Class: 2nd grade
Teacher: Vorobyova Natalya Petrovna
Lesson: fine arts
Lesson topic: What color is the Motherland? Autumn vernissage.
Target: introduce children to the beauty of the autumn landscape, teach them to draw from memory and imagination.
Tasks: reveal the role of art in understanding the beauty of nature; develop imaginative vision, aesthetic perception in exploring the world; develop imagination, creative imagination, the ability to work with gouache and watercolor; educate children to love and careful attitude to native nature, artistic taste and the need to focus on spiritual values folk art.
Equipment: presentation for the lesson, projector, computer, teaching tables, autumn”, I. I. Levitan “Golden Autumn”, poster “How Trees Grow”, recording of fragments from P. I. Tchaikovsky’s piano cycle “The Seasons”.
Lesson structure
1. Organizational moment.
2. Introduction to the problem.
3. Work on the reproduction of I.S. Ostroukhov “Golden Autumn”.
4. Didactic game " Fairytale images trees."
5. Physical exercise.
6.Independent work of students.
7. Reflection.
Elements of educational technologies used:
- research
Problem dialogue
Game
Health-saving
Information and communication
Lesson progress
I. Organizational moment.
Good afternoon, friends!
Today autumn has come to visit us.
Colorful, beautiful,
Surprisingly captivating to everyone.
II. Conversation on the topic of the lesson.
A piece of music plays "September. Hunt" by P. I. Tchaikovsky from the cycle "The Seasons".
Leaves are circling over the path,
The forest is transparent and crimson...
It's good to wander with a basket
Along the edges and clearings!
We are walking and under our feet
A golden rustle is heard.
Smells like wet mushrooms
It smells like forest freshness.A. Bolons
Teacher. What feeling is expressed in this poem? Choose words that describe the beauty of the autumn landscape.
Russian nature is part of our great Motherland. You know that the grass is green, the sky is blue, cows are not purple, but the moon is often silvery white. All these and many other colors are familiar to you. What color is our Motherland?(Students' answers.)
The word “homeland” contains all the colors of the rainbow and their shades. In it we hear the rustling of leaves, wildflowers and grasses, the ringing of bells, the singing of birds, the babbling of streams.
Today in class we are going to the autumn vernissage.
Vernissage (French vernissage – varnishing) – grand opening art exhibition (initially - the day of painting paintings with varnish before the opening of the exhibition).
What mood of nature did the composer convey with sounds? What feelings did this piece of music awaken in you? What picture, what time of year did you hear or see?(Students' answers.)
The beautiful melody of P. I. Tchaikovsky absorbed quiet sadness, thoughtfulness and color palette autumn.
Remember the landscape artists, their paintings about the autumn beauty of Russian nature.
Let's take a closer look at the work of the artist I. S. Ostroukhov.
Ilya Semenovich Ostroukhov (1858–1929) belongs to the remarkable generation of Russian artists of the second half of the 19th century century, such as V. A. Serov, M. A. Vrubel, I. I. Levitan, M. V. Nesterov, V. M. Vasnetsov.
I. S. Ostroukhov was not only a prominent painter, but also one of the largest collectors of works of art in Russia. An important aspect of his activity is his long-term leadership of the Tretyakov Gallery. From 1905 to 1913, Ostroukhov remained in the honorary position of chairman of the council and was a trustee of the gallery, directing the replenishment of the largest collection of Russian painting.
The permanent exhibition at the Tretyakov Gallery includes the following works by the artist: “Golden Autumn”, “First Greenery”, “Siverko”.
Look at the pictureI. S. Ostroukhova “Golden Autumn” . What feelings do you experience when looking at her? What sounds and smells does this convey? autumn landscape?
Students. Autumn is ablaze with birch tree fires, the earth glows with gold scatterings. Autumn is a mixture of joy and sadness. Joy is in the gifts of nature, in the variety of colors. And sadness is the piercing blue of the sky, in which the golden crimson of foliage is buried, the last farewell outfit of nature, the alarming rustle of leaves, flocks of birds flying to warmer lands, the infinity of fine autumn rain.
Teacher. How do you understand folk wisdom:“Autumn rewarded everyone, but ruined everything”?
Students. Autumn rewarded us with yellow and red apples, blue plums, a cold blue sky... It ruined everything: gray rain, black wet tree branches without a golden outfit.
Teacher. What's happened sound of autumn ? Are the sounds of falling leaves heard in this landscape? And the rustling of leaves under people’s feet?
Students. The leaves rustle, saying goodbye to each other and the sun; the drops of autumn rain sing a sad song; The autumn park smells of dampness and fading leaves.
Teacher. Name the means artistic expression, used in the picture.(Students' answers.)
The life-affirming power of Ostroukhov’s landscapes found its expression in the painting “Golden Autumn”. The painting by its nature represents a forest or park landscape. In the thick grass on the right there are two large trees. Golden foliage, among which the broad orange leaves of the maple stand out, hangs to the ground. Numerous shoots, already beginning to turn yellow, rise from the grass to meet her. On the left you can see a path, and behind it is a group of trees with gnarled trunks and large crowns. The richest range of golden-orange tones of foliage contrasts with dark, lush grass. The background trees are written very softly and restrainedly. This enhances the spatiality of the landscape. The transparent lace of the foliage is rendered without unnecessary detail, but behind each spot one can feel the exact shape of a leaf or branch. The landscape is warmed with great feeling. There is a breath of life in the green grass and the golden thickets of trees.
I suggest you listen to the novellaV. Peskova "Russian Autumn" , which describes many of the writer’s keen observations that help to see the beauty of autumn nature.
There are holidays in nature. Ice drift. First green. First snow. The first nightingales. Drops after big frosts. And there is a time of the year when the earth puts on its most expensive clothes. These days, it seems that the earth is even starting to glow. You've probably noticed: you're walking through the forest - there's light! You think there are spots of sun, but these are two yellow maples standing between the fir trees. Warm red light comes from the aspen tree. The birch trees are filled with matte white and piercing yellow light. And when the sun looks, the light multiplies a hundredfold. At such an hour you feel like a birthday boy on earth. Your heightened hearing catches the distant shading of a bird, you notice the blue trickle of a fire between the branches, you notice the blue cold of a forest river, haystacks in a clearing, a mushroom that has not been picked by anyone. Blackberry thickets. Rowan fire. Silvery threads of cobwebs on the rod behind the edge. Every step brings new colors.
There is a bit of aching sadness in the pictures of Russian autumn. But this is a bright sadness, without which great love is impossible. In autumn we see better with both our eyes and our hearts. Transparent distances. The water in the lakes is clean and transparent. The sharp voices of birds sound clearer and more subtle. Everything settled down and froze in order, it seems, to gather his thoughts and admire his reflection in the blue water.
This is the state of nature. This is the state of the soul of a person who has seen the autumn festival of color and silence. On such a day, you feel especially acutely that you are alive, that you are a part of this earth and that this earth belongs to you.
Teacher. What do the impressions received from viewing a painting by I. S. Ostroukhov and listening to a short story by V. Peskov have in common?(Students' answers.)
Students do the exercise after the teacher.
The leaves have all fallen,(squats)
The birds have flown away (wave hands)
And they knock on the window(movements with fists)
Cold and snowstorms.
Soon in white fur coats(circular rotations of the body)
Our whole garden will be there.
Sweep the swing (swinging the body left - right)
And the coastal beach.
III. Didactic game “Fairy-tale images of trees.”
Teacher. “There are many miracles in nature. No matter how long you live in the world, you still won’t fully understand nature. Nature is a mystery that can never be solved. Not a single day is the same, not a single leaf, nature is endless.
A variety of shapes, colors, shades - everything is in nature.”
M. Prishvin
Look at the leaves of different trees, flowers, admire them, compare their shape, size, color.
Pay attention to the rowan leaves. How hard nature has worked, repeating the multiple shape of a leaf! The same can be observed in acacia and rose hips. The leaves are similar to each other. And yet they are different. People say: “There are no leaves on a tree.” Every leaf and blade of grass in nature is a miracle with its own mood. Each tree is a certain image with its own character. The character of trees is clearly expressed in oral folk art. Guess the riddles and describe the character of the trees.
In a white sundress
She stood in the clearing.
The tits were flying,
They sat on their braids.
(Birch.)
What kind of girl is this?
Not a seamstress, not a craftswoman,
She doesn’t sew anything herself,
And in needles all year round.
(Spruce.)
I crawled out of the little barrel,
It took roots and grew.
I have become tall and mighty,
I'm not afraid of thunderstorms or clouds.
I feed pigs and squirrels -
It’s okay that my fruit is small.
(Oak.)
I have longer needles than a Christmas tree.
I grow in height very straight.
If I'm not on the edge,
The branches are only on the top of the head.
(Pine.)
Autumn has come to our garden,
The red torch was lit.
Here are blackbirds and starlings scurrying about
And, noisily, they peck at him.
(Rowan.)
Students. Each tree has its own artistic image: oak is a great Russian hero, birch is a thin, fragile beautiful girl, spruce is a strong Russian woman.
Based on the poster “How Trees Grow,” students explain the dependence of the location of the branches and the nature of the silhouette on the type of tree, on its “artistic image.”
How trees grow
The image master invites you to depict on paper within 5 minutes the mood, the character of a tree, that is, to show the character of the person whom the image of birch, aspen, oak, etc. reminds you of.
Fairytale images of trees
Students explain why they chose this image, what means of expressive painting they used in their work.
IV. Independent work of students.
In order to enhance children’s emotional perception of the autumn landscape, a fragment from P. I. Tchaikovsky’s work “The Seasons” is played.
1. Techniques for painting with a brush.
– Remember what different brush painting techniques artists use when creating an artistic image.(Spot, line, separate strokes - long and short, dots.)
– How can you depict an autumn landscape using various techniques?
– Sample the trees using different strokes. Create a composition of an autumn forest or park.
– Come up with your own compositional scheme. Use gouache or watercolor to paint an autumn landscape from memory in rich, multi-colored colors. We work using separate strokes or on damp paper, without a pencil.
2. Algorithm for receiving work " dry» with gradual color saturation:
– the entire drawing is filled with a weak color tone, expressing the general, primary color;
– then the color is intensified with a second layer;
– the drawing is completely saturated with color;
– The work in color is completed with a detailed elaboration of the drawing using paints.
3. Algorithm for receiving work " raw»:
– First, the main color is determined and selected on the palette;
– then cover the drawing with a transparent paint color or moisten the paper with water;
– without allowing the paint to dry, they refine the color, introducing various color shades present in the original into the basic tone;
– We leave tree trunks and branches unpainted. Later, when the drawing has dried, apply the desired color to them with the thin end of a small brush.
V. Lesson summary.
Evaluation and demonstration of completed works.
Cleaning workplaces.
Homework. Prepare poems about the seasons. Remember the techniques of working in the “paper plastic” technique.
Summary of an open lesson in fine arts.
Grade: 4th grade
Teacher: Vorobyova Natalya Petrovna
Lesson: fine arts
Lesson topic: “Gorodets painting” (lesson-game for 4th grade students)
Target: expand students' knowledge of Gorodets painting.
Equipment : for the teacher - tables “Elements of Gorodets painting”, “Sequence of painting”, “Types of flower arrangement”, illustrations of the works of masters of Gorodets painting, works of masters; for students - simple pencils, brushes, watercolors, white gouache, wooden tablets.
Lesson progress
Organizational stage. Creating an emotional mood. Setting lesson goals.
Teacher . Hello guys! The topic of our lesson is “Gorodets painting”.
You are already familiar with Gorodets painting. Therefore, I offer you a game - the competition “The Best Experts in Gorodets Painting”. Let's divide into teams in rows. Each team will come up with a name related to Gorodets painting.
Main part.
Game-competition “The best experts in Gorodets painting.”
Questions:
– Is Gorodets painting painting on metal or wood?(On wood)
What are the names of the round colored spots with which the Gorodets artist begins to work?(Zamalevok)
How does the artist’s work on the flower end?(Vivaciously)
What color should be in each element of such a painting?(White)
What elements, besides flowers and leaves, do Gorodets masters depict in their paintings?(Birds, horses, young ladies, gentlemen, scenes from life, etc.)
Why is Gorodets painting called that?(Because it appeared in the city of Gorodets, Nizhny Novgorod region)
What is an unpainted piece of wood called?(Lingerie)
What is the correct way to say: an artist “draws” or “writes”?
Choose from the proposed products the one that is painted with Gorodets painting(teacher shows either objects or reproductions)
Practical work. Making a flower arrangement .
Teacher . You know: Gorodets artists paint flowers, leaves, horses, birds, people, architecture in their works. Combining elements form compositions. Today you will get acquainted with three types of flower arrangements.
(The teacher demonstrates to students various types of compositions: “Bouquet”, “Rhombus”, “Stripe”: gives a brief description of them)
Guys, what date is today? What holiday is coming soon? Whose holiday is this? (March 8, mother's holiday)
How can you figure out which gift is more valuable for your mother: the one you bought and made with your own hands?
So what are we going to do with you today?
That's right, a gift for mom. We will paint a wooden blank with you. It can be a panel - it’s good to hang it on the wall and admire it, or it can be used as a cutting board.
Now you will receive wooden blanks. Your task will be the following:
Those who have started the composition “Bouquet” on a board in pencil, complete it with leaves and work in color;
The guys who do not have a pencil drawing make up any of the three compositions that they like.
You can start working in pencil, then continue in color, or you can immediately start working on a drawing in color.
Everyone has a center, horizontal and vertical axes marked on the boards that will help us in our work.
Let's get to work. To make it more fun to work, we turn on music. (Students complete the task)
Summing up.
Summary of an open lesson in fine arts.
On the topic "The beauty of Russian folk costume." 4th grade
Vorobyova Natalya Petrovna,art teacher
Goals and objectives: to continue acquaintance of students with Russian artistic culture, with the peculiarity and originality of traditional Russian folk costume, imparting new knowledge about the symbolism in the ornament, about the design - decoration of the costume. Using activity method technology.
Lesson progress
Greetings. Self-determination for activity. Motivation to study.
Guys! Let's greet the guests, each other. Let's wish each other good luck and creativity in class. The motto of our lesson: “Into our world along the folk path.”
You are especially beautiful today, since we have guests. But not only external beauty is important for a person, but also internal beauty. Are you familiar with the saying:
- “They greet you by their clothes and see them off by their intelligence”?
Yes!
How do you understand it?
Answer.
Updating knowledge and fixing difficulties in activities.
What information about clothing and costume do you remember? What clothes have we already talked about in class?
Answer: Sundress, shirt, ports, kokoshnik, soul warmer, etc.
What types of clothing are there depending on the purpose? After all, in Rus' it was considered impossible to go in the same outfit “to a feast, and to the world, and to good people.”
Answer: Everyday, festive, ritual (Fig. 1,2,3; Fig. 4,5,6,7; Fig. 8,9,10).
Rice. 1 and 14
Fig.2 and 16
Rice. 3
Rice. 4 and 13
Rice. 5
Rice. 6
Rice. 7
Rice. 8
Rice. 9
Rice. 10 and 24
What element was common and necessary in any costume ensemble?
Answer: Shirt.
How was it designed?
Answer: Using ornament.
What decoration was used?
Answer: Geometric, plant (Fig. 11, 12).
Rice. 11
Rice. 12
Setting a learning task.
Okay, I suggest you make an ornament on the blanks, indicating fertility and the sign of the sun.
Working with blanks.
Guys! Why did we get a different ornament? After all, everyone had the same task.
Answer: Since we don’t know, we didn’t go through it.
What is our goal?
Answer: Learn to draw an ornament using the sign of fertility and the sign of the sun.
Why is it necessary to apply this or any other ornament on a suit?
Answer: To make the suit beautiful.
What is the topic of our lesson?
Answer: Learn to draw costumes beautifully.
Yes, the topic of our lesson is “The Beauty of Russian Folk Costume”.
Building a project for getting out of a problem.
What was the task?
Answer: Draw an ornament using symbolism.
Why didn't you manage it?
Answer: We don’t know, we don’t know how.
Where can you find this material?
Answer: In the library, books, internet, messages, collecting material, etc.
Before starting to work on paintings, V. Vasnetsov, V. Surikov, Venetsianov, Argunov and other artists spent long hours in museums and libraries, studying chronicles, costumes, and the life of the people.
Display of reproductions (Fig. 13-20).
Fig.15
Fig.17
Rice. 18
Fig.19
Rice. 20
And now we are working with the article “Russian folk costume” from the book by V.M. Solovyov “Russian Culture”.
Reading the article ( ).
Now, guys, take sheet No. 2 and fill out the table yourself ( ).
Let's fill out the table.
And now, pay attention to the screen: check the table, read it out (Appendix 2).
My message about the suit:
“ The clothing of not so distant ancestors served not only to protect against the cold. It was believed to protect a person from evil forces and the evil eye, and festive clothing, in addition, was a person’s intermediary with higher powers. That’s why the craftswomen put their skill, talent and soul into their work, miraculously turning everyday things into objects of admiration and pride. The white shirt was decorated with an ornament in which the predominant color was red, which in paganism is the divine color (Fig. 21, 22, 23).
Rice. 21
Rice. 22
Rice. 23
Today we perceive only the aesthetic side of decoration, admiring its beauty and endless variety. But the ornament did not appear as a decoration, but as a talisman, had a magical meaning and was placed in certain, most vulnerable places for a person’s clothing: along the collar, hem, bottom of the sleeves, and went on both sides of the slit on the chest.
A shirt designed in this way served a person reliable protection from the attacks of numerous and varied evil spirits.
Display - demonstration of finishing on the screen (Fig. 24, ).
Primary consolidation in external speech.
Let’s repeat: In what places on the shirt should the ornament be applied?
Display on the board with comments (Fig. 24, Appendix 3).
Independent work with self-test.
And now you can do it yourself on large paper shirt blanks.
Students make an ornament using the sign of the sun and fertility.
Display of the best works (Appendix 3). Identifying the causes of errors.
Guys! Russian folk costume is still popular today. It is used in films, in performances folklore ensembles, at folk art festivals, etc. (Fig. 25,26,27,28).
Rice. 26
Rice. 27
Rice.
Reflection.
So what is the topic of our lesson?
Answer.
Goals?
Answer.
Have we achieved our goal?
Answer.
1. The one who understands the material covered well raises the red diamond.
2. The one who is at a loss is a green diamond.
3. The one who did not understand is a yellow diamond.
Homework: for the first group of students: draw a festive costume,
for the second and third groups of students: read the article again and draw a shirt for men or women.
Appendix 1
Article “Russian folk costume”
The history of Russian costume shows that changes in clothing and the fashion movement itself almost did not affect the common people. The Russian peasant at the end of the 19th and 20th centuries wore approximately the same as in the times Ancient Rus': a hat, pants and a shirt, sewn from two pieces (canvas). Women wore a skirt or sundress over a shirt that was long below the knees.
Shirts were made from homespun white linen. Since the 19th century, multi-colored shirts made from factory-produced cotton fabric have come into everyday life. Shirts, as well as other items of clothing, were cut extremely rationally and without waste, the parts were sewn together in straight lines.
The white shirt was decorated with an ornament in which the color red predominated.
In the geometric, ancient, ornament, the most common are repeated images of a rhombus as a sign of fertility, cross symbol the sun and Mokosha - the pagan goddess of earth and fertility.
Floral ornament, which has been used in clothing decoration since the 18th century, personified the fullness of life; its elements are depicted at the moment of lush flowering. Not a single one withered or faded mars the picture of the joy of existence.
Traditionally, the ornament was embroidered or woven. With the advent of the 18th and 19th centuries. In the silk and cotton industry, chintz inserts, ribbons, and braid began to be used in decoration, which led to an increase in the decorativeness of clothing, but also to a partial loss of the original meaning of the ornament.
In Rus', everyone was dressed in a shirt, from young to old.
The shirt, as we see, was a person’s companion throughout his entire life, from birth to death.
Soloviev V.M. "Russian culture"
Appendix 2.
Appendix 3
Boys and girls under 12 years old wore white; Girls wore shirts with embroidered
shirts with red piping around the collar and hem.
sleeves and hem.
Women's shirts had trim on the chest and Men's shirts were simpler than women's.
on the sleeves.
Old women modestly decorated their shirts. Mortal shirts were completely unfinished.
Student work.
Open art lesson on the topic: "Culture of Rus'! Interior of a Russian hut"
Summary of an open lesson in fine arts.
Grade: 5th grade
Teacher: Vorobyova Natalya Petrovna
Lesson type : learning new material.
Purpose of the lesson :
1. Introduce students to the interior of a Russian hut.
2. Give an idea of the life of Russian peasants in the 17th–18th centuries.
3. Using drawings, consolidate the acquired knowledge, remember the appearance of the hut, its structure.
4. Develop imagination and fantasy.
5. Cultivate interest in the life of peasants and the traditions of our people.
Lesson equipment:
a) For the teacher. Reproductions of samples of folk items, a corner of the Russian hut in the classroom, an exhibition of literature: “Russian Izba” by N.I. Kravtsov; T.Ya. Shpikalov “Folk Art”; history textbook for 8th grade; magazine “Folk Creativity” (1990, No. 2), tape recorder, cassette.
b) For students. Albums, pencils, eraser, paints (watercolor, gouache), art notebook.
Musical series: recording “ golden ring”; “There was a birch tree in the field.”
Chalkboard design: The topic of the lesson is written in the center at the top of the board. Below, on the right and on the left are reproductions of samples of folk items.
Lesson plan:
1. Organizational part - 1–2 minutes.
2. Statement of the topic, purpose and objectives of the lesson - 1–2 minutes.
3. Mini-scene - 6 minutes.
4. History teacher’s story “Life of Peasants” - 5 minutes.
5. Conversation with students (repetition of the material covered) - 5 minutes.
6. Practical work - 20–25 minutes.
7. Exhibition of children's works. Analysis - 2–3 minutes.
8. Completion of the lesson, homework - 1–2 minutes.
Lesson progress
I. Organizational moment
Establish proper discipline in the classroom. Mark those who are absent. Communicate the goals and objectives of the new material.
II. Mini-scene
A Russian folk melody is played by a music teacher (accordion). The girls enter and sit on a bench placed in a Russian hut.
First girl: So the day passed, full of work and worries, and in the evening we gathered to rest.
Second girl: Let's sit for a while, maybe we can dance, have some fun, and stretch our bones?
Third girl: A quitter and a slacker - they have a holiday on Monday too!
Fourth girl: Today it’s a walk, tomorrow it’s a walk - you’re even without a shirt! Let's work!
The girls begin to work and sing a song: “In a low light, a light is burning, a young spinner is sitting by the window” (2 times). Losing on the accordion.
First girl: But mine went to the fair and bought clothes. Look what a towel I embroidered! (Showing a real towel, tueska).
Second girl: Yes, your dishes are beautiful too (pays attention to the design of the corner of the hut). Says the proverb “It is not the owner’s house that paints, but the owner’s house.”
Third girl: It is good that you say that there is a stove in the hut. The stove is our dear mother. And the hut smells like housing.
Song:
It’s not the wind that bends the branch,
It’s not the oak tree that makes noise, it’s my heart that groans
Like an autumn leaf trembling.
The Russian folk melody performed by the music teacher (accordion) sounds again.
Meanwhile, the girls sit down at their desks.
III. History teacher’s story “Life of Peasants”
Since childhood, we have read and watched Russian folk tales. And often the action took place inside a wooden hut. Now they are trying to revive the traditions of the past. After all, without studying the past, we will not be able to assess the present and future of our people. And today we continue our conversation about the life of the Russian people. In particular, the conversation will focus on the interior of a Russian hut. I will list several items that were in the hut, and you will try to visualize them and make the necessary notes in your fine art notebooks. Reproductions, student work, and our corner of the Russian hut will help you with all this. Usually the most unusual thing was put:
A. A bench that was attached to the wall and on which rugs were laid.
B. The bench, which moved towards the bench, was covered and became a bed. 3 pillows were placed on the bed (according to tradition).
B. Tables - attached, mobile.
G. Stoltsy - stool for guests. Later they began to be called chairs.
D. There must be a cradle hanging (large, wide for growth).
E. They washed themselves from a tub.
G. Different dishes were placed on the suppliers:
Misi - a dish where soup was poured, large dishes for the main course.
Plates - made of copper, silver up to 300 grams.
Various forms of thujas.
They put down spoons that were signed (marked).
The forks are two-pronged.
The knives were not used, so they were placed somewhere separately.
All dishes were well finished and painted by local craftsmen. And the most necessary thing in everyday life it is a Russian stove that warmed and fed the peasant. A jug of water and buckets were placed near the stove, and a hand-embroidered towel was hung. A spinning wheel was especially necessary. Winter evenings were spent behind her, all the news was learned from her, and most importantly, with her help Russian people got dressed. Besides all this, the situation in the Russian hut was very simple. The walls were lined with red board (the art of paint has not been solved). The floor and ceiling were later covered with material, and then with matting (this was done only in rich houses). There are mysteries about this:
“Two brothers look the same, but they won’t get along.” (Floor and ceiling.)
“A hundred parts, a hundred beds, each guest has his own bed.” (Logs of the hut.)
All subsequent work is carried out by the art teacher.
IV. Conversation with students (repetition of covered material)
Thus we come to the next section of our lesson. Now we are trying to revive the traditions of the cultural and spiritual life of Russian people, but for this we need to understand, feel, and study everything. And the first question for the class:
1. What is the appearance of the hut?
2. Talk about the structure of the hut, using your ready-made drawings and sketches (this was homework).
3. What artistic means of expression did you use when depicting the hut?
4. What rules did you apply when building a Russian hut?
5. What are the stages of work?
6. Show selected material according to external and internal view Russian hut?
7. What riddles did you find and pick up?
Preview:
Open lesson summary
Ustinova I.R. additional education teacher
MBOU DOD "House" children's creativity» Susumana
Topic: Introduction to the educational program"
Purpose of the lesson : Arouse children's interest in fine arts. Introduce children to the view visual arts-drawing watercolor paints. Determine the inclinations of each student for fine arts classes.
Tasks:
Educational: teach children to paint a flower with watercolors using the “clean brush” technique and the blurring method.
Educational: development of initial creative abilities, independence, and the ability to solve creative problems.
Educational: fostering accuracy, perseverance, and the desire to achieve results.
Equipment and materials:album sheets, watercolor paints, brushes, multimedia equipment.
Lesson duration: 40 minutes.
Children's age is 8-9 years.
Lesson plan.
1. Organizational moment. Checking readiness for class.
2. Theoretical part. A teacher's story about a trip to the country of Drawing. The history of watercolor. Getting to know each other in a playful way.
3. Practical part. Drawing a flower. Physical education minute.
4. Reflection.
5. Summing up the lesson.
Progress of the lesson
1. Organizational moment.Slide with the title of the lesson topic “Flowers for the country of Drawing”.
2.Teacher: Hello guys and dear guests! I am the good sorceress Palytria. I flew to you from the country of Drawing, where young artists live. I really want to tell you about my country. Real miracles happen there, because it is where my best friends, the Paints, live. Many, many surprising and educational things await us today. I so want to see the abilities of each of you for fine arts. I will introduce you to my favorite type of fine art creativity - drawing watercolor paints, I will teach you how to paint with a clean brush. But for this I need help. Do you agree to be them?
Children: -Yes!
Teacher: Then first we need to get to know you. Let's play. I will say words to you, and you answer together. If you agree, then raise your hand and answer: “It’s me, it’s me!”, and if you don’t agree, then stomp your feet!
Let's ask everyone now
Who here likes jokes and laughter?
Who doesn't like to draw?
Who's ready to sleep all day?
Who among you doesn't like boredom?
Who's the jack of all trades here?
Which of you with your labor
Decorates school, home?
Answer in chorus instantly:
Who is the main spoiler here?
I learned so much about you! It’s good that I found such hardworking and capable assistants.
How many of you have ever painted with watercolors? (Children's answers) What do you guys think, how is watercolor paint different from gouache paint? Demonstration of gouache and watercolor paint. Gouache paint is more saturated and can be applied in layers, while in watercolor the color saturation depends on the amount of water. But these two paints have one thing in common - they are both diluted in water. The word "aquarelle" means "watery" in French. This paint was created in China after the invention of paper in the 2nd century AD. Before this, painting on wet plaster was popular in Europe. Watercolor paints, when dissolved in water, form a thin transparent mass and therefore create an effect of airiness and lightness. See what paintings were created using watercolor paint. And these are the works of young artists from my magical country. ( slide show ). And these are the works of professional artists. (slide show).
3.Teacher : And now we will create. Do you know that in nature there are only three primary colors. Which ones do you think? (Children's answers). Yes, red, yellow and blue, because by mixing them you can get all the other colors.(Slide show) I almost forgot, my little artists are preparing for the Flower Festival, but they need to draw a lot of flowers, and they have little time left, so they asked you for help. Well, shall we help them? (Children answer).
Take a sheet of paper and a simple pencil (The teacher draws with the students on a piece of paper) and draw a circle in the middle of the sheet; it’s okay if the circle turns out uneven. Now let's draw the petals. Well done! Here we have the outline of the flower ready. Take a brush and show how to hold it correctly. Yes, just like a pencil. You need to pick up paint in a circular motion with the tip of the brush. Now let's take watercolor paints and a brush. First, let's paint the middle of the flower in a circle, take yellow paint and start coloring along the edge, just don't paint the middle, well done! Now let’s wash the brush clean and remove the paint with a clean brush, like this, in a circular motion, until we reach the middle. Look, it seems that the middle of the flower is convex.
Physical education minute.
The conductor waved his hands, the Doctor sighed and leaned over,
He shook his head. Tied my shoelaces.
And the singer shrugged his shoulders, And the artist spun around
He quickly stood on his toes and drew circles.
Now, take any color of paint you like and begin to paint the petals, paint each petal completely, and then wash the brush well again, shake off the water lightly, if that doesn’t work, then wipe it lightly with a napkin and blur the middle with a clean brush. Look, our petals, like the middle, also look convex. While the children are drawing, the teacher removes the first Whatman paper on the board and points to the finished drawing of a flower underneath. –Reli-watercolors-OP! Well done! These are the beautiful flowers we got; my artists will be delighted. Thank you, my wonderful helpers!
Reflection. Guys, what colors did we paint today?
Why are three colors: yellow, red and blue the main ones?
How many of you were interested today?
Which one of you was bored?
Would you like to engage in this type of creativity?
Each of you has on your desk white flower. Color it with the color of your mood. While the children are painting flowers, the teacher lays out leaves in a circle on the floor in the form of a wreath.
Teacher: Chamomiles bloom in the meadow.
The poppy is turning red in the grass.
I can weave a wreath from them,
Like this, like this, like this!
The teacher lays out the children's drawings on pieces of paper. -This is such a beautiful wreath of flowers. Thank you for your help, I will definitely take your beautiful flowers to my country and they will decorate our Flower Festival. Goodbye!
Approved by the teachers' council
"___" __________ 20__
Municipal educational institution
additional education for children
House of Children's Creativity of Susumansky District
PROGRAM
Mug " Young artist»
Additional education teacher
Ustinova Irina Raverovna
Susuman city
2011
Explanatory note
A special place in the development of a child’s personality is occupied by art, which is capable of developing a sense of beauty and forming high aesthetic tastes, the ability to understand and appreciate works of art, the beauty and richness of nature.
Fine arts classes act as an effective means of developing creative imagination and visual memory, spatial concepts, artistic abilities, fine arts and skills, personality traits of the child, his individuality. Fine art is the most important means of moral and aesthetic education of children.
The main task of the “Young Artist” circle is to develop children's ideas through observations, and on their basis to build learning, consistently, leading children to master the basics of imagery. To develop interest in decorative applied arts.
One of the main conditions for the success of children’s education and the development of their creativity is an individual approach to each child. The principle of training and education in a team is also important. It involves a combination of collective, group, and individual forms of organization in the classroom. Collective tasks are introduced into the program with the aim of creating communication experience and a sense of teamwork. The results of students’ collective artistic work are used in the design of classrooms and corridors. In addition, completed in class artwork are used as gifts for relatives, friends, war and labor veterans. Social status of results artistic activity schoolchildren is of great importance in the educational process.
Forms of artistic activity:
drawing under the impression of reading literary and watching dramatic works, from observations from nature;
drawing on white paper with watercolors, gouache paints and on colored, tinted paper with gouache and crayons;
decorative creativity based on folk crafts and folklore motifs;
individual and collective creativity of students using appliqué and collage techniques;
image on a plane (drawing, painting, appliqué), in volume (from paper, cardboard, plasticine, clay), creation of spatial models (in a layout made from paper or plasticine).
Methods:
For quality development creative activity The program for young artists includes:
Giving the child freedom in choosing activities, in choosing ways of working, in choosing topics;
A system of increasingly complex tasks with different options complexity. This ensures that all students master creative work techniques;
Each task includes a performing and creative component;
Creating a fun, but not entertaining, class atmosphere. Along with the elements of creativity, labor effort is necessary;
Creating a situation of success, a feeling of satisfaction from the process of activity;
Students’ creative objects have significance for themselves and for society.
Children are given the opportunity to choose artistic form, artistic means of expression. They gain experience in artistic activities in graphics and painting. In any case, you need a “golden mean”. If you develop only a child’s imagination or teach him only to copy, without connecting these tasks with competent performance of work, it means, in the end, that the student will be driven into a dead end. Therefore, the rules of drawing are traditionally combined with elements of fantasy.
Theoretical knowledge in all sections of the program is given in the very first lessons, and then reinforced in practical work.
Practical classes and the development of artistic perception are presented in the program in their substantive unity. Methods such as conversations, explanations, lectures, games, competitions, exhibitions, as well as group, combined, and purely practical classes are used. Some classes take the form of independent work (staging still lifes, plein air), where independent creativity is stimulated. Independent work also includes final work based on the results of each block, half-year and year. At the beginning of each lesson, several minutes are devoted to theoretical conversation, the lesson ends with viewing of works and their discussion.
Over the course of two years of study, the material gradually becomes more complex. Lessons using the “master class” method are widely used, when the teacher, together with the students, performs painting work, consistently commenting on all stages of its implementation, asking leading and control questions as the work progresses, finding student mistakes and suggesting ways to correct them. Visualization is the most direct way of learning in any field, and especially in the visual arts.
Lesson mode
Classes are held 2 times a week for 2 academic hours, the number of hours per week is 4 hours, 144 hours per year - the first year of study. Second and third year of study - 3 times a week for 2 academic hours, the number of hours per week is 6 hours, 216 hours per year, of which 2 hours are devoted to individual lessons for gifted children or to fill gaps in knowledge and skills among children who are lagging behind.
The Young Artist club program is designed for three years of study. The age of students is 8-14 years.
Leading topics of the program
1. Drawing from life– promotes artistic exploration of the real world. Teaches you to analyze and convey in a drawing the simplest form, general spatial position, and basic color of objects.
2. Work by observation and memory– shapes children’s worldview, visual memory, helps to see the significant in the ordinary, and highlight the characteristic.
3. Thematic composition– the ability to retain in memory and convey a special impression, to give a vivid description of an object, character, event; search for figurative forms, pictorial forms and means of expression.
Main goals
Target settings are aimed at the development of the child as a whole, as well as the development of certain abilities: to cultivate interest in art, to expand the understanding of the world around him, to develop certain abilities in the child, as well as to his development in general: the development of individuality in the child, the formation of creative and moral ideals,
formation of practical skills in artistic activity.
Drawing from life objects that are simple in outline and structure, located frontally (in profile);
Conveying in drawings the shapes, outlines, and colors of depicted objects using means accessible to children;
Making sketches from memory and from the representation of various objects of reality.
Tasks that need to be solved to achieve
set goals
- teach the ability to convey semantic connections between objects;
- teach students to convey their attitude to the plot through artistic and expressive means;
- develop students’ creative imagination, color perception, sense of rhythm;
- show interest in arts and crafts;
- to cultivate respect for folk art;
- teach simple techniques and modeling skills;
- develop visual memory, eye;
- to instill in children the idea of beauty as perfection, harmony, expediency, completeness of objects and phenomena of reality.
Predicted results
As a result of classes, students should be taught the following skills:
1. Ability to use drawing materials and accessories.
2. Sit correctly at the table; hold a piece of paper and a pencil; work freely with a pencil, draw lines in the right directions without tension, without rotating the sheet of paper.
3. Convey in the drawing the simplest form, general spatial position, and the main color of objects.
4. Work correctly with watercolor paints - dilute and mix paints, evenly cover the desired surface, make simple patterns in a stripe or circle from decorative forms of the plant world.
5. Apply techniques for painting elements of decorative images with a brush.
6. Recognize objects, phenomena, actions depicted in a picture or illustration, use the simplest modeling techniques (plasticine, salt dough) and appliqué.
Pedagogical principles of work
A distinctive feature of the classes is that they are conducted in a playful way. The development of creative abilities occurs during the game. Develop children's activity, imagination, fantasy.
List of equipment and materials,
necessary for classes in the subject:
- Simple pencils
- Colored pencils
- Rubber band (eraser)
- Paper (whatman paper)
- Paints (watercolor, gouache)
- Brushes (soft)
- Easel (easel)
- Markers
- Scissors
- Glue
- Plasticine
Thematic plan
(1 year of study)
No. | TOPIC | Number of hours | Total hours | |
Theory | Practice | |||
1. | Introduction | |||
Drawing from life (drawing, painting) | 8 | |||
(composition) | ||||
(modeling) | ||||
Design activities | ||||
6. | ||||
TOTAL |
(1st year of study)
1. Introduction (2 hours)
Tasks:
To cultivate respect and respect for human labor in the production of fine and decorative arts.
Contents: familiarize students with the course of study. Requirements for occupational safety and fire safety in visual arts classes. Equipment and materials needed for classes. Requirements for creative work of students in the first year of study at an advanced level. Internal regulations of the classroom. Exhibition of works by students from previous years of study. Demonstration of works of fine and decorative art.
(38 hours)
Drawing from life is a method of visual learning and gives excellent results not only in teaching drawing, but also in the overall development of the child. Drawing from life teaches one to think and make observations, awakens interest in analyzing nature and thereby the student for further educational work. The purpose of studying the form of an object is not only to become familiar with its external form, but also to become familiar with the concepts expressed by this form.
The process of cognition of objective reality largely depends on the degree of development of the visual apparatus, on the student’s ability to analyze the visual impressions received. Drawing from life has great opportunities for developing this ability. When drawing from life, the student carefully examines the nature, tries to note its characteristic abilities, and understand the structure of the subject.
When drawing from life, the concept of an object becomes increasingly clear, since the nature in front of the eyes is accessible to vision, touch, measurement and comparison. For example, a student, while drawing a plaster ornament, sees a dark spot on the convex shape of the object - it seems to him that there is a depression there. However, when he approaches the object and touches the shape with his finger, he becomes convinced that there is not a depression there, but a bulge. Therefore, such classes are structured in two directions - studying form through vision (drawing from life) and through touch.
Not a single academic subject provides students with such active attention to the subject, to the analysis of its structure, as drawing from life. It is no coincidence that the great Italian artist Michelangelo Buonarotti said: “Drawing, which is otherwise called the art of sketching, is the highest point of painting, sculpture, and architecture; drawing is the source and root of all science.”
Taking as a basis that learning to draw from life leads to the development mental abilities, it is necessary in the classroom to accustom children to correct judgments about the shape of objects based on scientific data on the phenomena of perspective, shadow theory, color science, and anatomy. It is easy to teach children to carefully examine and analyze the shape of objects. Children often amaze us with their attentive attitude to small details of nature. They draw the smallest details and details of the subject with special love and accuracy. This gives us the opportunity to easily direct the child’s attention to the most characteristic features of the structure of the shape of an object, teach him to correctly see, understand and depict the shape of an object.
Even the great Italian artists pointed out that drawing from life is the best teaching method. In all treatises on fine arts, drawing from life comes first. This position is true not only for vocational training, but also for elementary drawing training in secondary school. Jean-Jacques Rousseau wrote: “It is extremely useful for children to engage in drawing, not for the art itself, but for acquiring a true eye and a flexible hand. But children should draw not from models, but directly from originals, from nature. What is important here is not so much the acquisition of the ability to draw in accordance with the laws and requirements of this art, as the acquisition of a more accurate eye, a true hand, a real relationship to the size and appearance of various objects, a faster understanding of the effects of perspective.”
Drawing from life, and especially perspective drawing, is of great importance for the development of spatial thinking and imagination. Already when you become familiar with the elementary rules of perspective, a complex process of spatial thinking occurs. The difficulty of conveying the three-dimensionality of a three-dimensional object when depicted on a flat sheet of paper forces the student to develop spatial thinking and imagination. Any graphic expression of thought is based on the ability to visually represent the depicted objects. The draftsman needs to clearly imagine the design of the object, the relationship of its parts, the nature of the form, and the position of the object in space. By developing in students the ability for clear figurative ideas, drawing from life also affects the development of memory.
In human life, the role of figurative memory is enormous. But the influence of drawing from life is not limited only to figurative memory, it also affects other types of memory: motor, emotional and verbal-logical.
Based on clear ideas about objects and figurative memory, the student also develops the ability to imagine.
While drawing from life, abstract thinking also develops. It is impossible to give a constructive analysis of the shape of an object without resorting to abstract thinking, and in drawing you constantly have to deal with constructive analysis. Moreover, it should be noted that drawing from life, like no other type of studying the shape of an object, makes it possible to develop all aspects of the process of abstract thinking. Thus, we see that learning to draw contributes to the overall development of a person
Drawing from life involves not only depicting objects using light and shadow drawing (pencil drawing), but also teaching the elements of painting.
The task of teaching painting includes depicting from nature individual objects, simple still lifes, interiors and landscapes. By becoming familiar with the elements of painting, students master technical methods works with colored pencils, watercolors and gouache paints.
Therefore, students need to be introduced to the basic principles of color science, taught to correctly use color and tone to convey their visual impressions of nature (warm, cold tone), convey the play of light and color on objects, without departing from the visual authenticity of what is depicted.
Drawing from life is an excellent means of aesthetic education for children. By drawing a landscape, a tree, a flower from life, studying the nature of the shape of these objects, the child shows interest in the beauties of nature, in the richness and variety of its shapes and colors. He sees proportional ratio parts and the whole, captures the rhythm and harmony of natural forms and color shades. By developing children's powers of observation and flair, we thereby solve the problems of aesthetic education.
Tasks:
During the lesson, students listen to literary and musical works for the development of emotional responsiveness, empathy, the formation of moral and aesthetic beliefs.
Goal: to deepen knowledge about the types of fine arts.
- drawing from life, from memory and from the imagination of various objects of reality: trees, urban and rural buildings, cars, animals, etc.
Exercises:
Making silhouette images of trees of different species (poplar, oak, spruce, pine, birch) with a single-color watercolor brush;
Selection of paired color contrasts using watercolor or gouache paints (raspberry-red and green-blue, yellow-green and reddish-violet, etc.);
Achieving a single-color color contrast, determining the dependence of the perception of color on its environment (experiments with squares of red, yellow, blue and other colors, superimposed on the plane of a sheet of tinted paper - yellow, violet, gray, etc.);
Composing color shades corresponding to sunset, sunrise, cloudless skies, sea wave, autumn leaves, spring grass, distant forest, etc. (emotional expressiveness of color);
Work with both the entire bristle and the end of the brush on the dry and wet surface of the paper;
Composing cold and warm shades, finding the most colorful combination of colors on the palette;
Based on the sample presented, name and compose similar colors on a sheet of paper using watercolors or gouache paints;
- “Depiction of transport in the works of artists”;
- “Bread is our national treasure.”
(36 hours)
During the classes, the teacher introduces students to the life and work of outstanding painters, sculptors and architects. Children will learn how and by what means artists achieved ideological depth and emotional expressiveness in their works.
Systematic familiarization of students with the works of artists is one of the means of aesthetic education. In outstanding works of artists, typical phenomena of life are collected as if in focus; These works make you look at the world in a new way and notice its beauty. Skills in the field of perception and evaluation works of art raise cultural level students. Knowledge and skills gradually develop - from the basic ability to look at a picture and understand its content to an understanding of the artistic means of expression with which the artist was able to convey his idea.
Conversations about fine arts are an important means of not only aesthetic, but also ideological and political education of students. During conversations, the teacher shows the children pictures that reflect the nature of our Motherland, events from the history of the country, portraits of people who glorified the Fatherland. When in class a teacher shows a reproduction of a painting in which the artist’s patriotic feeling and his love for his native nature are clearly expressed, this also evokes in children a feeling of love and admiration for their Motherland. The more vivid and emotional a picture is told about the life of our country, its landscape, etc., the more feelings it will evoke in the child, the more clearly it will be imprinted in his consciousness.
We see that the variety of fine arts classes is of great importance not only for the development of knowledge, skills and abilities in drawing, but also for the overall development of students.
Drawing classes are structured in compliance with a logical sequence in the presentation of educational material, calculating the volume, time and depth of the topic. The entire drawing course is determined by the range of knowledge and skills that each student needs to learn. Volume and content are determined curriculum and the program.
The curriculum contains a systematic list of all the topics of tasks and performances that make up the content of drawing: all educational material is distributed by year of study based on the age characteristics of students. By determining the amount of knowledge, skills and abilities in drawing, the program gives the teacher instructions on the sequence of studying and planning the material. New tasks are introduced as the knowledge and skills necessary for their conscious implementation are mastered.
The curriculum contains an explanatory note, which concisely and clearly sets out the goals and objectives of teaching, indicates the basis for the proposed content of knowledge and gives the general methodological direction of the work.
In order to correctly and successfully achieve all the goals and objectives set by the program, it is necessary, first of all, to thoroughly understand the methodology of working with students, the principles and laws of constructing the educational process that give the best results. Only with the right methodological guidance will students acquire the necessary educational and educational significance.
Tasks:
Improve and consolidate the ability to correctly convey proportions, constructive construction, volume, spatial position, illumination, color of objects, further study of the laws of composition;
Formation of the ability to achieve expressiveness of the drawing (figurative characteristics of the characters, the semantic relationship of the characters with other elements of the drawing, original composition, contrasts of light and shade and color);
Further development of students' imagination, fantasy, and creative approach to the drawing process;
The content of the section's classes includes drawing on topics from the historical past of our Motherland, on the topic modern life based on observations and imagination, illustrating works of oral folk art, Russian folk tales, riddles, epics, illustrating stories, poems, excerpts from stories and poems. Students continue their acquaintance with book graphics, one of the types of decorative art. They must develop the ability to recognize creative style leading illustrators, know the means of artistic expression that these artists use in their work.
Sample tasks:
Drawing on the themes: “We protect nature”, “Winter activities”, “The arrival of birds”, “Landscape with a lake”, “Big and small”.
Russian folk tales, fairy tales: “The Frog Princess”, “Ivan Tsarevich and the Gray Wolf”, “Nikita Kozhemyaka”;
Epics - “Dobrynya and the Serpent”, “Three Heroes”, “Volga and Mikula”.
Sample conversation topics:
- “The heroic past of our Motherland in works of fine art.”
Tasks:
To cultivate respect for Russian folk arts and crafts, for art native land, to the traditions of his people;
Learn to correctly convey a pose, general shape and the character (habits) of one animal or group of animals;
Develop and deepen skills in working from memory and imagination;
Deepen students' knowledge and skills in relief sculpting.
Students learn to independently create design sketches for various products based on ornamental and decorative compositions. The practical orientation of this section of the program is emphasized by the fact that sketches are used in products that are made from them.
Modeling in progress plot compositions on topics of surrounding life (school, family, sports, work, leisure) and literary works.
Goal: to consolidate and systematize students’ information and knowledge about sculpture as a form of fine art.
Sample tasks:
Making a sketch and painting a household product - shaped, “magic” vessels: an animal vessel, a bird vessel, “magic” figures for fountains in a children’s park, pieces of wooden fairy-tale furniture;
Making decorative decorations for Russian folk spinning wheels;
Sample conversation topics:
- “Baby animals in the works of animal sculptors.”
(10 o'clock)
Tasks:
Stimulate activity, independence, initiative of students in inventing content and methods of presentation;
Develop skills and abilities in practical work on design and transformation of the environment;
Learn how to make fonts in decorative design works.
Sample tasks:
Design of a wall newspaper;
Poster design;
Construction theater mask(plasticine, paper, painting of the product).
(20 hours)
Tasks:
Develop students' creative abilities,
To educate a patriot, citizen, creator, professional worker, capable of solving creative problems, capable of finding a worthy place in life.
Students' knowledge and skills
By the end of the first year of studystudents should know:
Distinctive features of types and genres of fine art;
Initial information about artistic and expressive means (composition, drawing, color, coloring, chiaroscuro, etc.), their role in the aesthetic perception of works;
Features of symmetrical and asymmetrical composition;
The simplest compositional techniques and artistic means necessary to convey movement and rest in a plot drawing;
The simplest patterns of linear and aerial perspective, chiaroscuro, elements of color science;
Draw from life, from memory and from imagination, individual objects and simple still lifes of 2-3 objects: using accessible graphic or pictorial means;
Compare your graphic or pictorial drawing with the object depicted and correct any errors noticed;
Independently make sketches of a decorative composition based on images of flower painting, geometric patterns, fairy-tale animals, scenes from the lives of children, elements of state symbols;
observe the sequence of graphic and pictorial images.
Thematic plan
(2nd year of study)
No. | TOPIC | Number of hours | Total hours | |
Theory | Practice | |||
1. | Introduction | |||
Drawing from life (drawing, painting) | ||||
Drawing on themes and illustration (composition) | ||||
Arts and crafts (modeling) | ||||
Design activities | ||||
6. | Cultural and leisure activities | |||
TOTAL |
(2nd year of study)
1. Introduction (2 hours)
Tasks:
Introduce students to the content of the course;
Arouse interest in the visual arts;
Contents: familiarize students with the course of study. Requirements for occupational safety and fire safety in visual arts classes. Equipment and materials needed for classes. Requirements for creative work of students in the second year of study at an advanced level. Internal regulations of the classroom. Exhibition of works by students from previous years of study. Demonstration of works of fine and decorative art.
2. Drawing from life (drawing, painting)(56 hours)
Tasks:
Develop and improve the ability to see and convey in drawings from life proportions, structural structure, spatial position, perspective reduction of forms, light-and-shadow relationships of depicted objects and their composition on a sheet of paper;
Develop the ability to convey in drawings the harmony of color shades of nature, its spatial and volumetric relationships using color;
To cultivate an emotional and aesthetic attitude towards the depicted objects;
To cultivate respect for work, a caring attitude towards everything that is created by human labor.
Introductory lesson.
Conversation on the topic “Portraits of outstanding cultural figures of Russia in the works of Russian artists.”
In the conversation, the teacher draws students’ attention to the fact that all types and genres of fine art directly or indirectly tell about a person - they convey his character, inner world, mood, psychology, worldview, social status. Revealing the various semantic meanings of a portrait.
Goal: to develop students’ interest and love for the work of Russian artists; develop compositional thinking and artistic taste.
The content of the classes in the advanced level section of the second year of study involves drawing individual household objects, objects of decorative art and their groups (still lifes) from life, as well as from memory and from imagination using the rules of perspective, chiaroscuro, color science, pictorial literacy, and composition. Drawing from life, from memory and from an idea of human figures, animals, and birds is provided.
Sample tasks (pencil, watercolor):
- drawing from life with the transfer of perspective reduction of the shape and volume of individual objects: balalaika, tambourine, jug, teapot, cup and saucer, rowan branches, flowers in vases, jars, as well as still lifes from them;
- drawing from life human figures, animals, birds in static poses and in motion;
- “Drawings of animals by a brilliant painter of the 17th century. Rembrandt";
3. Drawing on themes and illustrating (composition)(56 hours)
Tasks:
Improve and consolidate the ability to correctly convey proportions, constructive structure, volume, spatial position, illumination, color of objects;
Encourage students' independence in choosing topics and performance techniques;
To cultivate the patriotic, labor, moral and aesthetic qualities of students’ personalities.
The content of the second year of study provides for the further development of knowledge, skills and abilities developed in previous years. Students continue to draw on themes of the surrounding life based on observations or from imagination and illustrate literary works (with preliminary sketches and drawings from life as instructed by the teacher).
Sample tasks:
- drawing on the themes: “Feats of Russian heroes”, “Our street”, “Ancient city”, “City of the future”, “Gust of wind”, “Forest distances”, “Landscape in the fog”, “After the rain”, “Landscape illuminated” bright sun", "Gloomy day", "Lilac is blooming", " Birch Grove", "Travel to the native land", "Night city", "Street. Transport. Pedestrian”, “Tourist hike”, “Girl with a cat”, “In the mountains”, “Our school”, “Holiday concert”, “Snowy town”, “In kindergarten”, “Trip to Africa”, “Trip to Antarctica” ", "Antique ships", "Vegetable market", "In a toy store", "Swimming on the river";
A. Pushkin “The Tale of the Golden Cockerel”, “The Tale of the Dead Princess and the Seven Knights”; S. Aksakov " Scarlet flower"; P. Bazhov “Silver Hoof”, “Jumping Fire” and “Stone Flower”; Y. Olesha “Three Fat Men”; M. Prishvin “Pantry of the Sun”, “Native Paintings”;
- illustrating poems by Russian classic poets of the 19th century: N. Nekrasov, A. Koltsov, A. Maykov, I. Surikov and others;
- “A fairy tale along the roads” - illustrating works foreign writers: J. Barry “Peter Pan and Wendy”, R. Stevenson “Briar Honey”, G.H. Andersen “Wild Swans”, “The Little Mermaid”, “Flint”, etc.
Sample conversation topics:
- “Pictures of Russian life in the works of artists of the 60-90s. XIX century (works of I. Kramskoy, G. Myasoedov, K. Savitsky, I. Repin, V. Surikov, V. Perov and other Wanderers).”
Tasks:
Further development of the ability to independently execute sketches of the decorative design of household items based on the forms of flora and fauna;
Developing the ability to expressively build a decorative composition, creatively using color, silhouette and other visual elements of decorative generalization;
Further improvement of the ability to independently perform a decorative composition based on the artistic features of works of folk art;
To cultivate respect for Russian folk and decorative arts, for the art of one’s native land, for the traditions of one’s people;
During practical work, it is important for students to use a wide variety of artistic materials and techniques: graphic pencils, watercolors, gouache, pastels, crayons, colored tinted paper, linocut, appliqué, etc.
Modeling from memory and observation is a means further development and deepening skills in working from memory and imagination and strengthens general skills in mastering the academic foundations of fine arts. Relief sculpting classes continue, the purpose of which is to familiarize students with professional sculpting techniques based on a strict methodological sequence. It is desirable that thematic reliefs be created based on the practical tasks of decorating various rooms. Illustrations by famous Russian artists are used as visual aids in classes; Dymkovo and Bogorodsk toys (in kind or reproductions).
Sample tasks:
- making sketches based on Russian folk costume;
- making invitation sketches;
- modeling on the plots of literary works;
- modeling of decorative and applied products;
- modeling thematic compositions on a free theme.
Sample conversation topics:
- “Ancient images in modern folk toys"(Filimonovskaya, Kargopolskaya, clay toy).
5. Design activities(34 hours)
Tasks:
The content of this section of the advanced level program of the second year of study includes introducing students to the interior. Students continue to get acquainted with the laws of decorative design of a room, the features of permanent and changing exhibitions of visual and visual material in the fine arts classroom, and the rules for using plants in the design of premises.
Sample tasks:
- poster design;
- festive decoration of the classroom;
- design of an art exhibition;
6. Cultural and leisure activities(10 hours)
Tasks:
Develop cognitive activity children, imagination, fantasy;
Foster a culture of communication in a team, a sense of collectivism, mutual assistance;
Carry out moral and aesthetic education of children;
Introduce the work of Russian and foreign artists;
Excursion to nature, to the city;
Students' knowledge and skills
By the end of the second year of studystudents should know:
Peculiarities national traditions art and life;
See the color richness of the surrounding world and convey your impressions in a drawing;
Use perspective, chiaroscuro, composition, etc. in the process of drawing from life and on themes;
Thematic plan
(3rd year of study)
No. | TOPIC | Number of hours | Total hours | |
Theory | Practice | |||
1. | Introduction | |||
Drawing from life (drawing, painting) | ||||
Drawing on themes and illustration (composition) | ||||
Arts and crafts (modeling) | ||||
Design activities | ||||
6. | Cultural and leisure activities | |||
TOTAL |
(3rd year of study)
1. Introduction (2 hours)
Tasks:
Introduce students to the content of the course;
Arouse interest in the visual arts;
To cultivate respect and respect for human labor in the production of fine and decorative arts.
Contents: familiarize students with the course of study. Requirements for occupational safety and fire safety in visual arts classes. Equipment and materials needed for classes. Requirements for creative work of students in the third year of study. Internal regulations of the classroom. Exhibition of works by students from previous years of study. Demonstration of works of fine and decorative art.
2. Drawing from life (drawing, painting)(56 hours)
Tasks:
Strengthen the ability to analyze the shape, design, spatial arrangement, tonal relationships, color of depicted objects, compare the characteristic features of one object with the features of another;
Develop and improve the ability to see and convey in drawings from life proportions, structural structure, spatial position, perspective reduction of forms, light-and-shadow relationships of depicted objects and their composition on a sheet of paper;
Develop the ability to convey in drawings the harmony of color shades of nature, its spatial and volumetric relationships using color;
Develop the ability to convey volume and space in a still life with tone and color;
Promote further development of graphic skills;
To cultivate an emotional and aesthetic attitude towards the depicted objects;
To cultivate respect for work, a caring attitude towards everything that is created by human labor.
Introductory lesson.
Conversation on the topic “Portraits of outstanding cultural figures of Russia in the works of Russian artists. V. Tropinin “Portrait of A.S. Pushkin"; K. Bryullov “Portrait of I.A. Krylov"; P. Zabolotsky “Portrait of M.Yu. Lermontov"; I. Repin “Portrait of M.P. Mussorgsky."
In the conversation, the teacher draws students’ attention to the fact that all types and genres of fine art directly or indirectly tell about a person - they convey his character, inner world, mood, psychology, worldview, social status. Revealing the various semantic meanings of a portrait.
Goal: to develop students’ interest and love for the work of Russian artists, to develop compositional thinking and artistic taste.
The content of the third year of study involves drawing individual household objects, objects of decorative art and their groups (still lifes) from life, as well as from memory and from imagination using the rules of perspective, chiaroscuro, color science, pictorial literacy, and composition. Drawing from life, from memory and from an idea of human figures, animals, and birds is provided.
Sample tasks (pencil, watercolor):
- drawing from life with the transfer of perspective reduction of the shape and volume of individual objects: balalaika, tambourine, jug, teapot, cup and saucer, rowan branches, flowers in vases, jars, as well as still lifes of them;
- drawing human figures, animals, birds in motion from life;
- making sketches from memory and from the imagination of various objects of reality, human figures, animals, birds, flowers, tree branches, shrubs, vegetables, fruits.
- “The beauty of our native nature. Landscapes of I. Shishkin.”
3. Drawing on themes and illustrating (composition)(56 hours)
Tasks:
Improve and consolidate the ability to competently convey constructive construction, volume, spatial position, illumination, color of objects;
Further study of the laws of composition;
To develop the ability to achieve expressiveness in a drawing (figurative characteristics of characters, semantic relationships between characters and other elements of the drawing, original composition, contrasts of light and shade and color);
Develop the ability to depict a landscape based on a literary work;
Encourage students' independence in choosing topics and performance techniques;
To cultivate the patriotic, labor, moral and aesthetic qualities of students’ personalities.
The content of the third year of study provides for the further development of knowledge, skills and abilities developed in previous years. Students continue to draw on themes of the surrounding life based on observations or from imagination and illustrate literary works (with preliminary sketches and drawings from life as instructed by the teacher).
It is necessary to continue to teach students how to convey movement in a drawing (movements from the picture plane to the viewer, movements into the depths of the picture plane, movements diagonally, in a circle, transmission of rhythm). Use of the simplest laws of perspective, composition, and structural structure of objects in thematic drawings. The use of color as a means of conveying mood, experiences evoked by depicted objects and subjects, awareness of the beauty in objects and phenomena of reality.
Attention is drawn to the development of the ability to depict a landscape based on a literary description.
Sample tasks:
- drawing on the themes: “Forest distances”, “Landscape in the fog”, “After the rain”, “Landscape illuminated by the bright sun”, “Gloomy day”, “Lilac blossoms”, “Birch grove”, “Travel to the native land”, “Night City”, “Street. Transport. Pedestrian”, “Tourist hike”, “Girl with a cat”, “In the mountains”, “Our school”, “Holiday concert”, “Snow town”, “In kindergarten”, “Travel to Africa”, “Travel to Antarctica”, “Antique ships”, “Vegetable market”, “In a toy store”, “Swimming in the river”;
- illustrating literary works:
Russian folk tales “Marya the Princess”, “Elena the Wise”, “Vasilisa the Beautiful”; epics “Ilya Muromets and the Nightingale the Robber”, “Svyatogor and Ilya Muromets”, “Sadko”;
A. Pushkin “The Tale of the Golden Cockerel”, “The Tale of the Dead Princess and the Seven Knights”; S. Aksakov “The Scarlet Flower”; P. Bazhov “Silver Hoof”, “Jumping Fire” and “Stone Flower”; Y. Olesha “Three Fat Men”; M. Prishvin “Pantry of the Sun”, “Native Paintings”;
- illustration of poems by Russian classical poets of the nineteenth century: N. Nekrasov, A. Koltsov, A. Maykov, I. Surikov and others;
- “On the roads of fairy tales” - illustrating works of foreign writers: J. Barry “Peter Pan and Wendy”, R. Stevenson “Heather Honey”, G.H. Andersen “Wild Swans”, “The Little Mermaid”, “Flint”, etc.
Sample conversation topics:
- “The beauty of landscape in Russian painting”;
- « Architectural monuments in the works of artists";
- “Pictures of Russian life in the works of artists of the 60-80s. nineteenth century (works of I. Kramskoy, G. Myasoedov, K. Savitsky, I. Repin, V. Surikov, V. Perov and other Wanderers).”
Tasks:
Further development of the ability to independently execute sketches of the decorative design of household items based on the forms of flora and fauna;
Developing the ability to expressively build a decorative composition, creatively using color, silhouette and other visual elements of decorative generalization;
Further improvement of the ability to independently perform a decorative composition based on the artistic features of works of folk art;
To foster respect for the Russian folk decorative and applied art, to the art of his native land, to the traditions of his people;
Continue to improve students’ skills in relief sculpting;
Develop students' compositional thinking skills;
Further development and deepening of memory and imagination skills;
Strengthen general skills in mastering the academic foundations of fine arts.
Students learn to independently create design sketches for various products based on ornamental and narrative decorative compositions. The practical orientation of this section of the program is emphasized by the fact that sketches are used in products that are made from them.
During practical work, it is important to use a variety of artistic materials and techniques: graphic pencils, watercolors, gouache, pastels, crayons, colored tinted paper, linocut, applique, etc.
Modeling from memory and observation is a means of further developing and deepening the skills of working from memory and imagination and consolidates general skills in mastering the academic foundations of fine art. Relief sculpting classes continue, the purpose of which is to familiarize students with professional sculpting techniques based on a strict methodological sequence. It is desirable that thematic reliefs be created based on the practical tasks of decorating various rooms. Illustrations by famous Russian artists are used as visual aids in classes; Dymkovo and Bogorodsk toys (in kind or reproductions).
Sample tasks:
- making sketches based on Russian folk costume;
- making sketches of the interior of a peasant hut in the Russian North;
- making sketches of toys with elements of movement on the theme of Russian fairy tales, epics, fables, favorite heroes;
- execution of execution sketches;
- individual and collective compilation of plot compositions and decorative works using collage techniques and in the form of panels according to thematic drawing tasks;
- modeling of animals (from memory and observation).
The main task in sculpting animals, which students should strive to achieve, is to be able to express own attitude to the model.
- relief modeling (floral ornament); thematic relief;
- sculpting a human figure in motion;
- modeling on the plots of literary works;
- modeling of decorative and applied products;
- modeling thematic compositions on a free theme.
Sample conversation topics:
- “The inner world of a Russian hut”;
- “Patterns in the decoration of a peasant costume”;
- “Ancient images in modern folk toys” (Filimonovskaya, Kargopolskaya, clay toys).
5. Design activities(34 hours)
Tasks:
Continue to develop students’ skills in practical work on design and transformation of the environment;
Continue to teach how to make fonts in decorative design works;
Stimulate students' activity, independence, and initiative in inventing content and methods of presentation.
The content of this section of the third-year program includes familiarizing students with the interior. Students continue to get acquainted with the laws of decorative design of a room, the features of permanent and changing exhibitions of visual and visual material in the fine arts classroom, and the rules for using plants in the design of premises.
Sample tasks:
- poster design;
- festive decoration of the classroom;
- design of an art exhibition;
- designing a theatrical mask (plasticine, paper, painting the product);
- creating heads of puppet characters for puppet show(plasticine, water-based paint, gouache).
6. Cultural and leisure activities(10 hours)
Tasks:
Develop students' creative abilities;
Develop children's cognitive activity, imagination, fantasy;
Foster a culture of communication in a team, a sense of collectivism, mutual assistance;
Carry out moral and aesthetic education of children;
Introduce the work of Russian and foreign artists;
Excursion to nature, to the city;
To educate a patriot, citizen, creator, professional worker, capable of solving creative problems, capable of finding a worthy place in life.
Students' knowledge and skills
By the end of the third year of studystudents should know:
Selected works by outstanding masters of Russian fine art of the past and present;
Features of artistic media various types and genres of fine art;
Features of the folk costume ensemble; the dependence of the color of folk costume on national traditions of art and life;
Regularities of the constructive structure of depicted objects, basic regularities of linear and aerial perspective, chiaroscuro, elements of color science, composition;
Various techniques of working with pencil, watercolor, gouache;
See the color richness of the surrounding world and convey your impressions in drawings;
Analyze the shape, design, spatial arrangement, tonal relationships, color of depicted objects, compare the characteristic features of one object with the features of another;
Use perspective, chiaroscuro, composition, etc. in the process of drawing from life and on themes;
Convey volume and space in a still life with tone and color;
Use expressive means in drawing (lighting effects, composition, shading, various techniques of working with watercolors, gouache), achieve a figurative representation of reality.
Literature used to compile the program:
- V.N. Polunin “Art and Children” Moscow ed. "Enlightenment" 1982
- G.V. Beda “Fundamentals of Visual Literacy” Moscow ed. "Enlightenment" 1981
- R.M. Chumichev “Preschoolers about painting” Moscow ed. "Enlightenment" 1992
- G. Bedarev “Drawing ornaments” Moscow ed. "Onyx 21st century" 2001
- A.B. Maksimov “How to draw a duck, a dog, a squirrel, a hare” Moscow JSC ed. "AST-PRESS" 1994
- N.P. Kosterin “Training drawing” Moscow ed. "Art" 1976
Open lesson on the basics of fine art
LIVE LINE
Lesson topic : "Lines".
Objective of the lesson:
Introducewith the properties and expressive features of a simple line;
Tasks:
Develop visual memory, spatial imagination, imaginative thinking;
To develop artistic taste and interest in fine arts.
Materials for the lesson : simple pencils of different softness, drawing paper.
LESSON PROGRESS:
Today we will try to learn about the properties and expressive features of a simple line - the mark that a pencil leaves when we touch the paper with it.
Lines are one of the main means of depiction. A line drawn along a ruler is called a “drawing line”; most often it is straight and thin.
A line can convey movement, mood, and degree of lightness.
It can be soft and hard, static and running, crawling, flying, cheerful, sad. The line in the artists’ drawings is unusual, it is “living”, that is, dynamic, changing, elusive. But most importantly, the line can be professional or amateur.
Drawings made with a simple line are usually called linear; they convey the silhouette and contour of the depicted object.
Pablo Picasso.
(A. Matisse “Girl with Flowing Hair”)
Lines have their own characteristics; they can be thin, thick, wavy, swift, broken, light and airy. The line carries information about the image: the artist cannot do without it in his work. It is used by sculptures, architects, painters and designers.
Under the artist’s hand, the line comes to life, it becomes narrower, wider, bright, juicy, light, disappearing, prickly, tender. And by and large, it doesn’t matter what tool and material the line is drawn with: a pencil (charcoal, sauce, pastel, marker) or a brush (ink, watercolor, oil). The line must carry a semantic load, or perform some function.
To better master the capabilities of a line, let's do an exercise on types of lines.
You will need:
2 sheets of thick paper for graphics, A-4 or A-3 format;
simple pencils of different softness (HB, B, B2, B4);
eraser;
Stages of work:
Draw several straight lines on the sheet, using pencils of different softness so that the lines are not the same. In the drawing, horizontal lines create the impression of peace, balance, and silence.
Draw straight vertical lines and diagonal ones nearby. Vertical lines create a feeling of height, strength, energy, and harmony. Diagonal – ascending, active lines. They give the drawings aspiration and dynamism. Parallel – rigor, harmony, coherence.
Using diagonal lines you can perfectly depict rain and gloomy skies.
Now draw broken lines. Curved, broken lines are used to convey certain emotions, objects with sharp and
spiny forms
.
Draw several types of wavy lines side by side, and try to press the pencil differently to make the lines vary in thickness. With the help of such calm and soft lines you can depict clouds, water, snowstorms, flowers and leaves.
On the second sheet, draw your fairy world, using only the line. But your lines should not be simple, but straight and wavy, thin and thick, light and airy, in a word - “LIVE ».
Reflection.
Summing up.
Is the topic of the lesson covered?
What new things did you learn today?
Homework to consolidate the topic.
Summary of an open lesson on fine art “First Snow”
Type of lesson:on the formation of skills and abilities.
Form:frontal, individual.
Purpose of the lesson :
1. Draw children’s attention to the beauty of the world around them
And characteristic features winter.
2. Creating a winter landscape.
Lesson objectives : (educational, educational, developmental).
Educational:
Through music
Educational:
Developmental:
attention, outlook,
spatial thinking,fantasy,
Methods :
a) to acquire knowledge:
simplicity and accessibility of presentation of the material;
enabling the “teacher-student” dialogue;
b) on the strength of knowledge:
application of ICT;
use of visual aids;
c) to increase interest in the subject:
use of non-traditional forms of classes
Methodical techniques: Convertchildren's attention to how to arrange the snow;
game situations;
musical and literary accompaniment.
Equipment :
For the teacher:
multimedia projector, PC
front display easel
For children:
album sheet A4;
watercolor, gouache, brushes;
palette;
water, cloth;
toothbrush;
foam rubber
Form of study: group.
Lesson time: 40 min.
Lesson structure:
Organizational point:
1.Introductory conversation;
2. Topic of the lesson;
3.Explanation of new material (video, computer presentation);
4. Mini summary;
5.Instruction for practical work;
6. Practical work;
7. Exhibition of children's works.
8. Reflection.
9. Conclusion and homework.
Organizational completion of the lesson
Literature: According to Nemensky's program“IZO”
Music: « Instrumental music", "Classical"
Lesson plan :
1. Organizational moment.
a) Greeting.
b) poems
c) video film
d) presentation
2. Conversation on the topic of the lesson.
3. Creative search and experimental work.
4. Summary of the lesson.
a) Exhibition and analysis of children's works
b) Farewell
Progress of the lesson
1.Organizational moment .
P.: Hello children! I'm very glad to see you. And I think this lesson will be very interestingand entertaining.We have guests at our lesson, let's welcome them!
D.: Hello.
Guys, what time of year do you think it is now? (Tree seasons)
D.: Autumn
P.: That's right, autumn late autumn, and soon it will come...
Let's listen to the riddle:
The yard is white and white,
It's like I'm dying in peace,
The kids started skating and skiing.
And a merry round dance
Launches the New Year.
Here she comes, godfather -
A beauty?….
D.: Winter.
P.: and this one?
Bel, but not sugar,
No legs, but he goes,
Sits on everyone
Afraid of no one
D.: Snow.
P.: That's right, children are snow.
Now let's listen to the poemIrina Melnichuk
First snow and we'll see(video film)
On the trees, on the alleys
The snow flies whiter than flour,
Light-light, clean-clean,
Soft, fragile and fluffy.
We squeeze the snow in our hands,
And we throw snowflakes.
The first snow is light snow,
He makes everyone so happy.
2. Activation and formulation of a cognitive task.
Today we have an unusual activity, because we will work with a piece of foam rubber. We will learn to convey the state of winter nature at different times of the day, we will find out what snow is like, we will learn to draw it using an unconventional technique - spraying.
Today you, the audience, seem to be entering the picture. And then, the eyes of the artists become your eyes. Their joys, their impressions are your impressions. During the lesson we will travel through groves, fields and meadows. And the music of the great composers P.I. will help us. Tchaikovsky's "The Four Seasons", Vivaldi's "The Four Seasons", Schubert's "Viennese Waltz", poems by poets, instrumental music.
Is everyone ready?
D.: Yes
P.: We will talk about winter nature.
3. Main stage of the lesson:
P.: -So guys! We smile at each other, prick up our ears.
Where can you see snow that will not melt; a meadow where the grass and flowers will never wither; autumn trees whose branches never fall off their leaves; the evening dawn that will not go out for many, many years?
D.: In the paintings of artists!
Correctly in the paintings of artists.Listen to how I wrote it for you"Blank verses" , Sergey Vladimirovich Mikhalkov:
The snow is spinning
The snow is falling.
Snow! Snow! Snow!
Animals and birds and, of course, people are happy about the snow!
The gray titmice are happy,
Birds are freezing in the cold,
Snow fell - frost fell!
The cat washes its nose with snow.
White snowflakes are melting on the puppy's black back!
P.: What color is the snow?
It’s not in vain that I ask. Everyone has eyes, but looking does not mean seeing. Let's look at the snow through the keen eyes of an artist.
(Slide No. 1)
Here is a picture: A.A. Plastov "First Snow". Artists depict what they see. And you can't see the smells. In the painting by Arkady Aleksandrovich Plastov you can feel the freshness. This is probably what the first snow smells like. And this freshness is conveyed by color. For his painting “The First Snow” A. Plastov chose soft colors. Snowflakes fall from the gray-lilac sky, glitter and shimmer against the background of the light brown steppe. And, the girl who stands on the snow-covered porch is as gentle as a snowflake. Girl in a dress. She's cold, but she doesn't want to leave. She really likes falling snow. But in the picture there is a crow. Why do you think the artist wrote it?
D.: It makes the snow even whiter.
P.: Right! A large, gray bird with black wings in the snow - like a dark spot on white paper. This makes the snow even whiter.
The artist painted the snow with small fractional strokes. The strokes merge in our eyes into a single whole, they fluctuate, tremble, shimmer.
P.: What mood does the picture convey?
D.:...
P.: What colors did the artist use?
Admiring the multicolored snow, we feel our native Russian winter!
And here are some more winter landscapes. Take a close look at them while listening to the music of P.I. Tchaikovsky "Seasons". This will greatly help you understand and feel the Russian winter more deeply!(Slide No. 2,3,4,5,6,7,8,)
I. Shishkin “Winter in the Forest” I. I. Levitan “Forest in Winter”
N. Rubtsov “First Snow”, A. Asipenko “It’s Snowing”, etc.
And now, together with Angelina, we will go to the winter forest
Physical education minute.
"Winter Forest".
We came to the winter forest Walking in place.
There are so many miracles around here! They spread their arms to the sides.
On the right is a birch tree in a fur coat , Hands are moved to specified side and look.
On the left the tree looks at us.
Snowflakes are spinning in the sky , Retract your hand and trace
And they lie beautifully on the ground. Movement "flashlights" and look up.
So the bunny galloped, Whirling around, they crouch.
He ran away from the fox. Jumping.
This gray wolf prowls Imitate a wolf walk
He's looking for prey! They crouch, hiding.
Then he won't find us! Simulates sleep.
Imitates the flight of birds.
Only the bear sleeps in its den, They spread their arms to the sides.
So he will sleep all winter. They take their seats.
Bullfinches fly by
How beautiful they are!
P.: Now let's play a game"Warm and cool colors."
Your task is to name warm and cool colors in turn.
The 1st row calls warm, and the 2nd row calls cold.
D.: called
P.: Well done everyone
P.: What do you think, do we paint snow with cold or warm colors?
D.: Cold
P.: Correctly cold!
P.: And you know what, not only landscape artists love to depict nature, but also poets and composers. They are also called artists
…Frost and sun, a wonderful day...
What season did the poet depict?
D.: Winter!
…Under blue skies, magnificent carpets, the snow lies glistening in the sun.
How did he depict nature?
D.: With the help blue sky, shiny snow.
P.:- And composers describe nature with the help of music. What will the music be like if the day is quiet and the snow is slowly falling?
D.: quiet, slow, calm, gentle, mysterious.
P.:- And what will it be like if there is a blizzard, blizzard, or storm outside?
D.: loud, fast, explosive.
P.:- Let's listen to the music of A. Vivaldi "The Seasons" and try to guess what kind of weather the composer depicted.
We heard the first winter snowstorm, a blizzard. Based on the music alone, we guessed what the composer wanted to portray. It's because he put his feelings into it. It is impossible to create music, like any other work, without feelings.
P.: Today we will draw a picture called “First Snow”. The background and trees are already ready, we drew them in advance, all that remains is to draw the snow. Even though winter is characterized by cold colors, some of you added some warm colors to the background, as if it were a frosty day and the sun was setting.
Gouache of the desired color, let's take, for example, white, you can take blue and purple, but for this we mix all these colors with white to get light shades. Then dilute it in a palette with water and dip an old toothbrush into the paint. Point the brush at a sheet of paper, sharply draw a pencil (stick) along it towards you, in this case the paint will splash onto the paper and not onto the clothes.
Ready!
I suggest drawing not only for children, but also for adults.
Practical work.
For practical work Individual assistance is allowed.
Children draw snow(Musical accompaniment)
P.: Each of you already sees and feels your own landscape. And now we will try to put in feelings and convey the lightness, airiness and mood that the first snow evokes in us. We will do the work with pieces of foam rubber and white gouache. This type of work is calledMONOTYPY - imprint , applied in one color. It's new for you, so I'll show you how to work. First you need to take the foam rubber, put the edges of the foam rubber together, pick up paint and make a print. The stronger the pressure, the whiter and denser the snow.
So, let's continue working.
And I want to wish you a creative mood in the words of Margarita Aliger:
And then, having put together
All efforts, thoughts, paths,
Let's paint a picture like this:
That we can't take our eyes off
Reflection
Which landscape artists do you remember?
What color is the snow?
What associations does the Russian winter evoke?
Which of the paintings touched you the most, awakened special feelings in you?
How do you feel when looking at landscapes? native land?
Did you like the lesson and why?
Take turns coming to me with a drawing and choose a snowflake for yourself
1. White - I liked the lesson
2. Blue - not quite, something didn’t work out...
3. Lilac - I didn’t like it...
Children's works are hung on the board.
Conclusion and homework.
Let's once again admire the wonderful landscapes that you painted today. I think that all the guys can be praised for such a wonderful job. Our lesson takes place on the eve of Mother's Day, I think your mothers will be happy with such a gift.
Thank you all very much!
Self-analysis of the lesson
Our association is called “Young Artist”, we worked with 2 groups -
2g. education (children age 7-9 years). 8 hours attended the lesson, 9 hours according to the list. Absent for 3 hours due to illness and family reasons.Children have different levels of development, so when teaching I used a personality-oriented approach, which took into account the capabilities of each child.
Lesson topic:"First Snow"
Target : Creationwinter landscape.
I implemented the objectives of the lesson through the following aspects:
Educational:
Through music, poetry and visual arts to create a joyful mood in children, cultivate a love of nature, fine arts to form aesthetic feelings, emotional responsiveness through music, visual arts and literature.
Educational :
Activate interest in art and nature; develop the ability to independently find solutions to creative problems that correspond to the chosen technique;
expand students’ understanding of winter;
teach children the emotional perception of artists' works.
Developmental :
To develop artistic taste in students,attention, outlook,
spatial thinking,individual creative abilities,fantasy,visual perception and memory, motor imagination and coordination of movements, general and fine motor skills of the hands.
Develop the ability to feel and understand the meaning of color when perceiving works of art;
During the lesson I used a video film, a presentation, musical compositions, handouts for decorating panels, and a teaching aid.
Type of activity : combined.
Lesson form: conversation, practical work.
Technologies used:
informational;
health-saving;
gaming
Methods used:
illustrative and visual;
verbal;
self-organization;
reflection.
Equipment:
multimedia projector;
computer;
screen;
branch image.
Organizational activities, preparation for class
The lesson was carried out in accordance with the notes. The summary was compiled independently, in accordance with the given age of the children. To implement each task, techniques were selected in an interesting and entertaining form (non-traditional).At every moment of the lesson there were visual aids that stimulated and activated the children’s mental activity.
Music was used during the lesson to enhance emotional perception.
I tried to structure this lesson so that it was productive, interesting and initially tried to establish cooperation between me and the children.
At the organizational stage of the lesson, I created an emotional mood for the upcoming work through a non-traditional greeting (poem), presentations, video film, and didactic materials were also used.All aspects of the lesson are logical and consistent, subordinated to one topic. The specifics of working with children in the classroom were reflected in a person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.
This topic is designed for 2-3 lessons, where TSO materials were used (computer, multimedia installation).
This lesson has interdisciplinary connections with literature, history, and biology.But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved.
In the process of mastering the skills of working with a variety of materials, children come to understand the beauty of creativity.The lesson took place in a friendly atmosphere. The students were liberated and relaxed. I managed to arouse children's interest in the material being studied. The use of ICT in this is very mehelped at different stages of the lesson. IWithI read thatpurpose of the lessonachieved because everythingaboutteachingyuThe participants successfully completed the task. The work turned out wellbeautiful, neat, all different, as each child creatively approachedlandscape image. Thank you all for your attention!