Program tasks.

To consolidate knowledge about the genre of painting - still life, to give an idea of composition. Show the role of the color background for a still life. Learn to draw a simple composition of three or four objects in watercolors. Introduce the concept of “highlight” and how to draw it. Learn to convey the shape, color and size of objects in a drawing. Develop a vision of aesthetic beauty in still life

Equipment and materials.

Reproductions of still lifes, still life (nature) Watercolor, sheets of white paper for watercolors in A4 format, brushes (squirrel No. 1, 2, 4), cups of water, wet wipes for each child

Progress of the lesson.

Educator:

Guys, remember, we looked at pictures and got acquainted with one of the genres visual arts- still life? Let's look at one of these today painting reproduction from the painting “Flowers and Fruits” by I. T. Khrutsky.

What do you see in the picture? (Children's answers)

This painting is called “Flowers and Fruits”. Why did the artist call it that? (Children's answers)

- What genre of painting does it belong to?

Still life translated from French means “dead nature,” but this name does not define the entire essence and diversity of this genre. Looking at still lifes, we can observe the richness of the natural world and the world of things surrounding humans. Artists, depicting ordinary things, show their beauty and uniqueness. In still lifes, things speak about themselves, invite us to admire the beauty of their shape, texture, color, and make us feel the aroma.

What is the difference between natural fruits and flowers and those depicted in the picture?

What color of fruit did the artist depict?

What do you see as the beauty of this combination and form?

What first caught your attention?

Invite children to find the compositional center of the picture, pay attention to the combination of colors, i.e. color.

Visit us today

Autumn has arrived

I left some gifts, I asked you to pass them on

What if we like this treat,

Then we can draw everything without delay.

What has the generous autumn prepared for us? Look what beautiful fruits!

(Children look at fruits, describe their shape and color)

Invite the children to make a composition out of them in a vase. Say that objects in the composition may partially cover each other, for example, an apple may lie on the table in front of a vase.

Show children how to correctly sketch the main details with a simple pencil- when drawing a still life from life, it is important to accurately convey the position of objects and all the details. The line should be barely noticeable so that it does not show through the watercolor later.

The next stage of work is laying the tone. Without drawing details, in general, a light tone is applied in watercolor. Once dry, a more saturated one is applied to highlight the dark parts. The main thing in watercolor is that it remains transparent. Draw children's attention to the fact that when objects are illuminated, light reflections are visible on them - depending on the lighting from one side or the other. To convey the highlight in the drawing, a light tone remains in its place, a dark tone is not superimposed.

(Turn on low music, children get to work)

When finished, review all the drawings with the children and come up with a name for your still life.

Summary of a drawing lesson in preparatory group.
Still life "Gifts of Autumn".

Prepared and conducted:
teacher Andreeva T.V.
Moscow 2013
Summary of a lesson on drawing still life “Gifts of Autumn”.
Software tasks.
To consolidate knowledge about the genre of painting - still life, to give an idea of composition. Show the role of the color background for a still life. Learn to draw a simple composition of three to four objects in watercolors. Introduce the concept of “highlight” and how to draw it. Learn to convey the shape, color and size of objects in a drawing. Develop a vision of aesthetic beauty in still life
Equipment and materials.
Reproductions of still lifes, still life (nature) Watercolor, sheets of white paper for watercolors in A4 format, brushes (squirrel No. 1, 2, 4), cups of water, wet wipes for each child
Progress of the lesson.
Educator:
- Guys, remember when we looked at paintings and got acquainted with one of the genres of fine art - still life? Let's look at one of these paintings today - a reproduction from the painting by I. T. Khrutsky “Flowers and Fruits”.
- What do you see in the picture? (Children's answers)
This painting is called “Flowers and Fruits”. Why did the artist call it that? (Children's answers)
- What genre of painting does it belong to?
Still life translated from French means “dead nature,” but this name does not define the entire essence and diversity of this genre. Looking at still lifes, we can observe the richness of the natural world and the world of things surrounding humans. Artists, depicting ordinary things, show their beauty and uniqueness. In still lifes, things speak about themselves, invite us to admire the beauty of their shape, texture, color, and make us feel the aroma.
- What is the difference between natural fruits and flowers and those depicted in the picture?
- What color of fruit did the artist depict?
- What do you see as the beauty of this combination and form?
- What first attracted your attention?
Invite children to find the compositional center of the picture, pay attention to the combination of colors, i.e. color.
Visit us today
Autumn has arrived
I left some gifts, I asked you to pass them on
What if we like this treat,
Then we can draw everything without delay.
What has the generous autumn prepared for us? Look how beautiful the fruits are!

(Children look at fruits, describe their shape and color)
Invite the children to make a composition out of them in a vase. Say that objects in the composition may partially cover each other, for example, an apple may lie on the table in front of a vase.
Show children how to correctly sketch the main details with a simple pencil - when drawing a still life from life, it is important to accurately convey the position of objects and all the details. The line should be barely noticeable so that it does not show through the watercolor later.
The next stage of work is laying the tone. Without drawing details, in general, a light tone is applied in watercolor. Once dry, a more saturated one is applied to highlight the dark parts. The main thing in watercolor is that it remains transparent. Draw children's attention to the fact that when objects are illuminated, light reflections are visible on them - depending on the lighting from one side or the other. To convey the highlight in the drawing, a light tone remains in its place, a dark tone is not superimposed.
(Turn on low music, children get to work)
When finished, review all the drawings with the children and come up with a name for your still life.

Summary of an integrated lesson on educational fields: “Artistic creativity”, “Cognition: broadening one’s horizons”, “Communication”

on the topic: “Gifts of the Queen of Autumn”

Authors:
Preparatory group teachers
MADOU kindergarten No. 2 “Cherry”
Nikishina Olga Gennadievna,
highest qualification category
Blinova Alina Yurievna,
first qualification category
MADO kindergarten
combined type No. 2 “Cherry”
Pushkinsky municipal district

Preliminary work: Over the course of the year, children were systematically introduced to different non-traditional techniques drawing, namely:

1. Watercolor with salt. Topic: "Butterflies".

2. Hard semi-dry brush. Theme: "Hedgehog"

3. Magic drawing method. Theme: "Mushroom"

Target: To consolidate children's ideas about fruit trees, mushrooms, fruits, and vegetables.

Tasks:
1. Strengthen children’s ability to draw using the “Palm” technique (carefully outline the palm and complete the drawing to a complete image);
2. Develop imagination and creative thinking;
3. Arouse interest in nature and attention to its seasonal changes;
4. Educate careful attitude to nature.

Equipment and material: a package from Autumn, a CD with a presentation, a laptop, a wide scarf, a tape recorder, a CD with the melody “Autumn Waltz”, sample drawings, A4 sheets, a set of colored pencils for each child, an easel.

Progress of the lesson.

The tables stand in a semicircle, opposite the tables there is a table with a laptop covered with a scarf, and to the left of it is an easel with samples of drawings.

Introduction.

Educator: Guys, today is an unusual day for us, I received a parcel from the postman. Do you want to know what surprise awaits us?
Children: Yes.
Educator: Let's see (I take out a disk and a letter). Here is a letter from the Queen of Autumn. What did she write to us?

We read the letter: “Dear guys, hello! Having visited you at the Autumn Festival, I saw how beautiful, elegant, dexterous, and skillful you were.

I had so much fun with you. I thought about it and decided to show you autumn in all its glory.”

Screening of the presentation “Gifts of Autumn” (1 min. 30 sec.).

Gymnastics for the eyes “Follow the leaf.”
Educator: Did you like the landscapes? Guys, what colors does autumn have?
Children: Orange, golden, purple, etc.
Educator: Let's remember what gifts autumn has given us.
Children: Fruits, vegetables, mushrooms.
Educator: Guys, let’s also give the Queen of Autumn a return gift.
What do you think this could be?

Children: Draw pictures.
The teacher posts a sample drawing. See how you can express your feelings about the beauty of autumn in a drawing. An orchard, a vegetable garden, and a mushroom meadow are depicted here.
The teacher reads poetry by G. Utrobin Across the river, they say,,
Yes, big
Orchard
The fruits in it are juicy and sweet,

The kids love them.
Educator: What fruits are in the garden? (apples, pears, etc.)
"Garden"
Come in, honest people,
Come to our garden soon.
Educator: What vegetables grow in the garden? (carrots, cabbage, etc.)

"Mushrooms"
In the clearing, in a friendly row
Five mushrooms grow - stand
Isn't it time to grab the baskets?
And run into the forest along the path.
Educator: Let’s take a little rest together. Let's go to the orchard.

Phys. just a minute

We are going to the orchard (Walking in place or in a group)
Inhale the aroma of apples ( Breathing exercises)
We want to pick apples from the tree (Rise on toes, pull
alternately one or the other hand up)
Maybe we can reach them. (Same thing, only with a jump)
Let's think about how to pick apples? (Squat, arms slightly to the sides)
We need to put up a ladder! (Imitate climbing stairs).
We pick apples and put them in (Imitate picking apples in a basket)
We've collected the apples, now let's rest (They sit on the floor, close their eyes)
Educator: Guys, think and imagine what you would like to draw?
Take your seats.

Let's remember where to start drawing? (circle the palm, the crown of trees, etc.) Independent creative activity

children.

Conclusion.

.
Educator: What wonderful drawings you made. Let's look at them together.
Educator: How many of you remember poems about fruits?
What wonderful fruits -
There is no tastier, juicier food!
Yellow, red
Autumn generously colors them.
It's impossible to get past them
Walk nearby indifferently.
I just want to eat them.
And they, filled with juice
From the ripe branches with your side
They beckon us, teasing us
It's like they're saying, "Eat me."

(G. Utrobin)

Educator: I think that the Queen of Autumn will like your drawings and she will have a little fun. Tonight, I'll go to the post office and send your drawings. Thank you! Equipment and materials:

paper for drafts (any size and quality); thick paper for painting, A-3, (or A-4) format; simple pencil, washable, sharpener; visual aids: several well-known, simple-shaped vegetables (potatoes, carrots, onions, beets), or their dummies or images; gouache of at least 9 colors; water jars; squirrel brushes (thick for the background, medium for objects, thin for outlines and small details): reproductions of still lifes with vegetables (simple compositions), negative example diagrams with typical compositional errors. consolidate the concept of vegetables, introduce the concept of “still life”, consolidate the acquired knowledge about the arrangement of the main objects of the image, further familiarize with the laws of composition - learn to harmoniously arrange objects on the plane of the sheet in a frontal composition, taking into account free space and format, teach drawing simple geometric shapes and feel their connection with a real object, familiarize yourself with the techniques of working with gouache, familiarize yourself with the sequence of work when painting with paints, develop thinking, observation, attention, memory, fine motor skills hands.

Progress of the lesson

1. Organizational moment: we check the availability of materials and their readiness for work. (The paints are closed, no water is drawn in. Open the paints and fill with water immediately before painting!)

2. Report the topic of the lesson. Guys, what did we draw in the last lesson? Is an apple a fruit or a vegetable? What vegetables do you know? How are they different from fruits? Today we will paint a still life with vegetables, like real artists.

The teacher shows a reproduction of a painting or a photographic still life depicting vegetables.

What is still life? This is an image of non-living objects: fruits, dishes, flowers, vegetables, or all of them at once. You and I will draw vegetables. Shows which ones exactly.

3. Training. In order for the picture to turn out beautiful, let’s first practice - we’ll try to draw the shape of different vegetables on draft leaves. Look, guys, what shape are the potatoes? These are uneven circles or ovals. Let's draw a potato in one motion (shows on his sheet). Now try to draw it gradually, using many strokes (shows). While the children are trying to draw on a rough draft, the teacher helps, reminding them that the hand is relaxed, that there is no need to put too much pressure on the pencil, that the line should return to the point from which it came.

Well done! Now, let's see what shape the carrots are. It looks like a very elongated triangle, only its corners are not sharp, but rounded. The teacher shows on his sheet, the guys practice - draw several carrots of different sizes.

Note: for small children, not high level preparation, two types of simple-shaped vegetables are enough. If the lesson is conducted with older children, with a higher level of knowledge, skills and ability to concentrate, then you can complicate the task: add vegetables and even introduce simple objects into the composition.

4. Execution of work. The teacher distributes paper for work. To practice layout skills and a free sense of space on the sheet, it is better to take A-3 paper for this work. The teacher draws a straight line in the middle of his sheet and, comparing it with the reproduction, asks: Guys, what line did I draw? What did I draw? Then he explains that this is how the plane of the table is designated when we draw many objects. Next, he shows how to arrange vegetables on the table in a free order, recalling the law of the location of the main characters in the center of the picture.

Introduces several new laws: about the relationship between the horizontal arrangement of objects and the horizontal arrangement of a sheet of paper, about the effect of blocking distant objects by nearby ones. Since at this age children’s visual abilities are just developing, they may have difficulty feeling the connection between the shape, size and relative position of objects with the free space of the sheet. The objectives of training include the gradual formation of this feeling. To this end, in the first lessons, the teacher gradually explains and shows the simplest laws of layout and then gently controls their implementation (through reminders and drawing the child’s attention to mistakes) until the children master them.

Typical mistakes when drawing a still life and how to overcome them:

Objects are drawn too small - we correct their size until it is harmoniously connected with the free space of the sheet.
Objects are “stuck together in one heap”, or are strongly shifted in one direction so that in other places the sheet looks unreasonably empty - we freely and harmoniously redistribute them across the sheet, with an emphasis in the center.
Objects are unjustifiably shifted to the edges of the sheet, “fall out” of the sheet, or even cut off by the edge of the sheet - we move them to the middle so that the central visual zone is filled and all objects are fully visible.
To avoid these three typical mistakes layout, it is advisable to have schematically drawn negative examples of such erroneous compositions, and show them when explaining how to do it incorrectly.
The contours of the objects are not closed - we remove the gaps, bring the lines to the point from which they came.
We constantly have to remind ourselves of the need to wipe away extra lines where the near object covers the distant one. (A separate lesson may be devoted to this topic.)

Lesson options: may pose a more complex compositional task - the arrangement of small vegetables around the periphery of a larger object in the center - potatoes around a cabbage head.

After the still life is arranged, you can fill with water, open the gouache and start coloring. At this stage, we note the following significant points:

The quality of paper, brushes and gouache paints - the paper should be thick, suitable for painting; gouache must be fresh, plastic, at least 9 colors; squirrel brushes, soft, several sizes for different types works If the quality of drawing materials is low (thin writing paper, synthetic brushes and 6 jars of old dried gouache inherited from a grandmother), the child will experience the joy of creativity, but it is illogical to expect any aesthetic result from such activities.

Kids usually begin to color the work not from large to small details, but on the contrary - not the apple itself, for example, but the tail of the apple, not the landscape behind the person, but the eyes and mouth on the person’s face, etc. This feature of children's perception needs to be rebuilt. We begin painting picturesque compositions of any content from the background, sequentially moving from. increasingly larger objects, to small details! In this topic, this is the background behind the table and the plane of the table. We move on to the main “characters” of the composition, in this case vegetables, last.

Right away, from the first painting lessons, it is important to teach children to mix paints! To do this, the teacher invites the children to choose their favorite color for the background, then select related colors (for example, all blue and green, or all warm ones - yellow, orange, ocher) and, mixing them in any order, paint over the background so that a colorful vibration is created , flow of one color into another, neighborhood different shades one or more colors.

In the first lessons, the teacher himself shows how this is done, and then monitors and helps the children master this painting rule. The same is done with the table: if it is a wooden table, all the colors corresponding to the wood are selected (all warm, plus shades of green), and the texture of the wood is conveyed using separate strokes of different shades. If you plan to depict a tablecloth or napkins, we select colors based on the background and the color of the vegetables, with elements of a simple pattern.

Paint strokes, like pencil strokes, are placed according to the shape of objects!
We unobtrusively draw the children's attention to the presence of shadows, and we make them by adding cold blue tones, or by adding black.
If it is difficult for children to achieve tonal and color contrast, and objects are “mixed” and difficult to distinguish, they can and should use the technique of outlining in a dark tone with a thin brush.

5. Summary of the lesson. Children must consolidate the concept of fruits and vegetables, know what a “still life” is, know the above rules of layout, the order of execution painting work, the rule of mixing colors, master drawing several simple-shaped vegetables. At the end of the lesson, a general exhibition is held and the works are discussed. Everyone who tried, regardless of the result, deserves praise.

6. Completion of the lesson: cleaning of workplaces.

Summary of a drawing lesson in a preparatory school group.

Theme: Still life “Gifts of Autumn”

Software tasks.

Equipment and materials.

Reproductions of still lifes, still life (nature) Watercolor, sheets of white paper for watercolors in A4 format, brushes (squirrel No. 1, 2, 4), cups of water, wet wipes for each child

Progress of the lesson.

Educator:

Guys, remember when we looked at paintings and got acquainted with one of the genres of fine art - still life? Let's look at one of these paintings today - a reproduction from the painting by I. T. Khrutsky “Flowers and Fruits”.

What do you see in the picture? (Children's answers)

This painting is called “Flowers and Fruits”. Why did the artist call it that? (Children's answers)

What genre of painting does it belong to?