GCD for drawing in the second junior group “Fluffy Christmas tree. Notes on nodes in the second junior group, drawing a Christmas tree

In early preschool age, children lay the foundations of visual activity. Pupils of the second younger group are actively developing key mental processes (primarily perception and thinking) - the kids already understand the meaning of drawing. Of course, they are still far from creating realistic images; the drawings are often a shapeless combination of lines. However, this is initial stage formation of key visual skills.

The importance of visual activities for the development of pupils of the second junior group of preschool educational institutions

Drawing classes have a significant impact on the harmonious development of preschoolers from a very early age. This is for kids great way express your emotions. This is especially important for children who are still unable to speak well or have communication problems. A drawing will help an adult understand a child, because even what colors he chooses for the image is important.

Visual activities develop thinking, cultivate useful qualities such as perseverance, determination, and wean children from laziness. Undoubtedly, all this will be very useful during school and, in general, throughout life. Drawing is a great way to engage overly active kids.

Three-year-old children absorb knowledge like a sponge. Activities related to artistic creativity develop their taste and foster a sense of beauty.

Specifics of visual activity at a given age

The most important goal of visual activity when working with children three to four years old is to teach them to draw lines, both straight and round, since it is from these that the shapes of the simplest objects are subsequently formed. Moreover, they must learn to do this on their own, without focusing on the model proposed by the teacher. This process is directly related to the development of fine motor skills of hand and finger movements.

Another important task is the formation of color perception - knowledge of basic colors and their names.

During the period of study in the junior preschool level, primary compositional skills are also formed - children learn to place their drawing in the central part of the sheet.

The teacher systematically involves children in the process of depicting objects. First, the child completes the composition started by the teacher: he completes the strings of the balloons (selecting the appropriate color), similarly depicts the stems of flowers, and the sticks of flags.

The activity should bring joy to the child - that’s when he will want to do it again and again. Here, of course, the decisive role is played by the personality of the teacher, his friendly attitude, sensitivity, emotionality, and ability to support students’ interest in artistic creativity.

Note that at the age of three, children cannot yet keep the teacher’s explanation in their heads for a long time: they remember the instructions partially or need repeated explanation. The teacher must try to ensure that each child understands the task and organize his actions. An individual approach is indispensable here. During the lesson, the teacher constantly reminds preschoolers about the subject of the image.

The emotionality of a lesson always increases artistic word, it creates in the child’s mind a figurative idea of ​​the object of the image. Thus, visual activity can be preceded by a riddle or a short poem. At the same time, they should be extremely simple and accessible to children. IN otherwise mental stress will interfere with the child’s emotional state, and he will no longer want to draw. Note that the same rhyme can be told to summarize the lesson after discussing the results of the work.

Also, drawing in the second younger group inseparable from gaming activities. After all, motivation for creativity is very important for children, for example, based on fairy tales. This will make the subject of the image interesting and more alive.

The material in a lesson with children should be extremely specific, since at this age Abstract thinking is still alien to them. Children must visually perceive objects in the world around them - this is the basis for learning to draw in early age. The images with which graphic elements are associated (lines, circles, dots) must be perceived visually, and even better, tactilely.

In some cases, when the teacher cannot show preschoolers an object (for example, because of its significant size), it is permissible to use a picture or a well-made drawing. At the same time, children’s attention is also drawn to the shape (you need to trace it with your finger) and color. Note that the drawing should not be small; the object itself is depicted separately from others, so that the child’s attention is focused only on it.

The teacher, starting with sweeping movements of the hand in the air, which are easier for the child, gradually moves on to moving the brush on the paper (note that manipulations with a pencil are more limited). For example, when depicting paths, children, together with the teacher, show the straight direction of the lines in the air, and then demonstrate on paper how long the path is. Finally, they draw it with gouache or pencil.

Moreover, it is advisable that the children accompany their actions with words - this will make the drawing process more rhythmic and the movement itself more exciting. For this reason, to increase the emotional mood, it is also recommended to include musical accompaniment in the lesson.

Children at this age perform all actions as imitation of the teacher. He shows hand movements in the air, and then repeats them with the children. Similarly, the teacher shows all the drawing techniques: for example, how to hold a tool and put paint on a brush. Preschoolers will be able to perform actions independently when they have thoroughly mastered all of the above techniques and acquired initial skills.

The teacher’s drawing should not be simplified to a diagram - after all, the image must correspond to the real object. For example, when explaining the sequence of drawing a Christmas tree, the teacher focuses on the requirements of the program intended for the second junior group: he designates a vertical trunk, and then green branches diverging to the sides. However, many other trees also have such signs. Therefore, the trunk should be drawn not straight, but slightly expanded downwards, and the branches should be drawn slightly inclined.

The trunk is drawn sequentially, and then the branches.

Demonstration of drawing techniques is necessary until children master the skills of drawing a given form. Then already in free time they will be able to draw the same tree on their own.

Similarly, when the children learn to draw straight lines and simple rectangular shapes, you can invite them to draw a shovel, ladder, fence, etc., without demonstrating techniques.

Let us note that when working with children of the second younger group, the teacher should focus on personal experience every pupil. After all, in the same team there are always older children (and during this period the difference of six months also affects development), in addition, some kids begin to attend kindergarten only from the age of three (before that we did not go to nursery group). Therefore, the teacher’s task is to analyze the characteristics of his group and, depending on this, differentiate tasks in the drawing process. Complications may include expanding the range of materials for work (for example, offering larger number colors), increasing the number of images (not just one tree, but several).

The most suitable materials for classes

The basis for drawing in the second junior group is A4 paper. When painting with gouache paints, the teacher must tint it in the required shade (in the junior preschool level this is especially important, since it increases interest in artistic creativity). In some cases, it is advisable to offer children colored paper or cardboard. After all, for example, it is more interesting to draw a bright yellow sun on a gray or blue background, indicating the sky. Similarly, a lesson on the topic “ Snowing» assumes a basis of blue color, it could very well be a dark blue or purple shade of the base.

Note that the base should be quite dense. After all, at first the child does not paint with the tip of the brush - he works intensively with the entire pile, sometimes rubbing the paper to holes.

In the second younger group, as a rule, they use gouache. It gives a brighter tone than watercolor. But color in early preschool age causes a strong emotional reaction, for the baby the result of the activity is a bright spot. In addition, it is easier for kids to work with gouache paints than with watercolors: they do not need to make any effort to dilute them with water.

No need to buy for three year olds expensive paints with many shades - it will be difficult for a child to choose the right color. The optimal number is six basic colors.

It is worth paying attention to the selection of brushes. For beginning artists perfect option- squirrel tassels with a short handle.

As for colored pencils, they should be good quality(do not crumble), soft enough.

There are a lot additional materials, which can be used in drawing classes in the second junior group. For example, for a winter theme, cotton wool and confetti will be useful, in other seasons - natural materials: seeds, leaves, etc. All these details diversify the composition, make it original, which, of course, will further stimulate the children’s interest in artistic creativity.

Drawing methods and techniques used

The key task of the teacher in the second junior group is to teach children formative movements - first simple, and then more complex. This is, first of all, drawing a variety of lines: from left to right, from top to bottom, intersecting, etc. The easiest way to do this is when depicting objects such as paths, ribbons, a fence, a ladder.

When working with pencils, the teacher offers the kids one or two colors so as not to distract the children's attention. After some time, the children are offered gouache. Note that it is easier to paint with a brush, because there is no pressure required. A teacher teaches preschoolers how to apply a brush to paper correctly.

Initially, works are created with only one paint (for example, blue paint transmits raindrops, and yellow - autumn leaves). As the compositions gradually become more complex - the color scheme becomes more varied - the technique of washing the brush is introduced during the lesson.

Another task that is set in the second younger group is to teach a preschooler to combine several shapes in a drawing, homogeneous (for example, tumbler, snowman) or different (sun). This kind of work requires the ability to control hand movements, plus combine shapes into a composition.

More difficult for a three-year-old child is the image of a rectangular shape - he learns to change the direction of movement to create an angle, and also to close the line at the starting point. Kids practice this technique by drawing simple objects, like flags, windows, books and other rectangular things.

During drawing classes, the teacher constantly focuses on hand positioning. First, the brush is placed in the hand of each student, because everyone holds it differently: some hold it in their fist, bending their fingers, some hold it at the very base, while other children, on the contrary, hold it at the very tip. At the same time, the hand quickly gets tired, and the child gets tired. The correct position of the hand is in the middle part of the brush, while it is held by three fingers (their position is somewhat similar to the beak of a bird, which the child should pay attention to). You should hold a pencil, wax crayon, or felt-tip pen in exactly the same way.

In addition, the teacher teaches the children to carefully pick up paint, dipping the entire bristles of the brush into the jar. Excess paint is removed on the edge of the jar.

Note that you should not limit learning to draw at an early age only traditional techniques. Non-standard methods of depiction develop very well fine motor skills and fantasy. By the way, painting with fingers or a poke with a semi-dry brush is easier for kids than with brushes and pencils. At the same time, the baby feels at ease and is relaxed.

Classes visual activities in the second younger group, as a rule, are of a group-wide nature. But at this age it is quite possible to practice teamwork(or divide children into subgroups). The chosen form of work should be determined by the topic of the lesson - for example, “Bouquet for Mommy” (each student draws a flower with his palm) or “Dandelions” (children use their fingers to depict flower buds and blue sky above them).

Teamwork (palms)

Teamwork (fingers)

Class topics: colorful balls, twigs and berries, cups and plates, toys and much more

As for the topics of visual arts classes in early preschool age, child psychologists recommend offering children as many diverse topics as possible, covering the most different areas surrounding life.

There is a standard common topics(thematic blocks), which are used in classes in almost all kindergartens. In this case, the teacher can vary the subtopics within each block.

Let's consider the main sections that must be covered in drawing classes in the second junior group (the teacher can choose one or two topics within each block to implement them in the process of working with children, or he can come up with his own version).

Simple round shapes

These are the themes: “Multi-colored wheels”, “Inflate, bubble”, “Milk saucer”, “Rings”, “Colored balls”, “Multi-colored hoops”, “Bagels, bagels”, “My cheerful ringing ball", "Snowballs".

Drawing with pencils

Drawings based on straight lines

These topics are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “ Striped rug", "Little books", "Multi-colored handkerchiefs are drying."

Drawing with gouache

Drawing with gouache

Houses

Kids draw: “My house”, “House with a chimney”, “House for the dog”, “Birdhouse”.

Teamwork (coloring the template and decorating it with a pattern)

Anthropomorphic creatures

“Snowman”, “Tumblers”, “Matryoshka”, “Kolobok”.

Drawing with gouache

Decorative painting (pattern decoration)

“Painting a plate”, “Let’s decorate a tea cup”, “Let’s decorate towels”, “Let’s decorate a mitten”, “Let’s decorate a handkerchief”.

Drawing with gouache

Poking drawing

Cloth

(coloring templates, adding details to them):“Mittens”, “Shoes”, “Siberian felt boots”, “Dress for a doll”.

Drawing with gouache

Animals, birds, firefly and other insects

“Chicken”, “Birds”, “Titmouse”, “Firefly”, “Bees”, “Duck”, “ Ladybug", "Fish".

Drawing with gouache

Drawing with soap bubbles

Berries, mushrooms, vegetables, fruits

“Mushrooms”, “Amanita”, “Vegetables and fruits”, “Orange and tangerine”, “Berry by berry”, “Berries on a branch”, “Currant sprig”, “Apple with a leaf”.

Drawing cotton swabs

Drawing with gouache

Vegetable world

“Multi-colored carpet of leaves”, “Leaf fall”, “Trees on our site”, “Christmas tree”, “Flowers”, “Dandelion”.

Drawing with gouache Drawing with gouache Drawing with gouache

Natural phenomena

“Rain”, “Sun”, “Hail”, “Rainbow”.

Drawing with cotton swabs

Finger painting

Household items

“Umbrella”, “Comb”.

Finger painting

Food

« Food”, “Pies”.

Safety

"Traffic Light", "Rules" traffic», « Fire safety", "Fire".

Drawing with gouache

Transport

“Car”, “Trolley”, “Planes are flying”, “Beautiful train”.

Finger painting

Human

“My Family”, “Friendship”, “Parts of the Body”, “Professions”.

Pencil drawing

My toys

“My favorite toy”, “Dymkovo toy”.

Drawing with gouache

Patriotism

"Flag", "My City".

Drawing with gouache

Lesson notes on the image of a snowman, fireworks, dandelion and car

Games in drawing classes in the second junior group

In early preschool age, it can be difficult for children to explain some material, especially to make them remember it. Here they will come to the aid of the teacher didactic games in visual arts.

These manuals (they can be purchased in stores or made independently) are presented in the following target areas:

• Games to develop color perception.
• Games that train preschoolers in making patterns (developing decorative skills) or entire compositions
• Games, the goal of which is to supplement the object with the missing details (subsequently the child also completes the elements in the drawing).

Let's look at examples from each category.

Games to develop color perception

“Collect a bouquet” (for the Snow Maiden and for A ray of sunshine). This game Teaches children to distinguish between warm and cold tones. A similar option is to choose your favorite colors of the snowman and the sun.

Didactic game introduces warm and cold shades

Didactic game develops color perception

Game "Collect the caterpillar". Children are offered several shades of the same color, from which they need to put together the body of a caterpillar - from the darkest shade to the lightest.

Didactic game for developing color perception

“Name the colors of autumn, summer, spring and winter.” The kids are offered cards depicting a color palette, and they must match them with pictures depicting a certain time of year.

Didactic art game at the same time reinforces the signs of the seasons

"Beads for Mom." Pictures are presented with beads of different color combinations. The child’s task is to pick up beads of the same color as in the picture.

"Aquarium". The paper aquarium has four sectors different colors. There are also fish and shells of these colors. The child’s task is to sort them into sectors.

Games to develop decorative skills (pattern making)

Decorative and applied arts are an important part of the culture of the Russian people, who since ancient times have strived to artistic form convey your understanding of beauty. Products from talented craftsmen develop children’s aesthetic taste and teach them to understand and appreciate beauty. Didactic games will help kids become more familiar with folk arts and crafts, and will also teach them how to create their own beautiful ornaments.

Summary of an art lesson in the first junior group in kindergarten using unconventional techniques drawing "Ornate Christmas tree" (drawing with cotton swabs)

Progress of the lesson:

Children, soon we will have a holiday, New Year. And guests will come to our holiday. And who will come, you have to guess. Listen to the riddle!
You will always find me in the forest,
You will go for a walk and you will meet:
I stand prickly like a hedgehog,
In winter in a summer dress.
- Of course, guys, the main guest will come to us - the Christmas tree.
- Why is the Christmas tree prickly like a hedgehog?
- Why is she wearing a summer dress?

That's right, it doesn't shed its leaves like other trees, but always stands green.
I show you a picture of a Christmas tree.
- Children, please look at the Christmas tree and tell me what it is?
- Yes, she is beautiful, green, slender, fluffy.
- Previously, the Christmas tree was decorated right in the forest, but now it is brought home.
- What do you think we can come up with so that we don’t have to cut down the Christmas tree, but celebrate the holiday with a Christmas tree?
- Yes, guys, you can decorate an artificial Christmas tree, or plant a Christmas tree in the yard of your house and decorate it for the holiday.
A physical education session is held with children with elements of movement.
Our Christmas tree is large (circular movement with hands,
Our tree is tall (stand on your toes,
Taller than mom, taller than dad (sit down and stand on tiptoes,
Reaches to the ceiling (stretch).
Let's dance merrily. Eh, eh, eh!
Let's sing songs. La-la-la!
So that the Christmas tree wants to come visit us again

Children, so that our fingers work better, before we get to work, let's do finger gymnastics"Christmas tree decorations"
To our Christmas tree, Santa Claus (children bend their fingers, listing gifts from Santa Claus)
Brought jewelry:
Crystal balls
Silver sparkles,
Transparent pebbles
The stars are radiant.
He gave me fluffy snow (all the fingers on the hand are unclenched at the same time)
I quickly decorated the Christmas tree. (and turn their hand right - left,
showing a “decorated spruce”.)
Let's start working on paper with a picture of a Christmas tree. The teacher reminds the children that they need to use different cotton swabs to decorate the Christmas tree. Demonstration of drawing with cotton swabs on a magnetic board. If children find it difficult to change a stick, individual assistance, fixes the paint color.
- Well done boys! What did we do today (children's answers); What flowers did we decorate the Christmas tree with (children's answers); What kind of tree has become (Children's answers); What did you like most? (Children's answers).

Practical part of the lesson

Painting of a Christmas tree
Gouache diluted with water in three colors (red, yellow and blue)

Current page: 5 (book has 8 pages total) [available reading passage: 2 pages]

Lesson 30. Modeling “Cookies”

Program content. Strengthen children's ability to roll out clay in a circular motion; flatten the ball by squeezing it with your palms. Develop a desire to sculpt. Continue to practice your sculpting skills. Strengthen the ability to carefully work with clay (plasticine).

Methodology of conducting the lesson. Invite the children to make cookies for playing with dolls (to the “shop”, on a “birthday”, on a “visit”, etc.).

Examine round cookies with your children, clarify their shape (round, flat). Ask the guys: “How can you make cookies?” If no one answers, say that you first need to roll a round ball and then squeeze it with your palms.

For children who have difficulty flattening the ball, show this technique on a separate lump of clay or by taking the child’s palms in yours and lightly squeezing the ball.

Materials. Cookie. Clay, boards, sticks for drawing patterns on cookies (for each child).

During games and walks, look at flat round objects with children.

December

Lesson 31. Drawing “Snowballs, big and small”

(Option “Fluffy toy”)

Program content. Strengthen children's ability to draw round objects. Learn the correct techniques for painting with paints (without going beyond the outline, draw lines with a brush from top to bottom or from left to right). Learn to repeat the image, filling the free space of the sheet.

Methodology of conducting the lesson. Remember with the children how they sculpted lumps of snow during a walk, and clarify their shape.

Invite them to remember and use their hand in the air, and then make a circular movement with their hand and hand.

Show the coloring technique on the board. Make children want to draw.

Note. This lesson can be conducted as a group lesson. In this case, children draw (in subgroups) on a large sheet of paper.

Materials. Sheets of colored paper A4 size or slightly larger (depending on the size of the brushes), white gouache, jars of water, brushes, napkins (for each child).

Connections with other activities and activities. Children playing with snow while walking. Looking at illustrations and fluffy toys.

Lesson 32. Modeling “Cakes, large and small”

Program content. Continue teaching children to pinch off large and small lumps from a large piece of clay; roll out lumps of clay in a circular motion. Strengthen the ability to flatten a ball by squeezing it with your palms.

Methodology of conducting the lesson. Invite the children to remember and show in the air the techniques for sculpting a cake, encourage them to name the actions performed: “I broke off a piece of clay, put it on my palm, rolled out a ball with both palms and squeezed it with my palms - it turned out to be a cake.”

If the children cannot name the sequence of actions, get involved and name the actions, activating the children and asking them: “What to do next?” The words accompanying the image process will help children understand and remember what needs to be done and how.

Invite the children to make cakes, large and small. Ask them to name what else they made that looked like flatbreads.

When the cakes are molded, praise the guys for the fact that they sculpted diligently; offer to treat the dolls with cakes.

Materials. Clay, boards, sticks for decorating molded cakes (for each child).

Lesson 33. Modeling “Rattle”

Program content. Teach children to sculpt an object consisting of two parts: a ball and a stick; connect the parts, pressing them tightly against each other. Practice rolling clay with straight and circular movements of your palms.

Methodology of conducting the lesson. Examine 2-3 rattles with the children, clarify their shape and structure, offer to “draw” the rattles in the air with the fingers of one hand, then the other.

Ask children about modeling techniques. Invite them to show in the air with their hands how they will roll out the clay for the parts of the rattle. To say that every child can make the rattle he wants.

As you work, make sure to use the correct sculpting techniques. The children who quickly completed the work are given additional lumps of clay so that they can make another toy.

Examine all the fashioned rattles with the children, note the variety of toys; encourage the children to make statements about the shape and structure of rattles.

Materials. 2-3 rattles of different designs. Plasticine of different colors or clay, boards (for each child)

Connections with other activities and activities. Games in the play corner, examining rattles, clarifying their shape.

Lesson 34. Drawing “Trees on our site”

Program content. Teach children to create an image of a tree in drawing; draw objects consisting of straight vertical and slanted lines, place images across the entire sheet of paper, draw large, on the entire sheet. Continue learning to paint. Methodology of conducting the lesson. Recall with your children the structural features of trees. You can invite them to go to the window and look again at the trees that grow on the kindergarten site, on the street.

Invite the children to show together with their hands how the trunk and branches of the tree are located. Call several guys to the board to demonstrate image techniques.

At the end of the work, review all the drawings with the children. Note how many different trees they drew - it turned out to be a whole forest.

Note. This lesson can be conducted as a group lesson. For collective composition You should prepare a large sheet of paper, placing it on a separate table, to which 2-3 children will approach and draw. The rest of the children draw on their pieces of paper at this time. The collective composition can be supplemented with images suitable for the topic in your free time. (This activity is organized by the teacher, discussing with the children what else may be in the forest (bushes, broken tree branches lying in the snow, etc.).) Encourage the activity and creativity of children who have come up with something of their own. At the end of the work, consider the overall picture, note beautiful trees; offer to hang the picture in the group to admire it and show it to parents.

"Tree in Winter"

Kostya I., 2nd junior group

Materials.White paper size 1/2 album sheet(or a large sheet for a collective composition), gouache paints, jars of water, brushes, napkins (for each child).

Connections with other activities and activities. Observations while walking; looking at different trees, including hand movements outlining the branches and trunk. Draw children's attention to the color of tree trunks and branches.

Lesson 35. Application “Pyramid”

Program content. Teach children to convey the image of a toy in applications; depict an object consisting of several parts; arrange parts in order of decreasing size. Strengthen knowledge of colors. Develop color perception.

Methodology of conducting the lesson. Examine the pyramid with the children, clarify the shape and size of its parts.

Together with the guys, determine the gluing sequence. During the work, guide their actions by asking questions about the order of gluing. Draw children's attention to the need to use correct sticking techniques.

Examine all the resulting pyramids and invite the children to name their colors. Highlight the most beautiful works.

Materials. A pyramid (preferably consisting of balls or rings of the same color). Landscape sheets, paper mugs (different colors for different tables), glue, glue brushes, napkins.

Connections with other activities and activities. Children's games with round objects and toys of different sizes; disassembling and assembling pyramids and other toys consisting of round parts (caterpillar).

Lesson 36. Drawing “Herringbone”

Program content. Teach children to convey the image of a Christmas tree in drawing; draw objects consisting of lines (vertical, horizontal or inclined). Continue learning how to use paints and a brush (rinse the brush in water and blot it on a cloth (napkin) before picking up paint of a different color).

"Christmas trees"

Ira F., 2nd junior group

Methodology of conducting the lesson. Remind children about New Year's holiday. Examine the Christmas tree with them, including showing its shape by moving your hand in the air. Call 2-3 guys (those who have mastered drawing methods well) to the board to draw a Christmas tree.

Children who can quickly complete the work can be given another sheet of paper. If a child places several Christmas trees on one sheet of paper, he should be praised for his independence and creativity; highlight the variety of images created.

At the end of the lesson, display all the drawings on the board, rejoice at the fact that you got many different Christmas trees (small, tall, slender, fluffy, etc.). This activity can be done as a group activity.

Materials. Paper 1/2 the size of a landscape sheet, dark green gouache, brushes, jars of water, napkins (for each child).

Connections with other activities and activities. Examining the Christmas tree (spruce) in the kindergarten area, the Christmas tree in the group room; comparison of the Christmas tree with other trees. Reading poems about the New Year holiday. Examination of illustrations in children's books, highlighting the main parts and features of fir trees.

Lesson 37. Modeling “Turret” (“Pyramid of disks, rings”)

Program content. Continue teaching children to roll lumps of clay between their palms in a circular motion; flatten the ball between your palms; compose an object from several parts, superimposing one on another. Strengthen the ability to sculpt accurately.

Methodology of conducting the lesson. Examine the turret with the children, clarify what parts it consists of. Invite all the children to show in the air how they roll out the clay in a circular motion with their palms.

Teach children to convey the differences in ring sizes; pinch off excess clay from the lump if it turns out to be larger than necessary.

Examine all the sculpted products and rejoice with the children at how many beautiful towers they made, consisting of rings of different sizes.

Materials. A turret consisting of 4–5 rings of the same color. Clay, boards (for each child)

Connections with other activities and activities. Games with turrets: “Who can assemble it most quickly?”, “Assemble the same one.” Children's exercise in comparing objects of different sizes during games.

Lesson 38. Drawing “Acquaintance with Dymkovo toys. Drawing patterns"

(Option “Beautiful toy” - drawing according to plan)

Program content. Introduce folk Dymkovo toys. Inspire the joy of looking at a bright, elegant painted toy. Draw children's attention to the patterns decorating toys. Learn to highlight and name individual elements patterns, their color.

Methodology of conducting the lesson. Place the children around the table on which Dymkovo toys are displayed. Offer to consider them; tell that these elegant, bright toys are made of clay, covered with white paint, and then painted with bright patterns.

Invite the children to identify and name the patterns, give them the opportunity to trace the lines of the pattern with their fingers and name its parts. If the guys find it difficult to answer, ask them (by repeating the movement of your finger along the contours of the pattern elements) what this shape is called (ring, stripe, speck), what color it is.

Invite the children to go to the tables placed in a long row and draw patterns, whatever they want.

At the end of the work, invite the children to look at all the drawings, say what patterns they drew, name their color and shape.

Materials. 3–4 Dymkovo toys, decorated simple patterns. Landscape sheets, gouache paints (2-3 colors, one for two children standing next to each other), brushes, water, napkins (for each child).

Connections with other activities and activities. When considering the design of a group room, draw the children’s attention to Dymkovo toys, admire them, note their brightness, elegance, and beauty; offer to name the objects transferred in them, highlight decorations (lines, spots, dots; their color).

Lesson 39. Modeling according to plan

Program content. Develop the ability to independently think about the content of modeling. Practice a variety of sculpting techniques.

Methodology of conducting the lesson. Invite the children to name beautiful toys and objects surrounding them, seen during a walk. If any of the named items are in a group, consider them with the children.

Invite the kids to make whatever they want. Remind about the correct sculpting techniques. Encourage independence and perseverance.

Collect all the objects fashioned by the children on a common board.

Praise the children for their efforts and tell them a fairy tale invented by the teacher, including sculpted objects in the action.

Materials. Clay (plasticine, plastic mass), boards (for each child).

Lesson 40. Application “Stick on whatever toy you want”

Program content. Develop children's imagination and creativity. Strengthen knowledge about shape and size. Practice the correct techniques for composing images from parts and gluing them.

Methodology of conducting the lesson. Invite children to name toys that are round in shape or consist of round parts.

Say that each child should think about what he would like to stick on, and then compose the image on the sheet. Check that the task is completed correctly and allow the children to start gluing. Encourage sticking of multiple items.

"Cheburashka"

Anya B., 2nd junior group

Put all the finished works on the board or lay them out on the table, look at them together with the children, and offer to name the toys depicted.

Praise the guys and rejoice with them at the bright, beautiful pictures. Ask the children to name the shape and color of the toys shown.

Materials. 3–4 toys that are round in shape or consisting of round parts (rattles, balls, pyramids, etc.). Multi-colored paper mugs of different sizes, album sheets, glue, glue brushes, napkins (for each child).

Connections with other activities and activities. Games with toys; clarification of the shape, structure, color of toys.

Lesson 41. Drawing " Christmas tree with lights and balls"

Program content. Teach children to convey the image of an elegant Christmas tree in a drawing; draw a Christmas tree large, on the entire sheet; decorate it using techniques of dipping, drawing round shapes and lines. Develop aesthetic perception, form figurative ideas. Introduce pink and blue flowers. Induce a feeling of joy from beautiful drawings.

Methodology of conducting the lesson. Before the start of the lesson, look at the decorated Christmas trees with the children in the group, in the hall. Emphasize that the tree in the hall is very high - from floor to ceiling. Draw the children's attention to the Christmas tree decorations that they can draw (balls, beads, threads of rain, flags, etc.), their shape and color.

Invite the children called to the board to show on a Christmas tree cut out of paper how it can be decorated (lights, balls, silver threads, beads) and what techniques can be used to do this. (The teacher demonstrates the technique of dipping.)

“Beautiful balls and a decorated Christmas tree”

Yulia P., 2nd junior group

At the end of the lesson, admire with the children bright drawings, name the colors used (pink, blue).

Materials. Album sheets; gouache paints green, yellow, pink, blue, white; brushes, jars of water, napkins (for each child).

Connections with other activities and activities. Participation in the New Year's holiday, viewing the Christmas tree and Christmas tree decorations. Games with toys, didactic games to consolidate knowledge about the shape and color of objects. Invite the children to tell what kind of Christmas trees they have at home and what they are decorated with.

Lesson 42. Drawing “Let’s decorate the house mitten”

(Integrated lesson based on theatrical performance)

Program content. Teach children to draw based on the fairy tale “The Mitten”, to create a fairy-tale image. Develop imagination and creativity. Develop the ability to decorate an object. Strengthen the ability to use paints of different colors in the process of drawing; Rinse the brush clean and dry it on a cloth before using another paint.

Methodology of conducting the lesson. After watching the play “The Mitten,” invite the children to decorate the mitten so that the animals have a new, beautiful home.

Ask the guys how you can decorate a mitten using a brush and paints.

Invite the children to name the colors of the paints that are on the tables in front of them. Ask how to hold a brush correctly, apply paint to it, and rinse the brush. During the lesson, recall drawing techniques and decoration methods.

Together with the children, look at the finished drawings and enjoy the variety of decorations. You can, holding the animals in your hands, show them the new mitten houses and ask: “Do you like the houses that the guys drew for you?” and praise all the children.

Materials. Mittens cut out of paper by the teacher, gouache paints in 4-5 colors, brushes, jars of water, napkins (for each child).

Connections with other activities and activities. Examine clothing decorations and Dymkovo toys with children. Reading Belarusian folk tale“Rukavichka” (Book for reading in kindergarten and at home. 2–4 years old. Compiled by V.V. Gerbova, N.P. Ilchuk. - M.: Onyx, 2005).

Lesson 43. Modeling “Tangerines and Oranges”

Program content. Strengthen children's ability to sculpt round objects by rolling the clay in a circular motion between their palms. Learn to sculpt objects of different sizes.

Methodology of conducting the lesson. Examine tangerines and oranges with your children (you can also take other fruits or objects of different sizes), determine their shape and size. Determine the amount of clay required for sculpting large and small objects.

Invite the children to demonstrate the technique of rolling clay with a gesture in the air.

The guys who finish the work earlier than others can be given an extra lump of clay. Ensure that children more clearly convey the differences between objects in size. Enjoy all the images created together.

Materials. Tangerines and oranges (or other round objects of different sizes). Clay, boards (for each child).

Connections with other activities and activities. IN Everyday life and in the process of games, enrich children’s ideas about round objects of different sizes and different purposes (toys, vegetables, fruits).

Lesson 44. Drawing “Let’s decorate the Dymkovo duck”

Program content. Continue to introduce children to the Dymkovo toy. Learn to highlight painting elements and apply them to a duck cut out of paper. Cause joy from the resulting result; from the brightness and beauty of Dymkovo painting.

Methodology of conducting the lesson. Consider 2-3 Dymkovo toys with your children. Ask how the toys are decorated, offer to name the elements of decoration (stripes, dots, dots). Invite the children who wish to show on a piece of paper pinned to the board how they will decorate their ducks.

Then invite the children to paint the white ducks with a pattern. Specify the right techniques paint work. Place all the painted ducks on the table and admire them with the children. Note that all the ducks turned out bright, elegant, and beautiful.

Materials. 2–3 Dymkovo toys. Ducks cut out by the teacher from white paper (duck silhouette length 10–12 cm), gouache paints in 2 colors (different combinations of paints on each table), brushes, napkins, jars of water (for each child).

Connections with other activities and activities. In your free time, look at Dymkovo toys and their bright, elegant paintings with your children.

Lesson 45. Application “Beautiful napkin”

Program content. Teach children to make a pattern on square paper, placing large circles of the same color in the corners and in the middle, and in the middle of each side – small circles of a different color. Develop compositional skills, color perception, aesthetic feelings.

Methodology of conducting the lesson. Tell the children that today they will decorate a napkin. Remind them that they have already looked at various decorated objects. Examine two samples of napkins with the children and ask how they are decorated. Remind that you first need to lay out the circles on a piece of paper. Clarify the order of the figures and offer to carefully stick them on.

Display all finished works on the board, marking the most beautiful ones in terms of composition and color combination of the napkin. Encourage children to make statements (name the shapes, their color; tell how the decorations are located).

“Cat and toys: bear, ball, ball”

Lena T., 2nd junior group

Materials. Two samples of napkins, different in color scheme. White paper measuring 15x15 cm, paper circles of different sizes (diameter 3 cm and 2 cm), well combined in color (2 colors per table, different combinations for different tables), brushes, glue, napkins (for each child).

Connections with other activities and activities. Looking at objects decorated with simple decorative patterns, Dymkovo toys, napkins, etc.

Program content. Teach children to convey the image of a Christmas tree in drawing; draw objects consisting of lines (vertical, horizontal, oblique). Continue learning how to use paints and brushes (rinse the brush in water and blot it on a cloth before picking up paint of a different color). Let us compare a “live” Christmas tree and an artificial one. Form the concept one – many. Develop fine motor skills. Cultivate friendly relationships, the desire to please friends.

Preliminary work. Examination of the spruce on the kindergarten site, comparison with other trees. Examination of illustrations in children's books, highlighting the main parts and features of spruce.

Materials for the lesson. Paper ½ landscape sheet size, dark gouache Green colour, brushes, jars of water, napkins (for each child)

Progress of the lesson.

Educator: Children, what holiday is coming soon?

Children. New Year?

Educator: Look, the Christmas tree has come to visit us.

Do you think this is a “live” Christmas tree or an artificial one?

Children. Artificial.

Educator: How did you guess?

Children. She has soft needles and they do not smell.

Educator: Yes, this Christmas tree is artificial, but it is very similar to the real one. She is just as green and fluffy. Look how its branches are arranged? From top to bottom and slightly to the side (shows the direction of the branches). Let's show how the branches grow. Look, I’ll draw a trunk for the Christmas tree, put a brush at the bottom of the leaf and move the tip up, and then I’ll draw the branches, first the top ones, and Masha will help me draw the ones below.

Masha, come to the board and show me how to draw branches.

And now Danya will draw more branches, lower. This is how tall the Christmas tree is, and to make it fluffy, let’s draw some needles for it, like this (shows). Now the tree is tall and fluffy, but it’s boring for it to be alone in the forest, let’s draw friends for it, each on its own sheet, and then put them together.

Educator: Our guest is feeling sad, let's play with her.

Physical education minute.

There is a Christmas tree on the hill,
Looks in all directions. (Turns to the sides.)
It’s not easy for her to live in the world -
The wind turns, the wind turns. (Tilts to the right and left.)
But the tree just bends,
He is not sad - he laughs. (Jumping)
Educator: We rested, moved around, entertained our guest. Take a seat.

Let's remember how to hold a brush correctly

Vanya, show the kids, kids, take all the brushes, like Vanya, like this, that’s right, dip the tip of the brush in green paint and let's start drawing. Let's draw a line from bottom to top. What did we draw?

Children: Trunk.

Educator: That's right, trunk. What are we going to draw now?

Children: Twigs

Educator: That's right, but there are needles on the branches.

Calm music sounds, the song “A Christmas tree was born in the forest”

During the lesson, the teacher approaches the children, shows those who have difficulty drawing on a separate sheet, praises the children for their creativity if they place several Christmas trees on one sheet, and emphasizes the variety of images.

At the end of the lesson, the drawings are laid out on the table and they consider that they have created a whole spruce forest.

Educator: How many Christmas trees did Danya draw?

Children. One.

Educator: How many Christmas trees did Maxim draw?

Children: One.

Educator: How many Christmas trees were there in the forest?

Children: A lot of.

Educator: This is what a wonderful spruce forest we have. The Christmas trees are tall and fluffy. Are you glad, Christmas tree, that you have girlfriends? Look, the Christmas tree is shaking with branches. Do you think she's happy?

Children: Yes!

Educator: You all did a great job, you brought joy to the Christmas tree, and now we need to clean up the tables.

Title: Lesson summary for the 1st junior drawing group “The green Christmas tree came to visit us”
Nomination: Kindergarten / Lesson notes, GCD / drawing

Position: higher education teacher qualification category
Place of work: MDOU No. 8 “Spikelet”
Location: Fominskoye village, Tutaevsky district, Yaroslavl region

Topic: “Christmas tree for the holiday”

Program content:

Preliminary work:

Formation of the concept:

Surprise moment;

Questions;

Directions;

Reminders;

Praise;

Looking at spruce;

Artistic word;

Display of the finished sample;

Pictures of Christmas tree;

Showing the progress of the work.

Material:

Lesson structure:

1.Introductory part:

Creating a problematic situation;

Surprise moment;

2. Main part:

Showing the progress of the work;

Completing the task;

3. Final part:

Summarizing;

Reflection;

Download:

Preview:

Abstract of GCD in the second junior group “Artistic and aesthetic development” (drawing).

Topic: “Christmas tree for the holiday”

Integration of educational areas:

Artistic creativity (drawing), cognition (FEMP), communication, socialization, physical education.

Program content:

Clarify children’s knowledge about spruce, repeat the concepts of size: “high”, “low”;

Continue to learn how to use paint and brush carefully;

Continue to learn how to paint over an object completely, without leaving white spots and without going beyond the outline of the image;

Continue learning how to apply paint by poking;

Encourage to help others, to be responsive;

Preliminary work:

1. Conversation about winter, about the New Year holiday.

2. Learning poems and songs about the New Year, about Santa Claus;

3. Looking at pictures on New Year’s themes;

4. Observations on a walk behind a spruce tree;

Formation of the concept:

“High”, “low”, “prickly”, “fluffy”, “odorous”.

Methods and techniques: (visual, verbal, practical)

Creating a problematic situation;

Surprise moment;

Questions;

Directions;

Reminders;

Praise;

Accepting a planned error;

Looking at spruce;

Artistic word;

Display of the finished sample;

Pictures of Christmas tree;

Showing the progress of the work.

Material:

Artificial spruce; finished sample big size; picture of a decorated New Year's tree; pre-prepared ate templates; green and white; hard brushes; napkins.

Lesson structure:

1.Introductory part:

Creating a problematic situation;

Surprise moment;

2. Main part:

Showing the progress of the work;

Comparison of Christmas trees by height;

Physical education lesson “Pinocchio”;

Completing the task;

Setting a task for the next lesson (decorating Christmas trees);

3. Final part:

Summarizing;

Reflection;

Progress of the lesson:

IN: -Hello guys! (children greet back)

D: - Hello!

IN: -Guys, this morning, when I was going to kindergarten, I met Santa Claus! Can you imagine?! But for some reason he was sad, saddened. I asked him: “Grandfather Frost, why aren’t you cheerful? The holiday is coming, New Year, the guys are waiting for you to visit!” And he answered me: “How can I not be sad, the New Year is coming, I have to decorate the Christmas trees for the matinees, but I don’t have time at all! There are a lot of children and kindergartens, but I can’t cope alone, I’m afraid the kids will be left without a Christmas tree...” And I answered him, guys: “Don’t be sad, Grandfather Frost, the guys and I will help you - we’ll draw a lot Christmas trees, and you will have time to do everything! Our kids are always happy to help!”

Santa Claus was happy with my words, because I promised to help him. We will help Santa Claus, we will draw beautiful Christmas trees?

D: - yes.

IN: - to make the Christmas trees beautiful, a Christmas tree came to visit us, look at it! We will look at it and draw the same beautiful Christmas trees! (the teacher opens a pre-prepared artificial Christmas tree, standing on the table, covered with a white cloth):

Christmas tree

On furry prickly paws

The Christmas tree brings the smell to the house:

The smell of heated pine needles,

The smell of freshness and wind,

And the snowy forest,

And a faint smell of summer.

Yu. Shcherbakov

IN: - Isn’t it true, guys, the Christmas tree is very beautiful? What color is it? What does the Christmas tree have instead of leaves?

D: green. Needles.

B: -Well done!

Look what beautiful Christmas tree I drew it. You like? (show finished work on a large sheet). Now I’ll show you how I drew it, and then you can draw it yourself, would you like? Then watch carefully and remember!

I take Blank sheet, I place it correctly. Then I take it to right hand brush. How to take it correctly? Like this? (points incorrectly, children answer) Or maybe this is correct? (takes the brush incorrectly again, children answer) Is this correct? (takes correctly, children answer) Well done! I'll draw with a poke. I dip the brush into a palette of green paint, dipping only the bristles, like this. (shows). You need to put a little paint on the brush, only onto its edge.

When applying a poke, the brush should be in a vertical position, then the pile is flattened and the result is large"fluffy" point.

Guys, where should I start painting my Christmas tree? That's right, bottom-up, like this. Am I going beyond the contours? No! I draw carefully, I don’t go beyond the outline, I paint over everything, I press the brush from left to right in rows, I don’t leave any white spots. Now I wipe the brush and take white paint Let's dust our Christmas tree with fluffy snow.

So I drew a Christmas tree, look, guys! Beautiful? Now look at the Christmas trees I got (places the newly painted template next to the previously drawn Christmas tree, they are different in size) Guys, are they the same or different? (children's answers) Why did you decide that? (children's answers) That's right, guys, they are different. One Christmas tree is high and the other is low. What is this Christmas tree? (shows high) That's right! And this? (shows low) Good guys!

Guys, let's rest a little and then get to work. Let's all get up and do a fun physical activity:

Physical education lesson based on the poem “Spruce”

The spruce stands under the blue sky,
On which the stars sleep.
(We are in a standing position, arms outstretched below - we spread our arms and legs slightly to the sides, hold our palms parallel to the floor - we represent a spruce tree. We raise our heads up, stretch our neck - we try to see the stars “in the sky”)

It's all painted with frost
From head to toe.
(We raise our outstretched arms up above our heads and, making smooth movements with our palms from side to side, we slowly bend down and lower our hands in front of us to the floor - this is how we “painted” the entire Christmas tree with frost with “palm brushes”)

Sparkling with pure pearls
In a caustic, ringing silence,
(We depict pearls with the fingers of both hands - large and index fingers We connect each hand in small circles. We make jerky movements with our hands in different directions, bending and straightening our arms - we show how brightly our tree sparkles)

The spruce is so elegant -
Like a fairy tale in the moonlight.
(We return to the starting position, depicting a Christmas tree: legs slightly shoulder-width apart, outstretched arms slightly apart, open palms facing the floor. We do small squats and at the same time turn the body to the right and left, slightly raising and lowering the outstretched arms - this is such an elegant our Christmas tree!)

Touching the clouds with your shoulder,
(We stand in a “herringbone” pattern again. Raise our right and left shoulders up in turn)

She catches the snow thick.
(We jump as high as possible and clap at the same time with outstretched arms above your head - “catching snow”)

Even the hare stood up on his paws
Before this beauty!
(We depict a bunny standing on its paws: we squat down, hold our hands at chest level. While in this position, we look up and tilt our heads alternately to one side and the other - we show how the bunny admires the beautiful Christmas tree)

IN: -Well, did you rest? Sit down! Then we sit down correctly, the back is straight, the legs sit quietly under the table. I’ll now hand out the pieces of paper to everyone, and you can get to work. Santa Claus will be happy! The children begin to paint the Christmas tree templates, while the teacher constantly reminds them how to hold a brush, how to use paint, constantly encourages and praises the children, makes comments and helps if necessary.

What a great fellow you all are, you are trying so hard for Grandfather Frost, you get nice Christmas trees!

Guys, what did we do today? Who did they help? Did you like it? Well done! Admire your Christmas trees, how beautiful they turned out! Now Santa Claus will definitely have time to do everything thanks to you. And how carefully you worked, everyone had clean tables, hands, no one got their clothes dirty. Our lesson has come to an end.