Tamara Komarova - Classes in fine arts in the kindergarten preparatory group for school. Lesson notes

T. S. Komarova

Classes in fine arts in the kindergarten preparatory group for school. Lesson notes

Foreword

The lessons presented in the book are developed taking into account the age capabilities and psychological characteristics of children aged 6–7 and are based on the following provisions.

Visual activity is part of all educational work in a preschool educational institution and is interconnected with all its areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; with different types of art - both classical, modern, and folk, including literature, etc., as well as with a variety of activities for children.

Of particular importance for the upbringing and development of the child is the connection between drawing, modeling and appliqué with a variety of games. A versatile connection with the game increases the interest of children in both visual activity and play. It is necessary to use various forms of communication: creating images and objects for games (“a beautiful napkin in a doll corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of game, surprise moments, situations (“make friends to a bear”, “paint the wings of a butterfly - its decorations were washed off the wings by rain”, etc.) in all types of activities (drawing, modeling, appliqué). Children should be given the opportunity to portray how they played a variety of role-playing and outdoor games.

For the enrichment of figurative representations, the development of aesthetic perception and imagination, the successful mastery of visual activity by children, the relationship of classes with didactic games is important. You can learn more about this from the book "Continuity in the Formation of Children's Artistic Creativity in Kindergarten and Primary School", which also presents notes on creating didactic games with children that can be used by teachers when working in senior and preparatory groups.

For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful atmosphere of the group, play areas; using individual and collective drawings and applications created by children in the design of the group. Of great importance are the aesthetic design of classes, the thoughtful selection of materials, paper format for drawings, applications, corresponding to the size and proportions of the depicted objects of paper color; thoughtful selection of visual aids, paintings, toys, objects, etc.

Of great importance is the emotional well-being of children in the course of the lesson, created by interesting content for them, the friendly attitude of teachers to each child, the formation of his confidence in his abilities, the respectful attitude of adults towards the results of children's artistic activity, their use in the design of group and other premises of a children's institution. , educating children in a positive, friendly attitude towards each other, etc.

The development of any abilities of preschoolers is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects and their parts, so that the image of hand movement, sensorimotor experience is fixed and on the basis of it the child can subsequently independently create images of various objects and phenomena. This experience should be constantly enriched, developed, forming figurative ideas about already familiar subjects.

In order to develop the freedom of creative solutions in children, it is necessary to develop in them shaping movements, hand movements aimed at creating images of objects of various shapes, first simple, and then more complex, in all types of activities (drawing, modeling and applications). This will allow children to depict a variety of objects and phenomena of the world around them. The better the child masters the shaping movements in the second younger group, and then in the middle group, the easier and freer it will be in the older groups to create images of any objects, showing creativity. 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 are conveyed by the contour line, and in modeling - by mass, volume. Hand movements during drawing differ in nature (in terms of pressure, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.

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Foreword

The book includes a program on fine arts and outlines of classes with children 6-7 years old in drawing, modeling and appliqué, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires changing the sequence, for example, the educator makes changes to the subject of classes dictated by regional characteristics, the need to close the gap between two classes that are related in content, the need to form a formative skill, etc.
The lessons presented in the book are developed taking into account the age capabilities and psychological characteristics of children aged 6–7 and are based on the following provisions.
Visual activity is part of all educational work in a preschool educational institution and is interconnected with all its areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; with different types of art - both classical, modern, and folk, including literature, etc., as well as with a variety of activities for children.
Of particular importance for the upbringing and development of the child is the connection between drawing, modeling and appliqué with a variety of games. A versatile connection with the game increases the interest of children in both visual activity and play. It is necessary to use various forms of communication: creating images and objects for games (“a beautiful napkin in a doll corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of game, surprise moments, situations (“make friends to a bear”, “paint the wings of a butterfly - its decorations were washed off the wings by rain”, etc.) in all types of activities (drawing, modeling, appliqué). Children should be given the opportunity to portray how they played a variety of role-playing and outdoor games.
For the enrichment of figurative representations, the development of aesthetic perception and imagination, the successful mastery of visual activity by children, the relationship of classes with didactic games is important. You can learn more about this from the book "Continuity in the Formation of Children's Artistic Creativity in Kindergarten and Primary School", which also presents notes on creating didactic games with children that can be used by teachers when working in senior and preparatory groups.
For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful atmosphere of the group, play areas; using individual and collective drawings and applications created by children in the design of the group. Of great importance are the aesthetic design of classes, the thoughtful selection of materials, paper format for drawings, applications, corresponding to the size and proportions of the depicted objects of paper color; thoughtful selection of visual aids, paintings, toys, objects, etc.
Of great importance is the emotional well-being of children in the course of the lesson, created by interesting content for them, the friendly attitude of teachers to each child, the formation of his confidence in his abilities, the respectful attitude of adults towards the results of children's artistic activity, their use in the design of group and other premises of a children's institution. , educating children in a positive, friendly attitude towards each other, etc.
The development of any abilities of preschoolers is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects and their parts, so that the image of hand movement, sensorimotor experience is fixed and on the basis of it the child can subsequently independently create images of various objects and phenomena. This experience should be constantly enriched, developed, forming figurative ideas about already familiar subjects.
In order to develop the freedom of creative solutions in children, it is necessary to develop in them shaping movements, hand movements aimed at creating images of objects of various shapes, first simple, and then more complex, in all types of activities (drawing, modeling and applications). This will allow children to depict a variety of objects and phenomena of the world around them. The better the child masters the shaping movements in the second younger group, and then in the middle group, the easier and freer it will be in the older groups to create images of any objects, showing creativity. 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 are conveyed by the contour line, and in modeling - by mass, volume. Hand movements during drawing differ in nature (in terms of pressure, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.
If in the previous groups the teaching of visual activity was carried out systematically and consistently, then in the preparatory group for school, children master generalized methods of image. This allows them to depict a variety of objects, which contributes to the freedom to choose the theme of drawing, modeling, appliqué; freedom of creative decision.
It is important to remember that all types of visual activity should be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, applications and the formation of creativity is based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activity.
In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting things around, what they liked; learn to compare objects; to ask, activating their experience, what they have already painted, sculpted, how they did it; call the child to show how one or another object can be depicted.
Of particular importance in the preparatory group is the examination and evaluation of images created by children. The experience of 6–7 year old children in visual activity, examining the drawings, modeling, applications created by them, both individual and collective, gives them the opportunity to create a variety of paintings, sculptural images, applications, using the acquired skills, knowledge and skills, as well as consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty, cause a feeling of pleasure. To do this, it is necessary to draw the attention of children to how the image looks like: what is the shape, size, location of the parts, how the characteristic details are conveyed. When considering a plot image, children should pay attention to how the plot is conveyed, which images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, stand (in modeling), how the ratio of objects in size is conveyed (in composition) etc. Asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Evaluation of children's work should end each lesson. If there is no time left for evaluation, you can carefully review with the children and evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by children, emphasize something, highlight, summarize the lesson.
The classes proposed in this manual are thought out in such a way as not to cause overload of children, their duration meets the requirements of SaNPin. In the preparatory group for school, 3 lessons in fine arts per week are held - 12 lessons per month. In months containing 31 days, the number of classes can increase by 1-2. In this case, the educator independently determines which classes are better to conduct as additional ones. If the notes presented in the book are not enough, you can use the class notes offered in the book by T. S. Komarova “Visual activity in kindergarten” (M .: MOZAIKA-SINTEZ, 2009).
Lesson notes include: program content, methodology, materials, connection with other educational areas and activities.
Notes of some classes are developed in more detail (this applies to complex topics); teachers can consider them as examples of open classes, master classes. In some abstracts, the connection of a specific lesson with various educational areas is given in detail in order to demonstrate that the connection is carried out quite widely and covers all educational and educational work with children, providing deep comprehensive integration. A detailed description of each lesson is not necessary, as this may limit the creativity of teachers.
At the beginning (September, the first half of October) and at the end of the year (May), you can conduct a diagnostic lesson in order to determine the level of development of children's creativity (for a description of the methodology for conducting such a lesson and processing its results, see the book by T. S. Komarova “Fine activity in kindergarten”, pp. 174–187).
We hope that the book will be useful to teachers of preschool institutions, groups of additional education, leaders of circles, studios, and will not only help them competently plan work on fine arts, but will also contribute to the development of the creativity of the teachers themselves, because all classes must be comprehended based on the development of children in a particular groups, something to change, supplement.
The author will gratefully accept comments and suggestions.

The value of visual activity for preparing children for school

Visual activity in the preparatory group is of particular importance for preparing children for school, which is carried out in all areas: comprehensive upbringing and education of children, psychological and subject preparation.
Classes in drawing, sculpting, and appliqué contribute to solving a number of problems in preparing children for school. Specialists identify several areas in which children are prepared for school: the comprehensive development of the child's personality, his psychological and special training. As the famous psychologist A.V. Zaporozhets, the basis of readiness for school is the comprehensive development of the child (mental, moral, labor, aesthetic and physical), carried out in kindergarten. Psychological preparation consists in the fact that in kindergarten children are taught to practice, subordinating their actions to the tasks of the lesson; form the ability to act purposefully, listen to the teacher, perform assigned tasks, prepare for the lesson in accordance with the assigned tasks, communicate with each other and with adults.
Psychologists' research shows that the formation of figurative representations in children, which are most successfully formed in the process of visual activity and design, is of great importance for mastering the activity of learning - and not only in primary, but also in secondary school, even in high school. Scientists advise primary school teachers, if the child does not have figurative representations, to give him homework: draw something, build from a constructor; when determining tasks, one should be guided by the "Program of Education and Training in Kindergarten".
Preparing children for school is also carried out when, in the process of artistic and creative activity, the prerequisites for educational activity are formed, which consist in introducing children into situations of mastering the beginnings of educational activity. According to the concept of D.B. Elkonin and V.V. Davydov's learning activity includes four components.
The learning task, the ability to understand it, accept it and fulfill it (in all types of artistic activity: in music - to sing a musical phrase, song, clap a rhythmic pattern, reproduce the movement of a dance, play a melody on musical instruments, etc.; in visual - create an image , conveying the main properties, the image of an object, phenomenon, etc.).
Mastering the ways of solving a learning problem in artistic activities - mastering the means and methods of creating an image. Methods for creating an image of an object and phenomenon are specific for each type of artistic activity, but without mastering them, the child is powerless in conveying impressions from the world around him and the ideas that have arisen on this basis. This causes negative emotions, the child loses interest in artistic activity and refuses to engage in it. Mastering the methods of activity occurs in the process of learning under the guidance of an adult.
Formation of control actions. Creating an image of an object or phenomenon in a drawing or modeling, the child controls his actions and their results and evaluates them. Research by T.N. Doronova made it possible to determine that in the process of teaching visual activity in the preparatory group of a kindergarten, three types of control actions can be formed in children: control in the process of creating an image (control over methods of action), control by result and anticipatory control (based on creating an image of a future image) . The latter is the most difficult type of control. The study showed that control actions can be formed gradually, first showing children how to carry them out, and then only paying attention to the need to control the image process, leading them to independently use control actions. The use of these actions does not contradict the figurative and creative nature of visual activity, contributes to the improvement of the created images, the deepening of their figurative and expressive solution, and the improvement of the image quality as a whole. This causes a sense of satisfaction in children, increases interest in activities, the desire to do the job as best as possible. At the same time, they acquire the skills necessary for schooling.
Formation of assessment actions. In the process of learning a particular artistic activity, the child develops a need to evaluate the created image (image). First, he hears such an assessment from the teacher. This assessment is determined by the educational task, the individual characteristics of the child, the specifics of artistic activity. Gradually, the child should also be involved in evaluating the work (his own and the work of his peers). So he will master the actions of evaluation. Evaluating his work in the process of its creation and upon completion, the child can improve it: clarify, supplement the created image, emphasize its individual aspects. Mastering the actions of evaluation is necessary, first of all, to improve artistic activity through the child experiencing the pleasure of the “turned out” image he created, the formation of a positive emotional attitude to activity. At the same time, such an important component of learning activities as evaluation actions is being formed for successful schooling.
The subject preparation of children for school, carried out in the process of visual activity, consists in the fact that they master a variety of artistic and creative activities (visual, musical, artistic and speech), acquiring knowledge about works of fine, musical art, literature, and thus prepare and psychologically, and meaningfully to mastering in elementary school subjects (music, fine arts, reading, including extracurricular activities, natural history, etc.). Observations showed that children who entered the school from kindergarten No. 1350, where we carried out work on succession, felt more confident compared to other children, fine art lessons gave them pleasure. They always coped with any task better than others, freely solved creative problems. In addition, children acquired knowledge, skills and abilities that allow them to actively participate in the general life of the class, school (preparation of various photomontages, class newspapers, almanacs, exhibitions; participation in amateur art activities, preparation of class and school holidays, leisure evenings). In the process of drawing, sculpting, and appliqué, children develop the small muscles of the hands, coordination of hand and eye movements, and manual skill; this facilitates further mastery of writing at school.
In the process of visual activity in kindergarten, comprehensive education and psychological preparation of children for school is carried out. But this activity is of particular importance for aesthetic education. Visual activity is one of the ways to educate children in a sense of beauty; the ability to notice the beautiful in the phenomena of nature, the life of society, in works of art (in painting, graphics, sculpture, works of decorative art); formation of the need to reflect what he saw in the drawing, modeling, applications. This is especially valuable, since in their drawings children convey the characteristic features of their objective, social and natural environment. This is the information function of children's creativity and its products, which are considered as original documents of the era.
In the process of visual activity, subject to its optimal organization and effective implementation, children develop an interest in artistic and creative activity, on the basis of which the artistic culture of a person will subsequently be formed. Of course, visual activity is only one of the means of aesthetic education, and the implementation of a full-fledged education is possible only with the complex nature of aesthetic influences. But in order to make this possible, it is necessary to improve all means of aesthetic education, including visual activity, interest in which arises at an early age, passes through all preschool childhood and often continues to develop and deepen in subsequent years.
It should be remembered that the solution of the problems of the comprehensive upbringing and development of children in the process of visual activity does not occur by itself, spontaneously, but on the condition that the teacher constantly remembers this and directs his activities towards their solution.
Given the great importance of visual activity in the comprehensive upbringing and development of children, it is very important not only to include all types of this activity (drawing, modeling, appliqué, fine arts) in the content of education, but also to ensure the continuity of all stages of education.
By the end of training in the preparatory group, children should form an aesthetic perception. They must see and understand the beauty of the surrounding life, works of fine and decorative art. Preschoolers should develop the ability to control their actions, achieve image improvement, evaluate and argue the assessment of their own work and the work of other children in accordance with the task of the image; the ability to conceive an interesting and varied content of one's drawing, modeling and appliqué, to supplement the image with details, achieving an expressive transmission of the image of objects and phenomena.
Children must master a variety of shaping movements that allow them to draw, sculpt and cut various objects, compose an image in parts and together (in a drawing - a continuous contour line, in modeling - from a whole piece, in an application - silhouette).
Children should develop a sense of color, form the ability to create images and decorative compositions, solving them in different ways in color: multi-colored, in a certain color scheme. They must be able to use different visual materials and their combinations, various methods of drawing, modeling, and appliqué; own available means of expressiveness (in the drawing - lines of a different nature, various strokes, color spots; in the application - cutting out in parts, silhouette; in modeling - the transfer of proportions, postures, movements of figures).

Visual Arts Program

To form in children a steady interest in visual activity. Enrich the sensory experience, include hand movements on the subject in the process of familiarization with objects.
Continue to develop figurative aesthetic perception, figurative representations, form aesthetic judgments; to teach to reasonably and extensively evaluate their own work and the work of their peers, paying attention to the obligation of a benevolent and respectful attitude towards the work of comrades.
To form an aesthetic attitude to objects and phenomena of the surrounding world, works of art, to artistic and creative activities.
Cultivate independence; to develop the ability to actively and creatively apply previously learned methods of image in drawing, modeling and application, using expressive means.
Improve the ability to draw from nature; develop analytical skills, the ability to compare objects with each other, highlight the features of each object. To improve the ability to depict objects, conveying their shape, size, structure, proportions, color, composition.
Continue to develop collective creativity. To cultivate the desire to act in concert, to agree on who will do what part of the work, how individual images will be combined into a big picture.
To form the ability to notice the shortcomings of their work and correct them; make additions to achieve greater expressiveness of the created image.

Drawing

Subject drawing. Improve the ability to depict objects from memory and from nature. Develop observation, the ability to notice the characteristic features of objects and convey them by means of drawing (shape, proportions, location on a sheet of paper).
Improve your imaging technique. Continue to develop freedom and at the same time the accuracy of hand movements under the control of vision, their smoothness, rhythm.
Expand the set of materials that children can use in drawing (gouache, watercolor, dry and oily pastels, sanguine, charcoal pencil, gel pen, etc.). Offer to combine different materials in one drawing to create an expressive image. Direct children's attention to new ways of working with already familiar materials (for example, painting with watercolor on a wet layer); different ways to create a background for the depicted picture: when drawing in watercolor and gouache - before creating the main image; when drawing with pastels and colored pencils, the background can be prepared both at the beginning and after the main image is completed.
Continue to develop the ability to freely use a pencil when performing a line drawing, exercise in smooth turns of the hand when drawing rounded lines, curls in different directions (from a branch and from the end of a curl to a branch, vertically and horizontally), learn to move with the whole hand when drawing long lines, large forms, with one finger - when drawing small forms and small details, short lines, strokes, grass (Khokhloma), animation (Gorodets), etc.
To develop the ability to see the beauty of the created image and in the transfer of form, smoothness, unity of lines or their subtlety, elegance, rhythmic arrangement of lines and spots, uniformity of painting over the picture; feel the smooth transitions of color shades, resulting from even painting and adjusting the pressure on the pencil.

Drawing from life "Vase with branches »

Software content. To teach children to draw from nature, conveyed the shape of a vase, the design of branches; beautifully arrange the image on a sheet of paper. To fix the ability to outline the shape of the vase with a pencil, then paint the rest of the details of the image with paints. Learn to draw with a charcoal pencil (if the nature of the branch allows). Develop aesthetic perception.

Drawing "Corner of a group room »

Software content. Develop observation skills, the ability to reflect what is seen in the drawing, convey the relative size of objects and their location in space (above, below, to the right, to the left, in the middle), characteristic color, shape and structure, details of the situation. Learn to control your work, to achieve greater accuracy. To consolidate the ability to evaluate their drawings and drawings of comrades in accordance with the task of conveying the real situation.

Application "Congratulations card for mom"

Software content. To teach children to come up with the content of a greeting card and implement the idea, skills and abilities. Develop a sense of color, creativity.

Drawing "Draw what you want, beautiful"

Software content. To continue to form the ability to see and appreciate the beauty of the world around us, the desire to convey beautiful objects, phenomena in their creative activity. To develop the ability of children to explain their choice. To develop the ability to evaluate their choice of image content, the choice and expressive solution of the topic by other children. To consolidate the ability to use expressive means of various visual materials.

Drawing by Intention « Cute mommy portrait » - drawing from a representation or based on a photograph .

Software content.

Learn to draw a female portrait. Initiate an independent search for figurative and expressive means to convey the features of the appearance, character and mood of a particular person (mother, grandmother, sister, aunt). Continue acquaintance with the types and genres of fine art (portrait).

Sculpting a scene from the fairy tale "By the Pike"

Software content. Continue to consolidate the ability of children to sculpt a small sculptural group based on a fairy tale, conveying proportional relationships between characters. To consolidate the ability to transfer figures in motion, to place the figures on a stand. Develop the ability to evaluate work, independence, creativity.

Drawing based on the fairy tale "Boy with a finger »

Software content. Learn to convey in the drawing an episode of a familiar fairy tale. To consolidate the ability to draw the figures of children, passing the ratio of figures in size, think over the composition of the picture, determine the place and size of the images. To learn to start drawing from the main thing - the figures of children (outline them with a simple pencil). To consolidate the ability to evaluate drawings in accordance with the requirements of the task (to convey the images of a fairy tale).

Elena Lotakova
Perspective plan for drawing in the preparatory group (part 1)

Educational area "Artistic and aesthetic development"

Literature: 1. I. A. Lykova "Visual activity in kindergarten".

preschool group.

2. D. N. Koldina « Drawing with children 6 - 7 years old»

3. T. S. Komarova "Classes on visual activity in kindergarten",

4. M. A. Ruzanova "Visual activity". Senior age.

September

"Our summer is flying away"

Learn to reflect impressions of summer by placing images on a wide lane: above and below on the sheet. To consolidate the skills of working with a brush, the ability to compose the desired shades of color on the palette. L-22

"Decorative drawing on a square»

To consolidate the ability to arrange a decorative composition on a square, using flowers, leaves, arcs. Learn to use well-matched colors. K - 138

“Autumn, autumn, we ask you to visit!”

To learn to reflect in the drawing the impressions of autumn nature, to convey its color. Accustom draw different trees, use different paint for the image of trunks, different techniques (with the whole pile and the end of the brush). Learn to place the image throughout the sheet. K - 140

"Rowan branch"

Learn to convey the characteristic features of nature. Learn to compare the drawing with nature, to achieve the accuracy of the image. To consolidate the ability to beautifully arrange the elements of the picture on a sheet of paper. exercise in watercolor painting. Consolidate skills drawing the entire bristle of the brush and its end. Col - 17, Ruz. – 7

"Where does the Motherland begin?"

Create conditions for reflecting in the drawing the idea of the place of your residence as one of "corners" of their homeland. keep learning rice create simple scenes or landscapes. Educate patriotic. feelings, interest in the knowledge of their homeland. L - 40

"Flowers in a vase"

Learn draw flowers from nature, consolidate the skill paint curved lines with a brush, control - in watercolor painting. Develop visual memory by constantly comparing the image with nature.

"Painted Forest"

Continue to introduce the genre of landscape and reproductions of paintings. Learn draw autumn landscape, conveying the structure and shape of different trees, using different techniques drawing.

Cultivate an emotional relationship with nature. Number - 16

"Birch"

Show features drawing charcoal pencils. Learn to depict the silhouette of a birch with charcoal chalk, conveying its characteristic peculiarities: tall thin white trunk with black stripes, flexible branches, round leaves. Number - 18

"Transport in our city"

Learn to depict different types of transport, their shape, structure and proportions. Pin skill draw large, position the image in the middle of the sheet. Continue to learn to sketch with a simple pencil and paint over with color. K - 141

"Russian bogatyrs…"

Continue to teach how to depict a human figure, conveying the structure and proportions of the body. To teach to convey impressions from what was read, to reflect the characteristic features of the appearance of a literary character.

"Khokhloma pattern"

Learn draw a wavy line, curl, blade of grass in a continuous, smooth movement. exercise in drawing with the tip of the brush. To consolidate the ability to alternate berries and leaves. To consolidate the ability to convey the color of Khokhloma painting. Number - 14

"Gold fish"

Learn to use different means of expression - lines, colors.

Learn to combine several techniques in a drawing drawing. Develop artistic abilities. Number - 28

“What is this bird? Red Book of Nature»

Learn paint DV of birds listed in the Red Book; educate respect for nature, teach to protect and protect all species of animals and plants that are endangered; clarify the basic rules of human behavior in nature; improve technique drawing, consolidate the ability to mix paints.

"Trees look into the lake"

Continue to introduce the monotype technique. Learn how to create a harmonious color composition. Expand opportunities drawing"wet" with obtaining prints as an expressive and visual means of children's painting. L - 58.

"Evening City"

Learn to convey the picture and color of the evening city. To consolidate the ability to compositionally arrange a drawing on a sheet of paper. Number - 52 K-145

"Zhostovo flowers"

Introduce Zhostovo painting,

Construction of geom. and floral ornaments, flower shapes. Learn paint painting elements with the end of the brush, holding it perpendicular to the surface of the sheet; exercise in composing a composition and a beautiful combination of colors. Develop fantasy and imagination. Number - 26

"Symbolism of the color of women's hats"

To acquaint with the figurative structure of the female headdress, its color and symbolism. Develop aesthetic perception, creative imagination. Upr-t in obtaining color combinations. Cultivate love for people. Music and respect for Russian. nar. suit. (Abstract)

"My Favorite Fairytale Hero"

Learn to think over the content of the drawing, choose visual materials for its implementation, bring the work to the end. Number - 76

"Such different umbrellas"

Teach children draw patterns on a semicircle. Show the connection between the ornament and the shape of the decorated product (pattern on the umbrella). Systematize ideas about decorative motifs (geometric, vegetable, zoomorphic, everyday, abstract). Prepare your hand for writing - teach confidently (no break) draw straight and wavy lines, loops, spirals. Develop a sense of form, rhythm, composition, L - 70

"Golden Khokhloma"

Encourage children to choose the shape and background of the paper for the image of the pattern, use characteristic elements. Number - 14

"Gzhel dishes"

Continue acquaintance with Gzhel.

Learn to highlight the characteristic features of Gzhel painting and decorate dish patterns with the simplest types of floral ornaments. Continue learning how to mix blue and white paint to make blue. Cultivate love for folk art. Number - 29

"Festive City"

To consolidate the ability to depict various houses, details of festive decoration, compositional skills

"Sad Autumn"

Learn to convey the color of late autumn in the landscape. Learn to use different visual materials. To develop the ability to convey the color characteristic of late autumn, to learn to convey the mood in the drawing. Number - 24

"Decorative drawing based on the Gorodets painting"

Learn to highlight the characteristic features of the painting, use them in the drawing. Learn to mix paints of different colors. K - 152 Col - 56

“According to the story of V. Bianchi "Bathing the cubs"

To consolidate the ability to reflect the content of literary works in the drawing, to convey the ratio of the figures of an adult animal and a cub. To consolidate the ability to make a sketch with a simple pencil and carefully paint over with color.

"Pictures for the alphabet"

Learn to draw objects whose names begin with a certain letter. Pin skill draw large.

"Frost patterns"

Teach children paint frosty patterns in the style of lace-making. Expand and diversify the imaginative range - create a situation for the free, creative use of various decorative elements (dot, circle, curl, leaf, petal, shamrock, wavy line, straight line with knots, mesh flower, loop etc.). Improve technique drawing with the end of the brush. Develop a sense of form and composition. L - 94, Number - 39

"The forest slumbers under the fairy tale of sleep"

Learn to create a picture of a winter forest according to plan. Develop compositional skills. Encourage to embody in thin. form their ideas about nature, aesthetic experiences and feelings. L - 100

"Spruce branch with Christmas toys"

Learn draw from life, convey in the figure the structure of the spruce branch. Use colored pencils to depict thin needles on a branch. Develop artistic taste.

"On New Year's Eve"

Continue learning to outline the silhouette of the Christmas tree and convey the fluffiness of the branches using prints with a foam swab. Decorate the Christmas tree with colorful toys. Develop a sense of color, fantasy, creativity and imagination. Number - 40

New Year holidays.

Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova

Komarova Tamara Semyonovna - Head of the Department of Aesthetic Education of the Moscow State University for the Humanities. M.A. Sholokhova, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, full member of the International Academy of Sciences of Pedagogical Education, full member of the International Pedagogical Academy, full member of the Academy of Security, Defense and Law Enforcement Problems. Author of numerous works on various issues of preschool pedagogy, the history of pedagogy, aesthetic education, continuity in the upbringing and education of children of preschool and primary school age; founder and leader of the scientific school. Under the leadership of T.S. Komarova defended more than 80 candidate and doctoral dissertations.

Foreword

The manual "Classes in visual activity in the senior group of kindergarten" is addressed to teachers of preschool educational institutions working on the "Program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
The book includes a program of visual activities for the senior group and abstracts of classes in drawing, modeling and appliqué, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires a change in sequence, for example, the educator makes changes to the topics of classes dictated by regional characteristics, the need to close the gap between two classes that are interconnected in content, or the need to form a formative skill, etc.
The lessons presented in the book are developed taking into account the age capabilities and psychological characteristics of children aged 5–6 and are based on the following provisions.
Visual activity is part of all educational work in the preschool educational institution and is interconnected with all its other areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; familiarization with different types of art, both classical, modern and folk, including literature, as well as a variety of activities for children.
Of particular importance for the upbringing and development of the child is the connection between drawing, modeling and appliqué with a variety of games. A versatile connection with the game increases the interest of children in both visual activity and play. In this case, it is necessary to use various forms of communication: the creation of images and products for games (“a beautiful napkin in a doll corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of game, surprise moments, situations (“make friends to a bear”, “paint the wings of a butterfly - its decorations were washed off the wings by rain”, etc.) in all types of activities (drawing, modeling, appliqué). It is necessary to provide children with the opportunity to portray how they played a variety of role-playing and outdoor games.
For the enrichment of figurative representations, the development of aesthetic perception and imagination, the successful mastery of visual activity by children, the relationship of classes with didactic games is important. You can learn more about this from the book "Continuity in the Formation of Children's Artistic Creativity in Kindergarten and Primary School." The book also contains summaries of classes on creating didactic games with children, which can be used by teachers when working with children in the senior and preparatory groups.
For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful atmosphere of the group, play areas; using individual and collective drawings and applications created by children in the design of the group. Of great importance is the aesthetic design of classes, the thoughtful selection of materials for classes, the paper format for drawings, applications, corresponding to the size and proportions of the objects depicted, the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.
Of great importance is the emotional well-being of children in the classroom, created by interesting content for them, the friendly attitude of teachers to each child, the formation of his confidence in his abilities, the respectful attitude of adults towards the results of children's artistic activity, their use in the design of group and other premises of a children's institution, educating children in a positive, friendly attitude towards each other, etc.
At the heart of the development of any abilities of preschoolers, including children of 5-6 years old, is the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include in the process of mastering the shape and size of objects, their parts, alternate movements of the hands of both hands (or fingers), so that the image of hand movement, sensorimotor experience is fixed, and on the basis of it the child can subsequently independently create images of various objects and phenomena . This experience should be constantly enriched, developed, forming figurative ideas about already familiar subjects.
In order to develop the freedom of creative decision in children, it is necessary to teach them shaping movements, hand movements aimed at creating images of objects of various shapes, first simple, and then more complex, in all types of activities (in drawing, in modeling and in applications). This will allow children to depict a variety of objects and phenomena of the world around them. The better the child masters the shaping movements in the second younger group, and then in the middle group, the easier and freer it will be in the older groups to create images of any objects, showing creativity. 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 are conveyed by the contour line, and in modeling - by mass, volume. Hand movements during drawing differ in nature (in terms of pressure, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.
It is important to remember that all types of visual activity should be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, applications and the formation of creativity are based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activity.
In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting things around, what they liked; learn to compare objects; to ask, activating the experience of the guys, what they already drew, sculpted, how they did it; call the child to show all the children how to depict this or that object.
Of particular importance in the older group is the examination of images created by children and their evaluation. The experience of visual activity acquired by children by this age, examining the drawings, modeling, applications created by them, both individual and collective, gives them the opportunity to create a variety of paintings, sculptural images, applications, using the acquired skills, knowledge and skills, and also allows them to consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty, cause a feeling of pleasure. To do this, it is necessary to draw the attention of children to how the created image looks like: what is the shape, size, location of the parts, how the characteristic details are conveyed. When examining the created plot image with children, one should pay their attention to how the plot is conveyed (in a drawing, modeling, appliqué), what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, stand (in modeling ), how the ratio of objects in size (in the composition) is conveyed, etc. Asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Evaluation of children's work should end each lesson. If there is no time left to evaluate, you can evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by children, emphasize something, highlight, summarize the lesson.
The classes proposed in the manual are thought out so that they do not cause overload of children, the time of their conduct complies with the requirements of SaNPin. In the senior group, 3 classes in fine arts are held per week - 12 lessons per month. In those months in which there are 31 days, the number of classes can increase by 1-2. In this case, educators independently determine which classes are better to conduct as additional ones.
The abstracts of the classes are compiled according to the following structure: program content, methods of conducting the lesson, materials for the lesson, connection with other classes and activities.
At the beginning of the year (September, the first half of October) and at the end (May), you can conduct a diagnostic lesson to determine the level of development of children's creativity (a description of the methodology for conducting such a lesson and processing its results is given on pages 114–124).
We hope that the book will be useful to teachers of preschool institutions, additional education groups, leaders of circles and studios. The author will gratefully accept comments and suggestions.

Visual Arts Program

Continue to develop children's interest in fine arts. Enrich sensory experience by developing the organs of perception: sight, hearing, touch, taste, smell.
Develop aesthetic perception, teach to contemplate the beauty of things, nature. In the process of perceiving objects and phenomena, develop mental operations: analysis, comparison, likening (what it looks like); establishing similarities and differences between objects and their parts.
To teach to convey in the image the main properties of objects (shape, size, color), characteristic details, the ratio of objects and their parts in size, height, location relative to each other.
To develop the ability to observe natural phenomena, to notice their dynamics, the shape and color of slowly floating clouds.
To improve visual skills and abilities, to form artistic and creative abilities.
Develop a sense of shape, color, proportions.
Continue to acquaint children with folk arts and crafts (Gorodets, Polkhov-Maidan, Gzhel), expand ideas about folk toys (matryoshka dolls - Gorodets, Bogorodskaya; spillikins).
Introduce children to national arts and crafts (based on regional characteristics); with other types of arts and crafts (porcelain and ceramic products, small sculptures). To develop decorative creativity of children (including collective).
To form the ability to organize your workplace, prepare everything necessary for classes; work carefully, use materials sparingly, keep the workplace clean, put it in order after work is completed.
Continue to improve the ability of children to consider work (drawings, modeling, applications), enjoy the result achieved, notice and highlight the expressive solutions of images.

Drawing

Subject drawing. Continue to improve the ability to convey in the drawing images of objects, characters of literary works. Draw the attention of children to the differences in objects in shape, size, proportions of parts; encourage them to convey these differences in drawings.
To teach children to convey the location of objects on a piece of paper, to draw the attention of children to the fact that objects can be located on a plane in different ways (stand, lie, move, be in different poses, etc.).
Contribute to the mastery of compositional skills: learn to place an object on a sheet, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, not very tall, but a long house, place it horizontally).
To fix the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastels, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop skills in drawing the outline of an object with a simple pencil with light pressure, without hard, rough lines that stain the drawing.
When drawing with pencils, learn to convey shades of color by adjusting the pressure on the pencil. In a pencil version, children can, by adjusting the pressure, convey up to three shades of color. Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).
To teach children to draw with a brush in different ways: wide lines - with the whole pile, thin ones - with the end of the brush; apply strokes, applying the brush with the whole pile to the paper, draw small spots with the end of the brush.
To consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, light green, lilac), develop a sense of color. Learn to mix paints to get new colors and shades (when drawing with gouache) and lighten the color by adding water to the paint (when drawing with watercolors).
Story drawing. To teach children to create plot compositions on the themes of the surrounding life and on the themes of literary works (“Who did Kolobok meet”, “Two greedy bear cubs”, “Where did the sparrow dine?”, etc.).
Develop compositional skills, learn to place images on the strip at the bottom of the sheet, all over the sheet.
Draw the attention of children to the ratio of the size of different objects in the plot (the houses are large, the trees are tall and low; people are smaller than houses, but more flowers growing in the meadow).
Learn to arrange objects in the drawing so that they block each other (trees growing in front of the house and partially blocking it, etc.).
Decorative drawing. Continue to acquaint children with handicrafts, consolidate and deepen knowledge about Dymkovo and Filimonovo toys and their painting; offer to create images based on folk decorative painting, introduce its color system and elements of composition, achieve a greater variety of elements used. Continue to acquaint with Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), learn to use animation for decoration.
To acquaint with the painting of Polkhov-Maidan. To include Gorodets and Polkhov-Maidan painting in the creative work of children, to help master the specifics of these types of painting. To acquaint with regional (local) decorative art.
Learn to make patterns based on Gorodets, Polkhov-Maidan, Gzhel painting; introduce characteristic elements (buds, flowers, leaves, grass, tendrils, curls, animations).
Learn to create patterns on sheets in the form of a folk product (tray, salt shaker, cup, rosette, etc.).
To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats (kokoshnik, scarf, sweater, etc.), household items (napkin, towel) for decoration.
Learn to rhythmically arrange the pattern. Offer to paint paper silhouettes and three-dimensional figures.

modeling

Continue to acquaint children with the features of modeling from clay, plasticine and plastic mass.
To develop the ability to sculpt from life and according to the presentation of familiar objects (vegetables, fruits, mushrooms, dishes, toys); convey their characteristics. Continue to learn how to sculpt dishes from a whole piece of clay and plasticine in a tape way.
To consolidate the ability to sculpt objects in plastic, constructive and combined ways. Learn to smooth the surface of the form, to make objects stable.
To teach to convey the expressiveness of the image in modeling, to sculpt human and animal figures in motion, to combine small groups of objects into simple plots (in collective compositions): “A chicken with chickens”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To form in children the ability to sculpt according to the representation of the heroes of literary works (bear and bun, fox and bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small details; using a stack, apply a pattern of fish scales, designate eyes, animal hair, bird feathers, a pattern, folds on people's clothes, etc.
Continue to develop technical skills and skills in working with a variety of modeling materials; encourage the use of additional materials (bones, grains, beads, etc.).
Strengthen the skills of accurate modeling.
To consolidate the skill of washing hands thoroughly at the end of modeling.
Decorative molding. Continue to acquaint children with the features of decorative modeling. To form interest and aesthetic attitude to the objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To form the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and in-depth relief.
Learn to dip your fingers in water to smooth out the roughness of the sculpted image when necessary to convey the image.

Application

To consolidate the ability to cut paper into short and long strips; cut out circles from squares, ovals from rectangles, convert some geometric shapes into others: a square - into 2-4 triangles, a rectangle - into stripes, squares or small rectangles; create images of various objects or decorative compositions from these details.
Learn to cut out identical figures or their details from accordion-folded paper, and symmetrical images from paper folded in half (glass, vase, flower, etc.).
To encourage the creation of subject and plot compositions, to supplement them with details.
To form a neat and careful attitude to materials.

By the end of the year, children may

Be able to distinguish between works of fine art (painting, book graphics, folk decorative art).
Highlight expressive means in different types of art (form, color, color, composition).
Know the features of visual materials.
In drawing
Create images of objects (from life, according to representation); plot images.
Use a variety of compositional solutions, visual materials.
Use different colors and shades to create expressive images.
Perform patterns based on folk arts and crafts.
in modeling
Sculpt objects of different shapes using learned techniques and methods.
Create small plot compositions, conveying the proportions, poses and movements of the figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing off paper with small finger movements.

Approximate distribution of program material for the year

September

Lesson 1. Modeling "Mushrooms"
Software content. Develop perception, the ability to notice differences from the main reference form. To consolidate the ability to sculpt objects or their parts of a round, oval, disk-shaped shape, using the movement of the entire hand and fingers. Learn to convey some characteristic features: a deepening, curved edges of mushroom caps, thickening legs.

Lesson 2. Drawing "Picture about summer"
Software content. Continue to develop figurative perception, figurative representations. To teach children to reflect in the drawing the impressions received in the summer; draw various trees (thick, thin, tall, slender, twisted), bushes, flowers. To consolidate the ability to place images on the strip at the bottom of the sheet (earth, grass), and throughout the sheet: closer to the bottom of the sheet and further from it. Learn to evaluate your drawings and the drawings of your comrades. Develop creative activity.

Lesson 3. Application "Mushrooms grew in a forest clearing"
Software content. Develop figurative representations of children. To consolidate the ability to cut objects and their parts of a round and oval shape. Exercise in rounding the corners of a rectangle, triangle. Learn to cut large and small mushrooms in parts, make a simple beautiful composition. Learn to tear a narrow strip of paper with small finger movements to depict grass, moss near mushrooms.

Lesson 4. Drawing "Introduction to watercolor"
Software content. To acquaint children with watercolors, their features: paints are diluted with water; color is tested on the palette; you can get a brighter light tone of any color by diluting the paint with water, etc. Learn how to work with watercolors (wetting paints before painting, shaking off a drop of water collected on a brush for each paint; dilute the paint with water to get different shades of the same color; rinse the brushes thoroughly, drying it on a rag, napkin and checking the cleanliness of washing the brush).

Lesson 5. Drawing "Cosmos"
Software content. To develop aesthetic perception in children, a sense of color. Learn to convey the characteristic features of cosmea flowers: the shape of the petals and leaves, their color. Continue to acquaint with watercolors, exercise in the ways of working with them.

Lesson 6. Modeling "Sculp what you want vegetables and fruits to play in the store"
Software content. To consolidate the ability of children to convey in modeling the shape of various vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.). Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey in modeling the characteristic features of each vegetable, using the techniques of rolling, smoothing with your fingers, pinching, pulling.

Lesson 7. Drawing "Decorate a handkerchief with daisies"
Software content. To teach children to make a pattern on a square, filling in the corners and the middle; use the techniques of sticking, drawing with the end of the brush (dots). Develop aesthetic perception, a sense of symmetry, a sense of composition. Continue learning to paint.

Lesson 8. Drawing "Apple tree with golden apples in a magic garden"
Software content. To teach children to create a fabulous image, draw branchy trees, conveying the branching of the crown of fruit trees; depict a lot of "golden" apples. To consolidate the ability to draw with paints (rinse the brush well before picking up paint of a different color, blot the brush on a napkin, do not paint on wet paint). Develop aesthetic perception, a sense of composition. Learn to beautifully arrange images on a sheet.

Lesson 9. Drawing "Cheburashka"
Software content. To teach children to create in the drawing the image of their favorite fairy-tale hero: to convey the shape of the body, head and other characteristic features. Learn to draw a contour with a simple pencil (do not press hard, do not trace the lines twice). To consolidate the ability to accurately paint over the image (without going beyond the contour, evenly, without gaps, applying strokes in one direction: from top to bottom, or from left to right, or obliquely with a continuous movement of the hand).

Lesson 10. Application "Cucumbers and tomatoes are on a plate"
Software content. Continue to practice the ability to cut round and oval-shaped objects from squares and rectangles, cutting corners using a rounding method. Develop coordination of movements of both hands. Strengthen the ability to accurately paste images.