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Non-traditional drawing techniques and their role in the development of preschool children
“The origins of children’s abilities and talents are at the tips of their fingers. From the fingers, figuratively speaking, come the finest threads - streams that are fed by the source of creative thought...” V. A. Sukhomlinsky
Visual activities is of invaluable importance for the comprehensive development of children, the disclosure and enrichment of their creative abilities.
In the process of drawing, the child's Observation, Aesthetic perception, and Creative abilities are improved.
Unconventional drawing techniques demonstrate unusual combinations of materials and tools and enable children to express what, due to age restrictions, a child cannot express in words.
Junior preschool age Drawing with hands, palm, fingers, edge of palm, fist Imprint with potato stamps
Palm painting finger painting
Middle age Poking with a hard semi-dry brush Printing with foam rubber Printing with corks wax crayons and watercolors Candle and watercolors Leaf signets Drawings with cotton swabs
a poke with a hard, semi-dry brush, blotography of leaf seals
Older age Drawing on wet paper Spraying Toothbrush Landscape monotype Stencil printing Blotography plasticineography Drawing with soap bubbles Drawing with sand, grains, salt, shells
The use of non-traditional drawing techniques allows children to feel more relaxed, develops imagination, and gives complete freedom for self-expression
Unconventional technique Drawing contributes to a child's development Relieves children's fears Develops self-confidence Develops spatial thinking Teaches to freely express one's ideas Encourages children to creative searches and solutions Teaches children to work with a variety of materials Develops a sense of composition, rhythm, color, color perception Develops a sense of texture and volume Develops fine motor skills hands develops creativity, imagination and flight of fancy. While working, children receive aesthetic pleasure
By drawing, children develop their body, soul and mind.
Prepared by Kovaleva O. A. Thank you for your attention
On the topic: methodological developments, presentations and notes
"Non-traditional drawing techniques in kindergarten and their role in the development of preschool children. Types of non-traditional drawing techniques"
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Unconventional drawing technique presentation
This work was carried out in the junior group of a kindergarten. The guys met various materials and non-traditional drawing techniques....
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Text content of presentation slides: 2017 MAUDO Yalutorovsk “Kindergarten No. 9” Tendent Marina Nikolaevna “... It's true! Well, what is there to hide? Children love, love to draw! On paper, on asphalt, on the wall. And on the window on the tram...”E. Uspensky 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 surprising with joy and surprise. the world around us. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is a visual, artistic and productive activity that creates conditions for involving a child in his own creativity, in the process of which something beautiful and unusual is created. Federal State Educational Standards distinguish artistic and aesthetic development into a separate educational field, one of the tasks of which is the formation of elementary ideas about types of art, the development of prerequisites for the value-semantic perception and understanding of works of art. Imagination and fantasy are the most important aspect of a child’s life. And imagination develops especially intensively between the ages of 5 and 15 years. Along with a decrease in the ability to fantasize, children’s personality becomes impoverished, the possibilities of creative thinking decrease, interest in art, creative activity. In order to develop creative imagination in children, a special organization of visual activities is necessary. Currently, there are many types of non-traditional drawing techniques that allow children to develop their intellectual abilities in the process of visual arts. For example: blotography, threadography, drawing together on a long strip of paper, drawing with a secret in three pairs of hands, dot drawing, foam drawings, crayons, candles, painting pebbles, finger painting method, monotype, drawing on wet paper, collage and much more. The main thing in my work, and in the work of any teacher, is that the lessons bring only positive emotions. And I managed to find what I needed. This is teaching children to draw using non-traditional techniques. Here are some techniques: Splatter: The child puts paint on a brush and hits the brush on a piece of cardboard that is held over the paper. Paint splashes onto the paper. Blotography is ordinary: a child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the sheet in half, drip ink on one half, and cover it with the other.) Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed. Blotography with a tube: a child scoops up paint with a plastic spoon, pours it onto a sheet, and makes a small spot (drop). 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. Blotography with a thread: a child dips a thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip. The missing details are completed. Drawing with soap bubbles: gouache is mixed with shampoo and poured into containers. Then a straw is inserted into the container and air is blown out until a cap of small bubbles is formed, the straw is carefully taken out and applied on top blank slate and presses it with your palm, making an imprint. The missing details are completed. Drawing on wet: a drawing is applied to a sheet of paper using a sponge or brush until the sheet is dry. The result is a blurry image. Poke with a hard, semi-dry brush: the child dips the brush into the gouache and hits the paper with it, holding the brush vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of a fluffy or prickly surface. Finger painting: the child dips his finger in the gouache and puts dots and spots on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off. Palm painting: the child dips his palm (the entire brush) into gouache or paints it with a brush and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off. Candle + watercolor: the child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candle pattern remains white. Wax crayons + watercolor: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted. Black and white scratch paper: the child rubs the sheet with a candle so that it is completely covered with a layer of wax. Then mascara is applied to it liquid soap. After drying, the design is scratched with a stick. Colored scratch paper: colored spots are applied to a sheet of paper using watercolors, then the sheet is rubbed with a candle so that it is completely covered with a layer of wax. Then the sheet is painted over with ink and liquid soap. After drying, the design is scratched with a stick. Monotype is one print. To make it, you need polyethylene or paper as a base for applying watercolor or gouache stains on them, then a clean sheet of paper is placed on top of the drawing, carefully ironed on top with your hand and removed. The result is a print that, just like a blot, can be completed. Imprinting with a cork: the child presses the cork onto a stamp pad with paint and makes an imprint on the paper. To obtain a different color, both the bowl and the stopper are changed. Impressions are made in the same way using potato stamps, erasers, crumpled paper, foam rubber, and foam plastic. Leaf prints: a child covers a tree leaf with paints different colors, then applies it to the paper with the colored side to make a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush. REFERENCES: Davydova, G.N. Unconventional drawing techniques in kindergarten. Part 1, - M.: Scriptorium Publishing House 2003, 2007. – 80 pp. Davydova, G.N. Unconventional drawing techniques in kindergarten. Part 2, - M.: Scriptorium Publishing House 2003, 2007. – 72 pp. Beauty. Joy. Creativity: program aesthetic education children 2-7 years old / Edited by T.S. Komarova, A.V. Antonova, M.B. Zatsepina. – M.: Pedagogical Society of Russia, 2000. Drawing with preschool children: Non-traditional techniques, planning, lesson notes / Ed. R.G. Kazakova - M.: TC Sfera, 2007. - 128 p. Children enjoy working in different techniques. I hope my selection will help in your work. Develop children's creativity and imagination. I wish you success!
Attached files
Irina Eruslankina
Presentation for educators on the topic: “Types of non-traditional drawing techniques”
Presentation for educators on the topic:
« TYPES OF NON-TRADITIONAL DRAWING TECHNIQUES»
Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity. V. A. Sukhomlinsky
Art lies in finding the ordinary in the extraordinary and the ordinary in the extraordinary.
Denis Diderot
It is very important from the very early years accustom a person to beauty. And what could be a more clear example for understanding beauty than fine art? But sometimes getting a child interested is not so easy. Young children are constantly in a state of exploration of the world around them. They already know that a chair is made for sitting, a blanket is made for covering, and a tassel is for paint. Endless series "adults" rules and not a step aside. break the mold of teaching a child the fine arts. Of course, before starting with them, it is necessary to teach the basics of handling pencils, crayons and brushes. Only after little artist will master the basic classical drawing techniques, it is necessary to start unconventional.
Unconventional drawing techniques attract children with their spontaneity and freedom. There are no rules here, but the main thing is the process. During such classes, not only vision and understanding of beauty develops, but also imagination, dexterity, ingenuity and motor skills. Unconventional techniques stimulate positive motivation and promote the expression of the child’s individuality. Combining different technician encourages the child to think and independently choose appropriate techniques to create unique and more expressive works.
Types of unconventional drawing methods:
Plasticineography
-Drawing on semolina
-Drawing with crumpled paper
Nitcography
-Sand painting
Blotography
-Drawing palms and fingers
-Painting with salt
Monotype
Marbled paper
Plasticineography - new look arts and crafts. It represents the creation of stucco paintings depicting more or less convex, semi-volume objects on a horizontal surface.
The main material is plasticine.
Technique"spray" consists of spraying drops using a special device, which in kindergarten will replace a toothbrush or brush. Using a toothbrush in your hand, pick up a little paint, and with a stack (or brush) We move along the surface of the brush with movements towards ourselves. Splashes fly onto the paper. Topics for drawing can be very diverse.
Mancography is an activity for children of any age. Besides the usual chaotic drawing and free play for the child is also possible draw flowers, sun and rays, clouds and rain, house and fence, etc. Also this technique Can be used when working with sand and salt.
Drawing crumpled paper - this is a very entertaining drawing technique, which gives room for imagination and freedom for little hands. Even the process of preparing for a lesson is exciting. Children can happily crush the paper lumps that will actually do the work themselves.
Nitography is interesting thread drawing technique. In this technology lines are formed after gluing the threads. Glue is applied to the base and the selected image is filled step by step with layers of threads.
Scratching is a method of making a drawing by scratching paper or cardboard covered in ink with a pen or sharp instrument. Other name techniques - waxography.
Blotography is a type of graphic technology, based on the transformation of blots into the desired real or fantastic images. Drawing in this technique is performed: ink, ink, watercolor, gouache.
Finger painting promotes early development creative abilities. It doesn't matter what he drew and how he drew, the important thing is with what pleasure he does it.
Monotype is a graphic technique. The design is first applied to a flat and smooth surface, and then it is printed on another surface.
Marble paper is unconventional drawing technique by mixing shaving foam and paints.
Frottage - technique transferring the texture of a material or a weakly expressed relief onto paper using rubbing movements of an unsharpened pencil.
Carrying out creative artistic activity using unconventional techniques:
Helps relieve children's fears;
Develops self-confidence;
Develops spatial thinking;
Develops in children to freely express their ideas;
Encourages children to creative searches and solutions;
Develops children’s ability to act with a variety of materials;
Develops a sense of composition, rhythm, color, a sense of texture and volume;
Develops fine motor skills of the hands;
Develops creativity, imagination and flight of fancy;
During activities, children receive aesthetic pleasure.
The artist wants paint
Let them not give him a notebook...
That's why the artist is an artist
He draws wherever he can...
He draws a stick on the ground,
In winter, a finger on the glass,
And writes with charcoal on the fence,
And on the wallpaper in the hallway.
Draws with chalk on a blackboard
Writes on clay and sand,
Let there be no paper at hand,
And there is no money for canvases,
He will draw on stone,
And on a piece of birch bark.
He will paint the air with fireworks,
Taking a pitchfork he writes on the water,
An artist, therefore an artist,
What can draw everywhere,
And who is stopping the artist?
He is depriving the earth of its beauty!
Thank you for your attention!
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Non-traditional visual techniques are effective remedy images, including new artistic and expressive techniques for creating an artistic image, composition and color, allowing for the greatest expressiveness of the image in creative work, so that children do not develop a pattern. *
Slide 3
Palm drawing Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off. *
Slide 4
Finger painting Age: from two years. Means of expression: spot, dot, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets, napkins. Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off. *
Slide 5
Foam rubber impression Age: from four years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber. Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber. *
Slide 6
Imprint with crumpled paper Age: from four years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper. *
Slide 7
Leaf prints Age: from five years. Means of expression: texture, color. Materials: paper, leaves of various trees (preferably fallen), gouache, brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush. *
Slide 8
Wax pencils + watercolors Age: from four years. Means of expression: color, line, spot, texture. Materials: wax crayons, dense white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax pencils on white paper. Then he paints the sheet with watercolors in one or more colors. The drawing with wax pencils remains unpainted. *
Slide 9
Subject monotype Age: from five years. Means of expression: spot, color, symmetry. Materials: thick paper of any color, brushes, gouache or watercolor. Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations. *
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Unconventional drawing techniques in different age groups kindergarten Junior group (2-4 years old) drawing with a hard, semi-dry brush with a finger, drawing with the palm, drawing with a cotton swab, stamps made from potatoes, imprinting with a cork Middle group(4-5 years old) foam rubber imprint imprint with stamps made from an eraser, leaves wax crayons + watercolor candle + watercolor drawing with crumpled paper subject monotype Senior and preparatory group (5-7 years) landscape monotype drawing with a toothbrush combing paint spraying air felt-tip pens blotography with a tube photocopy – drawing with a candle grattage black and white, color drawing with threads, drawing with salt, drawing with sand *
Slide 13
Use recommendations for teachers different shapes artistic activities: collective creativity, independent and playful activities of children to master non-traditional image techniques; when planning visual arts classes, observe the system and continuity of the use of non-traditional fine arts, taking into account the age and individual abilities of children; improve your professional level and skills through familiarization and mastery of new in unconventional ways and image techniques. *
Slide 14
Recommendations for parents materials (pencils, paints, brushes, felt-tip pens, wax crayons, etc.) must be placed in the child’s field of vision so that he has a desire to create; introduce him to the surrounding world of things, living and inanimate nature, objects fine arts, offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw; do not criticize the child and do not rush; on the contrary, from time to time encourage the child to practice drawing; praise your child, help him, trust him, because your child is individual! *
Slide 15
List of used literature 1. http://luntiki.ru/blog/draw/956.html 2. http://festival.1september.ru/articles/556722/ 3. http://tfile.org/books/57128/ details/ 4. http://stranamasterov.ru/node/110661 5. http://ds205.a42.ru/roditelskaya-stranichka/sovetuyut-speczialistyi/teremok.html 6. http://festival.1september.ru/ articles/313479/ 7. http://img.mama.ru/uploads/static/images/ 8.http://stranamasterov.ru/files/imagecache/ 9. http://viki.rdf.ru/media/ upload/preview/klyaksa.jpg&imgrefurl 9. http://stranamasterov.ru/files/imagecache/orig_with_logo/ 10. http://festival.1september.ru/articles/574212/ 11. http://mama.ru/post /authorposts/id/414093 12. Davydova, G.N. Unconventional drawing techniques in kindergarten. Part I. -M.: Scriptorium, 2003. - 80 p. *
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Topic: "Non-traditional drawing techniques in preschool educational institutions and their role in the development of preschool children." "The origins of children's abilities and talent are at their fingertips. From the fingers, figuratively speaking, come the finest threads and streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child." V.A. Sukhomlinsky.
In the process of unconventional drawing, the child develops comprehensively. Such activities do not tire preschoolers; children remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional techniques allow the teacher to take an individual approach to children, taking into account their desires and interests. Their use promotes the child’s intellectual development, correction mental processes and personal sphere of preschool children.
Many types of non-traditional drawing help to increase the level of development of hand-eye coordination (for example, drawing on glass, painting fabric, drawing with chalk on velvet paper, etc.), as well as coordination of fine motor skills of the fingers.
The goal of my work is to create pedagogical conditions for the development of children's creative imagination through the use of non-traditional drawing techniques and techniques. Having studied the works of various authors, I found a lot interesting ideas and set itself the following tasks: To develop technical drawing skills in children. Introduce children to various non-traditional drawing techniques. Learn to create your own unique image using various techniques drawing.
Studied work experience: I.A. Lykova “Program artistic education, education and development of children 2-7 years old. "Colored palms"; A.V. Nikitin “Non-traditional drawing techniques”; G.N. Davydov “Non-traditional drawing techniques”; R.G. Kazakova “Drawing classes for preschoolers.” At the preparatory stage I met methodological literature various authors, such as the manual by A.V. Nikitina “Non-traditional drawing techniques in kindergarten”, I.A. Lykova - “ Methodical manual for preschool specialists educational institutions", T.N. Doronova - “Nature, art and visual activity of children” by R.G. Kazakova “Art activities in kindergarten.”
1. Preparatory-familiarization 2. At the second stage - reproductive stage, I set the task: to introduce children to various means of expression. 3. The third stage is constructive. The task of this stage is to teach children to perform collective work, organize joint activities (with each other, with the teacher) Stages:
1. Print by hand 2 . Using a signet 3. Drawing with a feather 4. Drawing with a finger. 5. Monotype. 6. Drawing on a stencil with a tampon. 7. Drawing using the poke method. 8. Blotography. 9. Spray. 10. Scratching. 11. Drawing with soap bubbles. 12. Drawing with crumpled paper 13. Instead of a brush, use a hole punch. 14. Nitcography. Methods and techniques of unconventional drawing
With children of primary preschool age it is recommended to use: finger painting; stamped with potato stamps; palm painting. Children of middle preschool age can be introduced to more complex techniques: poking with a hard, semi-dry brush. foam printing; cork printing; wax crayons + watercolor; candle + watercolor; leaf prints; palm drawings; drawing cotton swabs; magic ropes. And in the older preschool age children can master even more difficult methods and techniques: sand painting; drawing with soap bubbles; drawing with crumpled paper; blotography with a tube; landscape monotype; stencil printing; subject monotype; ordinary blotography; plasticineography.
I used the following means - joint activities teacher with children, - independent activity of children. I used the following methods: informational verbal, practical. Information method includes the following technique: - examination - observation - excursion - sample of the teacher - demonstration of the teacher Verbal method includes - conversation - story - use of teacher examples - artistic word Practical method- This is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring a skill to automatism; it includes the technique of repeating work on drafts and performing form-building movements with the hand.
Criteria 2 junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 18 22 29 41 2. Manifestation of creativity 21 29 33 54 3. Manifestation of initiative 20 34 42 59 4. Manifestation of independence 23 36 48 61 5. Manifestation of individuality 21 43 52 59 6. Use of means expressiveness 24 45 51 64 7. Mastering the methods of creating an image 28 42 54 60 8. Vision artistic images 19 39 46 62 9. Planning activities 18 28 51 70 10. Skills and ability to use tools 17 28 49 76 Analysis of the effectiveness of drawing skills and abilities by groups: 1. Preparatory stage:
Criteria 2 junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 19 24 32 45 2. Manifestation of creativity 23 30 34 56 3. Manifestation of initiative 22 34 45 60 4. Manifestation of independence 24 37 49 65 5. Manifestation of individuality 25 45 54 63 6. Using means of expression 23 47 53 65 7. Mastering the methods of creating an image 30 44 56 67 8. Seeing artistic images 22 41 49 62 9. Planning activities 20 29 54 85 10. Skills and ability to use tools 21 35 50 86 2. Main stage:
Criteria 2 junior group Middle group Senior group Preparatory group % manifestation 1. Artistic and aesthetic perception 29 34 38 46 2. Manifestation of creativity 33 37 38 56 3. Manifestation of initiative 28 39 48 64 4. Manifestation of independence 32 39 49 66 5. Manifestation of individuality 35 48 53 65 6. Using means of expression 33 49 57 67 7. Mastering the methods of creating an image 34 48 59 67 8. Seeing artistic images 29 46 51 76 9. Planning activities 28 35 57 85 10. Skills and ability to use tools 29 38 58 88 3. Final stage:
Conclusion: after analyzing the effectiveness of drawing skills and abilities by groups engaged in unconventional technology drawing, came to the conclusion that there was positive dynamics in children preparatory group, since they have mastered many types of non-traditional drawing techniques and have more developed fine motor skills of their fingers.
Conducting classes using non-traditional techniques contributes to: - Removing children's fears; - Develops self-confidence; - Develops spatial thinking; Teaches children to freely express their ideas; Encourages children to creative searches and solutions; Teaches children to work with a variety of materials; Develops a sense of composition, rhythm, color, color perception; a sense of texture and volume; Develops fine motor skills of the hands; Develops creativity, imagination and flight of fancy; While working, children receive aesthetic pleasure.