I.A. Nesterova Using unconventional techniques in visual activity preschool children // Nesterov Encyclopedia

As you know, a child's pictorial activity acquires an artistic and creative character as he masters the methods of depiction. The product of artistic and creative activity is an expressive image. One of the tasks of teaching drawing in kindergarten is to teach children to depict objects and phenomena as a means of figuratively reflecting life impressions.

The variety of non-traditional techniques in teaching visual arts

The image requires clear, distinct representations, as well as the ability to express them in a graphical form. When creating a drawing, the child controls his actions by representing the depicted object and evaluates them. The representations necessary for drawing are formed in the process of perception. Research by N.P. Sakulina shows that it is necessary to teach children a certain way of perceiving an object, examining it. However, in order to draw this or that object, it is not enough to have a clear idea of ​​its shape, color, structure, it is necessary to be able to express these properties of the object in graphic form on the plane of a sheet of paper, to subordinate the movement of the hand to the task of the image.

As noted by T.S. Komarova: "One would think that the movements aimed at the execution of the drawing are sufficiently organized by the process of the image itself. However, this is not so: the technique of drawing must be taught to children."

Thus, mastering technology by preschool children is an independent and important task.

Currently, points of view on the problem of artistic development and the conditions for the formation of artistic abilities, the change of children's generations and their preferences, the emergence of new artistic techniques and techniques are rapidly changing. In this regard, the methods of work of teachers in the field of visual activity with preschoolers should also change.

The choice of non-traditional drawing techniques as one of the means for the development of children's art is not accidental. Most unconventional techniques relate to spontaneous painting, when the image is not obtained as a result of the use of special visual techniques, but as an effect of game manipulation.

Non-traditional techniques expand the visual capabilities of children, which allows them to more fully realize their life experience, free themselves from unpleasant experiences and establish themselves in a positive position of the "creator".

The idea of ​​using non-traditional techniques in the process of teaching visual activity is not new and the need to use non-traditional techniques in organizing the visual arts of preschool children is not questioned. After all, the variety provided to children visual materials, a departure from traditional, familiar ways of creating drawings, the search for new creative solutions contributes to the development of children's creativity, activity, imagination. Children love novelty, they are interested in a variety of materials, as a result, children receive a successful product of activity.

Technique of visual activity and its role in creating an image

Childhood is a period of enhanced development, change and learning - such a definition was given by the psychologist L.F. Obukhov. She writes that this is a period of paradoxes and contradictions, without which it is impossible to imagine the "process of development". Childhood is the most favorable for the development of creativity.

The development of creativity is one of the "bridges" leading to the development of artistic abilities.

Unfortunately, the modern mass "school" still retains a non-creative approach to the assimilation of knowledge. Often, training comes down to memorizing and reproducing methods of action, typical ways of solving tasks. Monotonous, stereotyped repetition of the same actions kills interest in learning. Children are deprived of the joy of discovery and may gradually lose the ability to be creative.

In modern studies, graphic activity is interpreted as one of the forms of the child's artistic mastering of the surrounding reality, in the process of which he, with the help of artistic means, reflects the world.

In the process of drawing, modeling, application, the child experiences a variety of feelings:

1. rejoices at the beautiful image he created,
2. gets upset if something doesn't work out,
3. seeks to overcome difficulties or gives in to them.

He acquires knowledge about objects and phenomena, about the means and methods of their transmission, about the artistic possibilities of the fine arts. The ideas of kids about the world around them deepen, they comprehend the qualities of objects, remember their characteristic features and details, master visual skills and abilities, learn to use them consciously.

V modern theory and the practice of preschool education, visual activity is considered as the most accessible means of providing preschool children with ample opportunities for a full and meaningful expression of impressions about the life around them, experiences, and the manifestation of their spontaneity and emotionality. Artistic activity develops memory, attention, fine motor skills, teaches the child to think, analyze, measure and compare, compose and imagine.

First, children develop an interest in visual means, remove manipulations, and footprints. left on a sheet of paper, from the action with a pencil or brush, and only gradually, by mastering visual techniques, there is a motivation for creativity - the desire to get a result, to create an image.

In modern pedagogical and psychological research, the importance of visual art for the intellectual, artistic development of children in preschool age is proved.

Indeed, it is in the visual activity that the formation of artistic creativity takes place, the development of which is possible without teaching children how to embody ideas, transfer objects, phenomena. This training is aimed at the creation of an artistic image by children and is closely dependent on the development of abilities for visual activity.

One of the conditions for the development of children's creative abilities is the use of various techniques of visual activity.

Technique has several meanings. Consider the interpretation of the concept of "technology" from different sources.

Table of interpretations of the concept of "technology" in different sources

	A source	Interpretation
	Big Encyclopedic Dictionary	Technique (from the Greek - art, skill, skill), the system of arts. organs of society's activity, which develops through the historical process of objectifying labor functions, skills, experience and knowledge in natural material, through cognition and use of the forces and laws of nature.
	Explanatory dictionary of the Russian language edited by D. N. Ushakov	Technique is a set of techniques and adaptations used to obtain the greatest results with the least expenditure of human labor.
	Culturology Encyclopedia. Volume 2	Technique is a set of material means created for the implementation of the production process, enriching and facilitating a person's knowledge of the world around him, expanding the relationship of a person with the environment.
	Ozhigov's Explanatory Dictionary	The technique is: 1. The circle of sciences related to the study and creation of means of production, tools of labor. 2. The totality of the means of labor, knowledge and activities that serve to create material values. Advanced t. Master the technique. 3. A set of techniques used in some n. business, skill.

Technique is a collection of techniques, devices and materials used to carry out the production process and obtain the best result.

What is the fine art technique?

The Soviet artist DI Kiplik in his book "Painting Technique" indicates that painting technique should mean a special branch of knowledge, the subject of which is the rational construction of a painting from the point of view of its material essence. Knowledge of technique will give the artist the opportunity not only to create durable works, but also the best way use pictorial materials from an artistic point of view.

The technique of drawing by artists is understood broadly: this includes the technique of line, shading, a certain manner of drawing and writing and the way of using certain materials (paper, canvas, wood, pencil, charcoal, pastel, oil paint, watercolor, gouache, tempera, etc.) in accordance with their properties, their pictorial capabilities.

In the visual arts, the technique (from the Greek technike - skillful and techne - art, craftsmanship) is understood as a set of special skills, methods and techniques through which a work of art is performed.

However, the technique is understood more narrowly: as a direct, immediate result of the artist's work with a special material and tool (hence the expression: the technique of oil painting, watercolors, gouache, etc.), the ability to use the expressive possibilities of the material, and more broadly: as, for example, the method conveying the materiality of objects. The technical side of the visual activity is subordinated to the task of creating an expressive image in the drawing.

Representatives of the realistic trend in the visual arts have always attached great importance to the drawing technique, paying special attention to its development.

The concept of technology includes the development of the eye and hand, their coordinated activity. Particular importance is attached to a skillful, festive image of the contour, the shape of objects.

The teacher needs to teach children the technique so that they can freely dispose of it in solving any problem, to most fully express their impressions of the life around them in their work. In kindergarten, you need to immediately, within the accessible limits, form the correct drawing technique for all children, so that later you do not have to retrain.

The definition of drawing technique, which is accepted in the visual arts, is mainly applicable to the technique of children's drawing. The difference lies in the fact that a preschool child initially develops various and subtle hand movements that are necessary for drawing and which can be called drawing movements. Mastering the contour line, stroke, spot as expressive means of drawing is for little child a special problem that the child cannot solve on his own.

In drawing, as in any tool activity, the social and historical experience of people is fixed. It is necessary that the child correctly perceived the methods of action in drawing from an adult who reveals to him this experience embodied in each specific instrument, tool. The show of an adult appears in front of the child as a model of action that needs to be followed and learned which children can only through learning various techniques of visual activity.

The image in the drawings is created using a variety of materials. Artists use various materials in their work: various paints (oil, gouache, watercolor), sauce, charcoal, sanguine, pastels and many others. There are often cases when to create an expressive image in one work are used different materials(e.g. charcoal, sanguine, gouache; whitewash, watercolor, and crayons). It is necessary to teach children to use these materials in accordance with their means of expression, as well as teach to combine the available materials in fine arts.

The traditional techniques of visual activity include those that are most often used in children's institutions, in preschool, school, specialized art schools, art schools, in orphanages, in boarding houses, in various art studios, in the houses of creativity. Visual activity in kindergarten is aimed at teaching artistic and creative activities within the limits accessible to preschool children.

There are three traditional types of artistic visual creativity of children:

1. Painting,
2. modeling,
3. applique.

Figure 1. Drawing techniques for preschoolers by T.S. Komarova and N.P. Sakulina:

Thus, the following technical skills of older preschoolers are developed:

1. learn to draw straight lines in different directions and of different widths, draw arcs, circles, oval shapes, wavy lines, apply a brush flat to get a stroke;
2. practicing light, without undue stress of movement with a pencil and a brush, moderate pressure on the paper with a pencil and regulation of pressure to obtain shades of colors, drawing thin lines with the end of the brush, wider stripes with the side of the pile;
3. the ability to arbitrarily change the force of pressure on the pencil is developed to obtain colors of different intensities.

Children younger age still cannot control the movements of their hands, so they cannot roll clay, squeeze it with their palms the right strength, in order to get a flat shape, they cannot independently take a pencil correctly, subordinate the movement of a hand with a pencil to create an image of an object. Children need to be taught both the very implementation of the movement and its qualities:

1. strength,
2. duration,
3. directionality, etc.

The movements of the hand aimed at completing the drawing are not born by the very process of the image, because the child is just beginning to create. Therefore, he should be taught how to draw.

According to TS Komarova, teaching children the drawing technique should be carried out "not by itself, not for the sake of technical perfection of the image, but so that the child can expressively and without any particular difficulty create the image that he wants."

If the child does not control his hand, each pictorial movement is given to him with difficulty, the hand quickly gets tired and the process of creating the image does not bring joy. At the same time, mastering a line, a stroke, a spot as means of expressiveness, learning how to hold a pencil, a brush, and rational ways of using them is a rather difficult task that a child cannot solve on his own. It is necessary that he correctly perceived the ways of action in drawing from an adult.

In the process of purposeful learning, children develop courage to act, confidence, freedom of ownership of tools and materials. They acquire technical lightness, freedom, which is one of the motivators of drawing, creating an image of an object or phenomenon. If children incorrectly hold a pencil - with a pinch, in a fist, with crooked fingers, then the hand quickly gets tired, the image is distorted. And as a result - dissatisfaction, grief, loss of interest.

The drawing technique includes both movements and their perception, that is, movement under the control of vision and motor sensations.

In modeling, it is necessary to develop such hand movements that would allow children to transform a lump of clay, plasticine, get various forms from it, and create images.

Children gradually master the pinching of small lumps of clay from a large one, rolling in a straight motion (sticks, cylinders, etc.), circular movements (balls, berries, balls, etc.), flattening, stretching. They learn to flatten lumps, press in, pull back small parts and details of the image. They are taught a variety of finger sculpting techniques, the use of stacks, and taught in parts and from a whole piece. Thanks to this, children are able to convey more subtle features of the shape of objects.

Mastering the sculpting technique contributes to the development of hand movements, allows children to convey various objects of reality in this type of visual activity, to depict simple scenes from life and fairy tales.

Children can depict objects, phenomena, create patterns, embody their ideas in drawing, modeling, application only if they master the technique of each type of visual activity. Despite the fact that the technical execution of the work is not the main thing, mastering the correct and varied technique is necessary.

Figure 2. Traditional techniques for teaching applications in a preschool educational institution

In the process of visual creative activity, the child learns:

1. self-transfer of previously acquired knowledge into a new situation;
2. vision of a new function of an object (object);
3. seeing the problem in a standard situation;
4. vision of the structure of the object;
5. ability to alternative solutions;
6. combining previously known methods of activity with new ones.

The fine movement of the hand during drawing, sculpting, application is associated with muscular-motor sensations, the perception of the movement itself kinesthetically and visually: the child sees how the hand moves and feels this movement.

The applique develops a decorative feeling, contributes to the development of coloristic feeling and compositional skills in children, as it gives them the opportunity to try to arrange the cut out figures in different ways before gluing and choose the best option for their placement.

In applique classes, as well as in drawing and modeling classes, children develop the ability to depict objects and phenomena of the environment, to express their impressions and ideas. For this, it is necessary that children gradually master the technique of folding images from parts and sticking them, and most importantly, master the technique of independently cutting out the shape of objects.

The visual activity of the child acquires an artistic and creative character gradually, as a result of the accumulation, clarification of images-representations and mastery of the methods of depiction. The product of artistic and creative activity is an expressive image.

The technical side of the visual activity is subordinated to the task of creating an expressive image in the drawing. It is this goal that determines the choice of one or another material for drawing lessons. Thinking over the lesson, the teacher selects the material in which the image of the object can be solved especially expressively, interestingly, beautifully, and will give both children and others aesthetic pleasure. But this will be possible only if the children master the visual and expressive capabilities of each material well.

Programs for teaching preschoolers in drawing techniques

The use of modern techniques of fine art in the education of preschoolers is due to the program content. We decided to analyze the sections of programs for preschool institutions on visual activity for a variety of use of visual techniques.

V upbringing, education and development program in kindergarten developed by M. Vasilyeva and aimed at the development of the artistic creativity of the preschooler, the following areas of work on the artistic education of children are determined:

1. experience of artistic impressions of images of art;
2. some knowledge, skills in the field different types artistic activities;
3. a system of creative tasks aimed at developing the ability of children to create new images using the means of different types of art;
4. creation problem situations that activate the creative imagination;
5. creation of a materially enriched environment for artistic activities.

The implementation of this program material can be based on the use of modern techniques of fine art.

V program "Childhood" in the section "Fine arts and artistic activities of children", the main attention is paid to the development of visual skills necessary for plot drawing. The disadvantage of these tasks is that the task of developing creativity and imagination is not separately highlighted, which means of expression must be used when creating a drawing, the tasks are given in a generalized way, there is no specification of these tasks.

V program "Rainbow" work with children in visual activity is carried out in two directions: in the process of aesthetic perception of nature, beautiful objects and works of visual art in drawing and modeling classes and in the process of free activity.

The advantage of the "Rainbow" program can be confidently called the fact that the content covers all aspects of a child's life in kindergarten, learning and development takes place not only in a specially designated time, but throughout the child's entire activity. The program also includes subsections "On the influence of one color on another", "Color and light", which contain information on the development of color perception, which is very important for the development of children's creativity.

But this program also has some disadvantages:

1. there are no clear tasks for the development of plot drawing,
2. the main focus is on teaching techniques and the ability to work with visual material.
3. the subsection "How to develop the imagination of children" is presented separately, but, unfortunately, it talks about the development of imagination only in the classroom.

Of course, this program can serve as an incentive for the teacher's free creativity in the teaching and development of children, but at the same time, information about possible development children's creativity, respectively, the teacher will not pay special attention to this issue.

V development program in the section "Visual activity" it is said that for children of senior preschool age, the main task is to convey by means of visual activity relations of different types. This task is solved by constructing an expressive plot-figurative composition, reflecting the peculiarities of such relations. Much attention at this age is paid to the construction of two-figured compositions and subject-plot drawing, conveying paired relationships. Such tasks will require an analysis of the methods of interaction between objects, the features of actions and the visual characteristics of the interacting characters, their analysis emotional relationship... It can be concluded that this program is aimed at the formation of intellectual abilities rather than creative ones. Even in the classroom for visual activity, the child is put in a situation of mental activity, which contributes to mental development, rather than creative.

The analysis allows us to conclude that in modern preschool education programs, the use of non-traditional techniques of visual activity has not been sufficiently developed. Today there is a choice of options for art preschool education and it is determined by the presence of variable, additional, author's program and methodological materials, which are insufficiently scientifically substantiated and require theoretical and experimental verification in the specific conditions of a preschool educational institution.

Modern techniques of fine art develop in children logical and abstract thinking, imagination, observation, attention and self-confidence. The variety of materials poses new challenges and forces you to come up with something all the time.

With the interconnection of teaching the technique of image and creativity, a child of senior preschool age has the opportunity to independently master various art materials, experiment, find ways to convey an image in drawing, modeling, application. This does not prevent the child from mastering those methods and techniques that were unknown to him.

With this approach, the learning process loses the function of direct following, naming methods. The child has the right to choose, to search for his own option. He shows his personal attitude to what the teacher offers. The creation of conditions under which the child emotionally reacts to colors, colors, shapes, choosing them at will, is necessary in the creative process. Such a condition is the use of modern techniques of fine art.

The problem of using non-traditional visual techniques

The term non-traditional can be considered as “non-traditional”, “associated with retreat, abandonment of tradition”, “fresh”, “innovative”.

Non-traditional visual techniques are an effective means of image, which includes new artistic and expressive techniques for creating an artistic image, composition and color, allowing to provide the greatest expressiveness of the image in creative work.

From the above, the definition of non-traditional drawing techniques follows - these are ways to create a new, original work of art in which everything is in harmony: color, line, and plot. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves.

A positive attitude towards the use of non-traditional visual techniques did not develop immediately.

Figure 3. Approaches to teaching fine arts in a preschool educational institution

In the first case, children acquire skills that are useful in life, but do not acquire experience in solving artistic problems, do not become involved in art. This is learning without creativity. In the second case, a favorable environment and conditions for creativity are created for children without targeted impact. Children gain experience of free self-expression, but this is creativity without learning. It rises on the wave of "age-related talent", as if in addition to the child himself, and together with it dies out .. Small child does not "take over" of its own creativity. We need a third way - the way of purposeful guidance of the creative development of children.

In the 90s of the XX century, there was a great interest on the part of teachers in the use of a variety of visual techniques. This circumstance is explained by the fact that it was at this time that the education system in Russia was actively changing, new variable pedagogical programs and technology.

Currently, points of view on the problem of artistic development and the conditions for the formation of artistic abilities, the change of children's generations and their preferences, the emergence of new artistic techniques and techniques are rapidly changing. In this regard, the methods of work of teachers in the field of visual activity with preschoolers should also change.

Today, teachers and psychologists oppose the traditional didactic teaching methods used in preschool education, which often force children to act within established schemes, against the imposition of stereotypical ideas that do not excite the child's fantasy, do not excite the child's fantasy, but annoy him, suppress his creativity and do not stimulate the development of a creative personality.

Thus, the idea of ​​using non-traditional techniques in the process of teaching visual activity gained relevance in the 90s of the last century.

The need to use non-traditional techniques in organizing the fine arts of preschool children is not in doubt. After all, the variety of visual materials provided to children, a departure from traditional, familiar ways of creating drawings, the search for new creative solutions contributes to the development of children's creativity, activity, imagination. Children love novelty, they are interested in a variety of materials, as a result, children receive a successful product of activity.

The task of enhancing the creative abilities of children leads teachers to the need to search for new ways of artistic expression. However, after studying the program materials on visual activities, we noted that they recommend a limited range of art technician, which hinders the creative possibilities of preschoolers and negatively affects the expressiveness of the work. This is the contradiction between the expediency of using non-traditional artistic techniques in children's art and the insufficient theoretical and methodological development of this issue. ...

Nowadays, techniques such as scratching, monotyping, sanguine drawing, which were once unconventional, are becoming traditional.

The experience of using non-traditional techniques is based on the idea of ​​learning without coercion, based on achieving success, on experiencing the joy of the world, on the sincere interest of a preschooler in performing a creative task using non-traditional techniques. Such tasks put the child in the position of a "creator" activates and directs the thoughts of children, brings them close to the line beyond which the birth of their own artistic ideas can begin

On the positive side, in addition to the basic programs in modern preschool institutions there is a choice of variable, partial and copyright programs that reveal the positive aspects of using a variety of non-traditional techniques.

T.S.Komarova, N.P. Sakulina, A.A. Melik-Pashaev suggest the use of a variety of visual techniques in working with preschool children as a way out of this current situation.

Practical research by O.A. Belobrykina, R.G. Kazakova, G.N. Davydova, A.A. Fateeva and other teachers in the field of using non-traditional techniques have been openly tested in preschool educational institutions and have shown their importance for increasing the level of expressiveness of drawings, increasing the efficiency of mastering artistic and expressive techniques in creating an image or composition.

I.A.Lykova has developed a program "Colored palms", which includes forward planning and a cycle of classes using non-traditional drawing techniques by age.

In modern magazines on preschool education "Preschool education", " Preschool teacher", "Preschool pedagogy"" Senior educator "," Hoop "," Modern preschool education ", etc., many articles are published devoted to the problem of using techniques in the visual activity of preschool children. using a variety of unconventional techniques.

The true value of unconventional techniques lies not in the quality of the work, but in the fact that children enjoy the process itself.

We label unconventional techniques as modern. And we will consider the modernity of a particular technique according to the criterion of application, use in work with preschoolers, at the present time.

The use of a variety of non-traditional techniques develops the creativity of children. The variety of visual techniques allows the teacher to set new tasks for children and stimulates creative activity. In addition, non-traditional techniques develop in children logical and abstract thinking, imagination, observation and, most importantly, self-confidence. Children have an increased interest in visual activity. They look more creatively at the world learn to find different shades. Gain experience of aesthetic perception. Children create a new original product. They show creativity, realize their ideas, and independently find the means for its implementation.

Non-traditional techniques play a large role in the development of children. The desire to create is an internal need of the child, it arises in him independently and is distinguished by extreme sincerity. In the classroom using non-traditional image techniques, preschoolers have the opportunity to experiment. Everything unusual attracts children, makes them wonder. The guys develop a taste for learning new things, research. Children ask questions to the teacher, to each other, their vocabulary is enriched and activated.

As you know, children often copy the sample offered to them, non-traditional image techniques help to avoid this, since the teacher, instead of a ready-made sample, demonstrates only a method of action with non-traditional materials and tools. This gives an impetus to the development of imagination, creativity, the manifestation of independence, initiative, expression of individuality. Working with non-traditional imaging techniques stimulates positive motivation in the child, evokes a joyful mood, does not get tired.

Researchers point out that the use of unconventional drawing techniques can reduce arousal in overly emotionally disinhibited children. So M.I. Chistyakova notes that non-traditional drawing captivates children, and what stronger baby carried away, the more he concentrates. The zone of its activity narrows, the range of motion decreases. Thus, the use of unconventional imaging techniques contributes to intellectual development child, correction of mental processes and personal sphere of the preschooler.

Research activities perform a therapeutic function, distracting children from sad events, offenses, relieves nervous tension, fear, and provides a positive emotional state. Also, in the process of visual activity, the child experiences different feelings - he is happy with the beautiful image he has created, he is upset if something does not work out, he seeks to overcome difficulties. The child improves observation and aesthetic perception, artistic taste, creativity, and develops special skills and abilities.

Teachers, due to their busyness, rarely use non-traditional techniques. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology for their implementation is interesting and accessible to both an adult and a child, which is why the unconventional technique is very attractive to children, since they open up great opportunities for expressing their own fantasies, desires, and self-expression in general.

According to the famous child psychologist A.A. Melik-Pashayeva, "an artistically gifted child does the same at his children's level that a real artist does at a different level, but nothing can be done by a bad, albeit professionally skillful painter."

T.S.Komarova writes that based on the variety of drawing techniques in the visual arts and taking into account the capabilities of preschool children, it is advisable to enrich the technical side children's drawing... This can be achieved. diversifying the methods of work with paints and pencils already known in wide practice and using new ones, as well as a combination of different materials and techniques in one drawing.

Experience shows that one of the important conditions for the successful development of children's artistic creativity is the diversity and variability of work with children in the classroom. The novelty of the environment, an unusual start to work, beautiful and diverse materials, interesting non-repetitive tasks for children, the possibility of choice and many other factors - this helps to prevent monotony and boredom in children's art activities, ensures the liveliness and spontaneity of children's perception and activities. It is important that each time the educator creates a new situation, so that, on the one hand, the children can apply the knowledge, skills, and abilities acquired earlier, on the other hand, they look for new solutions, creative approaches. This is what causes in the child positive emotions, joyful surprise, a desire to work creatively.

T.S. Komarova points out: “However, it is often difficult for educators to add variety to all moments of work and to free children's activities, to come up with many options for classes on topics. In practice, we often come across just such a position (The tree is drawn from bottom to top, because it grows like this, and the house is like this, "etc.)

To prevent children from creating a template (draw only on the album sheet), the sheets can be different shapes: in the form of a circle (plate, saucer, napkin), square (handkerchief, box). Gradually, our baby begins to understand that any sheet can be chosen for a drawing: this is determined by what is to be portrayed

The availability of the use of non-traditional techniques is determined by the age characteristics of preschoolers.

Features of the visual activity of preschoolers at different age stages.

In a child in the third year of life, the leading type of attitude towards the world around him remains the attitude towards objects, orientation towards objects and ways of using them. The child opens not only the world of objects, but also, but the world of adults interacting with each other. However, a child of younger preschool age cannot always act like an adult himself, and the impossibility of realizing this aspiration gives rise to the so-called crisis of three years.

The contradiction between the child's desire to act like an adult and the impossibility of realizing this child's desire to act like an adult, to realize the position of "I myself" and his disabilities.

In the period from two to three years, the visual activity is focused on the objective world and the main activity is the subject-tool. A discovery made by a toddler on a piece of paper is very attractive to a child. The search for the content of the image in scribbles is one of the leading stimuli of activity at this stage. The child gains experience by mastering the world. This determines the content of associative images. The associative image is not yet very stable and the child can name one and the same line, stroke, spot differently.

In the content of children's visual activity, the preschooler's interest in the objective world, characteristic of this age, is manifested. In the process of acting with materials and reading karakul, imagination, visual-active thinking develops, the level of visual activity rises. The child no longer just names what happened by chance in his scribbles, he himself determines the content of the future drawing, that is, the child himself sets a goal, a pictorial task.

The first ideas of the baby are not yet an idea in the full sense of the word, but only a theme that the child formulates with the word ("I will draw a car"). The original plan is poor in content, not clear-cut.

The little artist draws only what excites him, interests, what has left a bright mark in his memory. If a child's life is interesting and full of vivid impressions, then he has a desire to talk about this in drawing, modeling, and the themes of the image in this case are diverse.

It is important to help the child master the methods of image available to him in drawing, modeling, application; to acquaint with the properties of materials and elementary techniques for their use.

Children of younger preschool age have access to the image of individual objects and phenomena using rhythmic strokes, colored spots, strokes with a pencil, felt-tip pen, straight and closed lines, vertical and horizontal, etc.

The teacher should know that a child by the age of three has a number of features presented in Figure 4.

Figure 4. Features of children by the age of three

Children of the middle group, on the other hand, are familiar with various types of visual activity; therefore, as a rule, they have developed an interest in drawing.

As a rule, visual activity is guided by a complex of motives: interest in the material, especially if it is being updated, imitation of peers and adults. However, the leading and main motive is gradually becoming interest in objects, phenomena, events that the child is trying to portray. During this period, the leading motive of visual activity and play is the same - the need to experience the sides of reality that are significant for him, the need to return once again to those phenomena, objects, events that surprised, interested the child in ordinary life... This is most clearly manifested not so much as a result of the activity, but in the process of its implementation.

Children of middle preschool age notice the advantages and disadvantages in the works of their peers, but sometimes they cannot appreciate their work, since children enjoy the process of depicting. More than from the result of the work.

In this age group a peculiar transition is clearly manifested not only in the concept, but also in the drawing itself from the subject to the plot.

In older preschool age, children create variable images, while maintaining the characteristic features of shape, structure, color, proportional relationships, transmit individual characteristics items. The leading motive of visual activity also remains phenomena, events that the child tries to convey in the image, but the content changes, these are already events that excite the child.

The drawings of older preschoolers are more technically literate, compositionally designed, but at the same time less expressive, this is due to the fact that children in their development are approaching a crisis of seven years. As he masters the skills of creativity, the older preschooler develops inner plan activities that the child does not have early age.

By the age of seven, a child should be able to:

1. perceive and emotionally react to the artistic image and means of expression in works of fine art of different types and genres;
2. independently create individual artistic images in various types of visual activities;
3. integrate different types of visual activity in individual and collective work;
4. independently convey the plot composition, using its various options with elements of perspective;
5. possess a set of technical skills and abilities, motivate the independent choice of materials;
6. participate in collective work, plan their activities in drawing, modeling, applications, give a motivated assessment of the results.

The practice of preschool education shows that teachers do not always know how to flexibly, variably, creatively apply general theoretical knowledge in specific work with children. So, the main guideline of modern preschool education is on the development of personality, the general mental development the child in the context of specific activities often remains at the level of declarations. Communication and activity, generally recognized as the main conditions for the development of personality, in the pedagogical process of preschool institutions most often have a narrowly didactic focus. Their role is reduced to the formation of knowledge, skills, skills, of course, important, but not the only ones in the development of the child.

The pedagogical creativity of practitioners most often does not have a sufficient theoretical basis - this is at best, at worst, it is wrong.

The full, harmonious development of the child's personality in a preschool educational institution can be guaranteed only if competent, creative teachers work with him.

The study of the theoretical provisions of the use of non-traditional techniques of fine art in working with preschool children allows us to say with confidence that they are effective remedy creative development of children, but only if the level of qualifications of the teacher working with children is high enough.

The main condition effective use a variety of visual techniques in working with children favors the teacher's knowledge on this issue.

Figure 5. The level of competence of the teacher

As we noted earlier, modern manuals for preschool teachers educational institutions do not contain detailed information about the possibilities of using various techniques of fine art in working with preschoolers, it is this circumstance that is the reason for the low level of qualifications of teachers in this matter.

In our opinion, there is a need to develop a manual for teachers of preschool educational institutions, which will reflect the main aspects of the use of non-traditional techniques in working with preschool children. Such a manual should contain the following information about the age characteristics of the visual activity of preschool children:

In the third year of a child's life, the leading type of his attitude to the world around him is his attitude to objects, orientation to objects and ways of using them. The child opens not just the world of objects, but the world of adults, acting with these objects, interacting with each other. But junior preschooler he cannot always act himself, like an adult, The desire to live like an adult, and the inability to realize this desire gives rise to the so-called crisis of three years. The contradiction between the child's desire to act like an adult, to realize the position of "I myself" and his disabilities are resolved in role play. In the period from two to three years, the pictorial activity of a preschooler is focused on the objective world, and the subject-tool activity is the leading type of activity. The discovery made by the baby that an image of an object or phenomenon can appear on a sheet of paper under his action, strongly attracts the child. The search for the content of the image in scribbles is one of the leading motivators of activity at this stage. Mastering the world of objects, the child gains experience. This determines the content of associative images.

The child boldly and independently draws, sculpts everything. What he wants, being sure that he will succeed perfectly. This feeling of the baby must be supported and developed in every possible way. This is an important condition for the formation of independence, a prerequisite for the child's creative manifestations in visual activity.

With younger children, you can do joint drawing not only on paper, but also on the sand - with a stick. For drawing, you can offer children first colored markers with a thick rod, they are strong enough and give a bright line. One marker should be given first, and then two or three to draw the children's attention to the color.

You can use colored wax crayons, it does not crumble, does not smear your hands, leaving a bright mark on the paper.

A young child shows great interest in a variety of materials, in particular, when working with gouache paints, he very often tries to get into the paints with his fingers, and moreover, draw with his finger on a sheet. The child should not be stopped. The kid feels the object better, examining it with his hands, in addition, finger painting will help the child in mastering such means of expression as a stroke and a spot.

Children of the middle group are familiar with various types of visual activity; therefore, as a rule, they have developed an interest in drawing.

As a rule, visual activity is directed by a complex of motives:

1. interest in the material
2. imitation of peers and adults.

However, the leading and main motive is gradually becoming interest in objects, phenomena, events that the child is trying to portray. During this period, the leading motive of visual activity and play is the same - the need to experience the sides of reality that are significant for him, the need to return once again to those phenomena, objects, events that surprised and interested the child in ordinary life. This is most clearly manifested not so much as a result of the activity, but in the process of its implementation.

In essence, this motive remains the leading one throughout the preschool age. It only changes, as in the game, its specific content:

1. in early preschool age, it was the world of objects and actions with them;
2. on average, this is a person, his actions and interactions, relationships with other people.

The visual activity of middle preschoolers is more independent, but the requirements for drawing are increasing.

Children of middle and senior preschool age notice the advantages and disadvantages in the work of their peers, but it is still difficult to evaluate their own work, since children get more pleasure from the drawing process than from the result of the work.

In this age group, a kind of transition is clearly manifested not only in the concept, but also in the drawing itself from subject drawing to plot. The variety of materials poses new challenges and forces you to come up with something all the time. And from the spots and scrawl, in the end, a recognizable object emerges, which becomes the embodiment of the artistic image in the drawing. In the process of drawing, the child has an unclouded joy of satisfaction because "I did it - all this is mine!"

Characteristics of non-traditional visual techniques

The list of non-traditional techniques used in the work of preschool institutions does not differ in variety. Therefore, we decided to focus on the recommendations of the authors dealing with this issue.

Lykova I.A. gives the following guidelines for using unconventional techniques. When working with unconventional techniques, you should start with junior group according to the principle "from simple to complex". The basic techniques used in this early preschool age are shown in the figure below.

Figure 6. Basic techniques used in early preschool age

V middle group added: drawing with a candle.

Key non-traditional techniques used by teachers in preschool settings are presented in the figure below. Many of them may seem quite strange? However, with regular use, they give good results.

Figure 7. List of non-traditional methods used in senior groups of preschool educational institutions

In the preparatory group, a whole group of new, more complex ones are added to the techniques characteristic of the senior preschool group, such as:

1. Embossing
2. Jabbing with a hard, semi-dry brush
3. Raw drawing
4. Black and white scratchboard
5. Blotography with thread
6. Batik
7. Drawing with salt
8. Combing paint
9. Double brush attachment.

Let's list the most famous types of non-traditional artistic and graphic techniques presented by A.V. Nikitina She recommends vividly, emotionally explaining the methods of action to the children and showing the techniques of the image

1. finger drawing;
2. imprint with potato seals;
3. drawing with palms.

Children of middle preschool age can be introduced to more complex techniques:

1. foam rubber printing;
2. cork printing;
3. wax crayons + watercolor;
4. candle + watercolor;
5. leaf prints;
6. hand drawings;
7. drawing with cotton swabs;
8. magic ropes.

In older preschool age, children can learn even more difficult methods and techniques.

Having analyzed the list of non-traditional techniques from various literature, we made a summary table in which non-traditional visual techniques are marked according to age characteristics preschool children.

Summary table of non-traditional techniques used by age category

	Unconventional techniques
Younger age	finger painting hand drawing drawing with foam rubber cotton swabs leaf printing stamp with potato seals
Average age	finger painting hand drawing drawing with foam rubber cotton swabs leaf printing candle painting jab with a hard, semi-dry brush. foam rubber printing; cork printing; wax crayons + watercolor; candle + watercolor; leaf prints; hand drawings; drawing with cotton swabs; magic ropes.
Older age	blob with a straw monotype wax crayons + watercolor crumpled paper impression drawing with foam rubber sand painting painting with soap bubbles drawing with crumpled paper blob with a straw landscape monotype stencil printing subject monotype blotography common plasticineography candle + watercolor
Preparatory group	blob with a straw monotype wax crayons + watercolor crumpled paper impression drawing with foam rubber imprint with cork, foam rubber, foam embossing jab with a hard, semi-dry brush drawing on raw black and white scratchboard blob with thread drawing with salt brushing paint double brush attachment stencil printing subject monotype black and white scratchboard blotography common blob with thread watercolor crayons poke colored scratchboard landscape monotype

Modern art techniques develop in children:

1. logical and abstract thinking,
2. fantasy,
3. observation,
4. Attention,
5. self confidence.

In the process of teaching drawing, the teacher must understand that children, learning the properties and qualities of a variety of materials, children enrich their sensory experience. In addition, when using various materials it is possible to create a situation of free choice, which is so necessary in creative activity. You can draw not only with pencils and a brush, but also with thick paper.

Let's consider the most intriguing and interesting from the point of view of teaching methods and techniques.

Technique "Water print".

The child first paints a landscape on organic glass. Then, having wet a sheet of paper, he puts it on top of the image, slightly pressing the sheet against the plexiglass. Then he carefully removes it from the plexiglass. The resulting images are complemented by making a few finishing touches.

If you bring a few leaves or blades of grass from a walk, put them on a sheet of paper, cover with a thin layer of gouache on top, and then put the painted side on a sheet prepared for a postcard, you will get an imprint. Using this technique, you can make holiday cards or plot pictures.

Unconventional drawing techniques encourage children to become more interested in drawing. They look more creatively at the world around them, learn to find different shades, gain experience of aesthetic perception. They create a new, original, show creativity, imagination, realize their plan, and independently find the means for its implementation.

Technique "Modeling"

Modeling is the most dynamic, cheerful children's creativity. Even small children are attracted by the opportunity to mold "real" nuts and feed them to a squirrel. Any manipulation of sculpted objects, their use in play situations significantly enrich the child's life experience.

Modeling is a fine art technique, the main purpose of which is a figurative reflection of reality.

Each type of visual activity develops certain qualities in children. While modeling, the child gets acquainted with the volumetric shape of the object, the interconnection of its parts, he develops the skills of working with two hands, the coordination of movements, the small muscles of the fingers develop very actively, and this contributes to the development of thinking, the eye, and spatial thinking. It is difficult to overestimate the importance of sculpting for the development of a child.

The more often a child sculpts, the more diverse the material from which he sculpts, the more actively he develops general and visual abilities. The child sets himself serious tasks, and he develops a constructive thought. After all, it is not enough just to portray a person, you need to make him stand on his own two feet. A great deal of intelligence is required, and the brain, as well as the muscles, develops when it is trained. The main expressive means of sculpting is plasticity, transfer of form and movement.

Both clay and plasticine allow you to bend the sculpted figure, achieving a more accurate and expressive image of movement. Therefore, the child learns to convey movement in modeling more productively than in other types of visual activity - drawing, application. Only in the process of constructing from natural material - twigs, twigs - an amazingly plastic movement can suddenly open to the child's eye, if by this time he has developed an associative fantasy. Such discoveries develop creativity in children unusually quickly.

Color, as well as form and movement, is a means of expressiveness in modeling. The visual period begins in most children from the age of 3, when figurative thinking appears. At this age, the child masters the basic techniques of modeling, he has the skills to work with plastic material and visual ideas. This is the most successful time for the development of a child's visual abilities. But they will not develop or develop very poorly without competent adult guidance. Two main conditions for the development of abilities: a child, from a close distance, without haste, saw what happens to plastic material when it is in the hands of an adult; this material should always be in a place accessible to the child. By the age of 5, the child is mastering the necessary skills and abilities, he has already learned to depict some animals, toys, simple objects, but most importantly, he has acquired the ability to aesthetically evaluate his images. It is only on the basis of these skills that the child begins to see some of the characteristic aspects of objects and emotionally react to them.

The lack of development of graphic skills prevents the child from expressing his plans in drawings, adequately depicting objects of the objective world, and makes it difficult to develop aesthetic perception. The child realizes that this or that line did not work out for him and therefore strive to correct it. And on paper it is very difficult to do it imperceptibly. Considering this peculiarity of children, one can offer children the technique of "plasticine molding" or "plasticine painting". The bas-relief picture can be changed, supplemented with details, and the objects are obtained. They draw with plasticine not only on cardboard, if you use organic glass, then the work is obtained, like real paintings. If you put them in a candy box, you can decorate the children's room.

Salted dough products technique.

The technique of execution is the same as from plasticine and clay, but children prepare the material for modeling themselves, using the properties of flour and water. During the preparation of the material, its different consistency is achieved, depending on the visual tasks. You can make pictures from salted dough, sculpt various figures. They can become part of a picture when it is made using mixed techniques. In order to make salty dough products more interesting, the dough can be dyed with food dyes, and cocoa powder is used to give natural shades. After drying, the products are painted from a simple unpainted dough, which allows the child to combine several types of visual techniques, which increases his interest in the creative process.

Plasticineography

V modern preschool educational institutions the technique of modeling "plasticineography" became widespread.

Plasticinography is the creation by modeling of a picture depicting semi-volumetric objects on a horizontal surface.

Figure 9. An example of plasticineography. Photo Marina Tsybanova maam.ru

The use of plasticinography in kindergarten gives teachers an excellent opportunity to develop the creativity, imagination and imagination of preschoolers.

Technique "Drawing on plaster"

For work, medical or building plaster is used. It makes it possible to make bas-relief figurines. To begin with, children are taught how to knead plaster, from which figures or bas-reliefs can be made. After the craft has frozen, the child takes it out of the mold and paints it.

The peculiarity of sculpting lies in the fact that children learn the volumetric method of depicting objects. The sculpted objects are, as it were, small copies of real things; they can be used in the game as substitutes for the surrounding objects. Children emotionally perceive things sculpted by them and immediately begin to play with them. Even the landscape is perceived by them as "real" if it is sculpted, not painted.

Applique technique

The concept of "application" includes methods of creating works of art from materials of different properties and texture, united by the similarity of the execution technique

Applique is one of the types of visual technique based on cutting, superimposing various shapes and fixing them on another material, taken as a background.

Each material has its own characteristics, which have a decisive influence on the application technique. For example, paper, straw, dried plants, birch bark are attached to the background with various adhesives; fabrics, leather, fur, felt are usually sewn on; poplar fluff is applied to velvet paper without glue.

Application is the most simple and affordable way the creation of artwork, which retains the realistic basis of the image itself. This makes it possible to widely use the application not only for decoration purposes (in the manufacture visual aids, manuals for various games, toys, flags, souvenirs for holidays, decorations for festive and other costumes, decoration of wall newspapers, stands, exhibitions, kindergarten premises), but also in the creation of paintings, panels, ornaments, etc.

Figure 10. Signs of application

Applique is one of the most ancient ways of decorating clothes, shoes, household items, home, still used by many peoples. The appearance of applique dates back to ancient times and is associated with the appearance of a stitch, a seam on clothes made of animal skins.

Figure 11. Modern application techniques

Kindergarten uses paper construction, construction and sewing soft toys... In addition, at the senior preschool age, it is possible for preschoolers to participate in such types of artistic creativity as patchwork, weaving, weaving, and embroidery.

Thus, non-traditional techniques can be used in all types of visual activities: drawing, appliqué and sculpting.

The use of non-traditional techniques in the visual activity of children

Currently, a relatively small range of non-traditional techniques are used in preschool educational institutions. And those that are currently used in working with children are not used systematically. Teachers do not take into account the great possibilities of various non-traditional techniques in working with children, namely, that non-traditional techniques contribute to the development of a creative personality. Artistic creation preschoolers requires a positive attitude, interest on the part of the teacher, understanding of the specifics of the use of non-traditional techniques in visual activity.

V educational process of modern educational institutions, non-traditional techniques are used insufficiently due to the limited visual materials. Lack of awareness among teachers is expressed in insufficient preparation for classes and circle work on visual activity. Preparation should be understood not only as familiarizing teachers with methodological recommendations or ready-made notes, the teacher needs to be creative in the preparation of the materials used and the choice of visual techniques that will more closely match the age characteristics of children and the tasks of fully revealing the image and design of the image.

In addition, the lack of knowledge of teachers on the use of non-traditional visual techniques in working with preschool children, as a result, and the lack of mastery of non-traditional techniques by teachers. And modern manuals for teachers of preschool educational institutions do not contain detailed information about the possibilities of using various techniques of fine art in working with preschoolers, it is this circumstance that is the reason for the low level of qualifications of teachers in this matter.

conclusions

The use of non-traditional techniques in visual activity requires an increase in interest from teachers of modern preschool educational institutions.

Visual technique is the basis for the development of children's visual activity. Educators in modern preschool educational institutions are more inclined to use traditional techniques. A wide variety of pictorial techniques makes it possible to use them in all types of pictorial activities of preschoolers.

It depends on the teacher, on his interest, how effective the use of non-traditional techniques will be in the practice of working with children. Teachers must provide the child with freedom of creative development, which is impossible without introducing into practice of work as many non-traditional techniques in visual activity as possible, and this is possible only if teachers pay visual activity as a type educational activities more attention, corners for independent artistic activities will be equipped with necessary materials, as the modern education of preschoolers requires.

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Ministry of Education and Science of the Russian Federation

Ministry of Education and Science of the Krasnoyarsk Territory

Regional budgetary state educational institution of secondary vocational education(secondary specialized educational institution)

"Krasnoyarsk Pedagogical College No. 2"

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by training module: Visual activity

Topic: Using non-traditional painting techniques in preschool educational institutions

S.A. Budnikova

Checked:

A. V. Kukushkina

Krasnoyarsk, 2015

WITH obsession

Conclusion

Literature

1. The value of non-traditional drawing techniques in children's art

"Every child is an artist. The difficulty is to remain an artist, emerging from childhood”. Pablo picasso

Why do children draw? This is one of the ways to improve the body. Early in life, drawing develops vision and the ability to see. The child learns the concepts of "vertical" and "horizontal", hence the linearity of early children's drawings. Then he comprehends the forms of materials, gradually comprehends the environment. This happens faster than the accumulation of words and associations, and drawing makes it possible to express in a figurative form what the baby has already learned and what he cannot always express verbally. Drawing helps the child to organize the rapidly assimilated knowledge, more and more complicated ideas about the world. Why, growing up, children stop drawing, because the word is gaining more meaning.

In medical practice, there is treatment by drawing, painting (isotherapy). Isotherapy works especially well for children, because drawing is a natural need for a child. He does not have an “inability complex”. unconventional drawing blobography print

Visual activity is perhaps the most interesting type of activity for preschoolers. It allows the child to reflect in pictorial images his impressions of the environment, to express his attitude towards them. At the same time, pictorial activity is invaluable for a comprehensive aesthetic, moral, labor and mental development children.

Drawing is of great importance in shaping a child's personality. The child only benefits from drawing. The connection between drawing and the child's thinking is especially important. At the same time, visual, motor, muscular-tactile analyzers are included in the work. In addition, drawing develops children's intellectual abilities, memory, attention, fine motor skills, teaches a child to think and analyze, measure and compare, compose and imagine. For the mental development of children, the gradual expansion of the stock of knowledge is of great importance.

The main thing is that drawing brings only positive emotions to children. Positive emotions are at the core of children's mental health and emotional well-being. And since drawing is the source Have a good mood child, then the child's interest in the visual arts should be maintained and developed. There is no need to put a pencil or a brush into the child's still clumsy and weak hand and torment him. The first setbacks will cause frustration, even annoyance. Care must be taken to ensure that the child's activities are successful - this will reinforce his self-confidence.

There are many drawing techniques and techniques with which you can create original work, even without any artistic skills. Both you and your child will not only enjoy these activities.

Teaching children to draw using non-traditional techniques is fun and exciting! Drawing with non-traditional techniques liberates children, allows them not to be afraid to do something wrong. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions are both a process and a result of practical activity - artistic creativity. Drawing with the use of unconventional image techniques does not tire preschoolers, they remain highly active and efficient throughout the time allotted for the task. Non-traditional techniques allow for an individual approach to children, taking into account their desire and interest. Their use contributes to:

Intellectual development of the child;

Correction of mental processes and personal sphere of preschoolers;

Teaches children to freely express their ideas;

Freedom of choice in materials and techniques.

Experience shows that one of the most important conditions for the successful development of children's artistic creativity is diversity and variability in drawing, modeling, and application. The novelty of the environment, an unusual start to work, beautiful and diverse materials, interesting non-repetitive tasks for children, the possibility of choice and many other factors - this helps to prevent monotony and boredom in children's art activities, ensures the liveliness and spontaneity of children's perception and activities. Drawing, modeling, appliqué as types of artistic and creative activity do not tolerate templates, stereotypes, and once and for all established rules.

For the development of non-traditional methods, a wide range of various materials available for preschool age is provided:

Paper of various textures, shapes and sizes;

Gouache and watercolors;

Brushes No. 2,3,5; bristle brushes;

Wax and colored crayons;

Markers, felt-tip pens;

Plain and colored pencils;

Lead pencil or charcoal, candle;

Clay, plasticine, salt dough;

also additional products: paper napkins, modeling boards, modeling molds, palette, foam rubber, toothbrush, double water jars, cocktail tubules, dried flowers and tree leaves, cones, plant seeds, cereals, salt, black poster ink, threads etc.

Drawing using non-traditional techniques can and should be started from a young age - according to the principle "from simple to difficult." The main techniques used at this age are:

Drawing with fingers, palms

Drawing with foam rubber pads, cotton swabs

Printing by leaves, potatoes, carrots;

Drawing with a candle, charcoal

In middle and senior preschool age - non-traditional techniques:

Drawing with a candle, charcoal;

Blotography with a straw;

Monotype;

Spray;

Wax crayons + watercolors;

Crumpled paper impression;

Drawing with foam rubber;

Engraving (scratchboard);

Imprint with cork, foam rubber, polystyrene;

Embossing;

A jab with a hard (bristle) semi-dry brush;

Raw drawing;

Blotography with thread;

Drawing on fabric;

Drawing with salt;

Combing paint;

In order to enhance imagination while drawing, to promote artistic design and the development of artistic abilities, you can use children's literature, musical accompaniment, folklore and play material. This will make drawing accessible, meaningful and informative.

2. Types and techniques of non-traditional drawing

Blotography.

It consists in teaching children how to make blots (black and multi-colored). Then a 3-year-old child can look at them and see images, objects or individual details. "What does your blot or mine look like?", "Whom or what does it remind you of?" - these questions are very useful because develop thinking and imagination. After that, without forcing the child, but showing, we recommend moving on to the next stage - tracing or finishing the blots. The result can be a whole plot.

Drawing together on a long strip of paper.

By the way, it is useful to change the paper format (i.e. give not only the standard). In this case, a long strip will help two people draw without interfering with each other. You can draw isolated objects or plots, i.e. work nearby. And even in this case, the child is warmer from the elbow of mom or dad. And then it is advisable to move on to collective drawing. Adults and a child agree on who will draw what, so that one plot is obtained.

A jab with a hard, semi-dry brush.

Means of expressiveness: texture of color, color. Materials: hard brush, gouache, paper of any color and size, or a cut silhouette of a fluffy or thorny animal. Method of obtaining the image: the child lowers a brush into the gouache and hits it on the paper, holding it vertically. When working, the brush does not sink into the water. This fills the entire sheet, outline or template. It turns out an imitation of the texture of a fluffy or prickly surface.

Drawing with fingers.

Means of expressiveness: spot, point, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets, napkins. Method of obtaining the image: the child lowers his finger in gouache and applies dots, specks on the paper. Each finger is filled with paint of a different color. After work, the fingers are wiped off with a napkin, then the gouache is easily washed off.

Drawing with the palm of your hand.

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: a child lowers his palm (the whole brush) into gouache or paints it with a brush (from 5 years old) and makes a print on paper. Draw with both the right and left hands, painted different colors... After work, hands are wiped off with a napkin, then the gouache is easily washed off.

Drawing with a secret in three pairs of hands.

Take a rectangular sheet of paper, 3 pencils. Adults and a child are distributed: who will draw first, who will be the second, who will be the third. The first one begins to draw, and then closes his drawing, bending the leaf on top and leaving a little, some part, to continue (neck, for example). The second, seeing nothing but the neck, naturally continues the torso, leaving only part of the legs visible. The third finishes. Then the whole sheet is opened - and it almost always turns out funny: from the inconsistency of proportions, colors.

Drawing yourself or drawing from life your favorite toys.

Drawing from life develops observation, the ability to depict according to the rules, not to create. draw so that it looks like the original in proportions, shapes, and colors. Suggest drawing yourself first by looking in the mirror. And by all means glancing in the mirror many times. Better yet, show how you adults will draw yourself, by all means looking in the mirror many times. Then let the child choose an object for himself, It can be a favorite doll, bear or car. It is important to teach to observe for a long time, comparing parts of the subject. And further. If a child moves away from nature, brings in something of his own, as a result of which a completely different object or toy will appear, do not be upset. Praise your kid: "You drew a new car today! Probably you want one?" But at the end of such a drawing it is imperative to ask: "How is the drawn car different from this one?" Rolling paper.

Means of expressiveness: texture, volume. Materials: napkins or colored double-sided paper, PVA glue poured into a saucer, thick paper or colored cardboard for the base. The way of obtaining the image: the child crumples the paper in his hands until it becomes soft. Then he rolls a ball out of it. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After that, the paper lump is dipped into the glue and glued to the base.

"I paint my mom" ...

It would be nice to continue drawing from life or drawing from memory (family members, relatives and friends can become objects for such an image). Photographs or conversations about features can be used as background material. appearance absent relatives ... Photos are taken and examined. There is a conversation: "What is Valya's grandmother? What is her hair? Hairstyle? Favorite dress? Smile?" And the process of co-creation begins. After a while, you can offer to draw girlfriends from memory. When you have collected enough drawings depicting relatives and friends, we advise you to organize a mini-exhibition "My family and friends", where the first portraits of a preschooler are appreciated.

Crumpled paper impression.

Means of expressiveness: spot, texture, color. Materials: a saucer or a plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. The way of obtaining the image: the child presses the crumpled paper against a stamp pad with ink and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper are changed. Wax crayons + watercolors.

Means of expressiveness: color, line, spot, texture. Mediums: wax crayons, thick white paper, watercolor, brushes. Image acquisition method: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The crayon drawing remains not painted over.

Candle + watercolor.

Means of expressiveness: color, line, spot, texture. Mediums: candle, thick paper, watercolor, brushes. Method of obtaining the image: the child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candlestick pattern remains white.

Bitmap.

Children like everything unconventional. Drawing with dots refers to unusual, in this case, techniques. For implementation, you can take a felt-tip pen, a pencil, put it perpendicular to a white sheet of paper and start drawing. But here is the best way to get bitmaps with paints. Here's how to do it. A match, stripped of sulfur, is tightly wrapped with a small piece of cotton wool and dipped in thick paint. And then the principle of drawing dots is the same. The main thing is to immediately interest the child. Spray. Means of expressiveness: point, texture. Materials: paper, gouache, hard brush, piece thick cardboard or plastic (5x5 cm). Method of obtaining the image: the child draws paint on a brush and hits the brush against the cardboard, which he holds over the paper. Then he paints the sheet with watercolors in one or more colors. Paint splashes onto the paper. Leaf prints.

Means of expressiveness: texture, color. Materials: paper, gouache, leaves of different trees (preferably fallen), brushes. Method of obtaining the image: a child covers a piece of wood with paints of different colors, then applies it with the painted side to the paper to obtain a print. Each time a new sheet is taken. The petioles of the leaves can be painted with a brush.

Carrying out a cycle of classes using a variety of techniques to identify the abilities of children for the time passed, it is clear that children have the ability to work with paints using non-traditional techniques. In children with poorly developed artistic and creative abilities, the indicators are slightly higher than at the beginning of the school year, but due to the use of non-traditional materials, the level of enthusiasm for the topic and technique and the ability to color perception improved.

Foam drawings.

For some reason, we are all inclined to think that if we paint with paints, then we must also use a brush. Not always, the TRIZ members say. Foam rubber can come to the rescue. We advise you to make a variety of different small geometric figures out of it, and then attach them with a thin wire to a stick or pencil (not sharpened). The tool is already ready. Now you can dip it in paint and use the method of stamps to draw red triangles, yellow circles, green squares (all foam rubber, unlike cotton wool, is well washed). At first, children will draw chaotically. geometric figures... And then offer to make the simplest ornaments out of them - first from one type of figure, then from two, three.

Mysterious drawings.

Mysterious drawings can be obtained as follows. A cardboard of about 20x20 cm is taken and folded in half. Then a half-woolen or woolen thread about 30 cm long is selected, its end is dipped 8-10 cm in thick paint and clamped inside the cardboard. You should then pass this thread inside the cardboard, and then remove it and open the cardboard. It turns out a chaotic image, which is examined, outlined and completed by adults with children. It is extremely useful to name the resulting images. This complex mental and speech work, combined with visual work, will contribute to the intellectual development of preschool children.

Drawing with crayons.

Preschoolers love variety. These opportunities are provided to us by ordinary crayons, sanguine, coal. Smooth asphalt, porcelain, ceramic tiles, stones - this is the basis on which chalk and coal fit well. So, the asphalt is conducive to a capacious image of plots. They (if there is no rain) can be developed the next day. And then make up stories based on the plots. And on ceramic tiles (which are sometimes stored in the remains somewhere in the pantry), we recommend depicting patterns and small objects with crayons or charcoal. Large stones (such as waves) are asked to decorate them under the image of an animal's head or under a tree stump. It depends on what or whom the stone resembles in shape.

The magic drawing method.

This method is implemented as follows. With the corner of a wax candle, an image is drawn on white paper (a Christmas tree, a house, or maybe a whole plot). Then with a brush, or better with cotton wool or foam rubber, paint is applied on top of the entire image. Due to the fact that the paint does not lie on the bold image with a candle, the drawing seems to appear suddenly in front of the children’s eyes, manifesting itself. You can get the same effect by painting first with office glue or a piece. laundry soap... In this case, the selection of the background to the subject plays an important role. For example, it is better to paint over a snowman drawn with a candle with blue paint, and a boat with green. Don't worry if candles or soap starts to crumble while painting. It depends on their quality.

Painting small pebbles.

Of course, most often the child depicts large stones on a plane, on paper, less often on asphalt. Plane depiction of a house, trees, cars, animals on paper is not so enticing as creating voluminous creations of your own. In this regard, sea pebbles are ideally used. They are smooth, small and vary in shape. The very shape of the pebble will sometimes tell the child what image to create in this case (and sometimes adults will help the kids). It is better to paint one pebble under a frog, another - under a bug, and a wonderful fungus will come out of the third. A bright thick paint is applied to the pebble - and the image is ready. And it is better to finish it like this: after the pebble dries, cover it with colorless varnish. In this case, a voluminous beetle or frog made by children's hands glitters, brightly shimmers. This toy will take part in independent children's games more than once and will be of considerable benefit to its owner.

Nitkography method.

This method exists mainly for girls. But this does not mean that it is not suitable for children of the opposite sex. And it consists in the following. First, a 25x25 cm screen is made of cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a nice bag with a set of woolen or semi-woolen threads of various colors for the screen. This method is based on the following feature: threads with a certain percentage of wool are attracted to flannel or velvet paper. You just need to attach them with light movements of the index finger. Interesting stories can be prepared from such threads. Imagination, a sense of taste develops. Especially girls learn to skillfully pick colors. Some thread colors are suitable for a light flannel, and completely different ones for a dark one. This is how the gradual path to women's craft begins, needlework, which is very necessary for them.

Monotype method.

Two words about this unfortunately rarely used method. And in vain. Because it harbors a lot of things that are tempting for preschoolers. In short, this is an image on cellophane, which is then transferred to paper. On smooth cellophane, I paint with paint with a brush, or a match with a cotton ball, or with my finger. The paint should be thick and vibrant. And immediately, until the paint has dried, turn the cellophane image down onto thick white paper and, as it were, blot the drawing, and then lift it up. It turns out two pictures. Sometimes the image remains on cellophane, sometimes on paper.

Drawing on wet paper.

Until recently, it was believed that you can draw only on dry paper, because the paint is sufficiently diluted with water. But there is a number of objects, plots, images that are best drawn on wet paper. You need ambiguity, vagueness, for example, if a child wants to depict the following themes: "City in fog", "I had dreams", "It is raining", "Night city", "Flowers behind a curtain", etc. You need to teach your preschooler to make the paper a little damp. If the paper is too wet, the drawing may not work. Therefore, it is recommended to soak in clean water a lump of cotton wool, squeeze it out and hold it either over the entire sheet of paper, or (if so required) only on a separate part. And the paper is ready for the production of obscure images.

Fabric images.

In the bag we collect the remains of fabrics of all kinds of patterns and various qualities. Both chintz and brocade will come in handy, as they say. It is very important to show with concrete examples how a drawing on a fabric, as well as its dressing, can help to depict something in a plot very brightly and at the same time easily. Here are some examples. So, one of the fabrics depicts flowers. They are cut out along the contour, glued (only with paste or other good glue), and then paint on a table or a vase. A capacious colorful image is obtained. There are fabrics that can serve well as a house or body of an animal, or a beautiful umbrella, or a hat for a doll, or a handbag.

Volumetric application.

Obviously, children love to do applique work: cut and paste something, getting a lot of pleasure from the process itself. And you need to create all the conditions for them. Along with the flat application, teach them how to make volumetric: the volumetric is better perceived by the preschooler and reflects the world around them more realistically. In order to obtain such an image, it is necessary to wrinkle the applicative colored paper, then slightly straighten and cut to the desired shape. After that, just stick it on and, if necessary, finish drawing individual parts with a pencil or felt-tip pen. Make, for example, a turtle, so beloved by children. Remember the brown paper, straighten slightly, cut out an oval shape and glue, and then paint on the head and legs.

We draw using postcards.

In fact, almost every home has a ton of old postcards. Go through old postcards with the children, teach you how to cut out the necessary images and stick them to the place, in the plot. A bright factory image of objects and phenomena will give even the most simple unpretentious drawing a completely artistic design. How can a three-, four- and even five-year-old child draw a dog and a beetle? No. But to the dog and the bug, he will draw the sun, rain and he will be very happy. Or if, together with the children, you cut out a fairy-tale house with a grandmother in the window from a postcard and stick it, then the preschooler, focusing on his imagination, knowledge of fairy tales and visual skills, will undoubtedly draw something to him.

Learning to make a background.

Usually children draw on white paper. So you can see it more clearly. It's faster this way. But some plots require a background. And, I must say, all children's works look better against a background made in advance. Many children make the background with a brush, moreover, an ordinary one, a small one. Although there is a simple and reliable way: to make the background with cotton wool or a piece of foam rubber dipped in water and paint.

The concept itself explains the meaning of this method: several of the above are collected in it. In general, ideally, the following seems important to us: it is good when a preschooler is not only familiar with various image techniques, but also does not forget about them, and uses it to the right place, fulfilling a given goal. For example, one of the children 5-6 years old decided to draw summer, and for this he uses a bitmap (flowers), and the child draws the sun with his finger, he will cut fruits and vegetables from postcards, he will depict the sky and clouds with fabrics, etc. There is no limit to improvement and creativity in the visual activity. English educational researcher Anna Rogovin recommends using everything that is at hand for drawing exercises: draw with a rag, paper napkin(folded many times); paint with dirty water, old tea leaves, coffee grounds, squeeze from berries. It is also useful to paint cans and bottles, spools and boxes, etc.

3. Analysis of the use of non-traditional drawing techniques

The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its development begins more effectively from preschool age. As V. A. Sukhomlinsky said: “The origins of the abilities and talents of children are at your fingertips. From the fingers, figuratively speaking, there are the finest threads-streams, which are fed by the source of creative thought. In other words, the more skill in a child's hand, the smarter child”. According to many teachers, all children are talented. Therefore, it is necessary, in time to notice, feel these talents and try, as soon as possible, to give children the opportunity to show them in practice, in real life. Developing artistic and creative abilities with the help of adults, the child creates new works (drawing, applique). Coming up with something unique, every time he experiments with ways to create an object. In his aesthetic development, a preschooler goes from an elementary visual sensory impression to the creation of an original image (composition) with adequate pictorial and expressive means. Thus, it is necessary to create a base for his creativity. The more a child sees, hears, experiences, the more significant and productive the activity of his imagination will become.

Non-traditional drawing is the art of depicting not based on tradition.

Children from a very early age try to reflect their impressions of the world around them in their art. My job is to use unconventional painting techniques. Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children. The developmental environment plays an important role in the development of the child. Therefore, when organizing a subject-developing environment, I took into account that the content was of a developmental nature, and was aimed at developing the creativity of each child in accordance with his individual capabilities, accessible and appropriate for the age characteristics of children. How many unnecessary interesting things at home (a toothbrush, combs, foam rubber, corks, polystyrene, a spool of thread, candles, etc.). We went out for a walk, take a closer look, and how many interesting things there are: sticks, cones, leaves, pebbles, plant seeds, dandelion fluff, thistle, poplar. All these items have enriched the corner of productive activity. Unusual materials and original techniques attract children by the fact that the word "No" is not present here, you can draw whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child's mood, what makes him happy, what makes him sad.

Carrying out GCD using non-traditional techniques:

Helps relieve children's fears;

Develops self-confidence;

Develops spatial thinking;

Encourages children to creative searches and solutions;

Introduces a variety of materials;

Develops a sense of composition, rhythm, color, color perception; a sense of texture and volume;

Develops fine motor skills of the hands;

Develops creativity, imagination and flight of fantasy.

While working, children get aesthetic pleasure.

After analyzing the drawings of preschoolers, I came to the conclusion that it is necessary to facilitate drawing skills, because even not every adult will be able to depict an object. This can greatly increase the interest of preschoolers in drawing. There are many non-traditional drawing techniques, their unusualness lies in the fact that they allow children to quickly achieve the desired result. The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey a certain content to children, to form their knowledge, skills, and abilities.

Experience has shown that mastering a non-traditional image technique gives preschoolers true joy if it is built taking into account the specifics of the activity and age of children. They are happy to draw different patterns without experiencing difficulties. Children boldly take on art materials, kids are not afraid of their diversity and the prospect of independent choice. They enjoy the very process of execution. Children are ready to repeat this or that action many times. And the better the movement is, the more great pleasure they repeat it, as if demonstrating their success, and rejoice, drawing the attention of an adult to their achievements.

While working, I encountered a problem, children are afraid to draw, because, as it seems to them, they cannot, and they will not succeed. This is especially noticeable in the middle group, where the skills of visual activity in children are still poorly developed, the form-building movements are not sufficiently formed. Children lack self-confidence, imagination, independence. An incentive to encourage children to be active, to make them believe that they can very easily become little artists and do miracles on paper. And I managed to find what I needed. I used the experience of my colleagues in teaching children to draw. And later I revised it, made my own adjustments.

Conclusion

The ability to be creative is a specific feature of a person, which makes it possible not only to use reality, but also to modify it.

The problem of developing the abilities of preschoolers is today in the center of attention of many researchers and practitioners working in preschool education, there are many articles, teaching aids, collections of games and exercises, both on the development of various mental processes at this age, and on the development of different types of general and special focus.

With regard to visual activity, it is important to highlight the content of the abilities that are manifested and formed in it, their structure, and the conditions for development. Only in this case is the purposeful development of a methodology for developing teaching of visual activity important.

Visual activity is a reflection of the environment in the form of concrete, sensually perceived images. The created image (in particular, a drawing) can perform different functions (cognitive, aesthetic), since it is created with a different purpose. The purpose of the drawing necessarily affects the nature of its implementation. The combination of two functions in the artistic image - image and expression - gives the activity an artistic and creative character, determines the specifics of the orientational and executive actions of the activity. Consequently, it also determines the specifics of the abilities for this type of activity.

The conditions under which the child emotionally reacts to colors, colors, shapes, choosing them at will are very important. Thanks to the education of artistic images in the visual arts, the child has the opportunity to more fully and brighter perceive the surrounding reality, which contributes to the creation of emotionally colored images by children.

For the most effective development of artistic and creative abilities, it is necessary to use entertaining classes. The purpose of entertaining classes is to create sustainable motivation, the desire to express your attitude, mood in the image.

Thus, activities of an entertaining nature are a decisive factor in the artistic development of preschool children.

The experimental work was carried out in one stage, during which the following goals were carried out: identification and development of creative abilities in children of the second younger group, by conducting diagnostics for visual activity and identifying the level of mastering sensory standards by children 3-4 years old.

Diagnostics showed that children have a great interest and desire, but it is necessary to constantly deal with children to increase the level of visual abilities, otherwise these abilities may fade away.

The practical significance lies in the use of the developed lessons as guidelines in the work of the educator, the generalization of scientific literature contributes to the establishment of the content of artistic and creative abilities in drawing.

List of used literature

1. Granovskaya R.M. Creativity and overcoming stereotypes. SPb., 1994.

2. Grigorieva G.G. The visual activity of preschoolers, M. 1999

3. Galanov A.S., Kornilova S.N., Kulikova S.L. Classes with preschoolers in the fine arts. M., 2000

4. Donin A. Introduction to art history. - N. Novgorod: publishing house "Astrel" 1998, - 153 p.

5. Dorfman L. Emotions in art. Moscow: 1997.

6. Kazakova R.G., Saiganova T.I., Sedova E.M., Sleptsova V.Yu. Drawing with preschool children: non-traditional techniques, planning, class notes. - M .: publishing house "Sphere", 2005. - 128 p.

7. Komarova S. How to teach a child to draw. - M .: publishing house "Prior", 1998. - 344 p.

8. Kozhokhina S.K. A Journey into the Art World: A Child Development Program. M, 2002

9. Komarova T.S. Visual activity in kindergarten, M .; MOSAIC-SYNTHESIS, 2010 .-- 192 p.

10. Komarova T.S., Savenkov A.I. Collective creativity children. - M., "Psychology", 1998. - 344 p.

11. Komarova T.S. Teaching children drawing techniques. - M .: Pedagogical Society of Russia, 2005.

12. Kazakova R.G. Drawing with preschool children / Non-traditional techniques, lesson scenario, planning. M., 2005.

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The use of non-traditional drawing techniques in the development of preschoolers

Budgetary preschool Kirillovsky educational institution municipal district Vologda region "Kindergarten No. 4

"Grain" Kirillova "

« The use of non-traditional drawing techniques in the development of preschoolers»

Performed: teacher of the first

INTRODUCTION

Preschool childhood - very important period in the lives of children. It is at this age that every child is a little explorer, discovering with joy and surprise an unfamiliar and wonderful world around him. The more varied the children's activities, the more successful they are. child development, its potentialities and the 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. It creates conditions for the child to be involved in their own creativity, in the process of which something beautiful and unusual appears. This should be taught to children step by step, from simple to complex. Visual activities bring a lot of joy preschoolers... As a rule, classes in children's preschool institutions are often reduced to only a standard set of visual materials and traditional ways transmission of the information received. But given the huge leap in mental development and the potential of a new generation, this is not enough for development creativity. Something new is needed interesting: it .

Relevance of the topic

“They help children to feel free, help them to be liberated, to see and convey on paper what is much more difficult to do in the usual ways. And most importantly, unconventional painting techniques give the child the opportunity to wonder and enjoy the world. " (M. Shklyarova).

M. A. Shklyarova claims that unconventional drawing techniques develop children have logical and abstract thinking, fantasy, observation, attention and self-confidence. Each of these methods is a little game.

Unconventional painting techniques- the most important thing aesthetic education, these are ways to create a new, original work of art in which everything is in harmony: color, line, and plot. This is a great opportunity for children to think, try, search, experiment. And the most important thing is to express yourself.

The relevance lies in the fact that knowledge is not limited to the framework of the program. Children learn about diversity unconventional ways of drawing, their features, the variety of materials used in drawing, learn to create their own drawings based on the knowledge gained. In this way, a creative personality develops capable of apply their knowledge and skills in various situations.

Rationale for the problem

Working with children preschool age for several years, I drew attention to the results of monitoring on visual activity, and I realized that children lack self-confidence, imagination, independence, the child needs the result that makes him happy, amazed, and surprised.

To solve this problem, I began to study the methodological literature in depth. For myself, I clearly identified the criteria for leadership in visual activity, such how: knowledge of the features of the creative child development, their specificity, the ability to subtly, tactfully, to support the initiative and independence of the child, to promote the mastery of the necessary skills. And I chose the direction in my work - use in drawing unconventional techniques.

Practical significance

Acquainted with the methodological literature of various authors, such as the manual by A. V. Nikitina « Non-traditional drawing techniques in kindergarten» , I. A. Lykova - " Toolkit for specialists preschool educational institutions ", R. G. Kazakova "Visual activity in kindergarten" I found a lot of interesting ideas.

I planned my work for 2 years learning: senior and preparatory group and set the following goals and objectives.

Target:

Development children have creativity, fantasy, imagination means unconventional drawing.

Tasks for the senior group:

1. Study of the literature on the research problem.

2. To acquaint children with different.

3. Systematization of the studied material.

4. Teach children to choose material for unconventional drawing create your own unique image using various drawing techniques and techniques.

5. Build curriculum skills activities:

Ability to act according to verbal instructions;

Ability to independently continue to carry out the assigned task;

Control over your own actions.

6. To form a positive-emotional perception of the surrounding world.

7. To cultivate artistic taste, interest in manual labor.

Continuing their work on teaching children of the preparatory group non-traditional types of drawing, I set the following tasks.

Tasks for the preparatory group:

1. Continue to introduce various unconventional techniques

drawing.

2. Teach children to use in drawing various materials and

technicians, different ways of creating an image, combining in one drawing

different materials in order to obtain an expressive image, plot.

3. Develop a sense of form, colors, rhythm, composition, creative

manifestation and imagination, desire draw.

4. To educate attention, accuracy, the ability to work in a team,

individually.

5. To form the ability to perform a collective composition, to coordinate their actions with peers.

I. September-October. Systematization of theoretical knowledge about. Study of literature, selection technologies, selection of diagnostic material.

II. November-January. Development of abstracts and conducting classes using.

III. February-April. Conducting educational activities using unconventional painting techniques, individual work with children. Working with parents on development creative abilities of children applying unconventional painting techniques.

IV. May. Making an album with drawings unconventional painting technique... Exhibition of children's works. Diagnostics of knowledge and skills of children in the educational field "Artistic creation" at the end of the year.

I started my work with children of the older group, with well-known children. technician: drawing with fingers and palms... Then she gradually introduced new technicians: drawing with cotton swabs, jab, imprint (stamp) foam, sponge painting, balloons, drawing on wet, monotype, spray, plasticine, blotography. In the first lessons for each technique I set the task of acquainting children with the peculiarities of this technicians, only in the following lessons were any images or plots created. In the first year with older children preschool age studied not difficult drawing techniques and techniques... Classes were often built individually and worked more on the image of the drawing. In the second year, with the children of the preparatory group, they mastered more difficult methods and painting techniques, learned to independently define and create a plot.

Each lesson used a game technique, an artistic word, finger games, physical education, outdoor games, music playback.

The forms of teaching were different. Conducted both theoretical - a teacher's story, a conversation with children, children's stories, a teacher's demonstration of a method of action, - and practical: preparation and holding of exhibitions of children's works.

Work with children was structured as frontal (simultaneous work with all children, group (organization of work in groups) and individual (individual assignments, problem solving).

Drawing unconventional way - a fun, mesmerizing activity that surprises and delights children. She attracts with what you can draw what you want and how you want, allows children to quickly achieve the desired result. Here development creativity has no boundaries. Children with curiosity, joy and pleasure smear paint marks on palms and on a sheet of paper... At hand drawing children first leave a handprint on a piece of paper and then finish painting the image of an animal. So, from palms you can get a bird, a cat, a cockerel, a baby elephant. One of the exciting and interesting technician is blotography. This will require paper and liquid gouache. A blot must be dropped in the center of the sheet, the paper must be tilted in one direction, then in the other, or blown onto the blot. The child's fantasy will tell you who it looks like.

Much attention was paid to creating developing environment... In the group I designed a creative corner, where paints, brushes, tubes, felt-tip pens, crayons, various paper and stencils for drawing, coloring books, stamps, foam rubber and albums with samples of painting genres.

My work took place in close cooperation with my parents. In order for children to engage in creative practice, some guidance from adults is necessary, therefore I consider it important joint work with parents. I consider it my task to facilitate the acquaintance of parents with unconventional painting techniques, stimulate co-creation with children. It is important to disclose to parents the creative abilities of their children in time and give appropriate recommendations that will help them develop... I was trying to solve the problems across:

Individual advice on issues development children have graph-motor skills;

Design of folders-slides on themes "Role drawing in child development» , “Why do children draw? Tips for parents ".

Registration of consultations "Techniques and methods unconventional drawing» , "Role non-traditional drawing in development fine motor skills and speech. "

At the beginning of the school year in senior group monitored with aim: to identify the level of knowledge and skills of children on this topic. The following results were obtained (see diagram)

The results showed that the knowledge and skills of children are at different levels. development... The diagnostics carried out and its results indicate the need for systematic, purposeful work on development visual skills in children through unconventional painting techniques... With the help of various pedagogical methods and techniques, it is necessary to increase the level development visual skills of children.

At the end of the academic year, the following results were obtained (see diagram)

As a result of purposeful and systematic work on visual activity, noticeable positive results: children acquired knowledge about the properties and characteristics of traditional and non-traditional visual materials, began to use various techniques and techniques... Expanding the range of fine techniques and techniques, children's works became more expressive and rich in subject matter, the image quality improved, a more creative approach to visual activity became noticeable.

Working in this direction, I made sure that Painting unusual materials, original technicians allows children to experience unforgettable positive emotions and all this contributed to the fact that children:

Increased interest in drawing,

They began to look creatively at the world around them, find its different shades,

Gained experience of aesthetic perception,

We learned how to create new original images, plots, to conceive and implement our plan, to find means for its implementation.

Rubleva Yulia Vladimirovna
Position: educator
Educational institution: MDOU "Kindergarten" Forest Fairy Tale "
Locality: Longyugan settlement
Material name: Consultation paradox
Topic:"Methods of teaching children non-traditional drawing techniques"
Date of publication: 29.11.2016
Chapter: preschool education

Municipal preschool educational institution "Kindergarten" Forest Fairy Tale "
Consultation paradox

"Methods of teaching children non-traditional drawing techniques"
Prepared by: Yu.V. Rubleva, educator 2016
See eternity in one moment Huge world- in a grain of sand, In a single handful - infinity And the sky - in the cup of a flower. William Blake Many years of experience in pedagogical work shows that the lack of the necessary visual skills in children often leads to the routine and inexpressiveness of children's work, since not knowing certain methods of depiction, children exclude from their drawing those images that are difficult to draw. In order for a child to draw with pleasure and improve in his work, an adult must help him in a timely manner. The peculiarity of teaching fine arts is that two main approaches have long competed, which can be defined as academic learning and free education. In the first case, children are taught to depict objects in accordance with the requirements of realistic visual arts. With such a system of education, children can acquire some skills that are useful in many specialties and everyday situations, but they do not acquire experience in solving artistic problems, do not become involved in art. This is learning without creativity. In the second case, a favorable environment and conditions for creativity are created for children without the provision of targeted pedagogical influence. They gain the experience of free expression, communication with art materials, etc. But this is creativity without learning. It rises on the wave of "age talent", as if in addition to the child himself, and together with it comes to naught. The little artist does not "take over" his own creative potential. A third way is needed - the way of purposeful guidance of the creative development of children. The first thing to think about is that the child is the subject of creativity. It should be borne in mind that no one, except the child himself, will give the "correct" solution to the creative task facing him (for example, if a child is looking for a combination of colors that expresses a certain feeling, he solves a truly artistic task).
It is very difficult for children to depict objects, images, plots using traditional methods of drawing: with a brush, pencils, felt-tip pens. Using only these objects does not allow children to more widely reveal their creative abilities. They do not contribute to the development of imagination, fantasy. But you can draw anything and how you want! 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, which child will not be interested in drawing with his fingers, drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in their work. Visual activity using non-traditional materials and techniques contributes to the development of the child: fine motor skills of hands and tactile perception; spatial orientation on a sheet of paper, eye and visual perception; attention and perseverance; visual skills and abilities, observation, aesthetic perception, emotional responsiveness; In addition, in the process of this activity, the preschooler develops the skills of control and self-control. The creative process is a real miracle. Observe how children discover their unique abilities and the joy of creation. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, not an obstacle, both in creativity and in all aspects of their life. It is better to instill in children: "There is no right path in creativity, there is no wrong path, there is only your own path." Such incentives can be:
 play, which is the main activity of children;  a surprise moment - a favorite hero of a fairy tale or cartoon comes to visit and invites the child to go on a trip;  asking for help, because children will never refuse to help a weak person, it is important for them to feel significant;  musical accompaniment. Etc. In addition, it is desirable to vividly, emotionally explain the methods of action to the children and show the techniques of the image. It is recommended to use with children of younger preschool age: drawing with fingers; imprint with potato seals; drawing with palms. Children of middle preschool age can be introduced to more complex techniques: jabbing with a hard, semi-dry brush. foam rubber printing; cork printing; wax crayons + watercolor candle + watercolor; leaf prints; hand drawings; drawing with cotton swabs; magic ropes. And in older preschool age children can master even more difficult methods and techniques: drawing with sand; drawing with soap bubbles; drawing with crumpled paper; blotography with a straw; landscape monotype; stencil printing; subject monotype; blotography is common; plasticineography.
Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression. The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey a certain content to children, to form their knowledge, skills, and abilities. I adhere to the modern classification of methods, the authors of which are I.Ya. Lerner, M.N. Skatkin. It includes the following teaching methods: information-receptive; reproductive; research; heuristic; method of problem presentation of material. The information-receptive method includes the following techniques:  examination;  observation; Excursion; • sample of the educator;  showing the educator. The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is an exercise method that makes the skill automatic. It includes:  receiving a repeat;  work on drafts;  execution of shaping hand movements. The heuristic method is aimed at demonstrating independence in any moment of work in the classroom, i.e. the teacher invites the child to do part of the work on his own. The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher proposes to independently do not any part, but all the work.
The method of problem presentation, according to didactics, cannot be used in teaching preschoolers and junior schoolchildren: It is applicable only to older students.
Abstract of GCD for drawing. Teamwork (using

unconventional techniques).
Topic: "Let's hurry to help the spring" Purpose: development of creative imagination Objectives: Artistic and aesthetic development: to improve the skills and abilities of children in the technique of imprint seals (potatoes, corks). Develop imagination, a sense of composition, rhythm; Musical development: develop an ear for music. Social and communicative development: to nurture an esthetic attitude to nature through the image of flowers. Materials: potatoes, corks, plates with gouache of different colors, threads, a drawing paper along the contour of which the contours of flowers are drawn according to the number of children, a paper "road", glue, glue brushes, d / and "Magic sticks" (a box in which there are colored droplets , the box is closed, ropes, 1 m long, hang from under the lid, each one is attached to a droplet with one end, and the other to a stick), a toy - the sun, aprons, a tape recorder, audio recordings. GCD move. Children enter the art studio, stand around the teacher. Today we will set off on an extraordinary journey, to a country where miracles happen. This country is called spring. I suggest you guys go by train. Please sit in the trailers. In the meantime, we are going, I will tell you about this country. In this country, the sun laughs affectionately, a stream runs loudly, the snowdrifts melt, the snow becomes heavy and dark. The sun warms everything around with its warmth: green leaves appear from small buds, birds chirp and sing, green grass rustles underfoot. And in this country there is also a wonderful flower meadow, strewn with different flowers: yellow dandelions, blue snowdrops, white daisies, red roses.
There is no snow, there is no cold, There everything woke up from sleep. We came from the city To a wonderful country - Spring! Guys, come out. Something is not at all fun here. Everything is white. Guys, look, the sun meets us! But for some reason it is not affectionate, it does not smile at all. Audio recording sounds: Hello guys! The beauty of Spring in her magic land trouble happened. An evil Blizzard flew into the magic glade, covered it with snow, froze all the flowers. The snowdrifts are so deep that my rays cannot break through. Help me guys melt the snow. But to get to the clearing you need to line the road with colored stones. Д / и "Magic sticks" Let each of you take one stick, start winding the string to the music until you reach the box with paints. When it opens, you will find out who will paint with what paint. Children are doing. Now that everyone has paint, we can start laying out the road with colored stones. How can we draw stones if we don't have a brush? Children make guesses. The teacher summarizes the children's answers. - Any image can be printed, for example potatoes or cork. Take each plate of gouache and signet whichever you like. Children come to the paper "road", are located at the edges, the teacher reminds children of the technique of printing. Children type to music. - Here is our flower meadow! What the blizzard did, she did not regret a single flower. We will restore the meadow and plant new beautiful flowers.
The teacher turns on the music "Scarlet Snowdrop" and depicts a blossoming flower in a pantomime. The sun gives us its rays - ropes so that we can draw flowers with their help. The teacher shows the sequence of performing the technique with a rope. Children perform with musical accompaniment. At this time, the teacher changes the facial expressions of the sun from sad to cheerful. See how we restored the clearing! One, two, three, flowers have grown! They stretched high to the sun: It became pleasant and warm for them! Let them bloom, grow, bring joy to everyone! Guys, look, the sun began to smile! It gives us warmth again. It's time to say goodbye to the magic meadow. We need to get home. Get in your wagons. The teacher turns on the music. Did you guys enjoy the trip? What do you remember the most? What is your mood? (Children's answers) Here we are back in Kindergarten... Let's pass on our good mood, our warmth to each other. Do you agree? The teacher includes an audio recording "Spring Meeting", a game "Mood Transfer" is held - Warm your palms with your warmth. (children imitate soundless claps to music) Warm your palms! Now pass on warmth to each other and to all our guests! Come on, don't hesitate! Pass on your warmth and tenderness to your guests! (imitate playing "palms"). See how well everyone felt!