following:
teach how to convey the content of a topic, highlighting the main thing in it;
teach to convey interactions between objects;
teach how to correctly convey proportional relationships between objects and show their location in space.
Teaching children plot drawing begins in the middle group. True, in the younger group, some of the topics proposed for drawing sound like plot themes (for example, “Kolobok is rolling along the path,” “It’s snowing, it’s covering the whole ground,” etc.). But they do not require the transfer of plot action. Pointing out the plot of the drawing is used to create interest in children in depicting the simplest forms.
The tasks of plot drawing in the middle group are as follows:
depict 2-3 objects related to each other in meaning;
acquire compositional skills (learn to place several objects on one line depicting space, next to each other or on the entire sheet without marking the earth and sky with a line).
These problems are solved on plots that are well known to children, on images of objects that they have drawn before. The need to place several items on one sheet of paper requires a developed ability to analyze and synthesize, as well as creative use of acquired skills.
The arrangement of several objects on one line is the simplest compositional solution to the theme. Four-year-old children are able to learn that in life objects are located one next to another, so it is impossible to place another in the place of one object. The straight line on which children draw objects is, according to E. A. Flerina, that rhythmic simplification of the image of the space of the earth, which is accessible to children’s understanding.
The topics offered to children are simple: a house, a tree grows near it, a bench stands; a house or a tree, a girl is walking nearby; grass, flowers grow, the sun is shining; Chickens are walking on the grass.
In these drawings, the guys do not show the plot development of the action. Children draw 2-3 objects nearby, between which there will be no effective connection.
In the middle group, children are also introduced to another method of composition of a plot drawing - the arrangement of objects on the entire sheet. The teacher gives the children sheets of paper of certain colors corresponding to the depicted plot (green - for a clearing, blue - for water, yellow - for sand, etc.), and they freely place the intended objects on a selected colored background, using the entire plane of the sheet (flowers in the meadow, fish are swimming).
In plot drawing, children are not tasked with showing exact proportional relationships between objects, since it is quite complex and accessible only to children of the older group.
The content of the plot drawings of children aged 5-6 years is significantly enriched due to the experience they have acquired in drawing. Children include in their compositions not only objects, but also their surroundings.
The tasks of plot drawing in the senior group are as follows:
teach the depiction of semantic connections between objects, the transfer of spatial relationships between them;
develop compositional skills (draw on the entire sheet, drawing a horizon line);
develop a sense of color.
The subject of plot drawing in the older group is determined primarily by the impressions that the child receives from observing the surrounding reality. For children of this age, the content of each topic should be specifically defined. They should not be given general themes, such as “Holidays.” They may draw something that is not relevant to the topic or set themselves a daunting task that is not suited to their skills, such as drawing a demonstration.
When drawing on literary themes, preschoolers should be given a specific task. For example, in the first quarter, children are asked to depict an episode from the fairy tale “Two Greedy Little Bears” when they share cheese. Children are already familiar with drawing a teddy bear. Drawing fairy tale images, they also depict teddy bears with the same rounded parts and simple design. All objects are located on the same line.
Later, the teacher leads the children to a more correct compositional use of a sheet of paper when depicting the sky and earth, giving a ready-made background for the sky. So, when depicting a winter plot, children are given paper blue color, which frees them from having to draw the sky. The guys paint over a more or less wide area of the ground (snow) with white paint; the rest is the sky. This technique leads children to independently use the correct compositional solution in other topics.
The color scheme of the composition is determined in accordance with the plot.
The teacher can offer the children one or another background that matches the theme (for example, blue or gray paper to depict winter scenes). The background of the sheet will also determine the choice of colors, which the children work on independently. In contrast to dark, light colors stand out best: white, blue, yellow. Autumn landscapes They look more expressive on blue or white backgrounds, with which various warm tones go well: yellow, red, orange.
The skills and abilities acquired by children in the older group allow the teacher to complicate the tasks of teaching children 6-7 years old. To do this you need:
diversify the content of children's drawings, teach children to independently determine the plot of the drawing on a given topic or according to design;
teach changing the shape of objects in connection with their actions in the plot (for example, turning the body, bending, running, etc.);
develop compositional skills - teach how to convey on a sheet of paper the wide spaces of earth and sky, the arrangement of objects: close ones - at the bottom of the sheet and distant ones - at the top (without changing sizes);
develop a sense of color - learn to independently convey color that matches the plot.
At this age, children’s analytical thinking is already more developed, which allows the teacher to set the task of independently choosing a plot on the proposed topic. For example, in drawing on the theme “Building a house”, children independently decide what kind of house, who is building it, where, etc. In drawing on the theme of fairy tales “Geese-Swans”, “Morozko” and others, children choose that episode from the work which they would like to portray.
Independent choice of plot teaches them to comprehend perceived phenomena, understand connections and relationships between characters, and clearly imagine the situation and time of action. If the choice occurs unconsciously, the child sometimes combines objects and actions that do not coincide in time in one drawing. More often this happens when drawing on themes of fairy tales and stories, when the child knows its content. Unable to divide the work into separate episodes, he combines them in one drawing. Such works indicate that the child does not yet understand the uniqueness of fine art, which conveys only one moment of action, and not its entire sequence in time. The teacher must help the children understand this.
Children preparatory group can depict various objects in action and understand that the visible shape of an object changes depending on movement. For example, in a topic such as “Children are making a snowman,” in the older group the children will depict him and two children standing next to each other with shovels in their hands. And in the drawings of the children of the preparatory group, these same children will be depicted at work: with their hands raised near the snowman, bending down, rolling a ball of snow, carrying snow on a shovel, carrying it on a sled. Such variety in the positions of the figures makes the drawing more meaningful and expressive. Complicating the composition of the drawing will also contribute to the expressiveness of the images. Depicting the earth not with a narrow line, but with a wide stripe allows you to draw many more objects, that is, fill the entire sheet with a drawing.
Filling the entire sheet with an image also makes it more difficult to use color. Children learn to paint the sky with various shades in accordance with the plot: cloudy, gray sky - when it rains, bright blue - on a sunny day, red - when the sun rises or sets.
Children use bright colors to depict autumn motifs, use various shades of green when depicting a summer landscape, and feel the contrast of color when depicting winter. The color of a spring landscape is difficult to convey to children, since the use of gray and black paints to depict dirty land does not correspond to their bright, joyful idea of spring. The teacher should take this into account and find joyful topics.
You can suggest, for example, themes such as “Ice drift” (bright sky, dark water and white ice floes provide a combination of colors that is pleasing to the eye), “Snowdrop”, “The grass is turning green” (where it is necessary to depict not early spring, but the first greenery). The theme “May Day” is especially joyful in its colors. Children usually draw colorful, bright holiday decorations for houses, streets, fireworks, etc.
The program material provides only approximate topics for plot drawing: based on the program requirements, the teacher should try to select topics that are interesting for the children, taking into account their impressions of the surrounding reality.

Decorative drawing

Objectives of teaching decorative drawing in kindergarten. Decorative drawing, like all types of fine arts, develops a child’s sense of beauty. Works of folk decorative art are close to children due to their colorfulness and simplicity of composition.
By introducing children to works of decorative art from various regions and nationalities of our country, the teacher must instill in the children a love for the Motherland and respect for the work of the people who create this beauty.
A teacher teaching children decorative drawing faces the following tasks:
develop a sense of composition in connection with the construction of patterns on various forms;
develop a sense of color;
develop the ability to distinguish between styles in the decorative arts and use their individual elements in your creativity;
improve technical skills in drawing with a brush and pencil.
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 must feel and understand how the ornament decorating it changes depending on the purpose and shape of the object. From here he learns 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 art cannot exist.
IN decorative painting developing a sense of color stands out as an important task. Color in a painted ornament is closely related to composition; in a pattern they are inseparable from each other.
Naturally, preschool children cannot master all the possibilities of color combinations, although the sense of color begins to develop even in pre-preschool age.
The task of using color in decorative painting becomes more complex in each group, 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 pictorial forms, since then the children will need to concentrate their attention on a new task - arranging these forms in a certain order to obtain a pattern.
Children acquire initial visual skills in the first and second junior groups, and some tasks in the second junior group are decorative in nature (for example, decorate the edges of a handkerchief 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.
Direct instruction in decorative drawing begins with children aged four. 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 skills in drawing various large and small shapes - simple elements of a pattern;
develop technical skills in using a brush (lightly touch the paper, making dots; use the entire surface of the brush, drawing stripes, strokes).
Decorative drawing tasks in the middle group for compositional tasks are similar to gluing ready-made forms. At first, children learn to draw straight lines with a brush and apply rhythmically repeating strokes or dots between them, 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 (the brush is held 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. The rhythm of hand movement inherent in a person facilitates this repetition and helps convey the 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 all correspond to 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; The circle has an edge and a center.
Children of the fifth year of life can be given more complex tasks decorative drawing, since the level of development of aesthetic feelings at this age is much higher.
Children need to be taught:
arrange the pattern symmetrically depending on the shape of the sheet of paper or three-dimensional object;
use a variety of straight, rounded lines and shapes, plant elements in the pattern;
find beautiful combinations of colors depending on the background;
skillfully use a brush (paint with the end, the whole brush, move it freely in different directions).
First, the skills acquired in the middle group are consolidated in drawing up patterns consisting of straight lines, strokes, and dots on different forms. But this is not a simple repetition of the material of the average group. Children are given a larger number of colors to choose from; elements combined in patterns can be of different sizes.
In the first quarter, children are taught a new technique for constructing a pattern on a circle - filling the entire shape with a pattern built from the center by symmetrically building up elements in concentric circles. In addition to the square and circle, children are given an oval, a triangle, a rosette and a hexagon - shapes that are more complex for constructing a pattern.
In the older group, the principle of alternating elements is more often used as a compositional technique, which makes the pattern more decorative. Alternation may include 2-3 elements, different in shape or color.
As pattern elements, children learn to use a variety of linear shapes (thick and thin lines, strokes, dots, circles) and more complex plant shapes (leaves, berries, flowers), which are more difficult to repeat several times. The children are shown a new technique for painting with a brush, applying the brush flat to the paper. The resulting petal-shaped prints are good in patterns of leaves and flowers.
In the older group, children learn to use different colors of the spectrum in combination with a colored background. In decorative painting, the colored background can be more varied than in thematic painting. In addition to contrasting combinations, children learn to see the beauty of color in a certain range: blue, cyan, white, red, orange, yellow, etc. Children are able to feel the beauty of a single-color pattern, for example, thin lace patterns of snowflakes, lace.
In the older group, children are taught to make patterns on three-dimensional shapes. The difficulty of applying such a pattern is that it is difficult to maintain the composition of the pattern, since you only see it partially; the elements of the pattern sometimes change their shape somewhat due to the convex surface. Therefore, three-dimensional objects offered to children for sketching should have simple shapes. These can be toys fashioned from clay according to the Dymkovo model - birds, horses. The pattern of the Dymkovo toy is simple and rhythmic - a combination of straight and wavy lines of different thicknesses and dots, circles, rings. In terms of color, these ornaments provide the simplest contrasting combinations of a white background with several bright primary colors.
The objectives of teaching decorative drawing to children of the seventh year of life are as follows:
develop a sense of composition: learn to compose patterns on flat and three-dimensional forms, depending on their characteristics and the purpose of the object;
develop a sense of color: learn to use a variety of colors with their shades in various combinations;
teach to see the features of different types of folk decorative painting, use individual elements of folk ornaments in drawings;
improve technical drawing skills with paints and pencils.
Children who come to the preparatory group are familiar with the basic principles of constructing patterns on round and rectangular shapes. They are offered new shapes - rectangle and polygon and various planar shapes of objects - vases, jugs, cups, mittens, hats, etc. These objects do not have the correct geometric shape, and the pattern on them requires the use of different principles (for example, on a jug according to on the edge of the neck there is a linear ornament, on the rounded part there is a pattern from the center).
The concept of symmetry is also becoming more complex. In addition to arranging identical shapes to the right and left, children become familiar with mirror image, where parts of the pattern change their position accordingly.
Then children learn another technique of filling the entire form with a uniform pattern based on the principle of a mesh pattern - repeating and alternating elements in a checkerboard pattern. Children draw various patterns for fabrics and doll dresses.
The pattern on a triangle is built not only along the edge and in the corners, but can start from one corner and extend to the entire triangle. In this case, the shape used is not an equilateral triangle, but an isosceles triangle with a right or obtuse angle. The guys draw all kinds of scarf patterns on them.
To create a pattern, they learn to use elements of natural forms (plants, animals). Children in the pre-school group can use elements of folk decorative paintings in their patterns, while maintaining the basic style. The teacher should teach children according to models folk art draw curls, combine large and small shapes, decorate them with small grass patterns, use colors in a certain combination characteristic of a given painting (Khokhloma, Dymkovo, Ukrainian and other paintings).
In addition to painting clay toys following the Dymkovo model, children can paint saucers, plates, and cups made of papier-mâché based on Khokhloma or gesture painting.
In the preparatory group, children learn to use not only paints, but also colored pencils. In younger groups, pencils were used only in thematic drawing, since children cannot achieve the desired color effect in a pencil drawing, which is so important in a decorative pattern. Technical difficulties in neat, uniform, bright shading would take up too much of the children's attention and energy.
In the preparatory group, children already have certain skills and can use a pencil to create different shades, creating a pattern with one color. For example, each row of flower petals from the center is shaded with a pencil with different pressure. Children learn to see the beauty not only of bright combinations, but also of more delicate, calm and at the same time pleasing to the eye. This problem is solved in the preparatory group both when drawing with pencils and paints.
In decorative drawing in all groups only gouache is used, which allows you to apply color on color, and this is often required in decorative drawings and is impossible when working with watercolors.

Methods of teaching drawing in kindergarten age groups

The main principle of teaching children of any age to draw is clarity: the child must know, see, feel the object or phenomenon that he is going to depict. Children should have clear, precise ideas about objects and phenomena. There are many visual aids used in drawing classes. All of them are accompanied by verbal explanations. Let's look at techniques for teaching drawing in different age groups in kindergarten.
First junior group. First of all, the teacher’s activity itself is a visual basis. The child follows the teacher’s drawing and begins to imitate him.
In preschool age, imitation plays an active teaching role. A child who watches how a drawing is created also develops the ability to see the features of shape and color in their planar image. But imitation alone is not enough to develop the ability to think independently, depict, and freely use acquired skills. Therefore, the methods of teaching children are also consistently becoming more complex.
In the works of V. N. Avanesova, it is recommended to gradually involve children in the joint process of drawing with the teacher, when the child completes the work he has begun - draws strings to the drawn balls, stems to flowers, sticks to flags, etc.
The positive thing about this technique is that the child learns to recognize the depicted object, analyze the already drawn and missing parts, practices drawing lines (of various types) and, finally, receives joy and emotional satisfaction from the result of his work.
The teacher can use demonstrations of drawing techniques and verbal explanations, and the children will complete the task themselves without a reference drawing. It is important here that the process of constructing a drawing by the teacher’s hand is well coordinated with the course of verbal presentation.
The word, supported by visual material, will help the child analyze what he saw, comprehend it, and better remember the task. But in a child of the younger group, the ability of memory to retain for a long time what is perceived with sufficient clarity (in this case, this is the teacher’s explanation) is not yet sufficiently developed: he either remembers only part of the instructions and performs the task incorrectly, or he cannot start anything without a repeated explanation. That is why the teacher must once again explain the task to each child.
By the end of the third year of life, many children no longer require additional explanations: they can draw on their own, using acquired skills and after explaining the task once.
For teaching children of primary preschool age positive influence makes use of various game moments. The inclusion of game situations makes the subject of the image more intimate, lively, and interesting. In painting with paints, the result of the activity for a small child is a bright spot. Color is a strong emotional stimulus. In this case, the teacher must help the child understand that the color in the drawing exists to recreate the image. We must ensure that children, when working with paints, strive to improve their resemblance to objects.
If in the first months of training they imitate their teacher, drawing this or that object, now the teacher gives them the task of drawing independently according to plan and imagination.
It is useful to give younger preschoolers this opportunity to independently work according to plan in each lesson after completing a learning task (if it was not long).
This form of independent work for children creates the prerequisites for future creative activity.
Learning Objectives in the second junior group associated mainly with the development of the ability to depict various forms, the development of technical skills in the use of pencil and paints and the ability to depict various objects.
Conducting drawing classes with three-year-old children requires specification of all the material. Without relying on clear ideas, learning the simplest forms will be abstract, abstract, and incomprehensible to them.
Perception of surrounding life is the basis of teaching methods. Therefore, all images with which lines, circles, and dots are associated must be previously perceived, and not only visually, but also active work: “They ran along the paths,” “They wound and rolled balls of thread,” etc. Active knowledge of the subject creates the prerequisite for active actions when drawing. The system of game exercises developed by E. A. Flerina takes into account this feature of age. In further studies, the methodology for using these exercises was developed in even more detail.
For example, when drawing straight horizontal lines-paths, children, together with the teacher, point in the air with their whole hand the direction of the line: “What a long path!” After this, the children show on paper what the path is and, finally, draw it with a pencil or paints. In such a sequential multiple repetition of one movement there is a system based on taking into account the features physical development three-year-old children: a gradual transition from more developed large movements of the whole hand to movement only with the hand (finger on paper) and to even more limited movement with a pencil, in which the fingers are tied in a certain position.
When making these movements, children can accompany the actions with words, for example: “Rain: drip-drip”, “That’s a long ribbon”, etc. This verbal accompaniment enhances the rhythmic nature of the drawing process, makes the movement itself more interesting and easier. Children's conversations during work cannot be prohibited; they activate children's thoughts and awaken their imagination.
The teacher should skillfully guide these conversations, connecting them with the resulting image. T. G. Kazakova recommends including other means of influence in the drawing process, for example music (the sound of raindrops). This will further increase the emotional mood of children and, consequently, the figurative expressiveness of the drawing.
During the lesson, children are active all the time; the image that they embody in the drawing should live in their minds.
This activity is initially based on imitation of the teacher. It reminds children of the subject of the image, shows new movements that children need to master. First, he makes movements with his hand in the air, then he repeats this movement together with the children. If one of the children fails to move, the teacher helps the child’s hand take the desired position and make the appropriate movement. When the child muscularly feels this movement, he will be able to produce it independently. In the same way, it is necessary to first show all drawing techniques. The teacher shows how to hold a pencil or brush correctly, how to put paint on the brush and move it across the paper.
Children will be able to act independently when all the basic techniques are familiar to them. If, without knowing how to work with a pencil or brush, a child is left to his own devices when performing a task, then he may develop incorrect skills, which will be much more difficult to change, especially when it comes to drawing techniques.
As we have already said, one of the effective methods of visual teaching is a drawing by the teacher. But educational drawing, even for the smallest children, should be visually literate, not simplified to a diagram. The image should be kept alive, corresponding to the real object.
For example, when showing how to draw a Christmas tree, the teacher must proceed from the requirements of the program for a given age - convey the main features: a vertical trunk, branches going to the sides, green color. But these signs characterize all other trees. To preserve the image of the Christmas tree, the teacher will draw the trunk with a line expanding downward, the branches (shorter at the top, longer at the bottom) slightly inclined, without focusing the kids’ attention on this. It is important that the visual image from the drawing does not diverge from the image of the real object, then the correct image will be preserved in the children’s memory.
Showing drawing techniques is important until children acquire skills in drawing simple shapes. And only then can the teacher begin teaching preschoolers how to draw using visual aids without the use of demonstration.
For example, once children have learned to draw straight lines and rectangular shapes, the teacher can have them draw shoulder blades without showing them the drawing techniques. At the beginning of the lesson, the teacher examines the shoulder blade with the children, traces its contours with his hand, all the while explaining his actions. After such consideration, the children complete the drawing on their own. For those who find it difficult, the teacher suggests circling the shoulder blade with your hand to feel its shape.
Although these objects remain before the eyes of children during the lesson, they do not yet serve as real objects.
A three-year-old child cannot combine the processes of perception and image, which requires the ability to distribute attention, analyze, and compare a drawing with an object.
The depicted object is used at the beginning of the lesson to clarify ideas about the shape, color, parts of the object, or in a game plan to create an emotional mood.
In some cases, when it is impossible to show an object to children (due to its large size or for other reasons), a picture or a well-drawn drawing by the teacher can be used to enliven their ideas.
The image of the object should be in close-up, with a clearly defined shape, if possible isolated from other objects, so as not to distract attention from the main thing.
Just as with the object, the teacher draws the children’s attention to the shape, tracing it with his finger, and to the color of the object. During the lesson, the picture should be removed, since it cannot serve as a model in this group. The drawing techniques of an adult are difficult for children, and, in addition, only the result of the work is visible in the picture; the techniques remain unknown.
A painting or drawing, made in a realistic spirit, creating an artistic image, can be used in the younger group only as an object for perception in order to clarify ideas or create interest in the topic.
In the second younger group, the artistic word is used as a special technique. The possibilities for its application here are limited. Mainly, the artistic image is used to attract the interests and attention of children to the topic of the lesson and to create an emotional mood.
The teacher can start the lesson with a riddle or reading a short poetic passage. For example, when drawing on the theme “It’s snowing,” read a quatrain from I. Surikov’s poem:
White fluffy snow
Spinning in the air
And the ground is quiet
Falls, lies down.
The riddles and images of the poem should be simple and understandable to children, otherwise the mental stress associated with their perception will reduce the emotional mood and desire to draw.
You can remember the same poem at the end of the lesson when looking at the drawings and recite it to everyone together. The artistic image also influences the content of children's works, although this is not yet illustrative drawing. The dynamics of the image (snow spinning, falling), indications of color (white snow) cause the child to respond when creating the image in the drawing.
A review of children's work and a simple analysis at the end of classes helps to foster activity in preschoolers. To do this, the teacher selects a drawing, drawing the children’s attention to the positive aspects in it, asks questions, and approves of the initiative shown in the work - introducing something new into the drawing. At the same time, he must captivate the children in analyzing the drawings so that they are not distracted and focus on the main thing. When analyzing the content, children together with the teacher must take into account the quality and accuracy of the task completed. Examining the work in this way helps children see the image, notice inconsistencies with the subject, and makes them want to correct the mistake.
The drawings are unsuccessful; bad ones should not be shown or analyzed, since high-quality execution at this age often depends not on the child’s desire, but on his general development and especially from the development of movements. It is important for all children to maintain faith in their abilities, interest in drawing, and creativity.
Children who have weaker drawing skills should pay more attention during the lesson and encourage their desire to draw whenever they want.
An individual approach at this age is especially necessary, since it is here that children’s inclinations and abilities begin to form. Identifying them and developing them is one of the main educational goals.
The middle group teacher is faced with the task of teaching children to correctly depict an object, conveying its main features, structure, and color.
Children entering the middle group already have basic visual skills that allow them to convey the shape and some characteristics of objects. This is why the teacher’s demands on children are increasing.
These program requirements are based on the development of the ability to more consciously perceive, the ability to distinguish and compare objects with each other in the process of their detailed examination before class.
That is why in the middle group the use of nature begins to occupy a greater place. The natural object can be a simple-shaped object that is well known to children, with clearly visible parts, for example, a mushroom (2 parts), a tumbler doll (4 parts).
When examining an object, the teacher draws the children’s attention to the shape and arrangement of parts, their sizes, colors, and various details in order to make it easier for children to correctly convey the structure. The listing of all these signs of an object should be in the order in which they are given in the image.
Middle group. As in the younger group, when examining an object, the teacher uses an outlining gesture and verbal explanation.
For children who have acquired drawing skills, this gesture is often enough to understand where to start drawing and in what sequence to complete it.
During the lesson, the teacher reminds the children about nature, invites them to look at it and draw it. At this age, children cannot yet convey an image from a certain point of view, so the nature should be installed so that they see it from the most characteristic side and clearly distinguish the main parts. If children are sitting at four- or six-seat tables, the nature should be placed in several places so that it is in front of the eyes of each child (and all objects should be the same). When drawing, the teacher should pay the children’s attention only to the visible parts of the object. Nature is also used after finishing the work to compare drawings with it, although the analysis in this group cannot be very detailed and corresponds only to program requirements.
Taking into account the characteristics of four-year-old children, play moments should be included in various teaching methods. For example, a tumbler doll asks to draw her portrait; when analyzing the work, she looks at and evaluates the drawings. Play always brings excitement and joy to children’s work, which increases their activity.
In the middle group, a picture or drawing by the teacher can be used to better reproduce the image. The requirements for their use remain the same as in the younger group. Children of four years old cannot yet be introduced to any drawing technique based on a picture. Here it serves only as a means of reviving children's ideas about a particular subject. In terms of content, the paintings used in the middle group are, of course, more varied than in the younger group, since the themes of the drawings themselves are richer: in addition to the depiction of individual objects, there are also simple plot scenes that correspond to the tasks of plot drawing.
Demonstration of drawing techniques in the middle group continues to occupy a significant place in teaching in those classes where new program material is given: the sequence of depicting parts of an object, the concept of rhythm, pattern, etc.
For example, the theme of drawing is a snowman. For the first time, the teacher invites the children to convey the correct proportional relationships and sequence of the image. He shows the children how to draw all three balls, starting with the big bottom one, and at the same time asks the children questions: which ball should they draw now? Where?
There is no need to draw small details (eyes, mouth, nose, hat) so as not to delay the explanation and leave the opportunity for the children to take the initiative and finish the drawing.
For all subsequent classes with similar program material, but on other topics (tumbler, matryoshka, doll), a demonstration is not needed; it can be replaced by looking at an object or a picture.
In decorative drawing, it is especially necessary, since children first become acquainted with the composition of the pattern. A child can only gain an understanding of what rhythm in a pattern means and how to create it in a drawing by visually seeing how rhythmically the teacher’s hand moves, applying strokes to a strip of paper. Then the child repeats exactly what the teacher did. To consolidate this skill, children are given the task of drawing the same pattern on colored strips of paper, but with different colors. In such repeated classes, the teacher helps those children who could not cope with the task.
In decorative drawing, a sample drawing made by a teacher can be used, on the basis of which he first introduces children to the principle of constructing a pattern, the elements that are included in it, and shows how to work. If it was a new compositional technique or a new colorful combination, the children repeat the drawing of the sample without changing, otherwise the task set may be overshadowed by other goals independently set by the child.
When the lesson is repeated, children can, after examining the sample, draw on their own, since it is not necessary to repeat it exactly.
If a child shows initiative and creates something of his own, the teacher should approve of his work and, during analysis, draw the attention of all children to the fact that each of them could also come up with something interesting.
For example, the program material set the task of reinforcing the ability to rhythmically apply strokes between two lines. On the sample, the lines are drawn with green paint, the strokes are red, and the child changed the colors - the strokes were green, and two rows of lines were red. This means that the child has not only mastered the program material and his skill has been consolidated, but most importantly, the drawing process becomes more than just imitation.
In order to develop such an initiative, which is the embryo of future creative activity, when explaining the task, the teacher invites the children to choose for themselves what paint to paint, how many strokes to make in the corners of the square, etc.
A model in subject and plot drawing cannot be used, as it will fetter the child’s initiative and imagination.
Usage artistic word occupies a larger place in the middle group than in previous groups.
On the one hand, an artistic verbal image can be used in connection with the topic of drawing in order to awaken interest and revive in children’s memory images previously perceived in life. In these cases, the verbal image should mainly influence the feelings of children and at the same time clearly convey the external features of the object, pointing to any one visible sign.
For example, starting a lesson with reading a poem:
Leaves are falling, falling,
In our garden the leaves are falling,
Yellow, red leaves
They curl and fly in the wind, -
The teacher tries to reproduce in the children’s memory the leaf fall they saw.
In another case, the teacher chooses a riddle that gives an image with some distinctive features, for example:
Gray in summer,
White in winter,
Doesn't offend anyone
And he's afraid of everyone
- and offers to draw the answer. In this case, the verbal image will be the content of children's work. During the final analysis of the drawings at the end of the lesson, this riddle will serve as a criterion for the correctness of the drawing.
In the middle group, the analysis of drawings at the end of the lesson can be structured in different ways.
Four-year-old children will not be able to give a detailed, well-founded analysis of drawings, but they are already able to independently choose a drawing that they like, say whether it is similar or not to the depicted object or sample, and whether the drawing is neatly executed. The teacher will help to justify why it is beautiful, similar or not.
In the middle group, you can arrange an exhibition of all the drawings after the lesson and then analyze the individual works that the children choose. Bad work, just like in the younger group, should not be shown so as not to reduce the child’s interest and mood. But the teacher can work with the authors of weak works individually in his free time when the child wants to draw.
Children of the middle group can notice the advantages and disadvantages in the works of their peers, but it can be even more difficult to evaluate their own work, since the process of drawing itself gives them great joy and more often they are satisfied with the result of their work. A self-critical approach to work is developed later, at 6-7 years of age.
IN senior group Much attention is paid to the development of children's independent creativity. The creative work of the imagination can be based primarily on the richness of experience. Therefore, the question of the development of children's perception is central. For older children, play is still one of the methods of learning to draw. For example, at the beginning of a drawing lesson, a letter from Santa Claus is brought to the group, in which he asks the animals to draw invitation cards for the Christmas tree.
More complex and varied objects can be used here as nature than in the middle group. At first, the nature is simple - fruits, vegetables, but if in the middle group, when drawing an apple, attention was paid to its main features - round shape and color, then in the older group children are taught to see and convey the characteristic features of exactly the apple that lies in front of them - shape round, elongated or flattened, etc. In order to highlight these features, two apples of different shapes can be offered as nature.
In addition to objects of simple form, in the older group it is necessary to use more complex nature - houseplants with large leaves and a simple structure: ficus, amaryllis, plectogyna. The selected specimen should have few leaves (5-6, amaryllis has 1-2 flowers).
You can draw from life branches of trees and shrubs with leaves or flowers (willows, mimosa, spruce, poplar), some wild and garden flowers with simple shapes of leaves and flowers (chamomile, dandelion, cosmos, daffodil, tulip, lily).
It is more difficult to draw such objects than objects that have regular geometric shapes with a symmetrical structure, such as a tumbler, etc. Complex construction a plant in which the leaves are attached in bunches, the branches have many branches, the children of the older group will not be able to convey, but they can see and draw some leaves raised up and others lowered.
Even more complex in nature are toys depicting different objects. If you are drawing any animal, you should take plush toys with simple shapes - elongated legs, an oval body, a round head, for example a bear, a hare.
The location of the nature in front of the children depends on the task. If you need to convey the correct proportions, the nature should be in a static position, turned towards the children so that all parts are clearly visible. Sometimes it is necessary to change the position of the parts if children are given the task of conveying movement.
In the older group, children can learn to depict only simple movements of living objects.
The basic structure of the object should not change much during this movement, as well as the shape of the parts. The arms are in a simple, oblong shape, but only raised up, the legs are turned with their toes in one direction, etc.
The need to change the shape when drawing forces children to look more closely at nature and compare the drawing with it.
To further clarify the concept of the nature of the movement and the associated position of body parts, the teacher can invite someone who finds it difficult to draw a bent arm or leg to take this pose himself and explain the movement in words, for example: “I took a flag in my hand, bent it at the elbow and raised, the other hand was lowered down, it remained straight.”
Nature helps to master the correct placement of the drawing on the sheet. For this purpose, the nature is placed in front of a colored sheet of paper or cardboard of the same shape and shade as for children, only correspondingly larger in size. When examining the nature, the teacher draws the children’s attention to the fact that it is in the center of the sheet, with the edges of the paper visible on its sides. This makes it easier for the children to find the place of the drawing on their sheet.
Examination and analysis of the form and position of nature is accompanied by outlining gestures and questions from the teacher to the children. Drawing from life in the older group usually does not require additional demonstration of drawing techniques, with the exception of mastering new techniques, for example, continuous shading of needles when drawing a spruce branch, or demonstration of drawing with sanguine when it is introduced for the first time.
After examining the nature, the teacher explains to the children the sequence of depicting the parts. To find out whether the children understood the explanation, the teacher asks one of them where they will start drawing, and at the beginning of the lesson, he first of all approaches those who began to work incorrectly.
Nature is also used at the end of the lesson to compare the results of work with the subject. For the teacher, the assessment criterion will be the set program objectives, and for children - specific resemblance to nature.
The use of paintings in drawing classes in the senior group not only helps the teacher in clarifying children’s ideas about a particular subject, but also introduces them to some visual techniques. For example, a girl is playing with a ball - her hands are drawn up.
Sometimes a picture can be used in the drawing process when a child has forgotten the shape of some part or the details of an object; after examining it, the teacher removes it to prevent children from copying it. The picture, like the teacher’s drawing that replaces it, cannot serve as a model for a child’s drawing and cannot be used for copying. The perception of the picture should be based on observations in life, helping the child to realize what he saw.
The sample made by the teacher is used in the older group mainly in decorative drawing.
Depending on the purpose of drawing, the method of using the sample may be different. For accurate repetition, it is given in cases where children become familiar with any new compositional technique or pattern element. For example, they learn to create a flower by "dipping" by arranging the petals symmetrically around the center. All attention should be focused on completing this task, so here it is quite justified for children to copy the teacher’s example, supported by a visual display of the sequence of drawing petals - top-bottom, left-right, between them.
But more often in the older group the sample is used only to explain the task. Children complete the pattern on their own, using all its elements, color, etc. as they wish, without violating the task.
So that the new task is understood by the children and they understand that the drawings can be different, it is good to give 2-3 samples and compare them with each other, identifying what they have in common and what is the difference.
In order to encourage children's initiative when analyzing the drawings at the end of the lesson, the teacher pays attention to those of them where there are elements of creativity, despite the fact that the copied drawings can be made more accurately. Children will quickly feel the teacher’s approval of their creativity and will strive to work independently.
Often the use of nature, a painting, or a sample requires showing the methods of depiction. A full display of the entire picture is used less often in the older group than in the middle group. You should always leave some part of the work for the children to solve independently.
The demonstration can be complete when it is necessary to explain the sequence of images of the parts. For example, when explaining to children how to draw a truck, the teacher begins the drawing with the cab, which is the center of the drawing, then draws all the main parts of the car, leaving the children to draw only small details on their own.
The same demonstration of the basic structure of the object is also used when drawing other objects, when their image is given again.
Partial display is also used. For example, when drawing a two- or three-story house, where children learn how to depict multi-story buildings by placing rows of windows, the teacher does not draw the entire house. On a pre-drawn rectangle, he shows how to separate one floor from another with a light line and draw a row of windows above this line. All windows should not be drawn either, just as the roof, window frames and other details should not be drawn. Children are invited to remember what houses they saw and draw the way they want.
In decorative drawing, when constructing a pattern from the center of a circle or square, after examining several samples, the teacher partially shows where to start drawing a flower, how to arrange the petals symmetrically. The teacher does not draw the entire flower, but only 2-3 rows of petals; children see the full drawing of the flower on the sample.
The teacher helps a child who is not coping well with a task. At the same time, he must remember that he should show the element that the child is unable to achieve not in his drawing, but on another sheet of paper. In this case, the child sees how to draw and can repeat this technique himself.
When explaining the location of a picture on a sheet of paper, it is best for the teacher not to draw, but to simply show with an outlining gesture how to perform this or that task. For older children, this is often enough for them to understand the task and try to complete it on their own.
The use of literary works expands the themes of children's drawings and is at the same time a method of teaching them, promoting the development of creative initiative.
A verbal artistic image reveals the specific features of an object or phenomenon and at the same time allows the listener to speculate on both the image itself and the situation in which the action takes place. For example, for the heroine of C. Perrault’s fairy tale “Little Red Riding Hood”, external signs are required: a red hat, a basket with treats for the grandmother, everything else when drawing is invented by the child himself - the girl’s pose, her face, hairstyle, clothes, shoes.
Children of the older group successfully cope with the depiction of such verbal images, the idea of which is based on the perception of homogeneous objects in life: Little Red Riding Hood - a girl, a doll; greedy bear - toy bear; teremok - a small house, etc.
Some fairy-tale images are presented in toys - Pinocchio, Doctor Aibolit, etc. Playing with them makes these images alive for children, active, concrete, which makes them easier to depict.
But for children in the older group, such direct visual reinforcement of a verbal image is not necessary. Their imagination can, based on several features present in an artistic image, create it entirely.
The use of artistic images helps in revealing the concept. Before you start drawing according to your own plans or for a given plot theme You should help the child, from the entire mass of impressions, select what relates to a given topic, since a completely independent choice is sometimes random, incomplete, and incorrect.
A literary work should be divided into a number of episodes, where the characters, place and time of action are determined by the text itself. Children of five years old cannot always cope with this on their own. At the beginning of the lesson, the teacher explains to them what pictures can be drawn based on this work, what happened first, then, how it ends. The teacher himself can suggest the topic of an episode or give the children several episodes to choose from. For example, when drawing on the theme of the fairy tale “Teremok”, the teacher suggests depicting animals knocking on the door one after another, and the child chooses which one at his own discretion. Or from the fairy tale “The Fox, the Hare and the Rooster,” children are asked to portray a crying bunny near a hut, and the children themselves choose who he complains to - a bear, dogs or a rooster.
Preschoolers of the older group, with the help of the teacher’s leading questions when analyzing work, can already notice both the positive aspects in the drawing and errors by comparison with nature, image or with ideas existing in the mind. This indicates the increased intelligence of children and the ability to think independently.
Children in the older group can justify their answer using their acquired knowledge about beautiful combinations of colors, arrangement of objects, and drawing techniques.
Unsuccessful work should not be discussed collectively, it should be analyzed individually with its author.
Children of five years old have an increased critical attitude towards the results of their work, so here it is possible to lead them to analyze their work based on comparing it with nature or a model. The child may notice a discrepancy, a mistake; although he still cannot give a complete, objective assessment of his own drawing - whether it was executed correctly or not. And there is no need to achieve this from him, since it is more important that the child retain a sense of satisfaction from his work. If he has found and realized what his mistake is, he must be given the opportunity to correct it now or in his free time.
For capable children who quickly learn techniques and perform tasks well, greater demands must be made in terms of the quality and content of the work, and the expressiveness of the drawing. Constantly praising children is also harmful to them. creative development, as well as constant reprimand, since both prevent them from striving for better results. Here the teacher must observe tact and a sense of proportion.
Among the methods of teaching children preparatory school group A large place is given to drawing from life - the leading method of teaching in school. In the preparatory group, it is combined with other methods, since otherwise it is impossible to implement all the educational tasks facing the kindergarten.
The method of using nature in the preparatory group differs from the school one. In kindergarten, the tasks of teaching three-dimensional images, conveying light and shade, perspective cuts, and complex angles are not set.
In the school preparatory group, children are able to visually examine nature, highlighting its main features. The experience of children aged 6-7 years is increasing so much that they can already give an analysis of the general form, parts, and their position based only on visual perception without the additional participation of other senses. In this case, it is assumed that the proposed object or similar ones were previously familiar to the children; unknown objects perceived for the first time cannot be drawn in this way.
Children can be taught to draw nature from a certain point of view, if its position is not very difficult.
In fine art, every drawing begins with a light sketch - the position of the entire object, its parts, their proportions.
It is easier for a preschooler to build a drawing, moving from one part to another, which often leads to a violation of proportions. Therefore, in the preparatory group, children should be taught to perceive the object as a whole, highlighting the most characteristic in its forms, make a sketch on their own, and only after that begin to convey the exact forms and details.
First, they learn to analyze an object with the help of a teacher, then gradually children begin to do this on their own. In the first few lessons, after examining the nature, the teacher himself shows how to make a sketch. When children learn the basic rule - mark with a light line general outline nature without details, there is no need to show the teacher. The teacher helps children compare the drawing with nature, find mistakes and ways to correct it.
In the preparatory group, both the nature itself and its production become more diverse. Objects can be of different sizes: larger ones, which are placed at a distance for the entire group of children, and small ones, which are placed on tables for 2-3 children. Older children already have the skill of visual perception of nature; they do not need to feel it, as children 4-5 years old do. Twigs with leaves, flowers, berries, toys and other various small objects can be used as nature in the preparatory group. The proximity of nature more often attracts the child’s attention to it: he compares it with a drawing.
Moreover, the value of such an “individual” nature is that it allows one to focus attention on its characteristic features. The teacher selects a homogeneous nature with slight variations: on one branch there are 3 branches, on the other - 2, on one - all the leaves look up, and on the other - in different directions. Children’s attention is drawn to this difference when explaining the task and analyzing nature; They are invited to draw their twig so that they can recognize it later. At the end of the lesson, an interesting analysis of finding from a drawing of life or from the nature of a drawing can be carried out. Here children's attention to all details increases.
Drawing from nature helps develop a sense of composition when conveying space. Children very quickly master the ability to arrange objects in a large space near and far when drawing from life surrounding nature. For example, from the window they look with the teacher at the space between two trees: close to the children there is a lawn, behind it is a river, then a field, and where the sky seems to meet the ground, a narrow strip of forest is visible, where you can’t even make out individual trees . Children begin to draw, moving from nearby to distant objects, starting from the bottom edge of the sheet. It becomes clear to them what drawing in a wide space means. The void between earth and sky disappears.
Painting as a means of enriching children's ideas and knowledge is widely used in the preparatory group in preliminary work before starting drawing.
For example, such a complex compositional task as positioning on a wide strip becomes clearer to children when looking at the picture. The teacher draws their attention to how the artist divided it into two parts - earth and sky; how objects are depicted in the lower part; why distant objects are drawn higher, with almost no detail. Children see that trees can be drawn all over the ground, and not just on one line. You can look at several paintings on the same topic, where the same arrangement technique is used, so that children understand it better. When drawing, the teacher, recalling what he saw in the picture, invites the children to think about how much space the sky and earth will take up. Then, dividing them with a thin line, the guys begin to draw.
In the picture they see what different shades can be used to paint the sky, and after the teacher shows them how to wash out the paint, they themselves try to paint the sky with clouds, clouds, sunrise and sunset.
Under the influence of works of art, children develop the ability to connect what they perceive in life with artistically, which concentrates the most important, specific to a given phenomenon. V. A. Ezikeeva, based on special research, developed didactic manual- album “Illustrative material for children’s visual arts.” It presents specially created paintings on various themes from the surrounding life: “Late Autumn”, “Early Snow”, “Northern Lights”, “Ice Drift”, “Hay Harvesting”, “Fireworks”, “City in the Evening”, etc. The author recommends use in classes, in addition to these paintings, various reproductions of paintings famous artists accessible to children in terms of content and visual aids.
A valuable aid for drawing are picture books with playful actions, in which children see how changing a detail sometimes changes the meaning of the image or the appearance of the object, for example, a doll book where the pages represent different dresses. When turning through them, children see the doll in different outfits. Or the picture book “Funny Matryoshkas”, where the faces of the depicted dolls, nesting dolls, Petrushka and other characters change expression - crying, laughing, fear, etc. Thanks to the rotating circle, you can see faces that are crying, then laughing, then scared. This picture helps children draw the toy more expressively.
The use of the sample in the preparatory group is even more limited than in the older group. In decorative drawing, objects of folk decorative art are used, on which children become familiar with composition, the use of color, and various elements of painting. A sample is given in cases where it is necessary to highlight any element of the pattern from the overall composition to show the features of its execution. For example, a teacher needs to teach children to draw a curl - an indispensable element of Khokhloma painting. He draws a pattern consisting of only curls on a strip and invites the children to copy it. They exercise, following the example of the teacher, developing a rhythm of movement that creates a curl. Other elements that require special exercises for free mastery of them.
Of great importance in the preparatory group are classes in which children independently create patterns based on familiarity with objects of decorative art. Sometimes a sample can be used for subject or plot drawing, but not for the purpose of copying, but to enrich children’s drawings with various details of form. For example, when drawing a street, samples of various patterns of cast-iron grilles, shapes of windows and window frames, etc. are given, i.e., not a complete image of objects, but different versions of some details. When drawing, children use these samples, either fully including some detail in their drawing or partially changing it.
Demonstration of drawing techniques in the preparatory group is carried out less frequently than in other groups, since children of this age can learn a lot based only on verbal explanation.
If there is a need for this, the teacher partially explains and shows certain drawing techniques. For example, when depicting a person in profile, the teacher does not draw his entire figure, but only the profile of his face, explaining in words all the curves of the form. It is also good to suggest that children first practice drawing only the profile on separate sheets of paper, and then begin to depict the entire figure. The teacher can also partially show the bend of the leg at the knee when walking or running. Such assistance does not prevent the child from working creatively to create an image in accordance with his ideas.
When teaching new techniques, demonstration is necessary in all groups. In the preparatory group, the teacher teaches children to work with paints and pencils, for example, blurring paints on a large surface, applying strokes or strokes to the shape of an object, etc.; use new materials - sanguine, pastel.
One of the effective methods of visual teaching is the teacher’s drawing, i.e. the very process of working on it. It is easier to organize this in the summer, when the teacher at the site draws something from life - a landscape, a house or individual objects. Children watch the process of work, and the teacher involves them in the discussion: what should they draw now? Where? What colour? Etc. Children can watch how the teacher prepares decorations for the holiday, drawing ornaments with national patterns. They see how he builds a pattern and selects colors. During class, preschoolers usually use the techniques they remember. In the preparatory group there are more opportunities to use artistic verbal images.
The teacher should select such fairy tales and poems for children, where this or that image is presented most vividly. Children at this age have already acquired some life experience and mastered certain skills in the visual arts. That is why a verbal image (without a visual aid) already triggers the work of thought and imagination in them.
Children may be given the task of collectively completing work, illustrating this or that work, or drawing certain episodes from cartoons. For example, having chosen a theme from a work, everyone draws one episode.
The teacher can distribute topics among the children himself, but it will be more useful if the children distribute them themselves. Such teamwork requires great coordination of actions, even if the topics were given by the teacher; children must agree on how to portray the hero (his costume, rotation of the body). When the drawings are ready, they are combined into a common line or book, which children use in games.
Visual skills allow older children to use verbal images not only to create individual characters, but also in plot drawing with a large number of objects, conveying the environment. For example, the image created by M. Klokova in the poem “Father Frost” is very clear in this regard. The image of Santa Claus is clearly visible: his growth is “huge”; clothes - “all in new clothes, all in stars, in a white hat and downy boots. His beard is covered in silver icicles, he has an ice whistle in his mouth”; his movements are visible - “he got down from the tree”, “came out from behind the fir trees and birches. So he stomped, grabbed a pine tree and patted the moon with a snow mitten.” There are also details of the surrounding environment - “at night in the field there is flying snow, silence. In the dark sky, the moon sleeps in a soft cloud. Quiet in the field, the forest looks dark, dark.” The visual techniques used by the author will help children make the drawing imaginative and expressive.
The children of the preparatory group are able, with a little help from the teacher, to create an image that corresponds to the literary one, to feel and convey the mood of the work, using various color combinations. For example, before drawing on the theme “Winter,” children and their teacher observed several times how the color of the snow changed depending on the lighting of the sky and the time of day. Then they read a poem by A. S. Pushkin:
Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies,
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.
When the children began to draw, the poem evoked in their memory what they observed in nature, it revived previously experienced aesthetic feelings and helped to recreate an expressive image. Snow in their drawings is decorated with all kinds of colors - yellow, pink, blue.
When analyzing the drawings, children in the preparatory group are already able to evaluate the quality of the work performed. First, the teacher helps by asking whether the drawing was completed correctly or not. In the future, children independently justify positive and negative assessments.
Preschoolers in the preparatory group develop self-criticism. For example, when selecting with a teacher best drawings for an exhibition in the parent's corner, they may even reject their own drawings and prefer a drawing of another, where the image is given more expressively and correctly.
The teacher should encourage invention, imagination, and the ability to think independently in the children’s work, i.e., that without which a conscious, creative attitude to any work and, in particular, to schooling is impossible.

Every child, learning about the world around him, tries to reflect it in his activities: in play, in stories, in drawing, in modeling, etc.Fine art offers excellent opportunities in this regard. creative activity. The more diverse the conditions conducive to the formation of a creative environment, the brighter the child’s artistic abilities will manifest themselves.

Drawing with non-traditional techniques opens up wide scope for children's imagination, gives the child the opportunity to get carried away with creativity, develop imagination, show independence and initiative, and express his individuality.

Unconventional painting techniques are a wonderful way to create small masterpieces. It turns out that you can create a salty picture, and your palm can turn into a blue elephant. A gray blot can become a tree, and carrots and potatoes can surprise you with unusual patterns.

For example, with children of primary preschool age you can use:

Finger painting
- drawing with palms
- thread printing
- stamp made from potatoes or carrots.

With children of middle preschool age you can try:

Picture prints
- plasticine printing
- oil pastel + watercolor
- leaf prints
- palm drawings
- drawing cotton swabs
- magic strings
- monotype.

And with children of older preschool age, you can master more complex techniques:

Drawing with soap bubbles
- drawing with crumpled paper
- painting with salt
- blotography
- plasticineography
- grattage
- frottage.

Each of these unconventional techniques is a little game for a child. Using these techniques allows children to feel more relaxed, bolder, and more spontaneous. These techniques develop imagination and give complete freedom for self-expression.

DRAWING WITH FUN PRINTS

1. Plasticine stamps

It is very simple and convenient to make stamps from plasticine. It is enough to give a piece of plasticine the desired shape, decorate it with patterns (lines, spots) and paint it in required color. For painting, you can use a sponge moistened with paint, or a brush that can be used to apply paint to the surface of the stamp. It is better to use thick paint.

Materials: 1. Plasticine 2. Pencil 3. Paint 4. Sponge 5. Brush 6. Paper 7. Water jar

2. Thread stamps

To create “striped stamps” you can use threads tightly wound around an object. Using a thick layer of paint, the threads are painted in the required color. Then, using imagination, the “striped pattern” is applied to the surface to be decorated.

Materials: 1.Wool thread 2.Base 3.Paint 4.Brush 5.Paper 6.Jar for water

3. Pictures-prints
You can make prints using foam molds, which are easy to create with a pointed object, leaving indentations in the mold. Then you need to apply paint to the mold. A sheet of paper is immediately placed on top of the form and ironed. After some time, you need to carefully remove the sheet of paper. on his back side a beautiful picture will appear.

Materials: 1.Foam mold 2.Pencil 3.Paint 4.Brush 5.Paper 6.Water jar

4. Leaf prints
This technique is familiar to many. To print a sheet, you can use any ink. Paint should be applied to the side with veins. Then the painted side of the sheet is applied to the paper and ironed. After a few seconds, you need to carefully lift the sheet. An imprint of the leaf will remain on the sheet of paper.

Materials: 1.Leaf 2.Paint 3.Brush 4.Paper 5.Jar for water

5. Prints with potatoes, carrots, apples
Delicious vegetables and fruits can also be drawn. You just need to give them the desired shape, choose the appropriate paint color, paint them with a brush and make a beautiful imprint on the surface to be decorated.

Materials: 1. Vegetable/fruit 2. Paint 3. Brush 4. Paper 5. Water jar

DRAWING BY HANDS

1. Draw with your palms

It is very interesting and exciting to draw with colored palms. It is very pleasant and unusual to paint your pens with bright colors and leave your fingerprints on a piece of paper. Palm painting is fun game for little artists.

Materials: 1.Finger paints 2.Paper 3.Brush 4.Jar for water

2. Finger painting

You can also draw with your fingers, leaving colorful imprints on the paper.

Materials: 1.Finger paints 2.Paper 3.Pencil/Felt-tip pen 4.Jar for water

DRAWING WITH SOAP BUBBLES

You can also draw with soap bubbles. To do this, add any soap solution and paint to a glass of water. Using a straw, bubble up a lot of foam. Place paper on the bubbles. When the first patterns begin to appear, you can lift the paper. Bubble patterns are ready.

Materials: 1. Glass of water 2. Paint 3. Soap solution 4. Tube 5. Paper

DRAWING WITH SALT

Salt gives the painting intricate patterns. When painting any landscape or vibrant background, salt can be used to give the background of the painting a beautiful texture. The background must be sprinkled with salt while the paint is still wet. When the paint is dry, simply shake off any remaining salt. Unusual light spots will remain in their place.

Materials: 1.Salt 2.Paint 3.Brush 4.Paper 5.Jar for water

DRAWING WITH CRUMPLED PAPER

A crumpled napkin or piece of paper also creates an interesting texture. There are two ways to draw with crumpled paper.
Method number 1. Liquid paint is applied to a sheet of paper. After a short period of time (while the sheet is still wet), a crumpled napkin is applied to the sheet. By absorbing moisture, the napkin leaves its characteristic mark on the surface of the paper.
Method No. 2. First you need to crumple the sheet or napkin. Apply a layer of paint to this lump. The painted side can then be used to make prints.
Texture sheets can then be successfully used when creating collages.

Materials: 1. Napkin/paper 2. Paint 3. Brush 4. Water jar

DRAWING WITH OIL PASTEL AND WATERCOLORS

A technique for drawing “magic” pictures using white oil pastels. Any “invisible” pattern is drawn on white paper using white pastel. But as soon as the brush and paint begin to decorate the white sheet, then... children will feel like real wizards when magical pictures begin to appear under their brushes.

Materials: 1. White oil pastel 2. Watercolor 3. Brush 4. Paper 5. Water jar

MONOTYPY

Monotype technique from the Greek. “mono” - one and “typos” - imprint, imprint, touch, image.
This is a painting technique using a unique print. There is only one print and it is impossible to create two absolutely identical works.
There are two types of monotypy.

1. Monotype on glass

A layer of gouache paint is applied to a smooth surface (glass, plastic board, film). Then a drawing is created with a finger or a cotton swab. A sheet of paper is placed on top and pressed to the surface. The resulting print is a mirror image.

Materials: 1. Smooth surface 2. Gouache 3. Brush 4. Paper 5. Water jar

2. Subject monotype

You need to bend a sheet of paper in half. Inside, on one half, draw something with paints. Then fold the sheet and iron it by hand to get a symmetrical print.

Materials: 1.Paint 2.Brush 3.Paper 4.Water jar

BLOCKGRAPHY

The non-traditional drawing technique “blotography” (blowing with a tube) is another magic of creative pursuits. This activity for children is very exciting, interesting and very useful. Just like blowing through a straw improves health: the strength of the lungs and the respiratory system of the child as a whole.
For creating magic picture you will need a large blot on which you need to blow, blow, blow... until an intricate design appears on a sheet of paper. When the strange drawing is ready, you can add details to it: leaves, if it turns out to be a tree; eyes, if you get a magical creature.

Materials: 1.Watercolor 2.Tube 3.Brush 4.Paper 5.Jar for water

NITCOGRAPHY

Drawing techniques using the “magic thread”. It is necessary to dip the threads into the paint so that they are well saturated with paint. Then they need to be placed on paper so that the ends of the thread protrude 5-10 cm from both sides of the sheet of paper. The threads are covered with another sheet of paper. The top sheet is held with your hands. The threads are spread in different directions. The top sheet rises. The unusual picture is ready.

Materials: 1.Thread 2.Paint 3.Paper 4.Jar for water

DRAWING WITH COTTON SWIPS

In the fine arts, there is a stylistic direction in painting called “Pointillism” (from the French point - point). It is based on the manner of writing with separate dotted or rectangular strokes.
The principle of this technique is simple: the child paints the picture with dots. To do this, you need to dip a cotton swab in the paint and apply dots to the drawing, the outline of which has already been drawn.

Materials: 1. Cotton swabs 2. Paint 3. Paper 4. Water jar

GRATTAGE “DAC-SCRATCH”

The word “grattage” comes from the French “gutter” (scrape, scratch).
To start working with this technique, you need to prepare cardboard. The cardboard must be covered with a thick layer of wax or multi-colored oil pastels. Then, using a wide brush or sponge, apply a dark layer of paint to the surface of the cardboard. When the paint dries, use a sharp object (toothpick, knitting needle) to scratch the design. Thin monochromatic or multi-colored strokes appear on a dark background.

Materials: 1. Cardboard 2. Oil pastel 3. Gouache 4. Toothpick/Knitting needle 5. Brush 6. Water jar

FROTTAGE

The name of this technique comes from the French word "frottage" (rubbing).
To draw using this technique, you will need a sheet of paper that is placed on a flat, relief object. Then you need to start scratching on the surface of the paper with an unsharpened colored or simple pencil. The result is a print that imitates the main texture.

Materials: 1.Flat relief object 2.Pencil 3.Paper

PLASTILINOGRAPHY

A technique that uses plasticine to create paintings depicting semi-volume objects on a horizontal surface. Thick paper, cardboard, and wood are used for the surface (base). To decorate the image, you can use beads, beads, natural materials, etc.

Materials: 1. Plasticine 2. Base 3. Beads/Beads 4. Stacks

Popko Maria Stepanovna.

Visual arts teacher

kindergarten on Ostozhenka

Elena Nikitina

Drawing one of the children's favorite activities. Drawing in unusual ways causes even more in children positive emotions. Using unconventional drawing techniques development of thinking, imagination, fantasy, creative abilities. The child develops an interest in drawing, as a result, the desire to create.

Today I will tell you and show you how paint without using a brush.

1. Drawing with cotton swabs. We put paint on a stick and decorate the image on a sheet of paper with dots. (Christmas tree, snow, teapot, sundress, rowan branch).

2. Drawing with palms. Pour the paint into a flat container. Dip your palm and press it to a sheet of paper. (Flowers, fish, Santa Claus, swan, carrots).

3. Drawing with cotton pads. You can use cotton pads paint, folding them in half, quarter or whole. (Moon, snowdrifts, various flowers).

4. Drawing with prints. Simple drawing method: paint is applied to the surface to be printed and a print is placed on a sheet of paper. (Use: flowers, shells, fruits, vegetables).

5. Blotography. A spot or blot of watercolor paint is made on a sheet of paper. Take a tube and blow air onto the blot.

6. Drawing with a fork. We put paint on a fork from a flat plate and make an imprint with the flat surface of the fork. Can draw grass, fence, flowers, hedgehog.

7. Drawing with thread. The best thing draw with wool thread. We dip the thread in paint and apply it to a sheet of paper and create a pattern by imprinting with the movement of the thread. The wool thread creates a fancy pattern that is suitable for depicting clouds, clouds, sheep, or an unusual flower.

8. Drawing sponge or piece of foam rubber. We clamp a piece of foam rubber with a clothespin, dip it in paint and apply prints that create the texture of the object. They are used to paint animal fur, fluffy bunches of flowers, clouds, and tree crowns.

9. Splash painting. You will need a toothbrush and comb. Take a little paint on the brush and spray it with a comb. Move the brush over the comb over a sheet of paper. Can be painted different colors, it will turn out very beautiful.

10. Drawing with stamps. The stamp is easy to make from plasticine. We apply plasticine to a block, cube, etc. Using any sharp object, we depict some object or abstract pattern on it. The stamp is ready. We make a pillow from a sponge. Pour paint onto the sponge. We apply the stamp to the sponge with paint. Now you can make prints. A stamp can be made from the bottom of a plastic bottle, you get beautiful flowers.

11. Drawing imprints of cups and necks of different diameters. Pour the paint into a flat plate. Dip the glass in paint and apply the design to a sheet of paper.

12. Drawing with a comb. We will need a comb with fine teeth. Apply multi-colored paint (next to each other) on a sheet of paper in the shape of a drop. Then we run a comb over all the drops of paint, connecting and smearing them. It turns out to be an amazing rainbow. You can also draw different patterns, adding drops and moving the comb in different directions.

13. Drawing with wax crayons. Colored wax crayons or use wax crayons to apply a design to a sheet of paper. Then we cover it with one or several layers of watercolor. The result is an unusual and bright pattern. (Can draw stars, flowers).

14. Scratch (waxography). We paint the surface of the entire sheet of paper with wax crayons, then cover the sheet with black gouache. When everything is dry, scratch the paint and create a drawing with lines. You can scratch with a pointed stick, skewer, or toothpick.

15. Drawing with gauze. Apply a layer of gauze to a wet sheet of paper, straightening it. The gauze should remain motionless on the paper. Paint on top of the gauze with a brush and paint. Let the drawing dry. We remove the gauze - a pattern remains on the paper in the form of an imprint of the texture of the gauze fabric. (Landscape, sky, tree, grass)

16. Drawing using plastic film. Let's draw a picture. Before the paint has dried, quickly apply the film to the drawing in the right place and carefully, using rotating movements, create wrinkles of the film on the paper. The wrinkles collect paint. Allow to dry and carefully remove the tape.

17. Monotype. Drawing symmetrical objects. To do this, fold a sheet of paper in half and draw an object on one half. While the paint is still wet, fold the sheet in two again. A print will be made on the other half. After this, the image can be finish or decorate.

18. Drawing air bubble film. With the help of this wonderful material you can very easily draw falling snow. We apply white or pale blue paint to the film and apply it to a sheet of paper with a pattern. With this technology you can make an extraordinary background for winter applique.

19. Painting with salt. Apply a design to a sheet of colored cardboard using PVA glue. We draw a picture on the theme of winter. Sprinkle salt on top. When everything is dry, shake off the excess salt.

20. Drawing with semolina. For drawing in this technique Use colored paper or cardboard. PVA glue is applied to the outline of the design. Semolina is poured on top and a sheet of paper is placed tightly on top. Then remove the paper and shake off the excess semolina. So way the next part is created.

21. Drawing with a candle. On a thick sheet of paper or cardboard, children draw with a candle according to plan. The sheet is painted over with watercolor paint. Wax images will appear through the watercolor. (Christmas tree, snowflakes, animals).

You can also use the following techniques unconventional drawing: feather drawing, finger painting, drawing on a stencil with a stamp, drawing using the poke method, drawing with soap bubbles, drawing with crumpled paper, drawing with leaves.

Publications on the topic:

Introduction to non-traditional art techniques 1. “Introduction to non-traditional techniques of fine art activities” 2. slide Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy.

Consultation “Drawing in non-traditional ways” Development creative potential personality should be carried out from early childhood, when the child, under the guidance of adults, begins to master.

The children in our group and I really enjoyed learning about various artistic techniques. The guys were so immersed in.

Notes on drawing with non-traditional techniques “Autumn Leaves” Age group: 2-junior Type: productive activity Form of organization:.

Introducing preschool children to non-traditional drawing techniques Municipal budget preschool educational institution MBDOU No. 33 “Malinka” METHODOLOGICAL DEVELOPMENT: “We introduce preschool children.

In the formation of a child’s personality, it is very great importance has drawing. It brings invaluable benefits and develops both the intellectual abilities of children and their thinking. After all, when children draw, not only visual but also motor analyzers are involved in the work, which perfectly develops fine motor skills and memory.

In addition, when drawing, a child learns to imagine and compose, think and compare. At the same time, his stock of knowledge develops gradually, which is very good in childhood.

Drawing develops creativity

Drawing classes in kindergarten are loved by all children. Toddlers clumsily try to imitate what they see from a very early age. To develop this desire, you can give your child a soft sponge for up to a year, with which he will first play, and then, with the help of adults, lower it into a saucer of paint and move it over the paper, observing the result. After some time, the baby will begin to perform this operation independently.

When the child goes to kindergarten, his drawings will no longer be solid blots. By toddler age, children can hold a pencil and a brush. It’s too early to talk about the drawing process itself, but by manipulating these objects, the baby leaves random strokes, dots and lines on the paper. This attracts him very much.

At the same age, you can begin to use the simplest techniques of non-traditional drawing, for example, dip your hand clenched into a fist in a saucer of paint and leave a mark on the paper. You will get the caterpillar that the kids saw on their walk.

What do drawing classes provide in preschool institutions?

Non-traditional fine art techniques used in kindergarten help children, who are not yet able to fully master pencils and brushes, not only perceive the world around them, but also convey it through drawing. Everything that the children saw during their walk is very simply depicted on paper using available materials. This develops imagination well.

Leaves that have fallen from trees in the fall will help depict a yard filled with leaves. You just need to put them in a saucer with paint and attach them to the paper. And a palm print can be compared to animal tracks left in the snow.

Drawing classes develop children's imagination well and provide an opportunity for creativity and inspiration, as well as a sense of beauty. At the same time, the child’s personality receives harmonious development.

Unconventional drawing. Why is it needed?

The use of non-traditional drawing techniques makes it possible to develop artistic rather than stereotyped thinking in children. Even, rather, artistic and figurative, which is directly related to creative abilities and observation, as well as spiritual qualities.

And it doesn’t matter how well a child knows drawing techniques, because the main thing here will be to teach kids to put their thoughts and feelings on paper, and with the help various colors convey your mood.

Artistic thinking develops well when children use paints and improvised means to depict a fairy tale on sheets of paper. This form of classes can be not only individual, but also group. To do this, each child should be asked to depict their understanding of the plot on a certain section of a common Whatman paper. After everything is ready, the children are happy to make additions to the drawing, thereby inventing a continuation of the fairy tale.

Unconventional techniques used for drawing with children

In such an interesting and complex process as drawing for children, the best thing to do is to use various techniques. They all instill a love for fine art. Unconventional drawing techniques in kindergarten deserve great attention, as they give children room for imagination.

They are introduced from a very early age, but at first, while the child learns to think figuratively and act correctly with his hands, an adult must take a direct part in this process. They are attractive for kids because they can achieve the desired result very quickly.

The good thing about this form of development is that it is very interesting for any child. Children are always attracted to drawing with their fingers and the whole palm, as well as turning ordinary blots into very funny figures.

Non-traditional materials and techniques that are used in visual arts contribute to the development of a child’s not only imaginative thinking, but also self-control, perseverance, attention, visual perception and spatial orientation, tactile and aesthetic perception, as well as fine motor skills of the hands.

By doing this kind of work, children also learn to fantasize through various color schemes put your feelings on paper.

Finger painting as one of the options for non-traditional depiction of objects

When non-traditional drawing techniques are used in kindergarten or at home, drawing with the fingers or the entire palm may be the best option.

This technique can be used even while the baby is still small. Finger painting has proven itself very well. This method does not require a brush; all you need is gouache paints poured into small containers and a bowl of water for washing your hands.

When using this method, the child’s imagination develops very well. After all, with fingertips dipped in paint, you can depict flowers as a gift for mom, New Year’s confetti, and various patterns on a dress. And by drawing lines on paper with your fingers, you can get more complex objects.

Before you start imagining with your baby, you should try prints of different parts of the palm on a separate sheet of paper to see what they look like. When changing hands, all prints will bend in different directions. This type of painting gives children the opportunity to come up with and depict an entire plot on paper and makes them think figuratively.

Middle group of kindergarten. Drawing and its features

Various activities are popular among children's groups. Non-traditional drawing techniques in kindergarten are interesting not only for children, but also for children of both the middle and older groups. They already have acquired skills, so educators can begin to use outlining gestures. The child listens to the adult’s story, watches how he shows with gestures what was said, and strives to reproduce the image he has developed on the sheet of paper.

But still, at this age one cannot do without visual nature. Words and gestures alone may not be enough to create a certain image. Therefore, the best thing will be when a child has nature in front of his eyes, helping to create a correct perception of the object or plot being described, and to revive children’s ideas about it. This could be a toy, a picture or a drawing by an adult.

In addition, you need to put several types of improvised objects in front of the children. They may be required to create the image. This will provide an opportunity for choice, as well as the ability to compare and fantasize.

How to draw seasons using unconventional techniques

Any walk with children provides an opportunity to reproduce what they saw using an unconventional method. Such a wonderful time of year as winter allows you to show a lot of imagination in order to depict what you want on paper.

When non-traditional painting techniques are used, winter can be painted using pieces of cotton wool or foam to represent snow, as well as small glitter to symbolize its shine.

Drawing with the help of improvised means is much more interesting, because you need to use associative perception and learn to compare. With this technique, the process of snow falling can be shown by spraying paint, and you can also use all kinds of materials that evoke an association with a given plot. Non-traditional drawing techniques with children provide very great opportunities to develop their imagination.

What materials are used for unconventional drawing?

Classes on non-traditional drawing techniques are conducted using available materials. You also need to pay attention to the child’s preferences when choosing tools for making drawings. Colors, their shades, methods of application on paper are filled with the baby’s worldview and can tell a lot about him.

When unusual material is used in classes, children develop creative abilities and personal spirit. Every child gets the opportunity to feel unforgettable emotions and reflect their impressions and mood on paper.

Non-traditional drawing techniques in kindergarten involve the use of improvised materials such as tree foliage, semolina and salt, plasticine, wax, sand, and thread. And tools that replace brushes and pencils can be fingers, toothbrushes and foam rubber. Waste items, such as corks, old buttons, and beads, can also be used as visual material.

Existing types of non-traditional fine arts

The method of drawing in kindergarten in unconventional ways involves the use of various techniques. The most common of them are linotherapy, performed using threads that are dyed in different colors, splashing paints with a toothbrush and blotography. Children also really enjoy drawing on wet or crumpled paper, balloons and fabric.

Drawings drawn by children are best framed and hung. Any child will be pleased that the subject of his creativity is admired. This raises the baby's self-esteem.