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"Jack of Diamonds"- originally this name was given to an exhibition of artists (December 1910 - January 1911), later included in the creative association of the same name, since 1911 - the Jack of Diamonds Society of Artists. At first, the association included mainly Moscow painters - later it included St. Petersburg artists and representatives of other cities, many artists from Western Europe (French and German) participated in exhibitions. Existed until December 1917.
Title: until 1917, "jacks of diamonds" were called convicts,
old French card jargon, according to which the jack (fr. valet- servant, footman) denomination in combination with a diamond suit (fr. carreau- squares) was considered and called - "a swindler", "a rogue".
They relied on the style of popular print, folk primitive, signboards. The artists of the "Jack of Diamonds" denied the traditions of both academicism and realism XIX century. Their work is characterized by pictorial and plastic solutions in the style of P. Cezanne (Post-Impressionism), Fauvism and Cubism.
The manner is rough, pasty colors are applied, proportions and perspectives are violated, asymmetric compositions, coarsened forms, only oil and local paints.
Konchalovsky
Osmerkin
Larionov
Goncharova
Rozhdestvensky and others
Larionov Goncharova's husband. Depicts soldiers and soldiers on vacation, writes as if not trained from. Art, depicts the primitive existence of man.
"Soldier on Vacation"
“self-portrait” Larionov, the work seems to be carved from wood, as if it were the work of an artisan
Goncharova
"Whitening of the Canvas" simplified composition, mask-like faces, heavy painting. 
"Spanish Woman" A semi-abstract picture, there is no direct perspective, the colors are conditional. Much is devoted to the image of the peasants. The jack of diamonds was often written by mentally ill children. Many depicted naked bodies, but they painted it as barbarians or savages.
Konchalovsky and Mashkov companion portrait. Traveled to Italy, and wrote this portrait during the trip. They depicted what they were fond of, created the energy of themselves and what they created, roughly, straightforwardly. They depicted notes, weights, musical instruments and painting. Sami athletic form
Mashkov - mostly painted still lifes rougher than those of Cezanne
In 1912, a number of artists gravitating towards primitivism, cubo-futurism and abstractionism broke away (brothers Vladimir and David Burliuk, Natalia Goncharova, Mikhail Larionov, Kazimir Malevich and others), who organized an exhibition called donkey tail .
The association broke up in 1917, shortly after Pyotr Konchalovsky and Ilya Mashkov left the Jack of Diamonds in 1916.
On the initiative of the former members of the "Jack of Diamonds" in 1925, an association was formed "Moscow painters", later converted to Society of Moscow Artists(OMH).
32) Art Nouveau in Russian art.
three main stages: early - 80s, mature - 90s and late - the beginning of the 20th century. In Russia, the prehistory of modernity coincided with the initial stage of its history. before modernity in the 80s, critical realism dominated in painting, early impressionism was formed, modernity in Russia was formed in line with national concepts, for the artists of the emerging modernity, national tradition was more important.
New humanism, It is based on the awareness of the dignity of the individual, first of all, sympathy for the people because of their serfdom. His freedom and education have been the guiding star of the Russian intelligentsia since the Decembrist uprising. The development of social life, which was suppressed in every possible way by feudal-church reaction, is increasingly taking on the character of a liberation movement, in which, in addition to the peasantry, by the end of the 19th century, the working class is also involved, which in the countries of Europe has already given rise to a broad social democratic movement.
Art Nouveau in Russia is not only the aesthetics of nouveau riche mansions and tenement houses, here money made money in line with capitalist development; modernity - and the aesthetics of the theater, with a revolution in the theater (Moscow Art Theater), with theater (Komissarzhevskaya) and drama (Chekhov, Gorky, Andreev), which became the mouthpiece of liberating ideas.
The vast majority of artists openly took the side of the people, even from the circle of the World of Art, not to mention Valentin Serov, who saw through the windows of the Academy of Arts the attack of the cavalry and the shooting of soldiers at the crowd of workers with their families. The graphics of the 1910s clearly testify to the emergence of democratic art in Russia with aesthetic and moral parameters, which will soon be perceived as Soviet.
The World of Art, breaking with the wandering movement, represents modernity in its most poetic period.
"Jack of Diamonds" rejected the style of the "World of Art", any mysticism in moods and the symbolism of the "Blue Rose". The task was to overcome impressionism in all its modifications and return painting to the subject, as in folk art. the artists of the "Jack of Diamonds" "searched for inspiration in folklore, in popular prints, in Arkhangelsk gingerbread products ...
"Union of Russian Artists"
"Blue Rose"
Representatives: Serov, Levitan, Serebryakova (peasant theme and feminine and childish purity and beauty), Vrubel, K.F. Yuon
in architecture - Shekhtel (built private mansions, Yaroslavsky railway station)
We remember that the work of Mikhail Vrubel was rejected by his contemporaries as decadence, which generally applied to young artists, including even Valentin Serov. Vrubel's style, which was an organic part of the Russian version of the Art Nouveau style.
Vrubel was not fond of plein air, like Vasnetsov, he was also far from the realism of the Wanderers, who, in his opinion, neglected formal tasks. At the same time, Vrubel has noticeable academic features - in the a priori beauty, but Vrubel consistently overcomes academicism. Ornamentality becomes a distinctive quality of Vrubel's graphics and painting.
* "Girl on the background of a Persian carpet" - at the same time puts forward the ornamental principle as the principle of the composition of the picture as a whole. Sketches of ornaments made by Vrubel were realized in ornamental panels located along the ships of the vaults of the Vladimir Cathedral. The artist completed the ornaments in a new style, choosing images of peacocks, lily flowers and wickerwork from plant forms as initial forms. "Models" taken from the animal and flora, stylized, schematized, one image seems to be woven into another. Vrubel uses curved lines.
33) Characteristics of Russian domestic and foreign art of the 19th-early 20th century. Styles and directions. Chronology.
Russian art at the turn of the 19th-20th centuries. Genre painting 1890-1900 The controversy between individual artistic groups, the increased activity of artistic life are signs of the turn of the century. The task of bringing art closer to life, bringing art into life, transforming the beauty of the surrounding world. Modern style. Painting changes. The role of everyday genre in Russian art at the turn of the 19th-20th centuries. Lyrical landscape in the work of I.I. Levitan (1860-1900). Creativity of M. Vrubel and V. Serov.
Artists of the "World of Art" (1898-1924). Modern style.
Russian theme in the art of the late 19th and early 20th centuries. (M. Nesterov, A. Ryabushkin, B. Kustodiev).
Associations and trends in Russian art at the beginning of the 20th century. Russian avant-garde at the beginning of the 20th century. Associations "Blue Rose" (1907), "Jack of Diamonds" (1910), "Donkey Tail" (1912).
K.Malevich (1878-1935) and Suprematism. The creative program of V. Kandinsky (1866-1944) and The Blue Rider.
P. N. Filonov (1883-1941), the founder of analytical art. MAI group. Russian Art of the 1920s-1930s Socialist realism.
34) Directions of modernism. Chronology. Representatives.
(from French Moderne - the latest, modern) - an artistic and aesthetic system or a set of art movements that developed in the 1920s, looking for non-traditional ways of artistic development of reality.
The date of the birth of modernism is 1863 - the year of the opening in Paris of the "Salon of the Rejected." the main goal is original works based on inner freedom and a special vision of the world by the author and carrying new expressive means, often accompanied by a challenge to established canons.
In a narrow sense, modernism is seen as an early stage of avant-garde, the beginning of a revision of classical traditions. Decadence and avant-gardism are considered its early stages. In Russian aesthetics, "modern" means the artistic style of the late 19th - early 20th centuries (Russian modern, art nouveau, art nouveau, art nouveau, secession, etc.) that historically preceded modernism, so it is necessary to distinguish between these two concepts in order to avoid confusion.
Modernist currents in art:
Abstract art
Abstract expressionism
avant-garde
· Acmeism
Dadaism
post-impressionism
Surrealism
Futurism
Expressionism
Symbolism
· Primitivism
Representatives:
· Artists
Vasarelli
Vlaminck
· Kandinsky
Kirchner
Lissitzky
Malevich
Mondrian
Picasso
35) Fauvism. Figurative-plastic language. Representatives. Fauvism (from French Fauves - wild) - the name of the direction that was assigned creative team young Parisian artists A. Matisse, A. Derain, M. Vlaminck, A. Marquet, R. Dufy, K. van Dongen, jointly participating in exhibitions of 1905-1907. The group did not have a clear program. The artists were united by the desire to create images with the help of bright, open color. Nature is an occasion to create expressive compositions. The works of these artists were distinguished by the absence of light and shade modeling, the desire to harmonize color spots. The Fauvists were one step away from abstractionism.
Henri Matisse (1869-1954), a member of the Parisian group of painters who called themselves "Fauves", abandoned the modulation of colors in order to again create impressive, simple and clear color surfaces, located in a subjective-felt balance in relation to one another. Together with Braque, Derain, Vlaminck, he belonged to the Parisian group "Wild". As a result of many years of intensive work, Matisse is gradually moving away from light-shadow modulation. His motto was: "The more flat, the more artistic." He gradually moves to a flat-decorative manner of painting, turning the picture into a decorative pattern.
36) A. Matisse
Matisse was the son of hereditary artisans. His mother in free time painted plates. Henri Matisse receives a law degree and becomes a clerk. During his illness, he reads a beginner's guide to painting. Father sends him letters of recommendation study in the studio of the artist Bouguereau (1891), but he is looking for something else. Matisse enters the School of Fine Arts in the workshop of Gustave Moreau. Moreau respects the gift of the other. An atmosphere of creativity and experiment reigns in his workshop. Matisse turns to the experience of the Impressionists in 1897 (still life "Blue Pot and Lemon"). Matisse painted kilometers of bay leaves, was a watchman in the theater. He paid huge sums of money for Cezanne's Bathers. The painting inspired him to create masterpieces. In 1905 Matisse went to the Mediterranean. His "View of Collidr" is the flight of a liberated man. The dam collapsed, and an avalanche of the brightest pure colors fell upon the world. Unthinkable, crazy, colors forbidden by all the art academies of the world found their place on the canvases of the master. In 1905, an exhibition was held in which Matisse, Derain, Vlaminck, Rouault and other artists participated. Matisse showed the painting "Open Window" on it. The critic Louis Vauxcelles called the painting wild, and their authors wild or fauvists. There was nothing shocking in Matisse, which is also characteristic of Russian avant-garde artists. From his youth, he loved to dress elegantly, adored stylish things. He did not aim to impress and puzzle. His findings and discoveries are the result of honest work. Since 1907, Matisse began collaborating with the famous Russian art collector Sergei Ivanovich Shchukin, who provided the master with a normal, uninterrupted work until 1912. major ("Dance", "Music", "Still life with a carpet", "Red Room").
37) Cubism. Figurative-plastic language. Representatives.
Picasso is considered to be the inventor of cubism with his painting “Avenyon Girls” (1907), but this is most likely an expression of the search of many artists. The theorists of cubism are the painters J. Metzinger and A. Gleizes. The Cubists tried to understand the internal structure of objects, they tried to expand the limits of optical vision. To the three dimensions of the space of the Renaissance, the Cubists added the 4th - time. In 1911 they exhibited their works in the Salon of the Rejected. Cubists - Pablo Picosso, Georges Braque, Juan Gris, M. Duchamp - used color for their combinations of light and shadow. They were primarily interested in form, transforming objects. They achieved the impression of convexity with the help of tonal gradations. First of all, they reduced the variety of forms to the elements of the rectangle, triangle and circle. The polychrome richness of Cezanne, which covered the entire spectrum, they reduced mainly to black, white, gray, ocher, brown and blue. The contrast of light and shadow was used by them in all the possibilities of its multi-tonality. Paintings began to resemble relief, and their content was reduced to a few household items. Musical instruments, due to their refinement and functional beauty of form, inspired painters and became subjects of still lifes. As a contrast to the linear forms and solid surfaces, pieces of fabric, imitations of pieces of wood and wooden lattices were used. Later, real objects began to be added to the painted geometric shapes, such as: plywood, glass, sheet metals, fabrics, pieces of wallpaper and newspapers, and individual typographic letters. The forms of objects were separated from their natural, organic environment and harmonized with abstract geometric forms. The Cubists developed new forms of shallow multidimensional perspective, which made it possible to present an object as a set of intersecting and translucent planes, concentrated along the axis of the composition. The object was depicted simultaneously from many points of view as a combination geometric shapes. According to the Cubists, the painting represented not only the appearance of the object, but also knowledge about it. The constructive similarity and interconnection of all objects - this is what the cubists pay attention to. The first stage in the development of cubism is associated with analytical compositions, the second stage is characterized by abstract still lifes.
Picasso paints the paintings "Dance with Veils", "Woman with a Fan", "Three Women". In 1908, the Bato-Lavoir association was created. In 1911 formed a new group cubists in Villon's workshop, joined by Duchamp, Gleizes, Metzinger, Le Fauconnier, Léger, Picabia, Kupka.
Cubism was most consistently manifested in the work of J. Braque (1882-1963) ("Bach's Arias", "Portuguese").
38) P. Picasso
"blue period" -1903-1904
"pink period" - 1904-1907
"Neoclassic Picasso"
* Portrait of Gertrude Stein.
* Guernica
"Blue" and "pink" periods
In 1900, Picasso went to Paris, where he visited the World Exhibition. It was there that Pablo Picasso got acquainted with the work of the Impressionists.
blue period. Barcelona in 1903-1904 was called "blue". The themes of old age and death are clearly expressed in the works of this time, images of poverty, melancholy and sadness are characteristic (“Woman with a Bun of Hair”, 1903; Picasso believed: “who is sad is sincere”); people's movements are slowed down, they seem to listen to themselves ("Absinthe drinker" Beggar old man with a boy", 1903; "Tragedy", 1903). Blue shades in the palette. Displaying human suffering, Picasso during this period painted the blind, beggars, alcoholics and prostitutes. Their pale, somewhat elongated bodies in the paintings resemble the works Spanish artist El Greco.
*Work transition period- from "blue" to "pink" - "Girl on the ball" (1905
pink period
In 1904, Picasso settled in Paris, the so-called "pink period" begins, in which the sadness and poverty of the "blue period" was replaced by images from the more lively world of theater and circus. The artist preferred pink-gold and pink-gray tones, and the characters were mostly wandering artists - clowns, dancers and acrobats; the paintings of this period are imbued with the spirit of the tragic loneliness of the destitute, the romantic life of wandering comedians (“The Family of an Acrobat with a Monkey”, 1905).
From experimenting with color and conveying mood, Picasso turned to the analysis of form: the conscious deformation and destruction of nature (The Maidens of Avignon, 1907), the one-sided interpretation of Cezanne's system and the fascination with African sculpture lead him to a completely new genre. Together with Georges Braque, whom he met in 1907, Picasso became the founder of cubism, an artistic movement that rejected the traditions of naturalism and the pictorial and cognitive function of art.
enlarges and breaks volumes cuts them into planes and faces continuing in space, perspective disappears, the palette gravitates towards monochrome, and although the original goal of cubism was to reproduce a sense of space and the heaviness of the masses more convincingly than with the help of traditional techniques, the paintings Picasso is often reduced to incomprehensible puzzles. In order to get back in touch with reality, Picasso and Georges Braque introduce typographic type, elements of “decoy” and rough materials into their paintings: wallpaper, pieces of newspapers, matchboxes. Still life paintings begin to dominate, mainly with musical instruments, pipes and tobacco boxes, notes, bottles of wine, etc. - attributes inherent in the lifestyle of artistic bohemia at the beginning of the century. The collage technique connects the faces of the cubist prism into large planes (“Guitar and Violin”, 1913) or conveys in a calm and humorous manner the discoveries made in 1910-1913 (“Portrait of a Girl”, 1914). In the "synthetic" period, there is also a desire to harmonize color, balanced by compositions that sometimes fit into an oval. Actually the cubist period in the work of Picasso ends shortly after the outbreak of the First World War
39) Expressionism. (expression)
- it was considered impossible through realism to make the viewer shudder. Some call it “new materiality”. This is a dissonance of colors and shapes, but with recognizable elements. It was believed that art was no longer needed, therefore - the colors - are minimal, the painting is coming to naught.
Representatives:
Associations: "Blue Rider" - formed by Kirchner and Helkel.
Composition: Schmidt Rottler, Mark Franz, Max Pechstein. James Ensor, Edvard Munch.
one of the trends of avant-gardism. The first generation of expressionists correlates with the activities of the German group "Most" (1905-1912). Their juicy and multicolored painting is replaced by a flat and graphic style of writing. The Bridge group was organized in Dresden by students of the Faculty of Architecture of the Higher Technical School. The expressionists considered the Belgian James Enser with his masks and Edvard Munch, whose paintings are called "cries of the times", to be their predecessors. From 1906 to 1912 exhibitions of the "Bridge" are arranged either in Dresden or in Cologne. Expressionism is characterized by broken lines, contrasting colors, and deformed space. In 1910, V. Kandinsky and F. Marquet organized an almanac called The Blue Rider, and the following year, an exhibition with the same name. This exhibition marked the beginning of the second association of expressionists (1911-1914). Makke, Kampendong, Klee, Kubin, Kokoschka joined this association. Expressionists - Munch, Kiechner, Haeckel, Nolde and the artists of the Blue Riders group - Kandinsky, Mark, Macke, Klee - again tried to return to painting its psychological and spiritual content. The purpose of their work was to present the inner spiritual experience with the help of shapes and colors, to convey to the viewer the inner tension experienced by the author. The work of Paul Klee is distinguished by an extraordinary scope for the use of color possibilities. He composed harsh, cheerful and gloomy melodies of color. Deren's work reflected a sense of the cruelty of the environment and sympathy for man.
Exhibition "Document"
Abstraction - lyrical (Kandinsky) and geometric (Malevich and Destail) This is the time of the appearance of the airplane, the artist can now see the world from above, from the heights of flight:
*Highways and lanes
*Inner Requiem
Piet Mondrian and his compositions.
40) Futurism. the general name for the artistic avant-garde movements of the early 20th century in poetry and painting, mainly in Italy and Russia.
In 1908, the mathematician Hermann Minkowski formulated a change in worldview: “From now on, the concepts of “time” in itself and “space” in itself are condemned to oblivion.
In the visual arts, Futurism repelled from Fauvism, borrowing color finds from it, and from Cubism, from which it adopted artistic forms, but rejected cubic analysis (decomposition) as an expression of the essence of the phenomenon and strove for a direct emotional expression of the dynamics of the modern world.
o
Giacomo Balla
Umberto Boccioni
David Burliuk
· Julius Evola
· Carlo Carra
Mayakovsky
The main artistic principles - speed, movement, energy, which some futurists tried to convey enough simple tricks. Their painting is characterized by energetic compositions, where the figures are fragmented into fragments and intersect with sharp corners, where flickering forms, zigzags, spirals, beveled cones prevail, where movement is transmitted by superimposing successive phases on one image - the so-called principle of simultaneity.
At the heart of the works futuristic painting, sculpture and architecture lies the expression of movement in two forms: "penetration" and "simultaneity"
*(sculptor Umberto Boccioni "Bottle deployed in space")
Futurism - a style in fine art and its features
Futurism Let's get acquainted this time with an exalted artistic style called futurism. I think everyone is talking about the combination "futuristic future", "futuristic landscape". I associated these phrases with the technology of the future, with some kind of extraterrestrial technology. But in fact, it turned out that this is not so. Undoubtedly, the futurists bowed to the coming technological civilization and its values. But this is not a utopian world of the future - this is the world of the present with new artistic means of self-expression introduced into it and such concepts as energy fields, movement, technogenic sounds. But first things first.
The Futurists were revolutionaries in art. Some of them considered themselves supporters social revolution, and they saw their role in contemporary art in updating it in the same way that true revolutionaries update public life. Unlike representatives of other avant-garde movements, who were terrified of the impending industrial era, the futurists accepted the future with exalted optimism, absolutized the external signs of technical civilization as new values that signify the model of the future world order. Futurism
A racing car rushing like shrapnel seemed to them more beautiful than any ancient statute. Futurists dedicate their poems and paintings to the automobile, train, electricity, station. In socio-political terms, they saw the cleansing of the world from the old junk in wars and revolutions. War is the only hygiene of the world. They greeted the First World War with enthusiasm, many of them volunteered to fight and died.
Another important feature of the aesthetics of futurism was the desire to introduce sound into visual art by purely visual means. Noises that burst into the world along with new technology, so fascinated the futurists that they strive to convey it to them in their works. The first exhibition of Italian futurists was held in Paris in Russia. In Russia, futurism was most clearly expressed in literature, for example, the work of Mayakovsky and some other poets. In fine arts Russian Futurism did not result in a coherent artistic system.
| 40. FUTURISM. FIGURATIVE-PLASTIC LANGUAGE. REPRESENTATIVES. Futurism - 1910-20 artistic avant-garde movement in poetry and painting, mainly in Italy and Russia. Futurists were not interested in content, but in form. They invented new words, used jargon, the language of posters and posters. task: rejection of traditions, break with the ideology and ethical views of predecessors. Futurists accepted the future with enthusiasm and optimism, absolutized the external signs of technical civilization as new values. intoxicated the latest achievements technology, they sought to cut out traditional culture with the knife of technism, urbanism and new science. In the visual arts, Futurism repelled from Fauvism, borrowing color finds from it, and from Cubism, from which it adopted artistic forms. The main artistic principles are speed, movement, energy, which some futurists tried to convey with fairly simple techniques. Their paintings are characterized by energetic compositions, where the figures are fragmented and intersect with sharp corners. They seek to activate the viewer, as if to place him at the center of their works and transfer their dynamism to the viewer's psyche. Acquaintance with the achievements of physics and psychology leads the futurists to the desire to depict not the objects themselves, but the energy, magnetic, mental fields that form them. the desire to introduce sound into art. The first exhibition of Italian futurists was held in Paris in 1912 and then traveled through the art centers of Europe (London, Berlin, Brussels, etc.). The exhibition did not reach Russia, but the Russians themselves picked up the ideas of futurism. In Russia, futurism, after painting, was especially reflected in literature (Khlebnikov, then Mayakovsky). In the visual arts, Russian futurism did not develop into an integral artistic system. This term rather denoted the most diverse tendencies of Russian avant-garde - post-Cezannism, a decorative version of cubism, neo-primitivism, searches consonant with expressionism, fauvism, Dadaism, experiments in abstract shaping. Futurism as an artistic and aesthetic movement ended with the outbreak of the First World War. Balla, Giacomo. ITALY. Balla is a representative of the first wave of futuristic art, on whose work U. Boccioni and A. Severini studied. the artist joins the thin. group of Marinetti, the founder of futurism. He acts as co-editor of the "Manifesto of Futurist Artists" transfers Futurism to other areas of art: sculpture and applied art- theatrical design and costume. Boccioni, Umberto. Italian artist Ball's student. co-author of the "Technical Manifesto of Futurist Painting". Boccioni is passionate about the idea of conveying movement in an environment. In Paris, Boccioni became close to the Cubists, this was reflected in his work. Especially sculpture. was the author of the Manifesto of Futurist Sculpture. Boccioni was the brightest and most gifted person in the future movement. In 1915 he went to the First World War and died. In Russia, the first futurists were the artists brothers Burliuks. David Burliuk is the founder of the futurist colony "Gilea" on his estate. He rallied around himself Mayakovsky, Khlebnikov, Kruchenykh, Benedict Livshits, Elena Guro. In the first manifesto, “Slapping the Face of Public Taste,” the call: “Give up Pushkin, Dostoevsky, Tolstoy, and so on. and so on. from the steamer of modern times. Terentiev is an artist. Kamensky is a poet, one of the first Russian aviators. cubo-futurism is a direction in which such artists as Malevich, Burliuk, Goncharova, Rozanova, and others worked at different times. | |
| 41. ABSTRACT ART. LANGUAGE, REPRESENTATIVES. The direction of non-figurative art, which abandoned the image of realistic forms. The symbol of modernism, abstract art, emerged in the 1910s, establishing a new tradition unrelated to the image. The rejection of mimesis freed art from the need to imitate reality and opened up opportunities for experimentation with form and color, which was carried out by numerous representatives of the avant-garde. The birth of abstraction dates back to the time of Kandinsky's creation - "The First Abstract Watercolor", dated 1910, possibly retroactively, since the publication of his article "On the Spiritual in Art" should be considered the real date of the appearance of abstraction. Consistent transformation of reality - which the Impressionists and Post-Impressionists first began to do - naturally led to the emergence of abstract art. From the very beginning, abstract art developed in two directions. The first direction is geometric abstraction, it is characterized by regular, clearly defined configurations. The Russian artist Kazimir Malevich, the Dutchman Piet Mondrian, and the Frenchman Robert Delaunay worked in this direction. The second direction is lyrical abstraction. Artists working in this direction preferred a free-flowing form filled with shimmering, pulsating colors. Artists: V. Kandinsky, K. Malevich, P. Mondrian, D. Balla, P. Klee, F. Leger, A. Rodchenko. | |
| 42. Creativity of Wassily Kandinsky. Wassily Kandinsky came from a family of merchants, descendants of Siberian convicts. In his high school years, he began to study music and painting. At the age of 30, Kandinsky gave up his career as a lawyer and left Moscow for Munich to study art. The capital of Bavaria was then considered one of the centers of European art. There Kandinsky became an active participant in the local art scene, the organizer (together with F. Mark) of the Blue Rider association (1911) - the main stronghold of the early German Expressionism, and one of the pioneers of abstract art. The artist worked all his life in Europe, with the exception of the period from 1914 to 1921. After the revolution, Kandinsky could not get along in Russia, he was called to teach in new school arts "Bauhaus", he agreed. This helped him become a world famous artist of Russian origin. The significance of Kandinsky's work goes beyond the discovery of an abstract "manner": he, along with Malevich, is the creator of the foundations contemporary art. His book On the Spiritual in Art (1911) is, without exaggeration, the most influential artistic theory of the century. The artist is a hand which by means of this or that key expediently sets in vibration human soul". In avant-garde art, the artist acquires unlimited power over the viewer, and Kandinsky was the first to take this power. Kandinsky's path to abstraction lay through symbolism and expressionism: he was one of the few Russian artists who neglected the spectacular cubist technique. Since 1909, Kandinsky has divided his works into “impressions” (expressing impressions from nature), “improvisations” (expressing impressions of “inner nature”) and “compositions” (the peak of conscious creative ambitions). Composition, for Kandinsky, is synonymous with creativity. Its highest embodiment was abstraction, although the artist did not come to it immediately. Abstraction for Kandinsky was not once a decision to build a new world, as a little later for Malevich and his followers. Kandinsky's paintings up to the 1920s retain hints of images even in the most radical works. Kandinsky always wanted "not to look at the picture from the outside, but to rotate in the picture himself, to live in it." The artist demands the same "rotation" from the viewer. When the Fascists closed the Bauhaus, he moved to France. He was engaged in creativity until his death. | |
| 43. CREATIVITY OF KAZIMIR MALEVICH Russian and Soviet avant-garde artist of Polish origin, teacher, art theorist, philosopher. The founder of Suprematism - one of the most early manifestations modern abstract art. primarily known for his controversial and controversial work Black Square. In the Soviet Union for many years the name of the artist was under an unspoken ban. Malevich himself during his life also contributed a lot to confusing the facts of personal and creative biography. In 1910, he took part in the first Jack of Diamonds exhibition. Then "Donkey Tail" and others. Malevich designed a number of publications of Russian futurists. His painting of these years demonstrated a domestic version of futurism, called "cubo-futurism": a cubist change in form, designed to affirm the self-worth and independence of painting, was combined with the principle of dynamism cultivated by futurism ["Grinder (Flashing Principle)" 1913 futuristic opera "Victory over the Sun" was interpreted by Malevich as the formation of Suprematism. In painting at that time, the artist developed the themes and plots of "abstruse realism", which used alogism, the irrationality of images as a tool for the destruction of traditional art; illogical painting, expressing abstruse reality, was built on a shocking montage of heterogeneous plastic and figurative elements "Lady at the Tram Stop" "Aviator" "Comp. with Mona Lisa”, “An Englishman in Moscow” Malevich wrote the first pamphlet “From Cubism to Suprematism”. New pictorial realism. This little book-manifesto Malevich was not entirely worried about his invention in vain. His comrades vehemently opposed declaring Suprematism the successor of Futurism and uniting under its banner. They explained their rejection by the fact that they were not yet ready to unconditionally accept a new direction. The black square seems to have absorbed all the forms and all the colors of the world, reducing them to a plastic formula dominated by the poles of black (complete absence of color and light) and white (simultaneous presence of all colors and light). Emphasized simple geometric form-sign, not linked either associatively, or plastically, or ideologically with any image, object, concept that already existed in the world before it, testified to the absolute freedom of its creator. The black square marked the pure act of creation carried out by the demiurge artist. Malevich called his art "new realism", which he considered a step in the history of world artistic creativity. | |
| 44. Russian avant-garde. Cubofuturism. The Russian avant-garde is a complex, heterogeneous and contradictory trend that developed in Russia from 1910 to 1932. and included many currents of abstract, non-figurative and non-objective art. It arose under the influence of French cubism and fauvism, Italian futurism and German expressionism, then having, in turn, a huge, in many respects defining influence on all the art of Western modernism and avant-garde. The evolution of the Russian avant-garde allows us to conditionally distinguish three periods in it. The first falls on 1910-1915. and is known under the name of cubo-futurism. The second lasts from the end of 1915 to 1924 and means the heyday, the highest rise of the avant-garde. In these years, Suprematism, Constructivism, and other trends were added to Cubo-Futurism. The third period covers 1925-1932, when the avant-garde spread to all types of art. however, on the whole, it is gradually fading away, and in 1932, in connection with the dissolution of all independent associations, it ceases to exist. The formation of the Russian avant-garde takes place against the backdrop of an exceptionally intense artistic life - both internal and external - that Russia has been leading since the end of the last century. Numerous exhibitions have been organized during these years. the latest trends foreign art. Many Russian artists make pilgrimages to Paris and other Western centers. The Blue Rider group (1911) appeared in Munich, in which Russian artists (V. Kandinsky, M. Verevkina, A. Yavlensky) played an active role. In Russia itself there is a great variety of artistic movements. The main centers for the formation of the Russian avant-garde were the St. Petersburg Union of Youth (1909-1917) and the Moscow Jack of Diamonds (1910-1916), which included many future avant-garde artists: N.I. Altman, V.D. and D.D. Burliuks, K.S. Malevich, V.E. Tatlin, P.N. Filonov, M.Z. Chagall, A.A. Exter. The first proper avant-garde association was the Gileya, founded in 1912 by D. Burdyuk, which included some of the above-mentioned, as well as the poets V.V. Mayakovsky. V. Khlebnikov. A.E. Twisted. Unlike the Western, the Russian avant-garde was able to combine cubism and futurism into cubo-futurism, and within it - painters, poets and critics, among whom the poets set the tone. Their common ideological and aesthetic basis was a premonition of imminent and inevitable upheavals. the result of which will be the birth of a new world and a new humanity. Hence - the destruction or bizarre mixture of traditional genres and styles, the denial of aesthetic taste, the desire of the futurists to highlight the poetic language in pure form, freeing it from generally accepted meanings and meanings, from everything that connects it with the old world, or create a completely new, "abstruse" language - with new words, grammar and syntax. The main figures of cubo-futurism in poetry were V.V. Mayakovsky (1893-1930) and V. Khlebnikov (1885-1922). The first brought down his "attack" on traditional classical art, as well as on contemporary trends of modernism - symbolism and acmeism. His new language is distinguished by vivid expressiveness, it is filled with deep drama, powerful energy and sharp dynamism, has an original graphic construction thanks to the use of the "column" and "ladder" V. Khlebnikov became one of the most radical reformers of the poetic language. In equal measure, he showed an irresistible passion for the experiment. He was also an ardent champion of the maximum convergence of science and poetry, seeing in this the way to create a "new mythology" and "super-language" of the future man. V. Kandinsky develops a version of non-figurative painting that is different from cubo-futurism, being inspired by expressionism and calling it abstract. He outlined his understanding of such painting in the work “On Spirituality in Art” by M. Chagall also does not break with traditional painting, combining it with neo-primitivism and expressionism, influenced by cubism, futurism and surrealism. Its bright, colorful, fantastic, bordering on | |
| absurdity of the picture - "I and the village", "Above the city", etc. - are often inspired by biblical themes and plots, poeticize everyday life. P. Filonov in his "analytical art" develops an original theory of "organic form". Feeling the influence of expressionism and cubo-futurism and using the language of geometric forms, he also does not refuse figurativeness. The novelty of his method lies in the fact that the elements and forms that make up his paintings are organically dependent on each other. |
ARTISTIC AND AESTHETIC DEVELOPMENT PROGRAM
Non-traditional drawing techniques
"MAGIC BRUSH"
The program is designed for: middle and older children preschool age
Implementation period: 2 years
Year of development: 2015 - 2017
MDOU "Kindergarten" with. Dobrovolskoye
In accordance with the basic requirements for the content of preschool education, taking into account the age characteristics of children, the requirements of Sanpin, as well as the "Convention on the Rights of the Child", which affirms the right of every child to choose an interesting activity for self-expression, a program of additional education for artistic development was created « Magic brush » by non-traditional drawing techniques. The program developed by me is compiled in accordance with the conditions of modernization modern system preschool education, as well as taking into account psychological aspects development of the preschool child.
Its content is aimed at the development and formation of artistic and creative abilities, and also provides and covers the comprehensive development of the child and the pedagogical education of parents. All classes in the program I developed are aimed at developing artistic and creative abilities in preschoolers through teaching non-traditional drawing techniques. And the complex content of the program ensures the integrity of the pedagogical process and covers various aspects of the upbringing and development of the child and represents a generalized long-term experience in art activities.
The program is directed on the development of artistic and creative abilities of children through teaching non-traditional drawing techniques.
The developed program for the development of creative abilities through teaching non-traditional drawing techniques is designed for two years of study and represents a generalized experience in visual activity in educational field "Artistic Creativity" on non-traditional drawing techniques, for children of middle and older preschool age.
The relevance of this program in the fact that visual productive activity using non-traditional drawing techniques is the most favorable for the creative development of children's abilities. Development problem children's creativity is currently one of the most relevant both in theoretical and practical terms: after all, we are talking about the most important condition for the formation of an individual identity of a person already at the first stages of its formation.
Artistic and creative activity is the leading method of aesthetic education, the main means of artistic development of children. The program embodies a new approach to the artistic and creative development of preschoolers through teaching non-traditional drawing techniques. important period for the development of artistic and creative abilities of children is preschool age. It is at this age that the child expresses all his experiences, fantasies, impressions about the world around him through drawing. Formation of a creative personality - one of the important tasks of pedagogical theory and practice at the present stage, visual productive activity using non-traditional visual technologies is the most favorable for the creative development of children's abilities, because in it, different aspects of the development of the child are especially manifested.
Practical significance of the program
An unconventional approach to the implementation of the image gives impetus to the development of children's intellect, encourages the creative activity of the child, teaches to think outside the box. New ideas arise related to combinations of different materials, the child begins to experiment, to create.
Drawing in non-traditional ways is a fascinating, mesmerizing activity. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves.
Non-traditional drawing techniques are a real flame of creativity, it is an impetus for the development of imagination, the manifestation of independence, initiative, and expression of individuality.
The path to creativity has many roads for them, known and still unknown. Creativity for children is a reflection of mental work. Feelings, mind, eyes and hands are the instruments of the soul. The creative process is a real miracle. "In creativity there is no right way, there is no wrong way, there is only your own way"
Pedagogical expediency
From many years of experience working with children on the development of artistic and creative abilities in drawing, it became clear that standard sets visual materials and ways of transmitting information are not enough for modern children, since the level of mental development and the potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give impetus to the development of children's intellect, activate the creative activity of children, teach them to think outside the box.
Important condition child development is not only an original task, but also the use of non-traditional waste material and non-standard isotechnologies.
All classes in the program developed by me are creative in nature.
Conducting classes using non-traditional techniques for this program:
Develops self-confidence. Helps relieve children's fears. Teaches children to express themselves freely. Encourages children to be creative and find solutions. Teaches children to work with a variety of artistic, natural and waste materials. Develops fine motor skills of hands. Develops creativity, imagination and flight of fancy. While working, children get aesthetic pleasure. Confidence in one's creative abilities is brought up through the use of various isotechnics.
The novelty and distinctive feature of the program « Magic brush" on non-traditional drawing techniques is that it has an innovative character. The system of work uses non-traditional methods and ways of developing children's artistic creativity. Homemade tools are used, natural and junk for non-traditional drawing. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using household items familiar to them, relies on construction principles general didactics:
- The principle of seasonality: the construction of the cognitive as original artistic materials surprises with its unpredictability.
A program to introduce a child to a variety of non-traditional drawing techniques and isomaterials
- The principle of systematic and consistent: setting goals. "From the simple to the complex", from the "Unknown to the known".
- The principle of developing character art education.
- The principle of natural conformity: setting goals for the artistic and creative development of children, taking into account age characteristics and individual abilities.
-Principle of interest: construction based on the interests of children.
- Learner-Centered approach to each child;
- Activity, controllability, individual approach in the education and artistic development of children, the availability of material, its repetition, the construction of program material from simple to complex, visibility.
Program goal: Development of artistic and creative abilities of children through teaching non-traditional drawing techniques.
Tasks:
Expand ideas about the variety of non-traditional drawing techniques.
To teach the techniques of non-traditional drawing techniques and ways of depicting using various materials.
Develop the artistic and creative abilities of children.
To form an aesthetic attitude to the surrounding reality on the basis of familiarization with non-traditional drawing techniques.
To create conditions for free experimentation with non-traditional art materials and tools. - To increase the experience of creative activity, to form a culture of a creative person (self-expression of a child).
To develop creative imagination, fantasy, thinking of preschoolers through classes on mastering non-traditional drawing techniques;
Develop color perception and visual-motor coordination, a sense of composition and color.
Lead children to create an expressive image when depicting objects and phenomena of the surrounding activity.
Distinctive features this additional educational program from the existing ones.
All classes in the program I developed are aimed at developing preschoolers artistic and creative abilities through teaching non-traditional drawing techniques.
Firstly, the pedagogical experience of applying these non-traditional techniques has not yet been systematized, generalized and not presented (to the right extent) in modern educational programs.
Secondly, these techniques are not widespread enough and not "rooted", they are rather experimental.
Third, non-traditional artistic techniques are just beginning their history in the Pedagogy of Art, although they have been known for many years.
Fourth, in the methods of image (rather simple in technology) there is no rigid assignment and strict control, but there is creative freedom and genuine joy, the result is usually very spectacular.
Unusual Techniques reminiscent of a game in which the enormous potentialities of children are revealed. Even the most traditional technique can turn into an original one if it is used on the basis of non-traditional materials.
The program is oriented for children of middle and older preschool age. The duration of the program is 2 years.
Main form of work are group lessons and individual work.
Middle group - number of classes per week 1 , per month 4 classes. A year is held 36 classes. Duration of classes in the middle group - 20 minutes
Senior group - number of classes per week 1, per month 4 classes. Conducted annually 36 classes. The duration of the lesson in the senior group -25 min.
In the learning process are used game technologies, problem-based learning, student-centered approach, health-saving technologies.
Areas of work:
1. Acquaintance of children with a variety of non-traditional drawing techniques.
2. Independent productive activity (non-traditional drawing).
Program Sections
middle group
-Drawing with fingers- 4 lessons per month
For various topics -
September
- plasticineography - 4 lessons per month
For various topics -
October
- finger painting- 4 lessons per month
On various topics -
November
- jet of air - 4 lessons per month on different topics -
December
-protruding pattern-
January
- Cotton buds - 4 lessons per month on different topics –
February
- palm - 4 lessons per month on different topics –
March
4 classes per month on various topics -
April
-blotography
Senior group
- finger painting- 4 lessons per month
For various topics -
September
- plasticineography - 4 lessons per month
For various topics -
October
- palm - 4 lessons per month on different topics –
November
jet of air 4 lessons per month on different topics –
December
-protruding pattern- 4 lessons per month on different topics –
January
- crumpled paper - 4 lessons per month on different topics –
February
- monotype (subject, plot) - 4 classes per month
March
- printing with vegetable seals (potatoes, carrots) - 4 classes in
A month on various topics -
April
-blotography- 4 lessons per month on different topics -
Individual work with children in the classroom on non-traditional drawing techniques to be carried out in order to:
To identify the approximate level of development of the visual activity of children, the child's attitude to the activity and mastery of non-traditional techniques. Taking into account the individual abilities of children.
Identify possible promising robots with the child (tasks, content, forms, methods).
Plan work aimed at developing artistic and creative abilities.
Individual work is carried out systematically. The performance of the task, the quality of children's work, attitude to activity are analyzed.
Educational material is selected taking into account the age, individual characteristics of children and the topic of classes. It gradually becomes more difficult. For the development of creative abilities, non-traditional drawing techniques, experimentation of various artistic materials, didactic games, silhouette image, physical minutes, finger gymnastics, looking at illustrations, visual aids, the use of artistic words, etc. are used.
Stages of work:
Stage 1 - reproductive active work is being carried out with children to teach children non-traditional drawing techniques, to familiarize themselves with various means of expression.
At stage 2 - constructive active work is being carried out on the joint activities of children with each other, co-creation of the educator and children in the use of non-traditional techniques, in the ability to convey an expressive image.
At stage 3 - creative children independently use non-traditional techniques to form an expressive image in the drawings.
Facilities:
Joint activities of the educator with children;
Independent activity of children;
Subject-developing environment.
The program uses various
methods and techniques: simultaneity (provides an independent creative search for children by means of expressiveness);
method of examination, visualization (consideration of illustrations, albums, postcards, tables, videos and other visual aids);
verbal (conversation, use of a literary word, instructions, explanations);
practical (self-fulfillment of drawings by children in non-traditional techniques, the use of various tools and materials for the image);
heuristic (development of resourcefulness and activity);
partial search; problem-motivational (stimulates the activity of children due to the inclusion problem situation during class);
"apprentice" method (interaction between a teacher and a child in a single creative process);
co-creation;
motivational (persuasion, encouragement);
hand gesture .
The structure of the program lessons: - Motivation of children.
Taking into account the age characteristics of preschoolers, the fairy-tale-playing form of presenting the material dominates. The main game character of the fairy tale program tassel having disenchanted which with the help of a comic spell, the guys go with her to an amazing wonderland non-traditional drawing. Fairy tale narration, game situations, elements of pantomime, travel games, didactic games, immersion of the child either in the situation of the listener, or in the situation of the actor, the interlocutor give the lessons dynamism, intriguing mystery. The teacher acts as Artists, beautiful sorceresses, which creates visible to man world according to the laws of beauty and harmony.
- Finger gymnastics.
It is known that the lack of elementary visual skills makes it difficult to display artistic creativity. One of effective ways The solution to this problem is to conduct special finger gymnastics before starting the creative process using literary texts. Warming up the joints of the hand and fingers helps to prepare fragile hands for the movements necessary in artistic creativity. Allows children to confidently use a variety of art and junk materials for their creativity.
- Artistic and visual activity .
It is related to the content of a particular lesson and includes tasks related to the use of the expressive possibilities of materials, performance techniques. Provides for the use of a synthesis of arts and artistic activities. Literary works help to develop in children the ability to compare, contrast the various emotional and figurative content of works of fine art, the mood of wildlife. Musical accompaniment encourages preschoolers through plastic sketches, improvisations to convey emotions, feelings in practical activities: non-traditional drawing, design creativity.
- Exhibition - presentation of children's works.
The combination of individual and collective forms of work contributes to the solution creative tasks. Exhibitions of children's fine arts, individual opening days, joint discussion of works are a good incentive for further activities. A positive analysis of the results of all pupils from the standpoint of originality, expressiveness, and depth of intention helps children to feel the joy of success, to feel the significance of their work.
For successful implementation tasks, program involves close interaction with teachers and parents. Such cooperation determines the creative and cognitive nature of the process, the development of children's creative abilities, and determines its effectiveness.
Working with teachers provides for: conversations, consultations on the development of creative abilities and the use of non-traditional drawing techniques, conducting master classes, workshops, showing open classes on non-traditional drawing techniques, making home-made tools for art.
Working with parents involves: individual consultations, conversations, recommendations, layout folders, slide folders, information stands, demonstration of open classes, workshops, master classes in non-traditional drawing techniques, exhibitions of children's creativity, exhibitions of joint creativity (parents, children) and questionnaires on the artistic development of children.
The program makes extensive use of technical teaching aids: TV, music center, camera, video camera, DVD, etc.
Conditions for the implementation of the program
The program can be successfully implemented with the following materials and equipment:
Sets of textured paper.
Additional material (natural, domestic, waste).
Artistic and visual material.
Non-traditional tools for artistic creation.
Samples of drawings on various non-traditional techniques;
Demonstration visual material.
Expected Result:
A significant increase in the level of development of creative abilities.
Expansion and enrichment of artistic experience.
Formation of the prerequisites for learning activities (self-control, self-assessment, generalized methods of action) and the ability to interact with each other.
Development of creative activity in the classroom, independence.
- The ability to freely experiment (exploratory action) with artistic and non-traditional materials.
- The development of creativity.
- Individual "handwriting" of children's products.
- The ability to actively assimilate artistic experience.
- The development of general manual skill.
- Finding adequate expressive and visual means to create an artistic image.
- A tendency to experiment with different art materials and tools.
- Independence in choosing a plot, theme, composition, artistic materials and tools.
- Originality and variance in solving a creative problem and a product (result) of children's creativity.
Diagnostics
By the end of the year, children's skills should expand and improve. There are many tests that allow you to evaluate the creative abilities of the child. Diagnostic tables allow us to trace the development of artistic perception in children, to analyze the level of formation of visual skills and abilities. The final diagnostics is carried out in the form of a creative task. The main criterion in evaluating drawings is new, original, invented, invented and artistically designed.
Evaluation of results consists in the analysis of children's work by the teacher together with the children in the learning process. In the process of work analysis, special attention is paid to positive dynamics. Criticism of work is not allowed. The child is encouraged to write a story about the work done. Children can take their work home if they wish.
Drawings made by children serve as the reporting material of the work, they can be exhibited at the exhibition at the end of the lesson, the reporting period, at the end of the academic year.
The program I developed uses the following diagnostics
Research topic:"Development artistic and creative abilities of preschool children in the process of drawing with non-traditional techniques.
The purpose of the research work is:
- study of the mechanisms of formation and development of artistic and creative abilities of children of senior preschool age;
- revealing the level of artistic development in visual activity
Research methods:
- observation - the oldest method of knowledge, scientific method research, not limited to simple registration of facts, but scientifically explaining the causes of this or that phenomenon;
- experiment - the main method of research work, the intervention of the researcher in the activities of the subject in order to create conditions for the performance of actions;
- diagnostics and testing - selection of tasks and questions that serve to conduct relatively short-term one-time tests, as well as to correct creative deviations;
- product analysis - one of the methods of a psychologist who studies children's drawings, poems, applications, design, and other products of a child's activity;
- personality research method - a set of methods and techniques for studying the psychological manifestations of a person's personality.
Research tasks:
Carrying out research work to identify the artistic and creative abilities of children at senior preschool age in the technique of painting;
Development of ways to develop creative abilities in the field of drawing with non-traditional techniques;
Approbation of innovative techniques in painting for the development of artistic and creative abilities of senior preschool age.
The criteria for evaluating the levels of development of artistic and creative abilities in the field of painting with paints are selected.
The main directions of the study of artistic and creative abilities:
1) the ability to create an artistic image based on the involvement of the accumulated sensory experience and transform it with the help of imagination;
2) the ability to color perception of the surrounding world, reflection with the help of color images, impressions;
3) the ability to rationally apply various non-traditional techniques
and paint with pictorial materials using color.
The priority direction in diagnosing the development of abilities in painting is the ability to create an artistic image with the help of color and the use of various non-traditional painting techniques.
Research consists of three stages:
1) ascertaining;
2) formative;
3) final.
Methods for assessing the effectiveness of the program:
Quantitative analysis:
attendance; static data; fixing classes in the work journal; result tracking (observation, diagnostics); practical materials.
formation of new skills and abilities; analysis of the success of activities in achieving goals; analysis of diagnostic material; comparative analysis initial and current state of the problem.
Summing up form implementation of this program are: participation of children in KVNakh on fine arts, children's exhibitions in kindergarten and beyond, the participation of children in municipal drawing competitions, the demonstration of open classes for teachers of the district, the creation of a magazine of samples - non-traditional drawing techniques "What we just don't draw ».
The proposed program is variable, that is, if necessary, it is allowed to adjust the content and forms of classes, the time of passing the material.
The program can be used in the work of art activity circles of creative workshops, as a specialized one, for additional education of children in artistic and creative development, as well as within the framework of educational programs in the section "Artistic and aesthetic education" in order to familiarize children of middle and senior preschool age with non-traditional drawing techniques. The program was successfully tested in our MDOU "Kindergarten" with. Dobrovolskoye
Activities:
Non-traditional drawing techniques
Finger painting
Plasticineography
Air jet painting (paint blowing)
A drawing that shows through
Drawing with cotton buds
hand drawing
Printing with vegetable seals (potatoes, carrots)
Blotography
crumpled paper drawing
Monotype
Lesson grid
| Number of lessons per week | Number of lessons per month | Duration |
|||
| middle group | |||||
Perspective-thematic planning for fine arts activities (non-traditional drawing techniques) Senior group
Approximate set of art materials, tools and equipment
Paper, basis for compositions.
Sheets of white and tinted paper in A4 size, ½ A4 size
Albums for children's art
Colored paper sets
Art materials, tools and their "deputies"
Sample drawings
Demonstration material.
Plasticine
Brushes of different sizes
Gouache paints
Watercolor paints
colored wax pencils
Cotton buds
Foam sponges
Fabric, cotton rags
Vegetable stamps (potatoes, carrots)
Caps from felt-tip pens, stoppers
cocktail straws
Pieces of crumpled paper
Woolen threads
felt-tip pens
coarse salt
Leaves of trees of different species
Toothbrushes, combs
Non-drip
Stands for brushes
Equipment
easels
flannelgraph
Paper napkins and cloth aprons
Methodological support
Ashikov. C. Make friends with the pencil! // preschool education. - 2002. - No. 10. - P. 72.
D.N.Koldina Drawing with children 5-6 years old. Summaries of classes M.: Mosaic-Synthesis 2013
Vorobyov. I. How to organize classes in drawing and modeling. // Preschool education-1995 - No. 8. - P. 115
Queen. T., Dmitrieva V. We draw fairy tales. Preschool education. - 2002. - No. 2. - 34.
Panteleev. P. Children's design Preschool education. - 2006. - No. 5. - P. 26.
Simernitskaya. E. G. Human brain and mental processes in ontogeny M., 1995.
Trokhimchuk. L. F., Shkvirina O. I., Babenko T. I. Physiological and pedagogical correction of motor skills of the leading hand of the child. Rostov n / a, 1994.
Tsvyntarny. VV We play with fingers and develop speech. SPb., 1996.
Tsutsumi. J. Simplified methodology for maintaining health with finger exercises M, 1991.
T.S. Komarova Visual activity in kindergarten M.: Mosaic Sintez 2010
Application
Finger gymnastics
1. "Beetle".
Clench your fist. Spread the index finger and little finger to the sides - this is a “mustache”. Move them around a few times
I am a cheerful Maybug. I fly all around.
2. "Helicopter". Squeeze four fingers into a fist, leaving free thumb. Perform rotational movements with your thumb. - Helicopter, fly, fly, spin the blades quickly.
3. "Helpers" Hands forward, fingers straighten and unclench. Turn your palms down. Squeeze and unclench your fingers to the beat of the verse.
Here are my helpers, turn them as you wish. You want it like that, you want it like this─Don't be offended in any way.
4. "Puppy". Extend your index finger and rotate it. Perform alternately with each hand. There was a lock on the door. There was a puppy sitting on the floor. He wagged his tail, the hosts were waiting.
5. "Bunny" Extend your index and middle fingers apart. The rest squeeze into a fist. Move the "ears". A gray bunny sits, He moves his ears. Like this, like this. He moves his ears.
6. Squeeze into fists and unclench the fingers of two hands, while reciting a rhyme. You have two hands, there are 10 fingers. Fingers will work, It is not fitting for them to be lazy.
7. "Duck". Perform smooth movements with the hands of both hands from right to left, and then the movements of the legs of a duck in the water. Duck, duck, floating on the river. Swims, dives, rows with paws.
8 . "Cat" With relaxed fingers of one hand, stroke the palm of the other hand. The cat's coat is soft, you stroke it a little.
9. "Fan" Relax your hands from the elbow, open your fingers and “fan” your face with them, like a fan. We bought a new fan, It works like the wind.
10 . "Squirrel". Clench your fingers into a fist. Unbend your fingers alternately, starting with the thumb. A squirrel sits in a cart, She sells nuts: Chanterelle-sister, Sparrow, titmouse, Mishka thick-skinned, Hare mustachioed.
A complex of physical minutes
1. First I will be small,sit down, I'll get on my knees.hug your knees, Then I will grow upget up, I'll reach for the sky.put your hands up, get up
2. The wind blows in our faces.(Waving hands in front of face. The tree swayed.Swinging from side to side. The wind is quieter, quieter, quieter.Squat, wave your arms up and down. The tree is getting higher and higher. Pull up.
3. We went out to the forest lawn, Raising our legs higher, Through bushes and hummocks, Through branches and stumps. Who walked so high ─I didn't stumble, I didn't fall.
4. Birds sit in a nestAnd they look out into the street. They want to take a walkAnd quietly all fly.
5. One, two, three, four, five, the hare began to jump. Jump hare much, He jumped ten times.
6. Grisha walked-walked-walked, White mushroom found. One - a fungus, Two - a fungus, Three - a fungus, Put them in a container.
Didactic activity games for older preschoolers
1. "Paint a warm picture"
Target: clarify with children the concepts of "warm and cold colors"; continue to learn how to draw a picture from memory, using a warm range when coloring.
Material: 4 pictures depicting simple plots, geometric shapes found in these pictures, colored pencils, felt-tip pens, sheets of white paper.
Rules of the game: after carefully examining an unpainted sample picture, at the signal of the teacher, turn it over, depict the plot seen on your sheet, color it, adhering to a warm range.
Game actions: depicting a story from memory, drawing small details, using non-traditional drawing methods to give individuality to your work.
Creative tasks:
A) draw a "warm" still life;
B) tell me what is orange (pink, red, yellow);
B ) paint the clothes in warm colors. What vegetables and fruits are the same color?
2. "Who plays hide and seek with us"
Target: to teach children to compare the color, the background of the picture with the coloring of animals, which allows these animals to be invisible against this background.
Material: cards with a background of different colors (green, yellow, striped, brown, white), animal figures (frog, jaguar, tiger, polar bear, white hare and hare, etc.) to check the correctness of the completed task, help with images of animals.
Rules of the game: take two cards of different colors, name animals with a similar color; Having received a figure, circle it on the desired background. The winner is the one who receives more figures, and also draws suitable animals that the teacher did not have.
Game actions: guessing "cunning" animals, drawing them on cards with the appropriate background.
3. "Portraits"
Target: teach children to draw a head using templates.
Materials: a sheet of paper with a traced oval face; cardboard templates for eyebrows, eyes, nose, lips, ears, hairstyles.
Children's actions: on a sheet lay out the head with templates, circle, paint the resulting portrait.
4. "Warm-cold"
Target: reinforce the concept of the color wheel.
Game tasks:
1 . Building with ribbons:
A) children come out with ribbons of the main color (red, blue, yellow) and stand in a circle;
B) children with ribbons of an additional color approach the children with ribbons of the main color and take them by the hand, making up a color circle: red, orange, yellow, green, blue, indigo, violet;
IN) between them are children with ribbons of various shades: raspberry, burgundy, light green, brown, etc.
Equipment: color wheel, multi-colored ribbons, audio recording "Mill".
5. "Find pictures painted with warm and cold colors"
Target: reinforce children's ideas about warm and cold color scheme.
Material: reproductions of still lifes painted in warm and cold colors.
Game description: Find paintings painted only in warm colors (or cold ones) or sort into groups pictures painted in warm and cold colors.
6 .“Pick up the colors that the artist used in his painting”
Target:
Material: landscape pictures, colored stripes.
Game description: each player receives a picture depicting a landscape. Applying colored stripes to the image, the child selects the colors that are in his picture.
7 .“Define and find the genre of the portrait (still life, landscape)”
Target: clarify children's ideas about different genres of painting: landscape, portrait, still life.
Material: reproductions of paintings.
Game description: 1 option. The teacher suggests looking carefully at the pictures and putting pictures depicting only a still life (or only a portrait, landscape) in the center of the table, putting the others aside.
Option 2. Each child has a reproduction of a painting, who depicts a landscape, who has a portrait or still life. The teacher makes riddles, and the children must show answers using reproductions of paintings.
8 ."Exhibition of paintings"
Target: to teach children to recognize genres of painting: landscape, portrait, still life, to write a story about a picture.
Material: reproductions of paintings.
Game description: the teacher instructs two children from reproductions that differ in content and genre to arrange an exhibition
9 ."Compose a still life"
Target: consolidate knowledge about the genre of still life, teach how to compose a composition according to your own plan, according to a given plot (festive, with fruits and flowers, with dishes and vegetables, etc.)
Material: various pictures depicting flowers, dishes, vegetables, fruits, berries, mushrooms or real objects (dishes, fabrics, flowers, models of fruits, vegetables, decorative objects)
Game description: the teacher offers the children to compose a composition from the proposed pictures, or compose a composition on the table from real objects, using various fabrics for the background.
10 "Magic Colors"
Target: during the game, develop children's attention and interest in various colors and shades, a sense of joy when perceiving the beauty of nature.
Material: cards with different colors.
Game description: give the children cards with squares of different colors. Then the teacher says a word, for example: birch. Those of the children who have black, white and green squares raise them up.
Then the teacher says the next word, for example: rainbow, and those children whose colors correspond to the colors of the rainbow raise the squares. The task of children is to respond as quickly as possible to the words uttered by the teacher.
| A comprehensive lesson on the development of speech, experimentation and manual labor for children of senior preschool age on the topic "Sorceress-Water" Program content: 1. Clarify the signs of winter, form an aesthetic attitude to winter phenomena. 2. Show the children in what form water exists - experiments with water, steam, ice. 3. Exercise in the formation of single-root words. 4. Develop creative imagination and consolidate the skills of working with waste material. 5. To cultivate a sense of empathy, responsiveness and the ability to work in a team. Preliminary work: Observation of winter phenomena on a walk, reading poems, riddles, composing dances, looking at pictures about winter, making a snowman on the site. Making snowmen from waste material, winter forest layout. Lesson material: Demonstration material: table for the development of visual perception; mood cards. For experiments - bowls, ice cubes, a thermos with boiled water. Waste material for making snowmen. Lesson progress: The teacher introduces a table into the group, which shows 3 seasons, except for winter. Educator: What season do you think is missing from the pictures? Children's answers. An exercise is conducted to develop logical thinking. Educator: What season do you think we're talking about? List the signs of winter. Children's answers. Conducted didactic game "Prompt a word." Educator: I will read a riddle poem, and you will add the appropriate word: Quiet, quiet, as in a dream Falls to the ground: (snow) From the sky all the fluffs slide Silver: (snowflakes) To the meadow, to the meadow Everything is going down: (snowball) Here's some fun for the kids Getting stronger: (snowfall) Everyone is running. Everyone wants to play: (snowballs) Like a white down jacket Dressed up: (snowman) Next to the snow figurine, This is a girl: (snow maiden) In the snow, look With red breast: (bullfinches) Like in a fairy tale, like in a dream Decorated the whole earth: (snow) Educator: What words did you guess in these riddles? Repeat. How are all these words similar? Children's answers. Educator: Indeed, all these words are similar to one word - snow. What can you say about snow? What is he? Children's answers. Educator: What are the benefits of snow? Children's answers. Educator: And now let's turn into wizards and experiment with snow. 1. Snow is water. Snow is brought into the room. Children put snow on their palms and watch what happens to it. 2. Ice is solid water. Draw the children's attention to how the ice gradually decreases and what they turn into. Draw the children's attention to the time it takes for snow and ice to melt (snow is faster, ice is slower). They find out what is easier - ice or water, after conducting experiments - to lower ice and snow into the water. 3. Steam is also water. Open a thermos of boiling water so that the children can see the steam. Place a mirror over the steam, on which droplets of water form. Educator: Snow, ice and steam are water. Look how much snow is on the street. How do you think snowdrifts formed? Children's answers. Educator: Now imagine that you are snowflakes. It's snowing outside. Snowflakes soar in the air, dance and, spinning, slowly fall to the ground. Here they go down lower and lower and quietly lie down on the ground next to each other, on top of each other. So many snowflakes fell that a snowdrift formed. Children dance and whirl to the calm classical music. Gather together and form a "snowdrift". Educator: I'll take some snow, make a snowball and make a snowball. (Imitates with movements how she does it.) And what can be molded from a snowball? Children's answers. Educator: Now imagine that you are snowflakes and through the open window you got into the room and fell on the carpet. What happened to you? Children's answers. Educator: But not all snowflakes have melted. I will collect them and make a snowball. And how can I "blind" a snowman indoors? Children's answers. There is a knock on the door. Educator: This bullfinch (toy) brought the snowmen an invitation to the New Year's carnival. But the invitation says that everyone should come to the holiday in pairs and our snowmen are sad. How can we help them? Children's answers. Educator: Yes, let's make a snowman for our snowmen. They make snowmen from Aktimel jars, paint skirts with felt-tip pens, hats are made from measuring cups, eyes, nose and mouth are glued from colored paper. After making the Snow Maidens, they are placed next to their snowmen against the background of a winter forest layout. Educator: What do you think, what is the mood of our snowmen now? What is your mood? Children's answers. Educator: If our snowmen have fun with us, then we are magicians. See how good it is to help someone, to do good deeds. |
"Colorful blot"
Target:
to introduce children to the monotype technique, to show the possibilities of creating unusual textures on paper; continue to introduce the properties of gouache and consolidate the ability to mix paints to obtain desired color.
Tasks:
- to develop the creative abilities of children, imagination, fantasy, observation;
- arouse interest in creative activity, eye, coordination and strength of movement
Material: paper, brushes, palette, jars of water, gouache of different colors, Color Wheel table, computer, files with images of paintings, music (recorded), fairy tale hero- Blob.
Lesson progress:
Teacher. Announces that children from today are accepted into the school of wizards, which means that extraordinary miracles will occur in the lesson.
Teacher. At the beginning of our journey, we will remember how you can get new colors and shades by mixing colors on the palette.
Children talk about the composition of various colors, the method of mixing paints)
Teacher. And now, in order to become wizards, I propose to listen to the fairy tale about Blot.
She lived - there was a Blob in a dark hollow, she really did not like to appear in public.
Why? Yes, because when she appeared, everyone shouted: “What a horror! What a terrible and ugly Blob!
And in fact, Klyaksa's clothes were so dirty that they became almost black. The inkblot became very angry and angry, she quarreled with everyone and did not go anywhere. But one day she still decided to go to visit.
(At this time, the group includes a fairy-tale hero - Klyaksa).
Blot: What's going on here? What do you do? And why without me? Am I in charge here?
Teacher. Who are you?
Blot:
I'm black as wax, I'm called Miracle Blob!
I'll jump on the drawing, I'll leave a mark on it.
Where there were people, flowers, trees,
Black blots will have fun.
It will be full of us, everything will be black-black.
There will be crybabies to put only blots.
Teacher. Our children are not crybabies at all, and they can draw well. But where, I wonder, did you come from and why are you so angry and angry?
Blot:
Some wicked boy, naughty rascal,
I mixed all the paints at once and, ... I came from a fairy tale.
All the time I go and no one needs me
Children do not like me, and I am alone in the world. (Crying)
Teacher. Listen, Klyaksa, the guys and I want to help you.
We know how to properly mix paints and we can make you fun, beautiful and pretty, and we can even dress you up. Agree?
Blot: Certainly!
(Blot goes to change into a bright outfit).
Teacher. And to turn the guys Blot into a wonderful picture, we will be helped by a powerful sorceress - Monotype.
This sorceress appeared in time immemorial. We can get acquainted with its first wonders in museums natural sciences. Have you heard about the stones on which scientists find the imprints of the leaves of prehistoric plants and animal tracks? These prints are wonders of Monotype. Millennia passed, and the sorceress Monotype decided to reveal her secrets to artists. With her help, they began to create amazing paintings. To make prints (as artists call prints), masters working in the monotype technique use a wide variety of materials: gouache and watercolor, oil and printing paints, and many other pictorial materials. Look at the reproductions of the paintings.
(The teacher shows on the computer picture files)
Teacher. All of them are made with the help of amazing techniques that Monotype introduced to artists. Would you like to know the secrets of this sorceress? (Yes.)
(Further, the teacher accompanies the story with a demonstration of drawing techniques.)
For this you need:
-
fold a sheet of paper in half;
-
unfold it again and apply multi-colored spots of paint on one of the halves;
- then the paper must be folded again, iron the folded sheet with your hands and cast the spell: Red, yellow, blue -
We love blot with you!
The fairy tale begins
The blob turns
In a heron, a clown, a flower - a velvet petal,
She turns into a cup, a butterfly, an elephant.
(Symmetrical colorful spots will appear on both halves of the sheet, then you need to carefully consider the image and, if necessary, supplement it with details).
Teacher. look (shows his drawing) what does it look like?
(Children make guesses.)
Teacher. What details do you think can be added to make the drawing more expressive and understandable?
(After listening to the children's answers, the teacher completes the missing details.)
4. Independent work.
Teacher. Did you like the wonders of the sorceress Monotype? Now try to create your magic pictures.
(Sounds like an audio recording of calm music. Children get to work using monotype techniques.)
Children themselves put spots on a sheet of paper and say a spell together with the teacher.
Physical education "Respite"
During practical work, the teacher offers the children to perform several exercises to relieve fatigue.
It's time for us to take a break
Stretch and breathe.
(Deep breath in and out.)
Turned their heads
And all the tiredness is gone!
One two three four five,
The neck needs to be stretched.
(Rotation of the head in one direction and the other.)
They reveal the image, if necessary, draw small details with felt-tip pens and tell what their blots have turned into.
Teacher. Dear wizards, how many bright and mysterious images you got! What drawings guys do you think are the most interesting, bright?
(Children share their opinions.
Blot: Thanks a lot! I realized that you need me, and you love me. I promise that I will never mess up drawings and I will learn to draw like you. After Klyaksa leaves, the teacher invites the children to make a magic book out of drawings - Klyaksa and send it to her by mail, as a gift, so that she remembers the guys and does not forget them.
(The teacher with the children sew the drawings together and make a magic book of drawings).
Farewell to autumn
Target: to develop creativity, imagination and aesthetic taste in children.
Tasks: - to form the ability to independently choose the content of your drawing, display your own impressions and ideas about different periods of autumn;
- to form the need to draw up a general drawing from individual works, the ability to evaluate their work;
- to fix the techniques of drawing with paints with the whole brush and its tip, the use of lateral and vertical strokes;
- educate love for various types of art.
Development environment: landscape sheets of various shapes (tinted in blue and gray), brushes, paints - gouache(red, orange, yellow, white, brown, black), napkins, jars of water.
Audio recording "Voice of Autumn", "Sounds of Nature". Musical composition Vivaldi, P.I. Tchaikovsky "The Seasons - Autumn" Screen or panel for hanging works (dry).
preliminary work: reading poetry: A. Tolstoy "Autumn", I. Bunin "Autumn", A.S. Pushkin "A sad time!", M. Alimbaev "Will take autumn"; learning songs: "Leaf fall", "Autumn Song". Looking at pictures and illustrations about autumn. Examination of children's works drawn during the autumn period on the topics: "Joyful autumn", " Autumn forest", "Gifts of Autumn", "Leaf fall". Observations on a walk, collecting a herbarium. Ecological activities and games on the theme "Autumn".
Lesson progress:
Hello guys! Look how beautiful we are! (the group is decorated with autumn leaves, in vases there are bouquets with dried leaves, kibanas, etc.). (There is a knock on the door, the teacher's assistant says: "Sorry, I was dusting the window in the waiting room and found a basket, I don't know who left it").
-I wonder who could have left her. Let's see what's in it?
(Children find an audio cassette in it)
The teacher offers to listen to what is written on it.
(Children sit on chairs)
Recording sounds:
"Guys, guess my riddle and then you will know who I am?
I bring the harvest
I re-sow the fields.
Sending birds to the south
Trees undress
But I don't touch the pines
Who am I: (children's answers). Well done boys! You have solved the riddle. (sadly) The thing is, I came to say goodbye to you. Today is my last day, and tomorrow winter comes into its own."
(Recording off)
With what mood did autumn speak to us? (children's answers)
- Let's make her happy. After all, we can make a gift for her, especially since we already know a lot about autumn.
How can we please her? (sing a song, read poetry, etc.)
Guys, let's sing a song in autumn, let her listen and her mood will rise. (The teacher turns on the audio recording of the music for the song)
Performing the song "Autumn Song"
Guys, what autumn do we know? (children's answers)
-What do we call early autumn? (gold)
What is late autumn called? (silver)
-That's right guys. Today is the last day of autumn, and snow has been lying on the street for a long time, the leaves have fallen from the trees, the animals have hidden in their "homes".
"A sad time! Eyes charm!
Your parting beauty is pleasant to me. "(excerpt by A.S. Pushkin)
(the teacher invites the children to read poems about autumn, learned in the classroom in art. Literature)
-Autumn is a wonderful time. She inspires artists to paint, poets compose poetry, and musicians compose music. Let's listen to one of these pieces. Musical work by Vivaldi "The Seasons - Autumn".
(The teacher includes an excerpt of the work for listening)
- Did you like the work? (children's answers)
-What is her mood like? (children's answers)
- Can this music inspire an artist to paint a picture?
-Come on, we are now with you, we will turn into little artists, draw pictures, and this will be our gift for the fall.
The teacher invites the children to decide for themselves which picture they will paint: early autumn or late. Consequently, children independently choose sheets of paper of the tone and shape they need (the paper is laid out in advance on a separate table)
Children go with their leaflets to the prepared places, at the tables.
(includes recordings of "The Seasons - Autumn" by P.I. Tchaikovsky, Vivaldi)
The teacher reminds and shows how to hold the brush correctly, how to sit at the table. In the course of the lesson, he fixes the rules for using a napkin and water. Reminds children that we remove excess paint on the edge of the jar. It also encourages children to make interesting additions to the drawing. For example: "A. what if, in addition to trees, animals appear in the picture:" etc.
As the children finish their work, they, together with the teacher, place them on the table.
(While the work is drying, the teacher, together with the children, analyzes the work)
-Look at your work guys, how beautiful they turned out. In which pictures is autumn early, and where is late autumn?
- Do you think your autumn gifts will be liked?
(The teacher turns on the audio recording)
"Thank you guys so much for a wonderful gift. And now I'm not sad to leave at all. Goodbye guys! See you next year!"
Lesson summary
"For living water"
Target: to form in children an idea of an artistic image, to acquaint them with the sacrament of the birth of an image through the effect of participation in the creative process of its artistic creation. Encourage children to establish similarities between different geometric shapes and objects and, by drawing, get a solid image of the heroes of their favorite fairy tales using a variety of color shades.
Preliminary work: reading fairy tales, looking at illustrations in them, mixing colors to get all the shades, fixing the names of geometric shapes in the games “What is missing”, “Fold it yourself”, “Collect by color”.
Material for the lesson: magic wand, tape recording, 2 paintings: R. G. Uutmaa "Night Sea" and N. M. Romadina "Rose Water", 2 benches, sheets with geometric color forms, simple pencils, gouache, 12 water jars, 2 brushes each (thin and thick) for each child, a palette for each, 12 cloths, 6 coasters.
Lesson progress:
Guys! Today with the help of this magic wand (show stick) let's look into the magical world of painting. The very word "painting" suggests that the artists who painted these pictures did it so vividly that we can disenchant them and make them seem alive for ourselves.
You and I can only become magicians - spectators and go on our voyage for "living water". How many of you know what fabulous living water is?
By the way, this is what our occupation for “living water” is called.
Now we will turn the benches - banquettes, standing in front of the picture, into a boat, sit in it and, like the heroes of the fishermen of the artist R. G. Uutmaa, we will sail to the unknown. Music sounds.
What time of day is this? (Night). And so the picture is called "Night Sea".
What colors are used to paint the picture? (They seem somehow dark and deaf).
Where does the light come from in this picture? (From the moon).
What makes it fabulous? (Silver track).
The path glows and, as it were, shimmers from the calm movement of the waves.
Now tell me, with what colors did Uutmaa paint the water? Indeed, the water seems dead.
Finger gymnastics "Pumping the boat"
The boat rocked for a long time.
The wind died down and the boat stood up.
Palm of the hand - up, fold the fingers in a "boat". Smoothly move the hand to the left - to the right
Will we sail with these people on the gloomy sea, or it will be better if we join the hero of another picture. This painting is called “Pink Water”, and it was painted by N. M. Romadin.
What does the color sound like in this picture? (loudly, loudly).
What season is in this picture? (spring). Paintings depicting nature are called landscapes. The whole landscape is permeated with the pink light of the early morning. We do not see the sun, but the artist managed to choose colors in such a way that everything plays in its pink rays.
What is the water in this picture? (Transparent, cheerful, joyful). The fisherman's boat is clearly reflected in the water, as in a mirror. Does it remind you of a milky river from a fairy tale? And interestingly, the river on which we sail in the early morning is like a living one, in which there are many secrets and mysteries.
Now let's perform the main miracle. I approach the picture and, as it were, carefully scoop up the “living water”. Substitute your hands with a ladle, and I will pour out this wonderful “living water” to everyone.
You see it is transparent, cool, fresh. No, you don't have to drink it. Let’s think better: “Who needs living water more than anything in the world?” (Sick, weak, infirm, old).
But we are so tired! Let's wash ourselves with this "living water". (Imitate washing movements with palms).
Let's shake the drops of living water from our hands into paints, making them magical. Guys! Come all here to the clearing. I will now use a magic wand to turn you into flowers. The game "with a flower" is an imitation of movements.
Physical education minute.
| A tall flower grew in a clearing, | Hands in an upright position, palms facing each other, fingers apart and slightly rounded. |
| Opened the petals on a spring morning | Spread fingers |
| All petals beauty and nourishment | Rhythmic finger movement together - apart. |
| Together they give roots above the ground. | Lower your palms down and press the back side against each other, spread your fingers apart |
And now, let's perform a "miracle", disenchanting geometric shapes on these sheets into the heroes of your favorite fairy tales. (Children choose sheets at will). They sit down at the tables.
The teacher, with the help of a magic wand, and in the children's hands, simple pencils perform movements under the text: “Wave your hand back and forth, do it once and do it twice!”
Disenchantment of geometric shapes on sheets - work done by children. Help those who find it difficult: how to properly position the sheet, etc.
Children's stories about the disenchanted heroes of fairy tales. Fairy tale.
"Go there without knowing where."
Vasilisa the Beautiful was brought to the mountains. Barin left her there. She wondered where she should go. She decided to hide in the mountains and never come out. Behind the mountains I saw the Castle. She knocked, no one opened it. She knocked louder, the door opened. There was a golden cage in the Castle. There was a fever in it - a bird. She took the cage along with the firebird and ran away. The doors closed and she walked away from the Castle. She came to the mountains and released the firebird to freedom. The bird thanked Vasilisa the Beautiful and said to her: “Here is my golden feather. It will come in handy when you need help to save yourself.
Mouse on the ship.
One day Pak the mouse was sailing on the sea. Suddenly a storm broke out at sea. The ship rocked from side to side. He shouted: "Help, save!" The mouse was saved by friends on the ship.
Penguins on ice.
There, in the north, where it is very, very cold, penguins live. They like to gather in flocks on ice floes, look around at the sea, in search of prey: fish, like “real fishermen”.
Today, each of you is awarded the "Wizard of the 2nd degree" badge,
Summary of work.
Now let's remember the way for "living water". We got acquainted with the artist R. T. Uutmaa "Night Sea", we found "living water" from the artist N. M. Romadin "Pink Water". To relieve the fatigue of a long journey, let's wash ourselves with the remnants of our "living water". But you probably guessed that "living water" is our imagination, which is so necessary when you look at a picture and just admire the surrounding nature. What picture would you like to leave in the group?
| "We play with our fingers." Abstract of the lesson from the cycle "The ABC of Health for Babies" for children of senior preschool age. Program content: Material: walnuts, massage balls for each child. Preliminary work: Lesson progress: Educator: Guys, we already know a lot of finger games with you, and we can also make different figures, fold fingers in different ways. Do you know why we are doing this? A mouse came running: "Let the starling be friends with you." Exercise "Mouse" An owl flew at night to hunt and heard that a wolf and a fox wanted to catch a hare. He warned his friends about the danger. After all, the eagle owl lived on the tree under which the bunny lived. Did you like my story? We will be doing finger exercises often. It helps the work of our internal organs and the whole organism. |
"Fish in the Aquarium"
Subject: Fish in the aquarium
Target: to learn to create an image of a fabulous fish, to convey in the drawing its shape, body parts;
Tasks:
To fix drawing techniques with different familiar materials, choosing them as you wish;
Carefully paint over the image (without leaving the contour) cotton swabs or fingers);
Improve fine motor skills of hands and hand-eye coordination;
Develop the ability to evaluate drawings;
To cultivate accuracy, the ability to find non-standard solutions to creative problems.
Preliminary work:
Excursion to the pet store (show various aquarium fish, pay attention to the structural features of the body);
Fish Conversation (where river, sea, aquarium fish live);
Recall fairy tales that mention fish.
Lesson progress:
What's in my hand? (fishing rod)
Gymnastics for the eyes (follow the rod with your eyes)
Didactic game "Rod"- the teacher invites the children to take any fish from the box. Children stand in a circle with fish in their hands. The teacher throws a fishing rod to the child and says: “Sasha, give me a fish”, the child replies: “I give you yellow fish" etc. (the color of the fish changes)
Conversation
Where do fish live?
Fish live in the river, in the pond, in the sea, in the aquarium.
Aquariums are different: large and small, round and square, rectangular, and can be fabulous. My grandfather also had an aquarium. The poem "Beautiful fish"
I already know:
Not for cats
And not for your own food
Grandpa breeds fish ...
Breeds them -
For beauty!
He sowed fish like seedlings,
Didn't water (grow in water).
And just a look, just a look
I touched their beauty.
Why did Grandpa breed fish?
For beauty.
Would you like to have a fabulous aquarium?
Who will live in the fabulous aquarium?
Fairy fish.
Practical part
I have different aquariums on my table, and you choose the one that you like best.
(Children take and carry their aquariums to the tables. The teacher draws attention to the means of drawing: cotton swabs, gouache for fingers).
Finger gymnastics
There lived and there was one burbot,
Two ruffs were friends with him.
Three ducks flew to them
Four times a day
One two three four five!
To the music, children color the finished images of fish in the aquarium with their fingers or cotton swabs.
Outcome
Examining the fish, paying attention to the brightness, colorfulness, unconventional image techniques and the accuracy of the work.
"Magic Vessel for Jin"
Drawing with prints. senior group.
Program content: To teach children to make patterns from geometric shapes using an unconventional technique - printing. To develop the desire to be original in creating a fabulous vessel. Arouse in children a sense of admiration for the beauty and variety of forms of vessels created by artists of different times.
Materials: landscape sheet; ½ sheet of brown paper; prints made from erasers; acrylic paint or gouache; audio recording by N. Rimsky - Korsakov (Scheherazade's theme in the symphonic suite of the same name)
Preliminary work: looking at the tables "Ancient Greek vases", "Oriental vessels", listening to the fairy tales "Old Man Hottabych", watching the cartoon "Aladdin's Magic Lamp".
Lesson progress:
Guys I'll tell you amazing story which happened to me today when I was going to work. Early in the morning, as always, I hurried to work. And suddenly, I saw an unusual ceramic vessel on the road. The vessel was dirty, but had a very beautiful shape. I could not resist, picked it up and decided to clean it from dust and dirt. I rubbed it several times, and suddenly Jin flew out of it (I show the children a drawing that depicts a fabulous Jin). In surprise, I dropped the jug, it fell and broke.
- Where will I live now? Jin asked sadly.
I said that there are real craftsmen in our garden, and they will definitely help Jin and make him a new vessel.
I suggest that the children choose the shape of the vessel they like, draw its outlines on brown paper, and then decorate with prints. During practical work, I aim the activities of children so that each young artist composes his own form of a vessel for Jin and decorates it with his own ornament. After the magic vessel is drawn, I suggest cutting it out and sticking it on a large sheet of white paper, as well as thinking and depicting where the jug is (on the floor, table, on a beautiful tablecloth, etc.), what surrounds it (curtains, window, carpets, wallpaper, etc.)
After completion of the work, I place the drawings on the stand and organize a mini-exhibition. I ask the children questions: In what vessel can a tall and thin Jin fit? Which one is thick? Which vessel is the most elegant? What is the most unusual vessel shape? Etc.
Jin is pleased with the drawings, he liked all the vessels. Thanks guys for the work. The lesson is over.
Abstract of the lesson on environmental education
Theme: "Home for Tassel"
Goals: give children an idea of the forest as an ecosystem, show the interdependence of animal organisms in nature.
Dictionary Enrichment: squirrel, cones, nuts, acorns, mushrooms, oak, spruce, pine, fox, hare, elk, wolf, hollow, hazel.
Equipment: pictures depicting squirrels, foxes, hare, elk, wolf; trees, mushrooms; dry tree branches; flannelograph; sheets of paper and pencils.
Lesson progress:
The teacher spends with the children finger gymnastics.
Guys, let's play with fingers.
Fingers woke up
Curled into a fist
One two three four five!
Wanted to play
We woke up the neighbors house.
There woke up six and seven
Eight nine ten -
Everyone is having fun
But it's time to go back everyone:
Ten, nine, eight, seven
Curled up six,
Five yawned and turned away,
Four - three - two - one,
Again in the house we sleep.
Educator. Today this cute guy came to visit us squirrel(squirrel greets). His name is Kitty. Look at his warm gray fur, big fluffy tail, tenacious paws. Guys, why do you think the little squirrel was called Tassel? How do you think? (Four children are being interviewed.) Yes, he was named so for the tassels on the tips of his ears. Squirrels are very agile, mobile animals, they are not afraid of heights. Brush was born in the middle of summer and now, having become independent, he left the house of his parents. He doesn't have his own house yet.
Children, where do squirrels make their home? (On a tree, in a nest, in a hollow.) Well done, Petya, answered correctly. Do you know what houses squirrels make for themselves? Who knows? (3-4 children answer.) Yes, squirrels live in cozy nests made of dry grass, moss and thin twigs in the form of a large ball, in a hollow or on thick branches. A hollow is a depression in a tree trunk (an illustration is shown). What is a hole in a tree trunk called? In their house, squirrels are not afraid of any bad weather. But both the hollow and the nest must be on something. The flannelograph depicts a tree, soil. Why does a tree need soil? (There are tree roots in it.) And what do you think, Andrey? (The tree takes nutrients, water from the soil.) And what will the Tassel eat? (Children answer: cones, acorns, mushrooms, nuts, berries.) Well, good ones! What time of year is it now? Who can tell what happens in the life of squirrels in autumn? How do they prepare for winter? Roma? Masha? The squirrel takes one of its round nests in the trees under the pantry. Where is the squirrel's nest? (In the hollow.) Well, squirrel I'm glad you remembered the name of his house. In the hollow, the squirrel puts hazelnuts and cones. In addition, she collects mushrooms - boletus and boletus, strung them on broken knots of pine trees and dries. In winter, she will feast on dried mushrooms. Where did acorns and cones come from? (From oak, spruce, pine.) Nuts? Nuts grow on hazel. Hazel- it's a shrub. Where do nuts grow? (On a hazel, on a bush.) Does the brush live alone in the forest?
Run uphill
From the mountain somersault. (Hare.)
Touching the grass with hooves.
A handsome man walks through the forest
Walks boldly and easily
Horns spread wide. (Elk.)
He is a gray robber
He has no faith.
All fangs click.
Who is this? (Wolf.)
Which of all the animals
Tail fluffy and long? (Fox.)
The teacher continues the conversation-game: It turns out that Brush's house is a forest. Tassel is tired of sitting in one place and wants to jump. Let's go out on the carpet and jump with him. Now let's show Brush how we rest:
One: got up - stretched,
Two: bent - straightened,
And three claps in the palms,
Three nods of the head
Four - arms wider
Five - wave your hand,
Six - sit quietly at the table.
Grab your chairs and sit down at the tables.
Can we put a giraffe or a hippopotamus in our forest? (No, why? (Our forest is not suitable for these animals.) Home to squirrel is the forest, because it has all the conditions for its normal life.
The teacher invites the children to draw a treat for squirrel, at the same time controls the posture of children, makes individual comments.
Summary of educational activities in drawing "Rain, rain, droplet"
Program content: To teach children to create an image of rain with an unconventional drawing method (using pipettes).
Tasks:
Educational: to evoke an emotional response, to cultivate a sensitive and careful attitude towards nature to the beauty of the surrounding world.
educational: learn to draw rain with a pipette, evenly distributing drops of water over the surface of the landscape sheet. Continue to teach to convey simple phenomena of reality in the drawing. Learn to combine actions with the words of a poem.
Developing: develop imagination, fine motor skills, aesthetic attitude to the world around.
Material: white album sheet, wax crayons, plastic glasses with water. Palette with paints, brushes, wet wipes. Brush stands, easel, umbrella.
Methodical methods:Verbal, practical, visual.
Preliminary work: Drawing with plasticine, fingers. Reading nursery rhymes and poems about rain.
Lesson progress:
I. Organizational moment
Educator: Hello guys! (An audio recording of the sound of rain is heard.) Children, listen, what do you think this sound is like? (To the sound of rain). And what is rain? (Water drops).
Setting the goal of the lesson:
Guys, let's draw raindrops with water. Please come to my table. (Children come to the demonstration table). II. Creative and search work of children Educator: Guys, please guess the riddle:
Riddle about a cloud Through the sky in a horde Leaky bags run, And it happens - sometimes Water flows from the bags. Let's hide better From the leaky ... (clouds). That's right, it's a cloud. See how I draw a cloud with wax crayons. (Showing the teacher how to draw clouds with wax crayons. While drawing, the teacher talks to the children about clouds and clouds). What color are the clouds? (Black, blue, and clouds are white). What falls from the cloud to the ground? (Rain, hail, snow). Where can it rain? (On the street).
Educator: It's going to rain from my cloud now. I will paint it with water. See what's in the glass? (Water). What color is the water? (Transparent). Do you think it is possible to draw raindrops with clear water? (No). Why? (The droplet will not be visible). So what do we have to do with the water to make it visible? (Paint the water with paint). Well done, you guessed it. (The teacher offers one of the children to paint over water in a glass with a gouache brush).
Educator: What color is the water in the glass? (Children call the color of water in a glass. The color can be different, at the discretion of the child, because gouache of different colors is laid out on the palette). Educator: See what I have in my hands? (Shows a pipette.) That's right, pipette. We will draw raindrops with a pipette.
Clarification of safety rules:
Look, the pipette is made of glass. Can you put glass in your mouth? (No). Throw a pipette on the floor? (No). Why? (May break and shards of glass can cut you). Educator: See how I draw rain with a pipette. (Showing the teacher how to draw rain with water from a pipette. In the course of the show, she tells and shows how to draw water into a pipette and distribute water droplets over the entire surface of the album sheet). Educator: And now, guys, let's prepare our fingers for drawing. Finger gymnastics "Rain"
Rain, rain, drop, Water saber, Cut a puddle, cut a puddle, Cut, cut, did not cut, And got tired, and stopped. (I. Tokmakova) (Children rhythmically tap the palm of the other hand with their index finger, gradually slowing down the pace, according to the text of the poem). Educator: Guys, close your eyes, listen to the sound of the rain and think about what color your rain will be. (An audio recording of the sound of rain is heard.) Thought? Now sit down at your desks and get to work. (Independent work of children. Individual assistance of the educator if necessary. During the work of children, an audio recording of the sound of rain sounds). Good girls. That's where the rain ended. In the meantime, the raindrops from your clouds dry up, come out to me and let's play a game.
Dynamic game "Rain"
Rain, rain, lei da lei. (Children show raindrops on their palms with their fingers) Do not regret wet drops. We clap our hands (Perform movements according to the text of the poem) We stomp our feet. The sun came out again and the children all go for a walk. (Perform movements according to the text of the poem) (An audio recording of rain sounds is played, children run away under the teacher's umbrella).
III. Summary of the lesson
The game is over and your raindrops have dried up. Please take your work and bring it to my table. What a fabulous, unusual rain you got! (The teacher, together with the children, examine the drawings, discuss the color of the rain). Guys, what did you draw? How did you draw raindrops? Did you enjoy the activity? In memory of our lesson, I give you balloons. They are blue and look like raindrops.
Synopsis of the directly-educational field
"Artistic creativity" in the senior group
"Living clouds"
Subject: Living clouds (non-traditional drawing)
Target: To teach children to conceive the content of their drawing in a certain color scheme and maintain this condition to the end.
Tasks:
to fix drawing techniques with watercolors, colored pencils, wax crayons, gouache;
to consolidate the ability to dilute paints with white to obtain shades of color;
improve fine motor skills of hands and hand-eye coordination;
develop creative imagination, attention, observation;
cultivate accuracy in work.
Preliminary work:
Watching the clouds while walking;
e / game “What clouds look like” - enrichment of visual associations, i.e. giving meaning, recognizing various objects and phenomena in clouds, compiling descriptive stories;
memorizing poems about clouds and natural phenomena;
looking at photographs, postcards, calendars with the image of clouds.
Materials:
clouds of different colors and shapes, cut out of an A4 sheet;
brushes No. 2, No. 3, No. 4;
watercolor paints, gouache;
wax crayons, colored pencils;
wipes, water.
Lesson progress:
Organizing time
The teacher takes pieces of cotton wool out of the box and invites the children to take a piece.
What does cotton wool look like? (to the clouds)
How do clouds float? (children blow on pieces of cotton wool to the music of Shainsky "Clouds" - breathing exercises)
The teacher addresses the children: “I want to invite you on a journey to the clouds. We jump onto a white fluffy cloud that looks like a soft mountain of plump pillows. Feel: your legs, your back are comfortably located on this large cloud pillow. (Children close their eyes and try to imagine everything the teacher is talking about).
Now our journey begins. Your cloud is slowly rising into the blue sky. Feel the wind on your faces?
Here, high in the sky, everything is calm and quiet. Let the cloud take you now to a place where you will be happy.
Try to "see" this place as accurately as possible. Here you feel completely calm and happy. Something amazing and magical can happen here….”
And now we will draw on our clouds what you saw while traveling on the cloud. You can take whatever you want: gouache paints, watercolors, colored pencils, wax crayons and sketch your fantasies.
Children choose clouds and materials to draw with and take their places (you can draw on the table, on the floor, on the easel, etc.).
Directly drawing to the music. The teacher conducts individual work with children.
Review and discussion of works.
GOBU NPO VO "PU No. 56"
Program
artistic and aesthetic education of students
The program was developed
literature teacher
Trubitsyna Maria Viktorovna
Program Passport:
Name:
The program of artistic and aesthetic education of students
GOBU NPO VO
"Vocational School No. 56 of Rossosh"
Implementation timeline:
2011-2014 academic years
Artists:
teachers,
students of 1-3 courses,
parents, librarians, Sunday parochial school teachers
Legislative basis for the development of the program:
Law "On Education of the Russian Federation";
the Constitution of the Russian Federation;
The concept of education modernization
Full title educational institution:
State educational budgetary institution
initial vocational education
Voronezh region
"Vocational School No. 56 of Rossosh"
GOBU NPO VO "PU No. 56"
Educational institution address:
396659, Voronezh region,
Rossosh, pl. October, 152
tel./fax (47396/296) 2-77-89
e
-
mail
Organizational and legal form:
State educational budgetary institution
initial vocational education
Voronezh region
"Vocational School No. 56 of Rossosh"
Founder:
Department of Education, Science
and youth policy of the Voronezh region
Explanatory note
In the modern world, where along with hope lives anxiety about the fate of humanity and the planet, the most important thing is the education of future generations.Vthe spirit of humanism. Today, the priority of universal human values is connectedWithsuch an understanding of man, which is equally based on his biological, psycho-physiological and cultural unity.
In the conditions of aesthetic development and aesthetic education, unlike other forms of education, all these levels of human development as a representative of the genus are involved.
The person of the future must be a creator, a person with a developed sense of beauty and active creativity. “I am convinced,” writes Herbert Read, one of the leading representatives of English theoretical thought, “that never before in world history has art education been as important as it is now, and how important it will be for the coming years ... I don’t want to say that artistic education will solve all problems. But I think that we cannot survive as a civilized nation without developing to a large extent the aesthetic element of life."
Aesthetic activity is a spiritual-practical, emotional-rational activity of a person, the content of which is the construction of an individual picture of the world through the creation of expressive artistic images, and the goal is the harmonization of one's relations with the world, modeling the image of "I", the formation of the "I-concept of the creator".
The artistic image underlies the aesthetic experience transmitted to adolescents and is the central, connecting concept in the system of aesthetic knowledge. Aesthetic attitude can be formed only in the attitude towards the perception of artistic images and the expressiveness of phenomena.
Artistic activity is an activity specific in its content and forms of expression, aimed at the aesthetic exploration of the world through art.
In aesthetic development, the ability to perceive is central. artwork and self-creation of an expressive image, which is distinguished by originality (subjective novelty), variability, flexibility, mobility ... These indicators relate both to the final product and the nature of the activity process, taking into account individual characteristics and age capabilities.
The program of artistic and aesthetic education "Beauty will save the world" is built in accordance with the needs and interests of students, since the educational process is aimed at understanding, developing, forming a moral assessment system, self-realization and designing their own activities for future workers in the construction industry.
The program is built on the following principles:
development and education of creative abilities of students;
collective activity and self-disclosure in stage and living space;
the formation of a basic culture of personality and self-realization in the social space.
This program is designed for 2011-2014 academic years and covers students of 1-3 courses. The program "Beauty will save the world" is aimed at developing moral and artistic and ethical values, accumulated diverse, including aesthetic impressions, knowledge, skills and abilities necessary in later life, at educating the moral culture of the individual, moral consciousness and the culture of society with refraction him into behavior.
Positive emotions play an important role in the life of a teenager; the teenager opposes them to the avalanche of negativity that spills out on him today in a variety of situations. The teacher should teach the children to express time in their own voice, their own I.
Artistic and aesthetic education helps to discover and know oneself, gain confidence, overcome inner lack of freedom, fear, a teenager becomes more liberated, learns to formulate and express his thoughts in public, appears creative activity, sociability, the uniqueness of one's own personality and the uniqueness of other members of the team.
The program of artistic and aesthetic education does not set the goal of studying the methods, techniques and styles of any kind of art, the main thing is the development of creative abilities, the spiritual world and the formation of an interesting extraordinary personality, ready for adult life.
Program goals:
To bring up the need to assimilate new information, to teach to think and act, to express one's opinion, to analyze the life situation.
To form a creative personality capable of self-development of moral values.
Tasks:
Develop the need to acquire knowledge.
Involve students in artistic and creative activities and introduce them to aesthetic culture.
Develop taste, creativity.
To instill love for the native land, nature.
To develop and improve intellectual, psychophysical, physical and creative activity.
Increase the motivation of students for cultural forms of recreation
The tasks are carried out through training and extracurricular activities: from gaming process to educational. Performances, competitions, open lessons, concerts, miniatures, dramatizations, performances bring festivity to the lives of students and help to reveal individual abilities.
The organization of leisure time for children is carried out according to the plan of extracurricular educational work, drawn up taking into account the traditions of the school, with the involvement of the maximum number of students.
Principles of artistic and aesthetic activity
1. Principle of development
2. The principle of individuality
3. The principle of creativity and success
4. The principle of support and trust
5. The principle of responsibility
Basis for program development
The situation of the development of society, the aggravating processes of a person's search for the meaning of existence and his place in the world, leads to the need to deepen artistic and aesthetic education.
Art and aesthetic education - education by means of art. Art - artistic creativity can be the main mentor in the formation of personality. The main thing is to help a young man and a girl, to teach them to see and understand the beautiful. It is art that should act as a “protective belt” for the younger generation, protect from those media that spread ideas of violence, cruelty and can cause personal and psychological trauma, becoming a source of aggressive behavior teenagers. All types of art form a worldview in a person, a system of emotional and value ideas about interaction with nature and society, set the person up for self-improvement, self-education and harmony in relations with nature.
The main principles of the program:
Proportionality of classroom and extracurricular activities.
Technological equipment (methodological developments, scenarios, technical means, etc.)
Consistency (calendar dates, frequency of circles, sections, events).
Accessibility (in accordance with psychological and pedagogical abilities).
Expediency.
Realism (in accordance with the resources of the school).
Aesthetics (carrying out, design, content).
Main pedagogical idea
Creation of conditions for a socially significant definition for the future. Formation of a scientific worldview, a valuable view of society, labor, material and spiritual wealth of the people, an active citizenship. Pedagogy of cooperation, methodology of collective creative affairs, project method, student-centered technology
Main directions of the program
Artistic and aesthetic
education (HEV)
Organization
cultural leisure
Construction of the educational process, both teaching art in separate subjects, and integrated teaching, providing a holistic view of the diversity of all types of art
A combination of various leisure activities (artistic, intellectual, etc.)
Extracurricular educational work
Performance at
general school, city, district and regional events
Organization of the structure of the educational environment
extracurricular work
Creation of subject lines, interaction with the youth center, museum, city library, etc.
Establishing relationships with educational institutions. The work of circles and sections (for example, a Sunday school circle) on the basis of the school
Family work
Parental education.
The role of the family in raising a harmonious personality
Artistic and aesthetic education is carried out in the process of familiarization with nature, different types of art and active involvement in various types of artistic and aesthetic activities. It aims to introduce art.
A special place in the program is occupied by the acquaintance of students with fiction as an art. Fiction contributes to the development of aesthetic and moral feelings, speech, intellect, lays a positive attitude towards the world. In the structure of the program fiction as a means of comprehensive development, it occupies a place between moral, labor and artistic and aesthetic education. In the process of reading, students get acquainted with writers and poets, exchange opinions about what they have read, the features of artistic prose and poetic speech.
In different study groups, the program provides:
development of interest in various types of art (literature, fine arts, arts and crafts, music, architecture, etc.);
the formation of artistic and figurative representations, emotional and sensual attitude to objects and phenomena of reality, the education of aesthetic taste, emotional responsiveness to beauty;
development of creative abilities in artistic and speech and musical and artistic activities;
teaching the basics of creating artistic images, the formation of practical skills and abilities in various forms artistic activity;
development of sensory abilities: perception, sense of color, rhythm, composition, the ability to simply express objects and phenomena of reality in artistic images;
familiarization with the best examples of domestic and world art.
Key events throughout the year
Events
Time spending
Holiday "Day of Knowledge".
September
health day
September
Concert program "Happy Teacher's Day"
October
Evening of rest "Autumn rules the ball"
October
Holiday "Mother's Day"
November
Intellectual marathon (Olympiads in subjects)
November
New Year Newspaper Competition
December
New Year's carnival
December
Station "Liberation"
January
Defender of the Fatherland Day celebration
February
"Bird Day" Station "Spring"
March
March
Holding an event dedicated to the Great Victory Day.
May
Health Day "In a healthy body, a healthy mind"
May
Holiday good word
May
Excursions, hikes.
June
Calendar of traditional events for the artistic and aesthetic education of students:
September
Solemn line dedicated to the Day of Knowledge;
"Initiation into freshmen".
Competition "History of the old relic"
October
holiday concert for Teacher's Day;
competition of newspapers "Day of the Teacher";
drawing competition "Mother's eyes"
exhibition of arts and crafts
November
"Autumn Kaleidoscope"
Photo presentation competition Golden autumn»
Decade of a healthy lifestyle Campaign "I choose life!"
Poster contest "Say NO!"
Competition of poems, mottos
Making booklets about the dangers of smoking, alcohol and drugs
December
Opening of the workshop of Santa Claus;
competition for the best New Year's card;
competition "The most elegant New Year's office"
January
KTD "The origins of folk traditions". Folklore competitive game program "Traditions of the ancient times..."
Evening in the Library "Once in Epiphany Evening"
Essay competition "Liberators of the city of Rossosh"
holiday "Last call";
February
Soldier song contest "Feelings scorched by the war";
reading competition;
Decade of a healthy lifestyle
drawing competition "Defender of the Fatherland Day"
Folklore and game program "Seeing Winter"
March
Decade of a healthy lifestyle
April
Funniest photo contest
May
Festive concert "Victory Day"; reading competition;
KTD "Live and remember!";
competition of drawings and posters
"War through the eyes of children";
reporting concert"Holiday of Good Words"
Event piggy bank
"Obvious - Incredible"
"My family tree"
· "Family traditions"
Games:
· "Welcome!"
"Secrets around us"
“By what rules do we live?”
"Your civil rights"
Disputes:
“Can you change your character?”
“What does it mean to own yourself?”
“How would I like to see my friend, my team?”
“Why is it important to protect the honor of the team and be a collectivist?”
“Is it possible to become beautiful?”
“What is human spirituality?”
“What is beauty in fashion, in life, in art?”
“He who sows iniquity will reap trouble”
“Reasonable and moral always coincide”
“Who finds it easier to live - a cultured or uncultured person?”
· “Is it necessary to love everyone?”
Evidence games:
"Judgement on the vices of people"
"Drug Addiction Trial"
"The Trial of Alcoholism"
"Lies in the dock"
"Tribal Trial"
Evenings:
· "Gold autumn"
"Order of your grandfather"
«My small Motherland»
Quizzes:
"Classics of literature about good and evil"
"Victory in the Great Patriotic War"
· New Year's Eve. By countries and continents»
"Our little brothers"
Conversations:
"Tell me about me"
"How to study yourself"
“What does it mean to be good son, daughter?
“Know how to cherish the honor of grandparents and good memory about them"
· "Tell me about yourself"
“In friendship is strength”
“To have a friend, you have to be one”
Craft exhibitions:
· "Skillful fingers"
«Nature and fantasy»
"Shrovetide generous"
Meetings with interesting people:
"Advice of the Wise"
"Defenders of the Motherland are visiting us"
“History through the eyes of my relatives”
“National traditions in my family”
"My family tree"
Essay competition:
"Me and my older brother"
“I am responsible for the younger ones in the family”
· "My neighbours"
“What does it mean to be human?”
"Keep your honor from a young age"
"The most precious person"
Absentee travel:
“My relatives live here”
"Roads of great geographical discoveries"
"By countries and continents"
Travel games:
"Names of travelers on the map of our country"
Good Morning Veteran
"Holiday Surprise"
«Snow fairy tale»
Holding class hours:
"In union with beauty"
"What a Wonderful World"
"Beauty is all around us"
« Good manners»
Sparkles of colorful deeds
"Presentation of the World"
"Sociodrama"
"Dispersion of opinions"
"Public Lecture"
"Five minutes with art"
"Invitation to Tea"
"The Tree You Planted"
«Tournament of etiquette connoisseurs»
"Discussion swing"
"Living room (poetic, musical, theatrical)"
"Intellectual Auction"
"Great Circle"
«Dialogue with the century»
"Day of Good Surprises"
"Journey into your past"
"Problems and Arguments"
"Free talk"
· "Smeshinka"
"Ethical training"
"Envelope of friendly questions"
"In one bundle"
Creative contests:
· On best poem about ... the queen of sciences - mathematics
Drawings on the topic ... ("Victory Day")
· For the best congratulations on ... (Teacher's Day).
· Acting skills.
· For the best report from ... (workshop, canteen).
· Agitation presentations.
· Young amateur photographers.
· To the best holiday wall newspaper.
· For the best scientific essay on ... (the dangers of smoking).
· Musical parodies.
Bouquets (ikebana).
· Performers of folk songs.
· Drawings on glass (stained-glass windows, New Year's origami).
The main lines of artistic and aesthetic education
1 course
The ability to perceive the beauty of nature. The beauty of nature in the works of poets, writers, artists. Development of artistic abilities.
Respect for folk art, cultural monuments. Development of artistic abilities. Beautiful and ugly.
The ability to create beauty. The beauty of everyday life. Development of artistic abilities.
General laws of beauty. Rhythm. Harmony. Development of artistic abilities.
2 course
ABC of the theater: script, director, characters, actors, performance, poster. Russian folk toy. Russian folk songs. Development of artistic abilities.
Russian folk crafts. Folk song in the work of Russian composers. Development of artistic abilities.
Theater in Russia. Russian and Soviet performers of folk songs with a worldwide reputation. Development of artistic abilities.
The revival of folk crafts today. Folk song and popular music today. Development of artistic abilities.
Variety of theatrical life today. Modern painting and sculpture. Development of artistic abilities.
3 course
The concept of aesthetics. The role of folk art in the development of modern culture. Protection of cultural monuments. Ways to increase cultural level. Development of artistic abilities.
The concept of elitist and mass culture. Man as the creator of his appearance. Beauty male and female. Worthy and vulgar life like antipodes. Ideal man and woman. The ability to see and create beauty. Development of artistic abilities.
Expected results
Artistic and aesthetic awareness of students. Improving artistic and aesthetic education: artistic taste, manner of communication, appearance, value orientation; artistic and aesthetic development (practical skills).
An increase in students motivated for cultural forms of recreation.
Aesthetic focus
educational process.
The unity of educational, educational work implies an aesthetic impact on students in the process of teaching all academic disciplines. Everything matters - the content of the educational material, the ways and means of its presentation, the colorful figurative speech of the teacher, the aesthetically designed visualization, modern technical means.
Work on aesthetic education should permeate every element of the lesson. The knowledge gained in the lessons of literature, history, social science, history of architecture is reflected in the educational and extracurricular activities of pupils.
a serious role in the artistic and aesthetic education of students, we take them to extracurricular activities, in which we strive to teach them to perceive and appreciate nature, art, instill the skills of cultural behavior (aesthetics of behavior).
The artistic and aesthetic direction is represented by interest clubs:
Literary and poetic circle "Fine literature"
Creative workshop "Rainbow of creativity"
Circle at the Sunday parochial school "Aesthetics of everyday life"
For the effectiveness of work on artistic and aesthetic education, a methodological base has been created:
artistic and aesthetic education programs;
thematic planning of work;
abstracts of occupations, scenarios of leisure and holidays.
For the implementation of the full development and education of the student, it is necessary to coordinate the efforts of the educational institution and the family in which he is brought up.
Therefore, we build cooperation with the family in two directions:
involvement of the family in the educational and upbringing process organized by the educational institution.
raising the psychological and pedagogical culture of parents is carried out through parent meetings and consultations.
The effectiveness of work on artistic and aesthetic education depends on the coordination of work with other institutions. The school team works closely with the library. Prasolov, local history museum, youth center, and other institutions of the city of Rossosh.
LITERARY - POETRY CLUB
creative workshop
Circle
at the Sunday parochial school
"Aesthetics of everyday life"
HEAD OF THE CLUB FOR INTERESTS
Trubitsyna Maria Viktorovna
literature teacher
Regulations on the literary and poetic club
1. General Provisions
Club "Fine Literature" - a literary club of interest. The specificity of the club is determined by the attention to the development of the creative abilities of students, the popularization of the poetic and literary heritage.
2. Tasks:
expand and deepen the program material on literature and the Russian language; to develop independence, creative initiative of students; train the mind and memory; arouse interest in the subject, in works of literature; to form skills of social behavior and useful activity.
Goals:
popularization of poetic and literary heritage;
education of love for the native land; instilling a culture of communication;
fostering a sense of beauty;
development of stage skills;
education of an active life position;
actualization of what is known about the Russian language;
awareness of the Russian language as a national value;
education of love for the motherland;
formation of responsibility for historical memory;
development of the ability to build coherent statements;
education of the language culture of the individual;
formation of an idea of the richness and expressiveness of the language;
development of interest in the native language;
encouragement to work independently with dictionaries and reference literature;
expanding the vocabulary and horizons of students:
detection modern ways development of the Russian language;
formation of ideas about positive and negative phenomena in modern Russian;
instilling a culture of dialogue;
education of politeness, tact
discussion, exchange of impressions about the works of contemporary writers;
watching film adaptations of works of art,
meeting interesting people
thematic collections,
photo presentations, excursions.
4. Organization of the club's activities:
the basis of the club is made up of permanent members from among students of 1-3 courses;
all students interested in the topic proposed for discussion can take part in club meetings;
teachers of the school can take part in the work of the club;
The organization of the work of the club is carried out by the head of the club.
5. Club membership:
members of the club are students of the school;
admission to the membership of the club is carried out at its meetings during the academic year;
participation in the work of the club allows membership in other studios, circles and clubs.
6. Club management:
the management of the club is carried out by its head;
Club activities continue throughout the academic year;
the club's asset prepares for the club meetings: organizes events according to the plan; Responsible for the timely execution of reporting materials based on the results of the six months; works to attract new club members; develops a club work plan for the current academic year;
the asset appoints a person responsible for holding the next meeting or assumes organizational responsibilities for its conduct.
7. Control over the activities of the club
Control over the activities of the club is carried out by the deputy director for water management Grebenchenko L.V.
Work plan for 2013-2014 year
month
Events
well
September
Getting to know first year students. Organization of the work of the club "Fine Literature"
Drawing up a plan for 2013 - 2014.
Thematic selection "My city Rossosh". Essay competition "Glorious names of my small homeland»
Thematic line dedicated to the Day of the elderly
Meeting "About the culture of behavior on the Internet" (to the day of the Internet in Russia (30.09)
first
second
third
October
Contest decoration
poetic works "Golden Autumn"
Thematic selection “Russia is famous for its teachers”
19 Dedicated to Lyceum Students ... Literary Lounge
23 - 55 years ago B. Pasternak was awarded the Nobel Prize in Literature. Thematic selection of laureates Nobel Prize
first
first
second
november
Quiz "In the world of Russian words"
Creative workshop « Expressive reading poems” (as part of the preparation for the amateur art show)
"My mother" competition of poems, essays, creative and artistic works
21 - World Day of greetings. Communication Culture Presentation
100 years (1913) - "Childhood" by M. Gorky. Screen adaptation of Maxim Gorky's childhood
second
first
second
third
December
Intellectual game "The smartest"
85 years (1928) - "Who to be?" V.V. Mayakovsky. Contest oral story" My profession"
5 - 210 years since the birth of F. Tyutchev, Russian poet (1803-1973). Winter poetry. Reading competition.
Master Class. Preparation for the competition of amateur performances.
first
January
Club meeting. Watching a movie
2014 is the Year of Culture in Russia. Decree on holding the Year of Culture in Russia.
Registration of bulletins "Streets of our city are named after them". "They protected our city"
January 25 - Day of Russian students (Tatiana's day). Festive meeting of the club.
first
first
second
third
February
Competition of oral story about the culture of communication.
Presentation competition for Valentine's Day "My Valentine"
February 21 - International Day mother tongue(since 1999) Conversation about the meaning of the native language.
first
second
March
205 years ago, the first book of fables by I.A. Krylov. Competition for the best performance of Krylov's fables
Competition of artistic design of poetic works "Mom, dear mother ..."
March 21 - World Poetry Day (since 1999). Poetic room. my favorite poem
Visiting performances of the Rams Theater
first
second
third
April
"Orthodox traditions of celebrating Easter in Russia". Meeting with a Sunday School teacher.
Creative workshop co world day books (April 23). Meeting with the librarian
first
second
May
May 3rd is World Press Freedom Day. Meeting with the librarian about the novelties of the library fund.
Competition of readers "We are bequeathed to protect this world"
"Holiday of the Good Word"
Summing up the work of the club.
Rewarding active participants
first
second
June
Participation in events dedicated to CHILDREN'S DAY
"A smile will make everyone brighter"
Statements of school students of different years:
Life is beautiful when you are in it!!!
Life is beautiful when your near and dear people are happy!!! That's what makes life great!!!
Life is beautiful - when your dreams come true!!!
Life is beautiful, the main thing is to be able to survive those times when it seems otherwise!!!
Life is really wonderful!!! It is necessary to see only a positive lesson in everything!!!
Life is beautiful if you always think positively)))) what you think about is what you will attract - that is the secret of life, you must always smile, even when you are sad.
Life is beautiful when your family loves you!!!
Life is beautiful when people respect each other.
Expected results
By educating with beauty, we teach teenagers subtle observations, deep penetration into the world of art, we cultivate the desire to create beauty around us with our own hands. The main thing here is the creation of favorable conditions for the development of the creative nature of students, the creation of a relationship between art and academic subjects, aimed at ensuring a holistic artistic and creative development. We believe that the life of a young person should be bright, colorful, emotional. It is important that teenagers are included in this process, that they are active participants. It is necessary that they sing, dance, create works of art (if not masterpieces). Vocal, theater, dance, fine arts classes should become a means of self-expression, self-affirmation. Concerts and art festivals, literary salons, musical drawing rooms and exhibitions of drawings, photos, fine crafts - all these are our school traditions.
Conclusion
The work of the entire team in artistic and aesthetic education for many years has yielded results. By the end of the training, the level of upbringing of students increases, the number of offenses decreases, positive habits appear, labor and creative skills are formed, and the ability to communicate and live among people develops.
Department of Education of the Gorohovets District Administration
Municipal educational institution
additional education for children "Center for Children's Creativity "Rosinka"
Gorokhovetsky district of the Vladimir region
FULL NAME. leader
institutions
Vulfovich Irina Anatolievna
Complete
Program name
Additional educational program
"Folk art"
Program focus
Artistic and aesthetic
Program type
Term
program implementation
3 years
Target groups
children, aged 7 to 17 years
FULL NAME.
programmer
Manakina Irina Mikhailovna
Position of compiler
Teacher of additional education
Purpose of the program
Creation of conditions for development creativity students in the process of making art products from birch bark and natural material.
Program objectives
Educational:
- acquaintance with the history of birch bark as part of the national heritage;
- familiarity with the basic laws of composition;
Developing:
- development of imagination, spatial thinking, artistic and aesthetic taste, individual artistic and creative abilities of children.
Educational:
- through acquaintance with the cultural past of the native land to form a sense of citizenship, patriotism and national pride;
Level
program implementation
Additional education
Level
program development
general cultural
Expected results
1 g.o.
Children should:
- know the rules of safe organization of work;
- know the basic properties of natural materials;
- know the methods of harvesting, storage and economical use of birch bark;
- know the methods of processing various natural materials;
- master the simplest techniques for working with natural material (mosaic, flat and three-dimensional appliqué, birch bark carving).
Year 2:
Children should know:
- basic laws of composition;
- technological methods of working with birch bark and natural material.
Be able to:
- work independently with various sources of information.
- independently draw up sketches, apply technological methods and techniques in working with various types of materials (drawing on birch bark, designing from birch bark).
3rd year:
Children should know:
Requirements for the content and implementation of the project.
Be able to:
Independently produce and aesthetically design the product and the project.
Control
program implementation
Observations, participation of children in exhibitions,
protection of creative projects
Explanatory note.
In our time, interest in folk art has noticeably increased.
The additional educational program "Folk Art" is author's and has an artistic, aesthetic and cultural orientation.
This program is based on the knowledge and skills acquired by children in the lessons of drawing and technology, the world around them.
A distinctive feature of the program is its theme related to the history and culture of the native city. The inclusion of a regional component in the program contributes to the formation of a respectful attitude towards cultural heritage in children.
Working with natural material helps the child to acquire artistic knowledge, skills and abilities, develops associative and visual-figurative thinking, imagination and fantasy, forms the creator of culture.
During the training, children master the following techniques of arts and crafts:
- vytynanka;
- collage.
Relevance of the programconsists in addressing the spiritual heritage of the past, studying and mastering the cultural heritage of the native land and its national traditions, restoring their social and cultural functions.
Products made from birch bark and natural materials are a unique gift, so the knowledge and skills gained in the classroom with birch bark and natural materials can become the main or additional source of income.
Pedagogical expediency of the programlies in the fact that it allows solving important pedagogical tasks: creating conditions for social, cultural and professional self-determination, creative self-realization of the child's personality.
The main goal of the program- creation of conditions for the development of the creative potential of students in the process of making art products from birch bark and natural material.
The main objectives of the program:
Educational:
- acquaintance with the history of birch bark as part of the national heritage;
- familiarity with the basic laws of composition;
- formation basic skills underlying work with natural material;
- involvement of children in search and research work to gain new knowledge on the history and culture of the small motherland.
Developing:
- development of imagination, spatial thinking, artistic and aesthetic taste, individual artistic and creative abilities of children.
Educational:
- through acquaintance with the cultural past of the native land to form a sense of citizenship, patriotism and national pride;
- educate a respectful attitude to the labor activity of a person.
Organization of the learning process
The children's association accepts children who have reached the age of seven, but not later than they reach the age of fifteen.
Admission is carried out on a voluntary basis in accordance with the interests and inclinations of children, regardless of their place of residence. There are no special requirements for enrolling children in the studio.
Program designed for 3 years of study.
In the first year of education, children learn aboutrules of safe organization of work, study the basic properties of natural materials and methods of harvesting, processing, storage, economical use of birch bark, master the simplest methods of working with natural material in the technique of mosaic, flat and volumetric appliqué (drawing up panels, collages), birch bark carving (vytynanka technique ).
In the second year of study, children learn the basic laws of composition, master more complex techniques and technologies for working with natural materials (drawing on birch bark, designing from birch bark).
Children in the third year of study improve their technological skills in practice.They are given the opportunity for further independent creative development. The leading activity is creative design.
Educational work is an integral part of the activities of the children's association. The level of preparation of children, the level of implementation of the program, the prospects for the creative growth of children depend on its quality.
Classes can be held in groups. The quantitative composition of study groups depends on sanitary standards, on the age of students, the year of study, the specifics of the activities of the study group, working conditions and is:
- in groups of the first year of study - 10-15 people.
- in groups of the second year of study - 10-12 people.
in groups of the third year of study - 10 people.
Class mode:
Classes in groups of the first year of study are organized once a week for 2 hours and amount to 72 hours per year.
In groups of the second year of study - 2 times a week for 2 hours and amount to 144 hours per year.
In groups of the second year of study - 3 times a week for 2 hours and amount to 216 hours per year.
Forms of organization of activities for the implementation of the program
One of the traditional forms of work is an occupation, which consists of a theoretical and practical part.
The theoretical part of the classes involves the study of history and culture. Children are given theoretical knowledge of local history, arts and crafts, design. Theoretical classes consist of conversations, meetings with local historians, viewing presentations and video materials on the topics studied.
The practical part of the classes consists of independent work of children, excursions to museums and an exhibition hall.
In practical classes, children get acquainted with various techniques of arts and crafts, acquire knowledge, skills, and skills of independent work with natural material.
The effectiveness of the development of the program
To determine the level of knowledge, skills and abilities of children, the criteria established by the requirements of the educational program of the association, as well as the degree of severity of the evaluated qualities, are used.
Efficiencychildren mastering this program is carried out through the use of various methods of verification:
- current control of skills and abilities in the process of monitoring individual work;
- thematic control of skills and abilities after studying the topics;
- self-control.
The main criteria for evaluating the work of children are:
- independence in work;
- appearance of the product: accuracy and quality of workmanship, labor intensity, color scheme, compositional solution);
- creativity.
By the end of the course, each child should know and be able to:
1 year of study:
Children should:
- know the rules of safe organization of work;
- know the basic properties of natural materials;
- know the methods of harvesting, storage and economical use of birch bark;
- know the methods of processing various natural materials;
- master the simplest techniques for working with natural material (mosaic, flat and three-dimensional appliqué, birch bark carving).
2nd year of study:
Children should know:
- basic laws of composition;
- technological methods of working with birch bark and natural material.
Be able to:
- work independently with various sources of information.
- independently draw up sketches, apply technological methods and techniques in working with various types of materials (drawing on birch bark, designing from birch bark).
3rd year of study:
Children should knowrequirements for the content and implementation of the project.
Be able to independently produce and aesthetically design the product and the project.
By the end of the program, the children will show accuracy, diligence, patience, the ability to bring the work started to the end, and respect for the material.
Forms of summarizing the results of the program implementation.
The bottom line at each stage is the creation by the child own works, at first simple ones (bookmarks, amulets, panels), then more complex ones (needle cases, caskets, souvenir dolls, collages, etc.).
Each created work clearly shows the possibilities and degree of mastery of the skill of each child.
The results of children can be judged by the exhibitions of works in the Center, the annual participation in exhibitions and competitions at various levels.
Ways to track and control results.
He unites children creative process, discussion of results, holding exhibitions.
Gradually creating work, both the children and teachers see a qualitative and creative growth from work to work. All good luck is encouraged, all shortcomings are gently corrected in practice. Analyzing the creative process of each child and the works created by him, the teacher develops a differentiated, personality-oriented approach to children.
Throughout the learning process, children learn to properly analyze and evaluate their work. Their appraisal activities include the following steps:
Evaluation of the teacher;
Joint assessment of the child and the teacher;
Self-esteem.
Logistics conditions:
The following conditions are required for the implementation of this program:
- study tables;
- cabinets for storage of materials;
- TSO (laptop, projector, screen).
Tools and materials for work:
- natural materials: birch bark, branches, mosses, nutshells;
- floristics : pressed plant materials;
- stationery;
- sketch paper;
- decorative paper for flowers;
- drying press;
- PVA glue, "Master" glue;
- framework;
- cardboard, fiberboard;
- gouache paints, watercolors;
- flower pots;
- colorless varnish.
Educational and thematic plan
1 year of study.
Topic titles | number of hours for the program | |||
Total | Theory | Practice |
||
Introductory lesson. | ||||
"Living breath of nature". Birch bark. | ||||
Tools and materials. | ||||
Collection of natural material. | ||||
Birch bark preparation. | ||||
Birch bark processing. | ||||
Mosaic from birch bark. | ||||
7.1. 7.2. | Making bookmarks from birch bark. Making napkins from birch bark (mosaic). | 2 | 1 | 1 |
8. 8.1. 8.2. | Application from birch bark "Birch bark miracle" | |||
Manufacturing technology of birch bark appliqué. Application from birch bark and floristry "Autumn landscape" | 2 | |||
9. 9.1. 9.2. | Volume application from birch bark | |||
Manufacturing technology of volumetric application from birch bark. Making a three-dimensional application from birch bark "Vase with flowers". | 2 | |||
10. 10.1. 10.2. | Birch carving. | |||
Birch bark carving technology. Making a bookmark for a book. | 2 | |||
11. 11.1. 11.2. | Protect. | |||
The meaning of the amulet in Russian culture. Amulet manufacturing technology. Making a charm from birch bark. | 2 | |||
Final lesson. | ||||
Total |
1 year of study
- Introductory lesson.
Getting to know the students. Acquaintance with the directions of future work.
Demonstration the best works children 1, 2 and 3 years of study. Safety briefing. Familiarization with the rules of conduct in the Center.
2. "The living breath of nature." Birch bark:material properties. Artistic products from birch bark.
3. Tools and materialsfor harvesting and processing birch bark.
4. Collection of natural material.
5. Preparation of birch bark. Camping in the woods.
6. Processing of birch bark.Acquaintance with the technology of processing birch bark.
7. Mosaic from birch bark.
7.1. Making bookmarks from birch bark (2 hours).
Theoretical lesson.Work with reference literature. Showing the presentation "Mosaic", discussing the technology of making bookmarks using the mosaic technique. Tools. Collective discussion of finished works.
Practical lessons.Selecting the type of mosaic. Birch bark processing. Manufacturing.
7.2. Making a napkin from birch bark (6 hours). Selecting the type of mosaic. Birch bark processing. Making napkins.
8. Application from birch bark "Birch bark miracle"
8.1. Training in the technology of making applications from birch bark (2 hours).
8.2. Application from birch bark and floristry "Autumn landscape" (14 hours).
Theoretical lesson.Sketch selection.
Practical lessons.Sketch drawing. Birch bark processing, selection of floristic material. Production of details for the application. Assembling a landscape according to a sketch. Gluing. Making work in a frame.
9. Volume application from birch bark
9.1. Manufacturing technology of volumetric application from birch bark.
9.2. Making a three-dimensional application from birch bark "Vase with flowers".
Theoretical lesson.Sketch selection.
Practical lessons.Preparation of tools and materials. Birch bark processing. Sketch drawing. Cutting details. Assembly of parts according to the sketch. Gluing. Varnish coating.
10. Birch bark carving.
10.1. Birch bark carving technology.
10.2. Practical work Making a bookmark for a book: preparation of materials and tools (birch bark, colored cardboard, glue, simple pencil, birch bark carving knife, colorless varnish, varnish brush). Making a bookmark from cardboard. Processing of birch bark, fitting to the shape of cardboard. Drawing an ornament on birch bark. Birch carving. Gluing birch bark on cardboard. Coating the product with varnish.
11. Protect.
11.1. The meaning of the amulet in Russian culture. Amulet manufacturing technology.
11.2. Making a charm from birch bark. Selection of tools and materials (birch bark, scissors, glue, thread, needle, paper, felt-tip pens). Charm making.
12. Final lesson.Summing up the year.Preparation and holding of the exhibition in the studio.Game program.
Educational - thematic plan
2 year of study.
Topic titles | number of hours for the program | |||
Total | Theory | Practice |
||
Introductory lesson. | ||||
Research work. | ||||
Birch bark processing. | ||||
5. 5.1. 5.1.1. 5.1.2. 5.2. 5.2.1. 5.2.2. 5.2.3 5.2.4. 5.3. 5.3.1. 5.3.2. | Application from birch bark "Birch bark patterns" "Russian expanses" - "Birches" - "Forest fairy tale" "Orthodox churches in my city" Orthodox churches in the city. - "Blagoveshchensky cathedral" - "Troitsko-Nikolsky Monastery" - Znamensky Monastery "Russian tales" - "The Tale of Tsar Saltan" - "Silver Hoof" | 6 6 2 12 12 12 12 | 6 6 12 12 12 12 |
|
6. 6.1. | Protect. Making the amulet "Brownie" using birch bark and natural materials. | |||
7. 7.1. 7.2. 7.3. | Drawing on birch bark. Technology for making drawings on birch bark. Drawing on birch bark "Hometown". Drawing on birch bark "I love Russian nature". | 2 6 | 6 |
|
8. 8.1. 8.2. 8.3. | Birch carving. Birch bark carving technology. Making a bookmark for a book. Birch carving. "Decorative needle case". | 2 4 | 4 |
|
Making dolls from birch bark. | ||||
Final lesson. | ||||
Total |
2nd year of study
- Introductory lesson.Acquaintance with the directions of future work.Showing the work of older students.Safety briefing.
2. Research work on the topic "Household items from birch bark".Visiting of museum. Meetings with residents of the city. Meeting with local historian Andreev N.I. Viewing the presentation "Birch bark miracle".
3. Preparation of birch bark and natural material.Collection of herbs, leaves, flowers, plant seeds, mosses, branches. Drying and pressing flowers and leaves.
4. Processing of birch bark.
5. Application from birch bark "Birch bark patterns".
5.1. "Russian open spaces".
Sketching sketches. Assembling a landscape according to a sketch.Gluing. Making work in a frame.
Topics of practical work: "Birches", "Forest Tale"
5.2. Application "Orthodox churches in my city"
Acquaintance with the temples of the city. Excursions. Meeting with local historian Andreev N.I. Work with reference literature. Sketch selection.
5.2.2. Application technology:
Birch bark processing, preparation of floristry.
Sketching sketches.
Sketch assembly.
Gluing.
Making work in a frame.
Topics of practical work:"Blagoveshchensky cathedral","Troitsko - Nikolsky Monastery","Znamensky Monastery"
5.3. Application "Russian tales".Work with reference literature. Sketch selection.
Application technology:
- birch bark processing, preparation of floristry.
- drawing sketches.
- sketch assembly.
- gluing.
- frame work.
Topics of practical work: « The Tale of Tsar Saltan", "Silver Hoof"
6. Protect.
6.1. Making a charm "Brownie"using birch bark and natural materials.
- watching the cartoon "Kuzya Brownie".
- selection of materials: fabric, threads, eyes, birch bark, cones, moss.
- sketch drawing.
- tailoring the torso of a brownie.
- making hat, legs, arms, mouth, basket, hair, beard.
- gluing details.
- artistic decoration of the product with cones, moss.
7. Drawing on birch bark.Work with reference literature. Sketch selection.
7.1. Technology for making a drawing on birch bark.
- birch bark processing.
- painting with paints.
- frame work.
Topics of practical work: "Hometown","I love Russian nature."
8. Carving on birch bark.Work with reference literature. Ornament choice. Collective discussion of finished works.
8.1. Birch bark carving technology.
8.2. Making a bookmark for a book. Birch carving.
8.3. "Decorative needle case".
- work with reference literature.
- workplace preparation.
- birch bark processing.
- open the birch bark.
- Drawing on birch bark with a pencil.
- birch bark carving.
- assembly of parts, gluing.
- coating of birch bark surface with varnish.
- cutting and gluing the bottom of the needle bar.
- sewing pillows for a needle bed.
- assembly of parts.
9. Making dolls from birch bark.
- work with reference literature.
- workplace preparation.
- preparation of tools and materials.
- birch bark processing.
- drawing of the doll's face.
- covering the doll's face with varnish.
- product varnishing.
- decorative design of the doll with artificial fur, beads, beads.
10. Final lesson.Summing up the year.Design and holding of the final exhibition of the works of the studios.Game program to consolidate the material covered.
Educational and thematic plan
3 year of study.
Topic titles | Total | Theory | Practice |
|
Introductory lesson. | ||||
Preparation of birch bark and natural material. | ||||
Creative design. | ||||
4. 4.1. 4.2. 4.3. 4.4. | Making dolls from birch bark "Seasons" - "Winter". - "Spring" - "Summer" - "Autumn" | 16 16 16 | 16 16 16 |
|
Work on the project "Seasons". | ||||
Making a box from birch bark. | ||||
Work on the project "Birch bark box". | ||||
8. 8.1. 8.2. 8.3. 8.4. | Application making "Calendar of nature" - "Winter" - "Spring" - "Summer" - "Autumn" | 16 16 16 | 16 16 16 |
|
Work on the project application from birch bark and natural material "Calendar of nature" | ||||
Final lesson. | ||||
Total |
3 year of study.
- Introductory lesson.Acquaintance with the directions of future work. Showing the work of older students. Safety briefing.A game program to check the material covered.
2. Preparation of birch bark and natural material.Collection of herbs, leaves, flowers, plant seeds, mosses, branches.Drying and pressing flowers and leaves.
3. Creative design.
The scheme of work on the project:
Stages | Tasks | Activity students | Activity teacher |
1. Beginning | Definition of the topic, clarification of goals, starting position. Working group selection | 1. Clarify information 2. Discuss the task | 1. Motivates students 2. Explains the goals of the project 3. Watching |
2. Planning | Problem analysis. Identification of sources of information. Setting goals and choosing priorities for evaluating results. Role distribution in the team | 1. Form tasks 2. Clarify information (sources) 3. Choose and justify their success criteria | 1. Helps in analysis and synthesis (as needed) 2. Watching |
3. Decision making | Collection and clarification of information. Discussion of alternatives (brainstorming). Choosing the best option. Refinement of action plans | 1. Work with information 2. Synthesize and analyze ideas 3. Do research | 1. Watching 2. Advises |
4. Execution | Project implementation | 1. Do research and work on a project. Draw up a project | 1. Watching 2. Advise (upon request) |
5. Evaluation results | Analysis of the implementation of the results achieved (successes and failures) and the reasons for this. Analysis of the achievement of the set goal | Participate in a collective self-analysis of the project and self-assessment of the results of their progress | 1. Watching |
6. Protection project | Report preparation; substantiation of the design process, explanation of the results obtained. Collective protection of the project. Grade | 1. Protect the project 2. Participate in the collective evaluation of the results of the project | Organizes the process of collective evaluation of results |
Requirements for the content of the project. Selecting a project topic. Product manufacturing. Project design. Work with reference literature.
4. Making dolls from birch bark "Seasons".Work with reference literature.
Topics of practical work:"Winter", "Spring", "Summer", "Autumn"
Technology for making dolls from birch bark:
- birch bark processing.
- making the body of the doll: cutting, gluing.
- making doll hands, cutting, gluing, gluing to the body.
- drawing of the doll's face.
- covering the doll's face with varnish.
- gluing the doll's head to the body.
- crown making, cutting.
- making doll hair, gluing hair, gluing crown to doll head.
- drawing a picture on a birch bark base with a simple pencil.
- drawing a picture on a birch bark base with paints.
- product varnishing.
- decorative doll.
Tools: Scissors, birch bark, finished doll head (wooden blank).
Materials. hair threads, paints, brushes, a simple pencil, varnish,
- doll "Winter": artificial fur (white), silk fabric, beads, seed beads.
- doll "Spring": fabric flowers for decorating a headdress, beads, beads.
- doll "Summer": fabric flowers for decorating a headdress, beads, beads.
- doll "Autumn": birch bark leaves for decorating a dress, fabric flowers for decorating a headdress, beads, seed beads.
5. Design of the creative project "Seasons"
6. Making a box from birch bark.
- work with reference literature.
- preparation of tools and materials. Birch bark carving knife, scissors, birch bark, tape form, cardboard, glue, varnish, varnish brush, simple pencil.
- birch bark processing.
- open the birch bark.
- drawing with a simple pencil.
- birch bark carving.
- gluing birch bark on the form from adhesive tape.
- cutting out the details of the lid of the box from cardboard and birch bark.
- drawing a picture on the birch bark base of the lid with a simple pencil.
- gluing birch bark to the lid.
- cutting and gluing the bottom of the box.
- product varnishing.
7. Work on the project "Birch bark box"
8. Production of the application "Calendar of nature".Work with reference literature.
Application technology:
- sketch selection.
- birch bark processing, preparation of floristry.
- drawing sketches.
- assembling a landscape according to a sketch.
- gluing details.
- frame work.
Topics of practical work:"Winter", "Spring", "Summer", "Autumn"
9. Work on the creative project "Calendar of Nature"
10. Final lesson.Preparation of works for the exhibition. Exhibition decoration. Review of works, analysis of advantages and disadvantages. Analysis. Graduation entertainment program.
Literature:
- N.I.Andreev "Gorokhovets historical chronicle". Vladimir, 2002
- N.I.Andreev, A.I. Skvortsov "Gorokhovets". Yaroslavl, Upper Volga book publishing house, 1990
- I.Agapova, M.Davydova, Application. M.: LLC "IKTC" Lada ", 2009
- Dine G.L. Russian folk toy. - M., 1981
- Dobrovolskaya V.E., Kargin A.S. traditional culture Gorohovets region: In 2 volumes. v.1.- M.: State Republican Center of Russian Folklore, 2004
- N.V.Dubrovskaya. Application from birch bark.- M.: AST; St. Petersburg LLC "Sova", 2008
- P.I. Utkin, N.S. Skvortsov "Folk art crafts". M.: "Soviet artist", 1983
- Russian people. His customs, rituals, traditions, superstitions and poetry. Sobr. M. Zabylin; - M., 1990.
- Lyubimov L. The Art of Ancient Rus'. - M.:., 1996.
- Mastery lessons. Culture and traditions. 2001
- Mashkovtsev V.P. Journey to Gorokhovets.-M.: OAO Typography Novosti. 2003
- O.N.Markelova. Crafts from natural material. Volgograd "Teacher", 2009
- Mukhin B.I. Making a wooden mosaic.-M .: Education, 1982
- Rondeli L.D. Folk arts and crafts; - M., 1984
- P.I. Utkin, N.S. Koroleva. Folk arts and crafts. M.: 1992
- T.A. Simakov. Diagnostic materials for additional educational program. //Additional education and upbringing// № 12, 2009
additional education teacher
World of Art(1898-1924) - an art association formed in Russia in the late 1890s. Under the same name, a magazine was published, published since 1898 by members of the group. The founders of the "World of Art" were the St. Petersburg artist A. N. Benois (he made illustrations for various works, mainly graphics. Then he began to create sketches of theater costumes and the scenery for the theater themselves) and theatrical figure S. P. Diaghilev.
Bakst - created sketches for ballet costumes,
Dobuzhinsky - associated with books and lithography, the famous painting "Man with glasses"
Creates an image of dead nature and the same dead person. Figure in counter-journey
K. somov created portraits.
"Lady in Blue" sensation of soreness
He also painted a portrait of A. Blok and a "masquerade"
The artists of the "World of Art" considered the aesthetic principle in art to be a priority and strove for modernity and symbolism, opposing the ideas of the Wanderers. Art, in their opinion, should express the personality of the artist. They were mainly graphic artists and a few sculptors.
Lansere E. he was not interested in modern life, he depicted fantasies of memories of the 18th century. He addressed the following topics: Masquerade balls, memories of the times of Louis 16, the architecture of that time, the fragility of human life, aristocracy.
Artists were not inspired by modern life, it seemed ordinary boring. They were looking for something exquisite, they aestheticized reality. To be an artist you need to know everything, to be a kind of generalist. The classical period in the life of the association fell on 1900-1904. - at this time, the group was characterized by a special unity of aesthetic and ideological principles. Artists organized exhibitions under the auspices of the World of Art magazine.
30. "Blue Rose". aesthetic program. Representatives.
In principle, such an association did not exist. It was very ephemeral. There was an artist Borisov-Musatov - an ideologist. after his death, a group of artists were inspired by his ideas and created an exhibition with paintings by Borisov-Musatov (posthumous exhibition).
Borisov-Musatov, was born in Saratov, fell ill as a child, moved very badly and was a hunchback, but nevertheless received an artistic degree. education in Paris. I used a canvas with interwoven threads, rubbed the primer in liquid, painted matte, the effect of a tapestry was obtained, as if the picture was woven, not painted. He mainly portrayed his sister, her friends and guests coming to the house, all in the style of 17-18c, old paraphernalia dresses. His paintings were a dream of the past, as if only in the past there was life. The colors are pale pastel, very soft paintings, as if enveloping. The background is often decoratively painted.
"Pond"
The pattern of trees echoes the pattern of capes, the picture seems to be cropped like in a camera. Atmosphere of silence, conventionality.
"Boy with a dog" harmony of nature
Self-portrait with sister, very bold composition, cropped format
"ghosts"
The house of Borisov-Musatov, his sister, the atmosphere of flowing moisture, like a picture through a window in raindrops.
He knew how to create an atmosphere, went away from reality into a fictional world.
"Blue Rose"- an exhibition held in 1907 in Moscow, in which the painters P. Kuznetsov, N. Sapunov, S. Sudeikin, N. Krymov, M. Saryan, sculptor A. Matveev and others. There were no more exhibitions.
The group of these inspired artists included:
Pavel Kuznetsov
Martiros Saryan
Sapunov and Sudeikin - theater artists from St. Petersburg
The exhibition was opened on March 18, 1907 in Moscow on Myasnitskaya Street in the house of the porcelain manufacturer M. Kuznetsov and was organized at the expense of N. P. Ryabushinsky - patron, publisher of the Golden Fleece magazine and amateur artist. "Blue Rose", as expressing a poetic dream of an unrealizable-beautiful.
The basis of the exhibition "Blue Rose" was the work of the participants of the earlier exhibition - "Scarlet Rose", held in 1904 in Saratov. (there were also works by Borisov - Musatov, also by Vrubel, Saryan, Sudeikin, works from the workshop of Abramtsevo). The Moscow exhibition marked the beginning of the late phase of Russian symbolism. In comparison with the graphic-linear works of masters from St. Petersburg, united in the "World of Art" and dominating the artistic life of the Russian Empire at the beginning of the 20th century, the works of young authors from Moscow amazed the audience with delicate, smoky, as if melting colors and unsteady, elusive forms. Most of the paintings presented at the exhibition were created in the Art Nouveau style in its Moscow version. At the same time, some of the works, as it were, anticipated the emergence of the avant-garde trends of the 1910s - expressionism, primitivism.
The display of works by young Moscow innovators caused intense controversy among the artistic intelligentsia.
Kuznetsov
"Mirage in the steppe"
He made a trip to Kyrgyzstan, Kalmykia He lived there for a long time and communicated with nomads, made trips across the steppe. Depicted primitive everyday things, elements of rituals. The main idea: the world is not what a person sees, but what he feels during the perception of the world.
"Shearing"
Went to Egypt.
"Egyptian", geometric Style, a stylized figure, with a conditional color and a conditional light, against the background of a palm tree.
"Still life. bananas", the composition is implausible, but we believe in it
"Street in Cairo"
"Date palm"
"Self-portrait."
Landscape france. Blurry works somehow fit into the silhouette.
Sudeikin.
"Sketching Sketch" for the ballet.
