Presentation of a lesson on unconventional drawing: drawing flowers. Presentation "Unconventional drawing techniques" presentation for a lesson in fine arts (art) on the topic
Non-traditional drawing techniques in kindergarten
Presentation by teacher of MKDOU d\s No. 64 Dirkonos M.N.
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Unconventional techniques
They rely on an unusual combination of materials and tools. Drawing in unconventional ways, a fun activity that surprises and delights children.
Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.
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Carrying out classes using unconventional techniques:
- Helps relieve children's fears;
- Develops self-confidence;
- Develops spatial thinking;
- Encourages children to creative searches and solutions;
- Teaches children to work with a variety of materials;
- Develops fine motor skills of the hands;
- Develops creativity, imagination and flight of fancy.
- While working, children receive aesthetic pleasure.
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Working with unconventional techniques , we take into account
- 1. Sensitive age of children when turning to one or another non-traditional technique of performing images;
- 2. Means of expression that provide the image with artistic qualities.
- 3. Materials and tools used to create images on a plane using non-traditional techniques;
- 4. Methods of obtaining images based on the use of non-traditional techniques for performing images on a plane.
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junior preschool age
- finger painting;
- stamped with potato stamps; cork
- palm painting.
middle preschool age
- poke with a hard semi-dry brush.
- foam printing;
- foam printing
- wax crayons + watercolor;
- candle + watercolor;
- crumpled paper print
- magic ropes.
senior preschool age
- drawing with salt, sand;
- drawing with soap bubbles;
- spray
- blotography with a tube;
- landscape monotype;
- stencil printing;
- subject monotype;
- ordinary blotography;
- plasticineography.
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Finger painting (“palette fingers”)
1. Sensitive age of children: from 2 years.
2. Means of expression: spot, dot, short line, color.
3. Materials and tools: bowls with gouache, thick paper of any color, napkins.
4. Methods of obtaining an image: the child dips his finger in the gouache and puts dots and spots on the paper (depending on the design - drawing berries, bunches; randomly filling the sheet with colored spots - drawing a mood). After work, wipe your fingers with a napkin, then the gouache is easily washed off.
Inserting a picture
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Palm drawing
1Sensitive age: from two years.
2. Means of expression: spot, color.
3. Materials and tools: wide saucers with gouache, brush, thick paper, napkins.
4. Methods of obtaining an image: the child dips his palm in gouache or paints it with a brush and makes an imprint on paper. The print is refined with a brush until an image is obtained (birds, trees). After work, wipe your hands with a napkin, then the gouache is easily washed off.
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Imprint with potatoes, cork
1. Sensitive age: from years.
2. Means of expression: texture, stain, color.
3. Materials and tools: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, potato stamps or bottle caps.
4. Methods for obtaining an image: the child presses a cork or a potato stamp onto a stamp pad with paint and makes an impression on the paper. To get a different color, change the bowl and foam.
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Rolling paper
Inserting a picture
2. Means of expression: texture, volume.
3. Materials and tools: napkins or colored double-sided paper, PVA glue, brush, thick paper or colored cardboard for the base.
4. Methods for obtaining an image: the child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the paper ball is dipped in glue and glued to the base.
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Drawing with a plastic bottle
- Sensitive age from 4 years.
- Means of expression: stain, color, texture.
- Materials and tools: gouache, water, plastic bottle.
- Methods for obtaining an image: dilute gouache desired color in a bowl, the child dips the bottom of the bottle into paint, making prints on paper. Then you can complete the details.
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"Candle and watercolor"
1. Sensitive age: from four years.
2. Means of expression: color, line, spot, texture.
3. Materials and tools: candle, thick white paper, watercolor, brushes.
4. Methods of obtaining an image: the child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candle drawing remains unpainted.
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Regular blotography
2. Means of expression: stain.
3. Materials and tools: paper, thinly diluted gouache in a bowl, plastic spoon.
4. Methods for obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper or picks up paint diluted with water with a thick brush and puts blots on a sheet of paper, carefully shaking it off. The result is spots in a random order. The sheet is then covered with another sheet and pressed. Next, the top sheet is removed and the image is carefully examined to determine what it looks like. The missing details are completed.
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Leaf prints
1. Sensitive age: from five years.
3. Materials and tools: paper, leaves of various trees (preferably fallen), gouache, brush.
Methods for obtaining an image: a child covers a piece of wood with paints of different colors, then applies the painted side to the paper to obtain a print. Each time a new leaf is taken. The petioles can be painted on with a brush.
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Spray painting technique
1. Sensitive age: from five years.
2. Means of expression: point, texture.
3. Materials and tools: paper, gouache, hard brush or comb, toothbrush, stencils, 5*5 cardboard
Methods for obtaining an image: the child picks up paint on a brush and lightly hits it on the cardboard that he holds above the paper - the paint splashes onto the paper. You can also use a toothbrush or comb to splatter the paint.
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Subject monotype
1. Sensitive age: from five years.
2. Means of expression: spot, color, symmetry.
3. Materials and tools: thick paper of any color, brushes, gouache or watercolor.
4. Methods for obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (symmetrical objects are chosen for drawing). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. Then the image can be decorated, working out the details each time folding the sheet in the same way.
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BLOCKGRAPHY WITH A THREAD
Inserting a picture
1. Sensitive age: from 5 years
2. Means of expression: stain.
3.Materials: paper, ink or gouache diluted in a bowl, plastic spoon, medium-thick cotton thread.
4. Method of obtaining an image: dip the thread into the paint, squeeze it out, then lay out the image from the thread on a sheet of paper. After this, put another sheet on top, press it, holding it with your hand, and pull the thread by the tip. The missing details are completed.
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Drawing with salt and gouache
Inserting a picture
Sensitive age: from 5 years
Means of expression: color, texture.
Materials: paper, gouache, PVA glue, salt, brushes.
Method of obtaining an image: drawing an image with a simple pencil, apply PVA glue, let it dry, paint with gouache.
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Colored scratch paper
1. Sensitive age: from six years.
2. Means of expression: line, stroke, contrast, color.
3. Materials and tools: colored cardboard or thick paper, pre-tinted watercolor paints or gouache, a candle, a wide brush, gouache bowls, a stick with a sharpened end or an empty rod, liquid soap.
4. Methods for obtaining an image: the child rubs a sheet of paper with a candle so that it is completely covered with a layer of wax. Then the sheet is tinted with a layer of gouache (contrasting in color) with the addition of liquid soap. After drying, the design is scratched with a stick. Next, it is possible to refine the missing details with gouache.
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Inserting a picture
DRAWING WITH SOAP BUBBLES
Sensitive age: from 6 years
Means of expression: spot, contrast, color.
Materials and tools: liquid soap, water, gouache, cups, tubes.
Methods for obtaining an image: dilute gouache in a glass of water, add liquid soap, blow through a tube until colored soap foam forms, bring a sheet, make an imprint, let it dry, complete the details.
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Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and surprising with joy and surprise. the world. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is visual, artistic and productive activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created.
Since many points of view regarding the pedagogical and artistic conditions for the formation of abilities are rapidly changing, children's generations are changing and the technology of work of preschool teachers must change accordingly. To do this, it is necessary, along with traditional methods and methods of depiction, to include non-traditional drawing techniques.
When introducing children to art, it is necessary to use various techniques. unconventional drawing. Among them there are many that provide the most unexpected, unpredictable options for artistic representation and a colossal impetus to children's imagination and fantasy.
The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensely children’s artistic abilities will develop.
It is necessary to diversify both the color and texture of the paper, since this also affects the expressiveness of the drawings and confronts children with the need to select materials for drawing, think through the coloring of the future creation, and not wait for a ready-made solution.
Opportunities for working with children using non-traditional drawing techniques are based on the use of various signets. This type of drawing does not require any special skills: you only need impressions of finished forms smeared with paint.
The signet can simply be dipped in paint or pressed against a painted “stamp pad”, a flat piece of foam rubber, or lubricated with paint or paints, specially selecting their combination. A signet can be made from a cotton swab, cork, raw potato, eraser, piece of foam rubber, crumpled paper, wood sheet, etc.
To ensure that children do not create a template (draw only on a landscape sheet), sheets of paper can be of different shapes: in the shape of a circle (plate, saucer, napkin), square (handkerchief, box).
Monotype is one of the simplest printing techniques. Using monotype it is performed symmetrical image subject or object. To do this, a sheet of paper is folded in half vertically or horizontally, taking into account the depicted object. Color spots (abstract drawing) or half of a symmetrical object (concrete drawing) are applied to one half of the sheet. The colors are selected bright and rich so that the print is clear. After applying the colorful image on the first half of the sheet, the second half of the sheet is overlapped to create an imprint on the other half of the sheet. When you unfold it, you will see the entire symmetrical image - the butterfly has spread its wings, the flower has fully blossomed, and the crown of the tree has become more luxuriant. The finished print can be modified or decorated with additional details. The monotype technique brings pleasure to children different ages, especially for younger preschoolers.
The basis of experience and the use of non-traditional visual techniques is the idea of learning without coercion, based on achieving success, on experiencing the joy of learning about the world, on the sincere interest of the preschooler in performing creative assignment using non-traditional imaging techniques. Such a task puts the child in the position of a creator, activates and directs the children’s thoughts, and brings them close to the line beyond which the emergence of their own artistic ideas can begin.
Mastering non-traditional preschool education artistic techniques help to increase the expressiveness of artistic images in the drawings of preschool children, maintain their positive attitude towards visual activity, help satisfy children's needs for artistic expression, and develop children's visual creativity. The selection and sequence of introducing non-traditional artistic techniques into the practice of preschool education is based on the fact that mastery of each previous technique is and acts as a propaedeutic stage in the development of more complex artistic tasks and is aimed at the development of children's visual creativity.
It is necessary to teach non-traditional drawing techniques while respecting the age characteristics of children.
The teacher needs to help the child find himself, offer him as much as possible different ways self-expression. Sooner or later, he will definitely choose his own path, which will allow him to fully show himself. That is why the child must be introduced to a wide variety of visual technologies. Not everyone is given the ability to wield a brush or pencil, some find it difficult to express themselves in line, some do not understand and do not accept diversity color range. Let everyone choose a technology that is close to them in spirit and does not make them suffer when comparing their work with the work of more capable children.
The child’s artistic activity will become even more successful if adults, teachers and parents evaluate it positively, not comparing children’s work with each other, but noting the individual manner of performance. Therefore, special attention must be paid to discussing children’s works, and it is imperative to introduce into practice the analysis of a child’s drawing in an individual conversation with him. At the same time, try to evaluate the child’s achievements in accordance with his personal capabilities and in comparison with his previous drawings, thoroughly justify the assessment and give it a positive character in order to open the way to correcting mistakes.
Each child is a separate world with its own rules of behavior, its own feelings. And the richer and more varied the child’s life experiences, the brighter and more extraordinary his imagination, the more likely it is that the intuitive craving for art will become more meaningful over time.
“The origins of children’s abilities and talents are at the tips of their fingers. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child,” stated V.A. .Sukhomlinsky.
Parent meeting in kindergarten. Topic: presentation of a group on non-traditional painting techniques “Magic Paints”
Klimova Irina Anatolyevna, teacher of the preschool educational institution “Solnyshko” kindergarten in the village. Atamanovka, Chita district, Transbaikal region.This presentation is intended for parents of students.
Target: introduce parents to non-traditional drawing techniques.
Tasks:
- expanding contact between teachers and parents;
- improving the pedagogical culture of parents;
- arouse parents’ interest in visual arts together with their child.
Participants: teachers, parents
Form: meeting
Duration: 1 hour
Introductory talk:
And at ten years old, and at seven, and at five
All children love to draw.
And everyone will boldly draw
Everything that interests him.
Everything is interesting:
Far space, near forest,
Flowers, cars, fairy tales, dancing.
We’ll draw everything: if only there were paints,
Yes, a sheet of paper is on the table,
Yes, peace in the family and on earth.
V. Berestov
Good afternoon, dear parents! I would like to present to your attention a presentation of my group on non-traditional painting techniques, “Magic Paints”. I really like to draw, but before I never thought that unconventional techniques were so exciting.
There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. For example, what child would not be interested in drawing with his fingers, making an image with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work.
1slide: Circle “Magic Paints” (non-traditional drawing technique) Leader: Klimova Irina Anatolyevna MDOU “ Kindergarten"Sunny" town. Atamanovka, Chita district, Transbaikal region
Slide 2: Non-traditional visual techniques are an effective means of depiction, including new artistic and expressive techniques for creating artistic image, composition and coloring, allowing for the greatest expressiveness of the image in creative work. Drawing in unconventional ways is a fascinating, fascinating activity that surprises and delights children because the word “No” is not present here; you can draw with whatever you want and however you want.
Slide 3: Purpose of the program:
- development of independence, creativity, individuality of children;
-development of artistic abilities, through experimentation with various materials, non-traditional artistic techniques;
- to form emotional responsiveness to beauty.
4 slide
Program objectives:
1) Acquaintance with non-traditional drawing techniques and applying them in practice;
2) Development of creativity of preschool children in the process of creating images, using various visual materials and techniques;
3) Identifying abilities in children preschool age, to activity through planned events.
Slide 5: The program is designed for one year of study (for children 6 - 7 years old), contains forward planning, which is presented monthly, includes classes in visual arts using non-traditional drawing techniques, includes subject, subject, decorative drawing, and includes the necessary equipment.
Slide 6: Conducting classes using non-traditional techniques:
- helps relieve children's fears;
- develops self-confidence;
- develops spatial thinking;
- encourages children to work with various materials;
- develops fine motor skills of the hands;
- develops creative abilities;
- develops imagination.
7 slide
Non-traditional drawing techniques include:
Monotype
Finger painting
Poking with a hard semi-dry brush
Spray
Palm drawing
Drawing on a wet background
Drawing with foam rubber
Wax crayons + watercolor paint
Blowing paint
Blotography
Photocopy-drawing with a candle
Scratch
Leaf print
Watercolor + salt
Cereals + PVA glue
8 slide
Finger painting
Materials: bowls with gouache, thick paper of any color, small sheets, napkins.
Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.
Slide 9
Monotype
Materials: thick paper of any color, brushes, gouache or watercolor.
Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations.
10 slide
Wax pencils+watercolor
Materials: wax crayons, thick white paper, watercolor, brushes.
Method of obtaining an image: the child draws with wax pencils on white paper. Then he paints the sheet with watercolors in one or more colors. The drawing with wax pencils remains unpainted.
11 slide
Leaves stamp
Materials: paper, leaves of various trees (preferably fallen), gouache, brushes.
Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.
12 slide
A poke with a hard, semi-dry brush.
A hard brush can be used to paint with children of any age. This drawing method is used to obtain the desired texture of the drawing: fluffy or prickly surface. To work you will need gouache, a hard large brush, paper of any color and size. The child dips the brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled.
This method of drawing allows you to give the drawing the necessary expressiveness and realism, and the child gets pleasure from his work.
Slide 13
Spray
This method is good for drawing falling snow, starry skies, shading a sheet of paper, etc. with children over four years old. Paints of the desired color are diluted in a saucer with water, and a toothbrush or hard brush is dipped into the paint. Point the brush at a sheet of paper, sharply draw a pencil (stick) along it towards you, in this case the paint will splash onto the paper and not onto the clothes.
Slides 14 – 27: This is how your kids draw
Slide 28: Recommendations for parents
- materials (pencils, paints, brushes, felt-tip pens, wax crayons, etc.) must be placed in the baby’s field of vision so that he has a desire to create;
-introduce him to the surrounding world of things, living and inanimate nature, objects visual arts, offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw;
- do not criticize the child and do not rush, on the contrary, from time to time encourage the child to practice drawing;
-praise your child, help him, trust him, because your child is individual!
Slide 29: Thank you for your attention!
Presentation of a group on non-traditional painting techniques “Magic Paints”
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Presentation - Unconventional drawing technique
Text of this presentation
Unconventional drawing technique
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"… This is true! Well, what is there to hide? Children love, love to draw! On paper, on asphalt, on the wall. And on the window on the tram...”
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Drawing using unconventional techniques –
This is drawing aimed at the ability to deviate from the standard. The main condition: to think independently and receive unlimited opportunities to express your feelings and thoughts in a drawing, to immerse yourself in amazing world creativity.
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The use of non-traditional art techniques:
contributes to enriching children's knowledge and ideas about objects and their use, materials, their properties, methods of application; stimulates positive motivation in the child, causes a joyful mood, removes fear of the drawing process; provides the opportunity to experiment; develops tactile sensitivity, color discrimination; promotes the development of hand-eye coordination; does not tire preschoolers, increases performance; develops unconventional thinking, emancipation, and individuality.
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Unconventional ways of depicting in drawing.
Image methods
Do-it-yourself drawing (drawing with fingers and palms)
Drawing on wet
Nitcography
Drawing with a stamp, pin drawing, imprint)
Monotype
And other
Scratch
Games with blots (Blotography)
Drawing with a comb, toothbrush
Drawing with cereals
Plasticineography
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Drawing with fingers and palm. Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large-format sheets, napkins. Method of obtaining an image: the child dips his palm in the gouache (finger) or paints with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.
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Imprint with signets made from vegetables and fruits Age: from three years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, potato stamps. Method of obtaining an image: the child presses the signet onto a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the signet are changed.
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Imprint with polystyrene foam, foam rubber Age: from four years. Means of expression: stain, texture, color. Materials: bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam plastic. Method of obtaining an image : the child presses polystyrene foam onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the bowl and the foam.
![](https://i2.wp.com/topslide.ru/files/502/268/9.jpg)
Imprint with crumpled paper. Age: from four years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of production images: a child presses crumpled paper onto a stamp pad with paint and makes an imprint on the paper. To get a different color, change both the saucer and the crumpled paper.
Leaf prints. Age: from five years. Means of expression: texture, color. Materials: paper, leaves of different trees (preferably fallen), gouache, brushes. Method of obtaining an image: a child covers a leaf of a tree with paints of different colors, then applies it to painted paper print side. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.
Poking with a hard semi-dry brush. Age: any. Means of expression: textured coloring, color. Materials: hard brush, gouache, paper of any color and format, or a cut-out silhouette of a furry or prickly animal. Method of obtaining an image: a child dips a brush in the gouache and hits it on paper, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
Age: from 2 years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: child presses crumpled paper to a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper.
Tamponing with cotton swabs, pencil
Wax crayons (candle) + watercolor. Age: from four years. Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The drawing with chalk remains unpainted. Candle + watercolor Age: from four years. Means of expression: color, line, spot, texture. Materials: candle, thick paper, watercolor, brushes. Method of obtaining an image: the child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The candle drawing remains white.
Subject monotype. Age: from five years. Means of expression: spot, color, symmetry. Materials: thick paper of any color, brushes, gouache or watercolor. Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object ( objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations.
Landscape monotype Age: from 6 years Means of expression: spot, tone, vertical symmetry, image of space in composition. Materials: paper, brushes, gouache or watercolor, damp sponge, tiles. Method for obtaining an image: the child folds a sheet of paper in half. On one half of it a landscape is drawn, on the other it is reflected in a lake or river (imprint). The landscape is done quickly so that the paint does not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print is made from it, is enlivened with paints so that it differs more from the print. For monotype you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a sheet of paper. The landscape turns out blurry.
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Text content of presentation slides: 2017 MAUDO Yalutorovsk “Kindergarten No. 9” Tendent Marina Nikolaevna “... It's true! Well, what is there to hide? Children love, love to draw! On paper, on asphalt, on the wall. And on the window on the tram...”E. Uspensky Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is visual, artistic and productive activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created. Federal State Educational Standards distinguish artistic and aesthetic development into a separate educational area, one of the tasks of which is the formation of elementary ideas about types of art, the development of prerequisites for value-semantic perception and understanding of works of art. Imagination and fantasy are the most important aspect of a child’s life. And imagination develops especially intensively between the ages of 5 and 15 years. Along with a decrease in the ability to fantasize, children’s personality becomes impoverished, the possibilities of creative thinking decrease, and interest in art and creative activity fades. In order to develop creative imagination in children, a special organization of visual activities is necessary. Currently, there are many types of non-traditional drawing techniques that allow children to develop their intellectual abilities in the process of visual arts. For example: blotography, threadography, drawing together on a long strip of paper, drawing with a secret in three pairs of hands, dot drawing, foam drawings, crayons, candles, painting pebbles, finger painting method, monotype, drawing on wet paper, collage and much more. The main thing in my work, and in the work of any teacher, is that classes bring only positive emotions to children. And I managed to find what I needed. This is teaching children to draw using non-traditional techniques. Here are some techniques: Splatter: The child puts paint on a brush and hits the brush on a piece of cardboard that is held over the paper. Paint splashes onto the paper. Blotography is ordinary: a child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the sheet in half, drip ink on one half, and cover it with the other.) Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed. Blotography with a tube: a child scoops up paint with a plastic spoon, pours it onto a sheet, and makes a small spot (drop). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed. Blotography with a thread: a child dips a thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip. The missing details are completed. Drawing with soap bubbles: gouache is mixed with shampoo and poured into containers. Then a straw is inserted into the container and air is blown out until a cap of small bubbles is formed, the straw is carefully taken out and a clean sheet is applied on top and pressed with the palm of your hand to form an imprint. The missing details are completed. Drawing on wet: a drawing is applied to a sheet of paper using a sponge or brush until the sheet is dry. The result is a blurry image. Poke with a hard, semi-dry brush: the child dips the brush into the gouache and hits the paper with it, holding the brush vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of a fluffy or prickly surface. Finger painting: the child dips his finger in the gouache and puts dots and spots on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off. Palm painting: the child dips his palm (the entire brush) into gouache or paints it with a brush and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off. Candle + watercolor: the child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candle pattern remains white. Wax crayons + watercolor: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted. Black and white scratch paper: the child rubs the sheet with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap is applied to it. After drying, the design is scratched with a stick. Colored scratch paper: colored spots are applied to a sheet of paper using watercolors, then the sheet is rubbed with a candle so that it is completely covered with a layer of wax. Then the sheet is painted over with ink and liquid soap. After drying, the design is scratched with a stick. Monotype is one print. To make it, you need polyethylene or paper as a base for applying watercolor or gouache stains on them, then a clean sheet of paper is placed on top of the drawing, carefully ironed on top with your hand and removed. The result is a print that, just like a blot, can be completed. Imprinting with a cork: the child presses the cork onto a stamp pad with paint and makes an imprint on the paper. To obtain a different color, both the bowl and the stopper are changed. In the same way, impressions are made with potato stamps, erasers, crumpled paper, foam rubber, and polystyrene foam. Leaf Prints: The child covers a tree leaf with different colors of paint, then places it on the paper with the colored side to make a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush. REFERENCES: Davydova, G.N. Unconventional drawing techniques in kindergarten. Part 1, - M.: Scriptorium Publishing House 2003, 2007. – 80 pp. Davydova, G.N. Unconventional drawing techniques in kindergarten. Part 2, - M.: Scriptorium Publishing House 2003, 2007. – 72 pp. Beauty. Joy. Creativity: a program for aesthetic education of children 2-7 years old / Edited by T.S. Komarova, A.V. Antonova, M.B. Zatsepina. – M.: Pedagogical Society of Russia, 2000. Drawing with preschool children: Non-traditional techniques, planning, lesson notes / Ed. R.G. Kazakova - M.: TC Sfera, 2007. - 128 p. Children enjoy working with different techniques. I hope my selection will help in your work. Develop children's creativity and imagination. I wish you success!
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