Irina Eruslankina
Presentation for educators on the topic: “Types of non-traditional drawing techniques”

Presentation for educators on the topic:

« TYPES OF NON-TRADITIONAL DRAWING TECHNIQUES»

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity. V. A. Sukhomlinsky

Art lies in finding the ordinary in the extraordinary and the ordinary in the extraordinary.

Denis Diderot

It is very important from the very early years accustom a person to beauty. And what could be a more clear example for understanding beauty than fine art? But sometimes getting a child interested is not so easy. Young children are constantly in a state of exploring the world around them. They already know that a chair is made for sitting, a blanket is made for covering, and a tassel is for paint. Endless series "adults" rules and not a step aside. break the mold of teaching a child the fine arts. Of course, before starting with them, it is necessary to teach the basics of handling pencils, crayons and brushes. Only after the little artist has mastered the basic classical drawing techniques, it is necessary to start unconventional.

Unconventional drawing techniques attract children with their spontaneity and freedom. There are no rules here, but the main thing is the process. During such activities, not only vision and understanding of beauty develops, but also imagination, dexterity, ingenuity and motor skills. Unconventional techniques stimulate positive motivation and promote the expression of the child’s individuality. Combining different technician encourages the child to think and independently choose appropriate techniques to create unique and more expressive works.

Types of unconventional drawing methods:

Plasticineography

-Drawing on semolina

-Drawing with crumpled paper

Nitcography

-Sand painting

Blotography

-Drawing palms and fingers

-Painting with salt

Monotype

Marbled paper

Plasticineography - the new kind arts and crafts. It represents the creation of stucco paintings depicting more or less convex, semi-volume objects on a horizontal surface.

The main material is plasticine.

Technique"spray" consists of spraying droplets using a special device, which kindergarten Replaces a toothbrush or brush. Using a toothbrush in your hand, pick up a little paint, and with a stack (or brush) We move along the surface of the brush with movements towards ourselves. Splashes fly onto the paper. Topics for drawing can be very diverse.

Mancography is an activity for children of any age. Besides the usual chaotic drawing and free play for the child is also possible draw flowers, sun and rays, clouds and rain, house and fence, etc. Also this technique Can be used when working with sand and salt.

Drawing crumpled paper - this is a very entertaining drawing technique, which gives room for imagination and freedom for little hands. Even the process of preparing for a lesson is exciting. Children can happily crush the paper lumps that will actually do the work themselves.

Nitography is interesting thread drawing technique. In this technology lines are formed after gluing the threads. Glue is applied to the base and the selected image is filled step by step with layers of threads.

Scratching is a method of making a drawing by scratching paper or cardboard covered in ink with a pen or sharp instrument. Other name techniques - waxography.

Blotography is a type of graphic technology, based on the transformation of blots into the desired real or fantastic images. Drawing in this technique is performed: ink, ink, watercolor, gouache.

Finger painting promotes early development creative abilities. It doesn't matter what he drew and how he drew, the important thing is with what pleasure he does it.

Monotype is a graphic technique. The design is first applied to a flat and smooth surface, and then it is printed on another surface.

Marble paper is unconventional drawing technique by mixing shaving foam and paints.

Frottage - technique transferring the texture of a material or a weakly expressed relief onto paper using rubbing movements of an unsharpened pencil.

Carrying out creative artistic activities using unconventional techniques:

Helps relieve children's fears;

Develops self-confidence;

Develops spatial thinking;

Develops in children to freely express their ideas;

Encourages children to creative searches and decisions;

Develops children’s ability to act with a variety of materials;

Develops a sense of composition, rhythm, color, a sense of texture and volume;

Develops fine motor skills hands;

Develops Creative skills, imagination and flights of fancy;

During activities, children receive aesthetic pleasure.

The artist wants paint

Let them not give him a notebook...

That's why the artist is an artist

He draws wherever he can...

He draws a stick on the ground,

In winter, a finger on the glass,

And writes with charcoal on the fence,

And on the wallpaper in the hallway.

Draws with chalk on a blackboard

Writes on clay and sand,

Let there be no paper at hand,

And there is no money for canvases,

He will draw on stone,

And on a piece of birch bark.

He will paint the air with fireworks,

Taking a pitchfork he writes on the water,

An artist, therefore an artist,

What can draw everywhere,

And who is stopping the artist?

He deprives the earth of its beauty!

Thank you for your attention!

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Slide captions:

MKDOU "Oktyabrsky kindergarten "Firefly" Moshkovsky district NON-TRADITIONAL DRAWING TECHNIQUES

“And at ten years old, and at seven, and at five, all children love to draw. And everyone will boldly draw everything that interests him...” Valentin Berestov

the most important means aesthetic education. The most important task of aesthetic education is ways of creating a new, original work of art in which everything is in harmony: color, line, and plot. This is a huge opportunity for children to think, try, search, experiment. And most importantly, express yourself. Drawing Unconventional drawing techniques

The use of non-traditional techniques in art activities helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, methods of application; stimulates positive motivation in the child, causes a joyful mood, removes fear of the drawing process; provides the opportunity to experiment; develops tactile sensitivity, color discrimination; promotes the development of hand-eye coordination; does not tire preschoolers, increases performance; develops unconventional thinking, emancipation, and individuality.

Methods of depiction Non-traditional methods of depiction in drawing Drawing with your own hands (fingers, palm) Drawing with a stamp (pin drawing, imprint) Drawing with a candle Blowing paint Drawing with duct tape Monotopy And much more Plasticineography Scratch Drawing with a comb Blotography

Drawing with your own hands (fingers, palm) Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (finger) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

Foam rubber impression Age: from four years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam. Method of obtaining an image: a child presses polystyrene or foam rubber onto a stamp pad with paint and makes an impression on paper. To get a different color, change both the bowl and the foam.

Leaf prints Age: from five years. Means of expression: texture, color. Materials: paper, leaves of various trees (preferably fallen), gouache, brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.

Tamponing with cotton swabs Age: from 2 years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child applies paint to paper using cotton swabs (using the poking method).

Wax crayons (candle) + watercolor Age: from four years. Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted. Materials: candle, thick paper, watercolor, brushes. Method of obtaining an image: the child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The candle drawing remains white.

Regular blotography Age: from five years. Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon. Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the original sheet in half, drip ink onto one half, and cover it with the other). Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed.

Blotography with a tube Age: from five years. Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon. Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed.

Drawing with grains (salt) Age: from six years. Means of expression: volume. Materials: salt, clean sand or semolina, PVA glue, cardboard, glue brushes, simple pencil. Method of obtaining: The child prepares cardboard of the desired color, with a simple pencil applies the required design, then smears each item in turn with glue and carefully sprinkles with salt (cereals), pours the excess onto a tray.

Scratchboard (primed sheet) Age: from 5 years Means of expression: line, stroke, contrast. Materials: semi-cardboard or thick paper white, candle, wide brush, black mascara, liquid soap (about one drop per tablespoon of mascara) or tooth powder, bowls for mascara, stick with sharpened ends. Method of obtaining an image: the child rubs a sheet with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap or tooth powder is applied to it, in which case it is filled with mascara without additives. After drying, the design is scratched with a stick.

Drawing on wet Age: from five years. Means of expression: point, texture. Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (5x5 cm). Method of obtaining an image: 1. drawing on a specific topic: landscape, walk, animals, flowers, etc. - when the drawing is created on a wet sheet, 2. drawing a background for the future drawing, when the colors spread, connecting and shimmering with each other, creating a pattern , which determines the theme of further drawing “dry”

Drawing with electrical tape Age: from 5 years Means of expression: line, contrast. Materials: semi-cardboard, or thick white paper, gouache, insulating tape. Method of obtaining an image: the child glues the elements of the picture using electrical tape. Paints a sheet of paper. After complete drying, the isolette is carefully removed.

Plasticineography Age: any. Means of expression: volume, color, texture. Materials: cardboard with contour pattern, glass; plasticine set; hand wipe; stacks; junk and natural materials. Method of obtaining an image: 1. Applying plasticine to cardboard. You can make the surface a little rough. For this purpose they are used various ways applying relief dots, strokes, stripes, convolutions or some curly lines to the surface of a plasticine image. You can work not only with your fingers, but also with stacks.

2. A thin layer of plasticine is applied to the cardboard, leveled with a stack, and the design is scratched with a stack or a stick.

3. Draw with plasticine “polka dots”, “droplets” and “flagella”. Peas or droplets are rolled out of plasticine and laid out in a pattern on a primed or clean surface of cardboard, filling the entire pattern. The “flagella” technique is somewhat more complicated in that you need to roll up flagella of the same thickness and lay them out on the drawing. You can connect the flagella in half and twist them, then you will get a beautiful pigtail, the basis of the outline of the drawing.

4. A design is applied to the cardboard, the flagella are rolled up, smeared towards the middle with a finger, then the center of the design element is filled. You can use mixed plasticine for greater color range. The work can be made in relief by placing veins of plasticine on the leaves or using strokes

Various techniques combine perfectly with each other Drawing with salt and cellophane

Use recommendations for teachers different shapes artistic activity: collective creativity, independent and play activity children on mastering non-traditional image techniques; in planning lessons visual arts observe the system and continuity of the use of non-traditional visual techniques, taking into account age and individual abilities children; improve your professional level and skills through familiarization and mastery of new unconventional methods and techniques of image.

Let the children draw, create, and fantasize! Not every one of them will become an artist, but drawing will give them pleasure, they will learn the joy of creativity, and learn to see beauty in the ordinary. Let them grow up with the soul of an artist!

Prepared by teacher of the 1st qualification category Nikulchenkova Galina Viktorovna Thank you for your attention!

Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and surprising with joy and surprise. the world. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is visual, artistic and productive activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created.
Since many points of view regarding the pedagogical and artistic conditions for the formation of abilities are rapidly changing, children’s generations are changing and the technology of teachers’ work must change accordingly preschool institutions. To do this, it is necessary, along with traditional methods and methods of image, to include unconventional techniques drawing.

When introducing children to art, it is necessary to use various techniques. unconventional drawing. Among them there are many that provide the most unexpected, unpredictable options. artistic image and a colossal boost to children's imagination and fantasy.

The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensely children’s artistic abilities will develop.

It is necessary to diversify both the color and texture of the paper, since this also affects the expressiveness of the drawings and confronts children with the need to select materials for drawing, think through the coloring of the future creation, and not wait for a ready-made solution.

Opportunities for working with children using non-traditional drawing techniques are based on the use of various signets. This type of drawing does not require any special skills: you only need impressions of finished forms smeared with paint.
The signet can simply be dipped in paint or pressed against a painted “stamp pad”, a flat piece of foam rubber, or lubricated with paint or paints, specially selecting their combination. A signet can be made from a cotton swab, cork, raw potato, eraser, piece of foam rubber, crumpled paper, wood sheet, etc.

To ensure that children do not create a template (draw only on a landscape sheet), sheets of paper can be of different shapes: in the shape of a circle (plate, saucer, napkin), square (handkerchief, box).

Monotype is one of the simplest printing techniques. Using monotype, a symmetrical image of an object or object is created. To do this, a sheet of paper is folded in half vertically or horizontally, taking into account the depicted object. Color spots are applied on one half of the sheet (abstract drawing) or half symmetrical object(specific drawing). The colors are selected bright and rich so that the print is clear. After applying the colorful image on the first half of the sheet, the second half of the sheet is overlapped to create an imprint on the other half of the sheet. When you unfold it, you will see the entire symmetrical image - the butterfly has spread its wings, the flower has fully blossomed, and the crown of the tree has become more luxuriant. The finished print can be modified or decorated with additional details. The monotype technique brings pleasure to children different ages, especially for younger preschoolers.

The basis of experience and the use of non-traditional visual techniques is the idea of ​​learning without coercion, based on achieving success, on experiencing the joy of learning about the world, on the sincere interest of the preschooler in performing a creative task using non-traditional painting techniques. Such a task puts the child in the position of a creator, activates and directs the children’s thoughts, and brings them close to the line beyond which the emergence of their own artistic ideas can begin.

Mastering artistic techniques that are non-traditional for preschool education helps to increase the expressiveness of artistic images in the drawings of preschoolers and maintain their positive attitude to visual activities, helps to satisfy children’s needs for artistic expression, the development of children’s fine arts. Selection and sequence of introduction of non-traditional art technician into the practice of preschool education is based on the fact that mastery of each previous technique is and acts as a propaedeutic stage in the development of more complex artistic tasks and is aimed at developing children's visual creativity.

Teaching non-traditional drawing techniques must be observed age characteristics children.

The teacher needs to help the child find himself, offer him as much as possible different ways self-expression. Sooner or later, he will definitely choose his own path, which will allow him to fully show himself. That is why the child must be introduced to a wide variety of visual technologies. Not everyone is given the ability to wield a brush or pencil; some find it difficult to express themselves in line; others do not understand and do not accept the variety of colors. Let everyone choose a technology that is close to them in spirit and does not make them suffer when comparing their work with the work of more capable children.

The child’s artistic activity will become even more successful if adults, teachers and parents evaluate it positively, not comparing children’s work with each other, but noting the individual manner of performance. That's why Special attention it is necessary to devote attention to discussing children’s works, it is imperative to introduce into practice the analysis of a child’s drawing in individual conversation with him. At the same time, try to evaluate the child’s achievements in accordance with his personal capabilities and in comparison with his previous drawings, thoroughly justify the assessment and give it a positive character in order to open the way to correcting mistakes.

Each child is a separate world with its own rules of behavior, its own feelings. And the richer and more varied the child’s life experiences, the brighter and more extraordinary his imagination, the more likely it is that the intuitive craving for art will become more meaningful over time.
“The origins of children’s abilities and talents are at the tips of their fingers. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child,” stated V.A. .Sukhomlinsky.

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Text content of presentation slides: 2017 MAUDO Yalutorovsk “Kindergarten No. 9” Tendent Marina Nikolaevna “... It's true! Well, what is there to hide? Children love, love to draw! On paper, on asphalt, on the wall. And on the window on the tram...”E. Uspensky Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is visual, artistic and productive activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created. Federal State Educational Standards distinguish artistic and aesthetic development into a separate educational field, one of the tasks of which is the formation elementary ideas about types of art, development of prerequisites for value-semantic perception and understanding of works of art. Imagination and fantasy are the most important aspect of a child’s life. And imagination develops especially intensively between the ages of 5 and 15 years. Along with a decrease in the ability to fantasize, children’s personality becomes impoverished, the possibilities of creative thinking decrease, interest in art, creative activity. In order to develop creative imagination in children, a special organization of visual activities is necessary. Currently, there are many types of non-traditional drawing techniques that allow children to develop their intellectual abilities in the process of visual arts. For example: blotography, threadography, drawing together on a long strip of paper, drawing with a secret in three pairs of hands, dot drawing, foam drawings, crayons, candles, painting pebbles, finger painting method, monotype, drawing on wet paper, collage and much more. The main thing in my work, and in the work of any teacher, is that the lessons bring only positive emotions. And I managed to find what I needed. This is teaching children to draw using non-traditional techniques. Here are some techniques: Splatter: The child puts paint on a brush and hits the brush on a piece of cardboard that is held over the paper. Paint splashes onto the paper. Blotography is ordinary: a child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the sheet in half, drip ink on one half, and cover it with the other.) Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed. Blotography with a tube: a child scoops up paint with a plastic spoon, pours it onto a sheet, and makes a small spot (drop). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed. Blotography with a thread: a child dips a thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip. The missing details are completed. Drawing with soap bubbles: gouache is mixed with shampoo and poured into containers. Then a straw is inserted into the container and air is blown out until a cap of small bubbles is formed, the straw is carefully taken out and applied on top Blank sheet and presses it with your palm, making an imprint. The missing details are completed. Drawing on wet: a drawing is applied to a sheet of paper using a sponge or brush until the sheet is dry. The result is a blurry image. Poke with a hard, semi-dry brush: the child dips the brush into the gouache and hits the paper with it, holding the brush vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of a fluffy or prickly surface. Finger painting: the child dips his finger in the gouache and puts dots and spots on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off. Palm painting: the child dips his palm (the entire brush) into gouache or paints it with a brush and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off. Candle + watercolor: the child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candle pattern remains white. Wax crayons + watercolor: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted. Black and white scratch paper: the child rubs the sheet with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap is applied to it. After drying, the design is scratched with a stick. Colored scratch paper: colored spots are applied to a sheet of paper using watercolors, then the sheet is rubbed with a candle so that it is completely covered with a layer of wax. Then the sheet is painted over with ink and liquid soap. After drying, the design is scratched with a stick. Monotype is one print. To make it, you need polyethylene or paper as a base for applying watercolor or gouache stains on them, then a clean sheet of paper is placed on top of the drawing, carefully ironed on top with your hand and removed. The result is a print that, just like a blot, can be completed. Imprinting with a cork: the child presses the cork onto a stamp pad with paint and makes an imprint on the paper. To obtain a different color, both the bowl and the stopper are changed. Impressions are made in the same way using potato stamps, erasers, crumpled paper, foam rubber, and polystyrene foam. Leaf Prints: The child covers a tree leaf with different colors of paint, then places it on the paper with the colored side to make a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush. REFERENCES: Davydova, G.N. Unconventional drawing techniques in kindergarten. Part 1, - M.: Scriptorium Publishing House 2003, 2007. – 80 pp. Davydova, G.N. Unconventional drawing techniques in kindergarten. Part 2, - M.: Scriptorium Publishing House 2003, 2007. – 72 pp. Beauty. Joy. Creativity: a program for aesthetic education of children 2-7 years old / Edited by T.S. Komarova, A.V. Antonova, M.B. Zatsepina. – M.: Pedagogical Society of Russia, 2000. Drawing with children preschool age: Non-traditional techniques, planning, lesson notes / Ed. R.G. Kazakova - M.: TC Sfera, 2007. - 128 p. Children enjoy working in different techniques. I hope my selection will help in your work. Develop children's creativity and imagination. I wish you success!

Attached files

Non-traditional visual techniques are effective remedy images, including new artistic and expressive techniques for creating artistic image, composition and coloring, allowing for the greatest expressiveness of the image in creative work, so that children do not develop a pattern. 2

Palm drawing Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off. 3

Finger painting Age: from two years. Means of expression: spot, dot, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets, napkins. Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off. 4

Foam rubber impression Age: from four years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber. Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber. 5

Imprint with crumpled paper Age: from four years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper. 6

Leaf prints Age: from five years. Means of expression: texture, color. Materials: paper, leaves of various trees (preferably fallen), gouache, brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush. 7

Wax pencils + watercolors Age: from four years. Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax pencils on white paper. Then he paints the sheet with watercolors in one or more colors. The drawing with wax pencils remains unpainted. 8

Subject monotype Age: from five years. Means of expression: spot, color, symmetry. Materials: thick paper of any color, brushes, gouache or watercolor. Method of obtaining an image: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations. 9

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Non-traditional drawing techniques in different age groups of kindergarten Junior group(2-4 years) drawing with a hard semi-dry brush with a finger drawing with the palm drawing cotton swab potato signet stamped with cork Middle group(4-5 years) imprint with foam rubber imprint with seals made from an eraser, leaves wax crayons + watercolor candle + watercolor drawing with crumpled paper monotype subject Senior and preparatory group(5-7 years) monotype landscape drawing with a toothbrush combing paint spraying air felt-tip pens blotography with a straw photocopy – drawing with a candle scratch paper black and white, color drawing with threads, drawing with salt, drawing with sand 12

Recommendations for teachers: use different forms of artistic activity: collective creativity, independent and playful activities of children to master non-traditional image techniques; when planning classes in visual arts, observe the system and continuity of the use of non-traditional visual techniques, taking into account the age and individual abilities of children; improve your professional level and skills through familiarization and mastery of new unconventional methods and techniques of image. 13

Recommendations for parents materials (pencils, paints, brushes, felt-tip pens, wax crayons, etc.) must be placed in the child’s field of vision so that he has a desire to create; introduce him to the surrounding world of things, living and inanimate nature, objects visual arts, offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw; introduce him to the surrounding world of things, living and inanimate nature, objects of fine art, offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw; do not criticize the child and do not rush; on the contrary, from time to time encourage the child to practice drawing; do not criticize the child and do not rush; on the contrary, from time to time encourage the child to practice drawing; praise your child, help him, trust him, because your child is individual! praise your child, help him, trust him, because your child is individual! 14

List of used literature Davydova, G.N. Unconventional drawing techniques in kindergarten. Part I. -M.: Scriptorium, p. 15