Summary of an integrated drawing lesson in the senior group: “Trees. Summary of an integrated lesson on non-traditional drawing in the senior group "Travel through a colorful country" outline of a drawing lesson (senior group) on the topic High

In the middle group.

Materials and equipment:

Letter, flying carpet, chest, geometric shapes, beads, screen (pre-prepared shooting with a bear and Baba Yaga)

Preliminary work:

Reading Russian folk tales

Program tasks

Developmental tasks:

• To develop in children imaginative thinking, perception, imagination, artistic and aesthetic taste, color perception and creative abilities, a kind attitude towards the entire world around them.
• Develop a sense of self-confidence and promote the formation of positive emotions.

Educational tasks:

• Foster a love of nature and interest in activities.

Training tasks:

• Learn to work in an unconventional drawing technique: beads
• Strengthen the ability to arrange objects in space
• Continue to teach children to convey a joyful mood in their drawings.

Progress of the lesson

The children enter the hall to the sound of calm music.

Vosp.: Good morning guys!

Did you catch everyone?

And I wish you all health

(knock on the door, the postman comes in with a letter and gives the letter to the teacher)

Playback Guys, we received a letter, now I’ll find out who it’s from (reads the letter)

Dear children, I have grief, misfortune!!! Come to me and help me!! And so that you don’t get lost, I also sent a flying carpet, although it’s completely full of holes, but I think you’ll mend it. Baba Yaga

Playback Guys, what happened to her? Let's help!! (children's answers)

Tell me, where does Baba Yaga live? (Children's answers) That's right, guys in the forest. And now, before. Before we go into the forest, let's remember how we should behave in the forest.

Children’s answers; if they find it difficult to answer, the teacher prompts

Should we lag behind each other?

Can you scream in the forest?

Can tree branches be broken?

Can you collect unfamiliar plants and mushrooms?

Playback Well done boys!! Now let's go!! Where is our flying carpet?) reveals the carpet, and it is full of holes: the holes look like geometric shapes)

Oh, guys, the carpet is full of holes, it won’t fly. How can we mend the carpet? (children's answers)

Here are some geometric shapes, let's mend the carpet (children cover the holes with geometric shapes).

Playback Well done boys!!! Well, let's fly to Baba Yaga. For some reason the carpet is not flying us, probably the wind is weak. Let's blow. so that the wind blows stronger. We inflate our cheeks and release air like from a tube.

Playback Well, our magic carpet has flown. So we flew into the forest, we will land. And we land at the edge of the forest.

Playback How would we go? Who will help us? (a bear appears on the screen)

Bear: Me

Playback Hello bear!! Can you tell us how to get to Baba Yaga?

Bear: Look, how cunning!!! Show me and tell me right away! I'm bored here in the forest and have no one to play with!! So I’ll play with you, and then maybe I’ll show you the way!

Playback What game will we play?

Bear: Do you know fairy tales with a bear?

Children We know!

Bear: Now I’ll show you pictures from fairy tales. And you tell me what kind of fairy tales these are. Agreed? (children's answers)

(pictures from different fairy tales appear on the screen, children guess)

Bear: Okay, you are very smart!! So in everyday life I will show you the way to Baba Yaga. Go straight and you will see a narrow and a wide road, you need to take the wide road

Playback Thank you. Well, the guys went looking!! So that we don't get bored while walking, let's sing a song

We are walking along the road, along the road.

Raise your leg higher, pave the way for others.

We walked for a very long time, our little legs were tired.

Now let's sit down, relax, and then go for a walk

(they walk together and see two roads.)

Playback Guys. Which path should we take? (children's answers) Went!

(Baba Yaga appears on the screen)

(They come to Baba Yaga and see that she is grieving over a flower stem).

Playback Hello Grandma Yaga!!

B.Ya. Hello! 1My killer whales, my good ones!!

Playback What has happened with you? Why did you call us to your place?

B-Y (crying). Dear children, I have grief, misfortune!!! I stole a Scarlet Flower from the Forest Fairy and wanted to plant it in my clearing. I took such good care of it, didn’t show it to anyone, locked it in a chest with three locks. (crying) And he withered. And the Forest Fairy found out that it was I who stole her flower and told me to bring the flower back tomorrow. Now there's only one stick left

Playback First of all, it’s not a stick, but what about guys? (children's answers)

Secondly, did you water the flower?

B-Z Of course not!! Why water it?

Vosp: Why did Baba Yaga’s flower wither? (children's answers)

Guys, tell Baba Yaga how to properly care for flowers.

(Children's answers) if there are difficulties in answering, the teacher helps

You can't hide flowers, they love sunlight

It is necessary to water the flowers, clean the petals and flowers

Baba Yaga: What should I do now? My clearing is empty again, and I have nothing to give to the Forest Fairy (crying)

Playback Let's help Baba Yaga, guys. Now we will draw flowers!!

Playback Baba Yaga, do you have any paints?

B-Y: What colors? Why do I need them, I can’t even draw

Playback Yes, what should we do then? how to help? (looks around and sees a chest)

Playback Look guys, what a beautiful chest... Baba Yaga, what do you have in this chest?

B-I Ah in this!! Yes, there are beads, Koshey the Immortal gives me beads every time!! What will I do with them, who will I show them to? Frogs and animals?

Playback Can we take them?

B-Y: Take it and do what you want

The teacher shows the beads to the children

Playback Why do you think we need beads? (children's answers)

Playback That's right, we dress up, but what else can we do with them? (children's answers)

Playback And I can draw with beads, guys!! You can? (children's answers)

The teacher invites the children to take beads and try to draw

Playback let me help you now and give you some advice. how to draw with beads.

But first we'll rest a little

Fizminutka

The flower slept in a magical sleep

(fists clenched tightly)

It was closed. But after

A petal appeared

(straighten your thumb)

And behind him is his friend

(forefinger)

So the third one didn’t sleep

(middle finger)

And the fourth one was not far behind

(ring finger)

Here is the fifth petal

(little finger)

And the whole flower opened!

(the hand depicts the shape of a tulip - a deep cup).

We will draw with our fingers

Guys, let's make a flower meadow out of beads for Baba Yaga.

The teacher and the children draw flowers from beads

Playback Now look what we got!! What a beauty! Let's. Let's show Baba Yaga the clearing.

Baba Yaga: What a beauty!!. Real wizards! What beautiful flowers! This one is even better! No, this one! Or this one? No, I don't know, they're all wonderful. Well done boys!

Now I know. how to care for flowers. And I myself will also try to draw a flower from beads for the Forest Fairy!! Thank you very much guys!! You helped me out!! And so that you can get to kindergarten faster, I will say the magic words and you will instantly find yourself there. Abra kadabra boom! Goodbye and see you again!!

Playback Here we are guys again in our garden!! Let's remember what we did today (children's answers)

Playback Did you like. how did we help Baba Yaga? (children's answers) And me too!! But it’s time for me to return to our kindergarten, I will definitely come to you again. Goodbye!!

References:

1. M.I. Rodina, "Busograd" or "Magic games of the fairy Beads" , "Musical Palette", St. Petersburg", 2014.

Continue to introduce children to non-traditional drawing techniques.

To consolidate the knowledge that a tree is a living object that breathes, eats, grows; If you are not careful, trees can die.

Develop imaginative thinking and creative imagination of children.

Cultivate accuracy in work.

Maintain an interest in exploring different ways of depicting reality.

Equipment: sheets of paper, simple pencils, watercolor paints, brushes, containers with water, stamps of 2 sizes (cut out in the shape of leaves), green ink in a tray.

Material: riddles about trees, illustrations depicting trees at different times of the year, pictures depicting fairy-tale trees.

Progress of a drawing lesson in the senior group:

V. - Children, please listen to the riddle and try to guess it:

It will cheer you up in the spring,

It will cool in summer,

In the fall it will feed

And in winter it will warm you up.

V. - Why do you think the riddle says that a tree makes us happy in the spring?

(After a long winter, thin delicate leaves and flowers appear on the trees - this makes us happy).

V. - Why does the tree get cold in the summer? (In hot weather, everyone enjoys relaxing in the cool shade of trees).

V. - What does it mean that a tree will feed us in the fall? (Apples, plums, pears, nuts - all these are the fruits of trees that both people and animals feast on).

How can a tree keep you warm in winter? (Old diseased trees are cut down for firewood, while squirrels, birds, beetles and other insects hibernate on young and healthy trees).

You see how much information one small folk riddle contains. And listen to another riddle:

Riddle about the tree

What is this miracle at the window:

Many arms, but one leg?

V. - Think, one leg is on a tree, what is that? (Trunk). And what is called hands? (Branches)

V. - That's right, children. In fairy tales and cartoons, we can often see trees using their branches as hands. This is because trees are living.

They breathe (after all, all plants need air), feed (they absorb nutrients from the ground with their roots), grow, sometimes even get sick and die. In winter, trees sleep, and in spring they wake up, and then tender leaves appear on the branches.

V. - The winter this year was not very severe, but the trees were still asleep. Spring will come soon, the trees will bloom with bright leaves. In the meantime, such leaves will grow in our drawings.

Look, what do you see in this picture?

Yes, it shows a tree and a hand in pencil. Are these images similar to each other? (The hand is like the trunk and branches of a tree). I think if you paint over the hand drawing with brown paint and add green leaves, you can get a wonderful young tree. We will print the leaves with the stamps that I have prepared for you. Please note they come in two sizes. Closer to the branches we print large leaves, and further, at the edge of the crown - small ones. (The help is accompanied by a partial display.

Independent work of children

Children do test printing on drafts. Then, they begin to work independently.)

Let's hang your work in a corner of nature and admire the beautiful spring forest we created with our own hands!

Summary of the integrated lesson

in drawing in the senior group

using unconventional drawing techniques

"Such different butterflies"

Program content:

systematize children's ideas about the diversity of insects, highlighting their distinctive common features

introduce children to the technique - monotype;

develop an understanding that an image can be obtained using various drawing techniques

develop color perception, the ability to harmoniously select colors to obtain an expressive image;

develop compositional skills.

Materials and equipment:
Models of insects, pictures of butterflies, drawing paper, foam sponges, saucers of water, watercolors, brushes.

Preliminary work.

• review of the encyclopedia “Insects” and conversations about insects

  reading stories and poems

  monitoring insects in the kindergarten area

Musical accompaniment: Audio recording of calm music

Integration of areas.
“Artistic and aesthetic development”, “Cognition”, “Communication”, “Health”

Progress of the lesson

1. The children stand in a semicircle. Guys, look how bright the sun is shining today.

Why do you think? (spring has come) With the onset of spring, all nature comes to life and the smallest inhabitants of our planet wake up, guess who? (insects) the teacher reads V. Lunin’s poem “Butterfly”

Seeing in the flowerbed

Beautiful flower

I wanted to rip it off.

But as soon as you touched the stem with your hand,

And immediately the flower... flew away.

2. Conversation.
- Who is the poem talking about? (about a butterfly). Guys, look at how many pictures there are of butterflies. They are all very beautiful and different

How do they move?(They can fly, .)

- What do they eat?(nectar of flowers, green leaves, etc.) Let's look at the structure of a butterfly. The body consists of three parts: a round head, a middle part and an abdomen. There are antennae on the head. The upper wings are larger than the lower ones.

- How do butterflies escape from their enemies?.(camouflaged on plants with brightly colored wings) Today I invite you to learn how to draw beautiful butterflies using an interesting technique called monotype. But before I tell you about this method, I suggest you play in our forest clearing.

Fizminutka

We follow each other

Forest and green meadow

Motley wings flicker,

Butterflies fly in the field.

One two three four,

They flew and circled.

Landed on a flower

Q: Guys, I suggest you go to our art workshop. (Children take their places at the tables). And now I will tell you about the technique with which we will draw. It is called monotype. Listen to what it is. You and I already know that the butterfly has a symmetrical structure, the left and right parts are the same, we will use this. To do this, you need to fold the sheet in half and start drawing from the fold line (children fold the sheets in half). You can draw any butterfly, but you have already chosen it. You can choose a butterfly in a flower meadow, and a magic butterfly will show us the way, look, it flies from flower to flower and flutters across the sky (children follow the flight of the butterfly with their eyes).

Visual gymnastics

"Fly of butterfly"

Calm music sounds and the teacher reads a poem.

I'm a Butterfly -gorgeous,
In a bright, colorful dress,
Spun, flew,
I sat down on a flower, tired...
- I didn’t sit down to rest,
I ate flower nectar.

After visual gymnastics, a butterfly flies to a flower meadow, the children follow it, look at the butterflies and choose the one they like, and return to their places.

Q: What beautiful butterflies everyone has, I think in your drawings they will be just as beautiful. Where should we start drawing? (from the body). Remember how many parts does it have? (three: head, middle part and abdomen) there must be antennae on the head.

Educator. With monotype, we get an imprint (imprint) of the drawing; in our lesson, paper moistened with water will help us achieve an imprint of the image. when you paint, apply thicker paint. Try to paint quickly so that the paint does not have time to dry.

The teacher shows step by step how the drawing is done. (the sheet is folded in half, the body of a butterfly is drawn on the fold line, then bright wings are drawn on one side, the second half of the sheet is moistened with a sponge with water, and the drawing is folded; finally, the outline of the wings is outlined). Now I carefully open the sheet. What happened? Half of the butterfly is imprinted on the other part of the sheet, resulting in a whole butterfly. This is the monotype technique (after finger gymnastics, children begin to draw to soft music).

Finger gymnastics. Pencil

I roll a pencil in my hands,

I'm twisting between my fingers

Definitely every finger

I will teach you to be obedient.

Summary of the lesson.
- Guys, you did a very good job. Let's remember the name of the technique in which we worked (monotype).
An exhibition “Butterflies on Flowers” ​​is being organized. I ask the children to tell about the resulting butterflies and come up with a fairy tale about their own butterfly.

An integrated approach to education for schools is deeply developed in scientific, pedagogical and methodological literature. Only the first steps have been taken in preschool education. Integrated lessons are based on the principles of interconnection and similarity of content of leading topics. An integrated approach to modern education involves changing the content and methods of teaching, which ensure the vitality of the leading integrated principles: personal perception, personal responsibility for one’s activities.

To ensure that the integration process is not superficial, you should know the differences betweenintegrated and complex classes. Complex Classes are conducted on familiar material, solve several problems, and are conducted sporadically.IntegratedThe lesson is built on the principle of combining several types of activities and different means of developing children, and is carried out systematically.

The priority direction of the kindergarten’s work is the artistic and aesthetic education of preschool children. The effectiveness of this direction is largely determined by the integrated use of all means of the aesthetic cycle: theater, music, fiction, drawing.

Integration in a system of specially organized classes combines these tools and is therefore relevant because:

1. integrated activities contribute to children’s deep penetration into the meaning of words, into the world of colors and sounds;
2. help competent oral speech, its development and enrichment;
3. develop aesthetic taste, the ability to understand and appreciate works of art;
4. influence mental processes, which are the basis for the formation of a child’s artistic, creative and musical abilities.

Integrated classes allow you to reduce the number of specially organized classes and increase time for other types of activities.

For example, in a preparatory group for school, 5 classes are planned on fine art activities, 3 on speech development, 3 on musical activities. To reduce the number of classes, they were combined into integrated ones according to purpose and topic:

1. speech development and drawing.
2. music and drawing.

In this case, music and speech development are the leading activity, drawing is an auxiliary activity, helping to achieve the goal of the lesson.

Integrated classes conducted in the system are effective, produce high results, and increase children’s productive activities in drawing and storytelling.

Conducted control and testing classes on writing stories showed that children in the experimental group had larger stories that were more interesting in content, constructed grammatically correctly, more emotionally rich, and interest in the lessons was higher. The drawings in this group are original in their execution and are rich in images from literary and musical works.

Purpose of integration:teach the child to see the world as a single whole, in which all elements are interconnected. Perceive your surroundings through the world of music and painting.

Tasks:

1. increase the effectiveness of artistic and aesthetic education.
2. awaken interest in creativity, the ability to express thoughts and feelings in speech and drawing.
3. to develop the ability to use accumulated experience to act in a certain situation.
4. teach how to isolate from the general flow of information.

The degree of novelty lies in the development of didactic methods of integrated classes that are non-traditional for pre-school education, their leading activities, and the structure of classes aimed at solving holistic problems.

Integrated classes are conducted in three areas: music, drawing, and speech development.

Integrated lesson

Music - drawing

Speech development - drawing

Music - speech development - drawing

First option for conducting the lesson:The lesson begins with leading activities. For example, in an integrated lesson“Speech development – ​​drawing”the leading activity will be speech development. First, the teacher introduces the children to the purpose of the lesson using a game situation. During a lesson in the middle group on the topic: A. Barto “Toys,” the teacher offers the children the didactic game “Wonderful Bag” and asks them to guess what is hidden in it using riddles. The teacher takes out the toy if the child guessed the riddle correctly. Then the children remember A. Barto’s poems written about the toy.

In the second part, the teacher offers to draw an illustration for the poems read and write a story. This part of the lesson is auxiliary, since the drawing helps the children reproduce the poems. The teacher does not focus on the technique of performing the work; the children themselves select drawing techniques and illustrate their ideas about the poems they have read.

At the end of the lesson, children recite poems using their drawings.

Second option for conducting the lesson:This lesson consists of two hours and is taught by one teacher. The structure of an integrated lesson can consist of three parts and is conducted by three teachers: music, speech development, drawing. The leader of the lesson is teaching music and speech development, drawing is auxiliary.

Changing the lead teacher helps children become less tired and shift their attention. During the lesson, the process of repeated repetition and consolidation of the studied material in the game takes place. There is an opportunity to reveal the abilities of each child in a certain type of creativity and help him develop them. For example, in a lesson in the senior group on the topic: “Late Autumn,” a heuristic method is used (aimed at operational or step-by-step training in the elements and procedures of creative activity) to consolidate children’s knowledge about autumn, its characteristic features and periods through development speech, music, visual arts. In this case, the synthesis of children’s knowledge and their life experience serves to achieve the goal. In the first part of the lesson, conducted by the music director, the music of P.I. Tchaikovsky sounds - it introduces children to the world of autumn sounds.

In the second part of the lesson, the teacher conducts a conversation about autumn, its characteristic features, and examines illustrations by artists. then the children independently determine the periods of autumn.

In the third part of the lesson, the fine arts teacher invites the children to draw their impressions of autumn for the hedgehog Yashka, who lives in a group and misses the forest.

Such an integrated activity helps to expand interest in the phenomena being studied and increases creativity.

Third option for conducting the lesson:integration of music and drawing. For example, an integrated lesson on listening to music and drawing in the preparatory group is offered on the topic “Fairy tale in the music of A.K. Lyadov “Kikimora”. The leading activity in this lesson is listening to music, and the auxiliary activity is visual activity.

Purpose of the lesson:

1. introduce children to a fairy tale in music using the example of A.K. Lyadov’s symphonic fairy tale “Kikimora”.
2. develop the activity of auditory perception.
3. teach how to convey your impressions of the music you hear in a drawing.
4. to cultivate sustained interest and emotional responsiveness to classical musical works.

Throughout the lesson, a heuristic method is used, aimed at the gradual development of children's creative activity. Thanks to this method, children create a holistic image from the music they hear, from what is reproduced in speech and what is depicted in the drawing.

The teacher offers to get acquainted with the work of the Russian composer A.K. Lyadov, who was very fond of Russian folk songs and fairy tales and therefore created symphonic fairy tales. Introduces children to the symphonic fairy tale “Kikimora”. Together with the children, he will listen to a fairy tale based on musical fragments, introducing the musical characteristics of its characters, and invites the children to convey the movements of Kikimora and the cat Bayun. Children convey the angularity of Kikimora’s movements and the plasticity of Bayun the cat. Children reflect the feelings and emotions that arise in their drawings. The accumulation of musical impressions develops children's imagination, passion and helps active musical perception.

Integrated classes make it possible to use many interesting and effective techniques for teaching children in various combinations.

For example, in a lesson on the topic “L.N. Tolstoy’s “Fire Dogs,” children create pictograms on their own and then use them when retelling. In a lesson on the topic “Self-portrait”, children write a descriptive story about their face. This lesson combines reproductive and research methods. This helps them when composing a story. When conducting such classes, you can use an applique chalk drawing, which is created and comes to life in the process of reading the work. The chalk drawing on the board is a sketch of a forest, field, etc. Children create and cut out drawings for appliques outside of class, and paste them on during class.

To successfully conduct integrated classes you must:

1. systematically conducting integrated classes once a week.
2. the teacher’s passion and awareness of the importance of the problem.
3. incubation of a plan, during which further development of content occurs.
4. selection of technical equipment.
5. systematic analysis of an integrated lesson in order to track the results for planning work in joint activities with children and in working with parents on this topic.

Used Books:

"Artistic and aesthetic

Development of preschool children",

Compiled by E.P. Klimova.

Municipal institution

Department of Preschool Education

Consultation for educators on the topic

“Integrated lesson in fine arts”

Compiled by:

Teacher 1st quarter categories

MBDOU No. 61

Alekseeva F.Sh.

Republic of Tatarstan

Nizhnekamsk

Summary of an integrated lesson on
drawing in the senior group on the topic
"Pets"
Popova L.N.
Summary of an integrated drawing lesson in the senior group
theme "Pets"
Synopsis of an integrated lesson in art -
aesthetic development (drawing) in the senior group
Topic: "Pets"
Educational objectives:
1. Strengthen drawing skills using an unconventional poking technique
with a hard brush, allowing you to most vividly convey the image
object, the characteristic texture of its appearance (volume, fluffiness);
2. Teach correctly (just above the iron tip, three
fingers) hold the brush when drawing.
3. Learn to put paint on the tip of the brush, then remove the excess
paper and poke with a hard brush over the pencil drawn
line or shape.
4. Continue learning to draw large, position the image in
according to the sheet size.
Developmental tasks:
1. Expand knowledge about pets, instill love for them.
2. Develop children's creative imagination, logical thinking,
attention, memory, create conditions for the development of creative
abilities.
3. Develop visual skills and abilities, hand motor skills.
Educational tasks:
1. Cultivate accuracy in working with gouache, careful kindness
attitude towards animals.
Vocabulary work: Enrich children's active vocabulary with words: barn,
stable, kennel, sad, cheerful, fluffy, kind,
bold, poke drawing.
Materials for the lesson: Gouache, hard brush, stand for
brushes, landscape sheet, pencils, laptop, interactive
board.
Preliminary work: watching cartoons, looking at
illustrations depicting domestic animals and their babies,
reading fiction about animals.

Methods and techniques:
Questions, children's stories, travel game, educational games,
solving riddles.
Progress of the lesson:
1. Introductory part
Educator: Guys, do you want to go on an interesting trip? I
I suggest you go to a magical land.
Educator: What do you think you can travel with?
Children: by car, by bus, by bicycle, by balloon, etc.
Educator: try what you and I will go on a trip with
guess it yourself?
Mystery:
I quickly ran along the rails,
I counted all the sleepers.
I brought you to the station,
Do you know who I am? (locomotive)
Educator: Correct. This is a steam locomotive. He has been waiting for you for a long time, but in the carriage
Only the one who names the pet will sit.
(Children name the animals and sit down)
“Guessing Game!” task
Educator: I will tell you riddles, and you will guess them.
1. I have a piglet
Instead of a tail - a hook,
I love lying in a puddle
And grunt: “Oink, oink!”
(pig)
Nastya, go find the answer in the picture. Show it to the guys.
2. I’m sitting on a chain,
Master's house watchman

(dog)
3. Hungry - mooing,
Full - chews,
To all the guys
Gives milk.
(cow)
4. I ride faster than the wind,
I have a tail and mane.
Guess who I am?
(horse)
5. Me - me me I sing loudly
And I stab you with my horns. (goat)
Educator: What can you call these animals, in one word?
Children: "Pets"
Educator: Guys, look at our pets walking around
clearing and lost, let's put each animal in its house.
Children: go out and adopt animals
Where does the horse live? in the stables
Dog in a kennel
Pig - in a pigsty
Cow - in a barn, in a cowshed on a farm
Goat - in the barn
Educator: You and I named the pets, found out where they are
live, and now we need to name which cub.
Task “Who has which baby” (Go to the interactive board and
connect an animal with its young)
The cow has a calf
The pig has a piglet
The dog has a puppy
The horse has a foal.

The goat has a kid
Educator: Look what we have here?
Children: Geometric shapes: circle, oval, triangle
Educator: Let's count how many there are?
Children: 7
Educator: These are not simple figures, but magical ones, with their help we can
with you to draw one very beloved pet, and
What will you find out after solving the riddle?
Riddle for children:
Fluffy tail and mustache...
There is no more pleasant beauty!
Paws are soft pillows,
Ears raised up.
Well, think a little.
Did you guess it? It's a cat)
Children go to the inter. blackboard and geometric shapes make up
cat. Look what kind of cat we got...
And now I suggest you take a little rest
Fizminutka:
"Visiting the cat"
The Cat invited us to visit (palms on our cheeks, shake our heads)
And we walked along the path (we walk in place)
We see that the tree is tall (put fist on fist)
We see a deep lake (“wave” with a hand)
Birds sing songs (fingers crossed)
Seeds are pecked everywhere
(pecking first on one palm, then on the other)
They peck here and they peck there
They are not given to anyone (“shake” a finger)
This is a house (“roof” from hands)
And there is a window in it (we show with our fingers)
We are greeted by a cat and a cat (clap our hands)
We will stay for a while (“we say hello” with our hands)

And we’ll run back (running in place)
Look what kind of cat Murka came to visit us.
Beautiful, elegant. She asks you to help her find friends.
The children take their seats.
Educator: So, let's help our kitty and draw cats and
cats
Educator: We will draw in two stages: first we will draw a silhouette
kittens with a simple pencil, then fill them with color. Draw an outline
kitten with a simple pencil, starting from the body (if lying) large,
in relation to the sheet size.
Teacher on the inter. the board shows the algorithmic
diagram of drawing a cat pet using
geometric shapes.
Educator: We draw an oval - this is the body, a circle - the head; two elongated
oval - paws; one elongated and downward oval - tail; on the head with
Using small triangles draw ears. Paint
when we paint the kitten with paint - two parallel
The dots are the eyes, one bold dot lower is the nose. By using
draw a mustache using horizontal lines. We use an arcuate line to depict the mouth.
Remember ways to draw non-traditional techniques with a poke
with a hard brush.
Education: guys, if you look at your kittens, you will notice that
the outline of the kittens is drawn with even, smooth lines, and our kitten is on
really fluffy. To make the kitten look like a real one
We will paint with a hard brush. If you dip your brush in paint
desired color, then remove excess on paper and poke
along the line drawn with a pencil and immediately tear it off the surface,
you will get a print that will give the line volume and fluffiness.
The next print should be placed side by side without leaving
free space between the previous and the next. When
the outline will be ready, fill the space inside with prints.
Educator: Hold the brush like this (hand on the elbow, hold the brush
three fingers above its metal part)
It's difficult? No, it’s nothing (moves the hand over the text)
Right – left, up and down
Our brush ran.
And then, and then (the brush is held vertically)

The brush runs in a circle (poke without paint on the sheet)
Spun like a top.
After a poke comes a poke!
Education: children, to make the drawings beautiful, let's warm up
fingers
Finger gymnastics “Kittens”
Animals have 4 legs
(raise and lower 4 fingers on your hands)
Claws can scratch
(depicting claws)
It's not their face, but their muzzle
(join your fingers into a ball, bring them closer to your face)
Tail, mustache, and wet nose
(“wave”, show mustache, outline nose)
And, of course, ears! (three ears)
Only on the top of the head (show with hands)
Additional questions
Who will we draw? (kitten)
What parts does the object consist of and how will it be located?
What materials will we use?
What technique will we use?
What do you need to remember when working with gouache using the poking technique?
2. Independent activities of children
During the work, the teacher monitors how the children draw: reminds
about not putting a lot of paint on the brush, but only lightly touching it
paint surface so that the print has an air-colored
surface; first complete one element to completion, only then
start doing the following.
3. Summary of the lesson

Educator: Guys, look how beautiful the cats are, and the cats we have
it worked!
They have different characters, colors and different moods. And now they're all
together they will be friends with our cat. Children show off their kittens
and hang portraits for the exhibition, and the teacher asks them to come up with
nicknames and find, in their opinion, kittens with different characters (the smartest,
cunning, small, kind, brave, modest, fearful and so on)
The cat thanks us, and we return to our kindergarten,
occupy our trailers
Reflection:
Educator: In front of you are two suns, one cheerful, the other sad.
If you liked today's lesson, draw your own ray
cheerful sun, and if not, then sad
Children: complete the rays and explain their choice.