Marina Borisovna Radionova – Teacher of Fine Arts, MADOU TsRR d/s “Zvezdochka”, Lensk, Republic of Sakha (Yakutia)
Date of submission of work to the competition: 04/23/2017.
Summary of a lesson in the senior group on familiarization with art
Target:Create conditions for preschoolers to become familiar with genres of art.
Tasks:
Educational. To consolidate the idea of painting as a form of fine art, about the features of each genre (portrait, landscape, still life) To introduce some reproductions of paintings of different genres.
Developmental. Expand your horizons and develop your children’s speech.
Activation of the dictionary (landscape, still life, portrait, painter, excursion, guide)
Educational. Introducing children to art, developing interest in it, careful attitude to works of art, the formation of artistic taste.
Preliminary work: Project “Creation of a mini-museum” preparatory group, invitation card.
Progress:
Teacher:
Guys, we have a surprise in store today! - Shows a colorfully designed invitation card and reads: “We invite the guys senior group on an excursion to our mini-museum. Preparatory group».
What do you think can be seen in the museum?
Children:Paintings, clay toys, various antiques, sculptures.
Teacher:True, but before we go on a tour, let's remember the rules of conduct. How should you behave in a museum?
Children:Calm down, don’t shout, don’t disturb others from looking at everything.
Teacher:The museum has special servants - guides.
If you go to the museum,
It will be difficult for you to understand
Without the learned strict aunt,
Where should your inspection begin?
Auntie slowly follows
Leads the whole group.
They listen to her diligently,
After all, she is a tour guide.
The guides today will be the guys from the preparatory group. They will introduce us to the exhibits of their museum. Let's listen to them carefully and answer the questions. Let's go to the preparatory group.
Pictures are hung in the preparatory group.
Teacher:The first guide meets us.
Guide:Hello, my name is Sonya, in our museum you will see reproductions of paintings famous artists. We are in the painting hall. This name means “to paint alive,” that is, to make everything in the picture look like it’s alive. They say about artists that they paint pictures. Do you know what you can paint on?
Children:On paper, fabric.
Guide:Yes, and on wood, on a whitewashed wall, such painting is called monumental. In their paintings, artists convey the beauty of the world. If an artist paints nature or a city or a village, what is the name of such a picture?
Children: Scenery
Guide:That's right, listen to the poem to better remember this genre of painting.
If you see in the picture
A river is drawn
Or spruce and white frost,
Or a garden and clouds,
Or a snowy plain
Or a field and a hut, -
Required picture
It's called a landscape.
Guide:Let's look at a reproduction of Ivan Shishkin's painting “Morning in pine forest" What is shown in the picture?
Children:Bear family in the forest.
Guide:When you look at the picture, it seems that it is alive. Bear cubs frolic in the morning forest. So they climbed onto a fallen tree, and the bear guards them. One bear cub stepped aside, he saw something.
Guide:But this picture will be familiar to you. What is it called?
Children: « Golden autumn»
Guide:Yes, this is a painting by the artist Isaac Levitan. On it we see an image early autumn when the trees are golden. On the canvas there is a Russian landscape - fields, groves, a river. The sun is shining dimly, the sky is blue with clouds.
Teacher:Let's say thank you to Sonya for the story, now another guide is waiting for us.
Children: Thank you, Sonya!
Teacher:Let's move on to other paintings.
Guide:Hello, my name is Pasha. Guess which paintings I will talk about:
If you see what's in the picture
Is one of us looking?
Or a prince in an old cloak,
Or a steeplejack in a robe,
Pilot or ballerina,
Or Kolka, your neighbor, -
Required picture
It's called...
Children: Portrait!
Guide:Portrait is a genre dedicated to the depiction of a person or group of people. Let's look at the painting by Ilya Kramskoy. Who do we see there?
Children:We see a girl in ancient clothes.
Guide:And the next picture depicts a group of people. Who is this?
Children: These are heroes!
Guide:How did you guess?
Children:They are on horseback, armored and armed.
Guide:Does anyone know the names of the heroes?
Children:Ilya Muromets, Dobrynya Nikitich, Alyosha Popovich.
Guide:The heroes protected our land. They sit on powerful horses, they have strong armor, war clubs, and bows. The heroes are on patrol; they will not let the enemy pass.
Teacher:We thank Pasha for the story, let's move on.
Children: Thank you, Pasha!
Guide:Hello, my name is Ira. Try to guess which paintings I will tell you about:
If you see in the picture
Cup of coffee on the table
Or fruit drink in a large decanter,
Or a rose in crystal,
Or a bronze vase,
Or a pear or a cake,
Or all items at once -
Know that this...
Children: Still life!
Guide:A still life is an image of inanimate objects, for example, dishes, food, bouquets of flowers. Previously, wealthy citizens loved to decorate their homes with images of luxurious life: laid tables, expensive dishes, expensive jewelry. Let's look at Ilya Mashkov's still life "Two dark roses and a plate of strawberries." In the center of the picture is a transparent vase with scarlet roses, and next to it there are red ripe berries. Each berry has a green tail. The still life is bright and elegant. And here is another still life by artist G. Konchalovsky, “Lilacs in a Basket.” Lilac in the picture different colors: pink, white, blue. The artist loved to paint lilacs; he has a lot of still lifes with lilacs. Painted flowers will live forever and bring joy to people at any time of the year.
Guide:We have prepared a gift for you. These are still life coloring pages. Next time you come to us, you can bring colored pictures.
Teacher:We will make from these pictures interesting album and we will bring it to your museum.
Guide:We are waiting for you again! See you soon, thanks for your attention!
Teacher: Thanks for the story, goodbye, let's go to the group.
In the group, children share their impressions of the excursion - “which picture was remembered more than others and liked,” they paint still lifes and make an album together with the teacher.
Abstract
hclasses to familiarize children
with works of fine art
and visual arts
older children
Tema:The sea also has its own character
nEducator: Prokofieva G.E.
Objectives: Through works of fine art, music and artistic word awaken in children a love for nature, the beauty of the world around them and interest in its various forms and phenomena. Explain to children that only by embarking on the path of knowledge, they will learn to unravel the secrets of nature, and paintings, artists, music and poetry help us in this.
Introduce the concept: seascape. Consider seascapes I. Aivazovsky “View of the Leander Tower”, “Ships on the Feodosia roadstead”, “ moonlit night"; I. Levitan “After the Rain”, “Fresh Wind”; Van Gogh's "Boats on the Shore at Sainte-Marie". Through these works, help children realize that each element has its own character and mood.
Strengthen brush drawing skills in mixed media: gouache + watercolor; technique of drawing wide and short strokes.
To cultivate in children the ability to create their own “picture” with love, to convey the mood in it, using familiar means of expression: color, light, composition; the ability to match a picture to a piece of music listened to.
Target: teach children to depict the sea in different states: calm, gentle, raging, seething, fierce, etc.
Strengthen the skill of drawing with wide and short, light, quick strokes; the ability to select a color scheme that matches the created image.
Materials: illustrations with seascapes by famous artists (see above); sheet of paper, gouache, watercolor, brush No. 6
Progress of the lesson: children enter, the teacher invites them to the exhibition (to the blackboard).
Teacher: An exhibition of famous marine painters opens today. Look at these pictures. How many of you guessed who the marine painters are?
That's right, a marine painter is an artist who depicts the sea. Please note that each marine artist sees and feels the sea in his own way, which is why their works are not similar to each other.
Please sit down and take a good look at each of them... Now listen musical riddles and try to unravel them: select the corresponding musical fragment for each picture.
(A fragment from “Three Miracles” by R-Korsakov is played. Children listen and determine that this is a raging sea, find the corresponding landscapes. Then listen to “Little Waves Play” - cassette, “The Magic of Nature”, determine the nature of the sea and show landscapes with a calm sea ).
Well done, you are very attentive. This means that we have already determined that the sea, like a person, can have its own mood, its own character. What might the mood be like? (Bad, good, joyful, sad, melancholy, etc.) What kind of character can it be? (Kind, affectionate, meek, fierce, nasty, terrible, etc.) What do you guys think, when by the sea good mood? (When the sun is shining, a light breeze blows). And when does it spoil by the sea? (When it blows strong wind, a storm begins - a storm, it's raining, thunderstorm, etc.). I suggest you play the game “The sea is agitated once...” (the game is familiar to children).
Try to depict the sea in different states, and I will guess what mood the sea is in.
Now, please sit down and listen to David Samoilov’s poem “Dream of the Sea.” It tells about Tsar Ivan, who never saw the sea.
But he had never seen the sea...
At night he dreamed of blue water,
White foam boiled over her,
And as if the steppe was breathing its expanse
And the sea sang, sang, sang,
How the dense forest sings at night.
And the birds I dreamed of were not steppe birds, -
Not forest -
Unseen, new, different -
Not a yellow-eyed owl,
Not a gray golden eagle,
And the blue-eyed sea birds,
White-winged geese are white.
And with beaks crooked like eagles.
This is how Tsar Ivan dreamed about the sea, he saw such wonderful dreams about the sea. Have you seen the sea? (Children who have been to the sea share their memories). It’s easier for you: you’ve seen it and can portray it. And if you haven’t seen it, don’t be upset: I’ll now turn on music with the sound of the sea, and you close your eyes and imagine your sea, gentle or raging. (Children close their eyes, listen to the sound of the sea and imagine it mentally).
Well, what did you come up with your own sea? What is it like? (several children describe). Now watch carefully, I will show you what techniques you can use when drawing the sea. This is a broad stroke, it is better for them to depict the distance of the sea; This is a short, light stroke, it is better for them to depict the middle part of the sea, mixing blue and green paints, and this is an infusion of color into color and a blur of blue-green color and yellow - the color of sand on the shore. And this is how the lambs are depicted - that’s what the crests of the waves are called, sea foam. (teacher demonstration).
Do you understand everything, guys? Well, now, good luck, my dear marine painters, to the world of the sea you invented. Don’t forget to put part of your soul and love into the drawing and more vividly display the mood and character of your sea.
(The children draw, the teacher provides individual assistance in the form of advice for struggling children. While the children are drawing, the teacher removes the illustrations to make room for new exhibition- children's works).
All seascapes are hung up and viewed by children. The analysis is carried out in the form of a game “Exhibition Tour”. Children pretend to be a tour guide and describe the work.
The teacher suggests recalling works that describe sea species (A.S. Pushkin “The Tale of the Fisherman and the Fish”, “The Tale of Tsar Saltan...”, the fairy tale “Sadko”, the tale of P. Ershov “The Little Humpbacked Horse”, etc. .).
Remember how Pyotr Ershov said in the fairy tale “The Little Humpbacked Horse”:
The miracle whale began to stir;
It's like the hill has turned
The sea began to disturb
And throw from the jaws
Ships after ships
With sails and rowers.
A boat with sailors appears. Sailor boys “come out” of the boat and dance “Yablochko” - a sailor dance.
Summary of a lesson on introducing children to fine arts and nature on the topic: “Conversation about the creativity of I.I. Levitan"
Ministry of Education of the Russian Federation No. 32 "Berezka" administration of Tuapse
(In the preparatory group)
Educator: Kolosova E.B.
Program content:
- develop in children artistic perception works of fine art, teach them to understand the content of the picture;
- consolidate the ability to independently express an aesthetic attitude towards nature visual means, dance;
- cultivate love for native land, develop children's creative abilities to expand their horizons.
landscape, landscape artist, winter enchantress, bottomless blue, thin, transparent birch trees, blue shadows.
Preliminary work:
- viewing landscape paintings by I.I. with children Levitan, I.I. Shishkina
V.M. Vasnetsova;
- listening to works by P.I. Tchaikovsky cycle "Seasons" ; learning poetry and reading works about nature by Russian and Soviet authors
- acquaintance with proverbs, sayings and signs of nature
- viewing slides.
Equipment: landscape paintings by I.I. Levitan, slides with illustrations of paintings, recording "April from the cycle" "Seasons" II. I. Tchaikovsky, easels with sheets of paper, paints, brushes.
Progress of the lesson.
The teacher addresses the children:
Today we will talk about creativity famous artist. Now I will show you several of his paintings, and you will answer: who is this artist and what are the names of his paintings?
(the teacher shows the children paintings by I.I. Levitan "Golden Autumn" , "March" )
Questions for children:
Which artist's paintings did you see? Name them.
What do you know about this artist?
0 what does he tell in his paintings?
What do you see in the picture "Golden Autumn" ? What mood does this picture evoke?
Which of the poems by Russian poets is in tune with this picture?
The teacher draws attention to the picture "March" and asks the guys:
What did Levitan talk about in this picture? What mood does it make you feel? - Which folk signs do you remember when looking at the picture?
(February is strong with a snowstorm, and March is a drop. No matter how angry winter is, it will submit to spring).
- Children, looking at the picture of I.I. Levitan "March" , I remembered the poem by F.I. Tyutcheva “The earth still looks sad” , listen to him:
The earth still looks sad,
And the air already breathes in spring,
And a dead stem sways in the field,
And the oil branches move.
Nature hasn't woken up yet,
But through the thinning sleep
She heard spring
And she involuntarily smiled...
The teacher tells the children:
Today I will show you another painting by I.I. Levitana, it's called
"Spring. Big water" . The work of P.I. will help us feel the beauty of this picture. Tchaikovsky "April" .
(Children look at the picture accompanied by a play by P.I. Tchaikovsky "April" ) .
The teacher asks the children to answer the questions:
What do you think the artist wanted to tell about in this painting?
The sun is not depicted in the picture, but it is felt.
How did the artist convey this?
What poem about spring would you like to read while looking at this picture?
We looked at three paintings by I.I. Levitan. Why do they attract us?
What feelings do they evoke?
After the children answer, the teacher says:
There are also many interesting and beautiful places, which are somewhat reminiscent of Levitan’s paintings. You saw many of them when you were on a walk with your parents. You have seen pictures of our native nature.
She gives us a lot of joy so that we can always admire the beauty of the forest, meadow, pond; nature must be preserved and protected.
Nature inspired not only artists, but also composers who
wrote many works about the seasons.
Invites children to sing a song "Spring"
Imagine that we are in a forest clearing, where the bright
the spring sun and the first spring flowers are making their way to the light.
What flowers are these? Right. Snowdrops. Imagine that you are snowdrops, and while listening to music, show how these flowers grow and reach for the sun.
Children performing a dance "Snowdrops" under the German folk melody.
So we visited spring forest. Now go to the easels. Today you will draw what you consider characteristic of this time of year.
(The guys draw to the music of P.I. Tchaikovsky). After finishing the work, the teacher pays attention to the children’s work.
Look what a joyful picture the awakening of nature turned out to be. There is so much sun and blue in the drawings. All this creates a joyful mood in us. Get into a round dance, let's welcome spring with a cheerful song.
Children perform a round dance "Vesnyanka" to a Russian folk melody arranged by P.I. Tchaikovsky.
Summary of a lesson on introducing art to the senior group
Topic: “March - the dawn of spring »
.
Target. Creating conditions for the realization of children's creative ideas.
Tasks.
To form in children an emotional response to painting, poetry, music and the ability to express impressions in drawings.
Develop artistic vision landscape painting, the ability to correlate a pictorial image with a poetic and musical one.
Cultivate emotional responsiveness to works of art.
Equipment. Reproduction of the painting “March” by I. Levitan. Audio recording of music: “Song of the Lark” from the cycle “Seasons” by P.I. Tchaikovsky, “Spring” from the cycle “The Seasons” by A. Vivaldi. Various visual materials, album sheets, brushes, easels.
Progress of the lesson.
Children sit comfortably on pillows in front of an easel with a closed picture.
Educator. Guys, what time of year is it now? That’s right, spring, or rather, the very beginning of it. In spring, pale blue, emerald, turquoise and other shades of green predominate. In one season, fleeting periods of spring replace each other: the spring of light, the spring of water, the spring of greenery and the spring of the summer. In spring, all nature comes to life, everything around awakens and turns green! Admiring the spring blossom of nature, landscape artists reflect their impressions in their canvases. Now we will look at one of the landscapes about spring (I open the picture). Admire this masterpiece and listen to a short piece of music from Pyotr Ilyich Tchaikovsky's album "The Seasons".
I give time to look at the picture and listen to the music.
—What did the music tell us? What did you hear?
Children's answers.
- What is the character of this play: sad or joyful, perky; loud or quiet?
Children's reasoning.
- Take a closer look at the image. Do you think the music conveys the mood that the artist created?
Children's reasoning.
— The picture shows the first month of spring – March. Recently, we met folk signs about spring, let's remember the signs of March.
1 child. March is the dawn of spring. In the old days it was called a dropper. After all, at the beginning of spring, drops ring everywhere, snow swells and melts, and thawed patches form. That’s why March is also called “March.” Its poetic name is “morning of the year”!
2nd child. In March it gets warmer every day, but the March warmth is deceptive. It often gets cold in the evening, and during the day the sun takes its toll, the sky sparkles with a bottomless clear blue, puddles spread all over the ground, and birds chirping can be heard in the heights.
— So that we can get a complete picture of the beginning of spring, I suggest listening to poems.
Children read works A.N. Plescheeva
,A.A. Feta.
- Let's take a close look at the landscape. It was written by the artist Isaac Ilyich Levitan and called briefly “March”. What attracted the artist's attention and he decided to capture it on his canvas?
Children's reasoning.
— Exactly, the beginning of spring is depicted somewhere in a village or dacha. In the foreground is a thawed road, yellowish-brown from thawed patches, leading to the house. It seems that we feel the smell of wet melted snow, steam coming from the hewn boards of a wooden house heated by the sun. A horse harnessed to a sleigh stands near the porch and squints at sunlight. Notice how interestingly the picture is constructed: the artist does not paint the whole house, but only part of it - the wall and porch, several aspen trunks against the backdrop of large green pines. It's getting dark in the distance green forest. The aspens behind the porch involuntarily reach for the sun. We see that everything in the picture is in motion: the tops of the pine trees, the shadow from the open door creates the feeling that the door is swinging, the melted snow on the roof of the porch is ready to fall noisily, the horse slowly moves from foot to foot.
- Name and show the colors that characterize the palette of the painting.
Children list colors and their shades.
— The color mood of the picture is characterized by the contrast of the reddish tones of the sleigh road, appearing through the coolish gray-blue tones of the snow, the combination of colors of the sunlit wall of the house, aspen and birch trees sparkling gold in the rays of the sun and bluish-lilac sparkling on the snow, and in the shadows - bright blue snowdrift.
— Is there a person in the picture?
“But, despite the fact that there is no one on the canvas, we feel that a person is present here.” What does this say?
Children's answers.
“You correctly noticed all the signs of a person’s presence: the open door of the house, the shutter removed from the window, the horse waiting for its owner.”
— How can you characterize the mood of the landscape, what is it like?
Children's reasoning.
- Yes, in my opinion, this landscape is joyful, bright, sunny! It's full of clear, blinding air bright sun, spring light, awakening of nature. Here nature comes to life, waking up after a long winter sleep.
I suggest you go behind the easels and paint your own spring.
I remind you different techniques execution, possible combination of visual materials!
Children draw to the play “Spring” from the cycle “The Seasons” by A. Vivaldi.
When the work is finished, I encourage the children to examine and highlight the distinctive features of each work.
Title: Summary of a lesson on introducing art to the senior group “March - the dawn of spring” »
Nomination: Kindergarten, Lesson notes, GCD, visual activity, Senior group
Position: teacher of the highest qualification category
Place of work: MBDOU DS No. 71 "Pochemuchka" Stary Oskol city district
Location: Belgorod region, city of Stary Oskol
Familiarization of older children with portrait painting.
PLAN
1. Introducing children to portrait painting as a means of comprehensive education and development of preschool children.
2. The objectives of familiarizing preschoolers with works of portraiture.
3. Principles for selecting works of fine art to familiarize preschool children with portraiture.
4. Methods and techniques for introducing children to portraiture
5. Literature
6. Practical part Lesson on familiarization with portraits in the preparatory group “Excursion to the Museum of Russian Portraits”
1. Fine arts- this is a world of beauty! To learn to understand fine art, you need to master the language of fine art, understand its types and genres.
Introduction to the world of art is the most important component of pedagogical activity.
Portrait is a genre of fine art characterized by the depiction of one person or a group of people. In addition to external, individual resemblance, artists strive in a portrait to convey the character of a person, his spiritual world. There are many types of portrait. The portrait genre includes: half-length portrait, bust (in sculpture), full-length portrait, group portrait, interior portrait, portrait against a landscape background. Based on the nature of the image, there are two main groups: ceremonial and chamber portraits. As a rule, ceremonial portrait involves an image of a person in full height(on horseback, standing or sitting). In a chamber portrait, a waist-length, chest-length, shoulder-length image is used. In a ceremonial portrait, the figure is usually shown against an architectural or landscape background, and in a chamber portrait, more often against a neutral background.
Portraiture- one of the most difficult and significant genres in fine art. Portrait - complex genre painting. Understanding it requires children to have a certain social experience, knowledge both about the person himself, his emotional and moral manifestations, relationships with society and expressing this verbally (in speech) and non-verbally (facial expressions, pantomime), and about the visual arts, his language, ways of creating artistic images. Therefore, long-term work with children is required, the content of which will include two areas.
The first is the formation of ideas about a person, his feelings and emotions, morally to many phenomena of life, expressed internally and externally.
The second direction is the gradual formation in children of an understanding of the language of the pictorial image of a portrait. The first direction will be carried out on different activities, in games, everyday life, everyday activities. The second is in classes on familiarization with portraits and in artistic activities.
It is recommended to start getting acquainted with the portrait genre after classes devoted to landscape and still life, and before classes devoted to genre and historical picture. Each lesson should be devoted to one portrait, but at the beginning of the lesson it is worth reviewing in sequence those portraits that the children were introduced to in previous lessons.
When getting acquainted with the portrait, the child has the opportunity to feel like either a peasant boy who has fallen asleep in nature, or a cheerful soldier, or a mischievous “Dragonfly”, or children rushing to a masquerade party. The ability to put yourself in the shoes of another, to feel their joy, surprise or grief, generates a sense of interest, ownership and responsibility. Living and experiencing many lives creates the possibility of empathy and understanding. By getting to know another, the child gets to know himself more deeply; Through the experience of feelings and relationships of other people, he learns to recognize, clarify and correct his emotions and feelings. Thus, children develop and strengthen the ability to understand the people around them, showing them kindness, a desire for communication, interaction, sensitivity and caring. Thanks to acquaintance with the portrait, the child becomes familiar with the historical and cultural life society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, their ancestors, class and national relations in society, about the professions, life and appearance of people of different times, their relationships, moral norms and rules.
Research by psychologists allows us to establish that portraiture as a genre of painting is accessible to the aesthetic perception of children from the age of 4. At this age, they emotionally respond to the expressive image of the portrait (smile, laugh, stroke it, etc.), show positive interest in it, use personal experience, by association with which they come up with situations close to their personal life. Getting carried away general content portrait, children at this age cannot yet fully explain the preference for choosing one or another portrait. However, some means of expression are already accessible to their understanding. Thus, in determining the emotional state of a person in a portrait, the main thing for them is the general facial expression, less often - the eyes. Children are able to perceive and name the emotions depicted in the portrait - “smiling”, “laughing”, “crying”. At a primitive level, children also have an aesthetic assessment of the portrait, but it is not reasoned. Children often call unimportant details such as clothes, hair, lace, etc. “beautiful.” They do not yet have knowledge about portraiture as a genre of painting and its means of expression. For preschool children, the most suitable for the harmonious perception of painting are female and male portrait, as well as a portrait of different ages (children, youth, adults and elderly people).
IN middle group Children are introduced to portraiture as a genre of painting for the first time. The main tasks of the teacher in this process are:
Arouse in children interest in the portrait, a desire to examine it carefully; emotional response to the mood of the depicted people; comprehend emotions and feelings, attitude towards what is perceived, feel the joy of the artist’s skill and talent; correlate what is perceived with one’s own feelings and experience, express one’s experiences and sensations.
Lead children to understand that in a pictorial portrait the artist depicts a real, specific person (or group of people), expressing his feelings and attitudes towards him; without destroying the integral artistic image, introduce children to some of the means of expressiveness of a pictorial portrait, thereby deepening their understanding of the meaning of the artistic image; teach children to peer into the face of the person depicted, to see his internal emotional state through the external expression of the eyes, eyebrows, lips, that is, to “read” the drawing, since it is the face that clearly expresses state of mind a person, his individuality; draw children's attention to the expressive properties of gesture (movements of arms, legs) and posture, their unity with facial expression, as well as with the coloring of the portrait, which helps to understand the mood of the person depicted and the artist’s attitude towards him; lead children to see some elements of the portrait composition: canvas format, face portrait, under-chest portrait, portrait with a simple pose and hand gestures.
At a level accessible to children, form an idea of a portrait as special genre painting and some of its types: (female, male, different ages), about the language of painting, the sequence of viewing a portrait; enrich children's vocabulary with emotional-aesthetic, art-historical terms, figurative figures of speech that children can use in their judgments; develop a sense of the relationship between pictorial images and images of other arts based on the emotional mood reflected in them.
Acquaintance with portrait painting in this group should begin when children already have some ideas about painting and its genres such as still life and landscape. Usually this is the second half of the year.
2. An important task aesthetic education is the search for effective methods of teaching children to understand originality expressive means different types art.
Research by psychologists allows us to establish that portraiture as a genre of painting is accessible to the aesthetic perception of children from the age of 4. When discussing a portrait with children 4-5 years old special attention you need to pay attention to the holistic emotional perception of the portrait, the beauty of the picture in general and in detail, the child’s personal attitude towards the person being portrayed (does he like the portrait; would like to talk; if you don’t like it, then why) With children 6-7 years old, in addition to the above, you need to discuss the attitude the author to his model, the psychological and social characteristics of the model, compare this portrait with the previously considered paintings (similarities and differences), including consideration and comparison artistic media, used by the author.
Artists do not specifically paint portraits for children, so selecting them for use in the pedagogical process is quite difficult.
3 Selection principles:
Firstly, these must be highly artistic works both in content and in means of expression.
Secondly, artistic image The portrait, in terms of content and form of the image, should be understandable to children and close to the level of their emotional experiences. You should select portraits with a clearly presented expression of emotional states, shown through the relationship of facial expressions, gestures, and postures.
Thirdly, you should select portraits that are diverse in type, means and manner of depiction.
Stages of work:
At the first stage of working with preschool children, it is necessary to introduce them to portraiture as a genre of painting, showing its difference from other genres (still life, landscape). Children look at a portrait - a face with a pronounced expression (for example, laughs, rejoices, is surprised). Then a chest-to-chest portrait can be offered for consideration, where, along with the emotional state expressed on the face (facial expressions), hands are presented in some movement or gesture.
At the next stage, portraits can be selected where the relationship between facial expressions, hand gestures, poses and where clothing emphasizes social role person. A more difficult stage will be to familiarize children with the portrait, where environment brings a certain addition to the image, contributes to a deeper understanding of its idea.
Peculiar distinctive features portraits is that the portrait must convincingly and truthfully convey the external appearance of the person depicted, express the person’s character traits and his state of mind, determined by the artist’s plan; the portrait reflects the general typical features of a whole group of people of the era to which the person being portrayed belongs.
Despite the fact that the portrait genre is difficult for preschool children to perceive, work on familiarization with Russian genre painting V kindergarten showed that preschoolers show interest in portraits of people, try to understand the mood conveyed by the artist by facial expressions, hands
Classes to familiarize preschoolers with portrait painting are structured somewhat differently than with genre and landscape painting, both in structure and in the methods of their implementation. This is due to the peculiarity of the portrait genre.
To teach to understand and feel works of portraiture, it is necessary to help children master the features figurative language of this genre. ...subject to systematic meetings with works of portraiture and organized conversations.
Conversations about portraiture were based on three groups of questions:
Questions that encourage children to have a holistic perception, revealing the content side of the picture: “Who is depicted? What can you tell about him (her)? Who (what) was noticed first in the picture? What else is shown? What did these objects (background) tell us about the person?” When looking at a portrait, you can ask questions that go beyond its content: “What is the girl thinking about? Where was she? What will he do? Such questions complement storyline, help to understand a person’s emotional state, develop the child’s imagination.
Questions that allow you to understand the emotional state, mood, feelings of the person depicted: “What did the person’s face say? Why did the artist depict him like this? What do the eyes say? What “secret” did a hand, clothing, detail reveal in a person?”
Questions that help children identify means of expression (color, flavor, composition: movement, pose, location, background, detail, light and shade, etc.): “Why is the tone of the picture? Why is one part of the face light and the other dark? Why did the artist depict a person in such a pose?”
By asking questions, the teacher reveals to the children the close connection between content and means of expression: muted, dark tones - in paintings with sad content, bright, saturated - in joyful ones, color contrasts are used to highlight the main thing. During the conversation, explanations, comparisons, the technique of emphasizing details, the method of adequate emotions, the method of reviving emotions with the help of literary and song images, the technique of “entering” into the picture, the method musical accompaniment, game techniques.
Explanation is widely used during the first conversations to clarify children's ideas.
Comparison. This technique promotes the development of mental actions: analysis, synthesis, inference. Comparing works of different moods, we paid attention to the dependence of the means of expression on the content of the general mood of the picture.
Accentuation of details. The essence: when perceiving a portrait, the entire image is covered with a sheet of paper, leaving only the eyes...or some other detail. This helps to emphasize the expressiveness of an important part of the portrait, focus attention on it, and help children establish the relationship between the part and the whole. Questions asked of children help reveal the meaning of the paintings.
4. The method of adequate emotions is aimed at evoking in children feelings and moods that correspond to the state of the person depicted in the picture.
Using the technique of “entering” the picture, children are asked to imagine themselves in the place of the person depicted in the portrait. This enlivens perception, awakens imagination, evokes feelings of empathy and involvement.
Musical accompaniment method. When viewing a portrait, music often sounds, the nature of which corresponds to the content and mood of the picture. This facilitates the process of perception and makes it deeper. Music can precede the perception of a portrait or be the background for a story between the teacher and children about the person depicted.
Game techniques help to arouse interest in the work, focus children’s attention on the part of the portrait that is necessary for perception (“Make a guess about your hand (eyes, clothes, etc.), and we will guess”; “Determine which portrait this music suits "; "Come up with your own name for the portrait"; "Convey in motion the position of the hand (head, etc.) of the person depicted in the picture.)
The final conversation on viewing the portrait is varied. It may include the teacher’s story about his attitude to the portrait, reading relevant poems, singing songs, and children expressing their opinion about the picture, about the thoughts and feelings that arose in connection with this.
Thanks to familiarity with the portrait, the child becomes familiar with the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, his ancestors, class and national relations in society, the professions, life and appearance of people of different times , their relationships, moral norms and rules.
Thus, the portrait genre of painting reveals the world of feelings and people’s lives. This is extremely important for children's learning emotional sphere people and human relationships. In the process of familiarizing themselves with a portrait, children gradually develop an aesthetic appreciation of the person whose image is conveyed by the artist, graphic artist, or sculptor. Therefore, in preschool age it is necessary to make maximum use of the enormous possibilities of fine art, which affects inner world child, expands his emotional experience, teaches him to understand the aesthetic richness of life.
5. Literature
1 Volynkin V.I. Artistic-Aesthetic education and development of preschool children / V.I. Volynkin - Rostov n/d, 2007.-P.14-44.
2 Sample general education program preschool education from birth to school edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva MozaikaSintez Publishing House Moscow, 2014
Program content:
To consolidate children's knowledge about painting genres. Clarify knowledge about portraiture. To consolidate and expand the concepts of portraiture: portrait of a man, woman, child, self-portrait, group portrait. Learn to see and convey the expressive possibilities of color when depicting a portrait: conveying the mood, character of the hero, the artist’s attitude towards him, which is the main thing in a portrait.
Material: Self-portrait of Vasily Tropinin, reproductions of his works (portrait of the artist’s son Arseny, “The Lacemaker”, “Gold Seamstress”, reproductions of works (portraits) by V. Serov “Mika Morozov”, B. Kustodiev “Portrait of the Artist’s Daughter”, reproductions of portraits painted by I. Repin, A Venetsianov, Orast Kiprensky, Leonardo da Vinci “La Gioconda”, I. Kramskoy “Unknown”, P. Sokolov, V. Vasnetsov and reproductions of self-portraits of artists, a set of postcards with portraits of the work different artists.
Lesson plan.
1. Repeat the definition of genres of painting.
2. Meet the Moscow portrait painter Vasily Andreevich
Tropinin.
3. Compose a story based on the portrait of the artist’s son, Arseny.
4. Consider the portrait of V. Serov’s work “Mika Morozov” and compare 2
portrait: Arseny and Mickey Morozov.
5. Write a story based on the portrait of Mickey Morozov. (Fantasy).
6. Game “Magic Chest”
7. Examination of a graphic portrait of B. Kustodiev’s daughter.
8. Definition of a graphic portrait and a painter and graphic artist.
9. Examination of different portraits: male, female, child, group, self-portrait.
10. Game “Determine which portrait
Q.-What is a landscape?
Scenery.
see: in the picture
A river is drawn
Or spruce and white frost,
Or a garden and clouds,
Or a snowy plain
Or a field and a hut,
Required picture
It's called "landscape".
M. Yasnoe
P. - When trees, houses, rivers, nature are drawn in the picture.
V. - What is called a still life?
Still life.
If you see in the picture
Cup of coffee on the table
Or fruit drink in a large decanter,
Or a rose in crystal,
Or a bronze vase,
Or a pear, or a cake,
Or all items at once,
Know that this is a “still life”.
R. - If various objects, vegetables, fruits are drawn in the picture, the picture is called “still life”.
V. - And the third type of painting is called portraiture.
Portrait. M. Yasnov
If you see what's in the picture
Does anyone look at us?
Or a prince in an old cloak,
Or like a steeplejack.
Pilot or ballerina,
Or Kolka is your neighbor,
Required picture
It's called a "portrait".
V. - Now look at this picture and tell me what genre it is
applies?
R. - This painting belongs to the genre of painting - portrait.
Progress of the lesson:
V. - Today I will be a tour guide. I invite you to the museum. And before we start our excursion, I want to know: What genres of painting do you know? R. - Landscape, still life, portrait.
(I am exhibiting a self-portrait of Vasily Andreevich Tropinin)
R. - The painting depicts an artist.
V. - How did you guess?
R. - He has a palette in his hands.
V. - Is it possible to guess, looking at this picture, what city this guy lived in?
artist?
R. - He lived in Moscow, because the Kremlin towers are depicted in the picture.
and this picture says that the artist V. Tropinin depicted himself. So this is a self-portrait.
We see that this is an artist because he has a palette and brushes in his hands.
He lived in Moscow, as the high towers of the Kremlin and jagged
walls.
The artist V. Tropinin was a portrait painter. He painted many portraits.
On one of them he depicted his son Arseny. This is the portrait.
Q - What is Arseny’s face like?
R - Beautiful, correct, radiant
Q - What do his eyes say?
R - They say that Arseny is smart, cheerful, mischievous.
Q - Guys, did you notice that one part of the boy’s face in the portrait
light and the other dark. Why?
R- With this technique the artist wanted to emphasize the expressiveness of the face
Arsenia.
Q - Who wants to talk about the portrait of Arseny?
Guys, what portraits did we meet and who painted them, what is the artist’s name?
Then I exhibit V. Serov’s painting “Mika Morozov”.
- Guys, look at these 2 portraits and say: Which of these two
older boys?
- Arseny.
- How did you guess?
- By the face, by the look.
- Do you think Mika Morozov wants to sit in a chair?
- No, he wants to play, run.
- What do his face and hands that lie on the armrest of the chair say?
- He wants to run away.
- Let us imagine what Mika did before he sat on the
armchair?
- (Fantasy of 2-3 children).
Q - Guys, since you are so good at imagining, let's play the game “Magic Chest”.
B - “Here magic chest there is a silver ball in it
We will go along the road of Beauty. Both me and you."
Everyone who gets a ball will say what beauty he saw at home, on the way to the kindergarten, in nature and would like to draw it like an artist. Maybe you will end up with a portrait, landscape or still life.
After everyone says:
Q - Now let’s take a ride on the beauty carousel:
Children: Barely-barely-barely
The carousels are spinning
And then, then, then
Everybody run, run, run, run.
Hush, hush, don't rush
Stop the carousel.
B - Let's continue our excursion.
We have now looked at portraits that are painted with paints. The artist tries to make everything on the canvas look alive. This is where the word “painting” comes from, and artists are called “painters”. Artists are different:
Some people like to draw with paints, others with pencils, and everyone sees the world in their own way and shows it to us. We look at the paintings, and it’s as if we are listening to the stories of different artists about the people whose portraits they painted. - Now I will show you a picture drawn in pencil. B - This is a portrait of the daughter of the artist B. Kustodiev. Q - Do you like the picture drawn in pencil? Children: - Like (Dislike). Q: - What kind of face does the girl have? Children: - Simple, beautiful, modest.
Q: -What are her eyes like?
Children: - The eyes are large and expressive.
Q: - Such a portrait is called “graphic” because it is drawn in pencil. And the artist is called a “graphic artist.”
Q - What is the name of such a portrait?
R - Graphic portrait.
Q - Today we learned that artists are divided into painters and graphic artists. |
Artists painted portraits of men, such portraits are called male.
B- and if the portrait depicts a woman, the portrait is of a woman, if a child is a portrait of a child.
A group portrait is when several people are depicted in a painting. This set of postcards should be sorted by type of portrait.
(Game “Define which portrait?”)
Today we learned:
1. What is a portrait?
2. What are portraits painted with?
3. What types of portraits are there?
4. What are portraits for?
Literature
Work program teacher Daily planning according to the program "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. Preparatory group. Federal State Educational Standard for Education, 2016