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Unconventional Drawing Techniques with Middle Preschool Children

Content

• Introduction
• Conclusion
• Applications

Introduction

Life in the era of scientific and technological progress is becoming more diverse and complex. It requires from a person not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems. The transformation of a child into a creative person depends on the technology of the pedagogical process.

The information-reproductive learning process is objectively replaced by the creative one. Only in creative activity does the development of creative abilities take place - mastering the methods of cognition of the transformation of the features of objects. Hence the need arises to intensify the creative cognitive and practical activities of children. We want to see our students as inquisitive, sociable, independent creative individuals who can navigate the environment and solve problems that arise. And this largely depends on us. The child is a researcher, showing a keen interest in various kinds of research activities, in particular in experimentation.

Modern pedagogical and psychological research proves the need for visual arts for the mental, aesthetic development of preschool children. In the works of A.V. Zaporozhets, V.V. Davydova, N.N. Poddyakov found that preschoolers in the process of objective sensitive activity, including drawing, are able to highlight the essential properties of objects and phenomena, establish a connection between individual phenomena and reflect them in a figurative form. This process is especially noticeable in various types of practical activities: generalized methods of analysis, synthesis, comparison and comparison are formed, the ability to independently find ways to solve creative problems develops, the ability to plan one's activities, and creative potential is revealed. Hence the need to engage not only in fine arts, but also in special types of fine arts, including drawing by non-traditional methods.

The relevance of the study is that it is the pictorial productive activity using non-traditional pictorial technologies in accordance with the Federal State Educational Standard for Education that is the most favorable for the creative development of children's abilities, since it especially manifests different aspects of the child's development.

The practical aspect of the development of creative abilities with the help of non-traditional drawing techniques in preschool children remains insufficiently disclosed, since points of view regarding the psychological and artistic conditions for the formation of abilities change, children's generations change and, accordingly, the technology of teachers' work should change.

The object of the study is non-traditional drawing techniques in children in the middle group.

The subject of the study is the use of non-traditional drawing techniques in the middle group of a kindergarten, taking into account the requirements of the Federal State Educational Standard.

The aim of the study is to study the system of work on teaching preschoolers to draw using non-traditional methods.

To achieve the goal of the study, the following tasks were supposed to be solved:

study of scientific literature on the problem of children's fine arts;

studying the role of fine art in the development of a child as a person;

disclosure of the concept of special creative abilities, the specifics of their manifestation in fine art;

unconventional technique drawing preschooler

the use of non-traditional drawing techniques in preschool educational institutions to develop the creative abilities of preschoolers.

The hypothesis of the study is that the development of visual abilities of younger preschoolers will be carried out most effectively if: an aesthetic developmental environment is created in the group; the technology of applying various types of children's activities using non-traditional techniques has been thought out.

The theoretical and methodological basis of the study is the research of T.S. Komarova "Visual activity in kindergarten"; A.V. Nikitina "Unconventional Drawing Techniques". When performing the work, the following research methods were used: theoretical analysis of pedagogical literature, study and analysis of pedagogical documentation and work experience of MBDOU d / s No. ___________, in the middle group.

1. Theoretical foundations for the use of non-traditional drawing techniques in the development of preschoolers

1.1 Possibilities of using non-traditional drawing techniques in working with preschoolers

Children of the fourth year of life improve and develop perception, thinking, memory; ideas about the shape of objects, size, primary colors are gradually formed. This allows us to put forward new tasks for teaching children artistic and creative activities.

However, the teacher should keep in mind that not all kids attend the younger group, so even the elementary skills of visual activity in most children may not be formed. At the same time, by the age of three, children acquire some experience in the knowledge of objects and phenomena, they are more developed physically and mentally. This makes it possible not to completely repeat the path traveled by the children of the third year of life. Therefore, it is necessary to develop in children mental processes that are important for mastering drawing, modeling, appliqué, to form figurative representations, imagination, an emotionally positive attitude towards reality, towards works of art, both classical and folk.

It is necessary to teach children the actions of perceiving objects - examining (circling with one or the other hand) objects along the contour when they are examined. Children of this age learn to convey in drawing, modeling objects of a round, rectangular, triangular shape; objects consisting of straight lines and their intersections; master the image of objects consisting of one or more parts of different sizes. This group contains an application. Children learn to create images by sticking ready-made figures cut out by the teacher. In order to develop the freedom of a creative solution in children, it is necessary to teach them shaping movements - first simple, and then more complex. This will allow them to depict a variety of objects and phenomena of the world around them.

The better the child masters the shaping movements in the middle group, the easier and freer it will be to create images of any objects. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual, as well as kinesthetic (motor-tactile) perception.

The shaping movements of the hand in drawing and modeling are different: the spatial properties of the depicted objects in the drawing and modeling are different: the spatial properties of the depicted objects in the drawing are betrayed by the contour line, and in modeling - by mass, volume.

Hand movements when drawing differ in nature (in terms of pressure, scope, duration).

Children's drawing is a phenomenon well known to everyone, but it is it that causes a lot of questions from parents and teachers. Why do children prefer drawing to many other activities? What is its significance in the development of children? How to organize children's drawing and how to manage it? How to develop the artistic ability of children? How to understand and evaluate children's drawings? Answering these questions is difficult for many. Not trusting themselves, other mothers, grandmothers, teachers collect children's drawings and turn to authoritative, knowledgeable and understanding people - psychologists, teachers, artists.

However, they are often discouraged by their absolutely contradictory assessments: Normal drawings of a normal child, but there are problems ... - the psychologist will say. - Nothing special, the usual stereotypical children's drawing, but there are abilities, and if there is a desire, then it is necessary to teach ... - teachers at the children's art school will advise. - Brilliant! What fantasy, what boldness of image, what vividness of color! Do not touch it, give full freedom to creativity and in no case teach anything! exclaims the enthusiastic artist. What is attractive for children to draw? What makes it so desirable for them?

firstly, drawing is accessible: moving a stick across the sand is already a drawing; took paper, a pencil or a felt-tip pen and draw anywhere - at home, at a party, with your mother at work, with your grandmother, for example, in a savings bank;

secondly, it is sensual: they excite images and plots, excite the movements of lines and the variability of color, excite and experience everything that happens in the drawing, excite the drawings themselves;

thirdly, it is informative: it helps to discern, learn, clarify, master, understand a lot, and even check and show your knowledge;

fourthly, it is expressive: drawing, you can express a lot, sometimes more and with less difficulty than in words, especially for young children; you can depict and express your delights, desires, dreams, fantasies, premonitions, fears, knowledge, judgments, discoveries and much more;

fifthly, drawing is productive: you draw, and something is sure to come out.

A drawing is a done thing. You can draw a lot of drawings, you can either hang them on the wall, or donate them, or put them aside, and then take them out and look at them again. Drawing is fun, enjoyable and interesting. The true value of children's drawing lies not in the quality of the drawings (exhibition, competition, for evaluation) children create, but in how through creativity they overcome their personal problems, realize their life experience, get rid of the unpleasant and affirm the positive in their own life.

The process (drawing as an active life) is no less important for the child than the result (drawing). And the drawing, separated from the author, acquires a new meaning - not only as a product of children's creativity, but also as an object of a different, new activity (an object of display, study, collecting).

So, children's drawing is a phenomenon of the creative activity of children aged from 1-2 to 10-11 years old, which has a motor-visual basis and implements many mental functions that are important for the integral personal development of the child. It is therefore necessary when considering and evaluating children's drawings:

discuss the drawing with the child, and not himself, his personality (for example: capable, incapable, slovenly, accurate, stupid, weak, average, brilliant child, etc.);

it is necessary to evaluate the achievements of the child in relation to his personal capabilities and in comparison with his own drawings, taking into account the individual characteristics and dynamics of his development (whether the child moves in his work or stops, repeats what he has mastered, reproduces himself), and not in comparison with other children; it is necessary to accurately determine the goal, the essence of the task, the conditions for creating a drawing and, in accordance with these circumstances, evaluate the work (the theme for the exhibition is given, prompted from outside or caused by one’s own motives, it found an echo in the child’s soul or was performed under duress; the child used auxiliary visual material or worked from memory, imagination, whether there was a sufficient choice of visual means, etc.);

highlight and evaluate: its general mood, plot, semantic and emotional interpretation, compositional solution (selection of the size of the picture, location of the image in the format, expression of the degree of subordination of individual figures - directing, scale relations, configuration of forms, rhythmic and coloristic solution), freedom of ownership of the pictorial language;

support, encourage legitimately the independence of drawing, the activity of the author's position in relation to the depicted, the sincerity of emotional experiences in creativity, sensitivity to the nature of visual materials and the possibilities of tools, ingenuity in the search for image techniques and ways of expressing images and moods, work to improve one's pictorial language;

it is important to determine and take into account the measure of someone else's influence on the drawing, which reduces the level of creative search; it must be remembered that such types of drawing as copying from a sample, tracing from an original, painting over finished contour pictures do not contribute to the creativity and artistic development of the child, but lead to a mechanical reproduction of other people's decisions, serve to spread faceless patterns and stereotypes in children's drawing; in the assessment itself, good attention should be revealed, a desire to see deeply and completely all the content of the drawing; it must be thoroughly reasoned and have a positive character, so that even when identifying shortcomings, open the child the opportunity to overcome them, while excluding direct prompting in doing; the assessment can also express parting words for further creativity and the formulation of new tasks - then it will be interesting, useful, desirable and accepted with confidence.

In pedagogical practice, we must not forget that children create according to their own needs, and not "for show" and it is wrong to focus them only on the result, replacing search with a model, creativity with execution, desire with coercion. In the evaluation of works, sincere, original creativity of the child, and not obedient reproduction, should be encouraged. Loving drawing and trusting adults, a drawing child may become a victim of someone else's will. Thus, the creative rights of the child are violated, his artistic activity is incorrectly oriented, and his integral personal development is damaged. This must be understood and remembered by all adults who come into contact with children's creativity.

1.2 Characteristics of non-traditional drawing techniques with children of primary preschool age

In preschool educational institutions, teachers actively use non-traditional drawing techniques (NTR).

The term "non-traditional" implies the use of materials, tools, drawing methods that are not generally accepted, traditional, widely known. The use of non-traditional drawing techniques contributes to the enrichment of children's knowledge and ideas about objects and their use, materials, their properties, methods of application. Children are taught to draw not only with paints, pencils, felt-tip pens, but also with tinted soap foam, a candle, they show how to use glue for drawing, etc.

Children get acquainted with different ways of coloring paper, including colored paste, the method of spraying paint, learn that you can draw not only on paper, but also on special glass. They try to draw with their palm, fingers, fist, edge of the palm, to get images using improvised means (threads, ropes, hollow tubes) and natural material (tree leaves).

In classes using non-traditional image techniques, preschoolers are given the opportunity to experiment - mix paint with soap suds, paste, apply gouache or watercolor on an image made with colored crayons. By direct contact of the fingers with the paint, children learn its properties (thickness, hardness, viscosity), and by adding different amounts of water to the watercolor, they get different shades of color.

Thus, tactile sensitivity, color discrimination develop. As you know, children often copy the model offered to them.

Non-traditional imaging techniques make it possible to avoid this, since the teacher, instead of a ready-made sample, demonstrates only a way of working with non-traditional materials and tools. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, the expression of individuality.

Applying and combining different image methods in one drawing, preschoolers learn to think, decide for themselves which technique to use in order to make this or that image the most expressive. Then they analyze the result, compare their work, learn to express their own opinion, they have a desire next time to make their drawing more interesting, unlike others. Non-traditional image techniques require adherence to the sequence of actions. This is how children learn to plan the drawing process.

Working with non-traditional image techniques stimulates positive motivation in a child, causes a joyful mood, removes fear of the drawing process.

Many types of non-traditional drawing contribute to an increase in the level of development of hand-eye coordination (for example, drawing on glass, painting on fabric, drawing with chalk on velvet paper, etc.) Drawing using non-traditional image techniques does not tire preschoolers, they remain highly active, working throughout the time allotted for the task. Non-traditional drawing techniques allow the teacher to carry out an individual approach to children, take into account their desires and interest.

Drawing in several hands, as a collective form of creativity, brings children together. Researchers point out that the use of non-traditional drawing techniques helps reduce arousal in overly emotionally disinhibited children.

So, M.I. Chistyakova notes that non-traditional drawing (for example, playing with blots) captivates children, and the more a child is carried away, the more he concentrates. If an overly active child needs an extensive field of activity, and his attention is scattered and extremely unstable, then in the process of playing blots, his activity zone narrows, and the range of motion decreases. Sweeping and inaccurate hand movements gradually become more restrained and precise. In children with behavioral and character difficulties, the plots of drawings made with the help of blots become less aggressive in content and more juicy, bright and pure in color.

Thus, the use of non-traditional image techniques contributes to the intellectual development of the child, the correction of mental processes and the personal sphere of preschoolers.

Types of non-traditional drawing techniques:

1) "Drawing with fingers." Age: from two years. Expressive means: 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 into gouache and puts dots, spots on paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the gouache is easily washed off.

2) "Drawing with a palm." Age: from two years. Expressive means: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: the child dips his hand (the whole brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with a napkin, then the gouache is easily washed off.

3) "Imprint with a cork". Age: from three years. Expressive means: spot, texture, color. Materials: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, cork seals. Method of obtaining an image: the child presses the cork to the ink pad and makes an impression on the paper. To get a different color, both the bowl and cork change.

4) "Imprint with foam rubber". Age: from four years old. Expressive means: spot, texture, color. Materials: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, pieces of foam rubber. Method of obtaining an image: the child presses the foam rubber to the ink pad and makes an impression on paper. To change the color, another bowl and foam rubber are taken.

5) "Print with crumpled paper". Age: from four years old. Expressive means: spot, texture, color. Materials: a saucer or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: the child presses the crumpled paper to the ink pad and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper change.

6) "Wax crayons + watercolor". Age: from four years old. Expressive means: color, line, spot, texture. 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 watercolor in one or more colors. The chalk drawing remains unpainted.

7) "Stencil printing". Age: from five years old. Expressive means: spot, texture, color. Materials: a bowl or a plastic box, in which a stamp pad made of thin foam rubber soaked in gouache is inserted, thick paper of any color, a foam rubber swab (a ball of fabric or foam rubber is placed in the middle of the square and the corners of the square are tied with a thread), stencils made of pro-oiled semi-cardboard or transparent films. Method of obtaining an image: the child presses a signet or a foam swab against an ink pad and makes an impression on paper using a stencil. To change the color, another swab and stencil are taken.

9) "Blotography is ordinary." Age: from five years old. Expressive means: stain. Materials: paper, ink or liquid 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 random order. Then the sheet is covered with another sheet and pressed (you can bend the original sheet in half, drop 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. Missing details are drawn.

10) "Blotography with a tube". Age: from five years old. Expressive means: stain. Materials: paper, ink or liquid diluted gouache in a bowl, plastic spoon, straw (drink straw). Method for obtaining an image: the child scoops up the paint with a plastic spoon, pours it onto the sheet, making a small spot (droplet). Then this spot is blown from a tube so that its end does not touch either the spot or the paper. If necessary, the procedure is repeated. Missing details are drawn. "Blotography with a thread" Age: from five years, Means of expression: stain. Materials: paper, ink or liquid diluted gouache in a bowl, plastic spoon, thread of medium thickness. Method for obtaining an image: the child lowers the thread into the paint, wringing it out. Then, on a sheet of paper, he lays out an image from the thread, leaving one end of it free. After that, he puts another sheet on top, presses it, holding it with his hand, and pulls the thread by the tip. Missing details are drawn.

11) "Spray". Age: from five years old. Expressive means: dot, texture. Materials: paper, gouache, hard brush, a piece of thick cardboard or plastic (5 x 5 cm). Method of obtaining an image: the child picks up paint on a brush and hits the brush on cardboard, which he holds above the paper. The paint splatters on the paper.

12) "Leaf prints". Age: from five years old. Expressive means: texture, color. Materials: paper, leaves of different trees (preferably fallen), gouache, brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the colored side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted with a brush.

13) "Watercolor crayons". Age: from five years old. Expressive means: spot, color, line. Materials: thick paper, watercolor crayons, sponge, water in a saucer. Method of obtaining an image: the child wets the paper with water using a sponge, then draws on it with crayons. You can use the techniques of drawing with the end of the crayon and flat. When dry, the paper rewetted.

14) "Poking". Age: from five years old. Expressive means: texture, volume. Materials: squares of colored double-sided paper (2 x 2 cm), magazine and newsprint paper (for example, for hedgehog needles), pencil, PVA glue in a bowl, thick paper or colored cardboard for the base. Method for obtaining an image: the child puts the blunt end of the pencil in the middle of a paper square and wraps the edges of the square onto the pencil with a rotational movement. Holding the edge of the square with a finger so that it does not slip off the pencil, the child lowers it into the glue. Then he glues the square to the base, pressing it with a pencil. Only after that he pulls out a pencil, and the folded square remains on paper. The procedure is repeated many times until the desired amount of paper space is filled with folded squares.

15) "Black and white scratching". Age: from five years old. Means of expressiveness: line, stroke, contrast. Materials: half a sheet of cardboard, or thick white paper, a candle, a wide brush, black ink, liquid soap (about one drop per tablespoon of ink) or tooth powder, ink bowls, a stick with sharpened ends. Method of obtaining an image: the child rubs the leaf 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 drawing is scratched with a stick.

16) "Monotype landscape". Age: from six years old. Means of expression: spot, tone, vertical symmetry, image of space in the composition. Materials: paper, brushes, gouache or watercolor, wet sponge, tile. How to obtain an image: the child folds the sheet in half. A landscape is drawn on one half of the sheet, and its reflection in a lake, river (imprint) is obtained on the other. The landscape is done quickly so that the paint does not have time to dry. Half of the sheet intended for printing is wiped with a damp sponge. The original drawing, after it has been imprinted, is enlivened with colors 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 is blurry.

2. Experimental work on the development of preschoolers using non-traditional drawing techniques

2.1 Identification of the level of formation of technical skills in children 4-5 years of age

Today there is a choice of options for art preschool education, and it is determined by the presence of variable, additional, alternative, author's program and methodological materials that are not scientifically substantiated and require theoretical and experimental verification in the specific conditions of preschool educational institutions.

In order to test the hypothesis of the study, the following tasks were put forward that need to be solved in the experimental part:

1. Carry out diagnostic work to identify the artistic abilities of children of middle preschool age.

2. Test innovative drawing techniques to develop children's creativity.

3. To prove experimentally that systematic and purposeful drawing classes using non-traditional methods affect the development of children's creative abilities.

4. Carry out a qualitative and quantitative analysis of experimental data.

In confirmation of this, an ascertaining experiment was carried out. The research work was carried out on the basis of MBDOU d / s _____________________ in the 2nd middle group.

The experiment involves two groups of children (control and experimental). Each group has six children who will be tested.

With the experimental group, various types of children's activities will be carried out according to a certain methodology, for the development of children's creative abilities. The control group will follow the regular program.

The ascertaining stage of the experiment is carried out in order to fix the initial estimated indicators of the control and experimental groups. It is assumed that after conducting various types of children's activities with the experimental group, the level of creative development of children will increase. All this will become clear after the control testing of groups and comparing their results.

During the research work, the following methods were used: theoretical analysis of pedagogical literature; study and analysis of pedagogical documentation and work experience of preschool educational institutions.

To conduct research work, a special diagnostic was developed to identify the level of drawing skills and the development of sensory standards in the middle group.

Stage 1. Ascertaining experiment. Pedagogical diagnostics on visual activity.

Purpose: to identify the level of development of visual abilities of children 4-5 years old. To assess the level of a child's mastery of visual activity, we have identified the following criteria: color reproduction; form submission; arrangement of images on the sheet. Based on the selected criteria, the levels of development of visual activity are determined:

High level (from 2.4 to 3 points) - the child identifies color standards, carries out the actions of identifying objects and their images by color, builds color combinations according to the model. He knows how to draw simple objects. Groups objects by color, shape and size. The child knows the names of colors (red, blue, green, yellow, white, black). Draws attention to the selection of colors corresponding to the depicted object. The child is able to draw lines rhythmically.

Average level (from 1.7 to 2.3 points) - the child is able to group objects by color, shape and size, but with a little help from the teacher. He knows how to depict simple objects in drawing, and also conveys color in a drawing, but has difficulty in isolating color standards. The child confuses the names of colors (red, blue, green, yellow, white, black). Draws attention to the selection of colors corresponding to the depicted subject, but with a little help from the teacher. The child has difficulty drawing lines rhythmically.

Low level (from 1 to 1.6 points) - the child does not distinguish color standards. He does not know how to depict simple objects in drawing and correlate objects with shape and size. Cannot group objects by color, shape, or size. The child has difficulty naming colors (red, blue, green, yellow, white, black). Does not pay attention to the selection of colors corresponding to the depicted object. The child does not know how to draw lines rhythmically.

1 task: "Find a flower for a butterfly":

Purpose: To identify the child's ability to distinguish colors according to the principle "the same - not the same", name their color (red, yellow, green, blue).

Benefits: Cut out figures of flowers and butterflies from colored cardboard (red, yellow, green, blue)

Game progress: Arrange the flowers scattered on the table. Invite the child to help the butterfly find its flower: "Place the butterfly on a flower of the same color as it is, so that it cannot be seen." After completing the task, the child summarizes: "The yellow butterfly sat on a yellow flower .... All the butterflies hid. Well done!".

Ratings:

3 points - the child correctly correlated the butterfly and the flower by color.

2 points - The child completed the task correctly, but did not name the color, or the child confuses the colors, but with the help of the teacher corrects the mistake.

Task 2: "Darn a sundress at the matryoshka":

Purpose: To reveal the ability of children to correlate large and small shapes (round, square, rectangular) with the corresponding holes and the ability to correlate shape with color.

Benefits: A cardboard image of a nesting doll with large and small round, square and rectangular holes on a sundress and, accordingly, circles, squares and rectangles, the same color as sundresses.

Game progress: The teacher shows the nesting dolls to the children and draws their attention to the fact that the nesting dolls have holey sundresses. Matryoshkas have sundresses of different colors and with various large and small geometric shapes of the corresponding colors. Then the teacher shows the children geometric shapes - patches and offers to help the matryoshka darn a sundress. Children complete the task, and the matryoshka thanks them.

Evaluation criteria:

3 points - the child correctly correlated the shapes in shape and size (large small) (round, square, rectangular).

2 points - The child completed the task correctly, but did not name the shape and size, or the child confuses the shape and size, but with the help of the teacher corrects the mistake.

1 point - The child and with the help of the teacher did not cope with the task.

3 task. "Find items in the group":

Purpose: To identify the ability to find objects by color, shape and size in the environment (in a group), named by teachers, (orientation in space), and also to highlight by color (red, yellow, blue, green, black, white), shape ( round, square, rectangular) and size (large, small).

Benefits: Toys, objects in a group.

Game progress: Find objects that are round, blue, red, yellow, etc.). What else is this color? Find square (round and rectangular) objects. What else is in this form? Find an object small and large in size. What else is this big?

Evaluation criteria:

3 points - the child correctly correlated the objects by color, shape and size.

2 points - The child performed correctly, but did not name the color, shape. The child confuses the color, shape and size, but with the help of the teacher corrects the mistake.

1 point - The child and with the help of the teacher did not cope with the task.

4 task. "Wonderful Pouch"

Purpose: To reveal the child's knowledge of correlating objects by color, shape and size. The ability of the child to correctly name the color, shape, size.

Benefits: Large and small dogs, cars, boxes, balls, cups, cubes, nesting dolls, "wonderful bag" (cloth bag), children's kitchen utensils.

Game progress: The teacher invites the child to pull out the toy from the "wonderful bag". The child, examining an object, correlates it with sensory standards (color, shape, size) and names them.

Evaluation criteria:

3 points - The child correctly notes the color, shape and size of the object.

2 points - The child had difficulty in determining the color and shape, but with the help of the teacher he corrected the mistake.

1 point - The child and with the help of the teacher did not cope with the task.

5 task. "Sunshine":

Purpose: To reveal the ability of children to convey the image of the sun in the drawing, and the ability to depict long and short rays.

Benefits: ½ of a landscape sheet, yellow gouache, brushes, jars of water, napkins.

Game progress: First, the teacher reads to the children A. Barto's poem "The sun is looking out the window." Then he shows the children a sheet with a pasted circle and draws their attention to the fact: what is missing from the sun? (Luchikov) Are the rays of the sun all the same? No ... they are long and short. The children are drawing.

Evaluation criteria:

3 points - the child correctly correlated the lines in size (long and short) beam.

2 points - The child completed the task correctly, but did not name the length. The child confused the length, but with the help of the teacher corrects the mistake.

1 point - The child and with the help of the teacher did not cope with the task.

6 task. "Doggy house"

Purpose: To reveal the ability to draw an object consisting of a square and round shape, a straight roof.

Benefits: ½ of a landscape sheet with a glued straight roof, colored wax crayons.

Game progress: The teacher gives the children a riddle about the dog. Children guess with the help of leading questions. Now listen to the poem about the dog. What is the doggy doing? (guards the house) Where does the dog live? (in the booth) First, they remembered with the children what houses for dogs are. Do you know what the dog house is called? (kennel) What is it like in color, shape, size? Clarified the parts of the kennel, their shape, location. The children began to draw on their own.

Evaluation criteria:

3 points - the child correctly conveyed the shape of a circle and a square in the drawing.

2 points - the child conveyed the shapes in the drawing correctly, but has difficulty naming them. The child confuses the shape and size, but with the help of the teacher corrects the mistake.

1 point - The child and with the help of the teacher did not cope with the task. The positive moment was that almost all children coped with this task. The negative point was the lack of development of artistic and creative abilities and the lack of development of mastering the sensory standards of children.

Almost all children with interest and activity carried out the task given to them.

Table 2.1 - data on the experimental group:

Fig.2.1 Data for the experimental group

Table 2.2 - data for the control group:

Fig.2.2 Control group data

2.2 Using non-traditional techniques in working with children of middle preschool age to develop technical skills and creativity

The purpose of the formative pedagogical experiment is the use of non-traditional drawing techniques as a means of developing the visual abilities of preschoolers.

The choice of drawing with non-traditional techniques was not accidental, because they allow children to quickly achieve the desired result. Each of the non-traditional drawing methods is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression.

It will be interesting for any child to draw with fingers, draw with his own palm, put blots on paper and get a funny drawing. The child likes to quickly achieve results in his work, and non-traditional drawing techniques will help us in this. In order for children to engage in creative practice, some guidance from adults is necessary. It is important to reveal the ability of each child to parents in time and give appropriate recommendations that will help them develop the creative abilities of their children. To do this, consultations were held, individual conversations with parents, and booklets and memos were made on the use of non-traditional forms of drawing.

The content of the formative experiment was outlined based on the tasks and methods developed taking into account the analysis of the ascertaining experiment.

There were five people in the experimental group, mostly children with high abilities. When conducting a formative experiment, both frontal types of children's activities were carried out, as well as individual ones with each child, as well as physical education sessions, finger play and relaxation to an instrumental play.

A system of types of children's activities for drawing with non-traditional techniques was developed (Appendix 2):

Table 2.3 - Children's activities in drawing with non-traditional techniques

To evaluate the results of the formative stage of the pilot study, a control experiment was conducted.

The children of the experimental group in the control experiment were offered the tasks of the ascertaining experiment.

Here are the results:

Table 2.4 - data on the experimental group:

Fig.2.3 Data for the experimental group

Table 2.5 - data for the control group:

Fig.2.4 Control group data

Thus, according to the results of the experiment, it can be seen that the result improved both in the experimental and in the control group. In the experimental group, all the children after the classes improved their performance to high. In the control group, a child appeared who achieved high results, while the main composition of the group improved its performance to medium (80%). It can be concluded that the activities carried out have led to a positive trend.

Conclusion

The ability to be creative is a specific feature of a person, which makes it possible not only to use reality, but also to modify it. The problem of developing the abilities of preschoolers is today in the focus of attention of many researchers and practitioners working in preschool education, there are many articles, manuals, collections of games and exercises, both on the development of various mental processes at this age, and on the development of various types of general and special direction.

With regard to artistic and aesthetic activity, it is important to single out the content of the abilities that manifest and form in it, their structure, development conditions.

Only in this case, it is important to purposefully develop a methodology for developing training in artistic and aesthetic activities in accordance with the Federal State Educational Standard.

Artistic and aesthetic activity is a reflection of the environment in the form of specific, sensually perceived images. The created image (in particular, drawing) can perform different functions (cognitive, aesthetic), as it is created for different purposes.

The purpose of the drawing necessarily affects the nature of its implementation. The combination of two functions in an artistic image - image and expression - gives the activity an artistic and creative character, determines the specifics of the orienting and executive actions of the activity.

Consequently, it also determines the specifics of abilities for this type of activity. The conditions under which the child emotionally reacts to paints, colors, shapes, choosing them at will are very important. Thanks to the education of artistic images in the visual arts, the child has the opportunity to more fully and vividly perceive the surrounding reality, which contributes to the creation of emotionally colored images by children.

For the greatest effectiveness of the development of artistic and creative abilities, it is necessary to apply a variety of activities in accordance with the Federal State Educational Standard. Their goal is to create sustainable motivation, the desire to express their attitude, mood in the image.

Thus, a variety of activities are a decisive factor in the artistic development of preschool children.

Experimental work was carried out in three stages, during which the following goals were carried out: the identification and development of creative abilities in children of the middle group, by conducting diagnostics on visual activity, identifying the level of development of sensory standards by children 4-5 years old.

Diagnostics showed that children have great interest and desire, but it is necessary to constantly work with children to increase the level of visual abilities, otherwise these abilities may fade. The practical significance lies in the use of the developed types of activities as methodological recommendations in the work of the educator in accordance with the Federal State Educational Standard, the generalization of scientific literature helps to establish the content of artistic and creative abilities in drawing.

List of used literature

1. Bezrukova, V.S. Pedagogy: Textbook / V.S. Bezrukov. - Rn / D: Phoenix, 2013. - 381 p.

2. Bordovskaya, N.V. Psychology and Pedagogy: Textbook for High Schools. Third generation standard / N.V. Bordovskaya, S.I. Rosum. - St. Petersburg: Piter, 2013. - 624 p.

3. Weindorf-Sysoeva, M.E. Pedagogy: Textbook for secondary vocational education and applied baccalaureate / M.E. Weindorf-Sysoeva, L.P. Krivshenko. - Lyubertsy: Yurayt, 2016. - 197 p.

4. Vinogradova, N.A. Preschool Pedagogy. Review lectures on preparing students for the final interdisciplinary exam: Textbook / N.V. Miklyaeva, N.A. Vinogradova, F.S. Gainullov; Ed. N.V. Miklyaev. - M.: Forum, 2012. - 256 p.

5. Voronov, V.V. School pedagogy: a new standard / V.V. Voronov. - M.: PO Russia, 2012. - 288 p.

6. Galiguzova, L.N. Preschool Pedagogy: Textbook and Workshop for Academic Bachelor's / L.N. Galiguzova, S.Yu. Meshcheryakova-Zamogilnaya. - Lyubertsy: Yurayt, 2016. - 284 p.

7. Golovanova, N.F. Pedagogy: Textbook and workshop for academic baccalaureate / N.F. Golovanov. - Lyubertsy: Yurayt, 2016. - 377 p.

8. Gromkova, M.T. Pedagogy of Higher School: Textbook for Students of Pedagogical Universities / M.T. Gromkov. - M.: UNITI-DANA, 2012. - 447 p.

9. Dubitskaya, E.A. Pedagogy: Textbook for bachelors / L.S. Podymova, E.A. Dubitskaya, N.Yu. Borisov. - M.: Yurayt, 2012. - 332 p.

10. Esaulov, I.G. Pedagogy and tutoring in classical choreography: Textbook / I.G. Esaulov. - St. Petersburg: Lan, 2015. - 256 p.

11. Zhukov, G.N. General and professional pedagogy: Textbook / G.N. Zhukov, P.G. Sailors. - M.: Alfa-M, NITs INFRA-M, 2013. - 448 p.

12. Kibanova, A.Ya. Psychology and pedagogy (adapted course for bachelors) / A.Ya. Kibanova. - M.: KnoRus, 2012. - 480 p.

13. Kireeva E.A. Psychology and pedagogy (for bachelors) / E.A. Kireeva. - M.: KnoRus, 2012. - 496 p.

14. Kodzhaspirova, G.M. Pedagogy: Textbook for academic undergraduate / G.M. Kodzhaspirova. - Lyubertsy: Yurayt, 2016. - 719 p.

15. Kozlova, S.A. Preschool pedagogy: Textbook for students of institutions of secondary vocational education / S.A. Kozlova, T.A. Kulikov. - M.: ITs Academy, 2012. - 416 p.

16. Knyazeva, V.V. Pedagogy / V.V. Knyazev. - M.: Vuzovskaya kniga, 2016. - 872 p.

17. Krivshenko, L.P. Pedagogy: Textbook and workshop for academic baccalaureate / L.P. Krivshenko, L.V. Yurkin. - Lyubertsy: Yurayt, 2015. - 364 p.

18. Mandel, B. R Pedagogy: Textbook / B. R Mandel. - M.: Flinta, 2014. - 288 p.

19. Martsinkovskaya, T.D. Psychology and Pedagogy: Textbook / T.D. Martsinkovskaya, L.A. Grigorovich. - M.: Prospekt, 2013. - 464 p.

20. Menshikov, V.M. Pedagogy of Erasmus of Rotterdam: discovery of the world of childhood. Pedagogical system of Juan Luis Vives / V.M. Menshikov. - M.: Public education, 2012. - 36 p.

21. Miklyaeva, N.V. Preschool Pedagogy. Theoretical and methodological foundations of correctional pedagogy / N.V. Miklyaev. - M.: Vlados, 2008. - 263 p.

22. Nemensky, B.M. Pedagogy of art. See, know and create: A book for teachers of educational institutions / B.M. Nemensky. - M.: Prosv., 2012. - 240 p.

23. Pavlenko, N.N. Psychology and Pedagogy: Textbook / N.N. Pavlenko, S.O. Pavlov. - M.: KnoRus, 2012. - 496 p.

24. Rabotnov, L.D. School theatrical pedagogy: Textbook / L.D. Rabotnov. - St. Petersburg: Planet of Music, 2015. - 256 p.

25. Samoilov, V.D. Pedagogy and psychology of higher education. Androgogical paradigm: Textbook. / V.D. Samoilov. - M.: UNITI, 2015. - 207 p.

26. Slastenin, V.A. Pedagogy: Textbook for students of institutions of secondary vocational education / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. - M.: ITs Academy, 2013. - 496 p.

27. Stolyarenko, L.D. Pedagogy in questions and answers: Textbook / L.D. Stolyarenko. - M.: Prospekt, 2016. - 160 p.

28. Titov, V.A. VPS: Preschool Pedagogy. Lecture notes / V.A. Titov. - M.: Prior, 2002. - 192 p.

29. Turchenko, V.I. Preschool Pedagogy: Textbook / V.I. Turchenko. - M.: Flinta, MPSU, 2013. - 256 p.

30. Shcherbakova E.V. Pedagogy. Short course.: Textbook / M.N. Nedvetskaya, T.N. Shcherbakova, E.V. Shcherbakov. - M.: UTs Perspektiva, 2013. - 408 p.

Applications

Annex 1

Annex 2

Theme: "My favorite fish"

Non-traditional techniques: wax crayons + watercolour, foam rubber or prints from vegetables and potatoes.

Purpose: to acquaint with artistic techniques; develop a sense of composition and color.

Equipment: wax crayons, blue and purple watercolors, a sheet of A3 or A4 paper (optional) in blue, purple, white (for wax crayons and watercolors), blue flowers, brush, two pieces of foam rubber in the shape of a tail and body of a fish, bowls with gouache, potato seals in the form of a tail and body of a fish, green gouache in jars, pedagogical sketches.

Lesson progress:

The inhabitants of the aquarium, soil, algae are considered. The teacher makes a riddle: "Splashes in the river with a clean silvery back" (fish). Reads a poem by I. Tokmakova "Where the fish sleeps": Darkness at night, silence at night. Fish, fish, where do you sleep? A fox trail leads to a hole, A dog's trail leads to a kennel. Belkin's trail leads to a hollow, Myshkin - to a hole in the floor. It is a pity that in the river, on the water, There are no traces of you anywhere. Only darkness, only silence. Fish, fish, where do you sleep?

The teacher reminds that he is in the aquarium (soil, pebbles, algae), where the fish can hide, where he can sleep. Illustrations of different fish are considered, it is noted that they swim by moving their fins, tail, and body.

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Consideration of the features of the use of non-traditional techniques in drawing. Acquaintance with the methods of drawing with fingers, blots, a candle, scratching technique and others. Analysis of the development of creative abilities of preschoolers by means of these techniques.

Drawing is one of the leading activities of children attending preschool educational institutions. It contributes to the knowledge of the surrounding world and is the most effective means of forming a creative personality. In order to stimulate interest in visual activity, it is advisable for the teacher to use non-traditional drawing methods in his work. Working with unusual materials and new techniques will give preschoolers of the middle group exceptionally positive emotions, reveal new possibilities for using familiar objects.

The value of non-traditional drawing techniques for children's development in the garden

Non-traditional drawing is interesting because the images in children always turn out different. As a rule, these are simple and accessible techniques, nevertheless, they play a very important role in the mental development of a preschooler. Their use suggests an atmosphere of ease, gives the baby the opportunity to take the initiative, express feelings and emotions in the drawing. The main thing in such an activity is not the final product, but the formation of a self-confident personality.

The use of non-traditional techniques develops the research abilities of kids 4-5 years old. After all, they provide an opportunity to experiment (for example, mix gouache with soap suds, paint on natural materials).

Non-traditional drawing improves the fine motor skills of the hands of preschoolers of the middle group, which in turn contributes to the formation of correct speech.

Such mental processes as thinking, attention, visual memory, imagination develop. Increased tactile sensitivity - the fingertips are in direct contact with the paint, feel its density, viscosity.

Working with unusual materials makes children surprised, improves their social and communication skills: children ask more questions to the teacher, to each other, vocabulary is enriched and activated.

A variety of methods and techniques (palms, poke, printing, nitkography, etc.). Materials used

In the middle group, it is already possible to successfully apply a wide variety of non-traditional drawing techniques. Let's consider the main directions.

Children love to print with different objects. These can be foam forms: the teacher applies an in-depth drawing on them with a sharp object. The child dips such a "signet" into the paint, and then applies it to a sheet of paper - a beautiful image is obtained. Similarly, you can print vegetables and fruits: potatoes, apples, carrots are especially suitable for this purpose. To do this, they are given the desired shape and the paint that matches the color is selected.

You can also print using foam rubber, a crumpled ball of paper, or a cotton pad. An interesting image is obtained from the prints of the leaves (in this way you can draw trees or a butterfly). The veined side is covered with paint and applied to the base with the painted side. Petioles at the leaf can be carefully painted with a brush. An interesting gradient effect is obtained if several colors are mixed on the surface of the sheet.

With the help of half a potato, you can draw a variety of objects

A more difficult lesson for preschoolers of the middle group is drawing with a poke with a hard brush. On a previously drawn contour, the child strikes with a brush with gouache paint. Moreover, the brush is not wetted by water. It turns out an imitation of a fluffy or prickly surface, which is ideal for depicting animals, such as a hedgehog, bear or hare. In the process of work, the brush must be held vertically - then the pokes will be even.

Using the poke method it is good to depict various animals

Poke drawing

Toddlers love to draw with their hands. The entire brush of the child is immersed in gouache or painted with a brush, and then he leaves an imprint on the base. You can draw at the same time with two pens, painted in different colors. In this way they often draw the sun, grass, tree, bird. After work, the palms are wiped with a napkin, then the gouache is easily washed off with water.

Hand drawing

The poster as a gift for mom is made using palm drawing

When drawing with fingers, the baby lowers not the entire palm into gouache, but only the tip of the finger. Dots or specks are applied to the paper. On each finger you can pick up paint of a different color. A similar image is obtained when using cotton swabs.

Drawing with cotton buds

Finger painting

Fancy patterns on a sheet of paper can be created using semolina (salt and sand can also be used for this purpose). This technique is good for creating landscapes - semolina gives the composition a beautiful texture. The background is sprinkled with grits before the paint has dried. After a short period of time, the semolina is simply shaken off, and bright spots remain in its place. Another option - the object is drawn and painted over with glue-pencil (necessarily on a tsyet background), and then sprinkled with semolina.

decoy drawing

Nitkografiya is a technique of drawing with an ordinary thread. The kid folds a sheet of paper in half, immerses the thread in the paint. On one side of the base, an image is laid out from the thread, while one end of it remains free. The drawing is closed on top with the second half of the paper and pressed. After that, the thread is pulled out by the tip. It turns out an image that is finished with a brush to the desired image.

Threadography

Children in the middle group love to draw with foam rubber. This is a convenient tool for creating a background for a picture, in addition, foam rubber has great opportunities to embody a child's fantasies. For example, this is the perfect way to depict snowdrifts in a winter landscape.

Drawing with foam rubber using a stencil

An unusual image is obtained by applying the technique of blotography. The kid scoops up gouache paint with a spoon, and then pours it onto the base. Spots of various shapes are obtained. The base is covered with another sheet - an image appears on it, which is completed to the desired image. You can also blow on the stain with a straw to make it bigger.

Drawing in the technique of blotography

An unusual drawing tool is a toothbrush. Thick, stiff bristles allow you to apply pattern details with different densities. Due to this, there is a volume effect, you can combine different shades. For example, in this way you can very realistically depict a Christmas tree.

Drawing a toothbrush gives volume to the branches

Drawing with a toothbrush

In a similar way, you can draw with a plastic fork by dipping its tip into the paint. So you can depict a prickly hedgehog or the sun.

drawing with a fork

Drawing perfectly conveys the spines of the animal

For drawing in the middle group, the teacher can offer the children candles or wax crayons. Using these materials, the kid creates an image on paper, and then paints over it with watercolors. Drawing with a candle or crayons remains white, since the oily base does not interact with watercolor.

Drawing with a candle, soap bubbles, cotton buds, wax crayons

Non-traditional drawing of individual objects and objects (examples of work with comments)

Some topics are especially conducive to non-traditional ways of drawing. For example, a tree can be depicted in an original way using a print with leaves, completing the missing parts (composition “Autumn Trees”). Another interesting way is to print with a cabbage leaf (“Winter Tree”). With the help of the palm, you can depict a snow-covered crown (“Snow-covered tree”). The leaves and fruits of the tree are often depicted with fingers or cotton swabs ("Apple Tree").

Leaf prints and drawing Drawing with palms and fingers Cabbage leaf print Drawing with cotton buds

Such an object beloved by kids as balloons can be depicted with foam rubber or with the help of the rubber balls themselves (they inflate and dip the tip into the paint - a very realistic image is obtained).

balloon drawing

balloon drawing

Falling autumn leaves can similarly be depicted using real leaves. To do this, it is better to pick up small specimens (“Multi-colored leaves”). Another way is drawing with cotton buds, fingers, poke. Leaflets can also be printed with potatoes, after drawing the appropriate silhouette on the vegetable.

Leaf printing

Poke drawing

The structure of the rowan branch is conducive to drawing it with cotton swabs, fingers or poke (photo).

Poke drawing

Birds in the middle group are also often depicted in non-traditional ways. For example, with the help of the palms, you can draw a graceful flying or swimming swan.

Hand drawing

Hand drawing

With the help of non-traditional drawing methods, it is good to depict vegetables and fruits.

Drawing with a pipette

Printing with half an apple and drawing with cotton buds

Lesson notes

Advanced planning for non-traditional drawing (middle group)

In the middle group, non-traditional drawing can occasionally be included in visual art classes, and can be carried out as part of a project. Most often, such techniques are studied with children as part of circle work.

As an example, let's give a fragment of the long-term planning of the classes of the circle for the middle group "Rainbow" (teacher Chernysheva O.V., MBDOU d / s "Yolochka, Abakan).

It should be noted that regularly (about once a month) in the circle, drawing is carried out according to the plan, in which children independently choose the technique and themes. This develops the creative imagination and independence of preschoolers.

All classes are built on a similar principle: they start with a game moment, include finger gymnastics, massage, independent activities of children, as a rule, take place under musical accompaniment. At the end of the lesson, a mini-exhibition of children's works is necessarily arranged.

Children always strive for new experiences, have an interest in creative activities. The task of the teacher is to awaken in each child faith in their individuality, the ability to create beauty. In this regard, non-traditional image techniques present great opportunities: drawing without a brush and pencil, the baby feels more relaxed, feels colors better and begins to fantasize.

Abstract of a lesson using non-traditional drawing techniques for children 4-5 years old. NOD "Hen with chickens."

I offer a lesson in drawing using non-traditional drawing techniques. This lesson is intended for preschool teachers working with children of the younger and middle group of preschool age.
Target: introduce children to the non-traditional technique of drawing with fingers and palms.
Tasks: to form a careful attitude towards the surrounding living objects. Develop fine motor skills and hand coordination. Continue to introduce the properties of paints and color. Improve your artistic skills. Depict objects evenly throughout the sheet. Develop aesthetic perception, accuracy and creative imagination.
Preliminary work.
Reading stories, nursery rhymes, fairy tales, guessing riddles about a chicken. Examining illustrations. Outdoor games: "A mother hen and chickens", "A fox in a chicken coop"

Material for the lesson. Sheets of white paper, yellow paint poured into a convenient flat container, additional red paint, brushes, cotton and wet wipes. Hen and chick masks, hen and chick illustration.

Course progress.

The teacher puts on a chicken mask and invites the children to play the game "Hatch and chickens" Children put on chicken masks.

The teacher shows the children the previously prepared illustration "Hen with chickens"
Asking questions. Who is in the picture? What chicken? What about chickens? Listens to the children's answers, praises them.
Yes, guys, the chicken takes care and protects the chickens, teaches them to find food and hide in danger. And the chickens are small, defenseless. They obey and love their mother.
Guys, do you want to draw a chicken with chickens? I invite you to come to the tables.
caregiver
Guys, be careful, I'll show you how to draw a chicken and chickens with your palm and fingers. I dip my hand in yellow paint and apply it gently to a sheet of paper. I'll take it and take it. You see, the palm is in the paint. You need to wipe it off with a tissue.

I propose to make an exhibition of your drawings, and we will call it "Hen with chickens.

Non-traditional drawing technique in the middle group.

Project theme:

Culture and creativity

Subject:

Education

Municipality:

Khimki

Brief description of the project:

In the history of preschool pedagogy, the problem of children's creativity has always been one of the most urgent.
Preschool age is the most important stage in the development and education of the individual. This is the period of introducing the child to the knowledge of the world around him, the period of his initial socialization. It is at this age that the most favorable conditions for artistic and aesthetic education and creative activity of children.
Teaching children to draw using non-traditional techniques is fun and exciting! Drawing with non-traditional techniques liberates children, allows them not to be afraid to do something wrong. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions are both a process and a result of practical activity - artistic creativity. Drawing using non-traditional image techniques does not tire preschoolers, they maintain high activity, working capacity throughout the entire time allotted for the task. Non-traditional techniques allow for an individual approach to children, taking into account their desire and interest. Non-traditional drawing techniques are the most important matter of aesthetic education, these are ways to create a new, original work of art in which everything is in harmony: color, line, and plot.
An unconventional approach to the implementation of the image gives impetus to the development of children's intellect, encourages the creative activity of the child, teaches to think outside the box. New ideas arise related to combinations of different materials, the child begins to experiment, to create.
Non-traditional drawing techniques are a real flame of creativity, it is an impetus for the development of imagination, the manifestation of independence, initiative, and expression of individuality.
The path to creativity has many roads for them, known and still unknown. Creativity for children is a reflection of mental work. Feelings, mind, eyes and hands are the instruments of the soul. The creative process is a real miracle. "In creativity there is no right way, there is only your own way."
With the skillful organization of classes, taking into account age and individual characteristics. Drawing can become one of the favorite activities, it can become, and most often it is, a sustainable hobby not only for gifted, but for almost all children.
To successfully teach children to draw, you can use non-traditional techniques.

Project stage:

Project implemented

Objective of the project:

The development of artistic and creative abilities of children of middle preschool age through the use of non-traditional drawing techniques.

Project objectives:

Educational:
To acquaint with various ways and techniques of non-traditional drawing techniques using various visual materials.
To help children master various technical skills while working with non-traditional techniques.
Encourage students to independently apply non-traditional drawing techniques (monotype, leaf printing, finger painting, embossing, poking, etc.)
Facilitate parents' acquaintance with non-traditional drawing techniques; stimulate their joint creativity with children.
Developing:
To instill an interest in drawing with non-traditional techniques.
To consolidate and clarify the knowledge of children about the characteristic signs of autumn and autumn phenomena.
To acquaint children with non-traditional ways of drawing: “impression”, stamping through a stencil, drawing with a pipette, appliqué with cotton pads. To consolidate the ability to use paints (gouache).
Create conditions for the development of creative activity, fantasy, memory, attention, creative imagination, thinking, speech, eye, cognitive interest.
To develop fine motor skills of hands and hand-eye coordination in preschool children.
Learn beautifully, place the image in the entire sheet. Develop a sense of rhythm, aesthetic perception.
Educational:
Cultivate perseverance, accuracy, ability to work in a team and individually
To instill interest and love for the fine arts as a means of expressing feelings, relationships, familiarizing with the world of beauty.
Project implementation methods:
method of examination, visualization;
verbal (conversation, story, observation, use of an artistic word, instructions, explanations);
practical (independent activity in the performance of work);
problem-motivational (stimulates the activity of children by including a problem situation during the lesson);
co-creation (interaction between a teacher and a child in a single creative process);
motivational (persuasion, encouragement).

Results achieved in the last year:

Children will get acquainted with non-traditional drawing techniques;
will gain practical skills and abilities in using the techniques “Impression”, “Stamping”, “Finger drawing”, “Drawing with a pipette”;
there will be a steady interest in a variety of types and methods of drawing;
the vocabulary of children will be enriched with the words “landscape”, “image”, “frame”, “background”, “easel”, they will learn poems about autumn, about trees, winter, Christmas tree.
Positive emotions form the basis of children's mental health and emotional well-being. And since drawing is a source of a good mood for a child, it is necessary to support and develop the child's interest in fine art. Children should be introduced to the world of art as early as possible. This will help the game, as the main and favorite activity of a preschooler. Any material that falls into the hands of a child, becoming a toy, takes on a new life, a new meaning. These materials can be paint, paper, toothbrush, foam rubber, cotton pads, pipette and much more.
To instill a love for the fine arts, to arouse an interest in drawing, starting from early preschool age, I use non-traditional ways of depicting. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar objects as art materials, and surprises with its unpredictability.
Thus, the variety of materials poses new challenges and forces us to come up with something all the time. The ability to create something new, unusual, non-standard is not given to everyone from birth, but many professions, life situations require the presence of precisely these qualities. Therefore, it is necessary to pay a lot of attention to fantasy, the development of a non-standard vision of the world, and creative problem solving.

Social significance of the project:

With the skillful organization of classes, taking into account age and individual characteristics. Drawing can become one of the favorite activities, it can become, and most often it is, a sustainable hobby not only for gifted, but for almost all children.

Activities carried out within the framework of the project:

I - Preparatory stage:
examination of the topic, motivation for its choice;
definition of the purpose and objectives of the project;
selection of literature, manuals, didactic material;
discussion with parents and children of issues related to the implementation of the project;
drawing up thematic planning of work with children, parents;
development of GCD content.
II - Main stage (practical):
Conduct:
- GCD on drawing in non-traditional techniques;
- didactic games with children;
- advice for parents on this topic.
Organization of the exhibition "Golden Autumn", "Winter Fantasy". The activity of the teacher:
Selection of relevant material, literary sources, illustrations on the autumn theme and non-traditional drawing techniques.
Prepare teaching aids, visibility:
card file on non-traditional drawing techniques;
an album on the variety of ways of non-traditional drawing;
development of a memo for parents on the development of artistic and creative abilities of children;
make didactic games.
Invite parents to take part in the implementation of the project.
Work with children:
Carrying out directly educational activities in artistic creativity, knowledge.
Conversations and stories about autumn, its characteristic features.
Observations in nature of autumn and winter phenomena.
Examination of reproductions of paintings by I. Levitan "Golden Autumn" and "October", demonstration pictures "Winter" Holiday "New Year".
Acquaintance with the drawing technique "Impression", "Stamping", "Drawing with a pipette", "Drawing with fingers".
Didactic games "Autumn palette", "Make a pattern", "What does it look like?", "Magic pictures", "Decorate the Christmas tree".
Listening to audio recordings of musical plays and theatrical noises.
Reading and memorizing poems, riddles, proverbs and sayings about autumn, winter, New Year's holiday.
Organization of an exhibition of children's works.
Working with parents:
Conducting a consultation for parents on the topic: "The development of the creative abilities of middle-aged children in the process of drawing with non-traditional techniques."
Memo for parents "The role of drawing in a child's life"
Help from parents in organizing the exhibitions "Golden Autumn", "Winter Fantasy".
Forward planning:
September October
Direct educational activity
"Rain, rain, droplet ..."
Tasks: To introduce the method of drawing with a pipette, evenly distributing drops of water over the surface of the album sheet. Develop a sense of composition and rhythm. To evoke an emotional response, to cultivate a sensitive and careful attitude towards nature to the beauty of the surrounding world.
"Autumn Tree"
Tasks: Development of fine motor skills of hands, attention and concentration. To form the ability of children to compose images from parts, correctly position and carefully stick the details of the application. Develop imagination, creativity, a sense of composition, develop perseverance.
"Autumn Carpet".
Tasks: to introduce children to a new type of fine art - "leaf printing";
develop children's imagination, creativity; fine motor skills of the hands; sense of composition, color perception;
to consolidate the ability of children to carefully use paint when working;
to cultivate interest in autumn natural phenomena, emotional responsiveness to the beauty of autumn; interest in the drawing process.
Joint activities of the educator with children
Didactic game "What went wrong?"
Tasks: Develop children's observation skills, learn to highlight color properties by comparing one object image with others in terms of representation.
Didactic game "Make a pattern"
Tasks: To form the ability to understand the laws of composition, to select a variety of color combinations, using them in a decorative application. To bring children to the understanding that the beauty of the pattern depends on the repetition of the same elements of the same color.
"Winter Tree"
Tasks: to teach children to draw a Christmas tree using a stencil and a sponge, to depict it in snow decoration.
Development of visual attention and perception, memory, fine and general motor skills, coordination of speech with movement. Development of creative abilities. Aesthetic perception, as well as the perception of form and color.
"Winter forest".
Tasks: to introduce the technique - an imprint (impression) of a cabbage leaf and drawing with a cotton swab.
Learn to press a cabbage leaf against tinted paper and make an impression on the paper. To develop the creative abilities of children, to develop fine motor skills of the hands. To cultivate perseverance, patience, attentiveness.
Independent activity of children.
Involve children in decorating the bedroom for Masha's doll (drawing carpets on the wall; rugs on the floor; beautiful napkins on the table). Develop spatial imagination. Provide different options with the right to choose the technique of incarnations; group decoration for the new year (decorate the Christmas tree).
III - Final stage (final):
Self-analysis of the work done, evaluation of results, formation of conclusions.
Working with parents: consultation on the topic "The development of the creative abilities of middle-aged children in the process of drawing with non-traditional techniques."
Making adjustments and additions to the planning of further work in this area.
Monitoring.

Ishpaeva Nadezhda Nikolaevna
Job title: caregiver
Educational institution: MBDOU Kindergarten №117
Locality: city ​​of Kazan R.T.
Material name: article
Subject:"Unconventional drawing techniques" for the middle group.
Publication date: 13.10.2018
Chapter: preschool education

self-education card

Theme of self-education:"Non-traditional drawing techniques and their role in the development

artistic and aesthetic abilities in preschool children "

Target: The development of fine motor skills in preschool children through the use of

non-traditional techniques in the visual arts.

Expected results:

1. Children independently use non-traditional visual material and

experiment with it.

2. Find non-standard ways of artistic representation.

3. They know how to convey their feelings and emotions in their works using non-traditional means

expressiveness.

4. They see the beauty of the world around them, they are surprised at the perfection of nature, they receive

aesthetic pleasure when contemplating works of painting, folk art,

sculptures, to understand the meaning of the artworks of masters - artists.

Literature:

Kosminskaya V.B., Khalezova N.B. Fundamentals of fine arts and leadership methodology

visual activity of children: Lab. Workshop. Proc. Allowance for students ped. In-

comrade on special No. 2110 "Pedagogy and psychology (preschool)". - 2nd ed., revised. - M.: Enlightenment, 1987.

Polyakova

non-traditional

drawing.

parents

preschool educators. - M., 2005.

Self-education work plan

educator

Ishpayeva

Subject:"Non-traditional drawing techniques and their role in the development of artistic

aesthetic abilities in preschool children "

No. Section of the plan

Work form

Practical

Preparatory

Analytical

diagnostic.

Literature study, selection

t e x n o l o g and y,

p o d b o r

diagnostic material.

Main stage.

A p r o b a c and i

different

pedtechnologies

o rg a n i z a t and i

r a b o s

preschoolers, compiling

p r s p e c t i v n o g o

r o d i t e l i m i,

p o d b o r

consultations.

Spreading

m a t e r i a l a

DOW level.

Final

Diagnostics. Monitoring.

Generalization.

September

I n d i n g

and t about g about in.

Decor

results

work

self-education.

Performance

materials

teachers' council.

And then:

1 . Conduct a master class for teachers “Introduction to non-traditional techniques

drawing and their role in the development of preschool children "

2. Conduct a consultation for parents on familiarization with unusual drawing techniques.

Conduct

questioning

parents.

4. Exhibition of drawings.

Forms

works:

joint

activity

educator

individual

free

independent

activity

Methods

tricks

works:

Finger painting;

Potato prints;

Hand drawing.

Poke with a stiff semi-dry brush.

Foam rubber printing;

Stopper printing;

Wax crayons + watercolor;

Candle + watercolor;

leaf prints;

Drawings from the palm;

Drawing with cotton swabs;

Magic ropes.

Sand painting;

Blotography with a tube;

Landscape monotype;

Screen printing;

Monotype subject;

Blotography is usual;

Plasticineography.

Drawing with soap bubbles;

Drawing with crumpled paper;

STAGE

information and analytical

(introductory)

Studying

educational and methodical

literature:

Komarova T.S. Visual activity: Teaching children technical skills and

skills.//Preschool education, 1991, No. 2.

Komarova T.S. As much variety as possible. / / Preschool education, 1991, No. 9.

Kosminskaya V.B., Khalezova N.B. Fundamentals of Fine Arts and Methods

guidance of visual activity of children: Lab. Workshop. Proc. Benefit for

students ped. In-tov on special No. 2110 "Pedagogy and psychology (preschool)". - 2nd ed., revised.

- M.: Enlightenment, 1987.

Lykova I. A. Visual activity in kindergarten: planning, abstracts

Polyakova E.N. Non-traditional drawing techniques. Method. allowance for parents and

preschool educators. - M., 2005.

STAGE

implementation

practice.

STAGE

performance

Performance

teachers' council.

Relevance.

Teaching children to draw using non-traditional techniques is fun and

fascinatingly. Drawing with non-traditional techniques liberates children, allows them not to

Drawing

unusual

materials

original

techniques allows children to experience unforgettable positive emotions. Emotions are and

process, and the result of practical activity - artistic creativity. Drawing with

using

non-traditional

Images

tires

preschoolers,

high activity, working capacity is maintained throughout the time allotted

to complete the task. Unconventional techniques allow for individual

approach to children, take into account their desire, interest. Their use contributes to:

Intellectual development of the child;

Correction of mental processes and personal sphere of preschoolers;

Develops self-confidence;

Develops spatial thinking;

Teaches children to freely express their intention;

Develops fine motor skills of hands.

Unconventional painting techniques demonstrate unusual combinations of materials and

tools.

Undoubtedly

dignity

is

versatility

use. The technology of their implementation is interesting and accessible to both adults and children.

unconventional

methods

attractive

open up great opportunities for expressing one's own fantasies, desires and self-expression

Long-term plan for the second junior group for 2018-2019

Month

Subject

Program content

September

Hand drawing

"Instead of a brush, a hand"

Tinted or white paper, gouache

paints, brushes, rags (for wiping hands).

Operating procedure:

If you grease your palm with paint, then it

leaves an imprint on paper

where you can see various

amazing images. Our hands can

turn into the sun. Reveal

palm, and spread the straightened fingers

to the sides. Now put your fingers together.

Here is the fence! And if a little

move your thumb to the side, and

push the rest, the hand will turn into

cute hedgehog. It remains to finish

a fungus that a caring dad drags into

mink, and do not forget about the paws, eyes and

animal nose. And the butterfly will fly, and

the flower will delight with its petals,

and an elephant, and a fish, and much more can be

fantasize together as a kid.

We print with fingers

"Rainbow Fish"

Required materials and tools:

pencil, newspaper

Operating procedure:

Dip the pad of your thumb in

prepared on a palette paint of different

colors. Let's make a print. tip

draw a ponytail with a finger. Eye

print with the blunt end of a pencil

dipping his black paint.

Finger painting

"Flower".

Required materials and tools:

Drawing paper, palette, watercolor

paints, hand rags, brush, black

pencil, newspaper

Operating procedure:

Index finger imprint

petals, middle finger

Poking hard semi-dry

Materials: hard brush, gouache, paper

any color and format, cut out silhouette

dips the brush into the gouache and strikes it on

paper, held vertically. At work

the brush does not fall into the water. Thus

the entire silhouette of the hedgehog is filled. It turns out

imitation of the texture of prickly

surfaces

Drawing with cotton buds

"It is snowing".

Material: bowls with gouache, dense

paper, cotton swabs, napkins.

dips a cotton swab into gouache and applies

dots, specks on paper.

Potato prints

"Chick".

Materials: bowl or plastic

size, potato stamps.

Image acquisition method: child

bowl and seal.

hand drawing

"Tulips".

format, napkins.

Image acquisition method: child

Candles + watercolor

"Cloud".

Image receiving method: child

draws with a candle on paper. Then paint over

watercolor sheet in one or more

colors. The candle pattern remains white.

hand drawing

"White Swan".

Material: wide saucers with gouache,

brush, thick paper, sheets of large

format, napkins.

Image acquisition method: child

lowers the palm (the whole brush) into gouache or

paints it with a brush and makes

print on paper. Draw with both right and

left hand, painted with different

flowers. Dry hands after work

with a napkin, then the gouache is easily washed off

Long-term plan for the middle group for 2019-2020

Month

Subject

Program content

September

Finger painting

"Handsome fly agaric"

Required materials and tools:

images of fly agaric, finger paints

applique

"Amanita"

white spots on the hat, napkins.

Preliminary Work: Consideration

illustrations and paintings "Amanita" from the series

"Mushrooms" riddles and poems about mushrooms, conversations with

children about mushrooms.

Poking semi-dry hard

"Fluffy kitten"

Required materials and tools:

landscape sheet, with a drawn outline

stencil,

glue "Bristles" No. 8, gouache paints.

preliminary

Job : contemplation

illustrations

"Homemade

animals"

Images

semi-dry

allowing

most

hand over

portrayed

characteristic texture of its appearance

(volume, fluffiness).

Hand drawing + brushes

"Merry Zebra"

Required materials and tools:

Zebra toy, sheets of colored paper

green, white and black gouache,

trays, jars of water, napkins,

brushes.

Lesson objectives:

promote general

emotional background and improvement

psychological climate in the group;

form subject representations

children on the topic "Animals"

develop visual perception

develop fine motor skills

develop visual memory, attention,

arouse interest in an unconventional form

drawing (palm).

combine several drawing techniques

(palm, brush

foam drawing

"Snowmen"

Materials: : wide saucers with gouache,

brush, foam rubber round shape, dense

paper, A4 sheets, napkins.

Image acquisition method: child

lowers foam rubber into white gouache and applies

Hand drawing

"Yolochka".

Material: bowls with green gouache,

thick paper, napkins.

Image acquisition method: child

puts his hand in gouache and makes an imprint

on paper. Draw with both right and left hands

painted with different colors. After

hands are wiped with a napkin, then

gouache washes off easily

Drawing with cotton buds

"Winter evening".

Materials: white gouache, cotton swabs,

black colored paper, napkins.

Image acquisition method: : child

dips a cotton swab into white gouache and

puts dots, spots on paper.

hand drawing

"Flowers for Mom"

Material: wide saucers with gouache,

brush, thick paper, sheets of large

format, napkins.

Image acquisition method: child

lowers the palm (the whole brush) into gouache or

paints it with a brush and makes

print on paper. Draw with both right and

left hand, painted with different

flowers. Dry hands after work

napkin, then gouache is easily washed off.

Monotype

"Sunset"

Materials: watercolor, brushes, landscape

Image receiving method: child

draws on ½ sheet of paper at the fold line. At

folding the sheet in half, we get

almost the same imprint on his other

parts. You can make drawings like this

pre-tinted paper, and simply on

white sheet.

Monotype with drawing

contour "Daisies".

Material: any slippery, smooth

surface that does not allow water to pass through

(for example, a piece of Plexiglas or glass

plate), gouache paint,

dishwashing sponge or roller

paints, if you complicate - thick

brushes, cotton swabs, paper.

Image Method: Child

blue paint paints the entire

the surface of the board for modeling. wadded

scratches the drawing with a stick. Then

covers with a sheet of paper

board, irons and gently removes.

Long-term plan for the senior group for 2020-2021

September

bitmap

"Colorful Butterflies"

Equipment: butterflies, carved from

album sheet, watercolors,

tassels, one rough

hex pencil for each

child, water containers for each table,

flowers made of cardboard with a stalk on

each child, wet cloth wipes

for hands. Image acquisition method:

the pencil is dipped in thick paint,

put perpendicular to the white sheet

The principle of drawing points is the same. Main,

get the child interested right away.

Leaf print

"Autumn at the edge of paint

bred"

Materials: Sheets of paper, watercolor, brushes

Image receiving method: child

Wax crayons + watercolor

"Aquarium"

Materials for the lesson: dense landscape

sheet or semi-cardboard cut-out form

aquarium, wax crayons of different colors,

watercolor paints, large brushes

size. Image acquisition method:

child draws with wax crayons on white

paper. Then he paints the sheet with watercolors in

one or more colors. Drawing with crayons

remains uncolored.

Paper tearing and rolling

"I made a snowman"

Equipment: thick gray paper,

blue and other colors or colored

cardboard, soft white napkins for

rolling them into a ball or breaking off,

pieces of colored tissues for the eyes and

buttons cut out of paper nose

carrot and hat, brush, PVA glue in

saucer, pedagogical sketches with

different images of snowmen

technicians. . How to obtain

images: the child crumples paper in his hands,

until it becomes soft. Then rolls up

ball out of it. Its dimensions can be

various: from small (berry) to

large (cloud, lump for a snowman).

After that, the paper ball is lowered into

glue and glued to the base.

"Winter forest"

Materials: candle, thick paper, watercolor,

foam drawing

"Teddy bear"

Materials: dog, bear, hare, landscape

sheet; simple pencil; gouache set

paints; 2 pieces of foam sponge;

thin brush; a glass of water; napkin.

Image acquisition method: child

lowers foam rubber into colored gouache and applies

spots on paper, then draws the details.

Threadography

"Magic Flowers"

Equipment: woolen threads,

landscape sheet, watercolors or

gouache, brushes, one pencil per

each child, water containers for each

table, wet cloth napkins for hands.

How to work: Take cardboard size

approximately 20x20 cm. And folds

in half. Then a half-woolen

or a woolen thread about 30 cm long, its

the end of 8 - 10 cm is dipped in a thick

paint and clamped inside the cardboard.

It should then be moved inside the cardboard of this

thread, and then take it out and open

cardboard. It turns out a chaotic image,

which is considered, circled and

draw details.

Blotography

"Wonderful Bouquet"

Materials for work: landscape sheets;

gouache or watercolor; large brush;

straw for drinks or can

use pipette;

water in a jar; damp cloth. Order

work: dip the brush into the diluted paint

and sprinkle on a piece of paper. The thicker the paint

The richer the color, but the harder it is

blown out. We take a tube and blow through

her on colorful drops of paint, they

turn into blobs. At the same time, the sheet

paper can be rotated - blots

become even more interesting.

Drawing on wet paper

"Dandelions"

How it works: needs to be taught

production of vague images.

2021-2022 Forward Plan for Preschool Group

September

Technique scratching

"Journey to the bottom of the sea"

Equipment: samples for display

sequences of the "grattage" technique,

landscape sheets of A-4 format

(tinted, coated candles and

shaded) for the work of children; stacks,

wooden sticks, brushes, spacing,

small sheets for experimentation.

jar of water. How to obtain

Images. child paints with wax

crayons on white paper. Then paint over

watercolor sheet in one or more colors.

The chalk drawing remains unpainted.

leaf prints

"Golden Autumn" (collective

Materials: sheets of paper, watercolor, brushes

different sizes, jars of water, leaves. .

Image receiving method: child

covers a leaf of a tree with paints of different

flowers, then applies it dyed

side to paper to print.

Each time a new leaf is taken. Petioles

the leaves can be painted with a brush.

Plasticineography

"Magic Kingdom"

Materials for the lesson: . cardboard or thick

paper; wooden or plastic board

for rolling plasticine; container with

water for wetting hands; kit

multi-colored plasticine; wet

hand wipes; set of stacks of different

shape.Picture way:

baby rolling tricks,

pressure, smearing creates

plot picture.

Poke semi-dry hard

"Trees in Winter"

Equipment: landscape sheet, with

outlined wood, rigid

brush for glue "Bristles" No. 8, gouache

Purpose of the lesson: to help children learn new

image method - hard poke

semi-dry brush, allowing the most

brightly convey the depicted object.

Black and white scratching

"Winter evening in the forest"

Materials: candle, thick paper, black

gouache, brushes. How to obtain

images: child draws with a candle on

paper. Then paints the sheet black

gouache. The candle pattern remains white.

Drawing a candle + watercolor

"Night city"

Materials: candle, thick paper, watercolor,

brushes. Image acquisition method:

child draws with a candle on paper. Then

paints a sheet with watercolor in one or

several colors. Candle drawing remains

Signet print (potatoes,

"Let's Hurry to the Help of Spring"

(teamwork)

Equipment: bowl or plastic

box containing a stamp

pillow made of thin foam impregnated

gouache, thick paper of any color and

size, potato seals, corks.

Image acquisition method: child

presses the seal against the ink pad

with ink and print on paper. For

getting a different color change and

bowl and seal.

Foam drawing

"What color is spring?"

Materials for work: landscape sheet;

simple pencil; a set of gouache paints;

pieces of foam sponge; thin brush;

a glass of water; napkin. Way

image acquisition: the child lowers into

colored gouache foam rubber and stains

paper, then draws the details.

Drawing on wet paper

"Spring Flowers Waltz"

Materials: landscape sheet A4, a glass of water,

a ball of cotton wool, watercolor paints, brushes.

How it works: needs to be taught

preschooler make paper a little

wet. If the paper is too wet

The drawing may not work. That's why

a lump of cotton, wring it out and hold or

the entire sheet of paper, or (if so required)

only on a separate part. And the paper is ready for

production of vague images.