This term denotes types of art united by visual perception - painting, graphics, sculpture, photography. Architecture and decorative works are often classified as types of fine arts. applied arts, since they are also characterized by the predominance of the visual form of perception.
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FINE ARTS
group of arts (painting, graphics, sculpture), reproducing the surrounding world in visual images. Embodying visual perception world on a plane or in space, the visual arts are limited in conveying action in time, but this does not mean that they depict the world statically, as if frozen. Fine arts are capable of conveying movement, showing life in development, recreating not only the sensory appearance of objects, but also the spiritual nature of the depicted phenomena. In sculpture, for example, only one moment of what is happening is recorded, but in this moment a generalization of great power can be concentrated. Fine arts are divided into easel and monumental. Works of easel art (“a machine” is an easel, a sculptural machine) – paintings, prints, drawings, chamber sculptures, etc. – have an independent character. Works of monumental art - monuments, monuments, monumental panels, park sculpture, etc. - are created for a specific architectural environment and can perform decorative functions. Decorative and applied art often turns to the visual form, although the depiction of reality in it is not a direct reproduction of real phenomena. The main visual and expressive means are drawing, color, plastic, chiaroscuro, etc. different types visual arts these funds are used in unequal proportions. So, in sculpture, unlike painting, color plays minor role; For graphics, the most characteristic features are drawing and line.
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ART
group of types of art creativity that reproduces visually perceived reality. Prod. I. and. have an objective form that does not change in time and space. K I. and. include: painting, sculpture, graphics, monumental art and, to a large extent, decorative and applied art, which often turns to the visual form; however, it is not obligatory for it. Ability I. and. to recreate in a clearly recognizable form the entire diversity of the visible world determines its broad artistic and cognitive capabilities, the immediate persuasiveness of its production. Reality is reproduced in I. and. according to the characteristics of its different types in such and thanks to such objective properties as the material form of objects and the spatial environment, such as volume, color, light, texture of the object, etc. I. and. is capable not only of recording direct visual perception of world phenomena, but also of conveying their movement and development in time and space. Painting, production, has specific capabilities in this area. cut - the picture is an independently existing artist. a world that recreates the properties of reality with extreme completeness. I. and. capable of penetrating inner essence phenomena perceived in their visible form, reveal their interrelation, evaluate the meaning and significance, i.e., recreate not only the sensory appearance of reality, but also its spiritual essence, including inner world man, his spiritual exploration of nature, the embodiment of social, political, philosophical, ethical ideas. Because of this, I. and. plays an important role in the spiritual life of the society, being the focus of the struggle of social ideas, acting as an active force social life. The specific capabilities of realism, which are most consistently and fully realized in realistic art. creativity (Realism), acquire various modifications in certain historical conditions. In history. lawsuits are known for periods of strict regulation of I. and. and even the imposition of a religious ban on sculpture, on the depiction of living beings. In crisis situations in the history of culture, concepts arise that deny the right of history and history. for the embodiment of the spiritual, ideological content(for example, Byzantine iconoclasm, a number of modernist movements of the 20th century, which see in painting only paint applied to the canvas, and completely “abolish” the pictorial beginning of art). Based on different artists. methods, I. and. also addresses the life-like artist. form, and to art. conventions, uses symbols, metaphors, associations, which in certain types and genres of I. and., to reflect reality and achieve a greater depth of social impact. (for example, in a poster) are an indispensable property of the artist. image.
Fine art, its types and genres.
1. The role of art in the life of society.
2. Types of fine arts (painting, graphics, architecture, sculpture, decorative and applied arts).
3. Genres of fine art (mythological, religious, everyday, historical, battle, portrait, landscape, animal; still life) (preparation of an abstract).
4. Stages of development of fine arts (preparation of an abstract).
1. Art is one of the forms of social consciousness. The basis of art is an artistic and figurative reflection of reality. Art cognizes and evaluates the world, shapes the spiritual image of people, their feelings and thoughts, their worldview, educates a person, expands his horizons, awakens creative abilities. Art is fundamentally folk.
The cognitive role of art brings it closer to science. The artist, like the scientist, strives to understand the meaning of life's phenomena, to see in the random, transient, the most characteristic and typical, patterns in the development of reality. Deep knowledge of reality is ultimately associated with the desire to transform and improve it. Man masters the forces of nature, learns the laws of development of society in order to change the world in accordance with the needs and goals that the collective, society sets for itself. Unlike science, art expresses truth not in abstract concepts, but in full of life specific images.
The purpose of art is to reveal their true essence in the phenomena of life around us, to clearly show in impressive images the most important things for man and society. One of the main artistic techniques serves to generalize the image, its typification. It allows you to clearly show the beautiful in life, to expose the ugly and evil. The art of every era is inextricably linked with national culture And historical conditions, with the class struggle, with the level of spiritual life of society.
2. One of the main tasks of our society facing the system modern education, is the formation of a personal culture. Forming the culture of the younger generation is impossible without addressing artistic values accumulated by society during its existence. In order to most fully understand the art of a certain era, it is necessary to navigate art historical terminology. Know and understand the essence of each art form. Only if one masters the categorical-conceptual system will a person be able to most fully understand the aesthetic value of monuments of art.
Types of art are historically established forms of creative activity that have the ability to artistically realize the content of life and differ in the methods of its material embodiment.
PAINTING
Painting is a flat visual art, the specificity of which is to represent the image using paints applied to the surface. real world, transformed by the creative imagination of the artist. Painting means “painting life,” “painting vividly,” that is, fully and convincingly conveying reality. Painting is the art of color.
Painting is divided into:
- monumental - fresco (from Italian Fresco) - painting on wet plaster with paints diluted in water and mosaic (from French mosaiqe) an image made of colored stones, smalt (Smalt is colored transparent glass.), ceramic tiles.
- easel (from the word "machine") - a canvas that is created on an easel.
Painting is represented in various genres:
- A portrait is the main task of conveying an idea of a person’s external appearance, revealing a person’s inner world, emphasizing his individuality, psychological and emotional image.
- Landscape - reproduces the surrounding world in all its diversity of forms. Image seascape defined by the term Marinism.
- Still life - depiction of household items, tools, flowers, fruits. Helps to understand the worldview and way of life of a certain era.
- Historical genre- talks about historically important points life of society.
- Everyday genre- reflects the daily life of people, the morals, customs, traditions of a particular ethnic group.
- Iconography (translated from Greek as “prayer image”) is the main goal of guiding a person on the path of transformation.
-Animalism is the image of an animal as the main character of a work of art.
A work of art made with paints (oil, tempera, watercolor, gouache, etc.) applied to any surface is called painting.
Tempera - vegetable paint ground on egg yolk, was used in Ancient Egypt (now polyvinyl acetate, synthetic, casein-oil). Tempera is diluted with water and is not washed off after drying. Oil paints began to be used from the Renaissance in the 16th century. Gouache - opaque, matte paints, dense, diluted with water, in the composition of each gouache paint includes whitewash, which appeared in the Middle Ages. Watercolor - paints on vegetable glue, diluted with water. Appeared in the 16th century. Easel painting - paintings painted on canvas, paper, cardboard, mounted on an easel. Monumental painting - large paintings on the interior and exterior of buildings (walls, ceilings, columns, pillars, supports, etc.), frescoes, panels, paintings, mosaics.
It should be noted such types of painting as decorative painting, icon painting, miniature, theatrical and decorative. Mosaic (from the Latin musiqum, literally - dedicated to the muses) is one of the types of monumental art. Images and patterns in mosaics are made up of pieces of various stones, glass (smalt), ceramics, wood and other materials.
Graphic arts(from the Greek grapho - I write, I draw) - an image on a plane using lines, a stroke, a contour, a spot and a tone. Graphics are called the art of black and white. However, this does not exclude the use of color in graphics. Graphics also include multicolor works made on paper: color engravings, drawings with colored pencils, sanguine pastels, and watercolors.
Graphics include drawings and various types of printed graphics (woodcut (woodcut), metal (etching), linocut - on linoleum, lithography on stone).
According to the purpose of the schedule, it is divided into the following types:
- easel - the actual drawing;
- book and newspaper-magazine;
- applied art - greeting cards, colorful calendars, envelopes for records;
- industrial graphics - labels for various packaging, design of industrial and food products;
- poster (translated from French - announcement, poster) - a type of graphics, a laconic, catchy image, designed for general attention, accompanied by text (political, propaganda, educational, advertising, environmental, sports, theater, film advertising, etc. .d.);
- graphic design - fonts and various iconic images.
Architecture- (Latin arhitektura, from Greek archi - main and tektos - build, erect), architecture (zye - Russian clay, erect) - construction art.
Three types of architecture:
1. Volumetric buildings - places of worship (churches, temples), public (schools, theaters, stadiums, shops), industrial (plants, factories) and other buildings.
2. Landscape architecture - gazebos, bridges, fountains and stairs for squares, boulevards, parks.
3. Urban planning - the creation of new cities and the reconstruction of old ones.
Forms architectural structures depend on geographical and climatic conditions, on the nature of the landscape, intensity sunlight, seismic safety, etc. Architecture does not directly reproduce reality; it is not pictorial, but expressive in nature.
Sculpture(Latin sculptura, from sculpo - cut, carve, sculpture, plastic) - a type of fine art in which the artist creates three-dimensional images. Sculpture includes works of fine art created through carving, carving, sculpting, casting and embossing.
According to its purpose, sculpture can be:
- monumental (monuments, memorial ensembles);
- easel (museum: statues, portraits, genre scenes);
- monumental and decorative (decorative sculpture in gardens and parks, reliefs and statues);
- sculpture of small forms.
By genre, sculpture is divided into:
- portrait;
- genre (everyday - reproduction of various everyday scenes);
- animalistic (image of animals);
- historical (portraits of historical figures and historical scenes)
Types of sculpture:
Round, freely located in real space:
Head; bust; sculptural group.
Relief (translated from French - to raise) is a type of art in which three-dimensional images are located on a plane - a type of sculpture designed mainly for frontal perception.
Counter-relief is an in-depth relief used for printed images or viewing against the light.
Relief with a deep contour and convex modeling of the shape was used in Ancient Egypt.
Bas-relief (French bas-relief - low relief) is a type of convex relief in which the image (figure, object, ornament) protrudes above the plane by less than half of its volume.
High relief (French hout-relief - high relief) is a type of relief in which images (figures, objects) protrude above the plane by more than half of their volume, and individual parts can completely move away from the plane.
Decorative arts(from Latin dekoro - decorate) - one of the types of plastic arts. It is divided into:
monumental and decorative: stained glass (lat. vitrum - glass) - work decorative arts, made of colored glass; paintings, frescoes; mosaic, decorative, garden sculpture;
DPI- the field of decorative art: the creation of artistic products that have a practical purpose in everyday life and are distinguished by decorative uniformity. Objects should not only be comfortable, but should bring aesthetic pleasure to a person.
Design (English design - to design, construct, draw) is the process of creating new objects, tools, equipment, the formation of the subject area. Its goal is to organize a holistic aesthetic environment for human life. Design area - household appliances, dishes, furniture, machines, vehicles, industrial graphics, clothing, makeup, phytodesign, etc.
3. Genres of painting
Portrait(French image) - an image of a person or group of people. Except external resemblance artists strive in a portrait to convey the character of a person, his spiritual world.
Distinguish intimate, formal, group, children's portraits.
Self-portrait- the artist's depiction of himself.
Scenery(French paus - area, homeland) - an image of nature, types of terrain, landscape. The landscape is divided into: rural, urban, industrial, marine, etc.; can be historical, heroic, fantastic, lyrical, epic.
Still life(French naturemorte - dead nature) - an image of inanimate objects (vegetables, fruits, flowers, household items, utensils, food, game, attributes of art).
Battle genre(from the French bataille - battle, battle) is dedicated to the themes of war, battles, campaigns and episodes of military life.
Historical- dedicated to historical phenomena and events. Very often these two genres are found in one work, forming historical-battle genre.
Domestic reflects the everyday life of people, the social and national structure, morals and way of life of a certain historical time.
Animalistic (from Latin animal - animal) is associated with the depiction of animals in painting, graphics, and sculpture.
Mythological or fabulous-epic is dedicated to events and heroes about whom myths, legends, traditions, tales and fairy tales, epics of the peoples of the world tell.
To quickly and effectively memorize the definitions of some genres of painting, children can be asked to memorize them in poetic form.
4. Development of domestic and foreign artistic and pedagogical thought and artistic educational practice in the context of the development of fine arts. The ability to draw has always been and is of no small importance for a person, and its use has served and continues to serve as one of the means of communication between people. Man began to develop his drawing skills from ancient times. Already primitive people before achieved great success in this, as evidenced by drawings found by archaeologists. Among these images we find a convincingly rendered image of a steppe horse reindeer, and other scenes from real life.
Man has accumulated experience in drawing lines and patterns, in depicting animals and even people for thousands of years. Primitive man painted with charcoal and sharpened stone, and ocher paints. This is indicated by the surviving paintings of walls and ceilings in the caves of Combarel, Les Eisy, Altamira (Spain), in the mountainous regions of the Sahara, and in the Cape Cave in the Urals.
It is especially important to note that all these images were of a magical ritual nature and, thus, were a unique form of transmission of human thought. On this basis, writing subsequently arose and developed, first pictographic (drawing), then ideographic, where each sign corresponded to a word or part of it, and, finally, letter-sound. Drawing skills primitive acquired through direct observation and imitation. There was no learning as such in the Paleolithic era.
The agricultural and craft-production nature of the Neo-Lithic changed man's attitude to art. People began to use the ability to draw for decorating your craft items, mainly image of pottery items. Products of pottery art were covered with ornaments. In different countries it had its own types and characteristics. In this regard, teaching methods began to emerge. The artist-craftsman no longer remained indifferent to the success of his student. Thus, teaching techniques and methods began to be developed. But there were no clearly developed teaching principles yet. Real training in the arts, with the organization of schools, arose only in the era of civilization.
Organization of schools in Ancient Egypt. System of education and training, canons in Ancient Egypt. Historical documents indicate that in Ancient Egypt, drawing was taught in schools along with drawing. After graduating from school, the young man had to be able to measure and draw the area of a field, sketch a floor plan, draw and draw a diagram of a canal. Thus, we first encounter drawing as a general educational subject among the ancient Egyptians.
When teaching children to read and write, the main attention was paid to drawing, since the very nature of hieroglyphic writing required the depiction of all kinds of objects. In Ancient Egypt, for the first time, drawing became a subject of school instruction, which was no longer taught occasionally, but systematically. The teaching method and system of all artist-teachers were the same, because the approved canons and rules prescribed the strictest observance of all established norms.
It should also be noted that the Egyptians laid the foundation for the theoretical justification of the practice of drawing. They were the first to establish the laws of image and taught them to the new generation. Whether there was a theory of the learning process itself—didactics—is unknown, but apparently there was something similar, since the very existence of the canons speaks of clear rules and laws of representation that students had to strictly observe.
Teaching drawing in Ancient Egypt was built not on the basis of knowledge of the surrounding world, but on memorizing diagrams and canons, copying samples.
Training and education in Ancient Greece Ancient Greek artists approached the problem of training and education in a new way and significantly enriched teaching methods. They encouraged young artists to carefully study reality, find harmony in it, and argued that the most beautiful thing in life is man. In their theoretical works, Greek artists pointed out that a strict pattern reigns in the world and the essence of beauty lies in harmonious order, in symmetry, in the harmony of parts and the whole, in correct mathematical relationships. So, in 432 BC. e. In Sikyonesculptor Polykleitos from Argos wrote the essay “Canon” about the ideal proportional relationship between the parts of the human body. To illustrate his theoretical principles, he created the statue “Doriphoros”, or “Spearman”, which began to be used as a teaching and visual aid. Not only young men studying fine arts, but also students of secondary schools made drawings from this sculpture. Greek artist-teachers first established a method of teaching drawing, in which was based on drawing from nature. In Ancient Greece, drawing began to be considered as a general educational subject.
The era of Ancient Rome, It would seem that it was supposed to develop the achievements of Greek artist-teachers. The Romans respected outstanding works of art. They especially highly valued the works of Greek artists. Rich people amassed collections of paintings, and emperors built public pinakotheks (museums).
However, in fact, the Romans did not introduce anything new into the teaching methodology and system. They only took advantage of the achievements of Greek artists; Moreover, they failed to preserve many valuable principles of the methodology for teaching drawing.
During the Middle Ages the achievements of realistic art were rejected. The artists of the Middle Ages did not know either the principles of constructing an image on a plane or the teaching methods developed by the Greeks. During the formation of Christianity, the theoretical works of the great masters of Greece, as well as many famous works of fine art, were barbarously destroyed.
Renaissance opens new era both in the history of the development of fine arts, and in the field of methods of teaching drawing. Although drawing is like academic subject was not included in school course, yet the Renaissance made a great contribution to the theory of methods of teaching drawing both for professional training and for general education. Artists of this time re-developed the theory of fine arts, and at the same time methods of teaching drawing.
Giving a scientific basis for the teaching method, Alberti thereby views drawing not as a mechanical exercise, but as an exercise of the mind. This wise attitude later gave Michelangelo the opportunity to say: “One draws with the head, not with the hands.”
Let us pay attention to the methodological sequence of presentation of educational material in Albert’s work. In the first book, he sets out a strict training system. Acquaintance begins with a point and straight lines, then becomes familiar with various angles, then with planes and, finally, with volumetric bodies. Following consistency, Alberti introduces the student to the basic principles of linear perspective and explains the properties of the rays of vision. Here he also touches on issues of aerial perspective. Alberti attaches great importance to the teacher's personal demonstration.
The next work that had a great influence on the development of drawing teaching methods is “The Book of Painting” by Leonardo da Vinci. This book touches on issues of drawing, and, what is especially important, Leonardo looks at drawing as a serious scientific discipline. He was engaged in anatomical research, establishing the laws of proportionality of the human body, and devoted a lot of time to scientific substantiation of the theory of drawing.
Summing up the activities of Renaissance artists, first of all, let us note the colossal work that they did in the field of scientific and theoretical substantiation of the rules of drawing. Their works on perspective helped artists cope with the difficult problem of constructing an image of the three-dimensional shape of objects on a plane. Many artists of the Renaissance, fascinated by perspective, devoted their entire time to this matter.
This important work began to be carried out Academy of Arts, opened at the end of the 16th century. From this time on, drawing lessons began to be taught in special educational institutions. Master drawing without serious scientific knowledge it is forbidden. While drawing, the student simultaneously learns about the world. Hence the conclusion: drawing lessons are useful for everyone. This idea begins to occupy the minds of not only people of art, but also figures of public education.
The position on the benefits of drawing as a general educational subject was expressed by the great Czech teacher J. A. Komensky in his “Great Didactics”. True, Comenius had not yet decided to include drawing in the school curriculum as a compulsory subject. But the value of his thoughts about drawing was that they were closely related to issues of pedagogy. Of particular value to us are Comenius’s thoughts on the need to study teaching methods.
Almost simultaneously with Comenius, the English teacher and philosopher John Locke began to defend the general educational value of drawing. However, not being a specialist, J. Locke could not give methodological instructions in teaching drawing. He limited himself to general discussions about the benefits of training
The French philosopher-encyclopedist Jacques-Jean Rousseau spoke in more detail about drawing as a general educational subject. He believed that drawing should be taught exclusively from nature and that a child should have no other teacher except nature itself.
He expressed many valuable thoughts about the methodology of teaching drawing Johann Wolfgang Goethe. To master the art of drawing you need knowledge, knowledge and knowledge, he said.
However, despite authoritative statements about the enormous role of drawing as a general educational subject, neither in the 17th nor in the 18th centuries was drawing introduced into the course of academic subjects in schools. Only at the beginning of the 19th century does it begin to enter the circle school activities. The initiative in this matter belonged to a Swiss teacher Johann Heinrich Pestalozzi. After Pestalozzi, drawing firmly gained its place in secondary schools. It is no coincidence that art teachers called him the father of school methods.
A special role, according to Pestalozzi, should belong to drawing in elementary school. Drawing, Pestalozzi argues, should precede writing, not only because it facilitates the process of mastering the outline of letters, but also because it is easier to assimilate. Pestalozzi believed that learning to draw should take place from life, since nature is accessible to observation, touch and measurement.
Pestalozzi's merit lies in the fact that he was the first to combine the science of school teaching with art and raised the question of the need for methodological development of each position of the drawing. Pestalozzi believed that for the development of the eye there should be one method, for understanding forms - another, for technology - a third. This work was carried out by his students and followers.
The works of Joseph Schmidt, a student of Pestalozzi, Peter Schmid, Soldan, the Dupuis brothers, and Galliard were very famous. When teaching drawing, I. Schmidt considered it necessary to develop special exercises: 1) to develop the hand and prepare it for drawing; 2) to create and find beautiful forms; 3) for the development of imagination; 4) in geometric drawing of objects; 5) in the future.
The role of fine art in aesthetic education is enormous, but domestic pedagogical science looking at the problem aesthetic education broader, does not reduce it only to education through art. The means of aesthetic education are both the reality around us and scientific knowledge the world, revealing the beauty of the objective laws of nature; and work, and social relations of people, and everyday life, and much more.
In 1735, a textbook on drawing by I. D. Preisler, “Fundamental Rules, or a Brief Guide to Drawing Art,” was published in German and at the same time in Russian. Training according to the Preisler system begins with drawing straight and curved lines, geometric figures and three-dimensional bodies, after which the student moves on to drawing parts of the human body, then the head and, finally, the entire figure. Like most artists, teachers, Preisler based the teaching of drawing on geometry and drawing from life. However, Preisler warns that the use geometric shapes must be combined with knowledge of the rules and laws of perspective, as well as anatomy.
Methods of teaching drawing in Soviet schools.
In the 20s in Soviet schools, drawing became part of comprehensive programs training.
The new programs were based not on teaching visual literacy, but on one-sided attempts to develop creative abilities, giving children complete freedom. In the early 20s, many schools did not teach children correct, realistic drawing. Formalistic tricks not only negated the significance of the methodology, but also distorted the goals and objectives of teaching drawing in secondary schools. Drawing not only gave children nothing for mental development, but essentially interfered with their aesthetic education.
By the age of 40 soviet school drawing firmly takes the path of realistic art. The principles and methods of teaching drawing are approved. There is a growing need for a deeper scientific solution to the problems of educational drawing.
In the 50s and 60s there appeared whole line scientific research works, which greatly enriched the theory of teaching methods. These works helped drawing methodologists approach solving their problems more correctly.
In order to streamline methodological work in schools in the 50s, the idea of creating special textbooks on drawing arose. Previously, textbooks on drawing for primary and secondary schools were not published either in Russia or abroad.
In 1957, the first trial textbooks for the first and second grades (author N.N. Rostovtsev), and then a methodological note to them, were published. In 1961, two more textbooks were published - for third and fourth grades (author N.N. Rostovtsev). All these textbooks were based on the P.P. system. Chistyakova, who teaches children to draw from life from the first steps of learning. From this time on - from the beginning of the 60s - experimental drawing textbooks began to be published systematically, but not enough.
In 1970, new educational programs were revised and approved, where the goals and objectives of teaching fine arts were formulated and the content of educational material was determined. The expansion of the tasks of aesthetic education, acquaintance with the work of great artists of the past and outstanding contemporary artists led to the fact that instead of the subject “drawing”, a new academic subject arose - “fine arts”. A lot of new things were introduced into common system secondary schools: Primary School switched from a four-year education to a three-year one; and again for four years; Special elective courses have been introduced for in-depth study of individual subjects, including fine arts.
The methodology of teaching fine arts in educational institutions is currently developing very intensively. There are many interesting developments by such authors as E.I. Kubyshkina, V.S. Kuzin, T.S. Komarova, B.M. Nemensky, E.E. Rozhkova, N.N. Rostovtsev, N.M. Sokolnikova , E.V. Shorokhov, A.S. Khvorostov, T.Ya. Shpikalova and others. They created educational, methodological and visual aids on drawing, painting, composition, folk and decorative arts. For the first time in many years, textbooks on fine arts for primary and secondary schools have been published.
Painting - the oldest type of fine art, works of which are created using paints applied to any surface. Traditionally to easel painting include works done in oil on canvas, board and other similar materials.
Graphic arts (from the Greek grapho - I write, draw, draw) - a type of fine art that uses lines, strokes, spots and dots as the main means of representation. Color in graphics, unlike painting, plays a supporting role. Traditionally, easel graphics include: watercolor, pastel, gouache, tempera, ink, charcoal, pencil, sauce, sanguine, sepia, etc. Although these boundaries are very conditional: watercolor, gouache, pastel, tempera can be used to create both graphic and pictorial works in character and style.
Printmaking (from the French estampe) - a work of graphic art, which is an engraving or other print on paper from a printing plate. Depending on the method of processing the printed form, printmaking is divided into types: lithography, silk-screen printing, monotype, linocut, woodcut, etching, drypoint, aquatint, mezzotint, reserve, dotted line, burin, lavis, cardboard engraving.
Sculpture (from Latin sculpo - carve, cut out) - a type of fine art that gives a three-dimensional image of objects. Sculpture can be round: monumental, easel, small forms and relief: bas-relief - when less than half of the volume protrudes from the plane, high relief - more than half.
Batik - This common name various methods and techniques of artistic painting on fabric. The art of batik making is based on the principle of reservation - applying a certain composition to the fabric in order to preserve and highlight the colors of the pattern or background. There are several types of batik: hot, cold, free painting, they differ only in the way they reserve the fabric.
Tapestry (from the French gobelin) - a type of decorative and applied art, a hand-woven lint-free carpet-picture with a plot or ornamental composition. There is another less common name for tapestry - trellis.
Hot enamel - a type of decorative and applied art, when a design is applied to a specially treated metal surface with enamel paints, which is then fired, resulting in the appearance of a colored glassy layer.
Mosaic (from the French mosaique literally - dedicated to the muses) - one of the types of monumental decorative art - an image or pattern made from particles of homogeneous or different materials: stone, smalt, glass, ceramic tiles, wood, etc.
Stained glass (from French vitrage - glass) - the oldest type monumental painting, the basis of which is an ornamental or narrative decorative composition made of glass or other material that transmits light. There are several types of stained glass depending on the manufacturing technique: classic stained glass (Tiffany technology), applied stained glass, painted stained glass, film stained glass and combined stained glass.
Wall painting - one of oldest species monumental and decorative art. Works can be made in various materials and techniques: fresco technique (painting with tempera paints on wet plaster), sgraffito (scratching the upper thin layer of plaster until the lower layer is exposed), acrylic paints for plaster or gypsum board, etc.
Introduction
Relevance of the research topic.
Each period of history has its own current topics. Modern world is experiencing a third technological revolution. Advertising here arises as a function of production, as an industry for the production of images. It endows goods and services with specific signs and sets the norms for prestigious consumption.
Attribution of meanings in an advertising image focuses on only one object - the advertised product. The feeling of reality, its comprehension is achieved only through the possession of the advertised thing. Advertising is an ideological text that is created to form, maintain or correct a certain ideology - endless consumption.
Of particular importance for advertising is the use of means and methods of art. Art has always been the most important component in advertising and in any other sphere of human activity. Art is that great skill and vision that can breathe soul into every previously lifeless phenomenon. Art has been used in advertising since the very beginning of this type of activity, so today it is especially important to study the experience of using art in advertising in order to improve the methods and techniques of modern advertising on the basis of continuity.
The purpose of this work is to identify the relationship between fine art and advertising using the example of the work of A. Toulouse-Lautrec and A. Mucha.
To achieve this goal, it is necessary to solve the following tasks:
1) consider the specifics of fine art as a type of creative activity;
2) identify the specifics of painting;
3) consider the history of interaction between fine art and advertising;
4) consider the work of famous artists in the field of advertising;
5) identify the specifics of A. Toulouse-Lautrec’s creativity in advertising;
6) identify the specifics of A. Mucha’s creativity in advertising.
Object of study - fine arts in advertising.
The subject of the research is the creativity of A. Toulouse-Lautrec and A. Mucha in advertising.
The work consists of an introduction, chapter 1, chapter 2, conclusion, list of references. The first chapter examines the specifics of fine art as a type of creative activity, identifies the specifics of painting, and examines the history of the interaction between fine art and advertising. Chapter 2 examines the work of famous artists in the field of advertising, and also reveals the specifics of the work of A. Toulouse-Lautrec and A. Mucha in advertising.
Specifics of fine arts
Fine arts as a type of creative activity
Let's look at the specifics of fine art and identify the main types of fine art.
“Art is a form of culture associated with the subject’s ability to aesthetically master the life world, reproduce it in a figurative and symbolic way, relying on the resources of creative imagination” Culturology. XX century Encyclopedia. In 2 vols. - T. 1 - St. Petersburg, 1998. - P. 274..
The criteria for defining art are different: they depend on the specifics of the culture within which the artist creates, on the place and time of creation and perception of the work.
In the very in a broad sense The concept of “art” is used in two meanings:
1. Art is skill, skill, skill, dexterity, a high assessment of the ability to perform any work. This is often how they evaluate a person who not only does his job professionally, but does it beautifully, easily, or in some particularly inspired way. Therefore, a janitor scattering leaves can feel himself or be perceived by others as a poet.
2. Art is creative activity aimed at creating works of art, aesthetically expressive forms.
If you combine these two values, you get the following definition:
Art is an artistic activity based on skill and skill Ryklin M. Art as an obstacle. - M.: Publishing house "AdMarginem", 1997. - P. 12..
The arts include literature, music, theater, visual arts, cinema, and television. Each type of art has its own language.
Literature is the art of words; music is a world of sound harmony; cinema, theater - a synthesis of literature, music, acting.
In fine art, phenomena of the surrounding life are displayed using lines, tonal relationships, color combinations, volumetric forms, bright rhythms.
Fine art is a complex of plastic arts originally associated with the creation of static images and material forms. Works of fine art arise as a result of the aesthetic development of the visual sphere of perception.
Fine arts are classified according to the objects of creative effort, the artistic and technical means used, and historically established concepts of creativity. These are sculpture, painting, graphics, photography, digital painting, computer graphics, decorative and applied arts, microminiature, calligraphy, design, architecture.
Fine art is characterized by works whose aesthetic value and imagery are perceived purely visually. Works of fine art can be non-objective and even intangible (screen saver, book typeface), but, regardless of materiality and objectivity, typical works of fine art have the features of an object (limitedness in space, stability in time). The ability to generate objects is the most important property of fine art, associated with its origin, which determined its history and determines its development. Fine art either creates independent objects that have no utilitarian value (sculpture, painting, graphics, photography), or aesthetically organizes utilitarian objects and information arrays (decorative and applied arts, design). Fine art actively influences the perception of the object environment and virtual reality Great Soviet Encyclopedia: In 30 volumes - M.: "Soviet Encyclopedia", 1969-1978..
Thus, fine art is characterized by reflection of the phenomena of reality. Images using lines, tonal relationships, color combinations, volumetric shapes, bright rhythms.
Art is creativity in its entirety.
What arts do you know?
Literature, music, dance, theater, cinema.
art– spatial, not extended in time. It requires two or three dimensional space. Although in our time, thanks to technical capabilities, a form of art has emerged that includes temporary space (video art).
Fine art reflects reality through visual images:
- diversity of the surrounding world;
- thoughts and feelings of a person.
This is a way of understanding the environment and oneself.
To do this, the artist uses generalization and imagination.
Types of fine arts:
Architecture
Painting
Graphic arts
Sculpture
Arts and crafts
Theatrical and decorative arts
Design
Architecture
Architecture is the art of constructing buildings and structures for the life and activities of people.The word “architecture” comes from the Greek “Arhus” - main, highest;
"Tectonico" - construction.
Requires three-dimensional space.. It also has internal space - the interior.
Painting
Painting is a type of fine art, works of which are created using paints (tempera, oil paints, acrylic, gouache, ...).Graphic arts
Graphics is a type of fine art that includes drawing and printed images. “Grapho” - I write, draw, draw.Drawings are done in pencil, ink, sepia, sanguine...
Printed images – engravings, lithographs, woodcuts, monotypes.
Graphics are divided into easel, book and applied.
Watercolor, gouache and pastel stand on the verge of painting and graphics.
The first works of graphics were rock paintings of primitive art.
In Ancient Greece graphic art was at the highest level - vase painting.
Sculpture
The term comes from the Latin “sculpere” - to cut, carve.Unlike painting and graphics, sculpture has volume.
A sculpture is a three-dimensional image.
Materials: bone, stone, wood, clay, metal, wax...
Sculpture is one of the most ancient forms of art.
The first sculptural works were idols, amulets, and depicted ancient gods.
A distinction is made between round sculpture (viewed from different sides) and relief (high, medium, low, counter-relief).
Sculpture is divided into types: easel and monumental (monuments, monuments) and monumental-decorative (architectural decoration).
Decorative and applied arts (DAI)
In every home, various objects live and serve us. And if they are touched by the hand of an artist, jeweler or folk craftsman, then they become a work of decorative and applied art. The term appeared in the 18th century. from French word“decor” is decoration everywhere.Applied means something to which skill or art is applied.
Design
Starting from the primitive period, one can trace the development of this type of art.Theatrical and decorative art
This type of art includes the creation of scenery, props, costumes, and makeup.GENRES
The term “genre” comes from the French – type, genus.The first independent genres appeared in the Netherlands in the 16th century.
Historical
Mythological, religious
Battle
Portrait
Scenery
Still life
Domestic
Marina
Animalistic
Interior
Historical genre
The historical genre is a work of art that reflects real historical characters or events.Mythological genre
The mythological genre is a work of art that reflects mythological subjects.Religious
Battle genre
The battle genre is a work of art that reflects military episodes.An artist who writes on battle themes is called a battle painter.
Portrait
A portrait is an image of a person in sculpture, painting and graphics.Portraits painted by artists bring to us images of people of past eras.
Scenery
Landscape is a picture in which nature has become its main content.The term “landscape” (paysage) comes from the French language, which means “nature”. Landscape as an independent genre originated in Holland.
Landscape painting is varied. There are landscapes that accurately convey certain corners of nature, while others subtly convey the state. There are also fantastic landscapes.
Still life
The term "still life" comes from a French word literally meaning "dead nature."These are paintings whose heroes are various household items, fruits, flowers or food (fish, game, and so on).
Still lifes tell us not only about things, but also about their owners, about their life, way of life and habits.
Everyday genre
The everyday genre is paintings that reflect episodes from Everyday life of people.Marina
Marina is a work of art that depicts the sea.An artist who paints the sea is called a marine painter.
Animalistic genre
The animalistic genre is a work of art that depicts animals.Interior
Image interior decoration architectural structure.Art style
The concept of “style” is an originality that allows you to immediately determine in what historical era a work has been created.An artistic (high) style is a direction that includes all types of art.
For example, Baroque is a high style, and Rococo is a direction.
The great or high styles include the classics of antiquity, the Romanesque style and Gothic in the Middle Ages, the Renaissance style, which marked the transition period from the Middle Ages to the Modern Age, Baroque and Classicism in the Modern Age. The latest major style on turn of the 19th century– XX centuries became Art Nouveau, in which an attempt was made to revive the unity of architecture, decorative and fine arts.
The combination of several types of art in one work is called a synthesis of arts.
In other words art style reaches highest level when it involves all types of art.
Having developed in a certain historical era, high styles were continuously transformed and revived at the next stage in a new quality. Eg, classicism XVII V. in France, it took its basis from ancient classics, while it is very different from the neoclassicism of the second half of the 18th century. and, of course, from neoclassicism as one of the directions of eclecticism of the second half of the 19th century– beginning of the 20th century.