Summary of organized educational activities in the senior drawing group on the topic: "Dishes with Khokhloma painting." Abstract of a drawing lesson in the senior group, the topic of dishes for Fedora

07.08.2019

According to the requirements of the Federal State Educational Standard, much attention is paid to the aesthetic education of the younger generation in preschool children's educational institutions. This goal is realized within the framework of classes in modeling, appliqué and drawing. Drawing in the middle group in this list occupies a very special place, since in these classes the pictorial inclinations of kids can be most fully revealed. Moreover, at the age of 3-4 years, children's abilities for this type of activity are approximately at the same level, the main thing is to properly motivate young artists. Therefore, the task of the educator is to draw up a work plan so that all the little ones are interested in the creative process. Let's consider a technological map for creating a drawing lesson in the middle group on the topic "Dishes".

Preparatory stage

A distinctive feature of babies 3-4 years old is increased restlessness and activity. Therefore, when compiling a lesson, the educator must carefully consider the organizational aspects of the work so that every minute is in activity, but at the same time there is no monotony. In general, there are no trifles in preparation.

What colors and base to choose?

Many kindergarten teachers working in the senior and preparatory groups note that many children are reluctant to draw. And this is due to the fact that at a younger age, when the little ones were just starting to get acquainted with fine arts, the wrong materials were used. Namely pencils or watercolors. The fact is that even experienced artists consider watercolor to be a very difficult material, and it is not at all suitable for the first artistic experiments.

Nevertheless, reasonable price and availability make watercolor the most popular material for drawing in kindergartens.

Gouache is considered the most convenient material for children's creativity.

As for pencils, only soft leads can be used in classes in the middle group (and in the younger group too). If we talk about the recommended types of visual materials, then these are gouache and wax crayons - with their help, kids do not have to make a lot of effort to get a picture, they “draw themselves”. Separately, it is worth mentioning the use of felt-tip pens. They are used only for outlining and drawing pattern accents (for example, when creating a plate pattern). But they are not used for coloring.

This is interesting. Many methodologists ban the use of felt-tip pens in kindergartens, arguing that with their help it is impossible to explain to little artists the possibilities of full color rendering of shades, and also to create elementary shadows.

As a base, it is better to use plain printer paper or thin A4 or ½ A4 cardboard (if the composition is grouped, placed on a common substrate).

What techniques and methods can be used?

At the age of 3-4, children can trace with a pencil ready-made stencils of uncomplicated shapes (that is, without small details), as well as make simple sketches from nature of geometric shapes.

Unlike non-traditional techniques, traditional ones give a more complete picture of the tint possibilities of the palette.

From this we can conclude that both traditional and non-traditional drawing techniques can be used for classes. However, it is the traditional ones that make it possible to comprehensively develop fine motor skills, as well as cultivate a sense of color. The classic techniques suitable for the middle group are

coloring template pictures;
drawing details to the finished image (for example, children complement the finished drawing of a plate with a pattern);
tracing and coloring the stencil;
drawing simple shapes from nature.

This is interesting. Experienced methodologists believe that drawing from nature can only be started when the kids have already mastered the tracing and coloring of stencils well.

If we talk about techniques, then in the middle group they rely on the fact that the image delimiters are the points of the depicted object, and not the edges of the sheet. Thus, the following methods can be applied:

painting small and large parts of the image;
drawing thick lines with an inclined position of the brush, based on the entire pile;
drawing thin lines with a vertical position of the brush, touching the paper only with the tip of the pile;
working with shades, in particular, obtaining the desired color through classic combinations (for example, white and red for pink);
painting over the image with the pencil tilted in relation to the sheet.

Photo gallery of drawings on the theme "Cookware" in non-traditional techniques

For the basis of stamps, you can use ordinary cotton pads. For coloring using the poke technique, you can use cotton buds or brushes. The finger painting technique allows you to color the dishes with the contents so that they seem voluminous. Poke in one picture can be of different colors

Additional types of visual activity

The task of the aesthetic development of children in kindergarten is to give an idea of the different types of visual activity. But since children show varying degrees of interest in drawing, appliqué, modeling, etc., the implementation of the task is facilitated by the combination of creative methods. Drawing can be called a universal type of work, as it goes well with other types of fine art. So, brushes and pencils can be "friends" with

natural material (for example, in the form of fruits and vegetables on a plate);
pieces of fabric (for finishing cups, saucers);
plasticine (both as decorations for dishes and to imitate the contents);
colored paper.

This is interesting. It is important for an educator who attracts additional types of visual activity to remember that they are “additional”, that is, they should not be assigned a role greater than that required by the task of decorating dishes.

How to personalize a task?

At all stages of educational activity, the teacher must find ways to implement an individual approach. Finding those in kindergarten, on the one hand, is not easy, since all the little ones are at about the same level of development. But on the other hand, not so many skills have been mastered by children, so the range of interests is not too wide. In a drawing lesson on the topic “Dishes”, you can individualize the task, leaving it to the little artists

choice of colors for the picture;
the background of the substrate (especially if colored sheets of paper or cardboard are used as the basis);
additional ways to decorate the drawing (pieces of plasticine or colored paper confetti).

After a detailed explanation of the task, the teacher gives the children maximum freedom of creativity.

Individualization makes children feel like adults, independent. So a simple task to prepare the necessary materials for work, lay out everything near your workplaces can also play along with this.

The place of the topic in calendar-thematic planning

The theme "Dishes" in the middle group is studied in different interpretations. So, when studying the fairy tale about Pinocchio, children draw Malvina's favorite cup, and after discussing household items that are in every home, they make sketches of plates and tea pairs. The methodological team of a particular kindergarten determines the topics of classes, depending on what place is given to drawing in the context of other classes. If we talk about a generalized version, then the wording can sound like this

"A Cup of a Little Bear" (when studying the fairy tale "Three Bears");
"Treats for the doll" (children draw the studied fruits or vegetables on a plate);
"My mom's favorite cup" (for example, as a card for mom on Mother's Day or on March 8);
“What does the pattern on the plate say?” (after getting acquainted with the folk crafts of the country);
“Cup and saucer for a doll” (a universal theme, since it can be used after repeating simple geometric shapes, and in the context of talking about household items that we cannot do without);
“Tea drinking with friends” (an option for teamwork, when children draw cups, and then the finished drawings are hung on a common dining table background);
"Runaway dishes" (when studying Korney Chukovsky's fairy tale "Fedorino's grief"), etc.

How to motivate children?

We found out that children like the process of drawing because of their age. But for a successful lesson, the teacher needs to choose a combination of techniques that would correctly set up the little ones for work. Please note that this should not be one, but a set of techniques.

Conversation and visibility

In the list of motivational techniques, this pair will occupy a leading position, since at the age of 3-4, children are led by visual-figurative thinking, that is, they must see or clearly imagine what is being said. So pictures, photos, real items of utensils - this is the set that should be before the eyes of little creators.

Visualization must be accompanied by a detailed explanation.

Any demonstration is accompanied by an adult's story and a conversation about what they heard - this is an axiom of the methodology for working with children. As questions on the topic, you can offer the following set:

"What does it mean to be a hospitable host?";
"What is a tea party?";
"What are the utensils for?" (as an option - separate items of kitchen utensils);
“Do you (your family members) have a favorite cup?”;
“Why did the dishes escape from Fedora?” etc.

Poems

Children love to listen and recite poems. For motivation, you can invite kids to tell or listen to an excerpt from Chukovsky's poetic fairy tale "Fedorino's grief", as well as a number of funny rhymes.

Table. Examples of poems about dishes

Puzzles

Guessing riddles has one indisputable plus compared to other motivational techniques - children instantly get involved in the work because of the excitement of guessing what is encrypted in it.

Granny cooks soup for us in it, On the table is ... (pan).
For us, it is necessary, because we eat food from it. Deep and shallow call her ... (plate).
On the stove - pots chief. Fat, long-nosed ... (teapot).
I puff, puff, I don't want to warm up anymore. The lid rang loudly: Drink tea, the water has boiled! (kettle).

Children can, guessing riddles, not only name, but also show an encrypted object

Fairy tales

There are no less lovers of listening to fairy tales in the children's team than fans of poems and riddles. In addition to the already mentioned fairy tales "Fedorino's grief", "Pinocchio", "Three bears", children can be invited to work out (listen, answer questions, draw the main character) such stories:

There was a kettle. He had a kitchenware family. The teapot was pot-bellied. It had a handle, a lid, and a small spout with one nostril. The kettle was iron and very useful. People loved it and drank tea from it.
I am a large enamel pot. I am blue. My inside is all white. And shiny. I'm very proud of it. I help people prepare soups and main courses, and for this people love me.

Scheme for compiling a lesson summary

In order for the children to be organized, and the teacher to be able to realize the set goals, the time of the lesson should be clearly distributed between all stages of work on the topic. And a well-structured lesson summary plays a significant role in achieving this. It is necessary to start work on its compilation with the formulation of goals. The options may be:

consolidation of knowledge about dishes;
development of artistic and aesthetic taste;
developing the ability to work with paints and brushes, pencils, etc .;
training the eye and spatial orientation on a sheet of paper;
work on the development of speech;
education of emotional responsiveness;
development of the ability to reflect on the results of their work and the work of their comrades.

The objectives of the session will vary depending on the topic, but in general, the wording can be as follows:

to form children's ideas about the purpose of dishes;
expand vocabulary on the topic (cup, saucer, plate, spoon, etc.);
to teach to convey the image of the picture with simple geometric shapes;
develop observation;
to cultivate initiative in verbal communication with comrades and adults;
cultivate patience in the creative process.

The next level of preparation is the distribution of time (standard 30 minutes) for all stages of the lesson.

Abstract example

Ismailova Julia “Synopsis on visual activity in the middle group. Topic: dishes, drawing a cup and saucer»

<…Посмотрите, какая у меня красивая посуда. Что у меня изображено на рисунке? (чашка с блюдцем).
Yes, that's right guys, but look at your table, everyone also has a painted cup and saucer, only it needs to be painted so that it is beautiful, the same as mine.
See how I do it first. I moisten the brush in a glass of water, leave the excess water on a napkin, then dip the brush into the paint, take quite a bit of paint on the brush, and start drawing my cup.
First, I will paint the saucer without going to the mug, then I will paint the handle by the cup, and then I will decorate my cup with mugs. My cup is ready. And now you start coloring the cup, first the saucer, then the handle, and then the cup itself.
(I walk down the aisles and see who needs help).
Final part.
At the end of the lesson, I sum up, saying that everyone’s cups turned out beautiful, and after they dry, we’ll see who turned out what cups and saucers,
Once again, to consolidate, clarify what type of dishes the cup and saucer belongs to.>

Stages of work on a drawing

"Tea pair - plate and cup - for mom"

For this drawing you will need paints and felt-tip pens. The basis of the picture is cut out templates. The task can be both individual and collective, for example, creating a service for mothers.

When doing this drawing, children learn to evenly paint over the background.

Instruction

The teacher gives the children cut out templates of cups and saucers.
"Make a background with paints on a couple."
While the background dries up, the children perform finger gymnastics or physical education.
“Now use felt-tip pens to draw the outline of the dishes and finish the pattern.”
“Please note that the pattern must be the same and symmetrical.”

This is interesting. As a way to personalize the task, children with strong visual skills can draw decor in the form of berries, fruits (for example, cherries, apples), and not too strong in drawing - zigzag lines, dots, etc.

"My Favorite Cup"

To complete this drawing, children use the priming technique, which they will get acquainted with in more detail in the older group. At this stage, they only make bold points with the tip of the brush. The drawing is done on a cut out template.

LESSON SUMMARY

BY DRAWING

IN THE SENIOR GROUP.

Subject:Dishes for Fedora.

Teacher Fedotova Olga Pavlovna

MADOU CRRR Kindergarten No. 14, Kropotkin

Cspruce: the formation and development of the artistic and creative abilities of the child through familiarization with folk arts and crafts.

O.o. “Knowledge” - to consolidate the ideas of children about the Gzhel craft, the work of craftsmen.

O.o. "Artistic creativity" - encourage children to create a decorative composition based on Gzhel painting.

O.o. “Reading fiction” - to continue acquaintance with the work of K. Chukovsky, to encourage to notice the beauty of the poetic word.

O.o. "Socialization" - to cultivate a respectful attitude towards the work of folk craftsmen.

O.o. “Communication” - activate the vocabulary of children, enrich speech with definitions, improve monologue and dialogue speech.

O.o “Health” - monitor your posture during work.

O.o “Trud” – to encourage you to clean up your workplace after the end of the activity.

O.o “Music” - to develop emotional responsiveness to music. works.

Preliminary work.

Reading of the work of K. Chukovsky “Fedorino grief”. Examination of household items and utensils in the Gzhel technique. D / and exercises to familiarize children with the elements of Gzhel painting. Acquaintance with folk arts and crafts.

Material for the lesson.

Gouache, brushes No. 1 and No. 3, a jar of water, napkins. Decorative plates made of cardboard. Postcards, albums with Gzhel. Gzhel dishes, handicrafts - Gorodets, Khokhloma, Dymka. Album of elements and algorithms for performing folk painting.

Music line: Russian folk melodies.

Vocabulary work: Gzhel, Gzhel painting, element of Gzhel painting, flower, drop, curl, arc, border, master, craftsman.

During the classes

I. The children enter the group. The teacher draws the attention of the children to the colorfully designed letter. The letter says “From Fedora” in large letters.

caregiver: Guys, this is a letter from the same Fedora, from whom all the dishes fled.

Educator:

Again, grief at Fedora's Lesson did not go to her for the future. In the house again there is no order And again there is a commotion.

All the utensils were broken. There were no plates, but food. Fruits, vegetables, products. They rolled in all directions!

caregiver: Guys, Fedora again took up the old - she did not spare the dishes - she broke all the plates. Guys, just look at the fragments left (show the broken dishes). Let's put the pieces together to see what Fedora broke.

D / and "Collect aboutWithpegs»(Split pictures). Game task: to collect an illustration. Game progress: children collect cut dishes on the table

We have collected some of the dishes. And the rest of the dishes, cups, saucers, a teapot, fled in fear. Look, maybe they hid somewhere here with us?

D / and "Find similar dishes" Game task: find similar dishes decorated with a similar pattern. Game progress: children choose the right dishes and put them on a pre-prepared exhibition place.

Looking at dishes. Conversation with children:

What material are the dishes made from?

What do all the dishes we have chosen have in common? (Suggested answers: white background, blue-blue colors)

What is the name of this painting? (Gzhel, Gzhel painting)

Why is she called that? (By the name of the river “Gzhelochka”) (Children's stories)

What patterns do the masters decorate their products with? (Vegetable - flowers, grass)

What elements of Gzhel painting do you know? (Flower, drop, curl, arc, border). Game exercise: name the element of Gzhel painting and find it on the dishes.

caregiver: Well done, guys, helped Fedora collect the scattered dishes. Whole service collected. (Mini-talk: what is a service)

Educator: It's a pity, only that there is only one plate - it hurts that Fedor loves to invite guests, but there are not enough plates for everyone. How would you help her? (Problem situation). Suggested solution: to give Fedora the previously made plates, decorating them with elements of Gzhel painting.

Teacher: Guys, now I will show you the sequence of the pattern on the dishes. I take a brush, pick up the required amount of blue paint, step back a little from above and draw a horizontal line with the whole brush, without lifting the brush from the strip. Then I draw a line at the bottom, retreating from the edge. Reclaimer: How do I draw a line with a brush?

Children:left- to the right , with the whole brush, without lifting from the floorosci.

Educator: In the center of the cup we draw a flower (show).

caregiver:ABOUTpay attention to the elements of Gzhel painting. You can use them in your work.

But before , as we begin to draw, we will warm up, warm up our fingers.

FINGER GYMNASTICS

Here are all my fingers, how are theyWantname (children look at open palms and twirl them)

And like this, and like this, they won’t be offended in any way (rubbinghands).

One, two, three, four, five (claps)

Not sittingsya them again (shaking with brushes).

knocked , turned,

We wanted to draw

II. Independent work of children. Individual assistance to those in difficulty.

(Musical accompaniment: Russian folk melodies)

PHYSICAL MINUTE "DISHWARE"

Here is a large glass teapot, (inflate your stomach, hand on your side)

Very important, like a boss (the other is curved like a spout)

Here are porcelain cups, (squat, one hand on the belt0

Very fragile, poor thing.

Here are porcelain saucers, (circle drawing a circle with your hands)

Just hit it and it will break.

Here are the silver spoons (reach out)

Here is the plastic tray

He brought us dishes. (make a big circle)

III. Summarizing.

Educator:

Guys, let's admire the plates that we got.

Reading a poem about Gzhel.

Gzhel - white, blue. Light smooth lines. Bright alien flowers They seem like gifts from heaven!

Questions for introspection of children:

Which plate did you like the most? Why?

Which plate is the brightest? (The most gentle, calm) Why?

Which plate has more variety of elements? What?

Educator: Well done guys, they did a good job - I think Fedora will definitely like it.

Ministry of Education and Science of the Republic of Altai
MOU "Dmitrievskaya" secondary school branch kindergarten "Cheburashka"

Synopsis of directly educational activities drawing

on the topic: "Teaware" for children senior group

Surnina Ekaterina Sergeevna,
educator

Dmitrievka, 2016

Integration of educational areas: artistic and aesthetic development, physical development, cognitive, speech.

Target: Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility.

Task: Development of visual attention and perception, memory, fine and general motor skills, coordination of speech with movement. Clarify and expand the understanding of the dishes, their purpose, details and parts of which it consists; the materials from which it is made. To form the concepts of tea, dining, kitchen utensils.

Equipment: type-setting, pictures depicting dishes,ball; split pictures of “Cups” and a teapot, toy dishes, straws for a cocktail, colored pencils, landscape sheets.

1. Organizational moment

The teacher meets the children and invites them to choose one item from the container, and then sit down at the table.

– How to name all these objects in one word?

– Right. What is the utensils for?

2. Introduction to the topic

– Today we will talk about dishes, their purpose, the materials from which they are made; about the parts of which it is composed.

The teacher clears the dishes from the table.
3. Exercise "In the store"

The teacher places pictures on the typesetting canvas depicting dishes: tea, dining and kitchen.

– Guys, I suggest you play the game "Shop". We came to the department where the dishes are sold. List what dishes are on the top shelf.

Teapot, cup, saucer, sugar bowl.

– right. This utensil is needed in order to drink tea. It is called teaware. Repeat after me.

– Now list the names of the dishes that are on the second shelf.

Plates, tureen, breadbasket, salt shaker.

– Right. This dish is used at the table during dinner. It is called tableware.

Repeat.

– And finally, name the dishes that are on the bottom shelf.

Pot, frying pan, ladle, colander.

– This utensil is needed in the kitchen. It cooks food. It's called kitchenware. Repeat this title.

– Now repeat once again what the name of the dishes on each shelf is.

– Let's pay attention to the materials from which the dishes are made.

Tea and tableware is made of porcelain. What is this utensil?

– And the kitchen utensils are made of metal. How can it be called?

– Right. Now let's play.

4. Exercise "What has changed?"

– Look carefully at the window and remember what is on the top shelf, and then close your eyes.

Children close their eyes. The teacher removes the kettle.

– Open your eyes. What was missing?

– Right. I put the kettle back on. Close your eyes again.

Children close their eyes. The teacher replaces the red cups with blue ones.

– Open your eyes. What has changed now?

The exercise is repeated a few more times. The teacher swaps, removes or adds dishes. Children answer questions.

5. Exercise "Teapot"

– You have completed the tasks well, and now let's go and play the game "Teapot".

I am a teapot, a grumbler, Children stand with one arm bent, as if

troublemaker, madcap, teapot spout, other hand held on the belt.

I'll show you. Tummy inflated.

I expose my stomach.

I boil tea, Stomp with both feet.

screaming and screaming:

– Hey people, I'm with you. Make inviting movements

I want to drink tea. Right hand.

6. The game "Broken cups"

The teacher puts subject pictures depicting cups on a typesetting canvas.

– Guys, listen to the poem that I will read.

For breakfast Natasha

We cooked two porridges.

Choice of two cereals

For our Natasha.

Didn't, eat porridge

Caprice Natasha.

Broke two cups

Spinner Natasha.

– Please help me glue the cups that Natasha broke. They look like this cup in the picture.

Children collect cut pictures. The teacher helps if needed.

7. Exercise "The soup is boiling"

– Sit at the table. While we were playing ball, the soup was boiling in the pot.

The teacher gives the children toy plastic pots half-filled with water and short curved straws for a cocktail.

– In front of each of you is a saucepan, lower a straw there.

Blow into it, without puffing out your cheeks, so that the "soup" in the saucepan "boils".

Children perform the exercise 3-4 times under the command of the teacher.

8 . Educator: And now the guys will start drawing. Independent work for children: drawing a cup and a teapot. Decorating them. Supervise the actions of children and, if necessary, provide assistance and support.

9. Summary of the lesson

Remember what was said. What did you like?

LESSON SUMMARY

BY DRAWING

IN THE SENIOR GROUP.

Theme: Dishes for Fedora.

Teacher Fedotova Olga Pavlovna

MADOU CRRR Kindergarten No. 14, Kropotkin

Purpose: formation and the development of the artistic and creative abilities of the child through familiarization with folk arts and crafts.

Integration of educational areas:

O.o. “ Cognition”- to consolidate the ideas of children about the Gzhel craft, the work of craftsmen.

O.o. “ artisticcreativity” - to encourage children to create a decorative composition based on the Gzhel painting.

O.o. “ Readingfiction” - to continue acquaintance with the work of K. Chukovsky, to encourage to notice the beauty of the poetic word.

O.o. "Socialization" - to cultivate a respectful attitude towards the work of folk craftsmen.

O.o. “Communication” - activate children's vocabulary,enrich speech with definitions, improve monologue and dialogue speech.

O.o “Health” - monitor your posture during work.

O.o “Trud” - encourage you to clean up your workplace after the end of the activity.

O.o “Music” - to develop emotional responsiveness to music. works.

Preliminary work.

Material for the lesson.

Music line:Russian folk melodies.

Vocabulary work:Gzhel, Gzhel painting, element of Gzhel painting, flower, drop, curl, arc, border, master, craftsman.

During the classes

I. The children enter the group. The teacher draws the attention of the children to the colorfully designed letter. The letter says “From Fedora” in large letters.

Educator: Guys, this is a letter from the same Fedora, from whom all the dishes fled.

Educator:

Again grief at Fedora
Didn't go to her lesson.
There is no order in the house again
And again a commotion.

All crockery broke
No plates but food
Fruits, vegetables, products
Who rolled where!

Educator: Guys, Fedora again took up the old - she did not spare the dishes - she broke all the plates. Guys, just look at the fragments left (show the broken dishes). Let's put the pieces together to see what Fedora broke.

D / and "Collect the fragments" (Cut pictures).Game task: to collect an illustration. Game progress: children collect cut dishes on the table

We have collected some of the dishes. And the rest of the dishes, cups, saucers, a teapot, fled in fear. Look, maybe they hid somewhere here with us?

D / and "Find similar dishes"Game task: find similar dishes decorated with a similar pattern. Game progress: children choose the right dishes and put them on a pre-prepared exhibition place.

Looking at dishes. Conversation with children:

What material are the dishes made from?

What do all the dishes we have chosen have in common? (Suggested answers: white background, blue-blue colors)

What is the name of this painting? (Gzhel, Gzhel painting)

Why is she called that? (By the name of the river “Gzhelochka”) (Children's stories)

What patterns do the masters decorate their products with? (Vegetable - flowers, grass)

What elements of Gzhel painting do you know? (Flower, drop, curl, arc, border). Game exercise: name the element of Gzhel painting and find it on the dishes.

Educator: Well done, guys, helped Fedora collect the scattered dishes. Whole service collected. (Mini-talk: what is a service)

Educator: It's a pity, only that there is only one plate - it hurts that Fedor loves to invite guests, but there are not enough plates for everyone. How would you help her? (Problem situation). Suggested solution: to give Fedora the previously made plates, decorating them with elements of Gzhel painting.

Educator: Guys, now I will show you the sequence of the pattern on the dishes. I take a brush, pick up the required amount of blue paint, step back a little from above and draw a horizontal line with the whole brush, without lifting the brush from the strip. Then I draw a line at the bottom, retreating from the edge. Raptor: How do I draw a line with a brush?

Children: from left to right, with the whole brush, without taking it off the strip.

Educator: In the center of the cup we draw a flower (show).

Educator: Pay attention to the elements of Gzhel painting. You can use them in your work.

But before we start drawing, let's warm up our fingers.

FINGER GYMNASTICS

Here are all my fingers, call them whatever you want (children look at open palms and twirl them)

And like this, and like this, they will not be offended in any way (rubbing with the hands).

One, two, three, four, five (claps)

They don’t sit well again (shaking with brushes).

They knocked, they turned,

We wanted to draw

II. Independent work of children.Individual assistance to those in difficulty.

(Musical accompaniment: Russian folk melodies)

PHYSICAL MINUTE "DISHWARE"

Here is a large glass teapot, (inflate your stomach, hand on your side)

Very important, like a boss (the other is curved like a spout)

Here are porcelain cups, (squat, one hand on the belt0

Very fragile, poor thing.

Here are porcelain saucers, (circle drawing a circle with your hands)

Just hit it and it will break.

Here are the silver spoons (reach out)

Here is the plastic tray

He brought us dishes. (make a big circle)

III. Summarizing.

Educator:

Guys, let's admire the plates that we got.

Reading a poem about Gzhel.

Gzhel - white, blue.
Light smooth lines.
Flowers unearthly bright
They seem like gifts from heaven!

Questions for introspection of children:

Which plate did you like the most? Why?

Which plate is the brightest? (The most gentle, calm) Why?

Which plate has more variety of elements? What?

Educator: Well done guys, they did a good job - I think Fedora will definitely like it.

Continue to teach children the respect for household items;

Activate the children's dictionary on the topic "Dishes";

Fix the use of nouns in a diminutive form;

Learn to compose your own composition;

Develop technical skills - use the brush skillfully (draw with the tip of the brush, holding it in a vertical direction, with the whole brush, move freely in different directions)

Raise the desire to help people in difficult times.

Material and equipment:

multimedia, book by K.I. Chukovsky "Fedorino's grief", a ball, a teapot and a cup, Su-Jok springs, split pictures, gouache, brushes, water jars, napkins, album sheets.

Preliminary work:

Reading the fairy tale by K. I. Chukovsky "Fedorino's grief";

Conversation about dishes;

Dollhouse games.

Educator: - Guys, listen carefully, I will read you excerpts from one fairy tale (“Fedorino's grief”)

Educator: - Did you recognize this fairy tale? What is it called? / "Fedorino grief"

And who wrote this fairy tale? / K.I. Chukovsky

Educator: - That's right, and now I suggest you watch a short excerpt from this cartoon.

Educator: (after watching) - Why did the dishes run away from Fedora? She did not wash her, beat her, etc.

Why did the dishes decide to return to Fedora? The dishes took pity on Fedor, forgave, etc.

Educator: - And now, let's stand freely on the carpet and warm up. A physical minute "Utensils" is being held.

Here's a big shiny teapot.
Very important as a boss.
Here are porcelain cups,
Very fragile poor things.
Here are porcelain saucers,
Just knock - they will break.
Here are the silver spoons
Here is a plastic tray -
He brought us dishes.

Educator: - Fedora broke a lot of dishes. And now I suggest you collect her dishes from the fragments.

D / I "Collect a picture"

Game task: to collect a picture.

Game progress: children collect cut dishes on the table.

Educator: - Well done, coped with the task. Now stand in a circle. I will take turns throwing the ball to you and naming the dishes, and you will call her affectionately. Whoever calls correctly, he sits down at the table.

Educator: - You guys remember that Fedora had a lot of broken dishes. Let's help her and draw new dishes for her, namely a teapot and a cup.

Examining the teapot and cup.

Educator: - Let's, before we start drawing, stretch our fingers Su-Jok with springs.

Drawing cups and teapots for children. Decorating them.

Questions for introspection of children:

Which cup and teapot do you like the most? Why?

Which cup and teapot turned out to be the brightest? Why?

What would you advise Fedora to do with the dishes after tea? And why? Wash the dishes so she doesn't run away from her again.