Preface

The book includes a program for visual arts and notes on drawing, modeling and applique classes for children aged 6–7 years, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires changing the sequence, for example, a teacher makes changes to the subject of classes, dictated by regional characteristics, the need to reduce the gap between two classes that are interrelated in content, the need to develop formative skills, etc.

The classes presented in the book are developed taking into account the age capabilities and psychological characteristics of children 6–7 years old and are based on the following provisions.

Visual activity is part of all educational work in a preschool educational institution and is interconnected with all its areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; with different types of art - both classical, modern and folk, including literature, etc., as well as with a variety of children's activities.

Particularly important for the upbringing and development of a child is the connection between drawing, modeling and applique classes with a variety of games. A diverse connection with play increases children’s interest in both visual activities and play. It is necessary to use various forms of communication: creating images and objects for games (“a beautiful napkin for a doll’s corner”, “treats for animal toys”, etc.); use of gaming methods and techniques; the use of playful, surprise moments, situations (“to make friends for a bear”, “to paint the wings of a butterfly - its decorations were washed off the wings by the rain”, etc.) in all types of activities (drawing, modeling, appliqué). Children should be given the opportunity to depict how they played a variety of role-playing and outdoor games.

To enrich figurative ideas, develop aesthetic perception and imagination, and successfully master children’s visual arts, the relationship between classes and didactic games is important. You can learn more about this from the book “Continuity in the formation of artistic creativity of children in kindergarten and primary school,” which also presents lesson notes on creating didactic games with children, which can be used by teachers when working in senior and preparatory groups.

For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful environment of the group, play corners; using individual and collective drawings and appliques created by children in the design of the group. Of great importance are the aesthetic design of classes, thoughtful selection of materials, paper format for drawings, appliqués that correspond to the size and proportions of the depicted objects, and the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.

The emotional well-being of children during the lesson is important, which is created by content that is interesting to them, the friendly attitude of teachers towards each child, the development of confidence in their abilities, the respectful attitude of adults to the results of children's artistic activities, their use in the design of group and other premises of the children's institution. , instilling in children a positive, friendly attitude towards each other, etc.

The development of any abilities of preschoolers is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects and their parts, so that the image of hand movements, sensorimotor experience is consolidated and, based on it, the child can subsequently independently create images of various objects and phenomena. This experience should be constantly enriched and developed, forming imaginative ideas about already familiar objects.

In order to develop freedom of creative decision in children, it is necessary to develop in them formative movements, hand movements aimed at creating images of objects of various shapes, first simple and then more complex, in all types of activities (drawing, sculpting and appliqué). This will allow children to depict various objects and phenomena of the surrounding world. The better a child masters form-building movements in the second youngest and then in the middle group, the easier and more freely he will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception. The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in sculpting - by mass and volume. Hand movements when drawing differ in nature (pressure force, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.

If in previous groups the teaching of visual activities was carried out systematically and consistently, then in the preparatory group for school children master generalized methods of representation. This allows them to depict a wide variety of objects, which promotes freedom in choosing the theme of drawing, modeling, and appliqué; freedom of creative decision.

It is important to remember that all types of visual activities must be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, appliqué and the formation of creativity is based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activities.

In all classes, it is important to develop the activity and independence of children, to evoke the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting around them, what they liked; learn to compare objects; ask, activating their experience, what similar things they have already drawn, sculpted, how they did it; call the child to show how to depict this or that object.

Of particular importance in the preparatory group is the examination and evaluation of images created by children. The experience of children 6–7 years old in visual arts, examining the drawings, modeling, and applications they have created, both individual and collective, gives them the opportunity to create a wide variety of paintings, sculptures, and applications, using acquired skills, knowledge and abilities, as well as consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty and cause a feeling of pleasure. To do this, it is necessary to draw children's attention to how the image looks: what is the shape, size, arrangement of parts, how the characteristic details are conveyed. When examining a plot image, children should pay attention to how the plot is conveyed, what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, a stand (in modeling), how the ratio of objects in size is conveyed (in composition) etc. By asking questions, the teacher activates the children, directs their attention to the quality of the image and its expressiveness. Each lesson should end with an assessment of children's work. If there is no time left for assessment, you can carefully review and evaluate the work with the children in the afternoon. It is advisable to supplement the assessment given to the work by the children, to emphasize something, highlight it, and summarize the lesson.

The activities proposed in this manual are designed in such a way as not to overload children; their duration complies with the requirements of SaNPin. In the preparatory group for school, 3 lessons in visual arts are held per week - 12 lessons per month. In months containing 31 days, the number of classes may increase by 1–2. In this case, the teacher independently determines which classes are best taught as additional ones. If the notes presented in the book are not enough, you can use the lesson notes offered in the book by T. S. Komarova “Visual activities in kindergarten” (M.: MOSAIKA-SINTEZ, 2009).

Class notes include: program content, methodology, materials, connections with other educational areas and activities.

Some lesson notes are developed in more detail (this applies to complex topics); teachers can consider them as examples of open classes and master classes. In some notes, the connection between a specific lesson and various educational areas is given in detail in order to demonstrate that the connection is carried out quite widely and covers all educational work with children, ensuring deep, comprehensive integration. A detailed description of each activity is not necessary, as this may limit the creativity of teachers.

At the beginning (September, the first half of October) and at the end of the year (May), you can conduct a diagnostic lesson in order to determine the level of development of children’s creativity (for a description of the methodology for conducting such a lesson and processing its results, see the book by T. S. Komarova “Visual activity in kindergarten", pp. 174–187).

We hope that the book will be useful to teachers of preschool institutions, groups of additional education, heads of clubs, studios and will not only help them competently plan work on visual arts, but will also contribute to the development of creativity of the teachers themselves, because all classes must be comprehended based on the development of children in a particular groups, change something, add something.

The importance of visual arts for preparing children for school

Visual activities in the preparatory group are of particular importance for preparing children for school, carried out in all areas: comprehensive upbringing and education of children, psychological and subject preparation.

Drawing, modeling, and applique classes help solve a number of problems in preparing children for school. Experts identify several areas in which children are prepared for school: the comprehensive development of the child’s personality, his psychological and special preparation. As the famous psychologist A.V. emphasized. Zaporozhets, the basis of readiness for school is the all-round development of the child (mental, moral, labor, aesthetic and physical), carried out in kindergarten. Psychological preparation lies in the fact that in kindergarten children are taught to study, subordinating their actions to the tasks of the lesson; form the ability to act purposefully, listen to the teacher, complete assigned tasks, prepare for classes in accordance with assigned tasks, communicate with each other and with adults.

Research by psychologists shows that the formation of figurative ideas in children, which are most successfully formed in the process of visual activity and design, is of great importance for mastering the activity of learning - and not only in primary, but also in secondary school, even in high school. Scientists advise primary school teachers, if a child has not formed figurative ideas, to give him homework: draw something, build something using a construction set; when determining tasks, one should be guided by the “Program of Education and Training in Kindergarten”.

Preparing children for school is also carried out when, in the process of artistic and creative activity, the prerequisites for educational activity are formed, which consist in introducing children into situations of mastering the beginnings of educational activity. According to the concept of D.B. Elkonin and V.V. Davydov's educational activities include four components.

An educational task, the ability to understand it, accept it and carry it out (in all types of artistic activity: in musical activity - to sing a musical phrase, song, clap a rhythmic pattern, reproduce a dance movement, perform a melody on musical instruments, etc.; in visual activity - to create an image , conveying the basic properties, image of an object, phenomenon, etc.).

Mastering ways to solve educational problems in artistic activities - mastering the means and methods of creating an image. The methods of creating an image of an object and phenomenon are specific to each type of artistic activity, but without mastering them, the child turns out to be powerless in conveying impressions from the world around him and the ideas that arose on this basis. This causes negative emotions, the child loses interest in artistic activities and refuses to engage in them. Mastery of methods of activity occurs in the process of learning under the guidance of an adult.

Formation of control actions. By creating an image of an object or phenomenon in drawing or modeling, the child controls his actions and their results and evaluates them. Research by T.N. Doronova made it possible to determine that in the process of teaching visual activities in the preparatory group of a kindergarten, it is possible to form in children control actions of three types: control in the process of creating an image (control over methods of action), control by result and anticipatory control (based on creating an image of a future image) . The latter is the most difficult type of control. The study showed that control actions can be formed gradually, first showing children how to implement them, and then only paying attention to the need to control the image process, leading them to independently use control actions. The use of these actions does not contradict the figurative and creative nature of visual activity, it helps to improve the created images, deepen their figurative and expressive solutions, and improve the quality of the image as a whole. This gives children a feeling of satisfaction, increases interest in activities, and the desire to do the job as best as possible. At the same time, they acquire the skills necessary for studying at school.

Formation of assessment actions. In the process of learning a particular artistic activity, the child develops a need to evaluate the created image (image). First, he hears such an assessment from the teacher. This assessment is determined by the educational task, the individual characteristics of the child, and the specifics of artistic activity. Gradually, the child should be involved in evaluating the work (his own and the work of his peers). This way he will master the actions of assessment. By evaluating his work during the process of creating it and upon completion, the child can improve it: clarify it, complement the created image, and emphasize its individual aspects. Mastering the actions of evaluation is necessary, first of all, to improve artistic activity through the child’s experiencing the pleasure of the “resulting” image he created, and the formation of a positive emotional attitude towards the activity. At the same time, such an important component of educational activity for successful learning at school is being formed as assessment activities.

The subject preparation of children for school, carried out in the process of visual arts, is that they master a variety of artistic and creative activities (visual, musical, artistic and speech), acquiring knowledge about works of visual, musical art, literature, and thus prepare and psychologically and meaningfully to the mastery of academic subjects in primary school (music, fine arts, reading, including extracurricular reading, natural history, etc.). Observations showed that children who entered school from kindergarten No. 1350, where we carried out continuity work, felt more confident compared to other children, and the fine arts lessons gave them pleasure. They always coped with any task better than others and solved creative problems freely. In addition, children acquired knowledge, skills, abilities that allow them to actively participate in the general life of the class and school (preparing a variety of photo montages, class newspapers, almanacs, exhibitions; participation in amateur performances, preparing class and school holidays, leisure evenings). In the process of drawing, sculpting, and appliqué, children develop fine arm muscles, coordination of hand and eye movements, and manual dexterity; this makes it easier to master writing in school in the future.

In the process of visual activities in kindergarten, comprehensive education and psychological preparation of children for school is carried out. But this activity is of particular importance for aesthetic education. Visual activity is one of the ways to develop a sense of beauty in children; the ability to notice the beautiful in natural phenomena, social life, in works of art (painting, graphics, sculpture, works of decorative art); formation of the need to reflect what was seen in drawing, modeling, appliqué. This is especially valuable, since in their drawings children convey the characteristic features of the objective, social and natural environment around them. This is the informational function of children's creativity and its products, which are considered as original documents of the era.

In the process of visual activity, subject to its optimal organization and effective implementation, children develop an interest in artistic and creative activity, on the basis of which a person’s artistic culture will subsequently be formed. Of course, visual activity is only one of the means of aesthetic education, and the implementation of full-fledged education is possible only with the complex nature of aesthetic influences. But in order for this to become possible, it is necessary to improve all means of aesthetic education, including visual activities, interest in which arises at an early age, passes through all preschool childhood and often continues to develop and deepen in subsequent years.

It should be remembered that the solution to the problems of the comprehensive education and development of children in the process of visual activity does not occur on its own, spontaneously, but on the condition that the teacher constantly remembers this and directs his activities towards solving them.

Considering the great importance of visual activities in the comprehensive education and development of children, it is very important not only to include all types of these activities (drawing, modeling, appliqué, fine arts) in the content of education, but also to ensure continuity of all stages of education.

By the end of training in the preparatory group, children should develop an aesthetic perception. They must see and understand the beauty of the surrounding life, works of fine and decorative art. Preschoolers should develop the ability to control their actions, improve the image, evaluate and justify the assessment of their work and the work of other children in accordance with the task of the image; the ability to conceive interesting and varied content of one’s drawing, modeling and appliqué, to complement the image with details, achieving an expressive rendering of the image of objects and phenomena.

Children must master a variety of form-building movements that allow them to draw, sculpt and cut out various objects, to compose an image in parts and together (in a drawing - a continuous contour line, in sculpting - from a whole piece, in an appliqué - in silhouette).

Children should have a developed sense of color, the ability to create images and decorative compositions, solving them in different ways in color: multi-colored, in a certain color scheme. They must be able to use different visual materials and their combinations, various methods of drawing, sculpting, and appliqué; master available means of expressiveness (in drawing - lines of different nature, various strokes, color spots; in applique - cutting out in parts, silhouette; in sculpting - conveying proportions, poses, movements of figures).

Fine Arts Program

Drawing

Subject drawing. Improve the ability to depict objects from memory and from life. Develop observation skills, the ability to notice the characteristic features of objects and convey them through drawing (shape, proportions, location on a sheet of paper).

Improve your imaging technique. Continue to develop freedom and at the same time accuracy of hand movements under visual control, their smoothness and rhythm.

Expand the range of materials that children can use in drawing (gouache, watercolor, dry and oily pastels, sanguine, charcoal pencil, gel pen, etc.). Offer to combine different materials in one drawing to create an expressive image. Direct children's attention to new ways of working with already familiar materials (for example, painting with watercolors on a damp layer); different ways of creating a background for the picture being depicted: when painting with watercolors and gouache - before creating the main image; When drawing with pastels and colored pencils, the background can be prepared either at the beginning or after completing the main image.

Continue to develop the ability to freely use a pencil when performing a linear drawing, practice smooth turns of the hand when drawing rounded lines, curls in different directions (from a branch and from the end of a curl to a branch, vertically and horizontally), learn to move the whole hand when drawing long lines, large shapes, with just your fingers - when drawing small shapes and small details, short lines, strokes, grass (Khokhloma), animations (Gorodets), etc.

Develop the ability to see the beauty of the created image in the transmission of shape, smoothness, unity of lines or their subtlety, elegance, rhythmic arrangement of lines and spots, uniform shading of the picture; feel the smooth transitions of color shades resulting from uniform painting and adjusting the pressure on the pencil.

Develop an understanding of the variety of colors and shades, based on the real coloring of objects, decorative painting, and fairy-tale scenes; learn to create colors and shades.

Gradually lead children to the designation of colors that include two shades (yellow-green, gray-blue) or similar to natural ones (raspberry, peach, etc.). Draw their attention to the variability of the color of objects (for example, tomatoes are green during growth, but ripe ones are red). Learn to notice color changes in nature due to weather changes (the sky is blue on a sunny day and gray on a cloudy day). Develop color perception in order to enrich the color scheme of the picture.

Strengthen children’s ability to distinguish shades of colors and convey them in drawings; develop perception, the ability to observe and compare the colors of surrounding objects and phenomena (pale green, newly appeared leaves, pale green stems of dandelions and their dark green leaves, etc.).

Subject drawing. Improve children's ability to place images on a sheet of paper in accordance with their real location (closer or further from the person drawing; closer to the bottom edge of the sheet - foreground or further from it - background); convey differences in the size of the depicted objects (a tall tree, a flower below the tree; a small sparrow, a large crow, etc.). To develop the ability to build a composition of a drawing; convey the movements of people and animals, plants bending in the wind. Continue to develop the ability to convey in drawings both the plots of folk tales and original works (poems, fairy tales, stories); show independence in choosing a theme, composition and color scheme.

Decorative drawing. Continue to develop decorative creativity; the ability to create patterns based on folk paintings, already familiar to children and new ones (Gorodets, Gzhel, Khokhloma, Zhostovo, Mezen painting, etc.). To develop the ability to highlight and convey the color scheme of folk decorative art of a certain type. Strengthen the ability to create compositions on sheets of paper of different shapes, silhouettes of objects and toys; paint toys made by children.

To consolidate the ability to use characteristic pattern elements and colors when composing a decorative composition based on a particular type of folk art.

Modeling

Develop children's creativity. To develop the ability to freely use various techniques previously learned to create images of objects, natural objects, and fairy-tale characters; convey the shape of the main part and other parts, their proportions, pose, characteristic features of the depicted objects; process the surface of the mold using finger movements and a stack.

Continue to develop the ability to convey the characteristic movements of humans and animals, to create expressive images (a bird raised its wings, prepared to fly; a goat is jumping, a girl is dancing; children are doing gymnastics - a collective composition).

Develop the ability to create sculptural groups of 2-3 figures, a sense of composition, the ability to convey the proportions of objects, their ratio in size, expressiveness of poses, movements, and details.

Decorative modeling. Continue to develop decorative modeling skills; learn to use different methods of sculpting (patterning, in-depth relief), and use stacking. When sculpting from clay, learn how to paint a plate and create a pattern in stacks. Improve the ability to create subject and subject, individual and collective compositions from clay and multi-colored plasticine.

Application

Improve the ability to create subject and subject images from nature and from representation. Develop a sense of composition (learn to beautifully arrange figures on a sheet of paper in a format that matches the proportions of the objects depicted).

Develop the ability to create patterns and decorative compositions from geometric and plant elements on sheets of paper of various shapes; depict birds and animals according to one’s own design and based on folk art.

Reinforce the techniques of cutting out symmetrical objects from paper folded in half, several objects or parts of them from paper folded like an accordion.

When creating images, encourage the use of various techniques of cutting, tearing paper, gluing images (smearing them with glue completely or partially, creating the illusion of conveying volume); teach the mosaic method of depicting with a preliminary light indication with a pencil of the shape of the parts and details of the picture. Continue to develop a sense of color, flavor, composition. Encourage creativity.

Approximate distribution of program material for the year

September

Lesson 1. Drawing “Summer”

Program content. Teach children to reflect their impressions of summer (convey the content of the song) in a drawing, placing the images on a wide strip: higher, lower on the sheet (closer, further). Strengthen the techniques of working with a brush and paints, the ability to compose the desired shades of color on the palette, using white and watercolor for mixing. Learn to talk about what you drew.

Lesson 2. Modeling “Fruits for playing shop”

Program content. Teach children to convey the shape and characteristic features of fruits when sculpting from life, use familiar sculpting techniques: pulling, smoothing, etc. Refine knowledge of shapes (ball, cylinder). Learn to compare the image with nature and evaluate it in accordance with how nature is conveyed in sculpting.

Lesson 3. Decorative drawing on a square

Program content. Strengthen children's ability to design a decorative composition on a square using flowers, leaves, arcs. Practice painting with a brush in different ways (end, flat, etc.). Learn to use well-combined colors and create shades of color on a palette. Develop aesthetic feelings and imagination. Foster initiative, independence, and activity.

Lesson 4. Modeling “Basket with mushrooms”

Program content. Exercise children in conveying the shape of different mushrooms using finger sculpting techniques. Strengthen the ability to sculpt a basket. Clarify knowledge of the form (disk). Cultivate the desire to achieve good results.

Lesson option. Modeling “Mushrooms (vegetables, fruits) for playing shop”

Program content. Strengthen children’s ability to convey the shape and proportions of familiar objects using previously learned modeling techniques. Learn to achieve greater accuracy in conveying the shape (deepening the bend of the cap, thickening the stem). Strengthen the ability to create an expressive composition (beautifully place sculpted objects on a stand).

Lesson 5. Drawing “Doll in national costume”

Program content. Strengthen children's ability to draw a human figure, conveying the structure, shape and proportions of parts. Learn to depict the characteristic features of national clothing. Strengthen the ability to easily draw an outline with a simple lead pencil and paint over the drawing with pencils or paints. Encourage children to draw in their free time.

Lesson 6. Drawing “The train in which we went to the country (for mushrooms, to another city)”

Program content. Strengthen the ability to draw a train, conveying the shape and proportions of the cars. Continue to strengthen your drawing skills. Develop spatial concepts, the ability to think through the placement of an image on a sheet of paper. Develop imagination.

Lesson 7. Drawing “Golden Autumn”

Program content. Teach children to reflect in a drawing their impressions of the golden autumn, to convey its color. Strengthen the ability to paint a variety of trees, using different colors for trunks (dark brown, dark gray, black, greenish-gray) and brush techniques (all bristles and ends). Learn to position the image throughout the sheet: above, below, to the right, to the left. Develop creativity.

Lesson 8. Application “Autumn carpet”

Program content. Strengthen the ability to work with scissors. Practice cutting out simple objects from paper folded in half (flowers, leaves). Develop the ability to beautifully select colors (orange, red, dark red, yellow, dark yellow, etc.). Develop a sense of color and composition. Learn to evaluate your own work and the work of other children based on color and composition.

Lesson 9. Drawing “Imagine what a beautiful autumn leaf could become”

Program content. Develop aesthetic perception, imagination, creativity. Strengthen the ability to convey the complex shape of a sheet. Develop associative connections. Practice neat, beautiful painting. Form aesthetic taste.

Lesson 10. Drawing according to the plan “What people drive.” ("What would you like to drive")

Program content. Teach children to depict various types of transport, their shape, structure, proportions (the ratio of parts by size). Strengthen the ability to draw large, place the image in the middle of the sheet, easily draw an outline with a simple pencil (graphite) and paint over it with colored ones. Develop the ability to complement the drawing with characteristic details, bring the idea to completion, and evaluate your work.

October

Lesson 11. Drawing at will. "Draw your favorite toy"

Program content. Learn to draw your favorite toy from memory, clearly conveying the shape of the main parts and characteristic details. Strengthen the ability to draw and paint over a picture, beautifully arrange the image on a sheet of paper. Learn to evaluate your drawing in accordance with your design. Develop imagination and creativity.

Lesson 12. Drawing from life “Rowan Branch”

Program content. To develop the ability to convey the characteristic features of nature: the shape of parts, the structure of branches and leaves, their color. Strengthen the ability to beautifully arrange an image on a sheet of paper. Practice painting with watercolors. Strengthen different techniques of painting with a brush (all bristles and ends). Learn to compare drawings with nature, achieve greater accuracy of the image.

Lesson option. Drawing from life “Indoor plant”

Program content. Learn to convey in a drawing the characteristic features of a plant (structure and direction of the stem, leaves), the shape of a flower pot. Develop the ability to see tonal relationships (light and dark places) and convey them in the drawing, increasing or decreasing the pressure on the pencil. Develop small hand movements (when depicting small parts of a plant). To develop the ability to regulate drawing movement by force; successfully position the image on the sheet.

Lesson 13. Application “Vase with fruits, branches and flowers” ​​(decorative composition)

Program content. Strengthen children's ability to cut out symmetrical objects from paper folded in half. Develop visual control over hand actions. Learn to beautifully arrange an image on a sheet, look for the best option, select images by color. Cultivate artistic taste.

Lesson 14. Modeling “Girl Playing Ball”

Program content. Strengthen the ability to sculpt a human figure in motion (raised, outstretched arms, etc.), conveying the shape and proportions of body parts. Practice using different sculpting techniques. Strengthen the ability to place a figure on a stand.

Lesson option. Sculpting a human figure in motion

Program content. Teach children to convey the relative size of the parts of a person’s figure and changes in their position when moving (running, working, dancing, etc.). Learn to sculpt a figure from a whole piece of clay. Strengthen the ability to firmly install a figure on a stand.

Lesson 15. Drawing “Dad (mom) walks with his child in the park, along the street”

Program content. Strengthen the ability to draw a human figure, convey the relative size of a child and an adult. Learn to arrange images on a sheet of paper in accordance with the content of the picture. Practice drawing an outline with a simple pencil and then coloring it in with colored pencils.

Lesson 16. Modeling “Cockerel with his family” (based on the story by K. D. Ushinsky)

Program content. Teach children to create, through collective efforts, a simple scene from sculpted figures. Strengthen the ability to sculpt a rooster, hens, chicks. Achieve greater accuracy in conveying the basic shape and characteristic details. To develop the ability to collectively think about the placement of birds on a stand.

Lesson 17. Drawing “City (village) in the evening”

Program content. Teach children to convey in a drawing a picture of an evening city, color scheme: houses are lighter than the night air, multi-colored lights are burning in the windows. Strengthen the ability to draw up your plan, compositionally arrange the image on the sheet. Develop aesthetic feelings (colors, compositions). Learn to evaluate an expressive solution to a topic.

Lesson 18. Decorative drawing “Curl”

Program content. Teach children to decorate a sheet of paper with a large branch with curls (a typical main element in painting decorative items). Learn to use various familiar elements (flowers, leaves, berries, arches, small curls) to decorate branches. Develop multidirectional movements, ease of turning the hand, smoothness, unity of movements, spatial orientation on the sheet (decorating a branch with elements on the left and right). Develop a sense of composition. Continue learning to analyze drawings.

Lesson 19. Drawing “Late Autumn”

Program content. Teach children to convey in a drawing the landscape of late autumn, its color (the absence of bright colors in nature). Learn to use different materials to create an expressive drawing: gouache, colored wax crayons, a simple graphite pencil. Form an idea of ​​neutral colors (black, white, dark gray, light gray), learn to use these colors when creating a picture of late autumn. Develop aesthetic feelings.

Lesson 21. Drawing “We are going to a holiday with flags and flowers”

Program content. Learn to express impressions of the holiday, draw figures of children in motion (the child is walking, raised his hand with a flag, etc.). Strengthen the ability to convey the proportions of the human figure. Continue learning to draw the outline of the main parts with a simple pencil and color it beautifully with colored pencils. Learn to convey festive flavor in a drawing. Direct your attention to finding a good arrangement of figures on the sheet. Develop aesthetic feelings (colors, compositions).

Lesson option (for kindergarten in rural areas). Drawing “Harvest Festival in our village”

Program content. Teach children to convey holiday impressions: dressed-up people, decorated houses, cars carrying harvests. Strengthen the ability to arrange images on a sheet of paper and convey the human figure in motion.

Lesson 25. Modeling “Child with a kitten (with another animal)”

Program content. Teach children to depict a simple scene in modeling (a child plays with an animal), conveying the movements of human and animal figures. Strengthen the ability to convey the proportions of the animal and human body. Practice using basic sculpting techniques.

Lesson option. Modeling “Dymkovo ladies”

Program content. Strengthen the ability to sculpt based on folk toys. Develop the ability to sculpt hollow shapes (a young lady’s skirt), maintain the proportions of the figure. Develop aesthetic perception, sense of form, aesthetic taste, creativity. Improve the ability to correctly evaluate your own work and the work of your comrades.

Lesson 29. Decorative drawing based on Gorodets painting

Program content. Continue to get acquainted with Gorodets painting. Continue to develop interest in folk arts and crafts, celebrate bright, cheerful patterns. To consolidate knowledge about the characteristic features of Gorodets painting: color, components, composition. Develop the ability to create more complex patterns based on Gorodets painting. Reinforce the techniques of painting with gouache and mixing paints on a palette.

Lesson 30. Drawing “Our favorite outdoor game”

Program content. To develop the ability to select interesting content for a drawing from personal experience and to realize what is planned. Reinforce the techniques of creating an image with a simple pencil and designing it in color. Exercise children in watercolor painting. Develop a sense of composition. Learn to choose the most interesting, expressive drawings when evaluating works. Develop imagination and creativity.

Lesson 34. Modeling “Girl and boy dancing”

Program content. Teach children to sculpt a figure in motion (based on sculpture). To consolidate the ability to convey the human figure, the shape of body parts, and proportions in sculpting. Develop the ability to act by agreeing on who will sculpt whom.

Lesson 35. Drawing “How we dance in a music lesson”

Program content. Teach children to convey in drawing the differences in the clothes of girls and boys, the movements of figures. Continue to develop the ability to draw the contours of figures with a simple pencil and beautifully paint over images.

Lesson 36. Application “Cut out and stick your favorite toy.” (Collective composition “Toy Store Showcase”)

Program content. Strengthen the ability to cut out and paste images of familiar objects, proportion the size of the image to the size of the sheet (not too large or small), and arrange images beautifully on the sheet. Cultivate taste in choosing well-matching paper colors to compose an image. Improve hand coordination. Develop imagination and creativity.

Lesson 37. Drawing “The Tale of Tsar Saltan”

Program content. To cultivate a love for the creativity of A.S. Pushkin, stimulate the desire to draw illustrations for his fairy tale. Learn to choose episodes of a fairy tale, convey a magical flavor.

Lesson 38. Modeling “Santa Claus”

Program content. Teach children to convey the image of Santa Claus in modeling. Strengthen the ability to sculpt hollow forms (Santa Claus's fur coat), convey details using various sculpting techniques: pinching, pulling, smoothing the surface.

Lesson 40. Drawing “Winter Landscape”

Program content. Learn to convey images of familiar songs and poems in drawings; choose visual content and reflect the most characteristic features. Strengthen the techniques of working with paints, the ability to beautifully arrange an image on a sheet. Develop imagination.

notes

Notes

1

Komarova T.S., Zyryanova O.Yu. Continuity in the formation of artistic creativity of children in kindergarten and primary school. – M., 2005.