Subject: "Bear"
Target : learn to draw a bear along the contour with a poke; instill an interest in drawing and educate cognitive activity. Learn to find similarities with a realistic image and be happy with the result.
Program content:
Educational objectives:
Concretize existing ideas about bears and their characteristics.
Provide conditions for transferring the structure of the animal’s fur using a glue brush using the “poke” technique.
Developmental tasks:
Develop attention, memory, thinking, speech, fine motor skills hands,imagination.
Bring upinterest in to the surrounding world, value attitude to one’s own work and its results. To develop children’s ability to solve riddles and involve them in developmentartisticperception and aesthetic taste.
Methods and techniques : verbal, visual, practical method; gaming techniques: detailed imaginary situation, role-playing (puppet character - a bear).
Preliminary work : Examination of illustrations, conversations, reading fiction about forest animals in the summer.
Equipment : demonstration material (illustrations depicting a brown bear in the summer), handouts (blanks with an outline of a bear), cups, gouache, oilcloth, poems about a bear and a squirrel, music center,recording of the music “Bears” by E. Tilicheeva, sample for drawing, soft thin and thick brushes, glue brushes, coasters, napkins, water, soft toy bear, photograph of a polar bear.
Forms of working with children : collective, individual.
Progress of the lesson:
Organizational moment. The music “Bears” by E. Tilicheeva is playing.
Educator: Guys, kaWho do you think is coming to us?
He is brown and clubfooted,
Catches fish with a powerful paw.
And he also loves honey!
Who will call the sweet tooth?
He is brown and shaggy.
Guess what, guys?
Who, having built a warm house,
Sleeps in that house all winter?
The owner of the forest
Wakes up in the spring
And in winter, under the blizzard howl,
He sleeps in a snow hut.(Bear)
The teacher brings in a soft toy bear.
Educator:
A bear came out of the forest,
He started stomping and roaring.
- What are you upset about, bear?
- I had a terrible dream,
I saw the girl Alina -
I ate all the raspberries in the grove!
Mishka, Mishka, couch potato!
He slept long and deeply,
I slept through the whole winter,
And I didn’t get on the tree,
And I didn’t go sledding,
And I didn’t throw snowballs,
The target would all be snoring.
Oh you little bear!
Educator:
The little bear is upset, he is sad. Why are you sad, little darling?
Teddy bear:
I'm sad because my friend Umka from the North Pole sent me a photo and asks me to send him my photo too.
Shows a photo of a polar bear.
Teddy bear:
But the bears don’t have a camera or paints, what should I do?
Educator: Guys, can we help the bear?
Children: Yes, we can draw it, make an applique!
Educator: Let's first cheer up our guest, pass the bear around and say what it is like (soft, shaggy, brown, black-eyed, club-footed)!
Children pass the teddy bear to each other and name it by one of its qualities.
Educator
: Oh, the bear cub has questions for you guys! Can you answer them?
Children: Yes!
Didactic game "Question and answer"
What do you call a mother bear? (mother bear)
What is Papa Bear called? (bear)
What are the brothers and sisters of a bear called? (cubs)
Where do bears sleep in winter? (in the den),
When do they hibernate (autumn)?
Educator: In common parlance they say that a bear hibernates; biologists say that it goes into winter sleep.
Before going into a den, the owner of the taiga needs to accumulate nutrients- fat. The bear is an omnivore, but most of its diet consists of food of plant origin: berries, herbaceous plants, acorns, nuts. Cedar cones are one of the favorite delicacies of bears. Young animals can climb trees behind them and break off branches. But mostly they collect fallen cones from the ground. To get to the nuts, the bear collects the pine cones in a pile and crushes them with its paws, from where, then, lying on the ground, it picks out the nuts along with the shell with its tongue. Often the attention of bears is attracted by the stocks of nuts made by chipmunks.
In years favorable for food, adult bears accumulate a layer of subcutaneous fat up to 8-12 cm, and the weight of fat reserves reaches 40% of the total weight of the animal. It is this fat accumulated over the summer and autumn that the bear’s body feeds in the winter.
Bears that have not had time to gain sufficient fat reserves cannot hibernate. They are called Connecting Rods. Often they are doomed to death from hunger, frost or from a hunter. In winter, bears are found in the forest, whose sleep has been disturbed by humans or other circumstances. Such a bear is forced to look for a new, quieter place to sleep.
Before heading to the den, the bear diligently confuses its tracks: it meanders, walks through windbreaks, and even walks backwards along its own tracks. For dens, they usually choose remote and reliable places along the edges of impenetrable swamps, along the banks of forest lakes and rivers, in windbreaks and logging sites, in recesses under uprooted roots or tree trunks. The main condition is that the home should be dry, quiet and isolated from the presence of unexpected guests. The animal insulates its shelter with branches and lines the bedding with layers of moss. Sometimes the layer of litter reaches half a meter. It happens that several generations of bears use the same den.
At the beginning of winter, female bears have offspring, usuallytwo bear cubs. Babies are born blind, without fur and teeth. They weigh only half a kilogram and reach 25 cm in length. The cubs feed on the milk of their still sleeping mother and grow quickly; they emerge from the den in the spring already shaggy and nimble.
In the den, in warmth and safety, the bears sleep for a long time and cold winter. Often the bear sleeps on its side, curled up in a ball, sometimes on its back, less often it sits with its head lowered between its paws. If an animal is disturbed while sleeping, it easily awakens.
There is a funny opinion that a bear sucks its paw during hibernation. But in fact, in January, February it happenschange of hard skin on the paw pads, while the old skin bursts, flakes, and is very itchy, and in order to somehow reduce these unpleasant sensationsanimal licks its paws.
Educator: Mishenka, that’s how much the guys know about bears. We read and watched a lot of fairy tales, looked at albums about bear life. The guys will now tell you what fairy tales they know in which bears are found.
Children:
“Three Bears”, “Kolobok”, “Masha and the Bear”, “Two Greedy Little Bears”, “A Man and a Bear”, “Teremok”, “ Winnie the Pooh and his friends."
Educator:
Today we will draw a bear, and then we will arrange an exhibition of our portraits of bears so that our guest can choose the drawing that is most similar to him.
Physical exercise “Three Bears”
Three bears in lived a fairy tale,
We went to the transshipment point.
The girl ran to them,
Run in place.
I went into the house and saw:
Hands are raised above the head, fingertips touching each other.
A huge table by the window,
The right hand is clenched into a fist, the left palm rests on the fist.
Three chairs - wow.
Left palm vertically, the right fist is pressed horizontally to the palm.
Three cups and three spoons,
Squat down, one hand on the belt, then stand up, raise your arms up and
touch each other with rounded fingers.
Three beds: look.
Masha ate and drank,
They depict how they hold a spoon and bring it to their mouth.
Lay down on the bed
Hands in front of the chest, elbows bent and lying on top of each other.
And fell asleep in a sweet dream.
The palms are folded, the head is tilted and lies on the palms.
What happened next?
Hands slightly spread to the side.
Then the bears returned,
They walk waddling from side to side.
When they saw Masha, they got angry.
Hands on the belt, making an angry face.
Masha was very scared
They show a frightened face.
And she rushed home.
Hands are raised above the head, fingertips touching each other.
Educator: Before we start drawing the bear, let's take a close look at it.
Showing an image of a bear.
Educator: Let's look at the torso first.
What shape is the body? (oval).
What else does the bear have? (head).
What shape is the head? (round).
Don't forget, if you look from the side, its muzzle is elongated.
Where is the head located? (the head is located in front (above) the body, and is connected to it by a powerful short neck).
What do the paws of a bear look like, what shape are they (oval, but elongated)?
Where are the bear's paws (at the bottom of the body)?
How many paws does a bear have (2 front and 2 hind legs)?
What is on the bear's head (ears)?
What shape are they? (semicircular)
Are the bear's ears big or small? (small)
What else is on the bear’s head (eyes, nose)?
Look closely at the bear's paws, what do they have (claws)?
Guys, what color are the bears? (brown, brown)
What color are the eyes, nose and claws? (black)
Finger gymnastics
“Who sleeps in winter?”
The bear in the den is fast asleep,
(squeezes fingers right hand into the fist, starting with the big one))
He snorts all winter until spring.
Chipmunks sleep in winter,
Prickly hedgehog and badger.
Only the bunny can’t sleep -
(shows little finger, twirling it)
Runs away from the fox.
He flashes among the bushes,
(the fingers of the left hand depict the clicking face of a fox catching up
hare)
He screwed up and was like that!
Educator:
Oh, now let’s sit down and draw a fluffy, brown bear with black eyes, nose and claws.
Look, now I’ll take a glue brush and put on a brown fur coat for the bear. I dip the tip of the brush in brown paint and with these “pokes” I paint the whole bear. Now you too will put a fur coat on the bear.
Children draw.
Educator: Now guys, I'll take it cotton swab, dip it in black paint and draw an eye on the bear’s head. The bear stands sideways and therefore we cannot see the second eye, and on the tip of the muzzle I draw a black nose. Now you take a cotton swab, dip it in black paint and carefully draw on the bear, first an eye, then a nose.
Children draw.
Educator: Now I will draw claws on the bear's paws. To do this, I will take a thin brush, dip it in black paint and carefully paint the claws on the paws. To make the bears find themselves in the forest, you can complement your drawing - for example, draw trees, grass, a river, mountains far away (draw them yourself).
Children draw.
Educator: Let's show our drawings to the little bear!
The works are laid out and examined together with the children.
Educator: How beautiful and fluffy they all turned out! Our little bear asks to give one drawing, which he can send to his friend Umka at the North Pole. Which drawing will we choose?
Children choose a drawing and give it to the teddy bear.
Educator: The little bear is very happy with the gift. It's time for him to leave! Let's say "Goodbye" to him!
Children: Goodbye!
Educator: Rwhat the hell did we do today? What did we draw with? For whom did we try, who did we want to help? What will we do with the rest of the drawings?
Children: We will organize an exhibition in the locker room on the creativity board and tell our parents in the evening who came to us.
Self-analysis of the GCD for drawing:
Subject: "Bear"
Target : Learn to draw a bear along the contour with a poke; instill interest in drawing and foster cognitive activity. Learn to find similarities with a realistic image and be happy with the result.
What went well : the activity aroused great interest among the children, they showed great interest in this topic, actively expressed their opinions, guessed riddles, asked questions and answered them. For the first time, we used this technique in drawing - drawing with a poke, which aroused interest among the children. The works turned out bright and colorful.
The children completed their work diligently, carefully, took a creative approach to composing the composition, shared their ideas with other children, enjoyed looking at the work of their peers, discussed their work, and shared their opinions.
Difficulties encountered: The children had some difficulty mastering this technique. For example, Gleb did not want to completely paint over the entire bear; the bear’s hind legs remained white.
Lesson notes on visual arts V middle group
"Drawing a Bear" ( unconventional way: "Poke drawing")
Target: Improve visual skills and abilities, 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 Russians 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 bear growling, 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?(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 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 you 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 is the bear's head? ( 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 against 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, we will add a thin brush to the teddy bear's eyes. 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 children.
Final part
The teacher has different trees and an impromptu 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).
References.
- From birth to school. Main 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 in kindergarten(4-5 years old). Middle group / T. S. Komarova.– M: Mosaika-Sintez, 2015 – 112 p.
Municipal government preschool educational institution"Kindergarten No. 25"
"FAIRY TALE"
Abstract directly
educational activities in the middle group.
Visual activity.
Topic of the week “Who is preparing for winter?”
Subject: "Bear"
Developed and conducted by teacher Mezentseva O.I.
Korkino 2018
Goals: Continue to learn to master drawing examples (round and oval shapes), paint over them in a circular motion, carefully, without going beyond the contour.
Be able to convey characteristic features animal (bear), observing the proportions.
Fix the shape, color, size.
Foster independence and accuracy in work.
Material:
Cardboard blue color(according to the number of children), paints, brushes, cups of water; templates; example of a teacher; video letter from a bear.
Preliminary work: a surprise moment at the beginning of the week a toy comes to the group /gnome /. The gnome is rearranged throughout the group during the week, unnoticed by the children, and the teacher draws the attention of the children to this.
Preliminary work: viewing the album “Winter in the Forest”, conversation “How animals prepare for winter”, reading the poem “Why does a bear sleep in winter?” V. Orlova.
Progress of the lesson
Educator: Guys, look, have we removed all the toys? What happened to our gnome?
Children: He has some kind of letter.
Guys, this letter is not just a letter, it is speaking. What should we do with it? /children's answers / Do you suggest listening to him? Let's listen. (The voice of a bear sounds who cannot sleep and asks for help).
Educator: What should we do guys?I hear a bear crying
Misha, little bear
Stop crying quickly
We will help you
After all, you are so good!
Really guys?
Educator: Guys, look at the bear, what is he like now?/sad, sorrowful, lonely, good /
Is it really possible for a bear to fall asleep with bad mood? Guys, the Gnome suggests drawing a bear sleeping in a den. Shall we draw and cheer up the bear before winter hibernation? But in order to draw a bear, let’s remember -
What color is it?
D. – brown.
Educator: And the guys also call the bear brown.
Let's see what body parts a bear has.
D. Body, head, paws, ears….
Educator: How many paws does a bear have?
D. Four.
Educator: Which?
D. Two top and two back.
Educator: What does a bear have on his head?
D. Ears, eyes, mouth, nose.
Educator: How many ears and how many eyes? Does the bear have a tail?
D. Yes, he is small.
The teacher suggests drawing a bear in a den using templates.
Educator : before we start our work, let's prepare our fingers.
Finger gymnastics:
Two bears
Two bears were sittingShows with his hands how he mixed the flour and
On a thin branch.how they fell, then point to the nose, mouth
One stirred the sour cream,and so on throughout the text.
Another was kneading flour.
One ku ku, two ku ku
They both fell into the flour!
Nose in flour, mouth in flour,
Ear in sour milk!
Educator : And now let's start doing our work.
The teacher demonstrates the technique of drawing and painting a bear figure.
Independent work. Under musical accompaniment children begin to trace the patterns.
Educator: Well done guys, you traced your templates very accurately. Really a gnome? Guys, our friend Gnome suggests we warm up a little before we start coloring our drawing.
Exercise: Three Bears
Three bears walked home Children waddle in place
Dad was big, big. Raise your arms above your head, pull up.
Mom is with him shorter, Hands at chest level.
And my son is just a little baby. Sit down.
He was very small, crouching and swinging like a bear.
He walked around with rattles. Stand up with your hands clenched into fists in front of your chest.
Ding-ding, ding-ding. Children imitate playing with rattles.
Educator: Well, now let’s sit down quietly and start coloring your drawings.
III. Final part:
During work, the teacher helps children with difficulties. Then he collects the children’s work and lays it out to dry.
Educator: - Did you like drawing the bear?
Children's answers. (Yes)
Educator: - All the works turned out very beautiful. Looking at your drawings, the bear will definitely fall asleep!
List of used literature:
An exemplary general educational program for preschool education “From birth to school” - edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva
Imagination and creativity in childhood– L.S. Vyutsky.
Children's development in visual arts. – T.N. Doronina
Visual activities in kindergarten - N.P. Sakulina, T.S. Komarova
This lesson is intended for children of the middle group.
Goals:
1. Continue learning to master drawing examples (round and oval shapes), paint them in a circular motion, carefully, without going beyond the contour.
2. Be able to convey the characteristic features of an animal (bear), observing proportions.
3. Fix the shape, color, size.
4. Foster independence and accuracy in work.
5. Develop invention, creativity, fantasy.
Download:
Preview:
MKDOU
Selivanikha kindergarten
Abstract
Open class
in drawing in the middle group.
Theme: "Teddy Bear"
Compiled by teacher: Tonkikh L.P.
2014
Occupation: Drawing.
Topic: "Teddy Bear".
Target:
1. Continue learning to master drawing examples (round and oval shapes), paint them in a circular motion, carefully, without going beyond the contour.
2. Be able to convey the characteristic features of an animal (bear), observing proportions.
3. Fix the shape, color, size.
4. Foster independence and accuracy in work.
5. Develop invention, creativity, fantasy.
Material:
Landscape sheet of paper (according to the number of children), paints, brushes, cups of water; toy "Bear"; example of a teacher; group design: “Winter Glade”: Christmas trees, “drifts”; text of a story about a bear with musical accompaniment.
Previous work:
Reading fairy tales, stories, memorizing poems, solving riddles, looking at illustrations, learning games, etc.
Artistic word:
Making a riddle about a bear, a story about a bear.
Individual work:
With Vika and Valeria - teach children to convey the characteristic features of an animal.
Methodical techniques:
1. Conversation about animals (domestic and wild); name them; why are they called that?
2. The teacher asks a riddle;
3. Guessing the answer by children;
4. Game technique;
5. Consolidation of shapes, colors, sizes;
6. The teacher demonstrates the technique of drawing and painting a bear figure with an explanation;
7. Independent work of children, accompanied by the story “About the Bear” with a teacher, using a musical soundtrack;
8. Analysis of children's works;
9. Dynamic pause (to music).
Progress of the lesson.
Children enter the group room, paying attention to the guests. Children greet guests and sit on chairs.I'm having a conversation about animals:
V. – What animals do children know? Name it.
D. – Children’s answers.
V. – What animals are these?
D. – Children’s answers.
V. – Why are they called that?
D. – Children’s answers.
V. – What animals do children still know? Please call me.
D. – Children’s answers.
V. – What kind of animals are these? Why are they called that?
D. – Children’s answers.
V. - Well done! Right!
Gaming technique. I draw the children’s attention to the fact that someone is moving in the “snowdrift.” Who's there? Please guess the riddle:
“Where does he live? Most often,
The most real one,
He walks there, he sleeps there, he raises his children there.
Loves pears, loves honey,
He is reputed to have a sweet tooth,
But he is the strongest
Loves a deep, long sleep.
He will lie down in the fall and rise again
Only when spring comes.
Who is this?"
D. – Children’s answers.
I pull out the bear cub and tell the children that he lost his mother, so he ended up in our forest clearing. Let's help him find her.I propose to draw a portrait of a bear cub and hang it throughout the forest.But first tell me:
Q. – What color is the bear cub’s fur coat?
D. – Children’s answers.
Q. – What shape does the head have? Torso? Legs?
D. – Children’s answers.
V. – How many legs does a bear have?
D. – Children’s answers.
The teacher demonstrates the technique of drawing and painting a bear figure.
Independent work.To the accompaniment of music, the children begin to draw, and the teacher offers to simultaneously listen to a story that happened to one bear. Children draw and listen.
“Once on a frosty winter, a bear walked along the edge of the forest to his home in a warm fur coat. He walked towards his den along a country road and, walking across the bridge, stepped on the fox’s tail. The fox raised a cry and made a noise dark forest, and the bear, out of fright, instantly climbed onto a large pine tree. On a pine tree, a cheerful woodpecker caulked a house for a squirrel and said: “You, bear, must watch your step!” From that time on, the bear decided that in winter he needed to sleep, not walk along the paths, and not step on tails. He sleeps serenely in a den in winter under a snowy roof. And it’s no accident that I’m glad that I was born without a tail.”
Upon completion, I propose to hang up the work and do an analysis together with the teddy bear. In the analysis, note the correctness of the depiction of forms and shading.
I invite the children to stand in a circle and do physical exercises while listening to music:
“The bear and the doll are stomping briskly,
They're stomping smartly, look! (Children stomp their feet)
And they clap their hands loudly,
They clap loudly: one, two, three! (Clap their hands)
The bear is having fun, the bear is having fun, (They make “springs”)
The target turns his head. (Turns head left and right)
The doll is having fun, it’s also fun, (Hands on the belt, put your foot forward on the heel)
Also fun oh-oh-oh!
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 have good mood, you smile. 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 drawings 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.