Portrait painting is one of the most difficult and significant genres in the visual arts. Portrait is a complex genre of painting. Understanding it requires children to have a certain social experience, knowledge both about the person himself, his emotional and moral manifestations, relationships with society and expressing this verbally (in speech) and non-verbally (facial expressions, pantomime), and about the fine arts, his language, ways to create artistic images. Therefore, long-term work with children is required, the content of which will include two directions.
The first is the formation of ideas about a person, his feelings and emotions, moral attitude to many phenomena of life, expressed internally and externally.
The second direction is the gradual formation in children of an understanding of the language of the pictorial image of a portrait. The first direction will be carried out on different activities, in games, everyday life, everyday activities. The second - in the classroom for familiarization with the portrait and in artistic activities.
Each lesson should be devoted to one portrait, but at the beginning of the lesson it is worth looking through the portraits that the children met in previous lessons.
When getting acquainted with the portrait, the child has the opportunity to feel either a peasant boy who fell asleep in nature, or a cheerful, cheerful soldier, or a mischievous "Dragonfly", or children hurrying to a masquerade. The ability to put oneself in the place of another, to feel his joy, surprise or grief, gives rise to a sense of interest, belonging and responsibility. Living and experiencing many lives creates an opportunity for empathy and understanding.
Knowing the other, the child knows himself more deeply; through the experience of the feelings and relationships of other people, he learns to recognize, clarify and correct his emotions and feelings.
Thus, children develop and consolidate the ability to understand the people around them, showing goodwill towards them, the desire for communication, interaction, sensitivity and caring.
Through acquaintance with the portrait, the child joins the historical and cultural life society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, their ancestors, class and national relations in society, about professions, life and appearance of people of different times, their relationships, moral standards and rules. important task aesthetic education is the search for effective methods of teaching children to understand the uniqueness of means of expression different types art.
Research by psychologists makes it possible to establish that the portrait as a genre of painting is accessible to the aesthetic perception of children from the age of 4. At this age, they respond emotionally to expressive image portrait (smile, laugh, stroke it, etc.), show a positive interest in it, use personal experience, by association with which they come up with situations close to their personal life. Carried away by the general content of the portrait, children at this age are still not quite able to explain the preference for choosing one or another portrait. However, some means of expression are already available to their understanding.
So, in determining the emotional state of a person in a portrait, the main thing for them is general expression faces, less often eyes. Children are able to perceive and name the emotions depicted in the portrait - "smiling", "laughing", "crying". At the primitive level, children also have an aesthetic assessment of the portrait, but it is not substantiated. Children call "beautiful" often inconsequential details, such as clothes, hair, lace, etc. They do not yet have knowledge about the portrait as a genre of painting and the means of its expression.
Children aged 5 also show a positive interest in the portrait. Emotionally respond to portraits of people whose images are not only close to them personal experience, but also known to them from literature, cinema. Children like people with a positive emotional state more, although they also empathize, sympathize with sadness and sadness.
A five-year-old child already pays attention to such means of expression, such as drawing. When determining the emotional state, he sees not only the face and its facial expressions (the movement of the eyebrows, the expression of the eyes, lips), but also the posture. Five-year-old children already have an elementary understanding of color as a means of expression. They can give an aesthetic assessment of the portrait, although their argumentation is poor and often inconsequential.
With children 6-7 years old, except for the above, it is necessary to discuss the attitude of the author to his model, psychological and social characteristic models, compare this portrait with those reviewed early paintings(similarities and differences), including review and compare artistic means used by the author.
For children preschool age most suitable for the harmonious perception of painting are female and male portrait, as well as a portrait of different ages (children, youthful, adult and elderly people).
Artists do not specifically paint portraits for children, so it is quite difficult to select them for use in the pedagogical process.
Selection principles.
Firstly, these should be highly artistic works both in content and in terms of means of expression.
Secondly, the artistic image of the portrait in terms of content and form of the image should be accessible to the understanding of children, close to the level of their emotional experiences. Portraits should be selected with a vivid expression of emotional states, shown through the relationship of facial expressions, gestures, postures.
Thirdly, you should select portraits that are diverse in type, means and manner of depiction.
Stages of work.
At the first stage of work with preschool children, it is necessary to introduce them to the portrait as a genre of painting, showing its difference from other genres (still life, landscape). Children look at a portrait - a face with a pronounced expression (for example, laughs, rejoices, is surprised). Then, a bust portrait can be offered for consideration, where, along with the emotional state expressed on the face (facial expressions), hands are presented in any movement, gesture.
At the next stage, portraits can be selected, where the relationship of facial expressions, hand gestures, postures is presented and where clothing emphasizes social role person. A more difficult stage will be to familiarize children with a portrait, where environment brings a certain addition to the image, contributes to a deeper understanding of his ideas.
Peculiar distinctive features portraits is that the portrait must convincingly and truthfully convey appearance depicted person, express the character traits of a person and his state of mind, determined by the artist's intention, the portrait reflects the common typical features of a whole group of people of the era to which the person being portrayed belongs.
Although genre portrait but it is difficult for children of preschool age to perceive, work on familiarization with Russian genre painting in kindergarten showed that preschoolers show interest in portraits of people, try to understand the mood conveyed by the artist by facial expressions, hands
Classes to familiarize preschoolers with portraiture are built somewhat differently than with genre and landscape, both in structure and in the methods of their implementation. This is due to the peculiarity of the portrait genre.
To teach to understand and feel the works of portraiture, it is necessary to help children master the features of the pictorial language this genre subject to systematic meetings with works of portraiture and organized conversations.
Conversations about portraiture are built on the basis of three groups of questions.
Questions that encourage children to holistic perception, revealing the content of the picture: "Who is depicted? What can you tell about him (her)? Who (what) was noticed first in the picture? What else is depicted? What did these objects (background) tell about the person?". When looking at a portrait, you can ask questions that go beyond its content: "What is the girl thinking about? Where has she been? What will she do?" Such questions complement storyline help to understand emotional condition human, develop the imagination of the child.
Questions that allow you to understand the emotional state, mood, feelings of the depicted person: "What did the person's face say? Why did the artist depict him like that? What do the eyes say? What "secret" in the person was revealed by the hand, clothing, detail?".
Questions that help children identify means of expression (color, color, composition: movement, posture, location, background, detail, chiaroscuro, etc.): "Why is the tone of the picture like that? Why is one part of the face light and the other dark? Why is the artist depicted a person in such a pose?
By asking questions, the educator reveals to the children the close connection between the content and the means of expression: muted, dark tones - in pictures with sad content, bright, saturated - in joyful, color contrasts are used to highlight the main thing. During the conversation, explanations, comparisons, the method of emphasizing details, the method of adequate emotions, the method of reviving emotions with the help of literary and song images, the method of "entering" into the picture, the method of musical accompaniment, game methods.
Explanation is widely used during the first conversations to clarify the ideas of children.
Comparison. This technique contributes to the development of mental actions: analysis, synthesis, conclusions. Comparing works of different moods, children pay attention to the dependence of expressive means on content. general mood paintings.
Emphasizing details. The bottom line: when perceiving a portrait, the entire image is covered with a sheet of paper, only the eyes or some other detail remain. This helps to emphasize the expressiveness of an important part of the portrait, to focus attention on it, to help children establish the relationship between the part and the whole. The questions asked of the children help reveal the meaning of the paintings.
The method of adequate emotions is aimed at evoking in children feelings, moods that correspond to the state of the person depicted in the picture.
Using the technique of "entering" the picture, children are invited to imagine themselves in the place of the person depicted in the portrait. It enlivens the perception, awakens the imagination, evokes feelings of empathy, belonging.
musical accompaniment method. When looking at a portrait, music often sounds, the nature of which corresponds to the content and mood of the picture. This facilitates the process of perception, makes it deeper. Music can anticipate the perception of the portrait or be the background for the story of the teacher and children about the depicted person.
Game techniques help to arouse interest in the work, to focus children's attention on the part of the portrait that is necessary for perception ("Think something about the hand (eyes, clothes, etc.), and we will guess"; "Determine which portrait this music suits "; "Come up with your own name for the portrait"; "Give in motion the position of the hand (head, etc.) of the person depicted in the picture.)
The final conversation on examining the portrait is diverse. It may include the teacher's story about his attitude to the portrait, reading the relevant poems, singing songs, expressing the opinion of the children about the picture, about the thoughts and feelings that arose in connection with this.
Through acquaintance with the portrait, the child joins the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, their ancestors, class and national relations in society, about professions, life and appearance of people of different times , their relationships, moral norms and rules.
Thus, the portrait genre of painting reveals the world of feelings and the life of people. This is extremely important for children's knowledge of the emotional sphere of people and human relationships. In the process of getting acquainted with the portrait, children gradually form an aesthetic assessment of the person whose image is conveyed by the artist, graphic artist, sculptor.
Therefore, in preschool age, it is necessary to use as much as possible huge opportunities visual arts, which affects inner world child, expands his emotional experience, teaches him to understand the aesthetic richness of life.
Familiarization of preschoolers with art.
Topic: "Introduction to portraiture" (preparatory group)
Tasks:
Continue to teach children to distinguish between genres of painting;
Expand the concept of portraiture: portrait of a child and an adult;
To consolidate the ability of children to draw a portrait of a person, passing character traits his face and mood;
Develop aesthetic perception;
To instill in children a sense of beauty.
Materials: Reproductions of paintings by Russian artists (according to the program), watercolor sheets, oil pencils, mirrors, napkins, D / I "Lay out the portrait."
Move N.O.D.
Educator: Children, today to us at kindergarten brought a letter. Are you curious to know what is written there? (Read the address of the kindergarten).
Letter:
"Hello guys!"
I want to ask you for help. I am organizing an exhibition of paintings of various genres, and I do not have enough paintings of the portrait genre. Help, please, arrange an exhibition, draw portraits.
But in order for your drawings to be included in the exhibition of paintings, you need to:
1. Answer the quiz questions.
2. Visit the mini-museum of Russian artists.
3. Collect portraits.
4. Draw a portrait of a person, expressing his emotions.
Thank you! Sincerely, the artist Kraskin.
Educator: Well, are you guys ready to help the artist Kraskin?
Educator: The artist Kraskin sent us a quiz that we need to answer. (Presentation on genres of painting). Sit on the chairs and get ready to answer questions. (Children sit on chairs and answer quiz questions).
Educator: Well done! know a lot about artistic creativity. And now, in order for us to go further to the art studio, we need to visit the mini-museum of Russian artists. But before visiting the museum, let's remember the rules of behavior in museums. (Children tell the rules of conduct in the museum). The teacher invites the children to put on virtual slippers and go on an excursion to the mini-museum. (The teacher hangs up a "tour guide" badge).
Suitable for reproductions of Russian artists.
Educator: Children, look at the pictures. Who can show pictures painted in the portrait genre? Children's answers.
The teacher offers to look at and compare portraits: children and adults. Painting reproductions: A. Venetsianov. "Zakharka"; V. Tropinin. "Portrait of a son"; I. Repin "Girl with a bouquet", etc. (children).
Adults: O. Kiprensky "Portrait of A.S. Pushkin"; K. Bryullov "Self-portrait", etc.
Children compare portraits: “Zakharka” by A. Venetsianov and “Portrait of A.S. Pushkin" by O. Kiprensky.
Children are asked leading questions:
What is the name of the picture in which the person is depicted? (Portrait).
Who do you see in the portraits? (Adults and children).
And how did you guess that these are children, and these are adults? (By age, by face, etc.)
Is it possible to say what mood the artist painted? (Sadness, joy, sadness, fun, etc.).
The teacher sums up the conversation
- We examined various portraits with you, these were adults and children. The artist also captures in his paintings: children, men and women. Artists, drawing a person, convey not only him appearance but his mood. Artists put their whole soul into the picture painted by him. This is a lot of work!
Educator: Did you like the mini-museum? Now we need to move on and complete the next task: D / I "Lay out the portrait." Children are divided into groups (choosing chips by color). In front of them are envelopes (according to the color of the chip): in the envelope there is a cut portrait of a person into 5-6 parts. Each portrait has its own emotion: sadness, joy, calmness, fear, surprise, etc. (I had 12 children - 6 envelopes). Children collect a portrait of a person and describe his mood (emotion).
Educator: Well done! So we got to the Art Studio. We take our places. The children are seated at the tables. Before we get to work (painting portraits), let's do a little finger gymnastics: children take simple pencils, put them between their palms and begin to roll the pencil between their palms, when the palms are warm, you can start working (the palms are applied to the face - to the cheeks). They also take mirrors and look at their face, remembering parts of the face: eyes, nose, eyebrows, eyelashes, mouth, ears, iris (it comes in different colors: green, blue, brown, etc.). Children get to work, draw portraits. Be sure to turn on calm music (I included Chopin's "April" performed by a symphony orchestra).
Making an exhibition of children's work. Discussion of painted portraits. At the end of the lesson, the teacher takes out an envelope and tells the children that after their parents visit and look at their painted portraits, we will send these portraits to the artist Kraskin. At the end of the lesson, you can invite parents to an exhibition of children's drawings.
Hello, Dear friends! My name is Zhenya Yasnaya and today I want to talk with you about how to introduce art to children.
I'll start by making a small disclaimer. The fact is that the concept of Art is very multifaceted. It surrounds us in life everywhere and conceals many types - here and music, and theater, and cinema, and literature, and others. I will talk about introducing children to pictorial views art(graphics, painting, sculpture), and a little - architecture.
But even having narrowed the topic, we still have a huge field for activity, which is difficult to study deeply within the framework of one seminar. Therefore, I will try to tell you about some general directions and ways, moving along which, you yourself will be able to choose and invent various ways and methods to achieve the desired goal.
So, let's start with a favorite question of many parents - At what age should children be introduced to art?. My answer is in any! The main thing is to start!)) But seriously, you can start from birth. Or even before. It will be very useful for the expectant mother to go to art gallery, leafing through art albums - here are positive emotions, and communication with the beautiful, and maybe even discovering something new for yourself.
Starting acquaintance with art from the very birth, of course, does not mean immediately starting to tell the biographies of artists or the meaning of paintings. First of all, this is the so-called “education of the eye”, i.e. surrounding the baby with works of art (of course, within reasonable limits)). So that already in childhood the eye of a child is gradually brought up on the best examples of fine art, good taste is developed from childhood.
REPRODUCTION EXHIBITIONS
From birth, arrange at home on the walls of the exhibition of reproductions of works of art. Choose not small format(at least A4). Reproductions can be printed (only the quality must be good), or you can buy ready-made (now sold in folders) or art calendars.
Images in the paintings are better to choose for the first time understandable, large, sufficiently contrasting. While walking with the baby around the house, periodically draw his attention to the picture, say what is shown on it: “Look, what a girl!” or “Look, the flowers are colorful. How beautiful!”, “And this is a forest. Trees rustle in the forest: Shhhh!
From just looking at reproductions hanging on the wall, gradually (as you grow older) you can move on to looking at art albums. You don't have to show a lot at once. Focus on your child's interest. By the way, one of the types of graphic art is book illustration. Therefore, it is so important to have at home children's books by recognized masters of this art form. It also brings up the taste and eye from childhood, instilling a craving for beauty. Suteev, Vasnetsov, Chizhikov, Rachev, Vladimirsky, Konashevich - these are just a very small part of illustrators whose work you can safely show to kids. (About some recognized masters book illustration I tell in my blog “Dangling legs”). And you can also read on "Mom's Blogs", dedicated to book illustration.
But while showing albums, don't cancel exhibitions! They can perfectly complement each other. It’s just that as the child grows up, they can be complicated, made thematic, and new reproductions added. It is especially good to time such thematic exhibitions to those topics that you study with your baby in this moment. For example, when studying the primary colors (red, yellow, blue and green), you can arrange exhibitions of paintings of these colors. At the same time, try to pick up works of different genres (you can already gradually introduce and abstract painting), different directions and currents different artists. In some themes, reproductions of sculptures can also be used (studying a person, emotions, etc.).
But if you are not engaged with the baby thematic sessions, you can still do exactly thematic exhibitions. These can be both more specific exhibitions - "Flowers", "Autumn", "Water", "Birds", etc., as well as more abstract concepts "Joy", "Freshness", "Silence", etc. ( exhibitions of the second type are best done with older children).
If you wish and if there is space, you can make a special exhibition corner for expositions. And "walk" there, as in a real exhibition hall or museum. By the way, when the child runs around the apartment on his own, it is advisable to outweigh the entire exhibition at the level of his eyes.
As the exhibitions become more complex, begin to complicate the stories based on the paintings. This does not mean that you need to immediately give out the entire history of their creation or the biography of the artist. It will still work. Draw the child's attention to the plot in the pictures, details, mood, color scheme. If the picture has a clearly defined simple genre (still life, landscape, portrait), then you can say so, but do not get hung up on the fact that the child remembers this concept. Gradually, it will fit in his head. For "parsing" choose plots and objects more or less known and understandable to your baby, only gradually introducing new ones. (all images will be enlarged by clicking)
Approximately your story in the picture could be like this (Paul Gauguin. "Still life with fruit):
"Let's look at the picture. What is shown on it? Apples! The artist painted four apples - two green and two red. Apples are juicy, large, and I want to eat them! Do you like apples? Which do you like better - green or red?
Or (Renoir. "Girl with an umbrella"):
"Oh, look who's looking at us? Girl! beautiful girl? Do you like it? What is in her hands? Umbrella! Why do we need an umbrella? To hide from the rain or even from the bright sun. The girl went out for a walk in the garden - you see - trees, bushes, grass and flowers are painted against the background. The girl has already picked up a small bouquet to take home and put in a vase,” etc.
An older child can already ask leading questions about the picture. If he finds it difficult to answer - tell me or bring carefully to the answer.
(Tolstoy. "Raspberry, branch, butterfly, ant, leaf"):
“What kind of berries are drawn here? What color is the butterfly? Do you see an ant? He is quite tiny. Take a closer look - he crawls along the top leaf ... "
When considering a thematic exhibition, pay attention to the child how the same plot or object was depicted by different artists and in different time. For example, winter is different for every artist! But we still understand that it is winter. How? For what details?
Or bread. How different artists portrayed him. Someone has a whole table that is bursting with loaves and loaves (Mashkov "Moscow Sned"), for someone it's just a small piece of black bread (Petrov-Vodkin "Herring"), and you won’t immediately notice bread for someone, but only looking closely at the plot (Fedotov "Breakfast of an aristocrat"). Some artists depicted bread while it was still being baked. (H. Allingham "Hot Bread"), and others - in the field at the lunch of collective farmers (Serebryakova "Lunch"). In which picture does bread look the most appetizing that you want to eat right away?
From the age of 3-4 (depending on your child), acquaintance with art can be deepened, expanded and complicated. In what direction it is possible to complicate home exhibitions of reproductions, I already wrote earlier. I will only add that when studying certain genres, it will be possible to arrange genre exhibitions; when studying any artist - his exhibition; when studying any separate species art (stained glass, engraving, etc.) - also relevant exhibitions.
Also, try to play a real gallery from time to time. Those. announce the upcoming exhibition in advance (choose with your child a topic familiar to him). Write a flyer. Prepare tickets, a badge for the guide. Depict a person who got to the exhibition. Let the guide give you a tour - tell you about the exhibition, what topic it is dedicated to, what works are presented, tell you about several of them. If the little guide gets lost, what to talk about - ask him leading questions, like a curious visitor. Try to involve other family members (or toys) in the game as well.
GAMES WITH REPRODUCTIONS
In addition to exhibitions with reproductions, you can also prepare the first task games. For example, after hanging (or laying out) the pictures, ask the child to choose everything where autumn is painted or everything where there is transport.
Extra reproduction
Approximately the same type as the game above will be the next task. Lay out several reproductions in front of the baby. Ask to find one extra. If he can, let him explain why it is superfluous (everywhere it is summer, but here it is winter; these are paintings, and this is sculpture; in all the paintings there are many yellow color, and here are mostly blue shades). If the child finds it difficult to explain his choice - tell him.
Puzzle
Cut one of the pictures into two or three pieces and ask your child to assemble the whole picture. Gradually, the number of cut parts can be increased.
Where is the detail from?
Draw (or print out) a few simple, familiar details from the pictures (for example, an apple, green leaf, umbrella, cow, etc.) put a few reproductions in front of the child. Can you guess where this detail came from?
INTRODUCING PAINTING GENRES
It is better to start studying the genres of painting from 3-4 years old and from the simplest ones - still life, landscape, portrait, mythological genre, animalistic genre(sounds complicated, but to remember what he is about - just - drawing animals).
Tell your child about the main features of the genres that are depicted in the pictures. Arrange genre exhibitions, look at pictures in books; try to draw yourself (or make an application); make up genre paintings from improvised objects (for example, a portrait of bolts and nuts, a still life of toys, a landscape of fruits and vegetables, etc.).
Play games to reinforce what you have learned.
Find out by description
Lay out several reproductions in front of the child with different genres. Ask them to guess what genre you will be talking about.
“In the paintings of this genre, gardens often bloom and flowers bloom, sometimes it can rain or snow” (Scenery)
“In the paintings of this genre, flowers also bloom, berries ripen, and there are also vases, plates and fruits” (Still life)
“Thanks to this genre, we know how people dressed in ancient times, what was the fashion. We can find out what a person looked like without even seeing a photograph of him.” (Portrait)
“From the pictures of this genre, the eyes of animals and birds look at us. We can feel their grace, see their color, sometimes learn about their habits. (Animalistic genre).
After one of the descriptions, invite the kid to choose from the presented works those that, in his opinion, correspond to this genre. Let him tell what kind of genre it is and why he chose these reproductions.
Scheme
Draw on pieces of paper (or draw directly on the board) a simple circuit one of the genres. Ask the child to determine what genre you have depicted.
one item
Pick up paintings of different genres that use the same subject (object). For example, a basket - both in a still life and in a landscape; carpet - and mythological genre, and in a portrait, and in a still life; a fan - both in a still life and in a portrait. Tell the child that the same object is hidden in these pictures. Find him. In what genres of painting did its artists use it?
What genres are used?
Pick up several paintings that combine several genres at once (portrait + landscape, portrait + still life, etc.). The task of the child is to identify all the genres that are present in this work.
INTRODUCING ARTISTS
In addition to genres, you can slowly begin to get to know a grown child with individual artists. Observe which paintings are more interested in your baby, what style, what artist. Or, perhaps, the child himself will show interest and ask - Who painted this picture?
Do not try to tell the baby the whole biography. At this age, he will not be interested. Try to tell some of his distinctive features, what he is famous for, what he brought to art. Maybe you can tell me something special. Interesting Facts life. To do this, of course, you will first have to study the biography of the artist yourself. Alternatively, you can take advantage of the books currently being produced for children on this topic. For example, “Tales about Artists” from the publishing house “White City” (or the same books, collected under two covers “The Charm of the Russian Landscape. Tales about Artists” and “What old paintings will tell about”). Also books from the series Books "Artists" publishing house "Phoenix-Premier". So far there are four of them - Gauguin, Monet, Degas and Van Gogh. You can see the rest of the books at the end of the article in the Bibliography.
If the child himself chose this master, ask why he liked him, what attracted him to his work.
Review artwork with your child this artist, especially the most famous and well-known. Tell us, if possible, why they are so famous. Try to choose simple and easy-to-understand words for the child.
Look at the works - they are all different, but at the same time, they are somewhat similar. Try to answer the question - why? For example, it was a portrait painter, or some color scheme prevails in the master, or unusual brush strokes are visible everywhere (like Van Gogh), etc.
Ask the kid to choose from all the works the one that he likes the most. Try to understand what feelings, emotions the artist experienced while working on this work. What did you want to convey to the viewer? Think about the plot. What happened BEFORE that captured moment and what could happen later in the picture.
You can invite the child to try to repeat one of the paintings or the manner of the artist.
I didn't draw this!
From several reproductions, ask the child to choose the “extra”, i.e. not belonging to the brush of the artist.
Bringing the picture to life
Pick one or more of the artist's paintings and try to bring them to life. If this is a portrait, try to put on similar clothes, take the appropriate pose. If plot picture, then arrange, for example, dolls and toys, as in the picture (i.e., repeat the composition). If it's a still life, it's even easier. Find similar items and arrange them as in the picture.
You are an artist and so am I...
Show your child several reproductions by different artists. Among them, let there be one of the paintings similar to the work of the studied master (same style, similar manner). Ask the child to find such a picture. Why did the kid pay attention to this work? How is it similar to the author's canvases?
INTRODUCING SCULPTURE
Sculpture can begin to be introduced at home exhibitions in the form of reproductions gradually. Explain to the child what is the fundamental difference between sculpture and painting and graphics (volume and plane). It would be nice, of course, to see the sculptures live, especially at the initial stage of acquaintance. So that the child feels for himself that the sculpture can be bypassed, that even relief works protrude from space. If you have an art gallery or museum, great. If not, then statues in parks and squares will also do.
Sculptures are made from different materials- stone, clay, metal, wood. Show your child reproductions of these sculptures and let them touch samples of the materials. Try making your own clay sculpture. With this method, the details stick to the base gradually. With an older child, try carving a sculpture out of stone. To do this, make a blank - pour the gypsum into an oblong container and let it dry. And then invite the kid to cut off everything superfluous from the workpiece in stacks to make, for example, a head. Be sure to follow the safety precautions!
Where is the painting, where is the sculpture
Pick up a few paired reproductions. Each pair should contain an image of the same objects, only in one case - this painting, in the other - a sculpture (for example, a girl; a tree; a horse). Ask your child to match the matching pairs.
Wrong angle!
Try to find on the Internet a photo of the same sculpture, captured from different parties or under different angles. Print. Add one or two reproductions of a completely different sculpture. The task of the child is to find these other people's angles.
WALKING IN THE CITY
Acquaintance with art can be continued on walks around your city. In any, even small town, there are interesting architectural objects- statues, monuments, mosaics, stained-glass windows, frescoes, stucco, etc. If you are lucky enough to live in big city, then you will definitely have where to roam and what to see. Draw the child's attention to the object, tell about it in simple words- what is depicted, what technique (sculpture, stained glass ...), note some significant details. Take a photo of the object. When photographing, please note that you can capture the entire object as a whole, or you can capture individual details (column, winding staircase, window). The photo can then be printed and used in your games at home. For example, ask the child to remember where you saw this object, what was nearby. What does he remember about this object - what technique is it, what is depicted, etc. If this is an architectural detail, then let him tell what object it is from.
On the contrary, you can prepare for one of the walks in advance. Look at photographs (in books), find out interesting facts. And then, already on the ground, invite the child to find the desired object (building, sculpture) himself. Remember what you talked about, consider the features and details. Touch (if not prohibited).
Make an album with photographs of especially interesting architectural objects in your city.
GO TO ART GALLERY
I would like to single out a trip to an art gallery as a separate item. Don't rush into it. It is still difficult for small children to endure a long time in the gallery. Show them one or two of the most significant and interesting works. If the child himself becomes interested - you can continue, no - do not insist, do not discourage forever. It would be nice, of course, to start with the pictures that your child has already seen in reproductions, but not everyone has such an opportunity.
Do not forget that the exhibition in the gallery is designed for an adult. Therefore, in order to properly view the picture, you will need to raise the child to your level. If he runs around below you - do not be surprised that many works do not capture him)) - he may simply not see them.
If you managed to see in the gallery a work that you have already seen on a reproduction - try to clarify with your child - what is the difference between the original and the reproduction (size, saturation, pasty brush strokes can be seen, any details become noticeable, etc.)
If all the works are unfamiliar to you from reproductions, try to pay attention, first of all, to those that are somewhat similar to those already familiar to your baby (for example, a similar bouquet in a vase or also a still life with fruit, or autumn landscape). Compare the paintings - how they are similar and how they differ (well, if you take the reproduction itself with you - it will be easier to compare). If you have a thematic exhibition of reproductions at home, invite your child to find works with the desired theme in the gallery.
Another option is to prepare for the trip to the exhibition in advance. Those. find out in advance which works will be presented, find their reproductions and consider at least some of them with the child. It will be more interesting for the kid to see familiar works at the exhibition.
I would also advise you to read the excellent book by Francoise Barbe-Galle "How to talk to children about art". It contains many more tips on how to prepare for a visit to a museum or gallery.
KNOWLEDGE GAMES
Finally, I will offer you a few more common games designed to consolidate knowledge of the visual arts.
Photography and painting…
Among the paintings and photographs, try to pick up a few works that are more or less similar (for example, a summer forest glade, a bouquet of daisies, a woman in a red dress, harvesting bread, etc. An Internet search will help you with this). Print. Invite the child to choose pairs similar works explaining your choice.
Remember all
Show your child one of the pieces. Please consider carefully. Then close the reproduction (or turn over). And ask about any detail. For example, what color was the duchess's hat? Or how many pine trees grew in the distance? Or what time of day is shown?
Choose questions according to the age and abilities of the baby, but gradually you can complicate the game.
In conclusion, I would like to urge you, parents, not to be afraid to start getting acquainted with art. Many say that for them it is dark forest, and even to teach the child something ... In fact, everything is not so scary. I hope that you are convinced of this, even after reading just my thoughts and advice on this matter. Yes, of course, parents themselves will have to read something on the topic first, so that there is something to tell the child about. But it's natural! Learn with your baby, make discoveries, learn new things! Together it is even more interesting! At some point, it may even happen that your opinions and tastes do not coincide with the child. This is fine! This is everyone's personal preference. Someone likes graphics, someone likes painting. One is crazy about Picasso, another idolizes Rubens, and so on. But in order for the baby to form this opinion, you need to show all the diversity of art.
In addition, classes, as I already wrote, “educate” the eye from childhood, help develop visual memory and vision itself (try to distinguish many shades), the eye, imagination, etc. And, of course, they enrich the inner world of the child, and in parallel yours. I am sure that starting to get acquainted with art, you will discover many new and amazing things, the world will sparkle for you with new facets and colors.
And by the way, you don't have to know how to draw. The main thing is the desire to learn to see and understand. But, I do not deny that after such classes, you yourself will want to take a brush (or a stack, or a pencil) in your hand and start creating! And it's wonderful!
In conclusion, I provide you with a list of literature that will help you with your children when they are introduced to art. Here I have included art books that are more aimed at children and have not included art books on artists, art galleries and destinations, otherwise the list would be endless. But it would be nice to have such art albums at home in order to look at reproductions in them and draw information on art from them.
Zhenya Yasnaya
Editor in Chief " "". Ed. "Mosaic-Synthesis". ABC. Animal world Tales about artists Online school "Learn by playing"
Tulush Love
Conversation with children of senior preschool age "Who the portrait tells about"
Target: Generate interest in a new genre of painting - portrait, desire carefully it consider, emotionally respond to an artistic image, experience pleasure and joy from meeting him; develop imagination and creative thinking; introduce portrait as a genre of painting; give an idea of some types portraits(female, uneven-aged) ; enrich the dictionary with emotional and aesthetic terms, figurative expressions; develop the relationship of visual and musical images.
Preparatory work: familiarization with portrait; drawing the image of the mother.
materials: Reproductions portraits"Female portrait» P. P. Chistyakova, "Lady in Green" V. A. Tropinina, « Portrait M. I. Baryatinsky, married Kochubey " K. Robertson, « Portrait M. A. Butina K. E. Makovsky; musical piece "Dreams" from "Album for Youth" R. Schuman. move conversations:
Educator. Today we will go to the exhibition art paintings and love them. You quietly enter the hall, try walk around the pictures and carefully consider and then you give me tell what they saw. When the music ends, go to the chairs and sit down.
Educator. Did you like the pictures? (children's answers). Who is depicted on them? (children's answers) Yes women old people - adults and children, but in general people. Such pictures are called portraits. Portrait- image real person who lives now or once lived. Portrait should look like the person the artist is painting, but real master trying to portray so that everyone can see how good or evil he is, cheerful or sad, cunning or simple-hearted. Usually the artist works on portrait of a man whom he knows, likes or respects. So, often artists write portraits their mothers or friends.
Educator. Here look at the picture "Female portrait» P. P. Chistyakov, he drew an elderly kind - grandmother. Look at grandma's face and tell what mood is she in (children's answers). Look at her eyes, lips, cheeks, nose, mouth, tell about them. (children's answers). Yes, cheerful, kind - she had a wide smile on her face. Big brown eyes twinkle merrily. Her hair is gray. A white shawl is worn on the head. He himself chooses the model, that is, the one he wants to draw. For example, V. A. Tropinin painted his beloved woman "Lady in Green". Pay attention to her dress, it is green, silk. Why V. A. Tropinin called portrait exactly"Lady in Green"? (children's answers). Each of you has a beloved mother, grandmother, sister. So for Mother's Day we will draw portraits of their mothers, grandmothers, sisters.
Goals:
Educational:
- To give children knowledge about the portrait genre, its features and features of the image: a single portrait, a group portrait, a self-portrait.
- Learn to navigate correctly different parts face and its proportions.
- Learn to make a portrait from different parts of the face of your own choice and imagination. Pay attention to the symmetry of the person's face and proportions, to the similarity of the portrait with nature.
Corrective:
- Introduce the following concepts into the children's dictionary: genre, portrait, self-portrait, miniature, profile, full face, face.
- learn to select adjectives for nouns, select words - epithets;
Educational:
- Cultivate emotional responsiveness to works of art;
- cultivate aesthetic feelings through the examination of reproductions.
Painting reproductions:
- V.L. Borovikovsky "Children with a lamb";
- VI Surikov “Portrait of Olga Vasilievna Surikova, the artist's daughter, in childhood”;
- V.A. Serova “Children. Sasha and Yura Serov”, “Portrait of the composer N.A. Rimsky-Korsakov”, “Portrait of the artist I.S. Ostroukhov”, “Portrait of the artist V.I. Surikov, “Portrait of Nicholas II”, “Portrait of Mika Morozov”;
- N.N.Ge “Portrait of Alexander Herzen”, “Portrait of Nikolai Ge, the artist’s grandson”,
- I.P. Argunova “Portrait of Catherine II”, “Portrait unknown peasant woman V Russian costume”,
- I. N. Kramskoy “Portrait of Pavel Mikhailovich Tretyakov, “Portrait of Vera Nikolaevna Tretyakova”, “Portrait of the artist I.I. Shishkin, “Portrait of the singer E.A. Lavrovskaya on the stage”, “Portrait of Dr. Sergei Sergeevich Botkin”, “ Female portrait”, “Portrait of the artist Dyakonov”,
- K.P. Bryullov “Portrait of the writer N.V. Kukolnik”,
- A. P. Antropova “Portrait of Shuvalov”.
Methodical methods: Conversation, teacher's story, looking at illustrations with self-portraits, using an artistic word, a surprise moment, individual work during the lesson, summing up.
Preliminary work:
- Examination of portraits of artists.
- Examination of the thematic dictionary in pictures from the series “The World of Man” on the topic: “Parts of the Body”.
- Drawing with a simple pencil portraits.
- Didactic game“Name it affectionately”, “Name the parts of the head”, “Name what a person has 2”, etc.
A child always has his own view of art, which is determined by a whole system of images, ideas, ideas, his own understanding of art. It can be wide or very limited - close to everyday life, real life. In any case, this system of views on beauty belongs to the child and this must be taken into account, while enriching his idea, developing the figurative side of the perception of a work of art, maintaining interest in art and culture.
It is very important that the copies shown at home and in kindergarten museum exhibits children would later see in the originals.
The teacher's story about the genre of painting is a portrait.
Portrait - a genre of painting, which is based on the image specific person with a strong personality.
Portrait painting is one of the most difficult and significant genres in the visual arts.
The word portrait means, translated from French, “to reproduce the devil in the devil” of the depicted person. The portrait is always drawn from life. The artist chooses the person he wants to portray, gives him a beautiful pose, in other words, asks him to pose. The artist faces a difficult task - to convey the appearance of a person, his face, figure, movement, costume, environment in which he is. But main value of this genre is that it conveys to us not only the appearance of a person, but also his character, mood, his inner world, personality, age.
Familiarization of children with the genre of portraiture is necessary for the formation, development and consolidation of an understanding of the state of another person.
When getting acquainted with the portrait, children have the opportunity to feel either small children playing with a lamb (V.L. Borovikovsky “Children with a lamb”), or a child with a favorite toy (V.I. Surikov “Portrait of Olga Vasilievna Surikova, the artist’s daughter, in childhood”), then children admiring the sea (V.A. Serov “Children. Sasha and Yura Serovs”).
The ability to put oneself in the place of another, to feel his joy, surprise or grief, gives rise to a sense of interest, belonging and responsibility. Children develop and consolidate the ability to understand the people around them, showing goodwill towards them, the desire for communication, interaction, sensitivity and caring.
In addition, familiarization with portraiture contributes to the development of emotional, aesthetic and artistic feelings of children. The sooner we develop the emotional-sensory world of the child, the brighter his imagination and thinking will work.
Thanks to acquaintance with the portrait, the child joins the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, about professions, life and appearance of people of different times.
 V.A. Serov |
 N.N.Ge |
 V.A. Serov |
 V.A. Serov |
 V.A. Serov |
 I.P. Argunov |
 N.N. Kramskoy |
 I.P. Argunov |
Research by psychologists makes it possible to establish that the portrait as a genre of painting is accessible to the aesthetic perception of children from the age of 4. At this age, they emotionally respond to the expressive image of the portrait (smile, laugh, stroke it, etc.), show a positive interest in it. Carried away by the general content of the portrait, children at this age are still not quite able to explain the preference for choosing one or another portrait. However, some means of expression are already available to their understanding. So, in determining the emotional state of a person in a portrait, the main thing for them is the general facial expression, less often the eyes. Children are able to perceive and name the emotions depicted in the portrait - “smiling”, “laughing”, “crying”.
Children aged 5 also show a positive interest in the portrait. They emotionally respond to portraits of people whose images are not only close to their personal experience, but are also known to them from literature and cinema. Children like people with a positive emotional state more, although they also empathize, sympathize with sadness and sadness. A five-year-old child already pays attention to such means of expression, such as drawing. When determining the emotional state, he sees not only the face and its facial expressions (the movement of the eyebrows, the expression of the eyes, lips), but also the posture.
Artists do not specifically paint portraits for children, so it is quite difficult to select them for use in the pedagogical process. Some principles for selecting portraits:
Firstly, these should be highly artistic works both in content and in terms of means of expression.
Secondly, the artistic image of the portrait in terms of content and form of the image should be accessible to the understanding of children, close to the level of their emotional experiences. To a greater extent, these are positive emotional states of a person, although by the end of the middle preschool age some negative emotions (anger, pain, despair) can also be shown.
Thirdly, you should select portraits that are diverse in type, means and manner of depiction.
At the first stage of work with preschool children, it is necessary to introduce them to the portrait as a genre of painting, showing its difference from other genres (still life, landscape). Children look at a portrait - a face with a pronounced expression (for example, laughs, rejoices, is surprised).
Then, a bust portrait can be offered for consideration, where, along with the emotional state expressed on the face (facial expressions), hands are presented in any movement, gesture.
At the next stage, portraits can be selected, where the relationship of facial expressions, hand gestures, postures is presented and where clothing emphasizes the social role of a person. A more difficult stage will be to familiarize children with a portrait, where the environment brings a certain addition to the image, contributes to a deeper understanding of its idea.
Paintings by I. N. Kramskoy
For preschool children, the most suitable for the harmonious perception of painting are female and male portraits.
 I.N. Kramskoy |
 I.N. Kramskoy |
It is also necessary to consider a portrait of different ages (children, youthful, adult and elderly people).
IN middle group children for the first time get acquainted with the portrait as a genre of painting. The main tasks of the teacher in this process are:
- Arouse interest in the portrait in children, the desire to carefully examine it; express your thoughts and feelings.
Acquaintance with portraiture in this group should begin when the children already have some ideas about painting and its genres such as still life and landscape. Usually this is the second half of the year.
Portrait is a complex genre of painting. Understanding it requires children to have a certain social experience, knowledge of both the person himself and the fine arts, his language, and ways of creating artistic images. Therefore, long-term work with children is required, the content of which will include two directions. The first is the formation of ideas about a person, his feelings and emotions, moral attitude to many phenomena of life. The second direction is the gradual formation in children of an understanding of the language of the pictorial image of a portrait. The first direction will be carried out in different classes, in games, everyday life, everyday activities. The second - in the classroom for familiarization with the portrait and in artistic activities.
IN Everyday life The teacher develops attention and observation in children. For example, Katya entered the group, she has new hairstyle. She is in a good mood, laughing, joyful. The teacher says to the children: “Oh, what a cheerful, joyful Katya is today, she’s just all glowing! And her hair is beautiful!” Or draws the attention of the children to Anya: “Look at Anya, she is unhappy with something. Look at the drooping shoulders and head, and the face, how sad: the eyebrows are raised at the corners, and the tips of the lips are lowered. Let’s go up to her and ask how we can help her!”
The educator constantly draws the attention of the children to the emotional state of adults - parents, educators, educator assistants.
Children should be taught to understand sign language, facial expressions, posture expression. A good educator often uses gesture, facial expressions instead of a stream of words. This teaches children to look at an adult from time to time, his reaction to their actions, develops attentiveness and observation.
So, instead of the word “no”, you can wag your finger, shake your head, spread your arms (“Well, well!”). "Come here!" - invite by hand. “Shut up!” - finger to lips. Approving gestures: stroking, applause. Children should also be shown other gestures, telling what they express (grief, resentment, fear, thoughtfulness, etc.). You can conduct special classes: “When we are happy, when we are sad”, “What does it mean?” “Scared”, “surprised”?”, “Guess what I'm saying” (using facial expressions and pantomimics). The purpose of such classes is to bring children to an understanding of the emotional states of a person and their external expression.
It is good to use imitative-figurative games, dramatization games, in which children practice in characteristic gestures, postures, and facial expressions.
Children really like games in which you need to guess, understand a gesture, movement, posture. For example, the games “Where we were we will not say, but what we did we will show”, “Tell without words”, “Guess who is doing what”.
Having introduced children to individual portraits, it is advisable to organize an exhibition in a group with the works of artists already known to children, and then go with them to the museum.
The word "museum" Ancient Greece meant a house dedicated to goddesses, patrons of poetry, art and science. And today the “museum” is also a house where outstanding works of the creative genius of artists, sculptors are kept - monuments of history and culture.
A visit to a museum is an event in a child's life. Direct acquaintance with the collections of art museums has a huge emotional impact on children, and this is invaluable in the formation of a creative personality.
First impressions are the strongest and deepest, which is why careful preparation for an excursion to the museum is so necessary - a real holiday for a child and an adult. It largely depends on the adult whether the child wants to come here again and again. No need to force him to memorize the names of paintings and the names of artists. Of course, you need to pay attention to this - with due respect and admiration. The child will gradually learn to remember and recognize. But the main thing for him will remain a sense of beauty, surprise and joy.
