Before you start brainstorming about the name of your brainchild, try to answer the following questions.
How do you see your salon wide-profile or specialized - it can be wedding, youth, children's or for shooting in retro style. After all, the name for a children's photo studio should reflect the world of the child:
- "Kadrik";
- "Sparrow";
- "Imagine";
- "At Cheburashka";
- "Focus Pocus".
Well, if the name of the salon will emphasize its line of business:
- "retro";
- "Hollywood portrait";
- "Wild West";
- "Courtyard of Catherine II";
- "Bonaparte";
- "Industrial rise";
- "Aelita";
- "You're Portfolio".
What will be the prices, affordable for a larger number of customers or only for people with high incomes.
Your salon will only deal with photography, video filming or will provide decorated areas for events. Maybe you will rent space and equipment to other specialists.
Find a potential customer for your business. Age, marital status, hobbies and even gender all need to be considered. You can choose an advanced, creative photo studio name that is attractive to people with an irrepressible character:
- "Fantashion photo";
- "Screech";
- "Shot!";
- "Cut!";
- "At gunpoint";
- "Persons of Light";
- Shock!
Or you can remain an adherent of conservatism, not scare visitors with an incomprehensible sign and choose a simpler name:
- "Photoline";
- "Mirage";
- "Studio Photo";
- "Lens";
- "Contrast";
- "PORTRAITIC°".
How can you call a photo studio - naming rules
Probably, many people remember the story of the selection of the name of the Soviet car. The name of the car "Motherland" was proposed, just one question from Stalin, dismissed this name as unacceptable. He asked: “Why are you going to sell Rodina?” So, naming is not a whim, but an accurate and reasonable selection of a name for your business.
Studio photography gravitates toward artistic creation. The reflection in the name of the photo studio of the idea of creativity, fantasy or the history of photography is quite common:
- "My story";
- "Photo Class";
- PhotoFanta;
- "Wanderers";
- "glamurr";
- "Black│White";
- "Snap!";
- "Contrast";
- "Yav&Nav";
- "Studio 1839".
What is the name for the photo studio
Who can be involved in this responsible business and what will be acceptable to the clientele, and what may cause rejection.
Sound and hearing
Think about how your original photo studio name will be pronounced and sound in a telephone conversation. After all, your administrator will have to answer calls and introduce himself on behalf of the enterprise. For example, how clear and convenient will be the pronunciation of the name - CYAN-MAGENTA-YELLOW-BLACK.
World brands
Learn the names of photo studios in the world, in America or in Europe. For well-known American photo enterprises, many names do not make sense to the Russian ear, although they are recognizable in a professional environment:
- DEBBIE BROOME (Debbie Broom);
- matmon;
- Texturemedia (Textural delights);
- Razorfish;
- Digital Kitchen (Digital kitchen).
For each habitat, national mentality, its own algorithm for composing a name. Among European photo artists there are such names of institutions:
- apiary studios;
- white room studio;
- le Red Studio;
- Milanostudio;
- Soho Studios;
- premier park studios;
- Daylight Studios;
- Zazustudio.
Here the meaning of the choice of name is clearer.
The dangers of transliteration
Many entrepreneurs like to write a simple concept in Latin or turn the word around, and again use Latin letters. So, when translating the name of a photo studio, interpretation examples can be ambiguous.
We must remember about possible unpleasant or unsuccessful associations of the resulting words in other languages.
For example: Yagoda, everything is clear to a Russian person, this is “Yagoda”. But a resident of Germany will suspect the owner of unreasonable praise of his own professionalism. For him it will sound: "I am God." It is not for nothing that our auto industry, at one time, was embarrassed to export cars abroad under its own names "Zhiguli" and "Zaporozhets" and gave them the names "Lada" and "Yalta". In different parts of the world, Russian words have been transformed into - gigolo, pimp, ignoramus, and even into pork cartilage.
Semantics and sound of the word
Do not try to take fancy words or with a limited area of \u200b\u200buse. Do not forget about the declension of words when pronouncing.
Question: “What is the most convenient way to get to your “Language of Color”?” will not sound correct. In the name for a photo studio, for example, the word reflected will sound bad, although the term is interesting - reflection or reflected. The word "fashionable" in English is pronounced as "fashion", scribbles the ear with a close meaning to fascism.
How quickly will your customers remember the name of the photo studio, for example:
- "Blow Up";
- "Full frame";
- "Workshop of an objective photo";
- "The best shots of your life";
- "Quasigraphics";
- "Siyana" .
Dictionaries
Turn to book wisdom and collect all kinds of dictionaries:
- phraseological;
- foreign languages;
- explanatory;
- synonyms.
In English, a word with the same spelling can be both a verb and a noun.
Often a term taken out of context can mean something completely different from what was required.
When choosing a photo studio name, the list of rules and recommendations is endless. Try to “try out” the name mentally in different situations, play associations. Ask friends and family to repeat the name as soon as they remember it. You can, of course, not puzzle over how to name the photo studio, but use the available examples.
Program typemodified
Educational areaart
Focus of activitiesartistic - aesthetic
Method of mastering the content of educationcreative
The level of mastering the content of educationin-depth
Program Implementation Levelprimary, basic and secondary
Program implementation formsgroup
Duration of the program4 years
METHODOLOGICAL SUPPORT
Target: education of a person of the future, with a developed sense of beauty, with
active creativity.
Tasks: - create conditions for free experimentation with
a variety of art materials;
Introduce students to the universal language of art
means of artistic and figurative expression;
To develop the artistic and creative abilities of students through
productive activities;
Cultivate artistic taste and a sense of harmony.
Basic educational technologies:
cultural education;
gaming;
Developmental learning;
Humane-personal technology.
Teaching methods:
practical, explanatory and illustrative,
problem-search.
Forms of conducting classes:
Individual;
Group;
Collective.
Class types:
Traditional /theoretical, practical/;
Unconventional.
Interdisciplinary communication:
art, history, drawing.
EXPLANATORY NOTE
"Children's artistic talent -
not the prerogative of rare geniuses, but rather
common occurrence, almost
always arising in favorable
environment of education and upbringing”.
Melik - Pashaev A,
Nolyavskaya Z.N.
Self-expression in drawing is one of the oldest human needs: about 25% of children from an early age show interest in drawing; for them, the educational program of the art studio "Makhaon" was created
The educational program "Makhaon" was created for implementation in the MOU DOD "House of Schoolchildren" in the village of Pervomaisky, developed on the basis of existing regulatory documents of institutions of additional education and textbooks Rostovtseva N.N. Methods of teaching fine arts at school. M., 1980 and Belyutina E.M. Fundamentals of visual literacy. M., 1958
Covering a wide range of educational and educational tasks of the mental, moral-volitional, aesthetic and labor development of the individual, fine art stimulates the manifestation of the creative abilities of students, activates their curiosity, ingenuity, and forms the desire to participate in activities for the protection of nature, historical and cultural monuments.
Relevance: In modern social conditions, where additional education carries the role of preparing the individual for self-education and self-education, the experience of creative activity is necessary for the development of a creative personality.
The purpose of teaching fine arts in additional education is the formation of the artistic culture of schoolchildren, as an integral part of the spiritual culture. Familiarization with fine art leads students to the formation of their moral and aesthetic responsiveness to the beautiful and the ugly in life and art, the formation of artistic and creative activity, and the mastery of the figurative language of fine art.
Program concept involves joint cooperation and search, not to impose cultural forms on the child, but to offer, not just give classes, but build them in accordance with the requests and needs of groups,
Artistic activity is the leading method of aesthetic education of children from preschool to senior school age, the purpose of which is to harmonize the relationship of the child with the outside world.
The proposed program is structured in such a way as to give students a clearer understanding of the system of interaction between art and life.
The program is based on the following principles:
unity of training and education;
connection of emotional and rational in learning;
the systematic development of students' ability to perceive an artistic image in works of fine art and create it in independent artistic works in accordance with age-related developmental characteristics and practical experience.
The main goal of the program- education of a person of the future, with a developed sense of beauty, with an active creative beginning.
Tasks: Implementation of the program goal involves the following tasks:
Educational:
Create conditions for free experimentation with a variety of artistic materials;
To acquaint students with the universal language of art by means of artistic and figurative expression;
Expansion of artistic and aesthetic horizons;
Mastering visual techniques using various materials and tools, including experimentation and work in mixed media
Developing:
Educators:
Cultivate attention, accuracy, purposefulness. Develop teamwork skills.
To cultivate the desire for a reasonable organization of your free time;
Cultivate artistic taste and a sense of harmony.
The program is aimed at developing such qualities as:
Originality of creative thought;
Ability to generalize and synthesize the information received;
Striving to find new solutions and unusual ideas.
This program is intended for students of primary and secondary school age (7-15 years old) who have the skills of the basics of visual activity and is designed for 4 years of study. Moreover, the first two years are an entry-level program, the next two years are an advanced level program.
Mode of study groups
|
Group |
Age |
Classes |
||
|
Number of lessons per week |
Duration |
Hours in a year |
||
|
1st year |
7-9 years old |
2 |
1 hour |
72 |
|
2nd year |
9-11 years old |
4 |
2 hours |
144 |
|
3rd year |
11-13 years old |
6 |
2 hours |
216 |
|
4th year |
13-15 years old |
6 |
2 hours |
216 |
The program material assumes a wide involvement of the life experience of children, examples from the surrounding reality. Work based on observation and study of the surrounding reality is an important condition for the successful mastering of program material by children.
Features of the content of the program is that it consists of a series of classes and tasks, where students independently choose the path of researching the means to achieve the goal, where everyone's knowledge on the topic is updated, then enriched with the experience of others, corrected in the course of general and introspection.
The system of classes according to this program forms the motivation of children for further education, developing their intellectual and creative abilities. To maintain children's interest in systemic artistic creativity, various forms of education are used (games, conversations, interviews, theatricalization, excursions); teaching aids (TSO, a diverse educational and methodological complex, musical and literary series)
A variety of materials and tools used in teaching (watercolor, gouache, wax crayons, colored paper, cardboard, foil, glue, salt dough, local natural materials, fabric, etc.) allow you to combine them in a variety of ways and apply various graphic and decorative techniques (painting , sculpture, batik, gypsum plastics, scratching, cardboard engraving, etc.).
The main methodological techniques in the content are: socialization, self-construction, socio-construction, correction, creative construction of knowledge.
In the program of the first year of study, classes begin with an acquaintance with the world of colors and their possibilities. Students learn the simplest forms of drawing from flowers to trees, from animals to humans. For example, in the topic: "Flowers" - students get acquainted with the glazing technique, "a la prima", but here I developed my own technique - this is a combination of "a la prima" and salt, resulting in an unusual effect in the work.
A system of combinatorics has been developed, where students, through various forms - a drop, a circle, and others, create their works - flowers, animals. Plants.
Novelty: For a more effective study of the topic “Man”, I have developed a new method of drawing a person, which uses the template technique, which is the student himself and draws his image in full growth.
Another development of mine helps in the technique of drawing with gouache strokes. I have developed a special way of mixing colors, where there is a limit - from 3 to 5 colors. Especially effective when performing landscapes in the technique of "monotype", "graphics", ......
In the program of the second year of study, students get acquainted with the laws of composition, where they study graphics, painting, and sculpture in more detail. All tasks provide for children's knowledge of compositional rules and techniques. For example, in the topic: "Landscape" - students get acquainted with the rules of aerial perspective, with the "scratch" technique. This is followed by the training stage, which includes the basics of artistic knowledge and skills of schoolchildren in the field of various types of art / fine, decorative, constructive /. The theoretical part is connected with such fields of knowledge as literature, history, art, and the practical part interacts with architecture, sculpture, design, arts and crafts.
Students of the second year of study get an idea about the role of art in the life of society, about the main stages in the history of foreign art, the art of the Russian people.
A large place is given to knowledge dedicated to the life and work of outstanding artists.
Pedagogical control. At the end of the study of each topic, final classes are planned, where it is possible to compare various works united by a common theme, compare the work of the whole group with their own, evaluate artistic work, and analyze their activities.
Expected results
After completing the course
students should know:
types of rhythm, symmetry;
THEME PLAN
1 year of study.
(First level)
|
№ |
|
Number of hours |
||
|
Total |
Theory |
Practice |
||
|
Introductory. Safety briefing. | ||||
|
Theme: "Flowers". | ||||
|
Theme: "Animals". | ||||
|
Theme: "Man". | ||||
|
Theme: "Landscape" | ||||
|
Competitions and exhibitions. | ||||
|
Final lesson | ||||
|
| ||||
KNOWLEDGE AND SKILLS TO THE ENDISCHOOL YEAR
Students should know:
technique of working with gouache and watercolor;
artistic terms;
proportions of the human figure;
know the rules of aerial perspective.
Students should be able to:
sit correctly at a table, easel, hold a sheet of paper and a pencil, work freely with a pencil - draw lines in the right directions without tension, without rotating the sheet of paper
own elementary techniques for depicting space, conveying in a drawing the simplest form, general spatial position, the main color of objects;
receive additional colors;
depict animals;
draw brushes, feet;
apply various techniques in the performance of work;
observe the phased execution of the landscape
(First level)
Introductory.
Tasks:
to acquaint students with the content of the 1st course of study;
generate interest in the fine arts.
ZUN:
Knowledge: commandments of the Art Studio, safety rules, rules of conduct for circle members
SubjectI:
"Flowers".
Tasks:
introduce students to the palette of colors and teach elementary techniques for mixing them;
to develop skills in working with watercolor, gouache.
Methods and techniques:
Materials: watercolor, gouache, brushes, paper.
Keywords: spectrum, reproductions, background, fill, sketch.
Toolkit: color spectrum, methodical works “What gouache can do”, “What watercolor can do”, children's work.
Theory:
Introduction to the color palette.
Flowers and watercolor.
Flowers and gouache.
Flower bouquets.
Demonstration: flowers (live and artificial), reproductions.
Practical work: mixing paints, drawing flowers, making prints, making greeting cards, making bouquets with paints.
ZUN:
Be able to get additional colors;
Know the terms "spectrum", "reproduction".
Expected results: student work done in accordance with
color mixing requirements.
SubjectII: "Animals".
Tasks:
teach students to depict animals using the "a la prima" technique
to form the skills of drawing up application compositions from different materials
Methods and techniques: illustrative, practical
Materials: watercolor, gouache, brushes, paper, glue, scissors, wax crayon.
Keywords:"a la prima", sketch, sketch.
Toolkit:
work.
Theory:
1) Pets;
2) Wild animals;
3) Creative work.
Demonstration: toys, photographs, decorative items.
Practical work: implementation of the scheme for drawing animals, drawing with watercolors using the "a la prima" technique, the image of animals (cat, dog, rooster, horse, bear, hare, fox), application.
ZUN:- be able to portray animals;
Know the technique of working with watercolor and gouache;
Be proficient in paper handling.
Expected results: creative works of students in the "a la prima" technique, applications, with the image of animals
SubjectIII:
"Human".
Tasks:
to form the skills of drawing a human figure,
to introduce students to the type of painting - portrait and portrait painters.
practical
Materials: watercolor, gouache, brushes, paper, glue, scissors, wax crayon,
templates.
Keywords: portrait, foot, hand, face, profile.
Toolkit: methodical tables, illustrations, children's
work.
Theory:
The person's face;
Human hands and feet;
The proportions of the figure.
Fine art genres: portrait
Practical work: making masks, drawing a portrait of mom, dad,
drawing a self-portrait, creating a creative
work "My family".
ZUN:- know the proportions of the human figure;
Be able to draw brushes, feet;
Apply a variety of techniques to work
Expected results: creative work of students: portraits,
self-portraits, "My family"
SubjectIV:
"Scenery".
Tasks:
continue to teach the consistent construction of the composition of the picture, the ability to figuratively represent the intended composition;
develop the imagination, fantasy of students, a creative approach to the drawing process.
Materials:
Keywords: search, tone, plan.
Toolkit: methodical tables, illustrations, children's
Theory:
1) Drawing of the sky;
2) Drawing of trees;
3) Seasons;
Demonstration:
Practical work: a drawing of the sky at different times of the day and the state of nature (rain, clouds, snow), sketches from nature of trees, an image of winter, spring, summer, autumn.
ZUN:- observe the phased implementation of the landscape;
Know the features of the color scheme when performing the seasons;
Apply your observations in drawings;
Know the rules of aerial perspective.
Theme V: Competitions and exhibitions
Tasks:
Develop artistic taste, imagination, ingenuity;
Develop the ability to perceive and analyze the content of various works of art.
Methods and techniques: story-demonstration, creative and practical work
Materials: watercolor, gouache, brushes, paper, wax crayon, stencils.
Theory:
On the theme of the competition
Easter and everything connected with it.
Practical work:
Easter souvenirs
Performance of competitive works
Execution of exhibition works
SubjectVI: Final lesson
Tasks:
Theory:
Practice: Creative reports, testing, completion of test tasks
THEME PLAN
2nd year of study
(First level)
|
№ |
subject |
Number of hours |
||
|
Total |
theor |
practice |
||
|
Introductory. Safety briefing | ||||
|
Topic: "Types of Fine Arts" | ||||
|
Theme: "Landscape" | ||||
|
Theme: "Still life" | ||||
|
Theme: "Portrait" | ||||
|
Competitions and exhibitions. | ||||
|
Final lesson | ||||
|
Total |
144 |
37 |
107 |
|
(First level)
Introductory lesson
Tasks:
introduce students to the content of the 2nd course of study.
SubjectI"Types of Fine Arts".
Tasks:
to acquaint students with the types of fine arts;
study of compositional patterns;
develop the creative imagination of students.
Methods and techniques: explanatory - illustrative
Materials: watercolor, gouache, brushes, paper, wax crayon,
pencil, eraser.
Keywords: nuance, contrast, statics, dynamics.
Toolkit: methodical tables, illustrations, children's
work.
Theory:
Fine arts (painting, graphics, sculpture).
Fundamentals of composition (contrast, nuance, rhythm, statics, dynamics, compositional center).
Drawing (line, stroke, spot).
The basis of the language of painting (color)
Demonstration: drawing on an easel, reproductions of paintings.
Practical work: exercises with a pencil to solve textures, compositional tasks through drawing, mastering the technique of painting with paints (watercolor, gouache).
ZUN:- know the genres of fine art;
Be able to perform work from nature, achieve color and
tonal solutions in the transfer of volume.
Expected results: students' creative work
taking into account the requirements for the basics of composition.
SubjectII"Scenery".
Tasks:
detailed study of landscape painting techniques;
introduce students to landscapes.
Materials:
Keywords: perspective, color, silhouette.
Toolkit: methodical tables, illustrations, children's
work.
Theory:
The history of the landscape and its types;
Landscape in graphics;
color in the landscape
Demonstration: drawing on an easel, reproductions of paintings.
Practical work: performing a romantic, realistic, fantastic landscape, performing a graphic landscape in various materials (ink, gouache, watercolor, pastel), performing aerial perspective.
ZUN:- know the types of landscape;
Be able to convey aerial perspective in a drawing.
Expected results: creative work of students on the topic "Landscape"
SubjectIII"Still life".
Tasks:
introduce students to the types of still life;
to form the ability to draw a simple still life;
continue to develop the ability to convey in the drawings the general spatial arrangement of objects, their semantic connection in the plot.
practical
Materials: watercolor, gouache, brushes, paper, pen, ink, pastel.
Keywords: association, perspective.
Toolkit: methodical tables, illustrations, children's
work.
Theory:
1) The history of the still life;
2) Types of still life;
3) Rules and techniques of composition in still life.
Demonstration: drawing on an easel, reproductions of paintings.
Practical work: still life exercises, associative still life, drawing from life, thematic drawing.
ZUN:- know the types of still life;
Apply knowledge of composition when performing
still life;
Expected results: creative work of students on the topic
"Still life"
SubjectIV"Portrait".
Tasks:
introduce students to the types of portraits;
continue to teach how to convey in drawings from nature, from memory and from representation, the structure of a human figure;
to teach to observe, analyze works of art, taking into account the author's intention.
Materials: watercolor, gouache, brushes, paper, pen, ink, pastel.
Keywords: portrait, angle, exposition, fragment.
Toolkit: methodical tables, illustrations, children's
work.
Theory:
The history of the emergence and types of the portrait;
Thematic drawing.
Demonstration: drawing on an easel, art reproductions,
photos.
Practical work: making sketches on a theme based on a historical portrait, making portraits (half-length, full-length, full-face, in profile), thematic drawing for competitions.
ZUN:- be able to compose a portrait on a sheet format;
Be able to convey the character and state of mood through
Know the stages of making a portrait.
Expected results: creative work of students on the topic "Portrait"
Theme V: Competitions and exhibitions
Tasks:
Continue the development of artistic taste, fantasy, ingenuity;
Develop the ability to perceive and analyze the content of various works of art.
Methods and techniques: story-demonstration, creative and practical work
Materials: watercolor, gouache, brushes, paper, wax crayon, stencils.
Theory:
On the theme of the competition
Easter patterns
Practical work:
Workshop of Santa Claus: carnival masks, toys
Easter souvenirs
Performance of competitive works
Execution of exhibition works
SubjectVI: Final lesson
Tasks: checking the mastering of educational material by students for the year.
Theory: discussion of the form of conducting test work
Practice: Creative reports, testing, completion of test tasks
KNOWLEDGE AND SKILLS TO THE ENDIISCHOOL YEAR
Students should know:
genres of fine arts;
types of landscape;
types of still life;
stages of the portrait.
perform work from nature, achieve color and
tonal solutions in the transfer of volume;
convey aerial perspective in the drawing;
apply knowledge of composition when performing
compose a portrait on a sheet format;
convey character and state of mind through
GLOSSARY
Decor- design of an object, fabric with a pattern.
Sketch - sketch, well worked out in detail.
Invoice - paper quality to the touch.
Openwork - pattern.
Mask - mask, overlay on the face with the image of some
character.
Still life- the image of objects in the picture.
Scenery - image of nature in the picture.
Portrait - image of a person.
Stroke - line drawn in pencil.
Nuance - smoothed image in color and shape.
Contrast - opposite combination in color and shape.
Animalist - an artist who paints animals.
Color - many bright colors.
Monotype - print of ink from paper to paper.
Angle - changing the shape in space, shortening the shape.
Collage - work done with different materials.
Explanatory note
(advanced level)
Personality formation can be effective only if the creative potential of a person in various activities is actualized in this process. Great opportunities in the development of creativity include visual activity.
Among the many types of fine arts, one of the most attractive for children is painting and decorating fabrics. Working with fine materials: silk, satin, paints, brushes is a pleasure. Fabric painting opens up a wide field for the child to implement ideas for clothing or interior design.
This adapted program is designed for teaching decorative painting of fabric to students of various ages (12-16 years old), who study, including in other studios or associations. This program is one of the components of the work on the intellectual and artistic development of the child's personality.
Purpose of the program- to reveal and develop the potential artistic abilities of the child, to help meet the needs of children in practical activities carried out according to the laws of beauty
Tasks:
To form a steady interest in artistic activity.
To give children a general concept of decorative and applied art, its types, tasks, patterns.
To acquaint children with one of the types of decorative and applied art - artistic painting of fabric (batik).
To form in students the practical skills of painting fabrics (cold batik), to familiarize children with the types of fabric for making batik, with special dyes and fixatives, tools for applying the paint layer (brush, roller, tubes, airbrush, swab), master with them the whole process of making cold batik (sketch, cardboard, transferring the pattern to fabric, applying a reserve, painting, fixing the painting).
To acquaint with the general patterns of fine arts that underlie artistic painting on fabric: the laws of composition and color, stylization techniques, techniques for creating a decorative composition.
To enrich the visual experience of children through their acquaintance with works of arts and crafts.
The main form of organization of the educational process- a training session or a creative lesson, excursions, visiting and participating in exhibitions, conversations, games, quizzes.
Implementation conditions.
For the successful development of the program, the following materials, tools and conditions are required:
The room is a workshop;
Dyes for batik;
Reserve - composition for fixing;
Fabrics for painting;
Tools - brushes, glass tubes, rollers, swabs, airbrush, stencils, simple pencils, carbon paper, tracing paper.
Wooden frames;
Learning principles:
An emotionally positive attitude of students to activities is the main condition for the development of children's creativity;
Taking into account the individual characteristics of children is one of the main conditions for successful learning;
The sequence of mastering the educational material;
Satisfying the practical senses of the child through the creation of useful and beautiful things.
Teaching methods:
reproductive;
Illustrative;
Problem;
Heuristic.
THEME PLAN
3 year of study
(advanced level)
|
№ p/n
|
Subject
|
Number of hours |
||
|
Total |
Theory |
Practice |
||
|
1 |
Introduction |
2 |
2 | |
|
2 |
rainbow world |
30 |
10 |
10,5 |
|
3 |
Kaleidoscope. |
30 |
10 |
11 |
|
4 |
Batik |
42 |
16 |
12 |
|
5 |
underwater kingdom |
30 |
10 |
20 |
|
6 |
Both autumn and winter |
30 |
10 |
12 |
|
7 |
Spring is red |
30 |
10 |
21 |
|
8 |
Competitions and exhibitions |
20 |
2 |
16 |
|
9 |
Final lesson |
2 |
2 |
|
Total: 216 70 146
(advanced level)
I Introduction
Tasks:
introduce students to the content of the 3rd course of study.
TOPIC I I "Rainbow World"
Tasks:
repetition and consolidation of knowledge of the basics of color science, color mixing, artistic language of fine arts.
Materials: watercolor, gouache, brushes, paper, fabric.
Keywords: achromatic colors, rhythm, ornament, composition
Toolkit:
Theory:
"What Can Paints Do"
"Rainbow Over the Lawn"
"Autumn. Leaf fall.
"Ice Rhapsody".
"Northern lights".
"Sad Rain"
"Snow Rhythm"
drawings, color wheel, color mixing schemes
Practical work: Mixing colors, familiarity with the spectrum, practicing the technique of drawing continuous colorful lines. Mixing warm colors, working out the reception of uniform fills. A mixture of cool colors. Work in mixed colors. A combination of uniform fills and a directional stroke. Image "Rain Image", limited palette. Image of an ornament in a circle whitening and darkening of colors
ZUN:
know the basics of color science;
basic laws of mixing colors: mixing warm colors, mixing cold colors, whitening and darkening colors.
be able to draw continuous colorful lines,
combine the technique of uniform filling with the direction of the stroke.
THEME III: "Kaleidoscope"
Tasks:
introduce students to different types of ornaments,
to study the basics of the compositional construction of the ornament ,
learn about styling techniques.
Methods and techniques: explanatory and illustrative, practical
Materials: brushes, glass tubes, rollers, swabs, airbrush, gouache
Keywords: ornament (geometric, zoomorphic, floral), symmetry, asymmetry, balance, statics, dynamics, nuances, sketch
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
"Geometric ornament in a stripe".
Types of rhythm (horizontal, vertical)
"Geometric ornament in a square".
"Rowan beads". Introduction to styling
Sketch Concept
The concept of symmetry. contrasts
The concept of asymmetry. Balance, statics, dynamics, nuances.
Composition center. Center beam composition.
drawings
Practical work: Practicing the reception of work by colorists. Sketching from nature and styling. Highlighting the main thing in the object, selecting the most expressive details, removing the secondary. The concept of conditional, decorative color. Performing a floral ornament in a circle or in a strip. Practicing the reception of uniform filling of the entire plane of the sheet. Improving the skills of decorative styling of objects. Sketching from life and decorative processing of objects based on it. Performing a rapport composition. Acquaintance with various types of decorative decoration of fabrics.
ZUN:
know the types of ornament,
know the basic laws of the compositional construction of the ornament,
know the concept of "sketch",
be able to perform decorative compositions in a circle, square, strip,
distinguish between types of decorative fabric ornaments.
TOPIC IV "Batik"
Tasks:
introduce students to various types of art painting,
to get acquainted with different types of fabrics,
to develop skills in working with dyes and reserve,
to teach the techniques of conducting painting in the technique of cold batik.
Methods and techniques: game,
search
Materials:
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric
Keywords: batik, reserve, design, "pareo", technique "a la prima",
infusion of colors
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
"Introduction to the kingdom of fabrics." Types of fabrics. Types of textile painting. The use of fabrics.
Interior Design. Design of clothes and accessories.
The visual possibilities of batik.
Infusion of colors. Technique "a la prima"
Demonstration:
Practical work: Preparation of dyes. Mixing dyes. Practicing the reception of fillings on fabric. Introduction to reserves. Practicing the technique of drawing continuous lines along a pre-drawn contour.
Transferring the pattern to the fabric. Work as a reserve on a contour. Painting fabric according to the sketch. "Pareo". Free painting of fabric.
ZUN:
know the different types of art painting,
know the types of fabrics,
be able to prepare dyes and work with a reserve,
be able to paint the fabric according to the sketch.
Zebra, Pareo
TOPIC V "Underwater Kingdom"
Tasks:
to consolidate the techniques of conducting painting in the technique of cold batik,
study the types of decorative compositions,
consider a combination of graphic and pictorial means.
search painting in the technique of cold batik.pisi,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, pen, watercolor.
Keywords: nuance, contrast, interior
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
Line types. The expressive power of graphics
Combination of graphic and pictorial means.
Line types.
Nuances and contrasts.
Practical work:
Painting on fabric: napkin, scarf, tie, rug.
Drawing with a pen. curtain sketch. Performance
curtain painting.
ZUN:
know the expressive possibilities of graphics,
be able to sketch in pencil and in color,
be able to draw with a pen,
be able to paint a napkin, scarf, tie, rug.
Expected results: Exhibition of creative works
TOPIC VI: "Both autumn and winter"
Tasks:
to fix the techniques of conducting painting in the technique of cold batik.
form an idea of zoomorphic elements in a decorative composition
search painting in the technique of cold batik.pisi,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
pencils
Keywords: proportions, texture, panels, statics and dynamics.
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
Statics and dynamics.
Graphic means of creating an image.
limited palette
Transfer of the invoice. Proportions.
Leaves sketch. variety of plant forms.
Demonstration:
Practical work: Painting on fabric: scarf. Drawing with a brush.
Making a sketch of the leaves. Making a curtain sketch.
The stage-by-stage implementation of the artistic concept.
Performing curtain painting.
ZUN:
know zoomorphic elements in decorative composition,
be able to combine graphic and pictorial means in a sketch,
be able to correctly convey the texture and proportions of plants and animals.
squirrel”, “Autumn landscape”, “On the edge of the forest”, “Hoopoe”.
THEME VII: "Spring is red"
Tasks:
to continue the formation of work on the artistic image,
to acquaint students with the features of the implementation of artistic design in a decorative composition
Methods and techniques: explanatory and illustrative, practical
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
Keywords: color contrasts, proportions, easel and monumental works.
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
Mirror symmetry.
Easel and monumental works.
Demonstration: sketches of works, photographs of plants and animals
Practical work: Painting on fabric: scarf, scarf, apron, rug.
Implementation of the sketch panel "Green Noise". Decor
easel work "Green Noise".
ZUN:
to know the birth, development and implementation of artistic intent
be able to make panels and decorate easel works.
Expected results: exhibition of creative works: "Butterfly", "Peacock",
"Irises", "Strawberries", "Green Noise"
Theme V: Competitions and exhibitions
Tasks:
Development of creative initiative
Methods and techniques: story-demonstration, creative and practical work
Materials: watercolor, gouache, brushes, paper, wax crayon, stencils.
Theory:
On the theme of the competition
Practical work:
Workshop of Santa Claus: carnival masks, toys
Performance of competitive works
Execution of exhibition works
SubjectVI: Final lesson
Tasks: checking the mastering of educational material by students for the year.
Practice: Protection of a creative project, completion of test tasks
THEME PLAN
4 year of study
(advanced level)
Total: 216 20 196
4 year of study
(deep study)
I Introduction
Tasks:
to introduce students to the content of the 4th course of study.
Methods and techniques: explanatory and illustrative
painting in the technique of cold batik.pisi,
TOPIC II "Wildflowers".
Tasks:
remember the techniques of painting in the technique of cold batik,
to form an idea of students about the artistic concept and artistic image,
teach students how to make a triptych.
search painting in the technique of cold batik.pisi,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache, colored
pencils
Keywords: triptych, artistic conception, artistic image
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
Transfer of the structure of the object. Proportions
Artistic idea, artistic image
Triptych
sunflower
Practical work: Sketching with a simple pencil and in color.
ZUN:
know the meaning of artistic intent and artistic image,
be able to make a triptych.
flowers", "Golden Ear"
TOPIC III: "Autumn mood"
Tasks:
to improve the techniques of conducting painting in the technique of cold batik,
to form the skills of performing a composition on a given topic.
search painting in the technique of cold batik.pisi,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache, colored
pencils
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
Work on an artistic image
Transmission of mood by means of decorative composition
landscapes
Practical work: Sketching with a simple pencil and in color.
Drawing with a brush. Painting on fabric. panel
ZUN:
know the features of the implementation of an artistic concept in a decorative composition,
be able to convey the mood by means of decorative composition.
red viburnum", "Autumn mood"
SUBJECTIV"Winter's Tale"
Tasks:
to continue the use of zoomorphic and plant elements in the decorative composition,
to teach students to apply the acquired knowledge in the design of premises.
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
Birth, development and implementation of an artistic concept.
Holiday souvenirs, accessories.
Festive decoration of the room.
Demonstration: sketches of works, photographs of winter landscapes, Christmas
jewelry
Practical work: Sketching with a simple pencil and in color.
Drawing with a brush. Painting on fabric. Panel "How many
colored balls on the Christmas tree. "Manufacturing
holiday gifts, accessories and decoration
premises
ZUN:
to know the birth, development and implementation of artistic intent,
be able to apply the acquired knowledge in the association for the manufacture of holiday souvenirs, accessories and interior decoration.
"Forest Beauty"
TOPIC V "Spring has come, spring is the way"
Tasks:
improvement of painting techniques in the technique of cold batik,
to develop the skills of creating a thematic panel.
painting in the technique of cold batik.pisi,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache, colored
pencils
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Theory:
Work on art.
Thematic panel.
peas
Practical work: Sketching with a simple pencil and in color.
Drawing with a brush. Painting on fabric.
ZUN:
be able to realize an artistic idea in a decorative composition
"I'm driving a car", "Mandarin Duck"
TOPIC VI "I create batik"
Tasks:
generalize knowledge and skills on the techniques of painting in the technique of cold batik
painting in the technique of cold batik.pisi,
Materials: brushes, glass tubes, rollers, swabs, airbrush,
stencils, simple pencils, carbon paper, tracing paper,
reserve, dyes, fabric, watercolor, gouache, colored
pencils
Toolkit: Technology. This wonderful batik, A.A. Yarygin
Content:
painting techniques in the technique of cold batik
creative search
development and implementation of artistic intent
features of the implementation of the artistic concept in the decorative composition.
Demonstration: sketches of works, photos
Practical work: Topic search. Search sketches. compositional
intent. Sketch in color. Painting on fabric.
ZUN:
be able to independently make sketches, choose your own theme, make panels.
KNOWLEDGE AND SKILLS TO THE ENDIIISCHOOL YEAR
Students should know:
names of primary and secondary colors;
understand the meaning of the terms: paint, palette, composition, artist line, ornament, batik, reserve, dyes, fill, rhythm. Contrast, idea, sketch, decorative composition, panel;
figurative and expressive means of graphics and painting: line, spot, dot, stroke, smear, texture, color, tone;
names of tools and fixtures, some names of fabrics
students should be able to:
use tools and materials: pencils, paints, brushes, dyes, reserve, swabs, ink;
create decorative compositions in a circle, square, strip;
use the basic techniques for creating decorative compositions (rhythm, symmetry, asymmetry, compositional center0;
stylize natural objects into decorative ones based on artistic selection;
own various techniques for performing artistic painting of fabrics using the technique of cold batik.
KNOWLEDGE AND SKILLS TO THE ENDVISCHOOL YEAR
Students should know:
types of arts and crafts, its tasks, patterns, areas of application;
types of decorative compositions;
types of rhythm, symmetry;
area of use of works made in the technique of batik;
interior decorating techniques.
students should be able to:
freely use tools and materials, select them depending on the tasks of the image;
independently conduct a full cycle of work in the technique of batik;
create decorative compositions on a free and given theme;
to stylize any natural objects into decorative ones based on artistic selection, to create decorative compositions from them;
to be fluent in various techniques for performing artistic painting of fabrics using the cold batik technique, to select them depending on the artistic image being created.
LITERATURE FOR THE TEACHER
1 Brodsky B. "Stone pages of history". M., 1960
2 Belyutin E.M. "Fundamentals of Visual Literacy". M., 1958
3 Gusakova M.A. "Application". M., 1987
4 Danilova A.I. "Stone, Clay and Fantasy". M., 1991
5 Doronin A. "Rus''s magic palette." M., 1992
6 Evangulova O.S., Karev A.A. Portrait painting in Russia in the second half of the 18th century. M., 1994
7 Klikushin G.F. "Fonts". M., 1979
8 Mikhailov A.M. "Lovers of drawing." M., 1963
9 Rostovtsev N.N. "Methods of teaching fine arts at school". M., 1980
10 Rostovtsev N.N. "History of Methods for Teaching Drawing". M., 1981
11 Painting on wood - Magnitogorsk. 1993
12 Drawing. Painting. Composition. Reader. M., 1987
13 Soloviev S.A. "Decorative design". M., 1987
14 Serov A.M. "Drawing". M., 1975
15 Magazines: "Art in School" No. 5 . 2001 from 3-5
LITERATURE FOR CHILDREN
1 Alekhin A.D. "When the Artist Begins". M., 1993
2 Bogateev Z.A. "Wonderful paper crafts." M., 1992
3 Kameneva E. "What color is the rainbow." M., 1971
4 Return to the origins: folk art and children's creativity / Collection, ed. T.Ya. Shrikalova. - M., 1924
5 Gazaryan S.S. Beautiful - with your own hands. - M .: Children's literature, 1979
6 Gusakova M.A. Application M., 1987.
7 Goryaeva N.L., Ostrovskaya O.V. Decorative and applied art in human life. - M., 2001
8. Maksimov Yu.V. At the origins of craftsmanship. - M., 1983.
9 Magazines: Do it yourself. M., 1995
"Sketch" ed. "Funny pictures". 2001
"Young Artist" 2001
RESULTS EVALUATION MECHANISM
Diagnostics of the child's personality
|
Indicators |
Methods |
Form |
Methodology |
|
learning |
observation |
oral survey work in pairs control section | |
|
upbringing |
observation |
public events |
V.L. Savinykh |
|
Health |
interview questioning |
frontal express diagnostics | |
|
Motivation |
questioning |
written survey | |
|
Emotionality and comfort |
questioning |
written survey | |
|
creative growth |
study of products of activity |
Exhibitions |
The form of accounting for diagnostic indicators is the card "Psychological and pedagogical support for the implementation of the educational program."
Formation of special subject skills
Exploring the aged capabilities of the child:
The study of the capabilities of children is carried out through tasks of a creative nature, interviews.
Diagnostics of starting characteristics allows you to determine the technology of training.
The form of accounting for special subject ZUN is the "Map of individual observation of the student's creative development", which indicates the criteria for assessing current and final results.
The peculiarity of ZUN assessment in the study of products of creative activity: drawing, sculpture.
The use of a sign system for fixing the performance is typical:
Great
Fine
Satisfactorily
The level is recorded in the journal at the end of the academic year.
LEVELS OF MASTERING THE CONTENT OF EDUCATIONAL
PROGRAMS
Reproductive level -
characterized by the presence of a certain amount of knowledge, skills and abilities of students, allowing them to act according to a known algorithm, as well as the desire of students to regularly attend classes.
Heuric level -
is characterized by the ability of students to acquire knowledge on their own, to apply previously mastered actions to solve a non-standard task (task), while receiving subjectively new information, as well as the desire of students to obtain a real learning result.
Creative (creative) level -
characterized by the ability of students to perform creative tasks, while receiving new information, and increasing the level of their internal motivation to enthusiasm (students tend to learn on their own).
EXPLANATORY NOTE
entry level 4-5 years
This program embodies a new approach to the artistic and creative development of preschoolers, which consists in setting and implementing fundamentally new tasks of artistic pedagogy.
The basis of the program is the gradual immersion in the world of art, in particular its links with life. Each lesson is a new step in learning. And this knowledge occurs both through the perception of art (professional and folk), and through the practical creative activity of the child. Their unity in every lesson is essential.
Classes are built in the form of a game - traveling through fabulous countries (visiting paints, brushes, sticks, etc.). The main goal of these transformations into a fun game of activities is to teach a growing person to think, fantasize, think boldly and freely, fully demonstrating their abilities.
Gradually, children are included in the circle of artistic life through three forms of artistic activity, which appear before them in the form of three fairy-tale brothers: the Master of the Image, the Master of Decoration and the Master of Construction. Three forms of artistic thinking (pictorial, decorative, constructive) are actually the basis of creativity. The transition from the game form of their awareness to the scientific one will occur gradually.
PRIMARY GOAL- the child's comprehension of the spiritual content of art, its figurative language and the possibilities of various artistic materials.
The training is divided into three stages. Through color non-objective painting, and then line and form, you need to go with the children to build an objective composition.
STAGE I
A 4-year-old child subtly, sensitively perceives color, color relationships and their effect on mood. It is important not to miss this age feature. It is better to start classes with the development of a sense of color in children.
Tasks of the first stage:
help the child find his understanding of color and learn to use it to express his emotions and feelings;
to form the artistic and creative activity of the child;
spiritually develop a personality, educate emotional sensitivity, educate the child's world of feelings.
II STAGE
At the age of 5, the child develops an interest in the line, its plasticity and expressiveness.
Tasks of the II stage:
draw children's attention to the line as the main expressive means;
develop the ability to choose the right visual means to create a particular image;
develop the artistic and creative abilities of the child, his observation;
learn to see, understand and emotionally respond to what they see.
STAGE III
At the age of 6, there is a craving for object drawing, for detailing in a drawing.
Stage III tasks:
develop the child's desire to create images;
to teach to build subject compositions, to comprehend the laws of composition;
to teach to see the activity of the three Master Brothers - Images, Decorations and Buildings, both in their independent manifestation and in unity;
to teach to express one's attitude to what a person builds, decorates and depicts;
to educate a sensitive to art, competent viewer.
FINAL GOAL- the formation of artistic culture as an integral part of spiritual culture.
Training is based on the following principles:
unity and gradual immersion in the world of art;
comparison based on perceived impressions in life and in works of art;
accessibility and simplicity of the study.
The main thing is not to work with the same materials, but to constantly change them, developing the ability to work with everyone, using a variety of techniques:
work with paper (paper plastic), with plasticine (bas-relief), with sticks (scratching), with natural materials (monotype), with ink (blotography), with a candle (graphics).
drawing with a palm, fingers, foam rubber, brushes.
visual range (illustration of paintings by artists, sculptures of architecture buildings, etc.);
tape recordings, etc.
Conversation;
- retelling;
observations;
Explanation with demonstration;
preliminary clarification .
LITERATURE
Nikologorskaya O. “Magic colors”, M, AST press, 1997
Mosin I.G. “Drawing” (in 2 parts), Ekterinburg, U-Factoria, 2004
Sokolnikova N.M. “Fine Arts” (in 2 parts), M, AST, 1998
Smith A., Tetchell D. “Encyclopedia of drawing”, M, ROSMEN, 2000
Komarova T.S. “Drawing for children of middle preschool age”, M, AST, 2000
Maksimova N.M., Kolobova T.G. “Application for children of senior preschool age”, M, AST 1998
Kurevina O.A., Selezneva G.E. “Journey to the Beautiful” (in 3 hours), M, Balass, 1999
Vasilyeva-Gangus L. “Lessons of entertaining work”, M, Pedagogy, 1987
Koroteeva E.I. “Art and you”, M, Education, 1997
Nemensky B.M. “Art around us”, M, Education, 2005
Ishchenko I. “My first book about paints”, LINKA-PRESS, 1994
Nersesova O.I. “Tales about colors”, M, Malysh, 1990
Nikologorskaya O.A., Markus L.I. “Heals Anger and Fills Time” (about graphics), Do-It-Yourself Magazine #3, 1990
Mikhailova N. "Drawing of preschoolers - process or result", magazine "Preschool education" No. 4, 1994
Kiy A.I., Maltsev N.V., Kozlev V.N. and others. “We are entering the world of beauty”, St. Petersburg, 1995.
Stolyarov B.A. “Through the halls of the Russian Museum”, St. Petersburg, 1993
Migal B.G. “Color in nature and fine arts”, St. Petersburg, 1993
Migal B.G. “Line and form in nature and fine arts”, St. Petersburg, 1993
Reva N.D. “Children's drawing. Materials and technique”, St. Petersburg, 1994
Jelly T. “Noah, teach us how to draw animals”, Cicero, Rudomino, 1992
