Types of fine arts classes in elementary school. Goals and objectives of teaching fine arts in primary school

07.04.2019

As we have already said, methodology and technology as a subject of study consider the features of a teacher’s work with students.

Since the main object of scientific research in the field of teaching is the schoolchild, it is natural that human activity cannot do without such sciences.

Purpose teaching fine arts in secondary schools is formation of artistic culture of students as an integral part of spiritual culture, familiarization with universal and aesthetic values, mastery of national cultural heritage. art should contribute to the comprehensive, harmonious development of students.

The tasks of teaching fine arts include:

formation students have moral and aesthetic responsiveness to the beautiful and ugly in life, nature, art;

formation artistic and creative activity of the schoolchild, the development of artistic taste, creative imagination, aesthetic taste, aesthetic feeling, nurturing interest in art, etc.;

mastery figurative language of fine art through the formation artistic knowledge, skills and abilities when drawing from life, from memory and imagination, when getting acquainted with decorative and applied arts, when illustrating, when working with plastic materials (clay, plasticine), graphic materials(gouache, pastel, car, felt-tip pen, charcoal), etc.;

development of children's visual abilities , artistic taste, creative imagination, spatial thinking, aesthetic sense and understanding of beauty, education and love of art; familiarization with the heritage of domestic and world art.

One of the main goals of fine arts classes is to help children to understand the surrounding reality, develop their powers of observation, teach them to see, but at the same time not stifle their creative individuality.

It is necessary to interest schoolchildren in your subject, to tell them that the ability to draw is needed not only by artists, that visual skills are also needed by people of many other professions. The ability to draw is necessary for a designer, fashion designer, architect, biologist, archaeologist, kindergarten teacher, cosmetologist and many others.

Everyone knows about the outstanding talents in the fine arts of our famous scientific researchers: Mikhail Vasilyevich Lomonosov, Semenov-Tien-Shansky, Miklouho-Maclay, Dmitry Mendeleev and others.

Drawing helped many writers in their work: Goethe, Victor Hugo, Andersen, Al. Pushkin and M. Lermontov, L. Tolstoy and Vl. Mayakovsky.

Scientific and theoretical foundations of teaching and upbringing schoolchildren using the means of fine art in the works of V.S. Kuzin, B.M. Nemensky, N.S. Ivanova, T.Ya. Shpikalova, N.M. Sokolnikova.

At this stage in public education There are several directions in teaching children:

1. State municipal comprehensive schools.

2. State ones with in-depth study of subjects or with classes aimed at studying these subjects:

· physics and mathematics school No. 20,45,15;

· humanities and languages No. 30.11;

· aesthetic No. 63.23.

3. Schools - lyceums, schools - gymnasiums.

4. Private schools: them. D.V. Polenova, "Renaissance".

5. Religious gymnasium, under the leadership of Father Lev Makhno.

In many schools great attention devoted to artistic and aesthetic education and education, and in particular to the teaching of fine arts and music.

As already noted, on modern stage There are many interesting developments in teaching methods by such authors as E.I. Kubyshkina, V.S. Kuzin, T.S. Komarova, B.M. Nemensky, E.E. Rozhkova, N.N. Rostovtsev, N.M. Sokolnikova, T.Ya. Shpikalov and others. They created educational, methodological and visual aids on drawing, painting, composition, folk and decorative arts. Textbooks on fine arts for primary and secondary schools have been published.

Let us pay attention to those scientists who created their own programs, textbooks, systems of artistic and aesthetic education.

Vladimir Sergeevich Kuzin - Corresponding member of the Russian Academy of Education, doctor of pedagogy. sciences, professor. In his program, the leading place is given to drawing from life, i.e. teach to see objects and phenomena as they exist. He is the leader of the writing group state program in fine arts.

Boris Mikhailovich Nemensky - artist, teacher, laureate, state prize, corresponding member of the Academy of Pedagogical Sciences.

His technique is based on the child’s inner world, on his feelings, emotions, perception of the world around him through the child’s soul. IN this moment in the Tula region, some schools study according to his program, which is called “Fine arts and artistic work.”

Tatyana Yakovlevna Shpikalova in his works he focuses on the study of folk arts and crafts.

5. Lesson – as the main form of educational work.
The main types of lessons in fine arts.

In search of new ideas for organizing visual arts lessons, we invite you to visit our special section dedicated to this topic.

Here you will find ready plans and lesson notes for each elementary school grade. Including events in the style of traditional folk crafts; or held specifically for any holiday; dedicated to seasonal changes in nature; illustrating children's literary works.

Drawing that becomes real art.

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“In the very process of teaching, there are unique and especially valuable moments when you suddenly feel how the depths of his soul begin to open up in this or that student and he is illuminated with some kind of inner light“- writes Johannes Itten “You must be able to draw before...

Summary of an art lesson in 2nd grade for students with disabilities Abstract open lesson Fine Arts carried out in 2 class for students with disabilities II quarter 6th lesson Topic lesson: Unscrewing a piece of plasticine from the whole. Modeling. Snowflake. Target lesson: developing the ability to unscrew pieces of plasticine from a whole piece. Tasks lesson:...

Art. Fine Arts in Primary Schools - Work program “Magic Patterns” in Fine Arts in 1st grade

Publication “Work program “Magic Patterns” in Fine Arts in 1...” The program is based on the 2009 Program for Extracurricular Activities of the Federal State Educational Standard for Primary General Education. in accordance with the requirements of the federal state standard for primary general education of the second...

Image library "MAAM-pictures"

Work program “Fundamentals of folk and decorative arts” in fine arts in 3rd grade The work program “Fundamentals of folk and decorative arts” was developed on the basis of the book “The ABC of folk crafts grades 1-4”, which is additional material for fine arts and technology lessons, In accordance with the requirements of the Federal...

Development of a lesson on fine arts “Carnival masks” in 5th grade Development of a lesson on fine arts in the 5th grade “Carnival masks” Purpose: Making a carnival mask. Objectives: 1. Development of creative abilities in the classroom. 2. Expanding knowledge on the subject. 3. Creation of volumetric expressive masks. 4. Using various...

Technological map of the fine arts lesson “Color. Fundamentals of color science" in 6th grade Technological map of a fine arts lesson in 6th grade Teacher: Marina Petrovna Sergienko Lesson topic: COLOR. BASICS OF COLOR Science Objectives of the lesson To form an idea of the variability of the language of art, the rules of imagery; introduce the basic properties of color;...

Art. Fine arts in primary school - Development of a lesson in fine arts, 5th grade. Creation of the panel “Ball in the interior of the palace”

Lesson No. 22 Date: 02/15/2019 Subject: Fine arts. Class: 5 Teacher: Samedinova D.S., teacher Topic: Creation of a panel on the theme “Ball in the interior of a palace” based on the fairy tale “Cinderella” by Charles Perrault. Lesson No. 43 Topic: “Drawing from life a rectangular object (box with...

Outline of an art lesson in 7th grade “Dynamics and Statics” Topic: “Dynamics and statics.” Goal: consolidation of compositional concepts, dynamics and statics. Objectives: – mastering the concepts of dynamics and statics; – development of original compositional solutions; – the use of knowledge of expressive means when creating an image. Materials: – scissors; –...

The work program “VISUAL ARTS IN PRIMARY SCHOOL” presents explanatory note, in which given general characteristics academic subject in accordance with the new standard, the basic principles of the educational complex “School of Russia” are indicated, the value guidelines of the content of the academic subject, personal, meta-subject and subject results of mastering the academic subject, the main content lines of the “Fine Arts” course, as well as the content of the “Fine Arts” course ( 1 class).

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State educational institution

Secondary school No. 854

Agreed Approved by order

On the method. association of the head

2011 educational institution

Chairman No. _____from ________________

join method

_______________

Working programm

Fine arts in primary school

1-4 grade

Educational and educational complex "School of Russia"

Plotnikova S.N.

FULL NAME. teacher-developer

2011

ART

EXPLANATORY NOTE

General characteristics of the subject

primary goal educational course “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, 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.

Course objectives:

Nurturing aesthetic feelings, interest in fine arts, enriching moral experience, readiness to express and defend one’s position in art and through art;

Development of imagination, creativity, skills and collaboration skills in artistic activity;

Mastering initial knowledge about the plastic arts, their role in human life;

Mastering basic artistic literacy, gaining experience in various types of artistic activities and various materials.

The objectives of the implementation of the subject area are the development of abilities for artistic, imaginative, emotional and value perception of works of fine art and the surrounding world, expression in creative works of one’s attitude to the surrounding world.

The work program is based on the “Fine Arts and Artistic Work” program, developed under the guidance of folk artist Russia, RAO Academician B. M. Nemensky and sample program in fine arts (Series “Second Generation Standards”, directed by A.M. Kondakov, L.P. Kezina). The program involves a holistic integrated course, including types of art: painting, graphics, sculpture, folk and decorative arts, and is built on the basis of domestic traditions of humane pedagogy. The goals of art education are to develop the emotional and moral potential of the child, to develop his soul by means of familiarization with artistic culture as a form of spiritual and moral search for humanity.

The program is based on the ideas and provisions of the Federal State Educational Standard for Primary General Education and the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, the basic principles of the educational educational complex “School of Russia”:

The principle of citizen educationensures the implementation of the ideological basis of the Federal State Educational Standard - the Concept of spiritual and moral development and education of the personality of a citizen of Russia, which formulates the modernnational educational ideal. This is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of responsibility for the present and future of his country, strengthened in the spiritual and cultural traditions of the multinational people of the Russian Federation.
The principle of value guidelinesprovides for the selection of educational content and types of activities for junior schoolchildren, aimed at forming a harmonious system of personal values in the process of learning and upbringing. The basis of the formed value system isbasic national valuespresented in the Concept of spiritual and moral development and education of the personality of a Russian citizen.
Learning principle in activities assumes that the achievement of the goals specified in the Standard and implemented in the educational complex “School of Russia” is ensured, first of all, by the formationuniversal educational actions (UAL): personal, regulatory , cognitive , communicative, which act as the basis of the educational and educational process.
The principle of working for resultsmeans purposeful and consistent activities of teachers and students to achieve personal, meta-subject and subject results of mastering the basic educational program of primary general education. For this purpose, the structure and content of textbooks includestask system,aimed at including younger schoolchildren in activity-based learning educational material for the purpose of mastering educational skills and developing the ability to independently successfully assimilate new knowledge, skills and competencies, including leading educational competence - ability to learn.
The principle of synthesis of tradition and innovationmeans relying on the besttraditions national school in combination with innovative approaches, ensuring the development of education at the present stage of the country’s life.
In the educational courses of the educational system "School of Russia" such innovations as the formation of universal educational activities, the organization project activities, work with various media, creating student portfolios, final complex works and others, of both a general and subject nature.
Based on the development of the traditions of Russian art education and on the basis of a modern understanding of the requirements for learning outcomes, the School of Russia has built acomplete subject line of textbooks "art» (the principle of relying on the child’s personal experience and expanding, enriching it with the development of culture is expressed in the structure of the textbook material):

Textbook	Construction of textbook material
Nemenskaya L.A. (edited by Nemensky B.M.). Art. 1 class	Textbook for 1st grade"Art. You depict, you decorate and build” reveals everyday actions and games as a potential expression of artistic activity that organizes the subject-spatial environment of our lives, forms of communication and artistic observation of reality
Koroteeva E.I. (edited by Nemensky B.M.). Art. 2kl.	Textbook for 2nd grade"Art. You and Art" reveals the connection between feelings, emotional and moral experiences with their expression in art
3. Goryaeva N.A. (edited by Nemensky B.M.). Art. 3 grades	Textbook for 3rd grade"Art. Art around us" shows the artist’s activities in organizing the subject-spatial environment in the house, on the street, at a festival, in the theater and museum, that is, in the life around a person
Nemenskaya L.A. (edited by Nemensky B.M.). Art. 4 grades	Textbook for 4th grade"Art. Every nation is an artist” first introduces the uniqueness of the national traditional artistic culture, and then the originality of ideas about the beauty of the peoples of the world

In accordance with the requirements for the results of mastering the basic educational program of primary general education, textbooks for grades 1-4 in fine arts are aimed at achieving personal, meta-subject and subject results by students.

The course is designed asa holistic system of introduction to artistic cultureand includes, on a unified basis, the study of all main types of spatial (plastic) arts: fine arts - painting, graphics, sculpture; constructive - architecture, design; various types decorative and applied arts, folk art - traditional peasant and folk crafts, as well as understanding the role of the artist in synthetic (screen) arts - the art of books, theater, cinema, etc. 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 isidentifying three main types of artistic activityfor visual spatial arts:

- visual artistic activity;

Decorative artistic activities;

Constructive artistic activity.

Three methods of artistic exploration of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, 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.

These three types of artistic activity are the basis for dividing visual-spatial arts into types: fine arts, constructive arts, decorative and applied arts. At the same time, each of the three types of activity is present in the creation of any work of art and therefore is the basis for the integration of the entire variety of types of art into a single system, divided not according to the principle of listing types of art, but according to the principle of distinguishing one and another type of artistic activity. Highlighting the principle of artistic activity focuses attention not only on the work of art, but also onhuman activity, identifying his connections with art in the process of daily life.

It must be borne in mind that in elementary school three types of artistic activities are presented in a playful form as Brothers-Masters of Image, Decoration and Construction. They first help to structurally divide, and therefore understand, the activities of the arts in the surrounding life, and to more deeply understand art.

Thematic integrity and consistency of course development help to ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, through the steps of learning personal connections with the whole world of artistic and emotional culture.

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 kinds 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) andart perception activity(the child acts as a spectator, mastering the experience of artistic culture) have creative nature. Students master various art materials (gouache and watercolor, pencils, crayons, charcoal, pastel, plasticine, clay, various types of paper, fabrics, natural materials), tools (brushes, stacks, scissors, etc.), as well as art techniques (applique, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is permanent shift art materials, mastering their expressive capabilities.Variety of activitiesstimulates students' interest in the subject, the study of art, and is a necessary condition for the formation of everyone's personality.

Perception of works of artinvolves 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 type of student activity is performing creative projects and presentations. This requires working with dictionaries and searching for a variety of artistic information on the Internet.

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

Observation and experience of the surrounding reality, as well as the ability to understand one’s own experiences, one’s inner world are important conditions for children to master the course material. Ultimate target - spiritual personal development, that is, the formation in a child of the ability to independently see the world, think about it, express his attitude on the basis of mastering the experience of artistic culture.

Perception of works of art and practical creative tasks, subordinated to a common task, create conditions for deep awareness and experience of each proposed topic. This is also facilitated by appropriate music and poetry, which help children in the lesson to perceive and create a given image.

The Fine Arts program provides for alternating lessonsindividualpractical creativity of students and lessons

Collective forms of work can be different: work in groups; individual-collective work, when everyone does their part for a common panel or building. Joint creative activity teaches children to negotiate, make decisions and decide general tasks, understand each other, treat each other’s work with respect and interest, and the overall positive result provides an incentive for further creativity and self-confidence. Most often, such work is a summing up of some large topic and the opportunity for a more complete and multifaceted disclosure of it, when the efforts of everyone, put together, give a bright and holistic picture.

The artistic activity of schoolchildren in the classroom finds various forms of expression: depiction 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; studying artistic heritage; selection of illustrative material for the topics being studied; listening to musical and literary works (folk, classical, modern).

Artistic knowledge, skills and abilities are the main means of familiarization with artistic culture. Means of artistic expression - form, proportions, space, light tonality, color, line, volume, texture of material, rhythm, composition - are mastered by students throughout their studies.

In the lessons, play dramaturgy is introduced on the topic being studied, connections with music, literature, history, and labor are traced.

The systematic development of the artistic heritage helps to understand art as the spiritual chronicle of humanity, as an expression of man’s relationship to nature, society, and the search for truth. Throughout the course of study, schoolchildren get acquainted with outstanding works of architecture, sculpture, painting, graphics, decorative and applied arts, study classical and folk art different countries and eras. Understanding the artistic culture of your people is of great importance.

Discussion of children's worksfrom 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 exhibitionsgives 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

The Fine Arts curriculum is designed for grades 1 - 4 of primary school.

1 hour per week is allocated for studying the subject, a total of 135 hours per course.

The subject is studied: in grade 1 - 33 hours per year, in grades 2-4 - 34 hours per year (at 1 hour per week).

Value guidelines for the content of the academic subject

The priority goal of art education in school isspiritual and moral developmentchild, i.e. the formation in him of an emotional, value-based, aesthetic perception of the world, qualities that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The culture-creating role of the program also consists in educatingcitizenship and patriotism. First of all, 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 universal human culture" Russia is part of a diverse and integral world. The child opens step by stepdiversity of cultures of different peoplesand value ties that unite all people on the planet. 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 of the 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 developmentinterest 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 developmentempathy abilitiesI through fairy tales, parables, situations from life, literary and musical series.

Any topic in art should not just be studied, but lived, i.e. passed through the student’s feelings, and this is only possible in an active form, in the form of personal creative experience.Only then, knowledge and skills in art become personally significant, are connected with real life and are emotionally colored, does the child’s personality develop, and his value attitude to the world is formed.

The special nature of artistic information cannot be adequately conveyed in words. Emotional, valuable, sensory experience expressed in art can only be comprehended through one’s own experience -living an artistic imagein the form of artistic actions. 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. This is the special power and originality of art: its content must be appropriated by the child as his own sensory experience.On this basis, the development of feelings, the mastery of the artistic experience of generations and the emotional and value criteria of life occur.

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 resultsare 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;
level of skills:

mastering the skills of collective activityin the process of joint creative workin a team of classmates under the guidance of a teacher;
ability to collaboratewith comrades in the process of joint activity, correlate your 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 resultscharacterize the level

the formation 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 resultscharacterize 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;
application 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 presenters art museums 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;
ability to reasonabout the diversity of ideas about beauty among the peoples of the world, the ability of man in a variety of natural conditions to create his own original artistic culture;
depiction in creative works of the 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;
the ability to recognize and name which artistic cultures the proposed (familiar from lessons) works of fine art and traditional culture belong to;
the ability to aesthetically and emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;
ability to explainthe 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;
ability to give examplesworks of art that express the beauty of wisdom and rich spiritual life, the beauty of the inner world of man.

Main content lines of the course “Fine Arts” grades 1-4 (135 hours)

The educational material is presented in four blocks:

"Types of artistic activity"(reflects the content of the educational material):

Perception of works of art (artistic image - H.o.);

Drawing (graphics, materials, means of expression, working techniques - G );

Painting (materials, color basics, means of expression - Ts);

Sculpture (materials, working methods, means – WITH );

Artistic construction and design (variety of materials, work techniques, modeling and design in human life, here architecture is A );

Decorative and applied arts (origins, synthetic nature of folk culture, fairy tale images and the image of man, folk crafts of Russia - DPI);

"ABC of Art"(gives tools):

Composition (elementary techniques, compositional center, main and secondary, symmetry and asymmetry, rhythm, transmission of movement in composition - TO );

Color (color - primary and composite colors, warm and cold, color mixing, emotions and color), drawing (line, stroke, spot, tone, emotionality of lines) - C;

Form (variety of forms of the objective world, geometric forms, natural, influence of form on the character of the image, silhouette, proportions - F);

Volume (in space and on the plane, methods of transmitting volume, expressiveness of volumetric compositions, perspective - horizon line, basic laws - P);

"Significant Arts"(outlines the spiritual, moral, emotional and value orientation of the assignment topics):

The earth is ours common Home(observation of nature, landscape, buildings in nature, perception of works of art, vibrant cultures of the world, the role of nature in the nature of cultural traditions - Z);

My homeland is Russia (the nature and culture of Russia, the unity of the decorative system in decorating the home, household items, costume, human beauty, the image of the defender of the Fatherland - R );

Man and human relationships (image of man in different cultures, portrait, images that awaken the best human feelings, evil feelings, themes of love, friendship, family - H);

Art gives people beauty (types of art, artistic materials and means of expression, role in human life, still life, artistic design - AND );

"Experience in artistic and creative activity"(contains types and conditions of activities where artistic and creative experience is acquired):

Ability to learn - U (organize a workplace, plan work time, bring work to a result, restrain emotions, take into account others, summarize the work);

Participation in various types of visual, decorative, design activities;

Mastering the basics of drawing, painting, sculpture, creative arts;

Mastering the basics of artistic literacy;

The choice and use of expressive means to realize one’s own idea (creative idea - Tk ), various artistic techniques and materials;

Conveying mood using color, tone, composition, space, line, stroke, spot, volume, texture of material;

Discussion and expression of your attitude to the work

1 class

2nd grade

3rd grade

4th grade

YOU DECORATE, DECORATE AND BUILD

ART AND YOU

ART AROUND US

EVERY PEOPLE IS AN ARTIST

You're pretending. Acquaintancewith Image Master

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).

What and how do artists work?

The three main colors are red, blue, yellow.

Five colors - all the richness of color and tone.

Pastels and colored chalks, watercolors, their expressive capabilities.

Expressive application possibilities.

Expressive capabilities of graphic materials.

Expressiveness of materials for working in volume.

The expressive possibilities of paper.

For an artist, any material can become expressive (generalization of a theme).

Art in your home

Your toys were designed by an artist.

The dishes are at your home.

Mom's scarf.

Wallpaper and curtains in your home.

Your books.

Greeting card.

What the artist did in our house (summarizing the theme).

Origins of native art

Landscape of the native land.

Harmony of housing with nature. The village is a wooden world.

The image of human beauty.

National holidays (topic summary).

You decorate. Meet the Master of Decoration

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).

Reality and fantasy

Image and reality.

Image and fantasy.

Decoration and reality.

Decoration and fantasy.

Construction and reality.

Construction and fantasy.

Brother Masters Images, decorations and Buildings always work together (summarizing the theme).

Art on your streets

Cities

Architectural monuments are a heritage of centuries.

Parks, squares, boulevards.

Openwork fences.

Lanterns on the streets and in parks.

Shop windows.

Transport in the city.

What did the artist do on the streets of my city (village) (summarizing the topic).

Ancient cities of our Earth

Old Russian fortress city.

Ancient cathedrals.

An ancient city and its inhabitants.

Old Russian warrior-defenders.

Cities of the Russian Land.

Patterned towers.

Festive feast in the chambers (summarizing the theme).

You are building. Meet the Build Master

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).

What does art say?

Expression of the character of the animals depicted.

Expression of a person’s character in an image: a male image.

Expression of a person’s character in an image: a female image.

The image of a person and his character, expressed in volume.

Image of nature in various states.

Expression of a person's character through decoration.

Expressing intentions through decoration.

In an image, decoration, or construction, a person expresses his feelings, thoughts, mood, his attitude to the world (generalization of the topic).

The artist and the spectacle

Artist in the circus.

Artist in the theater.

Masks.

Puppet Theatre.

Playbill and poster.

Holiday in the city.

School holiday-carnival (summarizing the theme).

Every people is an artist

Land of the Rising Sun. An image of Japanese artistic culture.

Art of the peoples of the mountains and steppes.

An image of the artistic culture of Central Asia.

An image of the artistic culture of Ancient Greece.

An image of the artistic culture of medieval Western Europe.

Manifold artistic cultures in the world (summarizing the topic).

Image, decoration, construction always help each other

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).

As art speaks

Color as a means of expression. Warm and cool colors. The struggle between warm and cold.

Color as a means of expression: quiet (dull) and ringing colors.

Line as a means of expression: the rhythm of lines.

Line as a means of expression: the nature of lines.

The rhythm of spots as a means of expression.

Proportions express character.

The rhythm of lines and spots, color, proportions are means of expression.

Summary lesson of the year.

The artist and the museum

Museums in the life of the city.

Art. Landscape painting.

Portrait painting.

Still life painting.

Historical and everyday paintings.

Sculpture in the museum and on the street.

Art exhibition (summarizing the theme).

Art unites peoples

All nations glorify motherhood.

All nations sing of the wisdom of old age.

Empathy - great topic art.

Heroes, fighters and defenders.

Youth and hope.

Art of the peoples of the world (summarizing the topic).

Theme of the year: You depict, decorate and build

Three types of artistic activity (visual, decorative, constructive), which determine the entire diversity of visual spatial arts, are the basis for understanding the unity of the world of these visual arts. A playful, figurative form of introduction to art: three Brother-Masters - Master of Image, Master of Decoration and Master of Construction. To be able to see the work of one or another Brother-Master in the life around us - interesting game, from which the knowledge of the connections between art and life begins. Primary mastery of artistic materials and techniques.

Section 1. You are pretending. Meet the Image Master (8 hours)

The Image Master teaches you to see and depict. Primary experience of working with art materials, aesthetic assessment of their expressive capabilities.

Spot, volume, line, color are the main means of image.

Mastering the primary skills of depicting on a plane using line, spot, color. Mastering the primary skills of visualization in volume.

Images are all around us

Images in human life. By depicting the world, we learn to see and understand it. Development of observation and analytical capabilities of the eye. Formation of a poetic vision of the world.

Subject "Fine Arts". What will we learn in art lessons? Art cabinet - art workshop. An exhibition of children's works and the first experience of discussing them.

Meet the Image Master.

The Image Master teaches you to see

The beauty and diversity of the natural world around us.

Development of observation skills. Aesthetic perception of the details of nature.

Introduction to the concept of “form”. Comparison of the shape of various leaves and identification of its geometric basis. Using this experience to depict trees of different shapes.

Comparing the proportions of parts in composite, complex forms (for example, what simple forms make up the body in different animals).

Can be depicted as a spot

Development of the ability of holistic generalized vision.

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 illustrations by famous artists (T. Mavrina, E. Charushin, V. Lebedev, M. Miturich, etc.) 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, i.e. figurative (resembling someone), three-dimensional objects in nature (stumps, stones, snags, snowdrifts, etc.). Development of observation and imagination in the perception of three-dimensional form.

Integrity of form.

Techniques for working with plasticine. Modeling: from creating a large form to working out the details. Transformation (change) of a lump of plasticine using methods of pulling and pressing.

Modeling of birds and animals.

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 - narrator).

Multi-colored paints

Getting to know color. Gouache paints.

Skills in working with gouache.

Organization of the workplace.

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

Sample of colors. Rhythmic filling of the sheet (creating a colorful rug).

You can also depict what is invisible (mood)

Expressing mood in an image.

You can not only depict objective world, but also the world of our senses (the invisible world). Emotional and associative sound of color. What mood do different colors evoke?

How to portray joy and sadness? (Depiction using color and rhythm can be non-objective.)

Artists and spectators (summarizing the topic)

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

We learn to be artists, we learn to be spectators. The final exhibition of children's works on the topic. Initial formation of skills of perception and evaluation of one’s own artistic activity, as well as the activities of classmates.

Initial formation of skills in perceiving easel paintings.

Introduction to the concept of “work of art.” Painting. Sculpture. Color and paints in artists' paintings.

Art Museum.

Section 2. You decorate. Meet the Master of Decoration (8 hours)

Decorations in nature. You need to be able to notice beauty.People rejoice in beauty and decorate the world around them.The Master of Jewelry teaches you to admire beauty.

Basics of understanding the role of decorative artistic activity in human life. The Master of Decoration is a master of communication; he organizes communication between people, helping them clearly identify their roles.

Primary experience in mastering art materials and techniques (appliqué, paper-plastic, collage, monotype). Primary experience of collective activity.

The world is full of decorations

Decorations in the surrounding reality. Variety of decorations (decor). People rejoice in beauty and decorate the world around them.

Meet the Master of Decoration. 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. Flowers decorate all our holidays, all events of our lives. A variety of flowers, their shapes, colors, patterned details.

You have to be able to notice beauty

Development of observation skills. Experience aesthetic impressions of the beauty of nature.

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.

Acquaintance with new possibilities of art materials and new techniques. Development of skills in working with paints and colors.

Symmetry, repetition, rhythm, free fantasy pattern. Introduction to the technique of monotype (imprint of an ink spot).

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

Expressiveness of texture.

Relationship between spot and line.

Volumetric applique, collage, simple papermaking techniques.

Suggested subjects for assignments: “Patterns on the wings of butterflies”, “Beautiful fish”, “Decorations of birds”.

Patterns that people have created

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

The Master of Decoration is a master of communication; he organizes communication between people, helping them clearly identify their roles.

Natural and figurative motifs in the ornament.

Figurative and emotional impressions from ornaments.

Where can you find ornaments? What do they decorate?

How a person decorates himself

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

What can jewelry tell? What kinds of jewelry do different people have?

When and why do people decorate themselves?

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

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

Without holiday decorations no holiday. Preparing for the New Year.

Traditional new Year decoration. New Year's garlands, Christmas tree toys. Decorations for the New Year's carnival.

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

Section 3. You build. Meet the Master of Construction (11 hours)

Primary ideas about constructive artistic activity and its role in human life. Artistic image in architecture and design.

The Master of Construction is the personification of constructive artistic activity..The ability to see the structure of the shape of an object is the basis of the ability to draw. Different types buildings Primary skills to see the structure, i.e. the construction of an object.

Primary experience in mastering art materials and design techniques. Primary experience of team work.

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.

Meet the Build Master, who helps you figure out what different houses or things will look like, who to build them for, and from what materials.

Houses are different

Variety of architectural buildings and their purpose.

The relationship between the appearance of a building and its purpose. What parts can a house consist of? Components (elements) of a house (walls, roof, foundation, doors, windows, etc.) and the variety of their shapes.

Houses that nature built

Natural buildings and structures.

The variety of natural structures (pods, nuts, shells, burrows, nests, honeycombs, etc.), 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.

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.

Building a city

Construction of a game city.

The Construction Master helps you come up with a city. Architecture. Architect. City planning. Activities of an artist-architect.

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

Techniques of working in paper-plastic technique. Creation of a collective layout.

Everything has its own structure

The design of the item.

Formation of primary skills to see the design of an object, i.e. how it is built.

Any image is an interaction of several simple geometric shapes.

We build things

Design of household items.

Development of primary ideas about the constructive structure of household items.

Development of constructive thinking and paper construction skills.

Introduction to the work of a designer: The Master of Construction comes up with shapes for everyday things. The Decoration Master according to this form helps to decorate things. How do our things become beautiful and comfortable?

The city we live in (summarizing the topic)

Creating an image of the city.

Walk through hometown or a village in order to observe real buildings: examining the street from the perspective of the creativity of the Master of Construction.

Analysis of the shape of houses, their elements, details in connection with their purpose. Variety of urban buildings. Small architectural forms, trees in the city.

Creating an image of the city (collective creative work or individual work).

Initial skills of collective work on a panel (distribution of responsibilities, combining parts or elements of the image into a single composition). Discussion of work.

Section 4. Image, decoration, construction always help each other (5 hours)

The common principles of all spatial-visual arts are spot, line, color in space and on the plane. Different uses of these elements of language in different types of art.

Image, decoration and construction are different aspects of the artist's work and are present in any work that he creates.

Observation of nature and natural objects.Aesthetic perception of nature.An artistic and imaginative vision of the surrounding world.

Skills collective creative activity.

The Three Master Brothers always work together

Interaction of three types of artistic activity.

Three types of artistic activities are involved in the process of creating practical work and in analyzing works of art.

Three types of artistic activity (three Brother-Masters) as stages, the sequence of creation of a work. The Three Master Brothers are inseparable. They constantly help each other, but each Master has his own job, his own purpose (his own social function).

In a particular work, one of the Masters is always in charge; he determines the purpose of the work, i.e., whether it is an image, decoration or building.

Exhibition best works students. Discussion of the exhibition.

"Dreamland". Creating a panel

Creation of a collective panel.

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

Collective work with the participation of all students in the class.

Expressiveness of placement of elements of a collective panel.

"Spring Festival". Paper construction

Designing nature objects from paper.

Development of observation and study of natural forms. Spring events in nature (the arrival of birds, the awakening of bugs, dragonflies, insects, etc.).

Designing nature objects from paper (birds, ladybugs, beetles, dragonflies, butterflies) and decorating them.

A lesson in love. Ability to see

Perception of the beauty of nature.

Excursion into nature. Observation of living nature from the point of view of the three Masters.

View slides and photographs with expressive details of spring nature (branches with budding buds, flowering catkins, blades of grass, snowdrops, tree trunks, insects).

Repetition of the theme “Masters of Image, Decoration and Construction learn from nature.” Brothers-Masters help to consider natural objects: structure (how it is built), decor (how it is decorated).

Hello summer! (topic summary)

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

The image of summer in creativity Russian artists. Painting and sculpture. Reproduction.

The ability to see. Development of spectator skills.

Creating a composition based on impressions of summer nature.

Ministry of Education and Science of the Russian Federation

Course work

Features of the methodology of teaching fine arts in elementary school

Introduction 3

Chapter 1. Features of the methodology of teaching fine arts in primary school 4

1.1. Pedagogical conditions for teaching fine arts in primary school 4

1.2. Methods of teaching fine arts in grades I-IV 4

Chapter 2. Thematic planning and production of visual aids for lessons in the program “Fine Arts and Artistic Work” 8

2.1. Fundamentals of Artistic Performance (Primary School Curriculum) 10

1st class (30–60 hours) 10

2nd grade (34–68 hours) 15

3rd grade (34–68 hours) 21

4th grade (34–68 hours) 27

2.2. Design school curriculum art education. 34

Conclusion 37

List of used literature 38

Introduction

Fine arts, as one of the academic subjects in secondary schools, occupy an important place in the education of students. A careful analysis and generalization of the best pedagogical experience indicates that fine arts classes are an important means of developing a student’s personality. Fine art, especially close to younger schoolchildren for its clarity, has one of the leading places in the process of developing children's creative abilities, creative thinking, introducing them to the beauty of their native nature, the surrounding reality, and the spiritual values of art. In addition, fine arts classes help children master a range of skills in the field of visual, constructive and decorative activities.

Purpose writing this course work is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work aims to: tasks:

Studying the methodology of teaching fine arts in primary school, consider its features,

To identify pedagogical conditions for the successful education of young children school age fine arts, as well as drawing up a thematic annual plan and lesson plan for primary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in primary school

In the development of children's artistic creativity, including visual creativity, it is necessary to observe the principle of freedom, which is generally an indispensable condition for all creativity. This means that children’s creative activities can be neither obligatory nor compulsory and can only arise from children’s interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who do not intend to later become professional artists, drawing has enormous cultivating significance; when paint and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images what cannot be brought to his consciousness in any other way.

One of the problems with drawing is that for children primary classes The activity of creative imagination alone is no longer enough; he is not satisfied with a drawing made somehow; in order to embody his creative imagination, he needs to acquire special professional, artistic skills and abilities.

The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is teaching methods. There have been debates about this issue among scientists since the very inception of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the research of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research. 1

1.2. Methods of teaching fine arts inI- IVclasses

Teaching, as a rule, begins with the explanatory and illustrative method, which consists of presenting information to children different ways- visual, auditory, speech, etc. Possible forms of this method are the communication of information (story, lectures), demonstration of a variety of visual material, including using technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, and remember information for further manipulation.

The explanatory and illustrative method is aimed at assimilation of knowledge, and to develop skills and abilities it is necessary to use the reproductive method, that is, to reproduce (reproduce) actions many times. Its forms are varied: exercises, solving stereotypical problems, conversation, repetition of a description of a visual image of an object, repeated reading and memorization of texts, repeated story about an event according to a predetermined scheme, etc. Preschoolers are expected to work both independently and together with the teacher. The reproductive method allows the use of the same means as the explanatory and illustrative method: words, visual aids, practical work 2.

Explanatory, illustrative and reproductive methods do not provide the necessary level of development of children's creative capabilities and abilities. A teaching method aimed at preschoolers independently solving creative problems is called research. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Problems can be inductive or deductive, depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for ways to act. Once again I would like to emphasize that this method is entirely based on independent work.

Should be paid Special attention on the importance of problem-based learning for children's development. It is organized using methods: research, heuristic, problem presentation. We have already considered the research one.

Another method that helps creative development is the heuristic method: children solve a problematic problem with the help of a teacher; his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, words, text, practice, visual aids, etc. are also important.

Currently, the method of problem presentation has become widespread; the teacher poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of presentation, control it, participating in the decision process. In the course of a problem presentation, both an image and a practical demonstration of action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in the educational process stimulates preschoolers to creatively obtain and apply knowledge and skills, and helps to master the methods of scientific knowledge. 3 Modern teaching must necessarily include the considered general didactic methods. Their use in fine arts classes is carried out taking into account its specifics, objectives, and content. The effectiveness of methods depends on the pedagogical conditions of their application.

As practical experience shows, for the successful organization of fine arts lessons it is necessary to create special system pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly influence the development of artistic creativity in preschool children, and we propose to consider it. We believe that this group of conditions consists of:

developing interest in the study of fine arts;

a combination of systematic control over the visual activities of preschoolers with pedagogically appropriate assistance to them;

instilling in children faith in their strengths and their creative abilities;

consistent complication of visual activities, ensuring prospects for the development of children’s artistic creativity;

teaching the language of fine, folk, decorative and applied arts and design, mastering the means of artistic expression of the plastic arts;

purposeful, systematized use of art history stories or conversations that activate the child’s attention, the work of his thoughts, his emotional and aesthetic responsiveness;

selection of works of fine art for study;

the use of technical teaching aids in fine arts classes, especially video and audio equipment, and special visual aids;

active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of decorative and applied art, culture and everyday life, historical architectural details;

introduction of creative, improvisational and problem-based tasks into the lesson;

the use of a variety of artistic materials and techniques for working with them;

change of types of visual activities during the academic year (graphics, painting, modeling, design, decorative work, etc.);

a combination of individual and collective forms of work with children;

introduction of game elements and artistic and didactic games into the structure of the lesson; use of competition elements;

systematic development of pedagogically appropriate relationships between sections of the academic subject “Fine Arts”, between this and other preschool disciplines, integrated teaching of art at school. 4

An important condition for the development of artistic creativity of preschoolers in fine arts classes is the use by teachers of technical teaching aids, especially video and audio equipment, and special visual aids. The role of visualization in learning was theoretically substantiated back in the 17th century. Ya.A. Komensky, later the ideas of its use as the most important didactic tool were developed in the works of many outstanding teachers - I.G. Pestalozzi, K.D. Ushinsky and others. The importance of visibility in teaching was emphasized the great Leonardo da Vinci, artists A.P. Sapozhnikov, P.P. Chistyakov et al. 5

Successful implementation of the principle of clarity in teaching is possible with the active mental activity of children, especially when there is a “movement” of thought from the concrete to the abstract or, conversely, from the abstract to the concrete.

At all stages of the lesson, whenever possible, creative, improvised and problem-based tasks should be introduced. One of the main requirements in this case is to provide children with the greatest possible pedagogically expedient independence, which does not exclude providing them with pedagogical assistance, as necessary. So, for example, in elementary grades, especially in the first grade, the teacher, proposing this or that plot, in many cases can draw the attention of preschoolers to the main thing that must be depicted first and foremost, and can show on the sheet the approximate location of the objects of the composition. This help is natural and necessary and does not lead to children’s passivity in visual creativity. From restrictions in choosing a theme and plot, the child is gradually led to their independent choice.

Chapter 2. Thematic planning and production of visual aids for lessons in the program “Fine Arts and Artistic Work”

This is the world - and in this world I am.

This is the world - and in this world WE are.

Each of us has our own path.

But we create according to the same laws.

May the path of the creator be long and the bread of the creator be difficult.

And sometimes I want to give some slack.

But take your palms away from your face.

And again you give your heart. And again. ...

Modernization of education in primary school

Abstract >> Pedagogy

Purpose: review features process training V primary school during the period... techniques training Russian language in primary school ... fine art, reading - natural history - fine art, Russian language - reading - fine art ...

Modern technologies for organizing and conducting lessons fine art art

Abstract >> Pedagogy

... features before the game. The computer can be both an object of study and a means training... Kuzin V.S. Fine art V primary school. 2-3 grade Part 2 // M., Bustard, 2000 9. Kuzin V. S. Fine art V primary school.1-2 grade, 1, ...

Dürer's treatises as teaching aids fine art art from a modern point of view

Coursework >> Pedagogy

... fine art art, but also in the field of methods training drawing. Methodology training figurative art ... Art,1961. 4. Pyankova N.I. Fine art in modern school M., 2006 5. Rostovtsev N. N. History of methods training ...

Pedagogical conditions training figurative art

Abstract >> Pedagogy

... fine art art for studying; - use in classes figurative art technical means training, especially... 2004. 4. Sokolnikova N.M. " Fine art And methodology his teaching in primary school". M., Academy, 2003. ...

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ABSTRACT ON PEDAGOGY

Visual arts in elementary school

1. The purpose and objectives of fine art as a subject in primary school

The subject “Fine Arts” plays a significant role in the system of general secondary education. It is called upon to solve specific problems associated with the transfer of fundamental values developed by humanity, with the aim of emotional, spiritual, aesthetic and moral development of the individual, the formation of his creative potential.

Due to this fine arts students in combination with other forms of artistic activity is a significant factor in identifying and affirming the student’s individuality, his abilities, leading to self-identification and the development of his own view of the world. On this basis, schoolchildren learn to creatively transform the surrounding reality and the world of their own personality.

In the educational process, the subject “Fine Arts” is distinguished by the dominance of artistic and creative activities. In the process of studying fine arts, such areas of the student’s individuality as creative thinking, fantasy, imagination, emotional sphere, mental activity, intuition, etc.

Based on the specifics of the academic subject, the main goal of education in the field of fine arts is the formation of the student’s artistic, aesthetic, spiritual and moral culture as a culture of a value-based attitude towards the world, the development of his creative potential as a factor in the creative development and transformation of the world.

To achieve this goal, the following tasks are set:

Students’ comprehension of the cultural experience of humanity through the artistic and figurative system of domestic and world art;

Development of ideas about the national identity of the native culture;

Spiritual and moral enrichment of students in the process of artistic and aesthetic development of the surrounding reality and perception of artistic heritage;

Formation of an understanding of art as a form of artistic and imaginative understanding of the world;

Development of the sensory-emotional sphere of students;

Creating conditions for the development of creative potential and artistic abilities of students based on visual activities;

Familiarization with theoretical knowledge, language and system of expressive means of fine art;

Formation of practical skills in various types of artistic activities;

Formation of a sustainable interest in fine art, the ability to comprehend its specific features.

2. Requirements for content and teaching methods

The basic requirements for the content and methods of teaching fine arts at school are based on the following principles:

Organic combination and unity of the educational process: moral, spiritual, aesthetic and artistic education should be carried out in conjunction with the systematic acquisition by students of artistic knowledge and the development of practical skills in artistic activity;

Students mastering visual skills and techniques, which are not an end in themselves, but a means or toolkit for artistic knowledge and creating an artistic image;

Accounting age characteristics students, a combination of individual and collective forms of work;

Formation of ideas about fine art, its types and genres, concepts and terms, mastery of techniques and materials, figurative system;

Formation of core ideas about fine art, which occurs in conjunction with all types of artistic activity: aesthetic development of the surrounding world, perception of art, theoretical knowledge, creative and practical activity;

Using a variety of types of work and artistic materials;

Relationships different types arts (multi-artistic) - fine arts, music, literature, cinema, etc., with the help of which an associative-figurative atmosphere is created, necessary for the optimal development of artistic thinking of students. For this purpose, during the lesson a certain time is devoted to viewing reproductions, listening to music, literary works, viewing fragments

fine arts educational elementary

3. Program structure and types of classes

The system-forming beginning of the program and its semantic core is the differentiation of all educational material into three content components, which cover the entire program from grades 1 to 4. These include:

- “Aesthetic perception of reality”;

- “Perception of Art”;

- "Practical activities".

Aesthetic perception of reality as an integral part of artistic activity has a relatively independent system of educational tasks in the program.

The goal of this content component of the program is also to develop schoolchildren’s visual culture, visual perception, and observation skills.

The content component “Perception of Art” contributes to the development of the subject at the art criticism level. Its task is to form key guidelines for the perception of works of fine art, expand the artistic horizons of students, study theoretical foundations fine arts, mastering its language, system of expressive means.

As a result of mastering the content of this section of the program, students gain an understanding of the role of art in human life and society, the foundations of national and world art, the characteristics of various types and genres of fine art, and their interrelationships.

In fine arts lessons, students draw and sculpt from life, from memory, from imagination, design, and perform works in various artistic techniques.

Practical artistic and creative activities include:

Image on a plane (use of various artistic materials and techniques (watercolor, gouache, colored pencils, wax crayons, ink; appliqué, collage, monotype);

Modeling from plasticine and working with sculptural materials (clay, salt dough);

Decorative and applied activities and design (artistic design of flat and three-dimensional products with elements of architecture, artistic design, decorative modeling, traditional folk art).

The image on a plane includes drawing from life, from memory, from an idea after direct observations or from the imagination, work on a topic as instructed by the teacher, as well as sketches, applied graphics, appliqué, collage, monotype, etc.

Modeling (sculpture) has special meaning in primary school, where the motor-tactile component plays a dominant role in the development of children’s visual activity.

Decorative and applied activities include elements of drawing on a plane, artistic construction and design, work with natural materials (leaves, flowers, herbs, etc.), which contributes to the development of schoolchildren’s ideas about the connection between different types of artistic activities.

The content of practical activity involves solving four main groups of educational tasks: 1) composition; 2) color and lighting; 3) shape, proportions, design; 4) space and volume. Mastering these groups of educational tasks that underlie visual literacy should be subordinated to the conscious decision of an artistic image in accordance with the age capabilities of students.

The main thing in composition work in the elementary grades is to master the entire surface of a sheet of paper and fill it with an image, and in modeling and decorative work - to create a solid form. Students learn to select image objects for the composition that correspond to the design and draw them large.

When working with color in grades I-IV, the task is to see color in a variety of ways, to distinguish and compose the necessary shades. In elementary grades, gouache should be preferred over watercolor, since gouache gives greater freedom in work and allows you to make corrections. When working on a form, it is important to learn to feel the figurative nature of the form, to strive for consistent figurative complexity when displaying it. To develop the skills of analyzing a form and its subsequent embodiment in an artistic image, classes in modeling, arts and crafts, and design, where students actively work with a three-dimensional form, are of great importance.

Learning to convey space on paper begins in grade I, mainly through observation work and on given topics. The main attention in working with primary schoolchildren is on developing their concepts about the fracture of planes and the fracture boundary: the boundary of the floor and the wall, the visible boundary of the earth and sky, as well as the ability to correctly place objects on the surface of the floor and the ground.

When planning time for this type of work, you need to take into account that types of artistic activities in lessons can be combined and occupy part of the lesson: perception - with practical work, modeling - with drawing.

It is advisable to diversify the methods of working with art students in the classroom. This could be a conversation, a story, a discussion, watching a multimedia presentation. Lessons based on laws play a huge role artistic dramaturgy, forms of extracurricular and extracurricular activities in the fine arts..

Particular attention should be paid to artistically gifted children, for whom their own educational system is developed that takes into account their abilities.

Fine arts lessons should be equipped with the necessary aids and visual aids using modern technical means.

The effectiveness of the educational process is directly dependent on the level of development of students' practical skills.

Leading skills are formed comprehensively in all types of artistic activity. Mastering each type requires the formation of private skills and abilities: painting, graphic, plastic, decorative, constructive, perception of works of art, mastering their language, expressive means, etc.

Literature:

1Volkova, I.G. Fine arts grades 1 - 5. Approximate calendar and thematic planning / I.G. Volkova, V.N. Danilov - Minsk: Adukatsiya i vykhavanne, 2008.

2Danilov, V.N. Methods of teaching fine arts and artistic work / V.N. Danilov. - Minsk: UIC BSPU, 2004.

3Fine arts in primary school / sub. ed. B.P. Yusova, N.D. Mints. - Minsk: Narodnaya Asveta, 1992.

4Fine arts grades 1-4: curriculum for general education institutions with Belarusian and Russian languages of instruction. - Minsk: NMU NIO, 2008.

5Nemensky, B.M. Pedagogy of art / B.M. Nemensky. - M.: Education, 2007.

6.Sokolnikova, N.M. Fine art and methods of teaching it in elementary school / N.M. Sokolnikova. - 2nd ed. - M.: Academy, 2002 art).

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Introduction

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in primary school

1.2. Methods of teaching fine arts inI- IVclasses

Chapter 2. Thematic planning and production of visual aids for lessons in the program “Fine Arts and Artistic Work”

Modernization of education in primary school

Modern technologies for organizing and conducting lessons fine art art

Dürer's treatises as teaching aids fine art art from a modern point of view

Pedagogical conditions training figurative art

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