Drawing is one of the leading activities of children attending preschool educational institutions. It promotes knowledge of the world around us and is the most effective means of developing a creative personality. To stimulate interest in visual arts, it is advisable for the teacher to use non-traditional drawing methods in his work. Working with unusual materials and new techniques will give middle group preschoolers exceptionally positive emotions and reveal new possibilities for using familiar objects.

The importance of non-traditional drawing techniques for children's development in the garden

Unconventional drawing is interesting because children’s images always turn out different. As a rule, these are simple and accessible techniques, however, they play a very important role in the mental development of a preschooler. Their use presupposes an atmosphere of ease, allowing the child to take the initiative and express feelings and emotions in the drawing. The main thing in such activities is not the final product, but the formation of a self-confident personality.

The use of non-traditional techniques develops the research abilities of 4-5 year old children. After all, they provide the opportunity to experiment (for example, mix gouache with soap foam, apply paint to natural materials).

Non-traditional drawing improves the fine motor skills of middle group preschoolers, which in turn contributes to the development of correct speech.

Mental processes such as thinking, attention, visual memory, and imagination develop. Tactile sensitivity increases - the fingertips are in direct contact with the paint, feeling its thickness and viscosity.

Working with unusual materials makes children wonder, improves their social and communication skills: children ask more questions to the teacher, to each other, their vocabulary is enriched and activated.

A variety of methods and techniques (palms, poking, printing, thread printing, etc.). Materials used

In the middle group, it is already possible to successfully use a wide variety of non-traditional drawing techniques. Let's consider the main directions.

Children really enjoy printing with different objects. These can be foam forms: the teacher applies an in-depth drawing to them with a sharp object. The child dips such a “signet” in paint and then applies it to a sheet of paper - a beautiful image is obtained. Similarly, you can print with vegetables and fruits: potatoes, apples, and carrots are especially suitable for this purpose. To do this, they are given the desired shape and a paint that matches the color is selected.

You can also print using foam rubber, a crumpled piece of paper, or a cotton pad. An interesting image is obtained from leaf prints (this way you can draw trees or a butterfly). The side with veins is covered with paint and applied to the base with the painted side. The leaf petioles can be carefully painted on with a brush. An interesting gradient effect is obtained if several colors are mixed on the surface of a sheet.

You can draw a variety of objects using half a potato

A more difficult activity for middle group preschoolers is poking with a hard brush. The child hits the previously drawn outline with a brush with gouache paint. Moreover, the brush is not wetted with water. The result is an imitation of a fluffy or prickly surface, which is ideal for depicting animals, for example, a hedgehog, bear or hare. While working, the brush must be held vertically - then the pokes will be even.

The poking method is good for depicting various animals

Poking drawing

Kids love to paint with their hands. The child's entire brush is dipped into gouache or painted with a brush, and then he leaves an imprint on the base. You can draw at the same time with two pens painted in different colors. The sun, grass, trees, and birds are often drawn this way. After work, wipe your palms with a napkin, then the gouache is easily washed off with water.

Drawing with palms

Poster as a gift for mom made using palm painting

When painting with fingers, the child does not dip the entire palm into the gouache, but only the tip of the finger. Dots or specks are applied to the paper. You can paint a different color on each finger. A similar image is obtained when using cotton swabs.

Drawing with cotton swabs

Finger painting

Fancy patterns on a sheet of paper can be created using semolina (salt and sand can also be used for this purpose). This technique is good for creating landscapes - semolina gives the composition a beautiful texture. The background is sprinkled with grain while the paint is still wet. After a short period of time, the semolina is simply shaken off, and light spots remain in its place. Another option is to draw the object and paint it with a glue stick (necessarily on a colored background), and then sprinkle it with semolina.

Drawing with semolina

Thread printing is a technique of drawing with ordinary thread. The kid folds a sheet of paper in half and dips the thread into the paint. An image of thread is laid out on one side of the base, while one end remains free. The drawing is covered on top with the second half of the paper and pressed. After this, the thread is pulled out by the tip. The result is an image that is completed with a brush to the desired image.

Nitcography

Children in the middle group love to draw with foam rubber. This is a convenient means for creating a background for a picture; in addition, foam rubber has great potential to embody a child’s fantasies. For example, this is an ideal way to depict snowdrifts in a winter landscape.

Drawing with foam rubber using a stencil

An unusual image is obtained using the blotography technique. The child scoops up gouache paint with a spoon and then pours it onto the base. The result is spots of various shapes. The base is covered with another sheet - an image appears on it, which is completed to the desired image. You can also blow on the stain with a straw to make it appear larger.

Drawing using the blotography technique

An unusual drawing tool is a toothbrush. Thick, harsh bristles allow you to apply design details with varying densities. Due to this, a volume effect is created and different shades can be combined. For example, in this way you can depict a Christmas tree very realistically.

Drawing a toothbrush gives the branches volume

Drawing with a toothbrush

You can draw in a similar way with a plastic fork., dipping its tip into the paint. This way you can depict a prickly hedgehog or the sun.

Drawing with a fork

The drawing perfectly conveys the spines of the animal

For drawing in the middle group, the teacher can offer the children candles or wax crayons. Using these materials, the child creates an image on paper and then paints it over with watercolors. A drawing with a candle or crayons remains white, since the fatty base does not interact with the watercolor.

Drawing with a candle, soap bubbles, cotton swabs, wax crayons

Unconventional drawing of individual objects and objects (examples of work with comments)

Some topics are especially conducive to unconventional drawing methods. For example, a tree can be depicted in an original way using a print of leaves, completing the missing parts (composition “Autumn Trees”). Another interesting method is cabbage leaf imprinting (“Winter Tree”). Using your palm, you can depict a snow-covered crown (“Snow-Covered Tree”). The leaves and fruits of the tree are often depicted with fingers or cotton swabs (“Apple Tree”).

Leaf imprints and drawing Drawing with palms and fingers Imprinting with cabbage leaves Drawing with cotton swabs

Such a favorite item for kids as balloons can be depicted with foam rubber or using rubber balls themselves (they are inflated and the tip is immersed in paint - a very realistic image is obtained).

Drawing with a balloon

Drawing with a balloon

Falling autumn leaves can similarly be depicted using real leaves. To do this, it is better to select small-sized specimens (“Multi-colored leaves”). Another way is to draw with cotton swabs, fingers, or poking. Leaves can also be printed with potatoes, after first drawing the corresponding silhouette on the vegetable.

Printing with leaves

Poking drawing

The structure of the rowan branch is conducive to drawing it with cotton swabs, fingers or a poke (photo).

Poking drawing

Birds in the middle group are also often depicted in unconventional ways. For example, using your palms you can draw a graceful flying or swimming swan.

Drawing with palms

Drawing with palms

Using unconventional drawing methods, it is good to depict vegetables and fruits.

Drawing with a pipette

Printing with half an apple and drawing with cotton swabs

Class notes

Author's full name	Title of the abstract
Druzhina E.	"Winter" (drawing in non-traditional ways - imprint with a cabbage leaf, image with cotton swabs) Educational objectives: learn to draw a landscape using unconventional techniques (printing with a cabbage leaf, painting with cotton swabs). Developmental tasks: expand your understanding of the winter season. Educational tasks: to cultivate interest in nature, a sense of beauty. Integration of educational areas: “Artistic creativity”, “Cognition”, “Communication”, “Socialization”, “Health”. Demo material: reproductions of winter landscapes. Handout: tinted sheets of white paper according to the number of children, brushes, white gouache, sheets of Chinese cabbage, sippy cups, stands for brushes. Progress of the lesson: Riddle about winter. The teacher asks the children what words can be used to talk about winter (snowy, frosty, shiny, fluffy, etc.), what they can play in winter. To the music of P.I. Tchaikovsky guys look at reproductions of paintings by Russian artists in winter. At the same time, the teacher consolidates knowledge of what a landscape is. A surprise moment - a package arrives at the group, but it does not open. To open it, one of the guys must read a poem about winter. There is a knock on the door - a toy hare appears, who says that he delivered the package and complains to the children that he cannot find his way home. The guys promise to help him. The hare opens his package - it turns out to be a cabbage leaf. The teacher invites preschoolers to turn into landscape artists and paint a winter picture in a special way - with cabbage leaves. Demonstration of image techniques. Apply a thick layer of paint to the sheet with a brush, then apply it to the base and carefully remove it with both hands. The resulting print looks very much like a snow-covered tree. Independent work of preschoolers to the composition “White Snow” by O. Gazmanov. The teacher guides the children as necessary. At the end of the first stage of work, a physical education session “Snowman” is held. The teacher notices that there is something missing in the drawings. The children realize that there is not enough snow. The teacher suggests depicting it using cotton swabs - you need to dip them in a jar of white gouache and apply dots (poking method). In the traditional way, using a brush, snowdrifts are drawn under the trees. Summing up the lesson - returning from the fairy forest.
Kolesnikova I.	(in the middle group using the non-traditional poking method) Progress of the lesson: The lesson begins with a riddle about a bear. Then the teacher reads the fairy tale “Masha and the Bear”. Conversation on content: what Mishka did with Masha. Consider the structure of the bear, determine the shape of its head and body. The teacher demonstrates how to paint a bear figure using the poking method (the eyes and nose are glued on). Independent activity of children. Analysis of finished works.
Karpova I.N.	"Fish" (painting with palm and fingers) At the beginning of the lesson, the teacher organizes the game “Aquarium” (children perform actions according to the text): The snails crawl, / They carry their houses, / They move their horns, / They look at the fish. The fish are swimming, / rowing with their fins./ Turn right, turn left, / And now it’s the other way around. Riddle about fish. Pictures of fish are considered. Conversation about where they live, what they eat, what helps them swim. Reading the poem “Fish” by I. Tokmakova. The teacher invites preschoolers to depict a fish in an unconventional way - using their palm. To do this, you need to lower your palm into a plate with gouache, and then make an imprint on a sheet of paper (with your thumb bent and the rest spread out). Actions must be performed quickly, otherwise the paint may have time to dry. Near the fish, it is advisable to depict a background - pebbles (painting with fingers) and algae (painting with a brush). After the children’s independent activities, a physical education session called “Fish” is held. An exhibition of works is held: the guys explain where each fish swims and choose the most beautiful of them.
Zotkina O.K.	"Scarlet Sails" (drawing with sand and paints) The kindergarten is located in the resort town of Evpatoria, so sand painting is very relevant in this case. At the beginning of the lesson, the teacher reads V. Orlov’s poem “I draw the sea” to the children. A conversation is held about their hometown, which tourists also call the city of the Sun, the city of Childhood. This is due to the fact that Evpatoria has a lot of sunny days a year, an unusually gentle sea, and there is also a huge number of children's health centers and camps. The teacher reminds the children that they were at sea today and asks what they remember most (warm sand and pleasant water, bright sun, beautiful shells, ships, boats). The teacher invites preschoolers to draw a ship with scarlet sails, a bright sun and their favorite sea. And sand brought from the beach will help to do this. A physical education session on the marine theme “Sea” is being held. The sea is very wide (Children spread their arms wide to the side.) The sea is very deep. (They squat, touching their hands to the floor.) Fish live there, friends, (Perform the “Fish” movement.) But you can’t drink water. (They spread their arms to the side, raising their shoulders.) Seagulls circle above the waves, (waves hands) Let's fly after them together. (spinning around in place) Splashes of foam, sound of the surf, And above the sea - you and I! (Children wave their arms like wings.) Examination of a sample and explanation of image techniques. The sand needs to be sifted to remove shells and other impurities. Using a simple pencil, the contours of the ship, the sun and the sea are drawn, onto which glue is then generously applied. Sand is scooped up into a pinch and sprinkled onto the contours of the image. The excess is poured into a plate. Next, the sails are covered with scarlet paint so as not to touch the sand. The sun, sky and sea are also painted. The guys begin to work to relaxing music (sounds of the sea and the sound of the surf).

Long-term planning for non-traditional drawing (middle group)

In the middle group, non-traditional drawing can occasionally be included in visual arts classes and can be carried out as part of a project. Most often, such techniques are studied with children as part of group work.

As an example, we will give a fragment of long-term planning of classes for a circle for the secondary group “Rainbow” (teacher O.V. Chernysheva, MBDOU d/s “Yolochka, Abakan”).

Month	Subject	Tasks
September	Autumn leaves Watercolors + wax crayons	Promote the most expressive reflection of impressions of autumn. Improve skills in drawing with wax crayons and watercolors
	Teddy bear Poking with a hard semi-dry brush	Strengthen the ability to use the “poking with a hard semi-dry brush” technique
	Bullseye Monotype	Introduce children to the monotype technique. Introduce children to symmetry (using the example of an apple). Develop spatial thinking.
	By design
October	Borovichok Finger painting	Strengthen the ability to draw with fingers, the technique of dipping. Develop a sense of composition and color perception.
	Jam Blotography	Introduce the technique of blotography. Develop a sense of composition.
	saucer Plasticineography	Improve skills in drawing with plasticine.
	Armchair Spray	Introduce the spraying technique. Develop a sense of composition.
November	Vacuum cleaner Scratch	Introduce the grattage technique. Learn to trace simple shape templates.
	Scooter Drawing with cotton swabs	Strengthen the ability to draw with cotton swabs. Develop a sense of composition
	By design Various	Strengthen the ability to choose your own technique and topic
	Steamboat Plasticinoplasty	Strengthen the ability to draw with plasticine. Develop a sense of composition.

Let us note that regularly (about once a month) drawing in the circle is carried out according to the plan, during which children independently choose the technique and theme. This develops the creative imagination and independence of preschoolers.

All classes are built on a similar principle: they begin with a playful moment, include finger gymnastics, massage, independent activities of children, as a rule, are accompanied by musical accompaniment. At the end of the lesson, there is always a mini-exhibition of children's works.

Children always strive for new experiences and are interested in creative activities. The task of the teacher is to awaken in each child faith in his own individuality and the ability to create beauty. In this regard, non-traditional depiction techniques offer great opportunities: when drawing without a brush or pencil, the child feels more relaxed, feels colors better and begins to fantasize.

GCD scenario in the middle group,

educational field "Artistic creativity"

(using ICT)

subject:

“Let’s decorate the handkerchief.”

Target: expand children's understanding of different ways to depict color spots: introduce them to the method of depicting a pattern using potato stamps on material.

Tasks:

Educational:

Continue to master the ability to see a geometric shape as a basis and build an elegant pattern on it using alternating shapes (color spots)

Learn the rules for using stamps to display a color spot.

Carry out a sequence of operations according to a poetic algorithm

Get an initial understanding of the property of matter to absorb paint

Educational:

Develop fine motor skills of the fingers of the dominant hand by selecting objects on the interactive board by double-clicking, finger gymnastics.

Develop color perception

Develop the ability to see the whole (imagine your future work)

Develop imaginative thinking: associativity (replacing the representation of an object with its model - a spot of color)

Development of metrical relations: tapping a two-beat rhythm with a fingertip

Developing hand-eye coordination

Development of the need to engage in verbal contact with adults and answer questions

Educational:

To cultivate a desire to give pleasant surprises (gifts), to receive joy and satisfaction from it

Cultivate the need to bring the job started to completion, obtaining a productive result

Cultivate the habit of working carefully, slowly, and using a wet wipe for your hands.

Encourage you to always have a clean handkerchief

Preliminary work: work in the creativity corner with pokes and stencils. Game with geometric shapes “Lay out a pattern on a square.”

Facilities: laptop, projector, interactive whiteboard (you can use a laptop), white fabric squares, potato stamps, gouache in primary colors (blue, red, green, yellow) - two colors each at the workplace, wet wipes for hands.

Move.

Children enter the group and stand in a circle.

Educator: All the children gathered in a circle .

I am your friend and you are my friend.

Let's hold hands tightly

And let's smile at each other!

The teacher notices the Cheburashka toy.

Educator: Cheburashka, why are you so upset? Who hurt you? Tell us, share your trouble.”

Cheburashka (soft toy brought to life by the teacher): Hello, I’m glad to see you (children greet Cheburashka). “You know guys, today I’m going to visit the crocodile Gena, and I have to go to visit with a gift, but I don’t know what to give him, please tell me.”

Children tell what they can give as a gift: a doll, candy, flowers, cars, etc.

Cheburashka: “And I heard that the best gift is a gift made with your own hands, but I don’t know how to do anything (cries).”

Educator: “You’re right, Cheburashka, a gift made with your own hands is always a pleasure to give, and it is valued more than one bought in a store (the teacher and the children approach the interactive board, on which a slide appears - a mat, a napkin and a handkerchief).”

Cheburashka: “Oh, what is this so beautiful and elegant?”

Educator: “And this is Cheburashka, handkerchiefs, rugs and napkins that you can make with your own hands.”

Cheburashka: “And I also have a handkerchief” (shows a white piece of material). Great stuff, isn't it? I never leave home without a clean scarf. Do you have a scarf? (children show their handkerchiefs).What beautiful scarves you have. But for me it’s just a piece of material. It is inconvenient to give such a scarf. Should I decorate it? How should I decorate it?”

Educator: “It’s hard to come up with something like that right away. Why, we have a magic screen. And on the magic screen you can see a magical collection of pictures.”

Cheburashka: “You, page, open, and piggy bank, appear (clicks on the board, a page with pictures appears).Who can help me choose the right design?

Educator: “The children all want to be your helpers. Then let's get to work. And the magic screen will help us. Just let's remember what we need for magical appearances? We need our skillful finger! (the teacher shows his index finger, pressing the pad).Show off your most skillful finger(children show by pressing the fingertip). With this finger you need to knock on the picture twice - like this: we knock on the knees: “Knock-knock, whoever is there, I’m here” - we learn to tap a two-beat rhythm. Let's knock on your palm."

Now, Tamila, run to the board and click on the picture twice with your finger.

Children take turns running to the board, clicking on the picture they like: a handkerchief appears, the pictures scatter in the corners, then on the sides, then in the center of the square (the teacher briefly explains the features of the pattern). If a laptop is used, then the children simply select a picture and the teacher opens it.

Cheburashka: “What interesting patterns you get. Which one should I choose for my drawing? Yes, I myself can probably come up with no worse idea. Now I will try to draw my pattern. How should I draw him?(the teacher hands Cheburashka a beautiful box and offers to see what is in it. Cheburashka opens the box and shows the children paints, cork stamps, hand napkins, naming each item).How am I going to draw with these cork scraps? Can someone explain to me?(Children speak, and the teacher performs the action behind them).”

The teacher asks the children what unusual things they noticed? What happens to the paint on the material?(it is absorbed, but previously it took a long time to dry on paper and could spread).

The teacher offers Cheburashka help, showing the algorithm of actions, and on behalf of Cheburashka recites a poem:

I'll dip the stamp in paint,

And then I’ll press it to the scarf:

In the corner - oops!

In the corner - oops!

I'll dip it in paint again,

Again I'll press it to the scarf

In the corner - oops!

I'll take a new stamp

I'll dip it in another paint,

I'll press it to the middle - oops!

Beauty! What berries have grown on my handkerchief! This is the pattern I came up with!

Oh, I stained my paws a little - no problem! I’ll take a rag and quickly wipe them off! Like this!

Cheburashka: “Do you guys want to go with me to visit the crocodile Gena, my friend? (Yes!) Then you also need to prepare a gift! Let's give him a lot of beautiful scarves! Then he will be the most neat and well-mannered in the world.” Then it's time to warm up:

Come on, get up

Start dancing!

Fizminutka:

One - raise your hands up

Two - they were released

Three - put on the belt.

We circled around together.

One two three four five

We've had enough of dancing already.

We will work now

And decorate handkerchiefs!

A slow melody begins to sound.

Now we close our eyes

Introducing your handkerchief!

What color will your pattern be? Where will you place the patterns? Introduced?

Let's open our eyes! And now let’s get down to business boldly!

Each of you can choose your own workplace. Whichever paint you like best, go there! Remember how you wanted to place the pattern on the scarf. Those who haven’t come up with a pattern, or have forgotten, can look at the magic screen! The magic screen is your assistant, it will give you an idea!

Educator: “Guys, let’s remember our saying and get to work: I’ll take a stamp, dip it in paint, press it evenly to the corner of the handkerchief - oops!”

Children decorate handkerchiefs, while on the screen there is a slide show of handkerchief design options, and relaxation music plays.

As the work is completed, the children bring handkerchiefs to Cheburashka.

Cheburashka: “It’s great, what elegant scarves! There is not one similar. Everyone is wonderful. There is no shame in giving such handkerchiefs! And I didn’t waste any time either, I decorated three more scarves.”

Cheburashka thanks the kids for their help and says goodbye:

And now it's time

We have to say goodbye kids.

I'll take the gifts

I'll go visit Gene.

The teacher notes what beautiful scarves the children have made and offers to give them to their mothers.

Maria Sekhina
Lesson summary using an unconventional method of drawing “Sun”

State government institution of social services of the Krasnodar region "Otradnensky Social Rehabilitation Center for Minors"

Lesson notes for non-traditional

way of drawing

« Sun»

Form of work: group class

The target audience: minors

Forms and methods of work: group class

Target: cultivate interest in work for non-traditional techniques.

Tasks:

1. Develop fine motor skills of the hands.

2. Learn to type with your fist using the tapping technique under verbal accompaniment.

3. Strengthen knowledge of colors.

Material to occupation: album sheet of any color; set of gouache paints, wide bowl; a glass of water; wet wipe; apron; basket of paints; record player; layout (facade) huts; soft toy « Sun»

Preliminary work: reading a nursery rhyme « Sun, Sun» , looking at illustrations depicting sunshine.

Expected results: learned to print with a fist using the dipping technique, fixed all the colors and their shades, developed fine motor skills of the hands.

Plan:

1. Beginning Ritual: greetings

2. Introductory part: reading a nursery rhyme « Sun»

3. Main part: drawing, finger gymnastics, physical education, game « Sunshine and rain»

4. Final part: reflection

Progress of the lesson:

Ritual of the beginning:

Guys, let's stand in a circle, hold hands, smile at each other and convey our warmth and good mood with our smile.

Introductory part:

The teacher reads the nursery rhyme and draws attention to the painted shutters; they are closed.

Sun, Sun,

Look out the window.

The kids are waiting for you

The youngsters are waiting.

Educator: - Guys, let’s call you Sun?

Children: - « Sun, dress up, red, show yourself".

The shutters open, an image is visible in the window sun.

Educator: - To ours the sun is sad alone, let's draw him little friends.

Children: - Let's.

Educator:

Sun, bell,

Get up early

Wake us up early:

We should run to the fields,

Let's welcome spring.

Educator: (shows the children a magic basket) And speaks:

Wake up, colors,

We will work.

Wake up, colors,

Let's have fun.

Main part:

The children sit down at the tables and begin to drawing.

Way receiving Images: a child puts his fist into the gouache (the whole hand is compressed at this time). They also draw with their right hand, painted in different colors.

Two fist prints with yellow paint, placed one on top of the other, are the basis for sunshine. Let's add some more rays of fingerprints - let ours Sun will be radiant and bright. After work, wipe your hands with a napkin, then the gouache is easily washed off.

Guys, look at your palms, what do they remind you of?

Educator: - Oh, let's play with our fingers?

Finger game:

Five and five

Five and five went for a walk,

Fun game together

Turned around

Smiled

Curled into a fist like this

These are such great guys!

(Hands in front of you, palms wide open. Then the fingers of both palms bend and straighten.

Rotation of the hands.

Fingers of both hands folded towards the thumb "stretch in a smile" showing her.

The fingers are slightly clenched into fists.

They knock fist on fist.)

Educator: - Your hands have rested, and now it’s time to play.

Physical education minute

Night looked in the window, tilted the head, placed it under

Is our the sun fell asleep. cheek of the palm.

Smiles at the kids. We raise our hands up and smile.

A game: « Sunshine and rain» .

Educator: - Guys, look how many little friends there are our sun has appeared. And now he will never be bored.

There's a song playing: "It looked out Sun» - children are dancing.

Final part:

Reflection:

Looks sunshine through the window,

He looks into our room.

We clapped our hands

So happy sunshine.

Publications on the topic:

Drawing for a child is a joyful, inspired work that he should not be forced to do, but it is very important to stimulate and support children.

.

Summary of an integrated lesson on non-traditional drawing techniques “Our friends are toys” Municipal preschool educational institution "Kindergarten No. 1 of a combined type" p. Vizinga Synopsis of an integrated lesson.

GCD in the preparatory group. Goal: Development of cognitive and creative activity of children. Carrying out the work "Lilacs in a Vase" using a new technique.

Objectives: -learn to perceive poetic works about nature; -introduce the unconventional “press and print” technique (drawing crumpled.

And at ten years old, and at seven, and at five

All children love to draw.

And everyone will boldly draw

Everything that interests him.

Everything is interesting:

Far space, near forest,

Flowers, cars, fairy tales, dancing...

We’ll draw everything: if only we had paints,

Yes, a sheet of paper is on the table,

Yes, peace in the family and on earth.

V. Berestov

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

A child lives in a huge real world, in which much is still inaccessible to him due to his age characteristics. We, adults, are intermediaries between the world around us - the world of nature, people, things, art. And the tender, fragile, emotional and responsive to everything new, amazing, bright soul of a child. Nurturing a child's feelings begins with beauty. The need for beauty and kindness appears in a baby from the first days of his life: he reaches out to a beautiful toy, freezes when he hears the sounds of music; Having matured a little, he looks at the bright illustrations in the book, trying to depict on paper the beauty that only he understands.

Beauty is the first step in developing feelings and emotional responsiveness. Only on an emotional basis are strong connections established between the child and the world around him and the amazing world of art. Beauty and kindness always go together. Our task is, based on the child’s ideas, to increase his level of perception, to teach him to understand true beauty, which can be different: bright and loud, quiet and calm, modest and discreet; the concept of kindness must be filled with the variety of its life manifestations: to teach not only to perceive the beautiful and the good and admire beauty, but also to take care of it, not only to respond to kindness, but also to do good ourselves.

An indispensable means of spiritual formation is art: literature, music, folk art, painting. Art speaks in figurative language, it is visual and close to a preschool child. Through the means of art, an aesthetic environment is formed around the child, which can be considered as a means of forming the moral and spiritual values ​​of the child’s personality. It is the aesthetic environment that can develop aesthetic feelings in a child and teach him to respond emotionally to art, as a phenomenon that evokes feelings of joy, inspiration, pleasure and the desire to create. For a child, the aesthetic environment is the aesthetic relationships that he assimilates and expresses as a result of familiarization with the artistic and spiritual values ​​of humanity, and the material and artistic environment that he masters and transforms as a result of his activities.

The sooner a child begins to master aesthetic relationships, the deeper and more valuable his aesthetic experience will be, the more clearly his aesthetic perception of the world will be developed. But the formation of aesthetic relations is impossible without the perception of the beauty of the surrounding world, without the formation of skills and abilities to reflect this beauty in objective reality. This needs to be taught step by step, from simple to complex.

Drawing is the most important means of aesthetic education. And the artists of Ancient Greece believed that learning to draw was necessary not only for many practical crafts, but also important for general education and upbringing. In the process of artistic activity, such functions as visual perception, imagination, memory, mental operations (comparison, generalization) are improved, and elementary graphic skills are formed, which are so necessary for the development of manual dexterity and mastering writing.

Modern children are actively exploring the virtual world. At the same time, they experience a decrease in interest in their surroundings; in children’s minds, the lines between good and evil, beautiful and ugly are blurred.

Undoubtedly, the foundations of a developing personality are laid in childhood, and there is a danger that society in the future may receive a soulless generation, indifferent to painting, not understanding music and poetry. Therefore, today aesthetic development comes to the fore; there is a need to revise its ideas, search for new approaches that allow building the process of aesthetic development in accordance with the interests of the child, his needs, and abilities.

The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its solution should already begin in preschool childhood. The most effective means for this is visual activity in kindergarten. Children's visual creativity often amazes with its spontaneity and riot of imagination. There is a widespread opinion that the role of an adult in the development of visual activity of preschoolers should be reduced only to non-interference in the process of self-expression of the child. This attitude towards children's creativity is wrong. What can a child express if his life is poor in feelings and impressions, if he does not have the necessary materials for creativity and does not have basic visual skills? Of course, you should not impose your vision of the world or your tastes on your child. We must strive to ensure that teaching skills does not displace the spontaneity of children's perception. In the process of drawing, a child experiences a variety of feelings: he is happy about the beautiful image that he created himself, and he is upset if something doesn’t work out. But most importantly, by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; in the process of work, he begins to comprehend the qualities of objects, remember their characteristic features and details, master visual skills and abilities, learn consciously, and use them. Aristotle also noted: drawing contributes to the diversified development of a child.

Taking into account the above facts, we will determine the relevance of this work.

Relevance and novelty.

Non-traditional drawing techniques are the most important matter of aesthetic education; these are ways to create a new, original work of art in which everything is in harmony: color, line, and plot. This is a huge opportunity for children to think, try, search, experiment. And most importantly, express yourself.

Fine art occupies a special place in the development of the creative abilities of a preschooler’s personality, since the underlying practical activity has significant developmental potential. The actualization and development of a personality’s creative potential presupposes its involvement in the creative process, which leads to the emergence of mental new formations (multiple meanings of thinking, arbitrariness of mental processes of reflection, self-control), and as a result, the personality moves to a higher stage of development.

Preschool education of the 20th century, in essence, came down only to preparing children for school, to equipping them with a sum of specific knowledge, abilities, and skills, but at the same time, the specifics of the development of preschool children and the intrinsic value of this period of a child’s life were not sufficiently taken into account. “The Concept of Preschool Education” (1989) outlined new approaches to preschool education, based on the principles of humanization, deideologization of preschool education, the priority of instilling universal human values ​​(goodness, beauty, self-worth of preschool childhood). Humanization of education as one of the problems of modern science involves focusing on the development of the creative individuality of each child. To develop imagination, creative thinking (its flexibility, originality), creative activity as components of an individual’s creative potential in the practice of preschool art education, it is recommended to use non-traditional drawing techniques that demonstrate an unusual combination of materials and tools. The undoubted advantage of such techniques is their versatility. The technology for their implementation is interesting for preschool children. Therefore, the techniques under consideration are introduced into the practice of preschool art education with the aim of updating and developing their creative capabilities as an essential characteristic of pedagogical activity.

Thus, pedagogical practice shows that great opportunities for developing creative and visual abilities are provided by classes using non-traditional drawing techniques. At the same time, an analysis of pedagogical experience shows that not all teachers realize the importance of the problem of developing the creative personality of a preschooler, do not know how to use non-traditional drawing techniques and therefore cannot teach children these techniques.

Thus, a contradiction arises between the need to develop the creative abilities of children of primary preschool age in drawing classes and the insufficient theoretical and methodological development of the problem of using non-traditional drawing techniques.

The relevance and insufficient development of this problem determined the choice of the research topic: the use of non-traditional drawing techniques in art classes at a young age. This work was tasked with target: to develop methodological recommendations for the use of non-traditional drawing techniques in art classes in early preschool age.

To achieve this goal, it is necessary to solve the following tasks:

1. Analyze psychological, pedagogical and methodological literature on the problem of developing visual creativity in preschool children;
2. To study and theoretically substantiate the effectiveness of using non-traditional drawing techniques in the process of developing the creative and visual abilities of children of primary preschool age.
3. Consider pedagogical conditions for the implementation of non-traditional drawing techniques in art classes.
4. To develop and implement a set of activities for children of junior groups to develop creative abilities using non-traditional drawing techniques.

Using non-traditional drawing techniques to develop children's creative abilities

Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions, as we know, are both a process and a result of practical activity, especially artistic creativity. By emotions one can judge what pleases, interests, depresses, worries the child at the moment, what characterizes his essence, character, and individuality. Preschoolers, by nature, are able to sympathize with a literary hero, play out various emotional states in a complex role-playing game, but to understand what beauty is and learn to express oneself in visual activity is a gift that one can only dream of, but it can also be taught. We, adults, need to develop a sense of beauty in a child. It depends on us how rich or poor his spiritual life will be. It should be remembered: if the perception of beauty is not supported by the child’s participation in the creation of beauty, then, as they say, “infantile enthusiasm” is formed in the child.

To instill a love of fine art and arouse interest in drawing, you can use unconventional methods of depiction. What do they give to children?

Each has its own harmony of color and line, each can serve as both a means of creating a separate work and an original part of a masterpiece.

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 drawing- this method of drawing helps the child to feel the freedom of creativity, 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.

Here's the technique "Blowing"- 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.

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

Technique "Drawing with mosaic strokes"- awakens imagination, develops creativity, makes it possible to move away from traditional methods of depiction, while maintaining the realism of the artistic image.

Interesting technique "Drawing on a wet sheet"- colors spread on the sheet and mix, resulting in the formation of smooth, subtle transitions of colors and shades.

You can use technology "Drawing with charcoal"- charcoal allows you to get a line of velvety black color or clear deep black lines.

This type of drawing "Mixing colors on a sheet"- allows you to develop imagination, a creative approach to images, and courage.

There is another interesting unconventional technique "Spray". This is a very difficult technique. Its essence is to splash drops of paint. This technique requires perseverance and patience.

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

Having become acquainted with non-traditional drawing methods, I decided to use them in my work, since work experience shows that classes according to the methods developed by T.S. Komarova and T.G. Kazakova are clearly not enough to develop in children the necessary skills and abilities of free drawing. After all, not all children are given the ability to wield a brush or pencil; some find it difficult to express themselves in a line. This entails a negative emotional attitude towards the entire drawing process and leads to childhood insecurity. Unconventional drawing methods help solve this problem. After all, from the very beginning to draw, and on what and with what, and modern children have more than enough imagination.

I opted for such unconventional drawing techniques as finger, palm, poke (hard brush or cotton swab), press and print (foam rubber, lids, corks). I drew up long-term planning for each age group, this allowed me to take into account the relationship between various sections of work with children, to ensure systematicity and consistency in the work. Therefore, the work began from simple to complex, and the drawing techniques that I use are the most accessible for young children. Now the children in our group are 4-5 years old, but we tried drawing already from the 1st junior group, after the adaptation process was over and the kids got used to their environment and teachers. I tried the finger painting technique. Classes were conducted individually - to obtain the best results, then grouped together 2-3 children. Finger painting gave the child special pleasure when, having dipped his finger in paint, he left his mark on a sheet of paper. We learned to draw grass for a bunny with the tip of our finger from top to bottom, painted spots on the wings of a ladybug with black paint with our finger, and decorated the wings of a butterfly.

They also drew with their palms. We drew a group work - a cheerful, kind sun. Each child placed their palms on a sheet of paper, which were first dipped in yellow paint, and then placed in a circle; I directed the children. The result was cheerful rays, then I drew a face and the sun was ready. The children experienced great pleasure from working together. Basically all our work was collective. As such, there was no goal to use non-traditional methods in teaching children to draw. But after trying and seeing the result of our work, I decided to continue using these drawing techniques in the future. I drew up a long-term lesson plan for unconventional drawing and began to implement it in my work. Thinking through each lesson, I selected the material in which the image of the object could be particularly expressive, interesting, beautiful, and would give children aesthetic pleasure. Of course, before drawing any object or phenomenon, the child must have a good idea of ​​what it is and what it looks like. To do this, I start drawing with a story about the phenomenon or object that needs to be depicted, then I explain the drawing technique, be sure to conduct physical education sessions, and analyze the children’s work at the end of the lesson.

In the second junior and middle group we continue to draw with our fingers, but now I give each child ready-made templates. Some children already draw not with one finger, but with several. The children really liked the palm drawing technique. It would seem that we can draw with our palm? Yes, anything! If you smear your palm with paint, it will leave an interesting imprint on the paper, in which you can see various amazing images. For example, an unusual tulip flower can be drawn with your palm. Why is he unusual? And the fact that tulip buds are drawn not with a brush, but with the help of children's palms. To obtain this drawing you will need only two paints, red and green.

The work process is simple: dilute red paint, make handprints on a white sheet of paper. That's it, the tulip buds are ready, now all that remains is to draw the green stem and leaves. The unconventional drawing is ready. Uncomplicated, beautiful, unusual. There are children who draw with their left hand, they like to draw this way, but it’s hard to work with a brush, so for such children this is a big plus in drawing. This is how tulips, sparrows, octopuses, and trees appear with the help of your palm. (see Appendix No. 1)

Another interesting drawing option that I use is the poke method. For this method, it is enough to take a cotton swab or a hard brush. What are we doing? We dip a cotton swab or a hard brush into the paint (children are already very good at this method) and make precise movements along the landscape sheet. Sticks or a brush will leave a clear imprint. The shape of the print will depend on the shape of the poked item. If the poke is done purposefully, for example, along the finished contour and inside it, then the depicted object will turn out to have an interesting heterogeneous texture. Using this method, using a cotton swab, they painted falling snow, decorated a mitten, a scarf. (see Appendix No. 2).

The middle group drew a fluffy mimosa using the poke method (with a cotton swab). The mimosa drawn with a cotton swab turned out fluffy and beautiful. The paint did not run or smudge, unlike when children paint with a brush. (see Appendix No. 3)

Using the poking method, using a hard brush, we painted fluffy bunnies, kittens, and a clumsy bear. I drew the silhouette of the animal, and the children used a brush and poked it, painted over the fur coat, it turned out “fluffy.” The works came out very interesting and different. Some had a shaggy bear, others a little fluffy. (cm.Appendix No. 4).

I also use the “Press and Print” technique in my work with children. We draw with corks, lids, foam rubber. Children really like using such drawing aids. After all, you can draw a ball, a ladybug, a chicken so quickly - you just need to color the top part of the cork and print it on a sheet. The resulting even circle is complemented by the child’s imagination. For that. To draw a chicken using this technique, we take one lid, preferably small, and another a little larger. We paint over the top part, print it, finish drawing the legs, beak, and eye. And the chicken comes to life (see Appendix No. 5).

You can also draw a caterpillar using this drawing method. We also paint the top of the cork green. We make several prints one after another, add eyes and paws with a brush - and the caterpillar is ready, fingering its paws (see Appendix No. 6)

I believe that the techniques of drawing with fingers, palms, poking, corks, and foam rubber can make children’s work more interesting and colorful. And the use of these techniques has a number of advantages:

• Helps develop fine motor skills and tactile perception in children
• Spatial orientation on a sheet of paper, eye and visual perception, attention and perseverance
• Clarify their ideas about the color, shape, and size of objects and their parts
• Thinking, speech, imagination develops
• Promotes enrichment of knowledge about the environment and familiarization with folklore and literature, since the topics of classes include the use of riddles and poems
• The magical appearance of the image gives children pleasure. Causes positive emotions
• The child sees the results of his activities, learns to analyze them and find use for them.

Conclusions:

The purpose of this work was: to develop methodological recommendations for the use of non-traditional drawing techniques in visual arts classes in primary and secondary preschool age, including: poke, press and print techniques, palm drawing, etc.

The solution to the problems of this work was to study and theoretically substantiate the effectiveness of using non-traditional drawing techniques in the process of developing the creative and visual abilities of children of primary and secondary preschool age.

Proposed long-term plan (see Appendix No. 7) and a set of classes for middle group children to develop creative abilities using non-traditional drawing techniques in art classes. Drawing technique is also described fingers and palm. This technique allows children to experience the extraordinary pleasure of tactile sensations when working with paint, paper and water. Drawing technique press and print, develops children's imagination, the child begins to speculate, but what will happen as a result? Method poke allows children to give the depicted animal a shaggy look that children cannot do with a simple brush.

In conclusion, I would like to say the following: drawing for a child is a joyful, inspired work, which is very important to stimulate and support, gradually opening up new possibilities for visual activity. And the main thing is that unconventional drawing plays an important role in the overall mental development of the child. After all, what is intrinsically valuable is not the final product - a drawing, but the development of personality: the formation of self-confidence in one’s abilities, self-identification in creative work, purposefulness of activity. This is the main aspect It is my job to ensure that classes bring only positive emotions to children.

WITH list of literature:

1. “Educator” - No. 5 2009
2. Davydova G.N. “Non-traditional drawing techniques in kindergarten” - M., 2007.
3. “Preschool education” - No. 4 1993
4. “Preschool education” - No. 2 1996
5. “Preschool education” - No. 2 2004
6. “Preschool education” - No. 8 2005
7. “Preschool education” - No. 6 2007
8. “Preschool education” - No. 7 2007
9. Kikhteva E.Yu. “Kids Draw” - M-S 2008
10. Koldina D.N. “Drawing with children 4-5 years old” - M-S 2011
11. Komarova T.S. “Classes in visual arts in kindergarten” - P., 1981.
12. Utrobina K.K., Utrobin G.F. “Fun drawing using the poking method with children 3-7 years old”
13. Tskvitaria T.A. “Non-traditional drawing techniques” - LLC “TC Sfera”, 2011

Appendix No. 1

Appendix No. 2

Appendix No. 3

Appendix No. 4

Appendix No. 5

Appendix No. 6

Appendix No. 7

Forward planning:

Non-traditional drawing techniques in the second junior group

Month	Subject	Target
September	“Butterfly” (finger painting)	Introduce the creative process - finger painting. Strengthen knowledge of colors (red, yellow). Maintain interest in visual arts. Learn to be happy with the results you get.
	“Caterpillar” (press and print, cork)	Learn to draw with corks by placing them on a sheet of paper. Strengthen knowledge of colors (green, black); develop a sense of rhythm and imagination.
	“Hedgehog” (poke, brush)	Teach children to paint along the contour with a poke; consolidate the idea of ​​color (black); learn to find similarities with a toy and enjoy the result.
	“Rowan” (finger painting)	Teach children to draw a rowan branch with a brush. Continue learning to draw berries with your finger.
	"Chicken" (lid)	Teach children to draw with lids, applying them to a sheet, assign the name of poultry and their cubs, their habitat, teach them to enjoy the result.
	"Sparrow" (palm)	Teach children to draw with their hands by applying them to a sheet of paper; learn to draw the head by printing the lid, picking up paint from the pallet, and the eye with the tip of the brush.
	“Let’s decorate the mitten” (cotton swab, poke)	Teach children to independently select suitable colors, trace a pencil-drawn outline with dots using a cotton swab with gouache, and decorate the product with dots drawn with a cotton swab.
	“Duckling” (poke, brush)	To consolidate the ability to draw using the poking method, to instill accuracy when drawing, to consolidate the names of birds and their young, their habitat, and to teach them to enjoy the results obtained.
	“Friends for a hedgehog” (palm)	Continue to teach children to draw with their palms and fingers, achieving a resemblance to a hedgehog, to consolidate children’s knowledge about the habits of a hedgehog.
	“Yolka” (poke)	Continue to teach children using the poking method. Strengthen the understanding of colors (green, brown) and the ability to hold a brush correctly.
	"Cup" (cotton swab)	Continue to learn on your own, select suitable colors, trace the outline drawn in pencil with dots using a cotton swab with gouache, and decorate the product with dots.
	“Snowman” (finger painting)	Learn carefully, look at the example and follow it, consolidate the ability to draw a circle with your fingers.
	"Tulip" (palm)	Continue learning to draw with your palm, fingertips, and pick up paint; consolidate the idea of ​​color (green, red). Maintain interest in visual arts. Learn to be happy with the results you get.
	"Balloons" (lid)	Continue learning to draw with lids, applying them to a sheet, to consolidate knowledge of colors (red, yellow). Continue to teach how to do work carefully.
	“Ladybug” (cork, cotton swab)	Continue to strengthen the ability to draw with lids, carefully use a cotton swab, placing dots, and be happy with the result.
	“Teddy Bear” (poke, brush)	Learn to draw a bear along the contour with a poke. Reinforce knowledge of colors (brown, black). Instill an interest in drawing.
	"Bug" (lid)	Continue to consolidate the ability to draw with lids, applying them to a sheet, consolidate knowledge of colors (brown, black), and be pleased with the result.
	“Introduction to cranberries” (finger painting)	Continue to teach children to draw with their fingers, introduce children to the cranberry, strengthen the ability to draw round objects, cultivate activity, attention, and teach them to enjoy the result.

Forward planning

Unconventional drawing methods in the middle group

Month	Subject	Target
September	“Cherry branch” (brush, finger painting)	Teach children to draw a branch with berries using brush and finger painting, placing the drawing on the entire sheet. Learn to understand and analyze the content of the poem.
	“Yellow Dandelion” (poke with a brush)	Strengthen children's ability to draw using the poking method and the tip of the brush.
	“Autumn Leaves” (brush poke)	Teach children to make prints with leaves. Learn to mix red and yellow gouache to get orange. Learn to distinguish and name trees, recognize leaves.
	“Autumn tree” (palm)	Teach children to draw an autumn tree using their palms, and add additions at the children’s request (foliage of different colors, grass).
	“Chicken” (poke with a hard brush)	Continue teaching children to draw an object consisting of two circles with a simple pencil. Learn to convey the features of the depicted object using a poke with a hard, semi-dry brush, and bring the object to the desired sample using a brush.
	“Kitten” (poke with a hard brush)	Continue to teach children to convey the features of the depicted object using a poke with a semi-dry, hard brush. Strengthen the ability to select the desired color, bring the object to the desired image using a soft brush.
	“Fish” (palm)	Continue introducing children to palm typing techniques. Strengthen the ability to complement an image using a brush. Learn to analyze and understand the content of a poem. Develop imagination, cultivate a love for living nature.
	"Octopus" (palm)	Introduce children to the sea and its inhabitants. Foster a love of living nature, develop imagination and interest in drawing.
	“Salute” (painting with a brush on a wet sheet)	Introduce children to a new technique of drawing on a damp sheet of paper. Continue to learn how to select beautiful color combinations to create your intended image.
	“Snow Woman” (print with crumpled paper)	Continue to teach children to convey in a drawing the features of the depicted object, using an imprint of crumpled paper. Learn to bring an object to the desired image using a brush.
	“Decorate the bear’s shirt” (cotton swabs)	Strengthen children's ability to draw with cotton swabs, fingers, and a brush. Learn to choose a technique yourself depending on the chosen pattern.
	“Tit” (palm, lid)	Continue to teach children to draw with their hands, teach them to draw a head by printing a lid, picking up paint with a lid, draw eyes with the tip of a brush, find similarities with a bird, and be happy with the result.
	“Vase with flowers” ​​(palm)	Continue to teach children to draw with their hands, applying them to a sheet of paper, teach them to paint over an object (vase) without going beyond the outline.
	“Mimosa sprig” (with fingers)	Continue teaching children to draw a mimosa sprig with a brush. Continue learning how to draw flowers with your finger. Cultivate love for loved ones.
	“Multi-colored testicles” (cotton swab)	Continue teaching children to draw oval-shaped objects, conveying the characteristic shape of an egg. Continue to learn by poking the outline with a cotton swab and gouache, and decorate the product.
	"Tree" (poke)	Teach children to draw a large tree from an idea on an entire sheet of paper, conveying the simplified structure of the trunk and crown. Strengthen the ability to draw a crown in different ways.
	"Butterfly" (cotton swab)	Learn to decorate an object with bright colors and patterns. Develop creativity and imagination.
	"Journey to a Fairy Tale"	Create a positive emotional mood in the group, consolidate drawing skills using non-traditional techniques (finger or cotton swab), and develop fine motor skills.

Marina Rakitina

Lesson notes on unconventional drawing

Topic: “Drawing with fingers” (drawing on a free topic)

Senior group

Date of the lesson: 10/26/2015

Target: continue to introduce the unconventional “Fingers-Palette” painting technique.

Tasks:

Continue to introduce children to non-traditional Fingers-Palette drawing techniques;

Develop children's artistic abilities, imagination, fantasy;

Continue to develop fine motor skills and sensorimotor skills;

Continue teaching how to independently identify new shades from a given range of colors.

Material: paper, gouache, sponges, rags, palette.

Progress of the lesson

The children sit at a common table and the teacher tells the children about the importance of fingers, about how uncomfortable it would be for a person if they were not there or if they were motionless and did not bend. Children enter into dialogue with the teacher, clarifying what we are doing with our fingers. For each answer, the teacher performs similar movements: playing the piano - showing the children how to play the piano (on the table, playing the guitar - imitating playing the guitar, playing mischief - tickling a neighbor.

Educator: Guys, do you know that you can use your fingers not only to play the guitar and piano, but also to hold pencils and a spoon! (children say their options)

Educator: Do you think your fingers can draw without paints, brushes, pencils?

(children give a wide variety of examples - drawing with their fingers on foggy glass, with a fingernail scratching frozen glass, with a finger on wet sand, not snow)

Educator: Guys, have any of you tried drawing in the air with your fingers? (children answer)

The teacher asks the children a riddle and draws in the air with their hands, and the children guess:

1. A painted rocker hung over the river (rainbow)

Jumping through the swamp

Green frog.

Green legs,

Her name is. (frog)

2. Put them on your legs

In life - people, in fairy tales - cats (boots)

3. This stick will become a roof,

If you left the house in the rain! (umbrella)

Educator: Well done guys, you can easily cope with such a difficult task. And now I will show you how you can draw with your fingers on a sheet of paper using paints (the teacher demonstrates painting with gouache paints. And instead of a brush, fingers. The teacher first draws a daisy - dips his finger in yellow paint and makes a dot, then wipes the finger on a napkin and dips it again finger in white or blue paint and draw oblong stripes around the yellow center with his finger. Then the teacher shows how to draw a snowflake)

Educator: Did you like it? (shows drawings) Children answer.

You can also draw with your whole palm and you will get bunnies and octopuses, hedgehogs and bushes. You can draw on white and colored paper.

The children begin to do their work. The guys come up with whole plot pictures. Being carried away by the content, they do not make prints, but simply draw with their fingers. Each child has his own technique during the work. Some use each finger as a carrier of a certain color, while others draw with both hands at the same time.

The teacher reminds the children that it is better not to dip your finger into the new paint until you wipe it off with a rag.

The entire course of the lesson is accompanied by light, relaxed music.

At the end of the work, the teacher attaches the children's work to the magnetic board.

Educator: Guys, did you like finger painting? (children answer)

The teacher listens to children's stories about creating their own drawings with their fingers. Each child shares his impressions, talks about his drawing, what he intended in his picture and what he depicted.

Unconventional drawing techniques “Drawing with palms”

Drawing lesson on a free topic in the senior group

Date of the lesson: 22.10.2015

Target: introduce children of different age groups to an unconventional drawing technique - palm painting.

Tasks:

1. Develop children's artistic abilities, imagination, fantasy;

2. develop attention, imagination, cultivate interest in creativity.

Materials: paints, sheets, brushes, napkins, water cups.

Progress: Guys, today we will have an unusual, interesting activity, we will draw with our palms. Choose any color you like, take your brush and dip it into the paint and then onto your palm. Then he presses his palm onto the paper. What happened? Your small, beautiful palms, And now we will finish the stem and leaves, we get beautiful flowers. What exactly did you like? Well done, everyone did a great job!

Guys, did you like the lesson?

Children's answers

Unconventional drawing techniques “Printing plants”

Drawing lesson on the topic “Flowers in a Vase” in the senior group

Date of the lesson: 05.11.2015

Target: to introduce children of senior preschool age to an unconventional drawing technique - “Signet”

Program content:

Introduce the non-traditional technique of Signet (applying paint to small pieces of paper and imprinting)

Develop artistic and creative abilities

Develop the ability to select paints according to color scheme

Development of fine motor skills of hands

Cultivate love and respect for loved ones, the desire to bring joy with your work

Develop compositional skills.

Materials: brushes, gouache, black sheet of cardboard, herbarium flower leaves

Progress of the lesson:

Guys, please tell me what any woman likes to receive for a holiday? (answers)

Any gift will be very pleasant, but everyone will be happy with a bouquet of flowers. Why do you think? (answers)

Flowers attract us with their appearance, variety, and delicate scent.

Today we will draw a bouquet of flowers in a vase, but not in the usual way.

In front of you lie white leaves of different shapes. We will apply paint to them and then print them onto a black sheet.

Take a larger white piece of paper. On it we outline the shape of our vase with a pencil. We take gouache and apply it to the outline (but do not draw).

Then we turn it over, place it on a black sheet from below and smooth it.

We take it off, it turns out to be a vase.

We make flowers in the same way. We apply gouache to the flowers in several colors and print in different places.

Flowers can be round, oval, or triangular in shape (we don’t overlap the flowers, there should be spaces between them.)

Guys, do you know why flowers are so beautiful?

It turns out that flowers start every morning with exercise. Come on, you and I will also do “flower exercises.”

"Flower exercise"

The flower says to the flower

Pick up your paper.

(children raise and lower their hands)

Get out on the path

Tap your foot.

(children walk in place, raising their knees high)

Shake your head

Greet the sun in the morning.

(head rotation)

Tilt the stem slightly

Here is a charger for the flower.

(bends on the torso)

Now wash yourself with dew,

Shake it off and calm down.

(shaking hands)

Finally everyone is ready

Celebrate the day in all its glory.

Let's continue. Using your fingers, take green paint (you can mix it with yellow) and draw leaves.

Wash your hands. (rest)

Take a thin brush and white gouache. We place dots randomly.

Place the vase on the table and on a napkin (we draw the napkin with our fingers)

This is the beauty we got.

Result: Today we got wonderful bouquets. You all tried very hard, put a piece of your heart into your work, warmed the work with the warmth of your hands. Let's give these bouquets to your mothers, they will never wither and will delight your mothers for a long time.

Summary of a lesson with non-traditional techniques for drawing blots with a tube.

Senior group

Date of the lesson: 19.11.2015

Target: continue to introduce the unconventional technique of drawing with blotography, making blots using a straw, imagining and using any material at hand. Children look at them and see images, objects or individual details. “What does your or my blot look like?”, “Who or what does it remind you of?” - these questions are very useful, because they develop thinking and imagination. At the last stage, the blots are outlined or completed. The result can be a whole plot.

Purpose. Making drawings in an unusual way.

Tasks:

1. Introduction to the new unconventional drawing technique “Blotography with a tube”

2. Develop artistic abilities

3. Develop artistic imagination from abstract to concrete.

4. Cultivate accuracy when working.

5. Learn to select the appropriate color scheme.

Method of obtaining an image. The child scoops up paint with a plastic spoon and pours it onto the sheet, making a small spot (droplet). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed. You can not only blow on the blot from a straw, but also tilt the paper in different directions. In the first case, you will get colorful splashes, in the second - colored drips.

Material. Paper, gouache diluted in a palette, a tube (straw for drinks, a palette, jars of water, wet wipes, cotton swabs, a painting brush.

Preliminary work. Reading poems and riddles about spring. Toning a sheet of paper. Technique for drawing blots with a tube.

Progress.

Guys, I received a letter from a colorful country, from our friend, the artist Raskraskin. Listen to what he writes.

Hello guys! I want to tell you what happened to me.

Yesterday my sister brought me a gift

A bottle of black, black ink.

I started drawing

But right from the pen

He dropped a huge blot.

And it blurred

There is a spot on the leaf

It began to grow little by little:

On the left is the trunk, And on the right is the tail, Legs are like pedestals, Tall.

I will immediately

I added huge ears to the black ink,

And it turned out

Of course, he is - you guessed it - Indian. (elephant) .

(poem by D. Ciardi “About the one who came out of a blot”) I am sending you several of my new works, made in an unusual way of drawing with a blot with a tube. I hope you enjoy them. See you. Your Raskraskin.

Works made from blots are shown.

Educator. Now we will continue our acquaintance with the help of air, paints and a straw and draw wonderful pictures.

Riddles: 1. The snowball is melting, the meadow has come to life,

The day arrives when it happens (in spring).

2. Comes with goodness and brings warmth

She is red in the light of the sun, and her name is (spring).

But first, let’s remember: what signs of spring do you know? Children's answers.

Let's play a game with you: which one? which? which? (stream, sun, thawed patches, rain, rook, day) I will name the words, and you will select the appropriate words for it. Children's answers.

And if, guys, we mix yellow and red paint, what do we get? Children's answers.

And what kind of spring we have now (early) Children's answers.

Watch me and then you and I will get the job done. See how you can draw with a tube. (The teacher explains the method of drawing) We scoop up paint with a spoon (on a politer - diluted gouache, pour it onto the sheet, making a small spot (droplet). Then we blow on this spot from a tube so that its end does not touch either the stain or the paper. We remove the tube .

Physical pause. Sunny (2p) golden bottom!

Burn (2p) clearly so that it doesn’t go out!

A stream ran in the garden, 100 rooks flew in.

And the snowdrifts melt and melt, and the flowers grow.

Educator. Now start drawing. Don't rush, we work carefully.

Independent activity of children. (Quiet music sounds). During the drawing process, the teacher monitors the blotography technique, helps the children if necessary, and gives advice.

Analysis of works. Children tell what they have learned.

Educator. Well done, everyone did their best today, the results were interesting. Show your drawings to other children, teach them to draw with a straw too. Raskraskin will be pleased with the guys’ work.