Modeling in the second junior group according to the Federal State Educational Standard. Long-term thematic planning for modeling in the second junior group
Thematic plan for modeling in the second junior group.
Lesson topic
Lesson objectives
Columns
Introduce plasticine.
Learn to sculpt cylindrical objects (columns).
Divide the plasticine into pieces and roll out with longitudinal movements.
Sculpt a lot of objects (2-3).
Roll up your sleeves before class.
Sculpt carefully over the board.
After class, take the boards to the common table (for those on duty)
Learn to make rings by connecting the ends of the columns, getting a familiar object.
Secure the method of rolling out the column with longitudinal movements, connecting the ends with your fingers.
Learn to sculpt several objects.
Work carefully on the board.
Pyramid.
Continue to learn how to roll out the columns and connect the ends tightly, getting a ring.
Sculpt several rings to convey the structure of the pyramid.
Sculpt round objects.
Divide the plasticine into pieces and roll out the ball in a circular motion.
Sculpt a lot of objects (2-3).
Strengthen the skill of rolling a round shape (ball), flatten the ball with your palms, obtaining a new shape (disk).
Learn how to decorate a surface with stacks (lines, dashes).
Sculpt several objects, carefully over the board.
Choose products with an interesting pattern.
Learn to look at mushrooms and identify parts (stem and cap).
Learn to sculpt an object from 2 parts, transfer their shape (ball, column), connect them tightly.
Complement the work
Learn how to sculpt a carrot, transferring it into a cone shape, rolling it out with longitudinal movements of your hands, gradually squeezing one end.
Make carrots big, small, add stems (small flagella).
Pyramid.
Learn to sculpt a pyramid from balls of various sizes.
Divide the plasticine into lumps of different sizes, roll them between your palms, connect them tightly, and convey the structure of the pyramid.
Snowman.
Learn to sculpt from 2 identical shapes (balls), but different in size (large and small).
Convey some characteristic features (ears, eyes) using the pinching technique to the stack.
Learn to sculpt an airplane from 2 columns of different sizes, convey the structure (wings, tail), connect the parts tightly.
Make parts in stacks or overlays (windows).
A doll in a long fur coat.
Learn to sculpt a doll figurine from several parts: head (ball), body (cone), arms (column), connect the parts tightly.
Add details (collar, cap, eyes, buttons, balls, molded on.
Decorate with a stack.
Transfer the movements of the doll's hands.
Learn to sculpt a bird from several parts of the same shape (balls) of different sizes (the head is smaller, the body is larger).
Convey the structure and characteristic features (beak, wings) using the pinching technique.
Connect the parts tightly.
Convey movements (raises head, tilts, pecks).
nest
Learn to convey the shape of an object (disc), bend its edges (pinching), and decorate the surface with a stack.
Supplement the product.
Favorite toy of choice.
Learn to choose a topic, convey the structure of an object, the shape of parts and characteristic features.
Carry out the idea.
Modeling according to plan.
Learn to think about the content of the work, consolidate familiar sculpting methods.
Talk about your work.
Choose other children's work.
Khasanshina Albina Minnullovna
Elena Beskrovnaya
Long-term thematic planning for modeling in the second junior group
SEPTEMBER
TOPIC: (4) Toys. My cheerful, ringing ball...
Program content: To arouse children's interest in modeling as a type of artistic activity that allows them to create three-dimensional images (like real ones that they can play with). Develop the ability to roll out a ball using circular movements of the palms. Coordinate and synchronize the movements of both hands. Strengthen your hands and develop fine motor skills
Material: For children: lumps of plasticine of different colors (to choose from, oilcloth, napkins, ping-pong balls. For the teacher: 3-4 balls of different colors and sizes, a plasticine ball to show the shape, 2-3 plasticine balls to show decor options (with one or two stripes of flagella, with spots, etc., a lump of plasticine to demonstrate the sculpting method, a rotary disk
Work outside of class: Outdoor games with a ball. Looking at different balls. Examination of a tennis ball (ping pong) for tactile sensation and shape perception
TOPIC: (2) Vegetable garden. Tomatoes and cucumbers
Program content: Teach children to roll plasticine between their palms into a round shape (a tomato, but stretch it a little and you get an oval-cucumber). Strengthen the ability to carefully use plasticine and sculpt on a board
Material: Plasticine of two colors, boards, dummies, wet wipes.
Work outside of class: D/game “Treating dolls with vegetables”, “What grows here?”
TOPIC: (4) Where did the bread on the table come from? Pretzels
Program content: Reinforce the technique of rolling out plasticine with straight movements of the palms. Learn to roll the resulting sausage in different ways, and highlight similarities and differences when examining the work. Cultivate accuracy when working with plasticine.
Materials: Plasticine, pretzels, boards, napkins.
Work outside of class: Games in the doll corner.
TOPIC: (2) Clothes, shoes. Cheerful lace.
Program content: Teach children to sculpt familiar objects by rolling out a lump of plasticine in length, consolidate the ability to divide a lump of plasticine into parts, offer children plasticine of different colors. Create a desire to sculpt an object that is present in the design of the shoes.
Material: Elongated plasticine, multi-colored laces, oilcloth, napkins, stacks.
Work outside of class: Drawing, dressing for a walk.
TOPIC: (4) Products. Delicious cookies.
Program content: Arouse interest in creating three-dimensional and silhouette figures from plasticine. Show ways to create images using baking pans. To introduce the silhouette - learn to trace the shape with your finger (along the contour line). Compare the properties of plasticine and sand (dry and wet). Develop fine motor skills and tactile sensations. Foster curiosity, initiative, and interest in visual arts.
Material: Plasticine, skipping ropes, a cookie cutter, colored oilcloths or sheets of paper for viewing images inside the molds, oilcloth or napkin.
Outside of class work: Experimenting with dough, clay and sand in modeling classes and free activities.
TOPIC: (2) Independence Day of the Republic of Kazakhstan. Let's bake baursaki...
Program content: Strengthen the ability to roll plasticine between the palms in a circular motion. Continue learning to pinch off large and small pieces from a large piece. Practice flattening the ball by squeezing with your palms. Build knowledge about national holiday Independence Day.
Material: Plasticine, planks, napkins, baursaks.
Work outside of class: D/game “Drinking tea with baursaks” Reading poems and songs.
TOPIC: (4)New Year. (embossed) That's what a Christmas tree is
Program content: Continue to teach how to create Christmas trees in collaboration with the teacher and other children: roll out the flagella and attach to the stem-post. Strengthen the ability to roll out a lump of plasticine with direct movements of the palms (by repeating one action many times). Learn to use a stack - divide a column into pieces (practical mastery of the basic concept of “part and whole”). Introduce the color green (by association). Develop a sense of shape and fine motor skills.
Material: Soft green and dark blue plasticine, stacks, napkins, oilcloth, cardboard or a sheet of thick paper for the background.
Work outside of class: Looking at the Christmas tree while walking, looking at pictures, drawing, appliqué
TOPIC: (2) Winter fun. Snowmen play snowballs
Program content: To arouse interest in creating a plot composition in collaboration with the teacher and other children (the teacher makes snowmen, the children make snowballs). Learn how to make a ball - roll it out in a circular motion with your palms. Develop a sense of shape and fine motor skills. Cultivate accuracy and independence.
Material: white plasticine, blue cardboard for the background, small buttons or beads for the eyes of snowmen, napkins
Work outside of class: Getting to know winter natural phenomena. Games with cotton and paper balls (creasing, rolling, blowing). Looking at pictures of a snowman. Making snowballs and snowmen while walking.
TOPIC: (4)Wild animals. Little mouse
Program content: Teach children to convey the similarities and characteristic features of a mouse in sculpting. Rolling small balls and flattening them, rolling them out and attaching the pieces by pressing them. Foster activity and independence.
Material: Mouse toy, plasticine, boards, napkins
Work outside of class: Dramatization of the fairy tale “Turnip” “Ryaba Hen”, p/game “Cat and Mice”
TOPIC: (2) Animals Nordic countries. Teddy Bear Umka
Program content: Teach children to sculpt animals in a constructive way from 3-4 parts, conveying the most general idea of appearance (torso, head, tail). Arouse interest in drawing up a collective composition based on the plot of the cartoon. Develop a sense of shape and fine motor skills.
Material: Plasticine, planks or oilcloth, buttons or beads, napkins. The basis for the collective composition is blue or white cardboard
Work outside of class: Acquaintance with m/f, small plastic arts - sculptures. Looking at pictures of a bear.
TOPIC: (4) My home. We receive guests and prepare food
Program content: Practice rolling plasticine with direct movements between the palms and connecting the ends of the resulting column in the form of a ring. Develop the ability to choose the content of your modeling from the named range of objects. Strengthen the ability to sculpt accurately. Foster independence.
Material: Plasticine, planks, doll plates.
Work outside of class: D/game “Let’s treat guests to tea”
TOPIC: (2) Professions. Builder
Program content: This is the bridge we have. Arouse interest in modeling a bridge of 3-4 “logs” and creating a spring composition (stream, bridge). Continue teaching children to sculpt pillars (cylinders) using logs for bridges. Show the possibility of aligning log posts along the length - cut off the excess in a stack or pinch off (tear off). Develop a sense of form and size (length, composition ability.
Material: Sheets of green paper or cardboard (format no larger than A4, blue, brown, yellow, white plasticine, stack, napkin, oilcloth
Work outside of class: Clarifying children's ideas about the structure and purpose of bridges. Examination of images of bridges and bridges in children's books. Construction of bridges from pencils, sticks, building materials.
TOPIC: (4)Seasons - spring. These are the icicles we have.
Program content: Teach children to create associative images of natural objects. Strengthen the ability to sculpt cylinders (columns) and sharpen one end with your fingers. Continue learning how to use the stack. Arouse interest in modeling icicles of different lengths and thicknesses. Develop a sense of shape and fine motor skills. Cultivate an interest in nature and conveying one’s impressions in visual arts.
Material: Roof silhouette made of corrugated cardboard, white, blue, blue plasticine, stacks, napkins, oilcloth.
Work outside of class: Observing icicles while walking. Experimenting with snow and ice. Mastering the technique of modeling (creating the shape of a cylinder and a ball).
TOPIC: (2) Transport. Wheel for dad's car
Program content: Strengthen children's skills in sculpting sticks and columns, teach them to round them like a wheel; talk about the sculpted object. Cultivate independence and accuracy. Continue to introduce transport and its components: body, cabin, wheel
Materials: Toy car, plasticine, boards, napkins.
Work outside of class: Game “Roll the Wheel in the Gate”, games with cars
TOPIC: (4) Rules traffic. (embossed) Eyes for traffic lights
Program content: Continue teaching children to roll out plasticine in a circular motion, flattening the ball, squeezing it with their palms. Continue to practice your sculpting skills. Develop independence in completing tasks.
Material: Traffic light outline, plasticine, boards, napkins.
Work outside of class: During games, walks, looking at flat round objects.
TOPIC: (2) Fatherland Defenders Day (collective relief sculpture)
Program content: Arouse interest in creating a relief composition in collaboration with the teacher and other children. Give an idea of fireworks as many beautiful multi-colored lights. Learn to create an image of a fireworks display from plasticine balls and flagella of different colors - lay them out on the background and lightly press them with your finger. Strengthen the technique of rolling out pieces of plasticine using circular and straight movements of your palms. Develop perception of shape and color. Cultivate an interest in observing beautiful phenomena in the surrounding life and their reflection in visual activities.
Material: The basis for the collective composition is cardboard or a thick sheet of paper in dark blue, purple or black, multi-colored plasticine, stacks, a picture of festive fireworks (for showing to children)
Work outside of class: Getting to know fireworks - looking at pictures and photographs; viewing with lit lights; geometric mosaic with multi-colored circles, d/i “Salute”
TOPIC: (4) Blooming May. Chamomile
Program content: Teach children to sculpt round and elongated objects. Improve the techniques of rolling out plasticine with straight and circular movements of the palms. Complicate the modeling sequence techniques. Flower, stem. Practice firmly holding parts together. Develop imagination. Create a desire to sculpt.
Material: Chamomile flowers, plasticine, planks, wet napkins
Work outside of class: Observation while walking. Conversation with children about flowers. Game “Find the same flower”, Learning a poem.
Explanatory note
The modeling work program in the second junior group ensures the diversified development of children aged 3 to 4 years, taking into account their age and individual characteristics in the main areas - physical, social-communicative, cognitive, speech and artistic-aesthetic. This program is developed in accordance with the following regulatory documents:
Constitution of the Russian Federation, Article 43,72.
Convention on the Rights of the Child (1989)
Law of the Russian Federation “On Education”
Model provision on GKP
SanPiN 2.4.1.3049-13
Charter of the educational institution
OOP GKP
GEF DO, according to the order of the Ministry of Education and Science Russian Federation dated October 17, 2013 No. 1155
Programs “From birth to school” by N.E. Veraks. Mosaic-Synthesis. 2014
Goals
continue to develop children’s interest in visual arts, enrich sensory experience, developing the organs of perception: vision, smell, touch, taste, develop fine motor skills;
development of children's aesthetic feelings, artistic perception, the ability to contemplate the beauty of the surrounding world, figurative ideas, imagination, the ability to observe, peer into natural phenomena and objects, notice their changes, improve visual skills and abilities, artistic and creative abilities;
child development artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.), satisfy children’s need for self-expression;
encourage the creation of subject and subject compositions, supplement them with details that enrich the images;
develop a careful and careful attitude towards materials
Tasks
The tasks of teaching modeling in this group are clearly divided into quarters and are solved in classes according to the instructions and plans of the children. These tasks include: encouraging children to sculpt, evoking aesthetic feelings in them,
while sculpting, teach how to navigate the shape of objects, their size and quantity.
I quarter
To accomplish these tasks, a series of exercises are performed that involve rolling a lump of clay between the palms with straight movements. The main goal of these exercises is to teach children to work in harmony with both hands, to balance the pressure of their palms on a lump of clay. Children are offered various tasks: to fashion a column or several columns, sticks, pencils.
The next stage is changing a familiar object to obtain another, namely a ring, a bagel, a donut. Modeling a ring requires visual control, and in order for the shape to be round, the child needs to connect the two ends of the column and press them tightly against one another. From familiar actions with their palms, children move on to working with their fingers, which is also important point both for the creation of this object, and for all subsequent modeling work: only with your fingers a living, interesting shape is created. Along with fine arts skills, children are taught the rules of working with clay: do not dirty the table and clothes, sculpt on a board, roll up your sleeves before sculpting, and wash your hands when finished. After children have mastered sculpting a column and a ring, they are taught to sculpt round objects, that is, roll a lump of clay between their palms in a circular motion. Here you need coordination of the movements of both hands, visual control of these movements, so that the lump of clay takes on a rounded shape, and not oval or flattened. During the exercises, children are asked to sculpt a ball, a ball, an apple, an orange, and cherries. The depiction of various objects of the same shape maintains interest in modeling and facilitates the completion of visual tasks - children gradually begin to convey some of the features of various round-shaped objects. In one case they will make large apples, and in the other - many small balls, so that they can then attach them to pine needles to get cherries.
Children should enjoy the sculpted shapes and learn the actions that form the ball shape.
II quarter
In this quarter, children are first taught to depict disc-shaped objects by flattening a spherical shape between their palms. Children quickly master the image of a disk, and different topics provide an opportunity to consolidate this skill. Children can depict a flat cake, cookies, gingerbread and decorate them by making indentations on the surface with a finger or specially prepared sticks - signets, which in cross-section can have different shapes: circle, square.
Children should be given independence when decorating. At first, children randomly arrange the elements (circles or squares), but gradually, with appropriate training, they begin to decorate their products with them more rhythmically. In addition to flat decorations, children can also make three-dimensional ones. So, you can make a cake for dolls: the larger balls are located in the middle, and the small ones are on the edge. Children place decorations from pillars on the surface of the cake in rays diverging from the center to the edges, or in the form of a grid.
Thus, when depicting cookies or cakes, children consolidate the modeling technique, and also learn to create an image of an object according to their own ideas.
III quarter
After children have mastered making a ball, cylinder, or disk, they can move on to depicting objects consisting of several parts. Children make an airplane, a snowman, a tower of balls, rings or disks, a tumbler bear, a tumbler doll, a tumbler bunny and a bird. It is still difficult for children in this group to create objects from a large number of parts, to place the parts in the required structural order, so it should be suggested to fashion a snowman from only two balls: a large and a small one, and an airplane from three rolls of clay.
Depicting these objects, even in such a simplified form, requires children to mentally strain and solve a number of rather complex problems. So, for example, sculpting a snowman involves conveying its structure, and for this you should sculpt two balls of different sizes, put a large one at the base and a small one on top. In addition, you need to press one part tightly to the other without disturbing their shape. Modeling a snowman is a preliminary work before the image of a tumbler doll, which consists of more parts - small spherical hands are added. The Tumbler Bear image is even more challenging, as children must make round ears by pinching them from the top ball representing the head. And if they are making a tumbler hare, then the ears can be made from columns, slightly flattened with your fingers.
Modeling any object is the creation of an image that has a certain expressiveness, which consists of a form, correctly conveyed proportions, additional details and texture, therefore, starting from the younger group, children need to be introduced to the use of expressive means. For example, snowmen, tumbler dolls, bears, and hares will be much more expressive if children not only convey the shape and proportions, but also draw on their eyes, nose, and mouth with a stick. Children are familiar with the technique of applying these details, since they have already made decorations on molded gingerbreads and cookies in a similar way.
Gradually, finger work is included in the modeling process, and children can be asked to fashion a gingerbread, a cake with decorations made by pinching the edges
When developing the work program, the following principles were taken into account:
Humanization
Differentiation
The principle of continuity and systematic education
Characteristics of the developmental characteristics of children of early and preschool age brought up in the GKP.
A child’s visual activity depends on his ideas about the subject. At this age they are just beginning to form. Graphic images are poor. Some children's images lack detail, while others' drawings may be more detailed. Children can already use color.
Modeling is of great importance for the development of fine motor skills.
Younger preschoolers are able to sculpt simple objects under the guidance of an adult.
Constructive activity in early preschool age is limited to the construction of simple buildings according to a model and design. - In early preschool age, perceptual activity develops. Children move from using prestandards - individual units of perception - to sensory standards - culturally developed means of perception. By the end of primary preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, orient themselves in the space of a kindergarten group, and with a certain organization of the educational process - in the premises of the entire preschool institution.
Planned results of work
They can fashion cherries (clay balls held together with pine needles), berries, mushrooms, and some vegetables and fruits. Modeling training is structured so that by the time of transition to middle group children possessed the necessary techniques and skills to create an expressive image. Children of 3-4 years of age can, to a greater extent than children of the third year of life, sculpt according to their own plans: their life experience has become greater and they can more consciously use familiar themes and methods of sculpting.
However, the children’s idea is still unstable, and when choosing a theme, they often deviate from it during the modeling process. This is explained by the fact that it can be difficult for a child to complete his plans due to ignorance of sculpting methods. Sometimes, during the sculpting process, the resulting figures evoke associations in the children with other familiar objects, and they give their products completely different names. For example, a child decided to portray a snowman, but the sculpted balls reminded him of an apple. As a result, the child sculpted several balls and called them “apples.” Or: a child, having decided to sculpt a rattle, began to connect the ball with a stick-handle, but, while fastening the parts, flattened the ball; the resulting product reminded him of a fungus, and the original idea was changed.
At the first stages of training, the teacher can approve this work in order to support the child, but gradually, as they master the methods of modeling, they should direct the children to complete the initially planned topic and offer to remake the figurine.
Gradually, under the influence of training, the children’s ideas become more stable, and, despite the fact that the shape of the object is still unclear, they can sculpt one or two figures on a independently conceived theme during one lesson.
In the junior group there is 1 lesson every 2 weeks, 17 lessons per year. Duration of classes is 15 minutes.
Technical means of education
Computer
DVD
Screen
Multimedia systems
Visual aids: posters, tables, dummies, modules
Plasticine, board, knife
Educational and methodological kit, additional literature
Sample general education program preschool education“From birth to school” edited by: N. E. Veraksy. 2014.
Internet sites “Preschooler”, “Teacher”, “Everything for the teacher”
T.S. Komarov. Visual activities in kindergarten.-Mosaic-Synthesis, 2012
T.G. Kazakova. “Lessons in visual arts”
L.I. Lykova. “Art activities in kindergarten”
Methodological manual for the artistic development of preschool children “Ilgam”, Aznabaeva F.G.
Calendar-thematic plan
Actual date"Introduction to clay, plasticine"
17 .09.15
"Sticks" (Candy)
0 8 .10.15
"Gift for a beloved puppy"
22 .10.15
"Pretzels"
05 .1 1 .15g.
"Gingerbread"
1 9 .11.15
"Breads, big and small"
03 .1 2 .15g.
"Snail"
1 7 .12.15
"Turret"
14 . 01 .1 6 G.
"Tangerines and Oranges"
2 8 .01.16
"Little dolls are walking in a snowy meadow"
11 .02.16
"Sparrows and the cat"
25 .02.16
"Big and small birds at the feeder"
10 .03.16
"Tumbler"
24 .03.16
"Treat for dolls, bears, bunnies"
07 .04.16
"Our toy zoo"
21 .04.16
05 .05.16
"Three Bears Bowls"
19 .05.16