Summary of a drawing lesson in the middle group "Carpet of the Evil and good wizard"

Purpose of the lesson: the formation of the need to see beauty in the world around us and empathize with what we see.

Tasks :

• Learn to express a person’s character through color, rhythm, decor;
• Help children expressively convey the image of male fairy-tale heroes;
• Activate and consolidate lexicon children; use verbs and adjectives in speech;
• Develop children's imagination and creativity;
• Encourage children to express their musical impressions in creative activities;
• Cultivate interest in activities;
• Ability to work individually.

Musical series:

• P.I. Tchaikovsky “Baba Yaga”
• M. Mussorgsky “Gnome”;
• R. Schumann "Father Frost";
• S. Maykapar “Clouds are floating”;
• L. Timofeev “The Breeze”.

Visual range:

• Reproduction of the painting “Flying Carpet” by V. Vasnetsov;
• castle illustrations";
• magic carpet illustration.

Didactic material:didactic game "Magic Pebbles".

Material for work:

• carpet stencils for each child;
• gouache or watercolor;
• brushes

Progress of the lesson

Music is playing.

Children take pillows and sit on the rug.

- Guys, today we will visit a fairyland. But to get there, you need to go on something. On what? (List).

- Guys. Since we want to get to a fairyland, then let’s choose a fairytale transport.

Of course, you and I will fly on a magic carpet (music sounds). Let's fly. The magic carpet rises high, hold on tight! We've arrived!

- Look, guys, what is shown in this picture? (Carpet plane).

Often in fairy tales, heroes travel on a magical flying carpet.

Guys, what fairy tales have flying carpets in their titles? (...)

Who flew them, what heroes? (...)

Let's imagine that we find ourselves in a fairyland and in front of us are two identical carpets. (I show that the color of one is darker than the other).

But we know that one of them belongs to a good wizard, and the other to an evil wizard. Which? Why? (Children determine).

– Let’s make up a fairy tale about why the carpets seem the same and how they can be distinguished. Listen to the music. Which piece of music is more suitable for a good wizard's carpet, and which for an evil one? (Music sounds).

– Why is the first music suitable for the good wizard’s carpet? (Cheerful, joyful...)

What about the second music? (Loud, rude...)

That's right, well done!

- Let's write a fairy tale.

Once upon a time there were two brothers of a wizard. One of them was evil and the other was good.

Why was the first one evil? (...)

Why is the second one kind? (...)

Yes, the first one was completely angry the world and therefore he was angry and envious. And the second tried to help everyone.

– The evil wizard’s name was Sherkhen, and the good one was Milan. Why were they called that? (...)

Pay attention to how the name can convey the character of the hero. Listen to how the names sound (...)

“Sherkhan and Milan each settled in their own country and built themselves a castle. Let's imagine what the castles of one and the other might be like fairy tale hero. And music will help us with this (...) (Then illustrations are posted).

- Guys, look at Sherkhan’s fortress? (...) Where is she standing? (...) (Children describe or one child.)

A castle with high walls and pointed towers, on which flags with terrifying images flutter. What's around the castle? (…) Deep ditch with muddy water, there is a narrow bridge across it.

– Now look at the Milan castle. Where is he standing? (...) On the shore of a beautiful lake, it is light, as if made of sunny stones. What is growing around the castle? (...) Lots of greenery and flowers. And fabulous birds sit on the roof. Evolve on the towers beautiful flags and the balloons sway.

- So, guys, what can we say about castles? (...) Sherkhan's castle is gloomy, dark, scary, and Milan's castle is light, beautiful...

– There is a path to each castle, and you can guess which one it is!

FISMINUTKA: (d/i “Magic Pebbles”)

Guys, place magic pebbles at the castles of Sherkhan and Milan.

What pebbles are suitable for Sherkhan's castle (dark, sharp...)

And for the castle of Milan? (bright, round...)

(Children post).

Well done! (children sit at tables)

- Sherkhan was terribly angry with his brother because he had many friends and he himself was cheerful all the time and everything worked out for him. And one day he decided to lure Milan’s friends by cunning. The brothers had magic carpets that could fly - identical in size and pattern, but very different in color. Whose carpets are these? (Determine).

– The carpet of Milan always saved from trouble, carried the needy to a bright land, where they all became happy and kind. Sherkhan's carpet could only be taken to a dark country, where people were constantly angry and did various dirty tricks to each other. Shere Khan took out some ominous mixture and sprinkled it on both carpets. And from the action of this mixture, the carpets became completely identical, it turned out to be completely impossible to distinguish them. And now everyone could make a mistake, sit, for example, on Shere Khan’s carpet and fly away to his dark country.

But we don’t want this, do we? (...)

- Let's try to help good Milan and his friends - let's paint the carpets so that no one makes a mistake. (Children color.)

- Well done!

Dima, how did you paint your carpet? Whose? (...)

And Yana, who owns your carpet? Why? (...)

- Well done! Now no one will make a mistake and end up in a dark land. We helped Milan and his friends a lot.

Class is over, well done!

At the end of the lesson, you can assemble two large carpets by gluing together children's work.

Target. Develop brush drawing skills, create one- and two-color expressive images. Learn to draw horizontal lines. Develop a sense of rhythm and color.

Preliminary work. Teacher's story about pets.

Materials. Paper (1/2 A4 sheet), paint, cat (toy) sleeping on a striped rug.

Progress of the lesson.

Educator: Guys, do you have a cat at home? What is her name? What color is she?

Children's answers.

Educator: Do you know that once upon a time a cat was a wild animal and did not live with humans, but lived in the forest. The man liked this small, fluffy animal and he tamed it. The cat began to live with the person and catch mice.

The cat is very attached to humans. Have you noticed that when you return home after a long trip, the cat runs towards you, meows cheerfully, purrs, and rubs against your legs. She missed you and is now glad you came.

A cat expresses its mood with its tail: if the tail moves restlessly, the animal is unhappy; The tail is fluffed - she is angry and will soon use her claws. When she is calm, her tail is curled around her body.

The teacher shows a cat sleeping on the rug and reads out V. Stoyanov’s poem “Cat”:

You know me closely,

I'm a friendly pussy.

Top tassels on the ears,

The claws are hidden in the pillows.

Clean, neat,

If they stroke me, I am pleased.

I don't hide my habits

I love mice and birds

In the dark I see clearly

I won’t offend you in vain,

But teasing me is dangerous -

I scratch badly!

The teacher and the children examine the striped rug on which the cat lies.

Now we will also make beautiful bright striped rugs for the cat,” says the teacher. On a sheet of paper, he shows how to draw horizontal lines (apply and move with the entire bristle of the brush), the children repeat on their sheets. Children are asked to draw with two colors, alternating them.

At the end of the work, the teacher invites the children to stand in a circle and play.

Our cat has ten kittens

(slowly bend and straighten your fingers)

Now all the kittens are in pairs

(press your fingertips and palms together)

Two thick, two nimble, two long, two cunning

Two smallest and most beautiful

(while opening our palms, we tap the corresponding fingers against each other, first with the thumb, etc.)

At the end of the lesson, the cat wakes up and promises the children to lie on each drawn rug.

Drawing is one of my favorite activities visual arts in children preschool age. At first, the child enjoys drawing colored lines, curls, and spots. By the age of 4–5, he has a desire to depict on a piece of paper what particularly impressed him. In the child’s artistic activity, there is a transition to associative drawing: in spots and scribbles, he finds the outlines of familiar objects. Mastering object drawing begins: the child draws according to his own plans. It is important for the teacher to teach children to see simple shapes in the basis of objects, select and mix colors, and ensure that the pencil and brush are held correctly. In the middle group, learning a new type of drawing begins - decorative, when preschoolers use the acquired skills in creating patterns to decorate an object, for example, a sweater.

Preparation for a class in decorative drawing in the middle group.

In the younger groups of kindergarten, children completed drawing tasks on paper blanks in the form of items of clothing (dress, scarf). Drawing was decorative in nature, but was aimed at honing the skill of working with a brush and paints: drawing straight horizontal and vertical lines along the edge of the workpiece, drawing dots within the designated contours. Direct instruction in decorative drawing begins in the middle group. The teacher introduces the children to folk crafts and highlights the features of Dymkovo, Filimonov, and Gorodets paintings. Through the study of objects created and painted by folk craftsmen, children learn to respect manual labor and see beauty in interior items, clay and wooden toys. There is a desire to create patterns yourself.

Objectives of teaching decorative drawing in the middle group:

• Sharpening technical skills. Children 4–5 years old create patterns from dots, lines, simple geometric shapes using a brush and paints or a pencil.
• Development of compositional skills. Children master the concepts of “symmetry” and “rhythm”, learn to place patterns on the surfaces of objects of different shapes.
• Development of a sense of color. The teacher teaches the children how to mix colors and use contrasting color combinations in a pattern.
• Discrimination training different kinds folk painting and execute individual elements in his own works.

Lesson materials

For decorative drawing in the middle group, it is recommended to use figured blanks made of thick paper (for watercolor or gouache) or cardboard. Blanks in the form of dishes (cups, spoons, plates), clothes (apron, dress, sweater, mittens) or toys can be cut out in advance and stored in a closet with materials for art classes. Another option for decorative painting is to use a template. The children are given cardboard templates of a sweater; they must trace it with a pencil on a sheet of paper. In the middle group, you may not be given the task of cutting along the contour to save time, but those of the children who can quickly cope with drawing a pattern should be asked to cut out a decorated object.

Colored paper or cardboard is also used as a base. Bright material attracts children's attention and develops the ability to combine pattern and background colors.

Figured blanks for thematic classes on decorative drawing can be assigned to students at home together with their parents and brought to the next lesson for decoration with a pattern. For example, on the weekend you are given the task of preparing a piece cut out of thick paper for a lesson. "Sweater Decoration". Creative process For the guys, it starts from the moment you choose the style of the sweater (wide or narrow, sleeves with or without elastic bands, a collar with a collar or a crew neck, or it is missing, and then you need to decide on the shape of the neck) and the color of the paper from which the blank will be cut. As an idea, the teacher can suggest that parents find embossed paper. It is sold in specialized craft stores, has a textured surface and will serve as a material for various crafts, including making a sweater.

This topic can be used to conduct a short-term project - “We decorate a sweater for a favorite toy”. The child chooses which toy he wants to decorate a sweater for as a gift, and the parents help draw the outlines of a suitable sweater. At home, children can try cutting out the blank themselves.

Options for templates for the “Sweater” blank.

In decorative drawing classes in the middle group, children draw with colored pencils, wax crayons, watercolors and gouache. Pupils are given freedom of choice (paints or pencils) during classes aimed at reinforcing decorative drawing techniques.

Techniques and techniques of drawing in the middle group.

Children 4–5 years old learn to hold a pencil correctly. They trace the templates along the contour, draw patterns of straight and curved lines, simple geometric shapes. In the middle group, learning pencil shading begins: painting circles and ovals with lines in one direction, without going beyond the contours.

Much attention is paid to the development of painting skills. Children consolidate their skills in working with a brush: wetting, picking up paint, mixing paints, painting with the whole bristles or the tip of the brush. Middle-aged preschoolers create a pattern using the following drawing techniques:

• Strokes. A simple decorative element that does not require extreme precision. The children create a pattern by lightly applying brush bristles to the paper. The tasks to consolidate this technique include mastering the alternation technique: paint strokes are applied in a certain order different colors.
• Points. More complex element, children should learn to paint with the tip of the brush in a vertical position. The dots are placed in a certain rhythm within the contours of the decorated workpiece. In contrast to the tasks in the younger group (“Using dots, depict snow, raindrops, berries, grains for the birds”), children are asked to draw a pattern with dots in accordance with the plan: parallel rows, a checkerboard pattern, or a dotted outline of a figure, for example, a circle. The skill of alternation is first consolidated in completing the task of drawing dots of different colors, then develops when drawing dots and strokes in a given order.
• Rings and circles. Children learned to draw these elements in younger groups. In decorative drawing classes, their implementation becomes more difficult: the children must draw circles and rings of the same size.

Initially, children learn the simplest compositional technique in creating an ornament - repetition, after which - alternation. The skill of creating a linear pattern on strips of paper or along the edges of blanks (the hem of a dress, the rim of a cup) is reinforced. Using blanks in the shape of a square or circle, children learn to determine the center of the figure, draw a pattern in a circle or with a rotation of 90 degrees.

The use of other types of visual activities and non-traditional techniques.

In decorative drawing classes, techniques from other fine arts activities - appliqué and sculpting - can be used. The image with an ornament is complemented by design with elements made of paper or plasticine. For example, paper strips can be glued to mitten-shaped blanks - these will be knitted elastic bands; the sundress blank can be decorated with an applique in the upper part - decorate the sundress bodice; you can add plasticine balls to gloves, a hat or a sweater to imitate wool pompoms; decorating the finished work with small plasticine balls - beads, beads or buttons on items of clothing and hats.

In classes on creating patterns, the following non-traditional drawing techniques can be used:

• Finger painting. Children aged 4–5 years still retain an interest in drawing with their fingertips and palms.
• Printing - creating a pattern by dipping in paint and applying pieces of foam rubber, leaves, buttons, etc. to paper.
• Pointillism is drawing with dots, usually using cotton swabs.
• Monotype is a technique of a single print. The ripples draw on one half of a symmetrical blank, without allowing the pattern to dry, fold a sheet of paper in half and get a mirror print.
• Drawing with wax crayons and watercolor filling. The children draw a pattern with a wax candle or chalk, then completely paint over the blank with watercolors (on top of the wax pattern). When the paint dries, the wax contours appear beautifully.
• Scratching is scratching a design onto dried gouache, under which there is a colored wax background.

Examples of work performed using non-traditional techniques.

Finger painting Finger painting Printing with buttons Drawing with cotton swabs Monotype Drawing with cotton swabs Finger painting Scratch paper Drawing with cotton swabs Printing

Individual tasks for decorative drawing classes.

Educational activities in kindergarten is implemented within the framework of a personality-oriented approach. This means that when conducting classes (including visual arts), the teacher must take into account the developmental characteristics of each child, their level of proficiency in certain skills, emotional condition at a specific moment. Because the Practical activities in decorative drawing is aimed at fulfilling the goal of creating a pattern on a given surface, the main task should be accessible to all students. If a child experiences difficulties, the teacher uses the technique of individual demonstration of actions. In the middle group, it is acceptable for the child to repeat the teacher’s actions.

For those children who successfully cope with the given practical task, the teacher must provide individual assignments.

Let's consider options for individual tasks on the topic “Decorating a Sweater”:

1. Use applique or sculpting elements to decorate the workpiece.
2. Tint watercolor paint paper blank.
3. Trace the shapes drawn in pencil with a felt-tip pen.
4. On a separate sheet of paper, draw items of clothing similar in style to your sweater (hat, scarf, mittens).

Lesson “Decorating a Sweater” in the card index of drawing topics.

When drawing up an educational thematic plan for visual activities for the year, you need to take into account that drawing classes in the middle group are held once a week. Moreover, out of 35 lessons per year, 5–6 should be devoted to teaching decorative drawing:

• "Apron decoration."
• “We decorate the sweater.”
• “We decorate the handkerchief.”
• “We decorate the strip with flags.”
• "Gloves for kittens."
• "Dress for a doll."

The lesson “Decorating a Sweater” is recommended to strengthen the skills of drawing dots and lines, simple geometric shapes. The goal of this lesson should be to decorate the blank according to the presentation. The guys independently choose what pattern they will draw on the sweater: geometric (alternating lines and shapes in various color combinations) or thematic (they will try to create a plant or natural pattern - flowers, leaves, snowflakes).

A motivating start to the lesson on the topic “Decorating a Sweater.”

Drawing an ornament in itself may not be interesting to middle-aged preschoolers. To activate attention and encourage creative activity, first of all, it is recommended to attract the children’s personal perception of visual images and use game elements in the lesson.

Motivating material at the initial stage of the lesson.

Drawing up notes on the topic “Decorating a Sweater.”

Purpose of the lesson: decorating a paper blank with a decorative pattern.

Objectives: strengthening the ability to draw lines, strokes/shading, dots, circles and rings, checkmarks with a brush and/or pencil; developing the ability to decorate finished work with elements of other types of visual arts (paper strips or figures, plasticine parts); development of a sense of color; development of the ability to see beauty in objects of the surrounding reality; activation of fantasy; fostering independence and initiative.

In accordance with hygiene standards, the duration of a drawing lesson in the middle group is no more than 20 minutes and consists of the following stages:

• Organizational moment 1 minute.
• Motivating start of the lesson 4-5 minutes.
• Practical work 10 minutes.
• Demonstration and discussion finished works 2–3 minutes.
• Summing up the lesson 1 minute.

The teacher needs to draw up detailed plan each lesson, followed by mandatory analysis: whether the set goals and objectives were achieved, whether the teaching methods and techniques used were effective, how the children behaved at various stages of the lesson, difficulties and delays at any stages of the lesson and their reasons, analysis of the students’ work , approximate ways to improve the conduct of the lesson.

Methodological development for drawing (middle group) on the topic “Decorative drawing “Decoration of a sweater”.”
Consolidating the ability to decorate a piece of clothing using familiar elements: lines, strokes, dots, rings and circles.
Decorating the workpiece with paper strips.
Development of aesthetic perception and independence. MaterialsSweater blanks made of thick paper in different colors, paper strips for decorating the neckline, cuffs and elastic. Connection with other aspects of educational workStudy of decorative patterns on garments. Progress of the lessonCreating a problematic situation. The teacher brings a stuffed hare to the group and reads A. Barto’s poem “The Mistress Abandoned the Bunny.” The guys are informed that the bunny himself got wet in the rain, and, of course, his sweater got wet - it became colorless and the drawing was washed off. How can you help a bunny? The guys offer to re-draw the pattern on the bunny’s sweater.
Communicating the purpose of the lesson, identifying the task for practical work.
Conducting a physical education lesson “Be Attentive” to the lines of a poem about flowers.
Before the children begin the task, the teacher draws attention to the fact that there is not enough orange paint on their tables; the children remember what colors need to be mixed to get orange.
Pedagogical demonstration. The teacher invites the children to remember the elements for decorative drawing and demonstrates their implementation on the board/easel.
During practical work, the teacher monitors the process of children mixing paints on the palette, the correctness of drawing with a brush, filling the entire area of ​​the workpiece, and the students’ posture.
The children attach the decorated sweaters to a magnetic board.
Discussion of works.
Summing up the lesson. Bunny says that the guys made bright and beautiful sweaters with interesting patterns, and thanks them for their effort and imagination.

The procedure for completing work on the topic “Decorating a sweater.”

During the pedagogical demonstration, the teacher is recommended to show on the board or easel the drawing of the techniques named by the children, and then show an example of step-by-step drawing of a pattern on a sweater. You can look at examples of finished works on a given topic and invite the children to determine with what techniques these drawings were created and in what sequence.

Decoration with paper strips and pencil drawing.

To decorate a sweater, paper strips are selected according to the size of the neck, cuffs, and elastic bands
Gluing paper strips
Draw vertical lines with a pencil
Alternating pencil lines on a sweater
We draw rings in the shoulder area, placing them in a semicircle
Hatching elements
Draw rings along the bottom edge of the sweater and cuffs, paint over them with shading
We draw similar elements along the central transverse line of the product

Drawing patterns with a pencil and decorating with plasticine elements.

Designing the neckline, cuffs and elastic bands with pencil lines
Drawing zigzag lines with a pink pencil
Drawing zigzag lines with a green pencil
Rolling plasticine elements
Attaching plasticine balls by flattening
Sweater decorating process
Finished work

Creating a pattern using a stroke.

Applying strokes of the same color diagonally
Applying strokes of a different color diagonally to mirror previously applied strokes
Decoration with strokes of the neckline, cuffs, elastic bands

Drawing a pattern using lines and dots.

Marking of neckline and cuffs with lines
Cuff and neck design
Drawing lines: alternating lines of different colors
Drawing Dots: Rhythmic Repeat

Drawing with watercolors: toning, lines and rings.

Dividing a workpiece with a horizontal line
Toning the top of the sweater
Tinting the bottom of the sweater and sleeves with a different color
Drawing zigzag lines (alternating)
Sweater neck design
Drawing rings (alternating in a checkerboard pattern)

Drawing with gouache: circles and dots.

Marking of neckline, cuffs, elastic with lines
Drawing dots: alternating dots of two colors
Drawing circles in a checkerboard pattern
Drawing circles of a different color
Drawing dots along the bottom edge of the sweater and sleeves
Drawing dots of a second color
Drawing dots in the center of circles
Finished work

“Winter patterns”: drawing lines and dots with gouache on a colored base.

Let's start drawing Christmas trees at the bottom of the sweater: repeating diagonal lines
Repeat diagonal lines in mirror position
In the middle we mark the trunks of the Christmas trees with vertical lines
Drawing dots in a checkerboard pattern
We design the cuffs, neckline and elastic band
Finished work

Sections: Working with preschoolers

Purpose of the lesson: the formation of the need to see beauty in the world around us and empathize with what we see.

Tasks:

• Learn to express a person’s character through color, rhythm, decor;
• Help children expressively convey the image of male fairy-tale heroes;
• Activate and consolidate children's vocabulary; use verbs and adjectives in speech;
• Develop children's imagination and creativity;
• Encourage children to express their musical impressions in creative activities;
• Cultivate interest in activities;
• Ability to work individually.

Musical series:

• P.I. Tchaikovsky “Baba Yaga”
• M. Mussorgsky “Gnome”;
• R. Schumann "Father Frost";
• S. Maykapar “Clouds are floating”;
• L. Timofeev “The Breeze”.

Visual range:

• Reproduction of the painting “Flying Carpet” by V. Vasnetsov;
• castle illustrations";
• magic carpet illustration.

Didactic material: didactic game "Magic Pebbles".

Material for work:

• carpet stencils for each child;
• gouache or watercolor;
• brushes

Progress of the lesson

Music is playing.

Children take pillows and sit on the rug.

- Guys, today we will visit a fairyland. But to get there, you need to go on something. On what? (List).

- Guys. Since we want to get to a fairyland, then let’s choose a fairytale transport.

Of course, you and I will fly on a magic carpet (music sounds). Let's fly. The magic carpet rises high, hold on tight! We've arrived!

- Look, guys, what is shown in this picture? (Carpet plane).

Often in fairy tales, heroes travel on a magical flying carpet.

Guys, what fairy tales have flying carpets in their titles? (...)

Who flew them, what heroes? (...)

Let's imagine that we find ourselves in a fairyland and in front of us are two identical carpets. (I show that the color of one is darker than the other).

But we know that one of them belongs to a good wizard, and the other to an evil wizard. Which? Why? (Children determine).

– Let’s make up a fairy tale about why the carpets seem the same and how they can be distinguished. Listen to the music. Which piece of music is more suitable for a good wizard's carpet, and which for an evil one? (Music sounds).

– Why is the first music suitable for the good wizard’s carpet? (Cheerful, joyful...)

What about the second music? (Loud, rude...)

That's right, well done!

- Let's write a fairy tale.

Once upon a time there were two brothers of a wizard. One of them was evil and the other was good.

Why was the first one evil? (...)

Why is the second one kind? (...)

Yes, the first one was angry at the whole world around him and therefore was angry and envious. And the second tried to help everyone.

– The evil wizard’s name was Sherkhen, and the good one was Milan. Why were they called that? (...)

Pay attention to how the name can convey the character of the hero. Listen to how the names sound (...)

“Sherkhan and Milan each settled in their own country and built themselves a castle. Let's imagine what the castles of one and another fairy-tale hero might be like. And music will help us with this (...) (Then illustrations are posted).

- Guys, look at Sherkhan’s fortress? (...) Where is she standing? (...) (Children describe or one child.)

A castle with high walls and pointed towers, on which flags with terrifying images flutter. What's around the castle? (...) A deep ditch with muddy water, with a narrow bridge across it.

– Now look at the Milan castle. Where is he standing? (...) On the shore of a beautiful lake, it is light, as if made of sunny stones. What is growing around the castle? (...) Lots of greenery and flowers. And fabulous birds sit on the roof. Beautiful flags flutter on the towers and balloons sway.

- So, guys, what can we say about castles? (...) Sherkhan's castle is gloomy, dark, scary, and Milan's castle is light, beautiful...

– There is a path to each castle, and you can guess which one it is!

FISMINUTKA: (d/i “Magic Pebbles”)

Guys, place magic pebbles at the castles of Sherkhan and Milan.

What pebbles are suitable for Sherkhan's castle (dark, sharp...)

And for the castle of Milan? (bright, round...)

(Children post).

Well done! (children sit at tables)

- Sherkhan was terribly angry with his brother because he had many friends and he himself was cheerful all the time and everything worked out for him. And one day he decided to lure Milan’s friends by cunning. The brothers had magic carpets that could fly - identical in size and pattern, but very different in color. Whose carpets are these? (Determine).

– The carpet of Milan always saved from trouble, carried the needy to a bright land, where they all became happy and kind. Sherkhan's carpet could only be taken to a dark country, where people were constantly angry and did various dirty tricks to each other. Shere Khan took out some ominous mixture and sprinkled it on both carpets. And from the action of this mixture, the carpets became completely identical, it turned out to be completely impossible to distinguish them. And now everyone could make a mistake, sit, for example, on Shere Khan’s carpet and fly away to his dark country.

But we don’t want this, do we? (...)

- Let's try to help good Milan and his friends - let's paint the carpets so that no one makes a mistake. (Children color.)

- Well done!

Dima, how did you paint your carpet? Whose? (...)

And Yana, who owns your carpet? Why? (...)

- Well done! Now no one will make a mistake and end up in a dark land. We helped Milan and his friends a lot.

Class is over, well done!

At the end of the lesson, you can assemble two large carpets by gluing together children's work.

Abstract of GCD on decorative drawing “Carpet”.

Program content:

1. Master the ability to see an object or geometric form as the basis of what is depicted;
2. Build an elegant pattern using straight intersecting lines, dots, and strokes;
3. Hold the brush correctly, master the technique of working with paints: carefully lower the brush into the paint, squeeze out excess paint on the edge of the jar, leave a mark on the paper;
4. Express interest in the manifestation of beauty in the environment.

Material:

1. Applique of carpets of different colors, but of the same shape: intersecting lines vertical, horizontal, at the intersection geometric figures: ovals, dots (small circles).
2. Samples of teacher work 3-4 samples in different colors.
3. Easel, gouache - red, yellow, blue, green, brushes, water containers, rags, rectangular paper of different colors.

Preliminary work:

1. Examination of carpet products in kindergarten and at home.
2. Practicing drawing horizontal, vertical, intersecting lines.
3. Techniques of painting with a brush, gouache, cotton swab (practicing drawing with strokes, pokes).

Technology:

Health saving technologies

GCD move:

I. Educator: Look, guys, what I brought you (shows samples of carpet appliqué).

Educator: What do you think it looks like?

Children: On the carpet.

Educator: That's right, these are carpets, are they the same or different?

Children: Different, same.

Educator: See how they are similar?

Children: Patterned.

Educator: Yes, the pattern on the carpet is made using lines and stripes. How are these stripes located?

Educator: Ira, come, put your finger on the carpet, run along this strip. Where did your finger run from one edge of the sheet to the other?

Child: From left to right.

Educator: Sasha, run your finger along this line. Where did your finger go?

Child: From top to bottom.

Educator: The finger ran from left to right. Point your finger at right hand, put it like this, the finger ran from left to right (does it together with the children).

Now let your finger run from top to bottom.

Children: repeat.

Now, take a brush, place it on a sheet of paper, let the brush run across the sheet from left to right.

Children: children do the exercise.

Educator: The brush is tired of running from left to right, now it wants to run from top to bottom. Place the brush in top part sheet, the brush ran from top to bottom (does it together with the children).

Educator: The brush ran and ran across the sheet, but did not draw anything. Why?

Children: I ran without paint.

Educator: The brush is upset. Let's calm the brush and help it paint the carpet with paints.

Look at the beautiful colors on your tables.

Who knows what color paint?

Children: Red, blue, yellow, green.

Educator: Look how my brush picks up paint (lowers the brush into the paint carefully, squeezes out excess paint on the edge of the jar), now the brush runs across the paper (show and explanation).

She runs from left to right, that’s what a beautiful mark she left on the paper.

Now, I moved a little away from this trail and ran again (so until the end of the sheet - from top of the sheet to the bottom).

Children : repeat and depict horizontal lines.

Educator: the brush is tired. Lay her down to rest. And you and I will play with our hands.

Fizminutka:

We painted today

Our fingers are tired.

(active flexion and extension of fingers)

Let them rest a little

They will start drawing again.

(shake your hands in front of you)

Let's move our elbows away together

Let's start drawing again.

(pull your elbows back vigorously)

(2 times)

Educator: While you and I were resting, our brush also rested. And the marks on the paper dried up.

Rinse the brush well in some water, squeeze out the water on the edge of the jar, and dry the brush in a cloth.

Children: repeat.

Educator: Now we will paint the stripes from top to bottom with paint of a different color. Let's draw with me.

Children : Draw vertical lines.

Educator: This is what a beautiful carpet we have made. But something is missing from it.

Let's draw dots in these windows. We will draw them with these cotton swabs.

We dip the stick in the paint, apply it to the paper and leave a mark in the window. Let's draw a light in each window.

Children: repeat.

II. The teacher supervises the work of children, individually and in subgroups.

Educator: Don't forget to draw a light in each window.

First, draw lights at the top of the sheet, then lower, even lower.

Educator: We're done. Put the chopsticks on the table, move the leaves aside and come to me.

Let's see what beautiful carpets we have drawn.

III. Children walk around and look at the work. The carpets are beautiful, neat, bright, different in color.

Educator: Well done guys, everyone tried their best. Now that the paint is dry, let's show our work to mom and dad. Let's go wash our hands and go for a walk.