The circle in the middle group is drawing by non-traditional methods. Techniques of non-traditional drawing in the middle group. Drawing with cotton pads

Vesta Terebova
Project for the development of non-traditional drawing techniques in middle group"Colors of childhood"

RELEVANCE

The formation of a creative personality is one of the important tasks pedagogical theory and practice at the present stage. Most effective means its solution is the visual activity of children in kindergarten .

Drawing is one of the most important funds knowledge of the world and the development of knowledge of aesthetic perception, as it is associated with the independent, practical and creative activity of the child. Classes for visual activity contribute to the development creativity, imagination, observation, artistic thinking and memory of children.

Usage non-traditional image methods allows you to diversify the child's abilities in drawing, arouse interest in the study of the pictorial possibilities of materials, and, as a result, increase interest in pictorial activity in general. “You can depict with different materials, based on a variety of materials.

The application creates an atmosphere of ease, relaxedness, contributes to the development of initiative, independence of children, allows the child to move away from the subject image, express his feelings and emotions in the drawing, inspires the child’s confidence in his abilities, creates emotional positive attitude to activity. Owning different ways of depicting an object, the child gets the opportunity to choose, which develops the creative abilities of a preschooler.

Organization educational activities on artistic creativity using unconventional drawing technique promotes development:

Orientation and research activities, preschoolers. The child is given the opportunity to experiment (mixing soap foam paints, paste, applying gouache or watercolor on natural materials etc.) .

Fine motor skills of the fingers, which positively affects the development of the speech zone of the cerebral cortex.

mental processes (imagination, perception, attention, visual memory, thinking)

Tactile sensitivity (with immediate finger contact with paint children get to know her properties: density, hardness, viscosity);

Cognitive and communication skills. Everything unusual attracts the attention of children, makes them wonder. The children begin to ask questions to the teacher, to each other, the vocabulary is enriched and activated.

unconventional drawing based on creative imagination, it is interesting that the drawings of all children are different. It attracts with its simplicity and accessibility, reveals the possibility of using well-known objects as art materials. And the main thing is that unconventional drawing plays an important role in the overall mental development child. After all, the main thing is not the final product - a drawing or crafts, but development personalities: the formation of self-confidence, in their abilities.

The passport project

Name: « Colors of childhood»

Compiler project: Terebova V. A.

View project: Informational, cognitive, creative.

Duration project: Long term

Members project: children middle group, educators, parents.

Products children's activities: drawings, exhibitions.

Final project event : Exhibition children's drawings using non-traditional drawing techniques« Colors of childhood»

Stages of work

1. Organizational (September-November)

Development project

Introducing parents to project

Selection of material for artistic activity

Making didactic games

Development of a thematic plan of events

Selection of illustrations, photographs

Selection of material for parents

2. Implementation (December-May)

Work with children

Acquaintance with (joint activity with children)

Examination of samples, illustrations, photographs

nature observation

Exhibition design

Working with parents

Conducting parent surveys topic: "Does your child like paint?»

Folder-slider: "Role drawing in a child's life»

Folder-slider: «»

Homework

3. Analytical

Familiarization of parents with the results of implementation project

Familiarization of preschool teachers (pedagogical council; presentation)

Problems:

Failure didactic material, artistic material for drawing.

Lack of knowledge, work experience in children preschool age on the problem of fine arts means of non-traditional drawing.

From the experience of working with children on the development of artistic and creative abilities in drawing became clear that standard sets of visual materials and ways of transmitting information are not enough for modern children, since the level of mental development and the potential of the new generation has become much higher. As a result, they give impetus to the development children's intelligence, activate the creative activity of children, teach to think outside the box.

Target: Maintaining interest in visual activities through use non-traditional materials and techniques for creating an image. Development of artistic and creative abilities of children middle preschool age through the use of unconventional drawing techniques.

Tasks:

Educational:

Introduce different ways and techniques unconventional drawing techniques using various visual materials.

Help children learn different technical skills in working with non-traditional techniques.

Encourage students to apply unconventional drawing techniques(monotype, leaf printing, finger painting, embossing, poke, etc.)

Help parents get to know non-traditional drawing techniques; stimulate their joint creativity with children.

Educational:

Instill interest in drawing with non-traditional techniques.

Create conditions for the development of creative activity, fantasy, memory, attention, creative imagination, thinking, speech, eye, cognitive interest.

Develop in preschool children fine motor skills hands and hand-eye coordination.

Learn Beautiful, place the image in the entire sheet. Develop a sense of rhythm, aesthetic perception.

Educational:

Cultivate perseverance, accuracy, ability to work in a team and individually

To instill interest and love for the fine arts as means of expressing feelings, relationships, joining the world beautiful.

Educational Wednesday:

Enrich developing Wednesday contributing to the maintenance (formation) interest in art.

Expected end results of implementation project:

the formation of children's knowledge about unconventional ways of drawing;

possession of preschoolers by protozoa technical methods of working with various visual materials;

students' ability to apply unconventional drawing techniques;

increasing the competence of parents of pupils in the matter drawing using non-traditional techniques, active participation of parents in joint creative projects.

WORK PLAN

They started their work with well-known for children of this age technician: drawing fingers and palms, drawing cotton swabs , hand drawing. Then gradually introduced new technology: technique"print", foam impression, poke, spatter, cork impression, potato seal impression, wrinkled paper impression, wax crayons+ watercolor, wet painting. In addition, scientists believe that at this age, children can be introduced to splashing, regular and tube blotting, stencil printing, subject monotopy.

As a result, a joint action plan was drawn up with children:

Finger painting

"Snowman and Christmas tree"

Hand drawing

Octopuses

Drawing with cotton swabs

"Memories of Summer"

Technique"print" leaf prints

"Winter Trees"

foam impression

"Flowers in a vase"

Poke with a stiff semi-dry brush

"Hedgehog"

"Basket with vegetables and fruits"

cork impression

"Flock of fish"

Potato prints

"Magic Flower"

Screen printing

"Ship"

Wrinkled paper print

"Chicken and Kitten"

Blotography regular

"Autumn forest"

Blotography with a tube

"Sakura"

Wax crayons + watercolor

"Rocket"

Subject monotopy

"Boots in a Puddle"

Wet painting

"Bunny"

Folders were made for parents - shifting: "Role drawing in a child's life» , « Drawing unconventional ways » and questioning "Does your child like paint» . There was also homework for topic: « Colors of childhood»

Final project event: Exhibition children's work

Conclusion

Project« Summer colors» aims to develop creative imagination in children middle preschool age through the use of non-traditional drawing techniques.

Visual activity is perhaps the most interesting view activities of preschoolers. It allows the child to express in his drawings his impression of the world around him. At the same time, visual activity is invaluable for the comprehensive development of children, the disclosure and enrichment of their creative abilities. unconventional approach to the implementation of the image gives impetus to the development children's intelligence, pushes the creative activity of the child, teaches to think outside the box. An important condition for the development of a child is an original task, the very formulation of which becomes an incentive for creativity.

Children are very attracted unconventional materials The more diverse the art materials, the more interesting it is to work with them. Therefore, familiarizing preschoolers with non-traditional drawing techniques allows not only to increase children's interest in visual activity, but also contributes to the development of creative imagination.

The boys now own many non-traditional techniques: finger painting, hand drawing, imprints with cork, seals from vegetables and others. The kids love the variety. technician, children's work became more interesting and varied.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Unconventional Techniques drawing with children of middle preschool age

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, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems. The transformation of a child into a creative person depends on the technology of the pedagogical process.

The information-reproductive learning process is objectively replaced by the creative one. Only in creative activity does the development of creative abilities take place - mastering the methods of cognition of the transformation of the features 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 the environment and solve problems that arise. And this largely depends on us. The child is a researcher, showing a keen interest in various kinds of research activities, in particular in experimentation.

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

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

The practical aspect of the development of 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 should change.

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

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

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

To achieve the goal of the study, the following tasks were supposed to be solved:

study of scientific literature on the problem of children's fine arts;

studying the role of fine art 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.

Research hypothesis - development of visual abilities younger preschoolers will be carried out most effectively if: an aesthetic developmental environment is created in the group; developed application technology various kinds children's activities using non-traditional techniques.

The theoretical and methodological basis of the study is the research of T.S. Komarova "Visual activity in kindergarten"; A.V. Nikitina "Unconventional Drawing Techniques". When performing 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 foundations for the use of non-traditional drawing techniques in the development of preschoolers

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

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

However, the teacher should keep in mind that not all kids attend the younger group, so even the elementary skills of visual activity in most children may not be formed. At the same time, by the age of three, children acquire some experience in the knowledge of objects and phenomena, they are more developed physically and mentally. This makes it possible not to completely repeat the path traveled by the 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 representations, 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 or the other hand) objects along the contour when they are examined. Children of this age learn to convey in drawing, modeling objects of a round, rectangular, triangular shape; objects consisting of straight lines and their intersections; master the image of objects consisting of one or more parts of different sizes. This group contains an application. Children learn to create images by sticking ready-made figures cut out by the teacher. In order to develop the freedom of a creative solution in children, it is necessary to teach them shaping movements - first simple, and then more complex. This will allow them to depict a variety of objects and phenomena of the world around them.

How better baby masters the shaping 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 shaping movements of the hand in drawing and modeling are different: the spatial properties of the depicted objects in the drawing and modeling are different: the spatial properties of the depicted objects in the drawing are betrayed by the contour line, and in modeling - by mass, volume.

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

Children's drawing is a phenomenon well known to everyone, but it is it that causes a lot of questions from parents and teachers. Why do children prefer drawing to many other activities? What is its significance in the development of children? How to organize children's drawing and how to manage it? How to develop the artistic ability of children? How to understand and evaluate children's drawings? Answering these questions is difficult for many. Not trusting themselves, other mothers, grandmothers, teachers collect children's drawings and turn to authoritative, knowledgeable and understanding people - psychologists, teachers, artists.

However, they are often discouraged by their absolutely contradictory assessments: Normal drawings of a normal child, but there are problems ... - the psychologist will say. - Nothing special, the usual stereotypical children's drawing, but there are abilities, and if there is a desire, then it is necessary to teach ... - teachers at the children's art school will advise. - Brilliant! What fantasy, what boldness of image, what vividness of color! Do not touch it, give full freedom to creativity and in no case teach anything! exclaims the enthusiastic artist. What is attractive for children to draw? What makes it so desirable for them?

firstly, drawing is accessible: moving a stick across the sand is already a drawing; took paper, a pencil or a felt-tip pen and draw anywhere - at home, at a party, with your mother at work, with your grandmother, for example, in a savings bank;

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

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

fourthly, it is expressive: drawing, you can express a lot, sometimes more and with less difficulty than in words, especially for 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 is sure to come out.

A drawing is a done thing. You can draw a lot of drawings, you can either hang them on the wall, or donate them, or put them aside, and then take them out and look at them again. 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, get rid of the unpleasant and affirm the positive in their own life.

The process (drawing as an active life) is no less important for the child than the result (drawing). And the drawing, separated from the author, acquires 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 the creative activity of children aged from 1-2 to 10-11 years old, which has a motor-visual basis and implements many mental functions that are important for the integral personal development of the child. It is therefore necessary when considering and evaluating children's drawings:

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

it is necessary to evaluate the achievements of the child in relation to his personal capabilities and in comparison with his own drawings, taking into account the individual characteristics and dynamics of his development (whether the child moves in his work or stops, repeats what he has mastered, reproduces 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 a drawing and, in accordance with these circumstances, evaluate the work (the theme for the exhibition is given, prompted from outside or caused by one’s own motives, it found an echo in the child’s soul or was performed under duress; the child used auxiliary visual material or worked from memory, imagination, whether there was a sufficient choice of visual means, etc.);

highlight and evaluate: its general mood, plot, semantic and emotional interpretation, compositional solution (selection of the size of the picture, location of the image in the format, expression of the degree of subordination of individual figures - directing, scale relations, configuration of forms, rhythmic and coloristic solution), freedom of ownership of the pictorial language;

support, encourage legitimately the independence of drawing, the activity of the author's position in relation to the depicted, the sincerity of emotional experiences in creativity, sensitivity to the nature of visual materials and the possibilities of tools, ingenuity in the search for image techniques and ways of expressing images and moods, work to improve one's pictorial language;

it is important to determine and take into account the measure of someone else'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 an original, painting over finished 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; in the assessment itself, good attention should be revealed, a desire to see deeply and completely all the content of the drawing; it must be thoroughly reasoned and have a positive character, so that even when identifying shortcomings, open the child the opportunity to overcome them, while excluding direct prompting in doing; 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 wrong to focus them only on the result, replacing search with a model, creativity with execution, desire with coercion. In the evaluation of works, sincere, original creativity of the child, and not obedient reproduction, should be encouraged. Loving drawing and trusting adults, a drawing child may become a victim of someone else's will. Thus, the creative rights of the child are violated, his artistic activity is incorrectly oriented, and his integrity is damaged. 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 (NTR).

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

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

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

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

Non-traditional imaging techniques make it possible to avoid this, since the teacher, instead of a ready-made sample, demonstrates only a way of working with non-traditional materials and tools. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, the expression of individuality.

Applying and combining different ways images in one drawing, preschoolers learn to think, independently decide which technique to use in order to make this or that image the most expressive. Then they analyze the result, compare their work, learn to express their own opinion, they have a desire next time to make their drawing more interesting, unlike others. Non-traditional image techniques require adherence to the sequence of actions. This is how children learn to plan the drawing process.

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

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

Drawing in several hands, as a collective form of creativity, brings children together. Researchers point out that the use of non-traditional drawing techniques helps reduce arousal in overly emotionally disinhibited children.

So, M.I. Chistyakova notes that non-traditional drawing (for example, playing with blots) captivates children, and what stronger baby fascinated, the more he focuses. If an overly active child needs an extensive field of activity, and his attention is scattered and extremely unstable, then in the process of playing blots, his activity zone narrows, and the range of motion decreases. Sweeping and inaccurate hand movements gradually become more restrained and precise. In children with behavioral and character difficulties, the plots of drawings made with the help of 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 preschoolers.

Types of non-traditional drawing techniques:

1) "Drawing with fingers." Age: from two years. Expressive means: 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 into gouache and puts dots, spots on paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the gouache is easily washed off.

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

3) "Imprint with a cork". Age: from three years. Expressive means: spot, texture, color. Materials: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, cork seals. Method of obtaining an image: the child presses the cork to the ink pad and makes an impression on the paper. To get a different color, both the bowl and cork change.

4) "Imprint with foam rubber". Age: from four years old. Expressive means: spot, texture, color. Materials: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, pieces of foam rubber. Method of obtaining an image: the child presses the foam rubber to the ink pad and makes an impression on paper. To change the color, another bowl and foam rubber are taken.

5) "Print with crumpled paper". Age: from four years old. Expressive means: spot, texture, color. Materials: a saucer or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: the child presses the crumpled paper to the ink pad and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper change.

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

7) "Stencil printing". Age: from five years old. Expressive means: spot, texture, color. Materials: a bowl or a plastic box, in which a stamp pad made of thin foam rubber soaked with gouache is inserted, thick paper of any color, a foam rubber 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 a thread), stencils from pro-oiled semi-cardboard or transparent film. Method of obtaining an image: the child presses a signet or a foam swab against an ink pad and makes an impression on paper using a stencil. To change the color, another swab and stencil are taken.

9) "Blotography is ordinary." Age: from five years old. Expressive means: stain. Materials: paper, ink or liquid diluted gouache in a bowl, plastic spoon. Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in random order. Then the sheet is covered with another sheet and pressed (you can bend the original sheet in half, drop 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. Missing details are drawn.

10) "Blotography with a tube". Age: from five years old. Expressive means: stain. Materials: paper, ink or liquid diluted gouache in a bowl, plastic spoon, straw (drink straw). Method for obtaining an image: the child scoops up the paint with a plastic spoon, pours it onto the sheet, making a small spot (droplet). Then this spot is blown from a tube so that its end does not touch either the spot or the paper. If necessary, the procedure is repeated. Missing details are drawn. "Blotography with a thread" Age: from five years, Means of expression: stain. Materials: paper, ink or liquid diluted gouache in a bowl, plastic spoon, thread of medium thickness. Method for obtaining an image: the child lowers the thread into the paint, wringing it out. Then, on a sheet of paper, he lays out an image from the thread, leaving one end of it free. After that, he puts another sheet on top, presses it, holding it with his hand, and pulls the thread by the tip. Missing details are drawn.

11) "Spray". Age: from five years old. Expressive means: dot, texture. Materials: paper, gouache, hard brush, a 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 cardboard, which he holds above the paper. The paint splatters on the paper.

12) "Leaf prints". Age: from five years old. Expressive means: texture, color. Materials: paper, leaves of different 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 colored side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted with a brush.

13) "Watercolor crayons". Age: from five years old. Expressive means: 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 the crayon and flat. When dry, the paper rewetted.

14) "Poking". Age: from five years old. Expressive means: texture, volume. Materials: squares of colored double-sided paper (2 x 2 cm), magazine and newsprint paper (for example, for hedgehog needles), pencil, PVA glue in a bowl, thick paper or colored cardboard for the base. Method for obtaining an image: the child puts the blunt end of the pencil in the middle of a paper square and wraps 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 lowers it into the glue. Then he glues the square to the base, pressing it with a pencil. Only after that he pulls out a pencil, and the folded square remains on paper. The procedure is repeated many times until the desired amount of paper space is filled with folded squares.

15) "Black and white scratching". Age: from five years old. Means of expressiveness: line, stroke, contrast. Materials: half a sheet of cardboard, or thick white paper, a candle, a wide brush, black ink, liquid soap (about one drop per tablespoon of ink) or tooth powder, ink bowls, a stick with sharpened ends. Method of obtaining an image: the child rubs the leaf 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 drawing is scratched with a stick.

16) "Monotype landscape". Age: from six years old. Means of expression: spot, tone, vertical symmetry, image of space in the composition. Materials: paper, brushes, gouache or watercolor, wet sponge, tile. How to obtain an image: the child folds the sheet in half. A landscape is drawn on one half of the sheet, and its reflection in a lake, river (imprint) is obtained on the other. The landscape is done quickly so that the paint does not have time to dry. Half of the sheet intended for printing is wiped with a damp sponge. The original drawing, after it has been imprinted, is enlivened with colors 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 is blurry.

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

2.1 Identification of the level of formation 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, author's program and methodological materials that are not scientifically substantiated and require theoretical and experimental verification in the specific conditions of preschool educational institutions.

In order to test the hypothesis of the study, the following tasks were put forward that need to be solved in the experimental part:

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

2. Test innovative drawing techniques to develop children's creativity.

3. To prove experimentally that systematic and purposeful drawing classes using non-traditional methods affect the development of children's creative abilities.

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

In confirmation of this, an ascertaining experiment was carried out. The research work was carried out on the basis of MBDOU d / s _____________________ in the 2nd middle group.

The experiment involves two groups of children (control and experimental). 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, for the development of children's creative abilities. The control group will follow the regular program.

The ascertaining stage of the experiment is carried out in order to fix the initial estimated indicators of the control and experimental groups. It is assumed 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 the control testing of groups and comparing their results.

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

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

Stage 1. Ascertaining experiment. Pedagogical diagnostics on visual activity.

Purpose: to identify the level of development of visual abilities of children 4-5 years old. To assess the level of a child's mastery of visual activity, we have identified the following criteria: color reproduction; form submission; arrangement of images on the sheet. Based on the selected 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, builds color combinations according to the model. Ability to draw simple items. 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 colors corresponding to the depicted object. The child is able to draw lines rhythmically.

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

1 task: "Find a flower for a butterfly":

Purpose: To identify the child's ability to distinguish colors according to the principle "the same - not the same", name their color (red, yellow, green, blue).

Benefits: Cut out figures of flowers and butterflies from colored cardboard (red, yellow, green, blue)

Game progress: Arrange the 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 is, so that it cannot be seen." After completing the task, the child summarizes: "The yellow butterfly sat on yellow flower…. All the butterflies are hiding. Well done!".

Ratings:

3 points - the child correctly correlated 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 with the help of the teacher corrects the mistake.

Task 2: "Darn a sundress at the matryoshka":

Purpose: To reveal the ability of children to correlate large and small shapes (round, square, rectangular) with the corresponding holes and the ability to correlate shape with color.

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

Game progress: The teacher shows the nesting dolls to the children and draws their attention to the fact that the nesting dolls have holey sundresses. Matryoshkas have sundresses of different colors and with various large and small geometric shapes of the corresponding colors. Then the teacher shows the children geometric shapes - patches and offers to help the matryoshka darn a sundress. Children complete the task, and the matryoshka thanks them.

Evaluation criteria:

3 points - the child correctly correlated the shapes in shape and size (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 with the help of the teacher corrects the mistake.

1 point - The child and with the help of the teacher did not cope with the task.

3 task. "Find items in the group":

Purpose: To identify the ability to find objects by color, shape and size in the environment (in a group), named by teachers, (orientation in space), and also to highlight 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 the round objects, of blue color red, yellow, etc.). What else is this color? Find square (round and rectangular) objects. What else is in this form? Find an object small and large in size. What else is this big?

Evaluation criteria:

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

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

1 point - The child and with the help of the teacher did not cope with the task.

4 task. "Wonderful Pouch"

Purpose: To reveal the child's knowledge of correlating objects by color, shape and size. The ability of the child to correctly name the color, shape, size.

Benefits: Large and small dogs, cars, boxes, balls, cups, cubes, nesting dolls, "wonderful bag" (cloth bag), children's kitchen utensils.

Game progress: The teacher offers the child to pull out the toy from the " wonderful bag". The child, examining the 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 the object.

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

1 point - The child and with the help of the teacher did not cope with the task.

5 task. "Sunshine":

Purpose: To reveal the ability of children to convey the image of the sun in the drawing, and the ability to depict long and short rays.

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

Game progress: First, the teacher reads to the children A. Barto's poem "The sun is looking out the window." Then he shows the children a sheet with a pasted circle and draws their attention to the fact: what is missing from the sun? (Luchikov) Are the rays of the sun all the same? No ... they are long and short. The children are drawing.

Evaluation criteria:

3 points - the child correctly correlated the lines in size (long and short) beam.

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 and with the help of the teacher did not cope with the task.

6 task. "Doggy house"

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

Benefits: ½ of a landscape sheet with a glued straight roof, colored wax crayons.

Game progress: The teacher gives the children a riddle about the dog. Children guess with the help of leading questions. Now listen to the poem about the dog. What is the doggy doing? (guards the house) Where does the dog live? (in the booth) First, they remembered with the children what houses for dogs are. Do you know what the dog house is called? (kennel) What is it like in color, shape, size? Clarified the parts of the kennel, their shape, 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 the shape and size, but with the help of the teacher corrects the mistake.

1 point - The child and with the help of the teacher did not cope with the task. The positive moment was that almost all children coped with this task. The negative point was the lack of development of artistic and creative abilities and the lack of development of mastering the sensory standards of children.

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

Table 2.1 - data on the experimental group:

			Coefficient

Fig.2.1 Data for the experimental group

Table 2.2 - data for the control group:

			Coefficient

Fig.2.2 Control group data

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

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

The choice of drawing with non-traditional techniques was not accidental, because they allow children to quickly achieve desired result. Each of the non-traditional drawing methods is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression.

It will be interesting for any child to draw with fingers, draw with his own palm, put blots on paper and get a funny drawing. The child likes to quickly achieve results in his work, and non-traditional drawing techniques will help us in this. In order for children to engage in creative practice, some guidance from adults is necessary. It is important to reveal the ability of each child to parents in time and give appropriate recommendations that will help them develop the creative abilities of their children. To do this, consultations were held, individual conversations with parents, and booklets and memos were made on the use of non-traditional forms of drawing.

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

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

Table 2.3 - Children's activities in drawing with non-traditional techniques

		Unconventional technique
	"My favorite fish" "Decorate the mitten"	wax crayons + watercolour, print with foam rubber or seals from vegetables and potatoes, print with a cork
	"Journey to the Forest Kingdom" "Beads for Mom"	printing with a palm and crumpled paper, cork imprint, drawing with a stick in the image of trees, foliage, birds, grass; exercise in the image over the entire surface of the sheet poking with cotton swabs
	"Chickens and ducklings" "Flowers for Katya's birthday"	tamponing, whatman paper, yellow gouache, white templates for ducklings and chickens print with crumpled paper
	"Basket of raspberry" "Flower"	drawing with paints by sticking fingers to a sheet of paper drawing with soap bubbles and paints

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

The children of the experimental group in the control experiment were offered the tasks of the ascertaining experiment.

Here are the results:

Table 2.4 - data on the experimental group:

			Coefficient

Fig.2.3 Data for the experimental group

Table 2.5 - data for the control group:

			Coefficient

Fig.2.4 Control group data

Thus, according to the results of the experiment, it can be seen that the result improved both in the experimental and in the control group. In the experimental group, all the children after the classes improved their performance to high. In the control group, a child appeared who achieved high results, while the main composition of the group improved its performance to medium (80%). It can be concluded that the activities carried out have led to a positive trend.

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 the focus of attention of many researchers and practitioners working in preschool education, there are many articles, manuals, 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.

With regard to artistic and aesthetic activity, it is important to single out the content of the abilities that manifest and form in it, their structure, development conditions.

Only in this case, it is important to purposefully develop a methodology for developing training in artistic and aesthetic activities in accordance with the Federal State Educational Standard.

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

The purpose of the drawing necessarily affects the nature of its implementation. 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 orienting and executive actions of the activity.

Consequently, it also determines the specifics of abilities for this type of activity. The conditions under which the child emotionally reacts to paints, 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 vividly perceive the surrounding reality, which contributes to the creation of emotionally colored images by children.

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

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

Experimental work was carried out in three stages, during which the following goals were carried out: the identification and development of creative abilities in children of the middle group, by conducting diagnostics on visual activity, identifying the level of development 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 guidelines in the work of the educator in accordance with the Federal State Educational Standard, the generalization of scientific literature contributes to the establishment of the content of artistic and creative abilities in drawing.

List of used literature

1. Bezrukova, V.S. Pedagogy: Textbook / V.S. Bezrukov. - Rn / D: Phoenix, 2013. - 381 p.

2. Bordovskaya, N.V. Psychology and Pedagogy: Textbook for High Schools. Third generation standard / N.V. Bordovskaya, S.I. Rosum. - St. Petersburg: Piter, 2013. - 624 p.

3. Weindorf-Sysoeva, M.E. Pedagogy: Textbook for secondary vocational education and applied baccalaureate / M.E. Weindorf-Sysoeva, L.P. Krivshenko. - Lyubertsy: Yurayt, 2016. - 197 p.

4. Vinogradova, N.A. Preschool Pedagogy. Review lectures on preparing students for the final interdisciplinary exam: Textbook / N.V. Miklyaeva, N.A. Vinogradova, F.S. Gainullov; Ed. N.V. Miklyaev. - M.: Forum, 2012. - 256 p.

5. Voronov, V.V. School pedagogy: a new standard / V.V. Voronov. - M.: PO Russia, 2012. - 288 p.

6. Galiguzova, L.N. Preschool Pedagogy: Textbook and Workshop for Academic Bachelor's / L.N. Galiguzova, S.Yu. Meshcheryakova-Zamogilnaya. - Lyubertsy: Yurayt, 2016. - 284 p.

7. Golovanova, N.F. Pedagogy: Textbook and workshop for academic baccalaureate / N.F. Golovanov. - Lyubertsy: Yurayt, 2016. - 377 p.

8. Gromkova, M.T. Pedagogy of Higher School: Textbook for Students of Pedagogical Universities / M.T. Gromkov. - M.: UNITI-DANA, 2012. - 447 p.

9. Dubitskaya, E.A. Pedagogy: Textbook for bachelors / L.S. Podymova, E.A. Dubitskaya, N.Yu. Borisov. - M.: Yurayt, 2012. - 332 p.

10. Esaulov, I.G. Pedagogy and tutoring in classical choreography: Textbook / I.G. Esaulov. - St. Petersburg: Lan, 2015. - 256 p.

11. Zhukov, G.N. General and professional pedagogy: Textbook / G.N. Zhukov, P.G. Sailors. - M.: Alfa-M, NITs INFRA-M, 2013. - 448 p.

12. Kibanova, A.Ya. Psychology and pedagogy (adapted course for bachelors) / A.Ya. Kibanova. - M.: KnoRus, 2012. - 480 p.

13. Kireeva E.A. Psychology and pedagogy (for bachelors) / E.A. Kireeva. - M.: KnoRus, 2012. - 496 p.

14. Kodzhaspirova, G.M. Pedagogy: Textbook for academic undergraduate / G.M. Kodzhaspirova. - Lyubertsy: Yurayt, 2016. - 719 p.

15. Kozlova, S.A. Preschool pedagogy: Textbook for students of institutions of secondary vocational education / S.A. Kozlova, T.A. Kulikov. - M.: ITs Academy, 2012. - 416 p.

16. Knyazeva, V.V. Pedagogy / V.V. Knyazev. - M.: Vuzovskaya kniga, 2016. - 872 p.

17. Krivshenko, L.P. Pedagogy: Textbook and workshop for academic baccalaureate / L.P. Krivshenko, L.V. Yurkin. - Lyubertsy: Yurayt, 2015. - 364 p.

18. Mandel, B. R Pedagogy: Textbook / B. R Mandel. - M.: Flinta, 2014. - 288 p.

19. Martsinkovskaya, T.D. Psychology and Pedagogy: Textbook / T.D. Martsinkovskaya, L.A. Grigorovich. - M.: Prospekt, 2013. - 464 p.

20. Menshikov, V.M. Pedagogy of Erasmus of Rotterdam: discovery of the world of childhood. Pedagogical system Juan Luis Vives / V.M. Menshikov. - M.: Public education, 2012. - 36 p.

21. Miklyaeva, N.V. Preschool Pedagogy. Theoretical and methodological foundations of correctional pedagogy / N.V. Miklyaev. - M.: Vlados, 2008. - 263 p.

22. Nemensky, B.M. Pedagogy of art. See, Know and Create: A Book for Teachers educational institutions/ B.M. Nemensky. - M.: Prosv., 2012. - 240 p.

23. Pavlenko, N.N. Psychology and Pedagogy: Textbook / N.N. Pavlenko, S.O. Pavlov. - M.: KnoRus, 2012. - 496 p.

24. Rabotnov, L.D. School theatrical pedagogy: Textbook / L.D. Rabotnov. - St. Petersburg: Planet of Music, 2015. - 256 p.

25. Samoilov, V.D. Pedagogy and psychology of higher education. Androgogical paradigm: Textbook. / V.D. Samoilov. - M.: UNITI, 2015. - 207 p.

26. Slastenin, V.A. Pedagogy: Textbook for students of institutions of secondary vocational education / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. - M.: ITs Academy, 2013. - 496 p.

27. Stolyarenko, L.D. Pedagogy in questions and answers: Textbook / L.D. Stolyarenko. - M.: Prospekt, 2016. - 160 p.

28. Titov, V.A. VPS: Preschool Pedagogy. Lecture notes / V.A. Titov. - M.: Prior, 2002. - 192 p.

29. Turchenko, V.I. Preschool Pedagogy: Textbook / V.I. Turchenko. - M.: Flinta, MPSU, 2013. - 256 p.

30. Shcherbakova E.V. Pedagogy. Short course.: Textbook / M.N. Nedvetskaya, T.N. Shcherbakova, E.V. Shcherbakov. - M.: UTs Perspektiva, 2013. - 408 p.

Applications

Attachment 1

Annex 2

Theme: "My favorite fish"

Non-traditional techniques: wax crayons + watercolour, foam rubber or prints from vegetables and potatoes.

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

Equipment: wax crayons, watercolor blue and purple, a sheet of A3 or A4 paper (optional) in blue, purple, white (for wax crayons and watercolors), blue flowers, a brush, two pieces of foam rubber in the shape of a tail and body of a fish, gouache bowls, potato prints in the shape of a tail and fish bodies, green gouache in jars, pedagogical sketches.

Lesson progress:

The inhabitants of the aquarium, soil, algae are considered. The teacher makes a riddle: "Splashes in the river with a clean silvery back" (fish). Reads a poem by I. Tokmakova "Where the fish sleeps": Darkness at night, silence at night. Fish, fish, where do you sleep? A fox trail leads to a hole, A dog's trail leads to a kennel. Belkin's trail leads to a hollow, Myshkin - to a hole in the floor. It is 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 that he is in the aquarium (soil, pebbles, algae), where the fish can hide, where he can sleep. Illustrations of different fish are considered, it is noted that they swim by moving their fins, tail, and body.

...

Non-traditional drawing techniques in the classroom in the middle group

Children 4-5 years old often have insecurity, sometimes even fear of drawing classes. The skill of using a pencil and a brush is still developing, shaping movements are rarely accurate. In the main drawing classes, pupils of the middle group learn to draw vertical and horizontal lines with a pencil, a continuous strip with a brush, draw simple figures and work out the skill of painting within the contour. The attention of children is unstable, they quickly get tired, monotonous activity reduces interest in the work performed. Drawing in non-traditional ways surprises children, activates their attention to create images on paper using unusual objects and tools. Watching the teacher draw with a fork or a toothbrush, the children are delighted and want to draw the same way.

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

The development of fine motor skills of the hands. Performing actions with various tools develops the child's hand, nerve endings are excited on the fingertips and the surface of the palms, which send an impulse to the cerebral cortex - the thinking and speech centers are activated.
Development of spatial thinking and visual perception of objects. The child learns to find individual details and forms in the image of an object that he can convey in the process of drawing on paper. Putting blots, drawing with wax, making prints, the guys consolidate the ability to determine the center of the sheet, develop a sense of composition and rhythm.
Learning to work with a variety of materials. In the classroom, the guys learn that images can be created not only with the usual paints and pencils on a white sheet of paper. AT creative work household items, natural and waste material are involved, cardboard and colored paper.
Activation of fantasy and the formation of interest in independent thinking through the plan. If drawing classes in non-traditional ways are carried out as part of the functioning of an additional education circle, it is recommended that in the room where the pupils are engaged, arrange a rack with signed boxes. As they master the skills of various techniques, the guys get access to a variety of materials. Pupils of the middle group can be given a choice of tools with which they want to draw a picture on the topic of the lesson. You can allow children to alternately choose an object that has not previously been studied within the framework of non-traditional drawing: at the beginning of the lesson, the student chooses an object, the teacher tells how to create an image with it.
Creating a good mood, developing self-confidence, relieving stress and fears. Drawing in non-traditional ways with children of the middle group contains game elements at its core: actions are accompanied by sentences (“Rain, rain, drip-drip-drip!” - dots are made with a cotton swab. “One - an apple, two - an apple, then there will be compote !" - prints are made with an apple slice, etc.), the creation of drawings is a solution to a problem situation (dandelions do not bloom on a poster depicting a lawn, and children draw flowers on it with a poke), etc.
Formation of interest in collective activity. Children 4-5 years old do not yet know how to work harmoniously in a pair or group. In the middle group, the guys learn to think through an individual plan. But the pupils are happy to perform simple tasks together. The teacher voices the task, the children will perform the same actions on a common sheet of paper (drawing paper or semi-drawing paper). For example, in the lesson "Autumn Forest" the task is to draw the crowns of trees with a piece of foam rubber. The guys sit down at a common table, on which lies a drawing paper with the image of bare trunks and branches of trees. Everyone chooses a tree, takes a piece of foam rubber and paints the leaves with yellow, orange, brown and red colors. At the end of such classes, the teacher must definitely draw the attention of the children to the fact that such a complete and nice picture It came about because everyone did a good job.
Development of aesthetic taste. The technique of non-traditional drawing teaches children to create the texture of an object, imitation of animal hair or bird plumage using non-classical techniques. Children develop the ability to see beauty in the unusual. Shapeless prints of a foam sponge or a poke with a hard brush look organic in the finished work. In the process of drawing, the children develop the ability to combine colors in the elements of the pattern, they begin to select solutions for creating an image on a colored background.

In the classroom for drawing in non-traditional techniques, it is necessary to observe the principle of continuity of knowledge. Creating images with unusual objects or non-classical techniques, the guys in their work consolidate and improve the skills acquired in ordinary classes: outline the outline of the object with a brush or pencil for further drawing in an unconventional way; decorate the picture with appliqué elements (paper or plasticine); draw the elements of the subject, as usual; learn to paint the background.

Finger painting (fingerography)

Until school age (7 years), visual and tactile sensations remain the leading processes by which the child studies objects and phenomena of the surrounding world. AT junior groups finger painting was both a game and transitional stages to the classical drawing technique, the guys for the most part filled in with multi-colored dots of printed pictures. In the middle group, pupils form and develop the skill of drawing various elements with their fingers: points, spots, strokes, lines. Deliberately getting dirty with paint is fun, smearing paint with your fingers is a special feeling, creating an image with strokes, and not just coloring - satisfaction with the result. In the classroom, special finger paints can be used: they are hypoallergenic and safe when ingested, light in consistency. Traditionally, in the middle group, they paint with gouache, but it is possible to paint with fingers using watercolors: they are not as thick as gouache, but you need to dip your finger into a glass of water before picking up paint, or first drop clean water with a brush into the cells with watercolors.

With pupils of the middle group, you can try drawing with your fingers according to the schemes. Attached to the board step-by-step instruction how to use prints and add pencil squiggles to draw an image of a person or animal. The teacher voices each stage, demonstrates its implementation, the guys repeat. Cards for step-by-step drawing with fingers of pictures are presented in numerous manuals for parents and teachers of preschool education (for example, in the book "Imprint, dot, stroke. Draw with fingers" by Ilona Molnar).

Fingertip painting technique:

The child dips a finger into a jar or bowl of gouache paint.
Each finger is filled with a different color of paint.
With the fingertips, the child draws on a sheet of paper, if necessary, again picking up the paint of the desired color.
At the end of the work, the fingers are washed with soap, the gouache is easily washed off.

"Bouquet"

Paint on the finger Green colour
Drawing lines on paper
flower stems
Picking up paint of a different color
Flowers are drawn with dots
new color
Second flower
Drawing a flower with strokes
Color mixing (yellow+red)
The process of drawing flowers
Butterfly is drawn with lines
The butterfly figure uses straight and curved lines.
The final stage of work
Drawing ready

Hand drawing

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

Hand drawing technique:

The child puts his hand in a saucer with paint. In the middle group, the guys should learn to apply paint on the palm with a brush held with the other hand, this skill is practiced in the classes on the topics “Bullfinch”, “Titmouse”, “Butterfly”, when the palm print should be multi-colored.
The palm and fingers are pressed tightly against a sheet of paper to obtain a print. You can make circular, vertical or horizontal movements with your palm as intended.
At the end of work, hands are washed with soap.

"Titmouse"

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

Combination of finger technique with palm drawing

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

"Fairy Tree"

Applying paint to the palm
Printing a palm on a sheet of paper
Palm print - tree trunk and branches
Finger picks up paint
Drawing strokes with your finger
finger painting process
Combination of shades of green
Picking up other colors
The leaves of the tree are drawn with dots
Fairy tree is ready

Poke drawing

To imitate fluffy and prickly objects or objects, drawing by poking is great. The lesson will require sheets of paper of any color or curly blanks in the form of animals, brushes with hard bristles, gouache, a glass of water, napkins. In drawing with a poke, classes are held on the topics “Cat”, “Christmas tree”, “Hedgehog”, “Dandelions”, “Bunny in winter”.

Poke drawing technique:

A dry brush is lowered into a jar of gouache, paint is drawn.
Holding the brush vertically, hit it on the paper - you get a poke.
Before picking up paint of a different color, the brush must be rinsed in a cup and blotted well with a napkin. A poke is obtained only with a semi-dry brush.
The contour of the depicted object or object is filled with pokes, the details necessary according to the plan can be drawn with an ordinary brush.

"Fluffy kitten"

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

Monotype

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

Monotype technique:

The sheet of paper is folded in the middle.
Spots are drawn on one part of the paper with paints of different colors.
The sheet is folded and ironed with the palm of your hand.
The sheet is opened, the resulting image can be drawn with a brush and paints.

"Butterfly"

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

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

Drawing with a toothbrush

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

"Herringbone"

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

Spray

The guys get acquainted with the technique of splashing in the younger groups: they pick up paint with a toothbrush or comb, direct it onto a sheet of paper and, drawing a pencil over the bristles / cloves, get colored splashes. In the middle group, the ability to create drawings with a multilayer spray is formed.

Multi-layer spray technique:

Stencils are used to create the image. In the classes on acquaintance with this technique, stencils are attached with paper clips to a sheet of paper.
Paint is picked up on the brush and splashes are made over a sheet of paper.
The next stencil according to the plan is superimposed, splashes of a different shade are made.
The stencils are removed, resulting in a complex image that imitates the volume of an object or a composition with foreground and background.

"Winter forest"

Stencils: snowdrifts, tree trunks and crowns, snowflakes Spatter tools and paints diluted with water First layer Second layer Third layer View of the picture after removing the stencils

Drawing with a sponge or piece of foam rubber

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

"Chick"

A piece of foam rubber is cut off from the sponge
We grab the foam rubber with a clothespin (the guys perform this action on their own)
We collect ink on the foam rubber and print with a vertical movement
Draw a chicken
Paint the details with a brush

Printing with natural material

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

"Vegetable salad"

Printing requires bulbs and cucumbers
Draw a salad bowl with a brush
We pick up the paint with an onion, apply it to the sheet
Bulb prints
We print with a cucumber
Salad ready

Drawing with cotton swabs

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

"Rowan branch"

To work, you need a few cotton buds, watercolor or gouache
The branch is drawn with lines
Berries are drawn in spots
Clusters of mountain ash are drawn
Leaves are painted with strokes
The cores of the berries are drawn with dots
Rowan branch is ready

Drawing with cotton pads

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

"Flower"

The cotton pad is folded until the desired shape is obtained, the paint is picked up Prints with a cotton pad according to the plan Elements are drawn with a brush

"Balloons"

Creating the background of the picture - the sky
Cotton pads are glued - balls
Drawing on cotton pads
Patterns on cotton pads
Draw a thread of balls with a brush

drawing with a fork

Another printing option unusual object- drawing with a fork (metal or plastic). Gouache is poured into a flat plate, paint is drawn on the flat surface of the fork and prints are made on paper.

"Tulips"

Picking up paint on a fork
Leaning a fork against a piece of paper
imprints
Draw stems and leaves with a brush
Tulips are ready

crumpled paper drawing

You can make prints with paint using a crumpled piece of paper. Drawing tasks in this technique are complicated for pupils of the middle group by combining elements of classical drawing or appliqué in their work.

"Leaves Are Falling"

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

Blotography

Blotography is a way of creating an image using spots and blots. To practice this technique, you will need watercolor, a glass of water, a brush and plastic straw. Blots can be supplemented with a pattern in the classic way, you can initially create a drawing on paper that will decorate the blots as intended.

Blob drawing technique:

With a brush well dipped in water, watercolor paint is drawn.
A spot is made on a sheet of paper or a drop is placed.
Blowing air out of the tube, draw a blot with paint.

"Cherry Blossom"

A drop is placed on a sheet of paper We blow through the tubes on the paint We inflate the blot - the trunk We put droplets of paint on the tree trunk and inflate the twigs We put drops of green paint We inflate the grass We put drops of white paint We supplement with paint Pink colour Inflating drops - cherry flowers

Threadography

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

"Cloud"

The thread with the typed paint is placed on a sheet of paper. From above, the thread is covered with another sheet, the child leads the thread in different directions, creating a pattern. Draw drops with a brush. The cloud is ready.

decoy drawing

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

"Gift for Mom"

We circle the stencil On the contour of the flower with a brush, apply a layer of glue Pour semolina Puts a sheet of paper on top Shake off excess cereal We perform the following element in this way - a stem with leaves A gift for mom is ready

candle drawing

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

Candle painting technique:

On the sheet with a candle, the guys draw the details according to the plan.
Brush over the sheet with watercolor paint.
Wax images show through the watercolor.

"Winter landscape"

Draw a candle at the bottom of the Christmas tree leaf, at the top - snowflakes
We paint over the sheet with watercolors of blue, cyan and black
Winter landscape ready

Drawing with wax crayons

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

"Summer Meadow"

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

Grattage (waxography)

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

Waxing technique:

Color the surface of the sheet with wax crayons.
Paint over the sheet with black gouache.
Let the paint dry completely.
Scratching the paint, create a drawing with lines.

"House"

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

Drawing through wet gauze

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

Gauze painting technique:

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

Drawing up a summary of a lesson in drawing in non-traditional techniques

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

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

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

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

Perspective planning for non-traditional drawing in the middle group

Before Development work program for non-traditional drawing, it is recommended to familiarize yourself with teaching aids for work with preschoolers in this area:

Borodkina NV Visual activity in kindergarten. Abstracts of classes with children from 3 to 7 years. - Development Academy, 2012.
Doronova T. N. Nature, art and visual activity of children. - Enlightenment, 2007.
Nikitina A. V. Non-traditional drawing techniques in kindergarten. - Karo, 2010.
Lykova I. A. Visual activity in kindergarten. Middle group. - Publishing House Tsvetnoy Mir, 2016

The non-traditional drawing program should contain:

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

Lesson in the middle group in drawing with a sponge

Webinar "Non-traditional drawing techniques with preschool children"

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

Every child, knowing the world, tries to reflect it in his activities: in the game, in stories, in drawing, in modeling, etc. An excellent opportunity in this regard is represented by the pictorial creative activity. The more diverse the conditions conducive to the formation of a creative environment, the brighter the artistic abilities of the child will manifest themselves.

Drawing with non-traditional techniques opens up wide scope for children's imagination, gives the child the opportunity to get carried away with creativity, develop imagination, show independence and initiative, and express their individuality.

Unconventional painting techniques are a wonderful way to create small masterpieces. It turns out that you can create a salty picture, and the palm can turn into a blue elephant. A gray blot can become a tree, and carrots and potatoes can surprise with unusual patterns.

For example, with younger preschool children, you can use:

Finger painting
- hand drawing
- thread printing
- printing from potatoes or carrots.

With children of middle preschool age, you can try:

Picture prints
- plasticine printing
- oil pastel + watercolor
- leaf prints
- hand drawings
- drawing with cotton swabs
- magic strings
- monotype.

And with children of older preschool age, you can master more complex techniques:

Bubble painting
- drawing with crumpled paper
- salt painting
- blotography
- plasticineography
- scratching
- frottage.

Each of these unconventional techniques is a little game for a child. The use of these techniques allows children to feel more relaxed, bolder, more spontaneous. These techniques develop the imagination, give complete freedom for self-expression.

DRAWING WITH FUNNY PRINTS

1. Plasticine stamps

It is very simple and convenient to make stamps from plasticine. It is enough to give a piece of plasticine desired shape, decorate with patterns (lines, spots) and paint in the desired color. For staining, you can use a sponge moistened with paint, or a brush that can apply paint to the surface of the die. It is better to use thick paint.

Materials: 1. Plasticine 2. Pencil 3. Paint 4. Sponge 5. Brush 6. Paper 7. Water jar

2. Stamps from threads

To create "striped dies" you can use threads that are firmly wound around an object. With a thick layer of paint, the threads are dyed in the desired color. Then, using imagination, the "striped pattern" is applied to the surface to be decorated.

Materials: 1. Woolen thread 2. Warp 3. Paint 4. Brush 5. Paper 6. Water jar

3. Pictures-prints
You can make prints using foam molds, which are convenient for creating a pattern with a pointed object, leaving depressions in this form. Then paint must be applied to the form. Immediately a sheet of paper is applied over the form, ironed. After a while, you need to carefully remove the sheet of paper. A beautiful pattern will appear on its back.

Materials: 1.Foam mold 2.Pencil 3.Paint 4.Brush 5.Paper 6.Water jar

4. Prints "leaves"
This technique is familiar to many. To print a sheet, you can use any paint. Apply paint to the veined side. Then the painted side of the sheet is applied to the paper, ironed. After a few seconds, gently lift the sheet. The imprint of the leaf will remain on the sheet of paper.

Materials: 1.Leaf 2.Paint 3.Brush 4.Paper 5.Water jar

5. Prints with potatoes, carrots, apples
Delicious vegetables and fruits also know how to draw. You just need to give them the right shape, pick up suitable color paint, paint with a brush and make a beautiful print on the surface to be decorated.

Materials: 1.Vegetable/fruit 2.Paint 3.Brush 4.Paper 5.Water jar

HAND DRAWING

1. Draw with palms

It is very interesting and exciting to draw with colored palms. It is very pleasant and unusual to paint your pens with bright colors and leave your prints on a piece of paper. Hand painting is fun game for little artists.

Materials: 1.Finger paints 2.Paper 3.Brush 4.Water jar

2. Draw with fingers

You can also draw with your fingers, leaving multi-colored prints on paper.

Materials: 1.Finger paints 2.Paper 3.Pencil/Felt pen 4.Water jar

DRAWING WITH SOAP BUBBLES

You can also draw with soap bubbles. To do this, add any soap solution and paint to a glass of water. Use a straw to slurp a lot of foam. Place paper over the bubbles. When the first patterns begin to appear, you can lift the paper. Bubble patterns are ready.

Materials: 1. Glass of water 2. Paint 3. Soap solution 4. Straw 5. Paper

DRAWING WITH SALT

Salt gives the pattern bizarre patterns. When depicting any landscape or bright background, you can use salt to give the background of the picture a beautiful texture. The background must be sprinkled with salt while the paint is still wet. When the paint dries, just shake off the remaining salt. Unusual light spots will remain in their place.

Materials: 1.Salt 2.Paint 3.Brush 4.Paper 5.Water jar

DRAWING WITH CRUMPLED PAPER

A crumpled napkin or piece of paper also allows you to get an interesting texture. There are two ways to draw with crumpled paper.
Method number 1. Liquid paint is applied to a sheet of paper. After a short period of time (while the sheet is still wet), a crumpled napkin is applied to the sheet. Absorbing moisture, the napkin leaves its characteristic mark on the surface of the paper.
Method number 2. First you need to crumple a sheet or napkin. Apply a coat of paint to this lump. The painted side can then be printed.
Texture sheets can then be successfully used to create collages.

Materials: 1. Napkin / Paper 2. Paint 3. Brush 4. Water jar

DRAWING WITH OIL PASTEL AND WATERCOLOR

Technique for drawing "magic" pictures using white oil pastels. Any “invisible” pattern is drawn on white paper with white pastel. But as soon as the brush and paint begin to decorate the white sheet, then .... children will feel like real wizards when magical pictures begin to appear under their brushes.

Materials: 1. Oil pastel white 2. Watercolor 3. Brush 4. Paper 5. Water jar

MONOTYPE

Monotype technique from Greek. "mono" - one and "typos" - imprint, imprint, touch, image.
It is a technique of drawing with a unique print. Only one print is obtained and it is impossible to create two absolutely identical works.
There are two types of monotype.

1. Monotype on glass

A layer of gouache paint is applied to a smooth surface (glass, plastic board, film). Then a drawing is created with a finger or a cotton swab. A sheet of paper is placed on top and pressed against the surface. The result is a mirror image.

Materials: 1.Smooth surface 2.Gouache 3.Brush 4.Paper 5.Water jar

2. Subject monotype

You need to fold a sheet of paper in half. Inside, on one half, draw something with paints. Then fold the sheet and iron it with your hand to get a symmetrical print.

Materials: 1.Paint 2.Brush 3.Paper 4.Water jar

BLOTGRAPHY

The non-traditional drawing technique "blotography" (blowing with a tube) is another magic creative pursuits. Such an activity for children is very exciting, interesting and very useful. Just like blowing through a straw improves health: the strength of the lungs and the respiratory system of the child as a whole.
To create a magical picture, you need a large blot, which you need to blow, blow, blow ... until an intricate drawing appears on a piece of paper. When a strange drawing is ready, you can paint on details: leaves, if you get a tree; eyes, if it turned out a magical creature.

Materials: 1.Watercolor 2.Tube 3.Brush 4.Paper 5.Water jar

NITCOGRAPHY

Drawing techniques using the "magic thread". It is necessary to lower the threads into the paint so that they are well saturated with paint. Then they need to be put on paper so that the ends of the thread 5-10cm protrude from both sides of the sheet of paper. The threads are covered with another sheet of paper. The top sheet is held by hand. Threads are bred in different directions. The top sheet rises. An unusual picture is ready.

Materials: 1. Thread 2. Paint 3. Paper 4. Water jar

DRAWING WITH COTTON STICKS

In the visual arts, there is a stylistic direction in painting, which is called "Pointillism" (from the French point - point). It is based on the manner of writing with separate strokes of a dotted or rectangular shape.
The principle of this technique is simple: the child paints the picture with dots. To do this, dip a cotton swab into the paint and put dots on the drawing, the outline of which has already been drawn.

Materials: 1. Cotton swabs 2. Paint 3. Paper 4. Water jar

GRATTAGE "TsAP-TSARAP"

The word "grattage" comes from the French "gratter" (scrape, scratch).
To start working in this technique, you need to prepare cardboard. Cardboard must be covered with a thick layer of wax or multi-colored oil pastels. Then, with a wide brush or sponge, you need to apply a dark layer of paint to the surface of the cardboard. When the paint dries, the drawing is scratched with a sharp object (toothpick, knitting needle). Thin monochromatic or multi-colored strokes appear on a dark background.

Materials: 1. Cardboard 2. Oil pastel 3. Gouache 4. Toothpick/Knitting needle 5. Brush 6. Water jar

FROTTAGE

The name of this technique comes from the French word "frottage" (rubbing).
To draw in this technique, you will need a sheet of paper, which is located on a flat relief object. Then, on the surface of the paper, you need to start hatching with an unsharpened colored or simple pencil. The result is an impression imitating the main texture.

Materials: 1. Flat embossed object 2. Pencil 3. Paper

PLASTILINOGRAPHY

A technique that uses plasticine to create paintings depicting semi-volumetric objects on a horizontal surface. For the surface (base) thick paper, cardboard, wood are used. To decorate the image, you can use beads, beads, natural materials and more.

Materials: 1. Plasticine 2. Base 3. Beads/Beads 4. Stacks

Art teacher

kindergarten on Ostozhenka

Explanatory note……………………………………………………………3

Diagnostic card………………………………………………………..11

A promising lesson plan for the middle group……………………………….12

Prospective lesson plan senior group……………………………….20

List of used literature………………………………………….29

Explanatory note

Fine art is one of the oldest areas of art. Every child is born an artist. It is only necessary to help him awaken his creative abilities, open his heart to goodness and beauty, help him realize his place and purpose in this beautiful world.

The main goal of the modern system of additional education is the upbringing and development of the child's personality. Achieving this goal is impossible without the implementation of the tasks facing the educational field "Artistic Creativity", an integral part of which is the fine arts. Fine art has a variety of materials and techniques. Often, the child does not have enough familiar, traditional ways and means to express his fantasies. After analyzing the author's developments, various materials, as well as the advanced experience of working with children, accumulated at the present stage by domestic and foreign practicing teachers, I became interested in the possibility of using non-traditional methods of creative activity in working with preschoolers to develop imagination, creative thinking and creative activity. Unconventional painting techniques demonstrate unusual combinations of materials and tools. The formation of an artistic image in preschoolers occurs on the basis of practical interest in developmental activities. Classes under the program "Rainbow of colors" are aimed at the implementation of the basic tasks of the artistic and creative development of children. Drawing with unusual materials, original techniques allows children to experience unforgettable positive emotions. Non-traditional drawing gives children a lot of positive emotions, reveals new possibilities for using familiar objects as art materials, and surprises with its unpredictability. Original drawing without a brush and pencil uninhibits the child, allows you to feel the colors, their character, mood. Unbeknownst to themselves, children learn to observe, think, fantasize.

The teacher must awaken in every child faith in his creative abilities, individuality, originality, faith that he came into this world to create goodness and beauty, to bring joy to people.

Relevance program is due to the fact that there is a convergence of the content of the program with the requirements of life. At present, there is a need for new approaches to the teaching of aesthetic arts, capable of solving modern problems of creative perception and development of the individual as a whole. In the system of aesthetic creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world, contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, brings up purposefulness, perseverance, a sense of mutual assistance, and makes it possible for the creative self-realization of the individual. The program is aimed at introducing children to creativity through art. Children get acquainted with a variety of non-traditional ways of drawing, their features, a variety of materials used in drawing, learn to create their own drawings based on the knowledge gained. Thus, a creative person develops, able to apply his knowledge and skills in various situations.

Practical significance of the program

An unconventional approach to the implementation of the image gives impetus to the development of children's intellect, encourages the creative activity of the child, teaches to think outside the box. Combinations come up with new ideas different materials, the child begins to experiment, to create.
Drawing in non-traditional ways is a fascinating, mesmerizing activity. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves.

Non-traditional drawing techniques are a real flame of creativity, it is an impetus for the development of imagination, the manifestation of independence, initiative, and expression of individuality.

The path to creativity has many roads for them, known and still unknown. Creativity for children is a reflection of mental work. Feelings, mind, eyes and hands are the instruments of the soul. The creative process is a real miracle. "In creativity there is no right way, there is no wrong way, there is only your own way"

Pedagogical expediency

From many years of experience working with children to develop artistic and creative abilities in drawing, it became clear that standard sets of visual materials and ways of transmitting information are not enough for modern children, since the level of mental development and the potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give impetus to the development of children's intellect, activate the creative activity of children, teach them to think outside the box.

An important condition for the development of a child is not only an original task, but also the use of non-traditional waste material and non-standard isotechnologies.

All classes in the program developed by me are creative in nature.

Conducting classes using non-traditional techniques for this program:

Develops self-confidence. Helps relieve children's fears. Teaches children to express themselves freely. Encourages children to be creative and find solutions. Teaches children to work with a variety of artistic, natural and waste materials. Develops fine motor skills of hands. Develops creativity, imagination and flight of fancy. While working, children get aesthetic pleasure. Confidence in one's creative abilities is brought up through the use of various isotechnics.

novelty and distinctive feature programs"Rainbow of colors" by non-traditional painting techniques is that it has an innovative character. The system of work uses non-traditional methods and ways of developing children artistic creativity. Homemade tools are used, natural and junk for non-traditional drawing. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original art materials, and surprises with its unpredictability.

Target:

To develop creative abilities in children, by means of non-traditional drawing.

Tasks:

To acquaint with various ways and techniques of non-traditional drawing techniques using various visual materials.

To instill interest and love for the fine arts as a means of expressing feelings, relationships, familiarizing with the world of beauty.

Track the dynamics of the development of creative abilities and the development of the visual skills of the child.

create everything the necessary conditions to achieve the set goal.

Types and techniques of non-traditional drawing.

Given the age characteristics of preschoolers, mastering different skills at different age stages, it is recommended to use special techniques and techniques for non-traditional drawing.

Yes, for children. younger preschool agewhen drawing, it is appropriate to use the “drawing with hands” technique (with the palm, edge of the palm, fist, fingers), imprint with potato stamps, poke with a hard semi-dry brush.

children middle preschool age:

Poke with a hard semi-dry brush, printing with foam rubber; stopper printing; wax crayons + watercolor; candle + watercolor; leaf prints; palm drawings; drawing with cotton swabs; magic ropes (nitkography).

And in senior preschool agechildren can master even more difficult methods and techniques:

sand painting;
drawing with soap bubbles;
drawing with crumpled paper;
blotting with a tube;
screen printing;
subject monotype;
blotting ordinary;
plasticineography

Lesson Methods:

Verbal (conversation, artistic word, riddles, reminder of the sequence of work, advice);

Visual

Practical

Gaming

Methods Used

- make it possible to feel the multi-color image of objects, which affects the completeness of the perception of the surrounding world;

- form an emotionally positive attitude towards the drawing process itself;

- contribute to a more effective development of imagination, perception and, as a result, cognitive abilities.

When organizing non-traditional drawing classes, it is important to remember that in order for children to successfully master skills and abilities, it is necessary to take into account the age and individual characteristics of children, their desires and interests. With the age of the child, the content expands, the elements, the shape of the paper become more complicated, new means of expression stand out.

Class mode:

middle group - number of lessons per week 1, per month 4 lessons. 36 lessons per year. Duration of classes in the middle group -20 min

Senior group - Number of lessons per week 1, per month 4 lessons. There are 36 classes per year. The duration of the lesson in senior group-25 min.

Form of occupation - thematic joint activities of the teacher and the child in the form of circle work

Forms of summarizing the results at the end of the year of implementation of the additional educational program:

Holding exhibitions of children's works

Holding an open event

Conducting a master class among teachers

Expected Result

through this program, the teacher will be able to more effectively solve the problems of educating and educating preschool children. Since the presented material contributes to:

Development of fine motor skills of hands;

Exacerbation of tactile perception;

Improvement of color perception;

concentration of attention;

Increasing the level of imagination and self-esteem.

Expansion and enrichment of artistic experience.

Formation of the prerequisites for learning activities (self-control, self-assessment, generalized methods of action) and the ability to interact with each other.

Work skills are formed

Activity and independence of children in creative activities;

The ability to find new ways for artistic representation;

The ability to convey in the works their feelings using various means of expression.

The implementation of the program will help preschool children to creatively approach the vision of the world that they depict and use any available means for self-expression.

Diagnostic card

according to the method "Diagnostics of visual activity" G.A. Uruntaeva

No./n

F.I.

Reb.

technical skills

Movement accuracy

Means of expression (color, shape, etc.)

Presence of intent

Manifestation of independence

Attitude towards drawing

Speech while drawing

total

N. - beginning of the year

K. - end of the year

Perspective lesson plan for the circle "Rainbow of colors"

in the middle group

SEPTEMBER

N p / p	Topic of the lesson	Technique	Program content
	Diagnostics	Various
	Decorate a handkerchief	Cork imprint. Finger painting	Learn to decorate a handkerchief simple pattern using typing, finger painting and sticking. Develop a sense of composition and rhythm. Encourage children to work individually.
	autumn tree	Eraser stamp print	Familiarize yourself with the technique of printing with seals.
	autumn bouquet	Leaf printing	Learn how to print with leaves. Cultivate a child's artistic taste

OCTOBER

N p / p	Topic of the lesson	Technique	Program content
	Harvesting for the winter "Compote of apples"	Apple print	To introduce the technique of printing with an apple, a foam swab. Show how to get a fingerprint. Learn to draw apples and berries in a jar. You can use finger painting if you like. Develop a sense of composition. Cultivate a child's artistic taste.
	Snail	Drawing with wax crayons, salt	To introduce the technique of combining watercolor and wax crayons. To teach children to draw with wax crayon along the contour, to learn to paint in parts, to work carefully with salt. Encourage children to work individually.
	Mushrooms in a basket	Impression with seals (hat-cardboard), drawing with fingers	Exercise in drawing oval-shaped objects, printing with seals. Develop a sense of composition. Cultivate a child's artistic taste.
	Chick	Drawing with "Rice", cotton buds	Teach children to apply glue to a separate area, generously pour grits on a separate area, gently color the rice, “revive” the work with a cotton swab. Encourage children to work individually.
	Two cockerels	hand drawing	Improve the ability to make palm prints and draw them to a certain image (cockerels). Develop imagination and creativity. Cultivate a child's artistic taste.

NOVEMBER

N p / p	Topic of the lesson	Technique	Program content
	Pock	Finger painting	Learn to draw berries on a branch (with fingers) and leaves (by sticking). Strengthen these drawing skills. Develop a sense of composition. Cultivate a child's artistic taste.
	my favorite fish	Hand drawing	Improve the ability to make palm prints and draw them to a certain image. (Fish) To educate children in the ability to work individually.
	First snow	Napkin print	To consolidate the ability to draw trees large and small, depict a snowball using the printing technique or drawing with fingers. Develop a sense of composition. Cultivate a child's artistic taste.
	Chick	Gouache, cotton pads, sticks	To teach children to stick cotton pads, to teach them to carefully paint cotton pads, to “revive” the picture with the help of cotton swabs. Encourage children to work individually.

DECEMBER

N p / p	Topic of the lesson	Technique	Program content
	Winter forest	Screen printing, finger painting	Practice screen printing. Strengthen the ability to draw with fingers. Develop a sense of composition. Cultivate a child's artistic taste.
	My mittens	Finger print	Practice typing techniques. To consolidate the ability to decorate an object, applying a drawing as evenly as possible over the entire surface. Encourage children to work individually.
	Lamb	Bristle brush, napkin, finger painting	To teach to tint a sheet, to blot with a napkin (depicting clouds, wool), to teach children the technique of drawing by poking with a semi-dry brush. Strengthen the ability to draw with fingers. Cultivate a child's artistic taste.

JANUARY

N p / p	Topic of the lesson	Technique	Program content
	Christmas tree fluffy, elegant	Poke with a hard semi-dry brush, finger painting	Exercise in the technique of drawing with a poke, a semi-dry hard brush. Continue to learn to use such a means of expression as texture. Strengthen the ability to decorate a drawing using finger painting. Encourage children to work individually.
	snowball	Candle drawing, watercolor	To acquaint with the technique of drawing with a candle, toning the background. Cultivate a child's artistic taste.
	snowman	Paper creasing (rolling)	To consolidate the skills of drawing with gouache, the ability to combine rolling, crumpling paper and drawing in work. Learn to finish drawing a picture with a snowman (broom, Christmas tree, fence, etc.). Develop a sense of composition. Cultivate a child's artistic taste.

FEBRUARY

N p / p	Topic of the lesson	Technique	Program content
	A cup	Printing, stencil printing, cotton swabs	Exercise in the technique of drawing with a poke, printing with seals. Develop a sense of composition. Learn to draw an object. Encourage children to work individually.
	flower for dad	Potato prints	Practice drawing with prints. To consolidate the ability to finish the stems and leaves of half-blown flowers. Develop a sense of composition. Cultivate a child's artistic taste
	Berries and fruits
	Teddy bear	Foam rubber (2 pcs.), Fine brush, gouache	To help children master a new way of depicting - drawing with a foam rubber sponge, which allows you to most vividly convey the depicted object, its characteristic texture appearance, continue to draw large, arrange the image in accordance with the size of the sheet. Cultivate a child's artistic taste.

March

N p / p	Topic of the lesson	Technique	Program content
	Mimosa for Mom	Finger painting	Exercise in drawing with fingers, rolling balls from napkins. Develop a sense of composition. Cultivate a child's artistic taste.
	Sun	Hand drawing	To fix the technique of typing with palms. Learn to apply paint quickly and make prints - rays for the sun. Develop color perception. Encourage children to work individually.
	Animals (rooster, bird, elephant, deer, bear)	Drawing with fingers, pencil or brush, felt-tip pen	Learn to draw the simplest figures, consisting of many fingerprints, use the entire multi-colored range of paint. Cultivate a child's artistic taste.
	snowdrops	Watercolor, wax crayons	Learn to draw snowdrops with wax crayons, pay attention to the bowed head of flowers. Learn to convey spring color with watercolors. Develop color perception. Encourage children to work individually.

APRIL

N p / p	Topic of the lesson	Technique	Program content
	Tumbler	Tassel, buttons of various shapes	Learn to draw with seals (buttons) of various shapes. Fix the primary colors: red, yellow, blue. Cultivate a child's artistic taste.
	Magic pictures (magic rain)	candle drawing	Fix the drawing technique with a candle (magic rain). Carefully paint over the sheet with liquid paint. Learn to draw a cloud with a wax crayon. Cultivate a child's artistic taste.
	Gift for cat Murka	Cotton buds, a finished image of a cat (from geometric shapes: a head is a circle, ears are small triangles, a body is a large triangle, paws, a tail are ovals), paints of different colors, for each child a set of geometric shapes for laying out an image of a cat, PVA glue.	Exercise children in laying out and gluing images from geometric shapes; fix the names of the figures; improve the ability to draw balls with cotton swabs; cultivate accuracy when working with glue and paints, a desire to help a friend.
	Insects (butterfly, spider, ladybug, caterpillar)	Drawing with fingers, pencil	Learn to draw the simplest figures, consisting of many fingerprints, use the entire multi-colored range of paint. Encourage children to work individually.

MAY

N p / p	Topic of the lesson	Technique	Program content
	bird cherry	Drawing with cotton swabs, fingers	Continue to introduce children to the technique of drawing with a poke. Develop a sense of composition and rhythm. Encourage children to work individually.
	Salute	Watercolor or gouache, wax crayons	Strengthening the skill of drawing in watercolor or gouache, learn to draw a salute with a wax crayon. Cultivate a child's artistic taste.
	Kitty	Poke with a semi-dry hard brush, kitten stencil	To consolidate the skill of printing with a brush on a stencil. Encourage children to work individually.
	how i love dandelions	Clipping, wax crayons, poking.	To improve the aesthetic perception of natural phenomena and techniques for their depiction - cutting and poking and others; to develop a sense of composition and color in the process of using different materials to create an expressive image of a dandelion in a landscape. Cultivate a child's artistic taste.

A promising lesson plan for the Rainbow of Colors circle in the senior group

Month	A week	Topic	Unconventional Techniques	Program content	Literature
September		Diagnostics	Various	Improve skills and abilities in free experimentation with materials necessary for working in non-traditional fine arts.	Kazakova R.G.
		Diagnostics (free experimentation with materials)	Various	Improve skills and abilities in free experimentation with materials necessary for working in non-traditional fine arts. Strengthen the ability to choose your own technique and topic.	Kazakova R.G. Drawing with preschool children.
		Drawing "Plants in our group"	foam impression	Learn to press the foam rubber to the stamp pad with paint and apply an imprint on paper.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 77
		Drawing "Mushrooms in a basket"	Hand drawings	Expand children's knowledge about mushrooms; learn to draw mushrooms with the palm of your hand	Nikitina A.V. Non-traditional drawing techniques in kindergarten. Page 25
October		Drawing "My favorite tree in autumn"	Blotography with a tube, drawing with fingers	Introduce children to a new drawing technique - tube blotting. Develop imagination.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 37
		Drawing "Autumn on the edge of the paint bred"	Leaf print	To acquaint with a new type of fine art - "plant printing". Develop a sense of composition, color perception.	Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. p.5
		Drawing "Why does a person need an umbrella"	Stencil work.	Develop fine motor skills of fingers, hand-eye coordination.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 27
		Drawing "My Favorite Sweater"	Printing with prints, drawing with erasers	Strengthen the ability to decorate a sweater or dress with a simple pattern, using large and small elements	Nikitina A.V. Non-traditional drawing techniques in kindergarten. Page 31
November		Drawing "Flying South"	Blotography	To acquaint children with the rules for applying blots on glass and putting paper on top.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. Page 29
		"Unusual dishes"		Practice combining different techniques; develop a sense of composition, color, figurative ideas about objects.	Kazakova R.G. Drawing with preschool children. pp.120, 122
		Drawing "Wallpaper in my room"	Signet print + foam rubber	Improve skills in artistic printing and drawing techniques. Strengthen the ability to make simple patterns.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 51
		Drawing "First snow"	Monotype, finger painting	Learn to draw a tree without leaves, depict snow with your fingers.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 39
December		Drawing "Winter tunes"	splatter	To develop in children an interest in visual activity, to continue to acquaint them with different techniques and materials.	Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2 page 5
		Drawing "Dymkovo toy" (horse)	imprint with seals	To consolidate the ability to decorate a simple figure with a Dymkovo pattern. Develop the ability to convey the color of the pattern.	Nikitina A.V. Non-traditional drawing techniques in kindergarten 45
		Drawing "Christmas tree elegant"	Finger painting, foam impression	To consolidate the ability to depict Christmas decorations.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. p. 47
		salt painting "Father Frost"	Gouache + salt	To teach a new technique for image design: sprinkling salt on wet paint to create three-dimensional image.	Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2. p.38
January		Drawing "Musical Drawing"	Various	Develop a sense of color through music and drawing. Stimulate children's creativity to improvise with color spot.	Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2. p.30
		Drawing "Winter forest"	Hand drawings	Teach to put a palm to a sheet and circle with a simple pencil. Each finger is a tree trunk.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. Page 49
		Drawing "Frosty pattern"	Wax crayons + watercolor	Develop visual observation, the ability to notice the unusual in the world around you and the desire to reflect what you see in your work.	Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. p.43
		The pattern on the plate - Gorodets painting "Dishes"	Poke with a semi-dry stiff brush	Learn to create an image of an owl using the poke and charcoal technique	Nikitina A.V. Non-traditional drawing techniques in kindergarten. Page 55
February		Drawing "Fancy Cars"	Imprint with cork and seals, black marker + watercolor, “familiar form - new image”	Practice combining different techniques; develop a sense of composition, rhythm, creativity, imagination.	Kazakova R.G. Drawing with preschool children. p.124
		Drawing "Tie for Dad"	Impression with cork, rubber stamps, screen printing, "a familiar form - a new image."	To consolidate the ability to decorate a tie with a simple pattern, using large and small elements.	Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. p.73
		Drawing "Winter tunes"	Spray	To acquaint with a new way of depicting snow - “splashes”. Enrich speech with aesthetic terms.	Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2. p.5
		Drawing "Semyonov matryoshkas"	imprint with seals	To acquaint with Semenov matryoshkas. Develop color perception.	Nikitina A.V. Non-traditional drawing techniques in kindergarten p.65
March		Postcard for mom	Screen printing, air markers.	Learn to decorate a card for mom with flowers. Strengthen the ability to use familiar techniques.	Nikitina A.V. Non-traditional drawing techniques in kindergarten page 63
		Drawing + application "My family"	Optionally	To teach independence in the choice of plot and technique of performance.	Kazakova R.G. Drawing with preschool children.

		Drawing "Funny little people"	Magic ropes	Introduce children to a new drawing method using multi-colored strings. To convey the silhouette of a person in motion.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 35
		Drawing "Early spring"	monotype landscape	Learn to fold a sheet in half, draw a landscape on one side, and receive its reflection in the lake on the other. Wipe half of the sheet with a sponge.
April		Drawing "Space Landscape"	Grattage	Teach a new way of obtaining an image - scratching.
		Drawing "The Rooks Have Arrived"	Eraser printing	To teach children to depict a flock of migratory birds with eraser prints.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 79
		Gouache painting with semolina "Crow"	Gouache + semolina	Exercise in mixing and diluting gouache with semolina, expanding ideas about the shape, size and color of objects. Develop visual skills and abilities.
		Drawing "Aquarium"	Hand drawings	Learn to trace the spread fingers with a simple pencil, draw the necessary details.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. page 75
May		Drawing "Festive fireworks over the city"	Wax crayons + watercolor	To fix the properties of different materials used in the work: watercolor and wax crayons. Develop compositional skills.	Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. p.48
		Drawing "Salute"	Air markers	Continue to learn to draw with felt-tip pens, distribute multi-colored splashes on the sheet.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. p.81
		Drawing "Beautiful landscape"	sand painting	To acquaint with the method of drawing a landscape, to learn how to arrange objects correctly.	Nikitina A.V. Non-traditional drawing techniques in kindergarten. p.87

		Drawing "Dandelions in the Grass"	Poke with a hard semi-dry brush + semolina	Continue to acquaint children with the method of drawing with a hard semi-dry brush, exercise in working with semolina, develop visual skills and abilities.
		Butterfly	Monotype subject	Teach children to observe symmetry, draw on one half of the sheet, then fold the sheet	Nikitina A.V. Non-traditional drawing techniques in kindergarten. p.85

List of used literature

Akunenok T.S. The use of non-traditional drawing techniques in preschool educational institutions // Preschool education. – 2010. - №18
Davydova G.N. Non-traditional drawing techniques Part 1. - M .: Publishing house "Scriptorium 2003.2013.
Davydova G.N. Non-traditional drawing techniques Part 2. - M .: Scriptorium 2003 Publishing House, 2013.
Kazakova R.G. Drawing with preschool children: non-traditional techniques, planning, lesson notes. - M., 2007
Komarova T.S. Visual activity: Teaching children technical skills and abilities. // preschool education, 1991, №2.
Lykova I. A. Visual activity in kindergarten. - Moscow. 2007.

Lebedeva E.N. The use of non-traditional techniques [Electronic resource]:http://www.pedlib.ru/Books/6/0297/6_0297-32.shtml
Nikitina A.V. Non-traditional drawing techniques in kindergarten. Planning, class notes: A guide for educators and interested parents. St. Petersburg: KARO, 2010.
Tskvitaria T.A. Non-traditional drawing techniques. Integrated classes in the preschool educational institution. – M.: TC Sphere, 2011.
Shvaiko G.S. Classes in visual activity in kindergarten. - Moscow. 2003.