Drawing autumn landscape for preschoolers. Topic: “Autumn landscapes”
Sredina Olga Stanislavovna, teacher, MDOU No. 1 “Bear Cub”, Yuryuzan, Chelyabinsk region.
Master class for educators.
Target: Introducing a complex topic, showing several variants of drawings.
Materials:
Option 1: watercolor, gouache, (“dry brush”)
Option 2: paper, markers
Option 3: pastel, gouache
Option 4: wax crayons, watercolor, PVA glue, colored paper(pieces).
Description:
The laws of perspective for preschoolers of senior preparatory groups can be shown in an accessible form using the example of drawing autumn landscapes with a plowed field. (This material can also be used for younger students).
To begin with, we look at photographs and manuals on the topic “Closer - Farther,” in which we study the same object, taken from afar and up close. A cow, a car, a train, a person, a house, a flower, a butterfly drawn by an artist or photographed by a photographer in different angles on the sheets they seem to be different sizes, but in fact their size does not change.
To consolidate this concept, we use motor skills and, pronouncing the phrase “Closer - more, further - less,” we show with our hands approaching, moving away and changing size.
The next stage is familiarization with the concept of “horizon line”. Looking at landscapes, we learn to find the line where sky and earth meet, and determine the low, high and middle lines of the horizon.
1 Low horizon line
Practical work begins with drawing the horizon line. It is carried out below the middle of the sheet. Then we lower the vertical line to the edge of the sheet and from the same point we draw straight lines to the lower corners of the sheet. The most difficult stage is over. Now you need to draw many straight, non-intersecting lines from the same point to create a plowed field. When the children finish the “plowing” stage, many enthusiastic exclamations are heard: “Wow! How it really happened!
Now we remember the concept “Closer - more, further - less” and complete the silhouettes of fir trees near and far. The location and number of trees may be different than in the teacher’s drawing.
Distant mountains, sun, clouds, flying birds can be an addition...
2 High horizon line
Draw a high horizon line (above the middle of the sheet). We carry out the necessary constructions. First, draw a vertical line from the middle of the horizon line to the bottom edge of the sheet. From the same point we draw straight lines to the lower corners of the sheet. We complement the field drawing with a “fan” of lines. “Plowing” the field. Then we imagine that we are standing on one edge of the field, under a tall tree, and on the other edge of the field the same trees grow, but they seem to us... (what?) small. We first depict the trunks and then the branches of the trees. If desired, we complement the landscape in the foreground with a bush, anthill, or stump. We draw the sun, clouds, abandoned nests, flying birds.
3 Middle horizon line
Draw two vertical lines representing the trunk old birch. We draw them by moving the tree to the left away from the middle of the sheet. To the left and right of the trunk we draw the middle line of the horizon. Draw the bark of the tree.
The plowed field will be visible to us to the left and right of the birch tree. Draw fan lines on each side.
Birch branches bend to the ground. We finish drawing thin branches. You can complement the picture with the setting sun, hollow, bushes, stumps, anthills.
SECOND OPTION OF WORK (IN COLOR)
In this case, the drawing, made not with felt-tip pens, but with pencils or wax crayons, is painted with watercolors or gouache. Leaves can be painted on or glued to PVA
CHILDREN'S WORKS
Victoria Sakharova
Summary of a drawing lesson in preparatory group"Late Autumn"
Tasks:
arouse children's interest in late autumn, develop the ability to be emotionally distracted by the mood of sadness, grief, conveyed in poetry. Arouse the desire to express this state with the help of color in a landscape drawing; learn to work with a palette, create a color scheme, and obtain dull gray tones. Strengthen the skills of depicting trees and bushes without leaves.
Developmental environment:
series of paintings " Autumn", album sheets, gouache, palette, brushes different sizes, water, napkins.
Preliminary work:
conversation about late autumn, its signs include looking at paintings, memorizing poems, observing while walking.
Progress of the lesson.
Guys, listen to A. Pleshcheev’s poem and think about what the author says in the autumn season:
Boring picture!
The clouds are endless.
The rain keeps pouring down
Puddles by the porch.
Stunted rowan
Gets wet under the window
Looks at the village
A gray spot.
Are you happy with this picture? drawn by the poet?
That's how different it is autumn! Either bright, elegant, or quiet, sad, grey. Today we will draw such autumn. What colors will you need for this - warm, bright or cold, gray?
Look at the picture depicting late autumn. what color is the sky? - What are the trees like?
Now I will tell you how to get these soft colors. You have palettes on your tables; artists use these palettes to compose paints. And you will do it. To get gray paint You need to add a little black paint to the white one. If you will draw clouds, then take blue paint and add a little black and white paint to it, stir them on the palette. Grass color late autumn It has also lost its brightness - it is brown. Take green paint and add a little yellow and brown to it - you get a brown color.
So, first you need to create the right paint on the palette, and then draw it on a sheet of paper. Think about your painting and get to work.
After graduation drawing works are exhibited for viewing.
Abstract of the educational activity for children 6-7 years old “Autumn Rowan. Plein air"
Subject:“Autumn Rowan” in gouache.
Age group: children 6-7 years old.
Number of children: subgroup (7-8 people).
Target: Development of aesthetic perception in the open air.
Educational objectives:
Continue to introduce children to the genre fine arts landscape.
Developmental tasks:
Develop a sense of composition, visual-spatial perception.
Develop color sensitivity and imagination.
Develop artistic taste (the ability to convey the beauty of a landscape through a combination of different colors in a drawing), the ability to notice and reflect the beauty of autumn trees in a drawing.
Educational tasks:
To cultivate emotional responsiveness to landscape activities.
To develop the ability to see and feel the beauty of the surrounding nature.
Types of activities: gaming, communicative, educational and research.
Materials: easels, gouache, brushes No. 2, No. 4, bristle brush, jars of water, tinted paper A 4, tree leaves.
Methods and techniques:
Visual method (looking at trees);
practical method (d/game, creative activity, dynamic pause “Rowan”, listening to P. I. Tchaikovsky “Autumn Song”);
verbal method (conversation, guessing riddles).
Equipment: ICT.
Preliminary work:
1. Observing changes in nature on walks.
2. Examination of paintings by I. I. Levitan.
3. Learning poems, listening to music, singing songs about autumn.
4. Introducing landscapes and examples of non-traditional drawing of an autumn tree into the fine art corner.
5. Drawing autumn trees and bushes.
Vocabulary work: plein air, artist, writes, landscape.
Progress of activities
Stage 1Organizational
Children go outside. The teacher sets a positive emotional mood:
Invented by someone simply and wisely
When meeting, say hello: “ Good morning!»
Good morning! - the sun and the birds.
- Good morning! - smiling faces.
And everyone becomes kind, trusting...
May good morning last until evening.
- What do you feel when they say to you with a smile: “Good morning!”?
(a smile appears, becomes good mood)
- What else can cheer you up?
(good weather, new toy, funny music, something tasty).
And the sun lifts our spirits. Let's go to the veranda.
Children go out onto the veranda strewn with autumn leaves.
Mystery
- Guys, listen to the riddle.
Gold coins fall from a branch. What is this? (autumn leaves.
D/ game “Which tree is the leaf from?”
The teacher pays attention to the color of the leaves:
- Why have the trees changed so much? (autumn has come).
-Well done guys. You said everything correctly. Autumn has its own character. Every day her mood changes: she worries, caresses, frowns, cries, reluctantly says goodbye to the warm summer. But at the same time, autumn is very beautiful time year. And sometimes we really want to capture this beauty. How can this be done? And this can be done with the help of drawings and paintings. Artists who paint pictures about nature are called landscape artists, and their paintings are called landscapes. Artists are observant people. They reflect in their paintings all the vagaries of nature.
Breathing exercises:
- Children, do you smell what it smells? Notice the fresh breeze blowing. Let's squat down, breathe in as much air as possible and feel like giant trees (slowly rise on your toes, hold the air for 2-3 seconds). Now we will also exhale slowly - we have become small bushes (sit down). (Repeat 2-3 times).
Stage 2
Working on the topic
An invitation to approach the trees (rowan) on the site.
- Like a young girl, the rowan tree stands in its autumn attire; She threw a multi-colored scarf over her shoulders and put on bright red beads made from berries.
Let's look at rowan.
What color are the trunk and branches? (green, yellow)
What color are the berries? (red)
How are the berries arranged? (close to each other, in clusters)
- Today, guys, you and I will be artists and we will draw autumn rowan trees. Every artist, before painting a picture with paints, must clearly imagine how it will look, where and what will be located, i.e. think over the composition of the picture. Do we have one rowan? (two or three).
Right. The closest tree is larger, and those a little further away, in the background, are smaller.
Questions: What paints will we use?
Fizminutka:
“There is a mountain ash tree on the hill (stretch, hands up)
Keeps your back straight and level.
It’s not easy for her to live in the world (torso rotation left and right),
The wind is spinning, the wind is spinning.
But the mountain ash only bends (tilts to the sides).
The free wind blows menacingly (they wave their hands, imitating the wind)
For a young mountain ash.
Stage 3
Creative activity
Explanation: When depicting a tree, you first need to see the general silhouette of the tree and study its design. Any tree, like any plant in general, has its own form, different from another.
- Let's remember the rules of drawing with a dry brush.
- What should you not do when painting using the dry brush technique?
- How do we hold the brush obliquely or vertically?
- Who will show us how to paint with a dry brush?
Finger gymnastics:
- Let's sit down at the easels and warm our hands. Blow warm air onto your palms. (breathing exercise: children blow a targeted warm stream of air.
- Now let’s rub each finger, let’s start drawing now.
The teacher involves children in visual activities,
Provides assistance and includes children in independent activities; provides time for creative activity; Observes children while performing tasks.
Result:
- Were you interested? Was it difficult for you? What were the difficulties? Guys, what would you call your painting? Well done guys, you did it beautiful scenery. Would you like to go into your painting and walk around there? Thank you guys. I was also interested in you. Would you like us to make an exhibition out of your works?
And now, those who need to finish their (creative) work, those who are interested can look at the guys’ work.
Planned result:
The ability to express your thoughts.
Showing interest.
Acquiring certain knowledge.
Show creativity in the process visual arts.
Ability to select the necessary color scheme for work.
The ability to evaluate your results. activities.
The ability to express feelings.
Ability to draw conclusions.
Practical part
Children's work.
The weather let us down, it rained all day, so we had to hang out on the veranda.
Exhibition of drawings.
- Develop the idea that through the selection of colors one can convey in a drawing certain weather and mood characteristic of rainy late autumn.
- Introduce children to a new way of expressively depicting the colors of late autumn, using drawing with a wax candle.
- To develop skills in wet tinting of paper with watercolors, as well as imprinting dried leaves painted with paint.
- Develop emotional and aesthetic feelings, imagination and creative activity
- Cultivate interest in landscape painting and to the drawing process itself.
Download:
Preview:
Summary of a lesson on drawing using non-traditional techniques
Topic: “Rainy late autumn.”
(Senior group)
Program content:
- Develop the idea that through the selection of colors one can convey in a drawing certain weather and mood characteristic of rainy late autumn.
- Introduce children to a new way of expressively depicting the colors of late autumn, using drawing with a wax candle.
- To develop skills in wet tinting of paper with watercolors, as well as imprinting dried leaves painted with paint.
- Develop emotional and aesthetic feelings, imagination and creative activity
- Cultivate an interest in landscape painting and the drawing process itself.
Preliminary work:
- Reading poems by Russian poets A. N. Pleshcheev, A. S. Pushkin and others.
- Examination of reproductions of “Frown” (autumn) by S. Zhukovsky, “fog. Autumn”, “Late Autumn” by I. I. Levitan and others.
- Listening to the music of P. I. Tchaikovsky “Seasons” “Autumn”
- Observing the sky, trees, rain while walking.
- Collection and drying autumn leaves, herbarium design.
Material and equipment:
- Sheets of white paper for drawing
- Watercolor paints, gouache
- Simple pencils
- Wide brush for wetting paper
- Squirrel brushes No. 6, No. 2
- Pieces of white paraffin candle
- Jars of water, brush holders, oilcloth, napkins
Progress of the lesson
Part 1 Formation of the plan
The teacher invites the children to look outside the window, draws attention to the fact that it’s over. golden autumn. Increasingly, the sky is clouded with heavy gray clouds, and cold drizzling rain falls. All the leaves fell from the trees onto the wet dark ground. Late autumn has arrived. The poet M.P. Chekhov wrote about this time:
It rains and rains. There are puddles everywhere
Streams pour onto the ground from the roof.
Each day becomes cloudier and worse,
And from the acute autumn cold
You don't know where to find shelter.
All the rain and rain... the roses have faded,
The flowers are cold, they don’t bloom,
And there are only tears on the trees...
Another week - and frosts
They will come to us menacingly from the north.
The teacher draws attention to reproductions of paintings of late autumn and suggests determining the range of colors that the artists used when painting late autumn (grey, brown, black all dark colors and completelylittle yellow, red, etc.) Invites children to become artists and paint their own late autumn with inclement rainy weather.
The teacher shows a new technique for drawing rain:
Before you start drawing, I will teach you one simple, but very interesting and unusual technique that you do not know yet. I'll show you how to depict rain on paper. Take a simple pencil and draw oblique streams of rain on a white sheet of paper. Remember the riddle “The Long Man Got Stuck in the Ground.” Let's not forget to mark the line of the ground with a pencil and draw how streams of rain pour from the sky to the ground.
Now let’s take a piece of the candle - it’s on your table - and run it, pressing with medium force, along the pencil lines of the rain.
The teacher asks a question:
How can we see rain in the picture? What needs to be done?(color the sheet paper).
The teacher invites the children to remember how to get blurry tones to create the background of a picture (the technique of tinting paper on wet paper).
The teacher clarifies the raw drawing technique:
I would like to remind you of the wet toning technique. Lightly moisten a sheet of paper with water using broad strokes using a wide brush. Then, on a wet sheet, we apply paint of the color we need and one that suits the given color scheme of the design, apply it so that the borders of the paint touch, even slightly overlap each other. So you can highlight the earth with one color, and the sky with another, and the border between them becomes blurred. The teacher asks a question:
What range of colors will you use when painting gloomy, rainy, cloudy weather? (grey, black, purple, brown, dark blue…)
The teacher invites the children to think:
How can you depict bare trees using dry leaves? (You can not paint over the entire dried leaf, but apply paint with a thick brush only along its veins).
Fizminutka
Part 2. Independent activity of children.
The teacher invites the children to start working in stages:
- Rain sketch with a simple pencil and drawing rain with a wax candle.
- Toning paper wet using a dark range of colors.
- Imprinting with dry tree leaves.
(During, independent work children, play a recording of P. I. Tchaikovsky’s music “The Seasons” “Autumn”).
Part 3 Analysis of children's works.
- Children look at the work.
- They give names to their paintings.
- They explain what month and what weather is depicted.
- They tell us how they painted.
- What materials did you use?
- What mood do children's drawings evoke?
The teacher offers to listen to an excerpt from a poem by N. Rubtsov.
Small, drowsy, without measure,
As if from many sieves,
The rain is chilling and gray
Everything is drizzling, drizzling...
Stubbles, trees and walls
In the wet networks of semi-darkness
As if changes are waiting
Have a clean, fun winter!
It seems to me, guys, that this poem very well reflects the mood that your paintings create. And it instills in us the joy of the imminent arrival of the long-awaited winter. You all did a great job today. Thank you for your creativity.
Drawing with paints.
Classes in a compensatory group for children with mental retardation, preparatory group for school
Subject: autumn tree in the wind and rain.
Target: continue to develop the ability to create narrative images using paints.
Tasks:
1. Learn to draw a tree in windy and rainy weather.
2. Continue to develop the skills of drawing thin lines with the end of the brush.
3. Develop the ability to add your own additions to the drawing (clouds, birds, grass, etc.).
4. Develop auditory and visual attention, memory, speech, visual-figurative thinking.
5. Develop interest and observation in the surrounding nature, notice changes in it.
6. Foster a love of nature, independence, and activity.
Integration of educational areas: cognitive development, speech development, physical development, artistic and aesthetic development, social and communicative development.
Vocabulary work: late autumn, cloudy, windy, rainy.
Preliminary work: practicing the lexical topic “Autumn”, looking at an autumn tree while walking. In the morning: looking at illustrations and photographs on the theme “Autumn.”
Materials: paints, brush stands, brushes, sippy jars, napkins, late autumn drawings (samples), work plans.
Progress of the lesson.
1.Introductory part
The teacher gathers the children on the carpet and invites them to listen to a poem.
Leaves are falling, falling,
It's leaf fall in our garden.
Yellow, red leaves are flying...
Birds flew south: geese, rooks, cranes.
This is the last flock
Flapping its wings in the distance.
2. Main part
Children, tell me, what time of year is it now? (autumn)
What's autumn like? (late)
What is the weather like in late autumn? (windy, cloudy, rainy)
Say, Kirill,…….. (repeatedly pronounce vocabulary words, reinforce the pronunciation of words individually and in chorus).
Let's look at the drawings of late autumn and guess the riddle.
It is unknown where he lives
It swoops down and bends the trees,
And we won’t see him,
Who is this - can we guess? (wind).
That's right, the wind.
Examination of samples.
Tell me, if it’s windy outside, what’s the weather like? (- windy, word repetition).
What happens to the trees? (sway, bend towards the ground).
Goal setting. Review of diagrams and their discussion.
Today we will draw an autumn tree in the wind and rain.
These diagrams will help you in drawing. Let's see where we start, what's first...
Now, let's play a little, imagine that we are trees.
Coordination of speech with movement.
Hands raised and shook;
These are trees in the forest;
Hands bent and shaken,
It's the wind that knocks down the leaves,
Let's wave smoothly - these are birds flying,
As they sat down, their arms were bent back.
Before we get started, let’s stretch our fingers and play with them: finger gymnastics
1,2.3,4.5, we will collect leaves. We will collect birch leaves, rowan leaves, maple leaves, viburnum leaves, oak leaves, - to mom autumn bouquet let's take it
(I suggest getting to work. While children are working, I use indirect guidance techniques, use physical assistance, instructions, pay attention to diagrams. I create a situation of success, stimulate children to activity.
I suggest supplementing your drawing with details: clouds, rain, birds flying away, last leaves fly around, etc..).
3. Final part. Bottom line.
Those who have finished are asked to put away their workplace, quietly, without disturbing others.
As I finish work, I gather the children and ask questions:
Tell me, what did we draw today (now)?
What kind of trees did we get?
You are all great fellows, wonderful drawings, let's take them to our exhibition and show them to our parents.
