Drawing a bunny in the middle group. Summary of GCD in the middle group

Summary of direct educational activities in the secondary drawing group on the topic: “Running Bunny”

Goals:

Educational: consolidate skills in drawing round and oval shapes; convey in the drawing the characteristic features of the appearance of animals (long ears, a short tail of a hare), the different internal states of the little hare (listening or calmly resting) through the different positions of its ears; apply the learned techniques of painting with a brush: with all the bristles in shape (torso); side stroke when depicting small and small parts; drawing with the end of a brush (poke).

Developmental: consolidate knowledge about colors, skills of compositionally correctly placing an image on a sheet of paper.

Educational: to cultivate interest and attentive attitude towards animals, independence, and the desire for aesthetic appreciation.

Equipment: toy bunny, brushes, sticks, stands for brushes, glass of water, tinted sheet of paper, gouache in black, gray, white colors.

Preliminary work: looking at illustrations and playing with a toy bunny; verbal description, reading stories, learning poems about bunnies.

Progress of the lesson:

1. Organizational moment.

2. Game motivation for educational and cognitive activities.

Educator: Children, on Sunday I was in the forest and met... Guess who?

Guessing the riddle:

Guess what kind of hat it is?

Gray armful of fur.

The hat is running in the forest,

It gnaws the bark of the trunks. (Hare)

Educator: Yes, it's a hare! It was Bunny that I met. I saw how quickly he ran and jumped deftly, and invited him to visit. Here he is - a bunny! ( Places the bunny in front of the children.) The bunny told me that he ran away from the fox and hid under the tree. He complained: “If I were not alone, if I had many bunny friends, the fox would never have dared to attack us.” Children, let's help the Bunny, draw friends for him - there are many long-eared bunnies just like him.

Bunny, jump here on a stump so that the children can get a good look at you, what shape your body and head are.

Bunny: Let the children tell me what shape my head and torso are. What are they like? (On the testicle.) What is this form called? (Oval.)

3. Finger gymnastics.

The bunny jumped from the porch

And I found a ring in the grass.

And the ring is not easy -

Shines like gold.

The exercise is based on moving from one position to another:

a) fingers into a fist, extend the index and middle fingers and spread them apart;

b) connect the thumb and index finger into a ring.

Educator: Why do you think the Bunny sits and is silent? (Children make their guesses and build logical chains.) He whispers in my ear that he is calm, he is resting, so his ears lie on his back, and when he hears any rustling or steps, he immediately raises his ears up and listens.

The teacher invites the children to start drawing and asks where they will begin to create the image.

4.Demonstration and explanation of how to do the work.

Educator: I take a brush, dip it first in water, dry it on a napkin, fill the entire pile with gray or white paint (depending on the time of year) and paint an oval that looks like an egg. I paint according to the shape of the body. Like this. At the top of the body I draw an oval head. I also paint it over without going beyond the outline. I also pick up the paint of the desired color and paint long ears on the head (sticking up or, lowered, lying on the back) with long strokes at a certain distance. At the bottom of the body, using side strokes, I draw long, strong legs (the little bunny is sitting). What is the bunny missing? Yes, eyes, nose. On the back of the back there is a tail (you can draw it with your finger), I draw the eyes and nose using a poking method with black paint. Here is my bunny ready. Do you like him?

5. Phys. just a minute.

Jumping and jumping in the woods (jumping in place)

Hares are gray balls. (hands near the chest, like the paws of hares, jumping)

Jump - hop, jump - hop - (jumping back and forth, back and forth)

The little bunny stood on a stump. (stand straight, hands on waist)

I built everyone in order, (turn the torso to the right, right arm to the side, then to the left and left arm to the side)

Began to show charging.

Once! Everyone walks in place. (steps in place)

Two! They wave their hands together, (hands in front of you, perform a scissors movement)

Three! They sat down and stood up together. (sit down, stand up)

Everyone scratched behind the ear. (scratch behind the ear)

They reached for “four”. (hands up, then to the waist)

Five! They bent over and bent over. (bend over, lean forward)

Six! Everyone lined up again (stand up straight, lower your arms)

They walked like a squad. (steps in place)

6.Children’s independent work.

Children draw on their own. While painting, the teacher makes sure that the children make circular movements with the brush as accurately as possible, pick up enough paint, remove the excess on the edge of the glass, carefully wash the brush, blot it with a napkin, and do not splash the water.

The teacher observes the sequence of work and, with the help of questions, clarifies the name of the form and the proportional relationship. Draws children's attention to the position of the bunny's ears, explains this by the internal state of the animal - resting calmly, alert or listening.

He praises those who added additional elements to their work, for example, drew a bunny in a different pose, changed the position of the paws.

7.Result of the lesson.

At the end of the lesson, the teacher asks Bunny if he is satisfied that he has so many friends, because with friends it’s fun and not as scary as being alone.

Educator: Well done, children! You are kind kids, now the Bunny will not be lonely. He's very happy. How affectionately can you call a Bunny? (Hare, bunny)

Analyzing the children's drawings, the teacher constructs the answers so that they include an assessment of the characters drawn (shape of body parts, their proportions, position of the ears, etc.).

Valentina Shtefa

Middle group lesson

Drawing with applique elements.

« The gray bunny turned white» .

Tasks: Teach children to modify the expressive image of a bunny - change a summer fur coat for winter: glue a gray paper silhouette and paint with white gouache paint. Develop imagination and thinking. Cultivate interest in understanding nature and reflecting received ideas in artistic activities.

Preliminary work: Conversation about seasonal changes in nature, ways of adaptability of animals (change in color of the outer integument of the body). Comparison of images of hares - in summer and winter "fur coats". Reading literary works about hares.

Materials and equipment: Tinted sheets of blue or light blue paper, silhouettes of hares cut out of gray paper, glue, glue brushes, white gouache paint, brushes, jars of water, paper napkins.

Organization of children: Subgroup children in the playroom.

IN:- Guys, guess riddle: The scythe has no den

He doesn't need a hole, his legs save him from enemies,

and bark from hunger.

D: Hare

IN: - That's right, hare! let's watch a fairy tale about a hare?

Children's answers.

The teacher tells a fairy tale to T. Voronina, showing illustrations to the fairy tale.

Tale about bunny.

“Once upon a time there lived a gray hare in the forest with his mother and father. The gray one jumped and frolicked in the grass in the clearing and had no worries. Everyone is his friend were suitable: and birch, and maple, and raspberry bush.

But one day the gray one ran out of the house into the clearing, but did not recognize his friends. The birch leaves have turned yellow. And the maple ones turned red.

“Aren’t they sick?”- the bunny was scared.

Why did you turn yellow? - he asked the birch tree.

Autumn has come,” the birch leaves rustled in response.

Why are you blushing? – the gray one asked the maple tree.

Autumn has come, - the trunk of the old maple creaked.

“What kind of animal is autumn?”- The little bunny got scared and ran home as fast as he could.

Fall has come! Save yourself who can! - the little bunny shouted, seeing his family.

What scared you about autumn? The mother was surprised.

She came and dyed everyone’s fur coat as she pleased. The forest is all colorful! She spared no one. What kind of terrible beast is autumn?

Winter will be worse. She'll come and take over your fur coat. – the bunny smiled.

Winter has come. She dressed both the birch and the maple in white fluffy coats according to her wishes. Our familiar little bunny is jumping and frolicking in a white clearing, but you can’t even recognize his fur coat!”

IN: Did you like the fairy tale?

IN: Children, who do you think this fairy tale is about? (children's answers).

IN: What happened to the bunny? (children's answers).

IN: Guys, let's draw pictures about how the bunny prepared for winter and changed his gray coat to white.

IN: Sit down at the tables, look (shows a silhouette of a hare cut out of gray paper) what fur coat? bunny in summer or winter? (children's answers).

IN: Look how I will help the bunny change his fur coat from gray to white (attach a sheet of blue paper to the easel, stick the silhouette of a hare at the bottom of the sheet - 2-3 cm above the bottom edge, paint the hare with white gouache).

IN: Guys, why do you think the bunny needs to change his fur coat? (children's answers).

IN: That’s right, so that the bunny is not noticed by hunters and predatory animals in the snow, listen to the poem.

The hare runs as fast as he can,

The hare wants to hide.

Then he runs and circles,

Then he lies there, trembling all over.

Poor thing, he is afraid of everything...

Where to hide from evil -

From the fox and marten,

From the eagle and the eagle?

He's even afraid of squirrels

Songbirds - even small ones.

...Ears are arrows. The tail is a knot.

The white one jumped and - silence.

IN:This is how a white fur coat saves a bunny, he jumped into a snowdrift and hid. Now let's get to work, carefully glue the bunny onto a piece of paper, then paint it. Do not forget draw snow or snowdrift.

The children do the work.

IN: Guys, you are so great! so fast drew pictures with a bunny, everyone tried.

Oh, let's relax a little and dance? (children perform the movement to the song Gray bunny sitting).

IN: Well done! That's how you can do the moves, almost like bunnies on the lawn.

IN: Did you guys like it? draw pictures? And the tale about the bunny liked it? You see how much fun we had with you. Let each of you tell mom and dad a story about bunny and show your picture, I think it will be very interesting for them to listen.

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LESSON 4. MODELING. "BUNNY"

Software tasks.

Continue teaching children to sculpt animals using the ovoid shape (torso, head); convey in sculpting the characteristic features of the appearance of a hare (long ears, short tail), the different states of the animal (listening or calmly resting) through the different positions of its ears; consolidate the techniques of sculpting an ovoid and smearing parts to each other.

Material.

The teacher has a toy bunny, a figurine or a sculpted hare (sample) in a lying position; several Christmas trees, bushes (cardboard or plywood from a tabletop theater); parts of the bunny's body: two ovoids of different sizes, a thin cylinder. Children have plasticine, boards, stacks.

Progress of the lesson.

On his desk, the teacher lays out a sheet of white paper and places several bushes and Christmas trees on it, and behind one of them is a bunny.

Educator. Look, children, this is a winter forest glade. Here grow... (fir trees, bushes). Quiet, quiet in the forest clearing. Nobody here. Oh! Who was that moving behind the tree? Yes, this is a bunny - long ears, short tail (puts the bunny in front of the children). Bunny, what are you doing here?

Bunny. I ran away from the fox, hid behind the tree and rested. Now, if I were not alone, if I had many fellow bunnies, the fox would not dare to attack us.

Educator. Children, let's help the bunny, make comrades for him - there are many such long-eared bunnies.

Bunny, jump on this stump so that the children can take a good look at you, find out what shape your body and head are.

Bunny. Let the children tell me what shape my head and torso are. What are they like? (On the testicle.)

Educator. Who can tell me how to sculpt such a shape?

Children. First roll the ball, then roll it lightly between your palms, roll it a little harder on one edge.

Bunny. Right. You see, children, my head is rounded at the back, and in front my muzzle is slightly elongated and my body is the same shape.

Educator. I already have a body and head sculpted for a bunny, similar to large and small testicles (shows). Children, who will show you how to connect the body and head so that they hold tight?

The child attaches the head to the body and names the method of attaching the parts.

The teacher shows the children a cylinder and asks what can be fashioned from it (ears) and how to do it (cut the cylinder into two even parts with a stack, slightly flatten them and sharpen the ends with your fingers).

The teacher performs all the necessary operations or calls the child to show how to sculpt the ears of a hare.

Educator. Here's your first comrade, bunny! Why are your ears down and lying on your back?

Bunny. It’s calm here, there’s no fox, and I’m resting. But if I hear any rustling or steps, I will immediately raise my ears up, just like my new friend raised his ears.

The teacher invites the children to start sculpting bunnies, having first asked where they will start working.

During the lesson, he monitors the modeling methods, clarifies their names through questions, asks children about the position of their bunnies’ ears and connects this with the state of the animals (resting calmly, alert and listening).

Encourages those who have added additional elements to their work, for example, sculpted paws or given the animal a different pose.

At the end of the lesson, you can invite the children to place the sculpted bunnies in a forest clearing, wherever they want (by the Christmas tree, in front of a bush), or together with other bunnies, or one at a time.

The teacher asks the bunny if he is happy that he now has so many friends. Answers must be structured in such a way that they include an assessment of the characters sculpted by children (the shape of body parts, their proportionality, the position of the ears, etc.).

Everyone who wants to can play with the sculpted characters after class or in the evening should be given the opportunity to add a toy fox or wolf.

LESSON 5. MODELING. "TEDDY BEAR"

Software tasks.

Teach children to sculpt an animal from three parts of different shapes, observe approximate proportions between parts; convey the simple movement of the bear’s paws; consolidate the techniques of rolling, unrolling, flattening, joining parts by applying the technique of smearing; use a stack to draw details and cut plasticine.

Material.

The teacher has a sample - a sculpted bear (without legs) and separate parts of the same bear cub; box for sample and toy parts. Children have plasticine, boards, stacks.

Progress of the lesson.

The teacher shows the children a box tied with a ribbon: “I was in the store and bought two identical teddy bears for our dolls (Masha and Dasha). Here they are".

He looks into the box and exclaims: “Oh, one bear is intact, but the other fell apart!” He takes out the whole toy and parts of the second teddy bear. Lays it out before the children's eyes. "What to do? How do you know what it is? What is this? Confirms the children's answers that you can recognize the parts of a toy if you compare them with parts of a whole teddy bear. After all, the toys are the same.

The teacher offers whoever wants to “fix” the broken toy. He asks about the shape of each part - the body, head, ears, paws, and how it should be sculpted. Involve other children in the discussion. If the children do not know how to sculpt the round ears of a bear cub, he shows and explains: “The bear cub’s ears are small, so you must first roll two small balls. To do this, take a lump of plasticine, place it on your left palm and roll a small ball with the finger of your right hand. Then flatten it. You will get a round ear.” When the child connects all the parts of the toy and presses them together so that they hold tightly, the teacher says that now the children only have two teddy bears, but there are many dolls. Invites everyone to sculpt one teddy bear for each doll. Asks children about the sequence of modeling, how many parts the plasticine should be divided into, what size these parts will be.

During the lesson, the teacher monitors the modeling methods and asks about their names. When children attach paws to the bear cubs, he says: “The toys will be more interesting if the bear cubs can do something: for example, do gymnastics, hold something in their paws, or just wave them. Let each of you teach your little bear to do something.” If necessary, you should give children additional lumps of plasticine to sculpt certain items for the bear.

At the end of the lesson, the teacher says: “Our dolls heard that you have prepared gifts for them, and they really want to see them.” Demonstrates how to give a teddy bear to a doll: “Masha, I’m giving you this teddy bear. He has... (names some qualities). The little bear can wave its paw,” etc. Invites the children to take their bear cubs to the dolls and give them as gifts (the children do this in turns - two or three people at a time). Approves of those who told the doll about their teddy bear, what kind of animal it is and what it can do.

LESSON 6. MODELING. "TWO GREEDY BEARS"

Software tasks.

To instill in children a desire to work together, to develop the ability to negotiate with each other; learn how to independently arrange bear cub figures and convey the movements of the paws in accordance with the proposed plot; consolidate the ability to divide a lump of plasticine into parts, use familiar sculpting methods: rolling, rolling, flattening, smearing, smoothing; learn to use a stack to draw small details (eyes, claws at the ends of paws).

Material.

The teacher has an illustration by E. Rachev for the fairy tale “Two Greedy Little Bears,” two toy bears, a ball or a sculpted head of cheese, and additional lumps of plasticine. For two children, two lumps of plasticine, slightly different in size (for sculpting older and younger bear brothers), one stand for two, stacks.

Progress of the lesson.

“Children, I recently read you an interesting fairy tale,” says the teacher. – The artist Evgeny Rachev drew a picture for this fairy tale. Here she is (shows). Tell me who is drawn here and what fairy tale these animals are from.”

Confirms that the artist depicted two bear brothers from the fairy tale “Two Greedy Little Bears.”

“Where did the cub brothers go and what did they find on the road? I have two teddy bears. This will be the older brother (shows a larger teddy bear), and this will be the younger one. I'll put them one after another. So they walked along the road. The cubs were very hungry and suddenly found a round head of cheese (he places a ball in front of the cubs). The cubs were delighted, ran up to the cheese and wanted to share it. How did they get up when they were about to share the cheese? Which one of you will place the cubs so that it can be seen that they are going to share the cheese?

One of the children changes the position of the cubs relative to each other. The teacher asks how the cubs now stand (opposite each other).

“Now you two will fashion two greedy bear cubs. Look at your lumps of plasticine. Are they the same or different in size? (One is smaller, the other is larger.) So, one of you will sculpt an older brother, and the other a younger one.

And when you’ve sculpted it, place the two bears on one stand, so that you can see that they were going to share the cheese.”

The teacher asks where the children will start sculpting bear cubs (by dividing a lump of plasticine into parts). In the process of work, he watches in what ways the children sculpt different parts of the teddy bear, and how they fasten them together. For those who want to sculpt bear cubs standing on their hind legs, he suggests taking additional lumps of plasticine from a tray on your table. To ensure the stability of the figures, he advises making the paws short and thick and spreading them slightly. It suggests that with a stack you can draw not only the eyes, but also the claws at the ends of the cubs’ paws using short lines.

By the end of the work, the teacher distributes one lump of plasticine to two children for making cheese. The children themselves decide who will make the cheese.

“What should be done with the cubs’ paws so that it can be seen that they are both holding a head of cheese? Or is one grasping the cheese, and the other stretching out its paws to it?” (Stretch your paws forward.)

At the end of the lesson, place stands with sculpted bear cubs on the table and invite the children to look at their work. Say: “The greedy bear cubs wanted to divide the cheese equally, but each was afraid that the other would get more. And you know how it ended. You have sculpted bear cubs who are about to share the cheese. How are they worth? (Opposite each other.) How do you hold your paws? (Point to works where one has grabbed a head of cheese, and the other is stretching out his paws to it.) Is the older or younger bear holding the cheese? How did you find out that the eldest (junior)?” You can address two children who were doing a common job with the following words: “Did you sculpt these bear cubs alone or together with Vasya? Which of you sculpted the older brother, which the younger?

Finally, be sure to ask everyone if they enjoyed sculpting together. To say that together, together, we can do more and more interesting things. The artist Rachev drew the bear cubs, and the children sculpted them as described in the fairy tale “Two Greedy Little Bears.”

LESSON 7. INTRODUCTION TO SCULPTURE OF SMALL FORMS

Software tasks.

To introduce children to a new type of fine art - small-form sculpture; teach to understand the content of sculpture and its means of expression; give an idea that the sculpture is made from different materials.

Material.

The teacher has animal figurines (4–5 pieces), made of porcelain or earthenware, wood, metal, ceramics, glass, etc.; turntable or tablet, book illustrations with images of animals.

Progress of the lesson.

The teacher says that in book illustrations, children saw how artists depicted animals.

“Look at the fluffy, mustachioed, striped kitten, which was painted by the artist Lebedev. Look at the elegant, cunning fox by artist Rachev. But there are artists who do not depict animals with paints and pencils, but make them from different materials.”

The teacher places the animal figures one at a time on a turntable or board and slowly turns them so that the children have the opportunity to examine the sculpture from all sides.

He asks who it is and what he’s doing. Names the material from which the figurine is made. For example: “This is a squirrel, she crouched down and looks back. Probably some noise was heard, the squirrel became wary and looked to see what was there? It's made of porcelain." When showing a sculpture, it is necessary to bring children to an understanding of the means by which its author conveys the state or character of the animal (posture, movement, emphasizing certain features).

Having examined in detail three figures made of different materials with the children and placing a book illustration next to them, the teacher says that the artist who depicts an animal with paints shows it only from one side: “This cat (dog...) is drawn from the side. We don’t see what it looks like from the front or back. But we can look at these figures from all sides. They are voluminous. Those craftsmen who create such figures are called sculptors.”

The teacher adds one or two more animal figures.

You can draw children's attention to the fact that some of the figures are painted by sculptors - these are animals made of porcelain and ceramics. Other figures remain unpainted; they are metal, wood, glass, etc.

In conclusion, you can invite the children to show the figurine they like best and describe it (who it is, what it does, what it is, what it is made of). Next, ask who has figurines at home, and invite them to look at them carefully in the evening, and the next day tell the teacher and friends about them.

LESSON 8. MODELING. “THREE FOR FOREST ANIMALS”

Software tasks.

To develop in children the ability to create their own ideas; teach techniques for sculpting an animal; combine children's works into a common composition; learn to independently apply familiar working methods in modeling.

Material.

The teacher has a screen on which are pasted children's drawings depicting a winter forest, a plastic or cardboard Christmas tree, toy Snow Maiden and Santa Claus or their cardboard images on a stand; toy fox and squirrel or animal figurines.

Progress of the lesson.

The teacher places a screen with a picture of a winter forest on the table. He tells the children: “Father Frost and Snow Maiden decided to arrange a Christmas tree for the animals in the forest (he places the Christmas tree, Father Frost and Snow Maiden in front of the screen). They can't wait to see guests for the holiday. Let's, children, sculpt forest animals and let them have fun around the decorated New Year's tree. Each of you will sculpt some kind of animal - a bunny, a squirrel, a bear or a fox. You have already sculpted a bunny and a bear. Make a big fluffy tail for a squirrel, a sharp muzzle and a fluffy tail for a fox.” (Points to toys.)

The teacher asks several children what kind of animal they will sculpt. Those who express a desire to sculpt a squirrel or a fox are asked what these animals look like and praised for their desire to sculpt a new animal, which they have not worked on before in class.

During the sculpting process, the teacher helps the children remember certain features of the appearance of animals, asks about the methods of sculpting this or that part of the body, and about the relative size of the parts. Reminds us that small details - eyes, fur - can be indicated by a stack.

The teacher says that Father Frost and the Snow Maiden invite the little animals to dance around the Christmas tree. Invites children to place the animals' paws in such a position that they can dance in a circle. Invites children with sculpted animals to come to the table and arrange them in a round dance around the Christmas tree. On behalf of Father Frost and the Snow Maiden, he greets the animals: “Hello, squirrel! Get up in a round dance. And you, cunning fox with a fluffy tail, come to us. Well done, little bear, he took the long-eared bunny by the paw and, together with everyone else, stood by the Christmas tree,” etc. And you can invite the children to also hold hands, stand around the Christmas tree, sing a familiar New Year’s song and dance around the forest Christmas tree together with the animals.

In the evening, it is advisable to invite the children to play again.

LESSON 9. DRAWING. “THE BUNNY UNDER THE CHRISTMAS TREE”

Software tasks.

Continue to teach children to convey a simple plot in a drawing; maintain basic proportions between objects; consolidate the ability to depict a Christmas tree with branches gradually lengthening downwards; through different positions of the hare’s ears, convey different states of the animal; consolidate technical techniques for drawing objects of different shapes and structures.

Material.

The teacher has an illustration of a hare sitting with its paws drawn up, a sheet of gray paper with an incomplete image of a hare (body, head, tail) to show how to draw ears and legs. Children have sheets of gray paper, close in shape to a square, gouache paints, soft brushes.

Progress of the lesson.

The teacher says that today the children will draw a Christmas tree and a bunny under it. The bunny was running away from the fox, saw a thick spruce and hid behind it. He sat down and tucked his paws under himself. Like this (shows illustration). Now the fox won't find him.

Reminds me that recently the children were drawing a Christmas tree under the snow. He asks which branches are at the top and which are at the bottom. Confirms that the spruce branches gradually lengthen downwards. It also reminds us that children sculpted a bunny and know what shape its body is (he traces the bunny’s body in the illustration with his finger), head, ears and tail. Invites one of the children to name the shape of the hare's body parts.

He says that a bunny can be drawn in different ways. You can portray a calm bunny. He lowered his ears, pressed them to his body and rested. Or you can show in the picture how the bunny raised his ears and listens to see if the fox is sneaking.

The teacher attaches a sheet of paper with an unfinished drawing to the easel, asks the children which bunny to draw - calm or anxious, listening to rustling noises. After the children’s answers, he draws the hare’s ears in one position or another. Shows how to draw legs.

The teacher asks what the children will draw first - a Christmas tree or a bunny. Confirms that the Christmas tree is big, tall, and the bunny is small, so first you need to draw a Christmas tree. But where is it better to depict a Christmas tree - in the middle of a sheet of paper or a little to the side, so that there is room for the bunny?

During the work, the teacher reminds about the color of the spruce (dark green), the color of the hare (white), only the tips of the ears and tail are black. He asks some of the children what kind of bunny they will draw. Ensures that oval shapes are depicted correctly and that when painting the child does not go beyond the outline. He says that you can paint snow on the branches of a spruce tree and falling snowflakes with the tip of a brush. He advises not to draw too many snowflakes (otherwise the snowfall will be so heavy that you won’t even be able to see the white hare in the drawing).

At the end of the lesson, you need to compare two drawings in which bunnies are depicted differently: one with their ears down, the other with their ears up. Ask what this bunny is doing and what the other one is doing. "How did you find out? Show more drawings where the bunnies are calmly resting, and where they are listening.” Next, draw the children’s attention to the size of the tree and the hare, to the fullness of the design on the sheet of paper, to the beautiful combination of colors: gray, dark green and white.

LESSON 10. DRAWING. “SQUIRREL WITH MUSHROOM”

Software tasks.

Teach children to depict an animal based on an ovoid (torso, head), conveying its characteristic features in the drawing: a lush large tail, red color; maintain basic proportions between parts; convey a simple movement - a sitting squirrel holds a fungus with its front paws.

Material.

The teacher has a picture of a squirrel sitting on its hind legs, blanks: two ovoids of different sizes (body and head), a tail and legs for laying out on a flannelgraph, a sheet of paper for partially showing image techniques. Children have sheets of paper the size of 1/2 a landscape sheet, gouache paints, soft brushes. (To get a red color, mix orange and brown paints.)

Progress of the lesson.

In the first part of the lesson, children are seated in a semicircle, an easel with a piece of paper and a flannelgraph are placed in front of them.

“One artist loved to walk in the winter forest,” says the teacher. “And if I saw something interesting or beautiful there, I would draw it.” The last time he saw a squirrel on a branch of a tall tree. She sat on her hind legs, and held the fungus with her front legs and ate. I asked the artist where the squirrel found the mushroom in winter. After all, now they are not growing. The artist said that in winter the squirrel hides in a hollow in a tall tree, and in severe frosts it covers itself with its large fluffy tail like a blanket. And when she gets hungry, she crawls out of her hollow and runs to those branches on which she hung mushrooms to dry in the fall. She picks a fungus from a branch and eats it. This is the picture the artist painted when he returned from the forest.”

The teacher places a picture of a squirrel in front of the children. When examining, he draws their attention to the pose of the animal, to the shape of the body parts, to their relative proportions, to the location of the body and head. Emphasizes that their oval shape is similar to a testicle (ovoid). The head is rounded on one side and slightly pointed on the other. Near the head, the squirrel's body is narrower than at the tail, and the head tapers at the muzzle. At the same time, he circles the body and head of the squirrel with his finger.

“You will lay out a squirrel from parts on a flannelgraph, and I will look at the flannelgraph and draw a squirrel in parts on a sheet of paper. If you make mistakes, then my squirrel will turn out to be different from the real one. Where should we start depicting a squirrel? (From the body.)

The teacher invites the child to the flannelgraph, offers to find the squirrel’s body among other parts and attach it to the flannelgraph in the middle. The child should give it a slightly inclined position. “Can I start drawing the squirrel’s body?” - asks the teacher. Draws the outline of the body and quickly paints it in one direction with wide lines using the entire brush, lifting it off the paper. Calls another child to the flannelograph and offers to attach the squirrel's head so that the narrowed end is in front (muzzle).

Draws a squirrel's head on a piece of paper. The remaining parts - tail, paws - are attached by other children. When depicting a tail, it is necessary to emphasize its length: “The tail is long, when it is raised, it reaches the squirrel’s head.”

Children should be drawn to the different lengths of the hind and front legs: “A squirrel’s hind legs are longer than its front legs, so it moves by jumping like a hare.” The rest of the details - ears, eyes, fungus in the paws - the children will draw themselves.

Before drawing a squirrel, you can use questions to repeat with the children the sequence in the image of the parts. As you work, ask the children about the color of the squirrel's fur (dark orange). This color is called red (if we are talking about animal fur). If there is any difficulty, you can invite the child to circle one or another part of the animal’s body with his finger.

At the end of the lesson, the teacher puts the children’s drawings on the stand and says: “How many red squirrels have gathered here! They probably came running from all over the forest to enjoy delicious dried mushrooms together.”

Pointing now at one squirrel, now at another, he emphasizes successful images of individual parts: “This squirrel has such a big and fluffy tail. It will not freeze in the most severe frosts. What other squirrel has a tail like that? (Children show.) This squirrel jumps well. Her hind legs are long. What other squirrels have long hind legs?” and so on.

Synopsis of the educational activity “Little White Bunny” for children of primary preschool age.

Integration of educational areas:

consolidate and clarify children’s knowledge about wild animals and their adaptation to winter; develop precision of hand movements and fine motor skills of fingers; develop auditory and visual perception; promote the development of attention, memory, speech of children; to cultivate an aesthetic and moral attitude towards animals through the depiction of their images using non-traditional materials.
Equipment: coloring pages with images of hares according to the number of children; oilcloths, napkins, glue in plates, glue brushes, cotton wool, a Bunny toy, pictures for the game.

The logic of educational activities directly.

Summary of a research and educational lesson in the 2nd junior group “Let's help sew on a teddy bear