Oleg (ideas: 125, wins: 2)
Hello Colleague)My options:
________________________________________
1) -Time To Draw - Time to Draw! - It will sound like a call and quite interesting with the logo.
It is the Name that is placed in a vertical oval stylized as a stroke or brush strokes.
You should use the space of the vertical oval figure, you can top part stylize as contour
the tip of a brush or pencil. It will be stylish and concise. I would choose the color just like on
2) - Artist \ Artist is also an artist, but in English. The sound is similar.
artist.su - (free) The logo with this name should depict a human profile
V full height standing behind the easel, but the figure and the person can be inscribed in the outline of the palette.
It will be very recognizable if done in literally two or three colors and the signature is handwritten or in the form of a stamp (author’s seal)
font, . (It would be interesting to see a color combination of ultramarine blue, terracotta red
and white-golden color)
3) - ArtCompany - Art Company artcompany.su - free.
The logo can use the outline of a human palm as a basis and the name of the studio
write with lettering style. It will be quite modern, considering that it is very popular at this moment.
Colors range from Bright Tural, Light Green and Peach. The font is a darker color, for example cobalt blue.
artcommand.biz - (free)
4) - ArtCompass - As you know, a compass indicates the directions of light, but what if you try to make a logo like this - 1 change the arrows to a brush and a pencil. 2 All this can be entered completely into a compass located on the palette.
Font for a logo with an expressive Adventure style (just like discovering art for yourself) For example -
"We are discovering new facets of art!" , "Let's Explore the World of Art!" - here are the mottos for you) ...
artcompass.biz - (free)
5) - TasteArt - the title calls for knowledge of this type of activity.
The logo is simple, the outline of the palm is in the center of the picture frame, and the title is right below the palm. This is how authors usually sign their works.
It will be cool and original, an unusual play on words in one title. TasteArt - sounds similar
-ArtTaste - ArtTaste in this logo you can place a plate (schematically) literally sounding like circles, but you can place a pencil and a brush
As usual, the fork and spoon are located, and all this is on the palette. The name can be written on the plate itself, in an embossed style
paint, it will be voluminous and quite impressive, as if squeezed out of a tube of paint (this also happens to be beautifully written on birthday cakes)
arttaste.biz, arttaste.net, arttaste.su, arttaste.today - (available)
6) - ArtKapitel - there is such a term in Architecture artkapitel.rf - (free)
Everything is quite simple here left side directed curl outline architectural element literally a drawing.
The name is the same right side, in a consistent Academic font - for example, the font on the website - Russian Academy Art in St. Petersburg.
Color, French Blue, Lead Gray Blue, Soft Pink.
ArtKapitel - and no one on RuNet has such a name.
7) - ArtStreet - Art Street - The logo is a house sign - where the name of the street is indicated - but the font is lively and expressive.
Motto - Come to us for a glimpse of art! artstreet.su - (available)
"Miracle brush"
Olga Nersesova
studio head
____
"The idea of creating cultural center arose for me in the nineties, when we realized that we could do what we loved without the pressure of Soviet ideology. Having gathered our colleagues and miraculously received the premises, we found ourselves on our free territory, where we created various creative studios, including the “Miracle Brush”. Sounds in class classical music, adults can draw too.”
Address:
Tikhvinsky lane, 10/12, bldg. 13
Schedule:
Monday-Thursday, 14:00
Age: five to eight years
Monthly subscription: RUB 2,500
Studio "Color"
Children's studio "Color" began with a ceramics group in 1980. Three years later, it became known as the “Children’s Experimental Art Synthesis Studio” - because during the class they listened to music and made theatrical performances.
Mark Margulis
studio head
____
“Group classes are held in a playful way. During the game, children solve various problems that I set for them, sometimes very difficult ones. Sometimes parents are included in the game or creative process - this is always welcome. The main purpose of our classes is to create an environment in which a child can maximize his creative abilities. And it doesn’t matter to me in what area he will be a creator, so in class we not only draw, but also play, sculpt, listen to music, and stage plays.”
Address: Krasnaya Presnya, 4a
Schedule: twice a week, set at the end of September
Age: from one year to 14 years
Monthly subscription: 4,000 rub.
"Museion" at the Pushkin State Museum of Fine Arts
The studio has existed since the early sixties. At first, students from the Pedagogical Institute worked with children, mostly schoolchildren, on a voluntary basis. In the mid-1960s, the studio was headed by Erna Ivanovna Larionova (1922-1992). With her, they began to take younger children to the studio. The first hour the children walk around the museum (each time in different halls), the second they draw.
Maria Lukyantseva
teacher
“Children aged five to six years old study in the art studio. The classes are not designed to train professional artists. The main thing is to reveal through the perception of art monuments inner world child, awaken his creative imagination. We don't teach how to draw, we inspire. At the end of each school year for the senior, graduating group, a small prom. The guys are preparing a performance with homemade cardboard dolls based on Greek and Egyptian myths and fairy tales, quizzes and competitions are held.”
Address: Kolymazhny lane, 6, building 2
Schedule: once every two weeks from October to May,on weekdays from 11:00 to 13:00 or from 15:00 to 17:00
Age: from five years
Price: 3,500 per year
Children's studio "Fantasy"
At the Moscow Museum contemporary art a school of contemporary art was created, and a studio was created within it for those who want to enroll in the school. The studio has existed for ten years.
Svetlana Galaktionova
teacher
“We don’t work much with drawing and painting—there aren’t enough hours, and they teach it in art school. We work with composition, color, and teach even a small child how to arrange and combine different materials. Children sketch, think, and create two-meter canvases. We paint with gouache oil pastels, colored pencils, pens. With a wide brush, with a thin brush... We have complete freedom of expression, and tasks are set individually for each child.”
Address: Petrovka, 25
Schedule: two times a week; Saturday, Sunday - from 10:00 to 18:00, Wednesday - from 17:00 to 19:00
Age: from five to 12 years
For free
Studio "START"
The studio arose under the Union of Architects in 1982, and in 1993 it turned into a school with paid classes.
Nona Aznavuryan
teacher
“We engage in architectural and artistic design with children and teach, first of all, architecture and design. There are many elective classes: design theater, drawing, academic drawing, computer graphics. The paid program is the same as the free one, and runs in parallel with it.”
Address: Zoological, 18
Schedule: once a week
Age: From five years
Monthly subscription: 4,000 rub.
"Hive"
Yuri Izosimov
studio head
The Hive has been in existence for thirty-three years. This is a family studio, and family is the main thing for us. We not only teach children to draw, but also introduce them to art, hold exhibitions, including international ones, go to museums with their parents, and regularly go to Tsaritsyno to paint.”
Address: Kashirskoe highway, 58, building 2
Schedule: Tuesday, Thursday, Friday - 15:00-19:00
Age: from five to 14 years
Monthly subscription: RUR 2,400
"Little children and great art"
Elizaveta Lavinskaya
studio head
“The studio appeared a year ago in the workshop of sculptor Nikolai Andreev, built at the beginning of the 20th century. The idea is to immediately immerse the child in the atmosphere of art, a creative workshop. Each lesson begins with a short history of art theory. This could be a story from the life of an artist or a cross-cutting theme: for example, cats in art, spring in art, a female sculptural portrait... I myself come from a family of artists - the way I was raised is how I try to convey this to children. So that they grow up to be intelligent people and I have someone to talk to. In addition to conversations, we draw and sculpt in various techniques, do ceramics and collage. We try to ensure that even small children have time to draw and sculpt in one lesson. So that the children have a changeover, because the lesson is long - two hours. The lesson ends with a tea party, where we discuss what we have learned new.”
Address: B. Afanasyevsky lane, 27, building 2
Schedule: Wednesday, Saturday, Sunday - 11:00-17:00
Age: from two to 16 years
Monthly subscription: RUB 3,200
“Zinina’s workshop” in “Shardam”
Zina Surova
teacher
"IN real life I am an illustrator, decorative artist and designer. And experience shows that an artist, no matter who he is, needs a laboratory. The workshop at Shardam is just such a laboratory for children: we draw, design, glue, sculpt, print, and we will work with wood and fabric. We need to find different ways and outputs for children so that they can realize themselves - not just give paper and pencil. Sometimes, after making something out of pieces of wood, they begin to paint better. At the beginning of the lesson, I almost always show what other artists have done on the same topic, and the children immediately begin to feel like artists.”
Address: Krymsky Val, 10
Fine arts teacher Maria Paliy is tired of working at school. She didn’t want to adapt to the standards that were imposed there, and four years ago she created her own studio, “I Want to Draw!”
There children and adults are taught to draw in the most different genres. For the first two years, all the proceeds went towards rent, but last year we finally managed to turn a profit. Now Maria is going to open a second studio in St. Petersburg.
Maria PALIY
Founder of the studio “I want to draw!”
How it all began
I have two higher education: I am an art teacher and journalist. She started working at the age of 18 as an art teacher in kindergarten. Since then I have been teaching drawing - for more than 10 years. Then, at the same time, I worked as a journalist on Internet television, wrote scripts for children’s programs, and worked for two years as a production editor on the radio. And after that I returned to school again because I was bored.
I didn’t manage to work there for a long time: I didn’t want to adapt to the standards and lose all my individuality. At that moment, I really wanted both myself and the people around me to feel comfortable doing what they love. A person becomes happy precisely when he does what he knows best and shares his knowledge with other people. And I realized that it would be best if I started teaching fine arts, but without any strict framework and rules.
In April 2009, I drew the “I want to draw!” logo. and started a blog, through which I found my first students. I taught classes at my home. Over time, my apartment could no longer accommodate everyone, and a friend offered me the use of his office for free on weekends to study. I then charged 300 rubles per lesson.
First investments
After a few months, I earned about 30,000 rubles - and for 18,000 rubles I was able to rent a small room on Taganka for a month, where I could already conduct classes on weekdays. I spent the rest of the money on materials. The room had built-in wardrobes - there was no need to spend money on furniture to store everything you needed.
A year later, we moved to a slightly more spacious, but also more expensive premises on Brestskaya - by that time the money we earned was already enough for expansion. We put the new studio in order ourselves, painted the walls, and came up with the design. After some time, we hired a cleaner; before that, I did the cleaning myself.
Our main income comes from events in restaurants
And shopping centers, festivals, children's parties
Plans
Four years after opening, I continue to do everything myself: I write on a blog, answer calls and letters, and do accounting. It is not yet possible to consistently pay someone for this work. We only use a professional accountant to assist with our restaurant contracts.
“I want to draw!” became a conveyor belt of leaders who began to open their own schools - there are already several of them. It's great that our work model helps people get inspired and create their own new projects.
IN this moment we are working on opening another workshop “I want to draw!” at Yugo-Zapadnaya. We are now registering a trademark specifically for this purpose, however, it takes a lot of time - the process has been going on for about a year and a half. In addition, we have already received several proposals to open other studios in Russia under our brand. We are thinking about this issue. We are planning to open a studio in St. Petersburg.
When you start something , go wherever you are called, meet people halfway, even if they offer you a smaller budget than you planned.
Don't be afraid to do some things with your own hands. There is nothing wrong with making calls, writing letters, cleaning the office yourself. But you shouldn’t be afraid to trust people with some work.
Text: Galina Shmeleva
Program typemodified
Educational areaart
Direction of activityartistic - aesthetic
Method of mastering the content of educationcreative
Level of mastery of educational contentin-depth
Program implementation levelprimary, basic and secondary
Forms of program implementationgroup
Duration of the program4 years
METHODOLOGICAL SUPPORT
Target: raising a person of the future, with developed sense beautiful, with
active creativity.
Tasks: - create conditions for free experimentation with
a variety of art materials;
Introduce students to the universal language of art
by means of artistic and figurative expressiveness;
To develop the artistic and creative abilities of students through
productive activities;
Educate artistic taste and a sense of harmony.
Basic educational technologies:
Cultural education;
Gaming;
Developmental education;
Humane-personal technology.
Teaching methods:
practical, explanatory and illustrative,
problem-search.
Forms of conducting classes:
Individual;
Group;
Collective.
Types of classes:
Traditional / theoretical, practical /;
Non-traditional.
Intersubject connection:
art, history, drawing.
EXPLANATORY NOTE
"Children's artistic talent -
not the prerogative of rare geniuses, but very
a common phenomenon, almost
always arising in a favorable
environment of education and upbringing."
Melik – Pashaev A,
Nolyavskaya Z.N.
Self-expression in drawing is one of the oldest human needs: about 25% of children from an early age show interest in drawing; The educational program of the art studio “Makhaon” was created for them.
The educational program "Swallowtail" was created for implementation in the Municipal Educational Institution of Children's Education "House of Schoolchildren" in the village of Pervomaisky, developed on the basis of existing regulatory documents institutions of further education and teaching aids Rostovtseva N.N. Methods of teaching fine arts at school.” M., 1980 and Belyutina E.M. Basics of visual literacy. M., 1958
Covering wide circle educational and educational tasks mental, moral-volitional, aesthetic and labor development of the individual, fine art stimulates the manifestation of students’ creative abilities, activates their curiosity, intelligence, and forms the desire to participate in activities to protect nature, historical and cultural monuments.
Relevance: In modern social conditions, where additional education carries the role of preparing an individual for self-education and self-education, the experience of creative activity is necessary for the development of a creative personality.
The purpose of teaching fine arts in additional education is the formation artistic culture schoolchildren as an integral part of spiritual culture. Introduction to visual creativity leads students to the formation of their moral and aesthetic responsiveness to the beautiful and ugly in life and in art, the formation of artistic and creative activity, and mastery of the figurative language of fine art.
Program concept involves joint cooperation and search, not to impose cultural forms on the child, but to offer them, not just to give classes, but to build them in accordance with the requests and needs of groups,
Artistic activity is the leading way aesthetic education children from preschool to older school age, the purpose of which is to harmonize the child’s relationship with the outside world.
The proposed program is structured in such a way as to give schoolchildren a clearer understanding of the system of interaction between art and life.
The program is based on the following principles:
unity of training and education;
connection between emotional and rational in learning;
systematic development of students' ability to perceive artistic image in works of fine art and create it in independent artistic works in accordance with age-related developmental characteristics and practical experience.
Main goal of the program– raising a person of the future, with a developed sense of beauty, with an active creative beginning.
Tasks: The implementation of the program goal involves performing the following tasks:
Educational:
Create conditions for free experimentation with a variety of artistic materials;
To familiarize students with the universal language of art through the means of artistic and figurative expression;
Expanding artistic and aesthetic horizons;
Mastering visual techniques using various materials and tools, including experimentation and working in mixed media
Educational:
Educators:
Cultivate attention, accuracy, and determination. Develop teamwork skills.
Foster a desire for reasonable organization of your free time;
To cultivate artistic taste and a sense of harmony.
The program is aimed at developing such qualities as:
Originality of creative thought;
Ability to generalize and synthesize received information;
The desire to find new solutions and unusual ideas.
This program is intended for students of primary and secondary school age (7-15 years old) who have basic skills visual arts and is designed for 4 years of study. Moreover, the first two years are an entry-level program, the next two years are an advanced level program.
Class schedule for study groups
|
Group |
Age |
Classes |
||
|
Number of classes per week |
Duration |
Hours in a year |
||
|
1st year |
7-9 years |
2 |
1 hour |
72 |
|
2nd year |
9-11 years old |
4 |
2 hours |
144 |
|
3rd year |
11-13 years old |
6 |
2 hours |
216 |
|
4th year |
13-15 years old |
6 |
2 hours |
216 |
The program material is expected to widely attract life experience children, examples from surrounding reality. Work based on observation and study of the surrounding reality is an important condition children's successful mastery of program material.
Features of the program content is that it consists of a series of classes and assignments where students independently choose the path of research into a means to achieve a goal, where everyone’s knowledge on the topic is updated, then enriched by the experience of others, adjusted in the course of general and self-analysis.
The system of classes in this program forms the motivation of children for further learning, developing their intellectual and creative abilities. To maintain children's interest in systematic activities artistic creativity are used various shapes training (games, conversations, interviews, theatrical performances, excursions); teaching aids (TSO, various training and metodology complex, musical and literary series)
A variety of materials and tools used in teaching (watercolor, gouache, wax crayons, colored paper, cardboard, foil, glue, salty dough, local natural materials, fabric, etc.) allow you to combine them variably and use various graphic and decorative techniques (painting, sculpture, batik, plaster, scratch paper, cardboard engraving, etc.).
The main methodological techniques in the content are: socialization, self-construction, socio-construction, correction, creative construction of knowledge.
In the first year program, classes begin with an introduction to the world of paints and their capabilities. Students master the simplest forms of drawing from flowers to trees, from animals to humans. For example, in the topic: “Flowers” - students get acquainted with the glazing technique, “a la prima”, but here I developed my own technique - it is a combination of “a la prima” and salt, which results in an extraordinary effect in the works.
A combinatorics system has been developed, where students create their own works - flowers, animals - through various forms - a drop, a circle and others. Plants.
Novelty: To more effectively study the topic “Man,” I have developed a new method of drawing a person, which uses the technique of a template, in which the student himself acts and draws his own image in full growth.
Another development of mine helps with the technique of painting with gouache strokes. I have developed a special way of mixing paints, where there is a limit - from 3 to 5 colors. It is especially effective when creating landscapes using the “monotype”, “graphics” techniques......
In the second year program, students become familiar with the laws of composition, where they study graphics, painting, and sculpture in more detail. All tasks require children to know compositional rules and techniques. For example, in the topic: “Landscape” - students are introduced to the rules of aerial perspective and the “grattage” technique. Then follows the training stage, which includes the basics of artistic knowledge and skills of schoolchildren in the field of various types of art (fine, decorative, constructive). The theoretical part is related to such areas of knowledge as literature, history, art, and practical part interacts with architecture, sculpture, design, decorative and applied arts.
Second-year students gain an understanding of the role of art in society and the main stages of history foreign art, art of the Russian people.
A large place is devoted to knowledge devoted to the life and work of outstanding artists.
Pedagogical control. At the end of the study of each topic, final classes are planned, where it is possible to compare the various works combined common theme, compare the work of the whole group with your own, evaluate artistic work, analyze your activities.
Expected results
Upon completion of the training course
students should know:
types of rhythm, symmetry;
THEMATIC PLAN
1 year of study.
(First level)
|
№ |
|
Number of hours |
||
|
Total |
Theory |
Practice |
||
|
Introductory. Safety briefing. | ||||
|
Topic: "Flowers". | ||||
|
Topic: "Animals". | ||||
|
Topic: "Man". | ||||
|
Topic: "Landscape" | ||||
|
Competitions and exhibitions. | ||||
|
Final lesson | ||||
|
| ||||
KNOWLEDGE AND SKILLS TO THE ENDISCHOOL YEAR
Students should know:
techniques for working with gouache and watercolor;
artistic terms;
proportions of the human figure;
know the rules of aerial perspective.
Students should be able to:
sit correctly at a table, easel, hold a sheet of paper and a pencil, work freely with a pencil - without tension, draw lines in the right directions, without rotating the sheet of paper
master basic techniques for depicting space, convey in a drawing the simplest form, general spatial position, and basic color of objects;
receive additional colors;
depict animals;
draw hands, feet;
apply various techniques in the execution of work;
follow the stage-by-stage execution of the landscape
(First level)
Introductory.
Tasks:
introduce students to the content of the 1st year of study;
arouse interest in the visual arts.
ZUN:
Knowledge: commandments of the art studio, safety rules, rules of conduct for circle members
SubjectI:
"Flowers".
Tasks:
introduce students to the palette of colors and teach basic techniques for mixing them;
develop skills in working with watercolors and gouache.
Methods and techniques:
Materials: watercolor, gouache, brushes, paper.
Keywords: spectrum, reproductions, background, fill, sketch.
Toolkit: color spectrum, methodological works“What can gouache do”, “What can watercolor do”, children’s works.
Theory:
Getting to know the color palette.
Flowers and watercolor.
Flowers and gouache.
Flower bouquets.
Demonstration: flowers (live and artificial), reproductions.
Practical work:
mixing paints, painting flowers, making prints, making greeting cards, making bouquets with paints.
ZUN:
Be able to obtain additional colors;
Know the terms “spectrum”, “reproduction”.
Expected results: student work completed in accordance with
paint mixing requirements.
SubjectII: "Animals".
Tasks:
teach students to depict animals using the “a la prima” technique
develop skills in creating appliqué compositions from different materials
Methods and techniques: visually illustrative, practical
Materials: watercolor, gouache, brushes, paper, glue, scissors, wax crayon.
Keywords:“a la prima”, sketch, sketch.
Toolkit:
work.
Theory:
1) Pets;
2) Wild animals;
3) Creative works.
Demonstration: toys, photographs, decorative items.
Practical work: performing a diagram of drawing animals, drawing with watercolors using the “a la prima” technique, depicting animals (cat, dog, rooster, horse, bear, hare, fox), performing appliqué.
ZUN:- be able to depict animals;
Know the techniques of working with watercolors and gouache;
Be proficient in working with paper.
Expected results: creative works of students using the “a la prima” technique, appliqués, with images of animals
SubjectIII:
"Human".
Tasks:
develop skills in depicting the human figure,
To introduce students to the type of painting - portraiture and portrait artists.
practical
Materials: watercolor, gouache, brushes, paper, glue, scissors, wax crayon,
templates
Keywords: portrait, foot, brush, front, profile.
Toolkit: methodological tables, illustrations, children's
work.
Theory:
Human face;
Human hands and feet;
Figure proportions.
Genres of fine art: portrait
Practical work: making masks, drawing a portrait of mom, dad,
drawing a self-portrait, creating a creative
work "My Family".
ZUN:- know the proportions of the human figure;
Be able to draw hands and feet;
Apply various techniques in performing work
Expected results: creative works of students: portraits,
self-portraits, “My Family”
SubjectIV:
"Scenery".
Tasks:
continue to teach the consistent construction of the composition of a drawing, the ability to figuratively represent the intended composition;
develop students' imagination, imagination, and creative approach to the drawing process.
Materials:
Keywords: search, tone, plan.
Toolkit: methodological tables, illustrations, children's
Theory:
1) Drawing of the sky;
2) Drawing of trees;
3) Seasons;
Demonstration:
Practical work: drawing of the sky at different times of the day and states of nature (rain, clouds, snow), sketches from life of trees, images of winter, spring, summer, autumn.
ZUN:- observe the stage-by-stage execution of the landscape;
Know the features of the color scheme when performing the seasons;
Apply your observations in drawings;
Know the rules of aerial perspective.
Topic V: Competitions and exhibitions
Tasks:
Develop artistic taste, imagination, ingenuity;
Develop the ability to perceive and analyze the content of various works of art.
Methods and techniques: story-demonstration, creative-practical work
Materials: watercolor, gouache, brushes, paper, wax crayon, stencils.
Theory:
On the topic of competition works
Easter holiday and everything connected with it.
Practical work:
Easter souvenirs
Execution of competitive works
Execution of exhibition works
SubjectVI: Final lesson
Tasks:
Theory:
Practice: Creative reports, testing, completion of test assignments
THEMATIC PLAN
2nd year of study
(First level)
|
№ |
subject |
Number of hours |
||
|
Total |
theory |
practical |
||
|
Introductory. Safety briefing | ||||
|
Topic: “Types of fine arts” | ||||
|
Topic: "Landscape" | ||||
|
Topic: "Still Life" | ||||
|
Topic: "Portrait" | ||||
|
Competitions and exhibitions. | ||||
|
Final lesson | ||||
|
Total |
144 |
37 |
107 |
|
(First level)
Introductory lesson
Tasks:
introduce students to the content of the 2nd year of study.
SubjectI"Types of fine arts."
Tasks:
introduce students to the types of fine arts;
study of compositional patterns;
develop students' creative imagination.
Methods and techniques: explanatory - illustrative
Materials: watercolor, gouache, brushes, paper, wax crayon,
pencil, eraser.
Keywords: nuance, contrast, statics, dynamics.
Toolkit: methodological tables, illustrations, children's
work.
Theory:
Fine arts (painting, graphics, sculpture).
Fundamentals of composition (contrast, nuance, rhythm, statics, dynamics, compositional center).
Drawing (line, stroke, spot).
The basis of the language of painting (color)
Demonstration: drawing on an easel, reproductions of paintings.
Practical work: exercises with a pencil to solve textures, compositional tasks through drawing, mastering the technique of painting with paints (watercolor, gouache).
ZUN:- know the genres of fine art;
Be able to carry out work from life, achieve color and
tonal solutions when transmitting volume.
Expected results: creative works of students made with
taking into account the requirements for the basics of composition.
SubjectII"Scenery".
Tasks:
detailed study of landscape painting techniques;
introduce students to landscape views.
Materials:
Keywords: perspective, color, silhouette.
Toolkit: methodological tables, illustrations, children's
work.
Theory:
History of the landscape and its types;
Landscape in graphics;
Color in the landscape
Demonstration: drawing on an easel, reproductions of paintings.
Practical work: execution of a romantic, realistic, fantastic landscape, execution graphic landscape V various materials(ink, gouache, watercolor, pastel), aerial perspective.
ZUN:- know the types of landscape;
Be able to convey aerial perspective in a drawing.
Expected results: creative works of students on the topic “Landscape”
SubjectIII"Still life".
Tasks:
introduce students to types of still life;
develop the ability to draw a simple still life;
continue to develop the ability to convey in drawings the general spatial arrangement of objects, their semantic connection in the plot.
practical
Materials: watercolor, gouache, brushes, paper, pen, ink, pastel.
Keywords: association, perspective.
Toolkit: methodological tables, illustrations, children's
work.
Theory:
1) The history of still life;
2) Types of still life;
3) Rules and techniques of composition in still life.
Demonstration: drawing on an easel, reproductions of paintings.
Practical work: exercises for performing still life, performing associative still life, drawing from life, thematic drawing.
ZUN:- know the types of still life;
Apply composition knowledge when performing
still life;
Expected results: creative work of students on the topic
"Still life"
SubjectIV"Portrait".
Tasks:
introduce students to types of portraits;
continue to teach how to convey the structure of the human figure in drawings from life, from memory and from imagination;
teach to observe and analyze works of art, taking into account the author’s intentions.
Materials: watercolor, gouache, brushes, paper, pen, ink, pastel.
Keywords: portrait, angle, exposure, fragment.
Toolkit: methodological tables, illustrations, children's
work.
Theory:
The history and types of portraits;
Thematic drawing.
Demonstration: drawing on an easel, painting reproductions,
photos.
Practical work: making sketches on a topic historical portrait, making portraits (waist-length, full-length, frontal, profile), thematic drawing for competitions.
ZUN:- be able to compose a portrait on a sheet of paper;
Be able to convey character and mood through
Know the stages of making a portrait.
Expected results: creative works of students on the topic “Portrait”
Topic V: Competitions and exhibitions
Tasks:
Continue the development of artistic taste, imagination, ingenuity;
Develop the ability to perceive and analyze the content of various works of art.
Methods and techniques: story-demonstration, creative-practical work
Materials: watercolor, gouache, brushes, paper, wax crayon, stencils.
Theory:
On the topic of competition works
Easter patterns
Practical work:
Father Frost's Workshop: Carnival masks, toys
Easter souvenirs
Execution of competitive works
Execution of exhibition works
SubjectVI: Final lesson
Tasks: checking students' mastery of educational material for the year.
Theory: discussion of the form of assessment work
Practice: Creative reports, testing, completion of test assignments
KNOWLEDGE AND SKILLS TO THE ENDIISCHOOL YEAR
Students should know:
genres of fine art;
types of landscape;
types of still life;
stages of making a portrait.
carry out work from life, achieve color and
tonal solutions when transmitting volume;
convey aerial perspective in a drawing;
apply composition knowledge when performing
compose a portrait on a sheet format;
convey character and mood through
GLOSSARY
Decor– design of an object or fabric with a pattern.
Sketch – a sketch well worked out in detail.
Invoice – paper quality to the touch.
Openwork – pattern.
Mask – a mask, an overlay on the face with an image of some kind
character.
Still life- image of objects in the picture.
Scenery - depiction of nature in the painting.
Portrait – image of a person.
Stroke – the line is made with a pencil.
Nuance – smoothed image in color and shape.
Contrast – opposite combination in color and shape.
Animalist – an artist who draws animals.
Color – Lots of bright colors.
Monotype – imprint of paint from paper to paper.
Angle – changing the figure in space, shortening the shape.
Collage – work done with various materials.
Explanatory note
(advanced level)
Personality formation can be effective only if the process is updated creative potential person in various activities. Visual activities offer great opportunities for the development of creativity.
Among the many species fine arts One of the most attractive activities for children is painting and decorating fabric. Working with beautiful materials: silk, satin, paints, brushes is a pleasure. Fabric painting opens up a wide field for the child to realize ideas for clothing or interior design.
This adapted program is designed to teach decorative fabric painting to students of various ages (12-16 years old), studying, among other things, in other studios or associations. This program is one of the components of the work on intellectual artistic development child's personality.
Purpose of the program– to reveal and develop the child’s potential artistic abilities, to help satisfy children’s needs for practical activities carried out according to the laws of beauty
Tasks:
Create a sustainable interest in artistic activity.
Give to children general concept about decorative and applied art, its types, tasks, patterns.
Introduce children to one of the types of decorative and applied arts - artistic fabric painting (batik).
To develop in students practical skills in painting fabric (cold batik), to familiarize children with the types of fabric for making batik, with special dyes and fixatives, tools for applying a paint layer (brush, roller, tubes, airbrush, tampon), to master them the entire process of making cold batik (sketch, cardboard, transferring the design to the fabric, applying a reserve, painting, fixing the painting).
To familiarize yourself with the general laws of fine art that underlie artistic painting on fabric: the laws of composition and color, stylization techniques, techniques for creating a decorative composition.
Enrich children's visual experience through their exposure to works of decorative and applied art.
The main form of organizing the educational process– training session or creative lesson, excursions, visiting and participating in exhibitions, conversations, games, quizzes.
Conditions of implementation.
To successfully master the program, the following materials, tools and conditions are required:
Premises – workshop;
Batik dyes;
Reserve – composition for fixing;
Fabrics for painting;
Tools – brushes, glass tubes, rollers, swabs, airbrush, stencils, simple pencils, copy paper, tracing paper.
Wooden frames;
Principles of training:
Emotionally positive attitude students to activity is the main condition for the development of children's creativity;
Accounting individual characteristics children are one of the main conditions for successful learning;
Sequence of mastering educational material;
Satisfying a child's practical senses through the creation of useful and beautiful things.
Teaching methods:
Reproductive;
Illustrative;
Problem;
Heuristic.
THEMATIC PLAN
3rd year of study
(advanced level)
|
№ p/p
|
Subject
|
Number of hours |
||
|
Total |
Theory |
Practice |
||
|
1 |
Introduction |
2 |
2 | |
|
2 |
Rainbow World |
30 |
10 |
10,5 |
|
3 |
Kaleidoscope. |
30 |
10 |
11 |
|
4 |
Batik |
42 |
16 |
12 |
|
5 |
Underwater kingdom |
30 |
10 |
20 |
|
6 |
Both autumn and winter |
30 |
10 |
12 |
|
7 |
Spring is red |
30 |
10 |
21 |
|
8 |
Competitions and exhibitions |
20 |
2 |
16 |
|
9 |
Final lesson |
2 |
2 |
|
Total: 216 70 146
(advanced level)
I Introduction
Tasks:
introduce students to the content of the 3rd year of study.
TOPIC I I “Rainbow World”
Tasks:
repetition and consolidation of knowledge of the basics of color science, color mixing, artistic language visual arts.
Materials: watercolor, gouache, brushes, paper, fabric.
Keywords: achromatic colors, rhythm, ornament, composition
Toolkit:
Theory:
"What can paints do"
"Rainbow over the lawn."
"Autumn. Leaf fall."
"Ice Rhapsody"
"Northern lights".
"Sad Rain"
"Snow Rhythm"
drawings, color circle, color mixing schemes
Practical work: Mixing colors, getting to know the spectrum, practicing the technique of drawing continuous colorful lines. Mixing warm colors, practicing uniform fills. Mixing cool colors. Work in a mixed range of colors. A combination of uniform fills and directional strokes. Image “Image of Rain”, limited palette. Image of an ornament in a circle; whitening and darkening of colors
ZUN:
know the basics of color science;
basic laws of mixing colors: mixing warm colors, mixing cold colors, whitening and darkening colors.
be able to draw continuous colorful lines,
combine the technique of uniform filling with the direction of the stroke.
TOPIC III: "Kaleidoscope"
Tasks:
introduce students to different types ornaments,
study the basics of compositional design of an ornament ,
become familiar with styling techniques.
Methods and techniques: explanatory-illustrative, practical
Materials: brushes, glass tubes, rollers, swabs, airbrush, gouache
Keywords: ornament (geometric, zoomorphic, floral), symmetry, asymmetry, balance, statics, dynamics, nuances, sketch
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
"Geometric ornament in stripes."
Types of rhythm (horizontal, vertical)
"Geometric pattern in a square."
"Rowan Beads". Introducing the technique of stylization
Sketch concept
The concept of symmetry. Contrasts
The concept of asymmetry. Balance, statics, dynamics, nuances.
Composition center. Central beam composition.
drawings
Practical work: Practicing techniques for working with colorists. Sketching from life and stylization. Highlighting the main thing in an object, selecting the most expressive details, removing the secondary. The concept of conditional, decorative color. Performance floral ornament in a circle or in a strip. Practicing the technique of uniformly filling the entire plane of the sheet. Improving the skills of decorative stylization of objects. Sketching from life and decorative processing of objects based on it. Performing a rapport composition. Introduction to various types of decorative fabric decoration.
ZUN:
know the types of ornaments,
know the basic laws of compositional design of an ornament,
know the concept of “sketch”,
be able to make decorative compositions in a circle, square, stripe,
distinguish between types of decorative fabric decorations.
TOPIC IV "Batik"
Tasks:
introduce students to various types of artistic painting,
introduce different types of fabrics,
develop skills in working with dyes and reserves,
teach painting techniques using the cold batik technique.
Methods and techniques: game,
search
Materials:
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric
Keywords: batik, reserve, design, “pareo”, “a la prima” technique,
infusion of paints
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
“Acquaintance with the kingdom of fabrics.” Types of fabrics. Types of fabric painting. Application of fabrics.
Interior Design. Design of clothing and accessories.
Visual possibilities of batik.
Infusion of paints. Technique “a la prima”
Demonstration:
Practical work: Preparation of dyes. Mixing dyes. Practicing the technique of pouring on fabric. Getting to know the reserve. Practicing the technique of drawing continuous lines along a pre-drawn contour.
Transferring the design to fabric. Work as a reserve along the circuit. Fabric painting according to sketch. "Pareo". Free fabric painting.
ZUN:
know different kinds artistic painting,
know the types of fabrics,
be able to prepare dyes and work with reserves,
be able to paint fabric according to a sketch.
"Zebra", "Pareo"
TOPIC V “Underwater Kingdom”
Tasks:
consolidate the techniques of painting using the cold batik technique,
study the types of decorative compositions,
consider a combination of graphic and pictorial means.
search painting using the cold batik technique. painting,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, feather, watercolor.
Keywords: nuance, contrast, interior
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
Types of lines. Expressive Graphics Capabilities
A combination of graphic and pictorial means.
Types of lines.
Nuances and contrasts.
Practical work:
Painting on fabric: napkin, scarf, tie, rug.
Drawing with a pen. Curtain sketch. Performance
painting curtains.
ZUN:
know the expressive capabilities of graphics,
be able to sketch in pencil and color,
be able to draw with a pen,
be able to paint a napkin, scarf, tie, rug.
Expected results: Exhibition of creative works
TOPIC VI: “Both autumn and winter”
Tasks:
consolidate painting techniques using the cold batik technique.
form an idea of zoomorphic elements in a decorative composition
search painting using the cold batik technique. painting,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
pencils
Keywords: proportions, texture, panels, statics and dynamics.
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
Statics and dynamics.
Graphic tools for creating an image.
Limited palette
Transfer of invoice. Proportions.
Sketch of leaves. Variety of plant forms.
Demonstration:
Practical work: Painting on fabric: scarf. Drawing with a brush.
Sketching leaves. Sketching a curtain.
Stage-by-stage implementation artistic design».
Painting a curtain.
ZUN:
know zoomorphic elements in a decorative composition,
be able to combine graphic and pictorial means in a sketch,
be able to correctly convey the texture and proportions of plants and animals.
squirrel", " Autumn landscape", "At the edge of the forest", "Hoopoe".
TOPIC VII: “Spring is red”
Tasks:
continue to develop work on the artistic image,
introduce students to the features of implementing an artistic concept in a decorative composition
Methods and techniques: explanatory-illustrative, practical
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
Keywords: color contrasts, proportions, easel and monumental works.
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
Mirror symmetry.
Easel and monumental works.
Demonstration: sketches of works, photographs of plants and animals
Practical work: Painting on fabric: headscarf, scarf, apron, rug.
Execution of the sketch panel “Green Noise”. Decor
easel work "Green Noise".
ZUN:
know the birth, development and implementation of an artistic concept
be able to make panels and design easel works.
Expected results: exhibition of creative works: “Butterfly”, “Peacock”,
“Irises”, “Strawberries”, “Green Noise”
Topic V: Competitions and exhibitions
Tasks:
Development of creative initiative
Methods and techniques: story-demonstration, creative-practical work
Materials: watercolor, gouache, brushes, paper, wax crayon, stencils.
Theory:
On the topic of competition works
Practical work:
Father Frost's workshop: carnival masks, toys
Execution of competitive works
Execution of exhibition works
SubjectVI: Final lesson
Tasks: checking students' mastery of educational material for the year.
Practice: Protection creative project, completing test assignments
THEMATIC PLAN
4th year of study
(advanced level)
Total: 216 20 196
4th year of study
(in-depth study)
I Introduction
Tasks:
introduce students to the content of the 4th year of study.
Methods and techniques: explanatory and illustrative
painting using the cold batik technique. painting,
TOPIC II “Wildflowers”.
Tasks:
remember the techniques of painting using the cold batik technique,
to form students’ understanding of artistic design and artistic image,
teach students to perform a triptych.
search painting using the cold batik technique. painting,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache, colored
pencils
Keywords: triptych, artistic design, artistic image
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
Transfer of the structure of the object. Proportions
Artistic concept, artistic image
Triptych
sunflower
Practical work: Performing a sketch with a simple pencil and in color.
ZUN:
know the meaning of artistic design and artistic image,
be able to perform a triptych.
flowers", "Golden ear"
TOPIC III: “Autumn mood”
Tasks:
improve painting techniques using the cold batik technique,
develop skills in performing compositions on a given topic.
search painting using the cold batik technique. painting,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache, colored
pencils
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
Working on an artistic image
Conveying mood through decorative compositions
landscapes
Practical work: Sketching in pencil and color.
Drawing with a brush. Painting on fabric. Panel
ZUN:
know the features of the implementation of an artistic concept in a decorative composition,
be able to convey mood through decorative composition.
red viburnum", "Autumn mood"
SUBJECTIV"Winter's Tale"
Tasks:
continue the use of zoomorphic and plant elements in decorative compositions,
teach students to apply the acquired knowledge in the design of premises.
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
The birth, development and implementation of an artistic concept.
Holiday souvenirs, accessories.
Festive decoration of the room.
Demonstration: sketches of works, photographs of winter landscapes, Christmas trees
jewelry
Practical work: Sketching in pencil and color.
Drawing with a brush. Painting on fabric. Panel “How many
colored balls on the Christmas tree.” Production
holiday souvenirs, accessories and decoration
premises
ZUN:
know the birth, development and implementation of an artistic concept,
be able to apply the acquired knowledge in association for the production of holiday souvenirs, accessories and room decoration.
"Forest Beauty"
TOPIC V “Spring has come, let’s make way for spring”
Tasks:
improving painting techniques using the cold batik technique,
develop skills in creating a thematic panel.
painting using the cold batik technique. painting,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache, colored
pencils
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Theory:
Working on an artistic image.
Thematic panel.
peas
Practical work: Sketching in pencil and color.
Drawing with a brush. Painting on fabric.
ZUN:
be able to realize an artistic concept in a decorative composition
"I'm Driving a Car", "Mandarin Duck"
TOPIC VI “I create batik”
Tasks:
generalize knowledge and skills on painting techniques using the cold batik technique
painting using the cold batik technique. painting,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache, colored
pencils
Toolkit: Technology. This wonderful batik, A.A. Yarygina
Content:
painting techniques using cold batik technique
creative search
development and implementation of an artistic concept
features of the implementation of an artistic concept in a decorative composition.
Demonstration: sketches of works, photographs
Practical work: Search for a topic. Search sketches. Compositional
idea. Sketch in color. Painting on fabric.
ZUN:
be able to independently make sketches, choose your own theme, and create panels.
KNOWLEDGE AND SKILLS TO THE ENDIIISCHOOL YEAR
Students should know:
names of primary and composite colors;
understand the meaning of the terms: paint, palette, composition, artist line, ornament, batik, reserve, dyes, fill, rhythm. Contrast, design, sketch, decorative composition, panel;
figurative and expressive means of graphics and painting: line, spot, dot, stroke, stroke, texture, color, tone;
names of tools and devices, some names of fabrics
students should be able to:
use tools and materials: pencils, paints, brushes, dyes, reserve, tampons, ink;
create decorative compositions in a circle, square, stripe;
use basic techniques for creating decorative compositions (rhythm, symmetry, asymmetry, compositional center0;
stylize natural objects into decorative based on artistic selection;
master various techniques for performing artistic painting of fabric using the cold batik technique.
KNOWLEDGE AND SKILLS TO THE ENDVISCHOOL YEAR
Students should know:
types of decorative and applied art, its tasks, patterns, areas of application;
types of decorative compositions;
types of rhythm, symmetry;
area of use of works made using the batik technique;
interior decoration techniques.
students should be able to:
freely use tools and materials, select them depending on the tasks of the image;
independently carry out a full cycle of work using the batik technique;
create decorative compositions on a free and given theme;
stylize any natural objects into decorative ones based on artistic selection, create decorative compositions from them;
be fluent in various techniques for performing artistic painting of fabric using the cold batik technique, and select them depending on the artistic image being created.
LITERATURE FOR TEACHERS
1 Brodsky B. “Stone Pages of History.” M., 1960
2 Belyutin E.M. “Fundamentals of visual literacy.” M., 1958
3 Gusakova M.A. "Applique". M., 1987
4 Danilova A.I. "Stone, clay and fantasy." M., 1991
5 Doronin A. “Rus’ magical palette.” M., 1992
6 Evangulova O.S., Karev A.A. " Portrait painting in Russia, the second half of the 18th century." M., 1994
7 Klikushin G.F. "Fonts". M., 1979
8 Mikhailov A.M. "For lovers of drawing." M., 1963
9 Rostovtsev N.N. "Methods of teaching fine arts at school." M., 1980
10 Rostovtsev N.N. "History of methods of teaching drawing." M., 1981
11 Wood painting – Magnitogorsk. 1993
12 Figure. Painting. Composition. Reader. M., 1987
13 Soloviev S.A. "Decoration". M., 1987
14 Serov A.M. "Drawing". M., 1975
15 Magazines: “Art at school” No. 5. 2001 from 3-5
LITERATURE FOR CHILDREN
1 Alekhin A.D. "When the artist begins." M., 1993
2 Bogateev Z.A. "Wonderful paper crafts." M., 1992
3 Kameneva E. “What color is the rainbow.” M., 1971
4 Back to basics: folk art And children's creativity/ Collection ed. T.Ya. Srikalova. – M., 1924
5 Ghazaryan S.S. Beautiful - with your own hands. – M.: Children's literature, 1979
6 Gusakova M.A. Application M., 1987.
7 Goryaeva N.L., Ostrovkaya O.V. Decorative applied arts in human life. - M., 2001
8. Maksimov Yu.V. At the origins of craftsmanship. – M., 1983.
9 Magazines: "Do it yourself." M., 1995
"Sketch" published. " Funny pictures" 2001
"Young Artist" 2001
MECHANISM FOR EVALUATING RESULTS OBTAINED
Diagnosis of a child's personality
|
Indicators |
Methods |
Form |
Methodology |
|
Training |
observation |
oral survey work in pairs control section | |
|
Good manners |
observation |
public events |
V.L. Savinykh |
|
Health |
interview questionnaire |
frontal express diagnostics | |
|
Motivation |
survey |
written survey | |
|
Emotionality and comfort |
survey |
written survey | |
|
Creative growth |
study of activity products |
Exhibitions |
The form for recording diagnostic indicators is the card “Psychological and pedagogical support for the implementation of the educational program.”
Formation of special subject skills
Studying the child's old abilities:
Children's capabilities are explored through tasks creative nature, interview.
Diagnostics of starting characteristics allows you to determine the training technology.
The form for recording special subject knowledge is the “Card of individual observation of the student’s creative development,” which indicates the criteria for assessing current and final results.
Features of the assessment of knowledge in the study of products of creative activity: drawing, sculpture.
The use of a sign system to record performance is typical:
Great
Fine
Satisfactorily
The level is recorded in the journal at the end of the school year.
LEVELS OF MASTERY OF EDUCATIONAL CONTENT
PROGRAMS
Reproductive level –
characterized by the presence of a certain amount of knowledge, skills, abilities of students, allowing them to act according to a known algorithm, as well as the desire of students to regularly attend classes.
Eureka level –
characterized by the ability of students to independently obtain knowledge, apply previously mastered actions to solve an atypical problem (task), while obtaining subjective new information, as well as the desire of students to obtain real learning results.
Creative (creative) level –
characterized by students’ ability to perform creative tasks, while receiving new information, and increasing the level of their internal motivation to enthusiasm (students strive to learn independently).
EXPLANATORY NOTE
entry level 4-5 years
This program embodies a new approach to the artistic and creative development of preschool children, which consists in setting and implementing fundamentally new tasks of art pedagogy.
The basis of the program is a gradual immersion into the world of art, especially its connections with life. Each lesson - new step in knowledge. And this knowledge occurs both through the perception of art (professional and folk) and through practical creative activity child. Their unity in every lesson is mandatory.
The classes are structured in the form of a game - traveling through fairy-tale lands (visiting paints, brushes, sticks, etc.). The main purpose of these transformations is fun game classes - to teach a growing person to think, fantasize, think boldly and freely, fully demonstrating his abilities.
Gradually the children join the circle artistic life through three forms of artistic activity, which appear before them in the form of three fairy-tale brothers: the Master of Image, the Master of Decoration and the Master of Construction. Three forms of artistic thinking (visual, decorative, constructive) are actually the basis of creativity. Transfer from game form their awareness of the scientific will occur gradually.
PRIMARY GOAL– the child’s comprehension of the spiritual content of art, its figurative language and the possibilities of various artistic materials.
The training is divided into three stages. Through color non-objective painting, and then line and form, you need to move with the children to building an object-based composition.
STAGE I
A 4-year-old child perceives color subtly and sensitively, color relationships and their impact on mood. It's important not to miss this age feature. It is better to start classes by developing children's sense of color.
Stage I tasks:
help the child find his own understanding of color and learn to express his emotions and feelings with it;
to form the artistic and creative activity of the child;
spiritually develop the personality, cultivate emotional sensitivity, cultivate the child’s world of feelings.
STAGE II
At the age of 5, a child develops an interest in line, its plasticity and expressiveness.
Stage II tasks:
draw children's attention to line as the main means of expression;
develop the ability to choose the right ones visual arts to create a particular image;
develop the child’s artistic and creative abilities, his powers of observation;
teach to see, understand and respond emotionally to what is seen.
STAGE III
At the age of 6, there is a craving for subject drawing, for detail in the drawing.
Stage III tasks:
develop the child’s desire to create images;
learn to build subject compositions, comprehend the laws of composition;
teach to see the activities of the three Brothers of the Masters - Image, Decoration and Construction, both in their independent manifestation and in unity;
learn to express your attitude to what a person builds, decorates and depicts;
to educate a sensitive and literate viewer to art.
FINAL GOAL– formation of artistic culture as an integral part of spiritual culture.
Training is based on the following principles:
unity and gradual immersion in the world of art;
comparison based on perceived impressions in life and in works of art;
accessibility and simplicity of what is being studied.
The main thing is not to work with the same materials, but to constantly change them, developing the ability to work with everyone, using a variety of techniques:
working with paper (paper-plastic), with plasticine (bas-relief), with sticks (drawing), with natural materials (monotype), with ink (blotography), with a candle (graphics).
drawing with the palm, fingers, foam rubber, brushes.
visuals (illustrations of paintings by artists, sculptures of architectural buildings, etc.);
tape recordings, etc.
Conversation;
-retelling;
Observations;
Explanation with demonstration;
Preliminary clarification .
LITERATURE
Nikologorskaya O. “ Magic colors”, M, AST press, 1997
Mosin I.G. “Drawing” (in 2 parts), Ekterinburg, U-Factoria, 2004.
Sokolnikova N.M. “Fine Arts” (in 2 parts), M, AST, 1998
Smith A., Tetchell D. “Encyclopedia of Drawing”, M, ROSMEN, 2000
Komarova T.S. “Drawing for secondary children preschool age”, M, AST, 2000
Maksimova N.M., Kolobova T.G. “Application for children of senior preschool age”, M, AST 1998
Kurevina O.A., Selezneva G.E. “Journey to the Beautiful” (in 3 parts), M, Balass, 1999
Vasilyeva-Gangus L. “Lessons of entertaining work”, M, Pedagogy, 1987
Koroteeva E.I. “Art and you”, M, Prosveshchenie, 1997
Nemensky B.M. “Art around us”, M, Prosveshchenie, 2005
Ishchenko I. “My first book about colors”, LINKA-PRESS, 1994
Nersesova O.I. “Tales about paints”, M, Malysh, 1990
Nikologorskaya O.A., Markus L.I. “Heals anger and fills time” (about graphics), Do-It-Yourself magazine No. 3, 1990.
Mikhailova N. “Drawing of preschoolers - process or result”, magazine “Preschool Education” No. 4, 1994.
Kiy A.I., Maltsev N.V., Kozlev V.N. and others. “We are entering the world of beauty”, St. Petersburg, 1995.
Stolyarov B.A. “Through the halls of the Russian Museum”, St. Petersburg, 1993
Migal B.G. “Color in nature and fine arts”, St. Petersburg, 1993
Migal B.G. “Line and Form in Nature and Fine Art”, St. Petersburg, 1993
Reva N.D. “ Children's drawing. Materials and technology”, St. Petersburg, 1994
Jelly T. “Noah, teach us to draw animals”, Cicero, Rudomino, 1992.