Summary of educational activities in the 2nd junior group “Snowman” (using an unconventional drawing technique - stamp printing method)

What are the benefits of using non-traditional techniques?

This is interesting. From an early age, children try to reflect their impressions of the world around them in visual activities through the visualization of sensations. Hence the desire to draw with fingers on foggy glass, with a stick on the sand and with chalk on the asphalt.

So, existing non-traditional drawing techniques have the main advantage - they allow you to quickly see the results of your work. And, really, putting a blot on paper with your own finger and seeing a funny design in it is fast and fun. In addition, unusual techniques allow

• develop creative abilities;
• form a non-trivial view of the world around you;
• help develop imagination and creativity;
• develop fine motor skills;
• cultivate independence.

Lesson notes on fine arts using non-traditional techniques in the junior group

Lesson notes on fine arts using non-traditional techniques in the junior group

Sweater for my friends

Non-traditional technique:

finger painting

Target:

introduce finger painting techniques; develop initiative, consolidate knowledge of colors; learn to make a basic pattern.

Equipment:

two dolls - a boy and a girl, gouache, silhouettes of sweaters of different colors, sketches of sweaters with different patterns.

Progress of the lesson:

A situation is being played out: boy and girl dolls come to visit the children. They talk about how the clothing store sells sweaters that are completely uninteresting, without patterns, but they would like to wear bright, multi-colored ones. The teacher invites the children to help a boy and a girl decorate sweaters for their friends. Shows on two or three samples possible alternations of color when drawing with fingers, notes the brightest options. When shown to children, the names of certain colors are clarified. During the process, the pressure and amount of paint collected are adjusted. At the end of the lesson, children's works are examined along with the dolls. A boy and a girl thank you for the beautiful sweaters.

Meeting with a kolobok

Non-traditional technique:

tearing paper.

Target:

develop aesthetic feelings by conveying an artistic fairy-tale image using appliqué technique; learn to tear paper of different hardnesses.

Equipment:

illustrations for the Russian folk tale “Kolobok”, sketches depicting a joyful and sad Kolobok, yellow double-sided paper, yellow napkins. PVA glue, whatman paper depicting the path along which Kolobok is rolling, trays, eyes, nose and mouth cut out of paper for Kolobok.

Progress of the lesson:

The teacher tells the children the fairy tale “Kolobok”, but suggests changing the ending so that Kolobok runs away from the Fox. Then the paper “dough” for Kolobok is prepared by tearing off the paper and napkins. The teacher reminds that small pieces need to be torn off. Each child pours the prepared “dough” from his tray onto a circle pre-drawn with glue. You will get one big Kolobok. The question is asked what is he missing. The teacher shows a cheerful and sad Kolobok. Children determine what their Kolobok will be and why. Glue on the missing parts of the face. The lesson ends with an examination of the cheerful Kolobok. It is emphasized that the dough was prepared by everyone together.

Sun

Non-traditional techniques:

drawing with the palm (with the whole hand), imprinting with signets.

Target:

evoke aesthetic feelings for nature and its images using non-traditional artistic techniques; develop color perception and hand-eye coordination.

Equipment:

sheets of blue paper (50x50 cm) with a yellow or orange circle in the middle, gouache (yellow, orange, lemon, red) in bowls (for printing) and saucers (for drawing with the palm of your hand), potato signets, napkins, umbrella, sketches depicting the sun of different colors and execution techniques.

Progress of the lesson:

The teacher invites the children to play with the sun and reads the nursery rhyme “Bucket Sun”:

Bucket sunshine! Come up quickly, light and warm the calves and lambs, even the little guys.

Shows sketches of the sun, made in various visual techniques. The name “ray” is introduced, and the visually effective technique “stroke the rays with your finger” is used. The teacher introduces the concept of red, yellow, orange, “warm shades.” Demonstrates different ways of creating an image, making rays with signet impressions from potatoes or palms. Children choose a technique that is more suitable for playing with the sun. If there are difficulties, the teacher shows how to create an image individually. Children examine the resulting works, choose the most colorful sun, the most cheerful, the most ruddy, etc. They play the game “Sunshine and Rain”, for which children’s drawings are used: if the teacher shows a picture of the sun, the children “walk in the clearing” if he opens an umbrella, everyone hides under the umbrella from the rain.

mimosa branch

Non-traditional techniques:

finger painting, paper napkin rolling.

Target:

teach finger drawing techniques, creating an image by using a dot as a means of expression; consolidate knowledge and ideas about color (yellow), shape (round), size (small), quantity (many), quality (fluffy) of an object; develop application technique skills; develop associative thinking, perception of color, shape. The size of the object; cultivate interest in creative visual activities. Equipment: mimosa branches according to the number of children, vase, red material for drapery; yellow gouache poured into jars, glue, balls of paper napkins, sheets of paper on which mimosa leaves are drawn for each child, images of the sun, fluffy chickens and round balloons; musical material: P. Tchaikovsky “Snowdrop” from the children’s album “Seasons”.

Progress of the lesson:

Children greet the sun to the music of P. Tchaikovsky. It brought them a large bouquet of mimosa as a gift. The teacher asks the children to repeat the name. A mimosa branch is examined. You are invited to carefully examine, smell, and carefully touch the mimosa branches. The teacher asks what color the flowers are, how many there are, what shape they are, what they look like. Shows illustrations of round yellow balls flying across the sky and fluffy chickens. Children find similarities with mimosa flowers. The sun invites the children to “dress” bare mimosa branches. Lying on their tables. The teacher names the material needed to complete this task. Shows how to get mimosa flowers: paper balls need to be glued to branches in different places. He notes that mimosa flowers can also be depicted using fingers and gouache; to do this, dip your finger in paint and make an imprint on a sheet of paper. Children's attention should be paid to the accuracy of completing the task. Remind you to use tissues if necessary. The lesson ends with words of encouragement to all children. The beauty of the resulting mimosa branches is noted. Their similarity to living objects is determined. Each child is invited to show their mimosa to the sun.

Berries and apples on a plate

Non-traditional techniques:

potato prints, cork stamps or finger painting.

Target:

practice combining various techniques when depicting a simple still life, in arranging the drawing over the entire plane of the sheet.

Equipment:

berries and apples, a plate, sheets of oval, square, round paper (diameter 30 cm) in pastel colors, round potato seals, corks, bowls with gouache for printing and finger painting, napkins, sketches with images of still life on plates of various shapes, on tray, basket, etc.

Progress of the lesson:

Berries and apples are considered. The teacher draws the children's attention to the shape (round), size (large and small), color (red, blue, yellow, orange). Reads a poem by E. Sedova:

Small berries, ripe and tasty, scattered like beads on a large plate.

The apples are rosy, round and smooth, and they beg: “Eat us!” We are so sweet!

Children study pedagogical sketches, choose those they like and dislike. The teacher helps determine which seals can be used to make apples and berries. One of the guys shows how to obtain an image. It is specified that berries and apples should be scattered throughout the plate. Children choose whether they will print berries with cork or paint with their fingers, and try different paints. At this time the poem is repeated. The teacher talks with each child who completed the drawing. He asks what colors he chose and how he painted. The most complete plate, the brightest apples, the most colorful berries, etc. are called. Particularly noted are works in which a plate, tray or basket that is different from each other is chosen for painting.

Long-term planning for fine art activities in 2 ml. group

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