Decorative drawing curl senior group. Summary of a drawing lesson for children of the preparatory group “Golden Khokhloma”

Preview:

Topic: "Dishes"

"Dishes"

Drawing: pencils.

To develop the ability to draw circles, focusing on a support in the form of a round sheet of paper

Encourage children to help those in need

Material:

Colour pencils

Paper circles 6-8 cm in diameter

Progress of the lesson:

Problem situation

Today, on the way to kindergarten, I met two dogs, they were happy that they would go to visit their familiar bunnies.

Do you guys like to visit?

At this time the phone rings, the teacher picks up the phone:

Hello! I'm listening to. Are these bunnies? Yes, we already know. that you will have guests. What are you saying? And everyone crashed? Oh, what a pity! The plates were beautiful. No problem, don’t worry, we will help you.

The teacher addresses the children.

Guys! The bunnies are in trouble. They wanted to set the table, but a tray of plates fell and all the plates were broken. Now they don’t know what to put the treats in for the guests.

The teacher invites the children to make plates. Having received consent, he distributes paper circles and suggests that in order for the plates to be beautiful,

Learn to decorate them with stripes. It is advisable to look at several plates decorated with different patterns with the children and draw the children’s attention to the location of the pattern. After the children have completed the work, the teacher, on behalf of the bunnies, asks to tell who has which plate.

Then the bunnies ask the children to help them dress up: wash their faces and hands, go to the hairdresser, get their hair done, tie bows. Saying goodbye. the bunnies kiss the children and thank them for the plates.

Direct educational activity in drawing: “Painting dishes” (Gzhel)
Goal:
To teach children to paint dishes based on Gzhel patterns.
Objectives:
1. Teach children to draw a pattern on the shape of a teapot based on Gzhel ceramics, conveying the characteristic elements of painting, colors, from pale blue to dark blue.
Learn to place a pattern beautifully on a form. 2. Learn to draw a trefoil flower, branches, grass, curls with the end of a brush. Paint round shapes first along the edge, then in the middle from left to right, from top to bottom with continuous lines. Teach children to dilute paint using a palette. 3. Cultivate interest in Gzhel ceramics, the desire to convey the richness and picturesqueness of painting. Purpose:
this lesson is intended for the senior preparatory group of 5-7 years old, for young educators, additional education teachers, and parents.

Previous work:

Children got acquainted through a story with the history of this painting about the masters.
Getting to know the illustrations, watching the film strip “Russian Masters”. Excursion to the museum named after. Poletaev to the exhibition "Applied Art". Material:
Large sheet in the shape of a teapot, brushes, stands, palette, watercolors, paints.

Progress of the lesson:

The land of a porcelain miracle, And all around it are forests...

Blue-eyed dishes - Vases, teapots and dishes Shine brightly from there, Like the native heavens!

It is with this beautiful, gentle poem that I want to start the excursion to the museum. To the museum, where there are illustrations of dishes, and not just ordinary dishes, but Gzhel ceramics. So. In a certain kingdom, in the Russian state, not far from Moscow, among forests and fields stands the town of Gzhel. Once upon a time - long ago - there lived brave and skillful, cheerful and beautiful craftsmen. They got together one day and began to think about how best they could show their skills, please all the people and glorify their land. They thought and thought and came up with something. They found wonderful clay in their native place, white - white, and decided to sculpt various dishes from it, and such as the world had never seen. Each master began to show his ability. He made one teapot, another master looked and did not make a teapot, but made a jug, and the third a dish. Each master began to sculpt his own dishes, and there was not a single product similar to another. But Gzhel craftsmen decorated their products not only with stucco molding; they painted dishes with blue paint of different shades. They painted various patterns of nets, stripes, and flowers on the dishes. The painting was very intricate and elegant. People fell in love with the beautiful dishes and began to call them “pale blue miracles.” The masters glorified their beloved land throughout the world; they told everyone what skilled craftsmen live in Rus'. Fairy tale - the story is told by the teacher to the Russian folk melody “Along the Volga - Mother”. Today we will visit the exhibition of Gzhel ceramics. Look and tell me, please, what objects were painted by the Gzhel masters? What elements of painting did they use to decorate their products? (flowers, grass, leaves, curls, branches). What primary colors do craftsmen use in their products? And now I want to invite you to become Gzhel masters. Let's all sit down at our tables. And we will paint the teapot. Look how I painted the teapot. What elements are used in painting the teapot? And now I will show you in what order to draw these elements. Let's start drawing with a trefoil flower. First we draw a large petal in the center, then two small ones on the sides. We will paint the petal pale blue, dilute the paint in the palette (there is very little water in the palette, because the paint should dry quickly). We paint the petal along the edge from left to right with continuous lines without gaps. We work with blue paint. Now let the flower dry, and with the end of the brush we will draw a branch, grass, curls along the upper and lower edges. You know this, and I won’t show it. Our flower has dried up and now we will decorate it. Decorate it with dark blue paint. We work with such paints like real masters. To do this, take the end of the brush with dark blue paint and draw a thin line along the edge of the flower. Now please tell me where we start drawing our tea-nick. And when we start decorating the flower with dark blue paint. Children's independent work is performed to the sound of Russian instruments. The teacher conducts individual work. At the end of the work, the children organize an exhibition of their works and analyze them. After the exhibition, the teacher invites the children to have tea from the Gzhel service. These are the teapots the children made.

Continue to teach children to take care of household items;

Activate children's vocabulary on the topic “Dishes”;

Fix the use of nouns in the diminutive form;

Learn to compose your own composition;

Develop technical skills - skillfully use a brush (paint with the tip of the brush, holding it in a vertical direction, with the whole brush, move freely in different directions)

Cultivate a desire to help people in difficult times.

Material and equipment:

multimedia, book by K.I. Chukovsky “Fedorino Grief”, ball, teapot and cup, Su-Jok springs, cut pictures, gouache, brushes, water jars, napkins, album sheets.

Preliminary work:

Reading the fairy tale by K. I. Chukovsky “Fedorino’s grief”;

Conversation about dishes;

Games with doll dishes.

Educator: - Guys, listen carefully, I will read you excerpts from one fairy tale (“Fedorino’s grief”)

Educator: - Did you recognize this fairy tale? What is it called? /"Fedorino's grief"

Who wrote this fairy tale? / K.I. Chukovsky

Educator: - That's right, and now I suggest you watch a short excerpt from this cartoon.

Educator: (after watching) - Why did the dishes run away from Fedora? She didn’t wash her, beat her, etc.

Why did the dishes decide to return to Fedora? The dishes took pity on Fedora, forgave, etc.

Educator: - Now, let's stand freely on the carpet and warm up. Physical exercise “Utensils” is being held.

Here is a big shiny teapot. Very important, like a boss. Here are the porcelain cups, very fragile poor things. Here are porcelain saucers, just knock and they will break. Here are the silver spoons, Here is the plastic tray - He brought us the dishes.

Educator: - Fedora broke a lot of dishes. And now I suggest you collect her dishes from the fragments.

D/I “Collect a picture”

Game task: collect a picture.

Progress of the game: children collect cut dishes on the table.

Educator: - Well done, you completed the task. Now stand in a circle. I will take turns throwing the ball to you and naming the dishes, and you will name them affectionately. Whoever names correctly sits down at the table.

Educator: - You guys remember that Fedora broke a lot of dishes. Let's help her and draw new dishes for her, namely a teapot and a cup.

Examining the teapot and cup.

Educator: - Let's stretch our Su-Jock fingers with springs before we start drawing.

Drawing of a cup and a teapot by children. Decorating them.

Questions for self-analysis of children:

Which cup and teapot did you like best? Why?

Which cup and teapot turned out to be the brightest? Why?

What would you advise Fedora to do with the dishes after drinking tea? And why? Wash the dishes so she doesn't run away from her again.

According to psychologists, when a child perceives an object, the key feature is the form with which he distinguishes the object from others. In this regard, the benefit of subject drawing, which is implied by the theme “Dishes,” is obvious. However, this topic is interesting because it allows us to focus on another type of drawing - decorative painting, which develops creative imagination and instills a sense of beauty in middle group preschoolers.

Decorative drawing “Curl”

The methodology remains within the recommendations of the authors of the program, while children decorate a sheet of paper with a branch with curls, learn the correct movement of the brush, form a sense of composition, and comprehend the subtleties of assessment and self-esteem. We recommend adding folklore material - a fairy tale about a self-assembled tablecloth, which offers all the most delicious things for true friends from different nations. The teacher tells a fairy tale (Appendix II), after which he invites the children to create such a tablecloth themselves, using what they learned in the lesson. Thus, to achieve the goals of this lesson, it is necessary to implement interdisciplinary connections. At the new stage, the topic will be continued in the spring, when children have already learned the basic rules for performing Khokhloma and Gorodets painting.

Gorodets painting

During classes, students get acquainted with examples of Gorodets painting. The teacher shows them household items that are decorated with characteristic flowers, leaves, birds with curled tails, and dapper people. During the work process, attention is focused not only on what elements the pattern is divided into, but also on how to correctly arrange them on bowls that will end up on the future self-assembled tablecloth. At the same time, an important point remains the elaboration of the color scheme, the development of the skill of mixing gouache colors to obtain suitable shades. When composing the composition itself, children first work on a plane, then prepare fragments for transferring to dishes.

After one lesson, acquaintance with Gorodets painting will continue. In this lesson, children will consolidate their understanding of the characteristics of painting - color schemes, details, composition, and will continue to mix paints to obtain the desired tone. Here we will talk about a specific item for a self-assembled tablecloth. Children must decide which set of elements is optimal and why, and offer their own version of their arrangement, after which they paint the blanks individually, and evaluate the results as a whole group.

Khokhloma painting.

In this lesson, work with curls continues; children develop the skill of working with wavy lines and develop smooth movements with the end of the brush. They develop a sense of color and rhythm through proper alternation of berries and leaves. Having completed the motif on a strip of paper in the shape of a border, students can move on to discussing more complex compositions necessary for painting dishes for the “Self-Assembled Tablecloth” module.

Bashkir painting

This lesson is proposed to replace the thematically similar lesson “Painting with flowers and birds”, which involves repeating previously learned material. During the lesson, students get acquainted with the traditions of Bashkir painting and the main motifs. The cultural component is important - children are explained why Bashkir ornaments are characterized by geometric and plant motifs, and there are no living creatures, since this is a requirement of religion.

Children are divided into groups: some paint the remaining dishes, some create appliqués that will be placed on the tablecloth. At the final lesson of the year, the module will be solemnly assembled and presented at the graduation party in the group by the students themselves, who will talk about the history of the tablecloth and their work.

Art classes at school

The program of T.Ya Shpikalova was compiled in accordance with the concept of modernization of Russian education, based on the provisions of government documents on the issues of instilling in citizens love for the Fatherland, national dignity, and interest in the cultural and historical traditions of the Russian people and other peoples of the country.

Thanks to training according to T.S. Komarova’s program, children come to first grade with formed basic ideas about color, composition, and plot. They are able to convey the proportions of inanimate objects, people and animals, and are familiar with the elements of decorative and applied art, in particular with folk crafts. The use of the interactive module “Self-Assembled Tablecloth” in teaching at this stage helps to repeat the knowledge acquired in a preschool institution and deepen it at a new level.

When working with the topic “Khokhloma painting”, students rely on the knowledge acquired in the preparatory group. They are already able to create curls and know how to work with a brush correctly. The teacher’s task is to adjust skills in relation to Khokhloma painting and clearly demonstrate combinations of curls into patterns. Gorodets painting, already presented in the preschool program, is mastered on the principle of consolidating and deepening skills.

The developed program combines individual and group work methods, as in Shpikalova’s basic program, according to which children work in class. Initial acquaintance with the directions of folk arts and crafts is carried out in groups, frontal discussion of samples of crafts is practiced, as a result, each child can speak out and will be heard. The deepening of work skills within the framework of Russian folk crafts occurs individually; by the time of the transition to the regional component, the children again work together, and as their knowledge of the Bashkir ornament deepens, they return to individual work. The last weeks of the circle’s activities are devoted to a joint project - the production of a self-assembled tablecloth with dishes with elements of Russian and Bashkir painting. The project is carried out entirely by children under the guidance of a teacher; first, responsibilities are distributed, the outlines of future work are discussed, then everyone begins sculpting, painting, applique and installation of finished works.

When working on the module, personal tasks are realized: children learn to work in a group, individually, be responsible for their area of ​​work, distribute efforts, evaluate their own and other people's works. Meta-subject tasks - improving speech, developing emotional and figurative thinking, the ability to set goals and identify stages to achieve them. Subject objectives are to learn to identify the characteristics of various folk crafts, to create their own compositions based on them, using the necessary materials and technical techniques for this.

In addition to group work, the module can be used to work with parents. Upon completion of the basic course in fine arts, when all topics related to folk crafts have already been covered, a joint project can be organized, carried out simultaneously by several families. Before the game begins, families listen to a fairy tale, then determine what items they will need for the tablecloth, mark the outlines on the stand where the templates will be attached, and then begin painting the products. The element of competition in this case is not the main one, the main thing is the coordinated work of the entire team.

The similar themes of classes in fine arts and technology in preschool educational institutions and the first grade of primary school make it possible to gradually complicate the level of mastery of academic skills and contribute to the artistic and aesthetic development of the child. Using the example of classes on the topics “Khokhloma”, “Gorodets painting”, “Bashkir painting”, children became acquainted with the basic techniques of painting, created increasingly complex works, and learned to create their own plots based on the knowledge gained.

The module we developed, dedicated to national dishes and folk paintings, used in classes in preschool institutions and in primary schools in extracurricular activities, allowed us to consolidate the acquired knowledge and develop the artistic and aesthetic skills of students.

The children, who purposefully worked throughout the year to create the final project, showed great motivation and awareness of their learning goals. They had a clearer idea of ​​why they would need new painting skills, and interacted more actively with the teacher and classmates. The folklore and fairy tale basis, which unites all stages of the preparatory work, contributed to the students’ interest in the final result.

STEPS TO CREATE A MODULE:

1. Selection of material - the basis of the module. The material we chose was felt.

Textile. Felt. Milky color

2. Tensioning the base onto the frame. Selection of slats 2 cm wide.

Felt fabric. Reiki.

3. Preparation of material for making Bashkir ornament.

Carving the ornament

4. Making napkins. Embroidering a Bashkir ornament with red thread.

5. Making plates, spoons, bowls, trays using the papier-mâché technique depicting folk crafts

6. Making a samovar from plastic. Select a sketch, a PVC sheet and cut out the shape. Coloring with golden paint.

7. Development of exhibits of culinary dishes of different nations from fabric and synthetic padding: kystyby, ushch-pochmak, vak-belyash, chak-chak, kazylyk, brushwood, duchmak with cottage cheese, pancakes with caviar, pancakes with potatoes.

Products made of fabric and padding polyester. Uch-pochmak, vak-belyash, chak-chak, kazylyk, duchmak, bagels, kystyby.

7. Filling the tablecloth:

- hemming the ornament and napkin onto the tablecloth

- fastening the samovar to the center of the tablecloth

- gluing manufactured plates, bowls, spoons onto napkins

- filling plates with prepared dishes

The self-assembled tablecloth is ready!

Recommendations for using the module:

Option 1 (teacher directs children to work, asks questions)

Target:

introduce the traditions and customs of the peoples living on the territory of the Republic of Bashkortostan and their national cuisine.

Tasks:

give an idea of ​​traditional national dishes; develop knowledge and skills in setting the table; to cultivate a respectful attitude towards the culture of other peoples of our country and the world as a whole; develop logical thinking, memory, initiative during the lesson; speech activity.

Result: students got an idea of ​​traditional national dishes; learned to set the table; applied knowledge about folk crafts.

Option 2 (the teacher explains all the work himself)

1.Organizational moment

2. Conversation.

Our republic is a multicultural republic. Different peoples live in it. Today, each people of Russia has its own national cuisine, which is characterized by its own national dishes. We know that people of different nationalities live on the territory of Russia - Russians, Tatars, Bashkirs, Armenians, Moldovans, Kazakhs, Uzbeks, etc.

All nations have their own national dishes - these are chak-chak, uchpochmak, brushwood, pancakes, vak-belyash, sausage, kystyby, manti, etc.

All these dishes require utensils. Different nationalities use the utensils of their people, for example, a samovar, cups, bowls, spoons. All these dishes are painted in the style of folk crafts.

Let's set the table for all these peoples. There are mock-ups of dishes and dishes on the table next to you. You need to use them to set the table. First of all, we need to wash our hands and cover the table with a tablecloth. We place the samovar in the middle of the table, arrange cups and spoons around the table. We place plates in the center and place dishes of different nations on them.

Outcome: Students share what they learned and learned.

Result: students got an idea of ​​traditional national dishes; learned to set the table; applied knowledge about folk crafts.

CLASS

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Aspects that need to be taken into account when preparing for a drawing lesson in the middle group of a preschool educational institution

Suitable paints and base

When drawing dishes in the middle group, the teacher can offer children two options for the basis: these can be ordinary sheets of A4 paper (if children draw with paints, the paper is tinted in pastel colors in advance) or ready-made templates of objects (a plate, a cup with a saucer, a jar for canning vegetables, etc.). The second method is more relevant if the main objectives of the lesson are not just to convey the shape of the dishes, but to decorate them or supplement the image with vegetables and fruits. You can also offer preschoolers a template for dishes that are still difficult for them to draw on their own (for example, a teapot).

You can draw dishes with paints (gouache or watercolor) and colored pencils (as an option - wax crayons, felt-tip pens). A composition created with paints will be more vibrant, and pencils, in turn, can convey different shades of color.

Techniques and techniques used

The topic “Dishes” involves subject drawing, during which preschoolers learn to more or less accurately convey the shape of an object and its characteristic features. By drawing several pieces of utensils (for example, a cup and saucer), children learn to harmoniously place the image on a sheet of paper and repeat the silhouettes of identical objects (teapot and cups).

When painting with paints, children practice the ability to draw wide and narrow lines with a brush (all bristles and tips), paint over an image without going beyond its outline. Children learn to obtain new shades of paint by mixing them in different proportions - this allows them to convey the image more expressively. The technique of dipping is improved (when drawing various elements (flowers, leaves, berries) on dishes).

As for decorative painting, the teacher leads students in the middle group to the patterns in the structure of the pattern. Children learn to fill any shape with a pattern (a round plate, a cup that resembles half an oval, etc.). Moreover, the decorative decoration of the silhouette must first be preceded by the decoration of the finished form (the best option is a plate, since it has the shape of a circle). The ornament can be fantasy (the children come up with it themselves, based on the teacher’s samples) or created based on folk arts and crafts (haze, Gzhel, etc.).

Additional types of visual activities that can be used when drawing dishes

When drawing various pieces of utensils, it will be interesting for children to use additional types of visual activities, in particular, modeling and appliqué. So, a drawn jar of canned vegetables or fruits, covered with a glued lid made of colored paper, will look original. You can glue cut out paper fruits or vegetables onto a painted plate.

The saucer can be decorated with a border of small plasticine balls, and the cup can be complemented with a sculpted handle of a similar color.

The appropriateness of using an individual approach in a lesson on this topic

Many drawing classes allow you to customize the assignments based on design and level of difficulty. The topic “dishes” is no exception. So, if children color and decorate templates with patterns, then stronger children who cope well and quickly with the task can be offered to design another option, but only in a different way.

Another option is that for preschoolers who already have artistic abilities, you can make the tasks a little more complicated. For example, if the topic of the lesson is a plate of fruits or vegetables, then you can invite such children to depict objects that are a little more difficult to draw (grapes, corn, etc.).

Preparatory stage

A distinctive feature of children 3–4 years old is increased restlessness and activity. Therefore, when preparing a lesson, the teacher must carefully consider the organizational aspects of the work so that every minute is in activity, but there is no monotony. In general, there are no trifles in preparation.

What colors and base should I choose?

Many kindergarten teachers working in senior and preparatory groups note that many children are reluctant to take up drawing. And this is due to the fact that at a younger age, when the little ones were just beginning to get acquainted with visual arts, the wrong materials were used. Namely pencils or watercolors. The fact is that even experienced artists consider watercolor to be a very difficult material, and it is not at all suitable for first artistic experiments.

Nevertheless, reasonable price and availability make watercolor the most popular material for drawing in kindergartens.

Gouache is considered the most convenient material for children's creativity.

As for pencils, in classes in the middle group (and in the junior group too) you can use only soft leads. If we talk about the recommended types of visual materials, then these are gouache and wax crayons - with their help, kids don’t have to put in a lot of effort to get a picture, they “draw on their own.” Separately, it is worth mentioning the use of felt-tip pens. They are used only for outlining and drawing accents of the pattern (for example, when creating a plate design). But they are not used for coloring.

This is interesting. Many methodologists prohibit the use of felt-tip pens in kindergartens, citing the fact that with their help it is impossible to explain to little artists the possibilities of full color rendition of shades, as well as to create elementary shadows.

As a base, it is better to use regular printer paper or thin cardboard in A4 or ½ A4 format (if the composition is a group one, placed on a common backing).

What techniques and techniques can be used?

At 3–4 years old, children can trace with a pencil ready-made stencils of simple shapes (that is, without small details), as well as make simple sketches of geometric shapes from life.

Unlike non-traditional techniques, traditional ones give a more complete idea of ​​the shading capabilities of the palette

From this we can conclude that both traditional and non-traditional drawing techniques can be used for classes. However, it is the traditional ones that provide the opportunity to comprehensively develop fine motor skills, as well as cultivate a sense of color. Classic techniques suitable for the average group are

• coloring template pictures;
• adding details to the finished image (for example, children add a pattern to the finished drawing of a plate);
• tracing and coloring the stencil;
• drawing simple shapes from life.

This is interesting. Experienced methodologists believe that drawing from life can only begin when children have already mastered tracing and painting stencils well.

If we talk about techniques, then in the middle group they rely on the fact that the limiters of the image are the points of the depicted object, and not the edges of the sheet. Thus, the following techniques can be used:

• painting small and large parts of the image;
• drawing thick lines with an inclined position of the brush, resting on the entire pile;
• drawing thin lines with the brush in a vertical position, touching the paper with only the tip of the bristles;
• working with shades, in particular, obtaining the desired color through classic combinations (for example, white and red for pink);
• painting an image with the pencil in an inclined position relative to the sheet.

Photo gallery of drawings on the theme “Dishes” using non-traditional techniques

You can use regular cotton pads for the stamp base.

To paint using the poke technique, you can use cotton swabs or brushes.

The finger painting technique allows you to paint dishes with contents so that they seem voluminous

Pokes in one picture can be of different colors

Additional types of visual activities

The task of the aesthetic development of children in kindergarten is to give an idea of ​​different types of visual activities. But since children show varying degrees of interest in drawing, appliqué, modeling, etc., the implementation of the task is facilitated by a combination of creative methods. Drawing can be called a universal type of work, as it combines perfectly with other types of fine art. Thus, brushes and pencils can be “made friends” with

• natural material (for example, in the form of fruits and vegetables on a plate);
• pieces of fabric (for finishing cups and saucers);
• plasticine (both as decoration for dishes and to imitate the contents);
• colored paper.

This is interesting. It is important for a teacher who involves additional types of visual activities to remember that they are “additional”, that is, they should not be assigned a role greater than that required by the task of decorating dishes.

How to personalize a task?

At all stages of educational activity, the teacher must find ways to implement an individual approach. Finding them in kindergarten, on the one hand, is not easy, since all toddlers are at approximately the same level of development. But on the other hand, children have not mastered many skills, so their range of interests is not very wide. In a drawing lesson on the topic “Dishes”, you can individualize the task, leaving it to the little artists

• choosing a color scheme for the picture;
• background of the substrate (especially if colored sheets of paper or cardboard are used as the basis);
• additional ways to decorate the drawing (with pieces of plasticine or colored paper confetti).

After a detailed explanation of the task, the teacher gives the children maximum creative freedom

Individualization makes children feel like adults and independent. So a simple task to prepare the necessary materials for work, laying everything out near your work places can play along with this.

The place of the topic in calendar and thematic planning

The topic “Utensils” in the middle group is studied in different interpretations. So, when studying the fairy tale about Pinocchio, children draw Malvina’s favorite cup, and after discussing household items that are in every home, they sketch plates and tea pairs. The teaching staff of an individual kindergarten determines the topics of classes depending on the place given to drawing in the context of other classes. If we talk about a generalized version, then the wording may sound like this

• “Little Bear’s Cup” (when studying the fairy tale “The Three Bears”);
• “Treats for the doll” (children draw the fruits or vegetables they have studied on a plate);
• “My mom’s favorite cup” (for example, as a card for mom for Mother’s Day or for March 8);
• “What does the pattern on the plate tell you?” (after getting acquainted with the country's folk crafts);
• “Cup and saucer for a doll” (a universal topic, since it can be used after repeating simple geometric shapes, and in the context of talking about household items that we cannot do without);
• “Tea party with friends” (an option for group work, when children draw cups, and then the finished drawings are hung on a common background - the dining table);
• “Runaway Dishes” (when studying Korney Chukovsky’s fairy tale “Fedorino’s Grief”), etc.

Lesson notes - variations on the theme “Dishes”

Scheme for drawing up lesson notes

In order for the children to be organized and the teacher to be able to achieve their goals, the lesson time must be clearly distributed between all stages of work on the topic. And a well-structured lesson summary plays a significant role in achieving this. It is necessary to begin work on its preparation by formulating goals. The options may be the following:

• consolidation of knowledge about dishes;
• development of artistic and aesthetic taste;
• developing the ability to work with paints and brushes, pencils, etc.;
• training the eye and spatial orientation on a sheet of paper;
• work on speech development;
• education of emotional responsiveness;
• developing the ability to reflect on the results of one’s work and the work of one’s comrades.

The objectives of the lesson will differ depending on the topic, but in general the wording could be as follows:

• to form children’s ideas about the purpose of dishes;
• expand vocabulary on the topic (cup, saucer, plate, spoon, etc.);
• teach to convey the image of a drawing using simple geometric shapes;
• develop observation skills;
• cultivate initiative in verbal communication with friends and adults;
• cultivate a patient attitude towards the creative process.

The next level of preparation is the distribution of time (standard 30 minutes) for all stages of the lesson.

• Introduction (up to 5 minutes) includes the implementation of motivational techniques.
• The main part (up to 20 minutes) is the actual work on the drawing, as well as mandatory physical education and finger gymnastics.

  Finger gymnastics can be done separately, or together with physical education

• The final stage (up to 5 minutes) consists of children hanging their works on a spontaneous exhibition (or making a collective composition on a common substrate), listening to praise from the teacher and giving an assessment of their work, as well as the drawings of their comrades. For reflection, you can use the following set of questions: “Did my drawing turn out well?”, “What was difficult?”, “Whose drawing do I like more than others and why?” and so on.).

Example of a summary

Ismailova Yulia “Synopsis on visual activities in the middle group. Topic: dishes, drawing a cup and saucer"