Elena Ivanovna Zadoya
Summary of GCD for introducing preschoolers to fine arts in the senior group (landscape artist I. I. Shishkin)
TARGET:
1)Introduce children with such a genre of painting as landscape.
2) Learn to perceive the content of a landscape painting, understand the beauty of nature, which depicted by the artist.
3) Develop imagination, fantasy; make children want to look at pictures about nature.
4) Expand children’s knowledge about creativity landscape artist I. AND Shishkina.
4) Educate children artistic taste , the ability to highlight shades of colors as a means of expressiveness.
DICTIONARY WORK:
Vocabulary enrichment- pine forest, dense, gloomy.
Vocabulary activation - dark, impenetrable, deaf, clumsy, funny, cute, clumsy bears, sparse, palmate, openwork crown.
METHODOLOGICAL TECHNIQUES:
Showing, explaining, talking, reminding, repeating, playing technique, artistic word , physical training, encouragement, evaluation of actions.
EQUIPMENT:
Screen, projector, computer, slides - reproduction of a painting by I. I. Shishkina"Morning in a pine forest", portrait-reproduction of I. I. Shishkina, audio recording (music accompaniment during creative work, blanks using monotype technique.
PRELIMINARY WORK:
Examination of illustrations, paintings about nature, excursion to a grove, park, reading river. n. fairy tales "The Frog Princess", "Sister Alyonushka and Brother Ivanushka", "Three Bears", "Masha and the Bear", organization of an exhibition of paintings and reproductions by I. I. Shishkina-“Rye”, “Pine Forest”, “Ship Grove”, “Before the Storm”.
Move (NOD)
ORGANIZATIONAL MOMENT:
Imagine, children, that we are now in the forest. Turn around yourself and turn into trees. Show how tall the trees are in the forest. (children raise their hands up)
A warm breeze blew and the leaves rustled. (children move their fingers quickly)
A cold wind blew and the pine trees swayed. (children shake and wave their arms)
The wind has died down; neither leaves nor branches are moving anymore. (children relax)
The wind blew again. (children tense again and wave their arms, then relax again)
Guys, what a amazing world surrounds us, this is the natural world. They help us to be able to see its beauty artists. Are you already familiar with artists who illustrated fairy tales, and there are others who help us see the beauty of nature in the picture. The pictures they paint are called landscapes, and landscape artists.
As they call it artist who paints landscapes (suggested answers landscape artist)
And the pictures he paints (landscapes)
Here in Russia lived a wonderful artist I. AND Shishkin. He loved to draw the forest.
Look at his portrait. A strong, broad-shouldered man with a beard, somewhat reminiscent of a mighty tree. People called him that - “Forest Hero”, “King of the Forest”
I. I have Shishkina's painting, which many people know. It's called "Morning in a Pine Forest."
Guys, look carefully at the names of the trees I drew. artist(pine trees)
What is the name of a forest in which only pine trees grow? (pine forest)
That's right, a pine forest. Look at the trees. How can you describe them - what they are like? (tall, powerful, slender, fat, etc.)
What kind of crown does a pine tree have? (rare, palmate, openwork)
What do you think is the main color in the forest? (green)
Is it the same green uses artist when he draws a forest (its different shades)
What time of day do you think it is? shown in the painting, Why (Morning, because the sun had just risen and illuminated the tops of the trees)
Who do you see in the center of the picture? (mother bear with cubs)
Look and tell me what the cubs are doing (children talk about what the cubs do)
We don't see artist, we don’t hear his voice, but how he told us about the beauty of the forest (brush, paints)
So with what artist we met(I. I Shishkin)
What is the name of the picture we looked at? ("Morning in a pine forest")
How can you call in one word what shown in the painting(scenery)
Yes guys, now we know that the picture in which nature is depicted, is called a landscape, and artist who painted him as a landscape painter.
PHYSMINUTE:
Hands raised and shook
These are the trees in the forest
Elbows bent, hands shaken,
The wind blows away the dew.
Hands to the sides
Let's wave gently -
These are the birds flying towards us.
We'll also show you how they sit down.
The wings were folded back.
Now guys, each of you will become landscape artist.
Children go to their work stations and complete the task using a non-traditional technique - monotype.
Guys, what time of year is it now? (golden autumn)
So let's let's depict in his paintings - golden autumn.
At the end of the children’s activities, the works are hung up and everyone admires them, shares their impressions, and chooses their favorites.
You turned out to be wonderful landscape painters!
Publications on the topic:
Summary of an integrated educational activity for introducing older preschoolers to art “Who and how creates drawings in books” Goals: to consolidate children’s understanding of book graphics, about the work of illustrators: Y. Vasnetsov, E. Charushin, E. Rachev, V. Suteev.
Abstract "The world of animals in the art of Buryatia" on familiarization with fine arts Abstract “The world of animals in the art of Buryatia” on familiarization with fine arts, introducing children to the culture of the Buryat people.
Summary of educational activities for introducing art in the preparatory group “Folk Toys” Abstract of GCD No. 1 on familiarization with art in the preparatory group Topic: “ Folk toys» Completed by: Teacher of preschool educational institution no. 32.
Summary of educational activities for introducing children to the folk and applied arts “Golden Khokhloma” in the middle group Municipal autonomous preschool educational institution“Kindergarten No. 60” Summary of GCD in middle group"Golden Khokhloma"
"Traditional holidays of the Buryats." Summary of a lesson on familiarization with fine arts Abstract " Traditional holidays Buryats" on familiarization with fine arts. In order to know the real soul of the people, it is necessary.
Summary of a lesson on introducing children to arts and crafts in the preparatory group Goal: to introduce children to decorative - applied arts. Objectives: - Educational: expand and consolidate children’s ideas about.
Lesson summary - travel in the senior group to introduce children to the fine arts.
"Journey through the Kingdom of Fine Arts."
Compiled by: teacher of MDU kindergarten No. 228 Olga Vadimovna Sizova
Program content:
1. Harmoniously develop each child based on familiarity with works of fine art with the help of audiovisual means. Develop creativity, emotional sensitivity, imagination and fantasy.
2. Form artistic taste.
3. To educate moral principles through the perception of fine art, through works of fine art that have aesthetic universal human values.
4. Nurture the beginning museum culture as parts general culture person, careful and reverent attitude towards works
art, to museum monuments, awareness of the interconnection of culture
external and internal.
5. Introduce the main types and genres of fine art:
sculpture - sculpture of small forms;
genres - fairy-tale-epic portrait; in painting - still life, landscape, everyday painting.
Preparatory work:
Class educational nature, conversations about the main types of specialized museums.
Examination of thematic albums about artists, photographs,
illustrations, didactic games.
Material for the lesson:
1. Screen, decorated like a palace, easels for tasks.
2. House for the character. Dunno doll.
3. Attributes for the task.
4. Sculptures m/f.
porcelain(a bear cub, a deer, a foal, dogs, a squirrel, a bunny, a calf, a zebra, an elephant, a girl wiping a plate, a girl with a teapot).
tree(bear).
marble(owl).
glass(mouse, caterpillar, dragon, caterpillar in an apple).
5. Crossword.
6. Portraits of artists.
7. Mosaic by genre.
8. Frames and baguette.
Musical arrangement: G. Gladkov
Fun disco.
Progress of the lesson:
Q: Do you guys like adventures?
D: Yes, of course, we love!
Q: So I really love and want to invite you to go on an exciting journey with me!
D: Where, where will we go?
Q: I already told you that any day now I am expecting a letter from a very important person.
D: Yes, they did, but a letter arrived.
Q: I received the letter, here it is. Queen Brush sent it to us. She invites us on a journey through her kingdom of Fine Arts. Do you agree?
Q: But the road is not easy, we need to know a lot, and perhaps adventures and surprises await us along the way, and maybe magical transformations. Aren't you scared?
D: No, we are not afraid of anything.
Q: To get to the kingdom, you need to know the way. What helps a traveler not to go astray?
D: Compass and map.
Q: Correct. I have such a map, and this Firebird’s feather will be the compass. It’s good to take a cheerful melody along with you on the road. (A melody sounds).
Q: Let's unfold the map and take a look. Here is the route we should take, and who do we see first?
D: Dunno and his house.
Q: That’s right, and here is the compass pen showing the direction (a melody sounds, the children go to Dunno’s house).
D: Here is an envelope.
Q: Let's see what's in it (opens, reads):
“Dunno goes to visit the artist Tube for a drawing lesson. He assembled the easel. What extra did Dunno put in?” The children complete the task and help Dunno clean up the easel.
V: Well done, everything is correct. Let's look at the map and continue on our way. It says "Artists Alley" and the compass pen shows you where to go. (Music sounds. Children go to the second point of their journey).
D: There is also an envelope here. Orange envelope.
Q: Let's open it and take a look. Reads:
"The sorceress Chernilda mixed all the books. The artists are upset. They cannot understand their illustrations and ask for help with this.”
Q: Well, we can help this misfortune.
D: Yes, we will sort out the books.
Q: Come on, take a book each and put it where the photo is.
illustrator.
(Children lay out illustrations).
V: Well done, just great! It's time for us to hit the road. Take a look at the map. We need to go to Sculptors Street, so the pen points there. (Music sounds).
D: Another envelope. Yellow color.
Q: Shall we read it?
Q: » Who are the sculptures?
What do you know about sculpture?
Compose short story about the bear cub." (Listen to the children's answers.)
Q: An artist can convey the anxiety and fear of his hero with the help of an expressive gesture. Would you like to come up with a story about a bear cub? The little bear was left in a large forest without a mother bear, the baby bear, indecisively, steps from paw to paw and thinks hard about what to do - should he go forward or not?
Thus, with the help of movement, the sculptor was able to convey the character of his hero, his mood, anxiety and indecision.
Q: And it’s time for us to hit the road again, and the pen shows that from Sculptors Street we find ourselves in Genre Lanes. (Music sounds).
Q: You know, guys, it’s very easy to get lost in Genre Lanes. And to prevent this from happening, we must remember what genres there are? Poetry? And the mosaic? Let's talk and play.
D: This is Peizazhny Lane. (Children complete the task and read poetry).
Q: So you and I came out of the alleys and didn’t get lost. Let's take a look at
map. What do you see?
D: Tube Artist and crossword puzzle.
Q: So let’s go to the artist Tube. (Music sounds).
D: Here is a blue envelope.
Q: Let’s open it and read it.
“Guys, we are visiting the artist Tube. All the objects he uses are well known to everyone. Name them, and you will find out the name of the room where Tube works."
Q: Shall we play “Field of Miracles?”
(Children and teacher complete the task).
And the map is calling us, let's see where we should go next. (Music sounds).
B: Here we come. What kind of miracles are there - there is a frame, there is an easel, but there is no painting?
Maybe these are the tricks of the evil Chernilda?
D: There is an envelope blue. (Reads the text in the envelope):
The sorceress Chernilda poured ink on Vasnetsov’s painting “Three Heroes”. The heroes are asking for help. They need to be brought back into the picture.
Q: How to do this? Unless we play at being heroes ourselves. After all, for some reason, heroic armor lies here and good horses are waiting. (Children make assumptions, exchange opinions).
D: We agree.
Q: Remember the plot of the picture. What genre? Now decide who will be who. (Music sounds).
This is how the picture turned out, a real living picture. Guys, look at the easel. The spell of the evil Chernilda has disappeared. The heroes returned to their place. This is what it means to be brave and decisive. Let's say "Goodbye" to the heroes and turn to the map. What do you see?
D: Palace, castle, big house.
Q: We are very close to the palace of Queen Tassel. But on our way there is still
one palace. Princess Tsvetana lives there. Let's hurry there.
(Music sounds).
D: The envelope is purple.
B: Let's open it and take a look. (Reads):
“The evil sorceress Chernilda, flying over the palace of Princess Tsvetana, covered the colored paths that lead to the palace with sand. Help Tsvetana free the paths from sand by remembering the magic phrase. Name the color from which the color spectrum begins.
Q: Princess Tsvetana needs our help. Remember how the phrase sounds.
D: Every hunter wants to know where the pheasant is sitting.
Q: So the paths appeared.
(The music of Queen Tassel sounds, Queen Tassel comes out of the palace). K.K. : How many new things have you learned?
K.K. : Do you know what children love most in the world?
D: Ice cream, cakes, cartoons, dolls, walking, drawing, candy.
K.K. : Children love a lot of things. I want to give you colors and magical
sweets called “Fantasy”. Eat them and draw them
wonderful drawings. Place them in a large envelope and send them to me at
palace, and my palace is called the house of the muses, but where do the muses live?
D: In the museum.
K.K. : Music, muse, museum... What beautiful words. Well, my friends, it’s time for you to return, and I’ll be waiting for your drawings. Goodbye. (Music sounds).
Q: Our journey has ended, and although we all know that it was a game, the game is very interesting. Thank you, children. Thanks to the guests.
Lesson notes for the senior group “Journey through the Kingdom of Fine Arts.”
Author: Sizova Olga Vadimovna
Position: teacher of the first qualification category
Place of work: Municipal preschool educational institution, general developmental kindergarten No. 228
Location: Yaroslavl, Yaroslavl region
Familiarization of children senior group with portrait painting.
PLAN
1. Introducing children to portrait painting as a means of comprehensive education and development of preschool children.
2. Objectives of familiarizing preschoolers with works portrait painting.
3. Principles for selecting works of fine art for introducing portrait painting to preschool children.
4. Methods and techniques for introducing children to portraiture
5. Literature
6. Practical part Lesson on familiarization with portraits in the preparatory group “Excursion to the Museum of Russian Portraits”
1. Fine arts- this is a world of beauty! To learn to understand fine art, you need to master the language of fine art, understand its types and genres.
Introduction to the world of art is the most important component of pedagogical activity.
Portrait is a genre of fine art characterized by the depiction of one person or a group of people. In addition to external, individual resemblance, artists strive in a portrait to convey the character of a person, his spiritual world. There are many types of portrait. The portrait genre includes: half-length portrait, bust (in sculpture), full-length portrait, group portrait, interior portrait, portrait against a landscape background. Based on the nature of the image, there are two main groups: ceremonial and chamber portraits. As a rule, ceremonial portrait involves an image of a person in full height(on horseback, standing or sitting). In a chamber portrait, a waist-length, chest-length, shoulder-length image is used. In a ceremonial portrait, the figure is usually shown against an architectural or landscape background, and in a chamber portrait, more often against a neutral background.
Portraiture- one of the most difficult and significant genres in fine art. Portrait - complex genre painting. Understanding it requires children to have a certain social experience, knowledge both about the person himself, his emotional and moral manifestations, relationships with society and expressing this verbally (in speech) and non-verbally (facial expressions, pantomime), and about the visual arts, his language, ways of creating artistic images. Therefore, long-term work with children is required, the content of which will include two areas.
The first is the formation of ideas about a person, his feelings and emotions, morally to many phenomena of life, expressed internally and externally.
The second direction is the gradual formation in children of an understanding of the language of the pictorial image of a portrait. The first direction will be carried out on different activities, in games, everyday life, everyday activities. The second - in classes on familiarization with the portrait and in artistic activity.
It is recommended to start getting acquainted with the portrait genre after classes devoted to landscape and still life, and before classes devoted to genre and historical picture. Each lesson should be devoted to one portrait, but at the beginning of the lesson it is worth reviewing in sequence those portraits that the children were introduced to in previous lessons.
When getting acquainted with the portrait, the child has the opportunity to feel like either a peasant boy falling asleep in nature, or a cheerful soldier, or a mischievous “Dragonfly”, or children rushing to a masquerade party. The ability to put yourself in the shoes of another, to feel their joy, surprise or grief, generates a sense of interest, ownership and responsibility. Living and experiencing many lives creates the possibility of empathy and understanding. By getting to know another, the child gets to know himself more deeply; Through the experience of feelings and relationships of other people, he learns to recognize, clarify and correct his emotions and feelings. Thus, children develop and strengthen the ability to understand the people around them, showing them kindness, a desire for communication, interaction, sensitivity and caring. Thanks to acquaintance with the portrait, the child becomes familiar with the historical and cultural life society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, their ancestors, class and national relations in society, about the professions, life and appearance of people of different times, their relationships, moral norms and rules.
Research by psychologists allows us to establish that portraiture as a genre of painting is accessible to the aesthetic perception of children from the age of 4. At this age, they emotionally respond to the expressive image of the portrait (smile, laugh, stroke it, etc.), show positive interest in it, use personal experience, by association with which they come up with situations close to their personal life. Getting carried away general content portrait, children at this age cannot yet fully explain the preference for choosing one or another portrait. However, some means of expression are already accessible to their understanding. Thus, in determining the emotional state of a person in a portrait, the main thing for them is the general facial expression, less often - the eyes. Children are able to perceive and name the emotions depicted in the portrait - “smiling”, “laughing”, “crying”. At a primitive level, children also have an aesthetic assessment of the portrait, but it is not reasoned. Children often call insignificant details such as clothes, hair, lace, etc. “beautiful.” They do not yet have knowledge about portraiture as a genre of painting and its means of expression. For preschool children, the most suitable for the harmonious perception of painting are female and male portrait, as well as a portrait of different ages (children, youth, adults and elderly people).
In the middle group, children are first introduced to portraiture as a genre of painting. The main tasks of the teacher in this process are:
Arouse in children interest in the portrait, a desire to examine it carefully; emotional response to the mood of the depicted people; comprehend emotions and feelings, attitude towards what is perceived, feel the joy of the artist’s skill and talent; correlate what is perceived with one’s own feelings and experience, express one’s experiences and sensations.
Lead children to understand that in a pictorial portrait the artist depicts a real, specific person (or group of people), expressing his feelings and attitudes towards him; without destroying the integral artistic image, introduce children to some of the means of expressiveness of a pictorial portrait, thereby deepening their understanding of the meaning of the artistic image; teach children to peer into the face of the person depicted, to see his internal emotional state through the external expression of the eyes, eyebrows, lips, that is, to “read” the drawing, since it is the face that clearly expresses state of mind a person, his individuality; draw children's attention to the expressive properties of gesture (movements of the arms, legs) and posture, their unity with the facial expression, as well as with the coloring of the portrait, which helps to understand the mood of the person depicted and the artist’s attitude towards him; lead children to see some elements of the portrait composition: canvas format, face portrait, under-chest portrait, portrait with a simple pose and hand gestures.
At a level accessible to children, form an idea of a portrait as special genre painting and some of its types: (female, male, different ages), about the language of painting, the sequence of viewing a portrait; enrich children's vocabulary with emotional-aesthetic, art-historical terms, figurative figures of speech that children can use in their judgments; develop a sense of the relationship between pictorial images and images of other arts based on the emotional mood reflected in them.
Acquaintance with portrait painting in this group should begin when children already have some ideas about painting and its genres such as still life and landscape. Usually this is the second half of the year.
2. An important task aesthetic education is the search for effective methods of teaching children to understand originality expressive means different types art.
Research by psychologists allows us to establish that portraiture as a genre of painting is accessible to the aesthetic perception of children from the age of 4. When discussing a portrait with children 4-5 years old special attention you need to pay attention to the holistic emotional perception of the portrait, the beauty of the picture in general and in detail, the child’s personal attitude towards the person being portrayed (does he like the portrait; would like to talk; if you don’t like it, then why) With children 6-7 years old, in addition to the above, you need to discuss the attitude the author to his model, psychological and social characteristics of the model, compare this portrait with those considered early paintings(similarities and differences), including review and comparison artistic media, used by the author.
Artists do not specifically paint portraits for children, so selecting them for use in the pedagogical process is quite difficult.
3 Selection principles:
Firstly, these must be highly artistic works both in content and in means of expression.
Secondly, artistic image The portrait, in terms of content and form of the image, should be understandable to children and close to the level of their emotional experiences. You should select portraits with a clearly presented expression of emotional states, shown through the relationship of facial expressions, gestures, and postures.
Thirdly, you should select portraits that are diverse in type, means and manner of depiction.
Stages of work:
At the first stage of working with preschool children, it is necessary to introduce them to portraiture as a genre of painting, showing its difference from other genres (still life, landscape). Children look at a portrait - a face with a pronounced expression (for example, laughs, rejoices, is surprised). Then a chest portrait can be offered for consideration, where, along with the emotional state expressed on the face (facial expressions), hands are presented in some movement or gesture.
At the next stage, portraits can be selected where the relationship between facial expressions, hand gestures, poses and where clothing emphasizes social role person. A more difficult stage will be to familiarize children with the portrait, where environment brings a certain addition to the image, contributes to a deeper understanding of its idea.
Peculiar distinctive features portraits is that the portrait must convincingly and truthfully convey the external appearance of the person depicted, express the person’s character traits and his state of mind, determined by the artist’s plan; the portrait reflects the general typical features of a whole group of people of the era to which the person being portrayed belongs.
Despite the fact that the portrait genre is difficult for preschool children to perceive, work on familiarization with Russian genre painting V kindergarten showed that preschoolers show interest in portraits of people, try to understand the mood conveyed by the artist by facial expressions, hands
Classes to familiarize preschoolers with portrait painting are structured somewhat differently than with genre and landscape painting, both in structure and in the methods of their implementation. This is due to the peculiarity of the portrait genre.
To teach to understand and feel works of portraiture, it is necessary to help children master the features figurative language of this genre. ...subject to systematic meetings with works of portraiture and organized conversations.
Conversations about portraiture were based on three groups of questions:
Questions that encourage children to have a holistic perception, revealing the content side of the picture: “Who is depicted? What can you tell about him (her)? Who (what) was noticed first in the picture? What else is shown? What did these objects (background) tell us about the person?” When looking at a portrait, you can ask questions that go beyond its content: “What is the girl thinking about? Where was she? What will he do? Such questions complement storyline, help to understand a person’s emotional state, develop the child’s imagination.
Questions that allow you to understand the emotional state, mood, feelings of the person depicted: “What did the person’s face say? Why did the artist depict him like this? What do the eyes say? What “secret” did a hand, clothing, detail reveal in a person?”
Questions that help children identify means of expression (color, flavor, composition: movement, pose, location, background, detail, light and shade, etc.): “Why is the tone of the picture? Why is one part of the face light and the other dark? Why did the artist depict a person in such a pose?”
By asking questions, the teacher reveals to the children the close connection between content and means of expression: muted, dark tones - in paintings with sad content, bright, saturated - in joyful ones, color contrasts are used to highlight the main thing. During the conversation, explanations, comparisons, the technique of emphasizing details, the method of adequate emotions, the method of reviving emotions with the help of literary and song images, the technique of “entering” into the picture, the method musical accompaniment, game techniques.
Explanation is widely used during the first conversations to clarify children's ideas.
Comparison. This technique promotes the development of mental actions: analysis, synthesis, inference. When comparing works of different moods, we paid attention to the dependence of the means of expression on the content of the overall mood of the picture.
Accentuation of details. The essence: when perceiving a portrait, the entire image is covered with a sheet of paper, leaving only the eyes...or some other detail. This helps to emphasize the expressiveness of an important part of the portrait, focus attention on it, and help children establish the relationship between the part and the whole. Questions asked of children help reveal the meaning of the paintings.
4. The method of adequate emotions is aimed at evoking in children feelings and moods that correspond to the state of the person depicted in the picture.
Using the technique of “entering” the picture, children are asked to imagine themselves in the place of the person depicted in the portrait. This enlivens perception, awakens the imagination, evokes feelings of empathy and involvement.
Musical accompaniment method. When viewing a portrait, music often sounds, the nature of which corresponds to the content and mood of the picture. This facilitates the process of perception and makes it deeper. Music can precede the perception of a portrait or be the background for a story between the teacher and children about the person depicted.
Game techniques help to arouse interest in the work, focus children’s attention on the part of the portrait that is necessary for perception (“Make a guess about your hand (eyes, clothes, etc.), and we will guess”; “Determine which portrait this music suits "; "Come up with your own name for the portrait"; "Convey in motion the position of the hand (head, etc.) of the person depicted in the picture.)
The final conversation on viewing the portrait is varied. It may include the teacher's story about his attitude to the portrait, reading relevant poems, singing songs, and children expressing their opinion about the picture, about the thoughts and feelings that arose in connection with this.
Thanks to familiarity with the portrait, the child becomes familiar with the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, his ancestors, class and national relations in society, the professions, life and appearance of people of different times , their relationships, moral norms and rules.
Thus, the portrait genre of painting reveals the world of feelings and people’s lives. This is extremely important for children's learning emotional sphere people and human relationships. In the process of familiarizing themselves with a portrait, children gradually develop an aesthetic appreciation of the person whose image is conveyed by the artist, graphic artist, or sculptor. Therefore in preschool age it is necessary to make maximum use of the enormous possibilities of fine art, which affects the child’s inner world, expands his emotional experience, and teaches him to understand the aesthetic richness of life.
5. Literature
1 Volynkin V.I. Artistic Aesthetic education and development of preschool children / V.I. Volynkin - Rostov n/D, 2007.-P.14-44.
2 Sample general education program preschool education from birth to school edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva MozaikaSintez Publishing House Moscow, 2014
Program content:
To consolidate children's knowledge about painting genres. Clarify knowledge about portraiture. To consolidate and expand the concepts of portraiture: portrait of a man, woman, child, self-portrait, group portrait. Learn to see and convey the expressive possibilities of color when depicting a portrait: conveying the mood, character of the hero, the artist’s attitude towards him, which is the main thing in a portrait.
Material: Self-portrait of Vasily Tropinin, reproductions of his works (portrait of the artist’s son Arseny, “The Lacemaker”, “Gold Seamstress”, reproductions of works (portraits) by V. Serov “Mika Morozov”, B. Kustodiev “Portrait of the Artist’s Daughter”, reproductions of portraits painted by I. Repin, A. Venetsianov, Orast Kiprensky, Leonardo da Vinci “La Gioconda”, I. Kramskoy “Unknown”, P. Sokolov, V. Vasnetsov and reproductions of self-portraits of artists, a set of postcards with portraits of the work different artists.
Lesson plan.
1. Repeat the definition of genres of painting.
2. Meet the Moscow portrait painter Vasily Andreevich
Tropinin.
3. Compose a story based on the portrait of the artist’s son, Arseny.
4. Consider the portrait of V. Serov’s work “Mika Morozov” and compare 2
portrait: Arseny and Mickey Morozov.
5. Write a story based on the portrait of Mickey Morozov. (Fantasy).
6. Game “Magic Chest”
7. Examination of a graphic portrait of B. Kustodiev’s daughter.
8. Definition of a graphic portrait and a painter and graphic artist.
9. Examination of different portraits: male, female, child, group, self-portrait.
10. Game “Determine which portrait
Q.-What is a landscape?
Scenery.
see: in the picture
A river is drawn
Or spruce and white frost,
Or a garden and clouds,
Or a snowy plain
Or a field and a hut,
Required picture
It's called "landscape".
M. Yasnoe
P. - When trees, houses, rivers, nature are drawn in the picture.
V. - What is called a still life?
Still life.
If you see in the picture
Cup of coffee on the table
Or fruit drink in a large decanter,
Or a rose in crystal,
Or a bronze vase,
Or a pear, or a cake,
Or all items at once,
Know that this is a “still life”.
R. - If various objects, vegetables, fruits are drawn in the picture, the picture is called “still life”.
V. - And the third type of painting is called portrait.
Portrait. M. Yasnov
If you see what's in the picture
Does anyone look at us?
Or a prince in an old cloak,
Or like a steeplejack.
Pilot or ballerina,
Or Kolka is your neighbor,
Required picture
It's called a "portrait".
V. - Now look at this picture and tell me what genre it is
applies?
R. - This painting belongs to the genre of painting - portrait.
Progress of the lesson:
V. - Today I will be a tour guide. I invite you to the museum. And before we start our excursion, I want to know: What genres of painting do you know? R. - Landscape, still life, portrait.
(I am exhibiting a self-portrait of Vasily Andreevich Tropinin)
R. - The painting depicts an artist.
V. - How did you guess?
R. - He has a palette in his hands.
V. - Is it possible to guess, looking at this picture, what city this guy lived in?
artist?
R. - He lived in Moscow, because the Kremlin towers are depicted in the picture.
and this picture says that the artist V. Tropinin depicted himself. So this is a self-portrait.
We see that this is an artist because he has a palette and brushes in his hands.
He lived in Moscow, as the high towers of the Kremlin and jagged
walls.
The artist V. Tropinin was a portrait painter. He painted many portraits.
On one of them he depicted his son Arseny. This is the portrait.
Q - What is Arseny’s face like?
R - Beautiful, correct, radiant
Q - What do his eyes say?
R - They say that Arseny is smart, cheerful, mischievous.
Q - Guys, did you notice that one part of the boy’s face in the portrait
light and the other dark. Why?
R- With this technique the artist wanted to emphasize the expressiveness of the face
Arsenia.
Q - Who wants to talk about the portrait of Arseny?
Guys, what portraits did we meet and who painted them, what is the artist’s name?
Then I exhibit V. Serov’s painting “Mika Morozov”.
- Guys, look at these 2 portraits and say: Which of these two
older boys?
- Arseny.
- How did you guess?
- By the face, by the look.
- Do you think Mika Morozov wants to sit in a chair?
- No, he wants to play, run.
- What do his face and hands that lie on the armrest of the chair say?
- He wants to run away.
- Let us imagine what Mika did before he sat on
armchair?
- (Fantasy of 2-3 children).
Q - Guys, since you are so good at imagining, let's play the game “Magic Chest”.
B - “Here magic chest there is a silver ball in it
We will go along the road of Beauty. Both me and you."
Everyone who gets a ball will say what beauty he saw at home, on the way to the kindergarten, in nature and would like to draw it like an artist. Maybe you will end up with a portrait, landscape or still life.
After everyone says:
Q - Now let’s take a ride on the beauty carousel:
Children: Barely-barely-barely
The carousels are spinning
And then, then, then
Everybody run, run, run, run.
Hush, hush, don't rush
Stop the carousel.
B - Let's continue our excursion.
We have now looked at portraits that are painted with paints. The artist tries to make everything on the canvas look alive. This is where the word “painting” comes from, and artists are called “painters”. Artists are different:
Some people like to draw with paints, others with pencils, and everyone sees the world in their own way and shows it to us. We look at the paintings, and it’s as if we are listening to the stories of different artists about the people whose portraits they painted. - Now I will show you a picture drawn in pencil. B - This is a portrait of the daughter of the artist B. Kustodiev. Q - Do you like the picture drawn in pencil? Children: - Like (Dislike). Q: - What kind of face does the girl have? Children: - Simple, beautiful, modest.
Q: -What are her eyes like?
Children: - The eyes are large and expressive.
Q: - Such a portrait is called “graphic” because it is drawn in pencil. And the artist is called a “graphic artist.”
Q - What is the name of such a portrait?
R - Graphic portrait.
Q - Today we learned that artists are divided into painters and graphic artists. |
Artists painted portraits of men, such portraits are called male.
B- and if the portrait depicts a woman, the portrait is of a woman, if a child is a portrait of a child.
A group portrait is when several people are depicted in a painting. This set of postcards should be sorted by type of portrait.
(Game “Define which portrait?”)
Today we learned:
1. What is a portrait?
2. What are portraits painted with?
3. What types of portraits are there?
4. What are portraits for?
Literature
Work program teacher Daily planning according to the program "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. Preparatory group. Federal State Educational Standard for Education, 2016
Program content: bring children to understand that at all times the people glorified their defenders and were proud of them; develop a desire to speak out about what you see; arouse interest in the peculiarities of the clothing of warrior-heroes, in the presence of decor (the clothing protected the warrior and was beautiful); find means of expression that help determine the characters’ characters and their thoughts; .
Equipment: reproduction of the painting “Bogatyrs” by V. M. Vasnetsov, material for an application on the theme: “Let’s decorate the helmets of warriors.”
Progress of the lesson
Conversation with children about why the country needs warriors. As among ordinary people can you tell a warrior apart? What should every warrior be like to win?
Educator (V.). The people needed defenders at all times. They just looked a little different. Do you want to see the warriors who were in Rus' many years ago?
The teacher hangs a reproduction of V. Vasnetsov’s painting “Bogatyrs”.
IN. Three warriors came down from the high hills and stopped in the middle of a flat field - three heroes. In the middle, on a black (raven) horse, is Ilya Muromets. He shielded himself from the sun with his palm to see better, and peered into the distance with a keen, sharp gaze. On a white horse - Dobrynya Nikitich. He also looks intensely into the distance. They don't just look, they see something in the distance. Even the damask sword was half pulled out of its sheath. What do you think they might have seen? What could have worried them so much? (Children's answers.)
What can you say about the third hero? How is he different from others? Looking into the face of Ilya Muromets, we can say that he is strong, calm, Dobrynya Nikitich is brave and hot, and Alyosha Popovich is young, gentle, he seems to be thinking about his own things. He can not only fight, but also sing songs and play the harp. Take a closer look and you will find his harp.
Children, how many of you know the names of the warriors’ clothes and their weapons?
If the children find it difficult, the teacher notes that the hero has a helmet on his head, and metal chain mail protects his chest. Weapons - spear, heavy club, shield, sword, bow and arrows. It is necessary to pay attention to decorative ornaments made by chasing, forging, inlay precious stones. All this decorates the warriors and their horses. The horses also matched the heroes: the strong black horse of Ilya Muromets, the white horse ready to race, and the calm, even submissive, golden horse of Alyosha Popovich.
IN. In the depiction of heroes, artist Viktor Vasnetsov used a lot of red and golden colors. This is no coincidence, because red is the color of victory and joy. How did the artist manage to convey the shine of metal? (He did not paint the chain mail with one color, but left light highlights, and the result was the shine of metal chain mail.)
What do you think, is the Motherland behind the heroes or ahead? The artist really wanted us to guess, and depicted the sky as white and pink.
What's the most vulnerable thing in the picture? Find the youngest Christmas tree. A Christmas tree that grew earlier than others. What do you think the Christmas trees are worried about at this moment? What do they say to each other? (Empathy technique.) But the Christmas trees are worrying in vain, strong legs the horses will receive them. Another minute - and the horses with the heroes will rush to where the warriors were peering so carefully: is there an enemy in sight, are they offending anyone?
Let's come up with a story about what awaits the heroes ahead.
After this, the teacher invites the children to decorate the silhouette shapes of the helmets with “precious stones”, using bright colored paper. The background for this artistic activity can serve as an ancient Russian folk song about a Russian warrior.
Examination of a reproduction of the painting by V. A. Serov “Girl with Peaches”
Program content: develop figurative language skills in portraiture and a sense of beauty; stimulate the desire for analysis work of art, to understanding the means artistic expression portrait.
Equipment: portrait of V. A. Serov, reproductions of paintings “Girl with Peaches” », “Girl illuminated by the sun”, “Portrait of Mika Morozov”.
Progress of the lesson
IN. Portrait artists create portraits in their paintings famous people: generals, composers, poets, artists, etc. But the artist Valentin Serov is very short time painted a portrait of a girl, and this portrait became his best work, which delights people even today. Do you want to admire it?
The teacher shows a reproduction of the painting “Girl with Peaches.”
IN. What immediately caught your attention? You don’t know anything about this girl, but let’s try to figure out what the artist wanted to tell us about her? He wanted us to feel the joy of life that he felt when he painted the picture. What gives us a joyful mood? (From the abundance of light and warmth, summer sunny day outside the window, from the girl’s calm, sweet face, her light smile, from the ripe velvety peaches on the table.) If color is a means of conveying mood, then what shades did the artist use to convey joy with color?
What color can we say is olive yellow? Find him. Pale pink? Find shades in the picture pink color(lightest and darkest). I’ll tell you a secret that the artist spent most of his time searching for the right shades to convey the elegance of the girl’s blouse. A black bow with a red flower stands out in contrast.
Why did the artist need a bluish-gray, lilac-gray color here? (To convey the shadow.)
Who will find the most traces of the shadow? Where do you see traces of the sun?
We guess that there are trees outside the window, maybe this is a garden. But we already know: to paint a river, sky, trees, artists take not only green, blue paint. What did the artist want to show by using such light colors outside the window? (Sunlit day.)
You're probably wondering how the girl ended up here. Her name is Vera Mamontova. She is with her parents at the dacha. She really likes it here. She looks at the artist with her dark, calm eyes. Maybe she’s even a little embarrassed because the artist painted a blush on her cheeks.
What do you want to know about her? What would you ask her if you were in this room? What would you ask the artist Valentin Serov? (Show the stages of creating a portrait: pencil sketch, first color spots, detailed color elaboration.)
What would you call this painting? (After the children’s statements, the teacher names the author’s title.)
If children have not lost interest, you can present to their attention the paintings “Girl Illuminated by the Sun” and “Portrait of Mika Morozov”.
Show here the mood of the picture - a feeling of peace from sunlight and the warmth of wood, note the excellent transfer of character, inner world boy (“Portrait of Mika Morozov”).
Examination of reproductions of paintings by I. E. Repin “Dragonfly” and “Autumn Bouquet”
Program content: develop the ability to perceive the portrait genre; evoke a desire to unravel the artist’s intention, to determine the character and inner content of the person depicted in the portrait; show the power of such a means of expression as color; , a feeling of joy from the ability to “read a portrait.”
Equipment: reproductions of paintings by I. E. Repin “Dragonfly”, “Autumn Bouquet”, self-portraits of I. E. Repin in his youth and in recent years life.
Progress of the lesson
IN. Now you will see a painting that the artist I. E. Repin called “Dragonfly”. What do you think might be depicted on it? (The painting can be opened gradually, from top to bottom.) Maybe the artist confused something with the title? If not, then what did he mean by that name?
Once upon a time there was a girl. Her name was Verochka. She was the daughter of the artist I. E. Repin. She was a fast, joyful, light girl who enjoyed everything: a sunny day, warmth, red summer, fun activities. Oh, Verochka was such a fidget! She ran around all day, fluttering like a dragonfly. Now she jumped onto the perch, and the next moment she was no longer there, but one moment is enough for the artist to convey all this. Artists see more than we do, they know the secrets of colors and know how to reflect a lot in their paintings. Let's try to figure it out. What color is there the most in the picture? (Blue color is light, muted.) Do you know what color can sound like?
Bright, warm colors sound fun, joyful, loud. Cold - fresh, calm, cheerful; light, muted colors sound gentle and soft.
That's why there is so much blue in the painting. The artist emphasized his love and tenderness for his daughter.
We don't see the sun, but there is so much of it in the picture. Find him. The hat covers her face from the sun, but it sneaks in and caresses the girl’s cheek. We can even guess which direction the sun is shining from.
We are standing in front of the painting, but it seems to us that the girl is high up, and we seem to be looking up from below. Why do we think this way? (The artist placed the portrait against the sky. The earth is almost invisible, the tops of the blades of grass are visible. Our fidget seems to be floating in the air.)
What else tells us that Verochka is a restless person? (Folds on tights (stockings).
I wonder what she will be like when she grows up? How do you imagine her? (Children's statements.)
Many years passed, and Vera grew up. And she became like this (the painting “Autumn Bouquet” is hanging). I. E. Repin painted a portrait of the adult Vera.
Can adult Vera be called a dragonfly? Why? What has she become? Choose your words.
If in the painting “Dragonfly” the light but cold blue color was warmed by the sun, then in the painting “Autumn Bouquet” there are many warm tones. Find traces of autumn. (Vera’s outfit complements the autumn color.) The picture echoes silence, calm and even sadness. Vera is looking straight at us. What do you think she wants to tell us? Or maybe she wants to give us this wonderful autumn bouquet?
When I. E. Repin painted a portrait of little Vera, he was young (showing a self-portrait). But Repin lived a very long life and painted his portrait in the last years of his life. Years change a person's face, but his love for art has not changed. Nothing was more valuable to him than painting.
If the children have not lost interest, you can display reproductions of other paintings by Repin and conduct didactic games “Find the painting on the palette”, “Find the painting according to the diagram”, “Find the painting according to the sketch”.
Summary of a lesson on introducing children to fine arts and nature on the topic: “Conversation about the creativity of I.I. Levitan"
Ministry of Education of the Russian Federation No. 32 "Berezka" Administration of Tuapse
(In the preparatory group)
Educator: Kolosova E.B.
Program content:
- develop in children artistic perception works of fine art, teach them to understand the content of the picture;
- consolidate the ability to independently express an aesthetic attitude towards nature visual means, dance;
- cultivate love for native land, develop children's creative abilities to expand their horizons.
landscape, landscape artist, winter enchantress, bottomless blue, thin, transparent birch trees, blue shadows.
Preliminary work:
- viewing landscape paintings by I.I. with children Levitan, I.I. Shishkina
V.M. Vasnetsova;
- listening to works by P.I. Tchaikovsky cycle "Seasons" ; learning poetry and reading works about nature by Russian and Soviet authors
- acquaintance with proverbs, sayings and signs of nature
- viewing slides.
Equipment: landscape paintings by I.I. Levitan, slides with illustrations of paintings, recording "April from the cycle" "Seasons" II. I. Tchaikovsky, easels with sheets of paper, paints, brushes.
Progress of the lesson.
The teacher addresses the children:
Today we will talk about creativity famous artist. Now I will show you several of his paintings, and you will answer: who is this artist and what are the names of his paintings?
(the teacher shows the children paintings by I.I. Levitan « Golden autumn» , "March" )
Questions for children:
Which artist's paintings did you see? Name them.
What do you know about this artist?
0 what does he tell in his paintings?
What do you see in the picture "Golden Autumn" ? What mood does this picture evoke?
Which of the poems by Russian poets is in tune with this picture?
The teacher draws attention to the picture "March" and asks the guys:
What did Levitan talk about in this picture? What mood does it make you feel? - Which of folk signs Do you remember looking at the picture?
(February is strong with a snowstorm, and March is a drop. No matter how angry winter is, it will submit to spring).
- Children, looking at the picture of I.I. Levitan "March" , I remembered the poem by F.I. Tyutcheva “The earth still looks sad” , listen to him:
The earth still looks sad,
And the air already breathes in spring,
And a dead stem sways in the field,
And the oil branches move.
Nature hasn't woken up yet,
But through the thinning sleep
She heard spring
And she involuntarily smiled...
The teacher tells the children:
Today I will show you another painting by I.I. Levitana, it's called
"Spring. Big water" . The work of P.I. will help us feel the beauty of this picture. Tchaikovsky "April" .
(Children look at the picture accompanied by a play by P.I. Tchaikovsky "April" ) .
The teacher asks the children to answer the questions:
What do you think the artist wanted to tell about in this painting?
The sun is not depicted in the picture, but it is felt.
How did the artist convey this?
What poem about spring would you like to read while looking at this picture?
We looked at three paintings by I.I. Levitan. Why do they attract us?
What feelings do they evoke?
After the children’s answers, the teacher says:
There are also many interesting and beautiful places, which are somewhat reminiscent of Levitan’s paintings. You saw many of them when you were on a walk with your parents. You have seen pictures of our native nature.
She gives us a lot of joy so that we can always admire the beauty of the forest, meadow, pond; nature must be preserved and protected.
Nature inspired not only artists, but also composers who
wrote many works about the seasons.
Invites children to sing a song "Spring"
Imagine that we are in a forest clearing, where the bright
the spring sun and the first spring flowers are making their way to the light.
What flowers are these? Right. Snowdrops. Imagine that you are snowdrops, and while listening to music, show how these flowers grow and reach for the sun.
Children performing a dance "Snowdrops" under the German folk melody.
So we visited spring forest. Now go to the easels. Today you will draw what you consider characteristic of this time of year.
(The guys draw to the music of P.I. Tchaikovsky). After finishing the work, the teacher pays attention to the children’s work.
Look what a joyful picture the awakening of nature turned out to be. There is so much sun and blue in the drawings. All this creates a joyful mood in us. Get into a round dance, let's welcome spring with a cheerful song.
Children perform a round dance "Vesnyanka" to a Russian folk melody arranged by P.I. Tchaikovsky.