Continue to teach children to take care of household items;

Activate children's vocabulary on the topic “Dishes”;

Fix the use of nouns in the diminutive form;

Learn to compose your own composition;

Develop technical skills - skillfully use a brush (paint with the tip of the brush, holding it in a vertical direction, with the whole brush, move freely in different directions)

Cultivate a desire to help people in difficult times.

Material and equipment:

multimedia, book by K.I. Chukovsky “Fedorino’s grief”, ball, teapot and cup, Su-Jok springs, cut pictures, gouache, brushes, water jars, napkins, album sheets.

Preliminary work:

Reading the fairy tale by K. I. Chukovsky “Fedorino’s grief”;

Conversation about dishes;

Games with doll dishes.

Educator: - Guys, listen carefully, I will read you excerpts from one fairy tale (“Fedorino’s grief”)

Educator: - Did you recognize this fairy tale? What is it called? /"Fedorino's grief"

Who wrote this fairy tale? / K.I. Chukovsky

Educator: - That's right, and now I suggest you watch a short excerpt from this cartoon.

Educator: (after watching) - Why did the dishes run away from Fedora? She didn’t wash her, beat her, etc.

Why did the dishes decide to return to Fedora? The dishes took pity on Fedora, forgave, etc.

Educator: - Now, let's stand freely on the carpet and warm up. A physical lesson “Utensils” is being held.

Here is a big shiny teapot.
Very important, like a boss.
Here are the porcelain cups
Very fragile poor things.
Here are the porcelain saucers,
Just knock and they will break.
Here are the silver spoons
Here is a plastic tray -
He brought us the dishes.

Educator: - Fedora broke a lot of dishes. And now I suggest you collect her dishes from the fragments.

D/I “Collect a picture”

Game task: collect a picture.

Progress of the game: children collect cut dishes on the table.

Educator: - Well done, you completed the task. Now stand in a circle. I will take turns throwing the ball to you and naming the dishes, and you will name them affectionately. Whoever names correctly sits down at the table.

Educator: - You guys remember that Fedora broke a lot of dishes. Let's help her and draw new dishes for her, namely a teapot and a cup.

Examining the teapot and cup.

Educator: - Let’s stretch our Su-Jock fingers with springs before we start drawing.

Drawing of a cup and a teapot by children. Decorating them.

Questions for self-analysis of children:

Which cup and teapot did you like best? Why?

Which cup and teapot turned out to be the brightest? Why?

What would you advise Fedora to do with the dishes after drinking tea? And why? Wash the dishes so she doesn't run away from her again.

LESSON SUMMARY

BY DRAWING

IN THE SENIOR GROUP.

Topic: Dishes for Fedora.

Teacher Olga Pavlovna Fedotova

MADO TsRRR kindergarten No. 14 Kropotkin

Purpose: formation and the development of the child’s artistic and creative abilities through familiarization with folk arts and crafts.

Integration of educational areas:

O.o. “ Cognition” - consolidate children’s ideas about Gzhel crafts and the work of folk craftsmen.

O.o. “ Artisticcreativity” - to encourage children to create a decorative composition based on Gzhel painting.

O.o. “ Readingfiction” - to continue acquaintance with the work of K. Chukovsky, to encourage people to notice the beauty of the poetic word.

O.o. “Socialization” - to cultivate a respectful attitude towards the work of folk craftsmen.

O.o. “Communication” - activate children’s vocabulary,enrich speech with definitions, improve monologue and dialogue speech.

O.o “Health” - watch your posture while working.

O.o. “Trud” - encourage you to clean your workplace after finishing your work.

O.o “Music” - to develop emotional responsiveness to music. works.

Preliminary work.

Reading the work of K. Chukovsky “Fedorino's grief”. Examination of household items and utensils using the Gzhel technique. D/and exercises to familiarize children with the elements of Gzhel painting. Introduction to folk arts and crafts.

Material for the lesson.

Gouache, brushes No. 1 and No. 3, a jar of water, napkins. Decorative plates made of cardboard. Postcards, albums with Gzhel. Gzhel dishes, folk crafts - Gorodets, Khokhloma, Dymka. Album of elements and algorithms for performing folk painting.

Musical series:Russian folk melodies.

Vocabulary work:Gzhel, Gzhel painting, element of Gzhel painting, flower, droplet, curl, arc, border, master, craftsman.

Lesson progress

I. Children enter the group. The teacher draws the children's attention to a colorfully designed letter. “From Fedora” is written in large letters on the letter.

Educator: Guys, this is a letter from the same Fedora, from whom all the dishes ran away.

Educator:

Fedora's grief again
The lesson didn't do her any good.
There is no order in the house again
And again there was a commotion.

All the dishes broke
No plates, but food
Fruits, vegetables, products
They rolled out in all directions!

Educator: Guys, Fedora again took up her old ways - she didn’t spare the dishes - she broke all the plates. Guys, look, there are only fragments left (show the broken dishes). Let's put the pieces together to see what Fedora broke.

D/i “Collect the fragments” (Cut-out pictures).Game task: collect an illustration. Progress of the game: children collect cut dishes on the table

We collected some of the dishes. And the rest of the dishes—cups, saucers, and a teapot—ran away in fear. Look, maybe they are hiding somewhere here, with us?

D/i “Find similar dishes”Game task: find similar dishes, decorated with a similar pattern. Progress of the game: children choose the necessary dishes and place them on a pre-prepared display place.

Examination of dishes. Conversation with children:

What material are the dishes made of?

What do all the dishes we chose have in common? (Suggested answers: white background, blue-blue colors)

What is this painting called? (Gzhel, Gzhel painting)

Why is it called that? (By the name of the river “Gzhelochka”) (Children’s stories)

What patterns do craftsmen decorate their products with? (Vegetable – flowers, grass)

What elements of Gzhel painting do you know? (Flower, droplet, curl, arc, border). Game exercise: name an element of Gzhel painting and find it on the dishes.

Educator: Well done guys, they helped Fedora collect the scattered dishes. All service collected. (Mini-conversation: what is a service)

Educator: It’s just a pity that there’s only one plate – Fedora really loves inviting guests, but there aren’t enough plates for everyone. How can I help her? (Problematic situation). Suggested solution: give Fedora previously made plates, decorating them with elements of Gzhel painting.

Educator: Guys, now I will show you the sequence of making the pattern on the dishes. I take a brush, pick up the required amount of blue paint, step back a little from above and draw a horizontal line with the entire brush, without lifting the brush from the strip. Then I draw a line at the bottom, retreating from the edge. Vositelator: How do I draw a line with a brush?

Children: from left to right, with the whole brush, without lifting it from the strip.

Educator: Draw a flower in the center of the cup (show).

Educator: Pay attention to the elements of Gzhel painting. You can use them in your works.

But before we start drawing, let's warm up our fingers.

FINGER GYMNASTICS

Here are all my fingers, call them whatever you want (children look at their open palms and twirl them)

And this way, and this way, they won’t be offended in any way (rubbing hands together).

One, two, three, four, five (claps)

They don’t sit well again (shaking hands).

They knocked, turned,

We wanted to draw

II. Independent work of children.Individual assistance for those experiencing difficulties.

(Musical accompaniment: Russian folk melodies)

PHYSICAL ACTIVITY "WARE"

Here is a large glass teapot, (puff out your stomach, hand on your side)

Very important, like a boss (the other is curved like a nose)

Here are porcelain cups, (squats, one hand on the belt0

Very fragile, poor things.

Here are porcelain saucers (spinning around, drawing a circle with your hands)

Just knock and they will break.

Here are the silver spoons, (stretch)

Here is a plastic tray-

He brought us the dishes. (Make a big circle)

III. Summing up.

Educator:

Guys, let's admire the plates we got.

Reading a poem about Gzhel.

Gzhel – white, blue.
Light smooth lines.
Unearthly bright flowers
They seem like gifts from heaven!

Questions for self-analysis of children:

Which plate did you like best? Why?

Which plate turned out the brightest? (The most gentle, calm) Why?

Which plate has the most variety of elements? Which ones?

Educator: Well done guys, you did a good job - I think Fedora will definitely like it.

Summary of educational activities on cognitive activity for children of the preparatory group on the topic “Dishes”

Software tasks:
1. To consolidate children’s knowledge about the types of dishes and their purpose
2. Clarify ideas about the materials from which the dishes are made
3. Develop creative imagination
4. Develop brush and watercolor painting skills
5. Develop interest in visual arts
6. Cultivate accuracy and perseverance

Required material:
1. Dishes made of different materials
2. Presentation “Painted dishes”
3. Picture “shelf”
4. Pictures of “dishes”
5. A flat image of a plate for all children (for painting)
6. Watercolor
7. Brushes
8. Sippy cup with water
9. Napkins

Educator: Guys, today a package arrived at our kindergarten. It says “For the preparatory group kids.” Is this for us?
Children: Yes
Educator: Then let's open it

(Children help the teacher open the package)
Educator: What do you see here?
Children: Dishes (toy)
Educator: What are dishes?
Children: These are the objects from which we eat food.
Educator: What dishes do you see?
Children: pan, plate, mug, spoons, forks, frying pan, colander, kettle, ladle, etc.
Educator: What types of cookware are there?
Children: Dining room, tea room and kitchen.

Educator: Then let's play a game “Put it on the right shelf”. The top shelf is for tea utensils, the middle shelf is for dining utensils, and the bottom shelf is for kitchen utensils.
An image of a shelf is attached to a magnetic board.

The teacher hands out pictures of dishes to the children, and the children attach them to the desired shelf using a magnet.

Educator: Do you know what each piece of utensils is for?
Children: Mug – drink tea, coffee, juice, water. Plate - for soup, borscht. Pan - for cooking. Frying pan – for frying, etc.
Educator: That's right. Now, let's turn into a dish with you.

Fizminutka
Here is a large glass teapot (They inflated their tummy, put one hand on the belt, and bent the other - “spout.”)
Very important, like a boss.
Here are the porcelain cups, (They sat down and put one hand on their belt.)
Very fragile, poor things.
Here are the porcelain saucers (They spin around, drawing a circle in the air with their hands.)
Just knock, they'll break. (Clap their hands, stomp.)
Here are the silver spoons, (They stretched and clasped their hands above their heads.)
The head is on a thin stalk.
Here is a plastic tray, (Bent over and stretched out.)
He brought us the dishes.

Educator: Dishes come from different materials: glass, ceramics, porcelain, clay, metal.
Game "From what?" (the teacher offers a variant of the material, and the children name an adjective, for example: glassware - glass, metal - metal)

Educator: There are such masters - artists who paint dishes. They draw various patterns on it. These dishes are very beautiful. (Demonstration of the presentation "Painted dishes")

Let's try to be artists and paint some plates.
(The teacher gives the children flat images of plates printed on A4 sheets).

Children paint their own plates
Educator: Great, we did it. Guys. I suggest you send a return parcel to the Fairy, and you can put our painted plates in it. Do you agree?
Children: Yes
Educator: Why do you think the Good Fairy sent us dishes?
Children: So that we study it, find out what it is needed for
Educator: Right. But since it’s a toy, it means you can still play with it. Take the dishes and take them to the corner. I suggest you play the game “We meet guests” (Children independently invent and develop the plot of the game)

Presentation on the topic: Dishes

Summary of joint integrated cognitive-productive activities with children of the preparatory group for school.

Okulova Lyudmila Andreevna, teacher-speech pathologist; first qualification category,

Russkikh Nadezhda Sergeevna , teacher; first qualification category,

MADOU kindergarten No. 89 of a combined type in the city of Tyumen

Educational areas:“Cognition” (Formation of a holistic picture of the world), “Cognition” (Formation of elementary mathematical concepts), “Speech development” (Teaching literacy), “Artistic and aesthetic activity” (Drawing), “Physical development.”

Program content.

Goal: To clarify and expand children’s knowledge about the types of utensils (kitchen, dining, tea), the purpose of the utensils, details, and the material from which the utensils are made. To consolidate an understanding of the features of the Gzhel folk craft.

1. Correctional and developmental. Develop observation, dialogical speech, visual and auditory attention and perception, thinking, memory, phonemic hearing, general and fine motor skills.
2. Educational. To consolidate children's knowledge about the seasons, the winter months, the days of the week, and the parts of the day. Strengthening the skill of quantitative calculation. Strengthen the skill of comparing sets of objects and equalizing them by adding objects. Strengthen the skill of identifying the first sound in words and matching it with the corresponding letter. To consolidate children's knowledge about folk art paintings (Gzhel, Khokhloma). Teach children to make a pattern based on simple Gzhel ornaments (mesh, dots, droplets). Improve the technique of painting with gouache paints and painting with the tip of a brush.
3. Educational. Cultivate respect for people’s work and careful handling of utensils. Develop skills of cooperation and mutual understanding. Foster a positive attitude towards participation in joint educational activities. To cultivate interest and aesthetic attitude towards folk art.
4. Wellness. Raise the emotional mood, promote the health of children with the help of physical education and games.

Vocabulary work. Activate the dictionary on the topic. Strengthen the skill of agreeing nouns with adjectives and nouns with numerals. Consolidating the word “painting” in the children’s dictionary.

Equipment. Object pictures depicting dishes, an easel, flat images of cups and saucers, letters, a “wonderful bag”. Exhibition of dishes (Gzhel, Khokhloma). Two cut pictures (teapots in Gzhel painting). Schemes, illustrations of painting based on the Gzhel painting. Silhouette - a blank on white paper - a teapot. Brush - No. 2, gouache (blue and white), palette, water, napkins.

Musical background: melody “Fair”, “Winter Fantasy”.

Preliminary work: Familiarization with the types of dishes, the details of the dishes, the material from which the dishes are made. Getting to know the Gzhel and Khokhloma crafts. Conversations, looking at albums, books, toys. Ways and techniques of mixing paint on a palette.

Progress of joint direct educational activities.

The teacher-defectologist invites children to the music room.

Teacher - defectologist: Guys, today we are going to a tableware fair. But along the way we will have obstacles and tasks that we must complete. Are you ready to hit the road? (Children's answers).

Teacher - defectologist: And here is the first task. You and I must remember our calendar.

D/i “Our calendar”.

The teacher-defectologist repeats the time of year, month, day of the week, time of day with the children.

Teacher - defectologist: Well done, you completed the first task easily. And on the way we have the next task.

On the easel there are object pictures with images of dishes.

Teacher - defectologist: Look at the easel and tell me what you see here? (Children's answers).

Teacher - defectologist: Guys, what do you see in the pictures? (Children's answers). How can you call all these objects in one word?

Children: Dishes.

Teacher - defectologist: Why do we need dishes? (Children's answers). All this utensils can be divided into three groups: tea utensils, kitchen utensils, and table utensils. If we invite guests for tea, what type of dishes do we need?

Children: Teaware.

Teacher - defectologist: Name the tea utensils.

Children: Cup, saucer, teapot, sugar bowl.

Teacher - defectologist: If guests come for lunch, what type of dishes do we need?

Children: Tableware.

Teacher - defectologist: Name the tableware.

Children: Bread box, plate, fork, spoon, knife.

Teacher - defectologist: When mom is preparing dinner in the kitchen, what type of dishes does she use?

Children: Kitchen utensils.

Teacher - defectologist: What utensils are considered kitchen utensils?

Children: Pot, frying pan.

Teacher - defectologist: Well done, and you completed this task. And now guys, I ask you to sit down on the chairs.

Children sit on chairs. There is an uneven number of flat images of cups and saucers on the easel. (Six cups, seven saucers).

Teacher - defectologist: Guys, what do you see on the easel? How many cups? How many saucers? What is more, what is less? (Children's answers). What needs to be done to make the number of cups and saucers equal?

Children: Add a cup or remove a saucer.

Teacher - defectologist: How many cups should be added?

Children: One cup.

The teacher-defectologist adds one cup.

Teacher - defectologist: How many cups? How many saucers? (Children's answers). Now there are cups and saucers...(equal parts). How much?

Children: Seven.

Teacher-defectologist: How did you get the number seven?

Children: six and one – seven.

Teacher - defectologist: Great, we completed this task with ease. And it's time for us to get some rest. Let's get up and do some physical exercise.

The teacher-defectologist performs physical education together with the children.

Physical education minute.

“Here is a big pot-bellied teapot,

Very important, like a boss.

(Hands to the sides, on the belt)

Here are porcelain cups, very fragile, poor things,

(Children crouch)

Here are the porcelain saucers,

Just knock and they will break.

(Children spin around themselves)

Here are the silver spoons

The head is on a thin stalk.

(Hands up, on your toes)

Here's a plastic tray

(Hands at your sides)

He brought us the dishes.”

(Children stretch their arms forward).

Teacher - defectologist: Have a rest, well done. Now guys come to me. Look, I have a “wonderful bag” and there are pictures in it. Each of you, in turn, will take out one picture and name what is depicted on it and determine what the first sound is in the name of the object.

Children take turns taking out pictures, identifying the first sound and finding the corresponding letter on the easel.

Teacher - defectologist: And this task was completed. Guys, can you hear the music? (Children's answers).

Musical background.

Educator: Hurry to our fair and invite your friends! This is not a simple tableware fair, but dedicated to folk crafts. Who can tell me what folk craft is? (children's answers: these are objects made by human hands). Do you know that craftsmen bring their dishes from different parts of our country to the fair? These works were made by masters and folk craftsmen. Pay attention to the tables; in front of us are dishes made by folk craftsmen. Let's go to the first table, what kind of painting do you think this is?

Children: Khokhloma.

Educator: Yes, guys - this dish was brought to us from the Nizhny Novgorod region, the village of Khokhloma, which stands on the great Volga River. Let's remember what this dish is made of? (Children's answers). What pattern do masters usually draw? (Children's answers). What colors do artists use?

Children: 4 colors – yellow, red, black, green.

Educator: Well done. Let's go to the next table. And here guys, what kind of painting is on the dishes?

Children: Gzhel.

Educator: This dish was brought from the village of Gzhel, which is not far from Moscow. Tell me, what is this dish made of?

Children: Made from clay.

Educator: What elements do Gzhel masters use when painting dishes?

Children: Droplets, nets, stripes, flowers.

Educator: Why does the work of Gzhel masters remind us of winter? (Children's answers). That's right, well done. You know the guys, and I also brought you pictures that show dishes, but all the details of these pictures are mixed up with each other. Assemble the parts to make two whole pictures.

There are cut pictures on the tray. Children collect the details of the pictures.

Educator: So you collected the picture, what did you get?

Children: Teapots.

Educator: What kind of painting is this?

Children: Gzhel.

Educators: Guys, I suggest you turn into skilled craftsmen and paint these wonderful teapots based on Gzhel painting.
Sit down at your workstations. Look at the colors I prepared for you. Do you have all the necessary colors?

Children: No.

Educator: That's right, who can tell me how to get blue paint? (Children's answers). On the easel you see an image of Gzhel dishes, pay attention to the patterns. You can use the same patterns in your works. How will we draw Gzhel patterns? (Children's answers). Now let’s warm up our fingers, prepare them for work, and perform finger exercises.

Finger gymnastics.

"One, two, three, four,

We washed the dishes:

(One palm slides over the other.)

Kettle, cup, ladle, spoon,

And a big ladle.

We washed the dishes:

(One palm slides over the other.)

We just broke the cup,

(We bend our fingers starting with the thumb.)

The ladle also fell apart,

The teapot's nose is broken.

We broke the spoons a little,

This is how we helped mom.”

Educator: Don’t rush, remember the proverb that the Russian people came up with about those who are in a hurry: “If you hurry, you’ll make people laugh.”

Children begin to draw to the musical accompaniment of “Winter Fantasy.”

(In the process of independent work, the teacher gives children freedom in creativity, providing individual assistance).

Educator: Well done, what a beautiful Gzhel painting you did on the teapots. I invite you to add your works to the fair. And since you worked hard, and we are at the fair, I suggest we play.

The teacher - defectologist, educator and children stand in a circle. The teacher holds a ribbon in his hands. Children repeat after the teacher the words:

“(name) went out for a walk,

I began to choose a girlfriend (friend),

Who should I give the tape to?

Bow down, take a bow

Yes, take the ribbon!

We count one, two, three -

Come on, take the tape!”

Two children run in different directions, run around the circle and pick up the ribbon.

Educator: Thank you guys for your work! You know how to be hardworking true masters.

List of used literature:

1. I. A. Morozova, M. A. Pushkareva. “Development of elementary mathematical concepts” (Lesson notes for working with children 6-7 years old with mental retardation) - M.: Mozaika - Synthesis, 2010.
2. I. A. Morozova, M. A. Pushkareva. "Acquaintance with the surrounding world." (Lesson notes for working with children 6-7 years old with mental retardation) - M.: Mozaika - Sintez, 2011.

Internet resources:

Website for kindergarten teachers Maam.ru.

http://www.maam.ru/detskijsad/konspekt-chudo-gzhel.html.

Photos from the archive of kindergarten No. 89 in Tyumen.

We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
- Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

Summary of a drawing lesson in a preparatory group on the topic:

"Khokhloma painting".

Goals:

1. Introduce children to the history of crafts and folk works

decorative and applied arts, painting technology and features of the Khokhloma drawing.

2. Explain the differences between the types of Khokhloma painting.

3. Promote the manifestation of accuracy in work, the development of imagination and observation.

4. To cultivate interest and love for folk art, a sense of pride and patriotism for the rich cultural heritage of Russia. Give children the opportunity to feel like folk craftsmen.

Equipment and materials:

products with Khokhloma painting, postcards, reproductions;

poster “Khokhloma painting”;

presentations “Khokhloma painting”;

model for coloring “Saucer”;

water jar;

signet-poke (2 cotton swabs);

sheet of paper;

napkin;

Lesson progress:

Educator: A long time ago, in the Nizhny Novgorod Trans-Volga region, the custom of decorating wooden utensils with painting arose. In this forested region, almost everything was made of wood. The entire territory of the region was like one workshop scattered across hundreds of villages. Residents, as if by agreement, divided among themselves all types of production of wooden products. Each group of villages had a center - a large trading village, where peasants came every week to the market to sell their products. The villages where wooden utensils were sharpened and painted were located around the large trading village of Khokhloma, which gave its name to the entire art of painting. It was from here that cups and spoons scattered like firebirds all over the earth. When the merchant was asked: “Where does such a miracle come from?”, he proudly answered: “From Khokhloma.” And so it happened: Khokhloma and Khokhloma. To this day, painted dishes are called Khokhloma.

But before the dishes fell into the hands of merchants, they were made by the “golden” hands of craftsmen. How did craftsmen come up with the idea of ​​painting wooden utensils golden without using gold? This still remains a mystery even to experts. But the process, developed over centuries, even now turns ordinary white wood into a shiny gold product.

What is the secret of colorful Khokhloma dishes? How is it made? It turns out that this is not at all easy.

1. A wooden product is coated with a liquid solution of “vapa” clay. Clay closes the pores of the wood and creates a waterproof layer.

2. After this, the products are moistened with raw linseed oil and dried well. Then cover with drying oil and dry again, repeating this operation 3-4 times.

3. The next stage is tinning. The product is covered with half-milk: tin or aluminum powder is rubbed into the product with a swab. The products become smooth, shiny and resemble metal.

4. And only now does the dyer (the person who applies the pattern) get to work. The painting is done with oil paints. All elements of painting are performed immediately with a brush, without preliminary drawing with a pencil.

5. The painted and dried product is coated with oil varnish (previously it was covered with drying oil) and placed in the oven to “heat”. When exposed to temperature, the varnish turns yellow. Then this delightful honey-golden color appears. This is how the phrase “Golden Khokhloma” arose.

According to the craftsmen, such dishes are not afraid of either heat or cold, wash well, last a long time, compete with gold in elegance, and are affordable for everyone.

Question: What colors do the masters use?

Answer: Red, black, just a little yellow and green for fine detailing.

Question: What patterns do you see on the dishes?

Answer: Leaves, berries, curls, dots.

Question: What can these drawings be compared to? Do craftsmen invent them themselves or borrow them from somewhere?

Answer: Nature has twigs, leaves, grass.

Educator: Right! The master knows and loves the forest side: here there is viburnum, rowan, lingonberry - all sorts of fruits, flowers and herbs have freedom.

Let's take a closer look and see that Khokhloma painting is divided into two types: “top” writing and “background”.

The peculiarity of “mountain” painting is to apply a pattern with strokes over a golden background.

The peculiarity of the “background” painting is that the background around the pattern is painted red or black. With this method, leaves, flowers or birds stand out against this background in the form of golden silhouettes.

But usually these two types of painting are intricately intertwined in one product.

The most favorite among Khokhloma artists is the “grass pattern” or “grass”, which vaguely resembles sedge. Often among the “grass” a flower, bird, or fish is depicted. The most intricate patterns are called “curls”: grass turns into large curls - curls.

Here are the berries. For lingonberry, currant and mountain ash berries, use a seal-poke (a cotton swab). But gooseberries, strawberries and raspberries are painted immediately with a brush. After the red paint has dried, the berries are “enlivened” with yellow.

A blade of grass is a thin, smoothly bending stem, from which curved stems with curls extend in all directions. The pressure of the brush is applied to the widest part of the blade of grass.

“Kudrina” is a floral-leaf pattern with rounded wide leaves with curls.

The leaflet is most often a stylized currant leaf. Leaves and flowers begin with drawing the stems, then draw the main shape of the leaf or flower. Next, draw the veins on the leaves and the stamens of the flowers.

From such elements you can create a pattern.

"The World of Magic Khokhloma"

Sprouting,

Somehow festively alive

Not easy,

Black and red grass.

The leaves are turning red

From the breath of winter.

We enter the kingdom of Berendey -

Into the world of magical Khokhloma.

(B. Dubrovsky)

And today we will try to turn into masters of Khokhloma painting and make a “grass” pattern. The art of Khokhloma is the pride of our culture. The golden patterns of Khokhloma have absorbed all the beauty of the Russian land.

In the process of independent work, the teacher provides children with creative freedom, providing individual assistance. You can turn on soft folk music. At the end of the lesson there is an exhibition. The children place their saucers on a special stand and, together with the teacher, choose the best works. The teacher does not forget to praise each student and note what they did best.