Lesson notes on OO Artistic and Aesthetic Development. Visual activity. Drawing in the middle group. Drawing lesson on the topic “Wild and Domestic Animals” in the middle group. Teddy bear drawing lesson

Lesson notes on visual arts in middle group
"Drawing a Bear" ( unconventional way: "Poke drawing")

Goal: To improve visual skills and abilities, to develop artistic and creative abilities.
Tasks:
Continue to improve the ability to convey character images in drawings literary works(illustrations by Evgeny Ivanovich Charushin).
Learn to convey the position of objects in space on a sheet of paper, as well as the movement of figures.
Continue to introduce children to by unconventional means drawing using a sponge and gouache (dry method).
Continue to develop the ability to work carefully, using materials sparingly.

Preliminary work: Reading Russian folk tales“Masha and the Bear”, “Three Bears”, E. Charushin “Bear” and other stories about animals. Examination of illustrations by E. Charushin. Construction from geometric shapes animals, finishing drawing of body parts of a fox, a hare. Looking at photo illustrations with animals in the spring, a conversation about the life of animals in the spring, a board and printed game “Who has what kind of home?”, a didactic game “Who eats what?”. Applique, modeling of animals.

Materials: Sound recording of a bear growling, a teddy bear toy. Fiction a riddle about a bear, a didactic game “In a forest clearing”, a set of animal toys, an illustration of a bear by Evgeny Ivanovich Charushin, gouache, brushes, a foam sponge, napkins, 1/2 a landscape sheet of green background.

Progress of the lesson
Introductory part
The teacher invites the children to gather in a forest clearing.
- What time of year is it outside? (spring)
The teacher plays the sound recording “Growling of a Bear.”
- Guys, listen, who is growling? (If the children find it difficult to answer, ask a riddle about a bear):
- He lives in a deep forest,
He's big and clumsy
Loves berries and honey
And in winter he sucks his paw. (Bear)
The teacher organizes the didactic game "Bear". Children pass the teddy bear to each other in a circle and describe the bear's fur using tactile sensations (thick, shaggy, shaggy, brown, brown, long, warm, thick, etc.).
Main part
The teacher invites the children to look at the illustrations of Evgeny Charushin. Asks:
- Are you familiar with this illustration? Listens to children's answers. (This illustration of a bear was drawn by the artist Evgeny Ivanovich Charushin).
Draws attention to the fur of the bear cub, as the artist depicted it.
- Would you like to draw a bear cub with the same beautiful fur? (children's answers)
- What do you think we need for drawing? Listens to the children's answers (album sheet, simple pencil, gouache, thin brush).
The teacher draws the children’s attention to drawing materials:
- How should we draw fur for the bear cub? (with a hard brush, sponge, woolen threads, etc.)
- What's on your table? (a stick with foam at the end).
- Touch the foam rubber, what does it feel like? (hard, porous with large bubbles, dry)
The teacher offers to draw a bear cub in an unusual way, non-traditional means of drawing, using a sponge and gouache (dry method “poke method”).
Educator:
- Where do you think we should start drawing a bear cub? (Children's answers)
- Well done! First we will draw a bear cub with a simple pencil, use smooth lines to outline the figure. Drawing the body always starts with the downward direction. What part of the bear's body is on top? (Head)
- Right! What shape does the bear's head have? (Round)
The teacher invites one of the children to draw the head of a bear cub on the easel.
- Fine. Which body part should be drawn next? (Torso/body of a bear cub)
- Wonderful, what shape does the bear cub’s body resemble? (Oval)
The teacher invites one of the children to depict the body of a bear cub on an easel.
- What parts still need to be completed for our teddy bear? (front and hind legs, they are oval, the ears are in a semicircle).
The teacher invites the children to complete the missing parts of the bear’s body on the easel.
- And to make our bear cub fluffy and shaggy, we will draw with a sponge. If you dip a dry sponge into the paint of the color we need (brown), and then lightly press the painted side onto the line drawn with a pencil and immediately tear it off the surface, you will get an imprint that will give the line volume and fluffiness. Don't forget to remove excess paint onto a piece of paper. The next print should be placed side by side, leaving no free space for previous and subsequent prints. When the outline is ready, fill the space inside with prints.

The teacher accompanies the instructions with a demonstration and invites the children.

What is our little bear missing? (Children's answers)
- Right. When the drawing dries, with a thin brush we will paint the eyes of the bear cub. nose, mouth and claws.
I invite you to relax in a forest clearing and do some exercises.

[Download file to view link]
The cubs lived in the thicket
They turned their heads
This is how they turned their heads.
The cubs were looking for honey,
Together they rocked the tree,
Like this, like this, they rocked the tree together.
The cubs drank water
We followed each other,
This is how, this is how everyone followed each other.
The cubs danced
They raised their paws up,
Like this, like this, they raised their paws up.

Well done, what wonderful bear cubs we have made. Would you like to give your parents a small fluffy bear each? (Yes).
- Let's draw these bear cubs!
Independent work of children.

Final part
The teacher has different trees and an improvised forest attached to a magnetic board.
-Where do you think bears live? (children's answers)
-Bears love to walk in the forest. Our cubs also like the forest.
Children place their bear cubs in an impromptu forest clearing, they communicate with each other, talk about their bear cub.
- How did the bear cub get his beautiful, fluffy fur?
- What means of expression did we use? (foam rubber, gouache, color).

Bibliography.
From birth to school. Basic general education program preschool education/ Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. – 3rd ed., rev. and additional – M: Mosaika-Sintez, 2014 - 368 p.
Komarova T. S. Visual activities V kindergarten(4-5 years old). Middle group / T. S. Komarova. – M: Mosaika-Sintez, 2015 – 112 p.

Lesson summary for visual arts in the middle group

"Drawing a Bear" (unconventional method: "Poking Drawing")

Target: Improve visual skills and abilities, develop artistic and creative abilities.

Tasks:

• Continue to improve the ability to convey in drawing images of characters from literary works (illustrations by Evgeny Ivanovich Charushin).
• Learn to convey the position of objects in space on a sheet of paper, as well as the movement of figures.
• Continue to introduce children to non-traditional means of drawing, using a sponge and gouache (dry method).
• Continue to develop the ability to work carefully, using materials sparingly.

Preliminary work:Reading Russian folk tales "Masha and the Bear", "Three Bears", E. Charushin "The Bear" and other stories about animals. Examination of illustrations by E. Charushin. Designing geometric shapes of animals, completing the drawing of body parts for a fox and a hare. Looking at photo illustrations with animals in the spring, a conversation about the life of animals in the spring, a board and printed game “Who has what kind of home?”, a didactic game “Who eats what?”. Applique, modeling of animals.

Materials: Sound recording of bear growling, teddy bear toy. Fiction riddle about a bear, didactic game “In a forest clearing”, a set of animal toys, illustration of a bear by Evgeny Ivanovich Charushin, gouache, brushes, foam sponge, napkins, 1/2 landscape sheet of green background.

Progress of the lesson

Introductory part

The teacher invites the children to gather in a forest clearing.

What time of year is it?(spring)

The teacher plays the sound recording “Growling of a Bear.”

Guys, listen, who's growling? (If the children find it difficult to answer, ask a riddle about a bear):

He lives in a deep forest,

He's big and clumsy

Loves berries and honey

And in winter he sucks his paw. (Bear)

The teacher organizes the didactic game "Bear". Children pass the teddy bear to each other in a circle and describe the bear's fur using tactile sensations (thick, shaggy, shaggy, brown, brown, long, warm, thick, etc.).

Main part

The teacher invites the children to look at the illustrations of Evgeny Charushin. Asks:

Is this illustration familiar to you? Listens to children's answers. (This illustration of a bear was drawn by the artist Evgeny Ivanovich Charushin).

Draws attention to the fur of the bear cub, as the artist depicted it.

Would you like to draw a bear cub with the same beautiful fur?(children's answers)

What do you think we will need for drawing? Listens to children's answers (landscape sheet, simple pencil, gouache, thin brush).

The teacher draws the children’s attention to drawing materials:

How should we draw the fur of a teddy bear? (with a hard brush, sponge, woolen thread, etc.)

What's on your table? (a stick with foam at the end).

Touch the foam rubber, what does it feel like? (hard, porous with large bubbles, dry)

The teacher suggests drawing a bear cub in an unusual way, using unconventional drawing means, using a sponge and gouache (dry method “poke method”).

Educator:

Where do you think you should start drawing a bear cub? ( Children's answers)

Well done! First, we will draw a bear cub with a simple pencil, using smooth lines to outline the figure. Drawing the body always starts with the downward direction. What part of the bear's body is on top? ( Head)

Right! What shape does the bear's head have? ( Round)

The teacher invites one of the children to draw the head of a bear cub on the easel.

Fine. Which body part should be drawn next? (Torso/body of a bear cub)

It’s great, what kind of figure does the bear cub’s body look like? ( Oval)

The teacher invites one of the children to depict the body of a bear cub on an easel.

What parts still need to be completed for our teddy bear? (front and hind legs, they are oval, ears are semicircular).

The teacher invites the children to complete the missing parts of the bear’s body on the easel.

And to make our bear cub fluffy and shaggy, we will draw with a sponge. If we dip a dry sponge into paint of the color we need ( brown ), and then lightly press the painted side onto the line drawn with a pencil and immediately tear it off the surface, you will get an imprint that will give the line volume and fluffiness. Don't forget to remove excess paint onto a piece of paper. The next print should be placed side by side, leaving no free space for previous and subsequent prints. When the outline is ready, fill the space inside with prints.

The teacher accompanies the instructions with a demonstration and invites the children.

What is our little bear missing? ( Children's answers)

Right. When the drawing dries, with a thin brush we will paint the eyes of the bear cub. nose, mouth and claws.

I invite you to relax in a forest clearing and do some exercises.

The cubs lived in the thicket

They turned their heads

This is how they turned their heads.

The cubs were looking for honey,

Together they rocked the tree,

Like this, like this, they rocked the tree together.

The cubs drank water

We followed each other,

This is how, this is how everyone followed each other.

The cubs danced

They raised their paws up,

Like this, like this, they raised their paws up.

Well done, what wonderful bear cubs we have made. Would you like to give your parents a small fluffy bear each? ( Yes ).

Let's draw these bear cubs!

Independent work of children.

Final part

The teacher has different trees and an improvised forest attached to a magnetic board.

Where do you think bears live? ( children's answers)

Bears love to walk in the forest. Our cubs also like the forest.

Children place their bear cubs in an impromptu forest clearing, they communicate with each other, talk about their bear cub.

How did the bear cub get his beautiful, fluffy fur?

What means of expression did we use?(foam rubber, gouache, color).

Bibliography.

1. From birth to school. Basic general education program of preschool education/ Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. – 3rd ed., rev. and additional – M: Mosaika-Sintez, 2014 - 368 p.
2. Komarova T. S. Visual activities in kindergarten (4-5 years old). Middle group / T. S. Komarova.– M: Mosaika-Sintez, 2015 – 112 p.

“How a bear welcomed spring”

Summary of the final drawing lesson in the middle group

Tasks. Reveal:

Ability to apply designs over the entire surface;

Equipment:

Move

What time of year is it?(spring)

(They wake up).

Now I will tell you how the bear met spring.

Image of a bear and a bear sleeping in a den.

The bear slept in his den without worries and without anxiety.

Physical education minute

The cubs lived in the thicket

They turned their heads

The cubs were looking for honey,

Together they rocked the tree,

The cubs danced

They raised their paws up,

What bear? What does a bear have? What shape? How many?

(Head).

(Torso/body of a bear cub)

(Oval)

What parts still need to be drawn for our teddy bear?

What kind of fur does a bear cub have?

(“Poke method”).

Hold the brush like this

It's difficult? No, it's nothing!

Right – left, up and down

Our brush ran.

And then, and then

The brush runs around.

Spun like a top.

After a poke comes a poke!

Bottom line

Minutes No. 15 of 04/17/2019

final drawing lesson “How a bear welcomed spring”

Tasks. Reveal:

Ability to draw a bear consistently;

Ability to draw using the poke method;

Ability to apply a design over the entire surface of a sheet;

Ability to hold a brush correctly when performing work;

Knowledge about appearance and about the life of a bear in spring.

Cultivate accuracy while working.

Equipment: a sheet of tinted paper, gouache, a brush, napkins, images of a bear and nature in spring.

1 point – not formed;

2 points – not fully formed;

3 points – fully formed.

Result: ________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Present: __________________________ __________

When the drawing dries, we will add black to the bear's eyes, nose, mouth and claws. And so that our bears don’t get bored, we will complement our drawings with signs of spring. (spring sun, clouds and the first grass).

Bottom line

Well done, what wonderful bear cubs we have made. Now our bear has many new friends.

Purpose of the lesson:

Teach children to create an image of their favorite toy in a drawing, conveying the relative size, shape of parts, location, color, observing proportions;

Continue learning to draw large, on the entire sheet of paper;

Practice drawing and painting round and oval shapes in a circular motion, without going beyond the outline;

Develop children's creative abilities;

Expand and activate vocabulary;

Bring up careful attitude to toys.

Preliminary work:

Examining toys, writing descriptive stories about them in speech development classes, reading A. Barto’s poem “Toys”, didactic games, aimed at mastering the shape, size, structure of objects and objects, playing with toys, clarifying their shape.

Equipment: illustrations depicting a happy and sad bear, a toy bear, album sheets, colored pencils.

Progress of the lesson:

Guys, do you like to play with toys? Tell me, how can I play with them?

With a typewriter? (carry, roll, load, do not throw)

With a doll? (put to bed, feed, comb, bathe...)

With a ball? (throw, roll, catch...)

Cubes? (build houses, bridges, roads...)

What toys do girls like to play with? Boys? What are toys for? When you play with them, what is your mood? (children's answers) Correct. You good mood, you are smiling. Look at each other and smile. And when your toy breaks, what do you do? That's right, you are sad. Show what a person is like when he is sad. Look how your facial expression has changed. Look at the picture and say which picture has a sad bear and which one has a happy bear.

(Draw the attention of the children that someone is hiding under the tree)

Who do you think is there? Guess the riddle:

Where does he live? In the most often, the most real.

He walks there, sleeps there, and raises his children there.

Loves pears, loves honey, has a reputation for having a sweet tooth.

But most of all he loves a deep, long sleep.

He will lie down in the fall and will only rise when spring comes.

(Bear)

After the children have guessed the riddle, the toy is shown.

A bear cub came to visit us, but for some reason he was very sad. Let's find out from him why he is like this. It turns out that he lost his friends and now he is very sad and lonely. How can we cheer him up? We need to help him find friends. But how?

(children's answers)

Can you draw it?

Calm down Mishutka and don’t be sad, we will help you find friends, we will draw them as beautiful as you.

But before we start drawing, we’ll rest a little.

Phys. Just a minute.

Here is a big pyramid (reach up)

And a cheerful ringing ball (jumping in place)

Soft bear with club feet (steps in place, on the outside of the foot)

Everyone lives in a big box (show big square)

But when I go to bed (hands under cheek, close eyes)

Everyone starts playing (image any movement)

Let's look at Mishutka. Tell me which parts of the bear cub’s body are the largest, what shape is its head, torso, paws, ears (children’s answers). To make the Bear look like a real one, you need to draw it large. Guys, let's first draw an oval in the air, practice (rounding, long side, rounding again and long side again). Well done, let's start drawing a toy, but before that we need to warm up our fingers.

Finger game:

The fingers played hide and seek and the heads were removed.

This is how the heads were removed.

Now you will draw each your own bear.

Where do you think we should start drawing? First, we draw the largest part of the bear - the body. What shape is the body? (oval). Where is it located? (in the middle of part of the sheet so that all parts fit; drawing demonstration) Which part is smaller than the body? (head) What shape is the head? (round) Where is it located? (on top of the body) Draw small ears on the head. Now let's draw oval paws - 2 on top, 2 on the bottom (show). Now let's color the bear. Don't forget to draw Mishka's face with a black nose and clear round eyes. Try to convey Mishka’s mood: happy or sad.

Children complete the task, once again draw the children’s attention to the structure of the bear cub’s body, especially its coloring, monitor the children’s posture

At the end of the lesson - all the drawings are for the exhibition.

Bear, look how many friends you have now! The children tried very hard to help you, now you won’t be sad anymore.

Thank you guys for helping the bear cub. Did you like it? Which drawing did you like best? You all did well today, you completed the task. But it’s time for the bear cub to go into the forest, but first he will play with us (the game “Teddy Bear”), the bear cub says goodbye and leaves.

Target: make children want to draw a bear using a stencil (outline), teach them to paint along the contour using the “poke” method, consolidate knowledge of color (brown), and instill interest in drawing in different ways.

Material: a sample of a finished drawing of a bear, an outline of a bear on a landscape sheet, a toy - a large brown bear, stencils, bristle brushes No. 4, thin soft brushes, a simple pencil, gouache (brown, black), napkins.

Progress of the lesson:

1. Organizing time, problematic situation.

Guys, it seems like someone is crying, can you hear it in the doll corner?

Who's crying here? (Bear). Yes, this is Mishka the clubfooted one.

How did you end up here, Mishka, and why are you crying? (The teacher voices the toy.)

I came to you from the forest. Winter will come soon and I need to go to bed in the den.

And why did this upset you so much? After all, all bears sleep in their dens in winter. They feel warm and cozy there in winter.

Yes it is. I already wanted to lie down in my den for the whole winter, but I remembered that I have no friends, I am so alone. And I felt very, very sad (crying).

Don't cry, Mishka! You are so beautiful, fluffy, shaggy, calm down (Bear is crying).

Oh guys, what should we do? How can we cheer up Mishka? We need to help him find friends. But how? (Children's answers.)

Can you draw it?

Calm down, Mishka, don’t be sad, we will help you find friends as beautiful as you.

Let's go to the tables (everything you need is there).

I have a friend in my hands for our Teddy Bear (show a sample and turn to the toy).

Look, Mishka, you will have many such beautiful and kind friends.

2. Main part.

Today we will draw a bear using a stencil. You have stencils of bears on your tables, they are all different: some have a bear standing, some have a bear dancing, some have a bear doing exercises. We will draw different friends for Mishka. To do this, you need to put the stencil on a sheet of paper and trace along the outline with a pencil.

First, take the stencil in your hand and trace it with your finger. Like this. And then we will color the Bear, and we will do it in a new way. To depict the bear as fluffy, we will use a bristle brush. The brush will work in a special way: it will jump up and down. Take the brushes in your hands and try them without paint (show how the brush will work).

Well done, you are doing everything right! We start coloring from the head. Look, I'm picking up paint. What color paint do we need to paint the bear? (Brown.)

I'm dialing brown paint– and I begin to draw along the contour. I will go around the entire outline using the “poke” method, then I will paint over the entire bear using the same method. My brush is jumping up and down. The result was a beautiful, fluffy bear. But what did I forget to draw? (Eyes, mouth, nose.) To draw the eyes, mouth, nose, I will take a thin brush, dip it in black paint and draw with the end of the brush. What's my teddy bear's mood?

3. Physical education minute: “Two bears were sitting…”

4. Independent activity of children.

And now you will each draw your own bear. What kind of bears will you have - happy or sad?

5. Summing up.

Analysis: (I take a toy) Bear, look how many friends you have now! The kids tried so hard to help you. Now you can sleep peacefully in your den.

Thank you guys, I like this funny little bear, and this funny one, and I really like them all and now I have a lot of friends! Hooray! Goodbye!

But before you go, play with us (the game “Bear-toed Bear”).

Thank you for staying and playing with us. And now it's time for you to go into the forest, goodbye.