To introduce teachers to the use of non-traditional drawing techniques in art classes for preschool children.
Formation of artistic and creative abilities in preschool children through creative tasks using interesting and unusual visual techniques and unknown material in the work.
Download:
Preview:
Master class for teachers
"Unconventional drawing techniques"
“The more skill in a child’s hand, the smarter the child.”
Target:
To introduce teachers to the use of non-traditional drawing techniques in art classes for preschool children.
Formation of artistic and creative abilities in preschool children through creative tasks using interesting and unusual visual techniques and unknown material in their work.
Tasks:
Introduce different techniques drawing; teach how to combine several unconventional methods in drawing.
Develop interest in various non-traditional ways of depicting objects on paper; increase the level of teachers' skills.
To promote the development of interest in artistic and aesthetic activities.
Methods and techniques: reproductive, practical.
Equipment: tables, chairs for teachers, wet wipes, a box for used wipes, material for practical activities- gouache of different colors, album sheets of paper, cardboard, modeling boards. Masking tape,watercolor paints, jars of water, paint brushes. Cling film, candle, salt, cotton swabs, containers for used materials.
Preliminary work: processing of special literature on this topic. Preparation of equipment, creation of a computer presentation.
Design of an exhibition of children's drawings using non-traditional painting techniques.
Opening remarks
Relevance of the chosen master class topic:
Drawing classes solve the problems of the comprehensive development of children, which is necessary for successful learning at school.
In the process of work, children develop mental operations, teamwork skills, and the ability to coordinate their actions with the actions of their peers.
Children from the very early age They try to reflect their impressions of the world around them in their fine art. Observations on the efficiency of drawing in kindergarten lead to the conclusion about the need to use non-traditional techniques that will create a situation of success for students and form a stable motivation to draw.
Drawing in unconventional ways, a fun, mesmerizing activity that surprises and delights children. There are many techniques unconventional drawing, their unusualness lies in the fact that they allow children to quickly achieve desired result. For example, what child would not be interested in drawing with his fingers, making a drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work.
The developing environment plays an important role in the development of a child. Therefore, when organizing a subject-development environment, it is necessary to take into account that the content is developmental in nature and is aimed at developing the creativity of each child in accordance with his individual capabilities, accessible and appropriate age characteristics children. At home, each of us has unnecessary things (toothbrush, combs, foam rubber, corks, polystyrene foam, spool of thread, candles, etc.). Walking along the street or in the forest you can find a lot of interesting things: sticks, cones, leaves, pebbles, plant seeds, dandelion fluff, thistle, poplar. With all these items it is possible to enrich a corner of productive activity. Unusual materials and original techniques attract children because you can draw what you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.
Using non-traditional techniques:
Helps relieve 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 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.
Let me tell you a little about them.
With children of primary preschool age it is recommended to use:
Finger painting;
Imprint with stamps made of potatoes, carrots, polystyrene foam;
Drawing with palms.
- drawing on a wet sheet of paper
Children of middle preschool age can be introduced to more complex techniques:
Poking with a hard, semi-dry brush.
Foam rubber printing;
Printing with corks;
Wax crayons + gouache
Candle + watercolor;
Leaf prints;
Palm drawings;
Drawing cotton swabs;
Magic ropes;
Subject monotype.
In senior preschool age children can master even more difficult methods and techniques:
Drawing with salt, sand, semolina;
Drawing with soap bubbles;
Drawing with crumpled paper;
Blotography with a tube;
Landscape monotype;
Screen printing;
Blotography is ordinary;
Plasticineography
Scratch.
Practical part
Dear teachers! And now I want to give a small master class on unconventional drawing techniques. Today I will show you how to use mixed non-traditional drawing techniques with children in one work.
Watercolor - a fluid and naughty thing. We will use precisely these not always convenient properties, creating “masterpieces” mainly “wet”. (Bear on an ice floe, Houses on our street, birch grove).
I was surprised to discover that the tape peels off from the paper several times, which means we use it as a basis for the stencil. You can tear it into uneven strips with your hands and draw a forest.Anything turns out great geometric compositions. You can even cut out something more detailed into the thickness of the tape, such as houses. The main thing is that this stencil does not need to be additionally secured and held, and the likelihood of paint getting under it is not great if the edges are smoothed well.In addition, I highly recommend securing the sheet with tape around the perimeter before starting to draw. This way he doesn’t “run” across the table, and the drawing immediately appears in a neat frame.
The next stage is cling film.
Did you know that film can also draw? It is enough to lay it on wet watercolor and move it around. The result is ice crystals or other kinds of abstractions.
The next stage is salt on wet watercolor.
By sprinkling salt on a still wet painted sheet, you can achieve interesting effects. When dry, medium-coarse salt leaves “snowflakes” on a blue background. On a green background you will get translucent foliage. Fine extra salt dries almost completely. This way you can add texture to a road, a stone, or create a galaxy.
Gouache.
Our first technique will be monotype.
Monotype (from mono... and Greek - imprint) is a type of printed graphics. The monotype technique involves applying paint by hand onto a perfectly smooth surface. The print obtained on paper is always the only one, unique.
Work stage:
On a smooth surface, for example, a modeling board or on a tile, we draw a landscape. For example, the sunsky and clearing. You need to draw very quickly so that the paint does not dry out, otherwise the print will not work. Then put a sheet of paper on it and press it well. You and I will get a print. But you can experiment and get a different print. With the index finger of one hand we hold the upper corner of the sheet, with the other hand we begin to gradually lift the sheet of paperfrom the opposite bottom side. The so-called rays are obtained.
Our next stage will be the technique of rdrawing using cardboard (edge of cardboard).
Using a stack, we collect paint and apply it to the bottom of the sheet. Using cardboard (the edge of cardboard) we will draw houses. We draw small details with cotton swabs. These are roofs of houses, windows, antennas.
Our next stage is drawing with forks.
We take paint with a fork and apply it to a sheet of paper. With quick hand movements we begin to make prints. Using forks you can draw a fence, foliage on trees.
And now a mini-survey.
Which of the presented methods aroused your greatest interest? Why?
Where can you use them?
What methods that are not presented would you like to get acquainted with?
Thanks for the answers!
Dear colleagues, thank you for your interest and active participation in the master class, for the wonderful paintings. Thank you all for your attention.
The final stage.
1. Initiation of teachers into artists who paint using non-traditional techniques (awarding comic medals).
2. Memos to all participants of the master class.
There lives an artist and poet in each of us, but we don’t even know about it, or rather, we have forgotten. Remember the parable of the “buried talents”. But indeed, many “bury” their talent in the ground, unable to reveal themselves. This is how “undiscovered talents” walk the streets and live everyday lives. It’s just that no one paid attention to the inclinations and abilities in childhood. You need to remember a simple rule - there are no untalented children, there are undiscovered children. And we, adults, must help reveal these talents!
As V.A. said Sukhomlinsky: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”
Goodbye!
Literature:
Davydova G.N. “Non-traditional drawing techniques in kindergarten” - M. 2007.
Komarova T.S. Visual activities: Teaching children technical skills and abilities. /Preschool education, 1991, No. 2.
Komarova T.S. As much variety as possible. /Preschool education, 1991, No. 9.
Nikitina A.V. Unconventional drawing techniques in kindergarten. /Manual for educators and interested parents/. – St. Petersburg: KARO, 2008.
Utrobina K.K., Utrobin G.F. Fun drawing using the poking method with children 3-7 years old from the series: Drawing and learning about the world around us. - M., 2007.
Drawing with preschool children. Non-traditional drawing techniques / ed. Kazakova R.G./-M., 2005.
"The Parable of the Talent Buried in the Ground"
This parable is described in the 25th chapter of the Gospel of Matthew. At the time in question, a Roman silver coin was called a talent. This word is of Greek origin: it denoted a coin of high denomination.
“...A man who, going to another country, called his slaves and entrusted them with his property. And to one he gave five talents, to another two, to another one, to each according to his ability; and immediately set off. He who received five talents went and put them to work and acquired another five talents; in exactly the same way, the one who received two talents acquired the other two; He who received one talent went and buried it in the ground and hid his master’s money.
After a long time, the master of those slaves comes and demands an account from them. And the one who had received five talents came and brought another five talents and said: “Sir! you gave me five talents; Here are the other five talents I acquired with them.”
His master said to him: “Well done, good and faithful servant! You have been faithful in small things, I will put you over many things; enter into the joy of your master." And the one who had received two talents also came up and said: “Sir! you gave me two talents; behold, I acquired the other two talents with them.” His master said to him: “Well done, good and faithful servant! You have been faithful in small things, I will put you over many things; enter into the joy of your master."
The one who had received one talent came up and said: “Sir! I knew you that you are a cruel man, reaping where you did not sow and gathering where you did not scatter; And being afraid, you went and hid your talent in the ground; here's yours." His master answered him: “You wicked and lazy servant! You knew that I reap where I did not sow, and gather where I did not scatter; therefore, you should have taken my silver to the merchants, and when I came I would have received mine with a profit; So take the talent from him and give it to the one who has ten talents, for to everyone who has it more will be given, and he will have an abundance, and from the one who does not have, even what he has will be taken away. and throw the worthless slave into outer darkness: there will be weeping and gnashing of teeth."
Morality : any talent requires development and constant investment of work.
Consultation for educators
“Non-traditional drawing techniques in kindergarten and their role in the development of preschool children”
Savenko Maria Sergeevna
Childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. 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 is visual activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created. This needs to be taught step by step, from simple to complex. And this mission is entrusted to the educator who has life experience and special knowledge.
Visual arts bring a lot of joy to children. The need for drawing is inherent in them at the genetic level: by copying the world around them, they study it. Initially, all children's art does not come down to what to draw and on what, but modern children have more than enough fantasy and imagination. The teacher’s task is to teach children to use non-traditional methods of depiction.
The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and methods of application. Children are taught to draw not only with paints, pencils, felt-tip pens, but also with tinted soap foam, a candle, and are shown how to use glue for drawing, etc. Children get acquainted with different methods of coloring paper, including colored paste, the method of spraying paint, and learn that they can draw not only on paper, but also on special glass. They try to draw with their palm, fingers, fist, edge of the palm, and create images using improvised means (threads, ropes, hollow tubes) and natural materials (tree leaves). In classes using non-traditional imaging techniques, preschoolers are given the opportunity. By direct contact of fingers with paint, children learn its properties (thickness, hardness, viscosity), and by adding different amounts of water to watercolor they get various shades colors. Thus, tactile sensitivity and color discrimination develop. Everything unusual attracts the attention of children and makes them wonder. Children develop a taste for learning new things, research, and experimentation. Children begin to ask questions to the teacher, to each other, their vocabulary. As you know, children often copy the model offered to them. Non-traditional image techniques allow you to avoid this, since the teacher, instead of finished sample demonstrates only a method of operating with non-traditional materials and tools. This gives impetus to development
imagination, creativity, manifestation of independence, initiative, expression of individuality. Applying and combining different ways images in one drawing, preschoolers learn to think, to independently decide which technique to use so that this or that image turns out to be the most expressive. Then they analyze the result, compare their works, learn to express their own opinions, and they have a desire to make their drawing more interesting and different from others next time. Non-traditional image techniques require compliance with the sequence of actions performed. Thus, children learn to plan the drawing process. Working with non-traditional drawing techniques stimulates positive motivation in the child, evokes a joyful mood, and removes fear of the drawing process. 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.). Correction of fine motor skills of the fingers is facilitated, for example, by such an unconventional imaging technique as drawing on paste with your hands. This and other techniques require precision and speed of movement (you need to perform the next action before the paint has dried), the ability to correctly determine the force of pressure on a material or tool (so that the paper does not tear, the crayon does not break), patience, accuracy, attention (otherwise the result can be and not reach). Drawing using non-traditional image techniques does not tire preschoolers; they 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. Drawing with several hands, as a collective form of creativity, brings children together. They develop communication skills and develop emotionally warm relationships with peers. Children easily learn moral standards and rules of behavior.
Thus, the use of non-traditional image techniques contributes to the intellectual development of the child, correction of mental processes and the personal sphere of preschoolers.
With younger children Preschool age children are recommended to use:
Finger painting;
Imprint with stamps made of potatoes, carrots, polystyrene foam;
Drawing with palms.
Secondary children Preschoolers can be introduced to more complex techniques:
Poking with a hard, semi-dry brush.
Foam rubber printing;
Printing with corks;
Wax crayons + gouache
Candle + watercolor;
Leaf prints;
Palm drawings;
Drawing with cotton swabs;
Magic ropes;
Subject monotype
In senior At preschool age, children can master even more difficult methods and techniques:
Drawing with salt, sand, semolina;
Drawing with soap bubbles;
Drawing with crumpled paper;
Blotography with a tube;
Landscape monotype;
Screen printing;
Blotography is ordinary;
Plasticineography
Scratch.
Plays an important role in the development of a childdeveloping creative environment,which should stimulate the child to be active.
When organizing a subject-developing creative environment in visual activities, it is necessary to take into account the needs of children. And their need is that they can freely, independently and easily use traditional and non-traditional visual materials in a group, it is also necessary to take into account individual characteristics, level of knowledge, skills and abilities in drawing, age of preschoolers.
Tasks creativity corner: developing children's interest and desire to engage in visual arts; consolidation of skills in drawing, modeling, appliqué; expanding ideas about color, properties and qualities various materials; development of finger motor skills, creative imagination, creative imagination.
Having acquired appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy the work and freely move on to mastering more and more new techniques in drawing.
There lives an artist and poet in each of us, but we don’t even know about it, or rather, we have forgotten. Remember the parable of the “buried talents”. But indeed, many “bury” their talent in the ground, unable to reveal themselves. This is how “undiscovered talents” walk the streets and live everyday lives. It’s just that no one paid attention to the inclinations and abilities in childhood. You need to remember a simple rule - there are no untalented children, there are undiscovered children. And we, adults, must help reveal these talents!
As V.A. said Sukhomlinsky: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”
Preview:
Unconventional drawing techniques as a way
development of fine motor skills in preschool children.
Prepared by a middle group teacher
Savenko Maria Sergeevna
Artistic creativity is one of the most interesting and exciting activities for preschool children. In the process of productive activity, interest and various types art in general. Drawing, modeling, and design activities are some of the greatest pleasures for a child. They bring children a lot of joy. When drawing, a child reflects not only what he sees around him, but also shows his own imagination. We must not forget that positive emotions form the basis of children's mental health and well-being. And since visual activity is a source good mood, the child’s interest in creativity should be supported and developed. In visual activity there is intensive cognitive development.
How much amazing, extraordinary can it carry? children's drawing. A. Sukhomlinsky wrote: “The origins of children’s abilities and talents are at their fingertips.” This means that the more a child can, wants and strives to do with his hands, the smarter and more inventive he is. After all, at your fingertips there is an inexhaustible “source” of creative thought that “feeds” the child’s brain. The degree of development of hand motor skills determines the level of preparation of a preschooler’s hand for writing, and therefore the degree of academic success of the child in elementary school.
Preschool childhood is a very short period in a person’s life, only the first seven years. But they are of great importance. During this period, development is more rapid and rapid than ever. The fine motor skills of the child’s hand are especially improved. The movement of fingers and hands has a special, developing effect. Based on the extensive experience of teachers and scientists working with children, a pattern can be noted: if the development of finger movements corresponds to age, then speech development is within normal limits; if the development of finger movements lags behind, then speech development is delayed.
In recent years, a lot of methodological literature on the development of children's creativity and teaching children drawing techniques, however, children’s mastery of drawing techniques remains relevant. Children with poorly developed manual motor skills awkwardly hold a spoon or pencil, cannot fasten buttons, or lace up shoes. It can be difficult for them to collect scattered parts of the construction set, work with puzzles, counting sticks, and mosaics. Over time, hand movements turn out to be insufficient for mastering writing, resulting in school difficulties. That is why it is important for both specialists and parents to monitor the level of development of gross and fine motor skills.
Drawing with pencils and paints requires a preschooler to have a high level of technical proficiency, developed skills, and knowledge of working techniques. However, despite the efforts, the drawing may turn out to be unattractive; this is where unconventional drawing techniques come to the rescue. The lack of development of graphic skills and abilities prevents children from expressing their plans in drawings, adequately depicting objects of the objective world, and complicates the development of cognition and aesthetic perception. This leads to monotony in the ways of depicting objects, the presence of “learned” images (templates), which are repeated from drawing to drawing with minor changes and additions. Non-traditional technology does not allow copying a sample, which gives an even greater impetus to the development of imagination, creativity, independence, initiative, and the manifestation of individuality. The child gets the opportunity to reflect his impressions of the world around him, convey images of his imagination, translating them into real forms using a variety of materials.
Target this direction: comprehensive development of fine motor skills in preschool children using non-traditional drawing techniques.
Tasks of artistic and creative development of children:
Develop grapho-motor skills so that the brush acquires good mobility, flexibility, stiffness of movements disappears, the pressure on the pencil and brush changes - for the best mastery of writing skills;
Develop memory, attention, creative imagination, thinking, speech, eye, cognitive interest;
Create children's interest in fine arts in classes and in independent activities;
To make children want to share their impressions of the results obtained, to tell and explain;
Organization educational activities By artistic creativity using non-traditional drawing techniques contributes to the development of:
fine motor skills of the fingers, which has a positive effect on the development of the speech zone of the cerebral cortex;
visual skills and abilities, observation, aesthetic perception, emotional responsiveness;
mental processes (imagination, perception, attention, visual memory, thinking);
tactile sensitivity (with direct contact of fingers with various means artistic activity children learn their properties, possibilities of application, etc.);
spatial orientation on a sheet of paper, eye and visual perception;
orientation and research activities of preschoolers - the child is given the opportunity to experiment (mixing paint with soap foam, paste, applying gouache or watercolors to natural materials, etc.);
In the process of this activity, the preschooler develops control and self-control skills.
And although it is too early to draw conclusions, I would like to note that the use of non-traditional materials and techniques contributes to the development of a child’s not only fine motor skills and tactile perception, but also spatial orientation on a sheet of paper, eye and visual perception, attention and perseverance, visual skills and abilities , observation, aesthetic perception, emotional responsiveness, help teach you to think boldly and freely.
I would like to end my consultation with the words of M. Shklyarova: “Unconventional drawing techniques will help children feel free, help them liberate themselves, see and convey on paper what is much more difficult to do using conventional methods. And most importantly, non-traditional drawing techniques give the child the opportunity to be surprised and enjoy the world.”
Valentina Melikhova
Master class for educators
«»
Prepared by Melikhova V. Kh.
"Vase with lilacs"
Type of activity:
Unconventional drawing technique(drawing on wet paper, spray, drawing with crumpled paper, leaves – potato stamps).
Target:
Learn draw lilac, conveying a characteristic image, develop aesthetic taste.
Tasks:
improve technique drawing;
learn draw the background and inflorescences using several shades of paint;
consolidate the ability to mix paints to obtain a new color;
develop creative abilities;
cultivate a love of nature.
Dear colleagues, today I want to show master class on unconventional drawing techniques. In our work we will use several types unconventional drawing techniques. A exactly: drawing on wet paper, spray, drawing crumpled crumpled paper, potato stamps - leaves.
For work we need:
2 sheets of paper size A - 4
Pencil
Crumpled paper
Potato stamps
First, I prepared and cut out a vase-shaped stencil on a sheet of paper.
Take a large brush and white gouache mixed with water. Paint the sheet well with white paint (the sheet should be well moistened).
Dip the brush into blue gouache with water, draw horizontal stripes.
Dip the brush into yellow or pink gouache with water, and just below the blue one, draw horizontal stripes.
For a smooth transition, moisten the brush with water and smear it well in a horizontal direction. The worksheet should be well damp. Leave the paper to dry completely.
Apply the stencil to the background and use "spray" depict a vase.
Carefully remove the stencil. The background and vase are already ready.
The next stage is lilac.
We take the paper, crumple it and turn it into a ball, dip it in lilac, and make prints in the shape of a lilac.
Dip the next ball in blue, put prints in the shape of lilacs.
We dip the next ball in white, and also make prints in the shape of a lilac. It turned out beautiful bouquet just need finish drawing the leaves.
That's it, our work is ready. All that remains is to insert the work into the frame.
Thank you for your attention!
Publications on the topic:
Summary of a master class with children and parents “Unconventional technique of drawing with a crumpled napkin “Winter Forest” V. A. Sukhomlinsky said: “The mind of a child is at the tip of his fingers.” Goal: Involving parents in the educational process. Objectives: 1. Teach.
“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 feed.
Master class for teachers “Non-traditional ebru drawing technique” Master class for teachers “Non-traditional drawing technique “Ebru” Goal: To acquaint teachers with the non-traditional technique of drawing Ebru.
Master class for parents “Non-traditional drawing techniques with young children” The purpose of the master class: to introduce parents to the techniques and methods of depiction, to teach them to use knowledge and skills in working with children at home.
In classes on artistic and aesthetic development, we use non-traditional drawing techniques. After all, drawing using non-traditional techniques.
Master class: unconventional batik painting technique “I’ll call my grandmother to the woods for a walk” Master class: unconventional batik drawing technique “I’ll call my grandmother to the woods for a walk” Goal: To cultivate love and respect in children.
The master class is designed for parents and educators, as well as preschool children - from 3 to 6 years old. Purpose of the master class: V.
Name: Master class “Unconventional technique of painting with colored sawdust”
Nomination: Kindergarten, Methodological developments, Master classes in preschool educational institutions, Methodological developments for teachers of preschool educational institutions
Position: teacher of the highest qualification category
Place of work: JV "Kindergarten No. 17" GBOU Secondary School No. 10 of the city of Syzran
Location: Syzran city, Samara region
MASTER CLASS
“NON-TRADITIONAL TECHNIQUES OF DRAWING WITH COLORED SAWDUST”
This master class is intended for teachers and parents
“The origins of children’s abilities and talents are at their fingertips,
from them, figuratively speaking, the thinnest streams flow,
which feed the source of creative thought.
The more skill in a child’s hand, the smarter the child.”
V.A. Sukhomlinsky
Drawing and creativity are one of the most favorite activities of children and adults. And I am no exception to this. Today, teachers and parents are showing true ingenuity in choosing and inventing different original ways creativity. The main criteria here are novelty, excitement, pleasure from the process and an interesting result.
One of these lucky finds is "drawing with colored sawdust" . The material is simple and completely environmentally friendly, sawdust different sizes You can buy it in the store and easily prepare it yourself in any quantity. Sawdust can be painted in any color and, depending on its size, can be obtained different texture– from fine-velvet to large-shaggy. This allows you to significantly expand the range of expressiveness of creative works.
Colored sawdust is a material that will allow a child not only to reveal his creativity, but also to take a break from difficult activities and tune in to a “calm wave”. By watching the colored grains scatter, the child learns to work focused and thoughtfully.
Drawings with colored sawdust look like real works of art, despite the fact that their production is not very difficult.
Drawing with colored sawdust is an incredibly beautiful and very useful creativity. When working with sawdust, the visual and kinesthetic channels of perception are involved simultaneously. Multimodal work leads to a holistic perception of the world. And the material itself is unusually pleasant. It attracts not only children, but also adults. Try it and see for yourself!!!
How to prepare colored sawdust
☼ Prepare sawdust of the required “size”. The smaller the size, the more expressive and aesthetically pleasing the work will be. If necessary, sawdust can simply be sifted through a sieve or colander.
☼ Place gouache or food coloring in a bowl desired color and dilute a little with water to a sufficiently bright concentration.
☼ Place sawdust into the solution, stir until completely saturated.
☼ Place on paper or tray and leave to dry in a dry place.
☼ After final drying, place the creative material in transparent jars.
How to paint with colored sawdust
☼ For children younger age It is better to use a ready-made contour drawing. Velvet paper is an ideal base for work.
☼ Older children can show their own creativity, choose a stencil and trace it, or create their own drawing. You can give your child advice that large fragments will look more expressive.
☼ For children 2-3 years old, the teacher himself applies glue to the desired fragment of the drawing. Older children learn to “paint” the fragment needed for painting with a brush and glue. To begin with, we use only one color of sawdust, acquiring skill in the technique. And then you can create combined color applications from sawdust of different colors.
☼ You need to sprinkle sawdust like this: hold your fingers with a pinch, pour out in a stream, like salt. Show children a four-finger grip rather than two. After the design is covered with sawdust of the desired color, the excess should be shaken off onto a plate. And clear and even “painted details” remain on the sheet.
☼ We do the same with the remaining fragments of the picture step by step, changing the color.
What are the benefits of drawing with colored sawdust for children?
☼ By drawing with sawdust, the child creates an amazing colorful world, developing fantasy and imagination.
☼ By drawing with sawdust, the child develops fine motor skills and coordination of movements, since colored sawdust must be poured out from a pinch “with precision” and carefully.
☼ When drawing with sawdust, the child becomes more attentive and careful, since the quality of the work depends on this.
☼ By drawing with sawdust, the child relaxes and calms down. This effect is associated with the properties of the material itself: sawdust is pleasant to the touch and obedient to the creator.
Purpose of the master class:
- Dissemination and transfer of pedagogical experience, teaching the technique of drawing with colored sawdust.
Master class objectives:
1. Improving the professional skills of teachers.
2. Introducing teachers and parents to the technique of drawing with colored sawdust.
Progress of the master class:
“Tell me - I’ll forget,
Show me - I'll remember
Let me do this
And it will be mine forever."
2017 is considered the year of ecology, and the symbol of this year is the Rooster. And today I present to your attention a master class on drawing with colored sawdust a unique, bright, vociferous Cockerel!
“Not an alarm clock and not a mother,
Gets up early in the morning.
Petya the Cockerel wakes up,
To welcome the sun,
We rose with the sun"
To paint with colored sawdust we will need:
- Wood sawdust
- Gouache
- Containers for coloring and drying sawdust
- Brushes, stack
- PVA glue
- Paper or printed drawing
- Wet wipes
- Hairspray
- Frame
Step-by-step process for painting with colored sawdust
1 step. First you need to sift the sawdust through a sieve or colander. (the finer the sawdust, the neater the picture will be).
“Skillful hands will disperse all the clouds,
They will sew, draw, glue, sift.
Blind, boil or just fry,
They can do anything, it’s not for nothing that they are praised so much.”
Step 2. Then you need to paint the sawdust in the desired colors. For this gouache paint dilute with water and place sawdust in the resulting liquid paint. We will add sawdust until water comes out when you press on the sawdust. Let the sawdust soak for 15-20 minutes.
"Everyone can skillful hands, it’s not for nothing that everyone praises them,
Skillful hands - that’s what they’re called for a reason.”
Step 3. Place the painted sawdust on plates or sheets of paper to dry. After drying, place the colored sawdust into containers.
“Winter has gone for a long time, and with it the cold,
But skilled little hands are never bored.”
Step 4 You need to make a sketch on cardboard with a simple pencil or take a ready-made coloring book.
"Look at the things
Our hands can do it!
Deftly fingers, like legs,
We ran along the path"
Step 5 Then we prepare all required material for work: PVA glue, glue brush (not suitable for painting, requires rough bristles), stack and painted sawdust.
“We’ll take colored sawdust and a little PVA glue,
And he will come to life and sing
Step 6 Along the contour of the design, in parts, PVA glue is applied using the method of “applying a brush” according to the shape of the object, and sawdust of the desired color is immediately sprinkled, holding and rubbing it with your fingertips. You can then add sawdust of an additional color for shade. (it is necessary to rub the sawdust so that it is loose and “fluffy” and + for massaging the fingertips. Do not touch the applied sawdust until gluing it to the cardboard.
“The hands looked out the window:
The cockerel pecks the grain.
They smiled: “So what?
We can peck too!”
Step 7 For greater volume transfer, glue is applied over the glued sawdust (after about 15-20 minutes) in small droplets and the sawdust of the desired color is immediately sprinkled.
Step 8 The background of the picture can be made with sawdust of a natural color, applying glue in broad strokes (with this application, a small amount of glue remains on the cardboard - little sawdust will stick). There should be no spaces (cardboard color) in the drawing of objects. Apply glue with a brush large quantities drops or small strokes on the objects of the drawing, but not in the form of a puddle.
Step 9 Leave the finished work until completely dry, and then fix it with hairspray.
“And when you’re tired of running -
Would like to have lunch:
Instantly they formed into little rings,
And the bagels turned out"
Step 10 You can place the work under glass and frame it.
“The hands of people can make any miracle:
And by white field you can weave flowers,
And embroider a golden sun across the blue sky,
So that there is a little more beauty on earth.
And you and I picked up brushes and colored sawdust,
And a little fantasy and magic,
And they drew something we never dreamed of,
Only so that beauty can live in the world.
SO THAT YOUR FACES SHIN WITH SMILES,
ONLY SO THAT BEAUTY LIVES IN THE WORLD"!!!
I WISH YOU CREATIVE SUCCESS!!!
Workshop for educators “Use of non-traditional drawing techniques with preschool children”
Relevance of the workshop:
Drawing classes solve the problems of the comprehensive development of children, which is necessary for successful learning at school.
In the process of visual activity, mental operations (analysis, synthesis, comparisons, etc.), teamwork skills, and the ability to coordinate one’s actions with the actions of peers are formed.
Target:
To introduce teachers to the use of non-traditional drawing techniques in art classes for preschool children.
Formation of artistic and creative abilities in preschool children through creative tasks using interesting and unusual visual techniques and unknown material in their work.
Tasks:
1.Introduce teachers to various drawing techniques,
2. Develop interest in various non-traditional ways of depicting objects on paper, cardboard, fabric, etc.,
3. To promote the development of interest in artistic and aesthetic activities,
4.Develop creativity and experimentation, cultivate a sense of beauty.
Dear colleagues! I am glad to welcome you to the workshop “Using non-traditional drawing techniques with preschool children”
Any event is like apples on a tree, you expect one thing and get another. I suggest you take a green paper apple and write what you expect from today's seminar.
From a very early age, children try to reflect their impressions of the world around them in their visual arts.
My work is to use unconventional painting techniques. Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children. The developing environment plays an important role in the development of a child. Therefore, when organizing a subject-development environment, I took into account that the content was developmental in nature, and was aimed at developing the creativity of each child in accordance with his/her Non-traditional drawing -
individual capabilities, accessible and appropriate to the age characteristics of children. There are so many unnecessary interesting things at home (toothbrush, combs, foam rubber, corks, polystyrene foam, spool of thread, candles, etc.). We went out for a walk, take a closer look, and see how many interesting things there are: sticks, cones, leaves, pebbles, plant seeds, dandelion fluff, thistle, poplar. All these items enriched the corner of productive activity. Unusual materials and original techniques attract children because the word “No” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.
Conducting classes using non-traditional techniques
Helps relieve 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.
After analyzing the drawings of preschoolers, I came to the conclusion that it is necessary to facilitate drawing skills, because not even every adult will be able to depict any object. This can greatly increase preschoolers’ interest in drawing. There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result.
Participation in the city methodological association " Young artist”, prompted me to think: “Shouldn’t I try to practice unconventional drawing techniques in drawing classes?”
Made up long-term plan works for each age group, wrote lesson notes for children of different preschool ages. And I chose the topic for self-education “Non-traditional drawing techniques in kindergarten.”
The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills, and abilities.
Having 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 “Visual activities in kindergarten” 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 non-traditional drawings using various drawing techniques.
To introduce preschoolers to unconventional drawing.
The diagnostic results showed that high level mastering the program in the section “Children in the world” fiction fine arts» increased by 25%.
Experience has shown that mastering non-traditional image techniques brings true joy to preschoolers if it is built taking into account the specifics of the children’s activity and age. They are happy to draw different patterns without experiencing any difficulties. Children boldly take on art materials, kids are not afraid of their diversity and the prospect of independent choice. They take great pleasure in the process of doing it. Children are ready to repeat this or that action many times. And the better the movement turns out, the more pleasure they repeat it, as if demonstrating their success, and rejoice, attracting the attention of an adult to their achievements.
While working, I encountered a problem: children are afraid to draw, because, as it seems to them, they don’t know how, and they won’t succeed.
This is especially noticeable in middle group, where children’s visual arts skills are still poorly developed, formative movements are not sufficiently formed. Children lack self-confidence, imagination, and independence. An incentive to encourage children to be active, to make them believe that they can very easily become little artists and create miracles on paper. And I managed to find what I needed. I took advantage of the experience of my colleagues in teaching children to draw. And later she reworked it and made her own adjustments.
There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. For example, what child would not be interested in drawing with his fingers, making a drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work.
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:
poke with a hard semi-dry brush.foam printing;
cork printing;
wax crayons + watercolor
candle + watercolor;
leaf prints;
palm drawings;
drawing with cotton swabs;
magic ropes.
And in 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.
Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.
Now we will play with you. Here is the work completed in various ways. Choose your favorite ones and tell us what you know about this drawing technique. If you liked this work, but you don’t know anything about it, then I will add more.
Examples of techniques.
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.
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.
Imprint with cork.
Age: from three years.
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, cork stamps.
Method of obtaining an image: the child presses the cork to a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the stopper are changed.
Foam imprint.
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.
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.
Wax crayons + watercolor.
Age: from four years.
Materials: wax crayons, thick white paper, watercolor, brushes.
Method of obtaining an image: 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.
Candle + watercolor
Age: from four years.
Means of expression: color, line, spot, texture.
Materials: candle, thick paper, watercolor, brushes.
Method of obtaining an image: a child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The candle pattern remains white.
Markers + watercolor.
Age: from five years.
Means of expression: color, line, spot, texture.
Materials: marker, thick paper, watercolor, brushes.
Method of obtaining an image: the child draws with a marker on paper. Then he paints the sheet with watercolors in several colors. Watercolor can merge to form beautiful transitions.
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.
Blotography is normal.
Age: from five years.
Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon.
Method of obtaining an image: the 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 original 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.
Age: from five years.
Means of expression: stain.
Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, straw (drink straw).
Method of obtaining an image: a child scoops up paint with a plastic spoon, pours it onto a sheet, making a small spot (droplet). 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.
Age: from five years.
Means of expression: stain.
Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, medium-thick thread.
Method for obtaining an image: the 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.
Spray
Age: from five years.
Means of expression: point, texture.
Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (5x5 cm).
Method of obtaining an image: the child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.
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: a child covers a leaf of wood 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.
Scratch
Age: from six years.
Materials: prepared thick paper (wax, gouache or ink), a sharp object - a scraper, empty gel pen with a feather ball removed, knife, knitting needle, plastic fork, toothpick
Method of obtaining an image: the drawing is highlighted by scratching with a pen or sharp instrument on paper or cardboard filled with ink (to prevent it from spreading, you need to add a little detergent or shampoo, just a few drops).
We usually take thick paper and shade it with a thick layer of colored wax crayons. You can take colorful cardboard with a ready-made variegated pattern, then you can limit yourself to a regular wax candle. Then, using a wide brush or sponge, apply a layer of mascara to the surface (gouache gets dirty after drying). When it dries, scratch the design with a sharp object. A pattern of thin white or colored strokes is formed on a black background.
Landscape monotype.
Age: from six years.
Means of expression: spot, tone, vertical symmetry, image of space in a composition.
Materials: paper, brushes, gouache or watercolor, damp sponge, tiles.
Method of obtaining an image: the child folds the sheet in half. On one half of the sheet a landscape is drawn, on the other half it is reflected in a lake or river (imprint). The landscape is done quickly so that the paints do not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print is made from it, is enlivened with paints so that it differs more from the print. For monotype you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a damp sheet of paper. The landscape turns out blurry.
Poking with a hard, semi-dry brush.
Means of expression: texture of color, color. Materials: hard brush, gouache, paper of any color and format, or a cut out silhouette of a furry or prickly animal. Method of obtaining an image: the child dips a brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
Rolling the paper.
Means of expression: texture, volume.
Materials: napkins or colored double-sided paper, PVA glue poured into a saucer, thick paper or colored cardboard for the base.
Method of obtaining an image: the child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the paper ball is dipped in glue and glued to the base.
Nitography method.
This method exists mainly for girls. But this does not mean that it is not suitable for children of a different gender. And it consists in the following. First, a screen measuring 25x25 cm is made from cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a cute bag with a set of woolen or half-woolen threads of various colors for the screen. This method is based on next feature: threads that have a certain percentage of wool are attracted to flannel or velvet paper. You just need to attach them with light movements of your index finger. From such threads you can prepare interesting stories. Imagination and sense of taste develop. Girls especially learn to skillfully select colors. Some thread colors suit light flannel, and completely different ones suit dark flannel. Thus begins the gradual path to women’s craft, a very necessary handicraft for them.
Visual activities using non-traditional materials and techniques contribute to the child’s development of:
fine motor skills hands and tactile perception;
Spatial orientation on a sheet of paper, eye and visual perception;
Attention and perseverance;
Fine skills and abilities, observation, aesthetic perception, emotional responsiveness;
In addition, in the process of this activity, the preschooler develops control and self-control skills.
A peculiarity of constructing classes in art activities using non-traditional techniques is the use of complexes of finger gymnastics and massages, directly with those non-traditional materials with which children draw.
If our seminar today was useful to you in any way, then take a red apple; if your expectations were not met, take a yellow one.