Municipal educational institution

secondary school No. 46

with in-depth study of individual subjects

Program

elective course on technology

for 9 classes

“Culture and traditions of the Russian people, through the making of Russian dolls”

Compiled by: Zhuravleva Marina Igorevna

technology teacher

Number of teaching hours – 17 hours

2010 academic year

“Whoever has studied the sciences but has not applied them to business,

like someone who dug a ditch but didn’t sow the field,

or sowed, but did not use the harvest.”

Alisher Navoi

1. Justification of the need to develop and implement the proposed program

All folk culture is born of labor, labor activity, which is the basis, means, condition of human existence, therefore this course has great potential for implementing the tasks of spiritual, moral, patriotic, civic education of students.

The course is aimed at the revival and dissemination of folk crafts and national traditions of the Russian people. Studying the course contributes to the development of the basics of graphic literacy, figurative and spatial imagination, and skills in working with drawing tools and devices are formed. The program was developed with the aim of expanding and deepening knowledge in the field of materials science, improving skills in the manufacture of Russian folk dolls.

2. Program goals

Introducing students to folk culture,raising a spiritually rich person who knows and supports the traditions and customs of the Russian people.

3. Course objectives

- to form in students a holistic perception of folk art as part of the culture of the people;

- deepen and systematize students’ knowledge of national decorative and applied arts;

Studying the traditions, customs of the Russian people, the history of Russian life, folk costume, folk doll;

Create conditions for the moral education of students;

To cultivate love for Russia, its people and its traditions;

promote the development of creative abilities of the individual;

instilling in students a creative approach in performing work on making a Russian doll.

train students in the skills of traditional artistic processing of materials different types.

4. Principles and approaches underlying the program

The program implements a personal approach in teaching and educating students, integration scientific knowledge and educational technologies.

In addition, she is characterized by a practical orientation and a creative approach.

The main form of training is practical work. It allows you to acquire and improve the basic skills necessary for making folk dolls. The course assumes that while studying the course, students will learn to perform various types of decorative and applied works. Making products is a creative process. Students must independently choose and carry out work on making a Russian folk doll and decorating a costume. In the process of studying theoretical learning, students become acquainted with advanced methods of work, obtaining and using information through information systems, printed publications, decorative items applied creativity. Get to know history Russian culture, types of arts and crafts, the history of Russian folk dolls. They learn to use advanced methods of work and workplace organization, tools and devices, and follow safety rules.

5. Requirements for the level of student preparation

Students must know and be able to:

know the history of the development of Russian culture, Russian folk costume, folk doll;

new terms encountered when studying the topic;

know and master the techniques of making folk toys;

know and master the technology of designing and processing parts of a costume for a Russian doll;

be able to analyze the results of your work.

6. Effectiveness

When studying this course, students acquire knowledge of Russian folk culture, they show interest in studying history, folklore... Students, in accordance with their cognitive interests, receive theoretical and practical training in the history of Russian dolls and the making of Russian dolls. They learn materials and tools to perform practical work. When performing practical work, students independently select and select materials for making various types of dolls. As a final result, students must complete the practical and theoretical parts of the work. This is a product and written (design work), as a result of the work.

7. Criteria and indicators of learning the material

1) Information

formation of ideas about Russian culture;

knowledge of types of decorative and applied arts, features of manufacturing products and technologies;

knowledge about the possibility of using Russian folk dolls in the old days.

2) Research

participation in project activities to study Russian folk culture, types of arts and crafts;

studying ways to master the techniques of making folk dolls.

3) Practical

formation of practical skills;

development of product manufacturing abilities through in-depth or expanded study of Russian costume, Russian folk dolls.

8. Forms of control

diagnostics of students' knowledge, skills and abilities;

presentations of student projects.

Performing Russian folk dolls, writing and defending project work is one of the main methods for identifying results.

9. Thematic course planning

	Lesson topic	Number of hours
	Decorative and applied creativity of the Russian people.
	Home life, family life our ancestors.Traditions of Russian hospitality.
	Technology traditional types handicrafts.
	Creation of products from textile and ornamental materials
	Types of textile materials. Properties of fabrics. Fabric processing technology.
	Traditional folk costume. Common and distinctive features in costume and accessories.
	Sketching women's and men's costumes.
	Russian embroidery in national costumes.
	Russian rag doll. The history of the appearance of the doll in Rus' The meaning of the doll in Rus'.
	The role of a rag doll in raising girls, preparing them for future motherhood.
	Traditional rag dolls: Baby. Technology for making a twisted rag doll.
	Doll for luck, Feeder Vepskaya
	Nanny Doll, Comforter
	Zhonka, Paraskeva
	Multi-handled, Zernushka
	Kuvatki, Pokosnitsa
	Creative projects implementation and protection.
	The amount of hours

Literature

Encyclopedia of handicrafts: Trans. from English – M.: Niola-Press, 1997.

Rondeli L.D. Folk arts and crafts: A book for teachers. - M., 1984.

Fundamentals of artistic craft: embroidery, lace... /Ed. V. A. Baradulina and O. V. Tankus. - M.: Enlightenment, 1978.

A. Clients, Folk crafts, - M.: White City, 2002

Korotkova M.V., Traditions of the Russian people,

http://www.artdolls.ru/ad/index.html History of dolls

http://www.dollmaster.ru/masterclass.html , Puppet master, master class

http://stranamasterov.ru/node , Country of Masters

http://www.shkolaremesel.varkhangelske.ru/kursy parochki.html , School of Folk Crafts

Explanatory note

In the century market economy a significant part of the Russian population is actively involved in economic activity. There are many people whose main profession is entrepreneurship, which allows them to develop their business skills.
It should be noted that most of our entrepreneurs have an extremely low oral language culture, which significantly reduces their business potential and does not allow them to fully realize their capabilities.
Students know practically nothing about the norms and rules of behavior in work collective, about his moral and psychological climate, about the ethics of official relations. And such knowledge is urgently needed for a novice worker, since, poorly knowing the specifics of etiquette, he will constantly put himself and others in a difficult position.

Place and role of this course

This course allows you to formulate the main provisions characterizing a business conversation, commercial negotiations, office meetings, office telephone conversations and receiving visitors from the perspective of their speech, logical, psychological and non-verbal culture.
When studying this course, students become familiar with the linguistic features of the official business style of speech, learn to conduct a business conversation, a business conversation, and draw up business papers in accordance with the norms of the Russian language.
The course program provides pre-profile training for 9th grade students in the area of ​​the Russian language that is related to its functioning in the field of official business style. In addition, the course includes instructions on the use of language in business documents, as well as a system of exercises based on typical errors in agreement and word usage.

Course Objectives

When developing this course, we set ourselves a specific goal: to introduce students to the rules and regulations business communication, norms and rules for the preparation and formation of business documents. The practical part of the course includes a number of useful practical tips on improving human relationships and establishing business contacts.

Course Objectives

Educational

• To acquaint students with the linguistic features of the official business style of speech at the lexical, morphological, syntactic levels.
• Introduce the concepts of “etiquette”, “ethics”, “office etiquette”, “office ethics”, with standards of behavior in the work team.

Educating.

• Provide practical recommendations to students on behavior in conflict situations, on establishing and improving human relationships.

Developmental.

• Students mastering oral and written etiquette skills.
• Teach children to correctly draw up documents such as autobiography, application, power of attorney, resume, appeal.
• Introduce students to speech standards that help conduct any of the basic forms of business conversation.

Main features of the program

The course program is divided into 3 parts:

Part one -"Business Communication Culture"
Part two– “Business style of speech”
Part three -"Business papers."

The first part introduces students to the concepts of “etiquette”, “ethics”, “office etiquette”, “office ethics”, and the norms of behavior in a team. The guys receive recommendations on how to behave in a conflict situation, and they are practicing etiquette skills (oral and written).
The second part introduces the linguistic features of the official business style of speech at the lexical, morphological and syntactic levels.
The purpose of the third part is practical. Students are introduced to examples of drafting documents such as autobiography, application, power of attorney, resume, appeal.

Timing of the program

This course lasts 34 hours.

Lesson schedule: 1 hour per week.

Form of study

Organization of work within the framework of this elective course: lectures, seminars, educational games, solving practical problems, filling out business forms, questionnaires, testing, etc.
The following types of lessons are planned: consultation lessons, business games, seminar lessons, conference lessons, games and tests: “Know yourself”, “What kind of listener are you”, “Qualities important for communication, situation analysis, tests and tests, oral presentations. In the classroom, supporting diagrams, creative supporting notes, and reference literature are widely used.

Expected Results

As a result of studying the course “Culture of Business Communication”, students should learn:

• understand the significance of the official business style, understand its independence and connection with other styles;
• know the language of official business style and be able to use them;
• be able to compose and review texts in official business style: official correspondence, application, resume, receipt, power of attorney, certificate, written reports, etc.;
• be able to navigate the world of professions and be able to connect them with the concept of “Culture of business communication”;
• master the norms of business conversation, as well as the skills of correct execution of business papers.

Educational and thematic plan for the course “Culture of Business Communication”

	Name of topics	Number of hours	Forms of control
I. Business communication culture
1.	Ethics and etiquette	1	Abstract
2.	The Art of Politeness	1	Abstract
3.	Basic rules of behavior on the street, in public transport, at the table.	1	Abstract
4.	Did you know? (from the history of Russian etiquette)	1	Analysis of the situation of success
5.	Facial expressions, poses, gestures. Test “Can you communicate?”	1	drawing on the topic
6.	Office ethics and office etiquette. (from the history of business etiquette)	1
7.	The art of politeness.	1	Abstract
8.	If there is a conflict at work.	1	Analysis of the situation of success
9.	Business speech etiquette.	1	Abstract. Analysis of the situation of success
10	Traditions in compilation official letters(letters).	1	Lesson-consultation
11.	Business qualities (choice of profession)	1	Lesson-lecture, test analysis.
12.	Types of temperaments Test “Can you control yourself?”	1	Lesson-lecture, business game.
13.	Keys to success in life and work (Analysis of ways to develop immunity from emotional trauma)	1	Lesson-dialogue
14.	Commandments of a business man.	1	Analysis of situations and drawing up recommendations.
15.	Test “Are you using your resources rationally?” free time? The age of success.	1	Testing, analysis of opinions on this issue.
II. Business style of speech
1.	Linguistic means in official business style of speech.	1	Abstract. Training exercises.
2.	Lexical means of business style of speech.	1	Lecture
3.	Phraseology of business speech.	1	Abstract, work on training exercises.
4.	Morphological means of language a) difficulties in using short forms of adjectives;		Lesson-seminar
	b) – difficulties in using pronouns; – difficulties in using numerals.	1	Lesson-seminar
	c) features of the use of verb forms. Difficulty using prepositions.	1	Lesson-seminar
5.	Business Style Syntax Errors a) difficulties in coordinating the predicate with the subject;		Lesson-lecture, training exercises.
	b) difficulties in agreeing on definitions;	1	Lesson-lecture, training exercises.
	c) difficulties in using additions and circumstances;	1
	d) use of constructions with verbal nouns;	1	Lesson-lecture, text correction.
	e) the use of personal and impersonal constructions of active and passive phrases.	1	Lesson-lecture, text correction.
	e) complex sentence.	1	Lesson-lecture, skill development (exercise-training)
III. Business papers
1.	Autobiography	1	Practical lesson
2.	Statement	1	Practical lesson
3.	Personal sheet for personnel records.	1	Practical lesson
4.	Power of attorney.	1	Practical lesson
5.	Summary	1	Practical lesson
6.	Appeal	1	Practical lesson
	Approximate project topics: Rhetorical tools for business speech. Speech etiquette in business communication. Inferences and their use in business practice. Verbal and nonverbal means of business communication Formal business style: features, genres, scope of use. Business papers and working with them. Using neutral gestures in business conversation.	2	Project protection

Bibliography

1. Akishina A.A., Formanovskaya N.I. Russian speech etiquette. M., 1975
2. Akishina A.A., Akishina T.E. Russian etiquette telephone conversation. M. 1990
3. Akhbarova G.Kh. Business letter. M. 2004
4. Bragina A.A. Are we speaking correctly? How to contact a stranger? J. “Russian Speech”, 1985, No. 1.
5. Veselov P.V., Ovchinnikova N.V."Official speech etiquette." J. "Russian Speech", 1986, No. 5.
6. Golub I.B., Rosenthal D.E."Secrets of good speech." M., 1993
7. Goldin V.E. Speech and etiquette. M., 1983
8. Gorelov I.N. and others. “Can you communicate?” , M., 1991
9. Do you know yourself? (55 popular tests) M., 1989
10. T.S. Kudryavtseva, O.Yu. Sharapova. Business style of speech. Business papers. Business qualities. M.: UNWES - 1997

Abstracts

home target elective course “Culture of Speech and Communication” – increasing the level of communicative competence of students, which involves, first of all, developing the ability to optimally use the means of language in oral and written communication in various speech situations.

Tasks: introduce students to the basics of knowledge about speech, the qualities of speech, the basic formulas of speech etiquette, and the norms of modern Russian literary language; teach to analyze speech situations; teach you to freely use various language means.

The course lasts 34 hours. In accordance with the goals and objectives of the program, the course structure is divided into 3 sections.

The first - “Speech Etiquette” - examines the general rules and laws of speech communication, forms of politeness, the role of gestures and facial expressions that help (or hinder) understanding.

The second section - “Norms of modern literary language” - helps students understand that the grammatical properties of words and sentences, features of pronunciation, etc. represent a way of expressing the meaning of a statement.

The third section is devoted to the problem of language purity and teaches children careful attitude to the tongue.

This elective course has been tested within the school for 7 years and has shown good results: the general level of culture of communication between students and members of their families has increased, as evidenced by the surveys conducted; Students’ speech literacy has increased; graduates do not experience any difficulties in completing the relevant tasks when taking the Unified State Exam in the Russian language. The knowledge base acquired during the elective course is a huge help for former students in the 1st year of universities, most of which teach the subject “Culture of Speech”.

In April 2008, this elective course program was decided by the scientific and methodological expert council of the Ministry of Education and Science Samara region was recognized as the author's.

Elective course “Culture of speech and communication”.

Explanatory note.

The main idea of ​​the special course for students is to “place” the child in a live speech situation, to teach him to recognize the role of language in action. At first glance, this idea seems simple and natural. But how often do we purposefully demonstrate in practice that communication is a serious form of human activity? That when we speak or write, we try to choose the optimal language means that allows us to accurately and clearly convey our thoughts? That understanding speech is also an active work that requires a lot of knowledge and information, thanks to which a certain set of sounds turns into a meaningful statement? Do we always teach a child to understand? That, when communicating, he must observe many conventions and customs accepted by his people, and at the same time we encourage him to show his creativity, his individuality in speech?

Of course, one way or another these questions are raised and resolved at school. In every Russian language lesson we take a step into this area of ​​knowledge. But a systematic course, the main task of which is to teach to understand the role of individual linguistic means that ensure full communication, is not carried out according to the program. Therefore, I tried to collect basic information on speech culture from numerous sources and, summarizing them, compiled this elective course.

home target of this course is to increase the level of communicative competence of students, which involves, first of all, the formation of the ability to optimally use the means of language in oral and written communication in various speech situations.

Tasks: introduce students to the basics of knowledge about speech, the qualities of speech, the basic formulas of speech etiquette, and the norms of the modern Russian literary language; teach to analyze speech situations; teach you to freely use various language means.

Relying on own experience work, I came to the conclusion that the best time to conduct it is in the 6th or 7th grade: it is not too early and not too late for children at this age to study the basic norms of their native speech and the requirements of the culture of communication.

We had to thoroughly think through the system of presenting the material so as not to turn it into a dry presentation of the material.

When working with theoretical information, rules (communication, pronunciation), I use different types of tasks: title the text, write down an outline, highlight paragraphs, prove the validity of a given idea, give your own examples, etc. Thus, several tasks are solved: students learn new things, work on structure, style and content of the text.

Various generalizations are presented in the form of diagrams and tables, some of which the children complete on their own. Students are also interested in comparisons, for example, of greeting forms different nations. Independent tasks for sixth- and seventh-graders are often focused on live communication and simulate a situation in which a student can “play the role” of a researcher, teacher, parent, journalist, etc.

During the elective course we play a lot. The guys solve crosswords and teawords and make them up themselves. While playing, the student consolidates knowledge and makes discoveries. Role-playing games, problem situations and search tasks turn the lesson into an exciting activity.

The course lasts 34 hours. In accordance with the goals and objectives of the program, the course structure is divided into 3 sections.

The first - “Speech Etiquette” - examines the general rules and laws of speech communication, forms of politeness, the role of gestures and facial expressions that help (or hinder) understanding.

The second section - “Norms of modern literary language” - helps students understand that the grammatical properties of words and sentences, features of pronunciation, etc. represent a way of expressing the meaning of a statement.

The third section is devoted to the problem of language purity and teaches children to respect the language.

The result of the elective course is a large amount of extracurricular work by students to develop a culture of speech and communication. Thematic series and class hours are regularly held, materials on speech culture are published in the school newspaper, students conduct sociological surveys at school and in the village, and defend projects related to this problem.

This elective course has been tested within the school for 7 years and has shown good results: the overall level of culture of communication between students and members of their families has increased, as evidenced by the surveys conducted; Students’ speech literacy has increased; graduates do not experience any difficulties in completing the relevant tasks when taking the Unified State Exam in the Russian language. The knowledge base acquired during the elective course is a huge help for former students in the 1st year of universities, most of which teach the subject “Culture of Speech”.

Expected results. While studying the elective course “Culture of Speech and Communication,” schoolchildren should achieve the following results:

acquisition of communication culture skills;

enrichment vocabulary and grammatical structure of speech;

mastering the norms of the Russian literary language;

formation of communicative literacy;

development logical thinking, independence and meaningfulness of conclusions and conclusions.

Approximate thematic planning

elective course “Culture of Speech and Communication”.

Lesson topic

Homework

Introduction. Language as the most important means of communication.

Conversation about the origin of language; man's dream of creating an artificial international language.

Discussion on the topic: “Is it necessary to create an artificial language to communicate with extraterrestrial civilizations”

Non-speech communication

A conversation about methods of non-verbal communication (gestures, signs, symbols, etc.) and the characteristics of animal communication.

Making puzzles

Speech communication.

Acquaintance with the method of language analysis, work with the scheme of speech communication.

Working with proverbs about language

The concept of speech etiquette, the history of its development.

Speech etiquette – rules of speech communication. Study of the dependence of the etiquette formula on the speech situation. The role of gestures and facial expressions in speech communication

Acting out speech situations

Modern formulas for greetings and farewells.

Historical origins of greetings and farewells; compiling a table of stable greeting formulas.

Acting out greeting situations with different people (ancient and modern formulas)

Modern conversion formulas

An excursion into the past. Introduction to modern circulation formulas.

Drawing up the beginning of a letter, with appeals to different people.

Formulas of requests, apologies, expressions of gratitude.

Drawing up formulas and using them in speech situations.

Verbal formulas of etiquette in fiction.

Working with literary text: finding examples of using the studied formulas of speech etiquette.

Act out some scenes.

Non-verbal forms of etiquette.

Being in literary text examples of non-verbal forms of etiquette.

Act out the selected speech situation.

"My phone rang"

Rules of speech etiquette when talking on the phone.

To make a plan.

Speech etiquette: secrets of politeness and charm.

Getting to know the secrets of politeness. Training exercises for their use.

Norms of modern literary language.

Modern literary language.

Features of modern literary language.

Styles of literary language, their use.

Determining the features of each style; exercises to develop the ability to determine the style of a text.

The role of orthoepy in speech communication.

The semantic role of stress in a sentence. acquaintance with spelling dictionary.

Pronunciation of tongue twisters (for the competition of the best talker)

Emphasis on a word. Orthoepic norms.

Familiarity with spelling norms. Compilation of a dictionary.

Learn the norms written in the dictionary

Words with movable stress.

Recording words in dictionaries. Control over the studied standards.

Emphasis on a word.

Training exercises to correct errors in stress.

Correct speech and grammar of the literary language.

The concept of morphological norms of language. Working with examples - errors from essays.

Morphological norms for the use of nouns. Morphological norms for the use of word forms.

Formation of nominative and genitive plural forms.

Learn written norms

Formation of the degree of comparison and the short form of the adjective.

Learn written rules.

Norms for the use of word forms.

Declension of numerals.

Russian verb. Verb and speech.

Determining the role of the verb in the text. Stress in a verb when changing gender.

Learn written norms

Syntactic norms for using the verb.

Working with difficult cases of using the verb (dress - put on, pay - pay, etc.)

Syntactic norms: phrases with a method of communication - control.

Working with established phrases (play a role, have a meaning, at the end, etc.)

Make up sentences using the written word combinations.

Speech wealth of Russian vocabulary. Lexical norms.

Working with words that sound similar.

Compose a crossword puzzle (in groups) using the written words.

Repetition and generalization of what has been learned

Alphabet game

Take care of your tongue!

Literary language and the language of the people.

Dialect words, their role in literary language.

Find an example of the use of dialect words in a literary text (or in the speech of your loved ones and friends)

Colloquialisms, vulgarisms, jargons. Obscene language.

Getting to know these concepts, finding them in the speech of the people around us. A conversation about the possibility of getting rid of these words.

Harmful words and habits.

Language modern youth.

Features of the language of youth, discussion of its advantages and disadvantages.

Precision and brevity of speech.

Learning the ability to get rid of unnecessary things in speech.

Intonation resources of the language.

Work on intonation.

Control lesson.

Testing of acquired knowledge and skills. Game "Understand Me"

Holiday " Good people- good words"

Studying speech etiquette.

Speech behavior is a mirror that reflects the level of education and internal culture of a person. “Whether you are smart or stupid, whether you are big or small, we don’t know until you say a word,” the great Saadi wisely remarked. Indeed, when meeting someone, it is very important how and what words a person pronounces. The first impression of him is formed not only by his appearance, but also by the words spoken during the dialogue. Among many words special role they play words with which people greet each other, say goodbye, make requests, apologies, etc. It is in them that a sincere friendly attitude towards the interlocutor is expressed, true concern for his well-being, friendliness, and benevolence.

That is why in childhood we call such words “magic”, and in the section of linguistics - the culture of speech - etiquette formulas.

Unfortunately, in the 90s of the 20th century, the level of culture and communication in our country decreased significantly. Many of our compatriots even believe that the real Russian language is no longer at all, that it died under the onslaught of foreign words and thieves' jargon. But I believe that this is not so. “If,” according to P.A. Klubkov, “we do not need a dictionary to read Tolstoy and Chekhov, then the Russian language is alive.” Yes, there are many illiterate people among our contemporaries, but there have always been enough of them. It is they who make their speech unpleasant, but language as a social phenomenon will live as long as there are people who know how to use it. So in the 90s, it was not the Russian language that died, but the level of culture of people’s communication decreased. Apparently, this is due to the fact that the struggle against previous Soviet norms also affected the rules of decency.

Many, carried away by the destruction of the era of “stagnation,” forgot that etiquette, including speech, existed long before the events of 1917. As a result, a whole generation, in my opinion, has lost the skills of cultural communication. This big loss, since the ability to communicate largely determines the reputation of not only one person, but also the country as a whole. And if at the level of government communication, not every high-ranking foreigner will notice incorrect pronunciation or emphasis, then the inability to communicate politely, correctly, tactfully and accurately will be immediately noted by everyone. Therefore, I believe that raising the level of communication and speech culture of the younger generation is one of the main tasks facing Russian society now. The need for this has already been understood by the Government and the Ministry of Education and attempts are being made to restore speech culture (special television and radio programs have been created, the section “Culture of Speech” is included in the school curriculum for studying the Russian language). I believe that this work will bring results.

In my elective course on speech etiquette, I allocate several hours, during which students consolidate skills in using the formulas of greeting, address, apology, and gratitude. Particular attention is paid to speech etiquette when talking on the phone. Children learn to use the necessary formulas in accordance with the speech situation, that is, depending on who they are addressing, when, and for what purpose. To consolidate the skill, role-playing situations are played out in lessons and a variety of games are played.

In addition to the elective course, school students carry out a lot of extracurricular work to develop a culture of communication: they conduct thematic courses, class hours; protect projects related to the culture of speech and communication. Student surveys are regularly conducted to study changes in the level of communication culture among students and in their families. Materials have been prepared for presentations to parents and high school students (they are already used in our school) about the dangers of obscene words.

Studying the norms of modern literary language.

The importance and at the same time the difficulty of studying the norms of a literary language are obvious. Their importance has especially increased in our time, when the Russian language, according to the prediction of A.N. Tolstoy, began to be studied “along all meridians of the globe.” No doubt. That improving speech culture, cultivating true taste does not consist in blindly following memorized dogmas, but in understanding the objective laws of the literary language. Therefore, in the elective course classes, we purposefully address issues of the origin and gradual change of words (their pronunciation, use,)

Now it is not enough to be the custodian of a cultural linguistic tradition. It is necessary to participate in one way or another in the struggle for the improvement and purity of the language. Understanding that the leading role in it, of course, belongs to the school, literature teachers, who lay the foundation for the correct literary speech, I tried to devote most of my hours to this work when planning the elective course. But everyone knows that it is impossible to build such work only on prohibitions and teachings. It is better to calmly and thoroughly “push” schoolchildren to memorize basic literary norms, gradually “accustom” them to them, and to do this, explain the reasons for the appearance of certain norms. I’ll tell you how I do this in speech culture classes on the following pages.

Study of spelling norms.

The complexity of Russian accent is widely known. Perhaps no other area of ​​the Russian language now causes so much heated debate, bewilderment and hesitation. Everyone wants to know how to say it correctly: petlya or noose, tvorog or tvorog, born or born? Moreover, many understand: correct pronunciation of words becomes a necessary sign of cultural, literate speech. Often it is enough to hear from a stranger the wrong emphasis in a word (such as: youth, store, newborn, instrument, beets, percentage, ease, people, ringing, etc.) etc.) in order to form a not too flattering opinion about his education, degree of culture, level of intellectuality. Few people want to be in the place of the first and only president of the USSR, M.S. Gorbachev, who said “start” and became an object of ridicule, a hero. jokes. Therefore, there is no need to prove how important it is to help schoolchildren master the correct accent.

I found wonderful tips regarding methods and techniques for studying orthoepy in the book by S.I. Lvova “Language in Speech Communication.” In it, the author offers the following types of work: comparison of poetic texts by poets of the 18th-19th centuries. and 20th century; observations of homographs in humorous poems; observations of the origin of borrowed words; clarification of the role of logical stress; a variety of selective dictations and creative works.

I added a lot of my own to these exercises. My seventh graders always keep dictionaries where they write down frequently used words, indicating the correct emphasis, becoming familiar with their meaning and, if necessary, pronunciation. To remember these norms, I most often use the following games: “The fourth odd one” (for identifying a stressed syllable); “Guess the word (by lexical meaning) and pronounce it”; “Volleyball” (the student pronounces the word he has chosen, calls the name of any classmate, who must also pronounce the word from the dictionary and pass the turn to the next one (you can use a small ball or balloon to pass the turn). I also monitor what has been learned: in the cards distributed to them, the students place emphasis on words. Activates the children’s work and understanding that knowledge of the correct emphasis will be needed later to pass the Unified State Exam and complete Olympiad tasks.

And, of course, I consider it important to work with dictionaries that will help schoolchildren in difficult cases. I believe that a small spelling dictionary should always be at hand for a truly intelligent, cultured person.

Study of morphological norms.

In modern speech practice, thousands of questions arise regarding the correct use of certain forms of words. The school curriculum devotes many hours to the study of morphology. However, the morphological system of the Russian language is considered as something unchangeable, although in fact it contains many unstable and even contradictory facts. Sometimes even the teacher deliberately avoids difficult cases of variability. So it turns out that the inflection and conjugation of words often causes particular difficulty for schoolchildren. What about adults? I’m afraid that for the rest of my life I’m doomed to hear from everywhere “two thousand and the first (second, third, etc.) year.” At school we will also correct the student, say how to speak correctly. And who will correct those who, from television screens in front of millions of Russians, like hypnosis, continue to disfigure this numeral. Will this mistake really last for an entire millennium?! No, I hope that our students today, as they grow up, will not forget how to speak correctly and will not succumb to the “hypnosis of the screen.”

I build my work on studying morphological norms based on the foundations laid down by the school curriculum in grades 5–7. But in Russian language lessons little time is devoted to difficult cases. And in the classes of the elective course, the children and I explore the origin and, using various techniques, remember difficult but frequent cases of placing nouns in the nominative and genitive plural, learn to use indeclinable borrowed words, practice declension of numerals, complex nouns (with hyphenated spelling) and abbreviations

We devote a lot of class time to the history and competition of the genitive case forms in –а(-я) and –у (у): Sahara-Sahara, tea – tea. It is generally accepted that the gradually obsolete form with –у (у) in the modern language is retained by the following sections of names:

real nouns when denoting a part of a whole 9a mug of kvass, a piece of cheese).

Some collective and abstract nouns (a lot of people, little fat).

Some nouns in prepositional combinations (from the forest, with fright) and as part of phraseological units (from the world by a thread, our regiment has arrived, to knock them down).

In other cases, it is recommended to use the -a (-я) form: the taste of tea, the production of sugar, among the people, etc. It should also be noted that the forms in –у (у), in contrast to the neutral forms in –а (-я), are stylistically somewhat reduced and have a colloquial connotation, which also limits the scope of their use.

It is very common in colloquial speech to fluctuate in the genitive plural forms of individual names of units of measurement (grams - grams), in words denoting fruits, fruits, vegetables (oranges - orange0, as well as in the names of paired objects (socks - sock). There are There are conflicting opinions on this matter. In many stylistics manuals, the form with zero inflection (one hundred grams) is strictly prohibited. In the collected dictionaries, preference is given to the traditional form - grams. And in the dictionary-reference book “Difficulties of Word Usage” (1973): grams and permissible grams. This is caused by the massive occurrence of the gram variant not only in oral, but also in written speech. By the way, the famous expert on the Russian language, writer K. Chukovsky recalls in the book “Alive as Life” (1962): “Now I’m even scared to remember how angry I was at it. At first, the current phrase: one hundred grams. “Not one hundred grams, but one hundred grams!” I shouted indignantly. But little by little I got used to it, got over it, and now this is it. new form seems completely normal to me.” So it is not surprising that this form is closer and more understandable to our seventh graders (as most people around them say). And I force them to relearn, but by constant repetition in different forms, I consolidate the traditional form in their memory.

A truly dramatic page in the science of the Russian language remains the fate of the nominative plural forms in –ы (-и) and –а (-я). True, in recent years, as a result of an increase in the general educational level and the new language policy of the government, a certain decline in the use of forms ending in –a (-я) has been discovered. And yet, in some cases, schoolchildren have to literally learn the forms of the nominative plural from scratch.

So, although the morphological norms of the Russian literary language have been studied and described in grammar quite thoroughly, in this area we are constantly faced with hesitations and doubts. Not forgetting about the variability of forms, in the elective course classes we still study traditional norms recommended by dictionaries, knowledge of which will be useful later when completing one or two Unified State Examination tasks in the Russian language at the end of the 11th grade.

Studying syntactic norms.

Many scientific works are devoted to the development and description of the syntactic structure of the Russian language. However, they (almost inaccessible to a secondary school teacher) do not eliminate the difficulties that most often arise when choosing forms of management and coordination.

Choosing the correct form is perhaps the most difficult thing in modern oral and writing. How should one say: a review of a dissertation or a dissertation, control over production or over production, capable of sacrifices or sacrifices, a monument to Pushkin or Pushkin?

Hundreds of similar questions arise when teaching Russian at school. Every teacher knows how often, unfortunately, mistakes occur in combinations: confidence in victory (instead of victory), the limit of patience has come (instead of patience), etc.

In colloquial speech you can hear every now and then: pay attention to extracurricular work (instead of extracurricular work), pay for travel (instead of travel).

Many errors in the form of use are explained by failure to distinguish words that are close but not identical in meaning. In one school essay, for example, there was the following phrase: it is important to distinguish friends from enemies. The misuse is caused by confusion between the verbs distinguish and distinguish, which have different shapes management.

To avoid errors in the control form, one should distinguish not only the lexical meaning of words, but also the grammatical content of the phrase.

For example, the word MONUMENT meaning “a sculptural structure in honor of a person” in combination indicating the addressee is used with the dative case - a monument (to whom?) (monument to Pushkin). when indicating the performer (the sculptor’s last name), the genitive case is placed - monument (of whom?) (Anikushin’s monument). With such attention to grammatical content, the student will not make mistakes such as the Pushkin monument.

Painful hesitations in choosing the correct grammatical form often arise when agreeing words. Another difficulty lies in the fact that the recommendations of grammars and manuals differ significantly from actual speech practice. In this case, the Russian language teacher finds himself in an ambiguous position, because forced to demand from students to follow those rules that are not observed not only in oral speech, but also in the general press. Particular difficulties arise when agreeing the predicate with the subject. Expressed by a so-called personal noun male: doctor, director, secretary, agronomist, etc. How should one say if we are talking about a woman: did the doctor prescribe or prescribe, did the director issue an order or issued? In many manuals, phrases like DOCTOR HAS WRITTEN A PRESCRIPTION are classified as erroneous or colloquial. The Academic Grammar (1970) contains only a cursory mention that in these cases “there is no strict rule for choosing a generic form.” But time moves forward, and under the pressure of mass distribution, modern literary norm allows both methods of agreement (both grammatical and semantic). But it is important to emphasize that semantic agreement is allowed as a variant of the norm only in relation to the predicate - the verb. And such figures of living speech as FAMOUS DOCTOR, STRICT DIRECTOR, YOUNG DIRECTOR, ONE LAB ASSISTANT IS ILL, etc., are outside the norm of literary language. The grammatical norms of word combinations are especially vulnerable and unstable; this is where mistakes are often made. At the same time, it is impossible to foresee all mistakes and study all norms in the 7th grade. But laying the foundations for understanding what management and coordination in phrases is is quite possible. Moreover, there is plenty of material for work in the elective course classes. The fact is that in lessons on studying syntactic norms, I rely on the creative work of students from this and other classes. The kids take great pleasure in finding and correcting grammatical errors. And later, in their presentations and writings, they pay more attention to the word combinations they choose.

With the same interest, seventh-graders “pick up a pair” for verbs (dress and put on, pay and pay, play and have) among nouns (dress and doll, fare and fare, role and meaning), and compose miniatures with these phrases.

Study of lexical norms.

Lexical norms (or norms of word usage) usually mean the correct choice of a word and the appropriateness of using it in a generally known meaning. The importance of observing these norms is determined, first of all, by the need for complete mutual understanding between the speaker (writer) and the listener (reader). Meanwhile, it is vocabulary that is difficult to formalize. The fate of each word is unique; its use depends on the level of development of the speaker. That is why the debate about right and wrong does not go away, aggravated by the fact that every writer and linguist has had and still has words he loves and hates.

In our elective course, we take a multifaceted approach to the study of word usage: we consider the meaning of the word, its stylistic affiliation, and social distribution (for dialectisms, jargons).

Borrowed words receive their share of attention in elective course classes. It is known that the process of borrowing is a normal phenomenon, sometimes even inevitable. But some foreign words have become useful for the Russian language, because... enriched it with new concepts. Others turned out to be useless, because... duplicate existing Russian names, and therefore clog up speech. The words of the first group have become stronger in the Russian language (for example: CULTURE, REPUBLIC, REALISM, UNIVERSITY, PHARMACY, THEATER, STUDENT, SOLDIER, RADIO, etc.), but not all and not by everyone.

Nowadays, there is a need to wage a real struggle against the invasion of foreign words. This process has become an avalanche-like and completely unjustified.

This phenomenon is alarming, firstly, because many people in science are ashamed to speak simply. Secondly, scientific terminology often covers up the banality of thoughts. And the worst thing is that sometimes the speaker himself does not know the meaning of the “wise” words he uses.

Fighting against learned language and excessive borrowing. L.N. Tolstoy spoke very harshly: “If I were a king, I would make a law that a writer who uses a word whose meaning he cannot explain is deprived of the right to write and receives a hundred blows of the rod” (Letters of N.N. Strakhov, - 1878, - September 6).

Elective course classes help students monitor the correct use of foreign words and decide whether they are appropriate in given speech situations. Our children, imitating adults, begin to say: THE CAMP IS NOT FUNCTIONING YET. And in school essays they use the words COMPONENT, INDIFFERENTLY, COLLISION, etc.

The fight against the abuse of fashionable foreign words is an important link in strengthening the Russian language, and it was gratifying to learn that it is now supported by the law on the Russian language, signed by the President of Russia in 2003.

Another important area of ​​lexical norms in elective course classes is working with paronyms (these are words that are similar in meaning, but do not coincide in meaning). Confusion usually arises from the inaccurate use of words such as TURISTSKIY (camp) and TOURISTSKIY (magazine), DIPLOMNIK (graduate student of the Polytechnic Institute) and DIPLOMANT (diploma holder of the All-Russian Piano Competition); SERPANTINE (a long narrow ribbon of colored paper and a winding mountain road) and SERPANTINE (a greenish mineral). In their essays, schoolchildren often mix paronyms: intolerable situation (instead of intolerant); RAINY CLOUD (instead of RAIN); PREDATORY DESTRUCTION OF FORESTS (instead of PREDATION), etc.

How to deal with this type of error? At first glance, everything seems easy; It is enough to learn the true meaning of the word. In reality, everything is more complicated. We find out how meaning arises, how it changes.

I begin such analytical work with words that are understandable for the children, for example. BATH and BATHROOM. Then I move on to more complex ones, and the next stage is finding errors in word usage in school essays.

Worried about the fate of my native language, believing that many ancient words are being forgotten prematurely, in one of my classes together with the children I remember the meanings of words that are outdated, but still found in our speech and in fiction. These are, for example, the names of the degree of relationship: DEVER (husband’s brother), BROTHER-IN-LAW (wife’s brother), SWITCH-IN-LAW (wife’s sister). These are the names of units of measurement (ARSHIN, VERSHOK, SAZHEN, etc.). To reinforce these concepts, seventh graders make a family tree and measure different objects. I am sure that knowledge old words It will only embellish the speech of many students, make it brighter and more individual. I hope that interest in their native language will soon force all Russians to turn to its past, combining the best new and old.

Remember how A.S. Pushkin complained. addressing V. Dahl: “Yes, here we write, we are called writers, but we don’t know half of the Russian words!” - and start learning and teaching the real Russian language, truly cultural, in which simplicity and modesty reign. Let’s not forget that the higher the level of a person’s general culture, the fewer catchy effective phrases in his speech.

Assessment of knowledge, skills, abilities.

Achievement of planned results by students is identified in the following forms: testing, defense creative works, interview, creating projects.

Students’ achievements can be assessed both by a cumulative assessment, taking into account participation in work in class, and using a rating system, taking into account the complexity and level of work performed.

Appendix No. 1

Reminders. A game of words that are very valuable.

Hello (greeting from the presenter).

Take part in this good game.

Glory to the old magic words!

We will start it joyfully: ... (hello).

Answer us more friendly: ... (hello).

So - be healthy and happy,

May luck be with you.

Be healthy.

If someone, say, sneezes,

You are ready

Reply immediately:

"Be healthy!"

And in response you must either nod,

Or either.

To say thank you to a person... (thank you)

Goodbye.

We're leaving the date

From friends and girlfriends,

Opening the warm circle

In words... (goodbye).

No need for big speeches

Good Bye! See you later).

Farewell!

There is a special word - know

Don’t embarrass their family and friends.

As we part, we say... (goodbye).

If alone, then... (goodbye).

Sorry.

People should definitely

Everyone is freed from guilt.

Even if you've done just a little bit wrong,

Don't forget to apologize.

Therefore, say more often:

Sorry, sorry,... (sorry)!

Good morning Good afternoon, Good evening.

Very correct, very wise,

Let laziness not be a hindrance,

Talk in the morning... (good morning!),

Well, in the afternoon we can talk... (good afternoon!).

And there’s nothing to rack your brains about here,

You just have to be very kind.

Saying "good evening" in the evening

And wish you good night... (good night).

Be kind. Please.

These words are useful

Even though those words are as old as the world.

If you ask - ... (please be kind)

Or simpler - ... (please).

Sorry.

Don't miss this word.

If you did something wrong,

Whether serious or trivial,

Don't forget to say... (sorry).

Please.

If you are unlucky, don't complain.

You try it - and that’s the salt,

Make friends with the word... (please) –

Here is the magic password to success.

Thank you.

Let me remind you of the eternal rule,

I speak about him with great respect.

In response to care, attention, cordiality

Always answer: ... (thank you)!

Just 10 words of politeness and good manners, but each of them is an action. When the poetic prologue of the game is finished. Mini-competitions are held.

The presenter calls two willing people and invites them to act out the “Seller - Buyer” skit. Judges are spectators. When the improvisation skit is finished, the audience finds mistakes in it. You can act out scenes based on the plots “At the hairdresser”, “At the doctor”, “Visiting”, etc.

Basic rules of greeting.

The man is the first to greet the woman, the young man is the first to greet the older person, the newcomer is the first to greet those who were already in the room or in a company gathered in the open air.

For every greeting Necessarily need to answer! To refuse to say hello is to publicly insult a person.

If you forget to respond to a greeting, this may entail consequences that a decent person would not accept without reason.

Only an extremely ill-mannered person will mutter something inarticulate instead of a clearly pronounced greeting.

Some rules for talking on the phone.

When the phone rings, you need to pick up the phone on the fifth ring at the latest. Likewise, when you call someone, there is no point in giving more than five calls.

When talking on the phone, the first words you speak are especially important. The word "hello" is useless: if it is not accompanied by information about where the caller ended up, it means nothing. If accompanied, it is superfluous. The word “listening” is also meaningless, because once you picked up the phone, you naturally listen. The question sounds rude and inappropriate: “Who is this?” After the greeting, you are supposed to introduce yourself. It is also advisable to make sure that you are there. For example: “Hello. Is this the Petrovs' apartment? This is Misha Kazakov calling. Please call Lena to the phone.”

Requests by phone must be accompanied by polite words. And remember: even calling a friend or relative does not relieve you from the need to greet him.

The one who called ends the conversation on the phone, unless you are calling some outstanding person.

If the conversation is interrupted for some technical reason, the one who called the first time should call again, and not the one who was called.

Don't forget to apologize if you dialed the number carelessly and ended up in the wrong place.

Appendix No. 2

Charades are homonyms. (like riddles).

I am a herbaceous plant

With a lilac flower,

But change the emphasis

And I will turn into candy.

(Iris – iris)

I am a collection of cards. From stress

My two values ​​depend.

I want - I will transform into a name

Brilliant. Silky fabric.

(Atlas - atlas)

we are a stand for sawyers,

We are the coachman's seat. But try it, put it on

We have a different emphasis.

Be careful with us -

We gore with our horns.

(Goats - goats)

Read some poems, let's play with accents.

This is a game of stress in words - pairs that have the same stress. We offer you the poem “Accent” by Yakov Kozlovsky. The presenter calls those who want and hands them sheets with words - homographs or writes them on the board, hangs up posters. Read and place the correct emphasis.

The word is wonderful to me

It's easy to change:

Let's put the emphasis on O -

It disappeared wonderfully

It was a wonderful birth.

The mower mows,

And the bunny mows.

And the donkey is a coward.

The cook gasped in surprise

And he scratched his head.

Cabbage rushed forks

Jump from the knives and forks.

On the castle door

No lock.

The goldfinch lives here

The first dandy

And in the morning squirrel from squirrel

His eggnog gets knocked down.

The clay is dry,

Nina got angry.

Not flour, but flour,

Science for cooks.

Hurry, sister, look at the fish:

They were hooked.

Dip your hand into the bucket,

Don't worry, it's a grouper.

And here is another poem of his.

Fulfilling contracts,

engineers and chauffeurs,

Joiners and painters

Everyone worked hard

So that during the months of winter

Build blocks of houses.

Emphasis on surprise.

This "pugnacious" word means "strike" on the letter, which determines the meaning of the word. For example, I will pay or I will pay, a mug or mugs.

To play the game, each participant must remember as many homographs as possible - that is, words whose meaning changes depending on the stress.

For example: flour - flour, cotton - cotton, land - land, abyss - abyss, road - road, worth - worth, shelves - shelves, arrows - arrows, cut - cut, then - sweat, pairs - pairs, etc. ..

The one who remembers the most pairs of words wins.

4. Which is correct?

The presenter (or presenters) ask questions while playing, then repeat the correct answer in chorus.

Ba "rust or barge"?

Tell me, treasure the beauty of language:

Are you still a rust or a barge? (barge")

High or high?

It will not be very easy for you to answer:

High or is it more correct high? (high)

Coat of arms or coat of arms?

Who was the first to prepare a ready-made answer:

Which is correct: coat of arms or coat of arms? (crest)

Rust or rust?

Please provide me with proof.

How should we say: rust or rust? (rust)

Your horn or your cottage cheese?

If you are not an opponent of the language, not an enemy,

Tell me, which is correct - cottage cheese or cottage cheese? (cottage cheese)

Dancer or dancer?

Let's try to agree:

So what is it - a dancer or a dancer? (dancer)

Pi "xta or fir"?

This has long been a concern for good reason:

Which is correct - pi "xta or fir"? (fir)

Now put the emphasis on the words yourself: agent, gas pipeline, contract, rubber, chum salmon, obituary, bonus, silage, meatballs, extravaganza, strengthening, cement.

Mini - dictionary of stresses in the most frequently used words

a"vgustovsky

alcohol

apartments (outdated apartments)

delusional

spoiler

bureaucracy

ge"rbovy

gasi

croutons, croutons (and croutons, croutons - conversation.)

gas pipeline "d

(to) money"m, (with) money"mi, (o) money"x

dispensary

agreement, agreements, agreements

document

for "cheap (colloquial. Cheap)

locked

the Omen

call"t, call"sh, call"m, calling"t

always

and "iconography (additional iconography)

industry (additional industry)

kulina "ria (colloquial cooking" I)

Lazo"roaring

left flank

briefly (extra briefly)

meager (and meager)

medicines

warn

obituary

pipeline

newborn

about "threesomeness"

beat angrily

cool down

provision (software)

make it easier

libel

pur "pur (but purple)

briefcase

I'll urge

cheer up (but encourage)

in the morning" (colloquial in the morning)

seal

rust blows, rust blows

dispersal

smart, smart

facilities

voyeur "tai"

dance "vshchitsa, dance" vshchitsa

Uwe "blasted"

deepen, deepen

make it worse, make it worse

Appendix No. 3

Games for studying morphological norms.

Charades constructor.

UM RAK PA CON PIR OS

POL LEE US BIT GA OSA

Select the right word- “details” and sequentially adding “construct” new words. The number of “parts” can be any. Find more solutions. For example, BITUMEN, PAPYRUS, etc.

Inversions (palindromes).

Palindromes are words or phrases that are read from left to right and vice versa. Remember famous phrase“And the rose fell on Azor’s paw”? It was composed by the Russian poet Afanasy Fet. In the study of language, such words and phrases are called palindromes, which literally translated from Greek means “running backwards.”

Write down as many names as possible that read the same from left to right and from right to left. As the easiest option, take personal names: Alla, Anna, Ada, Aza, Bob, Titus, etc.

Now remember any words in nominative case, singular: order, flood, Cossack, grandfather, eye, cook, pop, navel, etc. write these words down on paper. And now any of the players will read their words out loud. The rest follow their notes. If this or that word

one of the players has it, he is crossed out. The winner of the game is the one who has the most left on the list original words.

Here is a small list of such words: radar, hut, tavern, argument, revolver, madam, peg, coven, peg, stomp, rotor, income.

Palindrome.

About half a century ago, the magazine “Smena” announced a competition between readers to compose inverted phrases. Thousands of responses came in. Here are a few of them:

And the city is dark. Do not hit the roads with frost.

Sunset attack.

The sea flows, not the rum.

The essence of the game is simple: read the phrase from beginning to end, from end to beginning, and then come up with a similar one yourself. The phrase should not be meaningless. The kids are literally getting sick of this fun. But it is important that the search results become available to peers. For this there is a school wall print, various posters, and display cases.

As examples, we give palindromes from the newspaper “Moskovsky Komsomolets”:

Tit Sima sleeps with pineapples.

I carried Yesenin from Anya,

And “Mars” is our chance, frame.

Cancer got into our pocket.

The house is fashionable, but it is not a fashion house.

Drive! Kura lost her arms and legs.

The Arab flew away at the bar.

The slave ran into the bar.

Cat by the pit: “Meow! Current!".

Uh! the tooth is happy with the watermelon!

The wilds are a world of troubles.

And she took disabled people to research institutes.

Good luck kid!

I am not milk, it is near me.

I'm talking nonsense! Just kidding, Senya!

Vegetable garden, caviar, stamps - expensive!

I am the salt of the moose.

And he's lying, the bitch.

The ace's body flew into the plane.

Ride off, Anya, to Ithaca.

Lyosha found a palindrome - and no faces, no paws. I found Lesha!

Formation of nouns in the genitive plural form.

bracelet

gra"bley (and gra"bel)

director's

doctor"s

contract

engineer

inspectors

tunic "th (and ki" teley)

pans

(varieties) of soaps

sheet

professor" in

Appendix No. 4

Games for learning syntactic norms.

Nonsense..

This is a long-standing pastime for schoolchildren and students. Participants take long identical sheets of paper and... begin to compose “novels” and “plays” by a team of authors.

First, a “project” is invented in which the “plot” is discussed: who, where, when, what they did, who was present, what the hero said, what the heroine answered, how the matter ended, etc. Each participant gives an answer to each question, wraps up his answer and passes it on to the next participant. The result is nonsense, funny coincidences and inconsistencies.

You can also conduct a “nonsense interview.” Participants write various questions to each other. For example, “Where did you get those eyes?” The question is wrapped up, and on a blank line only the word “where?” is written. Or: “Why do you chew gum so much?”, “How do you feel about the appearance of white mice in the house?”, “Why don’t you want to fly into space with dogs?” Participants need to answer the questions: “Why?”, “How?”, “Why?” etc. This is where the nonsense situations begin.

Proposal constructors.

It turns out that you can construct a phrase from words that are completely unrelated to each other.

Three random words are taken at random, for example, “lake”, “pencil”, “bear”. You need to make as many sentences as possible that would necessarily include these three words (you can change their case and use other words).

Answers can be banal (“The bear dropped a pencil into the lake”), complex, with deviations beyond the limits of the situation, the introduction of new objects (“A boy, thin as a pencil, stood near the lake, which roared like a bear”)

Mini-dictionary of syntactic norms.

Forms of management:

full face – adverb, used with a verb without a preposition (to draw a full face);

thirst - what? (thirst for reading);

contract - what is it about? for what?

conference – for what?

supervise - over whom? For what?

justify what? how?

payment - what? (salary);

pay for what? (pay for travel);

pay for what? (pay for purchases);

pay for what? (pay for travel);

pay - for what? (pay for travel);

review - what is it about? (book review);

review - for what? (book review);

commitment - to whom? (what?) to whom? (for what?)

priority - what?

relics - what?

miss - about whom? About whom? But: miss you;

incentive - for what? for what?

Appendix No. 5

Games for learning vocabulary norms.

1. Metagrams outside the program.

Words that differ from each other by only one letter are called metegrams. For example, LAMP and LAMBADA, CAT and WHALE.

Try to find at least 10 metagrams for the words KIDNEY and CURRENT. Come on... (Kidney, night, daughter, hummock, dot, stove... Current, rock, side, cook, juice, shock...)

Difficult transformations.

By changing words one letter at a time, turn...

Rye into flour: rye - lie - bed - puddle - flour.

Dough into a bun: dough - place - revenge - suit - mouth - pasta - caste - helmet - pitching - pack - beam - bun.

Darkness into light: darkness - marriage - brace - beam - coward - cable - throne - damage - lesson - term - runoff - groan - camp - flock - pile - matchmaker - light.

Night into day: night - zero - role - rye - lie - bed - skin - bark - punishment - headlight - phase - vase - visa - wine - vein - foam - stump - day.

Turn a company into a regiment, a daughter into a mother, a ball into a goal, water into the sea, a muse into a poet, and a physicist into a lyricist.

3. Translators.

To play the game you will need foreign and Russian words, including special ones. This game is the world of “book hunting”, “excavation at the table”.

So, the presenter suggests stocking up on dictionaries and encyclopedias, and only then doing “translations” of the proposed texts, or rather, finding out the origin of the words.

“My school is located next to my house. I took my backpack and put books, pencils, and notebooks in it. I drank tea with sugar and sweets and went. On the way, I looked into a kiosk, bought newspapers, and a few minutes later entered my class.”

Here is such an ordinary text. The words are familiar, like Russian, but no. Dictionaries testify: school is a Greek word meaning leisure; class – Latin, literally – rank; satchel is German, literally - a traveling bag, book - a Russian word; pencil is a Turkic word, tea is Chinese, kiosk is Turkish. Conclusion: in everyday speech we use many words from other languages.

And now another text as a sample.

“I walked around the city and looked at shop windows. Behind this one there were floor lamps in a row and hanging lampshades. Behind that are ocher batik dresses, as well as fawn and even ponchos of all colors of the spectrum. Behind the third are cheviot suits and a wedding veil. Walking along the ramp through the trench, I headed to the theater and then to the stadium where the match was taking place.”

Find “foreign” words in this text. Translate them.

Ours, you know, Tanya, that means she’s crying loudly.

She dropped it, so to speak, which means it’s like a ball in the river...

5. Explanatory etymological dictionary stupid words.

Etymological - explains the origin of words, and explanatory - because it gives their interpretation. But not usually, not scientifically, but in a humorous, even satirical form. Invite the children to think and guess on what basis the words are given new explanations.

Hashish is a hectare on which nothing has grown (i.e. the whole hectare turned out to be just SHISH)

Volnushka is the applicant’s mother.

Elnik - dining room.

Aspen is a large wasp species.

Pomerezh is a surgeon’s assistant (i.e. he Helps the one who CUT).

Revue - loud, dissonant singing (from the word roar).

River (cant.) – a short speech (diminutive of “speech”).

Socrates (narrative) - a person fired due to staff reduction.

Yarrow is a thick novel.

Worsening - shaving off the mustache.

Negligence – an excess of gowns in the store.

Cellophane is a kisser.

The cap is a minor incident.

Petition is a boxing competition.

Pike - catch pike.

Whatnot is a neighbor on the floor.

To fuss - to look after Julia.

Sneak - marry Yuri.

Pagan (prof.) – linguist.

Invite the children to expand their vocabulary by coming up with new interpretations for old words on their own.

6. What is the name of the thing and what is it for?

Ask the children to bring from home, from the “bins” of their grandparents, several obsolete items of Russian everyday life: hats, belts, fans, napkins, sundresses, rolling pins, boxes, wallets, Primus stoves, cast iron iron, snuff box, inkwell, etc. . The one who brings these things must know their exact name and purpose. The owners of the things are putting on an exhibition. Spectators and guests are invited. They must answer three questions: what is the name of the item, what was it used for, when and what was it replaced with. The most erudite person wins, but everyone wins.

Mini explanatory dictionary.

Words that sound similar but have different meanings:

subscription (the right to use something for a certain period);

subscriber (person using the subscription);

atlas (collection of geographical maps);

satin (a type of silk fabric);

bath (bathing container);

bathroom);

alternately (alternating);

mixed up (mixed);

Indians (indigenous people of America);

Indians (general name for the population of India);

Hindus (followers of the Hindu religion);

campaign (set of events);

company (group of people);

logical (reasonable, consistent);

logical (correct, internally logical);

hawker (tray seller);

lotoshnik (lotto player);

oiled (soaked, coated with oil);

put (on oneself, on someone);

dress (someone);

ignorant (ignorant of decency, rude);

ignoramus (uneducated, ignorant);

past[e]l (soft, muted tones);

bed (place to sleep);

chaos (meaning “disorder”);

chaos (meaning “element”);

characteristic (possessing pronounced peculiar features, typical);

characteristic (powerful, strong-willed);

export (export of goods abroad);

import (import of goods, etc. from abroad);

immigrant (one who enters a foreign country for permanent residence);

emigrant (one who leaves from home country to someone else's).

Appendix No. 6

About the sin of profanity.

With the blessing of His Holiness Patriarch of Moscow and All Rus'

Alexia II.

The Word is a gift from God, something that makes a person like the Creator. We call the Savior Himself the Divine Word. With one creative word, the Lord created our beautiful world - the universe, the cosmos. Space means beauty in Greek. The Word of the Creator brought beauty to life. And with a word we are trying to insult this beauty, to desecrate it.

Let no rotten word come out of your mouth, but only good... And fornication and all uncleanness... must not even be mentioned among you...

The reason for foul language is no longer irritation or anger, but bad, rotten words have become part of everyday speech, and sometimes even lovers exchange them. This is a sign of the special degradation of our culture, when every concept of measure and tact in communication between people is destroyed.

But what is especially sad is that foul language, due to its commonality and prevalence, is not considered a sin by many.

Swearing is a clear manifestation of evil in a person. Since ancient times, swearing among the Russian people has been called foul language - from the word “filth”.

V. Dahl’s dictionary says: “Filth is abomination, disgusting, dirty, everything vile, disgusting, disgusting, obscene, that disgusts carnally and spiritually; uncleanness, dirt and rot, decay, carrion, eruptions, feces; stench, stench; lewdness, debauchery, moral corruption; everything is ungodly.

This is where we have fallen, surrendering to the power of stinking, rotten words.

There is a legend among Orthodox believers that Holy Virgin The Mother of God especially asks the Lord for the salvation of Russia, for Russia is the House of the Mother of God, one of her inheritances on Earth.

But, praying for Orthodox Russia, the Most Pure Virgin Mary refuses to remember in Her prayers those who use foul language. Our Lady does not pray for those who swear. And among the Russian people, people who swear have long been called blasphemers.

It was in our country, our people, that the Creator of the Universe gave us a language of rare beauty, richness and expressiveness. And the swearers refuse this language, instead of God-given wealth, using a pitiful set of vile, not God-given words, but suggested by the eternal enemy of the human race - the devil.

Today they even sell dictionaries of obscene language. The devilish forces, striving to destroy Russia, are doing everything so that our people learn to desecrate themselves. If we want our people not to rot and crumble into barren dust, we must decisively abandon foul language and cherish the great gift of God that we have so easily received - the beautiful Russian language.

The Word is God's greatest instrument. The word is also a tool of human creativity. The word should bring grace - good gifts, goodness, serve as edification in faith, that is, bring us closer to God, and not move us away from Him. By foul language darkness is sown.

This is what the Apostle James says about the sins of the tongue: “Look, a little fire ignites so much substance; and the tongue is fire, the embellishment of untruth, it is uncontrollable evil; it is filled with deadly poison.”

The habit of foul language shapes a person’s moral character, interferes with his integration into culture, and makes such a person unreliable in relationships with others. The habit of foul language is a sign of a person’s spiritual and moral decay.

Anyone who easily allows himself unclean, rotten speech will, without difficulty, decide to engage in unclean deeds - this has been proven in practice.

When a person speaks curse words, he not only defiles and stains his lips, but also pours dirt into the ears of those around him; corrupts them with swear words, induces bad thoughts - sows evil, even when he himself does not realize it. Slander hardens such a person; he spares neither the modesty of women nor the purity of children.

It is especially scary when children are raised in a swearing environment, when the parents themselves plant moral filth in their souls. Such children grow up callous and indifferent, first of all, to their own parents. And in a home where parents maintain chastity of speech, children develop a persistent aversion to foul language. This disgust is reliable protection from communicating with bad companies.

In former times, Russian people were aware of how vile foul language was, and they were severely punished for it. Under Tsars Mikhail Fedorovich and Alexei Mikhailovich, foul language was punishable by corporal punishment: in the markets and along the streets, disguised officials with archers walked, grabbed scolders and right there, at the scene of the crime, in front of the people, for everyone’s edification, they punished them with rods.

To demonstrate how disgusting the sin of foul language is before God, let us give examples of God’s obvious punishment for impudent foul language.

1. In the Vyatka district lived a peasant Prokopiy. He was so used to swearing that he did it with every word. His wife and neighbors told him that this was a great sin before God. To which Procopius usually replied: “What sin is it to swear? The proverb says: use your tongue to grind whatever you want, just don’t give free rein to your hands. Killing a person, stealing something - these are sins; and swearing is not at all a sin. I have never repented of this sin and will not repent.” He lived his life with such convictions.

During a serious illness that befell him, sensing the approach of death, Procopius wished to confess. His son went to fetch the priest. But when the priest entered his house, the patient lost speech and consciousness. The priest waited for some time, but, being busy with other needs, decided to leave. When the priest left, the patient regained consciousness and asked his family to send for the priest again.

The priest hurried to him again; but as soon as he entered the house, Procopius fell into unconsciousness again. To this were added terrible writhing, and the unfortunate man gave up the ghost in great suffering. In general, I noticed that those who constantly swear die without repentance and communion.

2. In the third week of Lent, the peasant of the village of Voskresenskoye S.I. went to his haystack for straw. The wind at that time was unusually strong. Taking as much straw as he needed, he went back, but the wind prevented him from going, and he, according to his vile habit, began to swear, indignant at the weather. The foolish man did not even think that God was driving the wind away from His treasures. Savva walked and swore. And for this insult to the Lord Himself he was severely punished: before reaching his home, he suddenly became mute...

Then the unfortunate foul-mouthed man realized that this sudden muteness was God’s punishment for foul language, and with tears he turned to the Lord with sincere repentance for his sins, made a vow not to sin like that in the future, and after 21 days the merciful Lord opened his mouth and he began to speak again.

The Holy Orthodox Church knows that before universal Last Judgment the soul of every dying person awaits a fair trial. The soul goes through ordeals, where it is tortured by demons for sins committed in earthly life. Here are examples from life 100 years ago, when people raised in faith were afraid of being defiled by sin and destroying their souls. Nowadays, most people take the afterlife lightly, are not afraid to anger God, and do not want to renounce their sins. And among the most common sins is foul language.

What is even more surprising is that many educated people began to allow themselves to swear in a “subtle, intelligent” way, perhaps wanting to show their breadth of views. In Russia, an educated person has always been treated with respect. Knowledge helps a person to recreate the Image of God in himself. It is this concept – the recreation of the Image of God – that is reflected by the word “education”. Therefore, dirty swearing in the mouth of an intellectual is especially unacceptable.

Foul language is the beginning of the path to even greater evil.

LITERATURE

Bragina A.A. Vocabulary of the language and culture of the country. M., 1981.

Golub I.B. Stylistics of the modern Russian language. M., 1997.

Efremova T.F., Kostomarov V.G. Dictionary of grammatical difficulties of the Russian language. M., 1997.

Kazakova L.F. Speak correctly. Dictionary-reference book. M., 2001.

Lvova S.I. Language in verbal communication. M., 1991.

Muchnik B.S. Culture of writing. M., 1996.

Rosenthal D.E., Telenkova M.A. Dictionary of difficulties of the Russian language. M., 1998.

Skvortsov L.I. Ecology of the word, or Let's talk about the culture of Russian speech. M., 1996.

Shansky N.M. Entertaining Russian language. M., 1996.

Explanatory note

Elective course program “Russian artistic culture from Ancient Rus' until the end of the 19th century" is based on the concept according to which the high spiritual and moral potential of Russian art allows us to consider the domestic artistic tradition as leading in the cultural education of students in general education institutions.

The elective course is integrated in nature, including information about different types of arts and literature. The elective course is based on the history of culture and art of Russia from the time of the birth of the Slavic nation to late XIX century.

The purpose of the elective course is to develop in students an idea of ​​Russian artistic culture as the greatest national and universal value that embodies timeless spiritual and moral ideals.

Objectives of the elective course

1. Show Russian artistic culture as an integrity that has absorbed historical experience of the Russian people, their worldview and reflecting the Russian national mentality.
2. Give an idea of ​​the origins and main stages historical development Russian artistic culture, to identify the patterns of its evolution in relation to the traditions of European and world culture.
3. Using the material of specific works of literature, painting, music, architecture, theater and other forms of art, reveal the features of the artistic and imaginative thinking of the great Russian masters.

Purpose of the program. The elective course material is designed for students in grades 10-11.

Main functions of the elective course. An elective course can perform three main functions:

• act as a “superstructure”, a supplement to the content of the specialized course;
• develop the content of one of the basic courses, the study of which in a given school is carried out at a minimum general educational level;
• be aimed at satisfying the cognitive interests of individual schoolchildren in areas of human activity that seem to go beyond the scope of their chosen profile.

The relevance of the elective course is determined by the fact that in modern pedagogical theories everything higher value acquire ideas of humanization of the content of civic education and upbringing. This is confirmed in practice: in secondary schools, educational subjects related to the humanitarian field of knowledge are widely developed.

Novelty of the program

Heuristic focus on the formation of the artistic culture of students as part of the spiritual culture, introducing schoolchildren to the world of art, universal and national values ​​through the students’ own creativity and mastering the artistic experience of the past.

Basic skills of students

Students should know:

• main eras in the development of Russian artistic culture;
• main styles and trends in Russian artistic culture;
• the role of ancient Russian art for modern times;
• the role and place of the Russian classical heritage in the artistic culture of our time;
• outstanding monuments of Russian art and culture;
• basic concepts, definitions, terms related to the history of Russian artistic culture.

Students should be able to:

• distinguish and analyze works of Russian artistic culture;
• give an independent assessment of works of art characteristic of different eras and styles;
• explain the role and significance of Russian artistic culture for spiritual development modern man;
• use dictionary and reference literature on art, works of art, analyze and interpret the text.

Educational and thematic plan

	Number of hours	Lesson topic
		Introduction. Goals and objectives of the elective course.
		Acceptance of Christianity. Art of Kievan Rus.
		ABC of architecture. Peculiarities ancient Russian architecture.
		Gold ring of Russia. Ancient Russian monasteries. Old Russian cities.
		Old Russian painting. Russian icon.
		Writing and printing.
		Art of Moscow.
		Bells ringing.
		"Living Tree of Crafts." Decorative and applied arts. Russian folk crafts.
		"All year round." Russian folk holidays.
		Art of the Age of Enlightenment. Art and culture of the Petrine era.
		Fine art of the Petrine era. Easel portrait.
		Portrait of the 18th century: Argunov, Rokotov, Levitsky, Borovikovsky.
		Russian classicism in the architecture of St. Petersburg.
		Russian artists of the 19th century. Peredvizhniki artists.
		"Music is the soul of the people." The work of great Russian composers of the 19th century: M.I. Glinka, P.I. Tchaikovsky, M.P. Mussorgsky - "The Mighty Handful".
		Final control.

Literature

1. encyclopedic Dictionary young artist. – M.: “Enlightenment”, 1987.
2. Encyclopedic Dictionary of a Young Historian. – RA: “Enlightenment”, 1990.
3. History of Russian and Soviet art / ed. D.V. Sarabyanova. – M.: graduate School, 1989.
4. Rapatskaya, D.A., Russian art XVIII century. (Dawn on the Neva). – M.: 1995.
5. Barskaya, N.A. Subjects and images of ancient Russian painting. – M.: “Enlightenment”, 1993.
6. Yudin V., Great days. Pages of the folk Christian calendar. – Saratov; Volga Book Publishing House, 1992.
7. Kuznetsova, E.V., Historical and battle genre. – M.: “Enlightenment”, 1992.
8. Rosenwasser, V.B. Conversations about art. – M.: “Enlightenment”, 1979.
9. Ryabtsev, Yu.S. History of Russian culture: workbook: 2 hours, - M.: Vlados, 2001.
10. Conversations about painting at school. Art.- M.: 1996.
11. Russian culture. To help a schoolchild. – M.: Konves, 1997.
12. Newspaper "Iskusstvo" since 1996, supplement to the newspaper "First of September"
13. Rapatskaya, L.A. Russian artistic culture, X-XI grades. Program for general education institutions. – M.: “Enlightenment”, 2003.
14. Russian artistic culture: textbook for grade 10. – M.: “Enlightenment”.

Ministry of Education of the Republic of Sakha (Yakutia)

Management of education of the Amginsky ulus

Municipal budgetary educational institution

"Amga secondary school No. 1 named after V.G. Korolenko with in-depth study of individual subjects"

"I affirm"

Director of ASOSH No. 1

Nazarova S.K.

"___" ________________ 2015

“Agreed” Considered at the meeting of the Ministry of Defense

Deputy Director Minutes No. ___1__

Sudinov N.N.

Working programm

elective course “Culture of Russia” on the subject “world artistic culture”

in 10th grade

2015 – 2016 academic year

Teacher Egorova L.N.

2015

Amga village

Explanatory note

Educational area:art

Item:World Art

Elective course “Culture of Russia”

Class:10- 11

Program:Art 5 – 11 grades. Work programs of G.I. Danilova. 3rd ed., revised. – M.: Bustard, 2014.

Year: 2015 – 2016

Number of hours: per year – 35, per week -1. Number of hours for 2 years: 70

Educational material The course is the book “Russia” - a new book in the series “World Art Culture”. The proposed textbook includes materials on the named course and covers the period from ancient times to the end of the 19th century. Particular attention is paid to Russian culture and art of the pre-Petrine era. Ancient Russian temple architecture and icon painting, which previously received little attention in educational literature, are examined in detail. Topics on the 18th and 19th centuries (fine arts, Russian folk art), because literature on this period is more accessible.

The textbook has been prepared in accordance with modern methodological requirements and comes complete with a workbook that complements the contents of the book.

Target course: studyRussian culture and art of pre-Petrine times; Russian culture of the 18th and 1st half of the 19th century.

Tasks: show the spiritual wealth and beauty of Russian culture, captured in works of various types of art.

The program provides for the study of the course based on common approaches historically established and developed in the system school education and education.

Principlecontinuity and succession involves studying the course as a single and continuous process, which allows you to establish successive connections between all subjects of the humanitarian and artistic direction. Material close to historical or thematically, is revealed and generalized at a qualitatively new level, taking into account what has been previously studied.

Principleintegration due to the following: the course is integrative in nature, because is considered in the general system of subjects of the humanitarian-aesthetic cycle: history, literature, music, fine arts, social studies. Firstly, the program reveals the kinship of various types of art, united by the key concept of the artistic image. Secondly, it especially emphasizes the practical orientation of the subject and traces its connection with real life.

Principledifferentiation and individualization is an integral part in solving pedagogical problems in teaching MHC. The process of comprehending art is a deeply personal and individual process. It allows throughout the entire educational period to direct and develop the student’s creative abilities in accordance with the general and artistic level of his development, personal interests, while at the same time promoting the development of aesthetic taste.

The main key competencies for students are:

Research competencies mean formationskill find and process information, use various data sources, present and discuss various materials in a variety of audiences; work with documents.

Social and personal competencies means developing the skills to critically examine certain aspects of the development of our society: to find connections between present and past events; recognize the importance of the political and economic contexts of educational and professional situations; understand works of art and literature; engage in discussion and developyour own opinion.

Communication competencies involve developing the ability to listen and take into account the views of other people; discuss and defend your point of view, speak publicly; express your thoughts literary; create and understand graphs, charts, and data tables.

Organizational activities and cooperation means developing the ability to organize personal work; decisions; be responsible; establish and maintain contacts; take into account the diversity of opinions and be able to resolve interpersonal conflicts; negotiate; collaborate and work as a team; join the project.

Personal, meta-subject and subject results of mastering the course

Personal results studying art involves:

Formation of a worldview, a holistic understanding of the world and forms of art;

Development of skills and abilities of cognition and self-knowledge through art;

Accumulation of experience of aesthetic experience;

Formation of a creative attitude to problems;

Development of figurative perception and mastery of methods of artistic, creative self-expression of the individual;

Harmonization of intellectual and emotional development of the individual;

Preparation for a conscious choice of an individual educational or professional trajectory.

Meta-subject results art studies reflect:

Formation of key competencies in the process of dialogue with art;

Identification of cause-and-effect relationships;

Search for analogues in art;

Development of critical thinking, the ability to argue one’s point of view;

Formation of research, communication and information skills;

Application of methods of cognition through artistic image;

Use of analysis, synthesis, comparison, generalization, systematization;

Determining the goals and objectives of educational activities;

Selection of means for achieving goals and objectives and their application in practice;

Self-assessment of achieved results.

Subject results art studies include:

Observation (perception) of objects and phenomena of art;

Perception of the meaning (concept, specificity) of an artistic image, a work of art;

Presentation of the place and role of art in the development of world culture, in human life and society;

System View universal human values;

Orientation in the system of moral norms and values ​​presented in works of art;

Mastering the peculiarities of the language of different types of art and artistic means expressiveness;

Understanding the conventions of the language of art;

Distinguishing between studied types and genres of art, determining dependence artistic form from the purpose of the creative idea;

Classification of studied cultural objects and phenomena;

Structuring the studied material, information obtained from various sources;

Awareness of the value and place of Russian art;

Demonstrating a sustainable interest in the artistic traditions of one’s people;

Respect and awareness of the value of the culture of another people, the development of its spiritual potential;

Formation of communicative and information competence;

Description of artistic phenomena using special terminology; expressing your own opinion about the merits of works of art;

Mastering the culture of oral and written speech;

Development of individual artistic taste;

Expanding the aesthetic horizons;

The ability to see associative connections and realize their role in creative activity; mastering interactive forms of communication with works of art;

Realization of creative potential; use of various artistic materials;

- use of expressive means of art in one’s own creativity

Requirements for the results of training and education:

Students will learn:

To navigate the cultural diversity of the surrounding reality, to observe various phenomena of life and art in educational and extracurricular activities;

Make comparisons and generalizations, highlight individual properties and qualities of a holistic phenomenon;

Perceive aesthetic values, express an opinion on the merits of works of high and popular art, see associative connections and realize their role in creative and performing activities.

Accumulate, create and broadcast the values ​​of art and culture (enriching your personal experience emotions and experiences associated with the perception and performance of works of art); feel and understand your involvement in the world around you;

Use the communicative qualities of art; act independently when individually performing educational and creative tasks and work in project mode, interacting with other people in achieving common goals; show tolerance in joint activities;

Participate in the artistic life of the class, school; analyze and evaluate the process and results of your own activities and correlate them with the task at hand

Perceive the phenomena of artistic culture of different peoples of the world, realize the place of domestic art in it;

Understand and interpret artistic images, navigate the system moral values presented in works of art, draw conclusions and conclusions;

Describe the phenomena of musical and artistic culture, using appropriate terminology;

structure the studied material and information obtained from other sources; apply skills and abilities in any type of artistic activity; solve creative problems.

Personal results of studying art are:

Developed aesthetic feeling, manifesting itself in an emotional and value-based attitude towards art and life;

Realization of creative potential in the process of collective (or individual) artistic and aesthetic activity in the embodiment (creation) of artistic images;

Assessment and self-assessment of artistic and creative capabilities; ability to conduct a dialogue and argue one’s position.

General educational abilities, skills and methods of activity.

Mastering the content of basic general education in the subject “Art” contributes to:

Formation of students’ ideas about the artistic picture of the world;

Their mastery of methods of observation, comparison, juxtaposition, artistic analysis;

Generalization of the impressions received about the phenomena being studied, events in the artistic life of the country;

Expanding and enriching the experience of performing educational and creative tasks and finding original solutions, adequate perception of oral speech, its intonation-figurative expressiveness, intuitive and conscious response to the figurative and emotional content of works of art;

Improving the ability to formulate one’s attitude to the artistic phenomenon being studied in verbal and non-verbal forms, to enter into dialogue (directly or indirectly) with a work of art, its author, with students, with a teacher;

Formulating one’s own point of view in relation to the works of art being studied, to events in the artistic life of the country and the world, confirming it concrete examples;

Acquiring skills and abilities to work with various sources of information.

Course content for the 1st year of study, 10th grade

Lifestyle of the ancient Slavs– Pagan beliefs and holidays of the ancient Slavs. East Slavic pagan sanctuaries.Legends about the formation of the ancient Russian state. Spread of Christianity in Rus'. Saints Boris and Gleb*.

Architecture of Ancient Rus'.

Dwellings made of wood in Rus'. Types of Russian hut. Stone construction in Ancient Rus'. Orthodox church. Design and internal arrangement. Arch, vault and dome. Temples of Kievan Rus.Tithe Church. Hagia Sophia Cathedral in Kyiv. Secular painting in the Cathedral of St. Sophia. differences between the first stone churches of Kievan Rus and the churches of Byzantium.

TemplesVladimir-Suzdal land.Assumption Cathedral in Vladimir.Golden Gate of Vladimir. Church of the Intercession on the Nerl. Demetrius Cathedral in Vladimir.Novgorod churches.Ladoga temples of the 12th century.

Kletsky churches and chapels. Tent churches and bell towers. Tiered, cube-shaped and multi-domed churches.Church of the Transfiguration in Kizhi.

urban planning in Rus'.Settlements in Rus' 16th – 17th centuries. Wooden fortresses. City fortifications. City center.Rostov Kremlin. Posad. Houses and yards.Russian monasteries.Holy Trinity Lavra of Sergius (Trinity Monastery)

Moscow Kremlin.Walls and towers of the Kremlin in the 15th-17th centuries. Spasskaya Tower. Cathedrals and palaces of the Moscow Kremlin.Assumption Cathedral. Blagoveshchensky cathedral. Cathedral of the Archangel. Bell tower Ivan the Great. Faceted Chamber. Intercession Cathedral on Red Square (St. Basil's Cathedral).Tent architecture.Church of the Ascension in Kolomenskoye.

The sovereign's courtyard in the 17th century.Armor and weapons of warriors of the Ancient and Medieval Rus'. Jewelry art of Ancient Rus'.

Painting of Ancient Rus'. Basic iconographic types. Image of Jesus Christ. Iconographic symbols. Image Mother of God. Angel icons.Iconostasis in the Orthodox Church. Schools. Masters. Icons.Our Lady of Vladimir. Theophanes the Greek. Andrey Rublev. Dionysius.Painting in the 17th century.Simon Ushakov.

Bookmaking in Rus'. The first books in Rus'. Monuments of ancient Russian literature. Spreading literacy in Rus'. Making books in Rus'.Yaroslav the Wise. Russian truth. Maxim Grek. Typography in Rus'.Educational institutions in Rus' in the 17th century.

Lifestyle in Rus'. Home furniture and utensils. Dishes.Clothes of the 17th century.

Mythology. Slavic folklore. Gods of the ancient Slavs.

Holidays and rituals. Holidays and rituals of the annual cycle.Folk games.Rituals of the life cycle.

Calendar and thematic planning.

Number of hours

Deadlines

Key competencies

plan

fact

Rus' from the ancient Slavs to Peter 1

Culture and life of the ancient Slavs.

Lifestyle of the ancient Slavs.

Legends about the formation of the ancient Russian state.

The spread of Christianity in Rus'.

2h.

Knowledge of terms and mastery of them.

Identification of cause and effect relationships.

Architecture of Ancient Rus'.

2h

The ability to highlight the features of ancient Russian architecture

Practical work № 1

Temples of Vladimir - Suzdal land and Novgorod.

Knowledge of the differences between architectural trends. Knowledge architectural elements. Mastering the terms.

Practical work No. 2

Wooden temple architecture.

Knowledge of types of wooden architecture. Types of churches.

Practical work 3

Russian cities and monasteries 9th – 17th centuries.

Traditions of Russian urban planning culture

Architecture of Moscow 14th – 17th centuries.

Knowledge of the history of Moscow architecture. Characteristics of the features of the development of architecture.

Repetition

Sovereign's yard. Armouries. Military armor.

Description

Practical work

Painting of Ancient Rus'.

Knowledge of the specifics of ancient Russian art

Practical work

Bookmaking in Rus'.

Development, traditions of bookmaking

Lifestyle in Rus'.

Description of house, furniture, clothing in Ancient Rus'

Practical work

Mythology.

Identification of the theme, plot. Understanding myths as a non-scientific way of understanding the world.

Holidays and rituals.

Origin of holidays. Knowledge of rituals and their cycle.

Practical work

Course content for the 2nd year of study. Grade 11. From Peter 1 to Catherine II

The main directions of Russian architecture in the 18th century. Founding of St. Petersburg. Peter's Baroque.D. Trezzini. Kunstkamera - the first museum in Russia . Elizabethan Baroque. Winter Palace. Hermitage Museum.Classicism of the 2nd half of the 18th century. Monasteries and churches of the 18th century in St. Petersburg.Alexandro - Nevsky Lavra. Smolny Monastery and Smolny Cathedral.

Catherine's residencesIIin Moscow.Senate building in the Kremlin. Petrovsky Travel Palace.Moscow classicism.V.I. Bazhenov. M.F.Kazakov. Manor architecture.Kuskovo. Arkhangelskoe.

Court and nobles in the 18th century. Peter's Assemblies. Court ceremonies.

Academy of Sciences in St. Petersburg. Smolny Institute. Orphanages.Public school. University of Moscow.Ekaterina R. Dashkova. academy Russian literature. Introduction of the Russian civil font.

Fine art in the 18th century. The art of engraving. Easel painting. Historical painting. Sculpture. The heyday of Russian culture in the last third of the 18th century.

Russian culture in the 19th century

Main architectural trends in Russia in the 19th century.Moscow architecture.Cathedral of Christ the Savior in Moscow. The Kremlin and Red Square in the 19th century.

Kazan Cathedral.A.N. Voronikhin. Vasilyevsky Island. Admiralty.A.D. Zakharov. Ensembles of Rossi.Alexander Column. Monument to Catherine II. Saint Isaac's Cathedral. Church of the Ascension of Christ "Savior on Spilled Blood" in St. Petersburg.

Noble service. Women-noblewomen in the 1st half of the 19th century. Noble Ball. Duel. Noble dinners.

Tsarskoye Selo Lyceum. Changes in Russian education. Women's education.Russian universities in the 19th century.

O.A. Kiprensky. V.A. Tropinin. A.A. Ivanov. A.G. Venetsianov. K.P. Bryullov. P.M. Tretyakov. P.A. Fedotov. I.K. Aivazovsky.Painting of the 2nd half of the 19th century.V.G.Perov. V.M. Vasnetsov. I.E.Repin. V.V.Vereshchagin. V.I. Surikov. landscape in the 2nd half of the 19th century.

Russian folk art. Folk painting of the 17th – 19th centuries.Folk painting of Veliky Ustyug. Kostroma painting. Khokhloma painting.Artistic carving on wood and bone.Russian popular print.

Name of sections, topics, lessons

Number of hours

Time spent

Fact

Key competencies

From Peter I to Catherine II

Russian cities in the 18th century. Architecture of St. Petersburg.

Moscow architecture of the 18th century.

Description and analysis of architectural monuments in unity of form and content

Practical work

Court and nobles in the 18th century.

Description of life in Peter's time

Education and science in the 18th century.

Knowledge of the nature of education, types of educational institutions.

Practical work

Russian culture in the 19th century

Russian cities in the 19th century. Moscow.

Architecture of St. Petersburg in the 19th century.

Comparative analysis architectural structures with works of previous eras

Practical work

Imperial court and nobles in the 19th century.

Imperial power. Understanding the changing meaning of the word "rank". Table of ranks.

Enlightenment in the first half of the 19th century.

Characteristics of the development of education. Class of education. Changes in education.yu

Fine art of the first half of the 19th century.

Evaluation and analysis of works from the positions of classicism, romanticism, realism.

Practical work

Russian folk art.

Understanding folk art as the art of many generations of people. Knowledge of folk art.

Practical work

Final lesson

Systematization of knowledge

Educational and methodological support of the educational process

Danilova G.I. Art. 10 - 11 grades. Work programs. M, Bustard, 2014

E.V. Dmitrieva. World Art. Russia. Textbook. St. Petersburg CROWN print. 2013

E.V. Dmitrieva. World Art. Russia. Workbook. St. Petersburg CROWN print. 2014