Presentation teaching drawing in dow. Age stages of children's drawing
Nomination "Multimedia technologies in the pedagogical process in preschool educational institutions"
Every child is an artist.
The difficulty is to remain an artist,
out of childhood.
Pablo Picasso
Drawing is a very useful activity for children, a necessary activity for a full and comprehensive development. Drawing, the child learns the harmony of the world around him, liberates himself, develops his individuality, becomes a creative person.
The interactive presentation "School of Drawing" presents a set of game drawing tasks for preschoolers aged 5-7, which will help to introduce children to cold and warm colors in a playful way; with obtaining different shades of colors by mixing paints; learn to distinguish between genres of painting (portrait, still life, landscape). For an arbitrary transition from task to task, a system of hyperlinks was used, to select the correct answer - tiggers. Answers are accompanied by animation and sound. The games presented in the presentation will be useful for both educators and parents for individual work with the child.
The target audience: 5-7 years old.
Place of use: directly educational and individual activities.
Tasks:
- Develop the ability to distinguish between warm and cold colors, fix the name of colors in the active dictionary.
- Exercise in the selection of shades of the same color with a gradual transition from darker to lighter, correctly name them.
- Learn to get a new color by mixing two primary colors, primary and secondary, using the color names in speech.
- To systematize children's knowledge about various types of painting; artists working in these genres.
- Cultivate interest, emotional responsiveness to works of art.
Slide #1: Title.
Slide number 2: contains a list of games (the transition to the games is carried out by hyperlinks).
Slide number 3-4: the game "Warm-cold", a game for the development of color vision.
Slides 5-8: Match the caterpillar game, a game of matching colors from darkest to lightest.
Slide number 9-11: the game "Colored droplets", arithmetic examples for composing additional colors from the main ones; from primary and secondary colors.
Slides number 12-15: the game "Seasons" a game to consolidate knowledge about landscape painting.
Slide number 16-18: the game "Find the extra", a game to consolidate knowledge about the genres of painting.
Slides 19-21: Guess the picture game. Hyperlink "Treble clef" is designed to listen to the song "If you see in the picture", which will help consolidate children's knowledge of the genres of painting.
Slide number 23-24: Draw a picture games, a game for the ability to select objects for different genres of painting.
To go to the next task, click on the “Arrow” hyperlink, to return to the list of games, click on the “Tassel” hyperlink.
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Slides captions:
The specifics and foundations of the development of children's creativity in teaching plot drawing.
The main purpose of plot drawing is to teach the child to convey his impressions of the surrounding reality. At the same time, the content of drawing is always a certain plot.
The ability to highlight the main thing in the plot is associated with the development of perceptions and analytical-synthetic thinking. In plot drawing, it is important to correctly convey the proportional relationships between objects. This task is complicated by the fact that when depicting a plot, it is necessary to show not only the difference in their sizes that exists between them in life, but also an increase or decrease in objects in connection with their location in space. To do this, the child must be able to compare, contrast the objects of the image, see the semantic connection between them.
When mastering the composition of a plot drawing as a means of expressiveness, it is important to place individual images relative to each other, to convey relationships in size, and the action through the image of movement, the dynamics of individual poses, details. All these means of expression, although accessible to children, however, the process of their assimilation is rather complicated and time-consuming and requires long-term and systematic assistance and training from the teacher.
Allocations in the methodology of teaching children plot drawing is associated with the problem of determining the content of visual activity.
The tasks of plot drawing in the senior group are as follows: - to teach the image of the semantic connection between objects, the transfer of spatial relationships between them; - develop compositional skills (draw on the entire sheet, drawing the horizon line); - develop a sense of color.
In accordance with the plot, the color scheme of the composition is determined.
The independent choice of the plot teaches to comprehend the perceived phenomena, to understand the connections and relationships between the characters, to clearly imagine the situation and the time of the action. If the choice occurs unconsciously, the child sometimes combines in one drawing objects and actions that do not coincide in time. Unable to divide the work into separate episodes, he combines them in one drawing. Such works show that the child does not yet understand the originality of fine art, which conveys only one moment of the action, and not its entire sequence in time. The teacher must understand this when teaching children plot drawing.
When teaching older preschoolers plot drawing, it is necessary: - to diversify the content of children's drawings, to teach children to independently determine the plot of a drawing on a given topic or according to a plan; - teach how to change the shape of objects in connection with their actions in the plot (for example, turning the body, tilting, running, etc.); - to develop compositional skills - to teach to convey on the sheet the wide expanses of the earth and sky, the location of objects: close - at the bottom of the sheet and remote - at the top (without changing sizes); - develop a sense of color - learn to independently convey color that matches the plot.
Children of the preparatory group can depict various objects in action and understand that the visible shape of the object changes depending on the movement. For example, in a topic such as “Children make a snowman”, in the older group, the guys will depict him and two children standing next to him with shoulder blades in their hands. And in the drawings of the children of the preparatory group, these same children will be depicted at work: with their hands raised near the snowman, bending over, they roll a snowball, carry the snow on a shovel, carry it on a sled. Such a variety in the positions of the figures makes the drawing more meaningful and expressive.
In older groups, much attention is paid to the development of independent creativity of children. For children, the game is still one of the methods of learning to draw. For example, at the beginning of a drawing class, a letter is brought to the group from Santa Claus, in which he asks to draw invitation cards for the Christmas tree for the animals. More complex and varied objects can be used as nature here than in the middle group. In addition to objects of a simple form, in the older group it is necessary to use a more complex nature - indoor plants with large leaves and a simple structure. You can draw from nature branches of trees and shrubs with leaves or flowers (willow, mimosa, spruce, poplar), some wild and garden flowers with a simple form of leaves and flowers (chamomile, dandelion, narcissus, tulip, lily).
Nature is even more difficult - toys depicting various objects. If any animal is drawn, you should take plush toys with simple shapes - elongated paws, an oval body, a round head, such as a bear, a hare. If you want to convey the correct proportions, nature should be in a static position, turned towards the children so that all parts are clearly visible. Sometimes you need to change the position of the parts if the children are given the task to convey the movement. The need to change the shape when drawing makes children look more closely at nature, compare the drawing with it. To further clarify the concept of the nature of the movement and the position of body parts associated with it, the educator can offer someone who finds it difficult to draw a bent arm or leg to take this pose himself and explain the movement in words. After examining nature, the teacher explains to the children the sequence of the image of the parts.
The use of literary works expands the subject of children's drawings and is at the same time a method of teaching them, contributing to the development of creative initiative. Children of the older group successfully cope with the image of verbal images, the idea of which is based on the perception of homogeneous objects in life: Little Red Riding Hood - a girl, a doll; greedy bear cub - teddy bear; teremok - a small house, etc.
Drawing nature helps to develop a sense of composition in the transfer of space. Children very quickly master the ability to place objects in a large space near and far when drawing from nature of the surrounding nature. For example, they examine with the teacher from the window the space between two trees: close to the children there is a lawn, behind it is a river, then a field, and where the sky seems to converge with the earth, a narrow strip of forest is visible where it is even impossible to make out individual trees . Children begin to draw by moving from nearby to distant objects, starting from the bottom edge of the sheet. It becomes clear to them what drawing on a wide space means. The void between earth and sky disappears.
The teacher should select such fairy tales, poems for children, where this or that image is presented most vividly. Children can be given the task of collectively doing work, illustrating a particular work, drawing certain episodes from cartoons. For example, having chosen a theme from any work, everyone draws one episode.
When analyzing the drawings, the children of the preparatory group are already able to assess the quality of the work performed. At first, the teacher helps with questions whether the drawing is correct or not. In the future, the children independently justify the positive and negative assessments. The educator should encourage fiction, fantasy, and the ability to think independently in the children's work.
Irina Yeruslankina
Presentation for educators on the topic: "Types of non-traditional drawing techniques"
Presentation for educators on the topic:
« TYPES OF NON-TRADITIONAL DRAWING TECHNIQUES»
Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. V. A. Sukhomlinsky
The art is to find the ordinary in the extraordinary and the ordinary in the extraordinary.
Denis Diderot
It is very important to accustom a person to beauty from an early age. And what could be a more illustrative example for the comprehension of beauty than the fine arts? But sometimes it is not so easy to interest a child. Young children are constantly in a state of exploration of the world around them. They already know that a chair is made for sitting, a blanket for hiding, and a tassel for draw. Endless streak "adults" rules and not a step aside. break the patterns of teaching a child the fine arts. Of course, before proceeding to them, it is necessary to give the basics of handling pencils, crayons and brushes. Only after the little artist has mastered the basic classical drawing techniques, it is necessary to start unconventional.
Non-traditional drawing techniques attract children with their spontaneity and freedom. There are no rules here, and most importantly - the process. In the course of such classes, not only the vision and understanding of beauty develops, but also fantasy, dexterity, ingenuity and motor skills. Unconventional Techniques stimulate positive motivation, contribute to the expression of the individuality of the child. Combination of different technician encourages the child to think, independently choose the appropriate techniques to create unique and more expressive works.
Types of non-traditional ways of drawing:
Plasticineography
-Drawing on semolina
-crumpled paper drawing
Threadography
-sand painting
Blotography
-Drawing palms and fingers
-salt painting
Monotype
Marble paper
Plasticineography is a new kind of arts and crafts. It is a creation of stucco paintings depicting more or less convex, semi-volumetric objects on a horizontal surface.
The main material is plasticine.
Technique"spray" consists in spraying drops with the help of a special device, which in kindergarten will be replaced by a toothbrush or brush. With a toothbrush in hand, we pick up a little paint, and with a stack (or brush) we draw on the surface of the brush with movements towards ourselves. Splashes fly on paper. Themes for drawing may be very diverse.
Mancography is an activity for children of all ages. In addition to the usual chaotic drawing and free play for the child is still possible draw flowers, sun and rays, clouds and rain, a house and a fence, etc. Also this technique Can be used with sand and salt.
Drawing crumpled paper - it's very entertaining drawing technique, which gives room for imagination and freedom for little hands. Even the process of preparing for the lesson is fascinating. Paper lumps, with which the work will actually be carried out, children can be happy to knead themselves.
Nitkography is interesting thread drawing technique. In this technique lines are formed after gluing the threads. Glue is applied to the base and the selected image is filled step by step with layers of threads.
Scratching is a way of making a drawing by scratching paper or cardboard filled with ink with a pen or a sharp instrument. Other name techniques - waxography.
Blotography is a kind of graphic technology, based on the transformation of spots-blots into the desired real or fantastic images. The drawing in this technology is being fulfilled: ink, ink, watercolor, gouache.
Finger painting contributes to the early development of creative abilities. It doesn't matter what he painted and how he painted What matters is how much he enjoys doing it.
Monotype is graphic technique. The drawing is applied first on a flat and smooth surface, and then it is printed on another surface.
Marble paper is non-traditional drawing technique by mixing shaving foam and paints.
Frottage - technique transferring the texture of a material or a weakly expressed relief onto paper by rubbing movements of an unsharpened pencil.
Carrying out creative artistic activities using non-traditional techniques:
Helps relieve children's fears;
Develops self-confidence;
Develops spatial thinking;
Develops in children to freely express their intention;
Encourages children to creative searches and solutions;
Develops the ability of children to act with a variety of material;
Develops a sense of composition, rhythm, color, a sense of texture and volume;
Develops fine motor skills of hands;
Develops creativity, imagination and flight of fancy;
During the activity, children receive aesthetic pleasure.
The artist wants draw
Let them not give him a notebook ...
That's why the artist-and the artist
He paints wherever he can...
He draws with a stick on the ground,
In winter, a finger on the glass,
And writes with charcoal on the fence,
And on the wallpaper in the hallway.
Drawing with chalk on the blackboard
Writes on clay and sand
Let there be no paper at hand,
And there is no money for canvases,
He will draw on stone,
And on a piece of birch bark.
He will paint the air with a salute,
Taking a pitchfork writes on the water,
An artist, therefore an artist,
What can draw everywhere,
And who prevents the artist -
He deprives the earth of beauty!
Thanks for attention!