Program tasks.

To consolidate knowledge about the genre of painting - still life, to give an idea of ​​composition. Show the role of the color background for a still life. Learn to draw a simple composition of three or four objects in watercolors. Introduce the concept of “highlight” and how to draw it. Learn to convey the shape, color and size of objects in a drawing. Develop a vision of aesthetic beauty in still life

Equipment and materials.

Reproductions of still lifes, still life (nature) Watercolor, sheets of white paper for watercolors in A4 format, brushes (squirrel No. 1, 2, 4), cups of water, wet wipes for each child

Progress of the lesson.

Educator:

Guys, remember when we looked at paintings and got acquainted with one of the genres of fine art - still life? Let's look at one of these paintings today - a reproduction from the painting by I. T. Khrutsky “Flowers and Fruits”.

What do you see in the picture? (Children's answers)

This painting is called “Flowers and Fruits”. Why did the artist call it that? (Children's answers)

- What genre of painting does it belong to?

Still life translated from French means “dead nature,” but this name does not define the entire essence and diversity of this genre. Looking at still lifes, we can observe the richness of the natural world and the world of things surrounding humans. Artists, depicting ordinary things, show their beauty and uniqueness. In still lifes, things speak about themselves, invite us to admire the beauty of their shape, texture, color, and make us feel the aroma.

What is the difference natural fruits and the flowers from those depicted in the picture?

What color of fruit did the artist depict?

What do you see as the beauty of this combination and form?

What first caught your attention?

Invite children to find the compositional center of the picture, pay attention to the combination of colors, i.e. color.

Visit us today

Autumn has arrived

I left some gifts, I asked you to pass them on

What if we like this treat,

Then we can draw everything without delay.

What has the generous autumn prepared for us? Look how beautiful the fruits are!

(Children look at fruits, describe their shape and color)

Invite the children to make a composition out of them in a vase. Say that objects in the composition may partially cover each other, for example, an apple may lie on the table in front of a vase.

Show children how to correctly sketch the main details with a simple pencil - when drawing a still life from life, it is important to accurately convey the position of objects and all the details. The line should be barely noticeable so that it does not show through the watercolor later.

The next stage of work is laying the tone. Without drawing details, in general, a light tone is applied in watercolor. Once dry, a more saturated one is applied to highlight the dark parts. The main thing in watercolor is that it remains transparent. Draw children's attention to the fact that when objects are illuminated, light reflections are visible on them - depending on the lighting from one side or the other. To convey the highlight in the drawing, a light tone remains in its place, a dark tone is not superimposed.

(Turn on low music, children get to work)

When finished, review all the drawings with the children and come up with a name for your still life.

Lesson notes

on drawing from life

V preparatory group

d/s No. 37 (building 2)

Oktyabrsky district of Ufa

Topic: "Vegetables"

Educator: Safuanova N.M.

Program content

Teach children to depict vegetables from life, conveying similarities. Teach children to draw a diagram of an object (still life) with barely noticeable lines.

We consolidate the ability to mix paints to obtain the desired color, and improve previously acquired skills.

Educational task: to develop the eye, observation, sense of color, to cultivate interest in drawing from life.

Methodical techniques

Puzzles.

Like in our garden
Mysteries have grown -
Juicy and large,
They're so round.
In summer they turn green,
They turn red in autumn. (Tomatoes)

Sundress on sundress,
A dress on a dress.
How are you going to undress?
You'll cry your fill. (Onion)

Questions. What does it mean to draw from life? How to get the right paint?

Vocabulary work: nature, paint mixing, scheme, subtle lines, background, proportion, palette.

Progress of the lesson. Guys, today we will draw our vegetables from life(I place pre-selected vegetables on the table from left to right: onion, cucumber, tomato) . What do you think it means to draw from life? To draw vegetables from life, you first need to examine them. Who wants to talk about these vegetables? Maybe someone wants to add something? (The child who completes his friend’s answer receives a chip). Well done! Now these vegetables need to be depicted on a piece of paper. First you need to draw a diagram. Look, children, our vegetables are located on the same line. Let's draw this line. Now we will talk about each subject separately. Let's start from left to right. Let's look at the onion. Take a measuring strip and measure the height and width of the bow. I measure the height, and you count, one, two. We draw an axial, barely noticeable line, equal to two measuring strips. Let's measure the width. We count, one, two. The width is the same as the height. In the middle of the center line we draw another one, of the same length, across the center line. Then, with a smooth turn of the hand, we connect the ends of the segment, conveying the resemblance to the outline of a bow.

Next vegetable– (riddle) cucumber, it is located in the middle. Let's measure the thickness of the cucumber. I measure, and you count, one. Draw a vertical line equal to one measuring strip, stepping back from the bow at a distance equal to two measuring strips. Now, let's measure the length of the cucumber. I will measure, and you count how many times the measuring strip will be deposited along the length of the cucumber. One two three four. From the middle of the vertical line, draw a horizontal line to the right, equal to two measuring strips and the same to the left. We connect the ends of the segment with a smooth, barely noticeable line, conveying the resemblance to the outline of a cucumber.

Next we will depict (riddle) a tomato. Let's measure the height and width of the tomato. According to the height of the tomato, the measuring strip is laid, we count, once or twice. Draw a vertical line equal to two measuring strips. Mark the middle of the segment. Let's measure the width of the tomato, I measure, and you count, one two. We draw a barely noticeable line from the middle of the segment to the right, equal to one stripe, and to the left, the same. Then we connect the ends of the segment with barely noticeable rounded lines, conveying the resemblance to the shape of a tomato.

Children, look, we drew a diagram of vegetables. Now our task is to color the vegetables. But for this we need to choose the appropriate colors. Selecting paint for onions. To obtain onion color Let's take orange and yellow. Fits? No, it doesn't fit. What should I take? (white paint). Let's add a little white paint. Is it okay? It's right! So, what paints do you need to take to get an onion color? That's right, orange, yellow and a little white paint. Carefully paint the onion. For the cucumber we take green paint. Fits? Fits. Let's see if the red paint matches our tomato. No, it doesn't fit. What should I add? Well, let's add purple. Now, it fits.

Now you yourself will draw vegetables from life on a sheet of paper. Where do you start? That's right, let's draw a diagram! How will you draw the diagram? That's right, barely noticeable lines. Until you see that your diagram is similar to nature, do not start painting. Get started! I'm removing the diagram. The children begin to draw. I watch the children. I approach those who hesitate individually. I encourage him and try to give him a feeling of confidence that he will succeed.

End of class. Analysis. Guys, look who thinks that his work is very similar to life, put your drawings on this tray. If you think your work is not very similar, put it on another tray. And those who don’t look like it at all, put it on the third tray. I call the child and ask: “Why did you put it on this tray?” (self-analysis). The child must tell what he put on this tray, because he conveyed the proportions, selected the appropriate colors, correctly depicted the shapes, and worked carefully. We analyze 1-2 works. The rest of the work is sorted out during the day or the next day.

kezhik ondar
Lesson summary “Fruits. Drawing on the theme “Favorite fruits”

Summary of the integrated lesson in middle group

Subject: Fruits. Drawing on a theme« Favorite fruits»

Target:

Introduce names fruit, learn to describe fruits, compare them, develop logical thinking, develop the ability draw with cotton swabs

Materials: Pictures showing fruit, vegetables, bowl, plate, individual sheets of paper with outlines fruit, cotton buds

Progress of the lesson:

Today we have class not only very interesting, but also delicious.

I'll tell you a riddle, and you guess:

Ripe, juicy, colorful,

Visible to everyone on the shelves!

We healthy foods,

And they are simply called... (fruits)

Which fruits you know? What vegetables do you know? Where do they grow?

I will show a picture with an image fruit, and you can tell whether it is soft or hard. Which fruits are shaped like a circle? (Apple, pomegranate, orange, tangerine.) Which fruits look like a triangle (Pear) Which fruits are oval shaped(Apricot, kiwi, plum, banana, lemon.)

A game “Where should I put what?”(I suggest the children divide the vegetables and fruits: vegetables in a bowl, fruits on a plate)

A game "Big small"

You know there are soft and hard fruits. And then there are big ones and small ones. How small fruits you know? How big fruits you know? Look at the picture and name small and large fruits.

A game “What’s extra?”

Children look at the pictures in each row, name the extra object and explain why it is extra.

Guess which ones I wished for fruit:

Green, yellow, red, some sour and some sweet. (Apples)

They grow on trees, dry dried apricots are called. (Apricots)

When she ripens on the branches, she turns blue in the sun. (Plum)

It also grows on trees and looks like a light bulb. (Pear)

With a red side and shaggy, it is very juicy and sweet. (Peach)

Physical education minute: We will cook compote,

You need a lot of fruits,

Let's chop apples

We will chop the pear,

Let's put the drain on the sand,

We cook, we cook compote,

Let's treat honest people

What can be prepared from fruit?

From fruit make drinks. Juice, compote, lemonade.

From fruit make filling for cakes, pies, pastries.

In summer, children and adults enjoy eating popsicles.

You can also cook fruit salad , fruit yogurt , fruit jelly.

In stores you can buy sweets with fruit filling , fruit marmalade.

Your grandmothers and mothers probably know how to make jam from fruit. What is the name of jam made from different fruit, we'll find out now.

Didactic exercise "Jam from fruit»

Apples are made into... what kind of jam? Apple.

Plums are used to make... what kind of jam? Plum.

Pears are used to make... what kind of jam? Pear.

Peaches are used to make... what kind of jam? Peach.

Apricots are made into... what kind of jam? Apricot.

Didactic game "Taste it"

Children are invited to taste the pieces with their eyes closed. fruit and determine the names of these fruit

Drawing.

I'm handing out some leaves for you to color. fruits

Reflection:

Tasting fruit juice and marmalade. And now I invite you to enjoy fruit marmalade and fruit juice.

Publications on the topic:

Program content. Clarify and consolidate the concepts of “vegetables” and “fruits”; explain their benefits of use; continue to introduce children to.

Summary of a lesson on the formation of lexical and grammatical means of language and coherent speech in the middle group of compensatory orientation for.

Abstract of the educational activity "Fruits" (non-traditional drawing - semolina) in the senior group Goal: to introduce children to an unconventional drawing technique using semolina. Tasks: - continue to teach children how to work with paints.

Summary of a lesson about fruits in the junior group Topic: “Fruits” The goal is to consolidate knowledge about fruits, about methods of preparing them; teach to manifest.

Summary of an open lesson on speech development in senior group. Theme: "Vegetables and fruits - healthy products." Goal: development of coherent speech in children.

Goal: to consolidate children’s understanding of the formation of numbers 4 and 5 and counting skills within 5; learn to coordinate numerals with nouns.

Summary of a modeling lesson in the middle group on the topic “Fruits.” Program content: Introduce children to the techniques of sculpting oval objects.

Integration of educational areas:“Cognition” (formation of a holistic picture of the world), “Artistic creativity” (drawing), “Music”, “Communication”.

Types of children's activities: gaming, productive, communicative, educational and research, musical and artistic.

Goals: introduce you to the names of vegetables and where they are grown; learn to describe vegetables, work with paints; develop logical thinking; reinforce the ability to cleanly rinse your brush before using paint of a different color.

Planned results: knows how to maintain a conversation, expresses his point of view; expresses positive emotions (interest, joy, admiration) when listening to the Russian folk melody “In Autumn”; has self-care skills, is interested in children's visual arts (drawing on the theme “Favorite Vegetable”); actively and kindly interacts with the teacher and peers in solving gaming and cognitive problems.

Materials and equipment: a picture depicting silhouettes of vegetables overlapping each other; pictures depicting vegetables and several fruits.

1. Organizational moment.

The teacher shows models of vegetables or pictures of them, and the children name the vegetables.

2. Game “Find the Vegetable”.

Children look at the picture and name the vegetables.

Then a picture of a vegetable garden is shown. Children look at it and answer where the vegetables grow (in the garden, in the garden, underground, above ground).

3. Guessing riddles.

1) The grandmother is sitting in the garden bed 3) The red nose has grown into the ground,

All covered in patches. And the green tail is on the outside.

Whoever looks - We don’t need a green tail,

Everyone will cry. (Bow.) All you need is a red nose. (Carrot.)

2) I was born to glory,

The head is white, curly, 4) A crispy tree grew in the garden

Who loves cabbage soup, look for me. (Cabbage.) Our green fellow.

5) The cramped house has split apart. This vegetable is real.

In two halves. Long, sweet... (cucumber.)

And they fell from there

Shot beads. (Peas.)

4. Games.

• One is many.

The teacher shows pictures depicting a vegetable - the children name the plural of these objects. (Tomato - tomatoes.)

• Yes or not?(for plural nouns in the genitive case).

Children repeat after the teacher: “There are tomatoes - there are no tomatoes; there are cucumbers - no cucumbers,” etc.

The teacher draws the children's attention to the fact that some vegetables do not have a plural (onions, cabbage, peas, potatoes, garlic, beets).

Then the teacher throws the ball, calls the vegetables in the plural, and the children, returning the ball, call them in the genitive case: “I don’t have tomatoes.”

• What color are the vegetables?

The teacher throws the ball and names the color, and the children say which vegetable comes in that color.

5. Description of vegetables.

Questions:

— Is the tomato round or triangular?

— What color are tomatoes? (Red, yellow, green, pink.)

— Is the tomato soft or hard?

— Is the tomato sweet or sour?

—Where does a tomato grow?

The teacher describes the tomato according to all its characteristics, then distributes to the children pictures depicting different vegetables. Each child describes the vegetable in the picture.

Finger gymnastics.

For a long, long time we sculpted, Hands clasped, hands in circular motions.

Our fingers are tired. Shaking your hands.

Let them rest a little. Stroking each finger in turn.

And they will start sculpting again. Raising arms to the sides

Let's raise our hands together

And let's start sculpting again. Clap your hands.

6. Listening to the Russian folk melody “In Autumn”(arranged by I. Kishko, lyrics by I. Plakida).

After listening, children characterize the music (slow, fast, drawn-out, rhythmic, cheerful, sad).

7. Reflection.

Children are invited to draw their favorite vegetable: first with a simple pencil, then color it with paints.

Educator: Adullina Elvina Fidusovna MADOU kindergarten No. 3, Neftekamsk

Software tasks:

Teach children to draw a dress for Katya's doll (dip technique, placing spots on a given silhouette, draw lines first from top to bottom, and then from left to right).

Continue to teach children to hold the brush correctly, dip the entire bristles into the paint, and remove any excess drops on the edge of the jar.

Develop fine and gross motor skills. Develop visual attention and the ability to visually coordinate your movements. Continue learning to differentiate primary colors. To develop the ability to imitate an adult, finishing words and phrases, to promote speech activation.

Preliminary work:

Didactic game “Pick a dress for the doll”, conversation on the topic: “What kind of clothes are there?” Looking at illustrations depicting different dresses.

Material:

Silhouettes of dresses, gouache (yellow, red, blue)

Brushes No. 5, jars of water, brush holders.

Napkins.

Toy (doll)

Progress of the lesson.

Part 1: Preliminary work: Educator:

Children, look who came to visit us?

Katya doll.

It's her birthday today.

What a beautiful dress, hair, shoes she has.

Oh, the doll Katya wants to tell me something (speaks in my ear).

Children, the doll was upset, she stained her elegant dress.

Let's help her, draw her a new dress so she can meet guests.

Part 2: Main part:

Look at my easel, I got these dresses. What's on them?

- (children's answers)

That's right, stripes and dots.

Stripes, what color?

- (children's answers)

And what color are the dots?

- (children's answers)

Come on guys, before we start our work, you and I will prepare our fingers and warm up.

Outdoor game "Dress"

(The teacher pronounces the text and performs the movements, and the children imitate him, finishing words and phrases)

This dress is for Natasha -

Four rhythmic turns left and right, hands on the belt.

Red peas.

Four rhythmic jumps on both legs.

And the dress has two pockets,

“Draw” two pockets on the tummy.

Let's hide our palms in them.

Place both palms on the tummy.

Well done, you've warmed up well, now let's go back to our desks and start working.

See how to draw a pattern on a dress. You all have dresses on the table. First watch how I will draw.

I take the brush by the iron skirt, wet it in water, then pick up red paint, and remove excess paint on the edge of the can. And I draw a line from top to bottom, without lifting the brush from the dress. Then I draw the second line as well. I rinse the brush in the jar and dry it on a napkin. I take blue paint on the brush, step back a little from the top and draw a line from left to right, without lifting the brush from the dress. I step back a little and draw another red line from left to right, without lifting the brush from the dress. And now I put the brush on the tip and it seems to fall and the brush turns out to be up and down, I dip it in yellow paint and make dots in the windows (in the middle).

Let's take brushes and show the Katya doll how you will draw lines in the air (we draw lines first from top to bottom, and then from left to right).

For children to work independently, the teacher provides individual assistance.

Part 3: Final: Children's drawings are displayed on the stand.

Educator. What elegant dresses you made! Katya doll can now choose anything and greet guests on her birthday.

The doll Katya speaks.

Thank you children, the dresses turned out very beautiful.

Educator: Well done guys! You did a good job!