Target:
- Reinforce with children knowledge of the colors of the spectrum
- Learn, experimentally, to obtain additional colors: orange, green, from primary colors: blue, yellow, red.
- Conduct an experiment "Colored Rain"
- Strengthen the technical skills of each child - the ability to draw with the end of the bristle of a brush and its entire surface, on wet paper watercolor paints.
- Teach emotional and figurative perception of color.
- Promote attentive, sensitive attitude towards each other, aesthetic judgments.
Vocabulary work: Drawing on wet paper, blue, sunny, spectrum colors.
Preliminary work:
Drawing on wet paper, reading a fairy tale "Alice in Wonderland" , conducting experiments on mixing paints, looking at pictures of roses.
Equipment:
Drawings on A3 sheets: "Blue Forest" , "Castle of the White Queen" , "Red Queen's Castle" . "Magic Book" , three ribbons (blue – river, rainbow road, yellow road), for experiment: a glass of water, shaving foam, food coloring diluted in water, a pipette, or a brush. Flasks and paints for mixing. For drawing: brushes, sponges, blue, yellow, red paints, palettes, A4 sheets for each child.
Progress of the lesson.
Greetings.
Educator. Guys, look, I have a magic book in my hands. Now I will open it, and we will find ourselves in a fairy tale.
(I open the book, on the first page there is an illustration for a fairy tale "Alice in Wonderland" )
Educator. Guys, what kind of fairy tale is this?
Children. This fairy tale is called "Alice in Wonderland" .
Educator. That's right guys. And you yourself would like to be in this mysterious country.
(A knock is heard and a out of breath rabbit runs into the hall.)
Rabbit: Hello guys.
Children. Hello Rabbit.
Educator. Rabbit, you're in a hurry again, what happened?
Rabbit: I'm in a hurry to go to Wonderland, I'm late. Alice is in trouble.
(The rabbit runs into the tunnel)
Educator. Guys, we need to help the Rabbit and help Alice out of trouble. Shall we help the rabbit?
Children. We'll help.
Educator. Then follow the rabbit into the tunnel.
(Children go through the tunnel.)
Educator. Here we are in a wonderful country. Rabbit, will you show us the way?
(The rabbit takes out a rolled up plan from his sleeve.)
Rabbit: I have a plan. We must get into the blue forest, and the blue river will lead us to the forest.
(Children walk along a blue ribbon, imitating the movements of swimmers. They approach an easel on which a blue forest is depicted.)
Educator. Guys, we found ourselves in a forest, but it’s somehow unusual and mysterious. What can you say about this forest?
What colors is it painted in?
Children. This forest is painted in cool colors.
Educator. What is he like?
Children. This forest is cold, transparent, blue, blue, violet.
Educator.
There is simply beauty in the blue forest
The blue of lakes and rivers and water all around
Blue trees, blue sky.
Someone very strange lives in this forest.
(The caterpillar comes out.)
Caterpillar. Hello guys. What happened to you?
Educator. Dear Caterpillar, we are looking for a girl, Alice. Have you met her?
Caterpillar. I know how to find Alice, but first you have to help me. It’s so cold and chilly in my forest, I have a complete cold, but I really want warmth.
Educator. Guys, how can we help the Caterpillar?
Children. We can draw grass, flowers.
Educator. The Caterpillar has guys blue paint and quite a bit yellow. How do we get green paint?
Children. In order to get green paint we need to mix blue and yellow paint.
(The child takes the cone from yellow paint and pours it into a flask with blue paint, stirs. It turns out green paint.)
Educator. Now we can draw the grass and yellow flowers.
(Two children come up to the easel and paint.)
Caterpillar. Thanks guys, I feel much warmer.
Guys, I have a magic glass. A little rain lives in it. When the raindrops touch the bottom of the glass, we will know where Alice is.
(The caterpillar conducts an experiment)
Experience "colorful rain"
- Place shaving foam in a glass of water
- Dilute gouache in water.
- Place a few drops of diluted paint onto the foam. The paint will slowly seep through the foam, and you will be able to watch colorful rain fall from the fluffy white clouds.
(It began to rain, the droplets touched the bottom, and the Caterpillar from under the glass pulled out a piece of paper on which the White Queen’s castle was drawn.)
Caterpillar. Guys, in order to find Alice you need to follow the rainbow path to the White Queen. Goodbye guys.
(Children walk along the rainbow path)
Fizminutka
Rainbow - arc
Hello, rainbow - arc,
Multicolored bridge!
Hello, rainbow - arc,
Welcome us as a guest.
We're running across the rainbow
Let's go for a run barefoot
Through the rainbow - arc
Let's jump over while running
And run again, run
Let's go for a run barefoot
(Children approach the White Queen’s castle. The White Queen comes out with an umbrella in her hands.)
White Queen. Hello guys. I am the White Queen.
Educator. White Queen, we are looking for Alice, she is in trouble. Can you help us?
White Queen. Of course, I will help, but first answer my questions.
(Opens an umbrella.)
What colors does my umbrella consist of?
Children: The umbrella consists of the colors of the rainbow. Red, orange, yellow, green, blue, indigo, violet.
White Queen. Guys, what happens if I twist the umbrella?
Children: The umbrella will turn white.
White Queen. Let's check it now. (Twists the umbrella, the colors merge, the umbrella becomes white.)
White Queen. Guys, you are so smart. Do you know what white includes spectrum colors (rainbows).
Guys, follow the red road and you will come to the Red Queen's castle. Alice is in this castle.
(Children walk along the red carpet and approach the Red Queen's castle.)
Educator. Look! What a wonderful castle.
What can you say about this castle? What is he like?
Children. Bright, warm, joyful, beautiful.
Educator. What colors is it made in?
Children. It is made in warm colors.
Educator. Tell me warm colors.
Children. Red, orange. Yellow.
Educator. That's right, guys.
Multi-colored, very delicate trembles in the wind.
This bright castle of colors stands on the way.
The sun paints the sand on the river with a warm color.
The mood became warm, like a forest flower.
Educator. Guys. Is it really possible that someone evil could live in such a bright, beautiful castle?
Children. No!
Educator. The Red Queen lives in this castle. She's probably kind, but someone just upset her.
(The Red Queen comes out with Alice.)
Red Queen. Hello guys. In fact, I am kind, not evil, but I asked Alice to plant red, yellow and orange roses, and she planted white ones, so I was upset. What to do now?
Educator. Red Queen, our guys can help you. They will paint the roses.
Red Queen. But I don't have orange paint. Only red and yellow.
Educator. It's no problem. Our guys are little wizards. They know how to do it orange paint.
Children. You need to mix yellow and red paints and you get orange.
(The child comes to the table and does an experiment with paints.)
Part 2. Independent work children
Educator. Alice, take the paints and paint the roses on the easel, and the guys and I will sit at the table and help you paint the roses.
(Children sit at tables.)
Educator. Guys, we will paint roses with watercolors on a wet sheet of paper. We have only three paints on the table: blue, yellow and red, but you and I already know how to get green paint to paint a stem and leaves. How to get orange paint to paint an orange rose. Start drawing.
Part 3. Analysis of children's works.
Summary of the lesson.
Educator. Guys, let's give our roses to the Red Queen.
Red Queen. Which beautiful roses. They are so gentle, warm, affectionate. You made me happy. Alice, go back to kindergarten with the kids. And you, Rabbit, stay in my kingdom and help me take care of the roses.
Educator. Guys, it's time for us to go back to kindergarten.
(They leave through the tunnel.)
Educator. Our fairy tale is over, our magic book is closing.
Lesson notes on fine art in preparatory group(painting on a wet layer of paper) Topic: “Flowers”
Program content:
Introduce children to this genre of painting, such as working with paints “wet”.
Tasks:
Learn to classify reproductions of paintings by genre - landscape, portrait, still life.
To consolidate children's knowledge and skills in mixing colors and obtaining new shades.
Encourage children to independently convey images of objects, using the means of expression available to them (stain, color, decor).
Develop fantasy and imagination.
Teach children to evaluate their own drawings and the drawings of their comrades in accordance with the task
Materials and equipment: foam sponges, brushes, gouache, watercolor paints, sheets of thick white paper, baths of water, rags.
Preliminary work:
- looking at paintings by artists,
- remember the genres of painting.
Progress of the lesson:
(Children stand on a carpet on which there are flowers of different colors.)
Educator: To begin with, I would really like to know in what mood you came today. You and I know that mood has its own color, here in our fairy-tale meadow many colorful flowers have grown - each of you, please, choose a flower of a color that is similar to your current mood.
What color did you choose the flower...? Why?
What's your mood...? And you …?
I am very glad, guys, that you all chose bright and rich colors, which means that your mood is joyful, good, bright, and all the gloomy flowers remained in our meadow. Let's return our beautiful bright flowers to our fairy-tale meadow, let them grow and delight us.
Now let's stand in a circle, hold hands, close our eyes and wish each other health, good mood, kindness, happiness and that everything works out for you in class today.
Well done, now let’s go quietly and sit down.
First, let's remember what genres of painting you know? Landscape, portrait, still life.
Right. Here on the table I have reproductions of paintings. I ask three children to come out. From all the variety of paintings, let one choose still lifes, another - landscapes, and the third - portraits.
The children start working. The teacher together with the children checks the correctness of the choice of paintings. Children read poems about different genres painting.
Scenery:
If you see in the picture, a river is drawn,
Picturesque valleys and dense forests,
Blond birch trees, or old strong oak,
Or a blizzard, or a downpour, or a sunny day.
Either the north or the south can be drawn.
And we can see any time of the year from the picture.
Without hesitation, let’s say: it’s called a landscape!
Still life:
If you see in the picture a miracle vase on the table,
It contains a bouquet of beautiful, snow-white chrysanthemums,
There are a lot of dishes, both glass and simple,
Maybe a cup or saucer, with a gilded border.
And it also happens that there is game drawn there,
To finish, add ripe peaches and plums.
And there might also be a cake in the picture.
And that’s why the painting will be called a still life!
Portrait:
If you see in the picture someone’s profile or full face,
Or maybe someone's perky and cheerful eye,
Maybe sad or brave, maybe kind or evil.
In a painted picture, this is the main person.
Maybe dad or mom, maybe grandpa and me.
Drawn in the picture, maybe my whole family.
It’s not difficult to guess, there is no uncertainty.
What beautiful picture, called a portrait.
Well done guys, all the genres were divided correctly. Today we will get acquainted with another genre of painting - painting on a “wet” layer of paper. Let's remember what “painting” actually is.
“Painting” is a very easy word to remember: it consists of two words: lively - write. Pictures painted with different paints or other colored materials, such as pastels, wax crayons, are called painting.
Today we will start painting on a “raw” sheet of paper. Our main tool today will be a foam sponge; we will wet our sheet with it. Today the colors will not behave as usual. They will blur, spread out, go beyond the boundaries of your drawing - you should not be afraid of this. This time you don’t have to mark your drawing with a pencil, just imagine what you want to draw. The work is done very quickly, with light movements. The hand moves freely.
For the “wet” technique, the theme of drawing “Flowers” is very successful; we will get beautiful fluffy flowers, with many petals, similar to asters, chrysanthemums, dahlias - after all, fluffiness can only be done using the “wet” technique. Today you will feel like a little wizard.
But first, let’s remember how you and I mix colors and play the game: “One, two, three - run a little.” Well done, well done, now let’s start working.
Children draw. When the work is finished, move them aside to dry and conduct physical education with the children:
“Flowers”
Our scarlet flowers are opening their petals.
The breeze breathes slightly, the petals sway.
Our scarlet flowers cover the petals.
They shake their heads and quietly fall asleep.
Now let’s continue working on our drawings, draw stems and leaves of the flowers. What else can you add to the drawing? Well, now let's look at our work.
Viewing and analysis of works. When analyzing, note the beauty of the colors of the flowers, the gradual transition of the color of the petals from one tone to another, the smoothly curved stems, the different shapes of the leaves, the successful selection of the color of the flower core; successful additions to the picture: stamens, bugs, butterflies, bees.
Homework: think about what else can be depicted using the “wet” drawing technique.
Attached files
Natalya Samokhina
Summary of an art lesson in the preparatory group« Sunset»
TARGET: Introduce artistic techniques; develop a feeling
composition and color and stimulate interest in visual creativity.
TASKS: 1. Learn to understand the expressive means of painting (color,
line, color, rhythm) To consolidate the ability to distinguish between types of landscape.
2. Develop graphic skills (select a color scheme that corresponds to a certain time of day; use various painting techniques when depicting the sky)
3. Promote the education of the individual, cultivate a reverent attitude towards native nature.
EQUIPMENT AND MATERIALS: Image sunset, reproductions of paintings with landscapes, musical accompaniment, paper, wax crayons, watercolors, brushes.
Course of classes:
Guys, we have something unusual today class, we will go on an excursion to our unusual museum. Guys, have you been to museums where paintings are displayed, raise your hands, who has been? Let's imagine that we are in a museum where paintings hang different artists. Who are these artists? That's right guys, this is a man who draws pictures. The artist is like a wizard, a magician who admires the beauty of nature in his paintings; he depicts the splendor of the expanses of fields, meadows, lakes and rivers; he can show in a drawing the beauty of a blooming garden or the majesty of a mighty oak tree, various animals, people, the sea and sunsets. Look how many paintings we have here and they are all different, but what unites these paintings. I'll tell you a riddle, and you try to guess it.
You warm the whole world
And you don’t know fatigue
Smiling at the window
And everyone is calling you.
(Sun)
Katya was very surprised
Looking out the window -
For some reason on sunset
It turned red.
Today we continue working on the landscape. But first, let's repeat what landscapes are (urban, maritime, rural):- all the pictures on my board are mixed up... Help me put them in their place. So today we will draw like real artists sunset, and we will draw with wax crayons and watercolors. We have already drawn with wax crayons more than once, so we know various techniques for drawing with wax crayons. But first, let's see what different there are sunsets....Look at pictures from sunsets sunshine and listen to poetry
Sunset
Sunset dazzling sun,
Playful with a radiant pattern,
It's amazing to watch in silence
Golden spill on the sea.
The crimson sky sparkles,
A million lit lights
It's in a new color every time,
It amazes with its palette.
A fireball in a bright train,
Plays in the seething wave,
Golden shimmering light,
The sun is reflected in the water.
Instantly the luminary sets,
Just touching the water with the disk,
The lightning disappeared from the horizon,
The rays go out in the abyss.
Flocks of seagulls circle over the sea,
The waves caress the surf,
On a wonderful evening, a huge sea,
Filled with blue again.
Maria Gordeeva 2
Sunset on the river
Having finished the day of the past accomplishment,
To give the earth a little rest,
Lord Sun with fiery glow
Beyond the horizon the path ends.
Painting the sky with bright strokes,
And saying goodbye to the passing day,
The golden ball melted in the stream of waters,
Leaving only memories of him.
Having accepted sunset into cool arms,
And dissolving his fire in the waves,
The river caresses the horizon with a kiss,
Spilling out tenderness to the skies.
IN sunset for an hour everything is shrouded in mystery,
Everything froze in anticipation of miracles,
And a shadow approaches unnoticed
In almost extinct sunset forest.
River… Sunset. ... endless spaces...
And the sky is covered in fluffy clouds,
The sun tiredly disappeared from the horizon...
The Night has come, the Day has calmed in dreams....
We will draw with wax crayons on thick paper. Drawing a landscape with wax crayons is done using chalk of the same color as the sun. The teacher showed several ways to draw the sun, paint over it, leaving white gaps. Then, when working with paints, these gaps will be painted over, and you will get beautiful effect. It is better to apply strokes according to the shape. First light colors, then gradually darken in in the right places, creating volume with shadows.
Next we continue to paint with watercolors in several ways of tinting. sky: in a raw way, when paints carefully pour color into color, you can depict contrasting color transitions, you can paint the sky with separate strokes. Do not forget that the sky in our drawing is not separate in itself. It is reflected in the water, its reflections will be present everywhere, so do not forget to add the appropriate reflexes to your work. The teacher invites students to remember what they saw the sunset, observed in nature and draw it. Children work to music.
Everyone has their own unique sunset.
Let's look at what expressive works you have produced.
You worked well today class. This is our class is over.
Sokolova Tatyana,PERSPECTIVE PLAN FOR Fine Arts
(preparatory group)September
1. MOLDING “FRUIT”
Pr.sod.: introduce the genre of “still life”, teach children to recreate in memory and name fruits growing in the garden, their color, shape, learn to depict various forms, while making a still life; give an idea of the correct arrangement of still life objects; continue to learn how to sculpt different shapes(apples, pears, plums, grapes from a whole piece), convey the characteristics of each of them, develop diligence.Material: plasticine, stacks, planks, fruit models, vase.
Previous work: looking at paintings depicting a still life, drawing up a still life from various objects, talking about fruits and where they grow.
Literature:
APPLICATION “AUTUMN STILL LIFE”
Pr.sod.: continue to introduce the view fine arts– still life, learn to compare different methods of depiction volumetric shape(plastic and decorative silhouette), create a composition of 2-3 items. Continue to learn how to cut out symmetrical objects from folded paper (a vase), and several fruits (an apple, a pear), and add details to the composition; improve the skills of smoothly cutting out round shapes. Fix the “rules of scissors”: hold the sharp ends away from you and downwards, make sure that your fingers do not get under the blades, feed the rings forward.Materials: a sheet of dark cardboard (purple, blue), colored paper blanks for a vase, orange and yellow paper for fruits, green blanks for leaves, glue, brushes, oilcloth, tray, scissors, a simple pencil.
Previous work: examination of still lifes, analysis of the arrangement of objects when performing a still life. Drawing and sculpting still life.
Literature: Shvaiko “Fine Arts Classes” p. 19
DRAWING: “BASE WITH FRUIT”
Pr.sod.: teach children to visually perceive and determine the genre in art - still life, teach children to independently compose a still life from the proposed objects, practice the ability to correctly arrange still life objects; learn to convey in drawing characteristic features fruits, teach new things technical technique- two-color side stroke.Material: table, tablecloth, fruit models, vase, objects kitchen utensils, flowers (optional), gouache paint brushes, watercolor.
Previous work: modeling and appliqué of a still life, learning the poem by A. Kushner “What have I learned?”, drawing up a still life from environmental objects.
Literature: O.A. Kurevina “Journey to the Beautiful” pp. 172, 181-184
2. MODELING “BURNS WITH BERRIES AND MUSHROOMS”
Pr.sod.: continue to teach children to compose a still life, exercise their ability to distinguish the “still life” genre from other types of art, develop the skills of creating three-dimensional images, practice sculpting various forms of mushrooms and berries, conveying their characteristic features. Cultivate the desire to do the work carefully and independently analyze the results obtained.Material: plasticine, planks, basket, dummies of mushrooms and berries.
Previous work: examination of dummies of mushrooms, illustrations of mushrooms, berries, exercises in drawing up a still life.
APPLICATION “GIFTS OF AUTUMN”
Ex.: teach on the basis of impressions, knowledge and skills acquired in previous lessons, independently determine the content of a still life, its composition, the color scheme of objects, background, as well as methods of depiction, continue to learn how to symmetrically cut out round and oval-shaped objects from paper folded in half , several times, teach to work collectively, coordinate your actions, cultivate tolerance, mutual assistance. Reinforce the “rules of scissors.”Material: three large sheets paper, colored paper for cutting fruits, vegetables, mushrooms, green paper for cutting leaves, glue, brushes, scissors, pencil, tray, oilcloth.
Literature: Kazakova “Develop creativity in preschoolers” p. 150
DRAWING “AUTUMN BIRCH”
Example: teach to convey in a drawing the characteristic features of a birch (white trunk with black spots, thin curved branches, light crown), autumn color of foliage, teach the right ways actions with a semi-dry hard brush when drawing vertical strokes to form foliage and horizontal strokes to depict black spots on the birch trunk; consolidate drawing skills with the end of a thin brush curved lines; through riddles, illustrations, and drawings, to form in children’s minds the image of a slender, white-trunked birch tree. Follow correct posture when drawing.Material: illustrations with a picture of a birch, a sheet of paper to show individual ways of depicting, two brushes - soft and hard, paints.
Blue paper rich color in the form of an elongated rectangle, additional sheets of white paper for practicing drawing thin lines and in different ways work with a hard brush; brushes are soft and bristly, paints are gouache.
Literature: Shvaiko “Fine Arts Classes” p. 29
3. MOLDING “MIRACLE TREE”
Pr.sod.: introduce children to a new way of composing a three-dimensional mosaic - modular sculpting, namely composing from shapeless pieces, teach children to pinch off, tear off or cut small pieces in stacks and create from them the image of a decorated tree, show the method of sculpting a tree, develop in children independence in decorating crafts using natural materials.Material: sample, plasticine, stacks, planks, natural material.
Literature: I.A. Lykova “We sculpt, we fantasize, we play” p.27-29
APPLICATION “PATTERN IN A CIRCLE” (from leaves and small flowers) - decorative
Example: introduce a new type of applique - floristry, applique of leaves, flowers, herbs; learn to make a composition of leaves in a circle, carefully stick them, develop creativity, hard work, artistic taste.Materials: tinted paper in the form of a circle, dried plants (leaves, flowers), PVA glue, brush, oilcloth, scissors, cloth, samples.
Previous work: collecting and drying leaves and flowers, making a composition of dried plants.
DRAWING “GOLDEN AUTUMN” (using natural materials) - plot
Example: introduce a new technique of drawing using dried plants - printing flowers and herbs (TRIZ), teach how to compose a composition, convey in it changes that have occurred in nature, strengthen children's ability to distinguish and name genres of art - landscape, consolidate the ability to arrange objects of close, middle and distant plans, the horizon line, develop creativity, artistic taste, patience.Material: sample, dried leaves various shapes, landscape sheet, watercolor paints, gouache, brushes.
Previous work: review autumn landscapes, conversation based on paintings, memorizing A. Kushner’s poem “What have I learned?”
Literature: O.A. Kurevin “Journey to the Beautiful” p. 132.
4. MOLDING “TEA SERVICE” (decorative)
Adv.: continue to teach children to sculpt in a constructive way (connecting parts),get cups from a cylindrical shape, and a teapot from a large ball, making indentations and evenly increasing the resulting shape (stretching and pulling with your fingers, getting the same thickness of the walls of the dishes), smoothing and leveling the edges; decorate products with a ribbon ornament, having previously outlined the pattern of the ornament, learn how to make a ribbon ornament. Develop creativity, accuracy, and the desire to do work beautifully.
Material: clay (plasticine, salt dough), stacks, patterns of ornament, tablets.
Previous work: examination of ribbon ornaments, training in their sculpting.
Literature: I.A.Lykova “We sculpt, we fantasize, we play” pp. 40-42
APPLICATION “TEA SERVICE” (subject)
Adv.: introduce a new technique for performing appliqué - tearing, continue to teach how to pick up cold and warm colors for composition, continue to learn how to transfer a stencil onto a sheet of paper, develop independence, initiative, and do the work carefully.Materials: album sheet, tea utensil stencil, colored paper, pencil, glue, brush, cloth, tray.
Previous Work: repeat the topic “Dishes” with the children. Discuss the purpose of tea utensils. D/i “Assemble a whole from parts”, “The fourth odd one” on the topic “Dishes”.
Liter.: Malysheva “Applique in kindergarten» page 98
DRAWING “BUTTERFLY” (monotype)
Pr.sod.: introduce a new method of depiction - monotype (TRIZ), develop drawing skills using non-traditional techniques, develop creativity and imagination.Material: gouache, sheet of paper, thin brush, sample.
Literature: Seminar-workshop on fine arts “Use unconventional technology drawing in preschool age»
Drawing from life “Vase with branches” »
Program content. Teach children to draw from life, convey the shape of a vase, the design of the branches; beautifully place the image on a sheet of paper. Strengthen the ability to outline the shape of a vase with a pencil, then paint the remaining details of the image with paints. Learn to draw charcoal pencil(if the nature of the branch allows). Develop aesthetic perception.
Drawing “Group Room Corner” »
Program content. Develop observation skills, the ability to reflect what is seen in a drawing, convey the relative size of objects and their location in space (above, below, to the right, to the left, in the middle), characteristic color, shape and structure, details of the situation. Learn to control your work and achieve greater accuracy. Strengthen the ability to evaluate your own drawings and the drawings of your comrades in accordance with the task of conveying the real situation.
Application “Greeting card for mom”
Program content. Teach children to come up with content greeting card and implement the plan, skills and abilities. Develop a sense of color and creativity.
Drawing “Draw what you want, beautiful”
Program content. Continue to develop the ability to see and appreciate the beauty of the world around us, the desire to convey beautiful objects and phenomena in our own creative activity. To develop children’s ability to explain their choices. Develop the ability to evaluate your choice of image content, the choice and expressive solution of the topic by other children. Strengthen the ability to use expressive means of various visual materials.
Drawing by Design « Dear mom's portrait » - drawing from an idea or based on a photograph .
Program content.
Learn to draw woman portrait. Initiate an independent search visually - expressive means to convey features appearance, the character and mood of a particular person (mother, grandmother, sister, aunt). Continue to get acquainted with the types and genres of fine art (portrait).
Modeling a scene from the fairy tale “Po” pike command»
Program content. Continue to strengthen children's ability to sculpt a small sculptural group based on a fairy tale, conveying the proportional relationships between the characters. Strengthen the ability to transfer figures in motion, place figures on a stand. Develop the ability to evaluate work, independence, creativity.
Drawing based on the fairy tale “Boy with Thumb” »
Program content. Learn to convey an episode of a familiar fairy tale in a drawing. Strengthen the ability to draw children’s figures, conveying the ratio of figures in size, think through the composition of the drawing, determine the location and size of the images. Learn to start drawing with the main thing - children’s figures (outline them with a simple pencil). Strengthen the ability to evaluate drawings in accordance with the requirements of the task (convey images of a fairy tale).