Visual art lesson summary
Lesson topic: "Linear perspective"6 "B class"
Abstract of an open lesson in fine arts
Teacher: Nesterova Anna Alexandrovna
The date of the: 01/25/2016
Class: 6 "b"
Cabinet: 30
Number of students per lesson: 26 (96.7% of the total)
Lesson topic: "Linear Perspective".
Lesson type: a lesson in consolidating knowledge, developing skills and abilities.
Lesson Objectives:
1) consolidate knowledge of the laws of linear perspective;
2) to form information and technological competence through the use of information technology (interactive whiteboard);
3) to cultivate in students an interest in research work, a love for the fine arts.
Equipment:
- tables "Examples of observational perspective", "Building a landscape according to the rules of linear perspective" on the stand "Today at the lesson";
- reproductions from paintings by artists: Pissarro "Montmartre Boulevard", Polenov "Moscow Courtyard", N.A. Kasatkin "Rivals", I.E. Repin "Barge Haulers", "They Didn't Wait", V.I. Surikov "Boyarynya Morozova", I.A. Aivazovsky "Landing in Subash", I. Levitan "Vladimirka", K. Petrov-Vodkin "Still life with bird cherry" (on the blackboard);
- for each group of students, text and illustrative material (Appendix No. 1), a plate with the name of the group (by type of activity: "urban landscape", "village landscape", "seascape", "still life", "thematic picture", "interior "(Appendix No. 2);
- each student has simple pencils, a ruler, tracing paper;
- computer presentations: "The concept of perspective";
- TCO (computer, interactive whiteboard, projector, music center,CD );
- phonogram of the song "Perspective" Mus. Korneva V.A., sl. Root L.G.
(Appendix No. 3)
Lesson plan.
1. Organizational moment.
2. Call stage ( to activate, to interest students, to “call out” the already existing
them knowledge) .
3. Stage of comprehension(implementation of the idea) .
4 stage of reflection.
During the classes.
1. Organizational moment. Greeting, checking absentees, organizing students' workplaces, their seating arrangements. Children are seated in groups at 6 paired tables.
2. Call stage ( to intensify, interest students, “call out” their knowledge on the topic “Linear perspective”).
In previous lessons, we studied and repeated the rules of linear and light-air perspective. Today, having consolidated this knowledge, you have to do interesting work related to research activities.
? Review questions.
What is perspective? (A phenomenon in which objects, moving away from us, visually decrease and change in color.)
What is linear perspective? (A phenomenon in which objects, moving away from us, visually decrease)
What is light-air perspective? (A phenomenon in which objects change color as they move away.)
What do you need to have to build an image according to the rules of perspective? (You need to have a horizon line and a vanishing point.)
What do artists call the horizon line? (A line at the level of the artist's eyes).
Today, having consolidated our knowledge of the construction of images according to the rules of linear perspective, we will try to prove by the research method that any artist builds any image according to the rules of perspective. Before work, in order to even better recall the knowledge of perspective, we use the computer presentation "The Concept of Perspective".
* View slides of a computer presentation "The concept of perspective" (Teacher comments.)
3. Stage of understanding. Instruction is given to complete the task.
On the tables in front of you are textual and illustrative materials that will help you cope with the task.
Study and analyze the text and the proposed illustrative material.
On task cards, using a pencil and transparent tracing paper, conduct a graphical analysis of the paintings of artists, determining the horizon line and the vanishing point.
Each group has advisors.
Physical break. Performing a set of exercises to relieve fatigue of the eyes and spine.
Practical work of students:
The visual materials of the board will help you cope with the task. I wish you good luck!
During the practical work of students, the song "Perspective" sounds. (Appendix No. 3)
In the process of practical work, the teacher provides individual assistance. Student consultants work. When a frequently repeated mistake is identified, frontal work is carried out with the class, with groups.
4. Stage of reflection ( systematization of acquired knowledge). Summarizing and evaluating the work performed.
Let's check together how the artists applied the knowledge of linear perspective when creating their paintings.
* Working with the interactive whiteboard (Appendix No. 4).
From each group 1-2 students with the most successful work are invited. They are invited to go to the board and confirm their research by showing horizon lines, vanishing points, depicting them on the board with markers over the projection of the corresponding slide. (With the help of slides, it is also convenient to work on mistakes.)
a cluster is posted on the blackboard(each group, using a magnet, fastens its sign on the board around the word "PERSPECTIVE"):
Conclusion: We made sure that the rules of perspective are used by artists when creating paintings of different genres. It is this that helps them create realistic canvases.
5. Summing up and homework.
Assistant consultants check the remaining work of students, give grades, report on the results.
? Questions for the class to reinforce the topic:
What is perspective? (A phenomenon in which objects, moving away from us, visually decrease)
What is the horizon line? (A line at the level of the artist's eyes).
What is a vanishing point? (The point at which objects, moving away from us, become invisible).
What paintings by artists did you explore today? (Each group lists their paintings, naming the artists who created them.)
What conclusion did you come to today? What have you proven? (We made sure that in order for paintings of different genres to look realistic, artists create them according to the rules of linear perspective.)
Homework instruction:
- Construct with a simple pencil on a landscape sheet 9 images of a parallelepiped in various spatial positions according to the rules of linear perspective; (A sample of the work is shown, the principle of execution is explained)
Bring paints, brushes, palettes, napkins to the next lesson.
Khromtau secondary school №4
Public lesson
visual arts
at 6 "IN" class.
Topic: "Linear perspective"
Prepared by: art teacher
Mambetkulova A.K.
Khromtau
2013 -2014 academic year
Item: Art.
Class: 6 "B"
Lesson topic: Linear perspective.
The purpose of the lesson: to form students' knowledge about the patterns of linear perspective.
UVZ 1) teach students to build a drawing using linear perspective.
2) develop skills in working with watercolors.
3) to cultivate cognitive interest in independent creative work
Lesson type : lesson learning new material.
Methods: explanatory and illustrative, independent work.
Equipment: album, textbook, watercolors, brushes, water jars.
Expected Result: the ability of students to depict a drawing using linear perspective.
During the classes.
Actualization.
Greetings.
The topic of the lesson.
2. Explanation of the new material.
The word perspective means “to look through”, “to look through”.
Perspective is the apparent reduction in the size of objects that move away from us. Knowing the laws of perspective, you can convey the depth of space in the picture. Remember: the horizon line lies at the level of the observer's eyes. In mountainous areas or among large buildings of the city, the horizon line is not visible; it will correspond to a conditional line passing at the level of the observer's eyes.
Thanks to a special construction, the artist is able to give a flat picture, which has two dimensions - length and width, visually and the third dimension - depth.
Direct perspective has long been recognized as the only true reflection of the world in the picture plane. Taking into account the fact that linear perspective is an image built on a plane, the plane can be located vertically, obliquely and horizontally, depending on the purpose of perspective images.
Recall the rules by which the depth of space is conveyed in drawings. Look into the distance and you will see that objects of the same size are perceived differently: the farther away from us, the smaller they seem.
vertical plane , on which images are built using linear perspective, is used to create a picture (easel painting) and wall panels (on a wall inside a room or outside a house, mainly at its ends).
Building perspective images on inclined planes used in monumental painting - murals on inclined friezes inside palace buildings and cathedrals.
The construction of perspective images on a horizontal plane is used when painting ceilings (plafonds).
Reverse linear perspective.
The type of perspective used in Byzantine and Old Russian painting, in which the depicted objects appear to increase as they move away from the viewer, the picture has several horizons and points of view, and other features. When depicted in reverse perspective, objects expand as they move away from the viewer, as if the center of the vanishing lines is not on the horizon, but inside the viewer himself.
The reverse perspective arose in late antique and medieval art (miniature, icon, fresco, mosaic) both in Western Europe and in the Byzantine circle of countries. Interest in reverse perspective and artistic practice increased in the 20th century in connection with the revival of interest in symbolism and in medieval artistic heritage.
Parallel lines directed to the horizon merge into one point.
Vanishing point - this is the point to which parallel lines going in depth are directed. She always lies on the horizon. Lines lying in a horizontal plane are directed towards it.
Point of view the point from which the observer is looking.
picture plane - this is a mental vertical plane located between the depicted objects and the eyes of the artist.
Skyline - the position of an imaginary horizontal plane, is at the level of the observer's eyes.
If we go up or down, then in accordance with the change in eye level, the position of the horizon line also changes.
Depending on where the object is located, above eye level or below, its visible shape looks different.
For objects that are located above the horizon line, their bases are visible, and for those below, their upper sides are visible.
Types of linear perspectives.
Cityscape perspective Landscape perspective
3. Independent work.
Today in the lesson we will draw a house using linear perspective.
First, take a close look at the picture. Determine the horizon line and the vanishing point of the lines.
Compare the sizes of objects in the picture. Nearby objects will appear taller than objects in the background.
Second, determine the height of the house and roof with lines. Complete the painting.
At the third stage, do the work in color (paints).
Get to work.
During independent work, I check the correctness of the construction of the perspective of the house.
4. Fixing the material.
I ask questions about the topic.
What are the basic rules of linear perspective?
Where is the horizon line?
What is a vanishing point?
5. Summing up.
I check the work done, comment on the drawings, give marks.
6. D / z.
At home, draw a rural landscape using linear perspective.
Check readiness for the lesson.
- Surprise, as Aristotle believed, is the beginning of a creative attitude to the world and to life in it. Develop in yourself such a direct perception of nature, the world. In it is the guarantee of future harmony in man of the artistic and scientific reflection of the world, which is so desired in our age.
I wonder at the sky, I wonder at the snow
I am surprised by the rain, I love to be surprised!
Yes, the world is beautiful, and in order to more vividly and more fully represent it on a sheet, you and I need to get acquainted with the rules for changing colors when moving away and approaching. That is today we get acquainted with the laws of aerial perspective.
-Let's first make sure that Anna is really needed and important in depicting the world around us.
Showing 2 drawings: one with aerial perspective, the other without.
- Why is this happening? Why do colors change, images blur.
-What do you think, because of what?
-And how did the artist achieve the transfer of naturalness and depth?
- He probably used the laws of aerial perspective. Let us now find out the secret of the artist.
The laws are put on the board and each law is clearly confirmed by reproductions. The teacher proves the first law, and then you can offer this work to students.
1) nearby objects have a bright, saturated color, which becomes dimmer and less bright with distance.
2) Distant objects do not have clear boundaries, unlike near ones, their contours are blurred.
3) Distant objects seem to be in a haze, and they should be depicted in gray and purple hues.
4) Dark colors lighten with removal.
5) Light colors darken with removal.
The teacher distributes handouts to the students.
- And now on your desks there are sheets with landscapes that need to be painted with watercolors. But now you will not just paint, but convey the depth of space and the naturalness of color. Do not forget that we start coloring from the upper border of the picture plane. Let's get started.
The teacher makes target rounds:
1) control of the organization of the workplace
2) control of the correct execution of work methods
3) helping students who are having difficulty
4) control of the volume and quality of the work performed.
The teacher at this stage acts as a consultant, assistant. If possible, you need to repeat the laws out loud as often as possible. Successfully completed fragments can be shown to the whole class.
Works are brought to the board by the students themselves and analyzed.
Analysis criteria:
1) Application of the rules
2) Accuracy
3) Beauty, aesthetics, completeness
4) Color solution
It is necessary to note each work, find a feature, originality, sum up each work. One should not allow a student to ridicule someone's work.
-What new did you learn at the lesson?
- What are the features of the transfer of the depth of space?
-How does the contrast of light and shadow change when a three-dimensional object is removed from the eyes of the painter?
- Do you think the rules of aerial perspective apply only when drawing landscapes?
Where else can you apply them?
- Fine. This concludes our lesson, thanks for the work.
Linear and aerial perspective rules
( art lesson in 6th grade)
Kolosova Larisa Grigorievna, MAOU secondary school No. 77, teacher of fine arts grades 5-9
The purpose of the lesson:
Tasks:
2. Development of creativity and imagination of students.
Lesson type :
Combined
Used teaching materials and teaching aids:
1. Visual arts and artistic work: 1-9 classes (with methodicalrecommendations) / under the guidance and ed. B.M Nemensky, / textbook for educational institutions. M. "Enlightenment", 2009
2. L.A. Nemenskaya; fine arts, "Art in human life". M. "Enlightenment", 2009
Used methodological literature:
1. A new generation of educational standards as a mechanism for the implementation of the national initiative "Our New School". Humanities education:Guidelines for the 2010-2011 academic year / Under total ed. L.L. Belyaeva. - Khabarovsk: HC IRO, 2010
2. Designing the educational process in the subject area "Fine Arts": Educational and methodological manual / V.A. Andreev, N.V. Andreev; ed. V.A. Andreeva. - Khabarovsk: HC IRO, 2010.
3.A.A.Ustinova. Theory methodology of teaching the subject "Fine Arts": Educational and methodological complex of advanced training courses for teachers of fine arts in secondary schools, lyceums, gymnasiums. - Khabarovsk: HC IPPC PK, 2003.
Used equipment :
Computer, projector, screen, blackboard, gouache paints, brushes, pencil, paper.
Used DERs : educational film "Perspective", educational film "Aerial perspective", DER (from the collection of the regional educational resourceschool- collection. edu. en).
Lesson plan:
1. Organizational part - 3 min.
2.Updating knowledge - 5 min
3. Explanation of new material - 10 min.
4. Warm-up (with research and choice of point of view and changes in visibility in space) - 2 min.
5.Practical work - 20 min.
6. Summing up the lesson -5 min.
During the classes.
1. Organizational part.
Greeting, checking those present, checking readiness for the lesson.
2.Updating knowledge.
Repetition of the studied material (the concept of the landscape genre and the concept of space image forms), performing a test (to repeat the previous topic).
3. Explanation of the new material.
On the board is the topic: "Rules of linear and aerial perspective."
I announce the new topic of the lesson, the purpose and objectives of the lesson.
Questions for the class:
What do you know about the horizon line?
What is a "vanishing point" and "point of view"?
What is "foreground" and "background"?
During the discussion, I find out the basic rules of linear perspective:
Objects that go into the distance decrease in size;
Parallel lines converge at the vanishing point on the horizon line (the lines of our eyes).
Skyline can be high and low, and it is very important to understand that this is a means of expression. To convey earthly distances, a high point of view is needed - a view from the mountain.
And from a low point of view, when the horizon line is located at the lower edge of the picture, we see the expanses of heaven.
Vanishing point , its position also greatly affects the character of the image. Off-centering the vanishing point to the right or left will give the image a sense of movement.
To consolidate the concepts of "horizon line", "vanishing point", "foreground", "background", we watch the educational film "Perspective".
Fizminutka.
Now it's time for rest. Take a piece of paper in your hands, and, holding it in front of you, begin to squat, looking at the screen. How is your point of view changing?
In order to correctly and expressively portray the landscape, it is necessary to know the laws of aerial perspective.
Questions for the class:
How are near and far objects depicted?
What can you say about dark and light objects at a great distance?
The teacher summarizes:
In the course of discussions, we find out that air, filling all space,
envelops all objects - what is removed, we see through its thickness. So the first rule is:
- as the planes are removed, the tone loses its saturation and contrast and brightens.
The second rule about changing the color of objects as they move away:
- the distance shrouded in air turns blue.
- warm colors stand out, seem closer, and cold colors recede .
Renaissance artists were the first to develop the division of space into plans:
- near plan - warm and contrast;
- average - the most developed, the tones are softer;
- far - light, generalized, everything merges into a common air haze.
We summarize our dialogue, and students make a conclusion about the patterns of aerial perspective:
- as objects move away from the observer's eyes, their outlines become softer, and the chiaroscuro transitions become blurry;
The air layer, as it were, hides the volume and texture of the material: the objects acquire a silhouette character.
To consolidate this material, I suggest that children watch an educational film about aerial perspective.
After we figured out everything about the perspective, we analyze and do the practical part.
Practical task.
We carry out the image of the road receding into the distance in compliance with the rules of perspective.
I focus on the implementation of the practical part of the assignment by students. On the blackboard, once again, together with the students, I repeat all the rules of linear perspective, determine which horizon line they need to choose, and only after that do the students begin to complete the practical part of the task.
Performing practical work.
Stages of work on the image of the aerial perspective: To prevent mistakes, I demonstrate children's drawings of different levels, previously made by students of other classes. On the screen I show slides of the phased implementation of the task.
Slides help children reinforce a new topic better.
Summing up the lesson.
When summing up, I conduct a discussion of the best work of students, I note the most interesting work in the composition or in the color scheme. I invite the children to analyze once again the phased execution of the drawing, to say what discoveries were made in the lesson.
I assign homework. Thank you all for your work in class.
I make sure that everyone cleans their jobs, puts things in order (poured water from jars and wiped desks with rags).
self-analysis of the lesson.
There are 25 students in the class, the children are calm, balanced, with the exception of one student. Most of the students in this class are middle class. This lesson is a continuation of the previous two lessons, designed for intermediate level children.
The purpose of the lesson:
To teach students to choose and build a horizon line, a vanishing point; familiarity with the techniques and means of depicting aerial perspective.Tasks:
1. Development of skills in the image of space.
2. Development of creativity and imagination in students.
3. Consolidation of knowledge gained in the lesson.
The lesson achieved its goal. Familiarize yourself with the techniques and means of constructing aerial perspective. aerial perspective. To achieve the goal of the lesson, the development of the cognitive activity of schoolchildren, emotional motivation was used - the organization of the lesson in the form of a dialogue "teacher - student", "student-teacher", ICT - technology and TCO. The chosen structure of the lesson was rational for solving the tasks. The stages of the lesson are logically connected with each other. The productive activity of students was facilitated by various teaching methods; verbal (conversation, explanation), presentation, educational films, practical activities. The mastering of the material of the lesson was facilitated by the stage-by-stage fulfillment of the task. Conducted individual work with students. I try not to correct the drawing, for whom it does not work out. I help to draw the correct elements of the images next to the erroneous ones, on the free field of the landscape sheet. I strive for the children themselves to see and correct their mistakes, in the lesson I use a democratic style of communication.
