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T. A. KOPTSEVA

FINE

ART

Artist, nature and me

to the textbook for grade 4

general educational

institutions

Teacher's Guide

Smolensk

Association XXI century

UDC 373.167.1:689+689(075.2)

BBK 37.248ya71

Koptseva T. A.

K 65 Art. Artist, Nature and Me: Method

vatelnyh institutions / T. A. Koptseva. - Smolensk: Association

tion XXI century, 2014. - 152 p.: ill. – ISBN 978-5-418-00745-2 UDC 373.167.1:689+689(075.2) LBC 37.248ya71 © Koptseva T. A., 2014 ISBN 978-5-418-00745-2 © Association XXI Century Publishing House , 2014 All rights reserved STRUCTURE AND VALUE GUIDELINES OF THE PROGRAM The educational goal of the program "Nature and the Artist" is the development of a culture of creative personality, cognitive, communicative, regulatory, subject, meta-subject and personal universal educational activities.

is revealed through a series of artistic and creative tasks, united in four thematic modules:

I module Artist and the world of nature. Observation and depiction of the inanimate nature surrounding a person: sky, earth, trees, grasses, flowers, reservoirs, etc., expression of one's attitude towards them through various types of artistic activity - pictorial, decorative, constructive.

II module Artist and the animal world. Observation and depiction of wildlife: birds, insects, fish, animals, domestic animals, etc., expression of one's attitude towards them through various types of artistic activity - pictorial, decorative, constructive.

III module The artist and the human world. Observation of human life and its objective environment;

fantasizing on these topics through various types of artistic activity - graphic, decorative, constructive.

IV module Artist and the world of arts. Consideration of the problem of the relationship between the image of real nature and its image in various types of arts: theater, cinema, literature, music - through such types of artistic activity as image, decor, construction.

SUMMARY OF THE THEMES OF ARTISTIC AND CREATIVE ASSIGNMENTS IN GRADE 4 (1 lesson per week, 34 hours per year) I block-thematic module ARTIST AND THE WORLD OF NATURE Lesson 1.

Learning to look and see Lesson 2. Horizon line Lesson 3. Light and shadow Lesson 4. Floral ornament Lesson 5. Rain Lesson 6. Seascape Lesson 7. Mountain landscape Lesson 8. Unusual underground museums Lesson 9. Secrets of labyrinths II block-thematic module ARTIST AND ANIMAL WORLD Lesson 1. Drawings of animals from life Lesson 2. Black cat Lesson 3. Animal sculptors Lesson 4. Relief image of animals Lesson 5. Images of insects in verses Lesson 6. Images of animals in a book illustration Lesson 7. Mascots of the Olympic Games Lesson 8. Fantastic animals III block-thematic module ARTIST AND THE HUMAN WORLD Lesson 1. You are an artist Lesson 2. Interior with a window Lesson 3. Friendly caricature Lesson 4. Ceremonial portrait Lesson 5а. Costume Art: Changing Fashion Lesson 5b. Costume art: theatrical costume Lesson 6. Famous sculptures Lesson 7. Famous city Lesson 8. Coat of arms Lesson 9. Artist-designer Lesson 10. Robotic cars IV block-thematic module ARTIST AND THE ART WORLD Lesson 1. Toy book Lesson 2. Museum toys Lesson 3. Theater on wheels Lesson 4. Bolshoi Theater Lesson 5. In the world of cinema Lesson 6a. Museums of the world: Museum-panorama "Battle of Borodino"

Lesson 6b. Museums of the World: Dresden Art Gallery Lesson 7a. Art Exhibitions: Traveling Exhibitions Lesson 7b. Art exhibitions: the artist and time TASKS OF DEVELOPING UNIVERSAL LEARNING ACTIONS FOR JUNIOR SCHOOL CHILDREN The federal state standard for elementary general education in the field of fine arts defines a number of educational tasks, the solution of which contributes to the development of universal educational activities for fourth grade students (UDA).

Cognitive UDD: communicate (taking into account the age characteristics of children) knowledge in the field of fine arts;

to develop schoolchildren's ideas about the types of plastic arts: painting, graphics, sculpture, architecture, decorative and applied arts (design);

about the main genres of fine arts: portrait, landscape, still life, animalistic genre; museum-pano frame "Battle of Borodino", etc.);

introduce the collections of the world's leading museums (Louvre, Dresden Art Gallery, etc.).

Regulatory UDD: to increase the experience of children's artistic and creative activities, to develop their skills in implementing the ideas of creative work, in setting goals and objectives of activities, in finding the best ways to solve them in assessing the stages and results of individual and collective activities.

Communicative UDD: to develop the ability of schoolchildren to communicate in the process of dialogue with the teacher and peers;

expand communication skills during the performance of individual and collective forms of activity, in the process of game situations, business games involving multi-positional roles (artist, spectator, critic, connoisseur of art, etc.), in the process of the student’s reasoning about the artistic features of works of various types and genres of art, as well as discussion of the results of individual and collective artistic and creative activities;

to develop the skills of schoolchildren to use ICT and reference literature in the educational process.

Personal UDD: to promote the accumulation of the student's experience of an emotional and valuable attitude to the world, to show the author's unique visual style, to develop the ability to use the figurative language of fine art:

color, line, rhythm, composition, volume, texture, etc. - to achieve their creative ideas, develop the skills of modeling new images by transforming known ones (using the means of visual language);

promote participation in exhibitions of children's fine arts, collect their own creative works. A student's unique achievement is his Creative folder (album), where he collects and stores the products of his visual activity.

Subject UDD: teach visual, constructive and decorative types of creative activity, develop skills in working with various artistic materials (gouache, watercolor, pencil, pastel, wax crayons, ink, pen, gel and ballpoint pens, felt-tip pens, markers, plasticine, color paper, etc.)

develop the skills of artistic perception of works of fine art of various types of plastic arts (painting, graphics, sculpture, architecture, arts and crafts) and their evaluation.

Meta-subject UDD: to develop in children the skills of educational and creative activities;

the ability to analyze, compare, group material independently and according to specified criteria;

to motivate the manifestation of interest in the problem of the lesson, in the performance of creative tasks, in participation in exhibition projects;

develop heuristic abilities, motivate students to independently complete the tasks of the Creative folder, solve and compose crossword puzzles on fine arts, play the art lotto “Masterpieces of the Hermitage”, “Masterpieces of the State Tretyakov Gallery”, “Masterpieces of the State Museum of Fine Arts. A. S. Pushkin”, “Masterpieces of the Louvre”, “Masterpieces of the Dresden Art Gallery”, “Creativity of Wanderers”.

PROJECT ACTIVITY AT THE LESSONS OF FINE ARTS IN THE PRIMARY SCHOOL A characteristic feature of our time is “all-pervasive design”. The development of students' positive motivation for learning, independent acquisition of knowledge and a creative approach to visual activity are important tasks of modern art education, the solution of which is facilitated by work on a creative project.

The essence of artistic and creative project activity is determined by the ability of the child, together with the teacher or independently, to set a creative task for himself and independently find ways to solve it.

A project is an idea, an idea, an image, embodied in the form of a drawing (sketch) or a three-dimensional craft, revealing the essence of the idea and the possibility of its practical implementation.

A creative project involves the most free, sometimes non-traditional approach to the presentation of the results of visual, constructive or decorative activities and their evaluation. Living the position “I am the author” at each lesson puts the child in the situation of a “pioneer”, the creator of a unique artistic product - a work. A children's drawing or three-dimensional sculpture, created in a non-reproductive-imitative and creative way, is the author's works of fine art, the result of artistic activity. Authorship is a clear indicator of the productivity of project activities.

The effectiveness of the application of the project method in the educational process is due to its practical orientation, taking into account the interests of the child, directly related to the current practical and spiritual needs of children. The fine art of students in grades 1-4 in the classroom and outside of school hours belongs to the field of children's amateur performances, brings satisfaction to the author, and is personally oriented to each child.

Practice-oriented creative project activities are aimed at the social interests of the project participants themselves or an external customer. Development of a playbill sketch, costume sketch, creation of a drawing for a traveling exhibition (to a kindergarten, another school, university, library, etc.), making a gift drawing, a decorative greeting card, developing a video presentation plan for a lesson or a school holiday, and etc. - these are the socially significant activities that children perform in the lessons of fine arts. The product of creative activity is predetermined (panel painting, newspaper, poster, three-dimensional sculpture, toy, etc.) and can be used in the life of a class, school, neighborhood, city.

In creative project activity, the following stages are distinguished, corresponding to the structure of educational activity:

1st - motivational stage: the teacher announces a common idea, creates a positive motivational mood;

students discuss, offer their own ideas;

the child himself can be the bearer of the idea;

for example, when implementing the “Give a lesson to a school” project, children themselves determine the topic of a lesson that is interesting for them and provide it with content, sufficient visual material, and create a video presentation;

2nd - stage of reflection (exploratory): the topic and goals of creative activity are determined, tasks are formulated, an action plan is developed, criteria for evaluating the result and process are established, methods of activity are agreed with the teacher, children work with the textbook and its electronic application, additional literature and other sources, they say aloud the idea of ​​the drawing or fix the sculptural image with the plasticity of their own body, etc.;

the teacher observes, coordinates, supports, he himself is an information source, often acts as an "artist" who shows how to work with artistic materials, including unexpected, natural and waste, etc.;

children take on the roles of "spectator", "connoisseur" and "critic" of art;

3rd - the stage of the realization of the idea (practical): students select the necessary artistic material (gouache, akvarel, charcoal, chalk, gel pen, marker, felt-tip pens, plasticine, etc.) and means of artistic expression (composition, color, line, rhythm, shape, contrast, etc.) to realize their own imaginative design. The teacher observes, coordinates, supports, sometimes enters into co-creation with the child, performing some creative operations together with him. The child is the author of the work, he takes on and performs the functions of the artist:

“I am a sculptor”, “I am a painter”, “I am a graphic artist”, “I am an architect”, “I am a designer”, creates a work based on an artistic image (unity of form and content). The originality of the work, the ability of the author to use expressive means to achieve his intention are the main criteria for evaluating the results, the priority conditions for the fulfillment of a creative task;

4th - final, reflective-evaluative stage (exhibition): young artists present the results of their creative activity in the form of a viewing or exhibition, in the form of a presentation or defense of their project, this can be an exhibition of one work, a group viewing or an exhibition of the whole class . Children participate in a collective discussion and meaningful assessment of the results and process of creative activity, carry out oral or written self-assessment;

pupils and the teacher act as participants in collective evaluation activities, take on the roles of “criticism” and “connoisseur” of art.

The implementation of the project method throughout the year is an integral part of the educational process, contributing to the development of schoolchildren's skills of independent action and the search for original ways to solve problem situations, the skills of independent knowledge of the world around them, the desire for self-determination and self-organization.

Work on the Creative Folder project by students in grades 1–4 is carried out throughout the school year and ends with the creation of an individual portfolio. The Creative folder of a young artist collects all drawings, sketches, sketches, etc., created as a result of work on four basic educational problems (“The artist and the world of nature”, “The artist and the world of animals”, “The artist and the world of man” , "The Artist and the World of Arts"), as well as crossword puzzles, puzzles, collected postcards, stamps, photographs, crafts and other results of search and visual activity composed by the children.

As a result of the implementation of the organizational and preparatory, practical and reflective stages of the project activity, the student operates with such categories as "task", "problem", "search". Overcoming your own "ignorance"

and “inability” in working on a project contributes to the formation of universal abilities (analysis, systematization, classification, generalization, etc.).

The predominant moment in the organization of project activities of students is not the transmission of material, but the creation of a favorable creative environment for development: the teacher recognizes for each child his originality, individuality, self-assessment, contributes to the realization of his creative potential, supports the initiative, aims practical activities at the creation of an original work . Work on individual (“Creative folder”, “Book with your own hands”, etc.) and collective projects (“Exhibition with your own hands”, etc.) is of personal importance for younger students, since each student of the class takes part in it and contributes their contribution to creativity.

The productivity of learning is a way of project work, not just a unit of knowledge or an element of a separate mental skill, but a personal education, where, as in an alloy, motivational-need, emotional and operational components are combined.

The products of creative activity (drawing, voluminous handicraft, etc.) reflect the subjective processing of program material by schoolchildren and fix the level of their development.

Ways of artistic and creative activity, consistently preferred by the schoolchild, become important means of determining individual characteristics and initiative, which is expressed in the preference for one or another artistic material, individual, in pairs or collective performance of work, in color preferences, in the choice of types of creative activity - pictorial, constructive, decorative.

Artistic and creative project activity performs the functions of research work, practical and theoretical at the same time. Reflecting on the idea, the child makes conclusions and generates a “product of thought”. He builds an image of the upcoming practical activity, going through the same path of "creative searches and discoveries" as a real artist.

Realizing the idea in the material, the student maintains functional literacy, expressing his attitude to the analyzed problem, choosing the means of implementation that are adequate to the idea. In the process of practical work, he corrects the idea, introduces a new understanding of the topic, and sometimes even abandons the previous idea, finding the most expressive form of embodying the plan.

The educational process is based on the "game dialogue" of the teacher and students, which is directed to the joint design of educational activities. The situation contributes to the natural (without tension and fear) fulfillment of the creative task.

The role of "artist" or "spectator" children perform with pleasure, take on the same cognitive and research functions as real artists or adult spectators, connoisseurs of art. This necessarily takes into account the cognitive activity of childhood, the individual ingenuity of the child, his attitude to the content, type and form of the material being studied, his motivation, the desire to use the acquired knowledge independently, on his own initiative, in situations specified or not specified by training.

Primary school age is a sensitive (predisposed) period for visual creativity in multiple forms of its manifestation, creating the most favorable conditions for the formation of certain psychological properties and types of behavior in a child. Children are happy to make drawings, design, create stucco crafts, come up with new topics for creativity with interest, fantasize.

The student is selective about everything that he perceives from the outside world. Far from all the concepts organized into a system according to all the rules of scientific and pedagogical logic are assimilated by him, but only those that are part of his personal experience and interest. Therefore, the starting point in the organization of project activities is the actualization of subjective experience, the search for connections, the definition of the “zone of proximal development”.

The starting point of the subject methodology in the field of fine arts is the disclosure of the individual capabilities of each student. Project activities help in solving this issue. It contributes to the individualization and differentiation of the educational process, allows you to fix the selectivity of cognitive preferences and the stability of their manifestations. For each child, not an isolated, but a diverse environment is created in order to give him the opportunity to express himself. The variability of solving a creative problem is the key to understanding the essence of a creative project: the same educational problem can be solved in different ways, in different ways (originally).

For example, the project “Do-it-yourself book” receives creative development in different directions: someone creates a toy book for kids, someone creates a folding book, someone participates in the ABC collective project, someone illustrates their favorite a fairy tale, someone creates a “Family Album” project with their parents, etc. Variable reading of an educational topic by children contributes to the disclosure of an individual plan, at the same time solves educational problems related to creating a book layout, studying its structure - a cover, splash screens, illustrations, drop caps, endings, etc.

The student, in accordance with his age characteristics, “subjective experience of life”, masters the “alphabet” of fine arts in a certain sequence and rhythm. Project activities in the 1st grade are organized around the educational problem "The Artist and the Nature of the Native Land", in the 2nd grade - "The Artist and the Nature of the Earth in the past, present and future", in the 3rd grade - "The Artist and the nature of different countries of the world", in the 4th grade - "The Artist, Nature and Me".

Different levels of complexity of project activities create an opportunity for everyone to realize themselves in creativity. Through solving interesting educational problems, the student finds his own means of artistic expression (color, line, shape, rhythm, composition, etc.) and creates his own figurative form of reflection of the common idea for everyone.

The organization of creative actions, the demonstration of children's projects and exhibitions in the educational process are concentrated on four thematic blocks: "The artist and the world of nature", "The artist and the world of animals", "The artist and the world of man", "The artist and the world of arts" . During the year, as a result of mastering the content of art education, such new formations as a “piggy bank of creative discoveries”, a “bank of ideas”, a “self-drawing gallery”, etc., are formed, these are the forms of self-realization of a student that allow the teacher to take into account individual trajectory of the artistic and creative development of each student and provide him with various forms of performing an artistic and creative task.

The main project of each year of primary school education is the Creative Folder project. The children themselves make out the cover of the folder, make drawings for its cover (the drawing for the first page of the cover is created in the first lesson, the drawing for the last page of the cover is created in the last lesson). The child also brings in his own design details: sticks a photograph, decorates 2-3 pages of the folder in his own way (for example, sticks his most expressive drawings, or pastes over postcards - works of art, or creates ornamental compositions, or clippings from color magazine pages in the style of a collage or others). At the end of the year, an exhibition of folders is organized, the originality of their design is discussed.

In the 1st grade, as part of the educational problem "Nature and the Artist of the Native Land", children are working with interest on the exhibition projects "What are the girls" and "What are the boys." The work is carried out in two directions: the collection of illustrative material (presentations of paintings by artists "Children's portraits") and the creation of creative drawings at the fine arts lesson "Portraits of girls" and "Portraits of boys"

(third quarter of the year). Work on this project is carried out throughout the year, in the last classes an exhibition of children's drawings is organized with a video presentation, a tour of the exhibition by the children themselves.

The State Tretyakov Gallery project is being implemented in the fourth quarter of the year. The result of the project activity is the creation of the art lotto “Masterpieces of the Tretyakov Gallery”. When looking at a textbook, an electronic supplement to it, or other sources of information, students find 2-3 works of painting, graphics, decorative arts (DPI) or sculpture, which are stored in this museum. With the help of a teacher or parents, students make black-and-white or color photocopies of them. From the collected reproductions, art loto cards are assembled and the game is played.

In the 2nd grade, within the framework of the educational problem "Artist and the nature of the Earth in the past, present and future", children work with interest on exhibition projects "In the world of animals". The work is carried out in two directions: the collection of illustrative material (presentations of paintings by animal artists) and the creation of creative drawings at the fine arts lesson "Artist and the Animal World" (second quarter of the year). Work on this project is carried out during the year, and then an exhibition of children's drawings is organized with a video presentation and guided tours.

The State Hermitage project is being implemented in the fourth quarter of the year. The result of the project activity is the creation of the art lotto “Masterpieces of the Hermitage”. Looking at a textbook, an electronic supplement to it, or other sources of information, students find 3-4 works of painting, graphics, fine arts or sculpture, which are stored in this museum.

With the help of a teacher or parents, black-and-white (sculpture, graphics) or color (painting, DPI) photocopies are made. Art lotto cards are collected from the collected reproductions and game actions are carried out.

In the 3rd grade, within the framework of the educational problem "Artist and nature of different countries of the world", children are working with interest on the exhibition project "Every nation is an artist". The work is carried out in two directions: the collection of illustrative material (presentations of paintings by artists) and the creation of creative drawings in the fine arts class. Work on this project is carried out throughout the year, and then an exhibition of children's drawings is organized with a video presentation, an excursion for parents and children of primary grades.

Project “State Museum of Fine Arts named after A. A. S. Pushkin "is implemented in the fourth quarter of the third grade. The result of the project activity is the creation of the artistic loto “Masterpieces of the Pushkin Museum im. A. S. Pushkin. Looking at a textbook, an electronic supplement to it, or other sources of information, students find 3–6 works of painting, graphics, arts and crafts, or sculpture, which are stored in this museum. With the help of a teacher or parents, they make black-and-white or color photocopies of them, collect the necessary art history information about the works, using the Internet. From the collected reproductions art lotto cards are assembled and the game is played.

In the 4th grade, as part of the educational problem "Nature, the artist and I", students are working with interest on the exhibition projects "Book with their own hands" and "Puppet theater with their own hands". The work is carried out in compliance with all stages of creative activity - from conception to its implementation and evaluation. Work on this project is carried out during the year, and then an exhibition of children's drawings is organized with a video presentation, and an excursion.

The project "Art Museums of the World" is implemented in the fourth quarter of the 4th grade. The result of the project activity is the creation of the art lotto "Masterpieces of the Louvre" or "Masterpieces of the Dresden Art Gallery". Looking at textbooks in grades 1-4, electronic supplements to them or other sources of information, students find 4-6 works of painting, graphics, arts and crafts or sculpture, which are stored in these museums. With the help of a teacher or parents, they make black-and-white or color photocopies of them. From the collected reproductions, art loto cards are assembled and the game is played.

Important for all elementary school classes is the Traveling Exhibition project. Every year, a school children's drawing competition is announced on a particular socially significant topic (for example, "Family Album", "Journey around the World", "Man and the Universe", "Music and Us", "Sport and Us", etc. ), as well as four thematic blocks of the fine arts program (“The Artist and the World of Nature”, “The Artist and the World of Animals”, “The Artist and the World of Man”, “The Artist and the World of Arts”).

Each student takes part in this project by creating a drawing on a competitive theme in class or outside of school hours.

Based on the results of the competition, an exhibition (viewing) of children's drawings on this topic is organized in the class, and then, in the process of general analysis and discussion of the work, the children delegate several drawings to participate in the school-wide exhibition. As a result of competitive selection, the best children's drawings of the school take part in a traveling exhibition, which moves to kindergartens and schools in their native village, city, as well as to other educational institutions in our country or abroad, with which the school cooperates and has public relations.

The school also hosts traveling exhibitions from other schools and kindergartens. Such an exchange makes it possible not to focus on what has already been achieved, but to improve pedagogical work, search for effective and fruitful forms of cooperation between teachers and students, and promote interaction between preschool and school educational institutions.

One of the long-term creative projects is the project “Let's decorate the school with our own hands”. The school has separate exhibition spaces (stands, exhibition corners, exhibition halls, etc.) that have a changing exposition that changes every week (or month). Constantly functioning exhibitions by types of creative activity (graphic, constructive and decorative) allow carrying out excursion and cognitive and educational work with children of different age groups, teachers of schools and other educational institutions.

The use of multimedia forms of fixing the results of children's creative activity in the classroom is an integral part of the educational process. Creating a virtual gallery of children's drawings in four thematic blocks of the program ("Young artist and the world of nature", "Young artist and the world of animals", "Young artist and the world of man", "Young artist and the world of art") allows the teacher to share his experience at scientific and practical conferences, seminars and pedagogical councils.

High school students, participating in the "Virtual Exhibition" project, create video presentations with the inclusion of the results of the productive activities of elementary school students. Pupils in grades 7–8 help the kids to implement the Personal Virtual Exhibition project. Such joint work forms a fund of visual materials that the teacher uses both as a visual teaching aid and as a modern form of experience exchange between teachers. Having such a fund, with the help of the Internet, a teacher can participate in regional, all-Russian and international virtual exhibition projects.

A virtual gallery of children's drawings created by the children and the teacher is shown in the classroom. The perception of children's drawings of classmates expands the student's creative possibilities, creates guidelines for activity, develops motivation to create expressive work "not worse, but better than that of peers."

Healthy creative competition is the key to normal artistic development, since comparative analysis is carried out not by the teacher, but by the student himself. The young artist himself discovers "gaps" in his work, gives a critical assessment of the work, and determines for himself the horizons of creative growth.

The desire to be like an adult artist (a teacher) naturally spurs the growth of the child. The kid nok-author improves his “craft”, his skills. A child - a "critic" and "connoisseur" of art - learns to give an adequate assessment of his drawings and the works of his peers.

The student’s multi-positional living in the lesson of either the role of an artist, or the role of a spectator, or the role of a guide - a connoisseur and “connoisseur” of art, or the role of a “critic” of art develops communication skills, the ability to design one’s activities and create unique artistic products.

The development of mechanisms for using an electronic supplement to a textbook in the educational process expands the range of types of project activities. Electronic supplements to textbooks for grades 1–4 create the prerequisites for creating integrated projects with the inclusion of musical and literary material. They provide an organic way out of the classroom forms of work, the creation of cartoons from plasticine, drawn, created in the applicative technique and collage technique, using sand drawings and others.

We can distinguish the following groups of skills formed in the process of implementing a creative project in elementary school:

a) research (develop ideas, choose the best solution);

b) social interaction (cooperate in the process of educational activities, provide assistance to comrades and accept their help, monitor the progress of joint work and direct it in the right direction);

c) artistic (create an original work on an artistic and figurative basis, find adequate means of artistic expression);

d) evaluative (evaluate the course, the result of their activities and the activities of others);

e) informational (independently search for the necessary information;

identify what information or what skills are missing);

f) presentational (speak to an audience, answer unplanned questions, use various visual aids, demonstrate artistic abilities);

g) reflexive (answer the questions: “What have I learned?”, “What do I need to learn?”;

adequately choose their role in the collective business);

h) managerial (to design a process;

plan activities - time, resources;

decide;

distribute responsibilities in the performance of collective work).

The main goal of the project activity is to create mechanisms for the self-realization of the student's personality in multifaceted forms of artistic creativity. One of these forms is the “Creating with Parents” project, when a student and his parents are involved in creative work (the “Tree of Life” project, “Family Album”, “Veterans”, “Bird Feeders”, “Thematic Video Presentation for lesson", etc.). Parents simultaneously take on the role of students and partners of the teacher.

For example, by participating in the DIY Book project, the pages of the book are designed by both children and their parents.

The presentation of such projects is an important artistic event of the school, it contributes to the unification of the efforts of parents, children and teachers in solving educational problems and a greater understanding of the parents of their children.

The pedagogical category "method of projects" in the modern conditions of the development of a school institution reflects the way the teacher initiates the cognitive and creative activity of children. This is done on the basis of presenting theoretical and practical artistic and creative tasks of different levels of complexity to elementary school students. This requires the teacher to have a high level of qualification, understanding that the creative development of the child depends on the creative growth of the mentor.

The organization of project activities in the lessons of fine arts involves the fulfillment of the following pedagogical conditions:

- creation in the classroom of a special emotional creative atmosphere, conducive to the emergence of artistic and creative ideas and their implementation;

- encouraging the student to independently choose the means of artistic expression (composition, color, rhythm, shape, volume, etc.);

- the introduction of knowledge about the methods of performing educational actions, the allocation of general logical and specific methods of creative work, taking into account their functions in personal development;

- constant coordination of the student's personal experience with the scientific, cultural content of the assigned knowledge, skills and abilities;

- variable organization of the material, which allows creating a situation of choosing the meanings and means of education;

- promotion of children's amateur performances in various types of artistic and creative activities (exhibitions, presentations, publications in magazines, etc.);

– creation of a situation of healthy competition, stimulating independent overcoming of problem situations, self-determination;

– expansion of opportunities for project and research work of schoolchildren within the framework of the educational program “Exhibition in the classroom”, “School exhibition”, “Traveling exhibition of children’s drawings”, “City Olympiad”, etc., participation in the state program “Development and support for gifted children”, etc.;

– creation of a system of optimal correlation between basic and additional education;

– organization of close communication with parents, implementation of educational projects by children together with their parents.

The developed ability to independently carry out project creative activity is a step towards a qualitative transformation of the personality, one of the important criteria for the system of assessment (self-assessment) of the achievements of the artistic and aesthetic development of the child.

Project activity is carried out by means of art, through art, in its forms and ways of knowing the world.

As a result of creative activity, a young artist goes through the same stages of the creative process as an adult artist (the birth of an idea, its implementation, evaluation of the result). This way of accumulating experience is independent and productive. In the process of creative activity aimed at the result, the socialization of the individual takes place - a sense of one's significance, the importance of the results of one's work, civic identity on the basis of the student's acceptance of democratic values ​​in a multicultural society, the development of basic social roles, norms and rules;

cognitive development - living in the situation of a "pioneer", the student's acceptance of a scientific picture of the world, the ability to manage his intellectual activity;

mastering the methods of teaching;

skills of representative, symbolic, logical, creative thinking, productive imagination, arbitrary memory and attention, reflection;

communicative development - living the situation of an “interlocutor”, an attentive “spectator” and a “connoisseur” of art, the ability to communicate with peers, including the conscious orientation of the student to the position of other people as partners in communication and joint activities, the ability to listen, conduct a dialogue in accordance with goals and objectives of communication, participate in a collective discussion of problems and decision-making, build productive cooperation with peers and adults based on mastery of verbal and non-verbal means of communication;

regulative development - living the situation "I am the author", the ability to set creative goals and find effective ways to implement the plan, evaluate the results of one's activities;

personal artistic development - the readiness and ability of children for self-development and the realization of creative potential in spiritual and subject-productive activities, the ability to create a creative product according to the laws of beauty and harmony, living the situation “I am an artist” (sculptor, graphic artist, designer, painter and etc.).

Thus, we can conclude that a creative project from the point of view of a student is an opportunity to do something interesting on their own or in a group, making the most of their abilities and means of artistic expression (composition, color, rhythm, volume, etc.) ;

this is a creative activity that allows you to express yourself, try your hand, apply your knowledge, benefit and show the publicly achieved result;

this is an activity aimed at solving an interesting problem formulated by the students themselves in the form of a goal and a task, when the result of this activity - the found way to solve the problem - is practical, has an artistic form and important applied value, is interesting and significant for the "pioneers" themselves (authors).

The educational project from the point of view of the teacher is a didactic tool that allows teaching design, developing regulative universal learning activities of students, skills of purposeful activity to find ways to implement the idea by solving a creative problem.

ARTIST AND THE WORLD OF NATURE Lesson 1. Learning to look and see (Option 1) Tasks for the development of universal educational activities:

- to learn to distinguish the visual possibilities of different artistic materials;

- evaluate the aesthetic expressiveness of the cover of a folder or album;

come up with original names for the results of creative activity.

Before the lesson, the teacher places on a magnetic board expressive children's drawings that students drew in grade 3 (2–4 drawings for each thematic block: "The artist and the world of nature", "The artist and the world of animals", "The artist and the world of man", "The Artist and the World of Art"). It is important that the teacher for each year of study has a visual aid with children's drawings reflecting the content of education in grades 1–4 (four folding beds with 36 drawings for each year of study), or a video presentation (see the electronic appendix to the textbook).

After the greeting, looking at these drawings with young artists, remember the content of the topics of the 3rd grade lessons, ask the children which lesson they remember the most (see the 3rd grade textbook, pp. 175–176, content) and why.

Ask students to draw on a free topic on any pictorial format (sheet 1 of the Creative Folder).

Upon completion of the work, students can stick their drawing on the cover of the Creative folder.

Drawing on a free theme performs a diagnostic function. The expressiveness of the drawing, in the unity of its form and content, gives the teacher a lot of information for analyzing the creative development of the student. Evaluating the first drawing made in the lesson in the fourth grade, the teacher fixes the level of the student's creative development according to the following criteria: mastery of performance - skill (degree of mastery of the material, the ability to depict the world around him in accordance with age capabilities), originality - creativity (independence of the idea , non-standard composition), expression (the ability to use the means of artistic expression: line, color, shape, composition, format - to achieve the idea;

the ability to express the idea through the name of the picture). For more details on the criteria for evaluating the results of children's creativity, the teacher can get acquainted in the methodological literature for grade 3.

Comparison of the first and last drawings created in the fourth grade will allow the teacher to state the dynamics of the student's creative development.

An integral content component of the teaching materials for fine arts under the program "Nature and the Artist" is the Student's Creative Folder (young artist's folder). Its advantage lies in the fact that each topic of the textbook is considered both in terms of practical work and in terms of perception of works of fine art. Therefore, it is advisable for students to purchase Creative folders ahead of time so that they can use them at the first lesson of fine arts: create drawings on the topic of the lesson, analyze works of fine art, compose and solve crosswords and puzzles, play art lotto.

In the first lesson, children design two envelopes: for lotto check cards (see sheets 2, 2a of the Creative folder) and colored chips (see.

sheets 3, 4 of the Creative folder), as well as for collecting (collecting) art postcards.

If there is no Creative folder, then to make an envelope for art cards you will need a landscape sheet of paper (29.5 21 cm) and glue. The sheet is folded twice to make three parts: two identical, about 10-13 cm in size, about 5-7 cm remains for the third part. The two large parts are connected and glued on both sides, the upper part closes the envelope.

For home drawings and special achievements in the field of artistic creativity, students can be awarded prizes (medals, postcards, bookmarks, etc.) that children can complete at home on their own (for gift prizes that students complete outside of school hours, there may be a special box in the classroom , "Magic chest", "Prize bag", etc.). As an encouragement, the teacher can also use origami paper figures ki, which children can make in class or after school hours (sheet 6 of the Creative folder).

It has been noticed that the process of awarding itself is important for children (as a form of recognition of their achievements), by and large it does not matter to them how many awards they collect during the year. Although, according to the logic of the “game of rewards”, at the end of the year, the teacher should sum up the children’s achievements and mark the leaders in a special way (give a diploma, diploma, organize a personal exhibition of the child’s creative works, give a book, etc.).

At the first lesson, draw the attention of schoolchildren to those art materials with which they will work this year:

pencils and colored pencils, gel pens (with a black, silver or gold refill), eraser, write-erase pen, colored markers, watercolor (gouache), wax crayons (or oil pastels), white and colored paper, scissors, glue stick, white and colored school chalk (or dry art pastel), colored plasticine;

Remind them to wear a robe or apron and sleeves for art class (you can use an old T-shirt or shirt from an adult's shoulder instead of a robe).

An important condition for the successful organization of practical creative activity in fine arts lessons is equality of opportunity. If children receive all high-quality materials in the classroom, then the main requirement of the creative process will be fulfilled - equipping each student with the necessary material and creating a comfortable "atmosphere of an art workshop" in the lesson. Equality of opportunity will not develop envy in children, and dissatisfaction with the process of working “anything” in disorganized children who tend to forget art materials at home.

Review the cover of the Creative Folder with the children. If there is none, then the cover of the sketchbook, drawing folders or watercolor folders in which children will create their drawings.

Pay attention to the fact that the covers of all folders (albums) are similar to one another, ask the children to sign the first page of the cover: last name, first name, class, school.

Then the teacher asks the students to open the textbook to p. 3 and get acquainted with its content (the text of the textbook can be read in unison). Announces the topic of "journey" into the world of fine arts - "The artist and the world of nature."

Looking at the next spread of the textbook (pp. 4-5), you can ask the children the following questions:

– Which piece of art, reproduced on pages 4 and 5, do you like? Why?

- What works of art can be attributed to painting? Why do you say that? (I. Levitan "Big Road. Sunny Autumn Day", I. Aivazovsky "Sunset on the Sea", N. Roerich "The Himalayas", A. Rylov "Field Rowan".) - What works can be attributed to arts and crafts ? Why do you say that? (All the rest.) - What genre of fine arts does the work of the artist I. Levitan “Big Road. Autumn sunny day? (Landscape.) - What genres of fine art do you still know?

(Portrait, still life, animalistic genre, fairy tale (fantastic), etc.) During extracurricular time (at home or in an extended day group), students are invited, if possible, to draw drawings on a free topic (see sheet 1 of the Creative folder), as well as with friends or relatives to play artistic loto.

During extracurricular time, schoolchildren who are good at computers are invited to make a presentation on the topic of the upcoming lesson. The content of the video presentation, consisting of 6–10 frames, is determined by the students by studying the visual material of the upcoming paragraph. It is important that during the year each student creates his own presentation, so at the beginning of the year the teacher makes a list of project topics that the children choose, looking at the contents of the textbook (pp. 182-183).

Lesson 1. Learning to look and see (Option 2) Tasks for the development of universal learning activities:

- to learn to distinguish the visual possibilities of different artistic materials;

- choose an elementary composition for designing a drawing on a paper basis of a folder or album (center, right, left);

- evaluate the aesthetic expressiveness of the cover of a folder, album;

- to perform a drawing according to one's own design or on a topic;

- analyze the expressiveness of the results of their creative activity and the work of their peers;

- come up with original names for your drawings: “I saw how the birds flew out from behind three trees”, “In the summer I swam in the sea”, “I love taking pictures of nature”, “I love taking pictures of the cat Vasya”, “I love taking pictures of my family”, “I love taking pictures of cars”, etc.

After the greeting, the teacher asks the children to open the p. 3 textbook and read the text. Then the attention of the students is drawn to the graphic series of children's drawings on p. 6 and 7, united by the theme “I am a photographer”. The teacher asks the children to read the names of the drawings and answer the question of what is common and what is the difference between these drawings.

The result of children's reflections should be the idea that each artist looks at the same event in his own way and depicts his original composition.

Reading the text on p. 6-7 of the textbook will allow the children to comprehend the educational problem of the lesson - how to create an original composition using a high or low horizon line.

Perception of paintings by artists on p. 9, answering the questions in the “Think and Answer” section (p. 8), as well as completing the Creative Folder task (see sheet 7: find landscapes with a low horizon line and mark them with the letter “H”, and landscapes in which the artist used a high horizon line, mark it with the letter “B”) will allow the children to consciously use the position of the horizon line in the drawing as an expressive means.

The topic “I am a photographer” is interesting in that almost every child took pictures of nature with a mobile phone, camera, smartphone, video camera, etc., looking into the eye of the lens, looking for the desired composition of the frame, either crouching, or raising the lens up or down as each point of view captures a different composition in the frame. This experience of searching for the right composition of the frame can be realized by a young artist in his own composition.

The student must understand that when we squat, the horizon line goes down along with our eyes. Such a horizon is sometimes called a "frog" horizon. Therefore, the whole picture that we see from below becomes majestic, because before us there is a lot of sky and a small piece of land. In the drawing by Dasha Bukharinova (p. 7 of the textbook), ordinary hills turned into high hillocks, and in A. Rylov’s painting “In the Blue Space” (p. 9), one can feel the elevation of the flight of swans and the power of the vast sky.

Invite students to create a composition that illustrates the following story: “I am fond of photography. Once, when I was in the country (in the south, in the mountains, by the sea, etc., here each child represents his own situation), I saw how three birds suddenly flew out from behind three trees that stood on a hill. The birds flashed past me very quickly, but I managed to take a wonderful photo.

Next, the teacher asks the students to think over the plot of their graphic composition and say it out loud: “I will depict myself in the foothills of the Alps. I will draw a high horizon line to show the distant panorama of the mountains. In the background I will depict three ki paris and flying birds. And in the foreground - myself with a camera. “The title of my drawing will be Night in the Mountains. One day, my parents and I went hiking and climbed the Ural Mountains near Yekaterinburg. We took pictures with a camera of different views. Therefore, I will draw a high horizon line and the stretching expanses that we saw from above. I will stand by the trees, and three birds will fly over me, which I will shoot. “I draw a low horizon line. I will hide between three trees, one in front of me and the other two at a distance, and birds will fly past me at eye level, which I will shoot.

Verbal pronunciation of the idea of ​​the upcoming work by two or three children will allow other students to think about the composition and present their plot.

Students work with a black or brown float master on a landscape sheet (see sheet 5 of the Creative Folder), placing the sheet vertically or horizontally, depending on the concept and location of the horizon line.

The drawing is created without preliminary drawing with a simple pencil. However, the practice of the primary school shows that 5-10 students in the class tend to use the pencil as an aid to future drawing. If a teacher from the first grade develops in children a respectful attitude towards unhurried drawing with a black gel (ball) pen or felt-tip pen, then most young draftsmen do not need to use a pencil.

The teacher draws the attention of fourth graders to the fact that the drawings on p. 6–7 of the textbook are made with gel pens without a preliminary pencil drawing.

However, if the child reaches for a simple pencil and uses an eraser in his work, then this should not be prevented. Draw the attention of the children to the light pressure of the pencil, the lead of which should be soft. Drawing with a simple pencil or felt-tip pen should be organized both with the help of a line and with the use of other means of expression: dots, strokes, spots. Before performing the plot composition with a simple pencil, invite students to complete the exercise “Techniques for working with a simple pencil and felt-tip pen” (see sheet 5 of the Creative folder).

During practical work, some children may have a question: “How to draw ...?”

To all children's "how?" and why?" the teacher should give an answer by drawing on the board an object of interest to the child or drawing his attention to how professional artists or children did it in their works. In this regard, it is important for the teacher to get acquainted with the content of the textbook and use its methodological potential by sending students to one or another of its pages for help.

In the course of the creative task "I am a photographer"

the teacher notes successful work, is interested in the plots of children's compositions.

If the fast-drawing children completed their drawing before the others, ask them to color their drawing with colored pencils (or dry art pastels). Colored pencils (pastel), unlike colored felt-tip pens, have restrained, not brightly flashy colors, and therefore it is easier for a child to harmonize them with each other than the colors of felt-tip pens.

Young artists usually spend 20–25 minutes of working time on practical work in the classroom. During the lesson, the teacher can organize a physical education session, ask the students to stand up and do simple exercises. Each time the teacher suggests that some student act as an instructor. The student shows the exercises, and the rest repeat after him. The form of the mini-break may be different. The game “Relive the Sculpture” is interesting. The teacher invites the children to look at the sculptures on p. 45 (V. Vatagin "Kangaroo"), p. 56 (I. Efimov "Ostrich"), p. 79 (O. Rodin "The Thinker"), p. (S. Sudbinin "Ballerina Tamara Karsavina") and show them with the plasticity of her own body;

or the game “Bring the picture to life”: students need to take the same pose as in the paintings of artists, for example, on p. 139 (V. Serov "Anna Pavlova").

Running ahead of the textbook and repeatedly referring to the same works contributes to their memorization and creates an informal basis for communication in the classroom. Over time, the game should become more difficult. The teacher can ask the children to show multi-figure paintings with the plasticity of their own body, for example, E. Degas “Blue Dancers” (p. 138 of the textbook), or O. Rodin “Monument to the Citizens of Calais” (p. 104), or others.

During extracurricular time, students are invited, if possible, to make drawings on a free topic (see sheet 1 of the Creative folder), as well as to play the art lotto “Masterpieces of the State Tretyakov Gallery” with friends or relatives (see Creative folder, grade 1), “ Masterpieces of the State Hermitage” (see creative folder, grade 2), “Masterpieces of the State Museum of Fine Arts. A. S. Pushkin»

(see creative folder, grade 3), "Masterpieces of the Dresden Gallery"

(see Creative folder, grade 4);

memorized works for writing in the Creative folder, sheet 8;

draw or design incentive prizes of your own design.

The teacher offers to make a video presentation about the work of the artist I. Levitan to a student who is good at computers and shows interest in the history of fine arts.

A video presentation is a creative project that a student creates at home on their own. Using the Internet, he selects visual material, gets acquainted with the biography of the artist and presents a series (5–8 paintings). A teacher can watch a successful video presentation with the children in class.

Lesson 2

– analyze the expressiveness of the works of I. Levitan in the unity of form and content;

- perform an original composition on the theme of the lesson "Horizon Line": create a drawing with a pencil, followed by the inclusion of color in the watercolor technique "in a raw" way;

- use the sheet format (square, narrow, elongated vertically or horizontally) and colors (warm, cold) for expressive purposes;

- evaluate the aesthetic expressiveness of the results of one's own and others' productive activities.

At the beginning of the lesson, the teacher analyzes the homework brought by the children (2-3 minutes). He may ask who during the week played the art lotto and learned new works of the artists that were mentioned there. As a task that develops the cognitive activity of the children, invite the students to write down the artists known to them and the names of the works in the Creative folder (sheet 8, the intellectual game "Who - what?"). This task will take no more than 5 minutes. The student who, during the time allotted by the teacher, showed the best knowledge in this area, the teacher puts a high mark in the journal or encourages him with some kind of prize (for example, an origami figurine). Those children who wrote down a small number of works and their authors, the teacher takes control and in the next lesson asks them orally, wondering how many works they can remember.

Practice shows that playing art loto (in the classroom or outside school hours) contributes to the memorization of works of art. Before starting to play the game, ask the children to carefully look at the 6 artworks placed on the bingo card and memorize them.

If possible, a video presentation created at home about the work of I. Levitan is shown in the lesson.

The conversation started in the previous lesson about the horizon line as an important element of compositional construction in this lesson receives its further comprehension. The lesson discusses the possibilities of creating a multifaceted composition and options for a perspective image of the road. The educational problem that the child must solve is formulated as follows: how to depict a landscape in which a road or a river are important semantic elements of the composition?

Russia is the largest country in the world. From north to south, from west to east, its lands stretched for thousands of kilometers. The idea of ​​a journey, travel, movement across the vast expanses of the country was first comprehended and poeticized in the visual arts by Isaac Levitan (see sheet 9 of the Creative folder). The road leading to the horizon, in the paintings of the artist I. Levitan, creates in the audience a feeling of the spaciousness and depth of the Russian landscape. On this road I want to go and go and admire the beauties of my native nature.

After the intellectual game "Who - what?" students begin to get acquainted with the content of the text on p. 10–14 textbook. Answer the questions of the heading “Think and answer” (p. 12).

Before practical work, which is done in wet watercolor, review with the children the recommendations in the “Helpful Advice” section (pp. 12–13 of the textbook). Reflect with students on the expressive possibilities of the format, on the themes of future compositions. It is important that the practical work be based on the students' own experience, the experience of their travels around their native land, the experience of their personal perceptions. It is important that the students express their attitude to the beauty of the nature around them through color in the landscape drawing.

Considering the task of the Creative folder (see sheet 10), the students find a correspondence between the color of the work and the combination of colored squares, compiled in a certain sequence.

Young artists are invited, using 24 color squares of chromatic and achromatic colors, which are stored in the envelope of the Creative folder, to make a combination of 6 colors that reflect the nature of the color of their future landscape.

It is important that 2-3 students say their intention aloud:

“I will name my drawing “Road to the Field in the Morning”. I will use cool colors: blue, blue, emerald, violet, light violet, blue-gray to convey the feeling of nature awakening from the fog. “I will draw the river Kamenka, which is winding and flows not far from our dacha. Once I saw how the sunset was reflected in its water, it was very beautiful. The river flows through the plain and goes far to the horizon. There are six colors in my combinatorics: pink, blue, light red, light orange, light yellow, light green. The drawing will be called "Sunset on the Kamenka River."

The teacher should remember that it will take students about 3-5 minutes to compile color combinations. The cards are laid out on the desktop, the teacher walks down the rows and frontally assesses the work of the children. Playing with colored squares allows the student to sensibly relate to the color scheme of future work.

After compiling combinatorics, the children begin to implement their plan. Students choose a drawing format: a square (see sheet 11 of the Creative folder) or an elongated rectangle (see sheet 12 of the Creative folder). Using the sheets of the Creative folder or 1/2 of the landscape sheet, they sketch the landscape composition with a simple pencil.

Lesson time is limited. Out of 45 minutes, the student spends 20-25 minutes on the creative task. This means that the size of his drawing cannot be large: on a large format, the young artist will not have time to complete the task, a large sheet will provoke the student to sketchy and careless execution of the drawing. And small formats - miniatures - form an attentive attitude of students to the details, require unhurried completion of the task.

As a practical demonstration, the teacher can demonstrate the techniques of working with watercolors in the “wet” technique. This technique is familiar to children. Young artists are happy to experiment with color, mixing colors of cold or warm shades of watercolor on a damp sheet of paper.

During practical work, the teacher notes successful undertakings. Encouragement inspires the guys, they try to complete the pictorial image to the end. It is important to note the characteristic works in which color conveys the state of a sad, disturbing, cheerful landscape, etc.

It has been noticed that children do not like it when a teacher takes root in their drawing and corrects something in it. Therefore, if you want to show your child how to work, show him on a separate sheet or on the board.

Children need to develop the ability to communicate freely. They should not hesitate to contact the teacher with a request to show how to draw this or that object. For example, a student may ask how to draw a pine, maple, or ash tree, etc. This is normal, because the student comes to the lesson to learn how to draw the world around him. Treat children's requests with respect. The first thing that children need to pay attention to in order to tell them how to depict trees is the reproductions in the textbook (pp. 4, 9, 11, 14, 165, 174).

5–10 minutes before the bell call, invite young artists to evaluate their activities in the lesson. Let those guys who like the results of their work raise their drawings. Students first show the drawings to the teacher, and then turn the work to the right and left, show them to their peers.

Then ask them to pick up those drawings that the children are not satisfied with. Ask the guys what is the reason for their dissatisfaction (“I didn’t manage to draw a tree accurately”, “I drew my figure poorly”, “I did the job sloppily”).

Pupils are sometimes very critical of their work, under deliberately attracting the special attention of the teacher. Therefore, every time children's self-esteem must be approached judiciously, correcting it, giving an adequate assessment, agreeing with the child or justifying his wrong.

Children at this age, for the most part, strive to create pictorial images truthfully, "as in life." But for them, due to age-related features of development, this is not yet possible.

During this transitional period, it is important to encourage children to draw, since only their own drawing experience can cope with any inability. Practice shows that the frequent execution of drawings on a free topic removes many problems.

During extracurricular time, the teacher invites those students who are dissatisfied with the results of their work to draw a picture on a free topic and bring it to the next lesson. It is important to make it a rule: if the child is not satisfied with the grade received in the lesson, he can draw a drawing outside of class time and get an additional grade for it. However, for the most part, free-topic drawings should be done for fun, not for the sake of getting a mark.

At home, children play art lotto with relatives and draw on a free topic.

Lesson 3

- to learn to evaluate the expressiveness of the light contrast of paintings;

- to express judgments about the expressiveness of the shadows in the drawing as an important compositional element that reveals the depth of the idea (the shadow is a friend of the sun, the shadow is a ghost, the rhythms of the shadows of trees, the shadow teases, repeating all the actions of a person;

a shadow trails behind a person, animal, etc.);

- to distinguish between graphic and pictorial works;

- think over the idea, compose original names for the future composition, giving a verbal description of its content;

- perform an original composition on the topic of the lesson “Light and Shadow”, using the expressive possibilities of light contrast;

- convey in the most general form perspective abbreviations of subjects;

It is best to start the lesson with a discussion of the homework brought by the students. The teacher focuses his attention on the most expressive. All participants of the exhibition are awarded medals or other incentive prizes (for example, postcards with works of fine art, bookmarks, small calendars, etc.). It is desirable that all these prizes are made by the children themselves in the lessons of technology or fine arts, or at home.

You can start diving into the topic of this lesson with game moments. Turn on the table lamp and bring any object to it, such as a pencil or a teapot. Draw the attention of the children to the shadow that falls from the kettle onto the stand. Graphically show shadow formation on the board: rays come from one source and outline a dark shadow. These experiments will indicate the problem of the lesson - how to depict light and a shadow falling from an object in a drawing.

Experiments with the shadow can be continued. Changing the position of the teapot relative to the light source allows students to observe the change in the shape of the shadow. It is advisable to put an apple (dummy) and a pencil or other objects on the table for each student and alternately close the blinds (or curtains) either on one window or on the other. This simple experiment will help the children understand the phenomenon of shadow variability depending on different light sources.

By projecting the attention of schoolchildren to the topic of the upcoming practical work, the teacher can actualize their own life experience in their minds. Almost all children of this age had the experience of observing sunsets and sunrises, observed the shadow from trees and their own shadow. In this regard, the students very vividly examine the paintings of artists and children's drawings on p. 16-19 of the textbook and answer the question of the heading “Think and answer” (p. 15).

Students are invited to complete the exercise (sheet 13 of the Creative folder): make a scale of achromatic colors - gray, black and white, and then create an achromatic composition “Shadow from trees” using white, gray and black paints (sheet 14 of the Creative folder) , or in the application technique, using paper (sheet 14a of the Creative folder).

As a visual tool, you can use a gel pen or a simple pencil, in this regard, you need to draw the attention of the guys to the fact that the young artists whose drawings are placed on p. 16, 17, 19 of the textbook, only a variety of lines, strokes, dots and spots were used as expressive means.

In the course of work, the teacher notes successful undertakings, rewards the most expressive compositions (one or three) with a prize (for example, an origami figurine).

Awards do not need to be handed out “right and left”: young artists should form an attitude that encouragement is the result of creative work and the award must be earned by creating expressive compositions. At the same time, the teacher should not skimp on well-deserved praise: a positive assessment inspires the student, and he strives for even greater achievements.

A negative assessment, on the contrary, may turn a young draftsman away from work.

Five to ten minutes before the end of the lesson, the teacher asks the children to sign their work and puts marks in the journal. Calling the name of the child, asks to show his work and read the title of the picture. The assessment must be fair;

if the student has not yet completed the image, then the teacher says that he is grading for the stage of work, and at the end of the lesson he can give a second grade - for the result.

Individually or collectively, you can rate an original idea. Depth of thought is an important indicator of a student's creative development. Assessing the idea, pay attention to the non-standard composition, its dynamism, the child's ability to depict light and shadow, a large number of pictorial objects, and the originality of the name of the picture.

It is important that the assessment be positive and aim the child at a holistic completion of the pictorial image (“In general, it’s good, but sandy ground should be depicted using a dot”;

“Great, but you can make the drop shadow more accurate”;

“Five with a minus: the right corner of the picture is empty;

maybe place a cloud in it, or the sun, or something else”;

"Good, but the trees do not have enough small knots on the branches," etc.).

Upon completion of the work, the drawings are exhibited in the exhibition corner: they are independently attached by children with magnets to a magnetic board or other.

At the end of each lesson, as homework, the teacher invites the students to come up with and make various incentive prizes for the creative success of their comrades. The children show great ingenuity in their production. Origami made of colored paper, thread figurines, colored buttons decorated with beads or beads, plastic crafts, appliqués, etc. are especially popular with students.

An original prize can be a diploma, the design of which is thought out by the children themselves. Designing a diploma is a creative project that children develop and draw up on their own or use graphic blanks from the Creative folder (sheet 15).

An ornamental composition for a diploma can be made by the children themselves (see sheet 15a of the Creative folder). It is important that at the end of the year each child receives his diploma, and there are many nominations: for creative achievements, for active participation in the Connoisseurs competition, for creative achievements in the field of graphics (painting, sculpture, arts and crafts), for active participation in the contest "Best Crossword" or others.

Lesson 4

- to learn to evaluate the expressiveness of rhythmically organized ornamental compositions, to compare different national ornaments;

- to distinguish between warm and cold colors;

perform an original floral ornament, using the expressive possibilities of a warm or cold range of colors and the rhythmic alternation of stylized floral elements;

- evaluate the expressiveness of the results of their creative activity and the work of their peers.

By tradition, this lesson can be started with an analysis of homework and rewarded with prizes for everyone who brought drawings or completed letterheads. If there are beautifully designed certificates among the exhibits, then their perception and analysis can be the beginning of a dialogue about the problem of the lesson - how to depict a floral ornament in a rectangle, circle, triangle.

Children look at the reproductions on p. 20–23 of the textbook and read the text. If there is a corner (museum) of folk decorative arts in the classroom or school, then the beginning of the lesson will be more lively if authentic works of ancient domestic life, decorated with floral ornaments, are shown.

As a small exercise (5 minutes), ask the students to draw elements of a floral design from an original or an ornamental motif they like in a textbook (pp. 20-23). To expand children's ideas about rhythm as an expressive means of decorative ornament will help to complete the tasks of the electronic supplement to the textbook (see task 4).

The same elements of a floral ornament can be used as the basis for decorating an ornament in a strip (we decorate a bookmark) or when designing a frame for an encouraging letter (see sheet 16 of the Creative folder).

The teacher, examining with the children the text and reproductions on p. textbook, notes that a floral ornament is an ornament from a combination or alternation of plant elements: stems, flowers, fruits. You can make an ornament in a strip by decorating a bookmark.

The essence of the "Helpful Advice" on p. 23 of the textbook is about the use of color. The expressiveness of the decorative composition lies in the choice of a limited number of colors. Since the children will make a decorative ornament with colored felt-tip pens, then first ask them to limit themselves in color, to select mainly two or three felt-tip pens of warm, or cold, or contrasting colors.

Students are also invited to verbally describe their idea, come up with a name for the ornament, which will reflect their color preference. Children with interest compose unusual names of their future works. The teacher can organize a competition for the most interesting name. The competition activates learning activities. A verbal description of the idea helps the children in forming ideas about the image of the future work (“I will name my decorative ornament “Ice Flowers”, I use blue, purple and pink colors in the composition”, “I will name the ornament in the strip “Sunny Motif”, creative task I will do it in yellow, orange and red colors”, “My pattern of the ornament will be contrasting, I will use blue, purple and yellow colors and I will call my ornament “Pine branches illuminated by the moon”).

If the children find it difficult to determine their names, then the teacher will read them the above-mentioned names, which will encourage most children to write their own original name for the picture.

Work in color material should take at least 20–25 minutes;

5 minutes should be left for the analysis of the resulting images. Since the pace of work for young artists is different, as soon as the work is ready, they receive an assessment from the teacher, which is put up in a magazine. Evaluation of the student's performance is carried out in relation to his own previous results, and not compared with the performance of other students.

At the end of the lesson, ask the children to sign the last name, first name, title of the drawing, date and year of its creation on the back of the drawing. The teacher should ensure that at the end of each lesson the students sign their drawings. This is important, since the teacher can delegate some of the lesson work to competitions and exhibitions of children's fine arts. The teacher can evaluate the final result of the work of students after lessons.

During extracurricular time, children are invited to decorate any geometric shape with floral ornaments - a triangle or a circle, which are placed on sheet 17 of the Creative folder, as well as prepare a waxed board for working using the scratching technique.

To do this, the largest rectangle is cut out of a waxed milk package and covered with black gouache, slightly diluted not with water, but with black ink.

Although the performance of an extracurricular task is not obligatory, periodic reference to home creativity and an attentive attitude towards it on the part of the mentor stimulates a certain part of the children to visual activity. It is known that home productive visual art develops the creative abilities of the student, and those, in turn, contribute to the versatile development of the body, the formation of universal learning activities of the student: his cognitive, regulatory, communicative skills and abilities.

Doing homework is an independent creative activity - a creative project, since the child himself sets a creative task for himself and finds ways to achieve it.

For the creation of the most interesting and complex home projects that the child brings to the lesson, the teacher puts an assessment in the journal.

Lesson 5

- learn to appreciate the beauty of natural phenomena (rain, downpour);

- to distinguish between the expressive means of painting and graphics;

- distinguish between genres of fine art: still life, landscape, portrait;

- perform the original composition "Rain" and give it unusual names;

– evaluate the expressiveness of the results of creative activity of professional artists, one’s own and peers, come up with an original name for the drawing (“Mushroom sunny rain”, “Prickly rain”, “Tender rain”, “I feel sad under an umbrella”, “Abandoned kitten in the rain” and etc.).

The lesson begins with an analysis of children's home drawings, as well as with an examination of waxed boards and techniques for working on them:

scratching images with a sharp object, a wooden toothpick, a ballpoint or gel pen with an old, dried-out refill, etc. It is desirable that all children have waxed ski boards, then the lesson will be more fun.

Reading the text of the textbook on p. 24-27 takes a little time, but focuses students on the perception of the works of adults and young artists. It has been noticed that the children's drawings placed in the textbook stimulate the activity of the children, contribute to the inventing of original ideas, which, before practical work, some students say aloud: “I will draw a dad who forgot his umbrella and is in a hurry home”, “I will draw myself with my dog ​​Tosha , one day she and I got caught in the pouring rain”, “I will draw a cat that sits alone in the rain on the street.”

Tatyana KOPTSEVA's program is not just a fine arts program. This is an art education system.
And this system was created not just by a smart scientist and a talented teacher. It was created by the Artist. A person who knows first hand what it means to create a work of art.
Educators in their work - even advanced ones - often build classes in drawing or modeling on teaching technique. We need a result, and we achieve it by teaching a child to brush on paper in one way or another. And to amuse children, we introduce them to "non-traditional" ways of drawing.
Nobody denies the importance of tricks. No one interferes with drawing with a sponge or fingers. But this is just experimentation, not directly related to art.
At the heart of art is the expression of a person's inner life. The artist is distinguished from an ordinary person by the Eye, his “optics” in a special way.
And one of the most important tasks of artistic education is to teach a child to express his feelings, his vision of the world, his mood with the means available to him.
If we are serious about this task, Tatiana Koptseva's program will be an invaluable reference point for us in our work, a source of various creative ideas. Well, and techniques - both pedagogical and actually artistic.

Marina Aromshtam

Nature and artist

Continuation. For the beginning, see No. /2009

THE ARTIST AND THE NATURE OF OUR COUNTRY

Classes for children of senior preschool age

Theme One: The Realm of the Sorceress Flora

Introductory lesson. "Nature is a sorceress, the artist is a spectator"

Content. Observe the state of nature at different times of the year. Pay attention to how the same landscape changes in winter, spring, summer and autumn. The Sorceress-Nature, like an Artist, draws pictures of nature, and for each season she has her own colors. The sorceresses - Flora and Fauna - help her in this. Flora is the queen of the plant world (trees, herbs, flowers, etc.). Fauna - the queen of the animal world (birds, insects, fish, wild and domestic animals, etc.). The lesson will be held in a more emotional form if the teacher uses Flora and Fauna dolls in a dialogue with children.

On a board or a special easel, attach two sheets and ask the children questions: “What do two sorceresses look like? How should they be depicted so that the viewer guesses that one of them is Flora and the other is Fauna? After listening to the children's statements, start making a portrait (for example, draw a nose, or an oval of a face, or only eyes, so you set the scale of the image), then invite the children to continue the drawings (the children take turns approaching the drawings and supplementing them with more and more new details: one will depict the eyebrows, the other - the lips, the third - the crown, etc.).

The task. Drawing on a free topic (diagnostics of the creative development of children).

Performance of the collective composition "Portrait of Flora and Fauna".

Materials. For a drawing on a free topic, you need paper (1/2 of a landscape sheet), a simple pencil (felt-tip pen or colored pencils), for a collective composition - a marker or felt-tip pens.

Lesson “Images of the sky. Light and dark colors

Content. Admire the heavenly overflows with the guys. Show expressive color works of artists and photo reproductions of the sky in sunny and cloudy weather (V. Van Gogh, N. Roerich, I. Levitan, A. Rylov, etc.). Look at the sky outside the window with the guys. Analyze children's work over the past years or visual aids made by the teacher - watercolor color underpaintings in the "wet" technique and gouache, created on their basis by mixing paints with white, black and gray paints. Give an idea of ​​light and dark shades of color. When showing the techniques of mixing paints with white, pay attention to the lightening of the color of the paint (blue - light blue, red - light red, etc.). Showing the techniques of mixing colors with sulfur, pay attention to the clouding and darkening of colors (blue - gray-blue, yellow - gray-green, etc.). Correlate the purity of the paint and its turbidity with one or another emotional state: dark blue - sadness, light red - tenderness, light blue - silence, peace, red-orange - fun, etc.

The task. The image of two diverse colorful color underpaintings “Heavenly overflows”: in the “raw” technique (joy - sadness, light - dark, anxious - calm, etc.) and in the technique of pasty gouache masonry based on mixing with white or gray ( light - dark - twilight).

Materials. Paper, gouache (mixed with white and gray) and watercolor in the "wet" technique, brushes.

Lesson "Colorful mountains"

Content. Draw the children's attention to the peculiarity of our large country, which stretches for many kilometers from north to south and from east to west. Show reproductions of landscapes by artists with the Ural or Caucasus mountains (N. Roerich and others), expressive photo reproductions depicting various mountain profiles at sunset or at night, illuminated by moonlight or snow-capped peaks sparkling in the sun, etc. Show how to work with colored felt-tip pens when depicting mountains. So that the color drawing is not colorful, the outline of the mountains is made with a black (gray, blue or brown) felt-tip pen, and then painted.

The task. An image of mountains high and low, covered with snow caps and overgrown with trees, etc.

Materials. Paper, colored markers, or other media.

Lesson "Family of Trees"

Pay attention to the image of the branches. Compare the image of a tree with the image of a person: the top of the tree is the head, the trunk is the body, the branches are the arms, the roots are the legs, etc. The growth of the tree - with its age (high - adult, small - young). Ask the children to play with the plasticity of their own body the image of a tree with low-hanging arms; a tree that bowed its head towards its child - a small tree, etc.

Semenova Dasha, 5 years old. Moscow, preschool educational institution No. 1632, Family of Trees, coal, ped. Agafonova N.A.

The task. Image of large and small deciduous or coniferous trees (grandfather tree, father tree, mother tree, daughter tree, son tree, etc.). “Trees look at the path”, “Friendly family of trees”, etc.

Materials. Paper (as a background, you can use the drawings of lesson 2), charcoal (chalk).

Lesson "Flower-multicolor. Shestitsvetik»

Show the children the Primary and Complementary Colors visual aid. Pay attention to the three primary colors - red, yellow and blue.

Tell a fairy tale about how the Artist got into a magical garden and found there among red, blue and yellow flowers a multi-colored flower that had six petals - red, orange, yellow, green, blue, purple. The magic flower could fulfill his every wish. The first thing the Artist decided to do was to draw a wonderful flower he saw. Show how to work with gouache paints and a brush, depicting a flower on a sheet of paper, first with three multi-colored petals - red, yellow, blue, and then between red and yellow - orange, between blue and yellow - green, between red and blue - purple.

The task. Image of a flower with six petals.

Materials.

Note. It is possible to perform this task in the technique of broken appliqué.

Lesson "Indoor plants"

The task. Image of an indoor flower (about nature).

Materials. Paper, charcoal or markers.

Lesson "A sad time, eyes charm"

Review sets of colored paper with children, remember primary and secondary colors, pay attention to complex ambiguous shades, show crimson, gold, purple, etc.

Demonstrate how to work with colored paper using the technique of broken application: the crown of a tree is obtained by breaking off the corners of a square and rectangular sheet of paper; trunk - as a result of tearing a rectangular tape into strips-bars. It should be noted here that the child must first be trained in tearing paper, given the opportunity to make several attempts. The crown of the tree - an oval-shaped figure - is created from a colored sheet. A leg breaks out of black or brown paper - a part of the trunk that is visible from under the foliage. The leg is glued to the hat. The teacher mounts all the trees in a collective composition: he pulls out an uneven edge of the earth profile from dark paper and places trees on them.

As needed, ask the children to make clouds or raindrops for a common panel using the broken appliqué technique.

The task. Making a deciduous tree using the technique of broken appliqué with the subsequent design of all trees in a collective composition “Forests dressed in crimson and gold ...”, “A dull time, eyes of charm ...”. Work can be done individually or in a group (2-3 people).

Materials. Colored paper, glue.

Lesson “Images of the night. Starlight Night"

Content. The activity can be organized as a journey into the night. Show reproductions of night landscapes, green meadows illuminated by moonlight. Using musical or poetic images, create an atmosphere conducive to attentive examination of the displayed photo reproductions, landscapes by I. Levitan "Birch Alley at Night", "Birch Alley in the Daytime", A. Kuindzhi's works "Birch Grove", "Night over the Dnieper", works by V.? Van Gogh and others.

Analyze the visual aids "Mixing colors with black paint", "Mixing colors with gray paint." Show how to mix colors. Pay attention to the fact that as a result of mixing yellow paint with black, a dark green color is obtained, with gray - gray-green. Remember what shades of color you get when mixing yellow and blue paints.

The task. Image of a night landscape. The sky is obtained as a result of mixing blue with black or gray paint, the earth - as a result of mixing black with yellow, the yellow moon decorates the sky, the stars are obtained as a result of splashing yellow paint.

Materials. Paper, gouache, brushes.

Lesson "Dravines and streams"

Content. Consider reproductions of landscapes in which the foreground is clearly visible - the uneven profile of the earth. Tell a story about an Artist who thought the earth should be drawn as a straight, even line. He was convinced of this until he fell into the pit. Looking out of the hole at the sky, he saw an uneven bumpy profile of the earth, and since then the Artist has been painting the earth uneven.

The task. An image of an uneven (in potholes and pits) earth profile (from colored paper using the broken appliqué method).

To make a profile of the earth, you can use the drawing from the lesson. An uneven profile is glued onto a colored sheet of paper or onto a drawing from lesson 2 "Images of the sky." Trees are depicted on the resulting background with charcoal.

Materials. Colored paper, scissors, glue and charcoal.

Lesson “Still life “Abundance””

Considering fruits and vegetables, tell a fairy tale about how three friends lived in the same magical land - Apple, Apricot and Banana (other fruits and berries can be the main characters, for example, Peach, Grapes, Pear, etc.). But one day there was a quarrel between them because each decided that he was the most beautiful and the sweetest. “I am the most beautiful,” said the Apple and moved away from his friends. “No, I am the most beautiful,” Apricot said and also stepped aside. "No, I'm the sweetest and smartest!" Banana shouted, but no one heard him anymore, because the friends fled in different directions. But then a sunny Orange came to them and said that they were all beautiful and tasty in their own way. Orange reconciled friends.

Ask the children to draw any part of this story (two together, one aside; three together, one aside, etc.).

Draw on the board three compositions with different arrangements of fruits: two together, one far away; together; all apart. The teacher asks the children: “How can the viewer guess that the Apple, Apricot and Banana are friends with each other or quarreled?”

The task. The image of a composition of fruits lying on a table or on a tray (still lifes "Waiting for a visit", "Abundance", "Merry Fruits", etc.).

Materials. Paper, pastel and wax crayons or other media.

Lesson "Autumn harvest. Abundance»

The task. Picture of a basket with mushrooms.

Materials. Paper, wax crayons, watercolor or other media.

Generalizing lesson. « Portrait of the sorceress Flora - the queen of the world of plants, trees and flowers»

Show, or rather remind the children, the stages of depicting a human face. The lesson will be more emotional if the teacher puts on his head a wreath of artificial or fresh flowers, leaves, ears of corn, rowan branches, etc. and play the role of the sorceress Flora or use the Flora doll in class.

The task. Image of Flora - a female portrait with a wreath on her head or in a crown, decorated with the sun, flowers and leaves, with beads, berries, with flower earrings, etc. surrounded by flowers, trees or against the backdrop of a rainbow, etc.

Materials. Paper, pastel or colored markers.

Generalizing lesson. Admiring pictures of nature. "Nature - Artist - Sorceress"

The task. Making a composition from natural forms: application from autumn leaves "Flowers and leaves in a vase", "Bouquet of autumn leaves", etc. Dried flowers and leaves are glued or simply laid out on a sheet of colored paper in the form of a bouquet. Collective work is possible: one child folds a vase, the other a bouquet. For a bouquet of flowers, you can use not only dried leaves and flowers of various shapes, but also seeds (pumpkin, sunflower, maple, etc.).

ARTIST AND NATURE OF THE FIVE CONTINENTS

Classes for preschool children

Theme: World of nature

Introductory lesson. Drawing on a free topic

Content. This lesson is an introduction to the problems of the first thematic block. After completing a drawing on a free topic, remember with the children the most interesting activities of the previous year, ask them what they like to draw the most? Showing children's drawings from previous years, ask the children to complete their self-portrait “I am an artist” on a small sheet (1/4 of a landscape sheet). Pay attention to the background - the environment: everything in the picture should indicate that the depicted person likes to draw (pictures on the wall, pencils on the table, a brush in his hands, etc.).

The task. Drawing on a free topic (diagnostics of the creative development of children, 5–10 minutes). Image of a portrait of the artist (self-portrait) « I AM - artist". It is possible to design individual works into a collective composition “Our group”, “We are artists”.

Materials. For a drawing on a free topic - paper (1/2 of a landscape sheet), felt-tip pens, for a self-portrait - paper (1/4 of a landscape sheet), a black or brown felt-tip pen, for a collective composition - Whatman sheet.

Borkina Ksyusha, 6 years old, Moscow, Preschool Educational Institution No. 1439, "My friend and I draw", black gel pen, ped. Agafonova N.A.

Lesson "Heavenly overflows"

Content. Consider reproductions of the skies, pay attention to how the colors of the sky change depending on the time of day (N. Roerich, K. Yuon, K. Monet, etc.). Showing morning, noon and evening pictures of nature, ask the children what time of day they correspond to? Please note that depending on the colors of nature (fog, sunset, bad weather, sunny day, etc.), our mood also changes.

Together with the children, remember the techniques for working in the “wet” technique, show the stages of work: moisten a sheet of paper with a damp sponge or brush, without waiting for it to dry, apply one paint after another, pouring one color into another. You can lift the sheet or tilt it so that the paint flows over the sheet and leaves color overflows.

The task. On the entire surface of the sheet there is an image of a “color underpainting” with a pronounced mood (excitement, sadness, sadness, indignation, delight, etc.). Performing one or two different color underpaintings: "Sky at sunset", "Morning, sleepy, foggy sky", "Fight of clouds".

Materials. Paper, watercolor (“raw”) or gouache, brushes.

Lesson "Carpet of autumn leaves"

Content. Show autumn pictures of nature (I. Levitan, I. Grabar, Vladimir landscape painters, etc.), photo reproductions of early, golden and late autumn. Pay attention to how the colors of the earth change over the three autumn months: from rich yellow-red, gold to faded brown. Remember mixing primary colors (red, blue, yellow) in order to obtain additional ones (green, orange, purple). Analyzing the visual aids "Mixing colors with black and gray," ask the children what will happen to yellow paint if it is mixed with black, with gray (it turns green); orange, mixed with black, becomes brown. Show how to mix these colors.

The lesson will be more lively if you bring bouquets of autumn leaves and consider the color of both bright leaves and dry ones that have dark, faded shades. Ask the children to look for the colors on the leaves that were created by mixing the colors.

The task. An image of one or two color underpaintings - carpets of autumn leaves. The "Golden Autumn" carpet will be obtained by mixing red and yellow paints, yellow and blue, the "Sad Time" carpet - as a result of mixing primary colors with black and gray paints. The mixing of paints is carried out on the entire surface of the sheet, the brush leaves a mark - a smear - a leaflet.

Materials. Colored paper, gouache, brushes.

Lesson "Trees bent by the wind"

Content. Consider reproductions of trees that have survived a hurricane or flood, a lightning strike, or a forest fire whose appearance is compassionate (a branch or top of a tree is broken, the tree is badly leaned or burned, etc.). The creative activity of children can be aimed at illustrating N. Zabolotsky’s poem “The Lonely Oak” (the story of a dead tree) or A. Barto’s poem “The Old Giant” (the story of how the old giant oak, “saving partisans with its branches, was wounded when something ”(see: About everything in the world: Collection of poems and riddles. M., 1996).

One can recall the manifestation of the elements in different countries of the world (the period of heavy rains in China, India, Brazil, etc.; strong winds (tornadoes) that sweep over the coasts of America, etc.), consider photo reproductions reflecting these events.

The task. Image of landscapes “Palm tree bent from the wind”, “Dead tree - oak lowered its branches-hands”, “Birch leaned under rain streams”, “Trees on a hill and in a lowland lean from a strong hurricane”, “Willow cries along with a downpour”, "Tree in the Morning Fog", "Sleepy Tree", etc.

For the image of a tree, you can prepare a background using the drawings of lessons 2 and 3. From the picture “Images of the Earth” (lesson 3), one or another profile of the earth is cut out using the technique of cut (or cut) application and pasted onto the picture “Heavenly overflows” (lesson 2) and only then do the contour of the trees with gouache paints.

Materials. Paper, gouache, graphic materials (charcoal, chalk, sanguine or sauces) are possible (you can use the work of the lessons “Sky overflows” and “Carpet of autumn leaves” as a background). Topics "Tree in the morning mist", "Sleepy tree", etc. can be done in watercolor using the "raw" technique.

Lesson “Long-lived trees. Baobab, oak"

Content. The lesson can be organized as a trip to Africa or other continents where unusual trees grow - cypresses, palm trees, lianas, cork trees, baobabs, etc. Tell interesting facts about unusual trees, for example, the trunk of a baobab can be up to 25–40 meters in circumference, this tree lives for 5 thousand years, its fruits are edible. From the fibers of the bark, the inhabitants of the African savannas make ropes and coarse fabrics.

Give an idea of ​​the art of the silhouette. Analyze the works of artists working in this technique (F. Tolstoy, E. Kruglikova, G. Narbut, etc.). Show how to work with colored paper and scissors: on a black or brown sheet, draw with a simple pencil the outline of one or another exotic tree (palm tree, cypress, baobab, etc.) and the profile of the land on which it grows. Then the image is cut out and pasted onto the drawing of the “Heavenly overflows” lesson (you can stick the silhouette of a tree on a sheet of white or colored paper).

The task. Draw and cut out the silhouette of a tree and stick it on a colored background, depending on which come up with a name for the drawing (“Tree at sunset”, “Strong tree”, “Tree in bad weather”, “Tree talks to the sun”, etc.) .

Materials. Colored paper, glue (as a background, you can use the drawings of previous lessons).

Lesson "Stairway to Heaven. Rainbow"

Show reproductions of landscapes depicting a rainbow, analyze the Primary and Secondary Colors visual aid. Read the riddle poems about the rainbow to the children (A. Alimbaev, translated from Kazakh by I. Maznin “Motley, like a peacock's tail, / There was a bridge over our river. / Good for everyone, / Beautiful, / Tall / And not far from home. / Pity one thing - / Pass, friends, / On it / in no way / is impossible ”or N. Krasilnikov “Because of the cloudy heights / Looking at the valley, / A seven-colored cat came out, / Gently arched his back"). When depicting a rainbow, remind the children of the techniques for mixing colors. Remember the famous rhyme "Every hunter wants to know where the pheasant is sitting", the first letters of which determine the order of the colors in the rainbow: "k" - red, "o" - orange, "g" - yellow, "h" - green, "g "- blue, "s" - blue, "f" - purple. This task is best done with watercolors using the "wet" technique. It is important that each child does not stereotype, but depicts a rainbow-arc in his own way (the yoke peeks out from behind the corner of the sheet, or only half of the arc is visible, or the rainbow-bridge is located on the entire sheet, etc.).

It is possible to make a rainbow with three gouache paints - red, blue, yellow, then there will be only six colors in the rainbow, and blue is the color of the sky surrounding the rainbow.

The task. An image of a rainbow-arc (“Flowers admire the rainbow”; “A tree admires the rainbow”, etc.).

Materials. Paper, gouache (red, blue, yellow), brushes (you can use the drawings of lesson 2 as a background).

Note. The drawing can be done in watercolor in the "wet" technique, or in pastel, or in mixed media: a rainbow is depicted with wax crayons, and the sky in watercolor in the "raw" technique.

It is possible to depict a composition with a rainbow using any artistic material.

Lesson "Bouquet of flowers. Still life in warm or cold colors

Consider with children reproductions of works by artists: I. Grabar "Chrysanthemums", V.? Van Gogh "Sunflowers", A. Golovin "Phloxes", A. Deineka "Gladiolus with Rowan", M. Saryan "Flowers", etc. Pay attention to the fact that the limitation of the color palette, for example, the use of only warm shades or only cold shades (colour), helps the artist express his state of mind (the state of rest - the colors are whitened, delicate; the state of fun - the colors are contrasting: light and dark, warm and cold etc.).

Color - a system of color combinations in works of fine art, one of the most important means of emotional expression - can be warm (mainly orange, yellow and red tones) and cold (mainly blue, green, purple tones), calm and tense, bright and faded, based on local (decorative) colors and on the use of tonal relationships, etc.

Pay attention to how each artist conveys his attitude to flowers in his own way, depicting a still life in his own manner. Ask the children to guess the creative style of an artist by looking at his painting. For example, after demonstrating the above still lifes once again, show Van Gogh's Irises, but do not name the author. Ask the children to identify which artist painted this still life.

Remind the children how to work with gouache paints using the mosaic painting method. Analyze visual aids "Picturesque texture" and "Warm and cold colors".

Ask the children to define still life, summarizing what has been said, give your own definition of this word (still life is a genre of fine art dedicated to depicting inanimate objects: utensils, fruits, bouquets of flowers, attributes of some activity, etc.). Ask the children to come up with a name for their future still life. Focus their attention on the choice of warm or cold colors depending on the idea, on the possibility of doing the work with two colors (for example, blue and white; green and gray; brown and white, etc.) or three (red, yellow and white; blue, yellow and gray, etc.).

After the children draw the flowers, discuss with them whether their original name of the drawing (intention) matches the final result. When analyzing the drawings of preschoolers, give them figurative names (“Joyful Flowers”, “Delicate Tulips”, “Proud Gladiolus”, “Funny Flowers”, “Colorful Bouquet”, etc.).

The task. The image of a bouquet of flowers in gouache of warm or cold shades from nature or about nature, or according to the idea with pronounced emotionality.

Materials. Colored paper, gouache (in addition to the main colors, it is important that the child has gray paint in the arsenal, the teacher must prepare it in advance).

Note. You can make a bouquet of flowers in warm colors in one lesson, and in cold colors in another.

Lesson "Bouquet of flowers"

The lesson can be organized as a trip to the Far East to the Land of the Rising Sun - Japan. In autumn, the Japanese celebrate the Chrysanthemum Festival. The Japanese chrysanthemum symbolizes joy. Therefore, to receive a bouquet of flowers as a gift means to receive a wish for a good mood.

The oldest Japanese art of arranging flowers in vases is called ikebana (“the life of flowers”). As a rule, ikebana compositions contain three obligatory elements denoting three principles: Heaven, Earth and Man. They can be embodied as a flower, branch and grass. According to tradition, the ikebana necessarily reproduces the season, and the combination of plants forms the well-known symbolic wishes in Japan: pine and rose - longevity; peony and bamboo - the prosperity of the world; chrysanthemum and orchid - joy; magnolia - spiritual purity, etc. When carefully examining fresh flowers or their reproductions with children, pay attention to the design of the flower head, how the petals diverge from its middle, like sunlight. Read poems about flowers (for example, V. Rozhdestvensky "Astra", E. Serov "Daisies", etc.). Show how to work with scissors when cutting out smooth contours of petals (aster, chamomile) and serrated ones (carnation, cornflower) using the snowflake method. Demonstrate the method of obtaining a symmetrical image using the example of cutting a vase: fold the sheet in half, draw the outline of the vase on it with a simple pencil, and then cut it out along the outline.

Analyze with the children the visual aid "Warm and cold colors."

Sasha Zaitseva, 6 years old, Moscow, preschool educational institution No. 1439, "A hare cabbage blossomed", pastel, ped. Agafonova N.A.

The task. Making flowers of different shapes (folding the sheet and cutting out the petals using the snowflake method). It is possible to arrange flowers in a collective composition “Flowers in a vase, in a basket”, “Garland of flowers”, etc. By analogy with the Japanese art of composing flowers - ikebana - the selection of colors corresponds to one or another season of the year (bouquets of flowers under the names "Warm Autumn", "Circus", "Holiday", etc. are performed in warm colors, the bouquet "Morning", "Snowy queen "and others - in the cold.

Materials. Colored paper, scissors, glue.

Note. It is possible to perform this work in mixed media: wax crayons + watercolor, then the drawing on the theme “Bouquet of flowers” ​​is performed from nature (about nature) individually.

Lesson "Exotic plants. Cactus, aloe»

Bring several types of cacti to class or look at reproductions of them with the children. Pay attention to the shape of this plant, the location of the thorns, how the American guest is placed in a pot (fat man - like a king; thin and long - like a soldier; with many processes - like a mother with children, etc.).

The task. Image from nature (about nature) of a cactus in a pot. Coming up with a name for the drawing (“Cactus pouted, angry”, “Fat-good-natured man”, “Cactus-hedgehog”, “Cactus is sad, bent over”, etc.).

Materials. Paper, any graphic or pictorial materials: felt-tip pens or markers, charcoal, sanguine or sauces, gouache or watercolor. It is possible to work on a velvet sheet or on colored paper with school colored crayons (pastel).

Note. You can give the theme "Prickly plants" as a silhouette, creating an image about nature.

Lesson “Water is a mirror of nature. Reflection"

Show the technique of obtaining a mirror reflection using the monotype technique. Fold the landscape sheet in half (on the large or small side). On one side, draw a corner of nature with gouache paints (a Christmas tree on a mountain, birch trees at sunset, etc., while it is important that the earth be depicted), then moisten the other half of the sheet with diluted blue paint (or just water), after which fold the sheet along the fold line and press with your hand so that the pattern is printed on the moistened half of the sheet. Then open the halves and look at the resulting print; if the mirror print is not clear, you can correct the image with gouache.

The task. An image of trees, herbs, flowers, etc. reflected in the water. It is possible, using the monotype method, to make a mirror print of a particular landscape.

Materials. Paper, gouache (watercolor).

Note. It is possible to perform this task with any pictorial or graphic materials.

Osipov Vladik, 6 years old, Moscow, preschool educational institution No. 1439, "The sun admires the reflection of the house", gel pen, ped. Agafonova N.A.

Lesson "Vase with fruits"

Many fruits and vegetables came to us from different countries of the world, from other continents: bananas and coconuts - from Africa, coffee - from America, grapes, lemons, tangerines and oranges, pears - from European countries (Bulgaria, Greece or the southern regions of Russia and etc.). Arrange the fruits (or their replicas) on a tray or in a beautiful vase. Consider carefully their shape and color, give the children the opportunity to touch them with their hands, eat an apple slice or a grape, etc.

Considering still lifes made by different artists (I. Khrutsky, Y. Jordan, I. Mashkov, etc.), pay attention to the fact that artists manage to convey the idea of ​​abundance and richness of nature by depicting a large number of fruits and fruits in a small space.

This task can be completed using various artistic materials: in the technique of appliqué, modeling (based on tiles), paints, etc.

Before practical work, show how to work with one or another material.

If children will perform practical work from colored plasticine, then show and analyze reproductions of Russian tiles depicting a bowl (vase) with fruits. Show techniques for decorating square (round, rectangular) cardboard, pay attention to decorating the border of a tile.

The task. Relief modeling based on Russian tiles "Vase with fruits", "Abundance" and other materials.

Materials. Plasticine (clay), cardboard, etc.

Note. It is possible to depict a still life in gouache or pastel from nature, about nature, according to the idea (“A rowan branch in a vase (tuesa)”, “Vegetables on the table”, etc.) or performing this task using the application technique (“Vase with fruits” ) collectively or individually.

Lesson "Loaf of bread"

Content. Bring various bread products to class (loaf, bun, loaf, bagels, kalachi, dryers, etc.), try them with the children. Remember what bread is baked from. Consider and analyze with preschoolers reproductions of paintings by artists that depict spikelets of wheat or rye or bread products (A. Plastov "Harvest", "Tractor Driver's Dinner"; V. Stozharov "Moscow Baking"; I. Mashkov "Moscow food. Bread" and etc.). Place a loaf of bread on a towel (an embroidered towel with beautifully decorated edges), as they did in the old days. Place a salt shaker on the loaf. Tell the children that this is how the loaf was decorated when they met dear guests (or the bride and groom).

Bread, according to the old custom, means the mercy and hospitality of the owners, salt is a symbol of love, a towel is a symbol of purity.

Show the techniques of the loaf image using the applique method. To do this, take a rectangular brown sheet, fold it in half, cut off the corner, rounding it with scissors. If, upon unfolding the sheet, you see that the edges of the loaf are cut roughly, try to make a round again. Then make a salt shaker out of a small paper square.

From a white sheet of paper, you need to cut out a lace fringe for a towel (in the old days, lace was woven separately, and then sewn to the main fabric). To do this, take a paper strip, fold it into an accordion and cut off one of the corners, then decorate the stiffeners by cutting out triangular and rounded holes of various sizes. Unfold the accordion and glue to a white sheet.

When all the elements of the composition are ready, you can put them together: first a towel is glued to a colored sheet of paper, then a loaf is glued to it, and a salt shaker is glued to the loaf.

The task. Execution in the technique of loaf appliqué (decorative composition "Russian hospitality", etc.).

Materials. Colored paper, scissors, glue or other materials.

Note. Perhaps an image from nature or about the nature of spikelets of various cereals (“Oats and a drop of dew”, “A butterfly admires a spikelet”, etc.).

Lesson "Miracle tree, miracle flower"

Content. Read K. Chukovsky’s poem “The Miracle Tree” to the children, look at illustrations by different artists for this work, ask the children to imagine an image of their miracle tree so that things that the author does not mention in his poem grow on it (for example, televisions, children's toys , bicycles, umbrellas, etc.). For more variety, ask the children to look at the objects around them and choose the ones they like (for example, a table lamp, a vase of flowers, a picture in a frame, scissors, books, a table, a chair, a handbag, a watch, etc.).

This lesson can be built on the examination of objects of decorative and applied value (folk crafts). Draw the children's attention to the variety of art forms (Gorodets, Gzhel, Khokhloma, Zhostovo, Polkhov-Maidan, etc.). Compare the figurative structure of each style, their color preferences, compare the image of a real flower with a stylized, decorative one, ask the children to compose their own miracle flower using the motifs they like.

The task. An image of a fantastic image of a miracle flower or a miracle tree, for example, a tree on which toys, candies, etc. grow.

It is possible to make a fabulous flower based on the paintings of folk crafts (Khokhloma, Gzhel, Gorodets, Semeno, Polkhov-Maidan, Zhostovo, etc.).

Materials. At the teacher's choice.

Lesson "Portrait of the sorceress-Nature in autumn outfits"

The task. An image of a portrait of the sorceress-Nature in autumn outfits (hair - spikelets or stems of flowers, eyes - leaves, beads - berries, earrings - bunches of grapes, a wreath of various herbs and flowers on her head, a dress decorated with juicy fruits, etc.).

Materials. At the teacher's choice.

General outdoor activity

Game "Guess": children reflect on the question: "What is the tree (blade of grass, sky, stone, bench, etc.) thinking about?". Game “What with what?”: children answer the question: “What kind of artistic material (charcoal, gouache, watercolor, pastel, colored paper, plasticine, etc.) would the artist depict the sky (leaves, tree bark, asphalt path, etc.) P.)?". Collection of natural materials (cones, branches, feathers, acorns, etc.). The game “What does it look like?”: children, examining the objects found, answer the question: “What (whom) does a knot (stone, bump, cloud, etc.) look like?”.

The task. Making sketches from nature (about nature) of herbs, twigs, trees, etc.

Materials. Notepad, pencil, charcoal.

Author T.A. Koptseva
The purpose of the program: to form in preschool children a holistic view of nature as a living organism.
The program combines the formation in children of 4-6 years of ideas about nature as a living organism and the development of their creative activity. By means of fine arts, the author proposes to solve the problems of ecological and aesthetic education of children, introduce them to the world artistic culture, through a system of creative tasks to develop an emotional and value attitude towards the world in preschoolers, as well as their own creative skills and abilities.

At each lesson of fine arts, the following tasks are solved:

• transfer and accumulate the experience of an aesthetic (emotional-value) attitude to the world, form the ecological culture of the child, educate a spiritually rich personality;
• transfer and increase the experience of creative activity, form a "culture of a creative person" (self-realization of a person);
• to teach methods of activity, to form the skills and abilities of children in fine, decorative and constructive forms of creativity, to teach the "language of fine art";
• to attach to the world artistic culture.
• For classes in fine arts with preschoolers, all four tasks are relevant. However, the priority role in the system of artistic and creative development of the individual has the first - the transfer and accumulation of experience of aesthetic (emotional-value) attitude to the world. Carrying out this educational task, the teacher develops and forms in children:
• the ability to spiritualize (humanize) "living" and "inanimate" nature;
• the ability to identify oneself with objects and natural phenomena, another person or the hero of a work of art;
• willingness to feel the pain and joy of living beings, empathize with them, express their indifferent attitude towards rare and endangered (listed in the Red Book) species of plants and animals;
• the desire to take care of those who depend on man, to prevent violence against nature, to ennoble it as much as possible;
• the ability to admire the beauty and diversity of natural forms, to notice the significant in the inconspicuous, to admire the corners of native and exotic nature;
• the ability to feel the nature and variability of natural phenomena, to express one's attitude towards them in mood landscapes (morning, afternoon, evening, night, autumn, winter, spring, summer);
• willingness to emotionally experience the figurative form of works of fine art, etc.

Structural and content characteristics

The program "Nature and the Artist" is designed for four years (the second junior, middle, senior and preparatory groups for school). The system of artistic and creative tasks has a concentric construction principle. Each new stage absorbs the main content of the previous ones, revealing it at a new level of complexity.

1. 1. The second junior group "Artist, nature and me."
2. 2. The middle group "The artist and the nature of his native land."
3. 3. Senior group "The artist and the nature of our country."
4. 4. Preparatory school group "Artist and nature of the five continents."

The structural feature of the program is block-thematic planning of the content of classes. The main sections of the program are grouped around a single theme. The content of each stage is based on four thematic blocks: "The World of Nature", "The World of Animals", "The World of Man", "The World of Art". Topics within each block can be rearranged, the teacher himself determines the order in which they are considered.

The organization of the processes of contemplation, creation and communication are three types of pedagogical creativity in a lesson in fine arts. The system of artistic and creative tasks is designed for one lesson per week. The basis of each lesson according to the program is the contemplation of native nature, admiring the objects of the real world, the perception and comparison of the diverse forms of their artistic embodiment. The teacher activates the process of perception-contemplation, based on the comparison and comparison of images captured by artists in works of art with real natural pictures. The surprise that arises in a child in the process of examining things familiar to him stimulates the activity of perception.

Program "Nature and the Artist" provides for outdoor activities, when admiring nature is associated in the minds of children with what was learned in the classroom, and the impressions received during a walk are directly reflected in children's creativity.

With children of different age groups, it is proposed to conduct classes in a living corner, and for a preparatory group for school, organize a trip to the zoo, take an excursion to the botanical garden or visit a museum, look at genuine works of art, household items, fossils, show a slide film consisting from expressive shots.

The natural world according to the program "Nature and the Artist" acts as an object of close observation and a means of emotional and figurative influence on the creative activity of pupils. The proposed system of artistic and creative tasks directs pedagogical work towards the formation in children of holistic ideas about nature as a living organism, which is the essence of environmental and artistic education.

Content basis of the program "Nature and the Artist" environmentally friendly in nature. The main semantic setting of this program is that the ecology of nature and the ecology of culture are the facets of one problem: the preservation of humanity in man. The child-artist, observing nature, expresses in his work his vision of the phenomena occurring in it. The teacher helps the child to "open his eyes" to the world he sees, realizing the main methodological principle of the program - the spiritualization of natural phenomena.

Features of the organization of work of specialists of preschool educational institutions

The teacher creates a situation of figurative comparisons in the classroom, in which the creative potential of the child, his observation, fantasy and imagination are revealed to the maximum. The teacher is the main organizer of an artistically organized lesson. Therefore, everything is important in the behavior of the educator, he is a tuning fork of goodwill, sensitively reacting to the course of the educational process.

Zebzeeva V.A. Development of elementary natural-scientific ideas and ecological culture of children: a review of preschool education programs. - M.: Sfera, 2009.

"Artists of the 16th century" - Erasmus of Rotterdam 1523, Museum of Art, Basel. Madonna of Chancellor Rolin 1435, Louvre Museum, Paris. Adam and Eve 1507, Prado, Madrid. The head of the democratic direction in the Dutch art of the XVI century. Madonna of Canon van der Pale 1436, Art Gallery, Bruges. Madonna with a Pear 1512, Kunsthistorisches Museum, Vienna.

"Shevchenko the artist" - Kmіtlivih competition. And if there was a free time - reading and painting. 1. Kmіtlivih competition 2. People's tales "I ... 3. Quiz "Who know the poetry of Shevchenko?". It's hard to live as an orphan in hire! water?

"Artists of the XX century" - Three figures. Blue and period: . A beggar old man with a boy. Ghost cow. Symbiosis of woman and animal. family of comedians. The work of Salvador Dali is still controversial. Life 1903 Harlequin. an acrobat and a young Harlequin. Dance II. My mother. "Portrait of Fernand Olivier", 1909. Family portrait.

"Profession artist" - Risks of professions: The working day of the artist is often associated with maximum freedom. The stress of financial collapse is the misunderstanding of others. Where to work: There is also the prospect of opening your own art salon, studio. Personal qualities and abilities. Demand in the labor market: Work schedule: Medical contraindications:

"Great Artists" - Merry Unicorn 1977 Vincent Van Gogh. Salvador Dali. Poverty, alcoholism and bouts of mental illness led Vincent to commit suicide. Rembrandt Harmenszoon van Rijn. Only one van Gogh painting was sold during his lifetime. Pablo Picasso (Picasso, Pablo) (1881-1973), French painter, Spaniard by origin.

British Artists - Lely becomes a master of the Guild of Saint Luke in Haarlem in 1637. Flaxman pictures are open profound meanings to us but not every person can saw it. Peter Lely studied painting in Haarlem. Most famous non-portrait work Lely is probably Nymphs by a fountain in Dulwich Picture Gallery. The designs for the Iliad and Odyssey were commissioned by Mrs.