Drawing lesson notes

in the older group

Theme: "Butterfly"

Prepared by the teacher:

Grigoryan A. A.

Summary of a drawing lesson in the senior group

Theme: "Butterfly"

Pr.sod.: continue to introduce children tounconventionaldrawing techniques. Learn to create a drawing using the monotype technique.Develop the ability to independently choose the color scheme of paints that matches the joyful summer mood. Develop color perception, improve fine motor skills of fingers and hands. Arouse a positive response to the results of your creativity.

Material and equipment:

For the teacher:illustrations of butterflies, a sheet of landscape paper folded in half, gouache, brushes, a jar of water, a palette, a rag.

For children: cut out outline of a butterfly, gouache, brushes, jars of water, palettes, rags.

Organization of children and methods of conducting classes

There are pictures on the easel. On the tables in front of the children there are carved outlines of butterflies and brushes on stands.

1. Introductory conversation.

Teacher. Moved by the flower

All four petals.

I wanted to rip it off

He took off and flew away.

Children. Butterfly.

Teacher. Right. Guys, how did you guess that this was a riddle about a butterfly?

Children. She has four wings, she sat on a flower and then flew away.

Teacher. Right.

Look how many beautiful butterflies have flown to us.

The teacher shows the children illustrations depicting different types of butterflies.

Children look at the pictures.

Guys, there are a lot of poems about the butterfly. Now I will read one of them to you.

Butterfly.

I'm at the yellow butterfly

Quietly he asked:

Butterfly tell me

Who painted you?

Maybe it's a buttercup?

Maybe dandelion?

Maybe yellow paint

That neighbor boy?

Or is it the sun after the winter boredom?

Who painted you?

Butterfly, tell me!

The butterfly whispered

Dressed in gold:

Colored me all over

Summer, summer, summer!

A. Pavlova

Teacher. Butterflies want to see how we can draw. In this picture there are red butterflies, in this one they are yellow. They are all cheerful and beautiful. Now look at the tables: butterflies have flown onto them too. But they are a little sad - they forgot to paint them.

2. Setting a goal:

You and I will now turn into artists and help our butterflies become beautiful.

3. Consideration of 2 variable samples by color.

Teacher. A butterfly, guys, is an insect. She, like other insects, has six legs and wings. How many wings does a butterfly have?

Children. Four.

Teacher: correct. Two on one side and two on the other. What shape are they: different or the same?

Children. The same.

Teacher: how are the wings painted?

Children: the pattern is the same on one side and the other.

Teacher. Well done. You are very attentive. The opposite wings of a butterfly are called symmetrical, that is, having the same shape and pattern. What do butterflies eat?

Children. Nectar of flowers.

Teacher. Right. For this she has a long proboscis.

The teacher suggests depicting a butterfly in an unusual way - subject monotype.

4. Partial display:

1. Fold a sheet of paper in half to create a fold line.
2. On the right half of the sheet, draw half a butterfly.
3. Press the left side to the right and smooth it out thoroughly.

Let's open the sheet... What happened?

Part II

5. Individual work with children:

Additional examination of samples;

Reminder;

Clarification;

Praise.

The teacher invites the children to show the outline of the wings in the air with a gesture (the upper one is large, the lower one is smaller).

The teacher reminds you that you need to paint with liquid paints. Draw a silhouette and paint over the background, quickly cover and make a print. While the silhouette dries, show the children the different designs of butterfly wings.

The whole butterfly turned out to be painted! Yes, you are wizards! What beautiful and joyful butterflies! Let's put them on the table and let them dry. And we'll play.

III final part.

At the end of the lesson, all children's work is hung on the board or laid out on the table.

The teacher draws attention to the unusualness of the drawings. Asks to repeat the name of the method of depicting butterflies. Recognizes children who have made additions to their work.

Outdoor game "Butterflies".

Using a counting rhyme, the driver is selected. He sits on a chair with a net (cap).

Children-butterflies run out into the center of the free space of the group - “into the clearing”, and fly.

I wanted to touch you with my hands

To the most beautiful flower.

And he, waving his petals,

He took off and flew away under the clouds!

The presenter goes out to catch butterflies, they fly away from him.

Well done! How well you played! Take your butterflies and let them decorate our group.

Quiet music plays, the teacher hangs up drawings.

Drawing in the senior group “How my mom (dad) and I are leaving kindergarten”

Goals and objectives: To make children want to convey in their drawing the joy of meeting their parents. Strengthen the ability to draw a human figure, convey the difference in the size of the figure of an adult and a child. Reinforce the technique using colored pencils. Create joy from the created image.

Progress of the lesson:

Hello guys. We have drawing classes with you. Let's sit down straight and take everything out of our hands for now.

Guys, listen to the interesting poem I have prepared for you.

Our favorite kindergarten

Our favorite kindergarten!
He is always very happy to see us!
Greets you cheerfully in the morning,
Invites everyone to breakfast
He takes us for a walk,
And dances and sings...

And without us he is sad, bored,
He forgets about toys.
Even at night he sleeps and waits:
Maybe someone will come...

Well, of course we do
Let's not leave alone -
Let's just rest a little
And let's go to him again...
And we will be happy again
Our favorite kindergarten!

(E. Grudanov ■ )

What is this poem about? Why, guys, do we go to kindergarten? (So ​​that we don’t stay alone at home; while parents work, to learn to write, read; to play with friends)

In the evening, mom and dad come for you. And you go home together. Mom asks what was interesting in the kindergarten? And listen to another poem:

About myself and about the guys

The sun disappeared behind the houses,
We leave kindergarten.
I tell my mom
About myself and about the guys.
How we sang songs in chorus,
How they played leapfrog,
What did we drink?
What did we eat
What did you read in kindergarten?
I tell you honestly
And about everything in detail.
I know mom is interested
Know about
How we live.

(G. Ladonshchikov)

You go home with mom and dad joyful. Tell us what interesting happened. Let's draw a picture of you and your mom and dad walking home from kindergarten. Who can tell me how the figures of an adult and a child differ? What differences in clothing will mom and dad have?

Guys, look at the board. I'll show you how to draw people's figures. We start with a rectangle of the torso, then draw the skirt, legs, arms, head and facial features. If this is dad, then draw the trousers (we don’t draw the legs with dashes. Then we draw a child’s figure, it will be smaller in size.

Master class on drawing “Rainbow-arc”

All children love to draw. Especially - painting with gouache. This technique allows children to feel like real artists. The peculiarity of this technique is that we paint “dry”, without wetting the brush in water, but directly in gouache. It is very important here that the gouache is not dry, otherwise creativity is impossible! It should also be noted that we will draw with a “poke” and not with strokes. The works turn out bright, rich in color! Children of older preschool age will really like this work! And it will come in handy for kindergarten teachers!

To work you will need: a sheet of thick white paper, a bristle brush No. 5, a glass of water, napkins, gouache.

Target: develop creativity through learning non-traditional types of drawing.

Tasks:

Continue to introduce children to new types of drawing;

Develop interest in creative activities;

Cultivate accuracy in work.

Progress of the lesson:

“…..I’m on the rainbow-arc

I'll love to run -

Seven-colored

I'll lie in wait in the meadow.

I'm on the red arc

I can’t look enough

For orange, for yellow

I see a new arc.

This new arc

Greener than the meadows.

And behind her is blue,

Just like my mother's earring.

I'm on the blue arc

I can’t look enough

And behind this purple one

I’ll take it and run…” Elena Blaginina.

Educator: Guys, you listened to a wonderful poem about a rainbow. I read it today for a reason. Each of you will draw a rainbow today.

Topic of our lesson:"Rainbow-arc".

Look, there is gouache in front of you. Open, please, put on the table exactly the colors that the rainbow has: red, orange, yellow, green, blue, indigo, violet. These are exactly the colors that we will need for work.

Before starting work, let's remember the basic rules of drawing using the “poke” method (painting with a hard semi-dry brush):

· Water is used only when changing colors, the brush is wiped dry with a napkin before dipping into the paint.

· When drawing, the brush stands strictly vertical to the sheet of paper. Gouache is applied to the sheet with one touch, in other words, “poke”.

· When drawing, leave a white edge on the sheet, making a frame that is not filled with color.

Let's start drawing!

1. Take green gouache and draw a clearing on the bottom of the sheet. Remember to leave a white border without filling the edge of the paper with color.

You should end up with a clearing like this, with space for a small lake.

2. Now we will draw the rainbow itself. Take red gouache and draw the first arc.

3. Now you will need orange gouache. Draw a second arc, next to the red one, leaving no gap.

4. Now take the yellow gouache and continue drawing the rainbow. Don't forget that we are not doing any brush strokes. Just a “poke”.

5. Now take green gouache. Let's draw another arc.

6. Now take blue gouache and draw a new arc exactly under the green one.

7. Guys, do you all know the colors of the rainbow?

The children answer.

Educator: I suggest you take a little break from drawing and learn a short phrase that will help you learn the colors of the rainbow once and for all.

Every red

Hunter orange

Wants yellow

Know green

Where is the blue

Sitting blue

Pheasant purple

The first letter of each word is the first letter of the color in the rainbow.

Let's repeat it all together.

Children repeat.

Do you remember?

The children answer.

Educator: Well done. So what color do we need now?

The children answer.

Educator: That's right, blue.

8. Take blue gouache and draw an arc.

9. And here is the very last arc - purple. Take your time, draw carefully.

, MHC and ISO

Type of lesson: Generalization and consolidation of knowledge and skills.

Kind of activity: Thematic lesson.

Goals:

• Creating the image of an aquarium with unique fish.
• Creating conditions for the creative use of previously mastered techniques of working with artistic materials and means of figurative expression.
• Creation of a collective aquarium.

Tasks:

• Educational: consolidation and generalization of knowledge and skills acquired in previous classes; teach children to independently find methods of depiction, artistic materials and means of figurative expression to reveal this topic; improve artistic and graphic skills; continue to develop artistic needs, the ability to analyze their own work and the work of other children.
• Developmental: develop creative initiative and imagination, using a variety of art materials in your work; develop a sense of rhythm, color, composition; develop aesthetic perception of the world around us, the ability to see beauty; development of interest in the surrounding world.
• Educational: to cultivate aesthetic and moral feelings, the desire to sympathize, empathize and help, respect for the surrounding nature and pets.

Preliminary work:

1. Reading the fairy tale by A.S. Pushkin “The Tale of the Fisherman and the Fish”, looking at the illustrations for this work.
2. Examination of pictures and photographs, illustrations and postcards depicting sea, river and aquarium fish to enrich children’s artistic impressions.
3. Conversations about the life of sea and river fish.
4. Outdoor game “The sea is worried - one, the sea is worried - two...”. Aquarium care: washing plants, stones.
5. Consideration of aquatic plants and comparing them with terrestrial ones (how they are similar, how they are different).
6. Sketches of algae and fish from nature, drawing from imagination; cooking and tasting fish dishes and seaweed dishes.
7. Decoration of fish figures cut out of colored paper.

Methodical techniques: Examine drawings with various aquariums with children, determine what materials they were created with; pay attention to children's posture when drawing, a surprise moment.

Literature: T.G. Kazakova, Lesson for preschoolers in visual arts: A book for kindergarten teachers and parents. I.A. Lykova, Visual activities in kindergarten. Preparatory group. I.A. Lykova, Visual activities in kindergarten. Senior group. I. A. Lykova, Art education program, training and development of children 2-7 years old “Colored palms”.

Music:"Aquarium" Saint-Saens.

Materials and equipment:

• For the teacher: an aquarium, illustrations with images of fish, children’s work with aquariums made with various art materials, multi-media equipment, a selection of slides of strange fish and aquatic inhabitants, a magnetic board, a music center.
• For children: easels, tablets, blanks of a round aquarium in A4 or A3 format, attached to the tablet with tape, gouache, watercolors, brushes, rags, pencils, wax crayons, black markers, fish decorated in advance by children in different colors, glue - pencil.

Plan:

1. Organizational moment – ​​2 min.
2. Heuristic conversation – 6 min.
3. Creative search and experimental work – 10 min.
4. Dynamic pause – 2 min.
5. Lesson summary:
a) exhibition and analysis of children’s works – 2 min.
b) self-analysis – 3 min.

PROGRESS OF THE CLASS

1. Organizational moment

Everyone is here!
Adults and children!
We can begin!
But first,
You need to say “Hello”!

D.: Hello.

P.: Today, near the kindergarten, I met the sun, which came to visit us. But the sun is not simple, but magical. Whoever takes it in his hands will become the most affectionate and kind child in the world. Let's check! (We pass the balloon - the sun, saying a kind word to each other). It's true, we have become the kindest and most affectionate.

2. Heuristic conversation

P.: Children, come to me. Look how big and beautiful the aquarium is. What kind of fish swim in it?
What parts does a fish consist of? What geometric shapes do they resemble? (scales, body - oval, tail - triangle, fins, eyes). Invite the children to show the body parts of the fish and explain their purpose. The fins serve as a rudder and brake, the tail serves as the engine of the fish.

P.: Children, now look here. The teacher takes the children to the TV and shows slides with strange fish. Draws attention to their bright scales.
Who will try to draw a fish? The child draws a fish on a magnetic or chalk board.

3. Practical work

P.:(brings the children to a magnetic board on which aquariums made with various art materials are attached).

P.: What materials and techniques did the artist use to create such beautiful aquariums? What other materials can be used? (Children's answers)
But you can also draw a fish with your own hands.

4. Finger gymnastics:

My fish is silent all the time
Doesn't sing, doesn't growl, doesn't purr.
I don’t understand why, that’s the problem.
Maybe water got into her mouth?

Please come to the easels; aquarium blanks are attached to them. You have gouache, watercolor, wax pencils and black markers. Let's try to create an image of an aquarium with the help of these materials, but so that for each of you it will be different and different from
other.

5. Physical exercise

The fish are playing happily
In blue sunny water,
They will shrink, they will unclench,
They will bury themselves in the sand.

Transformation into seagulls.

We are seagulls, we have spread our wings and are circling over the river, looking for prey. They saw a fish, went down to the water, (bent down) caught the fish and flew to the shore.
Children perform actions, expressing their attitude to the literary word through movements and facial expressions.

6. Analysis and exhibition of children's works

P.: Let's see what you got. Did we complete the task (draw an aquarium)? Who got the most colorful fish? What's their name? Which one has the most fun? Who has the most interesting, fun, beautiful, transparent, magical aquarium? Why? etc. (As work progresses)

7. Introspection

P.: Children, look how big and beautiful the aquarium is. But it's empty. Let's fill it with fish. And here are the fish that we decorated earlier. If you did a good job, then take a red or yellow fish. If you think that you haven’t quite completed the task, you can take a green or blue fish.
Children glue fish onto a large aquarium.

P.: You all did a great job today. Our lesson has come to an end. We still have some fish left, let's give them to our guests as a souvenir of our lesson. See you at the next lesson.

Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova

Komarova Tamara Semenovna – Head of the Department of Aesthetic Education, Moscow State Humanitarian University. M.A. Sholokhov, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, full member of the International Academy of Sciences of Pedagogical Education, full member of the International Pedagogical Academy, full member of the Academy of Security, Defense and Law Enforcement. Author of numerous works on various issues of preschool pedagogy, history of pedagogy, aesthetic education, continuity in the upbringing and education of children of preschool and primary school age; founder and head of a scientific school. Under the leadership of T.S. Komarova defended more than 80 candidate and doctoral dissertations.

Preface

The manual “Lessons in Fine Arts in the Senior Group of Kindergarten” is addressed to teachers of preschool educational institutions working under the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
The book includes a program of visual activities for the senior group and notes on drawing, modeling and appliqué classes, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires a change in the sequence, for example, a teacher makes changes to the topic of classes, dictated by regional characteristics, the need to reduce the gap between two classes that are interrelated in content, or the need to develop formative skills, etc.
The classes presented in the book are developed taking into account the age capabilities and psychological characteristics of children 5–6 years old and are based on the following provisions.
Visual activity is part of all educational work in preschool educational institutions and is interconnected with all its other areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; familiarization with various types of art, both classical, modern and folk, including literature, as well as a variety of activities for children.
Particularly important for the upbringing and development of a child is the connection between drawing, modeling and applique classes with a variety of games. A diverse connection with play increases children’s interest in both visual activities and play. In this case, it is necessary to use various forms of communication: creating images and products for games (“a beautiful napkin for a doll’s corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of playful, surprise moments, situations (“to make friends for a bear”, “to paint the wings of a butterfly - its decorations were washed off the wings by the rain”, etc.) in all types of activities (drawing, modeling, appliqué). It is necessary to provide children with the opportunity to depict how they played a variety of role-playing and outdoor games.
To enrich figurative ideas, develop aesthetic perception and imagination, and successfully master children’s visual arts, the relationship between classes and didactic games is important. You can learn more about this from the book “Continuity in the formation of artistic creativity of children in kindergarten and primary school.” The book also presents lesson notes on creating didactic games with children, which can be used by teachers when working with children in the senior and preparatory groups.
For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful environment of the group, play corners; using individual and collective drawings and appliques created by children in the design of the group. Of great importance is the aesthetic design of classes, thoughtful selection of materials for classes, the format of paper for drawings, applications, corresponding to the size and proportions of the depicted objects, the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.
The emotional well-being of children in the classroom is important, created by content that is interesting to them, the friendly attitude of teachers towards each child, the development of confidence in their abilities, the respectful attitude of adults towards the results of children's artistic activities, their use in the design of group and other premises of the child care institution, nurturing children to have a positive, friendly attitude towards each other, etc.
The development of any abilities of preschoolers, including children 5–6 years old, is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects, their parts, so that the image of hand movements, sensorimotor experience is consolidated, and on the basis of it the child can subsequently independently create images of various objects and phenomena . This experience should be constantly enriched and developed, forming imaginative ideas about already familiar objects.
In order to develop freedom of creative decision in children, it is necessary to teach them formative movements, hand movements aimed at creating images of objects of various shapes, first simple and then more complex, in all types of activities (drawing, sculpting and appliqué). This will allow children to depict various objects and phenomena of the surrounding world. The better a child masters form-building movements in the second youngest and then in the middle group, the easier and more freely he will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception. The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in sculpting - by mass and volume. Hand movements when drawing differ in nature (pressure force, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.
It is important to remember that all types of visual activities must be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, appliqué and the formation of creativity are based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activities.
In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting around them, what they liked; learn to compare objects; ask, activating the experience of the children, what similar things they have already drawn, sculpted, how they did it; call a child to show all the children how one or another object can be depicted.
In the older group, examining images created by children and evaluating them is of particular importance. The experience children have acquired by this age in visual arts, examining the drawings, sculpting, and appliqués they have created, both individual and collective, gives them the opportunity to create a wide variety of paintings, sculptures, and appliqués, using the acquired skills, knowledge and abilities, and also allows them consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty and cause a feeling of pleasure. To do this, it is necessary to draw children's attention to what the created image looks like: what is the shape, size, arrangement of parts, how the characteristic details are conveyed. When looking at a created plot image with children, you should pay their attention to how the plot is conveyed (in drawing, sculpting, applique), what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, stand (in sculpting ), how the ratio of objects in size is conveyed (in composition), etc. By asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Each lesson should end with an assessment of children's work. If there is no time left for evaluation, you can evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by the children, to emphasize something, highlight it, and summarize the lesson.
The activities proposed in the manual are designed so that they do not overload children, and the timing of their implementation complies with the requirements of SanPin. In the senior group, there are 3 classes in visual arts per week - 12 classes per month. In those months with 31 days, the number of classes may increase by 1–2. In this case, educators independently determine which classes are best taught as additional ones.
The lesson notes are compiled according to the following structure: program content, methods of conducting the lesson, materials for the lesson, connections with other classes and activities.
At the beginning of the year (September, the first half of October) and at the end (May), you can conduct a diagnostic lesson to determine the level of development of children's creativity (a description of the methodology for conducting such a lesson and processing its results is given on pp. 114–124).
We hope that the book will be useful to teachers of preschool institutions, additional education groups, and heads of clubs and studios. The author will gratefully accept comments and suggestions.

Fine Arts Program

Continue to develop children's interest in visual arts. Enrich sensory experience by developing the senses of perception: vision, hearing, touch, taste, smell.
Develop aesthetic perception, teach to contemplate the beauty of things and nature. In the process of perceiving objects and phenomena, develop mental operations: analysis, comparison, likening (what it looks like); establishing similarities and differences between objects and their parts.
Learn to convey in an image the basic properties of objects (shape, size, color), characteristic details, the relationship of objects and their parts in size, height, location relative to each other.
Develop the ability to observe natural phenomena, notice their dynamics, shape and color of slowly floating clouds.
Improve visual skills and abilities, develop artistic and creative abilities.
Develop a sense of shape, color, proportions.
Continue to introduce children to folk arts and crafts (Gorodets, Polkhov-Maidan, Gzhel), expand their understanding of folk toys (matryoshka dolls - Gorodets, Bogorodskaya; spillikins).
Introduce children to national arts and crafts (based on regional characteristics); with other types of decorative and applied arts (porcelain and ceramics, small sculptures). Develop children's decorative creativity (including collective creativity).
Develop the ability to organize your workplace, prepare everything necessary for classes; work carefully, use materials sparingly, keep the workplace clean, and put it in order after finishing work.
Continue to improve children’s ability to examine work (drawings, modeling, applications), enjoy the results achieved, notice and highlight expressive solutions to images.

Drawing

Subject drawing. Continue to improve the ability to convey images of objects and characters in literary works in drawing. Draw children's attention to the differences between objects in shape, size, proportions of parts; encourage them to convey these differences in their drawings.
Teach children to convey the location of objects on a sheet of paper, draw children’s attention to the fact that objects can be located differently on a plane (standing, lying, moving, being in different poses, etc.).
To promote mastery of compositional skills: learn to place an object on a sheet of paper, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, a not very tall but long house, place it horizontally).
Reinforce the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastel, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop the skills of drawing the outline of an object with a simple pencil with light pressure, without hard, rough lines that stain the drawing.
When drawing with pencils, learn to convey shades of color by adjusting the pressure on the pencil. In the pencil version, children can, by adjusting the pressure, convey up to three shades of color. Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).
Teach children to draw with a brush in different ways: wide lines - with the whole bristle, thin lines - with the end of the brush; apply strokes, applying the entire bristles of the brush to the paper, drawing small spots with the end of the brush.
Consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, light green, lilac), develop a sense of color. Learn to mix paints to obtain new colors and shades (when painting with gouache) and lighten the color by adding water to the paint (when painting with watercolors).
Subject drawing. Teach children to create story compositions on themes from the surrounding life and on themes from literary works (“Whom Kolobok Met,” “Two Greedy Little Bears,” “Where Did the Sparrow Have Dinner?” etc.).
Develop compositional skills, learn to place images on a strip at the bottom of the sheet, throughout the sheet.
Draw children's attention to the relationship in size of different objects in the plot (large houses, tall and short trees; people are smaller than houses, but there are more flowers growing in the meadow).
Learn to place objects in the drawing so that they block each other (trees growing in front of the house and partially blocking it, etc.).
Decorative drawing. Continue to introduce children to folk crafts, consolidate and deepen knowledge about Dymkovo and Filimonov toys and their painting; suggest creating images based on folk decorative painting, introducing it to its color scheme and compositional elements, and achieving a greater variety of elements used. Continue to introduce Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), teach how to use animation for decoration.
Introduce the painting of Polkhov-Maidan. Include Gorodets and Polkhov-Maidan painting in children’s creative work, help them master the specifics of these types of painting. Introduce regional (local) decorative arts.
Learn to make patterns based on Gorodets, Polkhov-Maidan, Gzhel painting; introduce characteristic elements (buds, flowers, leaves, grass, tendrils, curls, animations).
Learn to create patterns on sheets in the shape of a folk product (tray, salt shaker, cup, rosette, etc.).
To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats (kokoshnik, scarf, sweater, etc.), household items (napkin, towel) for decoration.
Learn to arrange the pattern rhythmically. Offer to paint paper silhouettes and three-dimensional figures.

Modeling

Continue to introduce children to the features of modeling from clay, plasticine and plastic mass.
Develop the ability to sculpt familiar objects from life and from imagination (vegetables, fruits, mushrooms, dishes, toys); convey their characteristic features. Continue learning to sculpt dishes from a whole piece of clay and plasticine using the tape method.
Strengthen the ability to sculpt objects using plastic, constructive and combined methods. Learn to smooth the surface of a form and make objects stable.
Learn to convey the expressiveness of an image in modeling, sculpt human and animal figures in motion, combine small groups of objects into simple plots (in collective compositions): “Hen with chicks”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To develop in children the ability to sculpt based on the characters of literary works (the bear and the bun, the fox and the bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small parts; using a stack, draw a pattern of scales on a fish, designate eyes, animal fur, bird feathers, patterns, folds on people’s clothes, etc.
Continue to develop technical skills and skills in working with a variety of materials for modeling; encourage the use of additional materials (seeds, grains, beads, etc.).
Strengthen your neat sculpting skills.
Strengthen the skill of washing your hands thoroughly after finishing sculpting.
Decorative modeling. Continue to introduce children to the features of decorative modeling. To form an interest and aesthetic attitude towards objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To develop the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and in-depth relief.
Learn to dip your fingers in water to smooth out the unevenness of the sculpted image when necessary to convey the image.

Application

Strengthen the ability to cut paper into short and long strips; cut circles from squares, ovals from rectangles, transform some geometric shapes into others: a square into 2-4 triangles, a rectangle into stripes, squares or small rectangles; create images of various objects or decorative compositions from these details.
Learn to cut out identical figures or their parts from paper folded like an accordion, and symmetrical images from paper folded in half (glass, vase, flower, etc.).
Encourage the creation of subject and plot compositions, supplementing them with details.
Form a careful and careful attitude towards materials.

By the end of the year, children can

Be able to distinguish works of fine art (painting, book graphics, folk decorative art).
Identify means of expression in different types of art (shape, color, flavor, composition).
Know the features of visual materials.
In drawing
Create images of objects (from nature, from an idea); story images.
Use a variety of compositional solutions and visual materials.
Use different colors and shades to create expressive images.
Make patterns based on folk arts and crafts.
In sculpting
Sculpt objects of different shapes using learned techniques and methods.
Create small plot compositions, conveying proportions, poses and movements of figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing paper with small finger movements.

Approximate distribution of program material for the year

September

Lesson 1. Modeling "Mushrooms"
Program content. Develop perception, the ability to notice differences from the main reference form. Strengthen the ability to sculpt objects or parts of round, oval, disk-shaped objects, using the movement of the entire hand and fingers. Learn to convey some characteristic features: indentation, curved edges of mushroom caps, thickening legs.

Lesson 2. Drawing “Picture about summer”
Program content. Continue to develop figurative perception, figurative ideas. Teach children to reflect in their drawings the impressions they received in the summer; draw various trees (thick, thin, tall, slender, crooked), bushes, flowers. Strengthen the ability to place images on a strip at the bottom of the sheet (ground, grass), and throughout the sheet: closer to the bottom of the sheet and further from it. Learn to evaluate your own drawings and those of your friends. Develop creative activity.

Lesson 3. Application “Mushrooms grew in a forest clearing”
Program content. Develop children's imaginative ideas. Strengthen the ability to cut out objects and their parts in round and oval shapes. Practice rounding the corners of a rectangle or triangle. Learn to cut out large and small mushrooms in parts and create a simple, beautiful composition. Learn to tear a narrow strip of paper with small movements of your fingers to depict grass, moss near mushrooms.

Lesson 4. Drawing “Introduction to watercolors”
Program content. Introduce children to watercolor paints and their features: paints are diluted with water; the color is tested on the palette; You can get a brighter light tone of any color by diluting the paint with water, etc. Learn how to work with watercolors (wet the paints before painting, shaking off a drop of water collected on the brush onto each paint; dilute the paint with water to obtain different shades of the same color; rinse the brushes thoroughly, drying it on a cloth or napkin and checking the cleanliness of the brush).

Lesson 5. Drawing "Cosmey"
Program content. To develop children's aesthetic perception and sense of color. Learn to convey the characteristic features of cosmos flowers: the shape of the petals and leaves, their color. Continue to introduce watercolor paints and practice how to work with them.

Lesson 6. Modeling “Make whatever vegetables and fruits you want for the game of shop”
Program content. To consolidate children’s ability to convey the shape of different vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.) in modeling. Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey the characteristic features of each vegetable in modeling, using the techniques of rolling, smoothing with your fingers, pinching, and pulling.

Lesson 7. Drawing “Decorate a handkerchief with daisies”
Program content. Teach children to make a pattern on a square, filling in the corners and middle; use techniques of dabbing, drawing with the end of a brush (point). Develop aesthetic perception, sense of symmetry, sense of composition. Continue learning to paint.

Lesson 8. Drawing “Apple tree with golden apples in a magical garden”
Program content. Teach children to create a fairy-tale image, draw spreading trees, conveying the branching of the crown of fruit trees; depict a lot of “golden” apples. Strengthen the ability to paint with paints (rinse the brush well before picking up paint of a different color, blot the brush on a napkin, do not paint on wet paint). Develop aesthetic perception and sense of composition. Learn to arrange images beautifully on a sheet of paper.

Lesson 9. Drawing "Cheburashka"
Program content. Teach children to create an image of their favorite fairy-tale character in a drawing: convey the shape of the body, head and other characteristic features. Learn to draw an outline with a simple pencil (do not press too hard, do not trace the lines twice). Strengthen the ability to carefully paint over an image (without going beyond the outline, evenly, without gaps, applying strokes in one direction: from top to bottom, or from left to right, or obliquely with a continuous movement of the hand).

Lesson 10. Application “Cucumbers and tomatoes lie on a plate”
Program content. Continue to practice the ability to cut round and oval-shaped objects from squares and rectangles, cutting corners using a rounding method. Develop coordination of movements of both hands. Strengthen the ability to carefully paste images.