Summary of a drawing lesson "Autumn Landscape" using non-traditional drawing techniques. Formation of coherent speech in children with a speech disorder in the process of productive activity Children's drawings about autumn using non-traditional techniques

What is the most remarkable thing in autumn? Of course, autumn leaves! In autumn, the leaves are not green, like in summer, but bright, multi-colored.

Autumn drawings. Drawing autumn

Method 1.

Under a sheet of regular printer paper, place the sheet with the veins facing up, then shade it with a wax crayon placed flat. You will see how the design of a leaf with all the smallest veins appears on the paper.

To add a little magic, you just need to take a white crayon and run it over the white paper, and then let your child paint the paper with a sponge. See link>>>>

By the way, there is an interesting way of coloring using colored corrugated paper. You must first draw leaves on paper in exactly the same way with white wax crayon. After this, tear corrugated paper of autumn colors (red, yellow, orange, brown) into small pieces and, thoroughly wetting each piece in water, stick them onto the drawing. Make sure that there are no two pieces of paper of the same color next to each other. Let the paper dry a little (but not completely!), and then remove it from the drawing. You will get a wonderful multi-colored background. Leave the work to dry completely, then put it under the press.



Method 2.

You can make an interesting autumn craft if you place the leaf under thin foil. The foil should be placed with the shiny side up. After this, you need to carefully smooth the foil with your fingertips so that the design appears. Next you need to cover it with a layer of black paint (this can be gouache, ink, tempera). Once the paint is dry, very gently scrub the painting with a steel wool pad. The protruding veins of the leaf will shine, and dark paint will remain in the recesses. Now you can paste the resulting relief onto a sheet of colored cardboard.

Autumn leaves. How to draw autumn

Method 3.

A very simple and at the same time effective technique is to print leaves on paper, onto which paint is first applied. You can use any paint, just apply it to the side of the leaves where the veins appear.

Link >>>>

Here are prints of rowan leaves. And any kid can draw rowan berries - they are made using a cotton swab with red paint.

Link >>>>

You can create a beautiful autumn design if you print leaves with white paint on a sheet of dark-colored cardboard. When the paint dries, you need to color the leaves with colored pencils. It will turn out beautiful if some leaves are left white.

The background can be left as is, or made colorful by painting with paints using a sponge. In this case, you need to leave a small unpainted space around the leaves.

If you decide to make the background colored, then the leaves themselves can be left white.

How to draw autumn leaves. Autumn crafts

Method 4.

To add volume to your drawings, you can use the following interesting technique. You will need thin wrapping paper or white crepe paper.

Method 6.

Another original autumn pattern, made in warm and cold colors. The leaves themselves are drawn in warm colors (yellow, red, orange), the background is in cold colors (green, blue, purple). To do this job you will need a compass.

1. Draw several leaves of different shapes on paper.
2. Now, using a compass, draw a circle of small radius in the lower left corner of the piece of paper. Next, adding about 1 cm at a time, draw circles of larger and larger radius, as far as the compass allows.
3. Now do the same in the upper right corner.
4. Finally, color the autumn leaves with felt-tip pens or pencils in warm colors (the colors should alternate sequentially), and the background in cool colors.

Maple Leaf. Maple leaf drawing

Method 7.

Help your child draw a maple leaf on a piece of paper. Divide it into sectors with veins. Let the child paint each sector of the leaf with some special pattern.

You can combine two methods.

Autumn crafts for children

Method 8.

Another unusual autumn pattern.

1. Draw leaves of different shapes on paper. They should occupy the entire sheet of paper, but not touch each other. Some of the leaves should start from the borders of the sheet of paper. Draw only the outlines of the leaves, without veins.
2. Now, using a simple pencil and a ruler, draw two lines from left to right and two from top to bottom. The lines should cross the leaves, dividing them into sectors.
3. Choose two colors for the background and two colors for the leaves. Color them in the chosen colors as in the picture.
4. When the paint has dried, trace the outlines of the leaves and the drawn lines with a gold marker.

Drawings on the theme of autumn

Method 9.

To make this fall craft, you will need regular newspaper and paints (including white paint).

1. Draw a maple leaf on a piece of newspaper.

2. Paint it and, after the paint has dried, cut it out.

3. Take another sheet of newspaper and use white paint to draw and color a large square on it.

4. Place your sheet over the paint and wait for it to dry completely.

5. This is what you should get in the end!

The material on the page will be constantly updated!

We all know that babies learn about the world through sensations. Such a colored panel will captivate a child and cause delight at the transformations that occur from touching with one’s own hands!
Materials:
- paints
- white cardboard or canvas on cardboard
- film

Drawing in unconventional ways is very exciting for children. This is unusual, interesting and opens up a whole field for experimentation. In addition, classes using unconventional drawing techniques help relieve children's fears, develop fine motor skills, strengthen confidence in their own abilities, develop spatial and imaginative thinking, which encourages children to freely express their ideas and look for creative ways to solve them. Children learn to work with materials of various textures and volumes, have the opportunity to fantasize and show independence.
Below are simple techniques that are accessible and interesting to children of preschool and primary school age.

The game "Icon" or "drawing" is almost like Pablo Picasso.

"Scratch" technique

"Foam Oron" technique

Photocopy technique

Technique "Draw with palm and fingers"

Technique "Diatypia and monotypia"

Technique "Mosaic painting"

Technique "Plasticine painting"

"Spray" technique

Technique "Drawing with crumpled paper"

"Crystal texture" technique

Threads 25 cm long are dyed in different colors. Arrange in any way on a sheet of paper. Pull the ends of the threads out. Place another sheet of paper on top and smooth it with your palm. Pull out all the threads one by one and remove the top sheet.

Technique "Drawing through wet gauze"

Drawing on the theme Autumn in kindergarten

Unconventional technique of drawing “Imprint” of leaves on paper

Subject: “Autumn Bouquet”

Description of the master class:

To cultivate a sense of beauty in a child, you need to teach him to see and create this beauty with his own hands. Drawing activities for preschoolers should become an encounter with the beautiful: nature, man, the world of art. The more sense organs participate in the perception of the surrounding world, the more complete the ideas and the deeper the knowledge.

This will require the teacher to reconsider the methods of organizing work, moving from reproductive methods to creative, research, and non-traditional ones.

I suggest teachers use an unconventional technique of drawing “Imprint” of leaves on paper when working with children. The material is aimed at children in the preparatory group of kindergarten (6-7 years old).

Purpose: gift or interior decoration

Target:Introducing children to the non-traditional drawing technique “Imprint”

Tasks:

1. Stimulating the child’s cognitive interests through the use of various objects

2. Development of fine motor skills, tactile omissions, visual-figurative and verbal-logical thinking

3. Cultivating a sense of beauty, familiarization with nature

Methods and techniques:conversation, productive activity, goal setting, literary expression, educational five-minute, musical series

Integration of educational areas: artistic creativity, reading fiction, knowledge

Material: tree leaves, drawing paper, jar of water, watercolor paints, brush, pencil

Equipment: music Center

Didactic material: pictures depicting autumn, piano cycle “The Seasons” by P.I. Chaikovsky

Direct educational activities with children:

1. Introduction to the topic: (against the background of the musical work “The Seasons” by P.I. Tchaikovsky, the teacher reads a poem by L. Schmidt)

The leaves sparkle with bright colors -

The wind blows - they fly around...

Like butterflies, the leaves are fluttering,

Spinning in the sky, flying, flying

They lie on the ground like a motley carpet

They rustle under our feet -

Everyone is talking about autumn coming soon

2. Goal setting:What time of year will we talk about? What signs of autumn are beautifully described by the author of the poem? Can you name other signs? Who guessed why you have paints, a sponge, etc. on your table?

Today we will try to capture the beauty of autumn on paper using paints. Let's give a gift to our loved ones. But instead of a brush, let’s take a sponge and a stencil. Let's try to work in the new “Imprint” technique.

3. Cognitive five-minute(the teacher shows a sample of work and reads a poem by E. Melnikov-Kravchenko)

I have an autumn bouquet

Multi-colored and last.

It has a carved maple leaf,

Painted viburnum leaf.

A modest aspen leaf

And the rowan bunch turns red.

Here is a yellow birch leaf,

And carved yarrow.

The oak tree has a red, bright leaf,

I looked and it became hot.

I'll dry my bouquet,

I will invite you from autumn to winter.

Let's check again how you remember which leaves our composition consists of. I show you and name the sheet, and if you agree with me, you clap, if you don’t, you stomp. (game being played)

What colors does autumn like? Are these cool or warm tones? Now let's check how you know the colors. I show, and you say warm or cold. (spectrum colors are shown)

4. Finger gymnastics

One two three four five,

We will collect leaves.

Birch leaves,

Rowan leaves,

poplar leaves,

Aspen leaves,

We will collect oak leaves,

We'll bring an autumn bouquet for mom.

5. Productive activity(explanation by the teacher and independent activity of children under the guidance of an adult)

We think over the composition, draw the vase. To print a sheet, you can use absolutely any paint, you will just get slightly different prints. Paint should be applied to the side with veins. You can paint the sheet either with one color or with different colors. At the end of the work, draw the missing details with a brush.

Guys, remember, at the beginning of our meeting there was music. So, it turns out that the beauty of autumn can be conveyed with its help. While we are working, let’s once again listen to P. Tchaikovsky’s “Seasons - Autumn”

6 “Vernissage of works”— the teacher with the children attaches the finished work to the demonstration stand

What technology did we use today? How can you convey the beauty of nature?

7. Completion- children clean up the workplace

Summer is over and, lo,

Autumn is golden

He meets us at the gate,

With a generous harvest.

All the trees and bushes

Painted with a brush:

In bronze, gold and copper,

Transformed the leaves.

The rain is drizzling cold,

Leaves fall,

Autumn golden carpet

Covers the earth.

Completing of the work:

1. We collect tree leaves while walking with children

2. Prepare the workplace: a jar of water, paints, a brush, a landscape sheet, a simple pencil

3. Outline the composition, draw the vase

4. Apply the background, decorate the vase, wait for it to dry

5. Apply paint to the back of the leaves and apply to the drawing

6. Make prints of all the leaves of the composition

7. Draw the missing details with a brush. The work is ready.

The use of this technique can be modified depending on the age of the children and the level of their preparation.

It is non-traditional drawing techniques that create an atmosphere of ease, openness, promote the development of initiative, independence, and create an emotionally favorable attitude towards activities in children. The result of visual activity cannot be good or bad; each child’s work is individual

Teachers-speech therapists MBDOU "Combined kindergarten No. 407" g.o. Samara

The question of the development of coherent speech in the process of productive activity is relevant for our kindergarten, since preschool educational institution No. 407 is part of a federal experiment on the topic “Designing the social situation of development of children 3-7 years old in the comprehensive educational program “Worlds of Childhood: Designing Opportunities” .

Of course, speech therapists who work with children with SLI take part in the experiment, looking for ways to most effectively support speech in productive activities. We consider the formation of coherent speech in the following areas:

• Vocabulary development: mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place;
• Nurturing the sound culture of speech: developing the perception of sounds of native speech and pronunciation;
• Formation of grammatical structure:
• Morphology (changing words by gender, number, case)
• Syntax (mastering various types of phrases and sentences)
• Word formation
• Development of coherent speech:
• Dialogical (spoken) speech
• Monologue speech (story)
• Formation of elementary awareness of the phenomena of language and speech: distinguishing between sound and word, finding the place of sound in a word

Domestic defectologist Serafima Alekseevna Mironova believes that one of the effective means of development of a preschooler is productive activity, since in its process the child learns not only to see, but also to display surrounding objects and phenomena and, finally, to use words in active speech. The child can become familiar with the names of objects, the actions that he performs with objects, distinguish and use words denoting the external signs of objects and signs of actions. That is, during productive activity, the child has the opportunity to manipulate objects himself, which allows him to respond faster to the word. In addition, in the course of productive activity it is much easier to show the connection of a word not only with an object, but with an action and with the signs of an object and an action. Children "finishing the drawing" in words what they cannot depict: they give the object movement, enliven it, conveying their dialogue with onomatopoeia and accessible words. In the process of productive activity (for example, design) in practice, children gain concrete ideas about the various three-dimensional shapes and sizes of objects; learn to understand words denoting position in space: above, below, behind, left, right; learn to understand and follow verbal instructions: put it down, put it down, put it away, take it apart, bring it. Thus, productive activity has great cognitive, educational and correctional significance due to its visibility. It is also important that the child relies on several analyzers simultaneously in productive activities. (vision, hearing, tactile perception), which also has a positive effect on speech development.

The idea that coherent speech, as a means of communication, is more successfully formed when carrying out productive activities, in particular constructive activities, was voiced over 30 years ago by domestic defectologists Galina Vasilievna Chirkina, Alla Vasilievna Yastrebova and Lyudmila Fedorovna Spirova. They called it speech-hand activity. Then this idea was immediately "picked up" , but gradually new technologies began to appear, and such an emphasis was no longer placed on river-based activities. In the process of working on productive activities, we found it possible to turn to the recommendations of the above-mentioned defectologists.

So, what should we know when organizing "verbalizations" productive activities with children? The main thing is to create conditions for a close connection between words and action. How can this be achieved?

Guided by the principle from simple to complex, we start with conjugate speech, when the child pronounces a phrase together with an adult, copies the structure and manner of pronunciation. Here the degree of independence is minimal. This is followed by reflected speech, when the child reproduces the phrase after the teacher. In this case, the degree of independence increases.

The next step is the stage of question-and-answer speech. It is advisable to start with reflected answers, when the teacher asks a question, answers himself, and the child repeats the answer. In the beginning, the child's responses may reflect simple actions he currently performs. Gradually one should move on to more complex and generalizing questions, namely, actions performed in the past and in a completed action. And finally, in the future tense about the intended action. There is no need to rush into complicating the forms and structures of speech utterances.

When a child can perceive speech in the process of construction, when verbal designations help children comprehend the process of entering an imaginative situation, the vocabulary is accumulated and refined, it is possible to construct complex sentences, we use accompanying speech, which involves a story, an independent presentation about the product. At this stage, the child’s speech is directly related to practical activities - situational speech.

By increasing the interval between the child’s activity and his answer to the question about what he has done, we reduce the visual support for the work performed, and it becomes possible to switch to contextual speech. The result of the work is the presence of spontaneous speech, that is, spontaneous independent speech, this is verbal communication with others.

Summarizing all of the above, I would like to note once again that the sequence is seen in the gradual transition from visual, lightweight forms of speech to abstract, contextual statements. First, we educate children to perceive speech in the process of creating a product, then to combine their activities with speech, and only then we move on to contextual speech, i.e. speech without relying on momentary activity.

It should be remembered that just talking during "verbalizations" There should be no productive activity, you need to guide the child and use exactly the type of speech that is available to him at the moment. Only in this case can we talk about the formation of coherent speech of a child with SLI in the course of productive activities.

One of the effective forms of developing coherent speech in preschoolers with SLI, in our opinion, is the technology of using "Children's calendars" edited by T.N. Doronova. This manual is designed to support parents in raising their children and involving them in educational activities. Although the team of authors recommended this manual for work within the framework of an approximate basic educational program "Worlds of Childhood: Constructing Possibilities" , but it is also successfully implemented when working within the framework of other programs, ensuring the unity of the educational space of the family and kindergarten.

We widely use them in educational activities. We were attracted by the fact that the child develops in different types of activities: play, productive and cognitive-research activities, reading fiction. We were more interested in working with calendars in the section "productive activity" for the gradual formation of a child’s coherent speech, accompanied by speech-manual activity.

To form conjugate, reflected, question-answer, contextual and spontaneous types of speech, we widely use "Children's calendars" , which promote the development of children aged 3 to 7 years.

We offer options as an example "verbalizations" children's activity in the process of making a baby book taken from the calendar.

Educational activities are carried out with a subgroup of children (up to 10 people). The teacher knows the speech capabilities of children, what type of speech will be offered to each child directly at this stage of the development of coherent speech of a particular pupil. Let’s say that two children can only speak conjugately, five can use reflected pronunciation, and three children can already answer questions. Most likely, within one lesson on creating this little book, all children will have access to only one type of speech, or they will move one step forward - to the next stage. But for clarity, we will simulate the situation as if the child mastered all types of speech during one lesson.

• The teacher encourages you to pick up the workpiece, pronounces “We take the workpiece into our hands” : with children who only have access to conjugate pronunciation, we pronounce the phrase conjugately; those who have access to reflected speech are asked to repeat the phrase after the teacher; and for those who have access to question-and-answer speech, we ask a question.
• In the same way, we encourage him to pick up scissors and talk through this action. The transition from conjugate speech to reflected speech does not require additional explanation, since in the first case we pronounce the phrase together, in the second the child repeats it after the teacher. The transition from reflected speech to question-and-answer speech is also clear. “What are you cutting with?” , “What are you doing with scissors?” , “Which hand are you holding the scissors in?” . Let us give an example of a transition within the stage of question-and-answer speech from the present momentary to the just completed action. We ask the following questions: “What did you use to cut it with?” , “Which hand did you hold the scissors in?” , “Where did you put the scissors?” . If we ask a question about an upcoming action, we use questions like “What do you need to cut the workpiece?” , “Which hand will you take the scissors in?” “Which line will you cut?”
• We are gradually moving away from detailed questions to general ones ("What are you doing?" , "What will you do?" ) , this is how we approach the use of accompanying speech when the child talks about what he is doing at the moment in the process of making a baby book.
• After receiving the product, the stage of contextual speech begins, when the child, independently or with little help from the teacher, talks from ideas about what and how he made.

Technology we use "Children's calendar" is part of the Basic Educational Program of Preschool Education and can be used independently in the context of family education. Children's calendar allows

• make applications;
• create layouts;
• make attributes for a tabletop puppet theater;
• produce material for board games;
• make experiments;
• implement regular reading.

Municipal budgetary institution

additional education

"Uinsk Children's Art School"

open lesson notes

"Autumn landscape"

(using non-traditional

drawing techniques "printing with leaves")

Additional education teacher

education I sq. categories

Rakutina Marina Nikolaeva

Uinskoe village, 2016

Subject: "Autumn landscape".

Lesson duration: 35 minutes.

The lesson is conducted with children 6-7 years old.

Target: develop children’s ability to see and convey the color of autumn in drawings using the non-traditional drawing technique of “printing with leaves.”

Tasks:

Educational:

On teach children to notice changes in nature with the arrival of autumn;

To teach how to convey in a drawing the characteristic features of autumn nature;

Teach children to select the necessary color schemes (autumn palette);

Introduce an unconventional way of drawing - imprinting with autumn leaves.

Educational:

- development attention, eye, fine motor skills;

Development of creative imagination, sense of composition;

Development of aesthetic perception of color in nature;

Development of students' sustainable interest in artistic direction.

Educational:

To cultivate children's interest in visual arts;

To cultivate aesthetic taste and accuracy in performing work;

Foster interest and respect for nature;

Emotional responsiveness to the beauty of autumn;

Interest and positive attitude towards unconventional drawing.

Methods and techniques used in the lesson:

Verbal – conversation, explanation;

Practical – performing a practical task;

Interactive – presentation;

Visual – illustrations, slide demonstrations, visual aids made by the teacher.

Materials and equipment: according to the number of students - a sketchbook, a medium-sized brush, jars of water, watercolors, napkins, oilcloth for the table, autumn leaves from various trees, cotton swabs.

Visual range: presentation, teacher's work.

Progress of the lesson.

Organizing time.

Hello guys, I'm very glad to see you all.

Today in class you will become familiar with the concept of landscape.

Please see if you have everything ready for class: oilcloth for the table, watercolor paints, brush, jar of water, napkin, sketchbook.

Main part.

Guys, let's remember again what time of year it is? How is autumn different from winter or summer? What are her signs?
(Children's answers - the leaves turn yellow and fall; it rains, birds fly away to warmer climes.)
- Do you like autumn? How? I like to walk on fallen leaves like on a golden carpet. Have you ever walked on autumn leaves? Isn't it true that it is very beautiful in autumn. It’s as if a good wizard painted everything around with bright colors. Today I invite you to become wizards yourself and paint a magical autumn picture.
Why magical? But because we will draw not as usual, with pencils or brushes, but magically, unusually. We will paint a landscape. Landscape means an image of nature. The way it is, or the way a person made it. Why is the landscape autumn? We will be drawing in the fall, which means our landscape will be autumn.
- Let's repeat this new word to remember it better.

Practical part:

Task No. 1. You need to prepare a background on a sheet of paper. The background is the background of the drawing; it gives it spatial integrity and completeness. That is, draw a gentle blue sky and a green meadow, on which autumn trees will then grow. Place a sheet of paper horizontally and open your watercolor paints.

You are the real artists! You did a great job! In the meantime, our clearing is drying up, let's rest a little.

Physical education minute

In the park.

We sweep the paths(imitation of movements)
Collecting leaves in piles(bend over, imitate movement)
So that while walking, kids
We had a lot of fun!(jumping in place)
Oh, tired (“wipe the sweat from your forehead”)
Let's rest (sit down)
And let's go home quickly(steps in place)

Task No. 2. But so far our landscape looks pale, dull and not at all magical. If you look at the leaves carefully, you can see a small tree in each of them. There is a vein running through the middle of the leaf, from which thinner veins—twigs—extend to the sides. The leaf resembles the crown of a tree. At the bottom of the leaf, the main vein turns into a stalk - a stick, with the help of which the leaves are held on the branches. The stalk resembles a trunk.

Today we will draw autumn trees, but in a somewhat unusual way, our leaves will help us with this - we will print with them.

Let's learn magical drawing.

I'll paint a leaf from a tree
I painted the bottom with yellow paint.
I'll iron it from above -
A tree will emerge, just like in a fairy tale.
This is how to draw trees -
Nothing could be simpler.
I can stamp
A small grove.

Please note that the leaves need to be smeared with paint from the bottom, where the convex veins are. Carefully place the painted side onto the background, near the painted branch. And, without moving, carefully press down with a napkin. You also need to lift the leaf very carefully so as not to smear the image.When the drawing is filled with prints, you need to finish painting the tree trunks with a thin brush.

Final point.

You did it very beautifully, all the work is wonderful and you tried very hard. Guys, you made very interesting and beautiful drawings.

But our tree on the board is not at all bright, not autumn. Let's decorate it with leaves too. If you think that you have succeeded today and have completed the task, glue a yellow leaf to the branch. And if something didn’t work out a little, then green.

I see that everyone coped with the task perfectly, well done! Thank you for your attention! See you again!Cleaning workplaces.