Notes on drawing in the second junior group: “Yellow dandelion. Notes on drawing "Chicken" in the second junior group Nod drawing ml gr

Notes on drawing in the second junior group “The sun is shining”

GCD move.

I: The sun walked across the sky and ran behind a cloud.
The bunny looked out the window, it became dark for the bunny.

And the magpies, Belobok, galloped across the fields,
They shouted to the cranes: “Woe! Woe! Crocodile
Swallowed the sun in the sky! Darkness fell.
Don't go outside the gate: whoever got into the street -
Got lost and disappeared.

What fairy tale is this from?

Children: Stolen sun.

I: That's right, this is an excerpt from K.I. Chukovsky’s fairy tale “The Stolen Sun”.

Let's help the poor animals. It's very bad without the sun.

The gray sparrow cries: “Come out, sunshine, quickly!
It’s a shame for us without the sun - we can’t see a grain in the field!”

The bunnies are crying on the lawn: They have lost their way, poor things,
They won't make it home.

I: Shall we help them?

Children: Yes.

I: Let's play the game “Sunshine and Rain”.

I: What sunshine?

Children: round, yellow

I: That's right, the sun is round and yellow. But sometimes it is also red. Listen to the nursery rhyme:

Sunshine, sunshine, look out the window!
Sunshine, dress up in red, show yourself!
I: Look how I will draw the sun. I dipped the brush into the yellow paint and the brush ran in a circle. This is how round the sun turned out. First we will draw the sun in the air. Which hand do we draw with?

Children: right hand.

I: Well done, raise your right hand with a brush and draw a round sun in the air. We look behind the hand with our eyes. Now let's draw with a dry brush on paper, without paint.

And now we open the yellow gouache and put paint on the brush. And we begin to draw. What kind of gouache will we paint with?

Children: Yellow gouache.

I: That's right, well done. When working with children, remind them how to hold a brush correctly.

I: Look how many cheerful and bright suns we have drawn. The group became even brighter.

Ran through the bushes
On birch leaves.
Hello, golden sun!
Hello, blue sky!

The birds began to chirp,
Fly after insects.
The bunnies have become
On the lawn,
Tumble and jump.

Bunnies and squirrels are happy,
Boys and girls are happy.

I: Well done guys, they tried their best. And now the sun will shine brighter in the sky again.

Introspection.

1. Preparation for the GCD consisted of observing the sun on a walk, having a conversation, making a sample of the sun, reading the passage “The Stolen Sun”, preparing equipment and choosing a topic, selecting material.

2. Everything was carried out successfully, the tasks were completed in full.

3. Everything worked out, the children did the work with interest, drew the sun (circle) beautifully, only one boy did poorly with the sun (circle), his fine motor skills were slightly developed and he did not have enough skills, since he had just started attending kindergarten.

4. I helped some children in drawing the sun, gave recommendations, advice, and also in designing the sun: eyes, eyelashes, eyebrows, cheeks.

5. I took note that individual work is needed with that boy (Kostya Biryukov) whose motor skills are poorly developed.

modeling, plastinography.

Subject:"Tsvetik - Semitsvetik"

Age group: older - preparatory

Form of organization: frontal

Place of the day: 2 half

Target: Continue teaching children the technique of smearing (in different directions); teach children to use several colors of plasticine in their work; develop fine motor skills of fingers; consolidate the ability to work along a contour, develop children's creativity.

Preparatory work: reading the fairy tale by V. Kataev “Tsvetik - Semitsvetik”, looking at the illustrations.

Equipment: oilcloth napkin, board, plasticine, wet napkin and dry napkin, blank - thick white cardboard with a flower pattern printed on it, ready-made flower - sample, album sheets according to the number of children, beads for decoration.

Motivation techniques: analysis of the work, the flower sample itself.

working along the contour, using several colors of plasticine, spreading the plasticine in a thin layer.

encouragement and analysis of work.

Summary of GCD for sculpting “Tsvetik-Semitsvetik” (senior group) GCD progress: I: Guys, we recently read the fairy tale “Tsvetik - Seven Tsvetik”. Let's remember what it's about? Children: Answers. I: That's right guys. This tale is about dreams and a good, noble deed. Each of us has dreams and desires. And today, each of you will make “Flower - Seven Flowers” for yourself, and maybe give it to someone who needs it more, but you must promise me that your wishes will be good! Children: Answers I: Look carefully, there is a simple white flower in front of you, but as soon as you trace it and “color” it with plasticine, it will become magical! I: Guys, make your flower beautiful and bright! I show and explain, look, my flower has a yellow center. Cut a piece of yellow plasticine in a stack and “paint over” the middle. Well done, you are doing a good job, now we will “paint over” the petals. I: Guys, I remind you that after working with one color of plasticine, you need to wipe your fingers and stack with a napkin. I: Now cut a piece of pink plasticine and “paint over” the top petal. Now let’s “paint” the purple petal. You guys are great, you are doing very well! Let's take a little break. Everyone stand at their own chair and have your hands ready. Fizminutka: Fly, fly, petal (palms together, fingers of the right and left palms from west to east, taking turns pressing each other). Through the north, through the south, (palms together, twist them up, down). Come back after making a circle. (Palms together, make a circle with them) As soon as you touch the ground (lower down, moving your fingers). To be in my opinion led. (Raise your arms above your head, wiggling your fingers.) I: Guys, have a seat. Let's finish the flowers. Do you understand how to “paint over” the petals? Children: Yes, sure. I: I will put my flower in the most visible place so that you can see what color the petals and stem should be. The children finish their flowers, show it to me and each other, decorate it, and together we choose the neatest and most beautiful flower. I: Well done guys, you did it all. Look at your “Flowers - Seven Flowers”, how beautiful they are. And don’t forget that it depends only on you what kind of flower you will have - evil or good, and now think about who each of you will give your flower - a seven-flowered one.

Introspection.

1. Preparation for the GCD consisted of a preliminary conversation, reading a fairy tale, preparing equipment and materials, making templates and samples.

3. We managed to captivate the children and interest them. The work was done with great passion.

4. My help was needed in encouragement, praise, and small pieces of advice.

5. Conducting plasticineography classes more often is very popular with children and is useful for developing fine motor skills, which will be useful for writing in school.

Type of productive activity: applique.

Subject:"Victory Salute".

Age group: older - preparatory.

Form of organization: frontal.

Place of the day: 2 half

Target: Consolidate and expand knowledge about the Victory Day holiday. Teach a sensitive, friendly attitude, encourage children to act morally, cultivate a sense of respect for people, goodwill. To cultivate a sense of patriotism, love for one’s Motherland, respect for veterans of the Great Patriotic War, the desire to take care of them. To consolidate children’s ability to create an image using the “mosaic” technique, to achieve high-quality execution of a task, to develop children’s creative abilities and hand motor skills.

Preparatory work: Examination and discussion of illustrations about WWII. Reading stories and poems about the war. Learning songs, poems about WWII, about Victory Day. Listening to songs from the war years.

Equipment: a video recording of the festive fireworks display, a flash drive, a tape recorder, a TV, dark colored cardboard, glue, a napkin, a damp sponge, an ear cleaner, a simple pencil for each child, double-sided colored paper, pre-cut into squares or rectangles measuring approximately 0.5 cm.

Motivation techniques: conversation, non-traditional “mosaic” technique (children really like it).

Productive skills training: non-traditional mosaic technique; initial demonstration (reminder) of the “mosaic” technique, explanation.

Assessments of the results of children's productive activities: praise and evaluation of results.

Abstract of the GCD on application in a non-traditional form “Victory Salute” (older - preparatory group) Lesson progress: Me: On May 9, our people celebrate one of their most favorite holidays. What holiday is it? D: This holiday is Victory Day. This is the day when the Great Patriotic War ended. This is the day when war veterans are congratulated. I: Right. It’s not without reason that the song says that “this is a holiday, with tears in our eyes,” because we are glad that there is no war, we are proud of the great Victory and our army, and at the same time we remember with sadness the fallen heroes. In honor of the Great Victory and in memory of the fallen soldiers, festive fireworks thunder in the cities on May 9 - the Victory salute. A salute is the giving of honors with shots and fireworks to commemorate a special date. In our village there are also fireworks, you, of course, saw them. What do fireworks look like? D: The flashes look like a flower. The fireworks look like an open umbrella. Fireworks flash like a palm tree. The fireworks look like a fountain. Physical education minute:“Fireworks” Everything was quiet, and suddenly - fireworks! Firework! (Raise your hands, open your fingers like a fan) Rockets flashed in the sky both here and there! (Wave your arms to the right - to the left) Above the square, above the roofs, Above the festive Moscow (sit down, stand up) A living fountain soars higher and higher than the lights! (sit down - stand up) Everyone runs joyfully into the street (easy running in place) Shouting “Hurray! ", admire the festive fireworks (shout "Hurray", wave your arms above your head. I: Today I want to invite you to prepare a gift that you can give to your relatives or veterans for the holiday. This postcard, made using the mosaic technique, is called “Victory Salute. "(showing a sample). This is how I saw the fireworks. We will all see together at the end of the lesson what your fireworks display will be like. Working with the mosaic technique is already familiar to you. I remind you of the sequence, explain and show: first, with a simple pencil, you will draw a fireworks flash. Then you need to apply glue to the drawing. I would like to draw your attention to the fact that the glue is not applied to the entire image, but only to a separate area. Then, using an earpick, we apply the mosaic pieces to the glue. How it's done? (children's answers). That's right, we dip one end of the stick into a damp sponge and with the same end we take a piece of the mosaic and apply it to the glue. When the work is finished, you need to blot it carefully with a napkin. I remove the sample before the children work independently. Children work independently while listening to quiet music - songs from the war years. At the end of the lesson, I hang all the work on the stand. I: How bright and varied the work turned out today! I think everyone will really like your gifts. And now I propose to see what fireworks are like in the main city of our Motherland - Moscow. (watch video clip).

Introspection.

1. Preparation for the NOD consisted of preparing equipment and a set of material, a preliminary conversation, showing illustrations, reading poetry, listening to military songs and showing a video of the fireworks.

2. Everything planned was accomplished.

3. Everything planned was accomplished. The goal was achieved, the guys were happy, they really liked this technique.

4. My help was needed in reminding and initially showing this technique and properly organizing the guys and getting them interested.

5. For the future, I would like to try some other new, interesting techniques for appliqué.

Type of productive activity: design

Subject:"Rocket"

Age group: preparatory

Form of organization: subgroup (5 people)

Place of the day: 2 half

Target: develop the ability to create a three-dimensional structure from paper using a diagram and a sample. Strengthen the ability to twist rectangles into cylinders, a circle into a cone, develop the ability to convey the expressiveness of a composition, using the features of paper as a design material, develop fine motor skills and coherent speech. Cultivate neatness, a desire to help a friend, and cultivate a caring attitude towards your planet.

Preparatory work: conversations on the topic “Space”, “Gagarin’s feat”, “Space Forces”, “Outer Space”, “Planets of the Solar System”, reading fiction and encyclopedic literature, drawing on the topic “Space”, guessing riddles about space.

Equipment:: hoops for the outdoor game “Fast planets are waiting for us”, illustrations depicting a rocket, a three-dimensional planet Mars, space debris (pebbles, corks, candy wrappers, etc.), a container for putting garbage, a sample building, an easel, a tape recorder.

Handout: cardboard, scissors, glue pencil, napkins, oilcloths, rocket construction diagrams, album sheets.

Motivation techniques: game moment (outdoor game), surprise moment (voice of the Martian).

Productive skills training: examination of the sample and comparison, questions, discussion - conversation, individual assistance.

Assessments of the results of children's productive activities: praise, questions for consolidation, analysis of your work, evaluation of your work.

Progress of the lesson: I: Guys, do you want to play? I suggest playing the game “Fast rockets are waiting for us to fly around the planets.” (Children depict movements in zero gravity.) We’ll fly whichever one we want. But there is one secret in the game, (At the end of the words, the children stand in the hoops). There is no room for latecomers! (Late arrivals are eliminated from the game). One hoop is removed, etc. I: Guys, look! It seems to me that some kind of planet is visible (draws the children’s attention to the three-dimensional planet). What kind of planet do you think this is? Children's answers: I: How did you guess that this is the planet Mars? Children's answers: It is red and has a very high temperature. I: Hear someone asking for help. Voice of the Martian: Hello guys! I am a resident of the planet Mars. Help save our planet from space debris! Thank you! I: Do you think we can help the Martians? How can we help them? Children's answers: I: How can we get to the planet Mars? Children's answers:(on a rocket) I: Who makes rockets? Children's answer: constructor I: Where does the designer work? Children's response(in the design bureau) I: I invite you today to be designers and design a rocket to fly to Mars. As the chief designer, I propose to consider a sample of the finished rocket. (on the easel there is an illustration of a rocket) Children examine the finished sample and compare it with the illustrations. I: What geometric shapes is the rocket made of? Children's answers: The nose of the rocket is made of a cone, the main part is made of a cylinder, and the sides are made of small cylinders. I: Go to the design office. On your desks are plans for building a rocket. Consider them. Conversation on diagrams: From what geometric figure can a large cylinder be obtained? Children's answers: from a large rectangle, rolling it into a cylinder. I: From what geometric figure can a cone be obtained? Children's answers: from the circle. I: It's time to get to work, but first we'll stretch our fingers. Finger gymnastics. During independent work I provide individual assistance. I: Let's evaluate the finished designs to see if all rockets can fly to Mars. The missiles are being assessed. I: Well done designers! Everyone's done, it's time to go. (Children take manufactured rockets in their hands, move smoothly, depicting movements in weightlessness, at this time an audio recording of space music sounds). Here we are! Look how much trash there is around! Let's put the trash in the star container. Children clean up trash. Do you think we completed the task? It's time to return to our planet! Start counting down 10, 9, 8, 7…. Start! I: So we returned home. What is the name of our planet? What is the name of the city we live in? How to keep our planet as clean as the planet Mars has become? Children's answers: do not litter, do not pollute forests and rivers, etc. I: so guys, where have we been today? Who did we help today? What did you use for the flight? What is it made of? Children's answers. At the end, reflection: What did you like? What didn't you like? Why?

Introspection.

1. Preparation for the GCD consisted of a conversation, reading encyclopedic literature, preliminary drawing of space, and preparing equipment and material.

2. Everything planned was carried out successfully.

3. It turned out to interest the children, the boys liked the work, after the work was done they began to play with their crafts, but however, not all the boys were able to roll the semicircle into a cone.

4. My help was needed in explanations, advice, and demonstration of the steps to make a rocket.

5. In the future, I would like to do more designing not only from paper, but also from waste materials and natural materials.

Review.

During her work, Ekaterina Vladimirovna Dokuchaeva showed herself to be a creative person. The goals and objectives of managing productive activities are formulated on the basis of the requirements of the standard and selected according to the educational program; the place for productive activities in the daily routine and form of organization is also expediently selected. The equipment is selected in accordance with the actual conditions of the group. Techniques for motivating children and teaching productive skills are carefully used and set taking into account the assigned tasks, the age of the children and the form of organization. The speech was clear and precise.

Plan - summary of GCD

in the second junior group

(drawing)

The bun rolled along the path

Integration of educational areas : 1. Artistic and aesthetic

development;

2. Cognitive development;

3. Speech development.

Tasks:

To give children the experience of drawing based on a folk tale, to arouse interest in creating an image of a bun rolling along a path and singing a song. Continue to develop the ability to paint with paints: hold the brush correctly, pick up paint, rinse it well when changing the color of the paint. Develop compositional skills by placing the kolobok on the path at the beginning, at the end, in the middle. (Artistic and aesthetic development)

Form an experience to navigate: at the beginning, at the end, in the middle. (Cognitive development)

To form the experience of retelling fragments of a fairy tale. Develop dialogue with the teacher in the process of answering questions. (Speech development)

Methods and techniques: verbal (reading, conversation)

practical method (observation)

visual

Materials and equipment:

elongated sheets of paper of different colors (white, light green, blue, dark blue), gouache paints, brushes, napkins

Children's activities

Forms and methods of organizing joint activities

Cognitive and research

Observations, excursions,problem solving , experimentation, collecting, modeling, educational and research projects.

Communicative

Conversations, speech situations , composing stories and fairy tales, creative retellings, composing and guessing riddles, word games, board-printed games with rules, plot games, situational conversations, speech trainings,questions.

Fine

Application,drawing , modeling, creative projects, activities in the art studio, workshops for the production of children's art objects

Perception

(fiction and folklore )

Storytelling , reading , discussion, learning, dramatization of works, dramatization games, theatrical games, various types of theater (shadow, bibabo, finger, etc.).

GCD logic

Activities of a teacher

Children's activities

Expected Result

The teacher reads a poem:

Kolobok - kolobok

He has a ruddy side.

And he is good and handsome,

And he looks like the sun.

Put a bun

Cool in the window.

Kolobok from the window - hop! –

Rolled along the path.

Rolls - rolls the bun

Along unknown paths -

Past the fir trees and rowan trees

By flowers and blades of grass!..

The animals are surprised

Towards adventures!

The children are listening.

Motivated.

aroused interest in creating the image of a kolobok rolling along a path and singing a song

Shows ped. sample:

What shape is the bun?

Where is it located? (at the beginning, at the end, in the middle)

Shows the drawing sequence.

Observes and helps those who find it difficult.

The children are looking.

Watch a drawing demonstration, drawing a circle in the air

Choose a path and draw a kolobok according to the composition

Finish the grass by dipping.

We continued to develop the ability to paint with paints: hold a brush correctly, pick up paint, and rinse it well when changing paint colors. We gained experience placing the kolobok on the path at the beginning, at the end, and in the middle.

Reflection:

What is the shape of the bun?

What color is the bun?

Where does the bun roll?

In your work, where is the bun rolling on the path? At the beginning, at the end, in the middle?

The children answer.

Continued to develop dialogue with the teacher in the process of answering questions

KOLOBOK

Kolobok, kolobok, warm and rosy. (tilts to the right, left)

Jump and jump, jump and jump, our friend has started, (jumping, running in place)

He turned right, then he turned left, (turns right and left)

Then it spun with a leaf (rotate 360 degrees)

then he became friends with the little squirrel. (squat)

Rolled along the path (running in place)

and fell into my palms. (children stop and sit in their seats)

Summary of educational activities in the 2nd junior group

Painting with paints “Fence for a bunny”

Target : teach childrendraw a fence, consisting of a combination of long and short lines. Strengthen the ability to draw straight vertical and horizontal lines with the entire bristle of the brush without lifting it from the landscape sheet from top to bottom and from left to right. Learn to retell a fairy tale based on images of the characters. Develop children's speech and thinking. Bring upcaringand attentive attitude tobunny, desire to help him.

Preliminary work: reading the fairy tale “Zayushkina’s Hut”, acting out the fairy tale using pictures on a flannelgraph.

Demo material : easel, pictures - characters from the fairy tale "Zayushkina's hut"(hare, fox, dog, wolf, bear and rooster). Fox toy.

Handout : 1/2 album sheet with a pasted hare in a house,gouache, brush, jar of water, napkin for the brush.

Progress of the lesson :

Educator: Guys, guess what fairy tale this riddle is about?

In the fairy tale, the little fox is a cheat
She cleverly deceived the bunny,
Kicked out of the hut.
The bunny cried day and night.
But he helped him in trouble
One brave cockerel.

Children: "Zayushkina's hut."

Then the teacher offers to remember the fairy tale, based on pictures of the characters, using a flannelgraph.

The finger game “Once upon a time there was a bunny” is being held

Once upon a time there lived a bunny (clap hands)

Long ears (three fingers in a fist, index and middle fingers - ears).

The bunny got frostbitten (clench and unclench the fingers of both hands)

Spout at the edge ( rubs nose).

Frostbitten nose (clench and unclench the fingers of both hands)

Frostbitten ponytail (stroke the falcon)

And went to warm up (turn the steering wheel)

Visit the kids.

It's warm and quiet there (unclench fists of both hands)

There is no wolf (clap hands)

And they give you carrots for lunch ( stroke the stomach with the palm of the leading hand clockwise).

Educator: Guys, let's helpbunnyso that the fox would no longer climb into his hut. How can you fence the house so that the fox cannot approach it?

Children: A fence.

Educator: How should the fence be: high or low? Long or short?

We will draw a fence using a brush and gouache.

First, let's draw two long lines from left to right. Having dipped the bristles of the brush in gouache, we will move the brush with the entire bristle from the house to the edge of the sheet. Then, having typed gouache again, we will draw many short lines from top to bottom. This will make the fence strong and reliable.

Children draw2 long horizontal lines, and then short lines perpendicular to them - pickets.

After the children finish drawing, the fox comes and says that now she won’t be able to get to the bunny’s house. She decides to go into another fairy tale.

Authors: Pavlova Nadezhda Veniaminovna, Vasilyeva Tatyana Alekseevna
Job title: educators
Educational institution: Municipal budgetary educational institution "Secondary school No. 6" (preschool groups)
Locality: city of Yugorsk Khanty-Mansi Autonomous Okrug
Name of material: GCD for drawing
Subject: GCD for drawing in the second junior group on the topic "Snowballs big and small"
Publication date: 06.01.2018
Chapter: preschool education

Municipal budgetary educational institution

"Secondary school No. 6"

GCD for drawing in the second junior group

on the topic “Snowballs are large and

small"

Prepared by teacher: Pavlova N.V.

institution "Secondary school No. 6" (preschool groups), Khanty-Mansi Autonomous Okrug, Yugorsk

Description of material: I offer you a summary of direct educational activities

for children of the second younger group (3-4 years old) on the topic “Snowballs large and small.”

This material will be useful to teachers of the second junior group. This summary of creative

activities aimed at fostering interest in nature, love for the seasons and development

curiosity in younger preschoolers

Summary of GCD for drawing in the second junior group

"Snowballs, big and small"

Integration of educational areas

"Cognition". "Communication", "Socialization",

“Reading fiction”, “Artistic creativity”

Target:

Tasks:

Educational

Form an idea of round objects Teach

use the correct techniques to paint without going beyond the outline. Repeat image by filling

free space on the sheet

Educational: Develop attention, memory, logical thinking, observation

Speech: Develop coherent speech, enrich children's vocabulary: snow, snowflake, frost, Snow Maiden,

Snowman, crunchy, squeaky

Educational: Cultivate interest in nature, love of the season - winter, curiosity

Demo material: Illustrations depicting the season - winter and children who

make a Snowman, Snowman toy, snowflakes

Handout

sheets of blue paper, brushes, jars of water, napkins, white

Methodical techniques

game situation, conversation-dialogue, consideration

illustrations and conversation

on them, children’s productive activities, analysis, summing up

Preliminary work: watching snow, looking at snowflakes, playing with snow,

GCD move

Organization

Pupils

MUSICAL

work

P.I.Tchaikovsky

"Seasons".

easel

white white)

Educator: Guys

I invite you

listen,

sings praises

verses. (reads to quiet music)

fluffy snow

Spinning in the air

And the ground is quiet

Falls, lies down.

And in the morning the field

Whitened by snow

Like a veil

All dressed up.

Educator: Guys, this is

wrote a wonderful poem

poet Ivan Surikov, he loved

observe nature, especially

he liked winter.

Educator: Pay attention to

these paintings are wonderful

The paintings were painted by our artists.

Children stand in a semicircle

What do they have in common?

Resource circle

(conversation with children)

Educator: Well done boys,

that's right, in all the pictures

the artist depicted winter. According to what

We learned from signs that it was winter here.

Do you guys like winter?

Educator: Well done, Sasha S.

Kostya, do you like winter?

Educator: To you, Sasha Sur.

do you like winter?

Children: In all the pictures

depicts nature, winter.

Children: trees stand in the snow,

children playing in the snow...

Children (Arina): like…

you can go sledding,

and play in the snow...

Kostya: yes, I really like it

I like to ride with you in winter

Sasha Sur: Santa Claus in winter

will come with the Snow Maiden,

you can sculpt a funny one

snowman made of snow.

Educator: Well done boys,

Look who's at the museum

meets?

The snowman has a magic chest

what's in the chest, guess the riddle...

fall from the sky in winter

And they circle above the earth

Light fluffs,

White... (Snowflakes)

Guys, let's look at the snowball.

Snow - what is it?

Can you make one out of snow?

Children: Snowman

Child: Loose,

crisp,

cold white,

squeaky, fluffy

Child: the group is warm,

snow is melting.

Children: Snow in warm weather

sticky, you can use it

make lumps.

Educator: Oh guys! Snowman

He whispers something to me, he wants to

to play with us,

stand up guys quickly

We shovel fluffy snow

(We shovel snow with our hands

(imitation))

We sculpt, we sculpt a big ball

(let's make a ball)

And once again we rake (rake)

We sculpt, we sculpt, another one, (we sculpt)

We sculpt, we sculpt, the third lump (we sculpt)

Will you be a snowman. (hands on

belt)

Eye, eye, nose like a carrot

(one hand shows left

eye, the other is right, nose is two

hands together)

The mouth is large, with a bucket on top.

(children show their mouth with their hand on the left

to the right, then hands are placed above

head)

- Have you rested a little, guys?

- Did you make a snowman? (Yes)

- What does a snowman consist of? (From

lumps)

Educator:- what shape

there should be lumps

Educator: - What size?

Can you make snowballs?

Educator:- Let's think

what color and what shape should

be our lumps?

Do you think it’s possible

draw snowballs?

Educator: Guys, we are Snowman

invites you to the table, he has prepared

for you and me a piece of paper,

brushes, paints, napkins to

we could help him. After all, he will come

spring it may melt,

Children:?(Round)

Children: big and small

Children: there should be lumps

white and round

Yes you can..(Children's answers)

Educator

invites children for

table .

Educator

demonstrates

subsequence

doing the work

Teacher with

snowman in hands

passes between

tables, praises the children.

the sun's rays will warm him, he

may turn into a puddle. We are with

Let us draw for you young artists

for him there are many, many snowy

lumps.

Educator: Guys, show me how

need to be held correctly

a brush?

Take the brush with the right

hand (three fingers, above

metal part, and the left

hold the sheet. like real ones

artists.

Demonstration of the teacher's drawing

On the desk…

Guys, you are real artists.

What was your mood when

did you draw?

What do you like most today?

do you remember?

How wonderful you are

it turned out to be snowballs. I have you

Well done, didn't leave me in trouble

Snowman. Now the Snowman can't

No heat is scary.

It's time to create snowy ones

open spaces around the snowman.

You and I will turn into snowflakes,

Snow, snow, snow snowball,

The whole street is white,

We form a circle

Let's spin like a snowball.

Take the brush with the right

hand - three fingers,

above the metal part,

and hold the sheet with your left.

Children draw snow

Children: good.

Children: help

To the snowman.

Educator

invites children for

Summary of direct educational activities on non-traditional drawing techniques in the second junior group "Fairytale winter forest."

Tasks:

Educational - introduce one of the techniques of non-traditional drawing techniques, practice the non-traditional technique of poking with a semi-dry hard brush.

Developmental - develop skills in non-traditional drawing techniques.

Educational - to instill in children an interest in drawing with paints and accuracy when working with them.

Material: gouache, hard brush, whatman paper, tinted in dark color with the image of a snowman’s silhouette, Christmas trees for a fairy meadow, a chest, a red envelope with a letter, an envelope with tasks, “Seasons” pictures, circles of different sizes cut out of cardboard, a bag with gifts, coloring pages

Unconventional painting technique: poking with a semi-dry hard brush.

Progress of the lesson

1. Organizational moment.

Educator: Guys, today we will go on a trip to a fabulous winter forest. Remember, this is a difficult forest, but a fairy-tale forest means full of miracles and magic. Be careful!

2. Introduction to the topic.

Educator: In order to get into the fairy-tale forest, we need to close our eyes, spin around ourselves and say the magic words “One, two, three - turn around and find yourself in the fairy-tale forest!” (Children perform movements and repeat “magic words” together with the teacher. The transition to the fairy forest is accompanied by a sound effect). Guys, pay attention to how beautiful the snow-covered Christmas trees are around us! (Children admire the beauty of the winter landscape)

One of the children notices a large bright red envelope under the tree.

Educator: Let's see what kind of envelope this is? (The children, together with the teacher, open the envelope and take out the letter)

The teacher reads the letter: Hello, guys! If you found my letter, it means I need help. The Snowman Postman is writing to you. The Gray Wolf stole a bag of gifts from me, which I prepared for all the guys for the New Year. The Gray Wolf promised to return the bag to me if I completed his tasks. But I can't do it alone. Help me please! The tasks are in a magic chest under the Christmas tree in a fairy meadow. I hope that you will definitely cope with them! See you!

Educator: Well, guys, let's help the Snowman return the bag of gifts? (The children begin to look for the magic chest and find it under one of the trees. Having opened the chest, they take out an envelope with tasks)

3. Didactic game “What is winter?”

The teacher reads the first task: Pictures with images of the seasons and cards with corresponding seasonal phenomena are laid out on the table. Select cards related to winter.

4. Didactic game “Fold the snowman.”

The teacher proceeds to reading the second task: Cardboard circles of different sizes are laid out on the table. Make a snowman out of these circles.

5. Task three.

Reading of the third task by the teacher: Complete the snowman with a poke of a semi-dry hard brush.

The children begin to complete the task. On the table is a dark-tinted Whatman paper depicting the silhouette of a snowman.

6. Demonstration of the technique of drawing by the teacher.

The teacher dips the brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water.

7. Drawing by children.

Children fill the entire contour with a poke of a hard, semi-dry brush.

8. Physical education lesson “Where are our hands?”

Where, where are our pens?

Where are our pens?

Where, where are our pens?

Our pens are gone!

Here, here are our pens!

Here are our pens!

Our hands are dancing, dancing!

Our hands are dancing!

(Getting divorced hands, looking surprised Each other; hide their hands behind their backs. They turn and show their palms, rhythmically wave their palms in front of them)

9. Surprise moment.

A snowman appears with a bag: Guys, you completed all the tasks correctly, and the Gray Wolf returned the bag to me. Now I can go to the Christmas tree celebration and make the kids happy. Thank you! I brought you gifts as a token of gratitude. (Takes coloring books out of the bag) I wish you creative success. See you again!

10. Summing up. Reflection.

Educator: Guys, it’s time for us to return to the group. Repeat after me: “One, two, three – turn around and find yourself in the group!”

After the children “find themselves” in the group, the teacher asks them the following questions: Where have we been? Who did we meet in the fabulous winter forest? What tasks did the Gray Wolf tell us to do? Which ones did you like best? Who can remind me how to draw a funny snowman? Was it difficult for you to use this drawing technique? If so, why?