UMK “Fine Arts. Work program "fine arts" UMC "School of Russia" Educational and methodological complex on the subject of fine arts

Section title, content

Col. hours

Ancient roots folk art

Get acquainted with traditional images in folk art (mother earth, tree of life, horse-elk-deer, bird, sun signs), a peasant house, is considered as an artistic image reflecting the relationship between the large cosmos (macrocosm) and the human world, vital areas peasant interior, mastering the language of ornament on the material of Russian folk embroidery, familiarization with costume and folk holiday rituals

9 hours

Connection of times in folk art

Inclusion of children in search groups for the study of traditional folk arts and crafts of Russia (Zhostovo, Khokhlomy, Gzhel).

When introducing students to Filimonovskaya, Dymkovo, Kargopol folk clay toys, you should pay attention to the survivability of them ancient images: horse, birds, women. Direct the efforts of students to perceive and create an artistic image of a toy in the traditions of Stary Oskol craft. When studying Borisov ceramics, pay attention to the variety of sculptural forms of dishes and small sculptures; on the organic unity of form and decor; for ornamental and decorative plot compositions of painting; on the main distinctive elements

7 hours

Manifestation of an emotional response, interest in the diversity of forms and decor in the classical arts and crafts of different peoples, countries, times. Focusing on social function this art, a representation of its role in organizing the life of society, in the formation and regulation of human relations, in distinguishing people by social and professional affiliation. The conversation about the social role of decorative art should be focused on modernity in order to show students that the costume and its decor still communicate information in the form of insignia today. These signs have social and symbolic meaning. When getting acquainted with the image of the artistic culture of the ancient Egyptians, ancient Greeks, the East using the example of Japan and Western Europe during the Middle Ages, the main emphasis is transferred to the decorative, symbolic, social role of the costume and, in addition, the emotional interest of students in the figurative, stylistic unity of the decor of clothing and objects is consolidated everyday life, interior, belonging to a certain era.

Familiarization with the coats of arms and emblems of the Kemerovo region occurs when determining the symbolic nature of the language of the coat of arms as a distinctive sign, its components, symbolic meaning visual elements and color in the art of heraldry

10 o'clock

Decorative arts in the modern world

Acquaintance in lessons with the wealth of varieties of ceramics, art glass, metal, etc., determination of the figurative structure of works, perception of them from the point of view of unity of form, helps to identify the means used by the artist in the process of realizing the plan

9 hours

Total

35 h

Lesson topic

Date of examination

Note

Plan.

Fact.

I quarter

Ancient images in folk art

03.09

Decoration of a Russian hut. Platbands

10.09

Facade of a Russian hut

17.09

Design and decoration of folk items

24.09

Carved and painted spinning wheels

01.10

The inner world of a Russian hut

08.10

Russian folk embroidery

15.10

Folk festive costume

22.10

Folk holiday rituals

29.10

II quarter

Ancient images in modern folk toys

12.11

Dymkovo toys

19.11

Gzhel art

26.11

Gorodets painting

03.12

Golden Khokhloma

10.12

Zhostovo. Metal painting

17.12

Woodchips. Painting on bast and wood

24.12

III quarter

Why do people need jewelry?

14.01

The role of decorative art in the life of ancient society

21.01

Costume in the era of Ancient Egypt

28.01

Greek pottery

04.02

A country rising sun. Japanese costume

11.02

The meaning of color in ancient Chinese costume

18.02

Social life in Western Europe

25.02

Costumes of the peoples of Russia

03.03

What do coats of arms and emblems tell us?

10.03

Decor – person, society, time

17.03

IV quarter

Contemporary exhibition art. Ceramics

31.03

Art glass. Artistic forging

07.04

Decorative panel made of salt dough

14.04

Stained glass

21.04

Batik is the art of painting fabric. Tapestry (weaving carpets)

28.04

Patchwork applique or collage

05.05

Decorative toys made from bast. Decorative dolls

12.05

/

Line of educational and methodological complexes (UMK) edited by B. M. Nemensky. 5-8 grades

The UMK line is intended for the study of fine arts at the general educational level in grades 5–8.
The UMK line was created under the leadership of the People's Artist of Russia, Academician Russian Academy education and the Russian Academy of Arts Boris Nemensky on the course “Fine Arts. grades 5-8" and modified in accordance with the requirements of the Federal State Educational Standard for Basic General Education.

Composition of the educational complex:

• work programs
• textbook
• workbook (grade 5)
• lesson developments

Textbooks in basic school are devoted to a more in-depth study of certain types of art.

The main idea of ​​the complex is the formation of the artistic culture of students as an integral part of spiritual culture, i.e. culture of world relations developed over generations. Textbooks will help maintain integrity and consistency in introducing children to the spiritual content of art. Learning occurs in the unity of perception of the beauty of the world and works of art, as well as the practical artistic and creative activities of children.

Each textbook includes four sections in accordance with the quarters of the academic year. Inside the sections there are chapters (lesson topics). The main structural unit of the textbook is a spread, which includes figurative text and expressive visuals, built taking into account the child’s perception characteristics. Each textbook contains a system of developing creative tasks that will help you master the figurative language of fine art, a wide variety of artistic materials and techniques.

Main features of the line:

• educational publications of this line not only provide knowledge, skills and abilities to work in art, but also help to reveal the creative personality in every child, form a diverse artistic culture, the ability to see beauty in life and in art
• textbooks are devoted to a more in-depth study of certain types of art (decorative and applied arts, easel art, design and architecture, fine arts in theater, cinema, television).

ART

Textbooks "Art" published under the editorship of A.A. Melik-Pashayeva, Doctor of Psychology, member of the Union of Artists of Russia, laureate of the Russian Government Prize in the field of education, editor-in-chief of the magazine “Art at School”, and S.G. Yakovleva, Ph.D., Director of the Federal Scientific and Methodological Center named after. L.V. Zankova.

One of the advantages of S.G.’s approach Ashikova, which can be confidently noted now, before the widespread introduction of the textbook, is attention and scrupulous work with specific artistic materials: not only technique, methods of working with them, but also the development of what can be called a “sense of material”, understanding of it special properties, the fact that this or that matThe series can and wants to embody feelings of organic connection between the artistic concept and the means of its implementation. After all, without this there is no work of art. Neither in fine art nor in any other art.

A.A. Melik-Pashayev

All children love to draw. Sometimes they take up a pencil or brush before they start talking... And then suddenly the moment comes when they say: “I don’t know how to draw.” This usually happens when the child goes to school. And this is due to the fact that they are starting to teach him how to draw. Often, fantasy and freedom of creativity fade into the background. And the child no longer wants to draw. And the phrase about inability is a defense against the “correct” attitudes and requirements.

It is necessary to give the child new knowledge, new impressions, and even new materials and tools so that his vision of the world can be more accurately and expressively embodied in artistic images. We need to show him the ways in which he will move, expressing himself, his feelings and impressions.

Both the modern world and the near future need people who can think and work at the intersection of art and technology. Such people are distinguished by special observation and attentiveness, imagination and fantasy, and the ability to express their thoughts in words, images or diagrams.

S.G. Ashikova

Well "Art" developed in accordance with the requirements of the Federal State Educational Standard based on the methodological approaches of the developmental education system of L.V. Zankova.

The course is based on the idea of ​​realizing the unity of two forms of art: artistic perception And artistic expression, which allows the teacher to contribute to the formation of an emotional and value-based attitude of a growing person towards himself, the people around him, nature, science, art and culture in general.

The educational complex “Fine Arts” includes textbooks“Fine Arts” for grades 1, 2, 3, 4 (author. S.G. Ashikova) with electronic applications, albums in fine arts for grades 1, 2, 3, 4, methodological manuals for the teacher.

COURSE TEXTBOOKS

The content of the textbooks is aimed at developing the child’s imagination, observation, creative potential, and developing his artistic view of the world around him. Students get acquainted with the basic concepts of fine art, the creativity of the best Russian and foreign artists.
Much attention in the textbooks is paid to the acquisition by schoolchildren of initial skills in various types of artistic and creative activities, awakening interest in drawing.

Textbook structure

The educational material in all books is presented in the following thematic sections, repeated in each class:
. “Nature is the main artist”;
. "World of Color";
. "Art in Man";
. "Man in Art".

At each new stage of training over four years, students gradually master basic artistic literacy based on cross-cutting topics. This approach allows the teacher to lead children at the end of each section to generalize subject and meta-subject results in the form of their performing collective or project work.

A distinctive feature of the presentation of material in textbooks is the functional distribution of pages. Each spread is dedicated to one lesson.

Left page spread - "Impression" . Here are selected photographs and reproductions of paintings that correspond to a specific theme. They serve as a basis for observation and discussion. Visual material accompanied by explanatory text. Working with this part of the spread helps the teacher to attune students emotionally, aesthetically and morally, and prepares the child to create his own artistic image.

Right page spread- "Expression" . This is a practical creativity page. It shows artistic techniques, order and stages of work - everything that will help express what you see in the drawings. On the same page, a drawing in a round frame will tell the child what tools and materials he will need for the job. Usually the last drawing or two on this page is created by children; it is important that the teacher and children understand that this is only an option among many possible ways implementation of the plan. Therefore, you can and should find your own solution, your own version - in art you cannot repeat anything, not even yourself.

In the section "The ABCs of Drawing" a wide range of artistic materials is presented, basic techniques for working with them are shown.
Visual information about methods of representation in drawing, painting and composition helps students realize their own ideas.
This structuring of the content and the visual and practical nature of the illustrative material allow the textbook to serve as a kind of self-instruction manual.

Heading"In the artist's studio" complements informative and illustrative material about the work of artists, helps children expand their knowledge about the genres that this or that painter preferred, the features of his work, and get acquainted with the artist’s style. Here students will see a portrait of the artist, reproductions of his paintings, will be able to read a short biography of the master, and form their own opinion about his work.

The problem of distance from cultural centers can be partly overcome thanks to section"Getting to know the museum." The informative but compact text and rich illustrations convey the atmosphere of museums in Russian cities. Links to official websites expand the space and make it possible to get a more complete picture of the exhibits of the museum of interest.

Each section ends with a short block of tasks "Check yourself". The proposed tasks and questions can be completed individually, in pairs, in a group, in one or more lessons or at home. This will allow each child to achieve the planned results in this subject area.

At the end of each textbook there are reference pages: a dictionary and a reference book. young artist. This material allows the child not only to learn to work with information, but also to replenish his conceptual apparatus.

System of signs

Fine arts lessons can be built not only on works of fine art, but also by turning directly to music, poetry, artistic prose(signs "Painting and Music" , “We recommend reading” ). Involvement of historical and scientific material (sign "Experiment, experience") will strengthen interdisciplinary connections; appeal to additional information will help the child learn to navigate the information space (sign "Search for information" ). The textbooks offer lessons that are taught on a computer in a simple graphic editor PAINT (sign “Drawing in Paint” ). Tasks aimed at socializing schoolchildren and developing their ability to cooperate with peers are marked “Pair work”, “Group work” , “Tasks for girls”, “Tasks for boys”. Work in the album .

The textbooks are included in the Federal List of Textbooks Recommended for Use in the Educational Process in General Education Institutions. The content of the textbooks corresponds to the Federal State Educational Standard for Primary General Education.

FINE ARTS ALBUMS

Album of tasks and exercises in fine arts, contains tasks of varying complexity: the child first trains on a basic task (left side of the page), and then completes a more complex task on right side pages. When performing basic exercises, the child will learn to control the fingers of the hand that holds the pencil, control the quality of the drawing with his eyes, and compare his work with the sample in the album; thanks to a task of increased complexity, will have the opportunity to acquire additional skills and knowledge in this topic.

The contents of the album of tasks and exercises are aimed at developing the child’s imagination, observation, and creative potential, developing his artistic view of the world around him and broadening his horizons in the field of fine arts. Students acquire initial drawing skills, work in various graphic techniques and with various materials.

Album of artistic problems, expands and deepens the material in the textbook. Students continue to study graphic language and the basics of painting, work in different techniques and with different materials.

The main task of the album of artistic tasks is to help children see and love the world around them and its colors. The album is unusual in that it contains another book, a unique visual aid on fine art - Color Atlas. The atlas insert can be removed and used separately as an illustrative teaching aid.

Albums on fine arts will allow children to get acquainted with a wide range of artistic materials, their features, properties and methods of application in the fine arts; will help you better understand works of art and perceive their expressiveness; They will teach you how to draw on tinted paper in order to diversify artistic approaches and bring you closer to the professional, competent work of an artist; will become more familiar with the concept of “color circle” (different types of color circles are given on album covers), which contains the laws of color combinations and harmonies.

ARTISTIC WRITINGS

Training exercises of artistic copybooks will help children practice various drawing techniques and master initial artistic literacy. They are aimed at strengthening the skills of using a graphite pencil when drawing dots, lines, strokes, tinting the background, creating sketches, and develop not only fine motor skills hands, but also an eye, form the skill of sequential actions, coordinate the actions of the hand and eye. Thinking hand - this is how you can briefly summarize the goals and objectives of this publication.

Methodological recommendations are intended for teachers primary classes, working according to S.G. Ashikova. They describe the course “Fine Arts”, developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education, reveal the concept of the program, outline the content lines of the course, and explain the structure of the textbook. The manuals also offer options for lesson-thematic planning, discuss techniques and methods for organizing productive creative activity of students in fine arts lessons to form universal educational actions and achieve planned subject results. Fragments of lessons are offered with commentary from the author of the textbook. Working with album materials is considered in detail in fine arts.

EXPLANATORY NOTE

The working curriculum in fine arts for grade 1 is compiled in accordance with:

Federal Law of December 29, 2012 N 273-FZ (as amended on July 23, 2013) “On Education in the Russian Federation”;

Federal State Educational Standard for Primary General Education (approved by order of the Ministry of Education of the Russian Federation dated October 6, 2009 No. 373);

Order of the Ministry of Education of the Russian Federation dated November 26, 2010 No. 1241 “On amendments to the federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009.” No. 373",

The curriculum of the State Budgetary Educational Institution “Secondary School No. 297” for the 2016-2017 academic year;

Sample programs for academic subjects of general education institutions. Art. ;

The program “Fine Arts” by B.M. Nemensky, part of the educational complex “School of Russia”;

Federal list of textbooks recommended (approved) for use in the educational process in educational institutions that implement educational programs of general education and have state accreditation, for the 2016/2017 academic year (order of the Ministry of Education and Science of the Russian Federation dated December 24, 2010 No. 2080);

Charter of GBOU "Secondary School No. 297";

Fine art is a basic subject in primary school. Compared to other academic subjects that develop a rational-logical type of thinking, fine arts are aimed mainly at the formation of emotional-imaginative, artistic thinking, which is a condition for the formation of intellectual and spiritual activity of a growing personality.

The study of fine arts in primary school, in accordance with the Federal State Educational Standards of NEO and educational educational complex “School of Russia”, is aimed at achieving goals:

nurturing aesthetic feelings and interest in fine arts; enrichment of moral experience, ideas about good and evil; nurturing feelings and respect for the culture of peoples multinational Russia and other countries;

development of imagination, desire and ability to approach any activity creatively, the ability to perceive art and the surrounding world, abilities and skills of cooperation in artistic activity;

mastering initial knowledge about the plastic arts: fine, decorative and applied arts, architecture and design - their role in human life and society;

mastering basic artistic literacy; the formation of an artistic outlook and the acquisition of work experience in various types of artistic and creative activities, with various artistic materials; improving aesthetic taste.

and tasks:

improving the emotional and figurative perception of works of art and the surrounding world;

developing the ability to see the manifestation of artistic culture in real life;

developing skills in working with various art materials.

In the process of teaching fine arts, general and specific methods are used in parallel, including the use of ICT tools:

verbal teaching methods (story, explanation, conversation, working with a textbook);

visual methods (observation, illustration, demonstration of visual aids, presentations, working with an interactive whiteboard);

practical methods;

problem-based learning;

gaming technologies;

role-playing method

system-activity approach to learning.

Thematic and final control of students' knowledge is used upon completion of the topic or academic quarter. Forms of control: test papers, creative tasks, independent work, tests, diagnostics. Use in individual and collective activity various artistic techniques and materials: collage, grattage , applications, computer animation, full-scale animation, photography, video filming, paper sculpture, gouache, watercolors, pastels, wax crayons, ink , pencil, felt-tip pens, plasticine, clay , improvised and natural materials.

Description of the place of the subject in the curriculum

In accordance with the curriculum of MBOU "Secondary School No. 9", 135 hours are allocated for the study of fine arts in primary school, of which in grade 1 33 hours (1 hour per week, 33 school weeks), in grades 2-4 34 hours (1 hours per week, 34 school weeks in each class).

Description of value guidelines for the content of the academic subject

Fine art in primary school is a basic subject; its uniqueness and significance is determined by its focus on developing the child’s abilities and creative potential, the formation of associative-figurative spatial thinking and intuition.

As a result of studying a course in fine arts, students at the stage of primary general education will develop the foundations of artistic culture, figurative thinking, observation and imagination, educational and creative abilities, aesthetic feelings will begin to develop, the foundations of spiritual and moral values ​​will be formed, the readiness and ability to realize their creative potential, conscious respect and acceptance of traditions and original cultural values ​​will be established.

PLANNED RESULTS OF STUDENTS' MASTERY

SUBJECT "FINE ARTS" IN 1st CLASS

in the cognitive sphere - understanding the importance of art in human life and society; perception and characteristics of artistic images presented in works of art; the ability to distinguish between the main types and genres of plastic arts and characterize their specificity; the formation of ideas about the leading museums of Russia and art museums in their region;

in the value-aesthetic sphere - the ability to distinguish and convey in artistic and creative activity character, emotional state and one’s attitude towards nature, man, society; awareness universal human values expressed in the main themes of art, and their reflection in one’s own artistic activity; the ability to emotionally evaluate masterpieces of Russian and world art (within the limits of what has been studied); showing sustained interest in artistic traditions his people and other peoples;

in the communicative sphere - the ability to express judgments about artistic features works depicting nature and humans in various emotional states; the ability to discuss the collective results of artistic and creative activity;

in the labor sphere - the ability to use various materials and means artistic expression to convey the idea in one’s own artistic activity; modeling new images by transforming known ones.

Know:

Main genres and types of works of fine art;

Famous centers of folk artistic crafts in Russia;

Leading art museums of Russia;

basic information about the means of expression and the emotional impact of a drawing (line, composition, contrast of light and shadow, combination of shades of color, color, etc.);

basic means of composition: horizon height, point of view, contrasts of light and shadow, color relationships, highlighting the main center;

simple information about visual perspective, horizon line, vanishing point, etc.;

initial information about chiaroscuro (light, shadow, penumbra, glare, reflex, falling shadow), about the dependence of the illumination of an object on the strength and distance of the light source;

dividing the color wheel into a group of warm colors (yellow, orange, red) and a group of cool colors

blue, green, purple);

a change in color depending on the location of an object in space (for individual objects - softening of outlines, weakening of brightness and lightness of color).

Be able to:

Distinguish between primary and composite, warm and cool colors;

Recognize individual works of outstanding domestic and foreign artists, name their authors;

Compare different types of fine arts (graphics, painting, decorative and applied arts);

Use art materials(gouache, colored pencils, watercolor, paper);

Apply the basic means of artistic expression in drawing, painting and sculpture (from life, from memory and imagination); in decorative and constructive works: illustrations for works of literature and music;

consider and conduct a simple analysis of a work of art, determine its belonging to a particular type or genre of art;

feel and determine the beauty of lines, shapes, color shades of objects in reality and in the image;

create images of individual objects (ball, cube, box, etc.);

convey in drawings light, shadow, penumbra, glare, falling shadow;

use different shading to reveal the volume and shape of the depicted object;

analyze the depicted objects, highlighting the features of design, shape, spatial position, color features, light and shadow distribution on the surface of the object;

use color contrast and harmony of color shades;

convey in molded products volumetric form, structural and anatomical structure of animals, human figures;

create appliqué compositions from different materials.

Use acquired knowledge and skills in practical activities and everyday life for:

Independent creative activity;

Enriching the experience of perceiving works of fine art;

Evaluations of works of art (expressing one’s own opinion) when visiting exhibitions, fine art museums, folk art and etc.

Formation of universal educational activities

(personal and meta-subject results)

actions

Graduate will learn

(the student will have formed)

Graduate will have the opportunity to learn

(opportunity for formation)

Personal universal learning activities

in the value-aesthetic sphere– emotional and value-based attitude to the surrounding world; tolerant acceptance of the diversity of cultural phenomena, national values and spiritual traditions; artistic taste and the ability to aesthetically evaluate works of art, morally evaluate one’s own and others’ actions, and the phenomena of surrounding life;

in the cognitive (cognitive) sphere – ability for artistic knowledge of the world; the ability to apply acquired knowledge in one’s own artistic and creative activities;

in the labor sphere - skills in using various art materials to work in various techniques; the desire to use artistic skills to create or decorate beautiful things.

In situations of communication and cooperation proposed by the teacher, based on simple rules of behavior common to everyone, make a choice, with the support of other group members and the teacher, what to do.

Regulatory universal learning activities

Define And formulate the purpose of the activity in the lesson with the help of the teacher.

pronounce sequence of actions in the lesson.

Study express

Study work according to the plan proposed by the teacher.

Study differ a correctly completed task from an incorrect one.

Learn together with the teacher and other students give emotional assessment class activities in the lesson.

-express your guess (version) based on working with the textbook illustration.

Learn together with the teacher and other students give emotional assessment class activities in the lesson.

Cognitive universal learning activities

Navigate your knowledge system: differ new from what is already known with the help of a teacher.

Make a preliminary selection of information sources: navigate in the textbook (on the double page, in the table of contents, in the dictionary).

Gain new knowledge: find answers answer questions using the textbook, your life experiences and information received in class.

draw conclusions as a result collaboration the whole class.

Process the information received: compare And group objects and their images.

Convert information from one form to another: details retell small texts, name their topic.

See and perceive manifestations of artistic culture in the surrounding life;

Actively use the language of fine art and various artistic materials;

Make a preliminary selection of information sources.

Process the information received: draw conclusions as a result of joint work of the whole class.

Convert information from one form to another.

Communicative universal learning activities

draw up your thoughts in oral and written speech (at the level of a sentence or small text).

Listen And understand speech of others.

Jointly agree on the rules of communication and behavior at school and follow them.

Enrich key competencies;

Be able to organize independent artistic and creative activities

Learn to perform different roles in a group (leader, performer, critic).

Communicate your position to others: draw up your thought in oral and written speech (at the level of one sentence or small text).

Planned meta-subject results when working with text

Work with text

The graduate will learn

The graduate will receive

opportunity to learn

Information retrieval and reading comprehension

Find specific information and facts given explicitly in the text;

Determine the topic and main idea of ​​the text;

Compare objects described in the text with each other, highlighting two or three essential features;

Understand information presented in different ways: verbally, in the form of a diagram;

Use different types of reading: introductory, study, search, choose the right type of reading in accordance with the purpose

Use age-appropriate dictionaries and reference books.

Use formal text elements (for example, subheadings, footnotes) to find relevant information;

Transformation and interpretation of information

Retell the text;

Formulate simple conclusions based on the text;

Compose a short monologue based on the text, answering the question posed

Working with text: assessing information

Participate in educational dialogue when discussing a text read or listened to

In the process of working with one or more sources, identify reliable (contradictory) information.

Formation of ICT competence of students

(meta-subject results)

Content line name

The graduate will learn

The graduate will receive

opportunity to learn

Introduction to ICT tools, computer hygiene

Use ergonomic techniques for working with computers and other ICT devices that are safe for the visual organs, the nervous system, the musculoskeletal system; perform compensatory physical exercises (mini-exercises);

Technology for entering information into a computer: entering text, recording sound, images, digital data

Information processing and retrieval

Search information in age-appropriate digital dictionaries and reference books, databases, controlled Internet,

Competently formulate queries when searching the Internet; be critical of information and the choice of source of information.

Creating, presenting and transmitting messages

Prepare and give a presentation to a small audience

Activity planning, management and organization

Determine the sequence of actions, compose instructions (simple algorithms) in several actions,

CRITERIA AND NORMS FOR ASSESSING STUDENTS' KNOWLEDGE AND SKILLS IN APPLICATION TO VARIOUS FORMS OF KNOWLEDGE CONTROL

Tools

to assess the planned personal, meta-subject and subject results of mastering the program primary education:

Toolkit of planned personal results of mastering the primary education program:

1. Typical tasks for assessing personal results (How to design universal educational activities in elementary school. From action to thought: a manual for teachers / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, etc.]; edited by A.G. Asmolov. - M.: Education, 2011.)

2. Methods for studying the process and results of student personality development (Educational process, studying effectiveness / edited by E.N. Stepanov. - M.: Creative Center, 2003 .)

3. Methods for studying the level of adaptation for grades 1 and 4 (Projective test of personal relationships, social emotions and value orientations “House” - O.A. Orekhova, pictographic test “School” - Barkan A.I., Poluyanov Yu.A., psychological and pedagogical prognostic screening by E. Egzhakova (in 1st grade),

4. Methodology for studying the emotional and psychological climate of Karpova G.N. (1 class)

5. Sociometry by J. Morena.

6. Color test relationships. (Study of the emotional and psychological climate in a team) Etkind

Evaluation methods: frontal written, individual conversation, questioning, age-related psychological counseling.

Toolkit of planned meta-subject results of mastering the primary education program:

1. Diagnostics of meta-subject and personal results in grades 1-2, grades 3-4 (according to A.G. Asmolov)

2. Final test work in UUD subjects as an instrumental basis (according to the methods of G.S. Kovaleva, O.B. Loginova )

3. Complex work on an interdisciplinary basis and work with information (according to G.S. Kovaleva, O.B. Loginova).

4. Olympiad and creative tasks, projects (extracurricular activities).

Evaluation methods: frontal written, individual conversation, questioning, observation.

Toolkit of planned subject results of mastering the primary education program:

As part of intermediate and final certification and ongoing monitoring:

level final tests

complex work on an interdisciplinary basis and work with information.

Evaluation methods: standardized written and oral work, projects, practical work, creative work (self-analysis and self-assessment, observations, etc.).

Forms and criteria for assessing the planned personal, meta-subject and subject results of students in the process of mastering the primary education program

Assessment of personal results can be described as an assessment of the planned results presented in the section “Personal learning actions” of the interdisciplinary program for the formation of universal learning actions.

The main object of assessing personal results is the formation of universal actions, included in the following three main blocks:

self-determination - the formation of the student’s internal position;

meaning making;

moral and ethical orientation.

Personal results 1st grade students, in full compliance with the Federal State Educational Standard, are not subject to final assessment.

Features of assessing meta-subject results are related to the nature of universal actions. By virtue of their nature, being functional in essence, indicative actions, meta-subject actions constitute a psychological basis and are a decisive condition for the success of students solving subject problems.

Thus, the action takes the place of an operation in the structure of the student’s educational activity, acting as a means and not as a goal of the child’s activity.

Thus, assessment of meta-subject results can be carried out during various procedures. For example, in final test work in subjects or in complex work on an interdisciplinary basis, it is advisable to include an assessment of the maturity of most cognitive learning activities and skills in working with information, as well as an indirect assessment of the maturity of a number of communicative and regulatory actions.

During the internal assessment, recorded in the portfolio in the form of assessment sheets and observation sheets of the teacher or school psychologist, the achievement of such communicative and regulatory actions can be assessed.

It is most advisable to assess the level of formation of a number of universal educational actions in the form of non-personalized procedures.

1st grade students are not graded using a five-point system.

The object of assessment of subject results becomes, in full accordance with the requirements of the standard, the ability of students to solve educational-cognitive and educational-practical problems.

Assessment of subject results can be carried out both during non-personalized procedures in order to assess the effectiveness of the education system and educational institution, and during personalized procedures for the purpose of final assessment of the results of educational activities of graduates.

At the same time, the final assessment is limited to monitoring the success of mastering actions performed by students with subject content that reflects the supporting knowledge system of this training course.

Assessment of the achievement of these substantive results is carried out, as a rule, during the implementation of the final verification work. In some cases, their achievement can also be checked during current and intermediate assessments, and the results obtained are recorded in a cumulative assessment system (for example, in the form of a portfolio) and taken into account when determining the final grade.

Examples of this type of work could be:

In the subjects of the aesthetic cycle - audio recordings, photos and video images of examples of performing activities, illustrations for musical works, illustrations on a given topic, products of one’s own creativity, audio recordings of monologues of descriptions, materials of introspection and reflection, etc.

Therefore, in current assessment activities and when assessing individual components of a portfolio, it is advisable to correlate the results demonstrated by the student with assessments like:

“pass/fail” (“satisfactory/unsatisfactory”) - i.e., an assessment indicating the mastery of the reference system of knowledge and the correct implementation of educational actions within the range (circle) of given tasks built on the reference educational material;

“good”, “excellent” - assessments indicating the assimilation of the supporting system of knowledge at the level of conscious voluntary mastery of educational activities, as well as the horizons and breadth (or selectivity) of interests.

This does not exclude the possibility of using traditional system marks of 5 point scale, however, requires clarification and rethinking of their content. In particular, achieving the reference level in this assessment system is interpreted as the child’s unconditional academic success, as his fulfillment of the requirements of the standard, and is correlated with a “satisfactory” (“pass”) rating.

Conversation, practical work, creative work, experiments and observations, excursion is assessed by the teacher.

Classification of errors and shortcomings that affect the reduction of the rating.

Errors:

violation of the sequence of work;

improper performance of work;

errors while performing work;

ignorance of the material, inability to perform independent work;

lack of drawing skills;

errors leading to incorrect results;

inability to navigate the sequence of work.

Disadvantages:

inaccuracies when making drawings, sketches, sketches;

individual violations of the sequence of operations;

inaccuracies in determining the purpose of tools and materials;

inaccuracies when performing work.

Topic name,

Number of hours

Federal component

Regional component

Practical part

You're pretending. Meet the Image Master.

"Master of Image" teaches you to see and depict.
And all subsequent years of education will help children in this - help them see, consider the world. To see, you must not only look, but also draw yourself. You have to learn this. Here only the foundations are laid for understanding the enormous role of image activity in people’s lives; in future years the teacher will develop this understanding. The discoveries of the quarter also include the fact that in art there is not only an Artist, but also a Spectator. Be good viewer– we also need to learn, and “Image Master” teaches us this.

You decorate. Meet the Master of Decoration.

The Master of Image, which the children met earlier, is the Master of Cognition, which helps to look carefully at life. The Master of Decoration does something completely different in life - he is a Master of Communication, as he organizes communication between people, helping them to openly identify their roles.
Today we go on a hike, tomorrow we go to work, then we go to a ball, and with our clothes we talk about our roles, about who we are today, what we will do. More clearly, of course, this work of the Master of Decoration is manifested at balls, carnivals, and theatrical productions. And in nature we distinguish, for example, some birds or butterflies from others by their decorations.

You are building. Meet the Build Master.

The Master of Image is the Master of Cognition, the Master of Decoration is the Master of Communication, and the Master of Construction is the Master of Creating the objective environment of life.
In this quarter, his brothers remove the invisibility cap from him and hand over the reins of government to him. People can explore the world and communicate only if they have a humanly organized environment. Every nation has been building since primitive times. Children also build in their games from sand, cubes, chairs - any material at hand. Before starting the study, the teacher (with the help of the children) should collect as much “building material” as possible (for example, boxes of milk, yoghurt, shoes, etc.).

Image, decoration, construction always help each other.

The purpose of the theme is to show children that in fact our three Masters are inseparable. They constantly help each other. But each Master has his own work, his own purpose. And in a specific work, one of the Masters is always the main one. Here, for example, are our drawings: where is the work of the Master of Construction here? Now these works decorate the classroom. And in the works where the Master of Decoration was the main one, how did the Master of Image and Master of Construction help him? The main thing is to remember with the guys what exactly the role of each Master is and what he helped to learn.

Total:

DESCRIPTION OF MATERIAL AND TECHNICAL SUPPORT OF THE EDUCATIONAL PROCESS

Educational and methodological kit

Nemensky B.M. and others. Fine arts. Work programs. 1-4 grades.

Nemenskaya L.A. Fine Arts: You depict, decorate and build. Textbook. 1 class.

Nemensky B. M., Nemenskaya L. A., Koroteeva E. I. and others. Fine arts. Toolkit. 1-4 grades.

Material and technical support of the educational process

Methodical manuals

Methodological journals on art

Educational visual aids

Readers of literary works for fine arts lessons

Reference books, encyclopedias

Art Albums

Books about artists and art museums

Non-fiction literature on art

Portraits of Russian and foreign artists

Tables, diagrams, didactic handouts

Multimedia programs, electronic textbooks

Electronic libraries on art

Technical means

TV

record player

video recorder

slide projector

camera

audio recordings

videos

slides

screen

magnetic board

Educational and practical equipment of the class

Easels

Constructors

Brushes

Paper

Scissors

Casts, herbariums, models, draperies

Dolls, masks

Sample programs for academic subjects. Elementary School. At 2 p.m. Part 2. - 3rd ed. – M.: Enlightenment. 2011. – (Second generation standards).

APPLICATION

to the main educational program

primary general education,

approved by order No. 360-p dated 09/04/2013

WORKING PROGRAMM

ART

1 class

/School of Russia/

1. EXPLANATORY NOTE

The program was developed on the basis of the Federal State Educational Standard for Primary General Education, the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, and the planned results of primary general education.

Sample program in fine arts. 1-4 grades (second generation standards) -M.: Prosveshcheniye, 2011;

General characteristics of the subject

Target the educational subject "Fine Arts" - the formation of the artistic culture of students as an integral part of the spiritual culture, that is, the culture of world relations developed by generations. These values, as the highest values ​​of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and ugly in life and art, that is, the vigilance of the child’s soul.

The course is designed as a holistic system of introduction to artistic culture and includes on a unified basis the study of all main types of spatial (plastic) arts. They are studied in the context of interaction with other arts, as well as in the context of specific connections with the life of society and man.

The systematizing method is identifying three main types of artistic activity for visual spatial arts:

- visual artistic activity;

- decorative artistic activities;

- constructive artistic activity.

Three methods of artistic exploration of reality in elementary school act as accessible types of artistic activity for children: depiction, decoration, construction. The constant practical participation of schoolchildren in these three types of activities allows them to systematically introduce them to the world of art.

The subject “Fine Arts” involves the co-creation of teacher and student; dialogical; clarity of tasks and variability of their solutions; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Basic types of educational activities- practical artistic and creative activity of the student and perception of the beauty of the surrounding world and works of art.

Practical artistic and creative activity(the child acts as an artist) and art perception activity(the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials, as well as art techniques (appliqué, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is constant change of art materials, mastering their expressive capabilities. Variety of activities stimulates students' interest in the subject and is a necessary condition for the formation of each person's personality.

Perception of works of art involves the development of special skills, the development of feelings, as well as mastery of the figurative language of art. Only in the unity of perception of works of art and their own creative practical work does the formation of imaginative artistic thinking of children occur.

A special kind student activity is to perform creative projects and presentations.

Development of artistic and imaginative thinking students is built on the unity of its two foundations: development of observation skills, i.e. the ability to peer into the phenomena of life, and development of fantasy, i.e. the ability, based on developed observation, to build an artistic image, expressing one’s attitude to reality.

The Fine Arts program provides for alternating lessons individual practical creativitystudents and lessons collective creative activity.

Collective forms of work: work in groups; individual-collective work (everyone does their part for a common panel or building).

Artistic activity: image on a plane and in volume (from life, from memory, from imagination); decorative and constructive work; perception of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in lessons; study of artistic heritage; selection of illustrative material for the topics being studied; listening to musical and literary works (folk, classical, modern).

Discussion of children's works from the point of view of their content, expressiveness, originality, it activates the attention of children and forms the experience of creative communication.

Periodic organization of exhibitions gives children the opportunity to see and appreciate their work again and feel the joy of success. Student work completed in class can be used as gifts for family and friends, and can be used in school decoration.

Place of the subject in the curriculum

1 hour per week is allocated for studying the subject - 33 hours per year.

Value guidelines for the content of the academic subject

The priority goal of art education in school is spiritual and moral development child.

The culture-creating role of the program is to educate citizenship and patriotism: the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal human culture.” Nature and life are the basis of the formed worldview.

Connections between art and human life, the role of art in everyday life, in the life of society, the importance of art in the development of every child is the main semantic core course .

The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. Widespread involvement is envisaged life experience children, examples from the surrounding reality. Working on the basis of observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking.

One of the main objectives of the course is the child’s development interest in the inner world of a person, the ability to deepen into oneself, to become aware of one’s inner experiences. This is the key to development empathy abilities I.

Any topic in art should not just be studied, but lived in an active form, in the form of personal creative experience. To do this, it is necessary to master artistic-figurative language and means of artistic expression. The developed ability for emotional assimilation is the basis of aesthetic responsiveness. On this basis, the development of feelings, the mastery of the artistic experience of generations and the emotional and value criteria of life occur.

2. MAIN CONTENT OF THE EDUCATIONAL SUBJECT “YOU DRAW, DECORATE AND BUILD”

Chapter

Working programm

Section 1: You're pretending. Acquaintance with Image Master – 9 o’clock

Images are all around us.

The Image Master teaches you to see.

Can be depicted as a spot.

Can be depicted in volume.

Can be depicted with a line.

Multi-colored paints.

You can also depict what is invisible.

Artists and spectators (summarizing the topic).

Section 2: You decorate. Meet the Master of Decoration – 8 hours

The world is full of decorations.

You need to be able to notice beauty.

Patterns that people have created.

How a person decorates himself.

The Decoration Master helps to make a holiday (summarizing the theme).

Section 3: You build. Meet the Build Master– 11 o’clock

Buildings in our life.

Houses are different.

Houses that nature built.

House outside and inside.

We are building a city.

Everything has its own structure.

We build things.

The city in which we live (summarizing the topic).

Section 4: Image, decoration, construction always help each other– 6h.

The Three Master Brothers always work together.

"Dreamland". Creation of a panel.

"Spring Festival". Paper construction.

A lesson in love. The ability to see.

Hello summer! (summarizing the topic).

Total:

3. REQUIREMENTS FOR THE LEVEL OF PREPARATION OF STUDENTS

Personal, meta-subject and subject-specific results of mastering an academic subject

As a result of studying the course “Fine Arts” in primary school, certain results should be achieved.

Personal results are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the academic subject in the “Fine Arts” program:

a sense of pride in the culture and art of the Motherland, one’s people;

respectful attitude towards the culture and art of other peoples of our country and the world as a whole;

understanding the special role of culture and art in the life of society and each individual;

formation of aesthetic feelings, artistic and creative thinking, observation and imagination;

the formation of aesthetic needs - the need for communication with art, nature, the need for a creative attitude towards the surrounding world, the need for independent practical creative activity;

mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;

the ability to cooperate with comrades in the process of joint activities, to correlate one’s part of the work with the general plan;

the ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of a given topic, in terms of content and means of expression.

Meta-subject results characterize the level of development of students’ universal abilities, manifested in cognitive and practical creative activities:

mastering the skill of creative vision from the position of an artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;

mastering the ability to conduct dialogue, distribute functions and roles in the process of performing collective creative work;

use of funds information technologies to solve various educational and creative problems in the process of searching for additional visual material, performing creative projects and individual exercises in painting, graphics, modeling, etc.;

the ability to plan and competently carry out educational activities in accordance with the assigned task, find options for solving various artistic and creative problems;

the ability to rationally organize independent creative activities, the ability to organize a place of study;

conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject results characterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the academic subject:

knowledge of types of artistic activity: fine (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);

knowledge of the main types and genres of spatial-visual arts;

understanding the figurative nature of art;

aesthetic assessment of natural phenomena, events of the surrounding world;

the use of artistic skills, knowledge and ideas in the process of performing artistic and creative work;

the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;

the ability to discuss and analyze works of art, expressing judgments about the content, plots and means of expression;

mastering the names of leading art museums in Russia and art museums in their region;

the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a festival;

the ability to use various artistic materials and artistic techniques in artistic and creative activities;

the ability to convey in artistic and creative activity character, emotional states and one’s attitude towards nature, man, society;

the ability to compose a conceived artistic image on the plane of a sheet and in volume;

mastering the ability to apply the basics of color science and the basics of graphic literacy in artistic and creative activities;

mastering the skills of paper modeling, plasticine modeling, image skills using appliqué and collage;

the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;

the ability to reason about the diversity of ideas about beauty among the peoples of the world, human abilities in a variety of natural conditions create your own original artistic culture;

image in creative works features of the artistic culture of different (familiar from lessons) peoples, conveying the features of their understanding of the beauty of nature, man, and folk traditions;

ability to recognize and name what artistic cultures include proposed (familiar from lessons) works of fine art and traditional culture;

the ability to aesthetically and emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;

the ability to explain the significance of monuments and the architectural environment of ancient architecture for modern society;

expression in visual arts its attitude to the architectural and historical ensembles of ancient Russian cities;

the ability to give examples of works of art that express the beauty of wisdom and rich spiritual life, the beauty inner world person.

Personal results is the formation of the following skills:

Educational and cognitive interest in new educational material and solutions new task;

Fundamentals of ecological culture: accepting the value of the natural world.

Focus on understanding the reasons for success in educational activities, including self-analysis and self-monitoring of results, and analysis of the compliance of results with the requirements of a specific task.

The ability to self-assess based on criteria for the success of educational activities;

Meta-subject results:

Regulatory UUD:

Take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher;

Plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan;

Adequately perceive suggestions and assessments of teachers, comrades, parents and other people;

Cognitive UUD:

Construct messages in oral and written form;

Focus on a variety of ways to solve problems;

Construct reasoning in the form of a connection of simple judgments about an object, its structure, properties and connections;

Communicative UUD :

Allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the partner’s position in communication and interaction;

Formulate your own opinion and position; ·to ask questions;

use speech to regulate your actions.

Subject results studying Fine arts are the formation of the following skills:

The student will learn :

Distinguish between the main types of artistic activity (drawing, painting, sculpture, artistic construction and design, decorative and applied arts) and participate in artistic and creative activities, using various artistic materials and techniques for working with them to convey their own ideas;

- learns the meaning of words: artist, palette, composition, illustration, applique, collage, floristry, potter;

Recognize individual works of outstanding artists and folk craftsmen;

-distinguish between primary and composite, warm and cool colors; change their emotional tension by mixing with white and black paints; use them to convey the artistic concept in your own educational and creative activities;

primary and mixed colors, basic rules for mixing them;

Emotional meaning of warm and cold tones;

Features of the construction of the ornament and its significance in the image of an artistic object;

Know the safety rules when working with cutting and piercing tools;

Processing methods and techniques various materials;

Organize your workplace, use a brush, paints, palette; scissors;

Convey in a drawing the simplest form, the main color of objects;

Compose compositions taking into account the design;

Construct from paper based on origami techniques, corrugation, crumpling, bending;

Construct from fabric based on twisting and tying;

Construct from natural materials;

Use the simplest modeling techniques.

The student will have the opportunity to learn:

- learn the basics of three types of artistic activity: image on a plane and in volume; construction or artistic design on a plane, in volume and space; decoration or decorative activities using various artistic materials;

-participate in artistic and creative activities, using various artistic materials and techniques for working with them to convey their own ideas;

- acquire primary skills in artistic work in the following types of art: painting, graphics, sculpture, design, arts and crafts and folk art forms;

- develop fantasy and imagination;

-acquire artistic perception skills various types art;

- learn to analyze works of art;

- acquire primary skills in depicting the objective world, depicting plants and animals;

- acquire communication skills through the expression of artistic meaning, the expression of an emotional state, one’s attitude in creative artistic activity and in the perception of works of art and the creativity of one’s comrades.

4. EDUCATIONAL AND THEMATIC PLANNING

№ n\n

date

Lesson topic

Number of hours

List of equipment used

Homework

Adjustment

1 quarter (9h)

You're pretending. Meet the Image Master (9 hours)

Images are all around us.

Images in human life. Subject "Fine Arts".

What will we learn in art lessons?

Art cabinet - art workshop.

Task option – draw the sun

The Image Master teaches you to see. The beauty and diversity of the natural world around us.

Introduction to the concept of “form”.

Presentation on the topic of the lesson.

Can be depicted as a spot.

Spot as a method of image on a plane. Image on a plane.

The role of imagination and fantasy in spot-based imagery.

A shadow is an example of a spot that helps to see a generalized image of a form.

A metaphorical image of a stain in real life (moss on a stone, scree on a wall, patterns on marble in the subway, etc.).

An image based on a spot in artists’ illustrations for children’s books about animals.

Can be depicted in volume.

Volumetric images.

The difference between an image in space and an image on a plane. Volume, image in three-dimensional space.

Expressive, three-dimensional objects in nature.

Integrity of form.

Landscape paper, colored paper.

Can be depicted with a line. Introduction to the concepts of “line” and “plane”. Lines in nature. Linear images on a plane. Narrative possibilities of the line (line - storyteller).

Paint program for teachers with screen projection

Multi-colored paints.

Getting to know color. Gouache paints.

Color. The emotional and associative sound of color (what does the color of each paint resemble?).

Color science tables.

You can also depict what is invisible (mood) Expressing mood in an image.

Emotional and associative sound of color.

Artists and spectators (summarizing the topic). Initial experience of artistic creativity and experience of perceiving art. Perception of children's visual activity.

Color and paints in artists' paintings.

Art Museum.

Multimedia presentation about fine arts

2nd quarter (7h)

You decorate. Meet the Master of Decoration(8 hours)

The world is full of decorations. Decorations in the surrounding reality. Variety of decorations (decor). The Master of Decoration teaches you to admire beauty and develop observation skills; it helps make life more beautiful; he learns from nature.

Flowers are the decoration of the Earth. A variety of flowers, their shapes, colors, patterned details.

Multimedia presentation “Flowers”

You need to be able to notice beauty.

The Master of Decoration learns from nature and helps us see its beauty. Bright and discreet, quiet and unexpected beauty in nature.

The variety and beauty of shapes, patterns, colors and textures in nature.

Symmetry, repetition, rhythm, free fantasy pattern.

Patterns on the wings Graphic materials, fantasy graphic pattern (on the wings of butterflies, fish scales, etc.).

Expressiveness of texture.

Relationship between spot and line.

Beautiful fish. Fish decoration made with a colored spot using the monotopy technique.

Bird decoration. An image of an elegant bird using the technique of three-dimensional appliqué and collage.

Patterns that people have created The beauty of patterns (ornaments) created by man. A variety of ornaments and their application in the human environment.

Master of Decoration is a master of communication.

Natural and figurative motifs in the ornament.

Figurative and emotional impressions from ornaments.

How a person decorates himself.

A person's jewelry tells a story about its owner.

Jewelry can tell others who you are and what your intentions are.

3rd quarter (9h)

The Decoration Master helps to make a holiday (summarizing the topic) Without holiday decorations no holiday. Preparing for the New Year.

New skills in working with paper and summarizing the material of the entire topic.

You are building. Meet the Master of Construction (11 hours)

Buildings in our life

Initial acquaintance with architecture and design. Buildings in the life around us.

Buildings made by man. They build not only houses, but also things, creating the desired shape for them - comfortable and beautiful.

Natural buildings and structures.

The variety of natural buildings, their shapes and designs.

The Master of Construction learns from nature, comprehending the forms and designs of natural houses.

The relationship between shapes and their proportions.

Multimedia presentation “Flower City”

Houses that nature built.

Houses are different

Variety of architectural buildings and their purpose.

The relationship between the appearance of a building and its purpose. Components of a house and the variety of their shapes.

House outside and inside.

The relationship and relationship between the appearance and internal structure of the house.

The purpose of the house and its appearance.

The internal structure of the house, its contents. Beauty and comfort of home.

Multimedia presentation “T. Mavrina. Illustrations"

Building a city

Construction of a game city.

The Construction Master helps you come up with a city. Architect.

The role of constructive imagination and observation in the work of an architect.

Cartoon fragments

Everything has its own structure.

The design of the item.

Any image is an interaction of several simple geometric shapes.

Paint program for teachers with screen projection

4th quarter (8h)

We build things.

Design of household items.

How do our things become beautiful and comfortable?

Multimedia presentation “Designer of household items”

The city we live in (summarizing the topic)

Creating an image of the city.

Variety of urban buildings. Small architectural forms, trees in the city.

Initial skills of team work on panels.

Image, decoration, construction always help each other (5 hours)

The Three Master Brothers always work together

The interaction of three types of artistic activity: participate in the process of creating practical work and in analyzing works of art; as stages, sequence of creation of a work; each has its own social function.

In a particular work, one of the Masters is always the main one; he determines the purpose of the work.

Multimedia presentation “Works of art in human life”

"Dreamland". Creation of a panel.

Image fairy world. Masters help you see the world of a fairy tale and recreate it.

Expressiveness of placement of elements of a collective panel.

Presentation

"Spring Festival". Paper construction.

Designing nature objects from paper.

Multimedia presentation.

A lesson in love. The ability to see. Perception of the beauty of nature.

Brothers-Masters help to consider natural objects: structure (how it is built), decor (how it is decorated).

Multimedia presentation.

Hello summer! (topic summary)

The beauty of nature delights people; artists glorify it in their works.

The image of summer in the works of Russian artists.

Painting and sculpture. Reproduction.

Multimedia presentation “Summer in the works of Russian artists”

5. MATERIAL AND TECHNICAL SUPPORT

Name of objects and means of material and technical support:

Library fund;

Printed manuals;

Technical means;

Screen and sound aids;

Equipment class

Name

The year of publishing

Publishing house

A.A. Pleshakov

School of Russia. Concept and programs for primary school. At 2 o'clock, Part 2

Moscow "Enlightenment"

L.V.Shamparova

Art. Grades 1-4: work programs based on textbooks edited by B.M. Nemensky

Moscow "Enlightenment"

Nemenskaya L.A.

Art. You depict, decorate and build. 1st grade: textbook for general education institutions

Moscow "Enlightenment"

Nemensky B.M.

“Your workshop” workbook. 1 class

Moscow "Enlightenment"