"Spreading Tree" Anton A., middle group
Methodology for conducting the lesson. Remember with the children what trees they saw on a walk, what branches they had. Show how, by pressing the pencil in different ways, you can draw thin and thick branches.
While drawing, try to regulate the pressure on the pencil.
Please review all completed drawings. Mark the most expressive ones (those that convey the difference between thin and thick branches, a spreading crown).
Materials. Paper 1/2 landscape size, 3M graphite pencils (for each child).
Observations on walks, looking at illustrations.
Lesson 45. Modeling “Make whatever toy animal you want”
Program content. Teach children to independently determine the content of their work. Strengthen the ability to sculpt using different sculpting techniques. Foster independence and activity. Develop imagination and the ability to talk about the created image.
Methodology of conducting the lesson. Talk with children about familiar animals (fish, birds, etc.).
Consider with your children pre-selected toys depicting animals (hare (rabbit), puppy, mouse, kitten, etc.). Ask the guys what shape the main parts of the animal’s body and other parts are (head, neck, paws, ears, tail).
Invite the children to sculpt whatever animal they want. Offer to show with your hands in the air how they will sculpt the animal.
During the lesson, direct the children’s attention to a more accurate representation of the shape and size of the parts. At the end of the work, look at all the images and enjoy their diversity.
Materials. Toy animals. Clay (plasticine, plastic mass), modeling board, stack (for each child).
Connections with other activities and activities. Reading books, learning poems, looking at illustrations, didactic games (“Which toy is missing”, etc.), games in the play corner.
Lesson 46. Application "Bus"
Program content. Strengthen children's ability to cut out the necessary parts to create an image of an object (object). Strengthen the ability to cut off the corners of a rectangle, rounding them (bus body), cut the strip into identical rectangles (bus windows). Develop the ability to formulate your idea compositionally.
Methodology of conducting the lesson. Remind the children that they saw buses on walks and excursions on the streets of the city (village). Ask about the shape of the main parts and smaller parts of the bus; specify from which paper blank what needs to be cut out (pay attention to each detail prepared for the applique).
Clarify cutting techniques and rounding corners of a rectangle to create a bus body. Call to the board to show a child who has mastered the technique of rounding corners. Remind you that you need to think in advance about how to place all the parts of the bus on a piece of paper so that the bus turns out beautiful. Ensure proper use of scissors and careful handling of paper and glue.
Those children who quickly make the applique are offered to decorate the bus.
All finished works put it on the board, talk about how there are a lot of buses, they are all beautiful and bright.
Materials. Colored paper rectangular shape 10x4 cm for the bus body, strips of blue paper 2x8 cm for windows, 2 black squares 2.5x2.5 cm for wheels, scissors, glue, glue brush, strips of paper different colors(from which the children will cut pieces) (for each child).
Connections with other activities and activities. Games with toy cars, buses. Observations on the street of transport. Reading literature on the topic, looking at illustrations.
Option. Application "Trolley with toys (balls, bricks, cubes)"
Program content. Teach children to use scissors: hold them correctly, cut paper in a straight line, round the corners of a square to get a circle. Learn to compose an image from parts, correctly positioning and carefully gluing them. Develop initiative.
Methodology of conducting the lesson. Show the children a toy cart with bricks, clarify the shape of the toy parts, and paper cutting techniques. Ask the children which of them wants to show the circle cutting techniques at the board.
Offer to cut and paste the cart, and then the load it is carrying. Approach each child and ask what load will be on his cart. Encourage interesting additions.
Materials. Colored paper, scissors, glue, glue brush, napkin (for each child).
Connections with other activities and activities. Children play with toys, clarify ideas about their shape, color, size.
Lesson 47. Modeling "Girl in a long fur coat"
Program content. Teach children to depict a human figure in sculpting, observing the ratio of parts in size. Strengthen the ability to roll clay between your palms; sculpt with your fingers, give the figure the desired shape; connect the parts, pressing them tightly against each other, and smooth out the fastening points.
Methodology of conducting the lesson. Examine with the children a doll in a long fur coat, determine what parts it consists of, what size and shape they are. Clarify modeling techniques by asking the children and showing them with your hands in the air. Remind children that they can mark the buttons on a fur coat and decorate the fur coat. During the work, remind about the relationship of parts and modeling techniques (as necessary).
At the end of the lesson, look at all the dolls, note the variety and imagery of the figures.
Materials. A doll in a long fur coat, a small sculpture. Clay, modeling board, stack (for each child).
Connections with other activities and activities. While walking, while playing with dolls, clarify the proportions of the human figure. Examination of the image of a human figure in illustrations, photographs, pictures.
Lesson 48. Drawing “Draw whatever toy you want”
Program content. To develop children’s ability to conceive the content of a drawing, create an image, conveying the shape of the parts. Strengthen painting skills with paints. Learn to look at pictures, choose the ones you like, and explain what you like. Foster independence. Develop creativity, imagination, and the ability to talk about the created image. Create a positive emotional attitude to the created drawings.
Methodology of conducting the lesson. Invite children to name their favorite toys, ask who wants to draw which toy; pay attention to the shape of the main part of the toy, the shape of other parts and details. Ask how you can draw toys. If necessary, help with advice and showing toys.
Review all completed work. Note the variety of images created. Induce a positive emotional attitude towards the drawings.
Materials. Landscape sheets, gouache paints, brushes, jars of water, napkins (for each child).
Connections with other activities and activities. Playing with toys, clarifying their shape. Didactic games, aimed at mastering the shape, size, structure of objects and objects.
"Toy Train" Yana R., middle group
Abstract educational activities artistically - aesthetic development V senior group on the topic: "Beautiful spreading tree in winter."
Name : Summary of educational activities on artistic and aesthetic development in the senior group on the topic: “Beautiful spreading tree in winter”
Form of work with children: integrated lesson.
Topic: " A beautiful spreading tree in winter.”
Educational areas: artistic - aesthetic, cognitive, physical, speech, social - communicative development.
Children's age is 5-6 years.
Program tasks: Teach children to create an image of a tree in a drawing, find a beautiful compositional solution (one tree on the entire sheet). Strengthen the ability to use different pressure on a wax crayon to convey lighter and darker parts of the image. Learn to use lines of different intensities as a means of expression. Strengthen the ability to draw using the poking method.
Develop aesthetic perception, aesthetic appreciation.
To cultivate attention, the ability to work carefully with a brush, and a love of nature.
Preliminary work:looking at illustrations, reproductions of trees, observing while walking.
Methodological support:sheets of blue paper, white gouache, bristle brush, wax crayons, jars of water, napkins, painting by I. I. Shishkin “Winter”, sample, drawings of the stages of the work.
Methodical techniques: conversation, story, showing, observation, effect of surprise,
Org moment.
Look at me!
I am your guide today.
Without wasting a minute,
I invite you on a journey!
Take all your knowledge on the road!
And don't forget to smile!
Motivational - orientation stage.
- Children, we have been waiting for a very long time for the arrival of the beauty - winter. We watched the first snow fall, covering the ground. We looked at the first snowflakes, how different, elegant, and elegant they all were. And so we waited for snowy ones, frosty days. Snow covered the entire ground with a fluffy white carpet.
We have noticed that when it is very cold, what kind of snow is there? That's right, it is free-flowing, light, fluffy, it sparkles, sparkles in the sun, crunches underfoot. The snow even smells. Remember what? Yes, with extraordinary freshness and purity - the smell of frost.
Let's remember how beautifully winter can be called? (“Guest – winter”, “Russian pullet”, “beauty – soul”, “snow winch”, “mother – winter”). How tenderly, kindly and joyfully they address her. And we are glad to see the arrival of the sorceress - winter. Do you want to meet winter? Let's go as if we were going to fairy forest and let's see how she managed it there.
But first, let’s “dress” warmly - it’s cold and frosty today. (Children imitate putting on winter clothes).
Are you ready? Now I will say magic words, and you close your eyes.
By pike command, in my opinion, let us all end up in the winter forest. (I open the painting by I. I. Shishkin “Winter”).
Search stage.
Now open your eyes and look around, where have we ended up? (Into the forest). What is he like? (Large, dense, impassable, winter). What trees grow in this forest? (Huge spruce and small spruce).
What lies on the ground under the snow? (Fallen trees).
Why did you decide that this winter forest? (There is snow on the ground, trees in the snow).
Look carefully at the trees that the artist depicted, pay attention to the branches, why they leaned towards the ground. (Because there is a lot of snow on the trees and they leaned towards the ground from the weight). And how is the trunk depicted? (it expands towards the bottom, narrows towards the top) .What color is it? (Brown).How are the branches depicted? (Near the trunk they are thick, and at the top they are thin) Let's go to the window and look at the trees on our site. What do we see? Why do trees have snow on one side of their trunk and not the other? How beautifully winter has decorated the trees!
Let's draw a winter tree today.
Practical stage.
Pay attention to the easel. (I show a sample). This is how I depicted the winter tree. What do you think we will draw with? (Wax crayons and gouache). Look at the diagram and tell me how we will draw. What should we draw first? ...(Pictures hang on the board step by step drawing, children tell how they will draw from them).
Let's get our fingers ready.
Finger gymnastics “Trees in winter”.
We put on snow hats
Maples, lindens, pines, spruces. (show - put on hats)
Here's a mighty old oak
He put on a snow sheepskin coat (show - put on a sheepskin coat)
The wind suddenly blew strongly (wave your arms in front of you, blow like the wind)
And he bent the trees
All the trees swayed. (sway from side to side, shake
Fur coats and hats are lost (shake hands in front of you).
Sit down at your desk and get to work. Draw winter trees that you like.
(During the drawing process, direct children’s attention to conveying the features of compositional, color and step-by-step drawing).
Reflective-evaluative stage.
Guys, let's look at the trees you drew. Very interesting works you got it. The branches of the trees bent to the ground under the weight of the snow, the trunks and branches of the trees were drawn correctly.
(Look at all the drawings with the children and evaluate them).
Well done, you've done some interesting work. We will hang all the works at the exhibition, and best works will we place it at the exhibition in a group?
Well, it's time for us to go back. Close your eyes, and I’ll do some magic. One, two, three, bring us back! Here we are at home.
Irina Volkova
Notes on drawing in the senior group “Beautiful spreading tree in winter”
Notes on drawing in the senior group
Subject: « Beautiful spreading tree in winter»
Program content. To develop in children the ability to create an image in a drawing tree, find beautiful compositional solution (one tree on the whole leaf) . Strengthen the ability to use different pressure on a pencil (wax crayons) to convey lighter and darker parts of the image. Learn to use lines of different intensities as a means of expression. Develop aesthetic perception, aesthetic assessment. Cultivate accuracy and independence.
Materials: Colored pencils (wax crayons, white gouache, brushes, stands for brushes, jars of water, album sheets tinted in blue.
Preliminary work:
When walking, pay attention to what spreading big trees what the thick and thin branches look like in color, look at the illustrations, reproductions with the image trees.
Progress of the lesson:
Part I (organizational)
Guys, today we will be with you paint, and that's what we will paint, you'll know when you guess it right riddle:
Its spring and summer
We saw him dressed.
And in the fall from the poor thing
All the shirts were torn off.
But winter snowstorms
They dressed him in furs. (tree in winter)
What does it look like tree in winter? (No leaves, only trunk and branches)
Pay attention to the easel. (Showing a sample). This is how I depicted winter tree i. What do you think we'll be paint?
(Colored pencils, wax crayons and gouache). Look at the diagram and tell me how we will paint. What should we draw first? (There are pictures of the step-by-step process on the board. drawing, children tell from them how they will be paint).
How is the trunk depicted? (widens towards the bottom, narrows towards the top).
What color is it? (Brown).
How are the branches depicted? (Near the trunk they are thick, and at the top they are thin).
Are all the branches wood of the same color? Which branches appear lighter? To make the branches appear thicker, you need to press harder on the pencil. And on the shortest, smallest branches, apply normal pressure.
What does winter give? trees? What kind of decoration?
Wraps it in snow, covers the branches with frost. Decorate trees we will use white gouache.
Physical education minute
Snowflakes are falling from the sky,
Like in a fairy tale picture.
(Raise their hands above their heads.)
We'll catch them with our hands
(They make grasping movements, as if catching snowflakes.)
And we'll show mom at home.
(They extend their arms, palms up, as if holding out something.)
And there are snowdrifts around,
The roads were covered with snow. (Spread your arms to the sides.)
Don't get stuck in the field so that
Raise your legs higher.
(Walking in place with high knees.)
We go, we go, we go (Walk in place.)
And we come to our house. (Children take their seats.)
Part II (practical)
The children sit at the tables. Independent activities of children. Individual assistance teacher's advice.
Part III (result of the lesson)
At the end of the lesson, we place all the work on the board.
Children, look at your work. What wonderful ones we came out with trees. I feel like I'm in a winter forest. I ask 2-3 children what they depicted trees.
Publications on the topic:
Notes on drawing using multimedia in the second junior group “Let's give Katya a beautiful dress” Abstract GCD (multimedia) for drawing in 2 younger group on the topic “Let’s give the doll Katya beautiful dress» Educator Shishkina N.I. Integration.
Drawing " Autumn tree» using non-traditional techniques (poke method) Integration of educational areas: HER; PR; RR; SKR; FR.
Abstract of GCD on artistic and aesthetic development (drawing) On the topic: “Tree” age group 1st junior Educational objectives:.
Summary of GCD for drawing in the middle group “Fairytale Tree” Khatko Svetlana Sergeevna Abstract of the GCD for the NGO “Artistic and Aesthetic Development” (drawing) in middle group on the theme "Fairytale Tree".
Abstract open class for drawing in the middle group Topic: “Hare in winter.” Painting using the poking method with a hard semi-dry brush. Software.
Artistic and aesthetic development in the middle group. Drawing. Topic: “Autumn Tree”. Integration of educational areas: Speech development.
Software tasks:
Educational: Teach children to use different pressure on a pencil to draw a tree with thick and thin branches.
Developmental: Develop imaginative perception, imagination, creativity.
Educators: Cultivate the desire to achieve good results.
Materials. 1/2 landscape paper, pencils (for each child).
Connections with other activities and activities. Observations on walks, looking at illustrations.
GCD move
Introduction to the game situation Today we will go to the forest. What grows in the forest? (Now close your eyes, turn around yourself, saying the words: 1,2,3,4,5 - you will find yourself in the forest.
Here we are in the forest. Guys, what trees do you see? What kind of trunk do they have, what kind of branches do they have?
(View slides about trees).
Discovery of new knowledge- Guys, now let’s draw a spreading tree. Remember what the trees look like, the same or not? I suggest drawing beautiful, spreading trees that you remember and liked. By pressing the pencil differently, you can draw thin and thick branches.
Watch how I will draw a tree. First, let's draw a tree trunk. We draw the trunk from the top of the head, lightly pressing the pencil, because the top is thin; and downwards the trunk thickens; going down, we gradually press on the pencil. Next we will draw the branches. Large branches extend from the tree trunk, they all look up. And from large branches there are many small branches. We will draw them with a gentle pressure of the pencil; the more small branches there are, the more spreading and beautiful the tree will be.
The children get to work under the guidance of the teacher.
Finger gymnastics:“1, 2, 3, 4, 5 – let’s count our fingers...”
Reflection. Bottom line. Look what a forest we are in, where there are many spreading trees. Look at the different thin and thick trunks, branches, and spreading crown. How much pressure did you use to draw the barrel? Branches? What is the largest tree? You did your best today. It's time for us to return to kindergarten. Close your eyes, turn around yourself, saying the words: “1,2,3,4,5 - return to kindergarten.”
Download:
Preview:
Abstract of GCD artistic creativity
Drawing "Spreading tree"
Software tasks:
Educational: Teach children to use different pressure on a pencil to depict a tree with thick and thin branches.
Developmental: Develop imaginative perception, imagination, creativity.
Educators: Cultivate the desire to achieve good results.
Materials. 1/2 landscape paper, pencils (for each child).
Connections with other activities and activities. Observations on walks, looking at illustrations.
GCD move
Introduction to the game situationToday we will go to the forest.What grows in the forest? (Now close your eyes,turn around yourself, pronouncing the words: 1,2,3,4,5 - you will find yourself in the forest.
Updating knowledge and fixing difficulties
Here we are in the forest. Guys, what trees do you see? What kind of trunk do they have, what kind of branches do they have?
(View slides about trees).
Discovery of new knowledge- Guys, now let’s draw a spreading tree. Remember what the trees look like, the same or not? I suggest drawing beautiful, spreading trees that you remember and liked.By pressing the pencil differently, you can draw thin and thick branches.
Watch how I will draw a tree. First, let's draw a tree trunk. We draw the trunk from the top of the head, lightly pressing the pencil, because the top is thin; and downwards the trunk thickens; going down, we gradually press on the pencil. Next we will draw the branches. Large branches extend from the tree trunk, they all look up. And from large branches there are many small branches. We will draw them with a gentle pressure of the pencil; the more small branches there are, the more spreading and beautiful the tree will be.
Performing a trial action in a similar situation
The children get to work under the guidance of the teacher.
Finger gymnastics:“1, 2, 3, 4, 5 – let’s count our fingers...”
Reflection. Bottom line. Look what a forest we are in, where there are many spreading trees. Look at the different thin and thick trunks, branches, and spreading crown. How much pressure did you use to draw the barrel? Branches? What is the largest tree? You did your best today. It's time for us to go back to kindergarten. Close your eyes, turn around yourself, saying the words: “1,2,3,4,5 - return to kindergarten.”
Abstract of GCD in the senior group on the topic “Winter Tree” (non-traditional drawing techniques).
Gracheva Natalia Vitalievna, primary teacher MOU classes Samara secondary school, Kurkinsky district, Tula region.Description of material: I offer you a summary of direct educational activities for children of the older group (5-6 years old) on the topic “Winter Tree” (non-traditional drawing techniques). This material will be useful for senior group teachers, GPA teachers, teachers additional education. This is a summary of a lesson aimed at introducing children to non-traditional drawing techniques, developing creative abilities and developing interest in visual arts.
Lesson topic:“Winter Tree” (non-traditional drawing techniques)
Program content:
- teach children independently in a certain sequence,
create a winter landscape using unconventional techniques drawings (“blowing”, “blotting”, “tamponing”, “spattering”);
- consolidate children’s knowledge about changes in plant life in different times year;
- develop speech, attention, thinking, respiratory system, fine motor skills children's hands;
- promote the development of creativity, fantasy and imagination of preschoolers;
- cultivate interest, love and careful attitude to nature, neatness, independence.
Material for the lesson: blue tinted paper, containers with diluted white and brown, pipette, toothbrush, piece of corrugated cardboard, small piece of foam rubber or sponge, rag or wet wipe for hands, cocktail straw.
Demonstrative material: Reproductions, illustrations, photographs depicting winter landscapes.
ICT: computer, projector, screen, electronic educational resources (presentation for the lesson).
Preliminary work:
looking at illustrations of a winter landscape, observing while walking, learning poems and songs about winter.
GCD move"photo ris1.jpg" (“Ready for class!”)
1 Org. moment.
- Hello, dear wizards! Yes, yes, this is exactly how I address you today, because today you will try to perform real magic.
2. Updating knowledge.
-What items do wizards use? (A magic wand, an invisibility hat, walking boots, a self-assembled tablecloth, a magic mirror).
-You and I are wizards and artists, that’s why we have our own magical objects. They are on your tables. Please name them. (Tubes, sponges, paints, pipettes, etc.). These objects will help us perform magic - to paint an ordinary picture in an unusual way.
3.Self-determination for activity.
-But what exactly we will draw with these magical objects, you will find out by guessing the riddle:
Many arms, but one leg.
Let's check if you guessed correctly! (Children are shown a slide depicting the same tree at different times of the year).
"photo ris2.jpg" (“The riddle has been solved!”)
- What does it depict? (Trees)
- What trees do you know?
- How many trees are on the slide? Let's count! (4)
- Compare them. How are they different? (1 - with flowers, 2 - with green leaves, 3 - with yellow leaves, 4 - without leaves).
- Why do you think they are so different? (Trees look different at different times of the year.)
- Which of my wizards guessed which of these trees we will draw today? (Winter tree)
- Why do you think so? (Because it’s winter time now)
4. Work on the topic of the lesson. Practical part №1.
-What does a tree look like in winter? (No leaves, only trunk and branches) (Children are shown a slide showing a tree in winter)
-Are they the same thickness? (No, the trunk is thick, the branches are thin).
_Look at the tools and tell me, with which of them can we draw a trunk and branches? (Children's guess).
"photo ris3.jpg" "Choosing tools"
You and I are real wizards, so we’ll try to depict our winter tree without a brush and pencil. We will use a straw and air.
To do this, apply a drop of liquid gouache onto blue paper with a pipette and draw a tree trunk, blowing the drop through a tube (“blowing out” the trunk). “photo ris4.jpg” (“Magic drop from a pipette”)
"photo ris5.jpg" (“Blowing out a tree trunk”)
- If necessary, drop more gouache onto the base of the branches and continue to inflate the blot, “drawing” a tree of the required height.
"photo ris6.jpg" (“The tree has appeared!”)
5. Physical education minute. (on the slide is the animation “Falling Snow”
"photo ris7.jpg" ("Fizkultminutka")
Snowflakes are falling from the sky,
Like in a fairy tale picture.
(Raise their hands above their heads.)
We'll catch them with our hands
(They make grasping movements, as if catching snowflakes.)
And we'll show mom at home.
(They extend their arms, palms up, as if holding out something.)
And there are snowdrifts around,
The roads were covered with snow. (Spread their arms to the sides.)
Don't get stuck in the field so that
Raise your legs higher.
(Walking in place with high knees.)
We go, we go, we go (Walking in place.)
And we come to our house. (Children take their seats.)
6. Work on the topic of the lesson. Practical part No. 2.
- You are simply real wizards! We were able to draw trees using air without a brush or pencil!
- What do trees do in winter? (In winter, the trees seem to freeze and fall asleep until spring.)
- When you go to bed in your bed, what do you do? (Cover ourselves with a blanket)
- Let’s cover our trees with a warm and light blanket so that they can sleep peacefully all winter in a sweet dream. But what can we cover them with? (with snow)
- For this, it must snow in our picture. What tool will help us depict snow?
Take the next “magic” object - a toothbrush, dip it in paint and, running the brush along the edge of the cardboard strip, spray it on the picture, saying the magic words:
“Let the snow fall on my magic leaf!”
"photo ris8.jpg" (“A snowball is falling from the sky”)
- Our snowball must first cover the branches. Take a piece of sponge, dip it in paint and “cover” the branches to keep them warm.
"photo ris9.jpg" (“We cover the branches with snow”)
- And the snow in our picture keeps coming and going, covering the ground with a white fluffy blanket. And now there is more and more of it under the tree. Draw the snow under the tree in the same way (with a sponge) or a toothbrush.
"photo ris10.jpg" (“Snow under a tree”)
- How beautiful winter trees you got it!
"photo ris11.jpg" (“Beautiful tree!”)
"photo ris12.jpg" (“It turned out very beautiful!”)
7. Reflection.
- How do you think our trees feel now? (They feel warm and comfortable. They have become even more beautiful.)
- Listen, it seems to me that they are whispering something to you for your efforts and help. How many of you heard? (Thank you, good wizards!)
What can you wish for them? ( Good night, trees!)
8. Summing up.
- Our lesson has come to an end. What did you learn today, what magic? (Draw in an unusual way).
- What helped you get such wonderful drawings, besides magic? (Diligence, accuracy, attention and, of course, love for nature). If you have such qualities, then I think you can do without magic.
9. Exhibition design.
Attach your drawings to the board using a magnet and once again admire the winter trees.