Presentations on non-traditional drawing in kindergarten. Presentation “Non-traditional drawing techniques in preschool educational institutions

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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 contributes to the intellectual development of the child, correction of mental processes and the personal sphere of preschoolers.

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 of interesting ideas and set myself 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 drawing techniques.

I studied the work experience of: I.A. Lykova “Program of artistic education, training 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 became acquainted with the methodological literature of various authors, such as the manual by A.V. Nikitina “Non-traditional drawing techniques in kindergarten”, I.A. Lykova - “Methodological manual for specialists of preschool 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. Scratch. 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 with cotton swabs; magic ropes. And in older preschool age, children can master even more difficult methods and techniques: sand drawing; 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 activity of the teacher with the children, - independent activity of the children. I used the following methods: informational verbal, practical. The information method includes the following technique: - examination - observation - excursion - teacher's example - teacher's demonstration The verbal method includes - conversation - story - use of teacher's samples - artistic expression The practical method 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. Using means of expression 24 45 51 64 7. Mastering the methods of creating an image 28 42 54 60 8. Seeing 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: having analyzed the effectiveness of drawing skills in groups engaged in non-traditional drawing techniques, I came to the conclusion that there is a positive trend among children in the 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.

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Unconventional drawing technique

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Recommendations for teachers
use different forms of artistic activity: collective creativity, independent and playful activities of children to master non-traditional image techniques; when planning classes in visual arts, observe the system and continuity of the use of non-traditional visual techniques, taking into account the age and individual abilities of children; improve your professional level and skills through familiarization and mastery of new unconventional methods and techniques of image.

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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.

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Drawing with a comb, toothbrush. Age: any. Means of expression: volume, color. Materials: thick paper, watercolor, toothbrush, etc., water in a saucer. Method of obtaining an image: Thanks to its stiff, thick, evenly spaced bristles, it allows you to quickly and easily tint paper or apply design elements with different densities of paint thickness. The brush should not be wetted too much, that is, dip a semi-dry toothbrush in gouache, the consistency of mush, and you can start working. Method of obtaining an image: dipping in liquid paint and drawing on a different surface.

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Drawing with sand (grains). Age: from six years. Means of expression: volume. Materials: clean sand or semolina, PVA glue, cardboard, glue brushes, a simple pencil. How to obtain: The child prepares cardboard of the desired color, draws the required design with a simple pencil, then coats each item in turn with glue and gently sprinkles it with sand, pouring excess sand onto a tray. If you need to add more volume, then apply glue to this object several times over the surface of the sand.

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Black and white scratch paper (primed sheet) Age: from 5 years Means of expression: line, stroke, contrast. Materials: semi-cardboard or thick white paper, a candle, a wide brush, black mascara, liquid soap (about one drop per tablespoon of mascara) or tooth powder, bowls for mascara, a stick with sharpened ends. Method of obtaining an image: the child rubs a sheet with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap or tooth powder is applied to it, in which case it is filled with mascara without additives. After drying, the design is scratched with a stick.

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Colored scratch paper Age: from 6 years Means of expression: line, stroke, color. Materials: colored cardboard or thick paper, pre-colored with watercolors or felt-tip pens, a candle, a wide brush, gouache bowls, a stick with sharpened ends. Method of obtaining an image: the child rubs a sheet with a candle so that it is completely covered with a layer of wax. Then the sheet is painted over with gouache mixed with liquid soap. After drying, the design is scratched with a stick. Next, it is possible to complete the missing details with gouache.

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Drawing on wet 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.

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Plasticineography
Age: any. Means of expression: volume, color, texture. Materials: cardboard with contour pattern, glass; plasticine set; hand wipe; stacks; waste and natural materials. Method of obtaining an image: 1. Applying plasticine to cardboard. You can make the surface a little rough. To do this, various methods are used to apply relief dots, strokes, stripes, convolutions or some curly lines to the surface of a plasticine image. You can work not only with your fingers, but also with stacks.

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2. A thin layer of plasticine is applied to the cardboard, leveled with a stack, and the design is scratched with a stack or a stick.

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3. Draw with plasticine “polka dots”, “droplets” and “flagella”. Peas or droplets are rolled out of plasticine and laid out in a pattern on a primed or clean surface of cardboard, filling the entire pattern. The “flagella” technique is somewhat more complicated in that you need to roll up flagella of the same thickness and lay them out on the drawing. You can connect the flagella in half and twist them, then you will get a beautiful pigtail, the basis of the outline of the drawing.

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4. A design is applied to the cardboard, the flagella are rolled up, smeared towards the middle with a finger, then the center of the design element is filled. You can use mixed plasticine for a wider range of colors. The work can be made in relief by placing veins of plasticine on the leaves or using strokes

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5. Work on glass. You can choose any picture you like as a sketch and transfer it to glass by placing the glass on the picture. This is a very simple way. A 4-5 year old child is quite capable of coping with this task. Next, you need to wait until the sketch on the glass dries. The marker dries faster (2-3 minutes), the mascara takes longer (10 minutes). The base, with the sketch applied, is ready! Before you start sculpting, you need to think about the color combination and select the right shades by mixing. We begin to apply the selected color to the desired details of the drawing from the side on which the sketch was drawn. Spread the plasticine evenly with your finger, without going beyond the lines of the sketch. The layer thickness is no more than 2-3 mm. At the same time, we control the application of plasticine to the drawing from the front side and correct it.

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Tips for parents
materials (pencils, paints, brushes, felt-tip pens, wax crayons, etc.) must be placed in the baby’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 of fine art, 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!

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Thank you very much for your attention

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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 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 in kindergarten is visual, artistic and productive activity, which creates conditions for involving the 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 area, one of the tasks of which is the formation of elementary ideas about types of art, the development of prerequisites for 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, and interest in art and creative activity fades. 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 classes bring only positive emotions to children. 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 a clean sheet is applied on top and pressed with the palm of your hand to form 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 with liquid soap is applied to it. 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. In the same way, impressions are made with potato stamps, erasers, crumpled paper, foam rubber, and polystyrene foam. Leaf Prints: The child covers a tree leaf with different colors of paint, then places it on 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: a program for aesthetic education of 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 with 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 to accustom a person to beauty from a very early age. 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 exploring 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 the little artist has mastered 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 is a new type of decorative and applied art. 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 the early development of 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 activities 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 deprives the earth of its beauty!

Thank you for your attention!