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Club program for non-traditional drawing techniques in the middle group. Summary of GCD in the middle group. Non-traditional drawing technique Sponge painting non-traditional method middle group

Club program for non-traditional drawing techniques in the middle group. Summary of GCD in the middle group. Non-traditional drawing technique Sponge painting non-traditional method middle group

20.06.2020

One of the main activities of children attending a preschool educational institution (kindergarten) in all age groups is drawing. And in order to arouse interest in this type of activity and contribute to the development of the child’s creative potential, it is recommended to use unconventional drawing methods.

Thanks to the imagination of educators, more and more new types of non-traditional drawing techniques are emerging that can be used for children in preschool educational institutions.

Unconventional drawing in the younger group

Since the children are younger preschool age, are just beginning to get acquainted with unconventional drawing, then in classes it is better to start introducing them to the simplest techniques: hand drawing and stamping.

For such activities you will need: white paper, brushes, paints (gouache or finger paint), a cloth or napkin for wiping your hands. The essence of this kind of drawing is that using your hand and its parts instead of a brush, leaving imprints with them, you can get interesting drawings: a fence, a sun, a hedgehog, or you can simply print with your finger.

Working with a stamp

Children love to stamp something, so they happily print the outline of the desired figure. If desired, you can then add the necessary details inside these figures.

Unconventional drawing in the middle group

During this period, children continue to draw with their hands and become familiar with drawing and typing. various subjects(leaves, cotton swabs, threads, etc.), using the poking technique with a hard brush.

Printing

You can use: foam rubber, crumpled paper, foam, leaves, cotton swabs and much more.

You will need: an object that leaves the desired imprint, a bowl, gouache, a thin foam rubber stamp pad, white paper.

Drawing technique: children's drawings are obtained by pressing an object onto a pad soaked in paint and then making an imprint on white paper. To change the color, wipe the stamp and change the paint bowl.

Nitcography

You will need: thread, brush, bowl, gouache paints, white paper.

The drawing technique is very simple: the child folds a sheet of paper in half, then applies the selected color to a thread, places it on one side of the paper, and covers the other side on top, then irons it well and quickly pulls out the thread. When the sheet opens, it turns out some kind of image that can be completed to the intended image.

Poking technique with a hard brush

You will need: a hard brush, gouache paint, a white sheet with an outline drawn in pencil.

Drawing technique: children make pokes from left to right along the contour line of the drawing with a brush and paint, leaving no white space between them. Children paint inside the resulting outline with the same pokes made in in no particular order. If necessary, the design can be completed with a thin brush.

Non-traditional drawing in the senior group

In the older group, children become acquainted with more complex techniques: sand painting, soap bubbles, blotography, stencil printing, monotype, plasticineography, mixing watercolors with wax crayons or a candle, spraying.

Drawing with watercolors on a candle or wax crayons

You will need: wax crayons or a candle, thick white paper, watercolors, brushes.

Drawing technique: children first draw with wax crayons or a candle on a white sheet, and then paint it all over with watercolors. A drawing drawn with crayons or a candle will remain white.

Monotype

You will need: white paper, brushes, paints (gouache or watercolor).

Drawing technique: children fold a white sheet in half, draw half of a given object on one side, and then fold the sheet again and iron it well so that the paint that has not yet dried is imprinted on the second half of the sheet.

Blotography

You will need: liquid paint (watercolor or gouache), brush, white paper.

Drawing technique: a child, having collected paint on a brush, drops it from a certain height onto the middle of the sheet, then tilts the paper in different directions or blows on the resulting drop. Fantasy will then tell you who the resulting blot resembles.

The relevance of using non-traditional drawing in kindergarten lies in the fact that such drawing evokes only positive emotions in children, since children are not afraid to make mistakes, become more confident in their abilities and they have a desire to draw.

To develop a full-fledged personality, a person from childhood must be in a calm atmosphere conducive to creativity. Unconventional drawing techniques allow you to unlock your potential and get closer to the creative process. Such techniques are widely used in kindergartens and preschool institutions.

Any type of fine art provides unlimited opportunities for self-expression, a more subtle understanding of the world around us, recording and transmitting fleeting impressions and moods, and also contributes to the acquisition of inner harmony and personal development.

In addition to the usual drawing techniques, non-traditional areas of visual creativity are also widely used in preschool educational institutions. They provide a lot of additional opportunities for understanding the world around us and realizing original ideas.

Unlike traditional methods, unusual techniques allow the child to maximize his creative potential without burdening him with boundaries

Most unconventional drawing techniques are aimed at freedom, without imposing the fear of making a mistake, which further interferes with creativity and personal development, turning talented people into mediocrity. Original ways allow you to use various materials and help you learn to think outside the box.

What are the benefits of drawing in unconventional ways?

Unconventional technique drawing in kindergarten or preschool group develops the mind and Creative skills. From an early age, children need to instill a love of art and encourage creative expression. The child learns to put together a single composition, creating it from small details, to harmoniously arrange various elements, to realize his plans or to improvise.

Unusual drawing techniques have many advantages:

Drawing with palms

A non-traditional depiction technique, the most common in kindergarten, is drawing with palms and fingers. Every child can master this technique. The technique is extremely simple - just put your hand in a container of paint or paint your palm with a brush, and then put a print on a sheet of paper.

When organizing this process, the teacher must act according to the principle “from simple to complex.” In the nursery or junior preschool group (ages 1 to 3 years), children do not yet create compositional works. At this stage, they become familiar with the color and texture of the paint.

For a child from 1 to 3 years old, drawing with palms - best option, because he cannot yet hold a brush or pencil correctly. For children of the middle group (age 3 to 4 years), creating paintings using this technique is already suitable.

To begin with, you should choose the simplest and most familiar samples for children:

flowers;
Sun;
trees;
fish.

The applied print must be supplemented with details that complete the image. In the older group, children are already learning to create more detailed pictures. Images are often of a narrative nature.

The technique of drawing with palms has a beneficial effect on the child’s psyche, allowing him to calm down and get used to an unfamiliar environment at the stage of adaptation to a new environment. This exciting game also helps children learn to get along with their peers.

In preschool age groups you can offer teamwork– each child leaves an imprint, and some kind of image is created. To develop creative potential, it is recommended to give children the opportunity to identify the created image and supplement it with the missing details.

Drawing with palms and fingers does not require special materials or tools. You will need a sheet of paper and paint. For this type of creativity, it is recommended to use gouache paint, slightly diluted with water.

It is best to pour the colored liquid into a saucer. There is also an excellent alternative - the so-called Finger paint. They are absolutely safe for children, easy to wash off and do not contain toxic substances. For older people, watercolor is suitable.

Drawing Ideas

Tree

brown paint is applied to the palm and an imprint is made on a sheet of paper; this is an image of a massive trunk of a centuries-old oak tree;
leaves are drawn on the tree using small strokes using fingers;
To complete the picture, you can depict the sky with light blue streaks.

Flowers

There are endless possibilities for imagination here.

You can use your palms to depict various flowers:

With a slight offset, several prints are applied in a circle (with the palm depicting the core of the flower, and the fingers drawing the petals), which allows you to get an image of fabulous flowers reminiscent of asters or chrysanthemums.
If you hold your fingers together, these prints will look like tulips.

Dinosaur or dragon

Spread your fingers apart and make an imprint on the paper. Wherein thumb depicts the head of a dragon, the palm - the body, and the remaining fingers - needles on the back. Then the children are asked to complete the missing elements - the eyes, legs and tail of the dragon.

Stamps, impressions

The essence of the technique is that a dye is applied to the surface of an object, which is then applied to a sheet of paper, leaving an imprint. For this you will need all kinds of materials, and the more varied, the better.

Perfect for this purpose:

leaves;
traffic jams;
embossed napkins with patterns;
crumpled paper;
feathers.

As for paints, it is recommended to use gouache or watercolor. This method allows you to apply several identical images, creating ornaments or plot images, supplemented with details. This technique drawing is suitable for both the youngest artists and children in the preparatory group.

Drawing with foam rubber

Non-traditional drawing techniques in kindergarten often involve the use simple materials in an unusual way. One of these techniques is painting with foam rubber. This technique makes it possible to obtain original images that cannot be created with a brush.

For work you will need watercolor paints, pieces of foam rubber of different sizes and sheets of paper. The essence of the method is very simple - a sponge is dipped in watercolor slightly diluted with water and applied to a sheet of paper. You can also make strokes and streaks. Different pressure helps to vary the texture.

The benefits of foam painting technique:

Imagination develops. The child learns to recognize familiar objects in intricate prints. After applying the basic elements, the drawing is supplemented with details that complete the picture.
Children learn to apply large elements, arranging the parts in accordance with the size of the sheet. This gives initial ideas about composition.
Improvisational skills develop.
Children learn to recognize images of different textures.

Drawing with dots

This technique allows children to learn to harmoniously perceive scattered small details and assemble them into the big picture. This direction of fine art is also known as the technique of “pointillism” or “divisionism”. Drawing with dots was first proposed by the French post-impressionist artist Georges-Pierre Seurat.

Dot painting involves the use of pure colors, without mixing shades.

For example, instead of green, blue and yellow are applied, and instead of orange, red and yellow are applied. The perception of color occurs through an optical effect. If you look at such a work from a close distance, the viewer will see only individual dots. And from afar they form shapes and colors.

To create paintings using this technique you will need watercolor paints and paper. As for drawing tools, the choice is limitless - from a pencil with an eraser at the end (with which the dots will be applied) to cotton swabs.

The dots should not be too small, otherwise it will take too long to create the drawing. This area of fine art is great for children 3-6 years old.

Monotype technique

The essence of this technique is as follows: a drawing is applied on a flat, smooth surface, which is then printed on a sheet of paper.

Another common method is to apply a design to one of the inner sides of a sheet folded in half, after which the sheet is folded, and the original image is partially or completely displayed on the second half of the paper. The results are symmetrical patterns and ornaments.

This unique technique allows you to create interesting, diverse and original paintings. The resulting print can be left in its original form. But more often it is supplemented with elements that allow you to complete the picture and make it more detailed.

The non-traditional drawing technique in kindergarten, described above, is used quite widely. It is suitable for both children, who are offered the simplest drawings (flags, Balloons, cubes), and for middle and older groups, where children can already create more complex images (butterflies, flowers, animals).

Drawing using the spray technique

One of the simplest, but no less interesting techniques is painting using the spray technique. The essence of this direction is reflected in the name itself - drops of paint are splashed on the surface of the paper.

Stencils are often used to create paintings. Dried leaves, flowers, and figures cut out of paper are suitable for this purpose. You can also perform multi-layer “spraying” using several stencils. Drawing using this technique is recommended for children aged 3-4 years.

For work you will need

Sequencing

paints (watercolor or gouache);
old toothbrushes;
plastic rulers;
stacks (a spatula-shaped tool used by sculptors);
stencils;
oilcloth for the table (or newspaper), apron and sleeves.

Dip the brush into a glass of water, shaking off excess water.
Dial a small amount of paints.
Holding the brush in your left hand (for left-handers, on the contrary, in your right), take a stack or a small plastic ruler in your other hand.
Bring the tools to a sheet of paper. Move the brush along the brush, pointing the tool towards reverse side away from the sheet so that the splashes fall on the paper. Movements must be precise and fast.
In this way, the entire surface of the sheet or the desired fragment is tinted.

Blotography

Non-traditional drawing techniques in kindergarten contribute to the development of children's creative abilities. One of the interesting painting techniques is based on painting with spots and blots.

This type of creativity is interesting because it is impossible to predict in advance what will happen as a result. The essence of the method is as follows: a blot is placed on a sheet of paper, and then it is blown in different directions through a straw.

The next step will be to finish painting the resulting spots. The idea gives meaning to the blots. The same spot can be interpreted in different ways, complementing it with all sorts of details. In this case, the teacher or parents help the children by asking leading questions to help determine which image is hidden in the blot. Drawing additional elements is important part work.

To conduct classes you will need liquid watercolor paints, brushes, thick paper and straws (tubes). If you only have regular watercolors, you need to dilute it in advance and pour it into convenient containers.

The technique includes two main techniques:

Drops. A brush, generously dipped in liquid paint, is shaken over a sheet of paper, leaving blots and drops of various sizes. This method is somewhat similar to the “spray” technique, but here thick soft brushes are used instead of toothbrushes.
Spreading. Using a brush, a large spot of paint is applied to the paper, which is then blown out using a straw. You can also tilt the sheet in different directions, allowing drops of paint to spread over the surface.

This technique well suited for children of the middle and senior group of preschool educational institutions (age from 3 to 6 years).

Bubble

Tinted soap bubbles allow you to create ephemeral, elusive pictures.

To work you will need:

water;
shampoo or foaming liquid soap;
food colorings;
thick cardboard;
cocktail straws;
spoons.

Progress:

Dilute detergent with water in a ratio of approximately 1:5. Add coloring matter. It is advisable to make several containers with different shades.
Place the tubes in a glass with the solution, shake and blow so that foam appears above the surface of the container.
Apply sheets of paper to glasses with multi-colored foam, leaving prints.
You can also apply foam to the paper with a spoon.
Another way is to blow a soap bubble and carefully, holding it on the tube, place it on paper.

Finished works can be supplemented with details or left in their original form. This technique is suitable for children of middle and older preschool age.

Salt

Many unusual drawing techniques are based on the use of quite familiar materials.

To paint with salt you will need:

album sheet;
several brushes of different sizes;
coarse salt;
watercolor;
pencil and eraser;
paper napkins;
glass of water.

Progress:

A drawing is drawn on a sheet of paper.
Using a large brush, moisten a sheet of paper generously with water.
Carefully apply the primary colors. You need to be careful when touching the brush to the paper, as the paint spreads.
Sprinkle salt on the colored pieces.

The resulting pattern acquires a unique texture and relief.

Sand, beads and grains

Non-traditional drawing techniques in kindergarten may involve the use of any materials. Using various grains, sand and beads, you can create original paintings.

Moreover, there are two directions:

sand animation;
fixing bulk materials on the surface of the sheet with glue.

Animation

Sand or semolina is usually used for this technique. The material is poured onto a surface of contrasting color. You need to draw directly with your hands on the surface.

This technique is very useful for children. Working with bulk materials helps you get rid of negative emotions, calm down, overcome internal personal barriers and learn to improvise. Children develop coordination, fine motor skills, imagination, fantasy and memory. The technique is suitable for children of any age.

Sand animation lesson for children:

Paintings with glue and bulk materials

This technique is as follows: the outline of the design is drawn on paper and coated with glue. Then sand or grain is poured onto the surface. The finished picture gains volume. Combining different grains allows for different textures.

Aquatypia

Using this technique, children create fancy patterns consisting of spots and stains.

For work you will need the following tools and materials:

Process:

Pre-moistened and softened watercolor paints are applied to a smooth surface (glass or plastic). There is unlimited space for creativity here. You can apply spots and stains of any size, shape and shade.
Then a sheet of paper is pressed onto the painted surface, gently smoothing it out.
You can outline the resulting images with contrast dark color, emphasizing existing details and adding new elements.

This technique is most often used in the middle and senior groups of kindergarten.

Scratch

This technique, also known as waxography, involves scratching the surface of a primed sheet with a sharp object. Before work, thick paper or cardboard is rubbed with a wax candle. The method is very simple.

a pointed object (feather, toothpick, plastic fork);
dark gouache paints;
cardboard;
a little soap or PVA.

Work process:

Rub a thick sheet of cardboard well with a wax candle.
Apply a thick layer of gouache with a large brush dark color. Try not to leave spaces. To ensure that the paint does not remain on your hands while working, it is recommended to add a little liquid soap or PVA glue.
Use a pointed object to make a drawing.

Frottage

The frottage technique is as follows:

a flat object with a relief surface is placed under a sheet of paper;
then you should carefully rub the surface of the sheet with wax crayons, pastels or pencils, after which the design appears on the surface.

Templates for work are made in advance from thick cardboard. If you place stencils on the surface of a mosquito net, you get wonderful pictures. In the process of rubbing paper with crayons, children have to make an effort to hold the chalk in their hand and shade the entire surface. This allows you to develop fine motor skills.

Drawing with plasticine on glass

Drawing with plasticine or plasticineography allows children to create three-dimensional and relief paintings. The technique is very simple.

To work you will need:

plasticine;
gouache;
thin brushes;
modeling board;
glass;
picture for the template.

You should master this technique from simple to complex.

Progress:

Before starting work, the glass must be wiped with alcohol.
Place any picture you like under the glass. Use a thin gouache brush to outline the contours. Let it dry.
Then roll out thin sheets of plasticine and fill in the design, enriching it with color.

This technique is great for children aged 4-6 years.

Drawing with forks

The technique of creating paintings using this method is very simple. To work, you will need plastic forks and gouache paints, diluted to the consistency of sour cream.

Progress:

Paint is applied in a thick layer to the surface of thick paper or cardboard.
Then apply the necessary strokes with a fork.
Complete the missing elements with a pencil or brush.

This method is well suited for depicting tree foliage, thick grass, animal hair, and rain. The result is relief paintings that are vibrant and unusual.

Foot prints

This technique is very similar in essence to palm painting.
The paintings are created according to the same principle using similar materials.

Hatching method

Various types of shading allow the child to get closer to real fine art and further develop drawing skills. At the initial stages of work, children are invited to try different types of shading: straight, oblique and circular. These techniques are then used to create simple designs.

Non-traditional drawing techniques open up a huge space for creative realization of young artists. By mastering different areas of fine art in kindergarten, the child comprehends the world around him, looks for what he likes, and also learns to express his own emotions and thoughts.

Article format: Svetlana Ovsyanikova

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Non-traditional drawing techniques with middle preschool children

Content

Introduction
Conclusion
Applications

Introduction

Life in the era of scientific and technological progress is becoming more diverse and complex. It requires from a person not stereotyped, habitual actions, but mobility, flexibility of thinking, speed of orientation and adaptation to new conditions, a creative approach to solving large and small problems. The transformation of a child into a creative personality depends on the technology of the pedagogical process.

The information-reproductive process of learning is objectively replaced by a creative one. Only in creative activity there is a development of creative abilities - mastery of methods of cognition of transforming the characteristics of objects. Hence the need arises to intensify the creative, cognitive and practical activities of children. We want to see our students as inquisitive, sociable, independent creative individuals who can navigate their surroundings and solve emerging problems. And this largely depends on us. The child is a researcher, showing a keen interest in various types of research activities, in particular experimentation.

Modern pedagogical and psychological research proves the need for visual arts classes for the mental, aesthetic development preschool children. In the works of A.V. Zaporozhets, V.V. Davydova, N.N. Poddyakov established that preschoolers are able, in the process of objective sensitive activities, including drawing, to highlight the essential properties of objects and phenomena, to establish connections between individual phenomena and to reflect them in figurative form. This process is especially noticeable in various types of practical activities: generalized methods of analysis, synthesis, comparison and comparison are formed, the ability to independently find ways to solve creative problems, the ability to plan one’s activities are developed, and creative potential is revealed. This implies the need to practice not only fine arts, but also special types of fine arts, including drawing using non-traditional methods.

The relevance of the study is that it is visual productive activity using non-traditional visual technologies in accordance with the Federal State Educational Standard for Education that is most favorable for the creative development of children’s abilities, since it especially reveals different aspects of the child’s development.

The practical aspect of developing creative abilities with the help of non-traditional drawing techniques in preschool children remains insufficiently disclosed, since points of view regarding the psychological and artistic conditions for the formation of abilities change, children's generations change and, accordingly, the technology of teachers' work must change.

The object of the study is non-traditional drawing techniques in children in middle group.

The subject of the study is the use of non-traditional drawing techniques in the middle group of kindergarten, taking into account the requirements of the Federal State Educational Standard for Education.

The purpose of the study is to study the system of work on teaching preschoolers to draw using non-traditional methods.

To achieve the research goal, the following tasks were expected to be solved:

studying scientific literature on the problem of children's visual creativity;

studying the role of visual creativity in the development of a child as a person;

disclosure of the concept of special creative abilities, the specifics of their manifestation in fine art;

unconventional technique drawing preschooler

the use of non-traditional drawing techniques in preschool educational institutions to develop the creative abilities of preschoolers.

The research hypothesis is that the development of the visual abilities of younger preschoolers will be carried out most effectively if: an aesthetic developmental environment is created in the group; the technology for using various types of children's activities using non-traditional techniques has been thought out.

The theoretical and methodological basis of the study is the research of T.S. Komarova "Art activities in kindergarten"; A.V. Nikitina "Unconventional drawing techniques." When carrying out the work, the following research methods were used: theoretical analysis of pedagogical literature, study and analysis of pedagogical documentation and work experience of MBDOU d/s No. ___________, in the middle group.

1. Theoretical basis application of non-traditional drawing techniques in the development of preschool children

1.1 Possibilities of using non-traditional drawing techniques in working with preschoolers

In children of the fourth year of life, perception, thinking, and memory improve and develop; ideas about the shape of objects, size, and primary colors are gradually formed. This allows us to put forward new tasks for teaching children artistic and creative activities.

However, the teacher must keep in mind that not all children attend junior group, so even basic skills visual arts in most children they may not be formed. At the same time, by the age of three, children acquire some experience in understanding objects and phenomena; they are more developed physically and mentally. This makes it possible not to completely repeat the path taken by children of the third year of life. Therefore, it is necessary to develop in children mental processes that are important for mastering drawing, modeling, appliqué, to form figurative ideas, imagination, an emotionally positive attitude towards reality, towards works of art, both classical and folk.

It is necessary to teach children the actions of perceiving objects - examining (circling with one hand or the other) objects along the contour when examining them. Children of this age learn to convey round, rectangular, triangular objects in drawing and modeling; objects consisting of straight lines and their intersections; master the image of objects consisting of one or several parts of different sizes. In this group the application is introduced. Children learn to create images by gluing ready-made figures cut out by the teacher. In order to develop freedom of creative decision in children, it is necessary to teach them formative movements - first simple, and then more complex. This will allow them to depict a variety of objects and phenomena of the surrounding world.

How better baby masters the form-building movements in the middle group, the easier and freer it will be to create images of any objects. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception.

The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are represented by the contour line, and in sculpting - by mass and volume.

Hand movements when drawing differ in nature (pressure force, scope, duration).

Children's drawing is a well-known phenomenon, but it raises a lot of questions among parents and teachers. Why do children prefer drawing to many other activities? What significance does it have in the development of children? How to organize children's drawing and how to guide it? How to develop children's artistic abilities? How to understand and evaluate children's drawings? The answers to these questions are difficult for many. Not trusting themselves, some mothers, grandmothers, teachers collect children's drawings and turn to people who are authoritative, knowledgeable and understanding - psychologists, teachers, artists.

However, they are often discouraged by their completely contradictory assessments: Normal drawings normal child, but there are problems... - the psychologist will say. “It’s nothing special, the usual stereotypical children’s drawing, but the ability is there, and if you have the desire, then you need to learn...” teachers at a children’s art school will advise. - Brilliant! How much imagination, what boldness of image, what vividness of color! Do not touch him, give complete freedom to creativity and under no circumstances teach him anything! - the enthusiastic artist will exclaim. What is attractive about drawing for children? What makes it so desirable to them?

firstly, drawing is accessible: you move a stick along the sand - you already have a drawing; take paper, a pencil or a felt-tip pen and draw anywhere - at home, at a party, at your mother’s place of work, with your grandmother, for example, in a savings bank;

secondly, it is sensual: the images and plots excite, the movements of lines and the variability of color excite, everything that happens in the drawing excites and is experienced, the drawings themselves excite;

thirdly, it is educational: it helps to discern, learn, clarify, master, understand a lot, and even test and show your knowledge;

fourthly, it is expressive: by drawing, you can express a lot, sometimes more and with less difficulty than in words, especially to young children; you can depict and express your delights, desires, dreams, fantasies, premonitions, fears, knowledge, judgments, discoveries and much more;

fifthly, drawing is productive: you draw, and something will definitely come out.

A drawing is a thing made. You can draw a lot of drawings, you can either hang them on the wall, or give them as a gift, or put them aside, and then take them out again and look at them. Drawing is fun, enjoyable and interesting. The true value of children's drawing lies not in the quality of the drawings (exhibition, competition, for evaluation) children create, but in how through creativity they overcome their personal problems, realize their life experience, free themselves from the unpleasant and affirm the positive in their own life.

The process (drawing as active life) is no less important for the child than the result (drawing). And the drawing, separated from the author, takes on a new meaning - not only as a product of children's creativity, but also as an object of a different, new activity (an object of display, study, collecting).

So, children's drawing is a phenomenon of creative activity of children aged 1-2 to 10-11 years, which has a motor-visual basis and implements many mental functions that are important for the holistic personal development of the child. It is therefore necessary when examining and evaluating children's drawings:

discuss with the child the drawing, and not him, his personality (for example: capable, incapable, slob, neat, stupid, weak, average, brilliant child, etc.);

it is necessary to evaluate the child’s achievements in relation to his personal capabilities and in comparison with his own drawings, taking into account individual characteristics and the dynamics of his development (whether the child is moving in his creativity or has stopped, repeating what he has mastered, reproducing himself), and not in comparison with other children; it is necessary to accurately determine the goal, the essence of the task, the conditions for creating the drawing and, in accordance with these circumstances, evaluate the work (the theme for the exhibition was set, prompted from the outside or caused by one’s own motives, whether it found an echo in the child’s soul or was performed under duress; did the child use auxiliary visual material or work from memory, from imagination; was there a sufficient choice of visual means, etc.);

highlight and evaluate: its general mood, plot, semantic and emotional interpretation, compositional solution (choice of the size of the picture, arrangement of the image in the format, expression of the degree of subordination of individual figures - direction, scale relationships, configuration of forms, rhythmic and coloristic solution), freedom of use of visual arts tongue;

support and legitimately encourage the independence of drawing, the activity of the author’s position in relation to what is depicted, the sincerity of emotional experiences in creativity, sensitivity to the nature of visual materials and the capabilities of tools, ingenuity in searching for depiction techniques and ways of expressing images and moods, work to improve one’s visual language;

it is important to determine and take into account the extent of other people’s influence on the drawing, which reduces the level of creative search; it must be remembered that such types of drawing as copying from a sample, tracing from the original, painting over ready-made contour pictures do not contribute to the creativity and artistic development of the child, but lead to a mechanical reproduction of other people’s decisions, serve to spread faceless patterns and stereotypes in children’s drawing; the assessment itself should reveal kind attention, a desire to see deeply and fully the entire content of the drawing; it must be thoroughly reasoned and have a positive character, so that even when identifying shortcomings, it opens the child up to the opportunity to overcome them, while excluding direct prompting in doing so; the assessment can also express parting words for further creativity and the formulation of new tasks - then it will be interesting, useful, desirable and accepted with confidence.

In pedagogical practice, we must not forget that children create according to their own needs, and not “for show,” and it is incorrect to focus them only on the result, replacing search with a model, creativity with fulfillment, desire with coercion. In evaluating work, sincere, original creativity child, not obedient reproduction. Loving drawing and trusting adults, a child who draws may find himself a victim of someone else's will. In this way, the child’s creative rights are violated, his artistic activity is misdirected and damage is caused to his holistic personal development. This must be understood and remembered by all adults who come into contact with children's creativity.

1.2 Characteristics of non-traditional drawing techniques with children of primary preschool age

In preschool educational institutions, teachers actively use non-traditional drawing techniques (NTT).

The term “non-traditional” implies the use of materials, tools, and drawing methods that are not generally accepted, traditional, or widely known. The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and methods of application. Children are taught to draw not only with paints, pencils, felt-tip pens, but also with tinted soap foam, a candle, and are shown how to use glue for drawing, etc.

Children get acquainted with different methods of coloring paper, including colored paste, the method of spraying paint, and learn that they can draw not only on paper, but also on special glass. They try to draw with their palm, fingers, fist, edge of the palm, and create images using improvised means (threads, ropes, hollow tubes) and natural materials (tree leaves).

In classes using non-traditional image techniques, preschoolers are given the opportunity to experiment - mix paint with soap foam, paste, apply gouache or watercolor to an image made with colored chalk. By direct contact of fingers with paint, children learn its properties (thickness, hardness, viscosity), and by adding different amounts of water to watercolor they get various shades colors.

Thus, they develop tactile sensitivity, color discrimination. As you know, children often copy the model offered to them.

Non-traditional imaging techniques allow you to avoid this, since the teacher, instead of a ready-made model, demonstrates only a method of operating with non-traditional materials and tools. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, and the expression of individuality.

By using and combining different methods of depiction in one drawing, preschoolers learn to think and independently decide which technique to use to make this or that image more expressive. Then they analyze the result, compare their works, learn to express their own opinions, and they have a desire to make their drawing more interesting and different from others next time. Non-traditional image techniques require compliance with the sequence of actions. This is how children learn to plan the drawing process.

Working with non-traditional drawing techniques stimulates positive motivation in the child, evokes a joyful mood, and removes fear of the drawing process.

Many types of non-traditional drawing help to increase the level of development of hand-eye coordination (for example, drawing on glass, painting fabric, drawing with chalk on velvet paper, etc.) Drawing using non-traditional image techniques does not tire preschoolers, they remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional drawing techniques allow the teacher to take an individual approach to children, taking into account their desires and interests.

Drawing in several hands, like collective form creativity, brings children together. Researchers indicate that the use of non-traditional drawing techniques helps reduce arousal in children who are overly emotionally disinhibited.

So, M.I. Chistyakova notes that non-traditional drawing (for example, playing with blots) captivates children, and the more enthusiastic the child is, the more he concentrates. If an overly active child needs a wide field of activity, and his attention is scattered and extremely unstable, then in the process of playing with blots, his area of activity narrows and the amplitude of movements decreases. Sweeping and imprecise hand movements gradually become more restrained and precise. In children with behavioral and character difficulties, the plots of drawings made using blots become less aggressive in content and more juicy, bright and pure in color.

Thus, the use of non-traditional imaging techniques contributes to intellectual development child, correction of mental processes and personal sphere of preschool children.

Types of non-traditional drawing techniques:

1) "Finger painting". Age: from two years. Means of expression: spot, dot, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets, napkins. Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.

2) "Drawing with your palm." Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

3) "Impression with cork". Age: from three years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, cork stamps. Method of obtaining an image: the child presses the cork to a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the stopper are changed.

4) "Foam rubber imprint". Age: from four years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber. Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber.

5) "Imprint with crumpled paper." Age: from four years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper.

6) "Wax crayons + watercolors." Age: from four years. Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted.

7) "Stencil printing". Age: from five years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color, a foam swab (a ball of fabric or foam rubber is placed in the middle of the square and the corners of the square are tied with thread), stencils made of oiled semi-cardboard or transparent films. Method of obtaining an image: the child presses a signet or foam rubber swab onto a stamp pad with paint and makes an impression on the paper using a stencil. To change the color, take another swab and stencil.

9) "Usual blotography." Age: from five years. Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon. Method of obtaining an image: a child scoops up gouache plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the original sheet in half, drip ink on one half, and cover it with the other). Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed.

10) "Blotography with a tube." Age: from five years. Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, straw (drink straw). Method of obtaining an image: a child scoops up paint with a plastic spoon, pours it onto a sheet, making a small spot (droplet). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed. “Blotography with a string” Age: from five years, Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, medium-thick thread. Method for obtaining an image: the child dips a thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip. The missing details are completed.

11) "Spray". Age: from five years. Means of expression: point, texture. Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (5 x 5 cm). Method of obtaining an image: the child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.

12) "Leaf prints." Age: from five years. Means of expression: texture, color. Materials: paper, leaves of various trees (preferably fallen), gouache, brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.

13) "Watercolor crayons." Age: from five years. Means of expression: spot, color, line. Materials: thick paper, watercolor crayons, sponge, water in a saucer. Method of obtaining an image: the child wets the paper with water using a sponge, then draws on it with crayons. You can use the techniques of drawing with the end of a chalk and flat. When the paper dries, it becomes wet again.

14) "Poking". Age: from five years. Means of expression: texture, volume. Materials: squares of colored double-sided paper (2 x 2 cm), magazine and newspaper paper (for example, for hedgehog needles), pencil, PVA glue in a bowl, thick paper or colored cardboard for the base. Method of obtaining an image: the child places the blunt end of a pencil in the middle of a square of paper and turns the edges of the square onto the pencil with a rotational movement. Holding the edge of the square with a finger so that it does not slip off the pencil, the child dips it into the glue. Then he glues the square onto the base, pressing it with a pencil. Only after this does he pull out the pencil, and the folded square remains on the paper. The procedure is repeated many times until the desired amount of paper space is filled with folded squares.

15) "Black and white grattage." Age: from five years. Means of expression: line, stroke, contrast. Materials: half a sheet of cardboard, or thick white paper, a candle, a wide brush, black mascara, liquid soap (about one drop per tablespoon of mascara) or tooth powder, bowls for mascara, a stick with sharpened ends. Method of obtaining an image: the child rubs a sheet with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap or tooth powder is applied to it, in which case it is filled with mascara without additives. After drying, the design is scratched with a stick.

16) "Landscape monotype". Age: from six years. Means of expression: spot, tone, vertical symmetry, image of space in a composition. Materials: paper, brushes, gouache or watercolor, damp sponge, tiles. Method of obtaining an image: the child folds the sheet in half. On one half of the sheet a landscape is drawn, on the other half it is reflected in a lake or river (imprint). The landscape is done quickly so that the paints do not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print has been made from it, is enlivened with paints so that it differs more from the print. For monotype you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a damp sheet of paper. The landscape turns out blurry.

2. Experimental work on the development of preschool children using non-traditional drawing techniques

2.1 Identification of the level of development of technical skills in children 4-5 years of age

Today there is a choice of options for art preschool education, and it is determined by the presence of variable, additional, alternative, original program and methodological materials that are not sufficiently scientifically substantiated and require theoretical and experimental testing in the specific conditions of preschool educational institutions.

In order to test the research hypothesis, the following tasks have been put forward that need to be solved in the experimental part:

1. Conduct diagnostic work to identify the artistic abilities of children of middle preschool age.

2. Test innovative drawing techniques to develop children's creative abilities.

3. Experimentally prove that systematic and purposeful drawing lessons using non-traditional methods influence the development of children’s creative abilities.

4. Carry out qualitative and quantitative analysis of experimental data.

To confirm this, a confirmatory experiment was conducted. The research work was carried out on the basis of MBDOU d/s _____________________ in the 2nd middle group.

Two groups of children (control and experimental) participate in the experiment. Each group has six children who will be tested.

With the experimental group, various types of children's activities will be carried out according to a certain methodology, to develop children's creative abilities. The control group will study according to the usual program.

The ascertaining stage of the experiment is carried out in order to record the initial estimated indicators of the control and experimental groups. It is expected that after conducting various types of children's activities with the experimental group, the level of creative development of children will increase. All this will become clear after control testing of the groups and comparison of their results.

When conducting research work the following methods were used: theoretical analysis of pedagogical literature; study and analysis of pedagogical documentation and experience of preschool educational institutions.

To carry out research work, a special diagnostic was developed to identify the level of drawing skills and mastery of sensory standards in the middle group.

Stage 1. Ascertaining experiment. Pedagogical diagnostics for visual activities.

Purpose: to identify the level of development of the visual abilities of children 4-5 years old. To assess the child’s level of mastery of visual arts, we identified the following criteria: color rendering; transfer of form; arrangement of images on the sheet. Based on the identified criteria, the levels of development of visual activity are determined:

High level (from 2.4 to 3 points) - the child identifies color standards, carries out the actions of identifying objects and their images by color, and builds color combinations according to a pattern. Knows how to depict simple objects in drawing. Groups objects by color, shape and size. The child knows the names of colors (red, blue, green, yellow, white, black). Draws attention to the selection of a color that matches the depicted object. The child can draw lines rhythmically.

Average level (from 1.7 to 2.3 points) - the child can group objects by color, shape and size, but with a little help from the teacher. He is able to depict simple objects in drawing, and also conveys color in a drawing, but has difficulty identifying color standards. The child confuses the names of colors (red, blue, green, yellow, white, black). Draws attention to the selection of a color that matches the depicted object, but with a little help from the teacher. The child has difficulty drawing lines rhythmically.

Low level (from 1 to 1.6 points) - the child does not identify color standards. Does not know how to depict simple objects in drawing and correlate objects with shape and size. Cannot group objects by color, shape or size. The child has difficulty naming colors (red, blue, green, yellow, white, black). Does not pay attention to the selection of colors corresponding to the depicted object. The child does not know how to draw lines rhythmically.

Task 1: “Find a flower for the butterfly”:

Goal: To identify the child’s ability to distinguish colors according to the “same - not the same” principle, to name their colors (red, yellow, green, blue).

Benefits: Flowers and butterflies cut out of colored cardboard (red, yellow, green, blue)

How to play: Place flowers scattered on the table. Invite the child to help the butterfly find its flower: “Place the butterfly on a flower of the same color as it, so that it is not visible.” After completing the task, the child summarizes: “A yellow butterfly sat on a yellow flower... All the butterflies hid. Well done!”

Ratings:

3 points - the child correctly matched the butterfly and the flower by color.

2 points - The child completed the task correctly, but did not name the color, or the child confuses the colors, but corrects the error with the help of the teacher.

Task 2: “Mand the matryoshka’s sundress”:

Goal: To identify children’s ability to correlate large and small shapes (round, square, rectangular) with the corresponding holes and the ability to correlate shapes with colors.

Benefits: A cardboard image of a nesting doll with large and small holes of round, square and rectangular shape on a sundress and corresponding circles, squares and rectangles, the same color as the sundresses.

Progress of the game: The teacher shows the children the nesting dolls and draws their attention to the fact that the nesting dolls have holes in their sundresses. Matryoshka dolls have sundresses of different colors and with different large and small geometric shapes corresponding colors. Then the teacher shows the children geometric figures- patches and offers to help the matryoshka mend the sundress. The children complete the task, and the matryoshka thanks them.

Evaluation criteria:

3 points - the child correctly correlated the shapes and sizes (large, small) (round, square, rectangular).

2 points - The child completed the task correctly, but did not name the shape and size, or the child confuses the shape and size, but corrects the error with the help of the teacher.

1 point - The child did not complete the task even with the help of the teacher.

3 task. "Find items in the group":

Goal: To identify the ability to find objects by color, shape and size in the environment (in a group), named by teachers (spatial orientation), as well as to identify by color (red, yellow, blue, green, black, white), shape ( round, square, rectangular) and size (large, small).

Benefits: Toys, objects in a group.

Game progress: Find objects round shape, of blue color red, yellow, etc.). What else comes in this color? Find square (round and rectangular) objects. What else comes in this shape? Find an object small and large in size. What else is this big?

Evaluation criteria:

3 points - the child correctly correlated objects by color, shape and size.

2 points - The child did it correctly, but did not name the color or shape. The child confuses color, shape and size, but with the help of the teacher he corrects the mistake.

1 point - The child did not complete the task even with the help of the teacher.

4 task. "Wonderful bag":

Goal: To reveal the child’s knowledge of relating objects by color, shape and size. The child’s ability to correctly name color, shape, size.

Benefits: Large and small dogs, cars, boxes, balls, cups, cubes, matryoshka, “wonderful bag” (fabric bag), children's kitchen utensils.

Progress of the game: The teacher invites the child to take out the toy from the “wonderful bag”. The child, examining an object, correlates it with sensory standards (color, shape, size) and names them.

Evaluation criteria:

3 points - The child correctly notes the color, shape and size of an object.

2 points - The child had difficulty determining color and shape, but with the help of the teacher he corrected the error.

1 point - The child did not complete the task even with the help of the teacher.

Task 5. "The sun is shining":

Goal: To identify children’s ability to convey the image of the sun in a drawing, and the ability to depict long and short rays.

Aids: ½ landscape sheet, yellow gouache, brushes, jars of water, napkins.

Progress of the game: First, the teacher reads to the children A. Barto’s poem “The sun is looking through the window.” Then he shows the children a sheet with a circle pasted on it and draws their attention to: what is the sun missing? (Luchikov) Are the rays of the sun all the same? No...they come in long and short ones. Children do a drawing.

Evaluation criteria:

3 points - the child correctly correlated the lines according to the size (long and short) of the ray.

2 points - The child completed the task correctly, but did not name the length. The child confused the length, but with the help of the teacher corrects the mistake.

1 point - The child did not complete the task even with the help of the teacher.

Task 6. "Dog House":

Goal: To identify the ability to draw an object consisting of a square and round shape, a straight roof.

Aids: ½ album sheet with a straight top glued on, colored wax crayons.

Progress of the game: The teacher asks the children a riddle about a dog. Children guess using leading questions. Now listen to a poem about a dog. What is the dog doing? (guards the house) Where does the dog live? (in the booth) First, the children and I remembered what kind of houses there are for dogs. Do you know what the dog house is called? (kennel) What is it like in color, shape, size? We clarified the parts of the kennel, their shapes, and location. The children began to draw on their own.

Evaluation criteria:

3 points - the child correctly conveyed the shape of a circle and a square in the drawing.

2 points - the child conveyed the shapes in the drawing correctly, but has difficulty naming them. The child confuses shape and size, but with the help of the teacher corrects the mistake.

1 point - The child did not complete the task even with the help of the teacher. The positive thing was that almost all the children coped with this task. The negative aspect was the insufficient development of artistic and creative abilities and the insufficient development of the development of children’s sensory standards.

Almost all children completed the task given to them with interest and activity.

Table 2.1 - data for the experimental group:

			Coefficient

Fig.2.1 Data for the experimental group

Table 2.2 - data for the control group:

			Coefficient

Fig.2.2 Data for the control group

2.2 Using non-traditional techniques in working with children of middle preschool age to develop technical skills and creativity

The goal of the formative pedagogical experiment is to use non-traditional drawing techniques as a means of developing the visual abilities of preschoolers.

Our choice of drawing using non-traditional techniques was not made by chance, because they allow children to quickly achieve desired result. Each of the unconventional drawing methods is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.

Any child will be interested in finger painting, making a drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work, and non-traditional drawing techniques will help us with this. In order for children to engage in creative practice, some guidance from adults is necessary. It is important to promptly reveal to parents the ability of each child and give appropriate recommendations that will help them develop the creative abilities of their children. For this purpose, consultations were held, individual conversations with parents, and booklets and instructions on the use of non-traditional forms of drawing were produced.

The content of the formative experiment was outlined based on the tasks and methods developed taking into account the analysis of the ascertaining experiment.

There are five people in the experimental group, mostly children with high abilities. When conducting the formative experiment, both frontal types of children's activities and individual ones with each child were carried out, as well as physical education sessions, finger play and relaxation to an instrumental piece.

A system of types of children's drawing activities using non-traditional techniques was developed (Appendix 2):

Table 2.3 - Children's drawing activities using non-traditional techniques

		Unconventional technique
	"My favorite fish" "Let's decorate the mitten"	wax crayons + watercolor, imprint with foam rubber or stamps made from vegetables and potatoes, imprint with cork
	"Journey to the Forest Kingdom" "Beads for Mom"	printing with your palm and crumpled paper, imprinting with cork, drawing with a stick in the image of trees, foliage, birds, grass; practice drawing across the entire surface of the sheet by poking with cotton swabs
	"Chicks and ducklings" "Flowers for Katya's doll's birthday"	tamponing, whatman paper, yellow gouache, white templates of ducklings and chicks, impression with crumpled paper
	"Raspberry Basket" "Flower"	drawing with paints by touching your fingers to a sheet of paper; drawing with soap bubbles and paints

To evaluate the results of the formative stage of the experimental study, a control experiment was conducted.

In the control experiment, the children of the experimental group were given tasks from the ascertaining experiment.

Here are the results:

Table 2.4 - data for the experimental group:

			Coefficient

Fig.2.3 Data for the experimental group

Table 2.5 - data for the control group:

			Coefficient

Fig.2.4 Data for the control group

Thus, based on the results of the experiment, it is clear that the result improved in both the experimental and control groups. In the experimental group, after the lessons, all children improved their performance to high levels. In the control group, a child appeared who achieved high results, while the main group improved their results to average (80%). It can be concluded that the measures taken led to positive dynamics.

Conclusion

The ability to be creative is a specific human feature, 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 focus 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 different types abilities of general and special orientation.

In relation to artistic and aesthetic activity, it is important to highlight the content of the abilities that manifest themselves and are formed in it, their structure, and the conditions of development.

Only in this case is it important to purposefully develop a methodology for developmental teaching of artistic and aesthetic activities in accordance with the Federal State Educational Standard for Educational Education.

Artistic and aesthetic activity is a reflection of the environment in the form of specific, sensually perceived images. The created image (in particular, a drawing) can perform different functions (cognitive, aesthetic), since it is created for different purposes.

The purpose of the drawing necessarily influences the nature of its execution. The combination of two functions in an artistic image - image and expression - gives the activity an artistic and creative character, determines the specifics of the indicative and executive actions of the activity.

Consequently, it also determines the specificity of abilities for this type of activity. The conditions under which a child reacts emotionally to paints, colors, shapes, choosing them at will are very important. Thanks to upbringing artistic images in the visual arts, a child has the opportunity to perceive the surrounding reality more fully and vividly, which contributes to the creation of emotionally charged images by children.

For the greatest effectiveness in the development of artistic and creative abilities, it is necessary to use a variety of activities in accordance with the Federal State Educational Standard for Education. Their goal is to create sustainable motivation, the desire to express their attitude and mood in an image.

Thus, a variety of activities are a decisive factor in the artistic development of preschool children.

The experimental work was carried out in three stages, during which the following goals were achieved: identifying and developing creative abilities in children of the middle group, by conducting diagnostics on visual activity to identify the level of mastery of sensory standards by children 4-5 years old.

Diagnostics showed that children have great interest and desire, but it is necessary to constantly work with children to increase the level of visual abilities, otherwise these abilities may fade. The practical significance lies in the use of the developed activities as methodological recommendations in the work of a teacher in accordance with the Federal State Educational Standard for Educational Education, summarizing scientific literature helps to establish the content of artistic and creative abilities in drawing.

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Applications

Annex 1

Appendix 2

Topic: "My favorite fish"

Non-traditional techniques: wax crayons + watercolor, foam print or stamps made from vegetables and potatoes.

Purpose: to introduce artistic techniques; develop a sense of composition and color.

Equipment: wax crayons, blue and purple watercolors, a sheet of A3 or A4 paper (to choose from) blue, purple, white (for wax crayons and watercolors), blue flowers, brush, two pieces of foam rubber in the shape of a fish’s tail and body, bowls with gouache, potato seals in the shape of a fish’s tail and body, green gouache in jars, pedagogical sketches.

Progress of the lesson:

The inhabitants of the aquarium, soil, and algae are considered. The teacher asks a riddle: “A fish is splashing in the river with its clean silver back.” Reads I. Tokmakova’s poem “Where the Fish Sleeps”: It’s dark at night, quiet at night. Fish, fish, where do you sleep? A fox trail leads to a hole, a dog trail leads to a kennel. Belkin's trail leads to a hollow, Myshkin's trail leads to a hole in the floor. It’s a pity that in the river, on the water, there are no traces of you anywhere. Only darkness, only silence. Fish, fish, where do you sleep?

The teacher reminds what is in the aquarium (soil, pebbles, algae), where the fish can hide and sleep. Illustrations of different fish are examined, it is noted that they swim by moving their fins, tail, and body.

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Summary of a lesson using non-traditional drawing techniques for children 4-5 years old. GCD "Hen with chicks."

I offer a drawing lesson using non-traditional drawing techniques. This lesson is intended for preschool teachers working with children of primary and secondary preschool age.
Target: introduce children to the unconventional technique of drawing with fingers and palms.
Tasks: develop a caring attitude towards surrounding living objects. Develop fine motor skills and coordination of movements. Continue to introduce the properties of paints and color. Improve artistic skills. Draw objects evenly across the entire sheet. Develop aesthetic perception, accuracy and creative imagination.
Preliminary work.
Reading stories, nursery rhymes, fairy tales, asking riddles about the chicken. Looking at illustrations. Outdoor games: "Hen and Chicks", "Fox in the Hen House"

Material for the lesson. Sheets of white paper, yellow paint poured into a convenient flat container, additional red paint, brushes, cotton and wet wipes. Hen and chicks masks, illustration of a hen and chicks.

Progress of the lesson.

The teacher puts on a chicken mask and invites the children to play the game “Hen and Chicks.” The children put on chicken masks.

The teacher reads T. Volgina’s poem Chickens: “The chicken went out for a walk, to nibble some fresh grass, and behind her were the children - yellow chickens. Co-co, co-co, co-co! Don’t go far. Rake with your paws, look for grains.” Children walk around the group, flapping their arms like wings, squatting, pecking at grains, and repeating the movements after the teacher.
Educator
The cloud in the sky is frowning, the rain is gathering. Run up to me quickly, I will shelter you from the rain. Those are some good chickens! Well done!

The teacher shows the children the illustration “Hen with Chicks” prepared earlier.
Asking questions. Who is shown in the picture? What chicken? What kind of chickens? Listens to children's answers and praises them.
Yes, guys, the hen takes care of and protects the chickens, teaches them to find food and hide in case of danger. And the chickens are small and defenseless. They obey and love their mother.
Guys, do you want to draw a hen with chicks? I invite you to come to the tables.
Educator
Guys, be careful, I will show you how to draw a hen and chicks using your palm and fingers. I dip my palm in yellow paint and apply it carefully to a sheet of paper. I'll press it and remove it. You see, my palm is covered in paint. You need to wipe it with a napkin.

Now I’ll take a brush and paint the chicken’s comb, beak, eyes and legs. What an unusual chicken this turned out to be! The hen is calling the chicks! We will draw them with our finger. I will dip my finger in yellow paint and also apply it to the leaf. I'll try this a few more times. I wipe my finger with a napkin and use a brush to paint on the chickens’ eyes, beak and legs. And this is the picture we got!

Now you can draw a hen with chicks using your palms and fingers. Draw carefully. Apply paint well to your palm and finger so that the drawing is bright.
The teacher praises and helps children who need help.