Tatiana Laskovets
Presentation “Non-traditional drawing techniques in preschool educational institutions”

Drawing unconventional ways in kindergarten.

Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise.

One of the main activities of children attending a preschool educational institution in all age groups is drawing.

My experience working with children in kindergarten showed: exactly unconventional drawing techniques create an atmosphere of ease, openness, promote the development of initiative and independence in the classroom.

The result of visual activity cannot be good or bad; each child’s work is individual and unique. By drawing in these ways, children are not afraid to make mistakes, since everything can be easily corrected, and something new can easily be invented from a mistake, and the child gains self-confidence and overcomes "fear of a blank sheet of paper" and begins to feel like a little artist. He develops an INTEREST, and at the same time a DESIRE paint. Paint You can do anything, anywhere and any way you want! The variety of materials poses new challenges and forces us to constantly come up with something.

So, what does this refer to? unconventional drawing techniques: drawing with cereals, drawing on wet, threadography, monotype, blotography, drawing with cabbage leaf, drawing with a toothbrush, drawing fingers and palms, drawing with stamps(imprint, scratch paper and much more.

Introducing children to unconventional drawing techniques I started in the younger group with drawing using your fingers is the easiest way to obtain an image. This method drawing provides the child with freedom of action. The kid dips his finger into the gouache and puts dots and spots on the paper.

I started the work with one color, gave the opportunity to try different movements, leave different prints,

and then gave two or three colors ( "Grape", "Kid", "Autumn Bushes", "Decorate the Christmas tree" and etc.).

Later she taught draw children with your palm. Children really like this method drawing("Cockerel", "Sun").

The guys mastered it with pleasure drawing technique corks and seals from potatoes, carrots, apples. This technique allows you to repeatedly depict the same object, making a variety of compositions from its prints, decorating postcards, napkins, scarves, etc. with them.

The child presses the signet onto a pad of paint and makes an impression on a sheet of paper. To obtain a different color, both the bowl and the signet are changed.

We painted: "Flowers rejoice in the sun"

"Apples"

"Flowers"

"Butterflies" and many more etc.

Drawing cotton swab and pencil

It is very difficult for a child to hold a pencil correctly in his hand. In addition, you need to press on it so that a mark remains on the paper. Easier to start learning drawing with cotton swabs. It will be more convenient for small fingers to hold a light stick, and the drawing will come out naturally. This kind drawing refers to an unconventional technique, which is ideal for children doing first steps in drawing, that is, strokes.

Overall the process drawing using cotton swabs comes down to the fact that the child is offered a sheet of paper with a ready-made contour drawing. At first, it is better to use paint of only one color so that the baby is not tempted to make multi-colored splashes or mix all the colors together. With dots you can draw everything whatever you want - dragonfly, fish, butterfly, snake, tree, apple, etc.

No less interesting for a child drawing technique Using polystyrene foam or a sponge, the child presses foam plastic or foam rubber onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the bowl and the foam.

Here we draw on the theme "Golden Autumn"

Interesting for children crumpled paper drawing technique.

Image acquisition method: The child presses the crumpled paper onto an ink pad and makes an imprint on the paper. To get a different color, change both the saucer and the crumpled paper.

These are the original kitty and hedgehog we got.

Also when drawing with this technique It’s easy to mix colors, depicting the colorfulness of autumn leaves, sky, grass.

Taught children paint“Poke with a hard semi-dry brush”. The child dips the brush into the gouache and hits the paper with it, holding it vertically. When working, do not immerse the brush in water. You can fill the entire sheet, outline or template. This we use technology, if it's necessary draw anything furry or prickly.

For example, we drew on themes: "My Favorite Pets", “Fluffy, elegant Christmas tree”, "Merry Snowman"

Very interesting draw with leaf prints. Walking with the children in the kindergarten area, we collect leaves from different trees that differ in shape, size and color.

We cover the leaves with paint, then place the painted side on a sheet of paper, press and remove, you get a neat colored imprint of the plant.

These are the drawings we got.

Drawing watercolor on a candle or wax crayons

Will need: wax crayons or candle, thick white paper, watercolor, brushes.

Image acquisition method: The child draws with a candle" on paper. Then he paints the sheet with watercolors in one or more colors. The candle drawing remains white.

From the senior group we study draw with technique"Monotype".

It, in turn, is divided into 2 types. Subject monotype and landscape monotype. Subject monotype usually begins to be used with children in the older group. We fold a sheet of paper in half and on one half of it we draw half of the depicted object. Then fold the sheet in half again.

In this technology We mainly draw symmetrical objects. Interesting work was carried out on the following Topics: "Wonderful Butterflies", "Magic Tree", "Wonderful bouquet".

In the preparatory group, children become familiar with more complex technology

landscape monotype.

A child folds a sheet of paper in half. On one half of it a landscape is drawn, on the other it is reflected in a lake or river (imprint). The landscape is done quickly so that the paint does not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print is made from it, is enlivened with paints so that it differs more from the print.

Blotography.

It is to teach children how to make blots (black and multi-colored). Will need: liquid paint (watercolor or gouache, brush, white paper.

Methodology drawing: a child, having collected paint on a brush, drops it from a certain height onto the middle of the sheet, then tilts the paper in different directions or blows on the resulting drop. Fantasy will then tell you who the resulting blot resembles.

After this, without forcing the child, but by showing, we recommend moving on to the next stage - tracing or finishing the blots. The result can be a whole plot.

One of the varieties of blotography is tube blotography.

The child scoops up gouache with a plastic spoon and pours it onto the sheet, making a small spot. (a drop). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. Missing parts finishing drawings.

Another interesting technique: Nitcography

Will need: thread, brush, bowl, gouache paints, white paper.

The child dips the thread into the paint and squeezes it out. Then, on one half of a sheet of paper folded in half, an image is laid out from a thread, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip.

When the sheet opens, it produces some kind of image that can be finish drawing to the intended image.

Technique"Spray"

The child puts paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.

« Drawing comb and toothbrush"

Thanks to its stiff, thick, evenly spaced bristles, it allows you to quickly and easily tint paper or apply design elements with different paint densities.

The brush should not be too wet, that is, dip a semi-dry toothbrush in gouache, the consistency of mush, and you can start working.

Technique"Color scratch paper"

The child rubs the sheet with a candle so that it is completely covered with a layer of wax. Then the sheet is painted over with gouache mixed with liquid soap.

After drying, the design is scratched with a stick. Next is possible finishing drawing missing details in gouache.

Drawing with cabbage leaf.

The child covers a cabbage leaf with paints of different colors, then places it on the paper with the colored side to make a print.

Each time a new sheet is taken. Missing parts completed with a brush.

Technique"frottage"

It is rightly said that everything new is forgotten old. I remember how, as a child, they put coins under a sheet of paper, and then shaded the paper in this place, getting quite decent “money” for playing shop.

frottage -means- "rub". The child covers the stencil or relief picture with a blank sheet of paper, and shades the paper in this place with a pencil. Missing parts finishing drawings.

Plasticineography

Interesting technology, is plasticineography. That is, drawing using plasticine. For children of primary preschool age this technique Working with plasticine may seem difficult; this is due to insufficient development of musculoskeletal tissue, as well as the inability to concentrate and be assiduous for a long time. Therefore, to involve in this technology better than preparatory group children.

As a variant of plastinography, the idea of ​​coloring black and white pictures using plasticine. Any drawing or contour from a coloring book is taken as a basis and instead of felt-tip pens and pencils, the child uses plasticine in the desired colors. As a result, the picture turns out to be very original and embossed. This brings children to indescribable delight.

And in conclusion I would like say: methods and techniques there is still a lot of unconventional drawing, but when choosing one or another drawing techniques, it is necessary first of all to take into account the age and individual characteristics of children. Of course, of those present here, not only preschool teachers, but each of you has children and grandchildren. And I hope mine presentation will be useful to you not only as teachers, but as mothers and grandmothers.

I wish you success. Thank you for your attention.

Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is visual, artistic and productive activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created.
Since many points of view regarding the pedagogical and artistic conditions for the formation of abilities are rapidly changing, children's generations are changing and the technology of work of preschool teachers must change accordingly. To do this, it is necessary, along with traditional methods and methods of depiction, to include non-traditional drawing techniques.

When introducing children to art, it is necessary to use various non-traditional drawing techniques. Among them there are many that provide the most unexpected, unpredictable options for artistic representation and a colossal impetus to children's imagination and fantasy.

The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensely children’s artistic abilities will develop.

It is necessary to diversify both the color and texture of the paper, since this also affects the expressiveness of the drawings and confronts children with the need to select materials for drawing, think through the coloring of the future creation, and not wait for a ready-made solution.

Opportunities for working with children using non-traditional drawing techniques are based on the use of various signets. This type of drawing does not require any special skills: you only need impressions of finished forms smeared with paint.
The signet can simply be dipped in paint or pressed against a painted “stamp pad”, a flat piece of foam rubber, or lubricated with paint or paints, specially selecting their combination. A signet can be made from a cotton swab, cork, raw potato, eraser, piece of foam rubber, crumpled paper, wood sheet, etc.

To ensure that children do not create a template (draw only on a landscape sheet), sheets of paper can be of different shapes: in the shape of a circle (plate, saucer, napkin), square (handkerchief, box).

Monotype is one of the simplest printing techniques. Using monotype, a symmetrical image of an object or object is created. To do this, a sheet of paper is folded in half vertically or horizontally, taking into account the depicted object. Color spots (abstract drawing) or half of a symmetrical object (concrete drawing) are applied to one half of the sheet. The colors are selected bright and rich so that the print is clear. After applying the colorful image on the first half of the sheet, the second half of the sheet is overlapped to create an imprint on the other half of the sheet. When you unfold it, you will see the entire symmetrical image - the butterfly has spread its wings, the flower has fully blossomed, and the crown of the tree has become more luxuriant. The finished print can be modified or decorated with additional details. The monotype technique gives pleasure to children of different ages, especially younger preschoolers.

The basis of experience and the use of non-traditional visual techniques is the idea of ​​learning without coercion, based on achieving success, on experiencing the joy of learning about the world, on the sincere interest of the preschooler in performing a creative task using non-traditional painting techniques. Such a task puts the child in the position of a creator, activates and directs the children’s thoughts, and brings them close to the line beyond which the emergence of their own artistic ideas can begin.

Mastering artistic techniques that are non-traditional for preschool education helps to increase the expressiveness of artistic images in the drawings of preschoolers, maintains their positive attitude towards visual activity, helps to satisfy children's needs for artistic expression, and the development of children's visual creativity. The selection and sequence of introducing non-traditional artistic techniques into the practice of preschool education is based on the fact that mastery of each previous technique is and acts as a propaedeutic stage in the development of more complex artistic tasks and is aimed at the development of children's visual creativity.

It is necessary to teach non-traditional drawing techniques while respecting the age characteristics of children.

The teacher needs to help the child find himself, offer him as many different ways of self-expression as possible. Sooner or later, he will definitely choose his own path, which will allow him to fully show himself. That is why the child must be introduced to a wide variety of visual technologies. Not everyone is given the ability to wield a brush or pencil; some find it difficult to express themselves in line; others do not understand and do not accept the variety of colors. Let everyone choose a technology that is close to them in spirit and does not make them suffer when comparing their work with the work of more capable children.

The child’s artistic activity will become even more successful if adults, teachers and parents evaluate it positively, not comparing children’s work with each other, but noting the individual manner of performance. Therefore, special attention must be paid to the discussion of children’s works, and it is imperative to introduce into practice the analysis of a child’s drawing in an individual conversation with him. At the same time, try to evaluate the child’s achievements in accordance with his personal capabilities and in comparison with his previous drawings, thoroughly justify the assessment and give it a positive character in order to open the way to correcting mistakes.

Each child is a separate world with its own rules of behavior, its own feelings. And the richer and more varied the child’s life experiences, the brighter and more extraordinary his imagination, the more likely it is that the intuitive craving for art will become more meaningful over time.
“The origins of children’s abilities and talents are at the tips of their fingers. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child,” stated V.A. .Sukhomlinsky.

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Presentation - Unconventional drawing technique

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Unconventional drawing technique

"… This is true! Well, what is there to hide? Children love, love to draw! On paper, on asphalt, on the wall. And on the window on the tram...”

Drawing using unconventional techniques –
This is drawing aimed at the ability to deviate from the standard. The main condition: to think independently and receive unlimited opportunities to express your feelings and thoughts in drawings, to immerse yourself in the wonderful world of creativity.

The use of non-traditional art techniques:
contributes to enriching children's knowledge and ideas about objects and their use, materials, their properties, methods of application; stimulates positive motivation in the child, causes a joyful mood, removes fear of the drawing process; provides the opportunity to experiment; develops tactile sensitivity, color discrimination; promotes the development of hand-eye coordination; does not tire preschoolers, increases performance; develops unconventional thinking, emancipation, and individuality.

Unconventional ways of depicting in drawing.
Image methods
Do-it-yourself drawing (drawing with fingers and palms)
Drawing on wet
Nitcography
Drawing with a stamp, pin drawing, imprint)
Monotype
And other
Scratch
Games with blots (Blotography)
Drawing with a comb, toothbrush
Drawing with cereals
Plasticineography

Drawing with fingers and palm. Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large-format sheets, napkins. Method of obtaining an image: the child dips his palm in the gouache (finger) or paints with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

Imprint with signets made from vegetables and fruits Age: from three years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, potato stamps. Method of obtaining an image: the child presses the signet onto a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the signet are changed.

Imprint with polystyrene foam, foam rubber Age: from four years. Means of expression: stain, texture, color. Materials: bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam plastic. Method of obtaining an image : the child presses polystyrene foam onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the bowl and the foam.

Imprint with crumpled paper. Age: from four years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of production images: a child presses crumpled paper onto a stamp pad with paint and makes an imprint on the paper. To get a different color, change both the saucer and the crumpled paper.

Leaf prints. Age: from five years. Means of expression: texture, color. Materials: paper, leaves of different trees (preferably fallen), gouache, brushes. Method of obtaining an image: a child covers a leaf of a tree with paints of different colors, then applies it to painted paper print side. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.

Poking with a hard semi-dry brush. Age: any. Means of expression: textured coloring, color. Materials: hard brush, gouache, paper of any color and format, or a cut-out silhouette of a furry or prickly animal. Method of obtaining an image: a child dips a brush in the gouache and hits it on paper, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.

Age: from 2 years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: child presses crumpled paper to a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper.
Tamponing with cotton swabs, pencil

Wax crayons (candle) + watercolor. Age: from four years. Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted. Candle + watercolor Age: from four years. Means of expression: color, line, spot, texture. Materials: candle, thick paper, watercolor, brushes. Method of obtaining an image: the child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The candle drawing remains white.

Subject monotype. Age: from five years. Means of expression: spot, color, symmetry. Materials: thick paper of any color, brushes, gouache or watercolor. Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object ( objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations.

Landscape monotype Age: from 6 years Means of expression: spot, tone, vertical symmetry, image of space in composition. Materials: paper, brushes, gouache or watercolor, damp sponge, tiles. Method for obtaining an image: the child folds a sheet of paper in half. On one half of it a landscape is drawn, on the other it is reflected in a lake or river (imprint). The landscape is done quickly so that the paint does not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print is made from it, is enlivened with paints so that it differs more from the print. For monotype you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a sheet of paper. The landscape turns out blurry.

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Non-traditional visual techniques are an effective means of depiction, including new artistic and expressive techniques for creating an artistic image, composition and color, allowing for the greatest expressiveness of the image in creative work, so that children do not develop a template. *

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Palm drawing Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off. *

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Finger painting Age: from two years. Means of expression: spot, dot, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets, napkins. Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off. *

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Foam rubber impression Age: from four years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber. Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber. *

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Imprint with crumpled paper Age: from four years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper. *

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Leaf prints Age: from five years. Means of expression: texture, color. Materials: paper, leaves of various trees (preferably fallen), gouache, brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush. *

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Wax pencils + watercolors Age: from four years. Means of expression: color, line, spot, texture. Materials: wax pencils, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax pencils on white paper. Then he paints the sheet with watercolors in one or more colors. The drawing with wax pencils remains unpainted. *

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Subject monotype Age: from five years. Means of expression: spot, color, symmetry. Materials: thick paper of any color, brushes, gouache or watercolor. Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations. *

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Non-traditional drawing techniques in different age groups of kindergarten Junior group (2-4 years) drawing with a hard, semi-dry brush with a finger, drawing with the palm of the hand, drawing with a cotton swab, stamps made from potatoes, imprinting with a cork Middle group (4-5 years) imprinting with foam rubber, imprinting with stamps from an eraser, leaves, wax crayons + watercolor candle +watercolor drawing with crumpled paper subject monotype Senior and preparatory group (5-7 years) landscape monotype drawing with a toothbrush combing paint spraying air felt-tip pens blotography with a tube photocopy – drawing with a candle scratch paper black and white, color drawing with threads drawing with salt, drawing with sand *

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Recommendations for teachers: use different forms of artistic activity: collective creativity, independent and playful activities of children to master non-traditional image techniques; when planning classes in visual arts, observe the system and continuity of the use of non-traditional visual techniques, taking into account the age and individual abilities of children; improve your professional level and skills through familiarization and mastery of new unconventional methods and techniques of image. *

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Recommendations for parents materials (pencils, paints, brushes, felt-tip pens, wax crayons, etc.) must be placed in the child’s field of vision so that he has a desire to create; introduce him to the surrounding world of things, living and inanimate nature, objects of fine art, offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw; do not criticize the child and do not rush; on the contrary, from time to time encourage the child to practice drawing; praise your child, help him, trust him, because your child is individual! *

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List of used literature 1. http://luntiki.ru/blog/draw/956.html 2. http://festival.1september.ru/articles/556722/ 3. http://tfile.org/books/57128/ details/ 4. http://stranamasterov.ru/node/110661 5. http://ds205.a42.ru/roditelskaya-stranichka/sovetuyut-speczialistyi/teremok.html 6. http://festival.1september.ru/ articles/313479/ 7. http://img.mama.ru/uploads/static/images/ 8.http://stranamasterov.ru/files/imagecache/ 9. http://viki.rdf.ru/media/ upload/preview/klyaksa.jpg&imgrefurl 9. http://stranamasterov.ru/files/imagecache/orig_with_logo/ 10. http://festival.1september.ru/articles/574212/ 11. http://mama.ru/post /authorposts/id/414093 12. Davydova, G.N. Unconventional drawing techniques in kindergarten. Part I. -M.: Scriptorium, 2003. - 80 p. *

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Slide captions:

Topic: "Non-traditional drawing techniques in preschool educational institutions and their role in the development of preschool children." "The origins of children's abilities and talent are at their fingertips. From the fingers, figuratively speaking, come the finest threads and streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child." V.A. Sukhomlinsky.

In the process of unconventional drawing, the child develops comprehensively. Such activities do not tire preschoolers; children remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional techniques allow the teacher to take an individual approach to children, taking into account their desires and interests. Their use contributes to the intellectual development of the child, correction of mental processes and the personal sphere of preschoolers.

Many types of non-traditional drawing help to increase the level of development of hand-eye coordination (for example, drawing on glass, painting fabric, drawing with chalk on velvet paper, etc.), as well as coordination of fine motor skills of the fingers.

The goal of my work is to create pedagogical conditions for the development of children's creative imagination through the use of non-traditional drawing techniques and techniques. Having studied the works of various authors, I found a lot of interesting ideas and set myself the following tasks: To develop technical drawing skills in children. Introduce children to various non-traditional drawing techniques. Learn to create your own unique image using various drawing techniques.

I studied the work experience of: I.A. Lykova “Program of artistic education, training and development of children 2-7 years old. "Colored palms"; A.V. Nikitin “Non-traditional drawing techniques”; G.N. Davydov “Non-traditional drawing techniques”; R.G. Kazakova “Drawing classes for preschoolers.” At the preparatory stage, I became acquainted with the methodological literature of various authors, such as the manual by A.V. Nikitina “Non-traditional drawing techniques in kindergarten”, I.A. Lykova - “Methodological manual for specialists of preschool educational institutions”, T.N. Doronova - “Nature, art and visual activity of children” by R.G. Kazakova “Art activities in kindergarten.”

1. Preparatory-familiarization 2. At the second stage - reproductive stage, I set the task: to introduce children to various means of expression. 3. The third stage is constructive. The task of this stage is to teach children to perform collective work, organize joint activities (with each other, with the teacher) Stages:

1. Print by hand 2 . Using a signet 3. Drawing with a feather 4. Drawing with a finger. 5. Monotype. 6. Drawing on a stencil with a tampon. 7. Drawing using the poke method. 8. Blotography. 9. Spray. 10. Scratching. 11. Drawing with soap bubbles. 12. Drawing with crumpled paper 13. Instead of a brush, use a hole punch. 14. Nitcography. Methods and techniques of unconventional drawing

With children of primary preschool age it is recommended to use: finger painting; stamped with potato stamps; palm painting. Children of middle preschool age can be introduced to more complex techniques: poking with a hard, semi-dry brush. foam printing; cork printing; wax crayons + watercolor; candle + watercolor; leaf prints; palm drawings; drawing with cotton swabs; magic ropes. And in older preschool age, children can master even more difficult methods and techniques: sand painting; drawing with soap bubbles; drawing with crumpled paper; blotography with a tube; landscape monotype; stencil printing; subject monotype; ordinary blotography; plasticineography.

I used the following means - joint activity of the teacher with the children, - independent activity of the children. I used the following methods: informational verbal, practical. The information method includes the following technique: - examination - observation - excursion - teacher's example - teacher's demonstration The verbal method includes - conversation - story - use of teacher's samples - artistic expression The practical method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring a skill to automatism; it includes the technique of repeating work on drafts and performing form-building movements with the hand.

Criteria 2 junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 18 22 29 41 2. Manifestation of creativity 21 29 33 54 3. Manifestation of initiative 20 34 42 59 4. Manifestation of independence 23 36 48 61 5. Manifestation of individuality 21 43 52 59 6. Using means of expression 24 45 51 64 7. Mastering the methods of creating an image 28 42 54 60 8. Seeing artistic images 19 39 46 62 9. Planning activities 18 28 51 70 10. Skills and ability to use tools 17 28 49 76 Analysis of the effectiveness of drawing skills by groups: 1. Preparatory stage:

Criteria 2 junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 19 24 32 45 2. Manifestation of creativity 23 30 34 56 3. Manifestation of initiative 22 34 45 60 4. Manifestation of independence 24 37 49 65 5. Manifestation of individuality 25 45 54 63 6. Using means of expression 23 47 53 65 7. Mastering the methods of creating an image 30 44 56 67 8. Seeing artistic images 22 41 49 62 9. Planning activities 20 29 54 85 10. Skills and ability to use tools 21 35 50 86 2. Main stage:

Criteria 2 junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 29 34 38 46 2. Manifestation of creativity 33 37 38 56 3. Manifestation of initiative 28 39 48 64 4. Manifestation of independence 32 39 49 66 5. Manifestation of individuality 35 48 53 65 6. Using means of expression 33 49 57 67 7. Mastering the methods of creating an image 34 48 59 67 8. Seeing artistic images 29 46 51 76 9. Planning activities 28 35 57 85 10. Skills and ability to use tools 29 38 58 88 3. Final stage:

Conclusion: having analyzed the effectiveness of drawing skills in groups engaged in non-traditional drawing techniques, I came to the conclusion that there is a positive trend among children in the preparatory group, since they have mastered many types of non-traditional drawing techniques and have more developed fine motor skills of their fingers.

Conducting classes using non-traditional techniques contributes to: - Removing children's fears; - Develops self-confidence; - Develops spatial thinking; Teaches children to freely express their ideas; Encourages children to creative searches and solutions; Teaches children to work with a variety of materials; Develops a sense of composition, rhythm, color, color perception; a sense of texture and volume; Develops fine motor skills of the hands; Develops creativity, imagination and flight of fancy; While working, children receive aesthetic pleasure.