Drawing using the poke method with preschool children

Preview:

Drawing lesson notes

in the middle group on the topic: “Squirrel” (using the poking method).

Goals: creating conditions for the realization of children’s individual creative abilities.

Objectives: 1. Teach children to depict an animal based on an ovoid (torso, head);

2. Learn to convey its characteristic features in a drawing: a lush large tail, gray color;

3. Teach children to observe basic proportions between body parts; convey a simple movement - a sitting squirrel holds a pine cone with its front paws.

4. Continue to teach children to hold the hand correctly, without straining the muscles or squeezing the fingers too tightly; achieve free movement of the hand and brush while drawing.

5. Continue teaching children to draw using the poking method.

6. Develop the ability to independently select the desired color.

7. Cultivate neatness.

Material: painting with a picture of a squirrel; two ovoids of different sizes; album sheets; gouache; hard brushes; water jars; oilcloths.

Preliminary work: observing a squirrel on a walk; looking at illustrations depicting squirrels in different poses; reading works about nature.

At the beginning of the lesson, children are seated in a semicircle. The teacher places in front of them an easel with a picture of a squirrel.

Educator: I knew one artist who loved to walk in the winter forest. And if I saw something interesting or beautiful there, I would draw it. The last time he saw a squirrel on a branch of a tall tree. She sat on her hind legs and held a bump with her front legs.

“The artist told me that in winter the squirrel hides in a hollow in a tall tree, and in severe frosts it covers itself with its large fluffy tail like a blanket. And when he gets hungry, he crawls out of his hollow and runs to the branches on which the pine cones hang. She plucks them from the branch and eats the seeds from them. This is the picture the artist painted when he returned from the forest.

The teacher places a picture of a squirrel in front of the children. When examining, he draws their attention to the pose of the animal, to the shape of the body parts, to their relative proportions, to the location of the body and head. Emphasizes that their oval shape is similar to a testicle (ovoid). The head is rounded on one side and slightly pointed on the other. Near the head, the squirrel's body is narrower than at the tail, and the head tapers at the muzzle. At the same time, he circles the body and head of the squirrel with his finger. Next, the teacher invites everyone to draw a squirrel together. But before we start, let's stretch our fingers. And let’s remember the warm-up about Squirrel.

(At the very beginning the fist is clenched)

Squirrel sits on a cart,

She sells nuts:

(Extend all fingers one by one, starting with the thumb)

— I suggest you paint the squirrel not with a simple brush, but with a hard one. First we will draw a spruce branch on which the squirrel will sit.

Afterwards, the teacher draws the outline of the body and quickly paints it with a hard brush (poke) and lifts it off the paper. Next he shows how to draw the head of a squirrel, and the rest of the parts - the tail, paws. When depicting a tail, you need to emphasize its length:

— The tail is long, fluffy, when it is raised, it reaches the squirrel’s head.

Children should pay attention to the different lengths of the hind and front legs:

— The squirrel’s hind legs are longer than its front legs, so it moves by jumping like a hare.

The rest of the details - ears, eyes - are depicted by the children themselves. After the teacher's demonstration, the children begin to draw a squirrel.

During the work, the teacher helps and asks the children:

— What color is the squirrel’s fur? (Children's answers.)

— This color is called gray, silver (if we are talking about animal fur) and other questions.

At the end of the lesson, the teacher displays children's drawings on a stand.

- How many squirrels have gathered here! They probably came running from all over the forest to enjoy the delicious pine cones together. Pointing now to one squirrel or another, he emphasizes successful images of individual parts:

— This squirrel has such a big and fluffy tail. It will not freeze in the most severe frosts. What other squirrel has a tail like that? (Children show.)

— This squirrel jumps well. Her hind legs are long. What other squirrels have long hind legs? (Children's answers), etc.

MAGAZINE Preschooler.RF

Methodological development

Teacher of the VKK Tarasyuk Yulia Anatolyevna GBDOU kindergarten No. 26 of the combined type of the Moskovsky district of St. Petersburg

“A child’s mind is at his fingertips” /V. I. Sukhomlinsky/

I work in a speech therapy group with children who have a speech therapy report: severe speech impairment - general speech underdevelopment. Such children have general motor insufficiency expressed to varying degrees, as well as deviations in the development of finger movements.

The entire history of human development proves that hand movements are closely related to speech. The first form of communication of primitive people was gestures. The role of the hand was especially great. Pointing, outlining, defensive and other movements of the hand lay at the basis of the primary language with the help of which people expressed themselves. Millennia passed before verbal speech developed. It has long been known that finger movements are closely related to speech. Talented people among the people unconsciously understood this. When playing with small, not yet speaking children, they accompanied the words of the song and games with the movements of the child’s fingers, hence the well-known “Ladushki” , “White-sided Magpie” , “Horned Goat” , etc. The great stimulating effect of the hand function is noted by all specialists who study brain activity and the psyche of children.

The outstanding Russian educator N.I. Novikov argued back in 1782 that “the natural awakening to action on things in children is the main means not only for gaining knowledge about these things, but also for all mental development .

I.P. Pavlov brought greater clarity to this issue. He attached great importance to tactile sensations, because they bring additional energy to the speech center, its motor part, contributing to its formation. The more perfect the cerebral cortex, the more perfect speech, and therefore thinking.

This concept underlies modern theories developed by scientists. In the cerebral cortex, the speech area is located very close to the motor area. She is, in fact, part of it. The anterior central gyrus of the brain is the so-called motor projection zone; orders to make this or that movement come from here. About a third of the total area of ​​the motor projection is occupied by the projection of the hand, located very close to the speech motor area. It was the size of the projection of the hand, the proximity of the motor and speech zones that led scientists to the idea that training fine (fine) motor skills of the fingers has a great influence on the development of a child’s active speech. The described data from electrophysiological studies already directly indicate that the speech area is formed under the influence of impulses coming from the fingers.

Throughout early childhood, this dependence is clearly evident - along with the improvement of fine motor skills, the development of speech function occurs.

Hand function and speech develop in parallel. Naturally, this should be used in working with children - both those whose speech development occurs in a timely manner, and especially those who have various speech development disorders. Thus: improving fine motor skills means improving speech.

Drawing is one of the most important means of understanding the world and developing knowledge of aesthetic perception, as it is associated with the independent practical and creative activity of the child.

Learning to draw in preschool age involves solving two interrelated problems:

1. It is necessary to awaken in children emotional responsiveness to the world around them, to their native nature, to the events of our lives.
2. To develop their visual skills.

In the process of drawing, a child’s observation, aesthetic perception, aesthetic emotions, artistic taste, and creative abilities improve.

Almost all children love to draw, but subsequently very few take up drawing, and this “adult” drawing must be learned again. This means that in preschool age, drawing should not be an end in itself, but a means of understanding the world around us. By drawing, the child develops certain abilities: visual assessment of shape, orientation in space, sense of color. Special skills and abilities are also developed: eye-hand coordination, hand control. In addition, drawing classes bring joy to children and create a positive attitude. That is why an important and responsible task is to develop methodological support for classes with children.

The lack of development of graphic skills and abilities prevents the child from expressing his plans in drawings, adequately depicting objects of the objective world, and complicates the development of cognition and aesthetic perception. Thus, the technique of depicting objects with thin lines is difficult for preschool children. As you know, a line carries a very specific artistic meaning and must be drawn quite professionally, which is not possible for children due to their age characteristics. The child does not yet realize that this or that line did not work out for him, and therefore does not strive to correct it. Objects turn out unrecognizable, far from reality. Many authors, especially abroad, regard this technique as an opportunity for personal expression. However, an aesthetically poorly executed drawing is not a child’s self-expression, but only an expression of his elementary unwillingness to draw.

Another technique that is not aimed at such a young age is the technique of coloring drawings with paints using strokes or the filling method. With this coloring, images of objects turn out to be monochromatic, flat, and when using watercolor paints, they are also transparent, whereas in reality the objects have a variegated color and volume. In addition, by frequently dipping the brush into water, the child is forced to wet the brush and then wait for the paints on the sheet to dry, which does not allow him to finish the drawing on time. The child is in a hurry - the drawing turns out blurry. All this makes it difficult to adequately execute and perceive the drawing, especially images of animals, birds, and tree crowns. This methodological development presents the experience of teaching drawing using the “poke”

"poke" method as a fun way to draw

This drawing method does not require children to professionally depict fine lines that carry important artistic meaning. It is enough to know and be able to draw geometric shapes in different combinations, and not necessarily in the correct shape and only in straight lines. In the process of painting with “poke”, these inaccuracies do not affect the perception of the drawing, and the drawn objects turn out to be closer to real ones. For coloring you need thick gouache and a hard brush. The use of a sponge or cotton wool instead of a brush is excluded. When drawing, the brush should be held vertically in relation to the plane of the sheet and made poke-like movements, which should result in a large “fluffy” dot. Moreover, the less paint on the brush, the “fluffier” the dot, the more real and believable the image in the drawing. As you know, gouache is a thick paint, so it takes less time to dry. This allows you to layer paints of different colors on top of each other and create different color combinations. It becomes possible to “feel” the multi-colored image of an object, and the combination of the “poke” with drawing individual small details with thin lines opens up great opportunities for children. The drawings are voluminous and alive due to repeated movements of the brush, first along the contour line of the object, and then inside it.

Advantages of the “poke”

Suggested method:

• allows you to develop special skills and abilities, prepares the child’s hand for writing:
• makes it possible to experience the multi-colored image of objects, which is undoubtedly important for the most complete perception of the surrounding world;
• forms an emotionally positive attitude towards the drawing process itself (the child calms down from the rhythm of drawing, he has a feeling of satisfaction from his work);
• promotes more effective development of imagination and perception, and, consequently, cognitive abilities - drawings created using the “drag” are aesthetically pleasing and understandable both to the child himself and to those around him.

“poke” method allows you to free up time, which can be effectively used for an informative and fascinating story about the depicted objects and plots, as well as for active and didactic games.

Before you start teaching children to draw using the “poke” , it is important to understand the technique of drawing with the “poke” . When applying this method, as mentioned above, the gouache should be thick, the brush should be hard and, most importantly, dry, that is, it does not need to be dipped in water before starting to paint. For greater effect, it is recommended to trim the brush by 2-3 mm. When applying the “poke”, the brush must be in a vertical position, then the pile is flattened and a large “fluffy” dot is obtained.

You need to draw a horizontal line on a landscape sheet with a simple pencil. Place gouache of any color on the brush. To remove excess paint, perform several random “poke” on any piece of paper. Then we begin to draw “pokes” directly along the line, making “pokes” next to each other. It is necessary for children to understand that they need to draw along a line drawn with a pencil. Then, on the same sheet of paper, draw a circle and, having put gouache on the brush, again begin to make “pokes” along the line of the circle, and then inside it.

“poke” drawing technique for younger preschoolers is as follows: the teacher draws the outline of an object on the children’s sheet in advance with a simple pencil. Children first examine and trace with their finger the outline of a given object (an image of an animal, a bird), naming its parts out loud (for example, head, ears, back, tail, etc.). Having started to draw, they should make “pokes” with a brush along the contour line from left to right, leaving no gap between the “pokes” ; then the surface inside the contour is painted over with arbitrary “poke” marks . Children draw the remaining necessary details of the drawing (eyes, nose, mustache, paws, etc.) with the end of a thin brush.

Older children should independently draw the outlines of objects with a simple pencil or directly with a brush, using geometric shapes in different combinations. The painting technique is the same. In the process of painting with “poke”, the drawn objects acquire a shape and volume close to real ones, which can be seen by looking at children’s drawings. If you decide to teach drawing using the “poking” to children of the senior and preparatory groups, then in order to master the drawing technique, invite the children to paint over several works with “poking”

Guidelines for drawing using the “poke”

1. In the middle group, classes are held for 20 minutes with several pauses 1-2 times a month. Each lesson is comprehensive. Its goal is to expand knowledge about the world around us, aesthetic perception, interest in nature, improve drawing techniques, and develop fine motor skills of the fingers.

The drawing process is accompanied by educational moments that awaken children's interest in the topic of drawing (riddles, poems, fairy tales, stories, conversations), and pauses (physical education minutes, didactic games, corrective gymnastics).

2. Gouache for classes should be thick. It is best to lay it out little by little (3-4 mm) into small sockets or palettes.

Paper can be used in any color and size. Tinting the paper is best done the day before class - with watercolors with a wide brush.

There must be at least two brushes (one must be hard). Each child also needs a small piece of paper to check the “poke” and the correct color choice.

3. Each lesson is accompanied by a warm-up exercise with a brush, saying the following words with the children:

Let's take the brush like this: The hand rests on the elbow, hold the brush

It's difficult? No, it's nothing. three fingers, above the metal part.

Up - down, right - left Perform movements with your hand.

Proudly, like a queen, the brush walked with a “poke” , tapped with its “heel” , and then walked in a circle,

Like girls in a round dance. Are you tired? Let's rest and start knocking again.

We paint: once, once... Place the brush vertically.

Everything will work out for us! Make a few “jabs” without paint.

As practice has shown, children like to draw using the “poke” ; they easily learn this method. Drawing with “poke” stimulates the development of small muscles of the hand, so it is later easier for children to master other methods of drawing.

Children’s works using the “poke” turn out to be interesting, expressive, colorful and delight both the little artists themselves and their parents.

Summary of joint activities

teacher with children 4 - 5 years old on cognitive, artistic and aesthetic development (drawing using the “poke” ) on the topic “Autumn tree”

Author of the summary: VKK teacher Yulia Anatolyevna Tarasyuk

Goal: To improve children's drawing skills in an unconventional way, the “poke” .

Tasks:

In the field of social and communicative development:

• Formation of skills of cooperation, independence, initiative.

In the field of cognitive development:

• Clarify and expand children's knowledge about autumn and its signs.
• Expand children's knowledge about the types of trees and their structure. In the field of speech development:
• Improving the lexical and grammatical structure of speech
• Expand children's vocabulary. In the field of artistic and aesthetic development:
• Teach children to convey the image of an autumn tree in a drawing: a thick trunk and thin branches located to the left and right of the trunk.
• Exercise children in drawing autumn leaves using the “poke” .

In the field of physical development:

• Development of gross and fine motor skills

Technologies used:

• Health-saving technologies
• Unconventional drawing techniques (painting using the “poke” )
• Integrated lesson technology

Equipment and materials:

• Easel.
• Radio tape recorder.
• Autumn leaves: maple, birch, rowan.
• A letter in an envelope with a written game “Yes - No” .
• Leaf basket.
• Pictures of autumn trees.
• Blue sheet of A-4 format for each child.
• Recording of P. Tchaikovsky's music, recording of a waltz.
• Gouache in 4 colors: red, yellow, green (leaves), black or brown (trunk and branches).
• Two types of brushes (thick and “poke” ) for each child.

Preliminary work:

• Examination and study of pictures “Trees” .
• Conversations about autumn and its signs.
• Observations of seasonal changes in nature.
• Admiring leaf fall.
• Games with autumn leaves and making autumn bouquets from them.
• Didactic game “Which tree is the leaf from?” .
• Learning poems and songs about autumn.

Literature:

• M. G. Borisenko, N.A. Lukina “Our fingers are playing.

Development of fine motor skills." St. Petersburg "Parity" 2002

• K. K. Utrobina “Fascinating drawing using the “poke” method with children 3-5 years old” Moscow. Gnome Publishing House 2020
• E. Cherenkova “Educational games with fingers” . Moscow. Publishing house "House XXI century" , 2006
• N. V. Nishcheva “The system of correctional work in a speech therapy group for children with general speech underdevelopment . St. Petersburg “CHILDHOOD-PRESS” 2018

On the topic: methodological developments, presentations and notes

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Summary of a drawing lesson using.

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Strengthening the ability to distinguish between geometric shapes: circle, square, triangle and making pictures from these shapes.

1. Drawing. We learn to draw flowers, creating a composition of the picture, we develop creative imagination. 2. Abstract on FEMP. We repeat counting from 1-5, geometric shapes, develop logical thinking.3. Modeling.

Source

Drawing using the poke method with preschool children

One of the most important means of understanding the world and developing aesthetic perception is drawing.
Learning to draw in preschool age involves solving two interrelated problems: - It is necessary to awaken in children emotional responsiveness to the world around them, to the events of our lives; - To develop their visual skills and abilities.

By drawing, the child develops certain abilities: visual assessment of shape, orientation in space, sense of color. Special skills and abilities are also developed: eye-hand coordination, hand control. In addition, drawing classes bring joy to children and create a positive attitude. Therefore, developing methodological support for classes with children is an important and responsible task.

Many methodological techniques underlying the development of drawing skills are not without drawbacks. For example:

-A difficult task for preschool children will be the technique of depicting objects with thin lines, because... Due to their age, they have not developed graphic skills and abilities.

-The technique of coloring a picture using strokes or the filling method is also not aimed at preschool age. With this coloring, images of objects turn out to be monochromatic, flat, and when using watercolor paints, they are also transparent.

Such techniques make it difficult to adequately execute and perceive the drawing. I want to introduce you to the experience of learning to draw using the poke method.

Advantages of the poke method:

The proposed method: - allows you to develop special skills that prepare the child’s hand for writing; — makes it possible to experience the multi-colored image of objects, which is undoubtedly important for the most complete perception of the surrounding world; - forms an emotionally positive attitude towards the drawing process itself; - promotes more effective development of imagination and perception, and therefore cognitive abilities - drawings created using the poking method are aesthetically pleasing and understandable both to the child himself and to those around him.

When painting using the poke method, gouache is used, it should be thick, the brush should be hard, and most importantly dry.

The poke drawing technique for younger preschoolers is as follows: the teacher draws the outline of an object on the children’s sheet in advance with a simple pencil. Children first examine and trace with their finger the outline of a given object (an image of an animal, a bird), naming its parts out loud (head, ears, tail). Having started to draw, they should make pokes with a brush along the contour line from left to right, without leaving a gap between the pokes; then the surface inside the contour is painted with random pokes. Children draw the remaining necessary details of the drawing (eyes, nose, mustache, paws, etc.) with the end of a thin brush.

Children of senior preschool age should independently draw the contours of objects with a simple pencil or directly with a brush, using geometric shapes in different combinations. The painting technique is the same. In the process of painting with pokes, the drawn objects acquire a shape and volume close to real ones.

Methodological recommendations for drawing using the poking method.

1. Classes are held 1-2 times a month. 2. Gouache for classes should be thick. It is best to lay it out little by little in small sockets. 3. Paper can be used in any color and size. 4. There must be at least two brushes (one hard). 5. You also need a jar of water, a stand for brushes, a cloth napkin, and a simple pencil.

Before class, you can do a short exercise - warm-up with a brush:

Let's take the brush like this: Is it difficult? No, it's nothing. (The hand rests on the elbow, hold the brush with three fingers, above the metal part). Up - down, right - left (Perform movements with your hand). Proudly, like a queen, the brush poked and clicked with its heel. And then he walks in circles, like guys in a round dance. Are you tired? Let's rest and start knocking again. We draw: once, once... Everything will work out for us! (Put the brush vertically. Make a few pokes without paint).

As practice has shown, children like to draw this way and easily learn this method. As already noted, drawing with pokes stimulates the development of small muscles of the hand, so it is subsequently easier for children to master other methods of drawing.

Children's works using the proposed technique turn out to be interesting, expressive, colorful and delight both the little artists themselves and their parents.

Bibliography:

K.K. Utrobina, G.F. Utrobin. “Fun drawing using the poking method with children 3-7 years old”

Author: Mekhonoshina Anastasia Grigorievna, teacher, MBDOU No. 385 “Fairy Tale”, Ekaterinburg, Russia

The article is published in the author's edition

Notes on drawing a squirrel using the “poke with a hard brush” technique in the preparatory group

IRINA CHECHETKINA

Notes on drawing a squirrel using the “poke with a hard brush” technique in the preparatory group

Program content: Introduce children to the work of the illustrator E. I. Charushin. To develop children's ability to draw animals using the poking technique with a hard semi-dry brush , to consolidate their knowledge about the appearance and habits of squirrels . Continue teaching children to paint with gouache , mixing it to get the desired color. Systematize children's ideas about the adaptability of animals to winter conditions. Learn to analyze your work and the drawings of your comrades. To develop aesthetic perception, color perception, the ability to convey the characteristics of an animal in work, using unconventional drawing techniques , as well as curiosity, memory and coherent speech of children; expand the vocabulary with possessive adjectives: squirrel, fox, bear. To cultivate observation, a humane attitude towards animals. Demonstration material: presentation with illustrations for books and a portrait of E. I. Charushin, subject pictures (squirrel, for the game - mushrooms, nuts, acorns, orange, banana, apple, books with illustrations by various artists - animal painters, sample, easel.

For each child: a printed silhouette of a squirrel for coloring, gouache, palette, hard brush , jars of water, black felt-tip pen.

Preliminary work: 1. Viewing the multimedia presentation “Animals in Winter”

, conversations about
preparing animals for winter .
2. Examination of illustrations and albums on the topic: “Animals in winter”

, compiling stories based on pictures.

3. Conducting didactic games “Who lives where?”

,
“Who eats what?”
,
“Zoological Domino”
,
“The Fourth Wheel?”
etc. Carrying out outdoor games
“Sly Fox”
,
“Homeless Hare”
,
“Wolf in the Ditch”
, etc.

4. Reading the works of V. Bianchi “Getting ready for winter”

and
“Little Bear”
, L. Tolstoy’s
“Hares”
, M. Prishvin’s
“Squirrel Memory”
, G. A. Skrebitsky’s fairy tales “Everyone in his own way”, learning by heart the nursery rhyme
“A squirrel is sitting on a cart...”
.

- the child knows the names of wild animals and the characteristics of their life in preparation for winter ; - the child composes a short story on the proposed topic, using complex sentences in speech.

Author: Kirusheva Irina Vasilievna
Objectives:
1. Educational:

To form in students cognitive interest, the ability to observe and use their observations in practical activities.

To strengthen in children the ability to use the non-traditional technique of drawing using the poke method.

Enrich children's knowledge about winter features in nature.

2. Developmental:

Develop visual skills: continue to teach children how to hold a brush correctly

To promote the development of fine motor skills in students.

To develop imaginative thinking in students, the ability to create a familiar image based on the life experiences of children (New Year's holiday, artistic expression, illustrations, demonstration of a doll).

To promote the development of artistic taste and creative abilities of students. · To develop children's fantasy and imagination.

3. Educational:

To instill in children interest in activities, hard work, perseverance, attention

Cultivate accuracy and perseverance in achieving your goals.
Methodological techniques: Verbal -
conversation, artistic expression, instructions from the teacher at the beginning and during the lesson.
Visual -
doll - Snow Maiden, showing by the teacher the reception of the image;
display of children's work at the end of the lesson, during their assessment. Game -
a verbal game based on the poems of E. Blaginina, physical education lessons.
Practical -
joint actions of the teacher and the child.
Equipment and materials: Demonstration:
- Snow Maiden doll - illustrations depicting a children's New Year's party - sample
Handouts:
- white gouache paints - brushes according to the number of children - napkins - jars of water - landscape sheet with the image of the Snow Maiden on tinted paper

Preliminary work:

had a conversation about the New Year holiday, about winter phenomena in nature, looked at images of the Snow Maiden on New Year's cards, read fiction about winter.

Vocabulary work:

fur trim, cuffs, patterns

Progress of the lesson:
Organizational moment:

• preparing the workplace and materials needed for the lesson
• emotional mood of the children's team

Introduction to the topic of the lesson:
The teacher begins the lesson with a word game (based on poetry by E. Blaginina). There is one game for you: I'll start the poem now. I’ll start, and you finish, answer in unison. It's snowing outside, the holiday is coming... (New Year). The needles glow softly, the coniferous spirit comes from ... (Christmas tree). The branches rustle faintly, the beads are bright...(burn). And the toys swing - Flags, stars... (crackers).

Educator: Well done, guys! And without whom is there no New Year's holiday? That's right, without Santa Claus. Who else comes with their grandfather to our wonderful, cheerful holiday? Children: Snow Maiden.

Educator: That's right. This is Snegurochka - a beautiful, slender, fairy-tale girl, the granddaughter of Father Frost.

Educator: demonstrates the Snow Maiden doll. Together with the children, she determines that she is wearing a long fur coat, which can be blue or blue, since these colors are cold, because the Snow Maiden can melt from the heat. The fur coat has white fur fluffy collar, edge, cuffs. The fur coat is decorated with patterns and snowflakes. Snow Girl's clothes resemble the color of snow and ice, which is why she is called the snow girl.

Educator: Guys, why do you think the Snow Maiden is called that? Children: Because it is made of snow.

Educator: Correct. Now it’s frosty outside, and this is the Snow Maiden’s favorite weather. She invites you and me for a walk. Physical education moment.

It's frosty outside. Children clap their hands and stomp their feet. To keep your nose from freezing, you need to stomp your feet and clap your palms. Snowflakes are falling from the sky (Children raise their hands above their heads and catch imaginary snowflakes) Like in a fairy-tale picture. We'll catch them with our hands and show them at home to mom. We will walk a little more (Walking) and return home to our place. The children take their places.

Practical work.

Educator: Guys, look, I also have a painting with the image of the Snow Maiden. Something is missing from her outfit. What do you think is missing? (Children suggest that the edge is not decorated)

Educator: How can we decorate the edge of our Snowy Rook? (with paint) What kind of paint will we use to paint the edge (white). Let's try to decorate the edge of a fur coat using the poking method.

Educator: first draw along the contour line of the object, and then inside it. Get to work.

As the task progresses, I monitor the drawing technique, reminding you about the use of various means (Brush: when drawing, the brush should be held vertically relative to the plane of the sheet and make poke-like movements, which should result in a large “fluffy” dot, poke: the less paint on the brush , the “fluffier” the dot, I give individual recommendations on the image We admire the patterns on the Snow Maiden’s fur coats.
Summing up. Evaluating.
Educator: What a great fellow you are, what different and very beautiful edges you got! I really like all the works! I think that You and I can please our parents or friends with a wonderful New Year's gift, because we have made a magnificent fur coat.

And I give you a poem about “The Snow Maiden”.

She is wearing white boots and a blue fur coat. She brings a bouquet of ripe snowflakes to you and me. White-white to the waist Luxurious braid And warm, warm Radiant eyes. In transparent pieces of ice there are mittens and a hat on it. You give us light and joy, beloved of children. Children examine and discuss each other's work, then clean their workspaces and wash their hands.