The work program of the additional educational service - "Magic brush" (non-traditional drawing techniques)

Explanatory note
Fine art is an important part of the artistic education and development of the child and, above all, his emotional sphere.
The ability and willingness of children to perceive the world through feelings and emotions, to experience it vividly and directly, to be open to learning and communicating with other people are associated with the formation of emotional intelligence.
Emotional intelligence (EI) is the ability to recognize, evaluate emotions, one's own and others, and help manage these emotions. Human EI includes self-awareness, control over impulsivity, self-motivation, confidence, empathy, the ability to build relationships with others, direct energy in the right direction, relieve stress and think positively. Therefore, thanks to the developed EI, a person can make non-standard decisions, find a common language with the outside world, be successful in the family, work, and society.
EI is associated with the dominance of the right hemisphere. Unlike the left hemisphere (logic, mathematics, calculation, system, order), the right one is responsible for creativity, imagination, holistic perception of images and intuition. People with a developed right hemisphere better recognize the emotions of others, since the right hemisphere type of thinking is associated with non-verbal intelligence - the ability to receive information, store and transmit it through images, intonation, gestures, etc. Therefore, the artistic education of a child, his creative activity in the field of fine arts are a means of developing EI and a way to achieve success in life.
The content of the fine arts program is aimed at developing an artistic culture in children, introducing them to the world of art, universal and national values ​​through the creative process. Direct participation in drawing strengthens the child's faith in himself and his abilities. Creativity brings joy to life, harmony with oneself and the world, encourages search, experiment and gives discovery.
The constant search for new forms and methods of organizing the educational and educational process allows us to make work with children more diverse, emotional and information-rich. The availability of material for circle work, its high quality, a variety of drawing methods, will help the child to see and convey on paper what is much more difficult to do in the usual ways. And most importantly, the non-traditional drawing technique gives the child the opportunity to be surprised and enjoy the world.
For this purpose, classes were created on the non-traditional drawing technique "Magic brush" (educational area "Artistic creativity")
The program of additional educational services - classes "Magic brush" is an innovative educational program document.
The program was developed in accordance with the current federal state requirements.
Program goals:
To create the necessary and favorable conditions - a comfortable emotional environment for the creative development of the child, his self-realization through fine art.
Create conditions for the development of emotional intelligence.
Cultivate a harmonious personality.
Create conditions for experimenting with artistic materials, tools, visual and expressive means and techniques (gouache, watercolor, pastel, wax pencils, colored pencils).
Program objectives:
Educational:
Teach theoretical knowledge.
Learn how to work with paper, paints and other materials.
To give an idea about the use of waste material in the manufacture of products.
Improve various artistic skills in all types of visual activities.
Learn to portray real and fantasy images.
Enrich, expand and systematize knowledge, skills and abilities.
Learn to create a composition depending on the plot, highlight the main and secondary in it.
Developing:
Develop creative abilities: a sense of light, composition, taste, etc.
Develop motor skills of hands (and hence speech), eye, coordination of movements.
Develop imagination, memory, fantasy, figurative and spatial thinking and artistry.
Develop emotional responsiveness.
To acquaint with the works of different types of art to enrich visual, auditory, tactile sensations and impressions.
Help your child recognize different emotions and emotional states from drawings, photographs, etc.
Talk about the means of expressiveness and figurativeness, genre and subject matter, about the artist's intention and the influence of a work of art on a person. Encourage individual evaluation and expression of impressions.
Introduce composition and its laws.
Educational:
Cultivate accuracy and perseverance.
Cultivate awareness and respect for the results of their work.
To form an aesthetic attitude to the world around. To develop the desire to see beautiful unusual objects and phenomena in it.
To instill responsibility and independence in achieving their goals.
Develop an indifferent attitude towards the environment. Maintain and develop spontaneity, emotionality and individuality.
To educate moral qualities: goodwill, tolerance, care, honesty.
To form communication skills and the need to develop. Encourage and allow to express their emotions, name and discuss them, bringing them to the level of conscious dialogue.
Organize exhibitions with the children, discuss the results with them, come up with names for works, create compositions for paintings, etc.
The program is designed for children from 5 to 7 years old.

The program is designed for children of preparatory preschool age, includes classes in fine arts using non-traditional drawing techniques, includes subject, plot, decorative drawing, drawing by design, includes the necessary equipment. The methodology for organizing the work of children of preparatory preschool age in visual activity is based on the principles of didactics: systematic, consistent, accessible, taking into account the age and individual characteristics of children.
Designed for 1 academic year. Includes 72 lessons. Classes are held in free time. 2 times a week on Tuesday and Thursday.
Number of children in the group: from 4 to 10 people.
Suggested session time: 25 minutes. So that the children do not get tired, it is necessary to take a break in the form of a warm-up, a fun outdoor game or a physical education minute.
The quality of children's work depends on:
-competent methodological guidance from adults;
- the level of mental development of the child, the development of ideas, memory, imagination (the ability to analyze a sample, plan the stages of work, adequately evaluate the result of one's work, etc.)
- the degree of formation in children of specific practical skills and abilities to work with the material;
-development in the child of such qualities as perseverance, purposefulness, attentiveness, curiosity, mutual assistance, etc.
Scheme of the methodology for conducting classes:
introductory conversation of the educator, the message of the topic, non-traditional techniques with which they will work;
sample display, sensory examination;
showing techniques for creating an image or composition. Choice of materials;
independent work (composing a composition or image);
analysis of the finished work;
cleaning jobs.

Main stages of work:

Stage 1 "Creating interest."
At this stage, the teacher draws the attention of children to the means of expressiveness of different materials, with the help of which it is possible to convey the state of nature, give a new image to familiar objects, expand the horizons of children, promote the knowledge of new properties, qualities of familiar materials, and show interest in new image techniques.
Stage 2: "Formation of practical skills and abilities."
This stage provides for work on the development of basic practical skills with various source materials, on the development of children's ideas, the formation of the ability to create an image and composition according to the model proposed by the teacher. The role of an adult at this stage is to create conditions for the further development of interest, without depriving children of freedom and diversity in the choice of means.
Stage 3: "Own creativity."
The task of the teacher: to create conditions for independence in creativity, to form the ability to independently invent and create a composition, to experiment with different techniques and materials.
Methodological support.
Non-traditional techniques:
Poke with a stiff semi-dry brush. Finger painting. Palm drawing. Foam print. Foam print. Wrinkled paper print. Wax crayons and watercolor. Candle and watercolor. Subject monotype. Black and white scratch paper. Blotography. Blotography with a tube. spray. Leaf prints. Embossing. Landscape monotype.
Organization of classes.
Classes are held 2 times a week for 25 minutes. The goals and general objectives of the program are implemented by setting particular objectives for each lesson.
Materials and tools.
Paints, pencils, wax crayons. Drawing with paints, pencils perfectly develops imagination, creativity, fantasy. Children express their special, individual vision of the world. Drawing develops fine motor skills, which are directly related to the development of speech, and prepares the baby's hand for writing. A4 paper, albums, wax crayons, candles, ink, colored cardboard of different sizes. Squirrel brushes of various sizes, glue brushes, paper and fabric napkins, cotton swabs, salt, PVA glue. Factory-made stamps, cardboard stencils, toothbrushes, cocktail straws, plastic bags, foam sponges, foam stencils.
Expected result:
Development of integrative qualities: objects are compared, highlighting their features for artistic and visual purposes; smoothly and rhythmically depict shaping lines; depict objects from memory; use color to create different images; create compositions on sheets of paper of various shapes; convey the mood in creative work; use different methods of non-traditional drawing; comment on their creative work in detail;
In the process of work, the integration of all educational areas is ensured:
Cognition: games on artistic creativity, games-simulation of compositions.
Reading fiction: poems and stories about nature.
Socialization: solving problem situations, fostering friendly relationships.
Communication: development of the ability to maintain a conversation, generalize, draw conclusions, express one's point of view.
Health: physical education minutes.
Labor: to cultivate the desire to participate in joint labor activities, careful attitude to materials and tools;
Working methods:
-Individual.
-Group.
- Visual.
Forms of work:
-Games.
- Conversations, work with visual material.
-Practical exercises to develop the necessary skills.
-Reading and memorizing fiction.
- Examination of reproductions of paintings.
Checking methods:
- exhibitions of children's works.
Bibliography:
Kashnikova E.V. "Original techniques of visual activity" 60 lessons with children 5-7 years old: A guide for educators and attentive parents. - St. Petersburg: KARO, 2013. - 96 p. + 8 s. col. incl.
Drawing with preschool children: Non-traditional techniques, planning, lesson notes / Ed. R.G. Kazakova - M .: TC Sphere, 2005. - 128s.
Nikitina A.V. "Non-traditional drawing techniques in kindergarten. Planning, class notes" Ed. KARO, 2010. - 96s.
E. Ryabina "Amazing transformations of a blot" We develop imagination, fantasy, creativity. 2014.
Davydova G.N. "Non-traditional drawing techniques in kindergarten" Part 1. - M .: "Publishing house Scriptorium 2003", 2007. - 80 p.
Davydova G.N. "Non-traditional drawing techniques in kindergarten" Part 2. - M .: "Publishing house Scriptorium 2003", 2007. - 72 p.
Educational and thematic plan for the year

09/06/16 "Coloring of water" (Mastering the color scheme) spot, texture, color. 2 transparent jars of water, red gouache

September
Date Subject (technique) Means of expression Material
09/06/16 "Coloring of water" stain, texture, color. 2 transparent jars of water, red gouache
(Mastering colors)
09/08/16 "Paper coloring" spot, texture, color. Oil paints, kerosene, water, paste, gouache paints, ink, onion peel, toothbrush.
09/13/16 "Autumn tree" (Printing plants)
spot, texture, color. Dried leaves, paint, brushes, paper. Consider dry leaves (dim, dry, brittle). Offer to color and print them on a sheet of paper.
09/15/16 "Starry sky" (Photocopy) spot, texture, color. White paper, blue or black gouache, cotton swab, oilcloth or newspaper, candle.
09/20/16 "Invisibles" (Line as a means of expression) spot, texture, color. Sheets of paper, 2 handkerchiefs each (one warm tone, the other cold tone), pencils
09/22/16 "Blue Evening" (Linocut)
spot, texture, color. 2 sheets of white paper, for each child, blue gouache, a piece of foam rubber, glue, silhouettes: tree, house, star, dog, booth
09/27/16 "New Toys" (Cubism) stain, texture, color. Paper, stencil set, colored pencils, crayons
09/29/16 "Draw what you want" (Working with familiar techniques) stain, texture, color. Drawer with 2 compartments: 1. material (on what) 2. tool (on what)
October
Date Subject (technique) Means of expression Material
10/04/16 "My dream" (Working with familiar techniques) stain, texture, color. Paint, paper, brushes, glue, cliché, thread, soap suds
10/06/16 “What does it look like?” (Applique with drawing) spot, texture, color. Pencils, paints, sheets of paper with glued pieces of colored paper.
10/11/16 "Clouds" (Drawing on a damp background) spot, texture, color. Colored paper in dark tones, white gouache, foam rubber.
13.10.16 "By design" (Joint drawing) Expressive means: spot, texture, color. Pencils, sheets of paper
10/18/16 Collective work "Autumn Angel" dry brush + print + printing spot, texture, color. Whatman paper, gouache, leaves for printing, pencil, scissors, napkin, water.
20.10.16 Finger painting. "Autumn tree" spot, dot, short line, color. Bowls with gouache, thick paper of any color, small sheets, napkins.
25.10.16 Hand drawing. "Mermaids" spot, color, fantastic silhouette. Wide saucers with gouache, a brush, thick paper of any color, large format sheets, napkins
27.10.16 Hand drawing "Medusa" (Collective work) spot, color, fantastic silhouette. Wide saucers with gouache, a brush, thick paper of any color, large format sheets, napkins
November
Date Subject (technique) Means of expression Material
11/01/16 Gorodets painting spot, texture, color. Paper, gouache, brushes.
11/03/16 Foam rubber impression spot, texture, color. Bowl, pieces of foam rubber, gouache, thick paper.
11/08/16 Styrofoam print spot, texture, color. Bowl, pieces of foam, gouache, thick paper.
10.11.16 Impression with seals from the eraser spot, texture, color. A bowl, pencils with an eraser, gouache, thick paper.
11/15/16 Wax crayons + watercolor spot, texture, color, line Wax crayons, thick paper, watercolor, brushes.
11/17/16 Monotype subject stain, color, symmetry Paper, brushes, gouache.
22.11.16 Monotype landscape spot, color, vertical symmetry Paper, brushes, gouache.
24.11.16 Familiar form - new image variability of new form Simple pencil, wax pencils, paper, scissors, spoons, forks.
11/29/16 "Riddles" (Nitkography) Develop imagination, associative thinking, fine motor skills, hand coordination. Threads No. 10, colored ink or gouache, white paper.
December
Date Subject (technique) Means of expression Material
12/01/16 Watercolor + candle "Snowfall" spot, texture, color, line Candle, thick paper, watercolor, brushes.
06.12.16 Impression with crumpled paper spot, texture, color. Saucer, gouache, thick paper, wrinkled paper.
12/08/16 Impression with a cork stain, texture, color. Bowl, gouache, thick paper, cork seals.
12/13/16 We paint a stain, texture, color with a spray from bottles. Spray gun, watercolor, thick paper.
12/15/16 Screen printing spot, texture, color. Bowl, thick paper, stencils.
12/20/16 Blotography is a common spot. Paper, watercolor, plastic spoon.
22.12.16 Drawing with plasticine spot, texture, color. Thick paper with a pattern, plasticine.
12/27/16 Drawing on the cells of the line, color. Checkered paper, simple pencil, wax pencils, felt-tip pens.
12/29/16 Embossing texture, color. Thin paper, colored pencils, objects with a corrugated surface.
January
Date Subject (technique) Means of expression Material
01/10/17 We draw a stain, texture, color with crushed chalk. Colored crayons, bags, hammer, water.
01/12/17 Blotography with a tube spot. Paper, gouache, plastic spoon, straw.
01/17/17 Drawing on a wet background spot, texture, color. Thick paper, watercolor, water.
19.01.17 Circle drawing Means of expression: spot, texture, color. White sheet, gouache, disposable plates of different sizes, colored pencils.
01/24/17 We draw a stain, texture, color with bubble wrap. Film with pimples, paints, brushes, scissors, thick paper.
01/26/17 "Draw what you want" (Working with familiar techniques) stain, texture, color. Paper, watercolor, gouache and those materials with which we painted.
01/31/17 Collective. work Crushed chalk spot, texture, color. Colored crayons, bags, hammer, water, drawing paper.
February
Date Subject (technique) Means of expression Material
02.02.17 We draw a stain, texture, color on the stones. Stones, paints, brushes.
02/07/17 Drawing with a gauze swab spot, texture, color. Paper, gauze swab, paints.
02/09/17 "My favorite winter weather" Foam rubber stencil printing + spray + finger painting spot, texture, color. Paper, foam rubber, stencil, gouache.
02/14/17 Drawing with clerical glue spot, texture, color. Patterned paper, watercolors, stationery glue.
02/16/17 "House of my dreams" Gouache stain, texture, color on a white background. A jar, brushes, thick paper, gouache, paper napkins, a simple pencil.
02/21/17 Drawing with foam spot, texture, color, volume. Thick paper, gouache, shaving foam.
02/28/17 Drawing with salt stain, texture, color. Thick paper, gouache, salt.
March
Date Subject (techniques) Means of expression Material
03/02/17 Gouache + salt + stationery glue: stain, texture, color. Thick paper, gouache, salt, stationery glue.
03/07/17 "Fairytale tree" Collective. work Wax crayons + watercolor spot, texture, color. Whatman, wax crayons, watercolor.
03/09/17 Black and white scratched lines, strokes, contrast. Thick paper, candle, wide brush, ink, liquid soap, bowl, sharp sticks.
03/14/17 Abstract coloring spot, texture, color. Paper, pencil, colored pencils, felt-tip pens, wax crayons.
03/16/17 We draw a spot with salt, texture, color, volume Thick paper, PVA glue, salt, watercolor.
03/21/17 We draw a stain, texture, color with bubbles. A little shampoo, 15 drops of food coloring, ½ cup of water, cocktail straws, paper.
03/23/17 Drawing with wax spot, texture, color, volume. Thick paper with a pattern, wax pencils, wax.
03/28/17 "Rainbow" Watercolor on crumpled paper spot, texture, color, volume Crumpled paper, simple pencil, watercolor.
03/30/17 Current drawing spot, texture, color. Oilcloth, drawing paper, gouache, board.
April
Date Subject (technique) Means of expression Material
04.04.17 "Hedgehog" Printing with a plastic fork stain, texture, color. Paper, disposable forks, gouache.
04/06/17 We draw a spot with woolen threads. Thick paper, PVA glue, toothpick, threads of medium thickness.
04/11/17 "Starry sky" sprayed spot, texture, color. Thick paper, gouache, comb, toothbrush.
04/13/17 We draw a stain, texture, color with wax. Paper, wax, watercolor.
04/18/17 Fabulous Gzhel spot, texture, color. Thick paper, gouache,
04/20/17 We draw volume, texture, color with sawdust. Colored pencils, sharpener, sawdust, glue stick
04/25/17 Blotography with a thread spot, texture, color. Paper, liquid diluted gouache, plastic spoon, thread.
04/27/17 Drawing with effervescent paints spot, texture, color. Soda, vinegar, thick paper, water, paints.
May
Date Subject (technique) Means of expression Material
05/04/17 "Piglet" We draw a spot, texture, color with a balloon. A balloon, a sheet of white paper, pink paint, a disposable plate.
05/11/17 The emerging drawing "Festive fireworks over the city" spot, texture, color. Wax crayon, white sheet, watercolors.
05/16/17 Animated objects spot, texture, color. White paper, colored pencils, wax crayons.
05/18/17 Drawing on wood spot, texture, color. Block of wood, gouache, simple pencil.
05/23/17 Finger painting + brush. "Khokhloma" spot, dot, short line, color. Bowls with gouache, thick paper of any color, small sheets, napkins.
05/25/17 "Flower meadow" (Drawing with metal bottle caps) spot, texture, color. Thick paper, metal covers, gouache.
June
Date Subject (technique) Means of expression Material
06/06/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
06/08/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
06/13/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
06/15/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
06/20/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
06/22/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
06/27/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
06/29/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
July
Date Subject (technique) Means of expression Material
07/04/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
07/06/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
07/11/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
07/13/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
07/18/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
07/20/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
07/25/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
07/27/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
August
Date Subject (technique) Means of expression Material
08/01/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
08/03/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
08/08/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
08/10/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
08/15/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
08/17/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
08/22/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.
08/24/17 Repetition of the material covered at the choice of the child. spot, texture, color. Paper, gouache, watercolor, thread, wax pencils, pencils, plasticine, salt, sand, etc.

Work plan for each month

September
Week 1 Have your child add some paint on a brush to one of the water jars. Then he adds a few drops of another paint to it in the same way. He stirs the water in the jar, observes what color is obtained.
After that, the experiment continues until the moment when the color of the water in the jars stops changing. Methods for dyeing paper.
Marble color. Take oil paints of 2-3 tones and dilute with gasoline or kerosene to the density of sour cream, each tone separately. Pour water into a bowl with a wide bottom. The paint is poured onto the surface of the water, mixed. A sheet of paper is carried over the surface, dried at room temperature. When the paper is dry, it needs to be ironed.
Coloring with colored paste. You can cover the surface with a colorless varnish. Cook a thick paste without lumps. Add gouache. Apply with a brush on paper 4 times, when it dries, you can make a drawing with a comb. Ink coloring. Can be painted with a brush 4 times. You can take a cup with a wide bottom, diluted with water. Run a sheet of paper over the surface. After drying, iron.
Coloring with strong tea, coffee. Take 3 tbsp. spoons of tea or coffee in 1/3 cup of boiling water, brew the solution. Run a sheet of paper across the surface. After drying, iron. In the same way, you can dye the paper with onion peel.
Spray paint. Apply paint to an old toothbrush and use a needle or stack to splatter on paper.
Week 2 Consider dry leaves (dim, dry, brittle). Offer to color and print them on a sheet of paper. Conversation about the stars. How can you draw stars on white paper so that they are not visible? Offer magic pencils (candles) and draw stars with them. Then color the sky. An exhibition is organized at the end.
Week 3 Talk about music. Tchaikovsky's work "The Seasons" sounds. Drawing lines with closed eyes. Reading Fetisov's poem "Blue Evening". Show how best to position the silhouettes. Explain the sequence of work.
Week 4 Invite the children to come up with and draw toys that are not sold in the store, which do not exist in the world, but would very much like to have. Invite the children to look at the contents of the box. Discuss what can be drawn with these objects and on what.
October
Week 1 The teacher asks the children to depict the impressions of their sleep. The teacher shows sheets of paper on which pieces of colored paper are pasted. Asks children to think and complete the necessary details to make an interesting drawing.
Week 2 Remember how you watched the clouds run. Reading Nikitin's poem "Quietly the night falls." Interesting. How clouds are reflected in the lake. The teacher shows how to work. At the end of the lesson, everyone admires the outlines - the reflections of the clouds. The teacher invites the children to play. Each child has signed sheets of paper. The signal sounds, the children begin to draw, when the signal sounds, they pass the drawing to the neighbor. When the drawing is returned to the child, he looks at what happened and says that he wanted to draw.
Week 3 Reading a poem by Natalia Zotova. We bend a white sheet of paper 20 cm long and 12 cm wide in the middle and draw an angel figurine. Then we cut it along the contour. We place the resulting template in the center of a sheet of paper and circle it along the contour. Randomly draw the wings of an angel. We collect white gouache on the tip of a bristle brush, dry it and use the “poke” method to fill the space around our angel. The cloud is in the shape of a heart. We draw wings. We select a dry leaf of a rounded shape and coat it with white gouache on the reverse side. Gently put the sheet on the wing of the angel and press it with a napkin. Then we remove the leaf. Got an imprint. The angel's hair is red and looks like flames. You will need gouache in yellow, red and orange. We smear the resulting leaf with various colors, you can mix them. We make prints around the angel's head, as you like. We paint the head, arms and legs of the angel with a light orange color scheme. We make an imprint of a willow leaf on the legs of an angel. We've got boots. Coloring the angel's shirt using the "dry brush" technique. We decorate the shirt with an imprint of small red leaves. Then we draw small details with a thin brush, using brown gouache. We make prints of various colors around the angel. We draw tree trunks with brown paint. The child dips his finger into the gouache and puts dots, spots on the paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the gouache is easily washed off.
Week 4 The child dips his entire palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with a napkin, then the gouache is easily washed off. The child dips the entire palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with a napkin, then the gouache is easily washed off.
November
1 week Children draw all the elements of Gorodets painting immediately with a brush, without preliminary drawing with a simple pencil. To get an arc of a beautiful shape, they begin to carefully write it with the tip of the brush, barely touching the surface, then towards the middle of the arc, the pressure increases and the drawing of the element ends again without pressure. The brush must be held perpendicular to the surface to be painted. The child presses the foam rubber against the ink pad and starts imprinting on paper. To change the color, another bowl and foam rubber are taken.
Week 2 The child presses the Styrofoam to the ink pad and starts imprinting on paper. To get a different color, both the bowl and the foam are changed. The child presses the seal against the ink pad and starts imprinting on paper. To change the color, you need to take another bowl and signet.
Week 3 The child draws with wax crayons on white paper. Then paints the sheet in one or more colors. The chalk drawing will remain unpainted. The child folds a sheet of paper in half and draws half of the depicted object on one half of it (objects are chosen symmetrical). After drawing on one part of the sheet, until the paint has dried, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing a few decorations.
4 weeks the child folds the sheet in half. On one half of the sheet, he draws a landscape, on the other, his reflection in a lake, river (imprint) is obtained. The landscape is done quickly so that the paint does not have time to dry. Half of the sheet intended for printing is wiped with a damp sponge. The original drawing, after it has been imprinted, is enlivened with colors so that it differs more from the print. For monotype, you can also use a sheet of paper or tile. A pattern is applied to the tile with paint, then it is covered with a damp sheet of paper. The landscape is blurry. The child traces the selected object with a pencil, then turns it into something else by drawing and coloring with any suitable materials.
Week 5 Take a woolen or acrylic thread, fluff it a little. The images obtained from threads with a large pile are much more interesting for children. The length of the thread is 40-45 cm. Prepare a regular sheet of A4 paper. Dip the thread into paint of any color. Lay the thread on a piece of paper. Cover the sheet with thread with another paper sheet. You can use not two, but one sheet. In this case, it must be folded in half and the thread placed between the two halves of the sheet. Move the thread in any direction. Open the halves of the sheet (if using one sheet) or remove the second sheet (if working with two sheets). Remove the thread with paint. Finish the bizarre image obtained from the pile of the thread, showing imagination.
December
1 week The child draws with a candle on white paper. Then paints the sheet in one or more colors. The candle pattern will remain white.
Week 2 The child presses the crumpled paper against the ink pad and starts imprinting on the paper. To get a different color, both the bowl and the crumpled paper change. The child presses the cork against the ink pad and starts imprinting on paper. To get a different color, both the bowl and cork change.
Week 3 Dilute gouache paint to a liquid state, pour into a spray bottle. We make a background, splashing paint, then finish painting, including our imagination. The child presses a seal or a foam swab against an ink pad and makes an impression on the paper using a stencil. To change the color, another swab and stencil are taken.
Week 4 Let's prepare the paints - add a few drops of water to each color of the watercolor, fold the sheet of paper in half and unfold it. On one side, closer to the middle, drop a few greasy drops - a blot. You can use paint of different colors. Then fold the sheet in half along the fold line and draw the palm up and down several times so that the paint spreads over the sheet. To "transform" the blot, let's say the magic words. Carefully unfold the sheet. We see a strange spot. Think what it's like? Dream up. "Relive" blots - turn them into living creatures or objects. Carefully examine the blots, turning the sheets of paper in different directions. You can draw some details with a pencil. Applying plasticine to cardboard. A thin layer of plasticine is applied to the cardboard, leveled with a stack, and the drawing is scratched with a stack or stick. Drawing with plasticine "peas", "droplets", "flagella". Peas or droplets roll from plasticine and are laid out in a pattern on a primer or clean cardboard surface, filling the entire pattern. The flagella technique is somewhat more complicated in that it is necessary to roll flagella of the same thickness and lay them out on the drawing. You can double the flagella and twist, then you get a beautiful pigtail, the basis of the outline of the picture. A drawing is applied to the cardboard, flagella are rolled, smeared with a finger to the middle, then the center of the drawing element is filled. You can use mixed plasticine for a larger range of colors. The work can be made embossed by applying plasticine veins to the leaves or with strokes.
5 weeks Before class, be sure to talk with your child about the fact that there are different directions and sides. Show him where is the right, where is the left, where is the top, where is the bottom. Pay attention to the baby that each person has a right and left side. Explain that the hand he eats, paints, and writes with is his right hand, and the other hand is his left. For left-handers, on the contrary, Drawing by cells can be performed in two ways: 1. The child is offered a sample of a geometric pattern and asked to repeat exactly the same pattern in a notebook in a cage. 2. An adult dictates a sequence of actions indicating the number of cells and their directions (left, right, up, down), the child performs the work by ear, and then compares his image of an ornament or figure with a sample in the manual using the overlay method. The child draws with a simple pencil what he wants. If you need to create many identical elements (for example, leaves), it is advisable to use a cardboard template. Then an object with a corrugated surface is placed under the drawing, the drawing is painted with pencils. In the next lesson, the drawings can be cut out and pasted onto a common sheet.
January
1 week Put crayons of the same colors in a bag, close tightly. Tap the bag with a hammer to turn the crayons into powder. Be careful. Pour the resulting powder into a bowl and add water. The paint is ready. Such paint will softly lay down on paper or any other surface. The child scoops up the paint with a plastic spoon, pours it onto the sheet, making a small spot (droplet). Then this spot is blown from a tube so that its end does not touch either the spot or the paper. If necessary, the procedure is repeated. Missing details are drawn.
Week 2 Wet the paper and place it on a damp cloth (to keep the paper from drying out). Take a watercolor chalk and draw whatever you want. If there are no watercolor pencils, you can draw with paints and a brush. Pour the paint into a saucer or plate, dip a glass of yogurt into it with the open side and arrange circles on paper. When dry, repeat the application of circles. We cover the entire sheet with circles. When everything dries, the circles can be painted in any form or certain combinations can be used: dots, stripes, zigzags, spirals.
Week 3 Squeeze a small amount of paint onto a disposable plate - this will be our palette. Cut out shapes from bubble wrap. Using a brush, apply paint to the cut out figures. When the figure is completely painted over, carefully lean it against a piece of paper. Cut out and paint over the shapes until the painting is complete. The doll has lost her beautiful mittens, she only has white ones left, she asks for help to decorate them. Children choose the necessary material and get to work.
Week 4 Put crayons of the same colors in a bag, close tightly. Tap the bag with a hammer to turn the crayons into powder. Be careful. Pour the resulting powder into a bowl and add water. The paint is ready. Such paint will softly lay down on paper or any other surface.
February
1 week Before turning, the pebble can be primed with PVA glue so that the gouache fits better on the stone surface. When the glue on the stone dries, we cover the stone with white gouache as a base, so that all other colors will be juicy in the future. Next, with a simple pencil, draw sketches of the future fish. Symmetrically draw the circles of the eyes. We outline the position of the fins, tail. If something in the drawing failed, you can correct it with the help of an eraser. Next, we proceed to coloring the fish. We start with the head, draw the eyes. We paint the body with blue gouache, and draw the scales with a darker color. On the other hand, we paint the body in red, and draw the scales with black gouache. Here is the focus of our fish! We paint on the fins on the abdomen, on the side and on the back, and also paint on the tail. We varnish the product and here is such a cute fish - we got a magician - with a friendly muzzle!
Week 2 Make a swab out of gauze. As a tampon, you can use a piece of foam rubber. The stamp pad will serve as a palette. We will pick up paints, and with light touches on the paper we will draw something fluffy, light, airy. We discuss various techniques and methods of depiction: snow is depicted with fingers, splashes; trees - stencil printing; the sky is blue and grey; the wind is indicated by bowed trees.
Week 3 The child paints the drawing with watercolors. We cover all parts that should shine with clerical glue. Draw a house with a pencil on the entire sheet of paper. Windows can be completely different, round, square. The house can also be decorated with various colors. We draw the land or the river on which it stands. And the rest of the background, that is, the sky, is left white.
Week 4 Initially, with a simple pencil, draw the outline of the picture. We mix the foam with the dye and add a little PVA glue and create 8 different colors that will fully convey all the colors of the picture. After that, show how to apply foam to the drawing, scoop the foam from the container with a cotton swab and then, as it were, remove it from the stick and put it on the drawing. With a simple pencil on a piece of paper, we draw a picture of a fish. Then, using a brush, we moisten the entire sheet with plenty of water. If the paper is too wet, the drawing may not work. We draw on the brush the main color of the fish - yellow and easily, touching the paper, apply it. Let's see how it spreads. Sprinkle the fish generously with salt. Remember: the surface must be damp, otherwise the drawing will not be expressive enough. If the salt quickly absorbed water, then with a brush you can add a little more water and color. In a similar way, paint the tail and fins - for me they will be orange. Now we fill in the main background (the pond), mixing paints and choosing non-saturated colors. We watch how it spreads, and add strokes of other shades. Here you can apply all your imagination. You can add a little green or emerald, white or purple to the blue background. While the watercolor is wet, the paints will mix on their own at the points of contact. Also sprinkle generously with salt. We finish drawing pebbles and algae with a thin brush or felt-tip pen - this will make our drawing more expressive. Also, with the help of a thin brush, add strokes: select the eye, tail and scales. Outline the fish in a darker tone. Now shake off the excess salt. Our drawing is ready!
March
1 week Sprinkle salt on a drawing with wet watercolor, which will give interesting stains, and then drip with stationery glue. We draw with wax pencils on the whole sheet a large fairy-tale tree and a hill on which it grows. The crown of the tree is a large ball, the trunk and branches are multi-colored, like a rainbow. Inside the tree we draw colored spirals, stars, flowers, apples. Under the tree, you can draw a fox and a bird. We turn to drawing with watercolors, paint the background around the tree.
Week 2 The child rubs the leaf with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap or tooth powder is applied to it, in which case it is poured with mascara without additives. After drying, the drawing is scratched with a stick. Let's take plastic cups, depending on the idea of ​​\u200b\u200bthe work, the cups can be of different sizes. Pour water into a glass, a little bit of shampoo or dishwashing detergent. Add gouache. We mix everything. We lower the tube for juice into a glass and begin to blow into it until a soap “hat” rises above the glass. Children are more accustomed to drinking straws, therefore, first invite the child to practice blowing bubbles with plain water, familiar and safe. We take a sheet of paper and apply it to a glass of soap bubbles. You can do this several times, depending on your creative intent. These are the prints that are made on a piece of paper. You need to let them dry. Now circle each print with a brush. Our balls are like fluffy flowers. Therefore, with a brush, we finish the leaves and stems. Unusual soap flowers grew in our clearing. Let's turn these soap balls into goldfish. Let's draw their tails, fins.
Week 3 We draw a vase with flowers with wax pencils, and then set fire to a candle and drip onto the flowers, cover all the parts of the picture we need. We take several sheets of paper and crumple into lumps. Having previously applied water to a sheet of paper, we begin to set the background. We dip the lumps into the plates with paint and press the lumps to a sheet of paper, leaving prints in the form of clouds and grass. You can draw the outlines of the desired image in advance, and then seal it. We dip the lumps in red paint and leave traces on paper in the form of poppies. We give a contour to the blades of grass in the field. We are finishing our work.
Week 4 This technique is interesting because in the folds of paper (where its structure is broken), the paint becomes more intense, darker when painting, giving the composition the effect of cracks - “Crackle”. Drawing on crumpled paper is very simple, it can be combined with the “wet” drawing technique. Before starting work, it is necessary to crumple a sheet of paper into a ball, then smooth it with your hands. The drawing is applied with a brush on a dry or water-moistened surface of a sheet of paper. If the plot of the composition is quite complex, then the pencil drawing must be done on a smooth sheet, and then crumpled. It is necessary to clarify to the children that it is necessary to wrinkle and smooth the paper carefully, otherwise it may tear. First, glue or nail a sheet of paper to the board with small nails. We cover the table with oilcloth so as not to stain it. Now we need paint. In a thick layer, randomly place colorful dots all over the sheet of different colors. We take the edge of the plank and slowly tilt it in different directions. For the paint to start flowing. If it goes beyond the edges of the sheet, do not worry, this is normal. This procedure must be repeated several times until the white spaces disappear. Leave pictures for 24 hours. In the morning you will see what you have done.
April
1 week We draw a hedgehog with a simple pencil. We dip the fork in black paint and print the needles of the hedgehog with the back of the fork. We finish the hedgehog nose, eyes, mouth. You can also finish the background: the sun - rays, grass, flowers. Take the basis for the future picture. As a rule, plain or thick paper is used in kindergarten. Draw the pattern that you want to reproduce with threads on paper (usually the teacher does this, but the children themselves can draw simple patterns). You can draw a drawing with a simple pencil, or you can use durable paints. Ready-made schemes found on the Internet can also be used as a template for a future picture. If you want the kids to create something intricate, take a photo of the drawing and glue it to the base. Right on top of this photo, the children will glue the threads. Apply glue with a brush along the outline of the image (children themselves can easily handle this). Glue the threads along the clearly marked borders. The threads need to be glued to the glue that has not dried, pressing them tightly to the base. After completing the outline of the drawing, fill in its inner part. Threads can be glued both in a spiral and in a chaotic manner. The main condition is to fill the space inside the figure without gaps, without "white spots". If there are small details in the drawing, then start the work on creating the picture with them. After the glue has completely dried on the entire surface of the picture, iron your masterpiece using gauze or a thin cloth.
Week 2 This method is good for drawing falling snow, starry sky, for toning a sheet, etc. with children over five years old. Paints of the desired color are diluted in a saucer with water, a toothbrush or a hard brush is dipped into the paint. They direct the brush onto a sheet of paper, sharply draw a pencil (stick) along it towards themselves, in this case the paint will splash onto the paper, and not onto the clothes. Prepare a sheet with animal silhouettes that you “draw” with a candle in advance. By painting over the drawing with paint, the child will unexpectedly “create” images of animals.
Week 3 Smears are applied in a wide circular motion. It shows a gradual transition from light to dark. The smear-spot is complemented by a thin line: straight, wavy, spiral, rounded. It emphasizes the shape of the color and creates an independent pattern. Draw the main part of the drawing with colored pencils. We make sawdust with a sharpener (we take different colors), finish the drawing with sawdust, glue them with glue.
Week 4 Pour paint of different colors into plates. We lower the thread into a plate with a spoon and wring it out, holding the other end of the thread in our hand. We lay out an image from a thread on a sheet of paper, and leave the other end free .. So repeat as many times as many colors you want to draw, laying the threads neatly on a sheet of paper. It is necessary to lay out images from the threads quickly so that the paint does not dry out. Take a blank sheet of paper and put it on the sheet with the image, holding it lightly with your hand. Collect all the ends of the threads in your hand and, holding the top sheet of paper, sharply pull out the threads. If desired, finish or glue the details (leaves, vase, etc.) Add a little citric acid to the bowl, fill it with water and add paint so that the color is sufficiently saturated. Invite the baby to paint with new magical colors. While the artist is painting, sift the baking soda through a sieve. When the drawing is ready, sprinkle it with soda and ... voila! (The paint will sizzle and foam due to the reaction of soda and citric acid)
May
Week 1 Gather all ingredients. Pour the pink paint into a disposable plate. Inflate (or take an already inflated) balloon and gently lower it into the paint. Make an imprint on a piece of paper with a balloon. You will get a pink circle. Dip your finger in pink paint and paint the ears on the pig! Put beady eyes on the paint that has not yet dried (when the paint dries, the eyes will stick). Attach a button to make a nose. If the paint is already dry, use the fresh paint as glue. At the bottom of the picture, draw low houses or only roofs with wax crayons. Color them. Press well on the wax crayon so that the trace is clear and bright. On the rest of the sheet, draw multi-colored bunches of fireworks in the form of circles, a fan, a fountain, etc. At the ends of the rays, draw lights in the form of stars, circles, snowflakes. Cover the finished composition with black watercolor (purple, dark blue).

Week 2 Let the child fantasize and imagine that the most ordinary things that surround us suddenly come to life. As a basis for drawing, you can also use wooden blocks, chips and saw cuts. Use acrylic paints for this. You can paint arbitrarily (with one paint over another), or you can "plot".
Week 3 Examine several objects with Khokhloma painting. Pay attention to patterns and colors. Very few colors are used, mainly three colors. Sometimes green is added to them, but it is not required. The basis of Khokhloma painting is a herbal ornament. See how intricately the main branch bends, from which other elements of the ornament depart. This branch is called the root. Ornamental elements - leaves, flowers, berries. Some of them are drawn by the masters by hand, others can be made with a stamp. In the villages, a stamp is made from a raincoat mushroom, and in a city apartment it is quite possible to make a cotton swab that fits the shape, cut a piece of sponge, or simply roll a stick out of fabric. Try to make the first pattern on paper. Pre-cover a sheet of paper with a layer of black, red or yellow gouache. If you are going to decorate a cutting board with a painting, you can also make a sheet of paper in the same shape. Draw the main element - it can be a large flower, a stylized bird, an inflorescence or a bunch of berries. Sketch the main branch from it. Try to make it harmoniously located on the sheet and not interrupted anywhere. Swipe it with a thin brush. remember the observations
flower field. Want to,
to always be in the group
beautiful flower field
Explain how it works. Collect all works together -
large flower field.
June




July
1 week Revision of the material covered at the choice of the child
Week 2 Revision of the material covered at the choice of the child
Week 3 Repetition of the material covered at the choice of the child
Week 4 Repetition of the material covered at the choice of the child
August
1 week Revision of the material covered at the choice of the child
Week 2 Revision of the material covered at the choice of the child
Week 3 Repetition of the material covered at the choice of the child
Week 4 Repetition of the material covered at the choice of the child
Application No. 1

Additional general educational general developmental program of artistic orientation for children 5-6 years old

Age of children 5 - 6 years
Implementation period: 1 year

Explanatory note

An additional general educational general developmental program of artistic orientation "Iris" was developed in accordance with the Federal Law of the Russian Federation of December 29, 2012 No. 273 "On Education in the Russian Federation", taking into account the provisions of the Concept for the Development of Additional Education for Children of September 4, 2014 No. 1726- r and other normative legal documents.
This program is aimed at developing the artistic and creative abilities of children through teaching non-traditional drawing techniques.
In the process of drawing, the child improves observation and aesthetic perception, artistic taste and creative abilities. Drawing, the child forms and develops certain abilities: a visual assessment of the form, orientation in space, a sense of color. Special skills and abilities are also developed: eye-hand coordination, hand control.
The relevance of the program is due to the fact that there is a convergence of the content of the program with the requirements of life. At present, there is a need for new approaches to the teaching of aesthetic arts, capable of solving modern problems of creative perception and development of the individual as a whole. In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world, contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, brings up purposefulness, perseverance, a sense of mutual assistance, and makes it possible for the creative self-realization of the individual.
The novelty and distinctive feature of the Iris program for non-traditional drawing techniques is that it has an innovative character. The system of work uses non-traditional methods and ways of developing children's artistic creativity. Homemade tools are used, natural and junk for non-traditional drawing. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original art materials, and surprises with its unpredictability.
The program is intended for children of senior preschool age (5-6 years old). The duration of the program is 1 year. The course is designed for 15 hours. The content is compiled taking into account age characteristics and in accordance with SanPiN 2.4.1.1249-03 (requirements for the organization of the daily routine and training sessions).
Class mode:
Senior group - number of lessons per week 1, per month 4 lessons. There are 36 classes per year. The duration of the lesson in the senior group is 25 minutes.
Form of organization of the educational process: group with an individual approach.
Conditions for recruiting children: all comers are accepted.
The Rainbow program was developed in accordance with the State Educational Standard.
In the process of work, the integration of all educational areas is ensured:
Cognitive development: games on artistic creativity.
Artistic and aesthetic development: listening to musical works.
Social and communicative development: solving problem situations, fostering friendly relationships, the desire to participate in joint work activities, careful attitude to materials and tools; development of the ability to maintain a conversation, generalize, draw conclusions, express one's point of view.
Speech development: reading poems and stories.
Physical development: physical education minutes.
Purpose of the Program:
To form an aesthetic attitude to the surrounding reality on the basis of familiarization with non-traditional drawing techniques.
Expand ideas about the variety of non-traditional drawing techniques.
Improve technical and drawing skills
Based on an integrated approach, to promote the development of initiative, invention and creativity of children in an atmosphere of aesthetic experiences and enthusiasm, joint creativity of an adult and a child, through various types of visual and applied activities.
Tasks:
Developing:
- To form creative thinking, a steady interest in artistic activity;
-Develop artistic taste, fantasy, ingenuity, spatial imagination.
- To form the skills and abilities necessary to create creative works.
- Develop a desire to experiment, showing vivid cognitive feelings: surprise, doubt, joy from learning new things.
Educational:
- Consolidate and enrich the knowledge of children about different types of artistic creativity.
- To acquaint children with various types of visual activity, a variety of artistic materials and methods of working with them, consolidate the acquired skills and abilities and show children the breadth of their possible application.
Educational:
- To cultivate industriousness and desire to achieve success by one's own work.
- Cultivate attention, accuracy, purposefulness, creativity
self-realization.
The main principles underlying the creative work:
- The principle of creativity (the program contains inexhaustible opportunities for the education and development of children's creative abilities);
- The principle of scientificity (children are given knowledge about the form, color, composition, etc.);
- The principle of accessibility (taking into account age and individual characteristics);
- The principle of phasing (sequence, starting the next stage, you can not bypass the previous one);
- The principle of dynamism (from the simplest to the most complex);
- The principle of comparisons (a variety of options for a given topic, methods and ways of depicting, a variety of material);
- The principle of choice (decisions on the topic, materials and methods without restrictions);
- The principle of continuity (taking into account the tasks and neoplasms of the next age period);
- The principle of integrativity (synthesis of arts).
The pedagogical expediency lies in the fact that all classes are aimed at the development of children's intellect, activate the creative activity of children, teach them to think outside the box.
Expected Result
As a result of the passage of program material
Children should know:
- about the variety of non-traditional drawing techniques
- about the properties and qualities of various materials;
- about safety during work.
Children should be able to:
- plan your work;
- negotiate with each other when performing team work;
- analyze, determine the conformity of shapes, sizes, colors, location of parts;
- create individual works;
- use various techniques and methods of creating drawings;
- Carefully and economically use materials.

Pedagogical diagnostics

Pedagogical diagnostics are carried out 3 times a year (primary in September, intermediate in January, final in May).
The purpose of the diagnosis:
1. Reveal the level of artistic development of children
2. To identify the possibilities for the child to freely choose the type and nature of the activity, materials, design, image methods
The nature of the diagnosis: natural pedagogical.
The survey is carried out in the following areas:
1. Color perception: the child sees the brightness and elegance of the color and its shades

2. Object drawing: the child depicts objects by creating distinct shapes, choosing colors, carefully painting, using familiar materials and tools
3. Drawing plot: the child conveys a simple plot, combining several objects in the drawing, using familiar non-traditional techniques
4. Decorative drawing: the child decorates the silhouette of an object using familiar non-traditional techniques
Methodology:
A place for subgroup classes with children is being equipped
Various materials and tools are placed on the table for the children to freely choose.
Invite the children to name everything they see, tell how they can use it, and choose what they will use in their work to realize their plan.
Record along the way: the choice of the child, the external manifestations of his reaction to the situation, the sequence of development of the idea, the combination of types of techniques, comments along the way, the game and speech development of the artistic image.
For the analysis, a system of indicators was developed, summarized in a table for the convenience of fixing observations.
Levels of mastery of skills and abilities in drawing using non-traditional techniques
Short(1 point)
interest in the perception of the features of objects is unstable, weakly expressed
an emotional response occurs only with the active prompting of an adult
the child sees the general signs of objects, their some characteristic features
recognizes and rejoices at familiar images in a drawing
the main property in recognition is the form, and only then - the color
the child draws only with the active help of an adult
knows visual materials and tools, but lacks the ability to use them
Lack of technical skills and knowledge
Average(2 points)
the child has an interest in the perception of the aesthetic in the environment
he highlights the main features of objects, seasonal changes, external signs of emotional states
knows how to depict certain objects and phenomena
use materials and tools correctly
masters simple non-traditional techniques with partial help of an adult
Shows interest in learning new technologies
shows independence
High(3 points)
the child sees the means of expression: the brightness and elegance of color, some of its shades
quickly learns how to work in new non-traditional techniques
possesses basic visual and technical drawing skills
conveys in the drawings some resemblance to the real object
enriches the image with expressive details, color, using knowledge of non-traditional techniques
can create a bright elegant pattern
can independently choose the topic of drawing and get the result using non-traditional techniques
can objectively evaluate their own and other people's work (for older preschool children)

Non-traditional artistic techniques used in the Iris program:
- Wax crayons + watercolor, candle + watercolor - the child draws with a candle on paper. Then he paints the sheet with watercolor in one or more colors.
- Drawing with fingers, palm - the child puts a finger or palm into gouache and applies patterns and prints on paper.
- Imprint - applied with various objects (cork, cardboard, crumpled paper and napkins, potatoes)
- A monotype is a single print. For its manufacture, polyethylene or paper is needed as a basis for applying watercolor or gouache stains on them, then a clean sheet of paper is superimposed on top of the drawing, gently ironed on top by hand and removed. It turns out an imprint, which, like the inkblotography, can be completed.
-Poke with a hard semi-dry brush - the child lowers the brush into the gouache and hits it on the paper, holding the brush vertically. When working, the brush does not fall into the water. Thus, the entire sheet, contour or template is filled. It turns out an imitation of a fluffy or prickly surface.
-Drawing on wet - a sheet of paper with a sponge or brush is moistened with water until the sheet is dry, a drawing is applied.
-Blotography - the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in random order. Then the sheet is covered with another sheet and pressed (you can bend the sheet in half, drop ink on one half, and cover it with the other.) Next, the top sheet is removed, the image is examined: it is determined what it looks like. Missing details are drawn.
-Spray - the child picks up paint on the brush and hits the brush on the cardboard, which he holds above the paper. The paint splatters on the paper.
-Blowing - the child scoops up paint with a plastic spoon, pours it onto a sheet, makes a small spot (droplet). Then this spot is blown from a tube so that its end does not touch either the spot or the paper. If necessary, the procedure is repeated. Missing details are drawn.
-Drawing with salt - first you need to make sketches on paper, moisten it with water with a brush, sprinkle with salt, wait until it absorbs water, pour excess salt. When everything dries, draw the missing elements and color.
- Pointillism - drawing is created using separate dots of different colors.

Conditions for the implementation of the program

Material and technical base:
- group room (teaching board, tables).
- albums with samples and diagrams
- working material.
External conditions:
- organization of exhibitions.

List of used working material:
- colored cardboard;
- napkins;
- wax crayons;
- paints, gouache, brushes;
- albums for drawing;
- candles;
- colored pencils;
- tubes for cocktails;
- cotton buds.

A promising lesson plan for the circle "Iris"

SEPTEMBER

1 Diagnostics To improve the skills and abilities in free experimentation with the materials necessary for working in non-traditional fine arts.
2 Early autumn. Spider. (Imprint by cork) Development of children's cognitive interests, intellectual activity.
3 Apple tree with golden apples. (Drawing with foam rubber poke) Learn to create a fabulous image, draw branchy trees, conveying the branching of the crown of fruit trees
To consolidate the ability to draw with non-traditional drawing methods (drawing with foam rubber poke). Learn to beautifully arrange the image on the sheet.
4 Flowers in a vase. (Printing with natural material) Introduce the non-traditional technique Printing (applying paint to small leaves and printing). Develop artistic and creative abilities. Develop the ability to select colors according to the color scheme. The development of fine motor skills of the hands. To cultivate love and respect for close people, the desire to bring joy with their work. Build compositional skills.

5 Autumn tree. (Blotography and splashing) To teach to convey in the drawing the structure of a tree - a trunk (with a brush, branches of different lengths (with an unconventional technique: using a tube from under the juice). To consolidate the skills of drawing foliage with a toothbrush and a stack (an unconventional drawing technique - spraying). Technical skills Develop imagination Creative thinking Develop a positive attitude towards nature and a desire to care for it Generate an emotional response to new ways of drawing

6 Asters. (Drawing with a plastic fork) Continue to teach children to draw from nature.
To teach to see the beauty of a combination of warm tones of a bouquet, to understand the aesthetic value.
Develop a sense of rhythm, aesthetic taste, creative imagination.
To consolidate the ability to convey the beauty of the bouquet through densely diluted gouache, using an unconventional drawing method - with a plastic fork, the technique of scrolling the bone when drawing the middle.

7 Fruit trees. (Printing with natural material, drawing with fingers) To form the ability to independently choose colors, develop color perception, develop the ability to use non-traditional drawings, improve the development of fine motor skills of fingers and hands, evoke a positive response to the results of their work.
8 Nature is reflected in the water. (Monotype, drawing on a wet sheet.) Improve the technique of drawing with watercolors. To expand the possibilities of the method of drawing in a wet way with obtaining prints, as an expressive and pictorial means in children's painting. Teach children to make a harmonious color composition. To fix the technique of drawing trees. Develop creative imagination. To develop interest in nature and the display of representations in visual activity.

10 Autumn landscape. (Paper toning, foam rubber poke) Consolidate children's knowledge of drawing techniques. Encourage children to convey the characteristics of autumn trees, achieving expressiveness with color. Improve fine motor skills. Continue work to enrich vocabulary, consolidate the concept of "landscape". Cultivate emotional responsiveness to the beauty of autumn.

11 Rainy late autumn. (Drawing with a candle, paper toning) To develop the idea that through the selection of colors it is possible to convey in the drawing certain weather and mood, characteristic of rainy late autumn.
Introduce children to a new way of expressing the color of late autumn using wax candle painting.
To form the skills of wet toning paper with watercolors, as well as printing dried leaves painted with paint.
Develop emotional and aesthetic feelings, imagination and creative activity
Raise interest in landscape painting and in the drawing process itself.
12 Magic country - an underwater kingdom. (Drawing on a wet sheet) Teach children to draw in an unconventional way “on a wet” sheet. To develop multidirectional, continuous, smooth hand movements, visual control over them. Learn to convey the composition in the plot drawing. Cultivate imagination and creativity.

13 Hedgehog in the clearing. (Splatter) Promote the development in children of the desire to depict a picture with the help of splashes, to get satisfaction from doing work.
To evoke an emotional response to a new way of drawing.
Develop creative thinking and imagination.
To consolidate children's knowledge about the appearance of a hedgehog, to clarify the concept of "wild animal";
To develop skills in children to embody the characteristic features of a hedgehog in a drawing.

13 Bullfinch. (Wax crayons + watercolor) Develop children's creativity, imagination. To consolidate the ability to work with a brush and paints, carefully paint over a white sheet of paper. Raise a caring attitude towards birds, care for and feed them.
14 Cactus. (blotography) To consolidate the ability to use the "blotography" image technique; develop creativity, interest in the world around.

15 Frosty patterns. (Monotype) Practice using the "monotype" image technique using cellophane. Arouse children's interest in visual arts. Develop creative abilities. Cultivate perseverance, accuracy.

16 Santa Claus. (Painting with salt) To teach a new method of image design: sprinkling salt on wet paint to create a three-dimensional image. To consolidate the ability to draw the figure of the depicted character, conveying the shape of the parts, their location, relative size. Develop imagination and creativity. Cultivate accuracy, the desire to bring the work begun to the end.

17 Blizzard. (Spray) Develop the ability to build a composition of a drawing, establish a connection between music and painting to express one's feelings in a drawing. To consolidate the skills of drawing slanted tree branches with the end of the brush. Encourage children to independence, creativity, emotional response, develop aesthetic feelings (joy, delight).

18 The Crystal Castle of the Snow Queen. (Drawing with salt) Strengthen the ability to arrange the pattern in accordance with the given shape, invent the details of the picture as you wish; improve skills and abilities in free experimentation with materials.
19 Let us give each other joy. (Colored foam, polystyrene print, cotton buds) Develop the ability to correctly express your emotions and feelings through facial expressions, pantomimics; stress relief, development of communication skills.
Creation of conditions for mastering non-traditional drawing techniques: colored foam, foam plastic print, cotton buds.
20 Fluffy kittens. (Poke with a hard semi-dry brush) Strengthen the ability to hold a brush, deepen ideas about color and geometric shapes, form the ability to independently choose a color scheme; developing: develop color perception, fine motor skills of the hands; educational: to cultivate compassion and love for animals.

21 Drawing of the wind. (Blowing) To teach drawing an unconventional drawing technique: drawing with exhaled air.
22 Princess - swan (Drawing with a palm) Learn to draw with a palm, mix paints. Develop artistic and creative abilities, develop imagination and a sense of composition.
23 Flowers for Thumbelina. (Drawing with stamps) Clarify children's knowledge of garden flowers. Develop children's sense of touch skills. To consolidate the skills and abilities gained at the previous GCD to draw with the help of seals - stamps (potatoes, onions) and various objects (plastic fork, cotton swab and foam rubber ball).
24 Fairy fish. (Pointillism) Learn to draw the body of a fish and scales with dots.
Learn to press on a cotton swab, leaving a round imprint.
To develop children's knowledge of the external signs of fish.
Cultivate interest in visual arts.
25 Tulips. (Drawing with a fork and finger) Development of children's creative abilities.
Development of creative imagination, thinking. Raising interest in creativity in general and in non-traditional types of creativity. Improve the ability to compositionally arrange details on a sheet of paper.
26 Branch of mimosa. (Plasticineography, pointillism) Improve the ability to use cotton swabs and plasticine to create an image; develop creative abilities, interest in visual activity.
27 Snowdrops. (Monotype) Continue to improve the drawing technique - monotype.
28 Lilac bouquet. (Drawing with crumpled paper) To consolidate knowledge of the genre features of still life and landscape. Learn to convey the characteristic features of lilac flowers using the technique of applying paint in several layers (each next layer is lighter than the previous one. Develop color perception and a sense of composition, aesthetic perception of the natural world and works of fine art.
To develop the skills of adequate self-assessment of their activities.

29 Spring. (Imprint, prints of leaves) Give an idea of ​​the task and its implementation independently; develop the creative abilities of children through the use of non-traditional drawing techniques; to cultivate an aesthetic attitude to nature and its image; to develop imagination, a sense of composition, to arouse in children the joy of the work done.
Continue to improve drawing techniques: impression, leaf prints.
30 Sunset (Damp painting) Create conditions for free experimentation with watercolor. Learn to depict the sky using the wet color stretching method. Develop a sense of color, shape, composition. Cultivate a desire to admire the phenomena of nature.

31 Colorful butterflies (Pointillism) Develop the ability to independently choose the color scheme of paints that corresponds to a joyful mood. Develop color perception, improve fine motor skills of fingers and hands. To develop creative abilities in children - a sense of color, the ability to invent a pattern.
To educate in children the desire to bring the work begun to the end, to bring joy to children from their works drawn in an unconventional way.
32 Outer space (Drawing on a wet sheet, spray) Expand the horizons, knowledge of children about space; to consolidate the skills of creating a background by drawing "on raw", pouring color into color (using watercolor); learn to depict the starry sky, its view in the airless
space using the spray technique (using gouache). To consolidate the skills of working with gouache and watercolor; learn to think over the composition and content of the picture; encourage independence and creativity.
33 Forget-me-nots (Drawing on a wet sheet) Develop fine motor skills of hands, eye, visual perception, fantasy, creativity. To expand the understanding of children about field plants, about nature protection. Build a sense of responsibility.
34 Beehive (Imprint) Continue to introduce children to options for using non-traditional drawing techniques. Continue to improve the ability to work with gouache. To consolidate the ability to create a decorative pattern. Cultivate accuracy in the performance of work. To consolidate knowledge in the ability to correctly determine the geometric shape, its color, size, group shapes by size and color.

35 Teddy bear (Poke with a hard semi-dry brush, foam) Encourage children to convey in the drawing the image of a toy familiar from childhood; to consolidate the ability to depict the shape of parts, their relative size, location, color.
Continue to learn how to draw large, arrange the image in accordance with the size of the sheet.
To develop the creative imagination of children, create conditions for the development of creative abilities.
36 Final diagnosis
Final exhibition of drawings for the year

Literature used by the teacher:

1. Development of fine motor skills in children from 4 to 5 years old through non-traditional drawing techniques. – M.: Enlightenment, 2012.
2. G.N. Davydova Non-traditional drawing technique in kindergarten (part 1,2) - M .: Scriptorium, 2007.
3. Journal "Preschool Education". 2010 - 2015.

Download Additional general educational general developmental program of artistic orientation for children 5-6 years old

The program of work with gifted children in the preschool educational institution in the senior group

Municipal budgetary preschool educational institution

Kindergarten "Sun"

The working program of the mug

Non-traditional drawing techniques in the middle and senior group

"Magic brush"

Head of the circle educator Polyanskaya O.S.

v. Kokorino

2017

CONTENT

Explanatory note……………………………………………………………3

Diagnostic card………………………………………………………..11

A promising lesson plan for the middle group……………………………….12

Prospective lesson plan senior group……………………………….20

List of used literature………………………………………….29

Explanatory note

Fine art is one of the oldest areas of art. Every child is born an artist. It is only necessary to help him awaken his creative abilities, open his heart to goodness and beauty, help him realize his place and purpose in this beautiful world.

The main goal of the modern system of additional education is the upbringing and development of the child's personality. Achieving this goal is impossible without the implementation of the tasks facing the educational field "Artistic Creativity", an integral part of which is the fine arts. Fine art has a variety of materials and techniques. Often, the child does not have enough familiar, traditional ways and means to express his fantasies. After analyzing the author's developments, various materials, as well as the best experience of working with children, accumulated at the present stage by domestic and foreign practicing teachers, I became interested in the possibility of using non-traditional methods of creative activity in working with preschoolers to develop imagination, creative thinking and creative activity. Unconventional painting techniques demonstrate unusual combinations of materials and tools. The formation of an artistic image in preschoolers occurs on the basis of practical interest in developmental activities. Classes under the program "Rainbow of colors" are aimed at the implementation of the basic tasks of the artistic and creative development of children.Drawing with unusual materials, original techniques allows children to experience unforgettable positive emotions. Non-traditional drawing gives children a lot of positive emotions, reveals new possibilities for using familiar objects as art materials, surprises with its unpredictability. Original drawing without a brush and pencil uninhibits the child, allows you to feel the colors, their character, mood. Unbeknownst to themselves, children learn to observe, think, fantasize.

The teacher must awaken in every child faith in his creative abilities, individuality, originality, faith that he came into this world to create goodness and beauty, to bring joy to people.

Relevance program is due to the fact that there is a convergence of the content of the program with the requirements of life. At present, there is a need for new approaches to the teaching of aesthetic arts, capable of solving modern problems of creative perception and development of the individual as a whole. In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world, contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, brings up purposefulness, perseverance, a sense of mutual assistance, and makes it possible for the creative self-realization of the individual. The program is aimed at introducing children to creativity through art. Children get acquainted with a variety of non-traditional ways of drawing, their features, a variety of materials used in drawing, learn to create their own drawings based on the knowledge gained. Thus, a creative person develops, able to apply his knowledge and skills in various situations.

Practical significance of the program

An unconventional approach to the implementation of the image gives impetus to the development of children's intellect, encourages the creative activity of the child, teaches to think outside the box. New ideas arise related to combinations of different materials, the child begins to experiment, to create.
Drawing in non-traditional ways is a fascinating, mesmerizing activity. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves.

Non-traditional drawing techniques are a real flame of creativity, it is an impetus for the development of imagination, the manifestation of independence, initiative, and expression of individuality.

The path to creativity has many roads for them, known and still unknown. Creativity for children is a reflection of mental work. Feelings, mind, eyes and hands are the instruments of the soul. The creative process is a real miracle. "In creativity there is no right way, there is no wrong way, there is only your own way"

Pedagogical expediency

From many years of experience working with children to develop artistic and creative abilities in drawing, it became clear that standard sets of visual materials and ways of transmitting information are not enough for modern children, since the level of mental development and the potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give impetus to the development of children's intellect, activate the creative activity of children, teach them to think outside the box.

An important condition for the development of a child is not only an original task, but also the use of non-traditional waste material and non-standard isotechnologies.

All classes in the program developed by me are creative in nature.

Conducting classes using non-traditional techniques for this program:

Develops self-confidence. Helps relieve children's fears. Teaches children to express themselves freely. Encourages children to be creative and find solutions. Teaches children to work with a variety of artistic, natural and waste materials. Develops fine motor skills of hands. Develops creativity, imagination and flight of fancy. While working, children get aesthetic pleasure. Confidence in one's creative abilities is brought up through the use of various isotechnics.

The novelty and distinctive feature of the program "Magic brush"on non-traditional drawing techniques is that it has an innovative character. The system of work uses non-traditional methods and ways of developing children's artistic creativity. Homemade tools are used, natural and junk for non-traditional drawing. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original art materials, and surprises with its unpredictability.

Target:

To develop creative abilities in children, by means of non-traditional drawing.

Tasks:

To acquaint with various ways and techniques of non-traditional drawing techniques using various visual materials.

To instill interest and love for the fine arts as a means of expressing feelings, relationships, familiarizing with the world of beauty.

Track the dynamics of the development of creative abilities and the development of the visual skills of the child.

Create all the necessary conditions for the realization of the goal.

Types and techniques of non-traditional drawing.

Given the age characteristics of preschoolers, mastering different skills at different age stages, it is recommended to use special techniques and techniques for non-traditional drawing.

Yes, for children.younger preschool age when drawing it is appropriate to usetechnique of "drawing with hands" (palm, edge of the palm, fist, fingers), imprint with stamps from potatoes, poke with a hard semi-dry brush.

Childrenmiddle preschool age :

poke with a hard semi-dry brush, printing with foam rubber; stopper printing; wax crayons + watercolor; candle + watercolor; leaf prints; palm drawings; drawing with cotton swabs; magic ropes (nitkography).

And insenior preschool age children can master even more difficult methods and techniques:

sand painting;

drawing with soap bubbles;

drawing with crumpled paper;

blotting with a tube;

screen printing;

subject monotype;

blotting ordinary;

plasticineography

Lesson Methods :

Verbal (conversation, artistic word, riddles, reminder of the sequence of work, advice);

Visual

Practical

Gaming

Methods Used

– make it possible to feel the multi-color image of objects, which affects the completeness of the perception of the surrounding world;

– form an emotionally positive attitude towards the drawing process itself;

– contribute to a more effective development of imagination, perception and, as a result, cognitive abilities.

When organizing non-traditional drawing classes, it is important to remember that in order for children to successfully master skills and abilities, it is necessary to take into account the age and individual characteristics of children, their desires and interests. With the age of the child, the content expands, the elements, the shape of the paper become more complicated, new means of expression stand out.

Class mode:

middle group - number of lessons per week1 , per month4 classes. A year is held36 classes.Duration of classes in the middle group -20 minutes

Senior group - number of lessons per week1, per month4 classes. Conducted annually36 classes.Duration of classes in the senior group-25 min.

Form of occupation - thematic joint activities of the teacher and the child in the form of circle work

Forms of summarizing the results at the end of the year of implementation of the additional educational program :

Holding exhibitions of children's works

Holding an open event

Conducting a master class among teachers

Expected Result

through this program, the teacher will be able to more effectively solve the problems of educating and educating preschool children. Since the presented material contributes to:

Development of fine motor skills of hands;

Exacerbation of tactile perception;

Improvement of color perception;

concentration of attention;

Increasing the level of imagination and self-esteem.

Expansion and enrichment of artistic experience.

Formation of the prerequisites for learning activities (self-control, self-assessment, generalized methods of action) and the ability to interact with each other.

Work skills will be formed

- activity and independence of children in creative activities;

The ability to find new ways for artistic representation;

- The ability to convey in the works of their feelings with the help of various means of expression.

The implementation of the program will help preschool children to creatively approach the vision of the world that they depict and use any available means for self-expression.

Diagnostic card

according to the method "Diagnostics of visual activity" G.A. Uruntaeva

№/ n

F.I.

Reb.

technical skills

Movement precision

Means of expression (color, shape, etc.)

Presence of intent

Manifestation of independence

Attitude towards drawing

Speech while drawing

total

N. - beginning of the year

K. - end of the year

Perspective lesson plan of the circle "Magic Tassel"

in the middle group

SEPTEMBER

N p / p

Topic of the lesson

Technique

Program content

Diagnostics

Various

Decorate a handkerchief

Cork imprint. Finger painting

Learn how to decorate a handkerchief with a simple pattern using typing, finger painting and dipping. Develop a sense of composition and rhythm.

Encourage children to work individually.

autumn tree

Eraser stamp print

Familiarize yourself with the technique of printing with seals.

autumn bouquet

Leaf printing

Learn how to print with leaves. Cultivate a child's artistic taste

OCTOBER

N p / p

Topic of the lesson

Technique

Program content

Harvesting for the winter "Compote of apples"

Apple print

To introduce the technique of printing with an apple, a foam swab. Show how to get a fingerprint. Learn to draw apples and berries in a jar. You can use finger painting if you like. Develop a sense of composition. Cultivate a child's artistic taste.

Snail

Drawing with wax crayons, salt

To introduce the technique of combining watercolor and wax crayons. To teach children to draw with wax crayon along the contour, to learn to paint in parts, to work carefully with salt. Encourage children to work individually.

Mushrooms in a basket

Impression with seals (hat-cardboard), drawing with fingers

Exercise in drawing oval-shaped objects, printing with seals. Develop a sense of composition.

Cultivate a child's artistic taste.

Chick

Drawing with "Rice", cotton buds

Teach children to apply glue to a separate area, generously pour grits on a separate area, gently color the rice, “revive” the work with a cotton swab. Encourage children to work individually.

Two cockerels

hand drawing

Improve the ability to make palm prints and draw them to a certain image (cockerels). Develop imagination and creativity. Cultivate a child's artistic taste.

NOVEMBER

N p / p

Topic of the lesson

Technique

Program content

Pock

Finger painting

Learn to draw berries on a branch (with fingers) and leaves (by sticking). Strengthen these drawing skills. Develop a sense of composition. Cultivate a child's artistic taste.

my favorite fish

Hand drawing

Improve the ability to make palm prints and draw them to a certain image. (Fish) To educate children in the ability to work individually.

First snow

Napkin print

To consolidate the ability to draw trees large and small, depict a snowball using the printing technique or drawing with fingers. Develop a sense of composition. Cultivate a child's artistic taste.

Chick

Gouache, cotton pads, sticks

To teach children to stick cotton pads, to teach them to carefully paint cotton pads, to “revive” the picture with the help of cotton swabs. Encourage children to work individually.

DECEMBER

N p / p

Topic of the lesson

Technique

Program content

Winter forest

Screen printing, finger painting

Practice screen printing. Strengthen the ability to draw with fingers. Develop a sense of composition. Cultivate a child's artistic taste.

My mittens

Finger print

Practice typing techniques. To consolidate the ability to decorate an object, applying a drawing as evenly as possible over the entire surface. Encourage children to work individually.

3-4

Lamb

Bristle brush, napkin, finger painting

To teach to tint a sheet, to blot with a napkin (depicting clouds, wool), to teach children the technique of drawing by poking with a semi-dry brush. Strengthen the ability to draw with fingers. Cultivate a child's artistic taste.

JANUARY

N p / p

Topic of the lesson

Technique

Program content

Christmas tree fluffy, elegant

Poke with a hard semi-dry brush, finger painting

Exercise in the technique of drawing with a poke, a semi-dry hard brush. Continue to learn to use such a means of expression as texture. Strengthen the ability to decorate a drawing using finger painting. Encourage children to work individually.

snowball

Candle drawing, watercolor

To acquaint with the technique of drawing with a candle, toning the background. Cultivate a child's artistic taste.

snowman

Paper creasing (rolling)

To consolidate the skills of drawing with gouache, the ability to combine rolling, crumpling paper and drawing in work. Learn to finish drawing a picture with a snowman (broom, Christmas tree, fence, etc.). Develop a sense of composition.

Cultivate a child's artistic taste.

FEBRUARY

N p / p

Topic of the lesson

Technique

Program content

Cup

Printing, stencil printing, cotton swabs

Exercise in the technique of drawing with a poke, printing with seals. Develop a sense of composition. Learn to draw an object. Encourage children to work individually.

flower for dad

Potato prints

Practice drawing with prints. To consolidate the ability to finish the stems and leaves of half-blown flowers. Develop a sense of composition. Cultivate a child's artistic taste

Berries and fruits

Teddy bear

Foam rubber (2 pcs.), Fine brush, gouache

To help children master a new way of depicting - drawing with a foam sponge, which allows you to most clearly convey the depicted object, the characteristic texture of its appearance, continue to draw large, arrange the image in accordance with the size of the sheet. Cultivate a child's artistic taste.

March

N p / p

Topic of the lesson

Technique

Program content

Mimosa for Mom

Finger painting

Exercise in drawing with fingers, rolling balls from napkins. Develop a sense of composition. Cultivate a child's artistic taste.

Sun

Hand drawing

To fix the technique of typing with palms. Learn to apply paint quickly and make prints - rays for the sun. Develop color perception. Encourage children to work individually.

Animals (rooster, bird, elephant, deer, bear)

Drawing with fingers, pencil or brush, felt-tip pen

Learn to draw the simplest figures, consisting of many fingerprints, use the entire multi-colored range of paint.

Cultivate a child's artistic taste.

snowdrops

Watercolor, wax crayons

Learn to draw snowdrops with wax crayons, pay attention to the bowed head of flowers. Learn to convey spring color with watercolors. Develop color perception. Encourage children to work individually.

APRIL

N p / p

Topic of the lesson

Technique

Program content

Tumbler

Tassel, buttons of various shapes

Learn to draw with seals (buttons) of various shapes. Fix the primary colors: red, yellow, blue. Cultivate a child's artistic taste.

Magic pictures (magic rain)

candle drawing

Fix the drawing technique with a candle (magic rain). Carefully paint over the sheet with liquid paint. Learn to draw a cloud with a wax crayon. Cultivate a child's artistic taste.

Gift for cat Murka

Cotton buds, a finished image of a cat (from geometric shapes: a head is a circle, ears are small triangles, a body is a large triangle, paws, a tail are ovals), paints of different colors, for each child a set of geometric shapes for laying out an image of a cat, PVA glue.

Exercise children in laying out and gluing images from geometric shapes; fix the names of the figures; improve the ability to draw balls with cotton swabs; cultivate accuracy when working with glue and paints, a desire to help a friend.

Insects (butterfly, spider, ladybug, caterpillar)

Drawing with fingers, pencil

Learn to draw the simplest figures, consisting of many fingerprints, use the entire multi-colored range of paint. Encourage children to work individually.

MAY

N p / p

Topic of the lesson

Technique

Program content

bird cherry

Drawing with cotton swabs, fingers

Continue to introduce children to the technique of drawing with a poke. Develop a sense of composition and rhythm. Encourage children to work individually.

Firework

Watercolor or gouache, wax crayons

Strengthening the skill of drawing in watercolor or gouache, learn to draw a salute with a wax crayon. Cultivate a child's artistic taste.

Kitty

Poke with a semi-dry hard brush, kitten stencil

To consolidate the skill of printing with a brush on a stencil. Encourage children to work individually.

how i love dandelions

Clipping, wax crayons, poking.

To improve the aesthetic perception of natural phenomena and techniques for their depiction - cutting and poking and others; to develop a sense of composition and color in the process of using different materials to create an expressive image of a dandelion in a landscape.

Cultivate a child's artistic taste.

A promising lesson plan for the Magic Brush circle in the senior group

Month

A week

Topic

Unconventional Techniques

Program content

Literature

September

Diagnostics

Various

Improve skills and abilities in free experimentation with materials necessary for working in non-traditional fine arts.

Kazakova R.G.

Diagnostics

(free experimentation with materials)

Various

Improve skills and abilities in free experimentation with materials necessary for working in non-traditional fine arts. Strengthen the ability to choose your own technique and topic.

Kazakova R.G.

Drawing with preschool children.

Drawing

"Plants in our group"

foam impression

Learn to press the foam rubber to the stamp pad with paint and apply an imprint on paper.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 77

Drawing

"Mushrooms in a basket"

Hand drawings

Expand children's knowledge about mushrooms; learn to draw mushrooms with the palm of your hand

Nikitina A.V. Non-traditional drawing techniques in kindergarten.

Page 25

October

Drawing

"My favorite tree in autumn"

Blotography with a tube, drawing with fingers

Introduce children to a new drawing technique - tube blotting. Develop imagination.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 37

Drawing

"Autumn on the edge of the paint bred"

Leaf print

To acquaint with a new type of fine art - "plant printing". Develop a sense of composition, color perception.

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. p.5

Drawing "Why does a person need an umbrella"

Stencil work.

Develop fine motor skills of fingers, hand-eye coordination.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 27

Drawing

"My Favorite Sweater"

Printing with prints, drawing with erasers

Strengthen the ability to decorate a sweater or dress with a simple pattern, using large and small elements

Nikitina A.V. Non-traditional drawing techniques in kindergarten.

Page 31

November

Drawing "Flying South"

Blotography

To acquaint children with the rules for applying blots on glass and putting paper on top.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. Page 29

"Unusual dishes"

Practice combining different techniques; develop a sense of composition, color, figurative ideas about objects.

Kazakova R.G.

Drawing with preschool children. pp.120, 122

Drawing

"Wallpaper in my room"

Signet print + foam rubber

Improve skills in artistic printing and drawing techniques. Strengthen the ability to make simple patterns.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 51

Drawing

"First snow"

Monotype, finger painting

Learn to draw a tree without leaves, depict snow with your fingers.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 39

December

1

Drawing "Winter tunes"

splatter

To develop in children an interest in visual activity, to continue to acquaint them with different techniques and materials.

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2 page 5

2

Drawing

"Dymkovo toy" (horse)

imprint with seals

To consolidate the ability to decorate a simple figure with a Dymkovo pattern. Develop the ability to convey the color of the pattern.

Nikitina A.V. Non-traditional drawing techniques in kindergarten 45

3

Drawing

"Christmas tree elegant"

Finger painting, foam impression

To consolidate the ability to depict Christmas decorations.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. p. 47

4

salt painting

"Father Frost"

Gouache + salt

To teach a new technique for image design: sprinkling salt on wet paint to create three-dimensional image.

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2. p.38

January

1

Drawing

"Musical drawing"

Various

Develop a sense of color through music and drawing. Stimulate children's creativity to improvise with color spot.

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2. p.30

2

Drawing

"Winter forest"

Hand drawings

Teach to put a palm to a sheet and circle with a simple pencil. Each finger is a tree trunk.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. Page 49

3

Drawing

"Frosty pattern"

Wax crayons + watercolor

Develop visual observation, the ability to notice the unusual in the world around you and the desire to reflect what you see in your work.

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. p.43

4

The pattern on the plate - Gorodets painting "Dishes"

Poke with a semi-dry stiff brush

Learn to create an image of an owl using the poke and charcoal technique

Nikitina A.V. Non-traditional drawing techniques in kindergarten. Page 55

February

1

Drawing

"Fancy Cars"

Imprint with cork and seals, black marker + watercolor, “familiar form - new image”

Practice combining different techniques; develop a sense of composition, rhythm, creativity, imagination.

Kazakova R.G.

Drawing with preschool children. p.124

2

Drawing

"Tie for Dad"

Impression with cork, rubber stamps, screen printing, "a familiar form - a new image."

To consolidate the ability to decorate a tie with a simple pattern, using large and small elements.

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. p.73

3

Drawing

"Winter tunes"

Spray

To acquaint with a new way of depicting snow - “splashes”. Enrich speech with aesthetic terms.

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2. p.5

4

Drawing

"Semyonov matryoshkas"

imprint with seals

To acquaint with Semenov matryoshkas. Develop color perception.

Nikitina A.V. Non-traditional drawing techniques in kindergarten p.65

March

1

Postcard for mom

"March 8"

Screen printing, air markers.

Learn to decorate a card for mom with flowers. Strengthen the ability to use familiar techniques.

Nikitina A.V. Non-traditional drawing techniques in kindergarten page 63

2

Drawing + application

"My family"

Optionally

To teach independence in the choice of plot and technique of performance.

Kazakova R.G.

Drawing with preschool children.

3

Drawing

"Funny little people"

Magic ropes

Introduce children to a new drawing method using multi-colored strings. To convey the silhouette of a person in motion.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 35

4

Drawing

"Early spring"

monotype landscape

Learn to fold a sheet in half, draw a landscape on one side, and receive its reflection in the lake on the other. Wipe half of the sheet with a sponge.

April

1

Drawing

"Space Landscape"

Grattage

Teach a new way of obtaining an image - scratching.

2

Drawing

"The Rooks Have Arrived"

Eraser printing

To teach children to depict a flock of migratory birds with eraser prints.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 79

3

Gouache painting with semolina

"Crow"

Gouache + semolina

Exercise in mixing and diluting gouache with semolina, expanding ideas about the shape, size and color of objects. Develop visual skills and abilities.

4

Drawing

"Aquarium"

Hand drawings

Learn to trace the spread fingers with a simple pencil, draw the necessary details.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 75

May

1

Drawing

"Festive fireworks over the city"

Wax crayons + watercolor

To fix the properties of different materials used in the work: watercolor and wax crayons. Develop compositional skills.

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. p.48

Drawing "Salute"

Air markers

Continue to learn to draw with felt-tip pens, distribute multi-colored splashes on the sheet.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. p.81

2

Drawing

"Beautiful landscape"

sand painting

To acquaint with the method of drawing a landscape, to learn how to arrange objects correctly.

Nikitina A.V. Non-traditional drawing techniques in kindergarten. p.87

3

Drawing

"Dandelions in the Grass"

Poke with a hard semi-dry brush + semolina

Continue to acquaint children with the method of drawing with a hard semi-dry brush, exercise in working with semolina, develop visual skills and abilities.

4

Butterfly

Monotype subject

Teach children to observe symmetry, draw on one half of the sheet, then fold the sheet

Nikitina A.V. Non-traditional drawing techniques in kindergarten. p.85

List of used literature

Akunenok T.S. The use of non-traditional drawing techniques in preschool educational institutions // Preschool education. - 2010. - No. 18

Davydova G.N. Non-traditional drawing techniques Part 1. - M .: Publishing house "Scriptorium 2003.2013.

Davydova G.N. Non-traditional drawing techniques Part 2. - M .: Scriptorium 2003 Publishing House, 2013.

Kazakova R.G. Drawing with preschool children: non-traditional techniques, planning, lesson notes. - M., 2007

Komarova T.S. Visual activity: Teaching children technical skills and abilities. // Preschool education, 1991, No. 2.

Lykova I. A. Visual activity in kindergarten. - Moscow. 2007.

Lebedeva E.N. The use of non-traditional techniques [Electronic resource]:

Nikitina A.V. Non-traditional drawing techniques in kindergarten. Planning, class notes: A guide for educators and interested parents. St. Petersburg: KARO, 2010.

Tskvitaria T.A. Non-traditional drawing techniques. Integrated classes in the preschool educational institution. – M.: TC Sphere, 2011.

Shvaiko G. S. Classes in visual activity in kindergarten. - Moscow. 2003.

Children's artistic talent is not the prerogative of rare geniuses, but a very common phenomenon that almost always occurs in a favorable environment for learning and communication.

The wave of age endowment has carried little artists on its crest for several years. But she will leave, and most growing children will find other areas of activity that are preferable for them, where their abilities will manifest. However, the acquired experience of artistic creativity will remain their personal property and, perhaps, will help to express themselves creatively in a particular field of activity. (2)

In my work, I decided to turn to non-traditional artistic techniques in order to increase children's interest in artistic creativity. In the methods of image (quite simple in terms of technology) there is no rigid assignment and strict control. But there is creative freedom and genuine joy. The result is usually very effective and almost independent of skill and ability. Unusual techniques are reminiscent of a game that reveals the enormous potential of children. Even the most traditional technique can turn into an original technique if applied on the basis of non-traditional materials. You can invent your own methods and techniques from what is at hand. And you can learn new materials.

This approach is based on the natural and unconstrained introduction of children to the world of beauty, the development of an active interest in the fine arts. A variety of drawing methods, unusual methods of visual activity give birth to original ideas in children, develop fantasy, imagination. The methodology of working with children is built in such a way that the means of art and children's artistic activity form the following qualities in children: independence, initiative, creative activity, allowing self-realization in various types and forms of artistic and creative activity; reduce complexity, stiffness. The development of creative abilities cannot be the same for all children due to their individual characteristics. But every child is able to create brightly and talentedly, it is only necessary to create a favorable environment based on trust and understanding.

Program goal: development of children's creative abilities in drawing. Raising a successful and free person.

Tasks of artistic and creative development of preschoolers:

Create conditions for awakening and realization of creative activity;
To teach methods of activity, to form the skills and abilities of children in fine, decorative, constructive forms of creativity.
To form bright, positive emotions in the process of creative communication;
To increase the experience of creative activity, to form a culture of a creative personality (self-expression of a child).

Tasks and content of training by age groups

younger age arouse interest in the drawing process, introduce pencils and paints, teach techniques for drawing straight, rounded and closed lines. The attention of children is not yet stable, the story of an adult must coincide in time with the moment of perception. When a child perceives an object, the main thing for him is the form. The child draws the object sequentially, part by part.

Average age to form the ability to depict rounded and polygonal shapes, to develop coordination of movements and the ability to change the direction of movement of the hand at the right time, creating an angle or closing a line.

older age develop the ability to independently consider an object, draw from memory and imagination. To promote the formation in children of the skill to convey in the drawing their impressions of the surrounding reality. Develop compositional skills. (1)

Program construction principles:

Learner-centered approach to each child;
Integration different types of art (fine and arts and crafts and children's art activities;
Enrichment sensory-sensory experience;
natural joy in different types of aesthetic development of the world (perception, feeling and activity), preservation of immediacy, emotional openness;
Productive interaction children between themselves and adults;
Using problematic, game situations, initiating children's experimentation and development of creative abilities.

Classes of the circle in the art studio are of a creative nature, different from ordinary classes:
A wider range of isomaterials is purchased, their use at the request of children.
Children learn non-traditional ways of depicting.
They learn the properties of materials (diversified fabrics, paper, natural materials). They have a desire to experiment to create artistic images, compositions.
The small number of children makes it possible for individual contact.
The form of organization of classes of the circle is free. Children can work sitting and standing, move away from the workplace to look at the activities of their comrades, ask for advice, ask for help or offer their own.
The importance of the studio in creating a microclimate in the team is great. Children, united by their favorite work, are attentive to others, take care of the results of activities, materials. The students are happy to help in the classroom, pass on their experience and knowledge to their comrades.

Class structure:

Children's motivation

Taking into account the age characteristics of preschoolers, the fairy-tale-game form of presenting the material dominates. Fairy tale narration, game situations, elements of pantomime, travel games, didactic games, immersion of the child in the situation of the listener, then in the situation of the actor, the interlocutor give the lessons dynamism, intriguing mystery. The teacher can act as an Artist, a beautiful Sorceress who creates the world visible to man according to the laws of beauty and harmony.

Finger gymnastics

It is known that the lack of elementary visual skills makes it difficult to display artistic creativity. One of the effective ways to solve this problem is to conduct special finger gymnastics before starting the creative process using literary texts. Warming up the joints of the hand and fingers helps to prepare fragile hands for the movements necessary in artistic creativity. Allows children to confidently process various materials, effortlessly use tools.

Artistic and visual activity

It is related to the content of a particular lesson and includes tasks related to the use of the expressive possibilities of materials, performance techniques. Provides for the use of a synthesis of arts and artistic activities. Literary works help to develop in children the ability to compare, contrast the various emotional and figurative content of works of fine art, the mood of wildlife. Musical accompaniment encourages preschoolers through plastic sketches, improvisations to convey emotions, feelings in practical activities, design creativity.

The child is able to "turn" into a flower, to show how it grows; feel like a bird, a fragile twig, recognize yourself in sounds and colors. In the classroom, game characters are used - Watercolor, Vredina, Blot, who make mistakes, make inaccuracies, confuse. Children will gladly come to the rescue, feel joy, self-confidence. Children learn to project their emotions and experiences in paints, visual materials, to notice the unusual in the ordinary, in the plain - expressive.

Presentation of works

The combination of individual and collective forms of work contributes to the solution of creative problems. Exhibitions of children's fine arts, individual opening days, joint discussion of works are a good incentive for further activities.

A positive analysis of the results of all pupils of the circle from the standpoint of originality, expressiveness, depth of intention helps children feel the joy of success, feel the significance of their work.

2. "Monotype"

A sheet of watercolor paper is folded in half, on one half with a very wet brush and paints we draw, fold, press, unfold and draw the details.

3. "Nitkography"

The child lowers the thread into the paint, wringing it out. Then, on a sheet of paper, he lays out an image from the thread, leaving one end of it free. After that, he puts another sheet on top, presses it, holding it with his hand, and pulls the thread by the tip. Missing details are drawn.

4. "Monotype landscape"

The child folds the sheet in half. A landscape is drawn on one half of the sheet, and its reflection in a lake, river (imprint) is obtained on the other. The landscape is done quickly so that the paint does not have time to dry. Half of the sheet intended for printing is wiped with a damp sponge. The original drawing, after it has been imprinted, is enlivened with colors so that it differs more from the print. For monotype, you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a damp sheet of paper. The landscape is blurry.

5. "Blotography ordinary"

The child scoops up the gouache with a plastic spoon and pours it onto the paper. The result is spots in random order. Then the sheet is covered with another sheet and pressed (you can bend the original sheet in half, drop ink on one half, and cover it with the other). Next, the top sheet is removed, the image is examined, it is determined what it looks like. Missing details are drawn.

6. "Watercolor and watercolor crayons"

The child wets the paper with water using a sponge, then draws on it with crayons. You can use the techniques of drawing with the end of the crayon and flat. When dry, the paper rewetted.

7. "Wax crayons and watercolor"

The child draws with wax crayons on white paper. Then he paints the sheet with watercolor in one or more colors. The chalk drawing remains unpainted.

8. "Blotography with a straw"

The child scoops up the paint with a plastic spoon, pours it onto the sheet, making a small spot (droplet). Then this spot is blown from a tube so that its end does not touch either the spot or the paper. If necessary, the procedure is repeated. The missing details are completed.

9. Spray

The child picks up paint on the brush and hits the brush on the cardboard, which he holds above the paper. The paint splatters on the paper.

10. "Drawing on a wet sheet"

Moisten the sheet well with water, apply a tone of watercolor paint on the wet sheet, blot the sheet with a slightly damp cloth, examine images of various colors with the child, discuss the shape and color. Wet the brush well, pick up a sufficient amount of paint. On wet paper, lightly touching the sheet with a brush, we apply the image of the selected object (for example, a flower), as if dripping paint onto the paper, adhering to the shape and color, we finish the necessary elements.

11. "Imprint cork"

The child presses the cork to the ink pad and makes an impression on the paper. To get a different color, both the bowl and cork change.

12. "Print with rubber stamps"

The child presses the seal against the ink pad and makes an impression on the paper.

13. "Imprint wrinkled paper"

The child presses the crumpled paper against the ink pad and makes an impression on the paper.

14. "Drawing with a poke"

The child dips a poke or brush into the gouache and strikes the paper, holding it vertically. Thus, the entire contour or pattern is filled.

15. "Drawing with a palm"

The child dips his hand (the whole brush) into gouache or paints it with a brush and makes an imprint on paper.

16. "Drawing with fingers"

The child dips his finger into the gouache and puts dots on the paper.

17. "A picture has two sides"

An imprint of a pencil drawing on the back of a sheet, if it is attached to a folder covered with fresh paint.

19. "Bathing the picture"

The picture drawn with gouache is painted over with ink. Then we bathe in water.

20. Gratage

We cover the sheet with wax, then with ink and scratch the drawing.

21. "On the semolina"

Scatter evenly on a colored tray, and draw on the semolina with your finger. Or put on a sheet of PVA, sprinkle with semolina the next day, draw a watercolor.

22. "Mankoy" draw a contour with a pencil on a sheet, grease it inside with glue, sprinkle with grits, paint it the next day.

23. "Paint with glue" draw a pattern with a simple pencil, circle it with a PVA clamp (needed in a bottle with a spout), paint it with gouache the next day.

24. "Drawing with a toothbrush" dip in paint and paint.

25. "Paint with salt" we make a drawing with a simple pencil, paint with watercolors, a small area of ​​​​the drawing, sprinkle with salt, the salt absorbs excess water and sticks to the drawing.

26. Eggshell Crackle draw with a simple pencil, cover with finely broken eggshells, paint. Antique effect.

27. Embossing on a sheet cut out of whatman paper, pressing any children's ruler - a stencil, we make frequent pressure with an old ballpoint pen, which does not write on the office and the whole kennel, after finishing turning it over, can be painted.

Materials: gouache bowls, thick paper, small sheets, napkins, PVA, a candle, a hard brush or a poke made with a pencil and foam rubber, semolina, a toothbrush, salt, watercolor, watercolor crayons, wax crayons, colored pencils, cotton buds, an apron , a jar for water, a saucer or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, rubber stamps, cork stamps, watercolor paper, a plastic spoon, a drinking straw, a thread of medium thickness.

Lesson thematic planning, see Annex 1 .

Literature:

1. Davydova G.N."Children's design plasticineography", Scriptorium, 2003, Moscow, 2006.
2. Dubrovskaya N.V."Drawings hidden in fingers", Detstvo-Press, 2003.
3. Zhukova O. G."Planning and abstracts of classes on art activities for young children" Iris-Press, Moscow, 2006.
4. Kostina V., Potapova E."White Fairy Tale Edition for classes with children older than one year."
5. Melik-Pashaev A., Novlyanskaya Z. "The child loves to draw" Moscow, "Chistye Prudy", 2007.
6. Nemeshaeva E."Ladoshki" Iris-Press Moscow, 2011.
7. Nikomagorskaya O."Fundamentals of Artistic Craft", AST-Press, Moscow, 1997.

Municipal Autonomous Preschool Educational Institution –

Kindergarten "Alenushka"

Approved at the meeting

pedagogical council

(date, protocol number)

I approve:

Head: Tymko E.V.

Additional working program of circle work

"Dreamers"

Developer: Demina I.A.

2016

Content

1. Target section.

1.1 Explanatory note.

1.2 Relevance

1.3 Pedagogical expediency.

1.4 Goals and objectives of the program.

2. Planned results.

4. Educational and thematic plan

4.1 Curriculum of the first year of study

4.2 Curriculum of the second year of study

6. Application (forward planning: 1 year of study)

(forward planning: 2nd year of study)

7.Card file of games and exercises

8. Organization of work with parents

9. List of references.

1. Target section

1.1 Explanatory note

The work program "Magic Droplet" was developed by the teacher of the MADOU-kindergarten "Alyonushka" Demina I.A.based on the Federal State Educational Standard for Preschool Education (FSES DO), reviewed and approved by the Council of Teachers

The program has an artistic and aesthetic orientation and was developed on the basis of the program of artistic education, training and development of children aged 2-7 years “Colored hands” by I.A. Lykova, manuals "Drawing with preschool children: non-traditional techniques, planning, lesson notes" edited by R.G. Kazakova- M .: TC Sphere, 2009.

The duration of the program implementation is 2 years. The content of the circle program is compiled taking into account age characteristics and in accordance withSanPiN 2.4.1.3049-13

(requirements for the organization of the daily routine and training sessions), is intended for children 4-6 years old, it is implemented through circle work and exhibitions.

Classes are held once a week, the duration is 20 minutes for children 4-5 years old, and 5-6 years old - 25 minutes.

This program has been developed in accordance with the following regulatory documents:

Law of the Russian Federation "On Education";

Convention on the Rights of the Child (1989);

The concept of preschool education;

- SanPiN 2.4.1.3049-13

The formation of a child's creative personality is one of the most important tasks of pedagogical science at the present stage. The most effective means for this is visual activity. Visual activity contributes to the active knowledge of the surrounding world, the development of the ability to creatively reflect one's impressions in graphic and plastic form. In addition, fine arts are a source of special joy, contribute to the development of a child's sense of pride and satisfaction with the results of work.

The novelty and distinctive feature of the programThe “magic droplet” of non-traditional drawing techniques is that it has an innovative character,since the system of work uses non-traditional methods and ways of developing children's creativity: blotting, scratching, spraying, monotype, drawing with a handprint, fingers, drawing using various materials, batik, tamponing, etc.Homemade tools, natural and waste materials are used for non-traditional drawing. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original art materials, and surprises with its unpredictability.

Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions, show imagination, creativity.

Drawing using non-traditional image techniques does not tire children, but rather causes a desire to do such an interesting thing. They are interested in the process of doing the work.

1.2 Relevance.

Socio-economic transformations in society dictate the need to form a creatively active personality with the ability to effectively and innovatively solve new life problems. School education requires a sufficiently formed level of imagination. By the first grade, the child should be able to navigate situations in which various transformations of objects, images, signs take place, and be prepared to anticipate possible changes.

Imagination is a prerequisite for the effective assimilation of new knowledge by children; no kind of creative activity can do without imagination.Classes in the circle allow children to develop not only artistic abilities, but also communication skills in the process of drawing.

The relevance of the program is due to the fact that there is a convergence of the content of the program with the requirements of life. At present, there is a need for new approaches to the teaching of aesthetic arts, capable of solving modern problems of creative perception and development of the individual as a whole. In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts.

The ability to see and understand the beauty of the surrounding world, contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, brings up purposefulness, perseverance, a sense of mutual assistance, and makes it possible for the creative self-realization of the individual. The program is aimed at introducing children to creativity through art.

1.3. Pedagogical expediency.

Classes based on the use of a variety of non-traditional, artistic techniques in drawing classes contribute to the development of children's artistic talent, creative imagination, artistic thinking and the development of creative potential.

Non-traditional techniques allow the little artist, moving away from the subject image, to express his feelings and emotions in the drawing, give freedom of imagination and instill confidence in his strength. Possessing different skills and ways of depicting objects or the reality of the surrounding world, the child gets the opportunity to choose, which, in turn, provides the lesson with a creative character.

The use of non-traditional methods and techniques in drawing contributes to the development of cognitive activity and creative activity. By acquiring the appropriate experience in drawing in non-traditional techniques, the child thereby overcomes further creativity, which in the future will only give him pleasure.

Work experience shows: drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions, as you know, are both the process and the result of artistic creativity.

In various studies, the issues of the development of artistic and creative abilities were considered in drawing in connection with the assimilation by children of certain patterns of drawing, the figurative and expressive features of drawing in different techniques. Therefore, mastering the technique of drawing, the graphic side of drawing is an important condition that provides a creative solution to the pictorial problem, the development of artistic and creative abilities.

The use of non-traditional techniques in drawing and their gradual mastery by children (on the basis of the principle from simple to complex) will help in solving a number of issues: mastering graphic, technical skills and abilities, developing color perception, representation, compositional skills and emotional and artistic perception, creative imagination, increasing intellectual activity. A child develops by combining several non-traditional and traditional techniques of visual activity in one drawing, and he can learn this experience only with the help of an adult: a teacher, a parent. Given the interconnection of non-traditional techniques with each other, the logic of the development of each of them is not violated. Their combination, on the contrary, significantly expands the possibilities of visual activity. Search situations are put in the conditions of choosing one or another technique of non-traditional drawing.

The foregoing about the use of non-traditional techniques of visual activity in the pedagogical process allows us to be convinced of the need to create and apply pedagogical technology in which non-traditional drawing techniques can be the optimal condition for the development of artistic and creative abilities of preschool children.

1.4 Goals and objectives of the program.

Program goal:

Development of artistic and creative abilities in children through non-traditional drawing techniques and the formation of an emotional-sensual inner world.In a fun way to introduce children to various means and methods of image, the development of their creative abilities, fantasy, imagination

Program objectives:

Arouse interest in various visual materials and the desire to act with them.

Encourage children to use the means of expression available to them to depict what is interesting or emotionally significant to them.

To teach the techniques of non-traditional drawing techniques and ways of depicting using various materials.

Create conditions for free experimentation with non-traditional art materials and tools.

Contribute to the child's feeling that the product of his activity - the drawing is interesting to others (teacher, children, parents, kindergarten staff), to make him feel the joy of creativity and aesthetic pleasure.

To develop the imagination of children, supporting the manifestations of their imagination, courage in presenting their own ideas.

To improve and activate the knowledge, skills and abilities that children master in the classroom for fine arts.

To teach techniques and methods of non-traditional drawing using various isomaterials.

To cultivate artistic taste in the ability to select beautiful combinations of colors.

To develop creative imagination, fantasy, thinking of preschoolers through classes on mastering non-traditional drawing techniques;

To develop in children the skills of introspection necessary for evaluating their own work.

Invite parents to cooperate in the development of children's creativity.

1.5 Principles, methods and techniques.

Principles:

consistency - classes are carried out in the system throughout the entire educational process;

sequences - to give knowledge gradually, without overload, with an increasing amount of information;

the principle of creativity - the program contains inexhaustible opportunities for the education and development of children's creative abilities;

the principle of scientific character - children are given knowledge about the form, color, composition, etc.;

the principle of accessibility - taking into account age and individual characteristics;

the principle of comparison and choice - a variety of options for a given topic, methods

and image methods, a variety of material.

Methods and techniques:

1. Visual: observation, examination of pedagogical sketches, illustrations, work with visual material, games, practical exercises to develop the necessary skills.

2. Verbal: reading, story, conversation, explanation, explanation, verbal instruction.

In the process of work, the integration of all educational areas is ensured:

Cognition : Develop perception, the ability to highlight the various properties and relationships of objects (color, shape, size, location in space, etc.), including different senses: sight, hearing, touch, smell, taste. Continue to develop the ability to compare objects, establish their similarities and differences. Continue to introduce the colors of the spectrum. Continue to form the ability to distinguish colors by lightness and saturation, correctly name them. Improve your eyeball. To create conditions for the implementation of three types of projects by children: research, creative and normative. Usegames of artistic creativity, games - experimentation.

Reading fiction: Continue to develop children's interest in fiction and educational literature. Encourage them to talk about their perception of a particular act of a literary character. Help children understand the hidden motives of the behavior of the characters in the work. Cultivate sensitivity to the artistic word; read out excerpts with the most vivid, memorable descriptions, comparisons, epithets Continue to acquaint with books. Draw the attention of children to the design of the book, to the illustration. Compare illustrations by different artists for the same work.

Socialization: problem solving, building friendshipsContinue to develop the ability to coordinate your actions with the actions of partners.To create an atmosphere of creativity and trust, giving each child the opportunity to realize their plan. Encourage improvisation, develop the ability to feel free to use objects when drawing.

Communication: development of the ability to maintain a conversation, generalize, draw conclusions, express one's point of view.Encourage attempts to share a variety of experiences with the teacher and other children.

Health: physical education minutes, games of low mobility.Introduce the basics of safety when working with glue, scissors and the rules of conduct in organized activities.

Music: Continue to develop interest and love for music, musical responsiveness to it. To form a musical culture based on acquaintance with classical, folk and modern music.

Work : educate the desire to participate in joint labor activities, careful attitude to materials and tools.Develop the ability to finish what you start. Develop creativity and initiative in the performance of various types of work. Familiarize yourself with the most economical methods of work.To acquaint children with the work of people of creative professions: artists, writers, composers, masters of folk arts and crafts. Show the results of their work: paintings, books, notes, decorative arts.

2. Planned results.

By the end of the first year of schooling, the child may:

distinguish between non-traditional drawing methods;

independently create individual artistic images using various drawing methods and means of expression known to him (line, color, composition, color, etc.);

independently transfer the plot composition;

give a motivated assessment of the results of their activities;

By the end of the second year, the child may:

distinguish and name methods of non-traditional drawing;

know the various techniques of working with pencil, ink, watercolor, gouache.

convey in the work not only the mood, but also one's own attitude to the depicted object

be able to apply the acquired knowledge in practice;

know the basics of color science;

developed the ability to work in a team, the ability to give self-esteem.

Intermediate results of mastering the program

Middle preschool

age

Traditional materials with which you can paint

Non-traditional methods and materials: fingers, palms, cork and potato seals, cotton swabs, sponge;

Colors and shades (red, yellow, blue, green, white, black, brown, orange, blue, gray).

Properties of watercolor and its differences from gouache paints;

Characteristic and distinctive features of household items and animals.

Correctly work with a pencil, felt-tip pen, brush; change the position of the hand depending on the methods of drawing;

Possess non-traditional visual techniques: drawing with fingers, palm, printing with various seals, poking with a semi-dry hard brush, drawing with cotton buds, sponge padding with a reserve of a candle in combination with watercolors, prints with various seals and crumpled paper, object monotype, wet watercolor;

Navigate in concepts: shape, color, quantity, size of objects;

Use a variety of colors, mix colors on the palette to get the desired shade;

Combine different image methods and isomaterials;

Depict individual objects, as well as plots that are simple in composition;

Own the technique of tearing paper and the technique of paper-plasticity (crumpling napkins, rolling them into balls);

Create simple patterns from elements of the same shape alternating in color;

Create in collaboration with the teacher and children.

5-7 years

Types of fine arts (still life, landscape, graphics);

Warm and cold shades of the spectrum;

Features of the appearance of plants, animals, building structure.

Distinguish types of art;

Possess skills in non-traditional image techniques (printing, batik, blotography, engraving, scratching, wet watercolor, drawing using a stencil and a template, splashing, drawing with strokes, “mosaic” drawing, plasticine graphics);

Mix paints to get new shades;

To convey the features of the appearance of plants, animals, the structure of buildings;

Combine various types of visual activity and isomaterials;

Draw yourself;

Create collective collages in collaboration with peers and educator.

Expected Result:

A significant increase in the level of development of creative abilities.

Expansion and enrichment of artistic experience.

Formation of the prerequisites for educational activities.

Mastery of simple operations.

Work skills will be formed.

The development of fine motor skills of the hands.

3. Forms for summing up the results of the program implementation

Organization of monthly exhibitions of children's work for parents.

Thematic exhibitions in the preschool educational institution.

Participation in exhibitions and competitions throughout the year.

Designing an aesthetic developmental environment in a group, etc.

4. Educational and thematic planning

4.1 Educational - thematic plan of the first year of study.

p/p

Topic name

Number of hours

Game: "Acquaintance with miracle helpers"

"Drawing with fingers"

"Drawing with palms"

"Drawing with cotton buds"

"Drawing with prints"

10.

"Unusual paper", draw with paper.

11.

Subject monotype

12.

Acquaintance with the landscape - wet painting.

13.

Poking with a semi-dry hard brush.

14.

Experimenting with items.

Total:

4.2 Educational - thematic plan of the second year of study.

p/p

Topic name

Number of hours

Introduction to still life. drawing using a stencil and template

"Introduction to blotting"

"Monotype"

"We draw with plasticine"

"Splatter"

Landscape in blowing technique

soap bubbles

"Magic Drawings"

Wax crayons + watercolor

"Magic Drawings"

Candle + watercolor

10.

"Scratching"

11.

Crystal effect, salt painting.

12.

Sand painting.

13.

Magic ropes.

14.

Games - experimenting with various drawing materials.

Total:

5. Logistics.

Room for classes: group room.

A corner of artistic creativity in the group;

Technical means: multimedia presentations.CDand audio material

Tools and fixtures: watercolors, gouache; wax crayons, candle;

cotton buds; foam seals; toothpicks, sticks or old scratching rods; cocktail tubes; napkins; natural and waste material; glasses for water; stands for brushes; brushes.

Visual material: presentations andillustrations for an interactive whiteboard; didactic games, pedagogical sketches.

6. Application.

Forward planning:

1 year of study

September.

Game-conversation "Magic Droplet"

Purpose: to introduce children to the possibilities of water, paint, paper.

Game: "Acquaintance with miracle helpers."

Technique: Experimenting with painting materials.

Target:Improve skills and abilities in free experimentation with materials necessary for working in non-traditional fine arts.

Game - experimentation "We create without a brush."

Technique: draw with palms, draw with fingers (games - drawings)

Target:Exercise in drawing with fingers, palms. Cultivate accuracy.

Experimental work with various illustrative material "Different colors"

Target:introduce children to the possibilities of various materials for drawing and water.

Paper toning methods. Drawing with swabs.

Target:To introduce the technique of tinting paper to create a background.

October.

Theme: "Sunflowers"

Technique: finger painting.

Purpose: to practice finger painting. To consolidate the skills of drawing with gouache. Learn to draw the stem and leaves of a sunflower. Develop a sense of composition.

Theme: "Decorate a handkerchief."

Technique: cork impression, finger painting.

Purpose: to learn how to decorate a handkerchief with a simple pattern using printing, finger painting. Develop a sense of composition and rhythm.

Theme: "Autumn tree".

Technique: stamp print from eraser.

Purpose: to introduce the techniques of printing with signets.

Theme: "Cockerel"

Technique: printing with autumn leaves.

Purpose: To teach children to work with fragile material - leaves. Develop a strong interest in drawing, imagination. Cultivate accuracy.

November.

Theme: "Fish".

Technique: drawing with cotton swabs.

Purpose: to practice drawing with cotton swabs.

Theme: "My toys"

Technique: imprint with corks, seals, drawing with fingers.

Purpose: to exercise in drawing objects of a rounded shape (tumbler, ball). Strengthen the ability to decorate objects using typing and finger painting.

Topic: “Clouds ran across the sky, birds were sent on a long journey”

Technique: drawing with crumpled paper.

Purpose: To teach a new way of drawing, to cultivate interest in artistic experimentation, to develop fine motor skills. Develop a sense of composition.

Theme: "Fish in the aquarium."

Technique: wax crayons and watercolor.

Purpose: to exercise in drawing oval-shaped objects. To introduce the technique of combining wax crayons and watercolors. Learn to tint a sheet with different colors in watercolor. Develop color perception.

December.

Theme: "First snow".

Technique: Napkin print

Purpose: to consolidate the ability to draw trees large and small, depict a snowball with help. Printing or drawing with fingers. Develop a sense of composition.

Subject: ""Christmas tree fluffy, elegant."

Technique:Poke with a hard semi-dry brush, finger painting

Target:Exercise in the technique of drawing with a poke, a semi-dry hard brush. Continue to learn to use such a means of expression as texture. Strengthen the ability to decorate a drawing using finger painting. Encourage children to work individually.

Topic: "Two roosters quarreled"

Technique: hand drawing.

Purpose: to improve the ability to make palm prints and finish them to a certain image. Develop a sense of composition.

Topic: "Decorate the Christmas tree with beads"

Technique: Plasticineography.

Purpose: Mosaic from plasticine. Learn to tear off small pieces from a large piece of plasticine, roll small balls from them between your fingers, lay out the finished Christmas tree shape drawn on light cardboard with balls.

January.

Theme: "Christmas toys".

Technique: wax crayon and watercolor, cork impression.

Purpose: to exercise in drawing Christmas toys with wax crayons. To consolidate the ability to tint a drawing with watercolors, print with a cork.

Theme: "Snowman"

Technique: paper crumpling (rolling).

Purpose: to consolidate the skills of drawing with gouache, the ability to combine rolling, crumpling paper and drawing in work. Learn to finish drawing a picture with a snowman (Christmas tree, broom, fence) Develop a sense of composition.

Theme: "Colorful butterflies."

Technique: Monotype, outlining the palm and fist.

Purpose: To introduce the monotype technique, to consolidate the ability to use the “old form new content” monotype technique (a palm with closed fingers is a big wing, a fist is a small one). To introduce children to symmetry, using the example of a butterfly.

Subject: "sprig of spruce."

Technique: drawing with a frequent comb.

Purpose: To introduce the technique of drawing with improvised materials. Continue working on the concept of symmetry.

February.

Theme: "Winter landscape".

Technique: screen printing,

Purpose: To develop imagination and creativity in drawing a winter landscape; keep learning how to print with a stencil.

Theme: "Decorate a scarf."

Technique: screen printing.

Purpose: to introduce the technique of "screen printing". Learn to decorate a strip with a simple pattern. Develop a sense of rhythm and composition.

Theme: "Kitten"

Techniques: poke with a stiff semi-dry brush.

Purpose: to introduce the technique of drawing with a poke with a semi-dry hard brush - to learn to imitate animal hair, i.e. using the texture created by poke as a means of expression. Learn to draw on the entire surface of the paper.

Topic: What does it look like?

Techniques: Monotype technique

Target:Introduce children to symmetry. Develop imagination. Continue to develop an interest in drawing.

March.

Theme: "Vase for flowers."

Techniques: "a familiar form - a new image"; print imprint.

Purpose: to improve children's ability to use familiar image techniques. Develop imagination, sense of composition, rhythm.

Theme: "Mimosa for mom."

Techniques: drawing with paper napkins.

Purpose: exercise in drawing with fingers, rolling balls from napkins. Develop a sense of composition. Strengthen gluing skills.

Theme: "Merry Sunshine"

Purpose: to consolidate the ability to draw in the technique of printing with the palm of your hand, the skills of collective activity. Learn to mix paint with a brush right on the palm of your hand.

Topic: "Spring bouquet" (group work)

Techniques: hand painting.

Purpose: Transferring the image of a tulip bud. Keep improving your technique

April.

Topic: What color is spring?

Techniques: monotype.

Purpose: To enrich and expand the artistic experience of children in working with watercolors, drawing on wet paper, mixing paints

Topic: "Rockets in space".

Techniques: screen printing.

Purpose: to continue learning how to mix different colors (blue, purple, black) directly on a piece of paper. Strengthen the ability to print on a stencil. Learn to draw a rocket, flying saucers.

Theme: "Chickens".

Techniques: Wax crayons, paper crumpling or tearing.

Purpose: to consolidate the ability to create an image from a crumpled napkin or cut them off and make chickens, adding details (grass, flowers) and parts of the image (beak, eyes, legs). Develop a sense of composition.

Theme: "Riverside"

Techniques: wet painting.

Purpose: To consolidate the ability to draw on a damp background, mix paints directly on

sheet, develop creativity, imagination.

May.

Theme: "Dandelions".

Techniques: poke with a hard semi-dry brush

Purpose: to consolidate the ability of children to draw in these techniques. Learn to create an expressive image of flowers. Develop a desire to create teamwork (collage)

Theme: "Owl - owl."

Techniques: plasticineography.

Purpose: To teach how to apply a thin layer of plasticine on the base, draw the outline of an owl with prints, learn to draw an owl with strokes, exercise in conveying the expressiveness of the image of a bird through strokes (eyes look to the side, up, down.

Theme: "Salute".

Techniques: Watercolor, wax crayons

Goal: Strengthening the skill of drawing in watercolor or gouache, learning to draw a salute with a wax crayon.

Exhibition of children's drawings.

Long-term planning: 2 years of study.

September.

Theme: "Summer Meadow"

Technique: wax crayons + watercolor, screen printing

Purpose: to consolidate skills in previously learned techniques. Develop

imagination, promote the most expressive reflection

summer impressions.

Theme: "Decorate a flower vase."

Technique: plasticineography

Purpose: to consolidate the ability to make simple patterns using the technique

plasticineography. Acquaintance with the method of twisting with a flagellum,

making flowers from plasticine. Develop a sense of composition.

3. Theme:"Trees in autumn»

Technique:Imprint with leaves, cotton buds.

Target:Learn to draw trees using the imprint of leaves; the sky that has fallen

foliage - with cotton swabs. Develop a sense of composition and color.

4. Theme: Tumbler

Technique: Screen printing with buttons

Target:Learn to draw with seals (buttons) of various shapes.

October.

Theme: "Hedgehogs".

Technique: poke with a stiff semi-dry brush, impression with crumpled paper.

Purpose: to consolidate the ability to use the techniques of “poking with a hard semi-dry brush”, “printing with crumpled paper”. Learn to draw the body of a hedgehog (oval) with pokes without first drawing with a pencil. Learn to complement the image with suitable details, including dry leaves.

Subject: "Web"

Technique:Drawing with a colored ball.

Target:Learn how to draw with a ball. Develop imagination and creativity.

Theme: "Autumn leaves".

Technique: embossing.

Purpose: to introduce the technique of embossing. Learn to trace the leaves in a simple shape, emboss them.

Theme: "Colors of autumn"

Technique: plugging, stencil, wax pencils.

Target: Contribute to the most expressive reflection of impressions of autumn colors.

Theme: Alien Animals.

Technique: Blotography.

Purpose: To acquaint with the non-traditional technique of blotography. Learn how to use this technique. Develop imagination, creativity, in drawing objects.

Theme: "I'm walking on a carpet of autumn leaves."

Technique: leaf printing, printing or stencil spraying.

Purpose: to introduce the technique of printing with leaves. To consolidate the ability to work with the stencil printing technique. Develop color perception. Learn to mix colors directly on the leaves or with a swab when printing.

Theme: "Mystery"

Technique:Threadography

Target:Develop imagination, associative thinking, fine motor skills, hand coordination.

Theme: "Blue evening".

Technique: Linocut

Target: Develop artistic perception, imagination, coordination

hand movements.

Theme: "First snow".

Technique:Candle + watercolor

Purpose: to learn to draw in the technique of candle + watercolor. To consolidate the ability to depict snow using a candle. Develop a sense of composition.

Theme: "Mouse".

Technique: thread drawing.

Purpose: To introduce children to the technique of making thread patterns. Learn evenly, smear small areas of the image and sprinkle them with threads finely chopped by the teacher, corresponding to the image area in color. To consolidate the ability to work in the technique of "familiar form - a new image."

Theme: "Herringbone".

Technique: finger painting, watercolor + wax crayons.

Purpose: to teach how to make planar Christmas toys (using watercolor + wax crayons) to decorate the Christmas tree (collective work done by cutting). To consolidate the ability to decorate various geometric shapes with patterns, like on Christmas tree toys. Exercise in the ability to decorate the Christmas tree with beads (finger painting).

Subject:« Stained-glass windows in the hut of Zimushki-Zima»

Technique: Stained glass technique.

Target:Introduce children to the word "stained glass" and the technique of its implementation.

Theme: "Winter night".

Technique: black and white scratching.

Purpose: to introduce non-traditional visual technique black and white scratching. Learn to convey the mood of a quiet winter night using graphics. Exercise in the use of expressive means such as line, stroke.

Theme: "Safari Park".

Technique: wax crayons, watercolor, stencil.

Purpose: to improve the skill in the technique of working with stencil, wax pencils and watercolor. Develop color perception, a sense of rhythm.

Theme: "Patterns on glass."

Technique: Crystal effect, salt painting

Purpose: to teach how to create an expressive image using the salt painting technique. Develop the ability to use the means of expressiveness of graphics.

Theme: Snowflake - ballerina.

Technique: stenciling, spraying.

Target:To develop in children the skill of tamponing with a sponge on a stencil, familiarity with the technique of spraying. Develop sensitivity to the perception of the beauty of winter phenomena.

Theme: "Snowstorm".

Technique: "Spray"

Purpose: to introduce the technique of "spraying". Develop imagination, sense of composition.

Theme: "Snowflakes"

Technique: printing, splashing.

Purpose: to continue to teach how to convey the image of an object using printing. Learn how to do teamwork on your own.

Theme: "Underwater Kingdom".

Technique:soap bubbles.

Purpose: to introduce a new technique of painting with soap bubbles,

continue to teach to analyze nature, to determine and convey in the drawing form and size. Develop a sense of composition.

Subject:Magic paper (mirror)

Technique: "engraving" or "chasing".

Target:Acquaintance with foil and the technique of drawing on it by extruding a pattern (“engraving”, or “chasing”). Mirror frame decoration. Development of a sense of rhythm, aesthetic taste.

Theme: "Flowers in a vase"

Technique: stencil drawing, wax pencils, plastic forks.

Purpose: to learn to draw flowers with unusual materials. To consolidate the ability to use familiar techniques to create an image. Learn to arrange images on a sheet.

Topic: "Fruits on a platter" (from nature).

Technique: wax crayons = watercolor.

Purpose: to teach how to make a still life of fruits, determine the shape, size, color and location of various parts, display these features in a drawing. Exercise in the ability to carefully paint over fruits with wax crayons, create a consonant tone with watercolors.

Theme: "Poppies".

Technique: printing with bell pepper.

Purpose: to teach how to create a general composition, based on the printing technique.

Theme: "Early Spring"

Technique: landscape monotype

Purpose: To teach to fold a sheet in half, draw a landscape on one side, and receive its reflection in the lake on the other. Wipe half of the sheet with a sponge.

Theme: "Starry sky".

Technique: spraying, printing with foam rubber on a stencil.

Purpose: to teach how to create an image of the starry sky using paint mixing, splashing and stencil printing. Develop color perception.

Theme: We are wizards.

Technique:Landscape in blowing technique.

Purpose: to introduce the technique of blowing a picture, to develop imagination, the desire to finish the resulting image. Develop a sense of composition.

Theme: "Apples on a platter."

Technique: scratching.

Purpose: to introduce the technique of scratching on a gouache basis, to teach how to make a collective work.

Theme: "Dress for Spring".

Technique:Glass painting.

Purpose: to introduce technologypaint washout painting

glass and an imprint of glass on a sheet of paper.

Subject:"Dahlias for Mom"

Technique:Cabbage print

Purpose: to continue to introduce children to new drawing techniques. Develop a sense of composition.

Theme: "Evening"

Technique:Black and white scratching

Target:To acquaint with the non-traditional pictorial technique of black and white grafting. Learn to convey the mood of a quiet evening with the help of graphics. Exercise in the use of expressive means such as line, stroke

Theme: "Teddy bear".

Technique: sand painting

Purpose: to improve the ability of children in this technique. Learn to display the image most expressively, use unusual materials to create an image.

Theme: "Birch Grove".

Technique: drawing with a candle and watercolor.

Purpose: to introduce children to the creation of an image with a new technique. Learn to create an expressive image of a birch grove. Develop a sense of composition.

Exhibition of children's drawings.

Purpose: to learn to look at pictures. Encourage emotional manifestations and statements, exercise in choosing the drawings you like.

7.Card file of games and exercises.

The games of preschool children differ in content, characteristic features, in what place they occupy in the life of the child, in his upbringing and education.

And if we take into account that playing and drawing are the most favorite activities of children, then we can conclude that gaming activity contributes to the development of a holistic personality. It becomes clear that there is no contradiction between playing and drawing.

A game is a type of activity, the motive of which is not in the result, but in the process itself, and in drawing the child learns to set and define a goal and achieve specific results.

It is not worth distinguishing between the game and children's drawing, especially in non-traditional techniques, they complement each other. Vygorsky L.S. wrote: “In play, a child is always above his age, above his usual everyday behavior; in play, he is, as it were, head and shoulders above himself. The game in a condensed form contains ... all the tendencies of development, the child in the game, as it were, tries to make a jump above the level of his usual behavior "

Grattage - the essence of this technique, which has long been used in Russia and was called drawing on a wax pad, is in scratching.

Description of technology:

We begin to use this technique only from an older age.

- First, apply a colored background with watercolors and dry the paper.

- Next, the entire background is completely covered with wax.

- Pour black gouache into the socket and add a little shampoo, mix thoroughly.

- Then cover the paraffin sheet with this mixture.

- And now let's take a pointed stick and start scratching the drawing.

Why not engraving!

It must be borne in mind that this technique can be mastered only when the child has a well-developed eye and coordination of movements.

Exercises:

"On Christmas night" Bright stars and a thin month are carefully scratched.

“What kind of stars are these ...” We scratch the snowflakes. No snowflake is the same.

"Night moth" A bright lantern seemed to the night moth as the sun.

"Napkin for mom" It can be of various shapes and with any pattern.

"Magic Glade" Someone evil painted over the entire meadow with black paint. It's OK. Here is a butterfly, and here is a flower.

"Palace for the Snow Maiden" Night. And suddenly a fabulous tower in which the Snow Maiden lives.

"Flight into space" Astronauts are met by cold stars, unfamiliar planets.

"Evening City" How beautiful it is when the lights in the windows of houses and street lamps are lit!

“The wind is walking on the sea” A boat is flying in full sail across the water surface.

Monotype - this technique develops children's imagination, fantasy, sense of color, shape.

Description of technology:

We offer this technique for children from the middle group.

To work, you need gouache of different colors and a sheet of paper folded in half.

- Draw a half circle on the right side of the sheet from the fold, then press the left half of the sheet to the right and smooth the sheet folded in this way. Let's open it up and see what happens. Ball? Or maybe the sun? Then draw the rays.

- Put bright spots on one half of a sheet of paper, press the other. What happened?

Exercises:

"In the country through the looking-glass" An unusual country, nothing happens in it one by one.

Children are invited to draw on one half of the sheet whatever they want, and then ...

“What butterflies I saw” Various colored spots are applied to the paper. And then the paper can be folded in different directions.

"Autumn Park" We will draw the road and the sky using the monotype technique, folding the sheet along the "horizon line". And then clouds of various shapes will fly across the sky, and on the road we will see puddles and fallen leaves.

"Me and my portrait" Let's draw ourselves and laugh.

"City on the river" Let's draw a city, bend the paper along the "horizon line". Let's wet the second half of the paper and press it to the first one - the city will be reflected in the water.

"White steamboat" Let's bend a sheet of paper along the "horizon line". Let's draw a picture in the upper part of the sheet, and then, having wetted the lower part, fold the sheet. The ship is reflected in the waves of the sea.

"Gnomes - twins" Let's draw one gnome. Fold the sheet in half, smooth it out. Here is the brother.

Signet – a technique that allows you to repeatedly depict the same object, composing different compositions from its prints.

Description of technology:

First you need to make a "signet". Signets are easy to make yourself: you need to take an eraser, draw a picture on the end and cut off everything unnecessary. Print is ready!

We press it to the pad with paint, and then to a sheet of paper. It produces an even and crisp print. Compose any composition!

Exercises:

For children of the younger group, you can offer to draw: flowers for a bee; butterflies fluttering over the meadow; mushrooms in the clearing; vegetables in a basket; fruit in a vase, etc.

In the middle group, children can use "seals" with a geometric pattern and change them in the process of work: postcards; invitation cards; scarves; napkins

In older groups, we use the technique of adding missing details of objects to ready-made “signets”, composing compositions from different “signets”, a bouquet of flowers; bookmarks; bouquet of rowan branches.

Drawing on wet paper - a kind of drawing technique.

Description of technology :

You can start mastering this technique already in the younger groups. To draw in this technology, we need a damp cloth and a container of water. Wet the paper and place it on a damp cloth (so that the paper does not dry out).

Take a watercolor crayon or brush with watercolor paint and start drawing.

Exercises:

Middle group.

“Clouds are floating across the sky” Let's draw a smooth line and it will magically turn into ... And what do our clouds look like?

"Aquarium fish" Two arcs met ... And it turned out to be a fish. Let's paint on her eyes, mouth, scales. And now let's draw vertical lines - algae swayed in the water.

"Hares in the clearing" We drew a short line, and saw a gray, fluffy fur coat of a fidget.

Senior group.

"Summer rain" Wet paths, trees shining with drops, someone's umbrella flickers.

"Sparrows in winter" It's cold for the birds, they fluffed up, spread their feathers. Never mind spring!

“When I am offended” How then does the world seem to us? Everything blurs from tears, becomes sad and gray. Draw so that we mourn together.

"My furry little friend" I love him. He understands everything and is happy when I play with him. And how nice to snuggle up to his fluffy muzzle!

Preparatory group.

"At the bottom of the sea" Let's show how the sea changes depending on the weather.

"The Last Leaf" Late autumn. A piercing wind drives withered leaves along the ground, bends tree trunks, and only one leaf still trembles on a branch. But then the wind picked up again. And the last leaf flies down ...

"Into a snowstorm" A gust of wind, one more, one more... Snow pricks the face. it either winds like a snake, then takes off like a fan, then rushes in a frantic round dance, turning you into invisible.

"In a submarine" What do you see through the thickness of the water? Algae. sunbeams, small fish, big fish…

"Rainbow - arc" The colors are arranged in a certain sequence, look do not confuse. Wet paper allows you to achieve a smooth transition from one color to another.

Blotography - games with blots help to develop an eye, coordination and strength of movements, fantasy and imagination.

Description of technology :

We use blotting as a game and entertainment.

- Let's put a big, bright blot. Let's take a tube for a cocktail and carefully blow on a drop ... , she ran up, leaving a trail behind her. Let's turn the leaf and blow again.

- And you can make another blot, but of a different color. Let them meet.

What do their tracks look like?

Exercises:

"Magic Glade" Let's put multi-colored drops on the sheet and blow them up in different directions. Let's draw the stems and leaves.

"Bouquet of flowers" Let's draw a vase, stems, leaves. And we will make flowers from blots. Here are the asters.

"Magic lamp" Let's draw a fabulous lamp. We drop a blot - the light in the lamp lit up. And so that it burns brightly and shines for all kind people, let's inflate the drop.

Spray is a difficult technique.

Description of technology :

Its essence is in spraying drops with the help of a toothbrush adapted for this and a wooden spatula (stacks). Holding a toothbrush in our left hand, we will pick up a little paint, and with a stack we will draw on the surface of the brush - with quick movements towards ourselves. The splashes will fly onto the paper. That's all. It is better to master this technique in the summer on a walk, since at first drops of paint fly not only on paper.

Exercises:

"Napkins" Let's make a spray of different colors and admire the effect.

“Snowfall” According to the color tone, we spray with white paint.

White snowflakes are dancing.

“Golden autumn whirled” Sprinkle foliage with colored paint (gold). With a brush, draw tree trunks, branches of bushes. It turns out a beautiful autumn forest.

Handprint - very interesting technique.

Description of technology:

Dip the entire palm or part of it into the paint and leave an imprint on paper.

You can "paint" the palm in different colors and leave an imprint on paper. In this case, we not only see the paint, but also feel it.

You can add one or more fingerprints to the palm prints in different combinations.

Exercises:

Have the children imagine:

“The kittens lost their gloves along the way ...” Let's color the left hand and attach it to a sheet of paper - one glove was found! And now we will color the right hand (we will learn how to draw with the left) and attach a print next to it. Both gloves were found!

"Whose face?" The imprint of one palm without fingers looks like someone's face. Maybe the brownie Kuzya came to visit us? Or Gnome? It remains to take a brush and add the necessary details.

“Our Birds” A handprint can turn into a duck, a swan, any magical bird, an important turkey, a cocky rooster, an ugly duckling.

"Flowers" An imprint of the whole palm attached to a painted flower pot can be a cactus or some other flower.

"Animals" Using this technique, you can also depict frightened animals whose fur stood on end.

"Hedgehogs" A beautiful family of hedgehogs can go for a walk if you apply prints of different-sized palms.

8. Organization of work with parents.

The following forms of work have been chosen for cooperation with the family:

Making a visual campaign for parents

Conducting conversations

Consultations

Parent meetings, in order to assimilate certain knowledge and skills by parents, help them in resolving problematic issues

Joint events

Joint creativity of parents and children

Target: to acquaint parents with an interesting and useful form of creativity. The ongoing work not only gives parents knowledge about children's artistic activities, about methods and techniques of working in non-traditional techniques, but also strengthens the relationship between parents and children.Forms of work with parents on development

constructive-model activity of children

1.

Questionnaire

and polls

Planning to work with parents

Identification of the degree of involvement of families in the educational process: a questionnaire for parents that determines their attitude to the patriotic upbringing of children

2.

Meetings

"Round table"

Exchange of views on the development of the child, discussion of the nature, extent and possible causes of problems

"A patriot is brought up from childhood"

"Walking with children around the city"

3.

Open days

Familiarization of parents with the content, organizational forms and methods of development of constructive-model activities of children

Participation of parents in group classes "Family heirlooms"

4.

Thematic consultations

Creating conditions conducive to overcoming difficulties in the interaction of teachers and parents

"Raising a young patriot in the family"

"How to teach children to protect nature"

“Together with the child we watch TV programs about our native city”

5.

parent meetings

Mutual communication between teachers and parents on topical issues of artistic and aesthetic development of children, expanding the pedagogical horizons of parents

"Education of patriotic feelings in preschoolers"

6.

Parent Readings

Familiarization of parents with the peculiarities of the age and psychological development of children, effective methods and techniques of artistic and aesthetic development of children

"What is children's giftedness?"

7.

attraction

parents to participate in group activities

A special form of work with parents in order to draw attention to urgent problems of children's development.

Albums:

"History of the hometown"

"Memorable places in the city of Lyubertsy"

"Our army is dear"

Meeting interesting people:

- policeman;

-pilot, soldier;

- war veterans.

Participation in the organization of exhibitions "Glory to Heroes!",

"Gift to a Veteran"

8.

Project activity

Such a form of joint activity as projects is becoming increasingly important. They change the role of educators in kindergarten management, in the development of partnerships, help them learn how to work in a “team”, master the methods of collective mental activity; master the algorithm for creating a project, starting from the needs of the child; to achieve positive openness towards colleagues, pupils and parents, towards one's personality; unite the efforts of teachers, parents and children in order to implement the project

"Design projects "City of the Future"

"The city where I live"

9.

Conferences

Pedagogical education, exchange of experience in family education of preschoolers. Involving parents in an active understanding of the development of interests in children in the family and taking into account individual needs

« Development of the child's creative potential, creation of conditions for its self-realization.

11

visual

pedagogical information

Pedagogical education of parents

Reminders for parents

"Famous people about the education of love for the Motherland"

"Education of love for the native city in the family and kindergarten"

"How to tell children about the Great Patriotic War"

16.

family assembly

A family assembly is a form of leisure that brings together families of pupils and teachers of educational, cultural and art institutions in order to get to know each other, immerse themselves in a variety of joint activities that are attractive to both children and adults.

Participation in GCD, joint activities with children, in joint holidays, competitions

9. List of references.

The general educational program of preschool education "From birth to school" N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva.
R.G. Kazakov "Drawing with preschool children". non-traditional techniques.
K. K. Utrobina, G.F. Utrobin "Fascinating drawing by poke with children" 3-7 years old.
Lykova I.A. "The program of artistic education, training and development of children 2 - 7 years old" Colored palms
Lykova I.A. "Methodological recommendations in questions and answers to the program of art education in the kindergarten "Colored palms".
I.A. Lykova, V. A. Shipunova "Ladybug Riddles" integration of cognitive and artistic development
Doronova T.N., Yakobson S.G. "Teaching children 2 - 4 years old to draw in the game", Moscow, Education, 1992

T. S. Komarova "Classes in visual activity" middle group.

A.V. Nikitina "Non-traditional drawing techniques in kindergarten."

T.A. Tskvitaria "Non-traditional drawing techniques" Integrated classes in the preschool educational institution.

3.7. Achievement monitoring

children of the planned results of mastering the program

This monitoring is used exclusively to solve the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the features of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

Basic methods of collecting information about the child

Systematic observation;

Preservation of products of children's activities;

Drawing up an observation map that lists skills and abilities (key competencies);

Interviews with parents, questionnaires, questionnaires;

Communication with specialists (psychologist, doctor, speech therapist);

Conversations and interviews with the child using open-ended questions, getting answers from children;

Children's stories;

Photos;

audio recordings and video recordings,

Portfolio, or "Achievement Folders"

Case descriptions and episode recordings – short descriptions of specific cases;

Diary notes. These are brief descriptions of specific cases, statements, behavior of children, which the teacher drew attention to while observing the children. These notes provide factual information about what happened, when and where, under what circumstances, and testify to the successes, achievements and problems of the children, subgroup or group as a whole. Teachers can make diary entries in special notebooks, on forms and cards.

The educator begins by collecting information about the child's development, his interests, inclinations, hobbies, communication and thinking style, etc. To obtain a complete and objective assessment of the development and current state of the child, it is necessary to use

different methods of collecting information;

various sources of information;

different situations to repeat the information collection procedure.

Teachers use different methods and techniques to collect information about the child.

Intermediate results of the Program development

1.

Family and immediate environment

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2.

History of the city of Tyly

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3.

Nature of the Tula region

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4.

Tula crafts

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5.

Tula toys

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6.

Sights of the city

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7.

Famous people

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8.

Symbols of the country and city

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9.

Costume history

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Note: development mark("+"/ "="/ "-")

High level ("+")

Knows his first name, last name, city, country, address; names and recognizes (by illustration) sights, green areas of the city, streets, squares; knows and recognizes the flag, emblem, anthem of Russia; coat of arms of the city; names folk holidays, toys, household items; names the natural resources of Russia, knows the natural and climatic zones, landscapes; takes care of the environment, loved ones, provides assistance, shows friendliness, takes into account the interests of comrades, knows how to negotiate with peers, analyzes actions. Has an idea about family members and close relatives.

Middle level ("=")

Knows his first name, last name, country, city, address; flag, coat of arms, anthem of Russia, coat of arms of the city; finds it difficult to name the sights, green areas, streets, squares of the city (does this after the explanations of the adult); finds it difficult to name folk holidays, toys; with the help of an adult, he names the natural resources of Russia, natural and climatic zones; takes care of loved ones, shows friendliness, but does not take into account the interests of comrades, does not know how to negotiate with them, does not provide assistance; analyzes actions with the help of an adult.
Low level ("-")

Does not know the name of the country, city. His address, but recognizes the flag, coat of arms, anthem; lack of knowledge about the sights of the native city; doesn't know street names well. prospectus; cannot name folk holidays, toys; Russia's natural resources, natural and climatic zones; does not care about others, does not show friendliness, does not consider the interests of comrades, does not know how to negotiate with them, does not provide assistance, cannot analyze actions.

Diagnostic methods: observations, conversations with the child

The data of the individual card is the basis for planning individual work with a particular child.

3.2. Monitoring the development of program material

children of preschool age in fine arts

(author I.A. Lykova).

Target:

To reveal the level of ability to create images of various objects, using paper of different textures and methods of cutting and tearing.

Methodology:

Children are invited to make crafts from paper of different textures on their own. For the sample, ready-made applications depicting various objects are offered.

Evaluation scale

High level:

the child independently performs the application, uses additional details, enriches the background.

Average level:

the child works independently, occasionally turns to an adult for help. He does not use additional details, he makes mistakes in the scale of the composition.

Low level: the child refuses to do the craft on his own, requires the help of an adult. Does the job in a rush.

3.3. Requirements for the level of preparation of pupils:

By the end of the school year, children will:

1. Expanded children's ideas about the creative activity of a person in various types of art, about the significance of a person's creative activity in life;

2. Knowledge of sensory standards is fixed, the development of artistic perception, thinking, memory, vocabulary enrichment continues.

4. Control over the implementation of the program.