Skills Required for Drawing Animals in Intermediate Group
Before starting a drawing lesson, you need to take into account the skills that, according to the Federal State Educational Standard, are practiced by children 4–5 years old in this type of creativity:
- precision of brush strokes when painting, in particular, children learn to make thin strokes with the tip of a brush to draw the face, paws, tail - and intensive ones with the application of the entire pile to fill the color of the animal’s body;
Children of the middle group practice the skill of uniformly painting elements of a composition
- uniform hatching directions - from left to right, from bottom to top - with adjustment of the stroke span depending on the area of the surface being painted;
- varying the size of the strokes by changing the position of the pencil or brush, so if you tilt it closer to the paper, you will get wider lines, but placing the pencil almost vertically will help make small elements.
Materials for drawing in the middle group
The materials that children will work with play a decisive role in preparing a drawing lesson.
What to draw on
As in the previous year, the optimal basis for the drawing is a sheet of A4 paper. For painting with paints, it is better to take watercolor sheets: they are denser, so even if the child heavily wets the brush, the image will not “float.” To depict an animal the size of the entire sheet, you can use thin cardboard.
Unlike the second younger group, even for small pencil pictures you should not use a smaller sheet format: firstly, children practice harmoniously arranging the composition on the base, and secondly, the kids’ muscles are already developed enough so as not to get tired when performing monotonous pencil movements for drawing large elements.
If the drawing involves individual work, then the sheet should not be larger than A4 format, otherwise it will be inconvenient for the child to work
How to draw
To make images of animals more expressive, children use gouache. In the middle group, the guys try to mix colors themselves (!) to obtain shades, for example, red and yellow, to get the orange of the required intensity to depict a squirrel or fox. The number of basic colors for drawing one composition expands to 6.
Gouache still remains the most favorite material for fine art.
Squirrel brushes Nos. 10–14 are used, including those with medium-length handles for making thin strokes to show the texture of the animal’s fur.
In the middle group, children switch to drawing with pencils of standard thickness. The number of colors increases to 12. At 4–5 years old, children combine pencils and wax crayons in their drawings.
What materials to supplement a drawing on the theme of animals?
Animalistic themes open up wide opportunities for including elements of other types of artistic activities into the composition. For example, when depicting cows in a meadow, children make an applique of grass: a strip of green paper is folded several times, cuts are made, unfolded and glued, leaving the “fringe” free - the composition acquires volume.
Applique motifs can be used to decorate designs: a paper bow for a cat, apples for a hedgehog, etc.
In addition to appliqué, plasticineography can be used in animal-themed drawings. For example, make a sun from plasticine twisted into a rope, and also add plasticine eyes and a nose to the image of the animal. Drawings in which parts made of plastic material alternate with drawn ones look original. For example, some of the hedgehog’s needles are drawn with pencils or wax crayons, and some are made with thin plasticine flagella.
Typically, to combine drawing and plasticine, templates with an image of an animal are used, which children paint and then complete with plasticine parts.
Summary of GCD in the middle group. Wild animals in winter
Summary of GCD in the middle group on the topic “Wild animals in winter.”
Author: Baskakova Lyudmila Pavlovna, teacher of MDOBU combined type kindergarten “Teremok” Sibay. Description of the material: I offer you a summary of direct educational activities for children of the middle group on the topic “Wild animals in winter.” “This material will be useful for middle school teachers. This is a summary of an educational lesson aimed at fostering a careful and caring attitude towards forest inhabitants and developing interest in the natural world and curiosity in children of this age.
Summary of direct educational activities in the middle group on the topic “Wild animals in winter.”
Integration of educational areas: “Cognition”, “Communication”, “Socialization”, “Reading fiction.” Goal: Continue to form ideas about seasonal changes in the life of wild animals. Objectives: Educational:
To form ideas about seasonal changes in the life of wild animals, their habits, appearance, food chains, and lifestyle in winter.
Developmental:
Develop attention, memory, logical thinking, observation.
Speech:
Develop coherent speech, enrich children's vocabulary: huntsman, connecting rod bear, den.
Educational:
To foster a caring and caring attitude towards nature and its inhabitants.
Demonstration material: soft modules for simulating a den; trees: birches, fir trees; drawn animal tracks: hare, fox, wolf, squirrel, moose; sound effects (howling of wolves, sniffling of a bear); a set of items for the game: cones, mushrooms, cabbage, carrots, a bunch of hay, grain, nuts, etc. etc.); set of pictures “Wild animals of the forest”, a feeding trough with hay and grain, soft toys: a white hare, a squirrel, a fox. Preparatory work: looking at illustrations, reading fiction about nature, reading fairy tales about animals, solving riddles, drawing forest inhabitants, talking about the rules of behavior in nature. Methodological techniques: conversation-dialogue, story, examination, physical exercise, listening to sound recordings.
GCD move.
(Children sit in a semicircle on chairs)
Educator: Guys, guess the riddle: There is snow in the fields, ice on the rivers, a blizzard blows, when does this happen? Children: In winter. Educator: What time of year is it now? Winter. Educator: Name the signs of winter. Children: Snow, blizzard, cold wind, frost, ponds become covered with ice, some animals change the color of their fur coat, warm winter fur grows, some animals go into hibernation. Educator: How do people prepare for winter? What kind of clothes do they wear? Let's dress warmly and go on an excursion to the winter forest. How can you get to the forest in winter? (children's answers) And you and I will get there on skis. (Children, together with the teacher, imitate getting dressed and skiing). Guys, let's remember how to behave in the forest. We reinforce the rules (don’t make noise, don’t break branches….) While we’re skiing, remember what are the names of the animals that live in the forest? (wild) Educator: Well, here we come. Look at the beauty all around: the trees are covered in snow, everything is white all around, silence in the forest... (we approach the place where the fox tracks are) - Guys, whose tracks are these?
Children: Foxes. Educator: Let's, guys, let's see where the fox lives. (You can see the fox from the hole. Conversation about the fox). The fox is a predator, very cunning. She has fluffy, red fur and a long fluffy tail. She uses it to cover her tracks in the snow. The fox hears the squeak of mice under the snow, digs up the snow and catches mice. The fox also chases hares. Lives in a hole. (This is approximately the story the children make together with the teacher). How does a fox walk? Children: It meanders. Educator: Let's name all the members of the fox family. Children: Father is a fox, mother is a fox, the baby is a fox, and there are many cubs. Educator: In what fairy tales do we see a fox? children: “The Fox and the Wolf”, “Zayushkina’s hut”, “The fox with a rolling pin”, “The cat, the fox and the rooster”... (we move on) Educator: Oh, guys, look at someone’s tracks here again?!
Children: Traces of a hare. Hare tracks. (we are looking in the footsteps of the hare). Educator: Look, there’s a hare sitting under the bush. What is he like? Why? (talk about a hare) The hare is white. He has long ears, fast long legs. He changes his coat 2 times a year. In summer he is gray, in winter he is white. In order to be more invisible to predators in the snow. In winter he feeds on tree bark The little hare is born smaller than the palm of your hand, but after 3 days he deftly jumps and runs. What kind of bunny is there in fairy tales? Children: Cowardly, afraid of everything. Educator: Let's, children, make a chain of a hare family. Father is a hare, mother is a hare, baby is a hare, there are many bunnies. Outdoor game "Fox and Hares."
Children in a circle hold hands. They are trees. One child is a fox, the other is a hare. The fox chases the hare, and the trees interfere with the fox with branches (hands).
(The howling of wolves is heard - sound recording). Educator: What is this, children? Children: These are wolves howling. Educator: That’s why the bunny hid under a bush. He was scared of the fox, but he was scared of the wolves. Look, children, be quiet, otherwise the wolves will come here. You see the tracks of the wolves. They are prowling the forest, looking for their prey. (Conversation about wolves). In winter, a wolf does not change the color of his fur coat, but it becomes thicker and warmer. Wolves live in holes, which are called lairs.
At night they often howl. Wolves hunt in packs on sick and weak animals.
Let's make a chain of the wolf family. Papa wolf, mother wolf, baby wolf, many cubs, wolves.
-In what fairy tales do we meet a wolf?
Children: “Little Red Riding Hood”, “The Wolf and the Fox”, “The Three Little Pigs”, “The Wolf and the Seven Little Goats”…. Educator: Is the wolf the same in all fairy tales? Children: No. In some he is evil, in others he is stupid, gullible... Educator: Well, well, let's move on before we meet the wolves. (we go to the tree with the hollow of a squirrel) Educator: Guys, what is that lying in the snow? Children: Cones, mushrooms. Educator: Where do mushrooms come from in the forest in winter? Maybe someone lost them?
Children: This is a squirrel. Educator: Let's come closer and take a look. Indeed, this is a squirrel's home. What is the name of the squirrel's house? Children: Hollow. (A squirrel is visible from the hollow) Educator: Correct. (conversation about squirrels) The squirrel is a small, red, harmless animal. It deftly jumps along the branches. Squirrels make provisions for the winter: berries, mushrooms, nuts. Squirrels can be tamed and then they can take food directly from human hands. Let's make a chain of the squirrel family. Dad squirrel, mother squirrel, baby squirrel, many squirrels.
Well, let's not bother the squirrels and move on. Oh, what is this?
(there is a feeder with hay and grain). Children: There is hay and grain here. Educator: How did they get into the forest and for whom? Yes, there are some interesting traces here. Whose ones do you think?
Children: Moose tracks. Educator: That's right. Those were moose walking. And who put the hay for them? Children: People. So that the moose don’t die of hunger. Educator: Well done! And the people who help moose survive in the cold season are called foresters, gamekeepers. (Conversation about moose). Moose are large ungulates (hooves on their feet) animals. They feed on twigs and bark of trees. They walk in deep snow, so they often become prey for wolves. Let's make a chain of the moose family. Father-moose, mother-moose, baby-moose, many-moose.
- Let's move on, children. Look what a big pile of snow. Who shoveled it here?
(sound recording - sniffing - snoring of a bear) Educator: Children, do you hear what this is? Someone is snoring. Who do you think is sleeping here? Children: The bear is sleeping in the den. Educator: That's right, well done! Here is the bear's den. (Conversation about the bear). The bear is a large forest animal. It has warm, brown fur. By winter, it stores a lot of fat under its skin. The bear sleeps all winter. It does not eat anything. In winter, the she-bear gives birth to a small bear cub. All the time in the winter he feeds on his mother's milk, and in the spring he leaves the den with his mother. If you accidentally wake up a bear during hibernation, he will wander through the forest very angry. At this time he is very dangerous. Such a bear is called CONNECTING RING.
Who else sleeps in winter?
Children: Badger, hedgehog. Educator: Well, in order not to wake up the bear, let’s move away from the den and warm up a little, otherwise it’s cold outside.
Physical exercise.
-One, two (squat, hands on the belt) This is a bunny exercise, ears on the top of the head.
And when the foxes wake up (put our hands into fists and rub our eyes) They like to stretch for a long time. (We stretch) Be sure to yawn (imitation of yawning) Well, wag your tail. And the cubs arch their backs and jump slightly. Well, the bear is clubfooted, with its paws spread wide, and together with the bunny it marks time for a long time. Educator: Well, children, it’s time for us to return to kindergarten. Let’s not disturb the forest animals (we return imitating skiing). (Children sit on chairs, taking off their warm clothes) Educator: Our excursion is over. And in order not to forget who we met in the forest, now we will guess the riddles and select pictures for the answers. (Children hang pictures of animals on the board). - Who sucks his paw in winter? And he also loves honey, he can roar loudly, and his name is...? (bear) - A small, red animal, hops and jumps along the branches. (squirrel) - Jumps across the field, hides his ears. He stands like a pillar, ears upright. (hare) - Who walks around angry and hungry in the cold autumn? (wolf) - Fluffy tail, golden fur. Lives in the forest, steals chickens in the village. (fox) - Touching the grass with his hooves, a handsome man walks through the forest, walks boldly and easily, with his horns spread wide. (moose) Educator: Well done! All the forest animals were correctly named and recognized. Now let’s play another game “Who eats what?” (magic bag with food items for wild animals) We put our hand in the magic bag, take out the item and say who is eating it. Educator: Well done! So the lesson has come to an end. Thank you for your work! You can continue your acquaintance with forest animals further. I suggest you play board games at the tables (there are various games on this topic on the tables).
We recommend watching:
Summary of GCD in the middle group by a speech therapist teacher using the hippotherapy method. Winter sports festival on the street in kindergarten in the middle group. Scenario Summary of an integrated lesson in the middle group of a preschool educational institution on the topic: Winter Summary of educational activities for the development of coherent speech for children of the middle group “Winter”.
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How to personalize a task
Individualization in drawing is based on the child’s level of proficiency in this type of artistic activity, as well as on the characteristics of the development of thinking and memory processes. So, if a child, due to underdeveloped motor skills of his fingers, is unable to make thin strokes with the tip of a brush, then during independent work hours in the afternoon he should be given an additional task to practice this technique. For example, add thin needles to the hedgehog on the template. In addition, to develop motor skills, you need to be given tasks to sort small objects, for example, buttons by color, size, or string beads on a thread.
For those guys who complete tasks quickly and efficiently, individualization consists of choosing additional tasks. For example, make eyes for a drawn fox out of plasticine or snow out of cotton wool around a bear’s den, etc.
Drawing can be one of the options for organizing independent activities for children
Drawing techniques in the middle group
At 4–5 years old, children practice both traditional and non-traditional drawing techniques.
Traditional painting techniques
As for classical techniques, in the middle group they are presented:
- drawing with a simple pencil - most often to indicate the contours of the image;
- drawing with colored pencils - children color the elements of the composition, trying to act exactly within the boundaries of the contours, while the direction of the strokes in the image of individual details does not change;
- drawing with wax crayons to obtain a rich color scheme of the picture;
- drawing with felt-tip pens - to practice coloring without going beyond the boundaries of the outline;
- drawing with gouache - not only for coloring pencil templates, but also for drawing the contours of animal images with paints;
- painting with watercolors - in particular, children practice multi-layered images, that is, they draw an element, let it dry, and then detail it with a different color (for example, they paint the body of a squirrel orange, and then draw the abdomen with yellow).
Photo gallery: examples of finished works in traditional techniques
In the drawing of a squirrel, children detail the face without first drawing contours
The drawing of the kids is done without a pencil outline; children show the boundaries of the image with lines made with a thin brush. In the middle group, drawings of animals in various poses are made from life
To depict the texture of a cat's fur, children sketch with small zigzag lines.
Felt-tip pens can be used to create drawings using non-traditional techniques, but they are rarely used in classical techniques, since they do not provide an opportunity for children to practice pressure force, as when working with pencils
Non-traditional drawing techniques in the middle group
In the middle group, drawings are practiced to depict wild and domestic animals using non-traditional techniques:
- with their palms, for example, when introducing the topic “Exotic Animals”, children draw a giraffe;
- poking with a semi-dry brush to depict animal fur;
- a fork for detailing needles or conveying the hard texture of an animal’s skin;
- an imprint with a crumpled piece of paper, for example, to show the volume of a bear cub’s fur.
Photo gallery: examples of drawings in non-traditional techniques
The texture of a hedgehog's spines can be shown by the imprint of a fork.
The stiffer and thinner the brush, the fluffier the kitten will be.
Children use a handprint to make the body, legs and tail of a giraffe, and paint the head with a brush.
The bear's face is detailed after the body is drawn with a poke of a brush.
In the middle group, the repetition of the drawing technique mastered last year by poking with a cotton swab is carried out by painting the goat template
Abstract of OOD on drawing in the middle group “Animals of the Magic Forest”
Summary of OOD on drawing in the middle group
"Animals of the Magic Forest"
Tasks:
— Expand your understanding of the animal world; — Learn to depict animals by tracing ready-made templates of various geometric shapes; — Develop coordination of movements, fine motor skills of the hands; — Cultivate the desire to be successful and win; — Ability to solve riddles; - Happy to help someone; - Enjoy your work.
Preliminary work
: conversation about domestic and wild animals, naming and showing their body parts.
Material for
activities: landscape sheet, a set of geometric shapes of different sizes (templates, a set of colored pencils, cut-out pictures of animals for the game
(4-piece puzzles)
.
Move
The teacher and children stand in a circle. Vl: Children, let's say hello to the guests. – Good morning to you, good morning to us, good morning to all friends!
V-l: Guys, name what animals you know. (Children's answers)
.
– What two groups of animals can we divide them into? (Wild and domestic)
. - Well done!
Finger gymnastics
- This finger is a big elephant - This is a young bear - This is a little fox - This is a beautiful squirrel - And this little finger is our little bunny friend!
Now, listen to my riddles and guess:
1. In the summer he wanders without a road between the pines and birches, and in the winter he sleeps in a den and hides his nose from the frost (a bear)
2. What kind of forest animal is this that stands like a column under the pine tree? and stands among the grass - ears larger than head (hare)
3. The neighbors know everything about her, because they live in the same forest. Wolves and bears know about the liar (fox)
4. Gray, scary and toothy, caused a commotion, all the animals ran away, scared those animals (wolf)
-Guys, which of you wants to make your own riddle about animals? Please!
“A bear, a squirrel, a wolf, a hare - in one word, all of these are ANIMALS! (in unison)
Surprise moment
A balloon with a letter flies in. - Oh, guys, we have a letter. Let's read. “Dear guys, the mistress of a magical, fairy-tale forest is writing to you. We're in trouble! An evil witch flew in and bewitched all the animals in my forest. They became motionless and if you draw animals, they will come to life again. Help me please!" V-l: Well, guys, can we help? Certainly! "Friend is known in trouble"
. After all, you and I are friends of the forest.
V-l: And now let's get to work.
Finger gymnastics
- The animals walked through the forest
(fingers walk on the table)
- They plucked fresh grass
(they pinch on the table)
- They jumped, frolicked and everyone had fun together.
(they jump with their fingers on the table)
-Suddenly, the witch galloped up
(hands in the castle, jumps on the table)
-She bewitched all the animals
(spread their hands)
-To disenchant them, you need to draw them!
Educator: Guys, you all know the body parts of animals. Independent work of children. Individual assistance, advice. The teacher also draws his animal. He also wants to help disenchant all the animals of the magical forest. We hang the finished drawings on the board and examine them. Children talk about their animal, as it is called, its body part. Call the teacher's phone. Educator: Hello! Are you the mistress of the forest? Hooray! She says that all the animals of the forest have come to life, thanks you. Well done guys, you did a very good job!
Forms of organizing drawing on an animalistic theme in the middle group
In long-term planning for visual activities for the middle group, the animalistic theme is presented in close connection with modeling. So, in the second semester, children sculpt a baby goat and then draw it. The same procedure applies to the “Homeless Hare” theme.
In addition, the work plan includes drawing on the following topics:
- “Bear” - can be in the form of a drawing of a character from your favorite cartoon “Masha and the Bear”;
- “Teddy Bear” - drawing from life (using a toy as a model);
- “Three Bears” - creating illustrations for a fairy tale;
- “Hedgehog” - based on the fairy tale by V. Suteev “The Magic Wand”;
- “Squirrel”, “Fox” - drawing according to plan (children remember the characteristic features of the animal’s appearance and depict it from memory);
- “Squirrel with a mushroom” - plot composition;
- “Cheerful Puppy” - based on S. Mikhalkov’s poem “My Puppy”;
- “Dog in a booth” - plot drawing;
- “Sister Fox and the Gray Wolf” - based on a Russian fairy tale;
- “The Three Little Pigs” - illustration for a fairy tale;
- “Wolf” - drawing characters from the fairy tale about Little Red Riding Hood;
- “Giraffe”, “Porcupine” - consolidation of material on familiarization with the environment on the topic “Exotic animals”.
In addition to individual work, the teacher can organize group drawing. Children are divided into groups of 4-5 people, each receives the task of depicting one animal, for example, a cow for the composition “Farm” or “Summer in the Country” on a silhouette of an animal cut out by an adult. After the teacher explains the algorithm of work, the children color the template and glue it onto an A3 size substrate. The teacher controls the correct arrangement of the elements. Children who have good drawing skills complete the elements of the environment: a fence, lawn, houses, etc. Alternatively, kids can draw animals as illustrations. For example, to the fairy tale “Wintermovie”.
Photo gallery: examples of collective work
Collective compositions can be created using non-traditional techniques, for example, drawing elephants and giraffes with palms
An option for designing a collective composition with polar bears could be tracing the contours and coloring the templates with semolina. An option for collective drawing could be a template for a composition with exotic animals, which children color
Examples of completed works of middle group students with comments on the completion of the work
The children enjoy creating illustrations for their favorite fairy tales - plot compositions “The Angry Wolf” (a character from the fairy tale “Little Red Riding Hood” by Charles Perrault), “The Three Bears”, “The Three Little Pigs” (heroes of the works of the same name in Russian and English folklore).
The technique of poking with a dry brush is very appropriate for depicting animals. It allows you to convey the shaggyness of the skin or the fluffiness of the animal’s fur. The compositions “Bear Cub”, “Hare”, “Red Cat”, “Teddy Bear”, “Cat Eating from a Bowl” were performed in this unconventional way.
Some animals are very good to draw with the help of your palms, for example, this is the work “Giraffe”. And to draw the spines of a hedgehog, there is no better tool than a fork (the work of a spiny hedgehog").
The children really like to complement the images of animals with characteristic attributes. This is a mushroom and a cone for a squirrel (drawing “Squirrel with a fungus”), a bowl from which there is a cat (“The cat eats from a bowl”). And the little goats are grazing in the meadow, decorated with beautiful flowers (“The little goats are out on the meadow”, “The little goat is grazing in the meadow”).
Photo gallery: a selection of children's drawings
Illustration for the fairy tale “Little Red Riding Hood”
Illustration for a fairy tale
Drawing with gouache
Drawing with watercolors
Drawing with watercolors
Poking drawing
Drawing with gouache
Drawing with watercolors
Drawing with gouache
Palm drawing
Drawing with gouache
Poking drawing
Drawing with gouache on colored paper
Poking drawing
Rich gouache
Drawing with a fork
Poking drawing
Poking drawing
A good help for preschoolers is step-by-step drawing. The guys learn not to make mistakes and develop a certain algorithm for depicting an animal. After several trainings, they are quite able to draw an object without a diagram. In addition, it is a very exciting process to watch how the shapes and strokes create an image of an animal.
How to motivate middle school students to work
For middle preschool age, drawing is a rather complex activity that requires concentration and attention - you need to tune in to it. Therefore, the teacher’s task is to choose the best option for motivating children, which would be suitable for the topic and would be accessible and interesting to children.
| Reception of motivation | The essence | Examples |
| Pictures, videos | They are used in life drawing classes - children see what the animal looks like and have the opportunity to look at it from different angles. | |
| Fairy tales | Children listen to a fairy tale or remember an already familiar plot, look at the pictures, and then draw their own illustrations based on them. |
|
| Cartoons | The creation of a drawing can be based on the plots of animated films. | To depict a polar bear, children review excerpts from the cartoon “Umka” |
| Surprise moment | A character comes to visit the group and presents a task. |
|
| Poems | Rhyming lines attract the children's attention and focus them on one type of activity. |
|
| Puzzles |
| |
| Music | Helps create the right atmosphere. | Paul Mauriat “In the World of Animals”, C. Saint-Saens “Carnival of the Animals”, etc. |
| Physical education minute | Used to change activities, carried out in the middle of a lesson, usually before drawing. |
|
One of the motivation techniques is the mandatory presence of pictures of animals.
Summary of the drawing lesson “Helping the Hedgehog”
Summary of the drawing lesson “Helping the Hedgehog”
(middle group)
Target:
Teach children to name the signs of autumn, changes in the weather, and use figurative words and expressions for autumn;
learn to compare the essential features of phenomena. Expand children's horizons about natural changes in autumn and the life of wild animals. Develop children's speech, memory, thinking, imagination. Evoke positive emotions in children. To cultivate attention, love of nature, caring attitude towards animals, birds, positive character traits. Materials and equipment:
Paintings depicting autumn, wild animals, autumn leaves, cut out silhouettes of hedgehogs, felt-tip pens.
Methodical techniques:
observation; conversations; viewing illustrations and paintings; learning poems and songs.
Preliminary work:
conversation about autumn, about forest animals; drawing on the theme “Autumn has come”; learning poems about autumn; reading works of fiction on the theme “Autumn”.
Progress of the lesson
- Psycho-gymnastics “It’s time to get up”
Educator:
The sun has risen in the morning! It's time for you to wake up.
Is everyone awake? Stretch, smile.
Hello!
Children:
Hello!
Educator:
Now say hello to our guests.
Children:
Hello! Salemetsiz be!
- Organizing time.
Educator:
Now let's get started. Are you ready for it?
Children
(in chorus):
Every day - always, everywhere,
In class, in play
We speak loudly and clearly
And we sit quietly.
III . Conversation about autumn, about wild animals.
Educator
:
reads the poem
Tired sun, you warm sparingly.
Yellow and scarlet leaves are spinning. Our autumn garden is rustling and rustling. There are colorful heaps on the paths. - Children, who can say, who knows when this happens? Children
: Autumn!
Educator
: Look carefully at the picture, what is depicted on it?
Children:
The painting shows a forest. This is an autumn forest.
Educator:
Take a close look at the autumn forest.
How many trees and plants are there? What trees grow in the forest? What kind of leaves are on the trees? (yellow, red, orange) What happens to the leaves in the fall? (they turn yellow and fall off)
What is this phenomenon called?
(leaf fall)
What kind of sky is there in autumn?
( it’s gray, covered with clouds)
What kind of sun is there in the fall?
(it warms weakly, the light is dim, it often hides behind the clouds.)
What happens to the grass?
(the grass withers, dries, turns yellow, dies, disappears)
Educator:
Who lives in the forest?
Children: Wild animals live in the forest.
Educator: Why are they called wild? Children:
Wild animals take care of themselves: they make their own housing, find their own food.
Educator:
How do wild animals prepare for winter?
Children:
Wild animals are preparing for winter; they change their summer coats to winter ones, which are warmer and fluffier. Some animals hibernate until spring. The rest of the animals prepare supplies for themselves for the winter, so that during the winter cold they have something to eat.
Educator:
Today we will visit one of the inhabitants of the forest. Who will you find out from when you listen to the poem?
I met a hedgehog. He carried the mushrooms on his back.
-Good afternoon, prickly hedgehog! How far do you live?
The hedgehog's eyes sparkled and quickly turned into the bushes.
He rustled the dry leaves, inviting him into his house.
Who is this poem about?
Children:
About the hedgehog
Educator:
The hedgehog was very busy, so he didn’t even talk. Why?
Children:
He has no time. Winter is coming, and he needs to stock up.
Educator:
What was the hedgehog carrying on his back?
Children:
Mushrooms.
- Report the topic of the lesson.
Educator:
Today we will help the hedgehog make provisions for the winter. What else, besides mushrooms, does a hedgehog store?
Children:
Berries, apples.
Educator:
Today we will draw, or rather, complete the picture we heard.
I will give you sheets of paper on which the silhouette of a hedgehog has already been drawn, and you will draw the sharp needles and mushrooms that he carries on his back. Children look at the picture.
But first we'll take a little rest.
- Fizminutka
The hedgehog stomped along the path (they walk in place)
And he carried a mushroom on his back. (hands behind your back, leaning forward slightly)
And a bunny is jumping towards you - (palms above your head)
Long-eared jumper. (jumping in place)
In someone's garden cleverly
I got hold of a slanted carrot. (sit down).
- Independent work of children + individual assistance from a teacher.
Children draw, and the teacher prompts and helps individual children.
- Demonstration of children's works.
Educator:
look how many hedgehogs we made! And how many reserves they will make for themselves for the winter!
- Summary of the lesson.
Educator:
What did you do in class today?
Name the wild animals that store food for the winter. (As the children answer, the teacher hangs up pictures of wild animals).
Why do animals store supplies?
Well done! Our lesson has come to an end. Let's say goodbye to our guests.
Children:
Goodbye!
Development of notes for a drawing lesson in the middle group
The drawing lesson includes three stages of working on the topic:
- introductory - up to 3 minutes - the teacher motivates the children to work, that is, updates their knowledge on the topic;
- main - up to 12 minutes - the teacher describes the procedure for completing the task, the children draw, to relieve muscle tension in the middle of the creative process, finger exercises and/or physical education are performed;
- final - up to 3 minutes - the teacher organizes a spontaneous exhibition of works, praises the kids for their drawings, children evaluate their works according to the “like/dislike” criterion and try to say why.
Table: Antonova M.V. Summary of a drawing lesson on the topic “Kitten” in the middle group
| Stage | Content |
| Introductory | Educator: - Guys, a guest came to us today, he asked not to name him. He wants to play the game “Recognize by Voice” with you. Let's try to recognize our guest? I turn on a recording of the cat's voice. A cat appears. Educator: (on behalf of the cat) - Hello, guys! Let's introduce ourselves, my name is Dymok. (Children say their names.) Teacher: (on behalf of the cat) - I came to you today for a reason. I want to ask you for help. My cat friends have a birthday soon. I wanted to please them, to draw them holiday cards with my friends on them. But I have many friends, but little time. Maybe you guys can help me? Educator: - What, guys, should we help Dymka? (Yes, we will help.) Educator: (on behalf of the cat) - Thank you very much for not refusing my request. Educator: - Smokey, but we don’t know what your friends look like. Educator: (on behalf of the cat) - I have photographs of them. Look! I place pictures of cats with different colored fur on the easel. Children look at the “photos”. |
| Basic | Educator: - Guys, go to the tables and choose pictures with pictures of kittens. Children sit at tables and choose coloring pictures. |
| Educator: - Guys, so that the fur of our kittens is fluffy, we will paint with a glue brush. Touch it, what does it feel like? (Hard, solid, rough) Educator: - Guys, look at how we will draw the kittens’ fur. We hold the brush correctly, the handle of the brush should be directed upward, the movements should be jerky. First, we use a poke to draw the shape of the cat along the contour, then, using a poke, we paint over the entire body of the cat. We put a little paint on the brush. When the cat is painted with a soft brush, you can complete the postcard as you wish. It could be: the sun, grass, flowers, sky, butterfly. Do you guys all understand how to draw? Then start drawing. Children draw, the teacher controls the drawing process, helps children in need. | |
| Final | Educator: - Guys, Dymka liked all your cards. And as a farewell, he wants to play the game “Cat and Mice” with you: Children stand in a circle, holding hands. The teacher sits on a chair in the center of the circle with a cat toy. Children walk in a circle and say words. The mice are dancing in a circle, The cat is dozing on the bed - Quiet the mouse, don’t make noise, Don’t wake Vaska the cat! When Vaska the cat wakes up, he will break up the whole round dance! The cat catches up with the children, the children run away to the chairs. |
| Quote from: https://ped-kopilka.ru/blogs/marija-vasilevna-antonova/konspekt-nod-po-risovaniyu-v-srednei-grupe-kotenok.html | |
Video: open lesson on drawing with a poke on the theme “Bear” in the middle group
Drawing in the middle group of domestic and wild animals: lesson notes
| Author's full name | Title of the abstract |
| Chikunova L.G. | "Cat" Educational objectives: learn to draw a cat, conveying its characteristic features. Developmental tasks: develop eye, color perception, sense of proportions. Educational tasks: cultivate interest and caring attitude towards animals. Integration of educational areas: “Artistic creativity”, “Cognition”, “Communication”, “Socialization”, “Health”. Demo material: toy cat. Handout: sheets of white paper according to the number of children, gouache, sippy cups, brushes, coasters for them. Progress of the lesson: The lesson begins with a surprise moment - someone is crying. It turns out that this is a cat. She is sad because her grandmother lives far away. The cat wants to send her her portrait, but doesn’t know how to draw (motivation). The children happily agree to help the animal. Conversation on the topic: what does a cat have, what parts of the body, what is on the face. What color can this animal be, what size? What do cats like to do? A didactic game “Who is bigger?” is played: cats are compared in size to a fox, dog, hamster, bear, mouse, etc. The teacher demonstrates a step-by-step image of a cat. A sample and step-by-step drawing diagram are left on the board. Finger gymnastics “Cats” is being carried out: One, two, three, four, clap their hands. Cats lived in our house. hands up “showing the roof” The cats were playing with a ball, arms extended “showing the ball” The cats were lapping up milk. bring your palms in the form of a “bucket” to your lips. The cats sharpened their claws, “sharpened” them on their knees. They caught little gray mice. hands extended fingers clench and unclench. Physical education lesson: children imitate the movements of a cat.
Independent productive activity of children. Exhibition of works. The kitty promises to give them to her grandmother so that she won’t miss it so much. |
| Tonkikh L.P. | "Little Bear" The lesson begins with a mini-conversation about animals. A surprise moment: someone is moving in the snowdrift. To find out who it is, children must solve a riddle.
A toy bear appears - it turns out that he lost his mother and wandered into a forest clearing with the children. You need to help the animal - draw its portrait and hang it on trees throughout the forest. Mom will see him and find him (motivation). Conversation on the topic: what color is the bear’s fur coat, what is the shape of its head, paws, body, how many paws does the bear have. The teacher shows the technique of drawing and coloring a bear. A physical education session is being held
Independent activity of preschoolers with musical accompaniment. |
| Lukanina Yu. G. | "Hedgehog" (on a contour basis) The lesson begins with a conversation about winter. The teacher leads the children to the fact that in winter it is cold for wild animals in the forest. The children are shown a presentation “Wild Animals”, which is accompanied by a short story from the teacher about each animal. Preschoolers are offered the didactic game “Find the mother her cubs” Physical education
Didactic game “Who eats what?” Didactic game “Where, whose house?” A conversation about hedgehogs: where they live, what they eat, why they need needles. A surprise moment - a bunny appears with a package and a letter from the forest. A hedgehog wrote a letter: his hole is gloomy, he wants to make it elegant - hang his portrait above the crib (motivation). And for this he gives gifts to the children. The teacher shows how to draw a hedgehog. After finger gymnastics, the guys get to work. |
| Tazhekenova S.A. | "Kid" The lesson begins with reading the poem “Little Goat”
Conversation based on content: who is the hero of the poem, where the mother called her son, what the kid answered her. Preschoolers look at a picture of a kid and discuss the shape of its body and fur. Demonstration of drawing techniques (the animal is depicted with white paint, the silhouette is drawn in parts, starting from the head). The teacher invites the children to also draw flowers on the lawn (optional). A physical education session on a flower theme is held:
Independent activity of children. Exhibition of works. |
Technological maps for the execution of drawings
When depicting animals, it is very important to clearly formulate for children the order in which the contours of the drawing should be completed.
Table: description of the procedure for working on animalistic topics for the middle group
| Subject | Operating procedure |
| "Bunny" |
|
| "Hedgehog" |
|
| "Little Bear" |
|
| "Giraffe" |
|
| "Squirrel" |
|
| "Wolf" |
|
| "Kid" |
|
Photo gallery: animal drawing schemes
The drawing of a kid can be supplemented with applicative elements: a sun made of plasticine, grass made of colored paper
When drawing hedgehog needles, it is important to draw children’s attention to the unidirectionality of the “layers” of needles
In the drawing of a squirrel, children complete some elements from memory, for example, the shape of the ears, claws
To make the color of a giraffe richer, you can use wax crayons of suitable colors. To color a polar bear, you can use semolina, and a brown bear, buckwheat.
The hare drawing is based on three geometric shapes: two ovals and a circle
To learn how to convey the elegance of the curves of a wolf’s body, children need to repeat the contours of a finished drawing several times, that is, trace a stencil with a pencil
