Long-term plan for individual work with children on visual arts in their free time

Work program of a teacher of additional education in fine arts at a preschool educational institution

Work program for additional education of artistic and aesthetic orientation: “Cheerful palms!”

Content:

1. Explanatory note.
2. Goals and objectives. 3. Forms and methods of program implementation - principles of organization - methodological support - expected result 4. Work with children. 5. Working with parents. 6. Work with teachers. 7. List of references. The program of additional education of artistic and aesthetic orientation was developed on the basis of methodological recommendations - G.N. Davydova. “Non-traditional drawing techniques in kindergarten” - Shvaiko G.S. “Lessons in visual arts in kindergarten: Program, lesson notes,” - Lykova I.A. “Colored palms,” - Komarova T.S. “Fine creativity in kindergarten. Classes in the art studio “Teaching children drawing techniques.” The age of the children participating in the implementation of the work program is children of the early development group (2-3 years). Implementation period: the program is designed for 1 year of study. The implementation of the program is designed for 36 calendar weeks, and includes 1 lesson of direct educational activity per week. The duration of one lesson in the early development group is 8-10 minutes, according to SanPiN 2.4.1. 3049-13 dated 05/15/2013 No. 26. 1-Explanatory note ...It's true, it's true! Well, what is there to hide? Children love, children love, They love to draw! On paper, on asphalt, on the wall And in a tram on the window!... E. Uspensky. Children develop an interest in drawing after the first year of life. The baby gets acquainted with paper, pencils, paints and first plays with them, and after observing the adult, the baby begins to imitate his actions and, having “mastered” the writing object, comes to the joyful discovery that he can leave a mark on paper, and not only... Drawing for children is a game, and using games, game techniques and finger gymnastics, a relaxed creative atmosphere for work is created. Unconventional drawing gives children a lot of positive emotions, reveals the possibility of using objects well known to them as artistic materials, and surprises them with its unpredictability. Non-standard approaches to organizing visual activities surprise and delight, liberate children, thereby arousing the desire to engage in such an interesting activity. After all, drawing for a child is not only a game, but also a joyful, inspired work that does not need to be forced, so it is very important to stimulate and support the child, gradually opening up new possibilities for visual activity. Meanwhile, even small artistic failures can negate their desire to engage visual activity, therefore the use of non-traditional methods of creating a drawing provides elements of surprise, gives children a lot of positive emotions and helps to form a lasting interest in this activity. This program is based on an understanding of the priority of educational work aimed at developing perseverance, accuracy, patience, the ability to concentrate, fine motor skills and coordination of hand movements in children. The development of the creative and communicative abilities of preschoolers based on their own creative activities is also a distinctive feature of this program. Today we can confidently say that every normal child is born with innate creative abilities. But only those children whose upbringing conditions allowed them to develop these abilities in time grow up to be creative people. When implementing the program, exhibitions of children’s works are organized weekly, which organically fit into the group’s space and contribute to the formation of the harmonious development of the child’s personality. The program was developed in accordance with the current Federal State Educational Standard and is an innovative educational program document. 2-Goals of the work program - To create conditions for the development of the potential creative abilities inherent in the child, interest in his own discoveries through search activities. -help preschoolers master the necessary skills and modern drawing techniques to translate ideas into their drawings. Objectives of the work program: - educational: 1. Teach children to use pencils, paints, brushes 2. Introduce children to the color scheme, 3. Introduce children to the properties of materials (plasticine, salt dough, paints, paper, etc.) 4. Educate techniques of visual and tactile examination of form. 5. To develop in children the skills and abilities necessary to create creative works. — educational: 1. To instill in children accuracy, hard work and the desire to achieve success through their own labor. 2. Encourage children to experiment by using non-traditional drawing techniques in their work. 3. Cultivate the ability and desire to organize your workplace and clean it. -developmental: 1. To develop artistic and creative abilities in children: artistic taste, imagination, ingenuity, spatial imagination, creative thinking, attention. 2. Help the child learn and discover the world of drawing. 3. Develop fine motor skills of the hands. 3-Forms and methods of implementing the program - conversations; -classes; -group and individual work; -collective creative work; -work with parents, master classes; -games, entertainment; -decoration of exhibitions; - visual; -practical, -explanatory and illustrative, -publication of information on the website of preschool educational institutions, groups. In the process of work, the integration of all educational areas is ensured: -Social-communicative-development -Cognitive-development -Speech-development -Artistic-aesthetic-development -Physical development -organization principles: - presentation of material in a playful form. - development of children's creative abilities and imagination. - introducing children to the norms and traditions of the family and society. - selection of topics and work methods in accordance with the age of the children. — building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education. — methodological support: (non-traditional techniques) - poke with a hard brush; - imprint with vegetable stamps; -wax crayons and watercolors; -candle and watercolor; -leaf prints; - drawings from palms; -finger drawing; - stencil printing. - expected result: As a result of mastering this program, children by the end of the year will be able to: - select colors that correspond to the objects depicted. - will be able to use a brush correctly. - show your creativity, imagination, fantasies. -they will have a more developed sense of composition, visual memory, and thinking. 4- Working with children: Thematic lesson plan for children 2-3 years old Topic Objectives September Hello, kindergarten! Introduce children to non-traditional drawing techniques. Rowan branch Introduce the non-traditional finger painting technique. Show how to get points. Develop an interest and positive attitude towards drawing. My favorite rain Continue to get acquainted with the finger drawing technique. Show a technique for obtaining short lines from points (light rain, droplets and heavy rain). Elegant fly agaric Continue to get acquainted with the finger drawing technique. Practice painting the mushroom cap evenly with paint; learn to apply dots rhythmically and evenly over the entire surface of the cap. An elegant fly agaric in the grass Practice carefully gluing the silhouette of a mushroom onto a sheet of paper and drawing the grass with your fingers. October Transformation of the palm. (flower) Introduce the non-traditional technique of palm drawing. Autumn tree Practice drawing with your palm (tree crown), develop the ability to draw straight vertical lines (trunk) with a brush. Leaf fall Image of leaves with a finger and brush using the dipping method. Continue to get acquainted with “warm” colors (yellow, orange, red). Underwater kingdom. Lead children to create a simple composition. Practice drawing fish with your palms and seaweed with your fingers. November Fluffy kittens play on the carpet (team work) Introduce the technique of poking with a semi-dry hard brush (imitation of animal fur). Gluing kitten figures onto a tinted sheet of Whatman paper (carpet). Cherry compote Introduce the technique of printing with cork, potato matrix, show the method of obtaining a print (cherry berries). Drawing berries on the silhouette of a jar. “Balloons, obedient to the breeze...” Arouse interest in the combination of different isomaterials: depict balloons with a brush, and the strings for them with cotton swabs. Gift for mom. - “Admire the geranium.” Practice cork printing techniques and finger painting. Learn to draw a basic flower, applying the drawing evenly in certain places. December First snowflakes Practice drawing with cotton swabs, Learn to repeat the image, filling the entire space of the sheet. Winter has come Introduce the technique of drawing with foam rubber. Practice drawing a pattern over the entire surface of the sheet (snowflakes in the air and on tree branches). “The little Christmas tree is cold in winter...” Practice drawing with fingers, cotton swabs, Introduce a new non-traditional isomaterial - a sponge, and the method of drawing with it (packing snowdrifts on the ground). Festive Christmas tree Practice the poking technique with a semi-dry hard brush (imitation of the texture of prickly tree needles). Practice drawing with cotton swabs; learn to place strokes in a row, using a visual reference (arc-shaped lines) - “let’s light the lights on the Christmas tree.” New Year's fireworks! Strengthen the technique of drawing with your fingers, drawing a picture over the entire surface of the sheet. January Snowman. Practice the technique of poking with a hard brush (painting the silhouette of a snowman). Learn to complement the drawing with simple details, finishing them with felt-tip pens (eyes, carrot nose, buttons on a fur coat). Winter patterns Introduction to the technique of drawing with a candle (frost patterns on the window). Learn to carefully paint over with liquid paint a sheet with a pattern already applied with a candle. Matryoshka. Continue to cultivate interest in visual arts. Teach children to decorate the silhouette of a finished shape with rhythmic strokes. Enrich the plot of the children's game February Winter day (team work) Introduce children to the paper-plastic technique: crumple a paper napkin and try to roll it into a tight ball. Creating a simple plot-based collective composition (“let’s wrap the trees in the forest in snow”). Scarf for a doll Continue to get acquainted with the technique of drawing with a candle. Painting with liquid paint a sheet of paper with a pattern already applied by a candle. Rocket Practice crumpling and rolling strips of paper napkins into balls (paper-plastic technique). Continue to develop applique skills (sticking paper balls on a rocket instead of windows) Decorate a cup for dad Strengthen the ability to decorate objects with a cork signet (polka dot cup). Develop a sense of rhythm. March Beautiful beads for mom Practice printing techniques with various seals (corks, potato matrices in the form of flowers, circles). Develop the ability to create an elementary pattern from simple elements, alternating it by color. Multi-colored fish Continue to teach how to use the palm as a visual tool - to make an imprint with it. Strengthen the ability to complement the image with details (draw scales on the body of the fish, eyes with felt-tip pens). “The sun is looking through the window” (team work) Strengthen the ability to draw with your palm: depicting the sun’s rays with your palms. Icicles are dripping Continue to learn how to combine various non-traditional drawing techniques: use your finger to depict icicles, and use cotton swabs to depict drops falling from them. April Cow on the grass Introduce children to the technique of stencil drawing. Encourage students to freely place strokes over the entire surface of the sheet. To reinforce children's knowledge of the color green. To instill in children empathy for the game character, to create a desire to help him. Space Practice printing with potato stamps (stars in space), drawing straight lines with cotton swabs (“let’s fill the rocket engine with fuel”). Clowns in the circus (2 lessons planned) 1. Practice the technique of drawing with cotton swabs, placing strokes over the entire surface (“let’s decorate the clown’s costume” - polka dot outfit). Develop a sense of rhythm. 2. Making balls for a clown-juggler using the paper-plastic technique; gluing them based on a visual reference. May Balloons Continue teaching children to draw shapes similar to round ones. Place them all over the sheet (the balls fly). Arouse children's interest in drawing. Fireworks on our street (team work) Practice paper-making techniques. Gluing paper balls onto a prepared dark background (multi-colored fireworks lights in the sky). Develop a sense of rhythm. Dandelion Exercise children in the technique of printing with signets. Learn to draw a flower with a stem and grass. Strengthen the dipping technique. Develop a sense of composition. Rain, rainbows and sunshine! Practice drawing techniques with a brush and paints, practice poking with a hard brush. Develop aesthetic perception. 5- Work with parents: September – Adaptation of children to kindergarten. (parent meeting) October – Magic colors. “The role of non-traditional drawing in the development of young children” (consultation for parents) November – How often does your child draw (questionnaire for parents). Draw together (drawing on glass) - Portrait of mom. December – Drawing with salt. (workshop for parents) January – Features of the visual activities of children of primary preschool age. (publication on our website) February – Drawing without obstacles with the most unusual things. (master class) March - All young children are artists. (movable folder) April - Development of fine motor skills of the hands. (consultation for parents) May - Useful tips for developing children's creative abilities. (memos for parents) 5- Work with teachers: 1. Consultation for educators: “Development of aesthetic taste in preschool children through visual arts” 2. Consultation for educators with a master class. “We experiment, we learn, we create!” 3. Consultation for educators: “Development of fine motor skills with the help of non-traditional types of art activities.” 6 - List of references: 1. I.A. Lykova - “Program of artistic education, training and development of children 2-7 years old.” 2011 2. I.A.Lykova - “Kindergarten and family. Fine creativity from the cradle to the school threshold.” 2010 3. I.A. Lykova - “Didactic games and activities (integration of artistic and cognitive activities of preschoolers.” 2010. 4. G.N. Davydova - “Non-traditional drawing techniques in kindergarten.” Moscow 2007. 5. A.A. Fateeva – “Drawing without a brush.” 2004. 6. T.N. Doronova – “Teaching children 2-4 years old to draw, sculpt, appliqué in games.” 1992 7. G.S. Shvaiko – “Fine art classes in children’s garden." 2008. 8. Kazakova T. G. "Develop creativity in preschoolers" 1985. 9. Komarova T. S. "Art activities in kindergarten" 1982.

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Program from the “Pencil” circle

(2 years from 5 – 7 years old)

Explanatory note

Preschool age is the foundation of a child’s overall development, the starting period of all high human principles. It is at this age that the foundations for the comprehensive, harmonious development of the child are laid.

Fine creativity is a specific children’s activity aimed at the aesthetic exploration of the world through the visual arts, the most accessible form of a child’s knowledge of the world. The most characteristic feature of the aesthetic attitude of a small child is the immediacy of the interested, evaluating “I” from any objective situation; the inseparability of emotions from the processes of perception, thinking and imagination. We can assert that artistic creativity has the most direct influence on the development of children’s aesthetic attitude to reality.

The ability to be creative is a distinctive feature of man, thanks to which he can live in unity with nature, create without causing harm, multiply without destroying.

Psychologists and teachers have come to the conclusion that the early development of creativity, already in preschool childhood, is the key to future success.

The desire to create is an internal need of a child; it arises independently and is characterized by extreme sincerity. We, adults, must help the child discover the artist within himself, develop abilities that will help him become an individual. A creative personality is the asset of the entire society.

Drawing is one of the most important means of understanding the world and developing knowledge of aesthetic education, since it is associated with the independent practical and creative activity of the child. In the process of drawing, a child’s observation and aesthetic perception, artistic taste and creative abilities are improved. By drawing, the child forms and develops certain abilities: visual assessment of shape, orientation in space, sense of color. Special skills and abilities are also developed: eye-hand coordination, hand control.

Systematic mastery of all necessary means and methods of activity provides children with the joy of creativity and their all-round development (aesthetic, intellectual, moral-labor, physical). And also, it allows you to fruitfully solve the problems of preparing children for school.

The works of domestic and foreign specialists indicate that artistic and creative activity performs a therapeutic function, distracting children from sad, distressing events, grievances, relieving nervous tension and fears. Causes a joyful, upbeat mood and ensures a positive emotional state for every child.

The development of the creative abilities of a preschooler is given sufficient attention in such comprehensive programs as: “Childhood”, “Rainbow”, “Development”, etc. The authors of new generation programs propose, through the section of artistic and aesthetic education, to introduce children to traditional methods of drawing. Thus developing the child’s creative abilities.

The lack of development of graphic skills and abilities prevents the child from expressing his plans in drawings, adequately depicting objects of the objective world, and complicates the development of cognition and aesthetic perception. Thus, the technique of depicting objects with thin lines is difficult for preschool children. The line carries a very specific artistic meaning and must be drawn quite professionally, which is not possible for children due to their age characteristics. Objects turn out to be unrecognizable and far from reality.

Fine art has a variety of materials and techniques. Often, familiar, traditional ways and means are not enough for a child to express his fantasies.

Having analyzed the author's developments, various materials, as well as advanced experience in working with children, accumulated at the present stage by domestic and foreign teaching practitioners, I became interested in the possibility of using non-traditional art techniques in working with preschoolers to develop imagination, creative thinking and creative activity. Unconventional painting techniques demonstrate unusual combinations of materials and tools. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology for their implementation is interesting and accessible to both adults and children.

That is why non-traditional methods are very attractive for children, as they open up great opportunities for expressing their own fantasies, desires and self-expression in general.

Methods used:

– allow you to develop special skills that prepare the child’s hand for writing;

– make it possible to feel the multi-colored image of objects, which affects the completeness of perception of the surrounding world;

– form an emotionally positive attitude towards the drawing process itself;

– contribute to more effective development of imagination, perception and, as a result, cognitive abilities.

General position

These Regulations define the goals, objectives of the creation and implementation of activities from the general developmental type MDOU circle d.c. No. 16.
These Regulations have been developed on the basis of the Constitution of the Russian Federation, the Law of the Russian Federation “On Education”, Model Regulations and regulatory documents of the education system of the city of Chistopol.
Classes are conducted with children in senior and preparatory school groups in the form of art classes within the framework of the annual curriculum schedule and club work.
Art activities are carried out by teacher of the 2nd qualification category Natalia Sergeevna Vorushilo.

The work program for the section "Visual activities" is compiled on the basis of the mandatory minimum content of the federal component of the state standard - the development of older children "Temporary requirements" for the content and methods of education and training implemented in a preschool educational institution" taking into account the "Program of education and training in kindergarten garden" edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova and the priority intellectual direction of the MDOU.

Novelty. For a long time, the main task of the circle was to teach children fine arts skills using traditional and non-traditional drawing techniques. But the practice of working with children and the education I received in the specialties - teacher of preschool children; the director of fine arts, a teacher and speech therapist, pushed me to the idea that for the harmonious development of a person it is necessary to have correct speech. Therefore, the main task of the circle is to develop not only visual skills, but also the speech and intellectual development of children, through teaching visual skills using traditional and non-traditional drawing techniques. The main content of activities within the framework of this methodology is the process of “discovering the world” using the installation of speaking in Russian.

Mastery of technology is understood not only as the basis for the emergence of an image, but also as a means for a child to generalize his or her idea of a particular aesthetic object and ways of conveying impressions of it in a specific product.

Relevance. Activities in the circle allow children to develop not only artistic abilities, but also communication skills in the process of drawing.

The work program has the goal: to develop communicative, linguistic, intellectual and artistic abilities in the process of commented drawing, the formation of all mental processes, the development of artistic and creative abilities and a positive emotional perception of the world around us.

This program helps solve the following problems:

Educational: teach children to develop communication, language, intellectual and artistic abilities through the process of drawing.

Developmental: develop creative activity, hand muscles, support the need for self-affirmation.

Educational: to form a positive - emotional perception of the world around us, to cultivate artistic taste, interest in the fine arts.

Objectives of the first year study group:

1. Arouse interest in various visual materials and a desire to act with them.

2. Encourage children to depict, using expressive means available to them, what is interesting or emotionally significant to them.

3. Create conditions for mastering the color palette.

4. Creating conditions for children’s communicative activities.

5. Development of coherent speech.

Objectives of the second year study group:

1. Help children create expressive images, maintaining the spontaneity and vividness of children's perception. Delicately and tactfully contribute to the development of content, form, composition, and enrichment of the color scheme of drawings.

2. Gradually, taking into account individual characteristics, increase the requirements for children’s visual and communication skills and abilities, without making them the subject of special educational knowledge.

3. To help the child develop the feeling that the product of his activity - a drawing - is interesting to others (teacher, children, parents, kindergarten staff).

4. Development of descriptive, commentary functions of speech. Teach to generalize and contrast, reason.

The program is compiled taking into account the implementation of interdisciplinary connections in sections:

1. “SPEECH DEVELOPMENT”. The technique of commented drawing is used in the classes. In the process of playing out the plot and the drawing itself, there is a continuous conversation with the children; the children discuss their work with each other. Use of literary words in classes: nursery rhymes, riddles. By performing practical actions, kids are able to learn many new words and expressions from the active and passive vocabulary of children, develop the communicative function of speech, and develop coherent speech.

2. “AWARENESS WITH YOUR SURROUNDINGS.” For art classes, plots that are close to the child’s experience are selected, allowing him to clarify the knowledge he has already acquired, expand it, and apply the first versions of generalization. In classes, children learn about various natural phenomena, about the life of people, about the life of animals.

3. “SENSORY EDUCATION”. Art activities contribute to the acquisition of knowledge about color, size, shape, number of objects and their spatial arrangement.

4. “MUSICAL EDUCATION”. Drawing to convey the perception of musical works. The use of drawings in decoration for the holidays, musical accompaniment to create a mood and better understand the image, express one’s own feelings.

5. “PHYSICAL CULTURE”. The use of physical exercises, finger exercises, work to protect vision and prevent poor posture.

Methodological support.

Non-traditional techniques:

vegetable stamp imprint;
poke with a hard brush;
imprint with eraser stamps;
foam impression;
wax crayons and watercolors;
candle and watercolor;
leaf prints;
drawings from palms;
magic ropes;
blotography;
monotopy;
stencil printing.

Each of these methods is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression. In addition, this work contributes to the development of coordination of movements, attention, memory, imagination, and fantasy. Children have unlimited opportunities to express their thoughts, feelings, experiences, and moods in drawings. The use of various techniques contributes to the development of the ability to see images in combinations of color spots and lines and shape them into recognizable images. The club’s activities are not in the form of “study and teaching.” Children master artistic techniques and interesting means of understanding the world around them through unobtrusive involvement in the drawing process. The lesson turns into a creative creative process for the teacher and children with the help of a variety of visual materials, which goes through the same stages as the creative process of the artist. These activities play the role of a source of fantasy, creativity, and independence.

Children independently choose visual materials, the material on which the image will be placed. A variety of drawing methods gives children original ideas, develops speech, fantasy and imagination, makes them want to come up with new compositions, and develops children’s ability to work with various materials: stones, sand, ropes, wax crayons, candles, etc. In the process of drawing, children enter into communication, asking each other questions, making assumptions, practicing all types of communicative statements.

Organization of club activities.

The club is attended by children of the senior and preparatory school groups. Classes are held 2 times a week. Lesson duration is 30 – 35 minutes.

Material:

watercolors, gouache;
wax and oil crayons, candle;
cotton buds;
foam rubber seals;
cocktail straws;
sticks or old scratching rods;
cloth napkins;
glasses for water;
brush holders; brushes

Techniques and methods used in circle classes:

Emotional mood - the use of musical works,
Practical – exercises, game methods,
Verbal methods - stories, conversations, artistic expression, pedagogical dramatization, verbal techniques - explanation, clarification, pedagogical assessment.
Visual methods and techniques - observations, examination, showing a sample, showing methods of implementation, etc.

All methods are used in combination.

When conducting classes, I adhere to the basic rules:

1. Using the technique of broadcasting information,

2. Selection of thematic content,

3. The main character of the drawing is a child,

4. An adult does not immediately strive to correct the child’s speech;

5. The teacher creates schematic images,

6. Not only talks about what is drawn, but also shows through visual actions,

7. As a “physical education lesson,” elements of dramatization and imitative movements are used, accompanied by commented speech.

All classes are based on the communicative principle:

1. Creating optimal conditions for motivating children's speech,

2. Providing the main conditions of communication,

3. Stimulation and maintenance of speech initiative,

4. Use of various communication means.

The club's activities differ in their structure:

1. creating a positive attitude towards the topic and the method of its implementation,

2. communicative drawing using imitative movements and discussion of the creation and plot of the drawing (no more than 10 minutes),

3. dynamic pause with elements of logorhythmics and psycho-gymnastics,

4. storytelling based on a picture with modeling of a communicative situation,

5. verbal games, dramatization games.

Forms for conducting the results of the implementation of the work program:

Organizing monthly exhibitions of children's works for parents.
Thematic exhibitions in preschool educational institutions.
Participation in city and exhibitions and competitions throughout the year.
Creative report of the teacher - the leader of the circle.
Design of an aesthetic development environment in the group. Etc.

Work program completion rates:

They learn a lot about the world around them, because classes are held on a specific topic.
They learn to use different visual materials in one work.
Learn to draw with various materials.
They use various additional materials (sand, stones) in their work.
Develop story writing skills.
Children learn color science.
They are experimenting.
Coherent speech develops.
They learn to respect the work of their comrades while objectively evaluating their work.

Continuity:

develop skills and abilities,
develop personal qualities.

Expected results: children mastering certain knowledge, skills, abilities in the process of drawing, identification and awareness by the child of his abilities, development of methods of self-control.

Due to individual characteristics, the development of creative abilities cannot be the same for all children, so in my classes I give each child the opportunity to actively, independently express themselves and experience the joy of creative creation. All topics included in the program are changed according to the principle of gradual complication of the material. Due to individual characteristics, the development of creative abilities cannot be the same for all children, so in my classes I give each child the opportunity to actively, independently express themselves and experience the joy of creative creation. All topics included in the program are changed according to the principle of gradual complication of the material.

Assessment: the effectiveness of the program is carried out twice a year (December, May) to determine the level of artistic and aesthetic development of children.

Literature: 1. Galanov A.S., Kornilova S.N., Kulikova S.L.. Classes with preschoolers in fine arts. – M: Sphere shopping center, 2000. – 80 p. 2. Coll M.-E. Preschool creativity, trans. from English Bakusheva E.A. – Mn: Potpourri LLC, 2005. – 256 p. 3. Belkina V.N., Vasilyeva N.N., Elkina N.V. Preschooler: learning and development. To educators and parents. – Yaroslavl: “Academy of Development”, “Academy K˚”, 1998. – 256 p. 4. Fateeva A.A. We draw without a brush. – Yaroslavl: Academy of Development, 2006. – 96 p. 5. Coll, Mary Ann F. Drawing with paints. – M: AST: Astrel, 2005. – 63 p. 6. Coll, Mary Ann F. Drawing. – M: LLC Publishing House “AST”: Publishing House “Astrel”, 2005. – 63 p. 7. Fiona Watt. I can draw. – M: LLC Publishing House “ROSMEN – PRESS”, 2003. – 96 p. 8. Collective creativity of preschool children: lesson notes./Ed. Gribovskoy A.A. – M: Sphere shopping center, 2005. – 192 p. 9. Solomennikova O.A. The joy of creativity. Development of artistic creativity in children aged 5-7 years. – Moscow, 2001. 10. Doronova T.N. Visual activity and aesthetic development of preschool children: a methodological manual for teachers of preschool educational institutions. – M. Education, 2006. – 192 p. 11. Dubrovskaya N.V. An invitation to creativity. – St. Petersburg: “Childhood Press”, 2004. – 128 p. 12. Casanova R.G., Sayganova T.I., Sedova E.M. Drawing with preschool children: Non-traditional techniques, planning, lesson notes. – M: Sphere shopping center, 2004 – 128 p. 13. Alekseevskaya N.A. Naughty pencil. – M: “List”, 1998. – 144 p. 14. Coll M.-E., Potter J. Science through art. – Mn: Potpourri LLC, 2005. – 144 p. 15. Utrobina K.K., Utrobin G.F. Fascinating drawing using the poke method with children 3-7 years old: Draw and learn about the world around us. – M: Publishing house “GNOM and D”, 2001. – 64 p. 16. Lykova I.A. Visual activities in kindergarten. – M: “Karapuz – Didactics”, 2006. – 108 p. 17. Steinle N.F. Visual activity. – Volgograd: ITD “Corypheus”. 2006. – 128 p. 18. Koldina D.N. “Modeling and drawing with children 2-3 years old”, M, publishing house “Mosaika-Sintez”, 2007. 19. Nikitina A.V. Unconventional drawing techniques in kindergarten. – St. Petersburg: KARO, 2007. – 96 p. 20. Vetrova T.N. TRIZ in activity. – Nab. Chelny. 2007. – 80 p. 21. Miklyaeva N.V. Commented drawing in kindergarten. – M.: TC Sfera, 2010. – 128 p. 22. Komarova T.S. “Art activities in kindergarten”, Moscow, publishing house “Mosaika-Sintez”, 2006. 23. “Methodological recommendations for the program of education and training in kindergarten,” edited by M.A. Vasilyeva. 24. Strauning A. “Treez in the development of visual activity.”

The full version of the work is available.

Work program of a teacher of additional education in fine arts at a preschool educational institution

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