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Exhibition of drawings in the middle group. Non-traditional drawing techniques in the middle group. Non-traditional drawing techniques in classes in the middle group

Children develop an interest in drawing at an early age. Kids enjoy running a brush over paper, smearing paint, making dots and blots. At the age of 2–3 years, a child begins to distinguish the outlines of some objects in his scribbles, and by the age of 4 he has a desire to consciously depict something. Drawing with pencils, felt-tip pens, brushes and paints requires confident use of tools to obtain an accurate rendering of the contours and details of objects. Children of primary and secondary preschool age form and develop the ability to draw, practice techniques in simple tasks. Non-traditional drawing techniques allow you to create a visual image on paper with simple movements and quickly, which gives the child positive emotions and satisfaction with the result of creative activity.

Non-traditional drawing techniques in classes in the middle group

Children 4–5 years old often experience uncertainty, sometimes even fear, before drawing classes. The skill of using a pencil and brush is still developing; form-building movements are rarely accurate. In basic drawing classes, middle group students learn to draw vertical and horizontal lines with a pencil, a continuous line with a brush, draw simple shapes and practice the skill of painting within a contour. Children's attention is unstable, they get tired quickly, monotonous activities reduce interest in the work being done. Drawing in unconventional ways surprises children and activates their attention to creating images on paper using unusual objects and tools. Watching the teacher draw with a fork or toothbrush, the children experience delight and a desire to draw as well.

During drawing classes using non-traditional techniques, developmental and educational tasks should be performed that correspond to the age characteristics of children in the middle group:

• Development of fine motor skills of the hands. Performing actions with various instruments develops the child’s hand; on the tips of the fingers and the surface of the palms, nerve endings are excited, which send an impulse to the cerebral cortex - the thinking and speech centers are activated.
• Development of spatial thinking and visual perception of objects. The child learns to find individual details and shapes in the image of an object, which he can convey in the process of drawing on paper. By making blots, drawing with wax, and making prints, the children consolidate the ability to determine the center of the sheet and develop a sense of composition and rhythm.
• Training in working with a variety of materials. During the classes, children will learn that images can be created not only with the usual paints and pencils on a white sheet of paper. Everyday objects, natural and waste materials are used in creative work; cardboard and colored paper are used as the basis.
• Activation of imagination and the formation of interest in independently thinking through a plan. If drawing classes in non-traditional ways are carried out as part of the functioning of an additional education circle, it is recommended to arrange a rack with signed boxes in the room where the students study. As children master the skills of various techniques, they gain access to a variety of materials. Students in the middle group can be given a choice of tools with which they want to draw a picture on the topic of the lesson. You can allow children to take turns choosing an object that has not previously been studied as part of non-traditional drawing: at the beginning of the lesson, the student chooses an object, the teacher tells how to create an image with it.
• Creating a good mood, developing self-confidence, relieving tension and fears. Drawing in non-traditional ways with children of the middle group contains game elements at its core: actions are accompanied by sentences (“Rain-rain, drip-drip-drip!” - dots are made with a cotton swab. “One is an apple, two is an apple, then there will be compote !” - prints are made with an apple slice, etc.), creating drawings is a solution to a problematic situation (dandelions do not bloom on a poster with a picture of a lawn, and children draw flowers on it with a poke), etc.
• Formation of interest in collective activities. Children 4–5 years old do not yet know how to work harmoniously in pairs or groups. In the middle group, children learn to think through an individual plan. But the students are happy to complete simple tasks together. The teacher announces the task, the children will perform the same actions on a common sheet of paper (whatman paper or half-whatman paper). For example, in the “Autumn Forest” lesson, the task is given to draw the crowns of trees with a piece of foam rubber. The guys sit down at a common table, on which lies a Whatman paper depicting bare trunks and branches of trees. Everyone chooses a tree, takes a piece of foam rubber and paints the leaves with yellow, orange, brown and red paints. At the end of such classes, the teacher must draw the children’s attention to the fact that such a complete and beautiful picture was obtained due to the fact that everyone worked well.
• Development of aesthetic taste. The technique of non-traditional drawing teaches children to create texture of an object, imitation of animal fur or bird plumage using non-classical techniques. Children develop the ability to see beauty in the unusual. Shapeless prints of a foam sponge or a poke with a hard brush look organic in the finished work. In the process of drawing, children develop the ability to combine colors in pattern elements and begin to select solutions for creating an image on a colored background.

In drawing classes using non-traditional techniques, it is necessary to observe the principle of continuity of knowledge. By creating images with unusual objects or non-classical techniques, the children in their works consolidate and improve the skills acquired in regular classes: they outline the outline of an object with a brush or pencil for further drawing in an unconventional way; decorate the picture with applique elements (paper or plasticine); complete the elements of the subject as usual; learn to paint the background.

Finger painting (fingergraphy)

Until school age (7 years), the leading processes through which a child studies objects and phenomena of the surrounding world remain visual and tactile sensations. In the younger groups, finger painting was both a game and a transitional stage to the classical drawing technique; the children mostly filled in printed pictures with multi-colored dots. In the middle group, students form and develop the skill of drawing various elements with their fingers: dots, spots, strokes, lines. It’s fun to intentionally get dirty with paint, smearing paint with your fingers is a special feeling, creating an image with strokes, rather than just painting, is satisfying with the result. During classes, special finger paints can be used: they are hypoallergenic and safe if they get into the mouth, and have a light consistency. Traditionally, in the middle group they paint with gouache, but it is possible to paint with fingers using watercolor paints: they are not as thick as gouache, but you need to dip your finger in a glass of water before picking up paint, or first drop clean water with a brush into the cells with watercolors.

With students in the middle group, you can try finger painting using diagrams. On the board there are step-by-step instructions on how to draw an image of a person or animal using prints and adding pencil squiggles. The teacher voices each stage, demonstrates its implementation, and the children repeat. Maps of step-by-step drawing of pictures with fingers are presented in numerous manuals for parents and preschool teachers (for example, in the book “Imprint, dot, stroke. Drawing with fingers” by Ilona Molnar).

Fingertip drawing technique:

1. The child dips his finger into a jar or bowl of gouache paint.
2. Each finger is painted with a different color.
3. The child draws with his fingertips on a sheet of paper, re-painting the desired color if necessary.
4. At the end of the work, wash your fingers with soap, the gouache is easily washed off.

"Bouquet"

Putting green paint on your finger
Drawing lines on paper
Flower stems
Paint of a different color
Flowers are drawn with dots
New color
Second flower
Drawing a flower with brush strokes
Mixing paints (yellow+red)
The process of drawing flowers
A butterfly is drawn with lines
The butterfly shape uses straight and curved lines
The final stage of work
The drawing is ready

Drawing with palms

Painting with palms, like with fingertips, involves imprinting and smearing paint. Drawing options in this technique for middle school students: “Make a palm print and complete the drawing to make a bird, octopus, fish, etc.” (children can draw additional elements with a brush or finger), “Complete the picture with handprints to make it…” (handprints become leaves on tree branches, flowers in a vase, hedgehog needles).

Palm painting technique:

1. The child puts his hand in a saucer of paint. In the middle group, children should learn to apply paint to their palm using a brush held with the other hand; this skill is practiced in classes on the topics “Bullfinch”, “Titmouse”, “Butterfly”, when the palm print should be multi-colored.
2. The palm and fingers are pressed tightly onto a sheet of paper to make an impression. You can make circular, vertical or horizontal movements with your palm according to your design.
3. At the end of work, wash your hands with soap.

"Titmouse"

Applying yellow paint to the palm (titmouse breast)
Applying paint of a different color (in this work the child mixed blue and black paints)
The palm is placed tightly on a sheet of paper
Imprint
A child paints a bird's head with a brush
Draws a paw
Draws a second paw
Finishes drawing the beak
Draws a titmouse's eye
The drawing is ready

Combination of fingerprinting techniques with palm painting

For pupils of the middle group, tasks are offered on drawing an object composition or a complex image using palms and fingers. First, handprints are made to indicate large details or the basis of the design, then additional elements are drawn with the fingers. A combination of finger painting and palm painting techniques is used in tasks on the topics “Fairytale Tree”, “Swans”, “Funny Octopuses”, “Fishes”. In these tasks, children develop the ability to find the center of a composition, combine various finger painting techniques, colors and shades of paint to accurately convey the image.

"Fairytale Tree"

Applying paint to the palm
Pressing your palm onto a piece of paper
Palm print - tree trunk and branches
Paint gets on your finger
Drawing strokes with your finger
Finger painting process
Combination of shades of green
Paints of other colors are collected
Tree leaves are drawn with dots
Fairytale tree is ready

Poking drawing

The poking method is great for simulating fluffy and prickly objects or objects. During the lesson you will need sheets of paper of any color or shaped blanks in the form of animals, brushes with stiff bristles, gouache, a glass of water, and napkins. Poke drawing classes are taught on the topics “Cat”, “Christmas tree”, “Hedgehog”, “Dandelions”, “Bunny in winter”.

Poking technique:

• A dry brush is placed in a jar of gouache and paint is drawn up.
• Holding the brush vertically, hit the paper with it - you get a poke.
• Before picking up paint of a different color, the brush should be rinsed in a glass and blotted well with a napkin. The poke is made only with a semi-dry brush.
• The outline of the depicted item or object is filled with pokes; the details necessary according to the plan can be drawn with an ordinary brush.

"Fluffy kitten"

The guys pick up gouache with a hard brush and draw with a poke on paper. The process of drawing with a poke. The guys draw a muzzle, paws of a kitten, a bowl with a simple brush. Examples of work

Monotype

Monotype is a drawing technique by imprinting part of an image. This method of drawing is considered simple, but suitable for classes in every group; older preschoolers draw landscape monotypes using various colors and shades in one work. Drawing with monotype improves the ability to find the middle of an object and develops a sense of symmetry.

Monotype technique:

1. A sheet of paper is folded in the middle.
2. Spots are drawn on one part of the paper using paints of different colors.
3. The sheet is folded and ironed with the palm of your hand.
4. The sheet opens and the resulting image can be decorated using a brush and paints.

"Butterfly"

Spots are applied to one part of the sheet with the middle marked. The process of drawing spots in different colors. The sheet of paper is folded along the fold line and unfolded. The abdomen and antennae are completed with a brush.

Using the monotype technique, you can create not only a symmetrical image, but also a drawing with two identical objects. In this case, the entire object is drawn on one half of the paper and imprinted on the other half of the sheet in a mirror image.

Drawing with a toothbrush

The technique of drawing with a toothbrush is simple: the guys put paint on the bristles and draw lines on a sheet of paper in accordance with the design. It is recommended to combine these drawing classes in the middle group with other non-traditional drawing techniques (finger, cotton swabs) or appliqué elements.

"Herringbone"

A triangle of colored paper is glued onto a sheet - a trunk. We pick up paint with a toothbrush. We draw pine needles with straight lines. We decorate the finished work with sequins.

Spray

Children become familiar with the spraying technique in younger groups: they pick up paint with a toothbrush or comb, direct it onto a sheet of paper and, by running a pencil over the bristles/teeth, they get colored splashes. In the middle group, the ability to create drawings using multi-layer spraying is developed.

Multi-layer spray technique:

1. Stencils are used to create an image. In classes to introduce this technique, stencils are attached to a sheet of paper with paper clips.
2. Paint is drawn onto a brush and splashed on top of a sheet of paper.
3. The next stencil according to the plan is applied, splashes of a different shade are made.
4. The stencils are removed to create a complex image that imitates the volume of an object or a composition with foreground and background.

"Winter forest"

Stencils: snowdrifts, tree trunks and crowns, snowflakes Tools for creating spray paints and paints diluted with water First layer Second layer Third layer View of the design after removing the stencils

Drawing with a sponge or piece of foam rubber

The technique of painting with a sponge or foam rubber is based on the formation of the skill of printing with paint. Foam rubber prints create the texture of an object; they are used to draw animal fur, fluffy bunches of flowers, clouds, tree crowns, etc. For classes, you can purchase sponges for drawing in this technique, or together with your children you can make a simple and easy-to-print tool: a piece The foam is grabbed with a clothespin, which will act as a handle.

"Chick"

A piece of foam rubber is cut from the sponge
We grab the foam rubber with a clothespin (the guys perform this action independently)
We put paint on the foam rubber and print in a vertical motion
Draw a chicken
Add details with a brush

Printing with natural materials

Drawing with prints is a simple way of drawing: paint is drawn or applied with a brush onto the printed surface of an object, and with a vertical movement we place the print on a sheet of paper. For students in the middle group, tasks on creating a composition from prints using classical drawing techniques are suitable. For example, for the task “Cooking compote,” the children use a brush to draw the outlines of a pan, within which they will place multi-colored prints of half an apple. Natural printing material options: leaves, flat flowers (daisies, daisies), shells, cut cucumbers, apples, lemons.

"Vegetable salad"

For printing you will need onions and cucumbers
Paint a salad bowl with a brush
We collect paint with an onion and apply it to the sheet.
Onion prints
Printing with cucumber
Salad ready

Drawing with cotton swabs

In the younger groups, the guys tried to draw with cotton swabs: they picked up paint and decorated paper blanks or an image on a sheet of paper with dots (a Christmas tree, a sundress, a teapot). For students in the middle group, the task becomes more complicated: they develop the ability to create an image with a cotton swab on a blank sheet of paper. The children draw with dots, spots, strokes, various lines and simple geometric shapes (rings, circles). Drawing with dots using cotton swabs will be of particular importance when introducing the pointillism technique in older groups.

"Rowan Branch"

To work you need several cotton swabs, watercolor or gouache
The branch is drawn with lines
Berries are drawn in spots
Bunches of rowan berries are drawn
Leaves are drawn with strokes
The cores of the berries are drawn with dots
Rowan branch is ready

Drawing with cotton pads

Cotton pads in non-traditional drawing classes can be used as a tool for working with gouache, or can be used as an unusual material for the basis of a drawing. Draw with cotton pads, applying them to a sheet of paper with the entire surface, folded in half or into a quarter.

"Flower"

The cotton pad is folded to obtain the desired shape of the part, paint is drawn up. Prints are made with a cotton pad according to plan. Elements are drawn with a brush.

"Balloons"

Creating a picture background - sky
Cotton pads - balls are glued
Drawing on cotton pads
Patterns on cotton pads
The threads of the balls are finished with a brush

Drawing with a fork

Another option for printing with an unusual object is drawing with a fork (metal or plastic). The gouache is poured into a flat plate, the flat surface of a fork is used to scoop up paint and make prints on the paper.

"Tulips"

Putting paint on a fork
Place a fork against a piece of paper
Prints
Draw stems and leaves with a brush
Tulips are ready

Drawing with crumpled paper

You can make paint prints using a crumpled piece of paper. Drawing tasks using this technique are made more difficult for middle school students by combining elements of classical drawing or appliqué.

"Leaves Are Falling"

The guys make an applique from strips of paper - a trunk and branches. A crumpled piece of paper makes gouache prints - leaves. Examples of work

Blotography

Blotography is a way of creating an image using spots and blots. To practice this technique you will need watercolors, a glass of water, a brush and a plastic tube. Blots can be supplemented with a design in the classical way; you can initially create a design on paper that will be decorated with blots as intended.

Blot painting technique:

1. Apply watercolor paint with a brush well soaked in water.
2. A spot is made on a sheet of paper or a drop is placed.
3. Blowing air out of the tube, draw a blot with paint.

"Cherry Blossom"

Place a drop on a sheet of paper Blow through the tubes onto the paint Blow up the blot - the trunk Place drops of paint on the tree trunk and blow up the twigs Place drops of green paint Blow up the grass Put drops of white paint Complement with pink paint Blow up the drops - cherry blossoms

Nitcography

Drawing with wool thread in the middle group consists of putting paint on the thread, applying it to a sheet of paper and creating a pattern by imprinting with the movement of the thread. The wool thread creates a fancy pattern that is suitable for depicting a cloud or a cloud, a dog or a sheep.

"Tuchka"

The thread with the collected paint is placed on a sheet of paper. The thread is covered with another sheet on top, the child moves the thread in different directions, creating a pattern. Use a brush to draw drops. The cloud is ready.

Drawing with semolina

In fact, children draw with glue (usually PVA). A layer of glue is applied to the marked outline of the image with a brush, semolina is poured in and a sheet of paper is firmly placed on top. Then the excess semolina is shaken off from the drawing and the next detail is created in the same way. In the middle group, children develop the ability to carefully trace a stencil and apply glue within the outline. Since semolina is white, colored paper or cardboard is used as a basis for drawing in this technique.

"Gift for Mom"

We trace the stencil. Apply a layer of glue to the outline of the flower with a brush. Pour in semolina. Place a sheet of paper on top. Shake off the excess grain. Use this method to complete the next element - a stem with leaves. The gift for mom is ready

Drawing with a candle

Children develop skills in drawing lines, spots, and simple geometric shapes with an unusual tool - a candle. For this lesson you will need a thick sheet of white paper as a base, a simple candle (a piece of a candle), watercolor paints and a brush.

Candle painting technique:

1. On a sheet of paper with a candle, the children draw details according to plan.
2. Use a brush to paint the sheet with watercolor paint.
3. Wax images appear through watercolors.

"Winter landscape"

Using a candle, draw a Christmas tree at the bottom of the sheet, and snowflakes at the top.
Paint the sheet with watercolors of blue, cyan and black
Winter landscape is ready

Drawing with wax crayons

In drawing classes using this technique, children develop two classic skills at once - drawing with a pencil (wax crayons, as a rule, have the shape of pencils) and filling the background with one or more watercolor colors using a brush. The results are unusual and vibrant works.

"Summer Meadow"

On a sheet of white paper we draw flowers, butterflies, the sun
Fill the leaf with blue and green watercolors
Finished work

Scratch (waxography)

With students in the middle group, you can try grattage - drawing by scratching lines on paper filled with ink or paint. Children at home with their parents can prepare the basis for painting using this technique for the lesson; you can do this part of the work in kindergarten (but keep in mind that drying the paint will take a certain period of time). To create the base, you need wax crayons, black gouache and a wide brush; for scratching, you need a pointed stick (you can use a wooden skewer for frying meat).

Waxography technique:

1. Color the surface of the sheet with wax crayons.
2. Paint the sheet with black gouache.
3. Allow the paint to dry completely.
4. Scratch the paint to create a pattern with lines.

"House"

Paint the sheet with wax crayons of different colors
Apply black gouache over the wax
Let the paint dry
Scratching the drawing
Finished work

Drawing through wet gauze

In non-traditional drawing classes, children will learn that they can make a drawing using unusual tools, or they can paint with a familiar brush and paints, but using additional unexpected materials. Thus, using wet gauze to work allows you to create an original work.

Technique for drawing through gauze:

1. Using cotton swabs, draw water from a glass and wet the entire surface of the sheet well.
2. Apply a layer of gauze to the wet sheet and straighten it. The gauze should stick and be motionless on the paper.
3. On top of the gauze we paint with watercolors using a brush, as usual. Leave the drawing until completely dry.
4. We remove the gauze from the dried work - a pattern remains on the paper in the form of an imprint of the texture of the gauze fabric.

Drawing up notes for a lesson on drawing in non-traditional techniques

The lesson notes should indicate the goals and objectives set by the teacher. You should describe the preliminary work on the topic of the lesson: observing animals and birds, natural phenomena during a walk, reading poems and fairy tales, looking at illustrations in books. The use of motivating material in the classroom is noted (studying pictures and posters, involving small forms of oral folk art, conducting a conversation, creating a surprise moment or game situation), conducting outdoor and didactic games, physical education lessons and finger gymnastics.

In accordance with hygienic standards, a drawing lesson in the middle group lasts no more than 20 minutes and consists of the following stages:

1. Organizational moment 1 minute.
2. Motivating start of the lesson 4-6 minutes.
3. Practical part: direct demonstration of actions by the teacher and drawing by children for 10 minutes.
4. Demonstration and discussion of drawings for 2–3 minutes.
5. Summing up 1 minute.

Summary of a lesson on non-traditional drawing in the middle group “Russian folk toy matryoshka.”
Organizational moment and greeting.
The teacher asks the children a riddle about a nesting doll.
The children are shown pictures of nesting dolls and wooden toys. The teacher reminds the children the story of the nesting doll.
Reading a poem about a nesting doll.
Conducting a conversation: are all nesting dolls the same, what are the differences between these toys.
Physical education lesson “We, nesting dolls, are such little ones.”
Carrying out finger exercises.
Practical part: the teacher shows the method of drawing with monotype, children draw an apron and scarf using this technique; demonstration of drawing with a poke using a cotton swab, the children decorate the clothes of the nesting dolls with dots and spots.
Demonstration and discussion of works.
The teacher sums up the lesson and thanks the children for their interest and effort.

Long-term planning for non-traditional drawing in the middle group

Before developing a work program for non-traditional drawing, it is recommended that you familiarize yourself with methodological manuals for working with preschoolers in this area:

• Borodkina N.V. Visual activities in kindergarten. Lesson notes for children aged 3 to 7 years. - Development Academy, 2012.
• Doronova T. N. Nature, art and visual activities of children. - Enlightenment, 2007.
• Nikitina A.V. Non-traditional drawing techniques in kindergarten. - Karo, 2010.
• Lykova I. A. Visual activities in kindergarten. Middle group. - Publishing House Tsvetnoy Mir, 2016

A non-traditional drawing program should contain:

• Goals and objectives of the educational course.
• Methods and techniques of the teacher’s work (visual, verbal, games) used in the classroom.
• Calendar-thematic planning: topics of classes and program content of each.
• Forms of analysis of children's artistic activity: analysis of works, exhibition of drawings in the kindergarten hall, conducting demonstration classes for pupils of younger groups.

Sponge painting class in the middle group

Webinar “Non-traditional drawing techniques with preschool children”

Non-traditional drawing classes provide wide scope for children's imagination. Each time is a joy, a game and an opportunity to believe in one’s own strength. The fear of drawing with a brush and pencil gradually goes away, because by drawing with wax, printing with a foam sponge and leaves, poking with cotton swabs and splashing with a toothbrush, the child discovers his creative abilities. The bright and unusual result is pleasant for little artists; they want to continue drawing and improve their skills in working with various materials and tools.

Participants: Children of middle group No. 5, senior group No. 12, preparatory group No. 11

Spent: Additional education teacher Zhanna Sokratovna Andreeva

Purpose of the exhibition: Learn to mark seasonal changes in nature in drawings, conceive the content of the drawing and bring the idea to completion, achieving the most interesting solution. Strengthen the ability to draw large, brightly beautiful. Develop creative activity, color perception, imaginative thinking.

“Colors of Summer” - Exhibition of children's drawings

Objectives of the exhibition

Create conditions for reflecting summer impressions in the drawing. Offer to make a memory of the summer. Learn to draw simple scenes, conveying human movements. Involve children in collective conversation, playful and verbal interaction with peers. Describe the images in the pictures. .

Drawing is one of the favorite activities of preschoolers. Children's drawing includes great opportunities for the development of the child. When starting to teach your child how to draw, it would be a good idea for parents to learn a few important rules.

It is better to draw during the day, since it is undesirable to draw in evening light. Duration no more than 20-30 minutes.

To ensure that children do not get tired, do not have time to get bored and tired, do not prolong the lesson, but never interrupt it, give the child the opportunity to finish what he started.

Be sure to take care of the convenience of your workplace. Give the child a separate table, cover it with oilcloth, and put an apron on the baby.

The child should have maximum freedom to express creativity: the child should not have a shortage of colored pencils, felt-tip pens, paper and other visual aids.

It is better to give separate sheets of paper for drawing. It is desirable that it is not glossy, but porous, slightly rough.

Whatever happens while drawing, do not scold your child. In general, it is better not to start drawing in a bad mood, as this can discourage your child from wanting to create.

If a child accidentally spills paint on paper, organize a competition: who can see more fantastic animals in a shapeless blot, or who can come up with the most interesting fairy tale or story about this.

Do not interfere with children's creativity too often and do not expect immediate results. Provide your child with all possible support and praise him more often for his diligence, and do not ignore any of his work.

Parents should never criticize children's drawings, since children love to do what they can do. And if a child constantly listens to teachings, then soon he will simply be disappointed in his abilities and give up drawing altogether.

Teach children to draw neatly and clean up after themselves after finishing work.

Treat children's creativity with care. Try to make sure that children's drawings do not go into the trash, but are a source of pride for the child, collected and stored, given as gifts and shown to relatives and friends.

I wish you success!

Teachers

Art teacher
Andreeva Zhanna Sokratovna
specialist of the first qualification category

Consultation for parents

Magic mosaic - prepared by Andreeva Zh.S. 27.11.14.

Fine art is a beautiful and amazing world that artists create.

In the art studio, your child will be helped to master the techniques of working with pencils, markers and paints. The child learns about the features of depicting various lines and shapes. Color and composition will help the little artist create drawings on a variety of topics. The child will learn to depict the beauty of the surrounding world and fairy-tale characters.

Regulations on the exhibition of drawings

"Portrait of Mommy."

1. General Provisions.

1.1. This regulation determines the procedure and regulations for holding an exhibition of drawings in the MB preschool educational institution “Kindergarten of the combined type “Bricks””, group “Bells”.

1.2. The exhibition is held with the aim of joint activities of the child and his parents, the development of artistic and aesthetic taste, the development of fantasy and imagination, and the development of respect for parents.

1.3. The preparation and holding of the exhibition is carried out by the MB preschool educational institution “Kindergarten of the combined type “Bricks””, the group “Bells”.

2. Conditions of participation in the exhibition.

2.1. Families of children from the group “Bells” take part in the exhibition.

2.3. Parents and children themselves determine the plot of the image, the material and method of drawing.

3. The procedure for organizing and holding the exhibition.

3.1. Parents do their jobsbring to your group

3.2. Teachers in the reception area are preparing an exhibition of works.

3.3. Job registration requirements:

Signing the work:

1. Title of the work.

2. Family name (for example, the Ivanov family)

4. Responsible.Group teachers.

On the topic: methodological developments, presentations and notes

Photo report on the exhibition of drawings "The Great Holiday - Victory Day" (joint creativity of parents and children) in the first junior group No. 1

Victory Day! This holiday in Russia is one of the most important and touching. Victory in this long and cruel war was achieved by our country at the cost of enormous losses and the daily feat of all the people who fought...

The idea of ​​creating a mini-exhibition in the group arose for several reasons. Firstly, this form of work allows educators to successfully solve a number of educational tasks: to introduce preschool children to cultural and aesthetic values, to encourage creative activity; contribute to enriching ideas about the natural and man-made world, develop cognitive interests; improve the culture of parents. Secondly, my own childhood experience of collecting collections and my parents’ family traditions in this direction. At first I was interested in collecting stamps, calendars and postcards with images of animals. My father was assembling a mini-railway model. His father collected postage stamps and postcards. The younger sister collected various natural stones into a collection. At one time there was a collection of different piglets - ceramic, soft, rubber, then a collection of postcards from different cities of Russia appeared (it is still being replenished to this day), a collection of Easter eggs appeared due to a passion for beadwork.

A solution was found in my professional activity as a kindergarten teacher. The organization of thematic exhibitions in the group made it possible to simultaneously solve several of these problems. First of all, with regard to the organization of interaction with the families of the pupils, no one remained indifferent or passive in collecting exhibits for thematic exhibitions; each child and his parent found at home the item that could be added to the insert.

Another task is cognitive and educational. After all, the first attempts at classification necessarily contain the rudiments of classification. This is important for the intellectual development of children. In addition, thematic exhibitions contain information material about the subject of the exhibition, its purpose, origin and creation. This is inexhaustible information material that can be used in classes to familiarize yourself with the outside world, with the objective world.

And what aesthetic potential does the activity of arranging mini-exhibitions in a group room contain? This includes choosing a location, arranging exhibition items, making additions, and including children’s interests in the process of creating the interior of the exhibition. It all depends on the creative potential of the teacher, his ability to involve children and parents in the process of searching and collecting objects for the exhibition.

The first thematic exhibition was organized in September in the preparatory group. The theme was suggested by the children themselves, who shared their impressions of their summer holidays spent at sea. Many of them brought souvenirs from sea shells, the shells themselves being of different shapes. Having asked the children to bring them to the group, we jointly designed the “Sea Shells” corner, found books, illustrations, classified and collected various sea and river shells in a separate box with cells. During a lesson on learning about the world around them, children talked about the exhibits they had brought, learned how people in the past used shells, how they were mined, why they were valuable, and how shells are used in the modern world. Our children were amazed by the functionality of this natural material, its beauty, and the whimsicality of its forms.

This activity fascinated us so much that my next step was to think through the themes of other exhibitions, and develop a system for organizing them in other age groups. The New Year was approaching: the change from autumn to winter - the change of seasons: time:! Here is a topic for older children - clocks, and we are also solving the educational problem of developing time concepts in children. Very good additional material for studying the types of watches. What kind of watches the children and I didn’t see! Children and parents happily brought antique watches, wrist watches, sand watches, electronic watches, etc., and talked about how these watches came into the family, various stories from the life of watches. In addition, together with children and parents, an album was created for viewing with illustrative material and poetic texts about clocks and time by various poets, books were selected, and clock models were made for practical study in the classroom. The important thing in such a collection was that children could touch the objects, touch and “feel” time.<Рисунок 1>

On New Year's Eve, as a group, we organized an exhibition of snowmen. Children brought figurines of snowmen, figured candles, Christmas tree decorations, postcards, pictures, calendars, souvenirs, household items depicting the main character of the exhibition - mugs, plates, potholders, towels. There was not a single family that did not contribute to the creation of this exhibition. To maintain interest, the children and I read and learned poems, listened to the audio recording “School of Snowmen” by Andrei Usachev, drew, sculpted snowmen from dough and snow, remembered cartoons and songs in which there is a snowman character.<Рисунок 2 >

I would like to note that the duration of the exhibition in the group should not exceed two weeks, as long as there is active interest in the exhibition, which can be supported by various forms of organizing children's activities.

In older preschool age, thematic exhibitions created taking into account the gender-role characteristics of children were educational. This is an exhibition of military equipment for the Defender of the Fatherland holiday and an exhibition of porcelain dolls for International Women's Day on March 8. Similarly, according to these mini-exhibitions, various forms of organizing children's activities were carried out.<Рисунок 3 >

My passion for collecting Easter eggs was reflected in an exhibition in the spring, the purpose of which was to familiarize children with folk traditions, introduce them to the culture of their people, to the traditions of making and decorating Easter eggs, without affecting the religious aspect.<Рисунок 4 >

The thematic exhibition “Wonders from the Garden” and “Decorating the Table” was held in an unusual way. In addition to introducing exhibits into the home-prepared group, a lesson was held together with the children and their parents, where they were given the opportunity to create some object or character from a fairy tale together with their own grown vegetables of a bizarre shape. For example, turn a turnip with two tails into a girl with bows, turn a squash into a Tortilla turtle, turn a potato into a hippopotamus, turn a radish into Pinocchio with a long nose, a sunflower into a lion cub, and a pumpkin into a carriage for Cinderella. In parallel, another part of the parents and children created decorations for the festive table. Here mothers had the opportunity to show their creativity in the culinary arts. As a result, masterpieces were created - a snow-white swan from an apple, a lily from an onion with a frog, a glass slipper from a zucchini, a goldfish from carrots, a crocodile from a cucumber, little mice from boiled eggs and much more. Each participant gets so much pleasure and emotions!<Рисунок 5 >

I especially wanted to talk about the exhibition dedicated to Victory Day in the Great Patriotic War. This thematic exhibition is very touching and poignant. After all, almost every family has a relative who participated in this tragic event in the history of our Motherland. The theme of this exhibition has enormous potential for the patriotic education of children, the formation of pride in their Fatherland and people, and the education of a citizen of their country. Parents and their children brought family albums with photographs of the war years, postcards, medals, war-related items, found books about the war, made aircraft models, hanging mobiles, battle models, and postcards. No one remained indifferent.<Рисунок 6 >

Let me remind you that this type of organization of children's activities presupposes close cooperation with the family, its active involvement and feasible participation in the process of creating mini-exhibitions, involves an inexhaustible exchange of information about the collected exhibits, and participation in their production. Also, based on the new Federal educational requirements for the Educational Program of a preschool educational institution, changes have occurred in the structure of the educational process. In this regard, a mandatory part of the Educational Program must include time allocated for interaction with children’s families on the implementation of the main educational program of a preschool institution. And in order to realize this interaction, of course, a lot of effort and creative investment will be required from the teacher. The teacher will have to provide parents with the appropriate information, conduct visual information campaigns about various options for parents’ participation in mini-exhibitions, give them “reminders” - brochures with explanations and clarifications, with illustrative material, participation criteria, etc., in addition to this in verbally indicate the purpose of organizing exhibitions and the necessary actions of parents. After the end of the exhibition, it is necessary to provide parents with a photo report on the various forms of organizing children's activities during the mini-exhibition. It would be a good idea to have a photo album to collect photographs of exhibitions, which in turn will serve as a storage “bank” for the teacher’s creative activities. To exchange experiences and organize relationships with other age groups, you can organize days of visiting exhibitions - invite children of other age groups and conduct a mini-excursion, talking about the exhibits.

The only question that remains is the storage of the exhibition exhibits and their further use in practical work. If there are parallel age groups in the kindergarten, then you can transfer the exhibition materials to them for registration in the group, i.e. the exhibition becomes “traveling” and children from other groups have the opportunity to get acquainted with the exhibits of the thematic mini-exhibition. Children and parents sometimes take away those exhibits that are dear to them as souvenirs or memories of an event, or donate them to the collection for further use free of charge. In turn, we collect the exhibits in containers, sign them and put them away for storage in the teaching cabinet. Do-it-yourself exhibits at the exhibition can be used during a fair during Maslenitsa week, where children and their parents can purchase the item they like.<Рисунок 7 >

As a result of such creative and practical activities, in my practice a system has developed for organizing thematic mini-exhibitions in kindergarten groups, which is reflected in the table “Thematic mini-exhibitions in kindergarten.” When planning, the principles of museum pedagogy were used: clarity; taking into account age characteristics; the principle of activity in assimilation, assimilation through the child’s experience.

"Thematic mini-exhibitions in kindergarten"

Age group	Autumn			Winter			Spring
	September	October	November	December	January	February	March	April	May
2nd junior group	/adaptation period/	My favorite toy		We are cute tumbler dolls		Matryoshka dolls	Mom and I are smiling		"I am a wind-up toy"
Middle group	Souvenirs from the sea		Teddy Bear	Snow Maiden		Teapot with lid	Miniature cats	My funny ringing ball	Family Day - exhibition of family photos
Senior group	Curiosities from the garden/decorating the table	interactive toy	Bells	Christmas tree beauty		Toys from the past	Caskets	Great space journey	Victory Day
Preparatory group	Exhibition of ABCs and primers	Marine curiosities	Watch exhibition	Snowman Exhibition		Exhibition of military equipment	Exhibition of porcelain dolls	Easter egg exhibition	Our grandfathers are glorious victories

We, adults, must surround the child with beauty - with everything beautiful we can, if possible, introduce children to the objective world, and cultivate their interest in the world of objects.

An exhibition for a child is, first of all, a world of things that are still unfamiliar to him. Making this world understandable and interesting to a child is the task of adults.