MBDOU "Kindergarten "Kolosok"

Club on non-traditional

drawing technique

in the younger group:

"Magic colors"

(Children's age from 3 to 4 years)

Head: Rezakina Natalia Borisovna,

Teacher MBDOU "Kindergarten "Kolosok"

Torbeevo village, 2015

List of children

1.Balashov Vanya

2. Basova Dasha

3. Artem Konyashkin

4. Korneeva Nastya

5.Kurzaev Vova

6. Levin Ilyusha

7.Mironova Angelina

8.Nikishova Yulia

9. Nuzhin Danil

10. Sboeva Natasha

11. Romashova Tanya

12. Sekaeva Liza

13. Tananin Danil

14. Tereshkina Karina

15. Turlaev Vova

Club class schedule:

Tuesday - 16.00-16.30

Thursday - 16.00-16.30

Friday - 16.00-16.30

Explanatory note

Preschool age is the period of introduction to the world of universal human values, the time of establishing first relationships with people. For normal development, children need creative self-expression. Creativity is inherent in children by nature itself. They love to compose, invent, fantasize, depict, and transform. Children's creativity does not manifest itself by itself. This requires attention from adults.

A child experiences the world with all his senses. The richer and more varied the child’s life experiences, the brighter and more unusual his associations.

The role of the teacher is to provide comprehensive assistance to the child in solving the creative problems facing him and to encourage non-standard solutions.

The use of non-traditional techniques in drawing classes helps to increase interest in visual arts, evoke a positive emotional response, and develop the child’s artistic and creative abilities.

What are the benefits of non-traditional techniques? They do not require highly developed technical skills and provide an opportunity to more clearly demonstrate the capabilities of certain visual means, which allows one to develop the ability to see the expressiveness of forms.

In addition, the features of the visual material “tell” children the future image, which is important at the stage of formation of ideas. The ability to integrate different types of visual activities (drawing, sculpting, appliqué) is also valuable; in the process of creating an interesting image, a combination of visual techniques and materials is possible (“drawing with plasticine,” collage, spray painting, etc.).

This type of activity allows you to make children’s work more interesting, expressive, colorful, as well as develop children’s independence, thinking and visual genesis.

Thus, teaching children non-traditional methods of drawing activates cognitive interest, forms an emotionally positive attitude towards the process of artistic activity, and contributes to the effective development of children's creativity.

Relevance My work is that purposeful and systematic work on the development of fine motor skills in children of the first younger age contributes to the formation of intellectual abilities, speech activity, and most importantly, the preservation of the child’s mental and physical development. Children who did not have developed self-care skills came to the group. All these skills are formed under the influence of the child’s development of gross and fine motor skills. A child’s hand at this age is physiologically imperfect. Like the entire body, it is in a stage of intensive development. Fine motor skills are poorly developed. The fingers bend and extend synchronously, i.e. they all act together. The movements of the fingers are poorly differentiated, therefore, when one finger is bent, the rest perform a similar action. There is an incomplete range of motion and rapid fatigue.

Features of the program.

Features of the program are the development of the individuality of each child, from involuntary movements to their limitation, to visual control, to a variety of forms of movement, then to the conscious use of acquired experience in drawing. Gradually, the child develops the ability to depict objects, conveying their expressive character. This indicates further development of abilities.

The leading idea of ​​this program is to create a comfortable communication environment, develop the abilities, creative potential of each child and his self-realization.

Research has shown that drawing classes form the motivational and need-based side of their productive activity, promote children’s sensory development, differentiation of perception, small hand movements, and also ensure the development of voluntary attention, imagination, speech, and communication.

When teaching drawing, it is necessary to take into account the individual typological characteristics of children (for some children it is important to describe the situation graphically, others try to express the relationships of the characters, the mood) and provide children with different types of assistance: verbal, guiding, teaching.

To create an expressive artistic image, they used drawing, combining various methods of depiction and materials in one depicted image. Particular importance was attached to the material with which children can draw: a stick with cotton wool, flowers, seeds, plant leaves, spruce branches, sawdust, etc.

The purpose of this circle - creating conditions for the development of creative abilities of preschool children through the use of non-traditional drawing techniques.

Tasks:

*Introduce non-traditional visual drawing techniques (fingers - palms, cork impression, candle drawing, etc.)

*Teach the basics of creating artistic images.

*To develop practical skills in various types of artistic activities: drawing, modeling, appliqué.

*Improve skills in free experimentation with materials for working in various non-traditional techniques.

*Develop sensory perception abilities, sense of color, rhythm, shape, volume while working with various materials: paints, plasticine, salt, etc.

*Cultivate accuracy in work and careful attitude towards materials used in work.

Approaches and methods for their implementation:

*Systematic classes.

*Games, gaming techniques.

*Organization and design of exhibitions of children's works.

*Designing a parent's corner in order to familiarize parents with the work of the circle and in what areas the work is being carried out.

Organization of classes :

Three lessons per week, 30 minutes each .

Expected result of the circle:

1.Creation of images by children using various visual materials and techniques.

2. Children’s visual skills and abilities are developed in accordance with age.

3.Development of fine motor skills of the fingers, imagination, independence.

4. Children display creative activity and develop self-confidence.

Non-traditional artistic techniques

-Finger painting : the child dips his finger into the finger paint and puts dots and spots on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the paint is washed off.

-Palm drawing: The child dips his palm in finger paint or paints it with a brush (from 5 years old) 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 paint is washed off.

-Poke with a hard semi-dry brush : the child dips a brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.

- Imprint with potato stamps : 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.

-Rolling paper: The child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, snowman ball). After this, the paper ball is dipped in glue and glued to the base.

-Drawing with semolina : The child draws with glue according to a pre-applied drawing. Without letting the glue dry, sprinkle semolina on the glue (according to the picture).

The types of non-traditional drawing techniques are quite diverse, and in each technique the child gets the opportunity to reflect his impressions of the world around him, convey images of the imagination, translating them into real forms using a variety of materials. For example, if we take finger or palm painting, this method of drawing helps the child feel the freedom of creativity and allows interaction with visual material (with paint) without a brush. By drawing with his fingers or palm, the child receives extraordinary sensual pleasure from tactile contact with paint, paper, and water.

The “Blowing” technique develops children’s imagination, trains the lungs, has a beneficial effect on the development of smooth speech breathing, develops a non-standard solution, and awakens the imagination.

The “Press and Print” technique attracts children with the process of printing, guessing what will happen as a result of imprinting various materials (corks, foam rubber, buttons, jars with bottoms of different sizes, lids, etc.)

Very interesting are also such techniques as “Poke” painting (hard brush, cotton swab or painting from a spot, etc.) There are many non-traditional drawing techniques, because you can draw with anything, as long as you have imagination.

Take into account in your work in class:

Individual capabilities of children:

• Ability to use visual materials;
• Ability to work only with the right hand;
• Fast task completion;
• Fear of poor drawing results;
• Level of development of children;
• Creating the necessary conditions for experimenting with visual materials and drawing techniques.

Psychological characteristics:

• Interest;
• Uncertainty when completing a task;
• Stiffness;
• Impatience;
• Attentiveness;
• Disgust, etc.

Difficulties of some non-standard drawing techniques:

• Step-by-step explanation and demonstration of the technique by the teacher;
• Depending on the complexity of the drawing technique, carry out the work process individually, in subgroups or with the entire group of children;
• Monitor children's safety measures when working with unusual visual materials;

Do not limit children’s desires to complement the drawing with their own elements, decorative details, etc.

Expected skills and abilities of children by 3-4 years of age

Traditional methods	Unconventional methods
Interested in drawing	Have a strong interest in art activities
Draw with gouache, felt-tip pens, colored pencils	They know and name the materials that can be used to draw. Know how to use them (gouache, felt-tip pens, markers, colored pencils, wax crayons, candles, watercolors)
Know and name the primary colors and choose them correctly	Know the basic colors and their shades, use them widely
Strokes and spots are rhythmically applied	Decorate the product in various ways
Draw simple objects with lines and strokes, draw objects consisting of a combination of lines (herringbone, fence)	Create an image of a single object of round, rectangular, triangular shape and objects consisting of several parts
Drawing with gouache, felt-tip pens and colored pencils, brush on paper	Are familiar with and use non-traditional drawing techniques (with fingers, palm, foam swab, signet, on wet, monotype, drawing on paper of various textures, sizes and colors)
Depict objects	Create a simple composition from several objects
Make patterns on a strip, square, circle	Make up patterns on a strip, square, circle, alternating in shape and size. Decorate the product using different color shades

By the end of the year, the child will be able to:

Has a developed interest in drawing with different materials and methods;

knows and names colors and knows how to choose them correctly;

conveys the difference in size of objects;

rhythmically applies strokes and spots;

draws simple objects with lines and strokes (road, falling leaves);

draws objects consisting of a combination of lines (herringbone, fence);

creates an image of a single object of round, rectangular and triangular shape and objects consisting of several parts (traffic light, flag, bun);

familiar with non-traditional drawing techniques: fingers, palm, foam pad, signets;

decorates the product using felt-tip pens and pencils.

Club work plan

Lesson topic	Unconventional techniques	Tasks	Material
September
1 « A mischievous cloud came running.”	Tamponation	Introduce a new drawing technique - tamponing; learn how to carefully pick up paint; continue to introduce color; develop aesthetic taste.	a sheet of white paper, gray paint in a cup, a tampon, napkins.
« My favorite rain"	Finger painting	Introduce unconventional art techniques - finger painting; learn to draw rain from clouds, using a dot as a means of expression; develop observation, attention, thinking, memory, fine motor skills, speech; cultivate interest in drawing in unconventional ways.	cloud blanks made in the previous lesson; blue paint in bowls; napkins; umbrella for the game.
« Fly agaric"	Finger painting	Continue to introduce non-traditional fine art techniques of finger painting. Learn to apply rhythmic dots on the entire surface of the fly agaric cap; develop a sense of rhythm and composition, fine motor skills, attention, thinking, memory, speech; to cultivate interest in nature and the display of vivid impressions (ideas) in drawings.	fly agarics cut out of white paper with a cap painted in red; white gouache; cups; napkins; illustrations of fly agarics.
« Hedgehog"	Palm drawing	Give the child the opportunity to experiment with visual media; teach the child to imagine and fantasize; improve hand function, which contributes to the development of eye-hand coordination; introduce color; learn to find similarities between a drawing and an object, and be happy with the result.	sheets of white paper with the silhouette of a hedgehog; black gouache in cups; napkins.
« Outfits for our dolls"	Finger painting	Teach children to create rhythmic compositions; develop a sense of rhythm and composition, fine motor skills, attention, thinking, memory, speech; make children want to draw beautiful dresses for the dolls living in our group.	silhouettes of dresses cut out of paper; dolls; multi-colored gouache in cups; napkins.
« Compotes and jam in jars"	Finger painting	Continue to introduce non-traditional fine art techniques of finger painting. Teach children to create rhythmic compositions; develop a sense of rhythm and composition, fine motor skills, attention, thinking, memory, speech; encourage children to use expressive means accessible to every child to depict fruits and berries that they have identified, tried and would like to draw	silhouettes of jars of different sizes cut out of paper; red, blue and yellow gouache in cups; napkins; jars of jam; teaspoons
« Rowan sprig"	Finger painting	Continue learning to draw with your finger or a cotton swab; develop a sense of color and rhythm; to cultivate interest in reflecting impressions and ideas about beautiful pictures (objects) of nature in visual arts.	sheets of white paper with a painted sprig of rowan; red gouache in cups; napkins; illustrations of rowan.
« Fungus"	Drawing with cereals	Introduce the technique of drawing with cereals; develop children's creativity; cultivate accuracy and the ability to complete the work started; development of fine motor skills of hands	sheets of white paper with the silhouette of a mushroom; brushes; PVA glue; semolina; napkins.
October
"Gold autumn".	Drawing using the poking method.	Clarify and expand ideas about autumn; continue to strengthen children’s ability to apply one layer of paint to another using the poking method, develop creativity and imagination.
"Beautiful bouquet"	Plant printing	Teach children to work with fragile material - leaves. Develop a strong interest in drawing and imagination. Cultivate neatness.	Dried leaves, paint, brushes, paper.
"Colorful butterflies."	Monotype, tracing the palm and fist.	To introduce the monotype technique, consolidate the ability to use the “old form, new content” monotype technique (a palm with closed fingers is a large wing, a fist is a small one). Introduce children to symmetry using the example of a butterfly.	Silhouettes of symmetrical and asymmetrical objects. A sheet of paper, gouache, a brush, a pencil, drawing supplies.
"Autumn Leaves"	Leaf print. Spray	Introduce leaf printing techniques. Strengthen your skills in working with stencil printing techniques. Develop color perception. Learn to mix paints directly on leaves or pads when printing.	Black sheet, gouache, foam swabs, stencils, drawing supplies
"Sunflower".	Cereal applique.	Teach children to carefully distribute sunflower petals from paper onto cardboard, coat the middle of the flower very well with PVA glue, and carefully cover with buckwheat.	Colored paper, PVA glue, buckwheat.
“Animals that I invented for myself.”	Blotography.	Introduce the non-traditional technique of blotography. Learn how to use this technique. Develop imagination and creativity in drawing objects.	Black and colored gouache, sheet, plastic spoon, pencil, wax crayons, drawing supplies.
"Blue Evening"	Linocut	Develop artistic perception, imagination, hand coordination.	2 sheets of white paper for each child, blue gouache, a piece of foam rubber, glue, silhouettes: tree, house, star, dog, booth
"Puzzles"	Nitcography	Develop imagination, associative thinking, fine motor skills, hand coordination.	Thread No. 10, colored gouache, white paper.
november
	Poke method	Develop emotional and sensory perception. Cultivate responsiveness	Paper, gouache, hard brushes
"Turtle".	Cereal applique.	Teach evenly, distribute different types of cereals according to the shape of a turtle, develop accuracy and clarity	Cardboard, image of a turtle, cereal, PVA glue.
	Applique made from cut threads.	Introduce children to the technique of making thread appliqué. Teach evenly, smear small areas of the image and sprinkle them with threads finely chopped by the teacher, the color corresponding to the area of ​​the image.	Image of a mouse on cardboard, weave, PVA glue.
“Clouds ran across the sky, birds were sent on a long journey”	Drawing with crumpled paper.	Teach a new way of drawing, cultivate interest in artistic experimentation, and develop fine motor skills.	Newspaper, sheets of paper, multi-colored paints.
"First snow".	Printing with napkin stamps	Strengthen the ability to draw trees large and small, depict a snowball using typing techniques or finger painting. Develop a sense of composition.	Sheets of paper, colored paints, napkins
"Chick"	Gouache, cotton pads, sticks	Teach children to stick cotton pads, teach them to paint cotton pads carefully, and “revive” a picture using cotton swabs	Gouache, cotton pads, sticks, sheets of paper, glue
"My favorite fish"	Drawing with gouache on wax crayons	Learn to trace your palm with wax chalk. Continue to get acquainted with the technique of combining watercolors and wax crayons.	Gouache, wax crayons, sheets of paper, brushes
"Two cockerels."	Palm drawing	Improve the ability to make palm prints and draw them to a certain image (cockerel). Develop imagination and creativity. To develop a child's artistic taste.	Colored pencils, sheets of paper
December
"Snow Family"	Drawing using the poking method.	Learn to draw snowmen of different sizes, consolidate techniques for depicting round shapes in various combinations, and improve the technique of drawing with a poke.	A sheet of paper, gouache, two brushes, a small piece of paper for checking the color and all the drawing supplies.
"Herringbone."	Plasticineography.	Mosaic made of plasticine. Learn to tear small pieces from a large piece of plasticine, roll small balls out of them between your fingers, and lay out the finished Christmas tree shape drawn on light cardboard with the balls.
“Herringbone” (continued).	Plasticineography.	Continue with the plasticine mosaic.	Drawing with the image of a Christmas tree; plasticine.
“The Christmas tree is fluffy and elegant.”	Poking with a hard semi-dry brush, painting with fingers	Practice the technique of drawing with a poke, a semi-dry hard brush. Continue to learn how to use such a means of expression as texture. Strengthen the ability to decorate a picture using finger painting. To develop in children the ability to work individually.	Sheets of paper, colored gouache, hard brushes
January
"Patterns on the windows."	Bloating a drop	Develop associative thinking and imagination. Foster a desire to create interesting, original drawings.	Tinted paper, white paper, gouache, pipette
"My mittens."	Cork imprint, finger painting	Practice typing techniques. Strengthen the ability to decorate an object by applying the design as evenly as possible over the entire surface.	A sheet of paper with an image of a mitten, a cork, colored gouache.
"Snowman"	Crumpling the paper (rolling)	Strengthen the skills of drawing with gouache, the ability to combine rolling, crumpling paper and drawing in work. Learn to complete a picture with a snowman (broom, Christmas tree, fence, etc.). Develop a sense of composition. To develop a child's artistic taste.	Gouache, sheets of paper, napkins for rolling, PVA glue.
"Father Frost".	Application made of cotton wool.	Learn to roll cotton balls and stick them on the base of the picture.	Blue colored cardboard (according to the number of children), cotton balls, glue, a drawing of Santa Claus on cardboard.
"Bullfinches on a branch."	Drawing using the poking method.	To form in children a generalized idea of ​​birds; awaken interest in famous birds; expand knowledge about migratory birds; practice drawing bullfinches.	A sheet of paper, gouache, two brushes, a small piece of paper for checking color and all painting supplies
“Draw whatever you want.”	Working with familiar techniques	Develop imagination, activate mental activity< Documents for download: Format: .jpg Format: .jpg Format: .jpg Format: .jpg

Tasks:

• Introduce children to drawing with paints by touching their fingers to a sheet of paper.
• Develop an interest in unconventional depictions of objects on paper.
• Promote interest in experimentation.
• Strengthen the ability to recognize and name colors.
• To form in children ideas about wild animals: squirrels and bears, their appearance, nutrition, and lifestyle features.
• Develop articulation apparatus and fine motor skills of the hands.
• Develop emotional responsiveness, the desire to communicate with adults and peers.
• Enrich passive vocabulary.
• Activate children's speech by encouraging them to repeat words after the teacher and speak in complete sentences.
• Form cognitive interest.
• Cultivate responsiveness and goodwill.

Methodological techniques: artistic expression, reading nursery rhymes, surprise moment, conversation about animals.
Teacher questions
- What kind of fur coat does the squirrel have?
- What does the squirrel have?
-Where is her house?
- What does the squirrel keep in the pantry?

Vocabulary work.
Encourage children to use words in active speech: warm, soft, fluffy.
Previous work.
Conversation, looking at pictures of animals, reading fiction, memorizing nursery rhymes.
Material:
For the teacher: Squirrel and bear toys, a tree with a hollow, a basket with raspberries, a pine cone for the squirrel.
Audio recording “Sounds of the forest”.
Raspberry pie (for a surprise moment).
For children: baskets cut out of paper, gouache, wet rags for each child.

1. Organizational part.
Educator.
Everyone sit down next to each other
Let's play nice.
Prepare your ears, eyes,
Let's begin our fairy tale.
I went to the forest today
And I found a basket there.
And there are a lot of berries in the basket.
- Who lost her?
Let's all go together and find out whose basket this is? Let's ask, who lost it?
Game "On a Level Path".
On a smooth path,
On a smooth path,
Our feet are walking
Our feet are walking.
Jump through a puddle. Jump through the hole.
Boom - they fell. Where have we ended up?
We walked and walked. They came to the tree.
Educator.
- Guys, look, what is this? (children's answers). Let's ask this animal in a golden coat.
- Who is this? (the teacher takes the squirrel out of the hollow).

Educator. Hello, squirrel. Guys, this is a squirrel. Touch her fur coat.
- What kind of fur coat does the squirrel have?
- What does the squirrel have?
Right. The squirrel has a fluffy coat. She has a body, a head, paws, ears, a nose and a tail.
- Squirrel, listen to what nursery rhyme we know about you.
A squirrel sits in a cart,
She sells nuts:
To my little fox sister,
Sparrow, titmouse,
Tolstoy bear,
Bunny with a mustache.
Some in a scarf, some in his mouth,
Who cares?
(children bend their fingers one by one from the little finger to the thumb).
The squirrel sold the nuts and galloped into the house.
-Where is her house? (children's statements).
High up on a tree, a squirrel is building a house out of twigs. And next to it, in the hollow, the squirrel has a storage room.
- What does the squirrel keep in the pantry? (children's answers).
That's right, the squirrel keeps supplies in the pantry: mushrooms, pine cones, nuts. Let's treat our squirrel to a cone. The squirrel took the cone and ran away.
And we will move on.
- Oh, who is that crying?
(The teacher takes out a bear from under a bush).
- Who is this? (children's answers).
- The bear is crying ooooh.
- How does a bear cry? (children's answers).
- Why is the bear crying? (free expression of children).
Mishka says that he lost his basket. And the guys and I found a basket in the forest. Have you lost this basket?
Bear: Yes.
Educator: Who did you pick berries for?
Bear: For bear cubs.
Educator: Guys, what are these berries called? (children's answers).
Educator: What color are they? (children's answers).
Educator: How many berries are in the basket: many or few? (children's answers).
Yes, that’s right, these are raspberries, there are few berries in the basket and they are red.
Educator. Bear, don't cry. The guys and I will help you pick raspberries for the cubs. I will now hand out the baskets to the children and we will go to the tables. Come on in. Let's all sit up straight, put our legs together and get ready to listen to me.
2. Practical part.

Today we will draw berries with our fingers. Look at the table, everyone.
- What is on your table? (children's answers).
- What color paint will we paint? Why? (children's answers).
What is a napkin for? (children's answers).
Now look at how I’m going to paint: I’ll put my fingers into a fist, and I’ll bend one finger and put paint on it. So I dip it in the paint and put my finger on the paper - it turns out to be a berry. So, you and I will fill the basket with berries. And then wipe your finger with a damp cloth.
Finger game.
Berry by berry
I put it in the basket.
Berry by berry
Ripe raspberries.
(With our left hand we depict a branch with berries. With the fingers of our right hand we “remove” the berries from the branches).
1, 2, 3, 4, 5. Loves to draw fingers.
3. Independent work of children.
Children draw.

4. Final part.
The teacher and the bear walk around and evaluate the work: What great fellows! Everyone's baskets are full. What juicy red berries. Thanks guys! The cubs will be very happy.

Summary of GCD in the second junior group. Unconventional drawing with cotton swabs and poking “Giraffe”.

Murygina Maria Trofimovna, teacher.
Place of work: MBDOU "Kindergarten No. 34" Ivanovo
Description of material: This summary will be of interest to preschool teachers and parents. Intended for use in the second junior group. Can be used as an introduction to the technique of drawing with cotton swabs.

Purpose of the lesson: Development of artistic creativity in children and activation of creative potential through non-traditional drawing techniques.

Objectives of the priority area “Artistic and Aesthetic Development”:
- Introduce children to a new technique of creative activity - drawing with cotton swabs
- Form creative thinking, sustainable interest in artistic activity
- Develop artistic taste, spatial imagination.
- Develop the skills and abilities necessary to create creative works.
- Develop a desire to experiment, showing vivid cognitive feelings: surprise, doubt, joy from learning new things.

Integration of educational areas:“Speech development”, “Artistic and aesthetic development” (musical perception), “Physical development”, “Social and communicative development”.

Planned results of GCD:
The child is familiar with a new technique of creative activity - drawing with cotton swabs, and shows independence in artistic activities; actively interacts with peers and adults; shows curiosity; has basic understanding of the environment; speaks oral language, can use speech to construct a speech utterance in a communication situation; the child can follow rules in different activities; The child has developed gross and fine motor skills, he is mobile, masters basic movements, and can control and manage his movements.
Equipment:
1. A sheet of white A4 paper with a drawn giraffe for each child.
2. Orange gouache in flat jars for each child.
3. Cotton swabs for each child.
4. Napkins for each child.
5. Illustrations (illustrations of a sad and cheerful giraffe, illustrations for the fairy tale by S. Yakunina “Why does the giraffe have a long neck”)
6. Audio recording “Song about a giraffe” by Y. Entin and Y. Chichkov; “Giraffes have spots, spots...” Zheleznovykh

Preliminary work
Reading the fairy tale by S. Yakunina “Why does the giraffe have a long neck”
Learning finger gymnastics “Fingers”, a sedentary game “Giraffes have spots, spots...”

Progress of the lesson

Introductory stage (3 minutes)
Target: creating a positive attitude, motivating children for educational activities, promoting the development of movements during the game.
Educator:
Walking in hot Africa,
The long neck surprises
It's tall, like a closet,
Yellow, with spots... ( children's answers)
- Guys, what are giraffes like? ( large, tall, long, spotted, etc.)
- That's right, they are tall, with a long neck, with long legs, with orange and brown spots.
Guys, let's play our favorite game (Sedentary game “Giraffes have spots, spots...”)
- Sit on the chairs at the tables

Main stage (10 minutes)
Target: introducing children to a new technique of creative activity - drawing with cotton swabs; formation of skills and abilities necessary to create creative works. Practical activities for children.
Educator:
Look at the giraffe-
He's tall, taller than a closet,
Telephone tower above -
He will take the kitten off the roof
- Look who came to us? This is a giraffe. What is he like? Why do you know? ( Giraffe. Sad. No.)
- Guys, remember the fairy tale about the little giraffe? Look at the board - there are illustrations for the fairy tale.
- What was the giraffe like at first? ( Small, with a short neck, just like other giraffes)
- That's right, the same as everyone else.
- Why do you think the giraffe’s neck stretched out and became long? ( Reached for high branches)
- What happened when all the giraffes noticed that the little giraffe had a long neck? ( Stopped being friends with him).
- So the giraffe was left alone? Or did you find friends? ( I found friends. He helped his giraffes - saved them from lions. And that's it saw what a nice little giraffe.)
- Right. Other giraffes saw how good the giraffe was and realized that they could also be friends with him, even if he was not like everyone else, even if he had a long neck.
- So our giraffe has no friends. Let's draw giraffes who will be friends with him.
- But before drawing, we need to prepare our fingers (finger gymnastics, children pronounce the words together with the teacher):
(We unbend our fingers one by one from the fist)
Let your fingers go for a walk!
One two three four five! (We hide it in our fists one by one)
They hid in the house again.
Educator:
- Guys, today we will paint not with a brush, but... with cotton swabs like this (shows). The teacher first shows with a dry stick, and then shows how to dip the stick in gouache and use the “poke” method to draw spots.
- Look, once you have made a “poke”, we raise our hand, make another “poke” next to it, and another one next to it.
- Now, guys, take a cotton swab, dip it in gouache and draw spots on your giraffes (the teacher monitors the completion of the task and helps the children).
While the work is being done, “Song about a Giraffe” by Yu. Entin and Yu. Chichkov is played.

Final stage (2 minutes)
Target: helping to relieve emotional and mental stress and increase the emotional mood of pupils. Children receiving positive assessment of their activities.
The teacher sums up the educational work and gives a positive assessment to each student. All work is posted on the board.
- Guys, look at our giraffe? What changed? ( Became cheerful)
- So he liked your giraffes and became friends with them.
- Look what a beautiful giraffe turned out to ... (children's names), and ... (children's names) how neatly, what wonderful spots! Well done!
- The giraffe says thank you and goodbye.

Application

Exhibition of works:

Giraffe worksheet for each child:

Sedentary game “The giraffe has spots, spots...”
Giraffes have spots, spots, spots, spots everywhere.
(Clap your palms all over your body.)


Elephants have folds, folds, folds, folds everywhere.
(We pinch ourselves, as if picking up folds.)
On the forehead, ears, neck, elbows,
On noses, bellies, knees and toes.
(Use both index fingers to touch the corresponding parts of the body.)
Kittens have fur, fur, fur, fur everywhere.
(We stroke ourselves, as if smoothing fur)
On the forehead, ears, neck, elbows,
On noses, bellies, knees and toes.
(Use both index fingers to touch the corresponding parts of the body.)
And the zebra has stripes, there are stripes everywhere.
(We run the edges of our palms along the body (draw stripes))
On the forehead, ears, neck, elbows,
On noses, bellies, knees and toes.
(Touch the corresponding parts of the body with both index fingers)

Description of work: The notes were developed for teachers of the second junior group. It contains information about the use of non-traditional drawing techniques in the visual arts of preschoolers. Visual activities in this lesson are integrated with other areas, such as socialization, safety, and speech development.

Summary of an open integrated lesson on non-traditional drawing techniques in the second junior group “My funny ringing ball.”

Program content:
1. Educational:
Introduce children to a new technique of non-traditional drawing technique - semolina; develop interest in unconventional drawing techniques.
Expand children’s knowledge about balls and the materials from which balls are made; consolidate knowledge about the round shape.
Introduce children to the history of the “ball”.
Develop cognitive interest in surrounding objects.
2. Educational:
Foster the child’s need to obtain new information about familiar objects.
To cultivate aesthetic taste, imagination, and develop creative thinking.
3. Developmental:
Develop children's visual perception, visual and verbal memory. Develop fine motor skills of the hands.
Preliminary work: observation of the ball and its properties; asking riddles, reading poems about the ball. Drawing "Ball".
Materials and equipment: rubber ball, semolina, PVA glue, glue cups, brushes; for the didactic game “Find a toy” - a bowl, cereal, pasta, beans; musical accompaniment.

Progress of the lesson:

Organizing time. The teacher holds a shiny bag in his hands and addresses the children.
Educator: Guys, we have a very interesting lesson today. I have a surprise hidden for you in this magic bag. Guess the riddle and find out what is there.

Red, blue, bright, round,
It's beautiful and resilient.
Jumps, rushes at a gallop,
Guess what it is? (Ball.)
Educator: Well done boys! That's right, I made a riddle about our ball. What is he like? (round). What can the “ball” do? (jump, fly, roll, somersault, burst, etc.). Guys, our ball really wants to play with you. Let's stand in a big circle.
Game "My funny ringing ball."
Children stand in a circle and pass from hand to hand in a circle:
My cheerful ringing ball,
Where did you run off to?
Yellow, red, blue,
And now you will be mine!
In response to the words “my,” the child who has the ball in his hands raises them up.
Educator: Well done! And now we will play the game “Find the toy.” Children sit around a hoop and take turns putting their hand into a bowl of pasta, cereal, beans, groping for a toy, calling it and showing it to other children (Doll, ball, car, cup, plate)
Educator: Guys, what can we call in one word all the objects that you found? (children's answers - toys).
Educator: Yes, toys. And our ball is also a toy. Guys, do you know where the ball came from? What was he like? Who came up with the idea to play it? Now I will tell you about the history of the “ball”.
The ball is one of the most ancient and favorite toys. A long time ago, balls were stuffed with feathers, sand, and pistachio grains. One day, two thousand years ago, this happened in Rome. A gymnastics teacher, his name was Atzius, passing by a butcher shop, noticed a huge bubble. Inflated with air and tied with a rope, it hung over the front door for beauty. The wind ruffled the bubble and hit it against the wall, but it bounced back! Hit and bounced! "Idea!" - Attsius must have thought, he bought a bubble, covered it with a leather case at home, and the result was a ball - light and bouncy! Small balls were used to play with the hands, and large balls were played with the feet. Since then, many balls have been invented. For every game.
Educator: Well done boys. Playing with balls is fun and interesting. But even such games can cause trouble if you forget the safety rules.
1. Do not play with the ball near glass windows or shop windows. Why? (The ball can break them).
2. Do not play with the ball near the roadway. Why? (The ball can roll out under the wheels of a passing car and cause an accident).
3. And of course, under no circumstances should you run out onto the road for the ball!
Why? (The driver may not have time to stop)
Physical education minute. Now, guys, let’s do a little fun break and play the finger game “Toys”:
I play with toys: (Hands in front of you, clench and unclench the fingers of both hands.)
I throw the ball to you, (We stretch our arms forward - “throw the ball.”)
I assemble the pyramid (we place straight hands, palms down, on top of each other several times.)
I drive the truck everywhere. (We move the slightly open hand of our right hand in front of us - “roll the car.”)
Educator: Well done! Guys, today we will draw a beautiful round ball. For this we need these materials - what do you think they are? (shows semolina) Touch it, what is it like? (crumbly, multi-colored, small, free-flowing). This is semolina. Semolina porridge is made from it. We will draw a ball using semolina.
The teacher shows and explains. Children apply glue to the ball template, then sprinkle with semolina. After this they decorate with colors of their own choice. During independent activities, includes musical accompaniment.
Educator: Well done boys! Everyone drew very well, actively participated, and played with me. Thanks everyone! And we will hang your balls on the stand and the guests who come to our group will admire them.
Reflection: What toy were we talking about today? What shape does the ball have? Where can you not play with the ball?

GKKP "Nursery-garden" Botakoz” at the education department of the Shortandinsky district

Unconventional drawing in kindergarten

Experience of circle work of teacher Zharmakova A.T.

Zholymbet village

Compiled by: Zharmakova Aliya Temirbaevna, teacher of the 2nd qualification category of the State Public Enterprise "Nursery-Garden" BotakOz"

Reviewer: Akhmetova Sh.K. – head of the methodological office of the Russian educational organization, Dolinskaya T.A. –methodologist of primary and preschool education of ROO, Alimbetova B.K. – managerSCKP "Nursery-garden "Botak"Oz."

This work contains a description of the ongoing circle work in the second junior group of the nursery-kindergarten.. Children get acquainted with a variety of unconventional drawing methods, their features, the variety of materials used in drawing, and learn to create their own drawings based on the knowledge gained.The brochure is intended for preschool teachers.

The material was reviewed at a meeting of the teaching hourSCKP "Nursery-garden "Botak"Oz" dated August 25, 2016 for No. 6

Introduction

“The origins of children’s abilities and gifts are at their fingertips.
From the fingers, figuratively speaking, come the finest threads - streams,

which feed the source of creative thought.

In other words, the more skill in a child's hand,

the smarter the child."

V. A. Sukhomlinsky

All children love to draw. Having experienced an interest in creativity, they themselves find the necessary ways. But not everyone succeeds in this, especially since many children are just beginning to master artistic activities. Children love to learn new things and study with pleasure. It is by learning, gaining knowledge and skills that a child feels confident.

Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Original drawing without a brush or pencil relaxes the child, allows him to feel the colors, their character, and mood. Unbeknownst to themselves, children learn to observe, think, and fantasize. In the process of unconventional drawing, there is a harmonious development of the motor functions of the hands - fine motor skills of children.And the richer and more varied the child’s life experiences, the brighter and more extraordinary his imagination and his drawings.

Imagination and fantasy are the most important aspect of a child’s life. And imagination develops especially intensively between the ages of 5 and 15 years. In order to develop creative imagination in children, a special organization of visual activities is necessary. Currently, there are many types of non-traditional drawing techniques that allow children to develop their intellectual abilities in the process of visual arts. For example: blotography, threadography, drawing together on a long strip of paper, drawing with a secret in three pairs of hands, dot drawing, foam drawings, wax crayons, candles, painting pebbles, finger painting method, monotype, drawing on wet paper, collage and much more .

Working as a teacher in a kindergarten, I observe how the content and tasks of preschoolers’ visual activities change.

Currently, I am using new and quite interesting programs and educational technologies, trying not to impose my point of view on the world around the children, but to give them the opportunity to express themselves and realize their creative potential.

The main thing in my work, and in the work of any teacher, is that classes bring only positive emotions to children. There is no need to put a pencil or brush into the child’s still inept and weak hand and torment him. The first failures will cause disappointment and even irritation. It is necessary to ensure that the child’s activities are successful - this will reinforce his self-confidence.

I thought about how you can liberate children, instill in them that very confidence in their skills, make them believe that they can very easily become little artists and create miracles on paper. With these thoughts, I began to study all kinds of literature on teaching children visual arts. And I managed to find what I needed. This is teaching children to draw using non-traditional techniques.

BLOCKGRAPHY

It consists of teaching children how to make blots (black and multi-colored). Then a 3-year-old child can look at them and see images, objects or individual details. “What does the blot look like?”, “Who or what does it remind you of?” - these questions are very useful, because... develop thinking and imagination. After this, without forcing the child, but by showing him, we recommend moving on to the next stage - tracing or finishing the blots. The result can be a whole plot.

FOAM DRAWINGS

Various small geometric figures are made from foam rubber, and then attached with thin wire to a stick or pencil (not sharpened). Now you can dip it in paint and use stamps to draw red triangles, yellow circles, green squares (all foam rubber, unlike cotton wool, washes well). At first, children will draw geometric shapes chaotically. And then offer to make simple ornaments out of them - first from one type of figure, then from two, three.

GLUE PICTURE

Squeeze glue onto the image on paper, let it dry, and then paint over it to create a relief.

DRAWING WITH FOAM

Take paints, shampoo, water, a glass and a straw for cocktails. And bubble a lot of colored bubbles in your glass. And then, together with the children, apply the paper to the multi-colored foam, and flowers, fireworks, ice cream and much more are imprinted there that you and your baby can see.

DRAWING WITH A CANDLE

Using the corner of a wax candle, an image is drawn on white paper (a Christmas tree, a house, or maybe a whole plot). Then, using a brush, or better yet, cotton wool or foam rubber, the paint is applied on top of the entire image. Due to the fact that the paint does not stick to the bold image like a candle, the drawing seems to suddenly appear before the children’s eyes, manifesting itself. You can get the same effect by first drawing with office glue or a piece of laundry soap. In this case, the selection of the background to the subject plays an important role.

NITCOGRAPHY METHOD

This method exists mainly for girls. But this does not mean that it is not suitable for children of a different gender. And it consists in the following. First, a screen measuring 25x25 cm is made from cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a cute bag with a set of woolen or half-woolen threads of various colors for the screen. This method is based on the following feature: threads having a certain percentage of wool are attracted to flannel or velvet paper. You just need to attach them with light movements of your index finger. From such threads you can prepare interesting stories. Imagination and sense of taste develop. Girls especially learn to skillfully select colors. Some thread colors suit light flannel, and completely different ones suit dark flannel. Thus begins the gradual path to women’s craft, a very necessary handicraft for them.

DRAWING WITH SALT

What if you paint with glue and sprinkle salt on top of these areas? Then you will get amazing snow pictures. They will look more impressive if they are done on blue, blue, pink colored paper. Try it, it's very exciting!

MONOTOPY METHOD

A few words about this unfortunately rarely used method. And in vain. Because it contains a lot of tempting things for preschoolers. In short, this is an image on cellophane, which is then transferred to paper. On smooth cellophane I paint with paint using a brush, or a match with cotton wool, or my finger (no uniformity needed). The paint should be thick and bright. And immediately, before the paint has dried, they turn the cellophane over with the image down onto white thick paper and, as it were, blot the drawing, and then lift it up. This results in two drawings. Sometimes the image remains on cellophane, sometimes on paper.

DRAWING ON RAW PAPER

Until recently, it was believed that painting could only be done on dry paper, because the paint was sufficiently diluted with water. But there are a number of objects, subjects, images that are better to draw on damp paper. Clarity and vagueness are needed, for example, if a child wants to depict the following themes: “City in the Fog,” “I Had a Dream,” “Rain,” “Night City,” “Flowers Behind the Curtain,” etc. You need to teach your preschooler to make the paper a little damp. If the paper is too wet, the drawing may not work. Therefore, it is recommended to soak a ball of cotton wool in clean water, squeeze it out and rub it either over the entire sheet of paper, or (if required) only over a separate part. And the paper is ready to produce unclear images.

STIT PATTERN

Drawing with dots is an unusual technique in this case. To implement this, you can take a felt-tip pen, a pencil or an ordinary ear cleaning stick. But the best thing to do is dotted drawings with paints.

You will need a separate stick for each color. Using this technique, lilac or mimosa flowers are produced beautifully. Draw branch lines with a felt-tip pen. And make clusters of flowers with chopsticks. But this is already aerobatics! Drawing simpler things - flowers and berries (the stems can be drawn with a felt-tip pen) will bring no less pleasure to your child. Or you can cut out a dress (scarf, tablecloth, mittens) from paper and decorate it with an ornament of dots.

DRAWING WITH FILM

Squeeze the paint onto cardboard or paper, put a film on top and smooth it with cotton wool, then sharply pull the film away. Thus, sunset, sea, fire work well...

MYSTERIOUS DRAWINGS

Mysterious drawings can be obtained as follows. Take cardboard measuring approximately 20x20 cm and fold it in half. Then a semi-woolen or woolen thread about 30 cm long is selected, its end 8 - 10 cm is dipped in thick paint and clamped inside the cardboard. You should then move this thread inside the cardboard, and then take it out and open the cardboard. The result is a chaotic image, which is examined, outlined and completed by adults and children. It is extremely useful to give titles to the resulting images. This complex mental and verbal work, combined with visual work, will contribute to the intellectual development of preschool children.

FINGER PAINTING

Here is another way to depict the world around us: with your fingers, palm, fist, feet, and maybe with your chin and nose. Not everyone will take such a statement seriously. Where is the line between pranks and drawing? Why should we draw only with a brush or felt-tip pen? After all, a hand or individual fingers are such a help. Moreover, the index finger of the right hand obeys the child better than a pencil. Well, what if the pencil breaks, the brush wears out, the markers run out - but you still want to draw. There is another reason: sometimes the theme simply asks for a child’s palm or finger. For example, a child will be better able to draw a tree with his hands than with other tools. With his finger he will draw out the trunk and branches, then (if it is autumn) he will apply yellow, green, orange paints to the inside of his hand and draw a crimson-mahogany tree on top. It’s also good to mix several colors and shades. For example, first apply yellow paint, and then brown or orange, it turns out fluffy!

It’s good if we teach children to use their fingers rationally: not just one index finger, but all of them.

DRAWING WITH TOOTH PASTE

Or let's create winter landscapes in another way - painting with toothpaste. First, the child must be explained that this is a creative search, and this use of toothpaste does not give him the right to squeeze it out on the floor, shelves and tables. Together with your child, outline with a pencil the light contours of trees, houses, and snowdrifts. Slowly squeezing out the toothpaste, go over all the outlined contours. Such work must be dried and it is better not to put it in a folder along with other drawings. For creativity, it is best to use a domestic product - it dries faster.

DRAWING WITH GOUACHA USING THE POKE METHOD

You will need gouache, a brush, and album sheets. The child holds a brush in his hands and places it perpendicularly on the paper. Show me how your brush jumps! Using this poking method, you can draw fireworks, you can color a fluffy cat (the cat should be drawn in advance with a felt-tip pen or pencil), you can also color flowers.

DRAWING WITH LEAVES

With your child, collect several leaves from different trees. Apply an even layer of paint to the bottom of the leaf (where the veins protrude). Carefully place the sheet on the paper with the painted side down, and press the structure on top with a napkin. Now you can remove the napkin and piece of paper, and a nice imprint will remain on the paper. For an autumn painting, make red, yellow, green and orange prints of leaves from different trees on paper.

SPRAY TECHNIQUE

This is not a very simple technique. Its essence is to splash drops of paint. To do this we use a toothbrush and a toothbrush. Drawings on the themes: “Snowfall”, “Leaf fall”. In the same way, you can make drawings using a stencil. Place the stencil on colored paper. These can be various flowers, silhouettes of houses, trees. Dilute the paint thinly in a yogurt jar. Dip a toothbrush into the paint and run a ruler along the bristles of the brush towards you, splashing paint around the silhouette. Try to ensure that the entire background is covered with specks. Remove the stencil and add details on the “unstained” part of the drawing. You can also use tree leaves as stencils. This is a complex technique, and children do not master it right away, but despite this, the work brings satisfaction.

PAINTING PEBBLES

Of course, most often the child draws large stone tiles on a plane, on paper, or less often on asphalt. A flat image of a house, trees, cars, animals on paper is not as attractive as creating three-dimensional creations of your own. In this regard, sea pebbles are ideally used. They are smooth, small and have different shapes. The very shape of the pebble will sometimes tell the child what image to create in this case (and sometimes adults will help the kids). It is better to paint one pebble as a frog, another as a bug, and the third will produce a wonderful fungus. Bright, thick paint is applied to the pebble - and the image is ready. It’s better to finish it like this: after the pebble has dried, cover it with colorless varnish. In this case, a voluminous beetle or frog made by children’s hands shines and shimmers brightly. This toy will take part in independent children's games more than once, and will bring considerable benefit to its owner.

STRANGE PATTERNS

Take whatman paper and a small orange (tangerine) or ball, pour a little paint of different colors onto a sheet and roll the ball along the sheet in different directions. Then “revive” what was received.

PHOTO COPY

Draw a picture with a candle on a white sheet. Paint over with black ink.

MAGIC DRAWING METHOD

This method is implemented like this. Using wax crayons, an image is drawn on white paper (a Christmas tree, a house, or maybe a whole plot). Then, using a brush, or better yet, cotton wool or foam rubber, the paint is applied on top of the entire image. Due to the fact that the paint does not stick to the bold image like a candle, the drawing seems to suddenly appear before the children’s eyes, manifesting itself. You can get the same effect by first drawing with office glue or a piece of laundry soap. In this case, the selection of the background to the subject plays an important role. For example, it is better to paint a snowman drawn with a candle with blue paint, and a boat with green paint. There is no need to worry if candles or soap start to crumble while drawing. It depends on their quality.

CRUMPSED PAPER PRINT

The child presses the crumpled paper against the ink pad and makes an imprint on the paper. To get a different color, both the saucer and the crumpled paper are changed.

DRAWING WITH PLASTICINE

This technique requires perseverance, patience and the desire to complete the job. With the children of the senior group we drew “Swan Lake”, “Parrot”, and with the children of the preparatory group we held a creative lesson on the topic “Tales of A.S. Pushkin."

DRAWING WITH GREATS

First, draw a picture with a pencil. Then carefully cover with PVA glue that part of the surface of the pattern on which the cereal will be poured. If we want to make the drawing multi-colored, we can use different cereals, or we can paint them. There are many options here too. Semolina can be painted well with ordinary colored crayons (the chalk must first be finely crushed, mixed with cereal, poured into a container and shaken thoroughly so that every grain is colored as much as possible).

LEARNING TO MAKE A BACKGROUND

Usually children draw on white paper. This way you can see it more clearly. It's faster that way. But some stories require a background. And, I must say, all children’s works look better against a background made in advance. Many children make the background with a brush, and an ordinary, small one. Although there is a simple and reliable way: to make a background with cotton wool or a piece of foam rubber dipped in water and paint.

COLLAGE

The concept itself explains the meaning of this method: it combines several of those described above. In general, we ideally think the following is important: it is good when a preschooler is not only familiar with various image techniques, but also does not forget about them, but uses them appropriately, fulfilling a given goal. For example, one of the 5-6 year old children decided to draw summer, and for this he uses a dotted pattern (flowers), and the child will draw the sun with his finger, he will cut out fruits and vegetables from postcards, he will depict the sky and clouds with fabrics, etc. There is no limit to improvement and creativity in visual arts.

You can draw with anything: a rag, a paper napkin (folded many times); draw with dirty water, old tea leaves, coffee grounds, berry juice. It is also useful to color cans and bottles, spools and boxes, etc.

We can confidently say that a variety of techniques contributes to the expressiveness of images in children's works.

My work experience has shown that mastering image techniques brings true joy to children if it is built taking into account the specifics of the activity and age of the children. They happily cover one sheet of paper after another with spots, strokes, and strokes, depicting either autumn leaves swirling in the air or snowflakes smoothly falling to the ground. Children boldly take on art materials; children are not afraid of their diversity and the prospect of independent choice. They take great pleasure in the process of doing it. Children are ready to repeat this or that action many times. And the better the movement turns out, the more pleasure they repeat it, as if demonstrating their success, and rejoice, attracting the attention of an adult to their achievements.

Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.

Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, and more spontaneous.

Such activities maintain mental balance, provide a safe outlet for emotions, while the child has the opportunity to realize his creative potential, create the way he wants, be free from any pressure or imposition of other people’s opinions.

The child’s faith in his own strength is also strengthened, individuality and autonomy are developed.

The most important thing is that children love and look forward to classes. And it’s a great happiness when you see children’s shining eyes and know that you bring joy and happiness to children’s hearts!

Try it, and you will definitely succeed!

Target.

The main goal of the classes is to develop children's creative abilities, fantasy, imagination through non-traditional drawing, creating conditions for the development of motor functions of the hands - fine motor skills of children.

Tasks:

Teach children to choose material for unconventional drawing and use it skillfully.

Help children master various technical skills when working with non-traditional techniques.

Develop fine motor skills.

To instill an interest in drawing using non-traditional techniques.

Develop creativity and imagination.

Develop a sense of collectivism, camaraderie, and the desire to help each other.

Learn to empathize with the mood conveyed in the drawing.

Lesson methods :

Verbal (conversation, artistic expression, riddles, reminder of the sequence of work, advice);

Visual

Practical

Gaming

Methods used allow you to develop special skills that prepare the child’s hand for writing;

– make it possible to feel the multi-colored image of objects, which affects the completeness of perception of the surrounding world;

– form an emotionally positive attitude towards the drawing process itself;

– contribute to more effective development of imagination, perception and, as a result, cognitive abilities.

Non-traditional artistic techniques

-Finger painting : the child dips his finger into the finger paint and puts dots and spots on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the paint is washed off.

- Palm drawing : The child dips his palm in finger paint or paints it with a brush (from 5 years old) 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 paint is washed off.

-Poke with a hard semi-dry brush : the child dips a brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.

- Imprint with potato stamps : 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.

- Rolling paper: The child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, snowman ball). After this, the paper ball is dipped in glue and glued to the base.

-Drawing with semolina : The child draws with glue according to a pre-applied drawing. Without letting the glue dry, sprinkle semolina on the glue (according to the picture).

When organizing non-traditional drawing classes, it is important to remember that in order for children to successfully master skills and abilities, it is necessary to take into account the age and individual characteristics of children, their desires and interests. As the child ages, the content expands, the elements and the shape of the paper become more complex, and new means of expression are identified.

Technical equipment.

1. Sheets of paper.

2. Gouache.

3.Stencils.

4. Signets, stamps (material at hand, plants, leaves).

5. Cotton swabs.

6. Short bristled brush (poke).

7. Napkins.

8. Used markers.

9.Tray

10. Cereals.

Expected result :

independently use non-traditional materials and tools, master the skills of non-traditional drawing techniques and apply them;

independently convey the composition using unconventional drawing techniques;

express your attitude to the world around you through drawing;

give a motivated assessment of the results of your activities;

show interest in each other’s visual activities.

In the process of work, the integration of all educational areas is ensured:

Cognition: artistic creativity games, composition modeling games.

Reading fiction: poems and stories about nature.

Socialization: solving problem situations, nurturing friendly relationships.

Communication: developing the ability to maintain a conversation, generalize, draw conclusions, and express one’s point of view.

Health: physical education minutes.

Music: listening to music.

Work: cultivate a desire to participate in joint work activities, careful attitude to materials and tools.

Working methods:

Individual.

Group.

Visual.

Topic: “Leaves are falling, falling…”

Lesson objectives: learn to paint with your fingers (dip your fingertips in paint and make fingerprints); arouse interest in creating a collective composition; develop a sense of color and rhythm. Develop interest in unconventional depictions of objects (leaves) on paper. Strengthen the ability to recognize and name colors. Develop fine motor skills of the hands. Form cognitive interest. Cultivate responsiveness, goodwill, accuracy, independence.

Preliminary work: observing autumn nature, looking at trees and leaves, learning poems about autumn, reading works of art. Looking at reproductions of paintings, as well as sketches and illustrations depicting various trees in autumn, collecting leaves on a walk.

Materials and equipment: sheets of white or light blue paper for “autumn windows”; gouache for finger painting in red and yellow colors; flat containers for paint; oilcloth for the table; container with water for rinsing hands; paper and cloth napkins; autumn leaves cut out by the teacher from colored paper.

Progress of the lesson

Educator: Guys, when I came today, I found a basket. And the bear is sleeping in the basket. (The children sat down. I offer to see what kind of basket it is, I bring it to them.) Let's try to wake him up:

Mishka, Mishka, wake up,

Clubfoot, get up.

What did you bring us in the basket?

Tell us quickly

Curious guys

They want to know what's in it.

The bear wakes up, the children greet him and stroke him.

IN.: Bear, what kind of basket did you bring us, what’s in it?

(I bring the bear to my ear.) Guys, Bear says that he brought a gift from his friends from the autumn forest: yellow and red leaves, and he wanted you to play with them and admire them.

Children look at the leaves.

IN.: Guys, what color are the leaves?

D.: Yellow, red.

Physical education minute

(I give each child two pieces of paper):

The leaves are light and float slowly through the air.(Children run and wave their arms.)

Leaf fall! Leaf fall! Yellow leaves are flying!

Beautiful yellow leaves are spinning.(The actions are performed by children with yellow pieces of paper.)

Beautiful red leaves are spinning.(The actions are performed by children with red pieces of paper.)

They all circled around and sat down on the ground.(Children squat .)

Sit down! They sat down and froze.(The children do not move.)

A light breeze came and blew.(An adult blows, followed by children)

Leaves rose and scattered in different directions.(Children scatter around the playground.) Spinning, spinning, spinning!

Leaf fall! Leaf fall! Leaves are flying in the wind.

The breeze has died down, and yellow and red leaves slowly fall to the ground again.

IN.: Well done boys. The bear really liked the way you danced with the leaves. Guys, did you like the gift from Mishka?

Children's answers .

IN.: You and I will also give Mishka a gift. Let's draw leaves.

Guys, look what's on the table.

D.: Paint for drawing.

The teacher shows leaves cut out of colored paper.

IN.: Children look at the leaves and find the same paint color.

Children compare the color of the leaves with the color of the paint.

IN.: Now we will try to draw leaves. Dip your fingertips into yellow paint and make prints on a sheet of paper. These are the leaves - they flew, they flew!

Children dip their fingers in paint and make prints, the teacher controls and helps with joint actions. Then repeat with red paint.

IN.: Now I'll grab a napkin

I'll wipe this finger.

Children wipe their fingers with wet wipes. I take Mishka in my hands and speak on behalf of Mishka.

IN.: Listen to what Mishka says.

“Guys, I really liked your leaves, thank you.”

IN. : Children, let's give our drawings to the bear, and he will take our gift to his friends in the forest, they will be very happy.

Say goodbye to the bear.

IN.: Goodbye, bear!

Topic: “Autumn tree” using an unconventional technique: poking with a dry brush.

Tasks.

1 . Educational.

Learn to convey the image of an autumn forest using the poking method with a hard brush. Expand your knowledge about the signs of autumn. Improve the ability to hold a brush correctly when drawing.

2. Fine.

Develop visual skills and abilities. Be able to draw all over the sheet. Strengthen the ability to use a thin brush when drawing tree trunks. Draw the foliage of trees with a hard brush without leaving a gap between the pokes. Strengthen the ability to draw independently using the poking method.

3. Developmental.

Develop imagination and perception of the surrounding world, cognitive abilities. Orientation in space, sense of color, rhythm. Development of eye-hand coordination, hand control. Master the techniques of depicting foliage using round, oval shapes in various combinations.

4. Educational.

Instill accuracy when drawing. Form an emotionally positive attitude towards the drawing process itself.

5 . Vocabulary work.

Drawing with a poke, textured colors, autumn forest, fallen leaves.

Preparing for the lesson.

Preliminary work: Looking at trees while walking. Conversation about the signs of autumn with children. Introducing children to the technique of drawing using the poke method, reading the poem by A.I. Bunin “Falling Leaves”, examining a reproduction of a painting by I.I. Levitan. “Golden Autumn”, looking at illustrations and depicting trees.

Equipment: gouache; two brushes - a brush with hard bristles, a soft brush with a thin tip; palette; light blue sheet of A-4 paper; leaves; cloth rag; paper napkin; a jar of water; brush stand.

Progress of the lesson.

Introductory part.

Conversation about the signs of autumn with children.

Educator: “Guys, the wonderful time of year has come - Autumn. All nature is transformed by putting on a colorful outfit. What colors appear on the trees? (children's answers)

Educator:

Listen to I. Bunin’s poem “Falling Leaves”.

The forest is like a painted tower,

Lilac, gold, crimson,

A cheerful, motley wall

Stands above a bright clearing.

Birch trees with yellow carving

Glisten in the blue azure,

Like towers, the fir trees are darkening,

And between the maples they turn blue

Here and there through the foliage

Clearances in the sky, like a window.

The forest smells of oak and pine,

Over the summer it dried out from the sun,

And Autumn is a quiet widow

Enters his colorful mansion.

Look how the poet beautifully describes the forest. What is the forest compared to?

Educator: -What color is it painted?

- What color can be used to depict a golden (crimson) forest.

I paint with yellow paint

Field, forest, valleys.

And I love the sound of rain,

Call me!

Children: "Autumn".

Main part.

The teacher brings the “Autumn” doll into the group.

Educator: “Hello, Autumn,” what a beautiful, colorful dress you have made of leaves.

Autumn found out that the guys would be painting an autumn forest, and decided to come visit us. I brought you a bouquet of autumn leaves, look how beautiful they are and they are all different.

Educator: "Today we will draw an autumn tree, colorful foliage, with a poke.

Examine the painting “Golden Autumn”, clarify the color of the foliage.

Children draw the trunks and outline of the foliage on their own with a pencil.

Remind and show children that with a brush you can paint flat with all the bristles, the lure, and the end. Children first trace the outline with their finger, then poke the outline with a brush with stiff bristles without paint. The hand rests on the elbow, the brush is held with three fingers, above the metal part, the brush is placed vertically on a sheet of paper, and from the top it goes down, the movements are repeated rhythmically. Children repeat after the teacher.

Offer to draw an autumn forest (children choose the color independently).

The teacher invites the children to put gouache on a brush. The gouache should be thick and the brush should be dry. To remove excess paint, you need to make a few random pokes on a small sheet of paper and see what color you get. Remind you that the shade can be obtained by mixing gouache on the palette.

Invite the children to start drawing on their own with pokes straight along the line, making pokes next to each other, without leaving a gap between the pokes. Then use random pokes to paint the surface inside the outline, paint with paint of the children’s choice. When changing paint, rinse the brush in water, wipe dry with a cloth, and continue painting. Draw the remaining details of the trees (trunk, branches) with the end of a soft brush. The tip of the brush is dipped into a jar of water, and excess water is removed by rubbing it on a cloth. Then put gouache on the tip of the brush and paint.

The teacher helps children who have difficulty completing the drawing. Shows on his sample.

Final part.

Physical education moment

Come into the autumn forest!

(Children walk in place.)

There are many miracles around here!

(Spread their arms to the sides and look around).

Here are the golden birches,

(Raise their hands up).

Mushrooms under the birch trees

(Squat and perform the Mushroom exercise).

They're looking at us -

They want to jump into the basket.

(Get up and do the Basket exercise).

N. Blizzard Kaya

At this time, the work dries out.

After a pause, the children lay out their work on the table. They stand around their works.

The teacher places the Autumn doll near the children’s drawings.

Autumn: “Thank you guys, you have created an autumn forest.”

Teacher for children: “You and I found ourselves in an autumn forest”

The teacher asks leading questions to the children.

How is the autumn forest drawn?

What colors did you use?

How could the colors be mixed?

Show me the autumn forest that you liked best? What did you like about that drawing?

Teacher for children: “You did your best to paint the autumn forest, real artists. Let’s make an exhibition out of your paintings so that all guests, coming to our group, can admire our autumn forest.”

Topic: "Ornate Christmas tree" (drawing with cotton swabs)

Target: Development of artistic and creative abilities of children of primary preschool age through the use of non-traditional drawing techniques.
Tasks:
- Training in non-traditional painting techniques with cotton swabs;
- Strengthen the ability to decorate a drawing using drawing with cotton swabs;
- Maintain interest in drawing;
- Fixing colors (red, yellow, blue).
Materials: a painting with a picture of a Christmas tree, sheets of an album with a picture of a Christmas tree, cotton swabs, gouache in three colors (red, yellow, blue, napkins.

Progress of the lesson:

Children, soon we will have a holiday, New Year. And guests will come to our holiday. And who will come, you have to guess. Listen to the riddle!
You will always find me in the forest,
You will go for a walk and you will meet:
I stand prickly like a hedgehog,
In winter in a summer dress.
- Of course, guys, the main guest will come to us - the Christmas tree.
- Why is the Christmas tree prickly like a hedgehog?
- Why is she wearing a summer dress?
- That’s right, it doesn’t shed its leaves like other trees, but always stands green.
I show you a picture of a Christmas tree.
- Children, please look at the Christmas tree and tell me what it is?
- Yes, she is beautiful, green, slender, fluffy.
- Previously, the Christmas tree was decorated right in the forest, but now it is brought home.
- What do you think we can come up with so as not to chop down the Christmas tree, but to celebrate the holiday with a Christmas tree?
- Yes, guys, you can decorate an artificial Christmas tree, or plant a Christmas tree in the yard of your house and decorate it for the holiday.

Physical education is held with children with elements of movement.
Our Christmas tree is large (circular movement with hands,
Our tree is tall (stand on your toes,
Taller than mom, taller than dad (sit down and stand on tiptoes,
Reaches to the ceiling (stretch).
Let's dance merrily. Eh, eh, eh!
Let's sing songs. La-la-la!
So that the Christmas tree wants to come visit us again

Children, to make our fingers work better, before we get to work, let’s do finger exercises “Christmas tree decorations”
To our Christmas tree, Santa Claus (children bend their fingers, listing gifts from Santa Claus)
Brought jewelry:
Crystal balls
Silver sparkles,
Transparent pebbles
The stars are radiant.
He gave me fluffy snow (all the fingers on the hand are unclenched at the same time)
I quickly decorated the Christmas tree. (and turn their hand right - left,
showing a “decorated spruce”.)
Let's start working on paper with a picture of a Christmas tree. The teacher reminds the children that they need to use different cotton swabs to decorate the Christmas tree. Demonstration of drawing with cotton swabs on a magnetic board. If children find it difficult to change the stick, provide individual assistance and fix the paint color.
- Well done boys! What did we do today (children's answers); What flowers did we decorate the Christmas tree with (children's answers); What kind of tree has become (Children's answers); What did you like most? (Children's answers).

Topic: “Let’s decorate the dress.”

Program content:

Teach children to draw with cotton swabs. Develop fine motor skills. To cultivate responsiveness and kindness, emotional and aesthetic feelings of children.

Materials: a landscape sheet of A-5 format with a picture of a doll, cotton swabs, yellow gouache paints, napkins, jars of water, a toy doll.

Progress of the lesson:

A surprise moment - a doll appears.

Educator: Guys, look who came to visit us?

Children: Doll!

Educator: That's right, kids, meet the doll Tanya! Tanya, why are you so sad?

Tanya doll: Hello guys! I went to visit my friend doll Katya and on the way I lost my suitcase, and all my dresses were there!

Educator: Don't worry, we'll help you, right guys?

Children: Yes, we will help!

Educator: Children, we will create new dresses for Tanya’s doll, we will draw with cotton swabs. (The teacher shows a sample of the work, explains the frequency of completing the points). What color is the paint?

Children: Yellow.

Educator: We will draw dresses with yellow polka dots! First, dip a cotton swab in gouache, and then draw polka dots evenly on the dress. Like this! Do you remember?

Children: Yes!

Educator: But first, let's play with our fingers:

Finger gymnastics.

We sew clothes for a doll

They sewed dresses for the dolls together,Children pretend to rock the doll in their arms.

We loved dolls very much.Press your palms to your chest.

It took a long time to thread the thread,Depicts threading a needle.

The knot was then knitted,Make rotational movements with your index fingers around each other.

Cut off a pieceThe index and middle fingers are separated, the rest are clenched.

Stitched along the stitch.Hold a “needle” between your thumb, index and middle fingers and make wave-like movements from right to left.

Hot iron seamThey withdraw their hand.

They straightened him out so that he could lie down.Run your fist horizontally across your palm.

They called the dolls quickly,They wave their hand towards themselves.

Dressed up. Did not recognize!Make movements with your hands along the body from top to bottom. Point your thumb forward.

After the game, the children sit at the tables and draw.

Educator: How do you like the children’s work, Tanya?

Tanya doll: Very beautiful dresses! Well done guys, thank you very much!

The doll says goodbye to the children and leaves.

Topic: “Amanita - a medicine for animals.”

Technique: finger painting.

Lesson objectives:

1. Arouse interest in drawing, cultivate interest in nature;

2. teach how to apply dots and specks in a given contour;

3. practice confident movements and free movement of the hand.

Materials for the lesson: Illustration of a fly agaric; fly agaric pattern, without white spots; white finger paints; napkins.

Preliminary work: looking at illustrations of mushrooms, riddles and poems about mushrooms, conversations with children about mushrooms.

Progress of the lesson.

The teacher asks a riddle:

This mushroom grows in the forest,

Don't put it in your mouth!

He's not sweet at all

Specks on the hat

Red like a tomato

Inedible...(Amanita)

Educator shows illustrations of a fly agaric: “Do you know what kind of mushroom this is? What is it called? »

Children: It's a fly agaric!

Educator: Right! This is a fly agaric. It's so beautiful, but you can't touch it because it's poisonous and you can get poisoned by it! But it is good for animals. Therefore, when you meet a fly agaric in the forest, do not touch it!

Physical education minute:

Grisha walked and walked and walked and found a white mushroom.

One is a fungus, two is a fungus,

Three - fungus, put them in the box.

(Children imitate the movement of a mushroom picker: they walk, bend over and put mushrooms in the box.)

There is a knock on the door.

Educator: Guys! A hare came to visit us in kindergarten.

Hare: Trouble! Trouble! Guys, help, Elk is sick, and there is not a single fly agaric left in the forest.

Educator: Guys, let's draw a fly agaric and help the animals.

Educator distributes pre-drawn mushrooms, without white spots, paint and napkins.

Educator: Guys! What's missing from these fly agarics?

Children's answers .

Educator: That's right, there aren't enough white spots, let's draw them! Dip your finger into the paint and put spots on the fly agaric cap, don’t forget to wipe your fingers with a napkin!

Hare: Guys! What a great fellow you are, what beautiful fly agaric mushrooms turned out, now we will cure Moose!

Children give their drawings to the Hare.

Topic: “Rosy apple”

Drawing with semolina.

Target: introduce children to semolina drawing techniques. To develop children's interest in unconventional depictions of objects on paper. Promote interest in experimentation. Strengthen the ability to recognize and name colors. To form in children ideas about wild animals: squirrels and hedgehogs, their appearance, nutrition, and lifestyle features. Develop articulation apparatus and fine motor skills of the hands. Develop emotional responsiveness, the desire to communicate with adults and peers. Enrich passive vocabulary. Activate children's speech by encouraging them to repeat words after the teacher and speak in complete sentences. Form cognitive interest. Cultivate responsiveness and goodwill.

Methodical techniques: Artistic word. Reading nursery rhymes. Surprise moment.

Conversation about animals.

Teacher questions

- What kind of fur coat does the squirrel have?

- What does the squirrel have?

-Where is her house?

- What does the squirrel keep in the pantry?

Demonstration of ways and techniques of drawing with semolina .

Examination and examination of the sample.

Analysis of children's work by the teacher.

Vocabulary work: Encourage children to use words in active speech: solid, soft, fluffy.

Previous work:

Conversation, looking at pictures of animals, reading fiction, memorizing nursery rhymes.

Material:

For the teacher: Squirrel and hedgehog toys, a tree with a hollow, a basket of apples, a pine cone for the squirrel. Audio recording “Sounds of the forest”. Treat (for a surprise moment).

For children: apple stencils and plates, gouache (green and brown), brushes, cotton swabs, glue, semolina, napkins, wet rags or wet wipes for each child.

Progress of the lesson:

Educator: “Everyone sit down next to each other,

Let's play nice.

Prepare your ears, eyes,

Let's begin our fairy tale.

I went to the forest today

And I found a basket there.

And there are a lot of apples in the basket.”

- Who lost her?

Let's all go together and find out whose basket this is?

Let's ask, who lost it?

Game "On a Level Path".

On a smooth path,

On a smooth path,

Our feet are walking

Our feet are walking.

Jump through a puddle.

Jump through the hole.

Boom - they fell.

Where have we ended up?

We walked and walked. They came to the tree.

Educator . - Guys, look, what is this?

(Children's answers). That's right, guys, we're in the forest.

Hear the birds singing songs.

Who lives in the forest? That's right, animals.

Let's ask this animal in a golden coat.

- Who is this? (the teacher takes the squirrel out of the hollow).

Educator. Hello squirrel. Guys, this is a squirrel. Touch her fur coat.

- What kind of fur coat does the squirrel have?

- What does the squirrel have? Right.

The squirrel has a fluffy coat. She has a body, a head, paws, ears, a nose and a tail.

- Squirrel, listen to what nursery rhyme we know about you.

Finger gymnastics

“A squirrel is sitting in a cart,

She sells nuts to: Sister Fox, Sparrow, Titmouse, Thick-fifted Bear, Mustachioed Bunny.

Some in a scarf, some in a mouth, some in a sweetie.” (children alternately bend their fingers from the little finger to the thumb).

The squirrel sold the nuts and galloped into the house.

-Where is her house? (children's statements).

High up on a tree, a squirrel is building a house out of twigs.

And next to it, in the hollow, the squirrel has a storage room.

- What does the squirrel keep in the pantry? (Children's answers).

That's right, the squirrel keeps supplies in the pantry: mushrooms, pine cones, nuts. Let's treat our squirrel to a cone. The squirrel took the cone and ran away. And we will move on.

- Oh, who is that crying? (The teacher takes out a hedgehog from under the tree).

- Who is this? (children's answers).

- The hedgehog is crying ooooh.

- How does a hedgehog cry? (children's answers).

- Why is the hedgehog crying? (free expression of children). The hedgehog says that he lost his basket. And the guys and I found a basket in the forest. Did you lose this basket? Hedgehog: Yes. Educator: Who did you pick apples for? Hedgehog: For hedgehogs.

Educator: What color are the apples? (Children's answers).

Educator: How many berries are in the basket: many or few? (Children's answers) Yes, that's right, these are apples, there are few apples in the basket and they are red.

-What other color are apples? (Children's answers)

-That's right, green and yellow.

Educator. Hedgehog, don't cry. The guys and I will help you collect apples for the hedgehogs. Come on in. Let's all sit up straight, put our legs together and get ready to listen to me.

Today we will draw apples not with paints, not with pencils, but with semolina. Look all over the table

. - What is on your table? (Children's answers).

-What is a napkin for? (Children's answers).

- That's right, dry wipes are needed to apply the craft; wet to dry your hands.

Now look how I will draw: place the apple stencil on a plate, secure it with a paper clip so that it holds well. Take a brush, dip it in glue, spread the stencil of an apple and a leaf. Then take semolina and sprinkle it on top of the glue. Take a dry napkin and gently press it so that the semolina sticks well. For a leaf to be green, it needs to be painted green. Take a brush and dip it in green gouache and carefully paint over the semolina. Then we quietly remove it and we have an apple.

-Tell me, what does the leaf hold on? (Children's answers).

-That's right, on a stick. We will draw the stick with a cotton swab. Dip a cotton swab into brown gouache and carefully draw a stick from apple to leaf.

- Did the apple turn out beautiful? (Children's response)

-Now you get to work. 1, 2, 3, 4, 5. love to draw with their hands. (Bend and straighten fingers)

Next, the children come to the tables and get to work.

The teacher and the hedgehog walk around and evaluate the work:

Well done!

What beautiful, juicy apples.

Thank you, the hedgehogs will be very pleased.

Game "Friendly Guys"

“We gathered together in a circle

I am your friend and you are my friend

Let's hold hands tightly

And let’s smile at each other.”

Educator: For your help, the hedgehog prepared a treat for you.

"The leaves are falling and falling..."

Finger painting.

"Autumn Tree"

Drawing with a semi-dry brush (Poke).

"Polka-dot dress"

Drawing with cotton swabs.

"Ruddy apples"

Drawing with semolina.

“Ornate Christmas tree”

Drawing with cotton swabs.

"Amanita - medicine for animals"

Drawing with cotton swabs and brush.

Conclusion

The use of non-traditional drawing techniques stimulates the artistic and creative development of children and has a positive effect on the development of children’s abilities, skills and abilities. Artistic and creative activity performs a therapeutic function, distracts children from sad events and grievances, causes a joyful, upbeat mood, and ensures a positive emotional state for each child. Taking into account individual characteristics and the development of creative abilities in children, I give them the opportunity to actively, independently express themselves and experience the joy of creativity. Preschoolers use all non-traditional techniques easily and naturally, developing imagination, color perception, and gentle and light touch skills. I also solve problems of developing mental cognitive processes: perception, imagination, thinking, attention, memory and speech. Various technologies contribute to the development of fine muscles of the fingers, the eye, and coordination of movements. Children develop the ability to navigate on a sheet of paper. Children gain knowledge about the properties of materials and how to work with them, with the help of which children develop cognitive interest.

Non-traditional techniques of visual activity are original games with various materials. In such a game, children master a volume of knowledge, skills and abilities that are not readily available to them in regular classes. Therefore, non-traditional techniques must be used for the full development of children.

Unconventional drawing techniques help you feel free, see and convey on paper what is more difficult to do with conventional means. And most importantly, they give children the opportunity to be surprised and enjoy the world. After all, every discovery of something new and unusual brings joy and gives a new impetus to creativity.

List of literature:

G.N. Davydova “Non-traditional drawing techniques in kindergarten” - M. 2007.

Magazine “Preschool education in Kazakhstan” No. 3/2011

Magazine “Bala men balabaksha” No. 7/2011

Komarova T.S. Visual activities in kindergarten. – M.: Mosaika-Sintez, 2008.- 192 pp.: color incl.

Kosminskaya V.B., Khalezova N.B. Fundamentals of fine arts and methods of guiding children’s visual activities: Lab. workshop Textbook A manual for pedagogical students. Institute for specialties N2110 “Pedagogy and psychology (preschool).” – 2nd ed., revised. – M.: Education, 1987.

Lykova I.A. Visual activities in kindergarten: planning, lesson notes, methodological recommendations. – M.: “KARAPUZ-DIDACTICS”, 2007.