Plan - outline of a fine arts lesson

In 7th grade on the topic

« "Biblical Topics in fine arts.

Old Testament"

Performed

art teacher

MBOU Secondary School No. 36 Samara

Demina Irina Alexandrovna

Samara 2015

The topic of the lesson is “Biblical themes in the visual arts. Old Testament"

I. Organization of student activities

Ask strict life,

Which way to go?

Where in the white world

Will you leave in the morning?

Follow the sun

Although this path is not known.

Go, my friend, always go

Dear Good.

Question: What is religion? Children's answers are a form of culture

• Russia - multinational country and all the world's religious cultures are represented in it.

Question: What world religions do you know? - children's answers

Question: Name founders of the world's religions - children's answers

Question: Let's remember the temples of the world's religions children's answers

Every religion has its sacredwritten scriptures- fundamental texts of any religion. The scriptures typically refer to their superhuman origins or divine inspiration.

• Tripitaka(Sanskrit: त्रिपिटक, “Three Baskets”) - a collection of Buddhist sacred texts,
• Koran- the holy book of Muslims (followers of Islam). The word “Quran” comes from the Arabic “reading aloud”, “edification”.
• Bible(Greek “book, composition”) - a collection of sacred texts of Christians, consisting of the Old and New Testaments. The Old Testament was borrowed by Christianity from Judaism, the original is called the Tanakh and is a sacred text for the Jews. The Old Testament consists of 39 books and is divided into three sections in Judaism. This part of the Bible is the common Holy Book for Judaism and Christianity.
• The books of the Old Testament were written between the 13th and 1st centuries. BC e. in Hebrew, with the exception of some parts of the books of Daniel and Ezra, which are written in Aramaic.
• In the period from the 3rd century. BC e. to the 1st century n. e. The Old Testament was translated into ancient Greek.
  • Archaeological excavations confirm the death of the cities of Sodom and Gomorrah mentioned in the Bible
  • English archaeologist Leonard Woolley discovered the city of Ur in 1923. At the foot of the ancient Sumerian stepped tower in the city of Ur, even now anyone can go down the stairs into a narrow shaft and see evidence of a gigantic and catastrophic flood. Most scientists believe that the giant flood is identical to the biblical Great Flood. Scientists also find traces of this flood on the European continent.

The topic of our lesson is Biblical subjects in painting, so today we will look in more detail at the Bible as a unique cultural monument. Let's try to analyze the historical, philosophical, moral and artistic problems that it poses to people

The Jewish sage Hillel said: “ Do not do to others what you yourself hate.».

These words are called the “golden rule of Hylaea,” and the principle set out in them is accepted by many peoples and is considered the main rule of human morality.

You already You studied the Old Testament in literature lessons, and in history lessons you talked about Egypt. In particular, about the campaigns of the pharaohs (look at the slide).

Question: How do you know this information? What about historians? Answers(from historical sources, you can list, remembering, real and written)

Working with the table: “History facts and events in the Bible.”

Question: Can the Old Testament be called a historical source? Exists great amount archaeological evidence confirming the historical accuracy of the biblical narrative

Question: Are the facts stated in the Bible real? What does archaeological science tell us about the events described in the Bible?
1. These are, for example, archaeological finds associated with the name of the Hebrew king Solomon

Question: How does the Bible differ from mythology, in particular ancient Egyptian, which you have already discussed in class? Answers(Monotheism and Polytheism)

Question: What can be gleaned from V.Z. besides history?

A) is a system of philosophical knowledge answer Reasoning about the Meaning of human life.

B) system of moral, universal human problems- ten Commandments.

What is unique about the first four, why can we distinguish two groups? (1-interaction between God and man, faith-disbelief, 2-relationship between man and man).

Question: Do non-believers follow these commandments?

So, V.Z. touches on history, raises philosophical and moral issues, BUT in what form does this happen? – Artistic text! because it is full of artistic images.

Example: Tower of Babel – What does the story told in this chapter teach us? What lesson should a reasonable person learn?

Pieter Bruegel the Elder "Tower of Babel"

• Tell us about the construction of the Tower of Babel.
• Why did God punish people?
• Why is understanding each other's language so important for people?
• What does misunderstanding of language lead to?

Noah and Noah's Ark. Paul Gustave Dore

Noah's Ark is a model of the world. Noah is an image of the righteous, of high morality and value family relations!

global floodIvan Constantinovich Aivazovski

The myth of the Flood exists in many religions: in Polynesia, in Ancient Greece, in Babylon.

Flood myths stem from observations made in different corners Earth due to large floods, fluctuations earth's crust, which caused the separation of continents and the submergence of various land areas under water.

And Rublev "Holy Trinity" Symbolism of the details of the picture “Chalice” had the meaning of “cup of life”, “cup of wisdom”, “cup of immortal drink”.

Example:Presentation slide “The Judgment of King Solomon.”Nicolas Poussin

Let's remember what the parable is about?

Thus, the Old Testament is a unique cultural monument, which, unlike other monuments, includes historical, philosophical, moral and artistic problems. It is multifaceted and comprehensive. The Old Testament “provides food” for the entire world culture: literature, fine arts, theater, etc.

According to Christians, the books of the Old Testament were written Prophets. They believe that these are people who had a special gift - to hear what God tells them. Such a gift is called prophecy, and a person who has this gift from God is called a prophet.

Exercise: draw any story from the Old Testament.

7th grade

Lesson - conference

5. Andrey Rublev “Trinity”.

During the classes:

Class organization.

Uch. Iso.

UC PC:

Uch. ISO:

UC. PC : Conversation. 10 Commandments

Uch. ISO:

Student

Uch. Iso: "Last Supper"

Student:

Student:

Student:

Uch. Iso

Student:

Uch. Iso

Teacher PC: about the plot, about the content.

Uch. ISO:

Uch. PC. (according to the plot).

The Apprentice (according to the plot)

Uch. Iso

Uch. Iso

Uch. PC

Student:

Uch. ISO:

Student:

Uch. Iso

Uch. PC

Uch. ISO:

Uch. ISO:

Student: (about the life of the artist).

Student:

Uch. PC

Question for children:

What is “canon”?

Uch. Iso

Uch. PC

Student: (about the Old Testament “Trinity”).

Student: (about Rublev’s “Trinity”).

Uch. Iso

Uch. PC:

Uch. Iso

(learn the answers).

Red – joy, delight;

Blue – depression;

Goodbye!

Preview:

7th grade

Topic: “Biblical stories in fine arts.”

Lesson - conference

Purpose: To provide an understanding of the meaning of depicting biblical subjects as a special language in the Christian fine arts of the Middle Ages. Revealing the essence of modern and eternal human relationships and values.

Works in question on screen:

1. Raphael Santi “Sistine Madonna”

2. Leonardo da Vinci “The Last Supper”

3. Rembrandt Van Rijn " Holy family", "Adoration of the Magi", "Denial of the Apostle Perth", "Sacrifice of Isaac", "Return prodigal son", "Christ and the woman caught in adultery."

4. Alexander Ivanov “The Appearance of Christ to the People.”

5. Andrey Rublev “Trinity”.

Watching “Video Dialogue with God.”

During the classes:

Class organization.

Uch. Iso. Guys, today we have prepared amazing material for discussing and learning about true human values.

Looking at the canvases of artists, listening to poetry and music, you do not always realize that the Bible is speaking to you, that it was its stories, its word that inspired the painter’s brush and the poet’s pen. And when your elders tell you what you should do and what you shouldn’t do to an honest man, then sometimes they themselves are unaware that their teachings are borrowed from the Bible.

UC PC: For two thousand years, the whole world has been brought up on fairy tales and legends, songs, and parables.

The Bible has reached us through centuries. It was banned, but it survived. It took 18 centuries to compile the Bible. Over 30 authors worked on it. 66 books of the Bible were written on different languages people who lived at different times.

What parts does the Bible consist of?

Uch. ISO: For European art, for paintings, mosaics, frescoes, biblical themes provided material for imagination, for expression through the subjects of the Bible own attitude to the world.

Biblical themes dominated art during the Renaissance in the 17th and 18th centuries. They have not lost their relevance today.

Through biblical stories In fine art, various complex human feelings can be expressed. The great artists of the world reflected biblical scenes in their paintings, thereby educating their contemporaries according to the laws of life taken from the commandments of the Almighty.

UC. PC : Conversation. 10 Commandments

Uch. ISO: One of the most outstanding paintings The Renaissance painting is the Sistine Madonna, painted by Raphael Santi. (1483 – 1520) born

Student : In 1515 - 1519, Raphael created for the Church of St. Sixtus in Piacenza the image of the Madonna and Child, called the “Sistine Madonna.”

In the center of the canvas, the Virgin Mary appears to be descending from heaven, carrying the infant Christ. Saint Pope Sixtus shows her the way, and Saint Barbara reverently kneels before her.

Below, two angels, having forgotten about their games, look up thoughtfully. You don’t immediately notice that the background of the picture actually consists of many faces - this is a host of celestial beings looking at what is happening. And this is what happens: the Virgin Mary descends to earth to give her Son as a sacrifice for people. There is a struggle in her soul: she understands that without this sacrifice the world cannot be saved, and at the same time she cannot part with her beloved son. The artist expressed this in the movement of her hands: right hand she hugs the Baby to her, not wanting to part with him, and with her left hand she seems to give it to the world. In the slightly raised eyebrows of Madonna, in the wide open eyes there is a shade of anxiety and the expression that appears in a person when his fate is suddenly revealed to him. The baby's facial expression is not childishly serious. He also knows his destiny, knows who he is and why he came into this world. The Virgin Mary in Raphael's painting is the embodiment mother's love and Christian sacrifice and mercy. Raphael incredibly achieves the precarious balance between the physical and the spiritual. The figure of the Virgin Mary is both light and weighty: she has the static quality of an icon and at the same time moves forward, towards people.

The perfection of a painting lies in the combination of its spiritual and artistic merits. This made it one of the most celebrated masterpieces of world painting. It is stored in Dresden art gallery in Germany.

Uch. Iso: "Last Supper"

Many artists turned to the Last Supper. Leonardo da Vinci is a genius of the human mind. 1452 – 1519 created his fresco commissioned by Duke Louis Moreau, who ruled Milan. The fresco is depicted in the refectory of the monastery of Santa Maria della Grazie.

Leonardo chose the moment when Christ says to his disciples:

Student: “Truly I tell you, one of you will betray me...”

Student: “In Leonard da Vinci, all the figures in the composition are located on the same line - facing the viewer. Christ is depicted without a halo, a halo, the apostles without their attributes, which were characteristic of them in old paintings. They express their emotional anxiety through the play of their faces and movements.

“The Last Supper” is one of Leonardo’s greatest creations, whose fate turned out to be very tragic due to human barbarity. The entire composition of “The Last Supper” is permeated with the movement that the words of Christ gave rise to. This is the highest intensity of feelings in human relationships. Jesus Christ is the center of the entire composition, the center of the whirlpool of passions that rage around him. Leonard's ideal Christ human beauty, nothing reveals a deity in him. His inexpressibly tender face breathes deep sorrow, he is great and tragic, but he remains human.

From the center of JESUS ​​Christ, the movement spreads across the figures of the apostles in breadth. The Eleven Apostles were written with ordinary people, whom Leonardo met in Milan and its environs. The type of Christ is unknown. The master was looking for Judas among the criminals, but when the church minister expressed dissatisfaction with the delay, the stung Leonardo invited the priest to become a model for writing Judas.

The Last Supper fresco had a huge influence on the painting technique of artists of subsequent generations.

Student: (Tell about the vandalism of the fresco)

Uch. Iso : In the history of fine arts of past centuries, a genius Dutch artist Rembrandt Van Rijn, for almost 100 years, perhaps more than anyone else, was able to deeply moving, truthfully reveal the inexhaustible wealth inner world person. In its creation, biblical heroes serve as vivid personifications of the beautiful human qualities. This can be seen from his paintings “The Holy Family”.

Student: Throughout the 40s, Rembrandt several times addressed the theme of the holy family. One of the best solutions to this theme is the Hermitage painting “The Holy Family” created by the artist in 1645. Gospel theme gives viewers many associations with everyday folk life, contemporary to Rembrandt. Silence and peace are disturbed only by the familiar sounds of life at home. Burning wood crackles, and the quiet, monotonous sound of a carpenter's ax can be heard. The room is shrouded in twilight different sources The light softly drinks in, tremblingly sliding across Mary’s face, illuminating the cradle, giving the image a touch of spirituality. The child moved slightly in his sleep, and the woman, obeying a subtle maternal instinct, looked up from reading. He lifts him up and looks at the baby with concern. She is the very sensitivity, the very alertness. Essentially, the great humanity and soulfulness of the painting is created by just one glance.

The bright sublimity of the captured moment is also reflected in the fact that angels silently descend to the mother and boy.

Uch. Iso : A continuation of the theme is Rembrandt’s painting “The Adoration of the Magi.”

Teacher PC: about the plot, about the content.

Questions for students about the painting: What is the main visual center? In what color is the picture painted?

How does the artist use the light effect (silhouette)?

Uch. ISO: Rembrandt dedicated many of his masterpieces to biblical themes. We see "The Denial of the Apostle Peter." This is the moment when...

Uch. PC. (according to the plot).

The Apprentice (according to the plot)

Uch. Iso (composition) “The Sacrifice of Isaac.”

Uch. Iso : We got acquainted with Rembrandt’s writing style and the compositional structure of his paintings. For comparison, look at Bruegel’s painting “Procession to Calvary.” An image of a crowd of people in which the main event is barely visible. The figure, hunched over under the weight of the Savior’s cross, is almost lost among the multitude of people.

But let’s return to Rembrandt’s painting “The Descent from the Cross.”

Uch. PC : about the plot, when they removed the body, where they put it.

Student: Night. Mournful silence. A silent crowd of people surrounded the huge cross on which Christ was crucified. They came to Golgotha ​​to pay their last respects to their teacher. In the cold light of torches, they remove his dead body from the cross. One of the men, climbing the ladder, pulls out the nails with which Christ is crucified on the crossbar; others take his sliding body into their arms; women prepare a bed for the remains by spreading a large, heavy cloth on the ground. Everything is done slowly, in respectful and sad silence. The experiences of those gathered are different: some faces express bitter despair, others express courageous grief, others express awe, but each of the people present is deeply imbued with the significance of the events. The old man's grief is limitless. Receiving the dead Christ. He holds Him with noticeable effort, but very carefully. Carefully, touchingly touching your cheek to the lifeless body. Maria is exhausted from grief. She is unable to stand, loses consciousness, falls into the arms of the people who carefully surround her. Her emaciated face was deathly pale, her eyelids were closed, her weakened hand, outstretched forward, drooped helplessly. The picture captivates with deep penetration and life truth.

Uch. ISO: The plot of a great human tragedy is given no less plausible. After long wanderings in a hostile, uncomfortable world, the prodigal son comes to his abandoned father with a plea for forgiveness.

Student: (parable of the prodigal son).

Student: The painting “The Return of the Prodigal Son” depicts a son full of shame and repentance. He is on his knees, ragged, with the shaved head of a convict, wearing worn-out sandals, showing the viewer his rough heels. For the first time in many years, feeling the warmth of human affection, he clung to his father, hid his face in his chest, trying to lose himself in his father's arms. The old man expresses neither surprise nor admiration; He forgave his son a long time ago and had been waiting for this meeting for a long time. Half-blind to the touch, he gently bowed his head over his son, placing his old hands on his back. In the look of his downcast eyes one can read silent reproach and sorrowful humility.

Again Rembrandt embodies his idea that the harsh trials of fate bring people together. Above delusions, insults, and vanity are love, trust, and mutual understanding. But still, in this meeting there is more grief than joy: the son’s tragic mistake left too deep a mark in the lives of both. Not only the son is broken, but also the father. It is enough to pay attention to the facial expression, the sadly bowed head, the hunched figure, the drooping senile shoulders to feel it.

Uch. Iso : Many 17th century artists depicted the prodigal son during a revelry or at a card table, hinting at the futility of worldly pleasures. But no one was able to see so deeply and embody the meaning of this parable in artistic image like Rembrandt in his painting. In order to create this masterpiece, he had to go through long haul loss of loved ones, fame, wealth and recognition - and end your life in poverty and oblivion. His last picture as if the result of wise thoughts about the world and people.

Uch. PC : And here is another story according to the commandment: “Thou shalt not commit adultery.” "Christ and the woman caught in adultery." The author of the painting is Rembrandt.

Uch. ISO: about the composition of this picture...(children can be involved in the conversation).

Uch. ISO: On the next slide we see the painting “The Appearance of Christ to the People” by Russian artist Alexander Ivanov.

Student: (about the life of the artist).

Student: (about the painting “The Appearance of Christ to the People”).

Uch. PC : For centuries, icons were the only objects of painting in Rus' and are a separate genre in fine arts. Icon painting appeared in the 10th century, when Rus' adopted a new religion from Byzantium - Christianity.

Question for children: - In what year did the Baptism of Rus' take place? What gods were worshiped before the adoption of Christianity?

By this time, in Byzantium itself, icon painting had finally become strictly legalized, recognized as a canonical system of image.

What is “canon”?

Worship of the icon has become an integral part of Christian doctrine and worship. Thus, Rus' received the icon as one of the “foundations” of the new religion.

Uch. Iso : Depicting events from the life of Christ, Mary, and the apostles, icon painters found motives that touched the soul of every person and tried to express their idea of ​​good and evil. The icon painter in his work could not come up with a plot himself, but he could add some details, change color relationships. The most famous icon painters in Rus' are: Theophanes the Greek, Dionysius, Andrei Cherny, Andrei Rublev. Let's consider Rublev's famous "Trinity", which has become, as it were, a symbol of the new Rus'.

Uch. PC : There is the Old Testament "Trinity" and "Trinity" written by Andrei Rublev. Andrei Rublev wrote “Trinity” based on the plot of the Old Testament “Trinity”, which depicts Abraham, Sarah, a servant killing a lamb, their house, a mountain, a Mamvrian oak tree.

Student: (about the Old Testament “Trinity”).

Student: (about Rublev’s “Trinity”).

Uch. Iso : Despite the fact that biblical stories tell about days long past, artists turn to them in order to reflect contemporary reality through well-known plots.

Uch. PC: We are obliged, we must know all the commandments of God in order to live righteously, be kinder, with pure thoughts in our souls and act with people as you would like them to do the same with you.

And now, for reflection, watch “Video Dialogue with God.”

Uch. Iso : Guys, we are finishing our conference. You were active, prepared your speeches well, thank you very much for this and for the lesson in general. And we would like to know what conclusion everyone made for themselves, what moral qualities a person must have.

(learn the answers).

And now, leaving the lesson, draw your sign, choosing the color that corresponds to this moment your mood (there are circles on the table indicating your mood) and attach it to the board.

Red – joy, delight;

Blue – depression;

Green - learned a lot of new and interesting things.

Goodbye!

Tatiana SAPOZHNIKOVA

Features of teaching schoolchildren
according to the B.M. program Nemensky
"Art
And artistic work»

ARTICLE SEVEN
Materials for the lesson

Continuation. See No. 17, 19, 20, 21, 24/07;
№01, 02, 03, 07/08

7th GRADE

Biblical themes in fine art

ICONOPTION

In seventh grade, without a doubt, one of the most difficult is “Biblical Theme in Visual Arts.” This is due to the fact that fine arts teachers themselves cannot always explain to students how to complete a task.

While studying this topic, children should become familiar with special language images in Christian art of the Middle Ages, with paintings on Bible themes created in Western Europe and Russia, with art Russian icon painting and do practical work on a biblical topic. Unlike the world teacher artistic culture, a fine arts teacher cannot limit himself in a lesson to just an interesting show and story; he must teach the child to create an independent composition.

Biblical themes can be difficult and boring for modern children, as they do not understand the plot of the picture well. In order not to waste class time on conversation, some teachers follow what they think is the simplest path: they invite children to draw an icon, believing that any student can cope with such an “elementary” task.

An icon is not an illustration of the Bible; an icon is an image painted according to canons (rules), which the icon painter must obey. An illustration is the artist’s view of the events described in the Bible, his independent choice of plot, composition, and his idea of ​​what the characters look like. In icon painting, the number of subjects is limited, the composition and appearance of the characters are strictly regulated.

By asking children to paint an icon as an illustration for the Bible, the teacher is not following the general education curriculum. By the way, even in Sunday schools at churches and in Orthodox gymnasiums during fine arts lessons, children do not paint faces on icons, since they do not yet have enough skill for this. Moreover, we must not forget that in secondary school Children study not only from Orthodox Christians, but also from Muslim families and from families where parents are atheists; and an icon is a prayer, only written in the language of colors. Inviting children to paint an icon is the same as offering to learn or compose a prayer in a literature lesson.

The teacher can interest children in the world of biblical paintings and help them understand the language of icons by talking about the symbolism of icon painting, introducing them to the work of an icon painter and giving them the opportunity to try themselves in the role of an experienced master “flag-bearer”, independently creating a composition for a given plot, or as a student in a team of icon painters. Novice icon painters depicted the details of the icon: hills, trees, architecture and animals, using “drawings” (1–4) - a contour drawing made on paper in one or two colors (black and red-brown).

To cope without the help of a teacher practical work Only a few will be able to, and the teacher’s task is to make sure that every child in a fine arts lesson can feel like a real artist, capable of creating paintings on complex topics.

To illustrate the Bible, the easiest way is to choose scenes not from the New Testament, but from the Old Testament, and to create a composition, use the landscape genre that is already well known to children. The landscape can form the basis for the paintings “The Creation of the World,” “The Garden of Eden with the Tree of Life,” “The Flood,” and “The Flight of the Israelites from Egypt through the Red Sea.” As an example, we can show the illustrations of the Bible by our famous marine painter K. Aivazovsky (see “Creation of the World” (5) , "Global flood" (6) ).

The entire third quarter of the sixth grade was devoted to the topic “Portrait,” and in the seventh grade you can create a whole gallery of portraits of biblical characters. The Bible describes events that took place in Ancient Egypt(the characters Joseph the Beautiful, Moses) and Mesopotamia (the construction of the Tower of Babel), which means that children can use the knowledge previously acquired in history and fine arts lessons.

Thus, historical and biblical topics can be combined in one practical task. For illustration, you can also use gospel parables, showing Rembrandt’s paintings of different natures as an example. (7) and Bosch (8) on the theme of the parable of the prodigal son.

Acquaintance with biblical stories must begin with a conversation. If the teacher himself is not well versed in them, G. Doré’s engravings will help to conduct a conversation, since books with his illustrations always contain brief explanations for each engraving. Children should not be overloaded new information, therefore, during the conversation it is necessary to show such well-known plots as “Expulsion from Paradise”, “The Flood”, “Noah Releases the Dove” (9) , "Tower of Babel", "Annunciation" (10) , “Nativity”, “Baptism”, “Transfiguration”, “Resurrection of Lazarus”, “Entry of the Lord into Jerusalem”, “Crown of Thorns”, “Flagellation”, “Jesus under the weight of the cross”, “Crucifixion”, “Descent from the Cross” "

When demonstrating paintings of biblical subjects by Western European and Russian masters, it is necessary to show different attitude artists to the same subject. It will be easier for the children to discuss the paintings if the teacher leaves reproductions of engravings by G. Dore on the board. The paintings should not only be famous, such as “The Appearance of Christ to the People” by A. Ivanov, but also very emotional, like “Calvary” by N. Ge, “The Annunciation” (11) , "Rocky" (12) Fra Beato Angelico, "Dead Christ" (13) Andrea Mantegni, "Crown of Thorns" (14) , "Carrying the Cross" (15) Hieronymus Bosch, "In the Shadow of the Cross" (16) and "Annunciation" (17) Helia Korzheva, “Pieta” by Michelangelo. Such works of art will never leave children indifferent.

When talking about Russian icon painting, it is necessary to explain the difference between a painting and an icon, showing reproductions of icons (Annunciation. XII century. (18) ; Annunciation. XIV century (19) ) in parallel with reproductions of graphics and paintings. As a result of the conversation, each student should understand that a painting is an object of aesthetic pleasure, and an icon is an object of both aesthetic pleasure and prayerful veneration.

PRACTICAL WORK

Topics: “Garden of Eden”, “Noah’s Ark”. "Tower of Babel". Before you start depicting, you need to discuss with the guys the event that was chosen for illustration.

Work on illustrations for the Bible can be done using details of an iconographic landscape. The teacher explains the stages of work step by step on the board (20 a, b). To prevent children from repeating every stroke of the teacher and making their own individual composition, it is better for the teacher not to use paints for display, but to draw on the board only with chalk and water. The water dries quickly, the children have time to understand how to draw and how to work with strokes, but at the same time they do not copy every stroke made by the teacher from the board. As a result, it may turn out interesting compositions (21–23) .

The drawing of mountains and water can be done directly with paint. The background is painted over with strokes (the colors are mixed directly on the sheet): day - white and yellow gouache, night - blue, purple and a little white.

The color of the slides is made up of three colors: yellow, red and a small amount of black. If the sheet depicts night or rain, then you need to take blue and purple paint(you can add a little green). Paint the water blue with a small amount of white paint (you can add a little purple).

On the slides, horizontal strokes for the steps are outlined with white paint, then spaces are applied to the edges of the steps with a thin brush and washed upward with water. From below and from the side, each step is outlined with black paint and blurred vertically downwards (slides; 14th century. (24) ; slides in Stroganov style; XVII century (25) ).

The waves can be drawn with thin lines using blue and white paint.

Trees are depicted immediately with paint, without preliminary drawing with a simple pencil. Animals are first outlined in pencil and then entered into the composition using pure, bright colors. Bright colors won’t look rude against the background of the slides.

To complete the work, children will be helped by reproductions and drawings of icons depicting hills, trees and animals: “St. George” (26) , "Boris and Gleb" (27) , "Flor and Laurel" (28) , "Vlasiy and Spiridonius" (29) .

To be continued

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Slide captions:

Biblical theme in fine arts Lesson on fine arts in 7th grade according to the program of B.M. Nemensky Performed by a fine arts teacher at MBOU Secondary School No. 10, Pavlovo, Nizhny Novgorod region Ignatieva Tatyana Nikolaevna

Kramskoy Ivan Nikolaevich Year of birth: May 27, 1837 Date of death: March 24, 1887 Christ in the desert The theme of the temptation of Christ interested Kramskoy back in the early 1860s, when he studied at the Academy of Arts and was interested in the work of Alexander Ivanov. At the end of the winter of 1863-1864, 19-year-old Ilya Repin visited Kramskoy’s apartment on Vasilievsky Island - he saw the head of Christ sculpted from clay in the artist’s studio, as well as a similar head painted on canvas. Kramskoy told Repin about the deep drama of the life of Christ, about his temptation in the desert and that such temptation often occurs among ordinary people.

The plot of the picture is connected with the forty-day fast of Jesus Christ in the desert described in the New Testament, where he retired after his baptism, and with the temptation of Christ by the devil, which occurred during this fast. According to the artist, he wanted to capture the dramatic situation of moral choice, inevitable in the life of every person

Christ was the most important thing for Kramskoy moral ideal in his life, the perfection of the universe, before the image of which the entire human world bowed. In 1869, Kramskoy decided to go abroad and see with his own eyes the work of the local artists, how the most famous European masters depicted God in their canvases, he often visited Dresden gallery and spent a long time admiring the image of the Sistine Madonna. Temptation of Christ Juan de Flandes. 16th century

For ten long years, Kramskoy nurtured the desire to paint the painting “Christ in the Desert”; he made many sketches, but all of them did not suit him. First version of the painting (1867) Head of Christ (study)

When the painting was completed, it was exhibited at the exhibition of Peredvizhniki artists. The reaction of society to the picture was different, some said that Christ in the picture looks without the features of holiness, others argued that God cannot be depicted in any difficult situations, and only the progressive part of society reacted positively to the picture, seeing in the picture dramatic changes in the depiction of Christ in temptations they had never seen before. The image of Christ in Kramskoy’s painting coincides with the signs ordinary person having an earthly appearance, the appearance of a person in opposition to himself and the world of the human race.

Nikolai Nikolaevich Ge Born in 1831 died in 1894 Nikolai Ge worked on this canvas in 1861-1863 in Italy, Florence. He was fascinated by the history of Christianity and biblical stories. In the painting “The Last Supper,” art connoisseurs trace the whole story – the struggle between good and evil, tragedy and betrayal. last supper

The painting shows last supper- the last meal of Jesus Christ with his twelve disciples-apostles described in the New Testament, during which he predicted that one of them - Judas Iscariot - would betray him.

Having said this, Jesus was troubled in spirit, and testified, and said, “Truly, truly, I say to you, one of you will betray Me.” 22 Then the disciples looked around at each other, wondering who He was talking about. 23 And one of His disciples, whom Jesus loved, was reclining at Jesus’ breast. 24 Simon Peter made a sign to him and asked who it was that he was talking about. 25 He fell to the chest of Jesus and said to Him: Lord! who is this? 26 Jesus answered, “He is the one to whom I dip a piece of bread and give it.” And, having dipped the piece, he gave it to Judas Simon Iscariot. 27 And after this piece Satan entered into him. Then Jesus said to him, “Whatever you are doing, do it quickly.” 28 But none of those reclining understood why He said this to him. 29 And since Judas had a chest, some thought that Jesus was saying to him: buy what we need for the holiday, or to give something to the poor. 30 He took the piece and immediately went out; and it was night. It is believed that Ge’s “favorite Gospel” was the Gospel of John, in which the events associated with the Last Supper were described as follows

On the right side of the canvas there is a dark silhouette of the departing Judas. Depicted against the light, he seems to be opposed to those who remain in the illuminated room. It has symbolic meaning: “The black deed of treason is embodied by the dark figure of Judas, illuminated from the back. Light unites a group of like-minded people.” Of the remaining apostles, John stands on the left, and Peter on the right, who, “leaning slightly towards the center, form a kind of “arch” over the reclining Christ.” Behind them, in the back of the room, sit the rest of the apostles. Jesus Christ is highlighted not only compositionally, but also by his deep thoughtfulness, which “contrastes with the excitement of those around him: with Judas defiantly leaving, with Peter jumping up, with John standing up in fear and the disciples anxiously talking.” He deeply experiences the collapse of ideals and the bitterness of disappointment, realizing that his student irrevocably abandons his covenants. The inaction of Christ is a sign not only of deep sadness and submission to fate, but also of “conscious sacrifice.”

Resources used https://ru.wikipedia.org