The theme of still life occupies an important place in teaching fine arts, since through still life it is possible to solve both creative and educational tasks through a wide variety of types of this genre.

Still life (lit. dead nature) - in the visual arts - the image of inanimate objects, in contrast to portrait, genre, historical and landscape themes. “Still life is one of the genres of fine art dedicated to the reproduction of household items, fruits, vegetables, flowers, etc. Still life drawing is especially useful in educational practice for mastering painting skills, since in it a novice artist comprehends the laws of color harmony, acquires the technical skill of painting form modeling.

Before the still life developed into an independent genre, the things that surround a person in everyday life were only to some extent included as an attribute in the paintings of antiquity. The history of still life goes back almost 600 years. It gradually transformed into a separate significant genre, and this process took more than one hundred years. Currently, still life is the best means of studying the regularities of the shape of objects, their illumination and color.

There are several types of still lifes:

Training;

Plot-thematic;

Educational and creative;

Creative.

Each type of still life performs different tasks. Table 1 presents the features of each type.

Table 1.

Features and objectives of different types of still lifes

Thus, we can conclude that the inclusion of thematic productions in the program when teaching schoolchildren plays an important role not only in terms of acquiring visual skills, but also in order to develop the student's horizons, instilling in him taste, value orientations, positive attitudes. Using thematic still lifes in training performances in painting, the teacher teaches schoolchildren to look at familiar objects in a new way, to observe beauty in small things, in everyday items or historical objects that have long been out of circulation. To convey the mood, character and lifestyle of their owner through objects is a difficult task, the student who has coped with it is ready to move on to more difficult tasks. At the same time, in addition to artistic tasks, the thematic still life also carries an educational load, through it the student can learn about his native history and culture, the utilitarian purpose of objects, as well as their compositional and semantic features.

The setting of any thematic still life requires a competent approach from the teacher, starting with setting a goal and ending with an accurate selection of objects. “It should be noted that there are no laws for staging a still life, no rules by which you can learn how to put a still life. It is impossible even to name exhaustive, precise signs of a well-composed still life, as well as to indicate some norms. Nevertheless, some general patterns can be pointed out, or, conversely, individual particular possibilities of this genre. You can give some methodological advice, following which the artist-teacher will be able to discover new possibilities in staging a still life. The main stages of organizing a thematic still life are presented in Table 2.

Table 2.

Stages of organization and features of staging a thematic still life

It is impossible to enumerate all the possibilities of using a picturesque thematic educational still life, but it is possible to single out the basic rules for staging. To reveal the most interesting image of a still life, a compositional search with a change in angle and lighting will help. It is very important to decide in what kind of lighting it is more profitable to paint a still life, since light plays an important role in the composition of a still life setting. Consider the main options for setting the light:

Front lighting makes shadows barely visible;

Lateral well reveals the shape, volume, texture of objects;

Backlighting gives silhouetted outlines to objects.

Changing the angle helps create a still life image. If you look at the same still life from different points of view in search of the most interesting and expressive composition. It can be seen that staging a still life at the level of the eyes of students is especially important at the first stages of training, because it allows you to see and depict objects as a spot, without being distracted by volume, perceiving only silhouettes, analyzing the shape of the object.

For students to successfully complete the drawing, the work process must be divided into the following stages:

1) preliminary analysis of the production;

2) compositional placement of the image on a sheet of paper;

3) the transfer of the characters of the form of objects and their proportions;

4) identification of the volume of objects by means of chiaroscuro;

5) detailed drawing of the shape of objects;

6) synthesis - summarizing the work on the drawing.

Compliance with these rules will allow students in the process of practical work on educational still life to most clearly identify the main pictorial relationships, aim at the correct vision of tonal differences, which contributes to the correct color reproduction of the materiality of things.

Thus, summing up the above, we can conclude that with the help of a thematic still life, many tasks can be solved, such as the study and development of knowledge about the laws of visual literacy, the formation of artistic skills. Also, through a thematic still life, you can learn about the life and history of our ancestors, their interests and hobbies, visually see what they did and what values ​​they lived. However, an unsuccessfully compiled still life will directly affect the quality of students' assimilation of educational material and, as a result, their effectiveness. Therefore, one should always remember that the basis for compiling a thematic still life is such a selection of subjects in which the general content and theme of the still life are most clearly expressed for students to understand and complete the learning task.

Still life is one of the genres of fine art dedicated to the reproduction of household items, fruits, vegetables, flowers, etc. The task of the artist depicting a still life is to convey the coloristic beauty of the objects surrounding a person, their voluminous and material essence, and also to express their attitude towards the objects depicted. Still life drawing is especially useful in educational practice for mastering painting skills, since in it a novice artist comprehends the laws of color harmony, acquires technical skills in pictorial form modeling. As an independent genre in art, still life appeared at the turn of the 16th - 17th centuries. in Holland and Flanders and has since been used by many artists to convey the direct connection of art with the life and life of people. This is the time of artists who made themselves famous in the still life genre, P. Klas, V. Heda, A. Beieren and V. Kalf, Snyders and others.

Still life is the most favorite genre in the art of many contemporary artists. Still lifes are painted in the open air, in the interior, simple and complex productions, traditional and sharply modern arranged sets of objects from everyday life of a person.

In a still life painting, artists strive to show the world of things, the beauty of their forms, colors, proportions, to capture their attitude to these things. At the same time, a person, his interests, cultural level and life itself are reflected in still lifes.

Drawing up a still life involves the ability to depict the shape of various objects using chiaroscuro, perspective, color laws.

The main drawing up of a still life is such a selection of objects in which the general content and theme of it are most clearly expressed.

There are several types of still lifes:

• - plot-thematic;
• - educational;
• - educational and creative;
• - creative.

Still lifes distinguish:

• - by color (warm, cold);
• - by color (close, contrasting);
• - by illumination (direct lighting, side lighting, against the light);
• - by location (still life in the interior, in the landscape);
• - by the time of performance (short-term - "blotches" and long-term - many hours of performances);
• - according to the formulation of the educational task (realistic, decorative, etc.).

Still life in a landscape (en plein air) can be of two types: one - composed in accordance with the chosen theme, the other - natural, "random". It can be either independent or be an integral part of a genre painting or landscape. Often a landscape or a genre scene itself only complements the still life.

Still life in the interior involves the arrangement of objects surrounded by a large space, where the still life objects are in plot subordination to the interior.

The plot-thematic still life implies the unification of objects by a theme, a plot. A thematic still life is a complex work of art with which you can tell about the hobbies, views, worldview of the owner of the objects.

Educational still life. In it, as in a plot-thematic one, it is necessary to coordinate objects in size, tone, color and texture, reveal the design features of objects, study proportions and identify patterns of plasticity of various forms /5, p. 57/. Educational still life is also called academic or, as mentioned above, staged. An educational still life differs from a creative one by a strict goal setting: to give students the basics of visual literacy, to help activate their cognitive abilities and to involve them in independent creative work.

In a decorative still life, the main task is to identify the decorative qualities of nature, creating a general impression of elegance "Decorative still life is not an accurate image of nature, but reflection on this nature: it is the selection and capture of the most characteristic, the rejection of everything random, the subordination of the still life structure to the specific task of the artist" .

The basic principle of solving a decorative still life is the transformation of the spatial depth of the image into a conditional flat space. At the same time, it is possible to use several plans, which must be located within a small depth. The educational task facing the student in the process of working on a decorative still life is to "identify the characteristic, most expressive quality and strengthen it in its decorative processing, in the decorative solution of a still life you should try to see the characteristic in it and build processing on this."

Decorative still life gives future designers of the architectural environment the opportunity to develop a sense of color harmony, rhythm, quantitative and qualitative proportionality of color planes depending on their intensity, lightness and texture, and generally activates the creative forces of students.

Still life is the most favorite genre in the work of many contemporary artists. In still life, artists strive to show the world of things, the beauty of their forms, the richness of relationships and the content of the production. In art schools, still life is in first place in the system of teaching visual literacy. They write and draw still lifes during classroom activities, also in the open air. The task of still life is to study the image of objects using the laws of perspective, the rules for the distribution of light and shade, the rules of color science.

The basis for compiling a still life is the selection of objects, in terms of meaning and content.

There are several types of still lifes:

Plot-thematic;

Training;

Educational and creative;

Creative;

According to the formulation of the educational task - realistic, decorative.

Still life en plein air can be of two types: composed in accordance with the chosen theme, the other - natural, “random”. Still life in the interior involves the arrangement of objects surrounded by a large space, where the still life objects are subordinate to the interior.

The plot-thematic still life implies the unification of objects by a theme, a plot.

Educational still life. It is necessary to coordinate objects in size, tone, texture. To reveal the design features of objects, to study the proportions and to identify patterns of plasticity of various forms. Educational still life is also called academic or staged, the purpose of which is to teach the basics of visual literacy, to promote the activation of cognitive processes and to engage in independent creative work.

In a decorative still life, the main task is to reveal the decorative qualities of nature, to create a general impression of elegance. The basic principle of solving a decorative still life is the transformation of the spatial depth of the image into a conditional flat space. At the same time, it is possible to use several plans, which must be located within a small depth. The creative task in decorative still life in the lower grades is the interpretation of color and mastery of the technique of decorative painting, and in the upper grades - stylization.

From the experience of working in a children's art school:

Samples of works by students in grades 1-4, made in the genre of still life with various educational, plot-thematic, educational, creative and creative tasks.

Tarasova Anya Grade 3 Rev. Sirazieva S.F.	Garipova Guzel Grade 4 teacher Mukhametdinov R.Z.
Khairetdinov Marcel 4th grade Teacher Sirazieva S.F.	Fayrushina Leya Grade 3 teacher Mukhametdinov R.Z.
Khairullina Dilyara Grade 4 Rev. Mukhametdinov R.Z.	Kutik Lida Grade 4 teacher Khaziev M.Sh.
Khabiev Kamil Grade 4 Teacher Sirazieva S.F.	Fayrushina Leya Grade 4 teacher Sirazieva S.F.
Nuretdinov Aidar 4th grade Teacher Khaziev M.Sh.	Ganiev Damir Grade 4 teacher Mukhametdinov R.Z.
Sirazeeva Alsu Grade 3 teacher Khaziev M.Sh.	Fayrushina Leya Grade 3 teacher Sirazieva S.F.
Nuretdinov Aidar 4th grade Teacher Sirazieva S.F.	Sirazeeva Alsu Grade 4 teacher Khaziev M.Sh.
Akhmetzyanova Yulia Grade 3 Rev. Sirazieva S.F.	Akhunova Elmira Grade 3 teacher Sirazieva S.F.

What the still life told about The teacher of fine arts MBOU "TsO No. 32" Kamenskaya Alena Igorevna

If you see in the picture a Cup of coffee on the table, Or a fruit drink in a large decanter, Or a rose in crystal, Or a bronze vase, Or a pear or a cake, Or all items at once, Know that this is ... STILL LIFE

STILL LIFE is one of the genres of fine art, mainly painting. In the still life, only everyday things are depicted, i.e. everyday, everyday things, inanimate objects.

The French "nature morte" literally means "dead nature". Everything living, natural, natural becomes inanimate, dead in a still life and is equated with things. So, in order to become the subject of a still life, fruits and fruits must be plucked, animals and birds must be killed, fish, marine animals must be caught, flowers must be cut.

Still life expresses the relationship of man to the world around him. It reveals the understanding of the beautiful, which is inherent in the artist as a man of his time. However, it is important not only what is depicted, but also how. The same objects, arranged differently, painted with bright juicy strokes or softly and quietly, can tell about a holiday and sadness, happiness or loneliness.

Painting Graphics

Types of still lifes Plot-thematic still life implies the unification of objects by a theme, a plot. A thematic still life is a complex work of art with which you can tell about the hobbies, views, worldview of the owner of the objects.

items, educational still life. In it, it is necessary to coordinate objects in size, tone, color and texture, to reveal design features, to identify patterns of plasticity of various forms. Educational still life is also called academic or staged. An educational still life differs from a creative one by a strict goal setting: to give diplomas, to promote the activation of their cognitive abilities and to involve them in independent creative work. pictorial learners to learn proportions and basics

creation of a common In a decorative or creative still life, the main task is to identify the decorative qualities of nature, elegance "Decorative still life is not an accurate image of nature, but reflection on this nature: it is the selection and capture of the most characteristic, the rejection of everything random, the subordination of the still life structure to the specific task of the artist ". impression

Still lifes are distinguished: by color (warm, cold); by color (close, contrasting); by illumination (direct lighting, side lighting, against the light); by location (still life in the interior, in the landscape); by time of performance (short-term "slap" and long-term many hours of production); on the formulation of the educational task (realistic, decorative, etc.).

What do still lifes mean, their secret signs? What do flowers in still lifes mean? lilies of the valley, violets, forget-me-nots surrounded by roses, carnations, anemones are symbols of modesty and purity; a large flower in the center of the composition "crown of virtue"; crumbling petals near the vase are signs of frailty; a withered flower is a hint of the disappearance of feelings.

What do fruits and insects mean in still lifes? ripe fruits are a symbol of fertility, abundance, wealth and prosperity; pomegranate is a symbol of resurrection, a symbol of chastity; cherry - "paradise berry", symbolizes the softness of nature, the kindness of a person; strawberries are a symbol of righteousness and diligence; the olive is a symbol of peace; lemon - betrayal, sensual pleasures; birds, butterflies and various insects are signs of different stages of earthly life, the personification of the divine cycle, death and resurrection; a fluttering butterfly is a symbol of the immortality of the soul, resurrection;

The course program provides for the study of the basics of pictorial writing on the example of still lifes and their depiction by means of painting in different materials.

1. Types of still lifes

Still life(French nature morte lit. dead nature) - in the visual arts - the image of inanimate objects, in contrast to portrait, genre, historical and landscape themes.

Still life is one of the genres of fine art dedicated to the reproduction of household items, fruits, vegetables, flowers, etc. The task of the artist depicting a still life is to convey the coloristic beauty of the objects surrounding a person, their voluminous and material essence, and also to express their attitude towards the objects depicted. Still life drawing is especially useful in educational practice for mastering painting skills, since in it a novice artist comprehends the laws of color harmony, acquires the technical skill of painting form modeling.

As an independent genre in art, still life appeared at the turn of the 16th - 17th centuries. in Holland and Flanders and has since been used by many artists to convey the direct connection of art with the life and life of people. This is the time of artists who made themselves famous in the still life genre, P. Klas, V. Heda, A. Beieren and V. Kalf, Snyders and others.

Still life is the most favorite genre in the art of many contemporary artists. Still lifes are painted in the open air, in the interior, simple and complex productions, traditional and sharply modern arranged sets of objects from everyday life of a person.

There are several types of still lifes:

- plot-thematic;

- educational;

– educational and creative;

- creative.

Still lifes distinguish:

– by color (warm, cold);

- by color (close, contrasting);

- by illumination (direct lighting, side lighting, against the light);

- by location (still life in the interior, in the landscape);

- by the time of performance (short-term - "blotches" and long-term - many hours of performances);

- according to the formulation of the educational task (realistic, decorative, etc.).

Still life in a landscape (en plein air) can be of two types: one - compiled in accordance with the chosen topic, the other - natural, "random". It can be either independent or be an integral part of a genre painting or landscape. Often a landscape or a genre scene itself only complements the still life.

Still life in the interior involves the arrangement of objects surrounded by a large space, where the still life objects are in plot subordination with the interior.

Plot-thematic still life implies the unification of subjects by a theme, a plot.

Educational still life. In it, as in a plot-thematic one, it is necessary to coordinate objects in size, tone, color and texture, reveal the design features of objects, study proportions and identify patterns of plasticity of various forms. Educational still life is also called academic or, as mentioned above, staged. An educational still life differs from a creative one by a strict goal setting: to give students the basics of visual literacy, to help activate their cognitive abilities and to involve them in independent creative work.

IN decorative still life the main task is to identify the decorative qualities of nature, to create a general impression of elegance. Decorative still life is not an accurate depiction of nature, but reflection on this nature: it is the selection and capture of the most characteristic, the rejection of everything random, the subordination of the still life structure to the specific task of the artist.

The basic principle of solving a decorative still life is the transformation of the spatial depth of the image into a conditional flat space. At the same time, it is possible to use several plans, which must be located within a small depth. The educational task facing the student in the process of working on a decorative still life is to “reveal the characteristic, most expressive quality and strengthen it in its decorative processing, in the decorative solution of a still life you should try to see the characteristic in it and build processing on this.

1. Rules for drawing up a still life

Drawing up a still life must begin with a plan. Through comparative analysis, one comes to the definition of the most characteristic features of the form and the generalization of observations and impressions. It must be remembered that each new object in the production is “a new measure of all the things included in it, and its appearance is like a revolution: objects change and change their relations, as if falling into another dimension.”

It is also important to choose a certain point of view correctly, according to a certain educational task, i.e. horizon line (angle). The next stage in drawing up a still life is the arrangement of objects in the space of the object plane, taking into account the idea of ​​grouping in the composition.

One of the objects should become the compositional center of the production and stand out in size and tone. It should be placed closer to the middle of the setting, and to give the setting dynamism (movement of spots), it can be moved to the right or left.

With the spatial solution of a still life, a small object that differs in texture and color from other objects can be placed in the foreground as an accent. To complete the composition, as well as to connect all objects into a single whole, draperies are added to the production, thus emphasizing the difference between solid objects and the soft flowing texture of the fabric. The fabric can be smooth and patterned or patterned, but it should not draw attention away from other, especially the main subjects. It is often placed diagonally to direct the eye from the viewer in depth to the compositional center for a better spatial solution.

An important role in the composition of the setting of a still life is played by lighting - artificial or natural. Light can be lateral, directional or diffused (from a window or with general lighting). When illuminating the still life from the window (if the objects are placed on the windowsill), there will be a silhouette solution of dark on light, and part of the color will disappear if the still life is decided in color. The tonal difference in objects is more noticeable in diffused light.

When starting work on a painting, you need to pay attention to the following basic requirements.

1) The lighting is even, diffused, falling from the left side so that the shadow from the hand does not cross the sheet. It is unacceptable for a sheet of paper to be illuminated by the sun's rays.

2) The sheet must be placed no closer than at arm's length. When working, it is advisable to move away from the sketch or leave it to be examined from afar. This technique allows you to more clearly see your mistakes or successes.

3) The image object (model) should be located slightly to the left of the student's workplace at such a distance from which it can be viewed as a whole. The larger, the greater the distance between it and the image.

4) Long etudes of productions are performed on paper stretched over a tablet.

The work begins with the compositional placement of the image on a sheet of paper. Previously, the student must examine the still life from all sides and determine from what point of view it is more profitable (more efficient) to place the image on the plane. Before proceeding to painting, the student must get acquainted with nature, note its characteristic features, and understand the general color of the production.

The study of nature begins with direct observation. The student first visually gets acquainted with nature, and then his attention switches to its proportions, the nature of the form, movement, lighting, color and tone. Such a preliminary observation of nature serves as a step towards a detailed analysis of the object.

The image begins with a light pencil drawing. It is necessary to avoid premature loading of the sheet with unnecessary spots and lines. The form is drawn very generally and schematically. The main character of the large form is revealed.

The task of the student is to learn to separate the main from the secondary. So that the details do not distract the beginner's attention from the main character of the form, it is proposed to squint the eyes so that the form looks like a silhouette, like a common spot, and the details disappear.

When working on still lifes, both the techniques of the “a la prima” technique and multilayer (2-4) painting with glazing are appropriate.

When all the details are written down, and the image is carefully modeled in tone and color, the generalization process begins.

At the last and most important stage of work on the production, the student sums up the work done: checks the general condition of the image, subordinates the details to the whole, generalizes the color scheme. At the final stage of work, it is desirable to return to a fresh, original perception again.

The task is not blind copying, but the need for a creative approach to depicting nature.