As we have already said, methodology and technology as a subject of study consider the features of the teacher's work with students.
Since the main object of scientific research in the field of teaching is the student, it is natural that human activity cannot do without such sciences.
aim teaching fine arts in a secondary school is the formation of the artistic culture of students as an integral part of the spiritual culture, familiarization with universal and aesthetic values, mastery of the national cultural heritage. Fine arts should contribute to the comprehensive, harmonious development of students.
The tasks of teaching fine arts include:
formation
students have a moral and aesthetic responsiveness to the beautiful and the ugly in life, nature, and art;
formation the artistic and creative activity of the student, the development of artistic taste, creative imagination, aesthetic taste, aesthetic sense, fostering interest in art, etc.;
mastery figurative language of fine arts through the formation of artistic knowledge, skills and abilities when drawing from life, from memory and imagination, when getting acquainted with arts and crafts, when illustrating, when working with plastic materials (clay, plasticine), graphic materials (gouache, pastel , car, marker, charcoal), etc.;
development of visual abilities in children , artistic taste, creative imagination, spatial thinking, aesthetic sense and understanding of beauty, education and love for art; familiarization with the heritage of domestic and world art.
One of the main objectives of the visual arts is to help children to know the surrounding reality, to develop their powers of observation, to teach them to see, but at the same time not to drown out their creative individuality.
It is necessary to interest schoolchildren in their subject, to tell them that the ability to draw is necessary not only for artists, that fine art skills are also needed for people of many other professions. The ability to draw is necessary for a designer, fashion designer, architect, biologist, archaeologist, kindergarten teacher, cosmetologist and many others.
Everyone knows about the outstanding talents in the visual arts of our famous research scientists: Mikhail Vasilyevich Lomonosov, Semenov-Tian-Shansky, Miklukho-Maclay, Dmitry Mendeleev, and others.
Drawing helped many writers in their work: Goethe, Victor Hugo, Andersen, Al. Pushkin and M. Lermontov, L. Tolstoy and Vl. Mayakovsky.
Scientific and theoretical foundations for teaching and educating schoolchildren by means of fine arts in the works of V.S. Kuzin, B.M. Nemensky, N.S. Ivanova, T.Ya. Shpikalova, N.M. Sokolnikova.
At this stage in public education There are several directions in teaching children:
1. State municipal comprehensive schools.
2. State with in-depth study of subjects or with classes aimed at studying these subjects:
· physical and mathematical bias of school No. 20,45,15;
Humanitarian-linguistic No. 30.11;
· aesthetic No. 63.23.
3. Schools - lyceums, schools - gymnasiums.
4. Private schools: them. D.V. Polenov, "Renaissance".
5. Religious gymnasium, under the leadership of Father Lev Makhno.
In many schools, much attention is paid to artistic and aesthetic education and education, and in particular to the teaching of fine arts and music.
As already noted, at the present stage, according to the teaching methodology, there are many interesting developments from such authors as E.I. Kubyshkina, V.S. Kuzin, T.S. Komarova, B.M. Nemensky, E.E. Rozhkova, N.N. Rostovtsev, N.M. Sokolnikova, T.Ya. Shpikalova and others. They created educational and methodological and visual aids for drawing, painting, composition, folk and arts and crafts. Visual arts textbooks for elementary and secondary schools have been published.
Let's pay attention to those scientists who have created their own programs, textbooks, systems of artistic and aesthetic education.
Vladimir Sergeevich Kuzin - Corresponding Member of the Russian Academy of Education Dr. Ped. sciences, professor. In his program, the leading place is given to drawing from nature, i.e. to teach to see objects and phenomena as they exist. He is the head of the group of authors of the state program on fine arts.
Boris Mikhailovich Nemensky - artist, teacher, laureate, state prize, corresponding member of the Academy of Pedagogical Sciences.
His methodology is based on the inner world of the child, on his feelings, emotions, perception of the world around him through the soul of the child. At the moment, in the Tula region, some schools are engaged in his program, which is called "Fine Arts and Artistic Work."
Tatyana Yakovlevna Shpikalova in his writings focuses on the study of folk arts and crafts.
5. Lesson - as the main form of educational work.
The main types of lessons-classes in fine arts.
MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION State educational institution of higher professional education "Orenburg State University" Akbulak branch Department of Pedagogy V.A. TETSKOVA METHODOLOGY OF TEACHING ART IN THE PRIMARY SCHOOL OF A GENERAL EDUCATIONAL SCHOOL METHODOLOGICAL INSTRUCTIONS Recommended for publication by the Editorial and Publishing Council of the State Educational Institution of Higher Professional Education "Orenburg State University" Orenburg 2003 LBC 74.268.51 I 723 T-38 UDC 85.1 (07) Review of Pedagogical Sciences N.M. Tetskova V.A. T 38 Methods of teaching fine arts in the primary grades of a comprehensive school: Methodological instructions. - Orenburg: GOU OGU, 2003. -12 p. These guidelines are intended for full-time students of the specialty 0312 “Teaching in primary school in the discipline “Fine Arts with teaching methods” These guidelines are intended to assist students during teaching practice. LBC 74.268.51 i 723 © Tetskova V.A., 2003 © GOU OSU, 2003 Introduction These guidelines are intended for full-time students of the specialty 0312 "Teaching in primary school" in the discipline "Fine arts with teaching methods" Recommendations are based on the experience of teaching the discipline in the Akbulak branch of the State Educational Institution OSU. The younger school age is the most favorable in moral and aesthetic education. It is very important to develop in a child the ability to deepen oneself, to realize the complexity and richness of one's inner experiences, the ability to empathize and relate to people around. This is facilitated by the subject "Fine Arts". These guidelines are intended to assist students during teaching practice. 1 The role of art in the development of primary schoolchildren The main goal of modern primary education is the upbringing and development of the child's personality. Achieving this goal is impossible without the implementation of the tasks facing the educational field "Art", which is part of the fine arts. In elementary school, the following tasks are solved: - the formation of students' emotional and value attitude to the phenomena of reality and art; - the formation of artistic and figurative thinking as the basis for the development of a creative personality; - development of schoolchildren's ability to perceive works of art as a manifestation of a person's spiritual activity; - mastering the intonational-figurative language of art on the basis of the emerging object of creative activity and the relationship between different types of art; - formation of a holistic view of the national artistic and musical culture and their place in the world artistic culture. In younger schoolchildren, unlike other age periods, personal orientation is determined by the focus on the external objective world, visual-figurative thinking and emotionally-sensitive perception of reality prevail in them, and gaming activity remains relevant for them. The specificity of art, its artistic and figurative nature, perfectly meet the personal needs of a child of primary school age. This determines the pedagogical potential and significance of the subjects of the educational field "Art" at the elementary school stage. By fully fulfilling the tasks that stand between this educational area, teachers can successfully achieve the realization of the main goal of primary education - the development of the child's personality. Any kind of art “thinks” in images, and the image, by its artistic nature, is integral. And in any artistic image, as in a drop of water, the whole world is reflected. Thus, the educational area "Art" contributes to the solution of another important task facing primary education - the task of forming a holistic perception of the world around the child. To solve it, elements of art are introduced into the teaching of other school subjects. There is a tendency to build education in the unity of the principles and methods of teaching the basics of science and art. In elementary school, elementary school students form artistic and musical culture as an integral part of spiritual culture. Artistic and musical knowledge, skills and abilities are no longer the goal, but the main means of culture formation, composition, form, rhythm, proportions, space, color, sound, word, tempo, dynamics, etc. are grouped around the general patterns of the artistic and figurative language of music and fine arts. This approach allows you to create integrated courses that also solve the problem of forming a holistic picture of the world. An important facet of the upbringing and development of the individual is the moral and aesthetic education of the child. It is the primary school age, in which the emotional and sensory perception of reality predominates, that is the most favorable in moral and aesthetic education. Feelings and experiences that evoke works of art, the child's attitude towards them are the basis for acquiring personal experience and the basis of self-creation. This is the key to further development of interest in the inner world of a person, the ability to deepen oneself, to realize the complexity and richness of one's inner experiences, the ability to empathize and relate to people around. The missed opportunity in moral and aesthetic education at the initial stage of education can no longer be compensated for in the basic school. In elementary school, it is important to show the child the connection of art with his personal world of his thoughts and feelings. Therefore, it is very important to take into account the local features of the national culture in the process of teaching art objects: characteristic crafts and trades, specifics in folk costume, utensils, architecture, etc. Thus, the problem of introducing the child to art on the basis of the artistic material of his native land, which is personally significant for him, is being solved. The teacher should take into account the age characteristics of younger students and in art lessons use active and creative methods to a greater extent, arising from the laws of art, and to a lesser extent - verbal and informative. Another important task of the educational field "Art" is the harmonization of the abstract-logical and figurative thinking of the child, which is especially important at the initial stage of education, when the child is just entering the educational activity. Switching students from science classes to artistic activities helps to reduce children's overload. Art activities have a significant psychotherapeutic effect on the younger student, relieving the neuropsychic stress caused by other lessons, thereby preserving the child's health. At present, schools in Russia provide training according to variable author's programs and textbooks. In order to preserve a unified educational space on the territory of the Russian Federation, a mandatory minimum content of primary general education (standard) was developed and approved by order of the Ministry of Education of Russia dated May 19, 1998 No. 1235, where, among others, the content of the educational component "Fine Arts" is determined. Based on the mandatory minimum, an exemplary program was developed "Fine Arts" and requirements for students graduating from elementary school. The program contains an approximate amount of knowledge and is not divided into classes, which allows you to build the logic and structure of studying this educational component in different ways, without violating the requirements of the minimum content. These documents are a guideline for the preparation of author's programs, the development of calendar and thematic plans, and also create conditions for the implementation of a differentiated approach to the organization of education, for the teacher's creativity, free choice of forms and teaching methods. This methodological development proposes a plan-outline of the lesson from the program "Fine Arts and Artistic Work", developed under the guidance of B.M. Nemensky. His program basically sets the task of the spiritual development of the individual. It introduces students to three ways of artistic development of reality: pictorial, decorative, constructive. The development of artistic perception and practical activities are presented in the program in their meaningful unity and the interaction of art with life. Three types of economic activity, which determine the whole variety of visual representations of the arts, form the basis of the first, introductory class. The first, figurative form of communion comes to the aid of the children (and the teacher): "Three Brothers - Masters - the Master of the Image, the Master of Decoration and the Master of Construction." The discovery for children should be that many of their everyday everyday games are artistic activities - the same as adult artists do (not yet art). Seeing the work of this or that “Brother-Master” in the surrounding life is an interesting game. This is where the knowledge of the links between art and life begins. Here the teacher lays the foundation in the knowledge of the vast complex world of plastic arts. The task of this year also includes the realization that the "Masters" work with certain materials, and also includes the initial development of these materials. But “Masters do not appear before children all at once. At first they are under the "cap of invisibility". In the first quarter, he takes off his hat" and begins to openly play with the children "Master of the Image". In the second quarter, he will help to remove the "invisibility cap" from the "Master of Decoration", in the third - from the "Master of Construction". And in the fourth, they show the children that they cannot live without each other and always work together. It is necessary to keep in mind the special meaning of generalizing lessons, in which, through the work of each "Master", children's art work is connected with adult art. The theme of the blocks of lessons (8 hours) of the first quarter: “You portray - getting to know the “Image Master”” “The Image Master teaches you to see and depict. And all subsequent years of study will help children in this - help them see, consider the world. To see, one must not only look, but also draw oneself. This must be learned. Here, only the foundations of understanding the enormous role of the activity of the image in people's lives are laid. In later years the teacher will develop this understanding. The discovery of the quarter also includes the fact that in art there is not only an Artist, but also a Spectator. Being a good viewer also needs to be learned, and Image Master teaches us this. The task of the “Master” is also to teach children the primary experience of owning materials available to elementary school. This experience will be deepened and expanded in all further work. "Image Master" helps to see, teaches to consider. The very first lesson of fine arts in the new academic year is a real celebration of color! The abundance of fresh flowers that decorate the classroom is not only a visually active entourage that creates a festive atmosphere in the classroom, it is also a background for admiring, peering, immersing and comprehending the beauty of the multi-colored diversity of the natural world. The beauty of flowers penetrates the soul of children, causing enthusiasm. They need it like the wings of a bird, it will be their main emotional impulse in their work. 2 Outline of the lesson on fine arts Teacher of school No. ___ r.c. Akbulak F._____ I.____ O.___ Date________ Type of lesson: Drawing from life in grade 1 Lesson topic: “Fairytale flowers” Lesson goal: To teach to see beauty in the surrounding reality (in nature). Education of feelings, emotional responsiveness. Introduce visual materials such as paper, felt-tip pens, colored pencils or crayons. To get acquainted with the general level of preparation of the class for fine arts. Lesson objective: Based on the emotional and aesthetic perception of fresh autumn flowers, each draw their own clearing of "Fairy Flowers" Lesson equipment: 1) For the teacher: Several bouquets of autumn flowers, reproductions of paintings: Nalbandyan "Flowers"; Van Gogh "Sunflowers"; O.R. Tolstoy "Flowers, a bird and a butterfly"; objects of arts and crafts (dishes, handkerchief). Musical row: P.I. Tchaikovsky "Waltz of the Flowers". Equipment for students: Album, colored pencils, felt-tip pens, colored crayons. Chalkboard design: On the right side - decorative art objects (Pavlovian scarves), on the left side - reproductions of paintings by artists. The middle remains clean, so that at the end of the lesson, from the best works of students, add up a common “Fairytale meadow” Lesson plan: 1. Organizational part. – 2-3 min. 2. Introduction to the topic of the lesson. - 10 min. 3. Perception of works of art 5 min. And an appeal to the surrounding reality. 4. Creative creative practical activity of students on the topic of the lesson. 5. Generalization and discussion of the results of the lesson. 6. Cleaning the workplace. - 2 minutes. Lesson progress: For the lesson, students prepare the necessary materials: an album, felt-tip pens, colored pencils (it is more convenient to put in a beautiful jar or glass). After the call, I put things in order, drawing attention to one of the beautiful bouquets of flowers standing on the table (I take a vase of flowers in my hands, turn it, admiring it). Teacher: Guys, and now the magic lesson of Beauty begins! -Look around. How many beautiful flowers did you bring to school today! How they decorate our class! What mood do you feel when looking at this beauty around? Children: - Joyful, festive, cheerful ... Teacher: (examining another bouquet) - Oh, and someone hid here! (showing the doll to the children) - Who is this? Where is he from? Examining the doll, the guys note that she has a long nose, big clear eyes, a smiling mouth, the doll is dressed in a fluffy chicken, wide pants, a palette with a brush, a pencil and a felt-tip pen is in her hands. - But something is written on the jacket: Guys, I'm a cheerful master! When I hold a felt-tip pen in my hands Or a magic pencil, I can depict all of you, Forests, fields and mountains, Wonderful expanses, Ringing foliage, A distant star. The whole world in which we live - We call Reality. - Well, of course, now I remembered my old friend who helped me study when I was little. This is a cheerful "Image Master" - And now he has come to our lesson to help you in such a difficult and exciting business as studying. This "Master" told us that he can depict, that is, draw everything around. And these beautiful flowers, can you (referring to the doll) draw too? (the doll nods its head) - And, probably, did you draw these pictures (I go up to the board with reproductions)? (doll shakes its head) No? Then who? Your students? (doll nods). Yes?! Van Gogh "Sunflower" I read the inscription on the reproduction. Children, have you heard this name? Not? Of course, you could not know this person, because Vincent Van Gogh lived on earth long before you were born, even your grandmothers were not yet born, and Van Gogh had already left this world. But the creations of his hands - paintings live forever and delight our eyes. The sunflowers in his picture are the same as we see them in life - warm, sunny, cocky, and one is a little sad - because he tilted his head down. - And this picture is also your student? (referring to the doll). She nods. - Fedor Tolstoy is the name of the person who painted this beautiful bouquet of flowers with a bird and a butterfly. - The picture is painted so naturally, even a drop of dew “trembles” on a leaf, even a fly, as if alive, sits on a flower petal, a caterpillar seems to be moving, crawling ... and we recognize the flowers - Here is a bell, but here is a “rose-Mallow”, and here is a carnation ... What helped the artist to depict these flowers so accurately? Children: He carefully examined them. Teacher: "That's right. This is called observation. And this is what the "Master of Image" will teach us. But in this picture and on these bright scarves we see ... what? Children: Also flowers! Teacher: Can we name them? Children: No. They look like many flowers at once. Teacher: Yes, here, you can immediately say, a generalized image of a flower. As if merged together and rose and peony, and major and aster. And it turned out to be a fabulous, fantastic flower, which seems to exist and does not exist in nature. These flowers on things are not created by nature, but by the imagination and skill of man. Man, like nature, can create the same beauty that pleases, brings light and goodness! - Guys, do you want to be the creators of beauty? - Yes! - How do you create beauty? - We will draw! - Do you know what you will draw? - Yes, flowers. - Wonderful! Great idea to draw flowers! And what kind of flowers would you draw - real, such as you see them in bouquets, or your own, fabulous? - (opinions are divided) - Well, let everyone draw their own magical meadow (that is, a landscape sheet of paper will turn into a meadow) with wonderful flowers, and at the end of the lesson we will make one large flower meadow from your drawings. You have pencils, felt-tip pens, crayons in your hands. Do you already know how to use them? - Yes!
Master class on drawing "Here is my village"
Dumler Tatyana Petrovna, art teacher of the Moscow Autonomous Educational Institution Secondary School No. 30 in Tomsk.
Purpose: For work with children from 8 years and older, teachers, parents.
Target: Thematic drawing in mixed media.
Tasks:
- To acquaint students with the features of Russian wooden architecture.
- Learn to organize the space of the sheet, organize the workplace.
- To cultivate respect for the fine arts, the desire to learn new things.
We perform this work with students in the 4th grade (according to the program of B.M. Nemensky)
Materials: Album, gouache, brushes, a glass of water, PVA glue, 2 boxes of matches, scissors.
Let's make a linear drawing of the division of space: a horizon line, two hillocks, a river bank.
Let's start coloring the background. Let's take blue and white paints, mix them in a lid, and draw the sky with a shade of blue.
We also draw a river in blue, adding blue shades.
Add a little green to the cap with white paint, mix. Add a little green to the cap with yellow paint. Mix. With the resulting shades of green, we begin to paint the earth.
When painting hillocks, apply the color by stretching (from a light shade to a dark one)
The river bank is done with ocher.
A forest is visible in the background. We begin to draw deciduous trees.
Be sure to use color transitions: from dark to light. Deciduous trees can be done with a poke technique. We draw coniferous trees with a thin brush.
The second stage of work (as a rule, we perform this task in the next lesson). To complete the task you need glue, matches.
Apply a thin layer of glue to the drawing. The length of the match determines the size of the glue spot.
We spread the matches with the "Well", alternating the sulfur heads in turn. After laying out, trim the matches and press them against the pattern with your fingers, hold for a few seconds.
Repeat laying out the "well" several times.
We lay out the pediments of the huts from cut matches. I offer children (to choose from) another option: paint over the gables with paint.
We use boxes for windows and doors. Cut out brown rectangles, glue them to the log cabins.
At the request of the children, you can add more images: paths, hedges, wells, haystacks, etc.
Drawings of children.
I regret that I didn’t take pictures of children’s drawings before, there were such interesting works. So far this year it's been like that.
I hope you like it and want to do this work with your students. Good luck!
The activities in the art lessons include what the child does (draws, designs, sculpts). The difference in activities can be traced by comparing different training programs.
Let's take 4 programs Nemensky, Cousin, Yusova and Shpikalova.
Kuzin "School of drawing - graphic literacy": teaches professionals. This is an academic school. She teaches schoolchildren graphic literacy (the basis of realistic drawing, drawing skills from nature, from memory, from imagination, decorative drawing, conversation.).
Activities: conversation, drawing from life, drawing from imagination and imagination, drawing on themes, DPI. The activity is directed to the objects of the surrounding reality.
Nemensky's program "Introduction to the world artistic culture as a part of spiritual culture" educates literate viewers. Graphic literacy is only a means. There is a mixture of all types of activity (their unity): children draw, make, sculpt, design. Three Masters help in this - Master Image (from art with all types and genres), Master Decoration (DPI), Master of Construction (constructive arts - architecture). This is the principle of organizing art itself.
Activities: image on a plane, in volume, from life, from memory, imagination; decorative and constructive work, molding, appliqué, volume-spatial modeling; design and constructive activity, art. photography and video filming; perception of the phenomena of reality and works of art; discussions of the work of comrades and the results of collective creativity; discussion thin. heritage, selection of illustrations, listening to literary and musical works, folk, classical and modern.
Organization principle Shpikalova's programs through folklore (connection with crafts). Traditional art turns into a professional one. Children study folk costumes, ornaments, plants used in ornaments.
Activities: drawing from nature, from memory and from imagination; execution of thematic compositions on the plane and in volume from real and abstract forms; performance of decorative compositions: plot-thematic, still life, ornament, improvisation; modeling and art. design of paper products; modeling, thin painting, appliqué, work with fabric, work with natural materials; value-oriented (dialogues about art)
Yusov program"Interaction of the integration of arts in the field of artistic development of schoolchildren" teaches the attitude to the subject through an artistic image.
Activities: practical artistic activity in the fine arts, modeling, DPI, drawing on themes, conversations on art. With the help of aesthetic perception of reality.
decorative arts connected with everyday life and everyday life of a person, therefore it most fully conveys life and preserves national traditions. It is important for students to distinguish between folk art and professional folk art.
Folk art - created by the people on the basis of collective creative experience, national traditions.
Decorative and applied - embodies products with practical use in public and private life, and are distinguished by decorative imagery.
It is convenient to combine the study of folk and local history with local history and history. Folk art, as part of spiritual culture, is a source of ideas for professional artists. The works of dpi convey to children the idea of the people about beauty, goodness.
Kuzin introduces DPI little by little throughout the years of study. It is carried out in the process in the process of students performing decorative compositions. The content of "Decorative work" reveals the importance of folk art as a powerful means of educating aesthetic, labor, patriotic. Also love for the native land, the traditions of the native land, the work of adults.
Nemenskiy actively uses dpi in his program, devoting a year (grade 7). Students must understand the features of art, its place in human life, note the meaningful meaning of the artistic and figurative language, know the roots of this art, crafts, and create their own projects.
Shpikalova considers folk art as part of material and spiritual culture. He believes that the perception of the world by a child occurs through dpi, where the primary basis is the image of the product. Shpikalova's program is aimed at preserving the heritage of the people and DPI is considered as part of modern life.
The structure of the fine arts training program of B.M. Nemensky
From the Nemensky program
The program "Fine Arts and Artistic Work" is a holistic integrated course that includes all the main types of art: painting, graphics, folk and art, sculpture, architecture, design, spectacular and screen arts.
The systematizing method is the allocation of three main types of artistic activity - constructive, pictorial and decorative.
These 3 types are the basis for dividing visual-spatial arts into types (for example, art - painting, graphics, sculpture), also each of them is present when creating any work of art and therefore is the basis for integrating all types of art into a single system, divisible according to the principle of the type of thin deyat-ti.
The priority goal of poor education at school is the spiritual and moral development of the child, the formation of qualities in him that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.
The main semantic core of the program is the connection of art with human life, the role of art in its daily existence, in the life of society
Purpose: the formation of the artistic culture of students as an integral part of the spiritual culture.
Basic principles:
1. A holistic system of introduction to art culture (the study of all major types of spatial arts on a single basis)
2. "From life through art to life" (the connection of art with life, attracting the life experience of children)
Drawing from life, from memory and from imagination in the lessons of fine arts in a secondary school - all these 3 types of activities are in all programs in different proportions.
The first 2 are most clearly represented in the program Cousin:
Drawing from life - the study and display of nature on a flat sheet
Drawing from memory using nature - shown → closed → the child draws from memory
Draw by View recommended in programs Nemensky and Shpikalova, it is part of a consistent study of nature.
Drawing from life → drawing according to the idea (fantasy) based on the acquired knowledge
At Shpikalova there is a stylization for an ornament
Drawing from nature at Cousin and Nemensky: for example, still life - compositional solution, light, color, proportions, shape
By submission - come up with a still life that would tell about a person (often in decorative technique)
The same with the portrait:
Portrait of a neighbor (nature)
Portrait of mother (from memory)
Fruit portrait (imagination)
Principles and methods of teaching fine arts regarding the concept of "initiation to the world artistic culture" ( Nemenskiy).
Principles
Formation of artistic culture as an integral part of spiritual culture.
Formation of understanding of the role of art in life: the role of art in organizing the forms of the environment in which we live, the surrounding objective world, about ideas about the beautiful and the ugly.
The formation of the child's ability to independently see the world as a means of thinking about it, as a form of expressing one's attitude, based on mastering the experience of artistic culture.
Ensuring the progressive artistic development of the child.
Developing the skills of perceiving works of art and mastering the figurative language of art.
Assimilation of the emotional-value, sensual experience of generations, expressed in art, and the formation of emotional-value criteria of life.
The development of artistic and figurative thinking on the basis of observation and fantasy, children's own creative activity.
The principle of constancy of the connection between art and life.
The principle of integrity and unhurriedness, feeling the development of the material of each topic.
The principle of unity of education and creation;
The principle of living as a form of learning and a form of mastering artistic experience
Methods
Explanatory-illustrative (informational-receptive).
Reproductive.
Problem presentation.
Partially search (heuristic).
Research.
The study of artistic heritage.
Selection of illustrative material for the topics studied.
Listening to musical and literary works (folk, classical, modern).
Discussion of works.
Perception of phenomena of reality and works of art.
Photographing, video filming.
Design and constructive activity.
Volumetric-spatial modeling.
Application.
Decorative and constructive work.
Fig. on the plane and in volume (from life, from memory, from imagination).
Classification of occupations. Drawing from nature. Thematic drawing. Decorative drawing. Fine art talks. Brief description of each type.
Drawing from life is a method of visual education, teaches to think and purposefully observe, arouses interest in the analysis of nature. Drawing from life, the student strives to note its characteristic features, to understand the structure of the subject. Learning to draw from life at school leads to the development of mental abilities, teaches you to make correct judgments about the shape of objects, about the influence of perspective, the theory of shadows, color science, and anatomy. Drawing from nature is of great importance for the development of spatial thinking and imagination. Affects the development of memory and abstract thinking. Drawing from life can be long for two lessons, and short for 5-10 minutes. For the development of memory, drawing from memory and representation is used. In elementary school, handouts for desks (vegetables, fruits) at least three still lifes per class. Below the horizon line in primary school in the frontal or profile image is no more than two objects. From the fourth grade, it becomes more complicated by studying perspective, construction, chiaroscuro, two vanishing points (angular perspective) 3-4 subjects. Thematic still lifes, warm, cold scales. For clarity, you can use visual aids with sample tasks, tables with step-by-step tasks. The teacher should guide the activities of the children by asking leading questions.
Organization and methods of conducting decorative drawing lessons. Folk art at the lessons of decorative drawing.
The creative abilities of students are especially effectively developed in the lessons of decorative drawing. The program includes tasks for drawing up patterns, designing albums, and decorating rooms. It serves to awaken the creative forces and independence of students.
Decorative drawing aims to familiarize students with the basic principles of arts and crafts. The decorative design of an object is carried out on the basis of certain rules and laws: observance of rhythm, symmetry, harmonious combination of colors. At the lessons of decorative drawing, students learn to make patterns, learn the laws of composition, master the skills of working with watercolor, gouache, and ink. Ornamental creativity - introduces the basics of artistic design, decorative drawing should be closely related to drawing from nature. When drawing up patterns, it is necessary to show the student how to use the forms of nature: leaves, flowers, birds, and how to process these forms in their compositions. Showing samples of folk ornaments is of great educational importance. In elementary grades, decorative drawing is mainly limited to copying folk patterns. The beginning of work is drawing from samples, drawing up simple patterns from straight and curved lines. This is followed by a combination of elements of the folk pattern according to the compositional scheme given by the teacher. They complete the work on decorative drawing with tasks for drawing up sketches of decorative design, graphic work with the introduction of a font. Folk art is a special branch of DI in which the creative process proceeds on the basis of the hereditary transmission by masters from the people of a whole system of traditions and arts. Principles, canons, patterns, plots, ornamental motifs. Folk craft is one of the historically established forms of folk arts and crafts, which is the commercial production of art objects of wide application with the mandatory use of creative manual labor. The content of classes in thematic drawing lessons includes the image of various plots from life, the illustration of literary works, the creative composition of paintings on various topics. Thematic drawing enables students to acquire the ability to convey their thoughts and ideas by means of OZO art. At the lesson, the teacher can conduct a preliminary conversation, use excerpts from literary works, show examples from the work of outstanding artists. To draw a thematic composition, students need to make sketches from nature.
The thematic drawing helps the teacher to get to know the spiritual world of students, to trace how his abilities of figurative representation and imagination develop.
CONVERSATIONS ABOUT ART
The school drawing program also provides for special hours for discussions about the fine arts. At these lessons, the teacher introduces students to the life and work of outstanding painters, sculptors and architects. Children will learn how and by what means the artists achieved the ideological depth, emotional expressiveness of their works. Systematic familiarization of students with the works of artists is one of the means of aesthetic education. In the outstanding works of artists, typical phenomena of life are collected as a focus; these works make you look at the world in a new way, notice its beauty. Skills and abilities in the field of perception and evaluation of works of art increase the cultural level of students. Knowledge and skills are gradually developed - from the elementary ability to view the picture and understand its content to understanding the artistic means of expression, with the help of which the artist was able to convey his idea.
Conversations about the fine arts are an important means of not only aesthetic, but also the ideological and political education of students. During the conversations, the teacher shows the children pictures that reflect the nature of our Motherland, depict events from the history of the country, portraits of people who glorified the Fatherland. When a teacher shows a reproduction of a painting in a lesson, in which the artist's patriotic feeling, his love for his native nature is clearly expressed, this also evokes in children a feeling of love and admiration for their homeland. The more vividly and emotionally a picture from the life of our country, its landscape, etc., is told, the more feelings it will evoke in the child, the more vividly it will be imprinted in his mind (Fig. 45, 46). To prepare for conversations about art, we can recommend: Conversations about painting at school. M., 1966; V. Alekseeva. Fine arts and school. M., 1968; N. A. D m and t r e in a. Brief history of art. M., 1969; P. K. Suzdalev. Soviet art during the Great Patriotic War and the first post-war years. M., 1963; V. K emenov. Against abstractionism in disputes about realism. L., 1969; Art and military-patriotic education of schoolchildren. / Ed. V. V. Neverova and B. M. Sapunova. M., 1975; Popular art encyclopedia. M., 1986. So, we see that a variety of classes in the fine arts is of great importance not only for the development of knowledge, skills in drawing, but also for the overall development of students.
Drawing classes are built in compliance with the logical sequence in the presentation of the educational material, with the calculation of the volume, time and depth of the content of the topic. The entire drawing course is determined by the cool knowledge and skills that each student needs to learn. The volume and content are determined by the curriculum and program.
The curriculum contains a systematic list of all the topics of assignments and performances that make up the content of drawing in high school. All educational material is distributed by years of study based on the age characteristics of schoolchildren. Determining the amount of knowledge, skills and abilities in drawing, the program gives the teacher instructions on the sequence of studying and planning the material. New tasks are introduced as the knowledge and skills necessary for their conscious fulfillment are mastered.
The curriculum includes an explanatory note that succinctly and clearly sets out the goals and objectives of teaching, indicates the reasons for the proposed content of the classes, and gives a general methodological direction of work. In order to correctly and successfully solve all the goals and objectives set by the program, it is necessary first of all to master well the methodology of working with students, those principles and laws of constructing the educational process that give the best results. Only if there is proper methodological guidance for students, drawing at school acquires the necessary educational and educational value.
