Photo report “Collective drawing “Ah, summer!”. An unconventional way of drawing in the second younger group. Long-term plan for the summer for artistic creativity in the second junior group. Specifics of visual activity at this age.

Goals:

Expand children's knowledge about summer.
Enrich children's vocabulary on the topic.
Form stable ideas about size, quantity, color, geometric shapes.
Continue to teach children to designate the number of objects with numbers and determine the position of an object in space.
Practice sculptural and bas-relief modeling, gluing, finger painting, stamps and pencils.
Develop the ability to repeat movements after the teacher.
Develop thinking, motor skills, visual and auditory concentration, coordination of movements.

Equipment:

Black pencils, a blank picture depicting a train on rails without sleepers, adhesive pencils, colored silhouette pictures of “flower”, “strawberry”, “pear”, “cucumber”, “mushroom”, “hare”.
A background picture depicting flowers of different colors, with plastic plugs in the middle of the same colors.
Blank picture “sunflower”, black plasticine, sunflower seeds.
Cardboard “pies” - triangles made of cardboard of different sizes folded in half, “strawberries” of different sizes.
Colored silhouette pictures of vegetables and fruits, a background picture with drawn boxes in the form of geometric shapes.
Finger paints in yellow and red, blank picture “apple”.
Stamps “apple”, red gouache, blank pictures “apple tree”.
Clothespins, rope, colored silhouette pictures of mushrooms.
Plasticine white, blank picture of a “fly agaric” without white spots on the cap.
A picture depicting four mushrooms, three of which are identical, and one is different from the others.
A background picture depicting mushroom legs of different sizes, mushroom caps, leaves, and snails cut out from colored cardboard of a suitable size.
Flat shells, pieces of glass, glue, blank picture “On the seashore”.
A background picture depicting three bears of different sizes, inflatable rings cut out of colored cardboard corresponding to the size of the bears.
A container with sand in which various pebbles are buried.
Audio recording: “This is our summer!”

Progress of the lesson:

Greeting game “Our smart heads”

Our smart heads
They will think a lot, cleverly.
Ears will listen
Mouth speak clearly.
Hands will clap
Feet will stomp.
The backs are straightened,
We smile at each other.

Reading a poem - Train "Gifts of Summer"

Summer is rushing by like a train,
All tickets sold out -
The summer train is coming to us
Through fields and forests.
The locomotive hums loudly -
A gray hare sits in it.
He is not a clown, not an artist -
He's a smart driver!

Drawing "Summer Train"

Draw with a black pencil the sleepers - short vertical stripes and the smoke from the chimney of the locomotive - curls.

Number one, I know for sure
There's a flower car on the train!
“The road to autumn is long!” –
Cornflower tells everyone.
And nods his head
field bell,
And the sunflower looks into the distance -
He's watching the sun!
It may be small, but still
He looks like the sun!

Didactic game “Pick the center of a flower”

Choose a center for each flower that is exactly the same color as the petals.

Handmade “Sunflower”

Let's make a sunflower like a real one: cover the middle with black plasticine, and put the seeds on top of the black plasticine.

And in carriage number two
Not flowers and not grass -
The berries in it are noble,
Very fragrant.
Strawberries and raspberries
Escaped from the basket -
They don't want to disappear
And get into the jam with us!

Didactic game “Pies with strawberries”

There are pies in front of you. Show the biggest pie, the medium one, the smallest one. Now you need to put the filling in the pies - strawberries. Just be careful, put the largest berries in the largest pie, medium berries in the middle pie, and small berries in the small pie.

At car number three
Only vegetables inside!
The carrot says: “Guys,
There is no better garden than ours!”
They immediately got into an argument with her.
Cucumber and tomato.

Didactic game “Place vegetables and fruits in boxes”

Place vegetables and fruits in boxes of suitable shape.

Modeling “Cucumber and Tomato Salad”

Children sculpt a cucumber from green plasticine by straight rolling, and tomatoes from red plasticine by circular rolling. Then the fashioned vegetables are cut into pieces and placed on a plate. Sprinkle the top with herbs - a green napkin torn into small pieces.

And in the fourth, to our gardens
Ripe fruits are coming!
The apple scares the pear
That everyone wants to eat it.
Pear is very timid
And the plum tree laughs at her.

Didactic game “Count the fruits in the vases”

Count the fruits in the vases and label them with a number.

Drawing with Apple Tree stamps

Dip the stamps into paint and leave imprints on the wood.

Drawing with paints “Apple pouring”

Look at this apple. One side of it is yellow and the other is red. Let's draw exactly the same apple with yellow and red barrels.

Dynamic pause “This is what it is, our summer”

Children, to the song of the same name, take rugs, lie on their stomachs, wave their legs, then their arms, turn over on their side, then on their back, raise their legs and arms. They stand up, run in all directions with circular movements of their arms in front of their chest - “swim”.

And in the mushroom car - the fifth
Honey mushrooms are going to the summer forest.
And dream for a day
Take the stump before everyone else.
The porcini mushroom asked the fox:
“Where are you growing up, little sister?”
"I grow among the grass,
In other words, right where you are!”

Didactic game “Pick mushroom caps”

Choose a suitable size cap for each mushroom. and place a leaf on top of the hat. And plant snails underneath the mushrooms.

Bas-relief sculpture “Poisonous fly agaric mushroom”

Make white dots from plasticine for the poisonous fly agaric mushroom.

Show me a mushroom that is not like all the other mushrooms.

Exercise “Hang mushrooms to dry”

Children hang the “mushrooms” on a string using clothespins.

From dusk to dawn
The train rushes through the summer.
The train sings a song
And he gives out gifts!

Application “Summer Train”

There is a big-eared driver sitting in the locomotive - stick the hare on the locomotive. In the first carriage there is a flower, in the second - a berry, in the third - a cucumber, in the fourth - a pear, and in the fifth - a mushroom.

Modeling “On the seashore”

Children tear off pieces of plasticine, stick them to the background picture and place them on top, pressing flat shells and pieces of glass ground with sea water.

Didactic game “Give inflatable rings to the bears”

The bears decided to swim in the warm sea, give them inflatable swimming rings. Choose circles that are the right size.

Didactic exercise “Find pebbles in the sand”

Try to find different beautiful pebbles in the sand.

The main goal of education is the formation of a deep, self-sufficient, multifaceted, creative personality. Visual activity stimulates the creative and cognitive activity of a child of the second junior group, enriches him with new knowledge about the properties of the objective world, and also introduces him to the natural world, develops abstract and spatial thinking. A combination of classical and alternative techniques, which allows you to freely experiment with non-standard materials and techniques, will help to captivate children with visual arts and turn drawing into an entertaining game, while simultaneously developing technical skills, fantasy and imagination.

The meaning and tasks of visual activity of younger preschoolers

Purpose visual arts The child’s goal is to display life’s impressions in an expressive artistic image. Drawing classes teach the depiction of objects and phenomena, for which the child must develop clear ideas about the surrounding objective world, as well as the skills of their graphic embodiment on the plane of the sheet. In the process of drawing, the child compares and evaluates graphic images of objects with his own idea of ​​them.

Analysis of the importance of drawing for the harmonious and comprehensive development of a child’s personality

• improvement creativity and the ability to convey the beauty of the surrounding world in accessible ways in independently completed works;
• development of the child’s emotional sphere, aesthetic perception, artistic taste;
• acquaintance with the world of art, development of a basic understanding of works of decorative and applied art, architecture, painting, sculpture;
• developing skills in examining an object, the ability to notice and analyze the shape, color, structure of an object;
• familiarization with the properties of various materials;
• development of tactile sensations, observation, eye, control over hand movement.

Objectives of drawing classes in the second junior group

Methods and techniques of drawing in the second junior group

Children need to be taught to understand the distinctive properties and capabilities of a pencil and a brush, so that in the future they can independently choose the best option for creating an image. In practice, unfortunately, there is a clear preference for one tool or material, so children lose interest in drawing, and the work becomes less expressive. In order for children to successfully master a variety of drawing techniques and techniques, it is important to pay sufficient attention to developing the skills of using a brush and a pencil in equal measure, while emphasizing the differences between them, otherwise children will not have a correct understanding of the features of working with these tools.

Problem: when painting an image, children often move the brush like a pencil, without lifting it from the paper, which is why they often go beyond the outline, and the painted surface becomes covered with spots.

Classic techniques

• Drawing with colored pencils - a solid tool allows you to make multidirectional movements of the opposite nature (back and forth), in addition, it does an excellent job of emphasizing the contours of an object. Changes in pressure create different color intensities; to paint the entire surface it is necessary to make numerous monotonous movements. The tool has high resistance, therefore it is effective in strengthening the muscles of the hand and preparing it for writing. Throughout the school year, children work with boxes filled with pencils in six colors. A simple pencil appears in the arsenal of drawing materials only in senior group, when children are taught to create a sketch. Rules for working with a pencil that should be taught to children:
  • Place the used pencil back in the box, and not transfer it to the other hand, otherwise it will be difficult for the child to hold the drawing. Children often place used pencils on the table; they roll off and fall to the floor, which distracts the child himself and the children around him.
  • Do not allow the pencil to be wetted to obtain more bright shade(children often put a pencil in their mouth), you should be taught to paint over the drawing using even pressure, and to increase the intensity of the color, go over the desired place twice.
  • Use different types of shading, making movements in one direction, without lifting the pencil from the paper. It is very important to maintain the correct position of your hand in order not to cover the drawing with your hand and control the drawing of the line.
  • The size of paper for pencil drawings should be small, since children quickly get tired of repeating monotonous movements many times.
• Drawing with a brush is a soft tool that does not require strong pressure; while working, the child’s hand is relaxed, so children do not experience severe fatigue. Unlike drawing with a pencil, the line in the watercolor version loses its clarity, becomes more blurred, and the nature of the movement is weakly expressed. Getting acquainted with the world of paints is worth starting with gouache. Gouache has overlapping abilities; it can be layered color upon color. In the second younger group kids are offered two colors at the beginning of the school year, gradually expanding the range color palette up to four to six. Tools: medium-sized round brushes (numbers 10–14). For tinting a large area (sky, ground, snow cover, etc.) a brush with a flat bristle is suitable.
• Drawing with felt-tip pens is an excellent material for primary school age; it has bright colors, while drawing with them is easier than with pencils. When your hand is strong enough, you can move on to more active use of pencils.

Unconventional techniques

• Palm - the basis of the image or collage is the prints of children's palms; children simply dip their palms in wide saucers of paint, or an adult applies paint to their palms.
• Vertical poke with a hard semi-dry brush. The technique creates an expressive effect of volume and fluffiness on the surface of the image.
• Stamping is an image of objects or natural phenomena by applying an imprint on paper using a stamp (cotton pads, potatoes cut in half, construction parts, leaves, finished wooden figures, a piece of foam rubber, etc.).
• Drawing with a candle - contours are drawn on a sheet of white paper simple drawing or a pattern, such as snowflakes. Then the sheet is completely painted over with watercolors.
• Monotype - with young children, a method of transferring an image from one half of a sheet to the other or from a base (cellophane, plastic surface) to a sheet of paper is practiced.
• Splashing is the effect of scattered drops, which is obtained by shaking paint onto paper with a wide, hard brush or brush.
• Drawing with crumpled paper - an image is created by printing with a paper ball.
• Blotography is the creation of random shapes by blowing droplets of paint through a tube. The result of blowing becomes the basis of the artistic image.
• Pointillism (dot painting) - drawing with dot strokes using fingers, stamps, cotton swabs.
• Drawing soap bubbles- soap bubbles are blown through a tube, then the foam is applied to the album sheet, leaving a colored mark.
• Scratch (translated from French means to scrape, scratch) - the contours of the image are scratched on a surface primed with wax crayons or gouache. Children can be offered new game“scratch-scratch.”

Drawing techniques

• Line is the basis outline drawing outlining the shape of an object.
• Hatching is the simplest and most effective way of rendering color and drawing the texture of an object. The stroke is not only the most popular and affordable way images of an object, but also an excellent simulator for the development of fine motor skills and coordination of movements. Types of shading:
  • horizontal - the most difficult type of movement from left to right, the hand is located at the bottom of the line, it is necessary to develop the skill of securing the hand and visual control;
  • vertical - up and down, the hand moves to the side of the line;
  • diagonal - oblique.
• Dot, rhythmic stroke, dabbing in the technique of painting with paints. Techniques for working with a brush: with the tip of the brush and the entire surface of the brush, it is important to teach a gradual transition from drawing with the tip to moving the entire bristle to draw thicker lines. The position of the brush in relation to the surface of the sheet of paper depends on the thickness of the line:
  • thin lines are drawn with the end of the brush in a vertical position;
  • wide lines are obtained with an inclined position of the brush.

Collective compositions of many elements are created through joint efforts. In the process of collective creativity, children develop spatial thinking abilities, coordinated action skills, as well as personal qualities mutual understanding and cooperation.

Collective compositions (photo gallery)

Composition using the palm technique Drawing using the palm technique Drawing using the palm technique Drawing with cotton swabs Composition using the palm technique Drawing using the palm technique and the poke technique Drawing with soap bubbles Drawing dots with a brush Composition using the palm technique Color composition using the spray technique

Topics for classes - colorful wheels, toys, twigs, berries, etc.

The world of objects (studying geometric shapes)

Decoration of objects, dishes (cups, plates), clothes, shoes

Drawings within the cycles “The World of Objects” and “Decoration of Objects, Clothes and Shoes” (photo gallery)

Rings - painting with paints Fence for a cockerel - painting with paints Bagels - finger painting Hoops - painting with paints Inflate a bubble - painting with paints Birdhouse - drawing with paints Decorating the silhouette of a mitten with stripes Decorating the silhouette of a comb Painting the silhouette of a dress with lines Painting the silhouette of a cup using the finger technique Painting the silhouette of a boot Painting an apron Painting silhouette of a felt boot with a brush Decorating a silhouette of a felt boot with dots Painting a carpet Painting a rug with a pattern of lines and dots Drawing pieces of furniture with a finger Decorating towels with circles Decorating an umbrella Painting the silhouette of a dress Image using the stamping method Drawing multi-colored balls with a brush Drawing with gouache using the techniques of painting and stamping

Natural world (animals, insects, plants, natural phenomena)

Drawings as part of the series “Natural World” (photo gallery)

Drawing with a brush and paints Drawing with cotton swabs Painting a contour image of fruit with the help of cotton swabs Painting with a brush and paints Drawing berries with cotton swabs Painting the chest of a titmouse and a bullfinch Drawing dots with cotton swabs Drawing using finger and palm techniques Image of a rainbow with brushes and paints Drawing flowers with paints Drawing dots on a silhouette ladybug using the poke technique Image using the leaf imprint method Image of an apple using cotton swabs Image aquarium fish with paints Drawing flowers using the poking method Drawing flowers with crumpled paper Image of a chicken using the poking method Drawing a dandelion using the finger technique Drawing on wet Drawing using the poking method Drawing with cotton swabs and stamping techniques

Holidays, toys, transport

My country, city, home, family, friends, me (safety and health)

Children's works (photo gallery)

Drawing using the poking technique with appliqué elements Painting a contour drawing with a brush Decorative decoration of the silhouette of a nesting doll using the technique of painting with a brush Drawing using the technique of poking Drawing using the technique of poking Drawing using the technique of poking Painting the silhouette of a heart using the technique of painting with a brush Decorating the silhouette of a matryoshka using the technique of drawing with cotton swabs Painting using the stamping technique Drawing with a brush and paints Drawing using the emerging pattern technique (wax crayon and watercolor) Drawing using the poking method Drawing using the stamping method Drawing details (hair, facial features) with cotton swabs Painting the silhouette of an airplane using the finger technique

Organization and conduct of classes

Visual arts classes in the second junior group are held every week, the duration should not exceed 15 minutes.

Lesson outline

1. Organizational stage (3–5 minutes). Most often used as a motivating technique artistic description image in verbal form in order to activate attention, awaken interest, and create a favorable emotional mood that stimulates the activity of children. The teacher begins the introductory part of the lesson with an active or didactic game, a riddle, and reading a quatrain. The tasks should be within the capabilities of children three to four years old, otherwise mental and psychological stress will lead to their loss of keen interest and positive emotional attitude.
2. Practical stage (2–3 minutes). Demonstration of methods for drawing straight lines and elementary shapes (how to correctly hold a pencil or brush with three fingers, pick up paint, draw a brush over the surface of a sheet) is accompanied by playful recitation of each movement with the children and is repeated at each lesson until the correct execution of the movement is fully consolidated. Imitation plays a key teaching role, but gradually the tasks become more complicated (for example, you need to complete the details of an object, create a shape from individual elements) and require children to act more independently. You can move on to independent work when children have sufficiently mastered technical skills. With additional questions, the teacher leads the students to understand the algorithm of actions. The teacher demonstrates individual technical techniques to the whole group at once, then prompts each child individually depending on the complexity of manual operations. Demonstration of an object is accompanied by pronouncing the features of shape and color. Techniques for working with children:
   
3. Independent work of children (10 minutes). The teacher helps children who experience difficulties in the process of visual activity.
4. Summing up, analysis (2–3 minutes). An exhibition of children's works and elementary analysis develops the ability to describe and give an aesthetic assessment creative works. The teacher, together with the children, examines the selected drawing, notes its strengths, successful creative non-standard finds, and also, through leading questions, draws attention to the discrepancy with the sample or object, and discusses possible ways to correct the error. It is important not to destroy children’s faith in own strength, stimulate interest in creative activity, so weak, unsuccessful drawings should not be discussed. Children who have difficulties in the drawing process should pay more attention during the lesson, help and encourage initiative and the desire to draw. An individual approach will also help to identify and develop the abilities of gifted children.

Problem: based on independent actions, the child develops an incorrect method of technical execution. Unfortunately, without targeted training, even older preschoolers draw with their whole body. In this case, not only the image quality suffers, but also the baby’s posture.

Video: Outdoor game “Blow up your bubble”

Lesson summary on the topic “Beautiful striped rug” (author Gadzhieva R.K.)

Video: lesson on the topic “Chicken”

Card index of didactic games for drawing classes

• develop coordination and synchronization of hand movements;
• train fine motor skills and manual skills;
• study basic colors and geometric shapes, quantitative calculation;
• learn to fold figures from simple geometric shapes;
• learn to correlate figures by characteristics (size, shape, color);
• improve sensory perception;
• develop spatial, logical and abstract thinking;
• develop attention and observation skills.

1. “Make a flower, a butterfly” - put together the shape of an object from geometric shapes, choose colors.
2. “Collect beads” - string multi-colored corks onto a cord to collect beads.
3. “Sunny Meadow”, “Clown” - match the corks to the balls and flowers by color.
4. “Hide the mouse in the house” - select shapes of the desired color, size and shape.
5. “Sun” - a hot sun is made from red rays (paper clips), a warm sun is made from yellow ones, a not hot sun is made from alternating red and yellow paper clips.
6. “Collect a bouquet” - collect bouquets of flowers painted in shades of the same color.

Active use of classical and alternative ways drawing in kindergarten classes will help the child master methods of creative self-realization, introduce him to the joyful world of fine arts, and develop interest in research activities, will replenish your vocabulary. A combination of classical teaching techniques, built on habitual copying and imitation, and techniques unconventional techniques creates favorable conditions for the development of independence, initiative, imagination, and helps to reveal the individuality of each child.

Lyubov Glazkova

LESSON SUMMARY ON NON-TRADITIONAL DRAWING TECHNIQUES IN THE SECOND YOUNGER GROUP

TOPIC: Teamwork « Summer meadow»

Drawing with soap bubbles

Educator: Glazkova L. S.

Target. Introduce children to new unconventional technology , drawing with soap bubbles.

Tasks. To develop in children the ability to listen carefully to an adult’s story, to involve them in joint activities, and to cultivate a desire to come to the rescue.

Strengthen the ability to distinguish color and shape, develop logical thinking.

Train your breathing: promote the development of deeper inhalation and longer exhalation.

To promote the formation of positive emotions and activity in physical activity in children.

Develop imagination and fantasy.

Encourage children's creativity, initiative.

Material and equipment: Cups with colored soap solution; cocktail tubes according to the number of children; whatman; napkins; glue; paper flowers and bees. Cheerful music.

Progress of the lesson:

Music is playing.

Educator: Hello guys. I want to tell you a story.

Once upon a time, when soap was invented in a more or less similar form as we are used to seeing it now, the king of one of the countries ordered everyone to wash themselves thoroughly. An order is an order, and all the residents began to lather themselves with soap, rubbed each other’s backs, and only one chimney sweep flatly refused to wash his neck. According to him, he had no intention of ever washing his neck. One day, when he was smoking his favorite pipe as usual, the guards came for him and put him in a cell where there was a bath, soap and a towel. The last time they offered him to wash himself and then they would not execute him. But he stood his ground all the time repeated: “Not ever and never for anything!”. Then they left him alone in the cell to smoke the last pipe of his life. And imagine his amazement when, instead of smoke, a bubble. A transparent ball flew out the window and shone in the sun. The people who saw this miracle were simply amazed, and soon a whole crowd of residents formed under the windows of the prison, watching this miracle. A local professor was brought into the cell, and he said that the tube had been soapy water, and appeared soap bubbles. People were so delighted that everyone, of course, forgot about executing the chimney sweep; on the contrary, he became a very famous and respected citizen of the kingdom. Soap bubbles have acquired great value. For example, a bag of flour could be bought for 13 soap bubbles. And when the chimney sweep was figuratively taken home with all honors, he thought about one: “And I still haven’t washed my neck!”.

Educator: Guys, do you love soap bubbles?

Children: Yes.

Educator: What do you think they are needed for? soap bubbles?

Children: Have fun.

Educator: Let's all have fun together now and turn into soap bubbles.

Game "Get Bloated" bubble!"

Description of the game and methods of its implementation. The teacher invites all children to sit on chairs arranged in a semicircle and asks one of them them: "What is your name? Say it loud so everyone can hear!” The child calls his name, and the adult, affectionately repeats it: “Lerochka, let’s go play!” The teacher takes the child by the hand, approaches the next child with him and asks his name. Repeating the child's name affectionately, but so that everyone can hear him, he also offers him join to them and give Lerochka a hand.

When all the children are invited, a long chain is formed. The teacher takes the hand of the child standing last and closes the circle. “Look how many of us there are! What a big circle it turned out to be, how bubble! - says the adult. “Now let’s make a small circle.”

Together with the teacher, the children become a close circle and begin "inflate bubble» : with their heads tilted down, the kids blow into their fists, stacked one below the other, like a pipe. At the same time, they straighten up and take in air, and then bend down again, blow air into their tube and pronounce the sound "f-f-f-f". These actions repeated two or three times. With every bloat, everyone takes a step back, as if the bubble has grown a little. Then everyone joins hands and gradually expands the circle, moving and saying the following words:

Blow up bubble,

Blow up big

Stay like this

Don't burst!

It turns out to be a large stretched circle. The teacher enters it, touches each pair of joined hands, then suddenly stops and speaks: "Burst bubble!» Everyone clap their hands, say the word "Pop!" and run into a huddle (towards the center). After this, the game starts over again, i.e. it inflates again bubble. And you can end the game like this. When the bubble will burst, teacher speaks: “The little ones flew bubbles, flew, flew, flew." The children run away in different directions.

Educator: Did you know that You can draw with soap bubbles?

Children: No.

The teacher shows the children cups with colorful soap solution. There are tubes nearby.

Educator: Guys, what do you think needs to be done to make it appear? soap bubbles?

Children: Place the straw in a glass of water and blow into it.

Educator: Right, but we're just blowing it like that we won't use soap bubbles, we will draw with soap bubbles.

Tell me, what colors are in our cups?

Children: Red, yellow, green, blue.

Educator: Let's look carefully out the window. Tell me what do you see green? (grass). What's blue? (sky). What's yellow? (Sun). What's red? (flowers).

Educator: What will we do with you? paint?

Children: Summer meadow.

Educator: Take a seat at the tables and I’ll show you how to do it draw with soap bubbles.

Image reception display soap bubbles.

1. Bloat soap bubbles.

2. air foam bubbles transfers with a tube (or with a spoon) on whatman paper.

After showing how to do it right paint children go to the tables and begin to drawing.

Educator: I have very beautiful flowers, butterflies and bees. Let's revive our clearing.

Children glue pictures onto whatman paper.

RESULT:

Educator: Well done, it turned out very beautifully. Tell me did you like it draw with soap bubbles?

Children: Yes, it was a lot of fun.

Educator: What did you get out of it? soap bubbles?

Children: Sun, sky, grass, flowers.

Educator: Okay, let our drawing dry, and you and I will play a game

"Who will burst more".

Cheerful music is playing. Children are chasing soap bubbles trying as many of them as possible "catch".

In the early preschool age The foundations of visual activity are laid in children. Pupils of the second younger group are actively developing key mental processes (primarily perception and thinking) - the kids already understand the meaning of drawing. Of course, they are still far from creating realistic images; the drawings are often a shapeless combination of lines. However, this is the initial stage in the formation of key visual skills.

The importance of visual activities for the development of pupils of the second junior group of preschool educational institutions

Drawing classes have a significant impact on the harmonious development of preschoolers from a very early age. This is a great way for kids to express their emotions. This is especially important for children who are still unable to speak well or have communication problems. A drawing will help an adult understand a child, because even what colors he chooses for the image is important.

Visual activities develop thinking, foster useful qualities such as perseverance, determination, and wean children from laziness. Undoubtedly, all this will be very useful during school and, in general, throughout life. Drawing is a great way to engage overly active kids.

Three-year-old children absorb knowledge like a sponge. Activities related to artistic creativity develop their taste and foster a sense of beauty.

Specifics of visual activity at a given age

The most important goal of visual activity when working with children three to four years old is to teach them to draw lines, both straight and round, since it is from these that the shapes of the simplest objects are subsequently formed. Moreover, they must learn to do this on their own, without focusing on the model proposed by the teacher. This process is directly related to the development of fine motor skills of hand and finger movements.

Another important task is the formation of color perception - knowledge of basic colors and their names.

During the period of study in the junior preschool level, primary compositional skills are also formed - children learn to place their drawing in the central part of the sheet.

The teacher systematically involves children in the process of depicting objects. First, the child completes the composition begun by the teacher: he completes the strings of the balloons (choosing the appropriate color), similarly depicts the stems of flowers, and the sticks of flags.

The activity should bring joy to the child - that’s when he will want to do it again and again. Here, of course, the decisive role is played by the personality of the teacher, his friendly attitude, sensitivity, emotionality, ability to support students’ interest in artistic creativity.

Note that at the age of three, children are still unable to keep the teacher’s explanation in their heads for a long time: they remember the instructions partially or need repeated explanation. The teacher must try to ensure that each child understands the task and organize his actions. An individual approach is indispensable here. During the lesson, the teacher constantly reminds preschoolers about the subject of the image.

The emotionality of the lesson is always enhanced by the artistic word; it creates in the child’s mind a figurative idea of ​​the object of the image. Thus, visual activity can be preceded by a riddle or a short poem. At the same time, they should be extremely simple and accessible to children. Otherwise, mental stress will interfere with the child’s emotional state, and he will no longer want to draw. Note that the same rhyme can be told to summarize the lesson after discussing the results of the work.

In addition, drawing in the second younger group is inseparable from gaming activities. After all, motivation for creativity is very important for children, for example, based on fairy tales. This will make the subject of the image interesting and more alive.

The material in a lesson with children should be extremely specific, since at this age abstract thinking is still alien to them. Children must visually perceive objects in the world around them - this is the basis for learning to draw at an early age. The images with which graphic elements are associated (lines, circles, dots) must be perceived visually, and even better, tactilely.

In some cases, when the teacher cannot show the object to preschoolers (for example, because of its significant size), it is permissible to use a picture or a well-made drawing. At the same time, children’s attention is also drawn to the shape (you need to trace it with your finger) and color. Note that the drawing should not be small; the object itself is depicted separately from others, so that the child’s attention is focused only on it.

The teacher, starting with sweeping movements of the hand in the air, which are simpler for the child, gradually moves on to moving the brush on the paper (note that manipulations with a pencil are more limited). For example, when depicting paths, children, together with the teacher, show the straight direction of the lines in the air, and then demonstrate on paper how long the path is. Finally, they draw it with gouache or pencil.

Moreover, it is desirable that the children accompany their actions with words - this will make the drawing process more rhythmic and the movement itself more exciting. For this reason, to increase the emotional mood, it is also recommended to include musical accompaniment in the lesson.

Children at this age perform all actions as imitation of the teacher. He shows hand movements in the air, and then repeats them with the children. Similarly, the teacher shows all the drawing techniques: for example, how to hold a tool and put paint on a brush. Preschoolers will be able to perform actions independently when they have thoroughly mastered all of the above techniques and acquired initial skills.

The teacher’s drawing should not be simplified to a diagram - after all, the image must correspond to the real object. For example, when explaining the sequence of drawing a Christmas tree, the teacher focuses on the requirements of the program intended for the second youngest group: he designates a vertical trunk, and then green branches diverging to the sides. However, many other trees also have such signs. Therefore, the trunk should be drawn not straight, but slightly widened downward, and the branches should be drawn slightly inclined.

The trunk is drawn sequentially, and then the branches.

Demonstration of drawing techniques is necessary until children master the skills of drawing a given form. Then, in their free time, they will be able to draw the same tree on their own.

Likewise, when the children learn to draw straight lines and simple rectangular shapes, you can invite them to draw a shovel, ladder, fence, etc., without demonstrating techniques.

Let us note that when working with children of the second younger group, the teacher should focus on personal experience every pupil. After all, in the same team there are always older children (and during this period the difference of six months also affects development), in addition, some kids begin to attend kindergarten only from the age of three (before that we did not go to a nursery group). Therefore, the teacher’s task is to analyze the characteristics of his group and, depending on this, differentiate tasks in the drawing process. Complications may include expanding the range of materials for work (for example, offering a larger number of colors), increasing the number of images (not just one tree, but several).

The most suitable materials for classes

The basis for drawing in the second junior group is A4 paper. When painting with gouache paints, the teacher must tint it in the required shade (in the junior preschool level this is especially important, since it increases interest in artistic creativity). In some cases, it is advisable to offer children colored paper or cardboard. After all, for example, it is more interesting to draw a bright yellow sun on a gray or blue background, indicating the sky. Similarly, a lesson on the topic “ It's snowing» assumes a basis blue, it could very well be a dark blue or purple shade of the base.

Note that the base should be quite dense. After all, at first the child does not paint with the tip of the brush - he works intensively with the entire pile, sometimes rubbing the paper to holes.

In the second younger group, as a rule, they use gouache. It gives a brighter tone than watercolor. But color in early preschool age causes a strong emotional reaction; for a child, the result of activity is a bright spot. In addition, it is easier for kids to work with gouache paints than with watercolors: they do not need to make any effort to dilute them with water.

There is no need to buy expensive paints with many shades for three-year-old children - it will be difficult for the child to choose desired color. The optimal number is six basic colors.

It is worth paying attention to the selection of brushes. For beginning artists ideal option- squirrel tassels with a short handle.

As for colored pencils, they must be of good quality (not crumble) and soft enough.

There are a lot of additional materials that can be used in drawing classes in the second junior group. For example, for a winter theme, cotton wool and confetti are useful; in other seasons - natural materials: seeds, leaves, etc. All these details diversify the composition, make it original, which, of course, will further stimulate children’s interest in artistic creativity.

Drawing methods and techniques used

The key task of the teacher in the second junior group is to teach children formative movements - first simple, and then more complex. This is, first of all, drawing a variety of lines: from left to right, from top to bottom, intersecting, etc. The easiest way to do this is when depicting objects such as paths, ribbons, a fence, a ladder.

When working with pencils, the teacher offers the kids one or two colors so as not to distract the children's attention. After some time, the children are offered gouache. Note that it is easier to paint with a brush, because there is no pressure required. A teacher teaches preschoolers how to apply a brush to paper correctly.

Initially, works are created with only one paint (for example, blue paint conveys raindrops, and yellow conveys autumn leaves). As the compositions gradually become more complex - the color scheme becomes more varied - the technique of washing the brush is introduced during the lesson.

Another task that is set in the second younger group is to teach a preschooler to combine several shapes in a drawing, homogeneous (for example, tumbler, snowman) or different (sun). Such work requires the ability to control hand movements, plus combine shapes into a composition.

More difficult for a three-year-old child is the image of a rectangular shape - he learns to change the direction of movement to create an angle, and also to close the line at the starting point. Kids practice this technique by drawing simple objects such as flags, windows, books and other rectangular things.

During drawing classes, the teacher constantly focuses on hand positioning. First, the brush is placed in the hand of each student, because everyone holds it differently: some hold it in their fist, bending their fingers, some hold it at the very base, while other children, on the contrary, hold it at the very tip. At the same time, the hand quickly gets tired, and the child gets tired. The correct position of the hand is in the middle part of the brush, while it is held by three fingers (their position is somewhat similar to the beak of a bird, which the child should pay attention to). You should hold a pencil, wax crayon, or felt-tip pen in exactly the same way.

In addition, the teacher teaches the children to carefully pick up paint by dipping the entire bristles of the brush into the jar. Excess paint is removed on the edge of the jar.

Note that you should not limit learning to draw at an early age only to traditional techniques. Non-standard ways of depicting very well develop fine motor skills and imagination. By the way, painting with fingers or a poke with a semi-dry brush is easier for kids than with brushes and pencils. At the same time, the baby feels at ease and is relaxed.

Visual arts classes in the second junior group, as a rule, are of a group nature. But at this age it is quite possible to practice teamwork(or divide children into subgroups). The chosen form of work should be determined by the topic of the lesson - for example, “Bouquet for Mommy” (each student draws a flower with his palm) or “Dandelions” (children use their fingers to depict flower buds and the blue sky above them).

Teamwork (palms)

Teamwork (fingers)

Class topics: colorful balls, twigs and berries, cups and plates, toys and much more

As for the topics of visual arts classes in early preschool age, child psychologists recommend offering children as many diverse topics as possible, covering a wide variety of areas of life around them.

There is a standard general topics(thematic blocks), which are used in classes in almost all kindergartens. In this case, the teacher can vary the subtopics within each block.

Let's consider the main sections that must be covered in drawing classes in the second junior group (the teacher can choose one or two topics within each block to implement them in the process of working with children, or he can come up with his own version).

Simple round shapes

These themes are: “Multi-colored wheels”, “Inflate, bubble”, “Milk saucer”, “Rings”, “Colored balls”, “Multi-colored hoops”, “Bagels, bagels”, “My funny ringing ball”, “Snowballs” "

Drawing with pencils

Drawings based on straight lines

These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.

Drawing with gouache

Drawing with gouache

Houses

Kids draw: “My house”, “House with a chimney”, “House for the dog”, “Birdhouse”.

Teamwork (coloring the template and decorating it with a pattern)

Anthropomorphic creatures

“Snowman”, “Tumblers”, “Matryoshka”, “Kolobok”.

Drawing with gouache

Decorative painting (pattern decoration)

“Painting a plate”, “Let’s decorate a tea cup”, “Let’s decorate towels”, “Let’s decorate a mitten”, “Let’s decorate a handkerchief”.

Drawing with gouache

Poking drawing

Cloth

(coloring templates, adding details to them):“Mittens”, “Shoes”, “Siberian felt boots”, “Dress for a doll”.

Drawing with gouache

Animals, birds, firefly and other insects

“Chicken”, “Birds”, “Titmouse”, “Firefly”, “Bees”, “Duck”, “Ladybug”, “Fish”.

Drawing with gouache

Drawing with soap bubbles

Berries, mushrooms, vegetables, fruits

“Mushrooms”, “Amanita”, “Vegetables and fruits”, “Orange and tangerine”, “Berry by berry”, “Berries on a branch”, “Currant sprig”, “Apple with a leaf”.

Drawing with cotton swabs

Drawing with gouache

Flora

“Multi-colored carpet of leaves”, “Leaf fall”, “Trees on our site”, “Christmas tree”, “Flowers”, “Dandelion”.

Drawing with gouache Drawing with gouache Drawing with gouache

Natural phenomena

“Rain”, “Sun”, “Hail”, “Rainbow”.

Drawing with cotton swabs

Finger painting

Household items

“Umbrella”, “Comb”.

Finger painting

Food

« Food”, “Pies”.

Safety

“Traffic light”, “Road rules”, “Fire safety”, “Fire”.

Drawing with gouache

Transport

“Car”, “Trolley”, “Planes are flying”, “Beautiful train”.

Finger painting

Human

“My Family”, “Friendship”, “Parts of the Body”, “Professions”.

Pencil drawing

My toys

“My favorite toy”, “Dymkovo toy”.

Drawing with gouache

Patriotism

"Flag", "My City".

Drawing with gouache

Lesson notes on the image of a snowman, fireworks, dandelion and car

Games in drawing classes in the second junior group

In early preschool age, it can be difficult for children to explain some material, especially to make them remember it. Here, didactic games for visual arts will come to the aid of the teacher.

These manuals (they can be purchased in stores or made independently) are presented in the following target areas:

• Games to develop color perception.
• Games that train preschoolers in making patterns (developing decorative skills) or entire compositions
• Games, the purpose of which is to supplement the object with the missing details (subsequently the child also completes the elements in the drawing).

Let's look at examples from each category.

Games to develop color perception

“Gather a bouquet” (for the Snow Maiden and for the Sunbeam). This game teaches children to distinguish between warm and cold tones. A similar option is to choose your favorite colors of the snowman and the sun.

Didactic game introduces warm and cold shades

Didactic game develops color perception

Game "Collect the caterpillar". Children are offered several shades of the same color, from which they need to put together the body of a caterpillar - from the darkest shade to the lightest.

Didactic game for developing color perception

“Name the colors of autumn, summer, spring and winter.” The kids are offered cards depicting a color palette, and they must match them with pictures depicting a certain time of year.

Didactic art game at the same time reinforces the signs of the seasons

"Beads for Mom." Pictures are presented with beads of different color combinations. The child’s task is to pick up beads of the same color as in the picture.

"Aquarium". The paper aquarium has four sectors different colors. There are also fish and shells of these colors. The child’s task is to sort them into sectors.

Games to develop decorative skills (pattern making)

Decorative and applied arts are an important part of the culture of the Russian people, who since ancient times have strived to convey their understanding of beauty in artistic form. Products from talented craftsmen develop children’s aesthetic taste and teach them to understand and appreciate beauty. Didactic games will help kids become more familiar with folk arts and crafts, and will also teach them how to create their own beautiful ornaments.

These are cut-out pictures depicting Dymkovo toys, patterns of dishes that need to be decorated with a Gorodets pattern, dominoes and lotto on this topic.

Didactic game Didactic game Didactic game Cut-out pictures Cut-out lotto pictures

The game “Assemble a still life” teaches younger preschoolers make a composition, kids with early years get acquainted with the genre of still life.

Didactic game develops compositional skills

And the guide “Assemble a pattern from a sample” develops their aesthetic taste, teaches them to correlate an object with its image.

The manual contributes to the formation of aesthetic taste

Games for adding details to an object

“Complete the butterfly.” The child is offered an image of half a butterfly. You need to complete the picture by selecting the same elements and placing them on the missing half.

The didactic game reinforces knowledge of the shape of an object and at the same time promotes correct color perception

"Merry little engine." The child is offered the body of a steam locomotive without wheels, pipes and doors. The task is to find among the many details the missing elements for the picture and add them to the image of the locomotive. As a result, children remember the shape of this type of transport, and later it will be easier for them to draw it.

Analysis of visual activity

An important component of any artistic activity is the analysis of finished works. This is also true when working with young children. The teacher displays all the drawings on the stand and arranges a joint discussion with the children: asks the children’s opinion, and also evaluates the work himself, points out their positive aspects, makes recommendations on what can be done better. Both the quality and accuracy of the work performed are taken into account.

Let us note that you should not focus children’s attention on unsuccessful drawings, because often poor performance of a task is not due to the child’s reluctance, but to the peculiarities of his development (weak motor skills). Such kids need to pay more attention during productive activities, and be encouraged to draw in their free time.

Joint viewing and discussion of works fosters activity in children, arouses the desire to correct mistakes, and draw better next time. Those children who were not active during the discussion should be given special attention and discussed with them individually about the drawings.

Video on the topic

Drawing in the second junior group on the topic “Dandelion”

Drawing in the second junior group on the topic “It’s raining.”

It is difficult to overestimate the role of drawing in the development of children. This is one of the important ways of self-expression. After all, some children find it difficult to verbally express their feelings and knowledge. This extremely useful activity simultaneously stimulates mental activity and develops aesthetic feelings. The diverse topics of classes in the second junior group lay the foundation for a realistic depiction of the most various items and phenomena real life, which children master as they grow older.

Long-term plan for the summer for artistic creativity in the second junior group

June

DRAWING

MOLDING

APPLICATION

1 WEEK

"My Favorite Rain"

"Bridge"

"Bridge over the river"

Target: Practice finger painting. Show a technique for obtaining points and short lines. Learn to draw rain from clouds. Cultivate neatness.

Material: sheets F A5 with graphic images of clouds, gouache, napkins, oilcloth.

Target: Modeling a bridge from several “logs” of the same length and thickness (the excess is cut off with a stack). Improve straight and circular techniques. Creating a composition from a stream and a bridge.

Material:

Target: Learn to compose a composition of a certain content from several ready-made parts (river, bridge, boat). Strengthen the ability to smear parts of the image with glue, starting

from the middle.

Material:

templates: rivers, bridges and boats for each child.

WEEK 2

"Beautiful stairs"

"Colored Crayons"

"Beautiful striped rug"

Target: Teach children to draw lines from top to bottom. Develop the ability to hold a pencil correctly. Learn to be happy with your results.

Material: sheets F A5, colored pencils.

Target: Exercise children in sculpting sticks by rolling out plasticine with straight movements of the palms. Learn to work carefully with plasticine. Develop a desire to sculpt, to rejoice in what has been created.

Material: oilcloths, plasticine, stacks, napkins.

Target: Learn to stick strips of self-adhesive paper.

Material: FA5 cardboard, strips of self-adhesive paper in different colors.

WEEK 3

"Planes are flying"

"Planes stand at the airport"

" Rainbow "

Target: Continue learning to draw lines from top to bottom and left to right. Learn to put gouache on a brush. Develop aesthetic perception.

Material:

Target: Teach children to sculpt an object consisting of two parts of the same shape (elongated pieces). Strengthen the ability to divide a lump of plasticine by eye into two equal parts, roll it out with longitudinal movements and flatten it. Create joy from the created image.

Material: oilcloths, plasticine, stacks, napkins.

Target: Continue teaching children to work using the torn paper technique. Glue carefully, trying not to go beyond the outline.

Material: sheets of FA5 blue, strips of self-adhesive paper of different colors.

WEEK 4

"Beautiful flags on a stick"

"Candy for Mishutka"

"Who lives in the meadow?"

Target: Continue introducing the rectangular shape. Develop the ability to draw rectangular objects. Practice drawing with gouache.

Material: sheets F A5, gouache, brushes, sippy cups, napkins, oilcloths.

Target: Learn to sculpt cylindrical objects. Develop the ability to twist a lump of plasticine into a candy wrapper. Cultivate a positive attitude towards the results of your activities.

Material: oilcloths, plasticine, stacks, napkins.

Target: Learn to depict insects using the “torn paper” technique.

Material: FA5 sheets with graphic images of insects, strips of self-adhesive paper in different colors.

July

DRAWING

MOLDING

APPLICATION

1 WEEK

" Sun "

"Balloons"

"Hurray, holiday!"

Target: Introduce palm typing techniques. Learning how to quickly apply paint to your palm and make prints is like rays of sunshine. Develop color perception.

Material: sheets F A5, gouache, brushes, sippy cups, napkins, oilcloths.

Target: Teach children to sculpt round objects. Maintain the desire to depict the subject. Cultivate a desire to be creative.

Material: oilcloths, plasticine, stacks, napkins.

Target: Learn to compose a composition of a certain content from ready-made figures.

Learn to find the place for the flags yourself

and balls. Strengthen the ability to smear parts of the image with glue, starting from the middle.

Material: oilcloths, glue, glue brushes, glue sockets, napkins, sheets F A5,

flags and balls templates.

WEEK 2

"Portrait of the Sun"

"Big and Small Balls"

"Radiant Sun"

Target: Creation expressive image. Learn to draw rounded shapes combined with lines.

Material: sheets F A5, gouache, brushes, sippy cups, napkins, oilcloths.

Target: Continue teach children to sculpt round objects of different sizes. Strengthen the ability to sculpt accurately.

Material: oilcloths, plasticine, stacks, napkins.

Target: Learn to compose an image from ready-made figures: one circle and several straight stripes. Develop creative imagination. Cultivate neatness.

Material: oilcloths, glue, glue brushes, glue sockets, napkins, sheets F A5,

patterns of yellow circles and rays - stripes.

WEEK 3

"Beautiful Train"

"Rattle"

" Traffic light "

Target: Continue to develop the ability to depict an object consisting of several rectangular and round parts. Develop imagination.

Material: sheets F A5, gouache, brushes, sippy cups, napkins, oilcloths.

Target: Teach children to sculpt an object consisting of 2 parts: a ball and a stick. Learn to connect parts by pressing them tightly against each other. Practice rolling out plasticine with circular and straight movements of your palms.

Material: oilcloths, plasticine, stacks, napkins.

Target: To consolidate knowledge about traffic lights and the purpose of their colors. Develop the ability to compose a composition of a certain content from ready-made figures. Reinforce techniques for working with glue.

Material: oilcloths, glue, glue brushes, glue sockets, napkins, sheets F A5

with a graphic image of the rectangular outline of a traffic light and pole, circles in red, yellow and green.

WEEK 4

"Colored Balls"

"Tumbler"

"Colorful Pyramid"

Target: Learn to draw continuous lines in a circular motion without lifting the pencil. When drawing, use pencils of different colors. Draw children's attention to the beauty of colorful images. Develop a sense of color and aesthetic perception.

Material: sheets F A5, colored pencils.

Target: Practice depicting objects consisting of round parts of different sizes. Create a desire to decorate an object with small details.

Material: oilcloths, plasticine, stacks, napkins.

Target: Learn to convey the image of a toy in an application;depict an object from several parts;

arrange parts in order of decreasing size.

Material: oilcloths, glue, glue brushes, glue sockets, napkins, sheets F A5,

pyramid toy.

August

DRAWING

MOLDING

APPLICATION

1 WEEK

"Ladybugs"

" Ladybug "

"Merry Caterpillar"

Target: Practice finger painting techniques. Strengthen the ability to apply dots evenly over the entire surface of an object, draw grass of various shades.

Material: sheets F A5 with a graphic image of a ladybug, gouache, napkins, oilcloth.

Target: Strengthen the ability to convey a familiar image in sculpting. Learn to use additional material in your work.

Material: oilcloths, plasticine, stacks, napkins.

Target: Learn to compose an image from several round parts. Follow a certain sequence and correctly position the image on the sheet. Cultivate neatness

at work.

Material: oilcloths, glue, glue brushes, glue sockets, napkins, F A5 sheets, green circles.

WEEK 2

"Earthworms"

"Snail"

"Fish in the Aquarium"

Target: Learn to draw wavy lines. Continue to develop the ability to hold a pencil correctly.

Material: sheets F A5, black and brown pencils.

Target: Arouse children's interest in modeling. Teach them to sculpt a snail by folding the column and pulling back the head.

Material: oilcloths, plasticine, stacks, napkins.

Target: Learn to compose an image

from several parts, observing a certain sequence, position it correctly

on a sheet.

Material: oilcloths, glue, glue brushes, glue sockets, napkins, F A5 sheets, corrugated cardboard fish and eye templates

for each child.

WEEK 3

" Hedgehog "

" Hedgehog "

"House for the Bear"

Target: Learn to draw hedgehog needles using the dipping method. Develop imagination.

Material:

Target: Develop an interest in modeling. Improve the ability to roll in a circular motion, learn to pull individual parts with your fingers and use a stack to depict thorns.

Material: oilcloths, plasticine, stacks, napkins.

Target: Develop constructive abilities, teach how to correlate the size of a building with the size of an object. Reinforce knowledge about construction details. Develop the planning function of speech.

Material: oilcloths, glue, glue brushes, glue sockets, napkins, F A5 sheets with a graphic image of a bear, rectangular, square and triangular templates.

WEEK 4

"We lived with grandma..."

"Duckling"

"Fence"

Target: Continue to teach how to use the palm as a visual medium: paint it with paint and make an imprint (the thumb looks up, the rest to the side). Strengthen the ability to complement the image with details.

Material: sheets F A5, gouache, brushes, sippy cups, napkins, oilcloths.

Target: Practice using techniques: pinching, pulling. Strengthen the ability to sculpt accurately.

Material: oilcloths, plasticine, stacks, napkins.

Target: Learn to fence off a large space (“lake” for ducks). Strengthen the ability to tell how they will build. Encourage the desire to design according to your own design.

Material: oilcloths, glue, glue brushes, glue sockets, napkins, F A5 sheets, lake and duck templates, rectangular strips (fence).

Literature used: T.N. Doronova, S.G. Yakobson “Teaching children 2-4 years old to draw, sculpt, and apply in games”;

M.A. Vasilyeva, T.S. Komarova, V.V. Gerbova “Complex classes in preschool educational institutions” 2nd junior group

Compiled by: teacher of MBDOU No. 10 s/p “Rodnichok” Fedorova Inessa Petrovna