Summary of a drawing lesson in the second junior group Adzhimusaeva K.Yu.
Subject:« Christmas tree beauty »
Target: development of the ability to draw a Christmas tree with all the bristles of the brush using the printing method.
Tasks : exercise the ability to perceive the boundaries of a sheet of paper; develop creative imagination; ability to use unconventional drawing techniques (finger) ; develop the ability to select definitions for a given word by answering a question "which?" ; cultivate perseverance and accuracy.
Methodical techniques : game situation, guessing a riddle, psycho-gymnastics, productive activity, summing up.
Preliminary work : reading poems about the New Year tree, observing a spruce in nature, looking at illustrations of a spruce, drawing a Christmas tree with a pencil, learning a poem by T. Pavlova “Brought from the forest to us...”
Materials and equipment : artificial Christmas tree, paints of brown, green, red, blue, yellow, brushes, jars of water, napkins, album sheets.
Progress of the lesson:
1.Introduction to the topic.
Educator: - Guys, someone came to visit us today. Who do you think it could be? (children make assumptions) .
You guessed wrong! To recognize our guest, try to guess riddle :
I grew up in a dense forest.
Rising to the blue clouds,
But now I've been cut down
And they dressed them up in toys. (Christmas tree)
Well done!
Let's all tell you together what kind of herringbone. To do this, each of you needs to say one sign word. For example, small Christmas tree(green, prickly, forest, New Year's, winter, fragrant, fluffy, etc.)
Guys, you are so smart! Christmas tree I really enjoyed playing with you.
Please note what Christmas trees thin and prickly needles (you can allow children to touch the needles to make sure of this) .
2. Psycho-gymnastics « Christmas tree in winter »
Put your hands down, open your fingers "fan" . Then spread your arms to the sides and clasp your fingers. Movements repeat.
The teacher praises the children for their unusual transformation.
3. Work on the topic.
Educator: - Children, you all have friends, right? But our Christmas tree is alone, it has no friends, but we can help it. I suggest you draw a beautiful Christmas tree for your friends. First, let's draw the trunk of the Christmas tree. It is brown in color.
1) Dip your brush into brown paint. Draw a vertical line on the sheet from top to bottom with the entire pile, without lifting the brush from the paper. This will be the trunk. (The teacher draws attention to the fact that the trunk is wider downwards.)
2) Now dip the bristles of the brush into water, you need to wash it, then wipe the brush with a napkin.
3) Draw oblique short green lines from the trunk to the right and left. These will be spruce branches. (The teacher draws the children’s attention to the slope of the branches and the increase in their length downwards.)
4)On Christmas tree Use your finger to draw Christmas balls using red, blue and yellow paints.
During the explanation, the teacher repeats rules for working with a brush with children.
3. Reflection :
Educator: - Guys, who came to visit us today?
What did we do?
Let's give ours Christmas trees we'll tell you poem :
Brought to us from the forest
Beautiful Christmas tree!
The boys will have a holiday
Everyone will love it!
On the top of the head there is a star,
There are lanterns on the branches,
And in the girls' hands -
Round balls!
(T. Pavlova)
Educator: - Now we’ll dance around the Christmas tree and sing song “Christmas tree, don’t shoot!”- Well done, guys, you made our Christmas tree very happy.
Shurman Inna
GCD for drawing in the second junior group “Fluffy Christmas tree”
GCD summary for drawing in the second junior group« Fluffy Christmas tree»
Shurman I. N. Abstract of GCD for drawing in the 2nd junior group No. Fluffy Christmas tree» using unconventional technology drawing
Integration of educational regions: "Artistic creativity", "Speech development",
Target: skill development draw a Christmas tree in an unconventional way using the poking method.
Tasks: exercise the ability to perceive the boundaries of a sheet of paper; develop creative imagination;
ability to use unconventional techniques drawing(poke);
enrich children's vocabulary, develop the ability to select definitions for a given word, answering a question "which?";
cultivate perseverance and accuracy.
Methodical techniques: game situation, guessing a riddle, psycho-gymnastics, productive activity, summing up.
Preliminary work: observing spruce in nature, looking at illustrations of spruce, reading poems about the New Year tree, drawing a Christmas tree with gouache, learning poems
Materials and equipment: artificial Christmas tree, green gouache, glue brushes, jars of water, napkins, album sheets with drawn outline of a Christmas tree.
Progress of the lesson.
The teacher invites the children to listen and guess what tree this is about. mystery:
You can always find her in the forest -
When will I go for a walk there? sew:
Stands prickly like a hedgehog
"In winter in a dress?"
- “Well, so what!”
And that dress fluffy,
Green, branchy!
Then he brings the tree into group. Children walk around, look at it, touch it.
Praise the Christmas tree. Tell me, what is she like? (Slender, resinous, green, good, fragrant, prickly, fluffy.) Well done, you came up with so many words.
Guys, you are so smart! Christmas tree I really enjoyed playing with you.
Please note what Christmas trees thin and prickly needles (you can let the children touch the needles again to make sure of this).
The spruce stands under the blue sky,
On which the stars sleep.
(We are in a standing position, arms outstretched below - we spread our arms and legs slightly to the sides, hold our palms parallel to the floor - we represent a spruce. We raise our heads up, stretch our neck - we try to see the stars "in the sky")
It's all painted with frost
From head to toe.
(We raise our outstretched arms up above our heads and, making smooth movements with our palms from side to side, we slowly bend over and lower our hands in front of us to the floor - this is how we "colored" "tassels-palms" frost all over the Christmas tree)
Sparkling with pure pearls
In a caustic, ringing silence,
(We depict pearls with the fingers of both hands - we connect the thumb and index fingers of each hand into small circles. We make jerky movements with our hands in different directions, bending and straightening our arms - we show how brightly our tree sparkles)
The spruce is so elegant -
Like a fairy tale in the moonlight.
(We return to the starting position, depicting e lock: feet slightly shoulder-width apart, arms outstretched slightly to the sides, open palms facing the floor. We do small squats and at the same time turn our body to the right and left, slightly raising and lowering our outstretched arms - this is how elegant our Christmas tree is)
Touching the clouds with your shoulder,
(Standing again herringbone. Raise your right and left shoulders in turn)
She catches the snow thick.
(We jump up as high as possible and at the same time clap our outstretched arms above our heads - "catching snow")
The hare even stood up on his paws
Before this beauty!
(We depict someone standing on his paws bunny: We squat down, holding our hands at chest level. Being in this position, we look up and tilt our heads alternately in one direction and the other - we show how the bunny admires the beautiful Christmas tree)
The teacher praises the children for their unusual transformation.
Then the teacher draws the children’s attention to the fact that one Christmas tree, she has no friends, but they can help her. Offers to children draw a beautiful Christmas tree for friends.
The teacher invites the children to take a brush, pick up paint and recite the poem draw a Christmas tree:
Let's take a brush here So:
It's difficult? No, it's nothing.
The brush poked
Knocked "heel".
And then he walks in circles.
Like a girl in a round dance.
Are you tired? Let's rest
And we'll start knocking again.
We are drawing: one, one,
Everything will work out for us!
In progress drawing The teacher draws the children's attention to the fact that paint must be within the contour.
When the children finish their work, the teacher offers to collect them Christmas trees in a big forest(works are posted on the board) and admire them. Once again he pronounces the words with the children - definitions:(green, prickly, forest, winter, fragrant, fluffy, etc. d.) and praises the children.
Publications on the topic:
Dear friends! Happy New Year to everyone! We wish you all creative success and health. happiness! My children and I love working with threads.
Objectives: To teach children to convey the image of a Christmas tree in a drawing. Practice drawing straight vertical and oblique lines. Develop creativity.
Nice, green, beautiful Christmas tree! Goal: To teach children to roll small balls from plasticine. Apply plasticine to the surface of the cardboard.
Abstract of GCD for application in the second junior group “Herringbone” Summary of a lesson on application in the second junior group “Yolochka” Prepared by teacher: Kashuba O. Purpose: To expand children’s knowledge about the holiday.
Summary of an open non-traditional lesson on artistic and creative activities of children on the topic: Topic: “Green Christmas tree. Fluffy snowflake."
Program content. Teach children to convey the image of a Christmas tree in drawing; draw objects consisting of lines (vertical, horizontal, oblique). Continue learning how to use paints and brushes (rinse the brush in water and blot it on a cloth before picking up paint of a different color). Let us compare a “live” Christmas tree and an artificial one. Form the concept one – many. Develop fine motor skills. Cultivate friendly relationships, the desire to please friends.
Preliminary work. Examination of the spruce tree in the kindergarten area, comparison with other trees. Examination of illustrations in children's books, highlighting the main parts and features of spruce.
Materials for the lesson. Paper the size of ½ landscape sheet, dark green gouache, brushes, jars of water, napkins (for each child)
Progress of the lesson.
Educator: Children, what holiday is coming soon?
Children. New Year?
Educator: Look, the Christmas tree has come to visit us.
Do you think this is a “live” Christmas tree or an artificial one?
Children. Artificial.
Educator: How did you guess?
Children. She has soft needles and they do not smell.
Educator: Yes, this Christmas tree is artificial, but it is very similar to the real one. She is just as green and fluffy. Look how its branches are arranged? From top to bottom and slightly to the side (shows the direction of the branches). Let's show how the branches grow. Look, I’ll draw a trunk for the Christmas tree, put a brush at the bottom of the leaf and move the tip up, and then I’ll draw the branches, first the top ones, and Masha will help me draw the ones below.
Masha, come to the board and show me how to draw branches.
And now Danya will draw more branches, lower. This is how tall the Christmas tree is, and to make it fluffy, let’s draw some needles for it, like this (shows). Now the tree is tall and fluffy, but it’s boring for it to be alone in the forest, let’s draw friends for it, each on its own sheet, and then put them together.
Educator: Our guest is feeling sad, let's play with her.
Physical education minute.
There is a Christmas tree on the hill,
Looks in all directions. (Turns to the sides.)
It’s not easy for her to live in the world -
The wind turns, the wind turns. (Tilts to the right and left.)
But the tree just bends,
He is not sad - he laughs. (Jumping)
Educator: We rested, moved around, entertained our guest. Take your seats.
Let's remember how to hold a brush correctly
Vanya, show the kids, kids, take all the brushes, like Vanya, like this, that’s right, dip the tip of the brush in green paint and start painting. Let's draw a line from bottom to top. What did we draw?
Children: Trunk.
Educator: That's right, trunk. What are we going to draw now?
Children: Twigs
Educator: That's right, but there are needles on the branches.
Calm music sounds, the song “A Christmas tree was born in the forest”
During the lesson, the teacher approaches the children, shows those who are having difficulty drawing on a separate sheet, praises the children for their creativity if they place several Christmas trees on one sheet, and emphasizes the variety of images.
At the end of the lesson, the drawings are laid out on the table and they consider that they have created a whole spruce forest.
Educator: How many Christmas trees did Danya draw?
Children. One.
Educator: How many Christmas trees did Maxim draw?
Children: One.
Educator: How many Christmas trees were there in the forest?
Children: A lot of.
Educator: This is what a wonderful spruce forest we have. The Christmas trees are tall and fluffy. Are you glad, Christmas tree, that you have girlfriends? Look, the Christmas tree is shaking with branches. Do you think she's happy?
Children: Yes!
Educator: You all did a great job, you brought joy to the Christmas tree, and now we need to clean up the tables.
Title: Lesson summary for the 1st junior drawing group “The green Christmas tree came to visit us”
Nomination: Kindergarten / Lesson notes, GCD / drawing
Position: teacher of the highest qualification category
Place of work: MDOU No. 8 “Spikelet”
Location: Fominskoye village, Tutaevsky district, Yaroslavl region
"*******"
Abstract of educational activities for the public organization “Artistic Creativity” (drawing) in the second junior group “Christmas tree - green needle”
DRAWING
Topic: “Christmas tree - green needle!”
Software tasks:
Teach children to convey the image of a Christmas tree in drawing;
Learn to draw objects consisting of lines (vertical, inclined);
Develop the ability to use paints and a brush (hold the brush correctly, dip only the bristles of the brush into the paint, remove excess paint on the edge of the jar, rinse the brush well, dry it on a cloth);
Foster independence in work and a desire to help the Bunny.
Preliminary work:
Looking at the Christmas tree while walking, looking at illustrations, asking riddles, reading poetry, singing songs.
Vocabulary work: crown, trunk, branches, short, long.
Equipment:
Toy Hare, car, sample in an envelope, paper silhouettes of bunnies, a sheet for each child (1/2 album sheet, green paint, brushes with a stand, jars of water, rags according to the number of children.
Organization:
Children stand near the teacher.
There is a knock on the door. The teacher brings in a car with a toy hare, he has an envelope and silhouettes of little bunnies.
Art specialist: Guys, look who came to us?
Children: Bunny.
Bunny: Hello children! (Children say hello).
Art specialist: Why, Bunny, are you so sad?
Bunny: There are many different trees in the forest, but few fir trees. And under them it is very good to hide from the cold and from the wind. Draw for me and my friends - Bunnies (takes out silhouettes of bunnies from the car, please, these are the Christmas trees (takes out a sample from the envelope).
Art specialist: Guys, let's help the Bunnies and draw Christmas trees for them! Each of you will draw a Christmas tree for your own bunny (paper silhouettes of small bunnies are distributed to the children). Go ahead and sit at the tables.
Progress of the lesson.
Art specialist: Now we will draw. Let's look at the Christmas tree.
What color is she? - Green.
What does she have? (points to the trunk) – The trunk.
What trunk? - Straight, tall.
What else does the Christmas tree have? (points to the branches) – Branches.
Where do the branches point? - They look down.
What branches? – Short at the top, longer at the bottom, lowered down.
What is the top part of the Christmas tree called? - Top of the head.
Art specialist: See how to draw a Christmas tree:
1.
We put paint on the brush, remove excess paint on the edge of the jar, like this. We step back a little from above, apply the brush and draw without lifting it from top to bottom. This is the trunk.
2.
Now at the top, at the very top of the head, we draw branches: first on one side, then on the other side, they are short, looking down.
3.
We step back down and draw more branches, they are longer and look down. The branches are friends - they stay in pairs.
4.
We step back and draw more branches on one and the other side of the trunk, they are the longest.
It turned out to be a Christmas tree.
I rinse the brush, dry it on a cloth, the brush “jumps” on the cloth and place it in a stand with the nap facing up.
Physical exercise. (Children stand near the table).
Art specialist: Now we’ll play with you.
The Christmas tree lived in the forest,
The tree was small.
And then it grew, and grew,
Rising to the skies.
The branches are tilted downwards
They are friends in pairs.
The bunnies came running to the Christmas tree,
They jumped on the lawn. Children stand near the chairs.
They squat down.
They gradually stand up and raise their arms up.
Swing your arms from side to side.
Children lower their arms down to the sides.
They press their hands to their chest, imitating the paws of a bunny.
Jump in place.
Well done. Sit down at the tables.
Art specialist: Now you will draw the Christmas tree yourself. Take the brush in your right hand and show it. Let's draw a Christmas tree in the air. (Verbal reminder of the image of a Christmas tree). Now take some paint and draw the trunk first, then the branches.
Children doing their own work.
During the work, an art specialist and a teacher provide assistance by drawing a spruce on their sheet.
The teacher and art specialist hang the completed works on the board.
Art specialist: Look at the forest your Christmas trees turned out to be. Children, “plant” your bunny under the Christmas tree that you liked the most.
Bunny: Well done, you have got beautiful Christmas trees, with straight trunks, fluffy branches, now all the bunnies will be warm under your Christmas trees.
Art specialist: I liked what you did today. And you, Bunny, stay with us and play. (The game “The little white bunny is sitting” is played).
In early preschool age, children lay the foundations of visual activity. Pupils of the second younger group are actively developing key mental processes (primarily perception and thinking) - the kids already understand the meaning of drawing. Of course, they are still far from creating realistic images; the drawings are often a shapeless combination of lines. However, this is the initial stage in the formation of key visual skills.
The importance of visual activities for the development of pupils of the second junior group of preschool educational institutions
Drawing classes have a significant impact on the harmonious development of preschoolers from a very early age. This is a great way for kids to express their emotions. This is especially important for children who are still unable to speak well or have communication problems. A drawing will help an adult understand a child, because even what colors he chooses for the image is important.
Visual activities develop thinking, cultivate useful qualities such as perseverance, determination, and wean children from laziness. Undoubtedly, all this will be very useful during school and, in general, throughout life. Drawing is a great way to engage overly active kids.
Three-year-old children absorb knowledge like a sponge. Activities related to artistic creativity develop their taste and foster a sense of beauty.
Specifics of visual activity at this age
The most important goal of visual activity when working with children three to four years old is to teach them to draw lines, both straight and round, since it is from these that the shapes of the simplest objects are subsequently formed. Moreover, they must learn to do this on their own, without focusing on the model proposed by the teacher. This process is directly related to the development of fine motor skills of hand and finger movements.
Another important task is the formation of color perception - knowledge of basic colors and their names.
During the period of study in the junior preschool level, primary compositional skills are also formed - children learn to place their drawing in the central part of the sheet.
The teacher systematically involves children in the process of depicting objects. First, the child completes the composition started by the teacher: he completes the strings of the balloons (selecting the appropriate color), similarly depicts the stems of flowers, and the sticks of flags.
The activity should bring joy to the child - that’s when he will want to do it again and again. Here, of course, the decisive role is played by the personality of the teacher, his friendly attitude, sensitivity, emotionality, and ability to support students’ interest in artistic creativity.
Note that at the age of three, children cannot yet keep the teacher’s explanation in their heads for a long time: they remember the instructions partially or need repeated explanation. The teacher must try to ensure that each child understands the task and organize his actions. An individual approach is indispensable here. During the lesson, the teacher constantly reminds preschoolers about the subject of the image.
The emotionality of the lesson is always enhanced by the artistic word; it creates in the child’s mind a figurative idea of the object of the image. Thus, visual activity can be preceded by a riddle or a short poem. At the same time, they should be extremely simple and accessible to children. Otherwise, mental stress will interfere with the child’s emotional state, and he will no longer want to draw. Note that the same rhyme can be told to summarize the lesson after discussing the results of the work.
In addition, drawing in the second younger group is inseparable from gaming activities. After all, motivation for creativity is very important for children, for example, based on fairy tales. This will make the subject of the image interesting and more alive.
The material in a lesson with children should be extremely specific, since at this age abstract thinking is still alien to them. Children must visually perceive objects in the world around them - this is the basis for learning to draw at an early age. The images with which graphic elements are associated (lines, circles, dots) must be perceived visually, and even better, tactilely.
In some cases, when the teacher cannot show preschoolers an object (for example, because of its significant size), it is permissible to use a picture or a well-made drawing. At the same time, children’s attention is also drawn to the shape (you need to trace it with your finger) and color. Note that the drawing should not be small; the object itself is depicted separately from others, so that the child’s attention is focused only on it.
The teacher, starting with sweeping movements of the hand in the air, which are easier for the child, gradually moves on to moving the brush on the paper (note that manipulations with a pencil are more limited). For example, when depicting paths, children, together with the teacher, show the straight direction of the lines in the air, and then demonstrate on paper how long the path is. Finally, they draw it with gouache or pencil.
Moreover, it is advisable that the children accompany their actions with words - this will make the drawing process more rhythmic and the movement itself more exciting. For this reason, to increase the emotional mood, it is also recommended to include musical accompaniment in the lesson.
Children at this age perform all actions as imitation of the teacher. He shows hand movements in the air, and then repeats them with the children. Similarly, the teacher shows all the drawing techniques: for example, how to hold a tool and put paint on a brush. Preschoolers will be able to perform actions independently when they have thoroughly mastered all of the above techniques and acquired initial skills.
The teacher’s drawing should not be simplified to a diagram - after all, the image must correspond to the real object. For example, when explaining the sequence of drawing a Christmas tree, the teacher focuses on the requirements of the program intended for the second junior group: he designates a vertical trunk, and then green branches diverging to the sides. However, many other trees also have such signs. Therefore, the trunk should be drawn not straight, but slightly expanded downwards, and the branches should be drawn slightly inclined.
The trunk is drawn sequentially, and then the branches.
Demonstration of drawing techniques is necessary until children master the skills of drawing a given form. Then, in their free time, they will be able to draw the same tree on their own.
Similarly, when the children learn to draw straight lines and simple rectangular shapes, you can invite them to draw a shovel, ladder, fence, etc., without demonstrating techniques.
Let us note that when working with children of the second younger group, the teacher must focus on the personal experience of each student. After all, in the same team there are always older children (and during this period the difference of six months also affects development), in addition, some children begin to attend kindergarten only at the age of three (before that they did not go to a nursery group). Therefore, the teacher’s task is to analyze the characteristics of his group and, depending on this, differentiate tasks in the drawing process. Complications may include expanding the range of materials for work (for example, offering a larger number of colors), increasing the number of images (not one tree, but several).
The most suitable materials for classes
The basis for drawing in the second junior group is A4 paper. When painting with gouache paints, the teacher must tint it in the required shade (in the junior preschool level this is especially important, since it increases interest in artistic creativity). In some cases, it is advisable to offer children colored paper or cardboard. After all, for example, it is more interesting to draw a bright yellow sun on a gray or blue background, indicating the sky. Likewise, the It's Snowing activity calls for a blue base, which could very well be a dark blue or purple base color.
Note that the base should be quite dense. After all, at first the child does not paint with the tip of the brush - he works intensively with the entire pile, sometimes rubbing the paper to holes.
In the second younger group, as a rule, they use gouache. It gives a brighter tone than watercolor. But color in early preschool age causes a strong emotional reaction; for a child, the result of activity is a bright spot. In addition, it is easier for kids to work with gouache paints than with watercolors: they do not need to make any effort to dilute them with water.
There is no need to buy expensive paints with many shades for three-year-old children - it will be difficult for the child to choose the right color. The optimal number is six basic colors.
It is worth paying attention to the selection of brushes. For beginning artists, the ideal option is squirrel brushes with a short handle.
As for colored pencils, they must be of good quality (not crumble) and soft enough.
There are a lot of additional materials that can be used in drawing classes in the second junior group. For example, for a winter theme, cotton wool and confetti are useful; in other seasons - natural materials: seeds, leaves, etc. All these details diversify the composition, make it original, which, of course, will further stimulate children’s interest in artistic creativity.
Drawing methods and techniques used
The key task of the teacher in the second junior group is to teach children formative movements - first simple, and then more complex. This is, first of all, drawing a variety of lines: from left to right, from top to bottom, intersecting, etc. The easiest way to do this is when depicting objects such as paths, ribbons, a fence, a ladder.
When working with pencils, the teacher offers the kids one or two colors so as not to distract the children's attention. After some time, the children are offered gouache. Note that it is easier to paint with a brush, because there is no pressure required. A teacher teaches preschoolers how to apply a brush to paper correctly.
At first, the works are created with only one paint (for example, blue paint conveys raindrops, and yellow paint conveys autumn leaves). As the compositions gradually become more complex - the color scheme becomes more varied - the technique of washing the brush is introduced during the lesson.
Another task that is set in the second younger group is to teach a preschooler to combine several shapes in a drawing, homogeneous (for example, tumbler, snowman) or different (sun). This kind of work requires the ability to control hand movements, plus combine shapes into a composition.
More difficult for a three-year-old child is the image of a rectangular shape - he learns to change the direction of movement to create an angle, and also to close the line at the starting point. Kids practice this technique by drawing simple objects such as flags, windows, books and other rectangular things.
During drawing classes, the teacher constantly focuses on hand positioning. First, the brush is placed in the hand of each student, because everyone holds it differently: some hold it in their fist, bending their fingers, some hold it at the very base, while other children, on the contrary, hold it at the very tip. At the same time, the hand quickly gets tired, and the child gets tired. The correct position of the hand is in the middle part of the brush, while it is held by three fingers (their position is somewhat similar to the beak of a bird, which the child should pay attention to). You should hold a pencil, wax crayon, or felt-tip pen in exactly the same way.
In addition, the teacher teaches the children to carefully pick up paint, dipping the entire bristles of the brush into the jar. Excess paint is removed on the edge of the jar.
Note that you should not limit learning to draw at an early age only to traditional techniques. Non-standard ways of depicting very well develop fine motor skills and imagination. By the way, painting with fingers or a poke with a semi-dry brush is easier for kids than with brushes and pencils. At the same time, the baby feels at ease and is relaxed.
Visual arts classes in the second junior group, as a rule, are of a group nature. But at this age it is already quite possible to practice teamwork (or divide children into subgroups). The chosen form of work should be determined by the topic of the lesson - for example, “Bouquet for Mommy” (each student draws a flower with his palm) or “Dandelions” (children use their fingers to depict flower buds and the blue sky above them).
Teamwork (palms)
Teamwork (fingers)
Class topics: colorful balls, twigs and berries, cups and plates, toys and much more
As for the topics of visual arts classes in early preschool age, child psychologists recommend offering children as many diverse topics as possible, covering a wide variety of areas of life around them.
There are standard general topics (thematic blocks) that are used in classes in almost all kindergartens. In this case, the teacher can vary the subtopics within each block.
Let's consider the main sections that must be covered in drawing classes in the second junior group (the teacher can choose one or two topics within each block to implement them in the process of working with children, or he can come up with his own version).
Simple round shapes
These themes are: “Multi-colored wheels”, “Bloat up, bubble”, “Milk saucer”, “Rings”, “Colored balls”, “Multi-colored hoops”, “Bagels, bagels”, “My funny ringing ball”, “Snowballs” "
Drawing with pencils
Drawings based on straight lines
These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.
Drawing with gouache
Drawing with gouache
Houses
Kids draw: “My house”, “House with a chimney”, “House for the dog”, “Birdhouse”.
Teamwork (coloring the template and decorating it with a pattern)
Anthropomorphic creatures
“Snowman”, “Tumblers”, “Matryoshka”, “Kolobok”.
Drawing with gouache
Decorative painting (pattern decoration)
“Painting a plate”, “Let’s decorate a tea cup”, “Let’s decorate towels”, “Let’s decorate a mitten”, “Let’s decorate a handkerchief”.
Drawing with gouache
Poking drawing
Cloth
(coloring templates, adding details to them):“Mittens”, “Shoes”, “Siberian felt boots”, “Dress for a doll”.
Drawing with gouache
Animals, birds, firefly and other insects
“Chicken”, “Birds”, “Titmouse”, “Firefly”, “Bees”, “Duck”, “Ladybug”, “Fish”.
Drawing with gouache
Drawing with soap bubbles
Berries, mushrooms, vegetables, fruits
“Mushrooms”, “Amanita”, “Vegetables and fruits”, “Orange and tangerine”, “Berry by berry”, “Berries on a branch”, “Currant sprig”, “Apple with a leaf”.
Drawing with cotton swabs
Drawing with gouache
Vegetable world
“Multi-colored carpet of leaves”, “Leaf fall”, “Trees on our site”, “Christmas tree”, “Flowers”, “Dandelion”.
Drawing with gouache Drawing with gouache Drawing with gouache
Natural phenomena
“Rain”, “Sun”, “Hail”, “Rainbow”.
Drawing with cotton swabs
Finger painting
Household items
“Umbrella”, “Comb”.
Finger painting
Food
« Food”, “Pies”.
Safety
“Traffic light”, “Road rules”, “Fire safety”, “Fire”.
Drawing with gouache
Transport
“Car”, “Trolley”, “Planes are flying”, “Beautiful train”.
Finger painting
Human
“My Family”, “Friendship”, “Parts of the Body”, “Professions”.
Pencil drawing
My toys
“My favorite toy”, “Dymkovo toy”.
Drawing with gouache
Patriotism
"Flag", "My City".
Drawing with gouache
Lesson notes on the image of a snowman, fireworks, dandelion and car
| Author's full name | Title of the abstract |
| Shestakova E. | » Educational objectives: exercise children in depicting a round shape, creating an image from several parts of a similar shape. Developmental tasks: practice coloring a round shape, relating objects by size, and consolidate the idea of a snowman. Educational tasks: cultivate accuracy, desire to help. Integration of educational areas: “Artistic creativity”, “Cognition”, “Communication”, “Socialization”, “Health”. Handout: sheets of blue-tinted paper according to the number of children, gouache, sippy cups, brushes, coasters, napkins. Progress of the lesson: The teacher tells the children that a guest has come to them and asks a riddle:
A toy snowman appears. The children look at it, discuss how it can be sculpted (they show with gestures).
Independent activity of children. The teacher monitors the work process and guides the kids. |
| Zharikova E. | "Festive fireworks" (non-traditional drawing technique “coming through drawing”) The lesson begins with a riddle about fireworks:
The teacher discusses with preschoolers what fireworks are and where we can see them. The theme of the Victory Day holiday is touched upon. On this day in our country there are the most colorful and bright fireworks.
The teacher takes a foam sponge and paints his sample fireworks with blue paint. An interesting effect occurs - the paint does not cover the wax pencils, but rolls off them. The result is a beautiful fireworks display against the night sky. |
| Komisina O. | "Dandelions in the Grass" The teacher reads a poem, and the children must guess which flower they are talking about:
A picture of a dandelion is shown. Its shape, color of leaves, stem, bud are discussed. The kids talk about what flowers are for. The teacher tells the children that flowers are needed not only to admire them: they provide food for insects - nectar. The teacher warns children not to pick dandelions while walking - after all, they immediately die in a vase.
The teacher shows preschoolers how to draw a flower, noting that the thin stem is depicted with the tip of the brush. Since dandelions grow in grass, children are encouraged to draw grass as well. |
| Ermakova O. | "Automobile" At the beginning of the lesson, the teacher reads a funny poem about a car:
Children discuss the cars they saw on the way to kindergarten. The teacher reports that one of the cars decided to stop by to visit the children. Children look at it, determine the color, and name the parts that make it up. |
Games in drawing classes in the second junior group
In early preschool age, it can be difficult for children to explain some material, especially to make them remember it. Here, didactic games for visual arts will come to the aid of the teacher.
These manuals (they can be purchased in stores or made independently) are presented in the following target areas:
- Games to develop color perception.
- Games that train preschoolers in making patterns (developing decorative skills) or entire compositions
- Games, the goal of which is to supplement the object with the missing details (subsequently the child also completes the elements in the drawing).
Let's look at examples from each category.
Games to develop color perception
“Gather a bouquet” (for the Snow Maiden and for the Sunbeam). This game teaches children to distinguish between warm and cold tones. A similar option is to choose your favorite colors of the snowman and the sun.
Didactic game introduces warm and cold shades
Didactic game develops color perception
Game "Collect the caterpillar". Children are offered several shades of the same color, from which they need to put together the body of a caterpillar - from the darkest shade to the lightest.
Didactic game for developing color perception
“Name the colors of autumn, summer, spring and winter.” The kids are offered cards depicting a color palette, and they must match them with pictures depicting a certain time of year.
Didactic art game at the same time reinforces the signs of the seasons
"Beads for Mom." Pictures are presented with beads of different color combinations. The child’s task is to pick up beads of the same color as in the picture.
"Aquarium". The paper aquarium has four sectors of different colors. There are also fish and shells of these colors. The child’s task is to sort them into sectors.
Games to develop decorative skills (pattern making)
Decorative and applied arts are an important part of the culture of the Russian people, who since ancient times have strived to convey their understanding of beauty in artistic form. Products from talented craftsmen develop children’s aesthetic taste and teach them to understand and appreciate beauty. Didactic games will help kids become more familiar with folk arts and crafts, and will also teach them how to create their own beautiful ornaments.
These are cut-out pictures depicting Dymkovo toys, patterns of dishes that need to be decorated with a Gorodets pattern, dominoes and lotto on this topic.
Didactic game Didactic game Didactic game Cut-out pictures Cut-out lotto pictures
The game “Assemble a Still Life” teaches younger preschoolers how to compose a composition; children become familiar with the genre of still life from an early age.
Didactic game develops compositional skills
And the guide “Assemble a pattern from a sample” develops their aesthetic taste, teaches them to correlate an object with its image.
The manual contributes to the formation of aesthetic taste
Games for adding details to an object
“Complete the butterfly.” The child is offered an image of half a butterfly. You need to complete the picture by selecting the same elements and placing them on the missing half.
The didactic game reinforces knowledge of the shape of an object and at the same time promotes correct color perception
"Merry little engine." The child is offered the body of a steam locomotive without wheels, pipes and doors. The task is to find among the many details the missing elements for the picture and add them to the image of the locomotive. As a result, children remember the shape of this type of transport, and later it will be easier for them to draw it.
Analysis of visual activity
An important component of any artistic activity is the analysis of finished works. This is also true when working with young children. The teacher displays all the drawings on the stand and arranges a joint discussion with the children: he asks the children’s opinion, and also evaluates the works himself, points out their positive aspects, and gives recommendations on what can be done better. Both the quality and accuracy of the work performed are taken into account.
Let us note that you should not focus children’s attention on unsuccessful drawings, because often poor performance of a task is not due to the child’s reluctance, but to the peculiarities of his development (weak motor skills). Such kids need to pay more attention during productive activities, and be encouraged to draw in their free time.
Joint viewing and discussion of works fosters activity in children, arouses the desire to correct mistakes, and draw better next time. Those children who were not active during the discussion should be given special attention and discussed with them individually about the drawings.
Video on the topic
Drawing in the second junior group on the topic “Dandelion”
Drawing in the second junior group on the topic “It’s raining.”
It is difficult to overestimate the role of drawing in the development of children. This is one of the important ways of self-expression. After all, some children find it difficult to verbally express their feelings and knowledge. This extremely useful activity simultaneously stimulates mental activity and develops aesthetic feelings. The diverse topics of classes in the second junior group lay the foundation for a realistic depiction of a wide variety of objects and phenomena of real life, which children master as they grow older.
