The landscape, as well as the still life, occupies one of the leading places in the decorative composition and carries certain difficulties in the image. Along with generalizations and conventions, the landscape must convey the state of nature and be built according to the laws of composition. Only then will it be expressive and interesting to the viewer.
Unlike easel painting, in a decorative landscape, first of all, there is no light-air perspective, and all objects, both foreground and background, are depicted with the same clarity.
Stylization, as a rule, occurs by simplifying the outlines of objects: the most expressive decorative lines and moves are revealed, on which the emphasis is placed. Quantitative changes in the image of objects are also possible, if this is required by the artist's intention.
Decor in the landscape can be used to a greater or lesser extent. The composition can be completely filled with openwork, or an ornamental accent is made only in some parts of the forms that it is desirable to highlight.
Color can be used with reference to nature, or it can be decided conditionally. The Japanese landscape is very indicative in terms of stylization.
The plane-decorative nature of the style of Japanese masters is due to the predominance of the line, the color is introduced as a decorative spot.
The richness of tones is small, all landscapes are a complete compositional whole, based on a careful study of nature, as evidenced by the mood inherent in each of the landscapes.
The use of volumes is skillfully associated with a general planar interpretation. The combination of all these techniques creates a stylized and decorative character of the Japanese landscape.
snow landscape
Shushkanova Natalya Sergeevna
Job title: additional education teacher
Educational institution: MBOU DO MDG "FOLK CRAFTS"
Locality: r.p. Chunsky, Irkutsk region
Material name: Technological map of the lesson (classes)
Topic:"Decorative landscape"
Publication date: 09.02.2016
Chapter: additional education
MUNICIPAL BUDGET EDUCATIONAL INSTITUTION OF ADDITIONAL EDUCATION CENTER FOR THE DEVELOPMENT OF CREATIVITY NON-PRODUCTION CRAFTS R.P.CHUNSKY Technological map of the lesson (class) in painting in the 4th grade Theme: “Decorative landscape” Author: Shushkanova Natalya Sergeevna, teacher of additional education, first qualification category r.p. Chunsky 2016
Target:
independently decorate the workpiece of the “wood” product, applying in practice the studied decoration techniques, developing the ability to combine and creatively use various artistic materials, methods and techniques of decoration, compose a collective composition from finished trees, cultivating the aesthetic taste and beauty of decorative products.
Lesson type:
assimilation and consolidation of new knowledge.
Planned
result:
performance of collective work - a panel "Decorative landscape" from elements of independently decorated templates of trees.
Formation of universal learning activities
: Personal: understand and accept the importance of beauty in people's lives, have a positive motivation for educational and creative activities, show interest in working with pictorial materials. Cognitive: analyze what means, techniques and methods of decoration can be used in educational, creative and everyday life, summarize the available information and apply it in practice, be able to formulate a learning problem, search for ways to solve a creative problem. Regulatory: determine the purpose of educational activity, organize your workplace in accordance with the purpose of completing tasks, draw up a plan with the help of a teacher, independently follow the plan. Communicative: answer the questions of the teacher, participate in the work of the class, argue your point of view, express your own opinion, be able to maintain a positive educational dialogue, adequately perceive the assessment of your work by the teacher, comrades. 4. Basic concepts: "Decor", "Decorative landscape", "Realistic landscape", "Stylization". 5. Resources: multimedia projector, gouache, contours on fabric and ceramics, brushes No. 1,3, 5, a glass of water; glue stick. Presentation for the lesson. "Trees" - products-blanks from fiberboard.
Routing
No. Stages of the lesson Teacher's activity Student's activity
1
Organization
onion
Motivation Greeting, checking readiness for the lesson. - Let's remember what basic materials should be in a painting lesson? Workplace organization. Answer the teacher's questions. Ensuring motivation and acceptance by children of new educational and cognitive material. -We are all real artists, and we can imagine. I propose to close your eyes and imagine a wonderful fairy-tale land in which mysterious animals live, magical butterflies flutter, extraordinary trees grow. (Poem) -Each of you has your own image. And having gathered your ideas into a single whole, we will learn to depict them in one picture. Do you agree? Then we open our eyes and remember what we studied in the last lesson and what will be very useful to us in our work. Ready for new knowledge.
2
Update
ia support
knowledge
Poll of students on the last topic: I propose to consider a picture of the Russian landscape painter I.I. Shishkin "View in the environs of St. Petersburg". - In what genre of fine arts Do they enter into a dialogue with the teacher, demonstrate cognitive activity. List the features of the landscape;
painting completed? - And who can define the word landscape? How does this painting affect your mood? What does the artist use to convey the mood in the picture? I propose to consider another landscape and give it a description. - What do you see in the picture? - With what help does the artist convey the shape of objects? - And comparing two landscapes, how can you call this landscape (pointing to the right one)? - What is a realistic landscape? I explain that artists have another trick that allows you to turn any real object into a fabulous one. - What, you say yourself, looking at the board. - Who can define stylization? Is it possible to depict a realistic landscape with the help of stylization? - Such a landscape is called decorative. Presentation work. The images are being compared. Introduction to the topic of the lesson. - The children, looking at the blackboard, independently voice the topic of our lesson. The topic of our lesson: they remember what “stylization”, “color” and the basic concepts in visual activity are. Compare images. They remember the definition - "realistic landscape". They are trying to independently formulate the definition of "decorative landscape", using the concept of "stylization". .
"Decorative Landscape"
3
staging
goals
I propose to formulate the topic of the lesson. - If the topic of our lesson sounds like “Decorative landscape”, then what goal will we set with you in the lesson? I bring to the goal of the lesson - to complete a decorative landscape. - But we will not just make a decorative landscape, but we will make a collective panel of trees, using stylization and decoration techniques. Presentation work. Engage in dialogue with the teacher. Summarize the information received. Formulate the topic and purpose of the lesson.
4
Formed
no new
concepts
Explanation of new material. - Do you know the word "Decor"? - "Decor" - decoration - Where do you think decor is used? - Look around, is there decor in the office? - Let's think about where, besides painting, there are techniques of stylization and decor? Presentation work. Engage in dialogue with the teacher. Summarize the information received. Demonstrate cognitive activity.
5
Practical
consolidation
basic
knowledge
I propose to perform a creative exercise to consolidate the concept of "stylization" in groups of 3-4 people. You have 5 minutes to work. - Guys, I divided you into groups. Getting to the task, we recall the rules of work in groups and safety when working with glue. I propose to discuss the progress of the exercise: 1. There are envelopes. Perform a creative task. Choose suitable geometric shapes to complete the intended composition. Discuss the course and defense of practical work.
various geometric shapes. Your task is to make a stylized landscape out of the figures and evaluate each other's work. 2. We draw up a work plan: - discuss the idea of a landscape; - decide which landscape you have chosen; - draw up your landscape. - The board contains examples of stylized landscapes, you can look and make your own. 3. Upon completion of the work, the groups present their landscapes (according to the scheme), while others evaluate. In the course of the work, I monitor the posture of students and the correct organization of the workplace. Individual work with weak students. Independently remember the rules of working in groups. They present their work, analyze their own result with the work of other groups.
Dynamic
pause
The use of means of motor activity. Do your own warm-ups
6
Formed
no skills and
skills.
Practical
th work
I propose to perform practical work to consolidate the new material. I explain the progress of the work and the necessary materials. - We will need for work: gouache, brushes, three-dimensional contours, cotton swabs. I designate an educational problem that needs to be solved: to stylize real forms into decorative ones. Let's first remember the purpose of the lesson. - In the course of practical work, you are faced with the following Remember the purpose of the lesson. With the help of a teacher, a learning task is set and ways to achieve it. Creative activity. Conscious application of new educational material.
tasks: - to learn the technique of stylization of natural forms into decorative ones; - Develop imagination and creativity. You have 15 minutes to work. We recall the safety rules when working with materials and tools. We draw up a work plan: - choosing an idea for a stylized image; - covering the main background; -decoration of the product with the help of volumetric contours, cotton buds (optional). I propose to choose the degree of difficulty in the work. I monitor the posture of students and the correct organization of the workplace. Individual work with underachieving and experiencing difficulties students. Independent pronunciation of safety precautions when working with materials.
7
Outcome
lessons
At the end of the work, together with the children, I summarize the lesson. - Who used a complicated version of the decor in the work and so on? Generalization of the studied material. - What technique did you use in your work when decorating a tree? What new concept have you learned? - Did you experience any difficulties in practical work? Reflection on the work done. Expressing a personal opinion about the achievement of the educational task of the lesson.
- Have we achieved our goal? - What was she like? What can panels be used for?
8
Reflection
The decorative landscape made at the final stage of the practical work is used as the criteria for evaluating the lesson. - If you liked the lesson, you coped with the task, and throughout the lesson you were interested - attach a butterfly to the sky. If there were difficulties in work, something was not clear and the mood deteriorated because of this - attach a butterfly to your tree. If you didn’t like the lesson, the material was difficult, you didn’t cope with the task and leave the lesson in a bad mood - attach the butterfly to the clearing. Self-assessment of work in class. Peer assessment of work in class. Assessing your mental state.
PLAN-SUMMARY OF ART LESSON ON THE THEME
"DECORATIVE LANDSCAPE"
Performed:
Saitova Azaliya Fanurovna
art teacher
MBOU Gymnasium No. 64, Ufa
Topic: "DECORATIVE LANDSCAPE"
Target:
Show the directions of work on a decorative landscape.
Deepen knowledge and skills in the art of painting.
Introduction to different styling techniques.
Self-drawing decorative landscape.
Tasks:
Educational: education of figurative compositional thinking, aesthetic taste.
Developing: development of creative abilities of students, visual memory, imagination, color perception; mastering and consolidating the skills of working with various artistic materials.
Educational: teach how to transform a realistic landscape into a decorative one.
Equipment for students: tone paper (A3 format), pencils, eraser, paints, palette, brushes, handouts, works from the methodological fund.
Equipment for the teacher: easel, paper, pencil, eraser, pointer, visual aids, reproductions, projector, laptop.
Lesson structure:
Organizational moment - 1 min
Introduction to the topic of the lesson - 3 min
Lecture of new material - 10 min
Independent performance of work - 26 min.
Summarizing. Identification of errors and ways to correct them. Issuing homework - 5 min
During the classes.
Greetings
Hello guys! Today we have a lesson on the topic: Decorative landscape.
Explanation of new material
The purpose of our lesson. Convert a realistic landscape into a decorative one.
The teacher asks: -Guys, what do you think is the difference between a decorative landscape and a realistic one? (The slide shows examples of a decorative and realistic landscape)
Pupils answer and name different answers.
Teacher: Right. In a decorative landscape, there is no light-air perspective, and all objects, both front and rear, are depicted with the same clarity.
Also, the decorative landscape is characterized by generalization, symbolism and conventionality.
In a decorative landscape, objects and objects are stylized. Stylization occurs by simplifying the outlines of objects.
Stylization is a change in the visible properties and qualities of objects. suggesting their simplification in order to enhance the expressiveness of others.
Almost all the main visual means are used in decorative composition: point, line, chiaroscuro, shape, size, proportion, scale, color, texture, texture, format, etc.
The main visual means are: point, line, chiaroscuro. Because this triad is quite enough for a full-fledged artistic image and, accordingly, composition.
Take a look at the interactive whiteboard. (I point to reproductions of paintings by famous artists)
An example of a painting by A Matisse: In his work, we see a rejection of the light-and-shadow modeling of a three-dimensional form for the sake of the expressiveness of local color spots and their harmonious combinations.
Showing the following picture, K. Monet: And in this work we see the desire to convey the light-air environment through the highlighting of the color palette, the play of reflections and optical mixing of colors to the detriment of the subject color, tone and clarity of the picture.
In the work of G. Klimt, there is an ornamental-planar organization of the picture plane, an increase in laconism, plasticity of contour lines due to conditional lighting.
(On the board are the works of Cezanne, Van Gogh, Saryan, Egon Schiele, Gilmanov, Japanese motifs and examples of oriental miniatures)
So. Now each of you must decide on the choice of technique, techniques, color in order to complete a decorative landscape on A3 format. Material gouache or watercolor. Paper plain or tone. The choice is yours. I give free rein to your imagination.
Your task for today: Draw an interesting decorative landscape in color using any technique.
Get to work.
Independent work by students.
Students move on to the practical implementation of a decorative landscape under the guidance of a teacher.
Summarizing.
General exhibition of works. Discussion of the main advantages, identification of errors and ways to correct them. Issuance of homework.
Used Books:
1. G.M. Logvinenko "Decorative composition"
2. K.Dagldiyan "Decorative composition"
3. Akhadullin "Composition"
I want to ask you:what is composition?
what is the main thing in it?
Correctly. Creating an artistic image - the artist uses colors, perspective, conveys volume and texture. In a decorative composition, a theme can be expressed in ways that fundamentally distinguish it from the composition of a painting.
The image of the landscape may not unfold in depth, but upwards, in which case the distant plans are placed above the near ones. In a decorative landscape, the artist does not seek to convey the natural look of the subject, but stylizes it. The very first masters of stylization of natural forms were craftsmen.
In what products of Russian crafts can we find compositional techniques for stylizing natural forms?
I will talk about folk craft, and you name it for me.
Under the brush of magic craftswomen
Flocks of blue birds come to life.
Magical flowers wave their petals,
Frosty pictures of wonderful beauty!Red - black on gold
a fire is blazing
Everything is imperishable and young,
Everything in it is to amaze the world.
On the shortest summer night on the holiday of Ivan Kupala, according to legend, special flowers and herbs bloom, which have healing powers. These are the flowers that decorate the objects. Compositions of roses and cupavkas can be a separate composition or complement plot images.
On the black, blue, red or pale yellow surface of the tray, landscapes near Moscow and flower arrangements are clearly visible: wreaths of flowers, lush bouquets sometimes combined with fruits and birds, autumn motifs of berries and leaves.
A decorative composition can be compared not only with an ornament, where there is a motif, but also with a pattern that freely fills the plane. Name them.
The techniques of folk craftsmen were picked up by professional decorators and applied them in their decorative works. Here are illustrations of various decorative images - arrange them by type.
Group 1 - monumental - decorative images.
Group 2 - decorative and applied products.
Group 3 decorative and design products.
YOUTH!
"Composition cannot be learned until the artist himself learns to observe and notice interesting and important things. From this moment, the possibility of self-expression begins for him and the composition "is" itself ..." (I. Kramskoy)
Stylization techniques at the end of the 10th - 20th centuries. continued to develop into geometric forms. They were simplified by the artists abstractionists.
Abstract painting marked the rejection of the natural image and offered the conventionality of color, the geometrization of forms, decorativeness and non-objective compositions.
Paintings by Russian artists Vasily Kandinsky and Kazimir Malevich can be attributed to this direction.
For Kandinsky, the play of color is characteristic, and for Malevich composition is important.
Let's now imagine ourselves as Kandinsky or Malevich.
Let's do the exercise: on a piece of paper
using simple geometric shapes, stylize a floral motif and create an abstract composition.
We will leave the choice of motive for the future composition to fate. I invite you to the drum to draw out the number of your task.
(exercise)
Well done! Each of you created your own unique, original motive. Now we can appreciate the play of color and composition in each work.
(viewing work on the board)
