Olga Vybornova
Scenario pedagogical event by molding " Autumn still life" (senior preschool age)
Tasks:
"Artistic Creativity"
To teach children to create a three-dimensional composition (still life) from plasticine;
improve fine art(independently choose the method and techniques of modeling);
Develop compositional skills - place several objects, creating a harmonious composition (large ones in the center or in the foreground, small ones on top or side).
To form an aesthetic attitude to works of art, to artistic and creative activity.
"Communication"
Promote the development of coherent speech and communication skills children;
Improve speech as a means of communication;
To develop the ability to make assumptions and draw the simplest conclusions, to express one's thoughts clearly for others, to form the ability to defend one's point of view.
"Socialization"
To promote the development of the ability to negotiate, work in pairs, small groups;
Develop the ability to work in a team;
Introduction to the elementary generally accepted norms and rules of relationships with peers and adults. To form the ability to negotiate and help each other;
Develop the ability to calmly defend your opinion.
"Fiction"
Replenish literary baggage with poems and riddles;
Preliminary work:
with kids:
Guessing and guessing riddles;
Looking at vegetables, talking about vegetables and fruits;
Looking at reproductions of paintings famous artists with the image of still lifes;
Didactic game "Magic bag"; lotto, dominoes, didactic game "Cut Pictures";
Role-playing game "Shop";
Reading a poem by Trutnev E. “Harvest, harvest!»;
Preparing the foundations for creative work.
With parents:
Parents' story about harvesting in the country;
Issue of the family newspaper "Harvesting";
Holding a competition "Autumn Fantasy".
Used equipment:
Reproductions of paintings by famous artists; models of vegetables and fruits; chips for the game; "Magic wand; plasticine; basis for work; boards; stacks; napkins.
An exercise to create an emotional mood, the inclusion of participants in the overall process.
Guys, I have today good mood and I would like to pass it on to you. Let's stand in a circle, join hands and give everyone our smile so that the whole world around us becomes brighter and more beautiful!
The teacher reads a poem by W. Rashid:
Our beautiful autumn garden
It has plums and grapes,
On branches like toys
Both apples and pears...
We'll go to the garden early in the morning
And call all the neighbors.
And wave the sun
"Thank you, Autumn!" - let's say.
The teacher invites the children to the circle and offers a game « Magic wand» (passing the stick in a circle, the children pronounce the name of vegetables and fruits, looking into each other's eyes).
Offers children a game "Find a friend"(children are given chips depicting fruits and vegetables, the child must find a pair for himself (for example: apple - apple, pear - pear, grapes - grapes, etc.)
Each pair that we have made must find dummies of these fruits in the group and bring them into a vase to make a still life.
Children, together with the teacher, examine the still life from all sides, indicating the location of each fruit and vegetable (for example: an apple lies below, and grapes on top)
The teacher creates creative problem situation: shows an apple with a ruddy barrel and asks:
How can you make such an apple? (answer options are discussed)
The teacher shows 2 ways to create a 2-color image.
Asks the couple to sit with different parties from a still life and mold it like a picture, attaching the molded fruits to cardboard.
Before sculpting is carried out finger game "Compote".
To do this, it is necessary to agree on who will sculpt what, so that the still life is like a real one.
Now think and decide what materials you need for work and let one of the couple come up and take everything you need.
Divided into groups, the children independently choose the basis (background) and discuss the collective plan.
At the end of the lesson, the teacher suggests putting the still lifes on one table and examining them. Marks successful compositions.
Did you enjoy sculpting in pairs?
Did you get what you envisioned? Why?
Did you enjoy working with your partner? What difficulties did you experience?
Did you interfere with each other?
(it is concluded: because the couples were able to agree among themselves)
Well done, you did a great job today and I would like you to choose the picture with the emotion that matches your mood now.
(children choose cards with emotions)
I am very glad that you are all in a good mood.
The game "Applause in a circle"
Target: Development of cohesion of the children's team.
Instructions: We have very good band and each of you deserves a round of applause. I want to offer you a game in which the applause is quiet at first, and then becomes stronger and stronger. The game proceeds as follows. You become in a common circle. One of you starts: he goes up to one of the guys, looks into his eyes and gives him his applause, clapping his hands with all his might. Then they both choose the next child, who also gets their share of applause - they both come up to him, stand in front of him and applaud him. Then the whole trio chooses the next contender for a standing ovation. Each time, the one who was applauded has the right to choose the next one. So the game goes on and the applause gets louder and louder.
Thank you all for your participation.
Related publications:
Program content: Speech development: encourage children to give meaningful answers-reflections to open questions of the educator;
.
Action plan for the Day of the theater (senior preschool age) Evening of entertainment: “Journey to Theaterland. Rescue of the puppets of the theater "Golden Key" Purpose: to develop children's ideas about the types of theater,.
Scenario of the holiday "Red Summer" (senior preschool age) Purpose: to create a positive emotional mood in children; sustained interest in sports. TASKS: 1. To consolidate the ability of children to move.
MBDOU DS KV No. 7 "Forget-me-not", Megion Khanty - Mansiysk Autonomous Okrug Yugra music director Yankovskaya L.V. Educational integration.
SUMMARY OF THE LESSON ON MODELING FROM SALT DOUGH: "AUTUMN STILL LIFE"
Tasks:
- Teach children to think about the content of their work based on personal experience.
- Clarify and consolidate children's knowledge about fruits and vegetables.
- To form the ability to convey the shape of familiar objects, their proportions, using previously learned modeling techniques.
Stroke:
Part one
V .: Guys, today we will sculpt a real autumn still life. Listen to the poem:
If you see a cup of coffee on the table in the picture,
Or fruit drink in a large decanter, or a rose in crystal,
Or a bronze vase, or a pear, or a cake,
Or all objects at once, know that this is a still life. (Grigory Gladkov)
Have you already guessed what it is, a still life?
D.: answer options
V .: Well done guys, a still life is a vase of flowers, sweets, and fruits. What do you think "autumn" still life means?
D.:
V .: That's right, an “autumn” still life can include all the gifts of autumn, everything that we collect when the golden time comes: vegetables, fruits, mushrooms, etc.
- Knowledge update.
Where do vegetables, fruits, mushrooms grow? (in the field, in the garden, in the greenhouse, in the forest, on the trees)
What are the people who grow fruits and vegetables called? (gardeners)
What do they do with vegetables, fruits, mushrooms? (collect, salt, preserve, make jam, dry, salt)
Riddles on the theme of the gifts of autumn:
Leaves are collected in a head
In the garden of the villagers.
Without it, the cabbage soup is not thick.
What is her name? (Cabbage)
He grows in the garden
Doesn't offend anyone.
Well, everyone around is crying,
Because they clean ... (onion)
Similar to watermelon
Also thick skinned.
I'm used to the yellow dress
Basking in the sun ... (pumpkin)
He lived in a greenhouse in the summer,
Friendly with the hot sun.
With him fun and enthusiasm.
It's red... (tomato)
round, ruddy,
I grow on a branch.
Adults love me
And little kids. (apple)
All boxers know about her
With her, they develop their blow.
Even though she's clumsy
But it looks like a fruit. (pear)
He's almost like an orange
Thick skinned, juicy
There is only one drawback -
Very, very sour. (lemon)
- Physical education "Leaves"
We are autumn leaves
We are sitting on branches. (sit down)
The wind blew - flew
We flew, we flew (easy running in circles)
And they sat quietly on the ground. (sit down)
The wind came up again
And lifted all the leaves. (easy running around)
Twirled, flew
And they sat quietly on the ground. (sit down)
- We pay attention to the box standing on the table. We invite each child to come up in turn and get a vegetable or fruit (model) out of it - this is what the child will do today. We sit down and get to work. The model of a vegetable / fruit is used as a hint; in case of difficulty, we help the children.
- At the end of the lesson, the crafts are sent to the oven to dry, and the attendants help clean the tables.
Part two
Dried crafts are covered with gouache paint. Models for the sample are also distributed to children. At the end of the lesson, the attendants help clear the tables, the crafts dry.
Grade 2 Lesson #6 Date_______
School: Gymnasium "Self-knowledge" Number of students: 16
teacher: Melnik G.M.
Theme:"WE MAKE A STILL LIFE".
Target: Acquaintance with the genre of "still life", the implementation of a relief composition.
Tasks:
Tutorials:
- to teach how to perform a relief composition;
- learn to work with various forms;
- define: still life, relief.
Developing:
- to develop in students a sense of regularity and peace through individual creative activity.
Bring up:
- calmness, peace, attention through HUV inner peace
creative challenge for students: create a relief composition using existing knowledge.
Value: inner peace
Qualities: Tranquility, tranquility.
Materials: Sheets of cardboard, plasticine, stacks, oilcloth - a substrate or a special board for working with plasticine.
Materials for the lesson: visual material - reproductions depicting still lifes, a sample of a relief still life, staging a simple still life of two objects.
Work form: Individual.
Method: Verbal, visual, problem-search, practical.
LESSON PLAN:
1. Organizational moment.
2. Motivation learning activities
3. Learning new material.
4. Multilingualism.
5. Order of performance of work.
6. Independent work.
7. Summing up and evaluation of work.
DURING THE CLASSES:
Organizing time.
Hello guys. Today in the lesson, we will get acquainted with one of the genres of fine art - still life, we will also get acquainted with the "relief" - in sculpture, and we will perform a relief composition.
Motivation for learning activities
Before you hangs several works of Kazakh folk artists, let's look at paintings in the genre of still life together.
Teacher: What is in the picture?
Children: flowers in a vase and fruits.
Teacher: Where were the objects depicted in the pictures taken?
Children: Flowers grew in the yard or in the field, the vase was in the cafe, the fruit was in the refrigerator.
Teacher: A still life can be made up of any household items, not just flowers and fruits. Still life is like a slice of life. If we look at our desks, we will also see a small still life.
Learning new material.
Children, let's take a look at what a still life is.
Teacher: What do you think is still life in fine arts?
Children's answers: Still life are objects that create a single composition.
Teacher: The word still life is translated as frozen, frozen nature.
What objects can be depicted in a still life?
Children's answers: Teapot, mug, cucumber, flower, etc.
Teacher: That's right, vegetables, fruits, flowers, household items - all this is depicted in a still life. But not only artists can perform still lifes, but also sculptors. Tell guys who is a sculptor?
Children: A sculptor is an artist who makes sculptures.
Teacher: What do you think we call sculpture?
Children: Sculpture is the art of creating three-dimensional works of art by carving, molding or casting. Relief still life- This is a semi-volume image.
Teacher: What qualities should a sculptor have to make a work of art?
Children: patience, perseverance, diligence.
Teacher: The works of artists and sculptors are made for a long time, in order for the sculptor to get a sculpture, he must be restrained, peaceful, patient. If the artist on the canvas did not succeed in some element of the still life, then he can easily draw new item and even change it, but if the sculptor does not have patience and calmness, then he will have to start creating a sculpture for a new one.
Multilingualism.
Teacher: let's read how the word still life will be in three languages.
Still life - still life
The order of the work.
Let's prepare the background of our relief.
Mark a block of plasticine and roll it out on the surface of a sheet of cardboard.
We knead and roll into layers (thickness 3-5 mm) plasticine bars on a substrate or plank for still life objects.
With the sharp end of the stack on plasticines, we outline the pattern of objects and cut them out according to the intended pattern.
We transfer and attach, firmly pressing on the still life objects, on the background-base and decorate them with ornaments.
6. Stages of practical activity.
Correctly work with plasticine.
Use material sparingly.
Properly place still life objects on the base.
7. Independent work
During practical work make targeted rounds.
1. Control of the correct execution of the relief composition.
2. Helping students with difficulty.
3. Control of the volume and quality of work.
8. Summing up and evaluation of work
Hold an exhibition of work.
Criteria for evaluating works.
1. Proportional arrangement in the sheet.
2. Correct forms(proportions, structure)
3. Accuracy of execution.
4. Completeness.
Express - exhibition. Ask questions to the children.
What work did you enjoy the most and why?
Children name the works they like and evaluate according to the criteria together with the teacher.
CLEANING OF WORKPLACES.
Modeling subject from salt or custard dough
« Autumn still life»
Tasks.
1. Teach children to create volumecompositions (still lifes) from saltth test. 2.Improve the imagenew technique (choose your ownmethod and techniques of modeling).
3.Develop compositional skills - place nothow many objects, creating a harmoniouscomposition (large in the center or in the foreground, small on top or side).
Integration different types activities
Material preparation.
Salty dough. Mix ingredients inthis ratio: for 150 g of flour - 300 gsalt, 3 tablespoons of any wallpaper paste (suhogo), 100 ml of water - stir until obtainedtough test. Add to part of the mixturecolor dye. good to do it right nowsome desired colors. Store dough inplastic bags or plastictightly closed boxeslids (a piece of dough of each color inseparate bag) in the refrigerator.
Salt dough crafts need to be dried very well in the oven at temperature 100-110 degrees. It will take quitebut a lot of time - 5-6 hours. crafts fromsalt dough are like real culinary masterpieces, with the exception thatthey cannot be eaten. But theycan be varnished and stored for many years.
Choux pastry. Mix thoroughly300 g flour, 100 g salt, 200 ml water, 1 teanew spoon vegetable oil. Transfer the mixture to a saucepan and heat with constant stirring over low heat until a dense lump forms. Let the dough cool and knead well with your hands. To obtain dough of different colors, divide the dry mixture into parts, add to eachfood coloring of desired color (orat least cocoa powder) and only thenmix with water. Store custardthen in the refrigerator, placing in denseplastic bags or plasticboxes with sealed lids. Behindboiled dough can be used a lotmultiple like plasticine.
Materials, tools, equipment
Material prepared in advanceflax or choux pastry. Swiveldisks, planks or oilcloths, stacks (orpointed sticks), paper and cloth napkins, plastic plates orramic for composing compositions.
Lesson progress:
Educator:
Our autumn garden is beautiful:
It has plums and grapes,
On branches like toys
Both apples and pears...
We'll go to the garden early in the morning
And call all the neighbors.
And wave the sun
Thank you autumn! - let's say.
(W. Rashid)
From cofruits and berries picked in the garden can be made beautiful still life. Guys,still life is a composition compositionware.
Slowly walk around the still life andlook at it from all angles.
(Children look at a beautiful still life of fresh fruit, which is placed on the teacher's table or in the center of the room if the children can sit around.)
Educator:
Let's and welet's build unusual still lifes- stucco.
Need to distributeinto 4-5 groups (optional), sit down from differentsides of the still life and mold it likepicture,laying outfashioned fruityou on a plate.To do this, it is necessary to agree on who will sculpt what, so that the still life is like a real one.
(Help the children divide into groups and set upto discuss the collective idea).
Educator:
Guys, how can you blind apple with a ruddy side? (Answer options are discussed.)
There are 2 ways to buildings with two and three colors and I
1st way is that 2-3 comosa cup of salt dough of different colorsthey mingle into one and from it the conceivedform;
2nd way: shape is molded froma lump of one color, and then a small lump of another color is attached to iteta.
Before starting work, we recall once again that from differentoron still life looks
differently.
Outcome:
Let's go nowwe will put the workon one table and considerthem. What is the name ofcomposition compositionlinen from flowers, vegetables, fruits andother items of utensils? (Still life)
What beautiful compositions you have! In thatstill life of the largest fruits (for example, an apple and a pear)lie in the middlethere are plates, and around it is beautifully placedsmaller fruits and berries (abrikwasps, cherries and grapes).
This methodological development are the study of interdisciplinary relationships between sculpture, drawing and composition. Volumetric image objects in relief, the development of observation, visual memory and the ability to use composition, including decorative composition. Also, the purpose of this methodological development is to summarize the analysis of the work on the subject "Sculpture" for the last four years of the art class of the Duminich children's art school. As well as the transfer of accumulated experience to colleagues, teachers of art classes of art schools.
The objectives of this methodological development is to teach students of the art class of the art school how to sculpt a relief. It is necessary to take into account the limitation of the hourly load on the subject "Sculpture". In addition to the classic still life, the task is decorative composition. In this case, the task of sculpting a decorative frame is being performed. As a result, the connections between sculpture, drawing, composition, including decorative ones, are studied. Very important is the combination of work, both from nature, and the performance of compositional tasks.
Still life modeling
Still life modeling is impossible without basic knowledge of drawing and linear perspective.
A lesson in sculptural relief should be held in the upper grades of an art school. By this age, the final setting of the hand occurs and fine motor skills of the fingers develop. Students master sculptural clay and have sufficient skills in working with stacks.
At the beginning of the process of performing a still life, an installation conversation is held. The concept of relief is given. Examples of relief, bas-relief and high relief are studied. In addition to the blackboard and chalk, a cool computer is used, both educational photos and masterpieces of world sculpture from different times are considered on it.
After that, an analysis of the still life fund is carried out. The objects from which the still life is composed are selected. Performances are selected differently. It is necessary to take into account the age and level of training of students. It is very interesting to carry out this exercise in a complex. Drawing, "grisaille", modeling.
The dimensions of the future plinth and pattern are the same. A3 format or, roughly speaking, 30x40 centimeters. The performance itself is placed below the level of the eyes, the "horizon", the lowest student. As a rule, this is a stool or a chair. A simple drapery with a minimum of folds is used.
Runs first pencil drawing. Attention is paid to the design of the still life. The plane of the table is carefully built, and all the rules of perspective are observed. Then, the drawing is translated through the glass. All this is done solely due to the fact that the limit of hours for sculpture is very small. Therefore, drawing and grisaille can be done in the lessons of drawing and painting. Grisaille is made using the multi-layer technique watercolor painting. The main thing at that stage is to analyze the volume and depth of the setting. Of course it's not traditional technique"grisaille" but something more conditional adapted to school conditions and requirements. Rather, it is an architectural hillshade using black watercolor.
After preparatory phase Let's move on to the preparation of the plinth. On a piece of hardboard, plywood or linoleum, we apply a layer of sculptural plasticine with a thickness of two to three millimeters. The size of the plinth, as mentioned above, is equal to the drawing. We have a construction drawing, "grisaille", on which we worked out the future volume, we proceed to the creation of the so-called "cardboard".
The very concept of cardboard, its origin and application is given in the orientation lesson. A tracing paper made through glass on a 1:1 plinth scale is applied to the surface, where sculptural plasticine is applied in an even layer. Then with a stylus, it is the old ball pen. On tracing paper, through holes are made. The technique is still known from medieval frescoes. Approximately the same drawing was applied under the reliefs. Only instead of punching, charcoal sprinkling was used. A step is applied every 3-4 millimeters. We remove the "cardboard". We connect the points with lines. On the plinth we get a diagram of the future still life.
Now you need to finalize the structural drawing, or "grisaille" to choose from. But drawing is better. It is better to work using both preparatory work. In the figure, we begin to work out plans for the future relief. For these purposes, a thin marker is better suited. We make the foreground lines bold, the middle and background lines thinner, respectively. For greater care, we tick the boxes "more" "less", as in mathematics.
Let's start sculpting. For these purposes, flesh-colored sculptural plasticine is better suited. It is softer for children's hands. Of course, it would be better to use clay. But according to the special requirements of the school, plasticine is preferable. He can easily take a break between classes. We apply plasticine to a more massive foreground. For greater transmission we sculpt depths and perspectives from the corner of a table or stool. The main tool of the sculptor are the hands. But metal stacks are also widely used in the work. The main condition is that they be blunt enough to avoid injury. We apply plasticine in mashed lumps, giving the necessary volume to the foreground. We level with steel stacks in the form of a carving or shoe knife. We pass to the average plan. We start modeling with the largest object, a jug, a bottle, geometric shape. When sculpting figures of rotation, it is necessary to pay attention to the clarity of arcs along the axes. To do this, you can cut out small patterns. We carefully perform the transition between objects and the lines of the plane of the table. The main thing is to follow the rules of perspective and avoid "hanging" of objects above the plane.
Here we are just faced with the features of relief modeling. It is useful to make a "handwriting" of relief views from below, from above, from the side. That is, to study, once again, how objects of rotation behave on a plane. It is very useful to conduct a demonstration experiment with objects submerged in water. For this, an ordinary bowl is suitable. It is very valuable to periodically conduct a photo timing of the work. What's more, it's now available. Almost everyone has a camera on their phone. Let's get back to molding. Plans in relief convey the depth of work and linear perspective. Therefore, the drapery cannot be convex, for example, a jug or a stool on which it stands. Therefore, moving on to the final stage of modeling, it is necessary not only to combine the still life plans, remove the excess and add the necessary. Make a final finish. Bring gloss. To do this, students use water and their fingers. At the end of the work, an analysis of the completed still life is carried out. The reliefs are taken to the drawing class, where they are compared with initial setting. The work is being discussed. Analysis of mistakes and successes. Since it is easier and more pleasant to find someone else's mistake.
Sculpting a decorative frame
Decorative sculpture in the art classes of Children's Art Schools, as a rule, follows the path of creating round sculpture using fairy-tale or genre scenes. In terms of the new requirements for an additional pre-professional program in the field of arts and crafts, this is not enough. modeling decorative ornaments needed by future woodcarvers and ceramists.
Preparatory work on sculpting a decorative frame begins with the study of historical heritage. AT primary school School of arts at the lessons of decorative composition studied the ornament. The concept of rappoport of static and dynamic composition in ornament. In high school, time is allotted to study the stucco pattern. Historical digression begins with the study of ornament through the ages. From ancient egypt, Greece, Rome to Europe of the Renaissance, Baroque, Art Nouveau. Domestic wood and stone carving is studied separately. Ship, brownie, temple. For introductory conversation both the teacher's literature and printouts from the Internet are used. On the example of a still life fund, sketches of acanthus are made, etc.
The next step is the compilation step. Students are given the task, based on the studied material, to make several sketches in a free manner. They are not put in front of a specific imitation of one of the styles seen. Rather, the freedom of creativity is encouraged in every possible way. As a rule, the work is done in bilateral symmetry, but there may be asymmetric options.
After the sketch stage is completed, "cardboard" is performed. In the event that the work is symmetrical, one side can be made, which is then copied through the glass.
Works in progress sculptural clay on a plinth made of hardboard, plywood or linoleum. A layer of plasticine from two to three millimeters is applied to the plinth. A drawing is pricked on it from the "cardboard".
The modeling technology does not present great difficulties, since the plasticine is selected for softness, and the room is warm. The opposite can happen, the plastic mass is too soft and sticky. But here we must take into account the strength of children's hands. In extreme cases, plasticine is heated in hot water, and then wrapped in canvas. Thus, its plastic properties can be improved.
In the process of modeling itself, it is important that the student catches the algorithm of work. There are two molding options. The first consists of the manufacture of parts "semi-finished products", which are then assembled according to the principle of the designer. The disadvantage of this method is that in a hurry, the parts are poorly attached to the plinth. After some attempts, the student understands that they need to be fixed more securely, "lubricated". The second option is more labor intensive. It implies the widespread use of all sorts of stacks. On the finished drawing, on the plinth is applied, a layer of plasticine about three centimeters. And then trimmed with stacks and loops.
The complexity of this method is that the plasticine "sole" closes the drawing transferred from the cardboard. And the student may become confused, panic. Therefore it is important that preparatory drawing was always at hand. And the work itself was carried out in parts. Do not immediately make a thick plinth for trimming. No more than a quarter of the drawing.
Because total hours on the subject of "Sculpture" is not enough, then it is advisable to carry out these exercises in the third, largest quarter. The assessment can be taken into account when summing up the annual results.
The use of these exercises greatly diversifies educational process and arouses the genuine interest of students ....
MKOU DOD "Duminichi Children's School of Arts"
Methodical development on the subject of DPOP "Sculpture"
On the topic: "Sculpting relief in high school art department art schools"
Completed by teacher MKOU DOD Sergey Karpikov
Duminici 2012
List of used literature:
P.P. Gnedich "History of Arts". M. Eksmo 2007
E. Lanteri "Lepka" M. 1963 "Publishing House of the Academy of Arts of the USSR"
B.R. Whipper "Introduction to historical development art. Sculpture section. M. 2004 Ast-Press
A.A. Melnik "Basic patterns of construction sculptural relief" M. 1985. "High School"
Review
Farnieva S.I.
After reviewing educational material, I note its methodological fullness, interdisciplinary connection, as well as the teacher's real concern for the safety of performing educational tasks for students. For my part, I want to add a couple of professional recommendations. They relate to achieving a sense of volume of objects. To prevent objects from appearing cut in half and glued to the background, it is necessary to make a separation from the background along the silhouette on the line of the horizontal axis of the base, and the height of the most convex part is not higher than this size. This creates a feeling of roundness of the object on the invisible side and, in general, makes the object voluminous.
Once again, congratulations on a good and necessary methodological development.
