Classes for children up to 4 years old. Skills of rhythmic repetition of homogeneous movements
Elena Kovtun
Summary of a lesson in fine arts for children 4–5 years old.
Summary of a lesson in fine arts for children 4-5 years old.
Subject classes: "Sunshine for Mom" (drawings hidden in the palm).
Goals:
1. Arouse interest in the image.
2. Teach children draw drawings from the palm of your hand, adding eyes, a mouth, rays.
3. Develop children's independence, ability to paint.
4. Educate careful attitude to all. What surrounds us.
Equipment: Collage - Sun, gouache, A-4 sheet of paper, pencil, brush.
Progress of the lesson:
Children hold hands music: "Sunny Circle", stand on the carpet in a circle and put their palm to the neighbor’s palm. - What do you feel from your neighbor’s palm, warmth? Just as the sun transfers heat with its rays, so you transfer your warmth to each other, but only with your own hands. The sun is the source of life for all life on our blue planet. And therefore warmth will help us create a miracle.
Now sit quietly in your seats and try to solve riddle:
Riddles for children about the sun!
1. Without me, there will be no light,
Without me there will be no summer
In the morning, I knock on window:
Wake up, it's up.
The little blue bell rang bug:
Tell me, honey, what kind of daisy is there?
Such a yellow one grew above the cloud,
Bright, radiant, very big?
This, baby, is not a flower, - she laughs in response,
This is a large luminary called.
(Sun)
1. Consideration of illustrations about the sun (color).
Think about how best to place your palm on a piece of paper so that it turns into a sun. (Our hand looks like the sun, if we spread our fingers apart).
2. Explanation of the task:
Spread your fingers as far apart as possible.
Place your palm on a piece of paper.
Outline your palm with a simple pencil.
Draw the missing rays by circling your palm again. Guys, think about what color we will decorate our sun?
3. The process of completing the task.
Independent work children. Individual assistance from a teacher.
4. Together with the children we analyze our work. So the gift for mom is ready.
Municipal educational institution
“Lyceum No. 11 named after. T.I. Alexandrova, Yoshkar-Ola"
I APPROVED
Director of the Lyceum
L.A. Andreeva
WORKING PROGRAMM
according to the course “Crazy Hands” for children 5-6 years old
for 2015 – 2016 academic year
Compiled by:
Yamolkina S.L.,
teacher visual arts
first qualification category;
Yoshkar-Ola
Explanatory note.
Drawing is a mirror of feelings,
maturity and personality development
person.
K. Sheilby
What does a child think about when he draws? The child draws not only what he sees, but also what he already knows about things. His still immature neuromuscular coordination is not enough to explain his manner of drawing and the shapes and characteristics that he gives to objects. In his drawings, the child singles out from reality only what seems worthy of attention.
When drawing with your child, you should follow the following basic rules:
The child should have maximum freedom to show initiative and the necessary physical and mental space for this.
The child should not have a shortage of supplies and materials.
The plot of the drawing should not be criticized; on the contrary, from time to time it is necessary to encourage the child to practice drawing.
The works selected by the child themselves should be placed in a visible place in the apartment and the child should be asked to explain them.
You need to offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw.
This program designed for children 5-6 years old and has an artistic and aesthetic orientation; the form of the classes is group and individual-oriented. The classes are aimed at the development of the child aesthetic education, as well as the formation of imaginative thinking and creativity, promotes the development of imagination, fantasy, so that the child can discover his inner world through color, shape, line. The program should help the child learn as many elements of beauty as possible, the harmony of colors, and the brevity of compositions.
Relevance of the programdetermined by requests from children and parents for programs for the artistic and aesthetic development of children preschool age for the development of aesthetic taste and manual skill. An eventful life bursts into the consciousness of children in a wide stream. To the best of their ability and understanding, children respond vividly to it and strive to express their feelings and thoughts in the drawing. Therefore, it is important from the very first years of a child’s life to teach him to see the beautiful in his surroundings, the richness of colors and shapes, the variety of their combinations, to notice the characteristic features of objects and phenomena, to determine their similarities and differences; to develop in children visual skills and a desire to draw, sculpt, cut, and design; develop creativity, learn to perceive works of art
Target:
creating conditions for the development of a caring, actively transforming attitude to the world of a child on the basis of morality, aesthetic and emotional principles; formation of imaginative thinking and creative abilities. Formation of moral and creative personality, through knowledge of world artistic culture.
Training tasks:
Introduce various materials for creativity.
To develop skills and abilities when working with various art materials.
Promote the transition from reproductive thinking to creative thinking.
Educational tasks:
To cultivate an aesthetic attitude towards social events and nature.
Form positive learning motivation (interest in mastering the course)
To promote the development of the ability to work in pairs, in groups, etc.
To cultivate independence, moral qualities, culture of speech and behavior, hard work
Developmental tasks:
Develop imagination, fantasy, so that the child can discover his inner world through color, shape, line.
Develop a desire to respond “visually” to what is seen and heard.
Develop creative activity the child’s personality and form the need for self-affirmation through work.
Identify and develop individual abilities of students
Features of the program
:
Structural feature The program consists of alternating different types of activities: drawing, modeling, modeling and design. The logical conclusion of each lesson is an exhibition of drawings, crafts and a final lesson.
Expected results:
The main expected result of training should be the development in children of interest in fine arts and arts and crafts. At the same time, students develop the following basic skills, knowledge and abilities:
the need to see beauty in the world around us and empathize with what we see;
understanding the language of emotions (empathy, sympathy) reflected in works of art and real relationships;
manifestation of various feelings when perceiving works of art
acquisition of skills in artistic perception of various types of arts, development of fantasy and imagination, manifested in specific forms of independent activity;
ability to find new non-standard solutions creative tasks, creative self-development of the child;
mastering expressive capabilities art materials, ability to use them
knowledge and application of working with various instruments and materials;
knowledge and compliance with safety regulations at work;
ability to select color scheme, compose a composition;
mastering skills in working with plasticine, paper, and natural materials;
development of accuracy and patience;
develop fine motor skills of fingers and spatial thinking.
Materials for each child:
Water glasses
The brush is thick (No. 8-9), the brush is thin (No. 2-4).
Palette.
Album or folder with A4 size paper.
Set of colored paper.
Set of colored cardboard.
Scissors.
Glue stick.
Colored pencils 18 colors.
Set of colored markers.
Plasticine 10 colors, stack, modeling board.
Simple pencil, eraser.
Gouache 12 colors.
Napkin or cloth.
Lesson topic
Type of activity
Materials
Number of hours
Rainbow-arc
Learn to convey impressions about the world around you, work with the color spectrum, correctly name colors and their sequence
Album, gouache, brushes
Visiting the hedgehog
Learn to work with colored paper and convey volume using cutting techniques
applique
Colored paper, glue. Scissors, black felt-tip pen
Fox
Learn to work with plasticine, make plot composition
Autumn leaves
Learn to work with natural materials and paints using the monotype technique
Leaves, gouache, brushes, album
Colored palms
"Memories of Summer"
Learn to work with colored paper, work in a team
collective panel, applique, drawing
A3 sheet, colored paper, markers, glue, scissors
Still life
Learn to work with strokes
Album, gouache, brushes
Dog with puppy
Learn to compose a plot composition of 2 or more characters, work in a new way of sculpting - from a cylinder
Plasticine, green cardboard, box for composition
My favorite toy
Learn to depict body parts of a bear toy, convey shape and color
Our town
Teach children to cut out cars and houses from folded paper, create a composition
applique
Learn to use the sculptural method of modeling - work with a whole piece by pulling
Visiting the blot
(blotography)
Learn to create images from an abstract spot, develop fantasy and imagination
Album, gouache, brushes. felt-tip pens
Bunny Bunny
Learn to work with a geometric figure-circle and create a composition from it
applique
Colored paper, glue, scissors, markers
Learn to create a three-dimensional bas-relief composition from plasticine
Plasticine, blue cardboard, box for composition
Black and white
Learn to convey images in only two colors: black and white
Black and white paper, black and white gouache, brushes
Murka the cat
Learn to work with paper using the origami technique, create a plot composition
Application, origami
Colored paper, glue, scissors, markers
New Year's landscape (working with sand)
Learn to work with a new material - sand, create a composition
Sand drawing
Beautiful Christmas tree (panoramic postcard)
Teach technique panoramic image, decoratively design the work
applique
Colored paper, glue, scissors, markers, decorative elements
Santa Claus came to visit us
Application, origami
Colored paper, glue, scissors, markers, cotton wool
Fairytale forest is full of wonders
Learn to draw trees, flowers with fantasy tables and leaves, develop fantasy and imagination
Album, gouache, brushes. felt-tip pens
Russian nesting dolls
Introduce the matryoshka doll, a national toy. Learn to cut out elements for decoration, choose the right ones color combinations
applique
Colored paper, glue, scissors, markers, matryoshka template
curly lamb
Learn to work with thin elements, twist them
Plasticine, cardboard
Portrait for dad
Learn to compose a composition, correctly position parts of the face on paper
drawing
Album, gouache, brushes. felt-tip pens
Basket with treats
Repeat different ways of working with plasticine
Plasticine, cardboard
This is my mom!
(postcard)
Learn to work with origami technique
applique
Colored paper, glue. scissors
Learn contour cutting, work in a team
Drawing, applique
Colored paper, glue. Scissors, gouache, brushes. sponges
Visiting the Firebird
Use various techniques for modeling plasticine
Plasticine, cardboard
Colored pencils.
Learn techniques for working with colored pencils, types of strokes and lines.
Album, colored pencils
Learn to create images from geometric shapes
applique
Colored paper, glue, scissors, markers
Masha and the Bear
Learn to work with natural materials - leaves
Application, drawing
Leaves, cardboard, glue, scissors
Rowan branch
(dipping)
Learn a new way of drawing - dipping
Album, gouache, brushes, cotton swabs
Dedicated to our victory!
Learn to create a three-dimensional and thematic postcard
Application, origami
Colored paper, glue, scissors, markers
Merry clearing
(spray, separate stroke)
Teach a new way drawing - spray and separate smear
Album, gouache, brushes,
We are little children of a big planet
Summarize the knowledge gained in art
Collective panel
Sheet A2. Colored paper, glue, scissors, gouache, brushes.
Bibliography:
Galanov A.S., Kornilova S.N., Kulikova S.L. Classes with preschoolers in fine arts. - M.: Sphere shopping center, 2000. - 80 p.
Ryabkova I.A., Dyurlyukova O.A. Artistic and creative activities. Origami: thematic, plot, play activities with children 5-7 years old.-2nd edition.-Volgograd: Teacher, 2015.-95p.
Lykova I.A. Visual activities in kindergarten. Educational and methodological manual.-M.: Publishing House “Tsvetnoy Mir”, 2013.-208 p.
Sokolnikova N.M. Fine arts: 1st grade: textbook for beginners. school-M.:AST:Astrel, 2008.-139 p.
This manual presents notes on exciting drawing lessons for children aged 4–5 years. Classes contribute to the development of emotional responsiveness, cultivating a sense of beauty; development of imagination, independence, perseverance, accuracy, hard work, and the ability to complete work; developing skills and abilities in drawing.
The book is addressed to preschool teachers educational institutions, tutors and parents.
Daria Nikolaevna Koldina
Drawing with children 4–5 years old. Class notes
From the author
Visual activity (drawing, modeling and applique) is one of the most important means of understanding the world and developing aesthetic perception, associated with the independent practical and creative activity of the child.
Education visual arts in preschool age involves solving two main tasks:
To awaken in children positive emotional responsiveness to the world around them, to native nature, to life events;
To develop children's visual skills and abilities.
In the process of visual activity, preschoolers improve their powers of observation, aesthetic perception and emotions, artistic taste, and creative abilities.
It is also advisable to introduce preschoolers to non-traditional drawing techniques, which can also become means of expression. Therefore, in this book we provide notes on exciting lessons in painting with gouache and watercolor paints, colored pencils and wax crayons in traditional and non-traditional ways.
The classes are organized according to the thematic principle: one topic unites all classes (on the surrounding world, on speech development, on modeling, on appliqué, on drawing) during the week.
Drawing classes for children 4–5 years old are held once a week; Lesson duration 15–20 minutes. The manual contains 36 notes complex classes, calculated for the academic year (from September to May).
Read the lesson notes carefully in advance and, if something doesn’t suit you, make changes. Prepare required material and equipment. Important and preliminary work before class (reading work of art, familiarization with surrounding phenomena, examination of drawings and paintings). It is advisable to conduct a drawing lesson after the children have already sculpted and completed an application on this topic.
Drawing classes are structured according to the following approximate plan:
Creating interest and emotional mood (surprise moments, poems, riddles, songs, nursery rhymes, familiarity with works of fine art, reminders of what was seen earlier, a fairy-tale character in need of help, dramatization games, exercises for the development of memory, attention and thinking; outdoor play );
The work process begins with examining and feeling the depicted object, advice from the teacher and suggestions from children on how to complete the work, in some cases showing depiction techniques on a separate sheet. Next, the children begin to create works. The teacher can show the children a successfully started drawing and guide the actions of the children who need support and help. When finalizing the drawing additional elements children need to pay attention to means of expression(correctly selected required colors and interesting details);
Examination of the received work (children's drawings are given only a positive assessment). Children should be happy with the result obtained and learn to evaluate their own work and the work of other children, notice new and interesting solutions, and see similarities with nature.
Children 4–5 years old consciously approach the drawing process and strive to achieve desired result. Their drawings usually depict single objects. Children draw an object in parts - first the largest parts, then smaller ones and some characteristic details. The guys gradually begin to combine several objects in one drawing, creating a plot composition; learn to choose appropriate colors. They develop strong skills in proper use of a pencil and brush.
For drawing classes you will need: drawing paper and watercolor paper, gouache paints, watercolor paints, simple pencils, colored pencils, felt-tip pens, wax crayons, soft and hard brushes, cotton swabs, glasses of water, wide bowls for diluting gouache, palettes, oilcloth linings, rags.
Let us list some properties of visual materials.
Gouache gives a durable opaque layer; as it dries, you can layer one layer on top of another. Gouache paints are slightly diluted with water to pick up the paint on the brush bristles. To get a new color you need to mix primary colors, and to obtain lighter tones, white is added to the paints. Gouache can be painted on white and colored paper.
Watercolor - delicate, light, transparent colors. Watercolor paints, just like gouache, can be mixed to obtain a new color. A lighter tone is obtained by diluting the paint with water. To paint with watercolors, children should be given special, rough watercolor paper.
Colour pencils have thick rods containing fatty particles. Their oily, shiny marks adhere firmly to any paper. When drawing, you need to press evenly on the pencil, put strokes in one direction, without gaps or dark spots. Do not use colored pencils for coloring large surfaces. It is advisable to draw with them on half of the album sheet.
Markers filled with special ink. They give a bright, rich color. It is easier for children to draw with felt-tip pens than with pencils because felt-tip pens easily leave a mark on paper, but when drawing with felt-tip pens, you cannot get shades of color. It is advisable to draw with felt-tip pens on drawing paper.
Wax crayons have saturated, bright colors, they can paint over the surface much faster than with colored pencils. By changing the pressure, you can get different tones of the same color. Wax crayons are suitable for drawing on paper, cardboard, glass and metal.
Expected skills and abilities of a child by age five:
Shows interest in drawing different materials and ways;
Able to depict simple objects.
Has an idea of the shape of objects (round, oval, square, rectangular, triangular), size, location of their parts;
Able to create a simple plot composition from repeating and different objects;
Creates a plot composition from objects, adding various objects to them (sun, rain, snow);
Places the plot on the entire sheet of paper;
Working programm
directly organized activities
on artistic and aesthetic development of children
45 years
Fine art studio "I draw the world"
(using non-traditional techniques)
duration of the program: 1 year
Compiled by: teacher of MKDOU " Kindergarten №1"
Logvyankova Tatyana Petrovna
Purpose of the program - development of interests and creative abilities of children in the artistic and aesthetic sphere through non-traditional drawing techniques and manual labor
Program objectives:
Introduce children to non-traditional drawing techniques. Develop practical skills.
Develop sensory perception abilities, sense of color, rhythm.
Develop general intellectual abilities: follow an adult’s instructions, act according to a model.
To develop artistic and figurative ideas, an emotionally sensual relationship to objects and natural phenomena.
Develop constructive skills and abilities.
Develop hand steadiness and technical skills.
Develop and strengthen fine motor skills of the hands.
Develop hand-eye coordination.
Instilling a love of art, instilling hard work and perseverance.
Promote the development of attention, memory, imagination, aesthetic perception, creative imagination.
Cultivate emotional responsiveness to beauty.
Program focus: Artistic and aesthetic.
Implementation period: 1 year
Children's age: 4-5 years
Location: group room, music hall.
Number of GCDs: 1 time per week
Lesson duration: 20 minutes.
Expected results:
Development fine motor skills age appropriate;
The child knows how to work with various tools, knows the safety rules when handling them;
Shows interest in making crafts from various materials.
Distinguishes between types decorative painting, makes a pattern.
Takes a creative approach to every job.
Material:
Paper, paper napkins, scissors, natural materials, threads, glue, matches, plasticine, dough, gouache, colored pencils, felt-tip pens, watercolors, gouache paints, brushes, Toothbrush, cotton buds, wax crayons.
Working methods:
1.Cutting or tearing strips or pieces from a sheet of paper.
2.Cutting along the contour of objects and combining them into compositions.
3. Design from paper using the origami method.
4. Gluing wads of paper onto a flat image.
5.Gluing pieces and lumps of paper napkins.
6.Gluing cut threads onto a flat image.
7. Fastening various parts.
8. Modeling from natural material: shell walnut, seeds, peas, twigs, pebbles, etc.
9. Combination natural materials with various other materials.
10. Modeling objects from dough - "Testoplasty"
11.Drawing with plasticine and your finger - “Plasticineography”
12.Gluing finished plasticine forms onto a plane.
13. Drawing with brushes with the whole bristle, tip, toothbrush, cotton swabs, leaves, palms.
14. Mixing paints.
15.Drawing up a decorative pattern: use of ornamental elements, color selection, location.
GCD structure can be flexible and change depending on goals and objectives, but includes 3 parts: introductory, main and final.
Introductory part - Creation emotional mood in children and explanation of new material.
Main or practical part – creative work of children; I provide advice and support as needed individual work.
Very important final part – it analyzes the results of children’s artistic creativity.
Principles:
accessibility(simplicity, appropriate for age and individual characteristics);
visibility(illustrativeness, presence didactic materials). “The more organs of our senses take part in the perception of any impression or group of impressions, the more firmly these impressions fit into our mechanical, nervous memory, are more accurately preserved by it and are more easily remembered,” (K.D. Ushinsky);
scientific character(validity, availability of methodological basis and theoretical basis).
“from simple to complex”(having learned basic work skills, the child applies his knowledge in performing creative works).
The program uses health-saving technologies: gaming warm-ups, eye exercises, finger gymnastics, self-massage.
This program integrates with educational areas:
Cognitive development;
Artistically - aesthetic development;
Social and communicative development;
Physical development basic educational program DOW.
The Origins of Creativity
and children's talents at their fingertips.
From the fingers, figuratively speaking, come the finest
streams that feed the source of creative thought.
In other words: the more skill
in a child’s palm, the smarter the child.”
Sukhomlinsky V.A.
Explanatory note
Relevance: process of profound changes taking place in modern education, puts forward as priority problem development of creativity, creative thinking, contributing to the formation of a well-rounded personality, distinguished by uniqueness and originality.
The level of hand motor skills depends on the degree of development fine arts, so comprehensive development the child as a whole.
Visual arts are one of the favorite activities of preschool children. Preschoolers are ready to spend hours drawing, gluing, and sculpting. Children's initial plans may change depending on what new image the child will notice in his creation, but interest in creative activity doesn't disappear. The importance of visual activity in a child’s development is difficult to overestimate. It involves both hemispheres of the brain: the left (rational, analyzing, logical); right (emotional, imaginative, creative). It is no coincidence that psychologists say that the baby’s mind is at the fingertips, and the development of fine motor skills leads to the development of the child’s speech. Considering the priority focus of the preschool educational institution, the teacher must provide children with the opportunity to realize their needs and interests in the field of artistic and visual activities. As diagnostics shows, greatest interest in children it is caused by modeling (figurative, plot, decorative). The attractiveness of this type of activity is due to the fact that its products are images with which you can act (play, conduct a dialogue, imagine storylines...)
Awakening in children their own interest in the topic of visual activity, creating conditions for children to use various options images, providing the child with a free choice of image, plot, visual means - these are the main tasks that the teacher should set for himself. At the same time, mastering technical techniques does not dominate and does not replace artistic creation. expressive image. Priority is given to desires and own initiative children, involving them in collective forms of artistic activities. It is expected to create conditions for self-realization of each child, familiarization with various means of embodiment artistic design. Collective activity is aimed at creating multi-figure, plot compositions.
Fine art is a studio in which more free communication, interaction and creativity are possible, an environment for the development of children’s creative visual abilities. Part creative association Children with interests and abilities in the field of visual arts are included on a voluntary basis. The teacher’s task is to involve these children in activities art studio and maintain their interest throughout the year.
Long-term planning of an art studio with children 4-5 years old
| month | № p/p | Event name | Program tasks |
| September | "Journey over the Rainbow" " drawing | Introduce the wonderful ability of color to transform the world, with warm and cold colors. |
|
| " Hedgehog" Modeling from plasticine using sunflower seeds | Teach children to tear off a lump of plasticine from a large piece, roll it between their palms, giving it oval shape, use the pulling technique. Develop the ability to combine plasticine with natural materials. |
||
| "Colorful balls" drawing oval objects | Learn to create outline drawings, close the lines into a ring and color, repeat the outlines of the drawn figure. Complement images pencil drawings(strings on balls). |
||
| Palm drawing | Introduce children to new technology drawing. To develop in children a sense of color and the ability to draw not only with a brush, but also with the palm of their hand. Develop aesthetic perception. |
||
| October | "Tree" Modeling from twigs and plasticine. | Learn to attach branches using plasticine, creating a model of a tree. Develop fine motor skills of the hands. |
|
| "Tree in autumn attire" Drawing using the poke method | Strengthen the ability to draw a tree (trunk, twigs, thin branches). Learn to distinguish various breeds trees, their characteristics, features (color, structure). Strengthen the ability to paint with gouache paints, learn to apply color to color. Develop a sense of color. Introduce children to the method of painting with a hard brush. |
||
| "Bouquet of autumn leaves" Printing with leaves. | Introduce leaf printing techniques. Develop color perception. Learn to mix paints directly on the leaves or with a swab when printing. |
||
| "Festive outfit of autumn birches" Broken applique. | Learn how to make appliqué by tearing paper. Teach children to tear off small pieces paper and stick them imitating autumn leaves birches |
||
| November | "Sad picture - endless rain" Drawing with applique elements. | Applicative image of a cloud: gluing ready-made forms onto the background, gluing torn pieces of paper as a second layer. Drawing rain with colored pencil. Sheets of blue paper, silhouettes of clouds, strips of paper, glue, colored pencils. |
|
| "Mushroom" Modeling from natural material. | Teach children to make a mushroom from an acorn, show imagination and ingenuity, and sculpt a hat from plasticine. |
||
| "Dymkovo horse" | Introduce children to Dymkovo toy, the peculiarities of its painting, the coloring of the Dymkovo pattern, and the methods of drawing. Learn to draw a pattern consisting of rings, dots, circles using cotton swabs, kvachas and a brush. Develop aesthetic perception, sense of rhythm, creative activity. |
||
| "Dog Buddy" | Teach children to fold a dog out of a square. Continue to teach children how to navigate a square, find the right left side, corners. |
||
| December | "Magic Snowflakes" Drawing. | Teach children to convey the pattern of snowflakes. Strengthen the ability to draw straight lines in different directions, symmetrically, coming up with different interesting combinations of lines. Improve the ability to hold a brush correctly when drawing; Practice mixing and diluting gouache. |
|
| "Father Frost" Application using napkins | Teach children to carefully tear off small pieces of napkin, roll them between their fingers, and carefully stick them onto the drawn shape. |
||
| "Snow Maiden's Dress" Decorative drawing. | Introduce children to the elements of Gzhel painting. Learn to choose colors and decorate the Snow Maiden’s dress with painting. |
||
| "Christmas balls" Drawing with wax chalk and watercolors. | Practice drawing a round object. Introduce the combination method wax crayons and watercolors. Develop color perception. Practice applying a pattern using an imprint on a round shape. Develop a sense of rhythm. |
||
| January | “Snow, snow is spinning, the whole street is white...” Poke and spray painting. | Continue to introduce children to different ways of painting with a brush; Improve the ability to hold a brush correctly when drawing; Practice mixing and diluting gouache. |
|
| "Christmas Bells" Application using plasticine. | Teach children to tear small lumps of plasticine from a large piece, roll them between their fingers, then carefully glue them onto the finished form. |
||
| "Kitten with a ball" Thread applique. | Continue learning to glue the silhouette with finely chopped threads, conveying the effect of “fluffy fur.” Develop creative abilities. |
||
| February | " Underwater kingdom" Testoplasty. | Teach children to sculpt from salt dough, cut out fish in stacks according to a cardboard template different shapes, using additional materials (beads, pasta, peas, cereals, beans, buttons) |
|
| Application. | Teach children to apply glue carefully ready-made forms, carefully glue it onto the cardboard, creating the shape of a boat. |
||
| "Funny nesting dolls" Decorative drawing. Cotton buds, “poking”, finger painting. | Strengthen children's knowledge about matryoshka dolls. Improve children's skills in making patterns. Improve skills and techniques for working with a soft brush. Create a joyful, creative atmosphere. |
||
| " Owl" Modeling from cones. | Develop the ability to fasten parts using plasticine, supplement the object with the necessary details for expressiveness of the image. |
||
| March | "Beautiful flowers for all women" Application. Teamwork. | Teach children to carefully spread the finished circle shapes with glue, carefully glue them onto the cardboard, making the shape of a flower. Develop a sense of beauty. |
|
| "Mimosa" Drawing with pokes. | Teach children to draw with pokes, learn to draw by creating the shape of a flower. |
||
| "Snowdrop". plasticineography | Teach children to apply a thin layer of plasticine on the base, mix plasticine on cardboard; cultivate accuracy and creativity in work. |
||
| "Firebird" Palm drawing | Learn to draw a fairytale bird using your palm and gouache. Strengthen the ability to use gouache, brush, and napkin. Develop hand motor skills creative thinking, accuracy, attention. Enrich your vocabulary with words denoting shades of red. To foster creativity, the joy of playing with paints, and a sense of beauty. |
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| April | "Rocket" | Get children interested in drawing a rocket for Cosmonautics Day. Develop fine motor skills of the fingers by smearing plasticine on the surface of parts. Encourage children to supplement their work with stars, planets, comets, etc. of their choice. Encourage children to show individuality. |
|
| "Verba" Pumpkin seed applique. | Learn to glue pumpkin seeds onto a finished image. Develop aesthetic perception. |
||
| " Pattern on a plate" Decorative drawing. | Introduce children to Gorodets painting, its color, main elements pattern; teach how to make a pattern; develop children's creativity. |
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| "Butterflies" Subject monotype. | Develop aesthetic perception, aesthetic emotions and feelings, emotional response to manifest beauty in the world around us. Introduce children to the concept of symmetry. Foster independence when choosing colors. |
||
| "Vase" Craft from papier-mâché. | Introduce children to a new type of manual labor. Learn to tear off small pieces of paper, dip them in glue, and glue them on the form (jar.) |
||
| "Vase" Continuation. Prettification finished product. | Learn carefully and paint the dried product with gouache. |
||
| "Vase" Continuation. Craft from seeds. | Learn to make a composition from watermelon seeds and carefully glue them to your work. Colorize Bones with gouache paint |
Evaluation criteria and norms
| Skills | Evaluation criteria |
| The ability to make a whole from parts and paste an image. | 3 points- The child knows how to compose an image from several parts, places it accurately, combines it according to meaning, and maintains proportions. The image is glued to the middle of the sheet, independently supplementing it with small details according to the logic of the content of the work. 2 points - The child is able to compose an image, but there are minor distortions and displacements; the depicted object is located mainly in the middle of the sheet. He completes his work with small details after a reminder from an adult. 1 point - The image is drawn up after the instructions have been spoken several times (what’s first, what’s next). It is necessary to repeat the sequence of doing the work two or three times with the child (but in the future he does it himself). The image has significant distortions in the proportions of parts. |
| Ability to work with glue. | 3 points- Has the skill to work with glue. He carefully puts it on the brush and removes the excess on the edge of the socket. Spreads the entire mold, blots off any excess glue left over from the work with a napkin. 2 points- Knows how to work with glue. Holds the brush correctly. When scooping up glue, he almost never forgets to remove the excess from the edge of the socket. Spreads the mold on oilcloth. Almost the entire form is coated, but sometimes there are dry places that are coated during the work itself (or vice versa, the form is very heavily coated with glue in some places). He uses a napkin, but sometimes a reminder from an adult is necessary. While working, he forgets to put the brush on the stand; as a result, it lies on the table and gets dirty workplace. 1 point- The ability to work with a brush is weak; it is necessary to periodically remind that excess glue must be removed from the edge of the socket. He doesn't use oilcloth regularly. Spreads the mold, leaving dry spots or, conversely, a large amount of glue. He uses a napkin in his work, but does not blot it, but wipes or rubs the area where it is pasted. The brush is rarely placed on a stand while working. |
| Ability to use scissors. | 3 points- Developed the skill of using scissors. Knows how to hold and use them correctly. Observes safety precautions (keeps scissors away from himself and places them on a tray when finishing work) 2 points- Knows how to use scissors. Mostly he holds them correctly, but sometimes there are mistakes and a reminder is required (“Grip the scissors correctly”). There are minor violations of safety precautions when working with scissors (leaves them on the table after work, corrects them when reminded. 1 point- The ability to work with scissors is poorly developed (the fine muscles of the fingers are poorly developed, but the child tries and corrects mistakes when reminded or shown (you have to remind them often, rarely takes the scissors correctly). |
| Ability to work with paper and make crafts using the origami technique. | 3 points - The child knows how to bend a sheet of paper in half, in four, in different directions, while carefully and accurately aligning the corners and sides (where necessary according to the instructions, all work is done on the table. Clearly oriented on a sheet of paper ( Right side, left, upper right corner, etc.) . Knows the concept of “fold line”, irons it without reminder. Fine motor skills are well developed. Understands adult instructions without additional repetitions. The shape obtained as a result of folding is independently decorated with appropriate appliqué elements, selecting colors and shades. Shows creativity and imagination. 2 points - The child knows how to bend the proposed shape in half, in four, in different directions, but with minor errors (one edge of the sheet peeks out slightly from under the other, the corners diverge slightly, all the work is mainly done on the table. It is oriented on a sheet of paper (right side, left, upper right corner, etc., but sometimes there are mistakes that he himself corrects after additional instructions. Knows the concept of “fold line”, can show it, irons it, rarely, but can forget about it in a hurry or inattention. Fine motor skills are not poorly developed. Listens to the adult's instructions carefully, understands, but performs all actions slowly, and is not always confident in his abilities. The resulting form is decorated with appliqué elements, based on the adult's proposed sample. Rarely shows creativity and imagination. 1 point - The child tries very hard to fold the sheet in half, in four, in different directions, but it doesn’t always work out exactly. You have to correct mistakes several times under the supervision of an adult. Basically, he knows how to navigate on a sheet of paper (shows the named angles and sides, but when directly following the instructions for making a craft, he often experiences difficulties. He can show the fold line, but during work, having received the instruction: “Take the part by the fold line,” he gets confused, an adult requires appropriate correction. Verbal instructions for making crafts need to be repeated (or shown) several times for him to understand and do. Fine motor skills are not developed enough. The base is filled in with an appliqué after a reminder |
| Ability to use unconventional techniques in drawing. | 3 points- The child is interested in learning new ways of depicting and wants to learn them. When showing and talking about a new method of depiction, he listens carefully to the adult and, if necessary, asks again in order to understand the details of this depiction technique that he does not understand. Due to the well-developed fine muscles of the fingers, the images are obtained quite successfully. Color spots made by hand, signets, stamps or other materials are located in different directions, in accordance with the logic of the depicted object, natural phenomenon or pattern. Independently selects the color scheme for his work if the activity has appropriate tasks. The child applies the acquired knowledge in independent creative activities. 2 points- The child is willingly interested in new ways of depicting objects and phenomena of the surrounding world. He basically understands the teacher’s instructions, but for greater clarity, additional repetition, clarification, and demonstration of the method of depiction are required, since he (the child) is not quite confident in his orientation in space and on a plane (he has difficulty in positioning his hands, fingers when drawing with his hands, stamps, etc.) etc.) . The color scheme is mainly based on the example of an adult; he does not often take the initiative in choosing a color. Tries to apply the acquired knowledge in independent creative activities. 1 point - The child willingly listens and watches the demonstration of new, unconventional ways images shown by the teacher. However, it is difficult to repeat the techniques shown on your own (the ability to navigate, fine and gross motor skills is poorly developed). Doesn't understand instructions well. Visual skills and abilities using non-traditional technologies require further consolidation. They show almost no independence in their work; they mainly imitate the adult’s example and display, this also applies to the color scheme of the drawing. Creativity is rarely shown. |
| Skills rhythmic repetition homogeneous movements. | 3 points - When drawing decorative patterns, he rhythmically repeats homogeneous movements, carefully monitors the sequence of elements, their alternation, both in color and shape. Doesn't make mistakes. 2 points - When drawing, both decorative patterns and other types of images (for example, fish scales, leaf printing), requiring rhythmically repeated movements, this rhythm is generally observed (regardless of the number of different elements in one pattern). However, there are partial distortions in the drawing or reversal of pattern elements 1 point - Makes a large number of mistakes when repeating homogeneous movements, but also tries to complete the task correctly when re-analyzed and explained by an adult. It gets confused if it is necessary to repeat a pattern or design consisting of several different elements. And when there is an alternation of homogeneous elements, the child copes easier. |
| Ability to draw from idea | 3 points - The child shows a stable and constant interest and need to communicate with the beauty in the surrounding reality. Feels pleasure and joy from meeting him. He can independently come up with a plot composition on the proposed topic. The image is located on the entire plane of the sheet, proportionality is maintained between the depicted objects. Color solution corresponds to the design of the picture, rich colors. 2 points - the child shows a strong interest and need to communicate with the beautiful things in the world around him. Feels joy from meeting him. The plot and theme of the drawing are previously discussed with the teacher. The image is most often located on one strip at the bottom of the sheet, but it can be across its entire surface. In terms of size, objects are depicted mostly accurately, but there are minor distortions. 1 point - The child shows interest and a desire to communicate with the beautiful things in the world around him; they do not always notice the general specific and characteristic features of objects, living objects and phenomena. It is difficult to choose the subject of his drawing; he has to lead the child to complete the work with leading questions. The image is located on a line at the bottom of the sheet. The child gets confused in conveying the relationship of objects by size (a tree and a flower can be the same in size). The color scheme used is monotonous, there are no shades of colors. |
Visual arts classes with preschoolers have their own specifics related to age characteristics psyche, thinking, attention, physical data of children. These features are taken into account when setting the goals of classes, determine the quantity and method of presentation of educational material and influence the form of classes.
The main feature that must be taken into account when planning and developing activities for children from 4 to 7 years old is that all components of the child’s thinking and psyche involved in the learning process are in the process of formation.
Therefore, in art classes with preschoolers, their goal is not only the actual teaching of the laws of art and a certain final result of creativity, but also mental and psychological development kids.
The main ones include the formation of a directed conscious attention, memory, analytical and associative thinking, fine motor skills of the hand, imagination, broadening one’s horizons and attentive attitude to the world around him, achieving the necessary level of confidence in one’s strengths and abilities, psychological liberation in the classroom, development of the right (creative) hemisphere of the brain.
However, one does not replace the other - the main goal of classes using this method remains teaching children to draw, i.e. their progressive mastery of the techniques and principles of imagery, techniques for working with various materials, and familiarity with a wide range of topics. To actually educational tasks may include mastering the basics of creativity: the formation of graphic culture, familiarity with the basics of composition, mastering the techniques of working with well-known graphic and painting materials (gouache, colored pencils and pastels, felt-tip pens or gel pens), getting to know the culture of color, developing the ability to think creatively, bringing life experiences and observations into work.
To achieve consistent and gradual progress in mastering all these difficult tasks for children, educational material is divided lesson by lesson according to the principle “from simple to complex.”
This principle is implemented in the fact that in the first lessons, through the depiction of simple, well-known objects, children achieve confidence in depicting basic geometric shapes, while simultaneously mastering the initial rules of working with materials, the basics of graphic culture, necessary to achieve a minimum aesthetic level in works where they can help simple coloring pages. At the same time, under the guidance of a teacher, children get used to being attentive to familiar objects of life around them, learn to look at everything through the eyes of an artist, and see objects for creativity in the familiar.
The next step in learning is to complicate the shape of objects consisting of several simple figures, introduce decorative image techniques, become familiar with art genres, and develop a storyline in a composition.
When developing art lessons for children, I set the goal of training fine motor skills as the main one, so preference is given to graphic tasks and graphic materials. Besides, in younger age The guys get a higher aesthetic result when working with graphic materials. This is not a fundamental point, but the subjective opinion of the author.
If desired, almost all lessons can be taught in a picturesque version. In this case, preference is given to gouache paints, because... they are brighter, more technically accessible to children (mixing colors, darkening or lightening tones, the ability to repaint and correct). According to the author, the commonly used watercolor is a very difficult material in all respects, even for professionals, not to mention children. Therefore, it is better to get acquainted with watercolors gradually, as you master the technical techniques of working with easier-to-handle gouache paints, as your technical skill grows, and small hand movements develop.
Otherwise, the low aesthetic level of the work leads children to disappointment, dissatisfaction with their abilities and, ultimately, greatly reduces or “kills” completely their interest in fine art classes. One of the main teaching principles in this program is the principle of clarity: all topics, basic techniques for working with paints and pencils, compositional schemes etc., the teacher draws in front of the children, directly in the lesson, sometimes, together with them - if circumstances require it (the complexity of the task, its novelty). The maximum expression of this principle was the form of “visual dictation”. Repetition does not imply copying. This is the child's choice.