Program content: to bring children to the understanding that at all times the people praised their defenders and were proud of them; develop a desire to speak out about what you see; to arouse interest in the peculiarities of the clothes of warriors-heroes, in the presence of decor (the clothes protected the warrior and were beautiful); find means of expression that help determine the characters of the characters, their thoughts; .
Equipment: reproduction of the painting by V. M. Vasnetsov "Heroes", material for application on the theme: "Let's decorate the helmets of soldiers."
Lesson progress
Conversation with children about why the country needs warriors. Like among ordinary people can you tell a warrior? What should each warrior be like to win?
Educator (V.). Defenders were needed by the people at all times. They just looked a little different. Do you want to see the warriors who were in Russia many years ago?
The teacher hangs out a reproduction of the painting by V. Vasnetsov "Heroes".
AT. They descended from the high hills and stopped in the middle of an even field of three warriors - three heroes. In the middle, on a black (black) horse, is Ilya Muromets. He covered himself with his palm from the sun in order to see better, and with a keen, sharp gaze peers into the distance. On a white horse - Dobrynya Nikitich. He, too, stares into the distance. They don't just look, they see something in the distance. Even the damask sword is half pulled out of its scabbard. What do you think they could see? What could have upset them so much? (Children's answers.)
What can you say about the third hero? How is he different from others? Looking into the face of Ilya Muromets, we can say that he is strong, calm, Dobrynya Nikitich is bold and hot, and Alyosha Popovich is young, gentle, he seems to be thinking about his own. He can not only fight, but also sing songs and play the harp. Look closely, and you will find a harp with him.
Children, how many of you know the name of the clothes of warriors, their weapons?
If the children find it difficult, the teacher notes that the hero has a helmet on his head, metal chain mail protects his chest. Weapons - a spear, a heavy club, a shield, a sword, a bow and arrows. It is necessary to pay attention to decorative ornaments made by chasing, forging, inlay precious stones. All this adorns the warriors and their horses. Horses are also a match for the heroes: the strong black horse of Ilya Muromets, ready to race White horse and the calm, even submissive, golden horse of Alyosha Popovich.
AT. In the image of the heroes, the artist Viktor Vasnetsov used a lot of red and golden colors. This is not accidental, because red is the color of victory, joy. How did the artist manage to convey the brilliance of the metal? (He did not paint over the chain mail in one color, but left light highlights, and the result was a sheen of metal chain mail.)
What do you think, is the Motherland behind the heroes or in front? The artist really wanted us to guess, and depicted the sky in white and pink.
What is the most unprotected in the picture? Find the youngest Christmas tree. A Christmas tree that grew earlier than others. What do you think the Christmas trees are worried about at this moment? What do they say to each other? (Empathy reception.) But in vain the Christmas trees worry that the strong legs of the horses will take them. Another minute - and the horses with the heroes will rush to where the soldiers peered so carefully: can you see the enemy, are they offending anyone?
Let's come up with a story about what lies ahead for the heroes.
After that, the teacher invites the children to decorate the shape-silhouettes of helmets with “precious stones” using bright colored paper. background for this artistic activity can serve as an old Russian folk song about the Russian warrior.
Examination of a reproduction of the painting by V. A. Serov "Girl with peaches"
Program content: develop skills figurative language portraiture, a sense of beauty; stimulate the desire for analysis artwork to understanding the means artistic expressiveness portrait.
Equipment: portrait of V. A. Serov, reproductions of the paintings “Girl with peaches », "Girl illuminated by the sun", "Portrait of Mika Morozov".
Lesson progress
AT. Portrait painters create portraits in their paintings famous people: generals, composers, poets, artists, etc. But the artist Valentin Serov for a very a short time painted a portrait of a girl, and this portrait became his best work, which delights people today. Do you want to admire?
The teacher shows a reproduction of the painting "Girl with Peaches".
AT. What immediately caught your attention? You do not know anything about this girl, but let's try to figure out what the artist wanted to tell us about her? He wanted us to feel the joy of life that he felt when he painted the picture. What gives us joyful mood? (From the abundance of light and heat, summer sunny day outside the window, from the calm sweet face of the girl, her slight smile, from the ripe velvety peaches on the table.) If color is a means of conveying mood, then what shades did the artist use to convey joy with color?
What color can we say is olive yellow? Find it. Pale pink? Find the shades in the picture Pink colour(lightest and darkest). I'll tell you a secret that the artist spent the most time looking for desired shades to convey the elegance of the girl's blouse. A black bow with a red flower stands out in contrast.
Why did the artist need a bluish-gray, lilac-gray color here? (To convey a shadow.)
Who will find the traces of the shadow more? Where do you see traces of the sun?
We guess that there are trees outside the window, maybe this is a garden. But we already know: to draw a river, sky, trees, artists take not only green, blue paint. What did the artist want to show using such bright hues outside the window? (Sunny day.)
You are probably wondering how the girl ended up here. Her name is Vera Mamontova. She is with her parents at the cottage. She loves it here. She looks at the artist with her dark, calm eyes. Maybe she is even a little embarrassed because the artist painted a blush on her cheeks.
What do you want to know about her? What would you ask her if you were in this room? What would you ask the artist Valentin Serov? (Show the stages of creating a portrait: a pencil sketch, the first color spots, detailed work with color.)
What would you name this painting? (After the children's statements, the teacher calls the author's name.)
If the interest of the children has not disappeared, you can bring to their attention the paintings “The Girl Illuminated by the Sun” and “Portrait of Mika Morozov”.
Show here the mood of the picture - a sense of peace from sunlight and the warmth of the tree, to note the excellent transfer of the character, the inner world of the boy (“Portrait of Mika Morozov”).
Examination of reproductions of paintings by I. E. Repin "Dragonfly" and "Autumn Bouquet"
Program content: develop the ability to perceive portrait genre; cause a desire to unravel the artist's intention, to determine the character, the inner content of the person depicted in the portrait; show the power of such means of expression as color; , a feeling of joy from the ability to "read the portrait".
Equipment: reproductions of paintings by I. E. Repin “Dragonfly”, “ autumn bouquet”, self-portraits of I. E. Repin in his younger years and in last years life.
Lesson progress
AT. Now you will see a picture that the artist I. E. Repin called "Dragonfly". What do you think it might show? (The picture can be opened gradually, from top to bottom.) Maybe the artist mixed up something with the name? If not, what did he want to say with such a name?
There lived a girl. Her name was Verochka. She was the daughter of the artist I. E. Repin. It was fast, joyful, easy girl who rejoiced in everything: a sunny day, warmth, red summer, fun fun. Oh, and Verochka was a fidget! Worn all day, fluttered like a dragonfly. And now she jumped on the perch, and the next moment she is no longer there, but one moment is enough for the artist to convey all this. Artists see more than we do, they know the secrets of colors and are able to reflect a lot in their paintings. Let's try to figure it out. What color is the most in the picture? (Blue color is light, muted.) Do you know how a color can sound?
Bright, warm colors sound cheerful, joyful, loud. Cold - fresh, calm, cheerful; light, muted colors sound gentle, soft.
That's why so many blue color in the picture. By this, the artist emphasized love, tenderness for his daughter.
We do not see the sun, but there is so much of it in the picture. Find it. The hat covers her face from the sun, but it has crept in and caresses the girl's cheek. We can even guess which side the sun is shining from.
We are standing in front of the picture, but it seems to us that the girl is high up, and we seem to be looking from the bottom up. Why do we think so? (The artist placed the portrait against the background of the sky. The earth is almost invisible, the tops of the blades of grass are visible. Our fidget seems to be floating in the air.)
And what else tells us that Verochka is a fidget? (Pleats on tights (stockings).
I wonder what she'll be like when she grows up? How do you imagine her? (Children's statements.)
Many years have passed, and Vera has grown. And she became like this (the picture “Autumn Bouquet” is hung out). I. E. Repin painted a portrait of an adult Vera.
Can an adult Vera be called a dragonfly? Why? What has she become? Pick up the words.
If in the painting "Dragonfly" a light, but cold blue color was warmed by the sun, then in the painting "Autumn Bouquet" there are many warm tones. Find traces of autumn. (Faith's outfit complements the autumn color.) Silence, calmness and even sadness sound in the picture. Faith looks right at us. What do you think she wants to tell us? Or maybe she wants to give us this wonderful autumn bouquet?
When I. E. Repin painted a portrait of little Vera, he was young (showing a self-portrait). But Repin lived a very long life and painted his portrait in the last years of his life. Years change the face of a person, but his love for art has not changed. Nothing more expensive than painting never was for him.
If the children have not lost interest, you can exhibit reproductions of other paintings by Repin and spend didactic games“Find a picture on the palette”, “Find a picture according to the scheme”, “Find a picture from a sketch”.
Familiarization of older children with portraiture.
PLAN
1. Familiarization of children with portraiture as a means of comprehensive education and development of preschoolers.
2. The tasks of familiarizing preschoolers with works of portraiture.
3. Principles for selecting works visual arts to get acquainted with the portrait painting of children preschool age.
4. Methods and techniques for introducing children to portraiture
5. Literature
6. Practical part Lesson on familiarization with the portrait in the preparatory group "Excursion to the Museum of Russian Portrait"
1. Visual arts- this is the world of beauty! To learn to understand fine art, it is necessary to master the language of fine art, to understand its types and genres.
Introduction to the world of art is the most important component of pedagogical activity.
Portrait - a genre of fine art, characterized by the image of one person or group of people. In addition to external, individual similarities, artists strive to convey in a portrait the character of a person, his spiritual world. There are many types of portraiture. The portrait genre includes: half-length portrait, bust (in sculpture), full-length portrait, group portrait, portrait in the interior, portrait on the background of the landscape. According to the nature of the image, two main groups are distinguished: ceremonial and chamber portraits. Usually, formal portrait suggests the image of a person in full height(on a horse, standing or sitting). In a chamber portrait, a half-length, chest, shoulder image is used. In a ceremonial portrait, the figure is usually given against an architectural or landscape background, and in a chamber portrait, more often against a neutral background.
Portrait painting- one of the most difficult and significant genres in the visual arts. Portrait - complex genre 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 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, 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 in different classes, in games, everyday life, everyday activities. The second - in the classroom for familiarization with the portrait and in artistic activities.
Acquaintance with the portrait genre is recommended to start after classes on landscape and still life, and before classes on genre and historical picture. 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.
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. For preschool children, the 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).
AT 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; emotional response to the mood of the depicted people; comprehend emotions and feelings, attitude to the perceived, feel the joy of the skill and talent of the artist; relate what is perceived to own feelings and experience, to express their experiences and feelings.
To bring children to the understanding that in a picturesque portrait the artist depicts a real, specific person(or a group of people), expressing their feelings and attitudes towards him; without destroying the whole artistic image to acquaint children with some means of expressiveness of a pictorial portrait, thereby deepening the penetration into the meaning of the artistic image; to teach children to peer into the face of the depicted person, to see his inner emotional state through the external expression of the eyes, eyebrows, lips, that is, to “read” the drawing, since it is the face that vividly expresses state of mind man, his individuality; draw the attention of children to the expressive properties of gesture (movements of arms, legs) and posture, their unity with facial expression, as well as with the color of the portrait, which helps to understand the mood of the depicted and the attitude of the artist towards him; to bring children to the vision of some elements of the composition of the portrait: the format of the canvas, the portrait-face, the chest portrait, the portrait with a simple pose and hand gestures.
At a level accessible to children, to form an idea of a portrait as special genre painting and some of its types: (female, male, mixed-age), about the language of painting, the sequence of looking at a portrait; enrich the vocabulary of children with emotional-aesthetic, art history terms, figurative turns of speech that children can use in their judgments; to develop a sense of the relationship of pictorial images with images of other arts according to the emotional mood reflected in them.
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.
2. An important task of aesthetic education is to find effective methods for teaching children to understand the uniqueness of expressive means. 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. When discussing a portrait with children 4-5 years old, special attention should be paid to the holistic emotional perception of the portrait, the beauty of the picture in general and in detail, the child’s personal relationship to the person being portrayed (do you like the portrait; I would like to talk; if you don’t like it, then why) With children 6-7 years, in addition to 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 to consider and compare the artistic means used by the author.
Artists do not specifically paint portraits for children, so it is quite difficult to select them for use in the pedagogical process.
3 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 idea.
Peculiar distinctive features portraits is that the portrait must convincingly and truthfully convey appearance of the depicted person, to express the character traits of a person and his state of mind, determined by the artist’s intention, the portrait reflects the general typical features of a whole group of people of the era to which the person being portrayed belongs.
Despite the fact that the portrait genre is difficult for preschool children 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 portrait painting are built somewhat differently than with genre and landscape painting, both in structure and in methods of conducting them. This is due to the peculiarity of the portrait genre.
In order to teach to understand and feel the works of portraiture, it is necessary to help children master the features of the pictorial language of this genre. ... subject to systematic meetings with works of portraiture and organized conversations.
Conversations about portraiture were built on the basis of three groups of questions:
Questions that encourage children to holistic perception, revealing the content side of the picture: “Who is depicted? What can you tell about him/her? Who (what) was noticed first in the picture? What else is shown? 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 was she? What will he do?" Such questions complement storyline, help to understand the emotional state of a person, develop the child's imagination.
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 this? What are the eyes talking about? What “secret” in a person was revealed by a hand, clothing, detail?
Questions that help children identify means of expression (color, color, composition: movement, posture, location, background, detail, chiaroscuro, etc.): “Why such a tone of the picture? Why is one part of the face light and the other dark? Why did the artist depict 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 technique of emphasizing details, the method of adequate emotions, the method of reviving emotions with the help of literary and song images, the technique 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, ... paid attention to the dependence of the means of expression on the 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 remain, ... or some other detail. 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.
4. 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 the attention of children 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 fine arts, which affects inner world child, expands his emotional experience, teaches him to understand the aesthetic richness of life.
5. Literature
1 Volynkin V.I. Artistic Aesthetic education and development of preschoolers / V.I. Volynkin - Rostov n / D, 2007.-S.14-44.
2 Sample general education program preschool education from birth to school, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva Publishing house MozaikaSintez Moscow, 2014
Program content:
To consolidate children's knowledge of the genres of painting. Refine your knowledge of portraiture. To consolidate and expand the concepts of portraiture: a portrait of a man, a woman, a child, a self-portrait, a group portrait. Learn to see and communicate expressive possibilities colors when depicting a portrait: conveying the mood, character of the hero, the artist's attitude towards him, which is the main thing in the portrait.
Material: Self-portrait of Vasily Tropinin, reproductions of his works (portrait of the artist's son Arseniy, "Lacemaker", "Gold Sewing", reproductions of works (portraits) by V. Serov "Mika Morozov", B. Kustodiev "Portrait of the Artist's Daughter", reproductions of portraits painted by I. Repin, A Venetsianov, Orast Kiprensky, Leonardo da Vinci "Gioconda", I. Kramskoy "Unknown", P. Sokolov, V. Vasnetsov and reproductions of self-portraits of artists, a set of postcards with portraits of the work different artists.
Lesson plan.
1. Repeat the definition of painting genres.
2. Acquaintance with the Moscow portrait painter Vasily Andreevich
Tropinin.
3. Compose a story based on the portrait of the artist's son Arseny.
4. Consider the portrait of the work of V. Serov "Mika Morozov" and compare 2
portraits: Arseny and Mickey Morozova.
5. Compose a story based on the portrait of Mickey Morozov. (Fantasy).
6. The game "Magic chest"
7. Consideration graphic portrait daughters of B. Kustodiev.
8. Definition of a graphic portrait and painter and graphic artist.
9. Consideration various portraits: male, female, child, group, self-portrait.
10. The game "We determine which portrait
Q.-What is a landscape?
Landscape.
you see in the picture
The river is drawn
Or spruce and white frost,
Or a garden and clouds
Or a snowfield
Or a field and a hut,
Be sure to picture
It's called landscape.
M. Yasnoe
P. - When trees, houses, rivers, nature are drawn in the picture.
Q. - What is called a still life?
Still life.
If you see in the picture
A cup of coffee on the table
Or juice in a large decanter,
Or a rose in crystal
Or a bronze vase
Or a pear, or a cake,
Or all items at once,
Know that this is a "still life".
R. - If the picture shows various objects, vegetables, fruits, the picture is called "still life".
V. - And the third type of painting is called - a portrait.
Portrait. M. Yasnov
If you see what's in the picture
Someone looks at us
Or a prince in an old cloak,
Or like a climber.
Pilot or ballerina
Or Kolka is your neighbor,
Be sure to picture
It's called "portrait".
V. - And now look at this picture, and tell me what genre it belongs to
applies?
R. - This picture belongs to the genre of painting - a portrait.
Lesson progress:
V. - Today I will be a guide. I invite you to the museum. And before starting our tour, I want to know: What genres of painting do you know? R. - Landscape, still life, portrait.
(I am exhibiting a self-portrait of Vasily Andreevich Tropinin)
R. - The painting depicts an artist.
V. - How did you guess?
R. - He has a palette in his hands.
V. - Is it possible to guess looking at this picture in which city this
painter?
R. - He lived in Moscow, because the picture shows the towers of the Kremlin.
and this picture says that the artist V. Tropinin painted himself. So this is a self-portrait.
We see that this is an artist, because he has a palette and brushes in his hands.
He lived in Moscow, what they "talk about" tall towers Kremlin and jagged
walls.
The artist V. Tropinin was a portrait painter. He painted many portraits.
On one of them, he depicted his son Arseny. Here is the portrait.
Q - What is the face of Arseniy?
R - Beautiful, correct, radiant
Q - What do his eyes say?
R - They say that Arseniy is smart, cheerful, mischievous.
Q - Guys, did you notice that one part of the boy's face in the portrait
light and the other dark. Why?
R- With this technique, the artist wanted to emphasize the expressiveness of the face
Arseny.
Q - Who wants to talk about the portrait of Arseny?
Guys, what kind of portraits did we meet and who painted them, what is the name of the artist?
Then I exhibit the painting by V. Serov "Mika Morozov".
- Guys, look at these 2 portraits and say: Which of these two
older boys?
- Arseny.
- How did you guess?
- By the face, by the look.
- Do you think Mika Morozov wants to sit in a chair?
- No, he wants to play, run.
- What do his face, hands that lie on the arm of the chair say?
- He wants to run away.
- Let's imagine what Mika did before he sat down on
armchair?
- (Fantasy 2-3 children).
Q - Guys, since you fantasize so well, let's play the game "Magic Chest".
B - “Here is a magic chest in it is a silver ball
On the path of Beauty we will go. Both me and you."
Everyone who gets the ball will say what beauty he saw at home, on the way to the kindergarten, in nature and would like to draw as an artist. Maybe you will get a portrait, landscape or still life.
After everyone says:
B - And now let's take a ride on the beauty carousel:
Children: Barely, barely, barely
The carousels are spinning
And then, then, then
All run, run, run, run.
Hush, hush, don't rush
Stop the carousel.
B - Let's continue our tour.
We have now examined portraits that are painted with paints. The artist tries to make everything on the canvas look like a living thing. From this the word “painting” comes from, and artists are called “painters”. Artists are different.
Some like to draw with paints, others with pencils, and everyone sees the world in their own way and shows it to us. We look at the pictures, and as if we are listening to the stories of different artists about the people whose portraits they painted. - Now I will show you a picture drawn with a pencil. B - This is a portrait of the artist's daughter B. Kustodiev. Q - Do you like the picture drawn with a pencil? Children: - I like it (I don't like it). Q: What is the girl's face like? Children: - Simple, beautiful, modest.
Q: What are her eyes like?
Children: - The eyes are large, expressive.
Q: - Such a portrait is called "graphic", because it is drawn with a pencil. And the artist is called a "graphic artist".
Q - What is the name of such a portrait?
R - Graphic portrait.
Q - Today we learned that artists are divided into painters and graphic artists. |
Artists painted portraits of men, such portraits are called male.
B-and if the portrait depicts a woman, the portrait is female, if the child is a child's portrait.
A group portrait is when several people are depicted in the picture. This set of postcards should be sorted by type of portrait.
(The game "Define which portrait?")
We learned today:
1. What is a portrait?
2. What do portraits paint with?
3. What are the portraits?
4. What are portraits for?
Literature
Working programm educator. Daily planning according to the program "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. preparatory group. GEF DO, 2016
Familiarization of preschoolers with portraiture
Portrait painting is one of the most difficult and significant genres in the visual arts. This is not just an image of a specific person, where the task of external similarity comes to the fore, but a complex study of psychology human personality, her inner world, the essence of character, the uniqueness of her appearance, defining her as typical representative epoch, nationality, class, the artist's expression of his attitude towards it. No other genre of painting is capable of revealing a person the way a portrait does. With the help of a special artistic language he draws the attention of children to the most essential in a person among the variety of his qualities - from physical and moral-emotional to intellectual manifestations.
It is in the portrait that the vast spiritual experience of the feelings and attitudes of mankind towards good and evil, mercy and cruelty, love and hatred is concentrated. The means of conveying a message about the emotional state of a person in life is body language - expressive movements of facial expressions, gestures, postures and speech, intonation, tone of speech. The artist, using the pictorial "language" in the portrait human feelings”, reveals the inner world of a person, his state of mind, gives psychological characteristics experiences of joy, suffering, pleasure, anger, distrust, deceit and other emotions that fill a person's life. Therefore, 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, 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.
In addition, familiarization with portraiture contributes to the development of emotional, aesthetic and artistic feelings of children, which are characterized by a complex interweaving of often oppositely directed emotions, which exercises, trains feelings, makes them more perfect. Combining in a peculiar way, they complement, balance, ennoble each other. The sooner we develop the emotional-sensual world of the child, the brighter and more extraordinary his imagination, figurative and associative thinking, the more interesting and richer will be his creative self-expression.
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.
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, 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 the general facial expression, less often the 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.
Artists do not specifically paint portraits for children, so it is quite difficult to select them for use in the pedagogical process. The above features of children's perception of portraiture allow us to determine some principles for their selection.
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. For the most part, these are positive emotional states of a person, although by the end of middle preschool age, some negative emotions (anger, pain, despair) are also possible if their understanding is facilitated by the depiction of details or human environment environment. 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.
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.
For preschool children, the most suitable for the harmonious perception of painting are a female and male portrait, as well as a portrait of different ages (children, youthful, adult and elderly people).
In the middle group, children first 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; emotional response to the mood of the depicted people; comprehend emotions and feelings, attitude to the perceived, feel the joy of the skill and talent of the artist; correlate the perceived with one's own feelings and experience, express one's feelings and sensations.
To bring children to the understanding that in a pictorial portrait the artist depicts a real, specific person (or group of people), expressing his feelings and attitudes towards him; without destroying the integral artistic image, to acquaint children with some means of expressiveness of a pictorial portrait, thereby deepening the penetration into the meaning of the artistic image; to teach children to peer into the face of the depicted person, to see his inner emotional state through the external expression of the eyes, eyebrows, lips, that is, to “read” the drawing, since it is the face that vividly expresses the state of mind of a person, his individuality; draw the attention of children to the expressive properties of gesture (movements of arms, legs) and posture, their unity with facial expression, as well as with the color of the portrait, which helps to understand the mood of the depicted and the attitude of the artist towards him; to bring children to the vision of some elements of the composition of the portrait: the format of the canvas, the portrait-face, the bust portrait, the portrait with a simple pose and hand gestures.
At a level accessible to children, to form an idea of a portrait as a special genre of painting and some of its types: (female, male, mixed-age), about the language of painting, the sequence of viewing a portrait; enrich the vocabulary of children with emotional-aesthetic, art history terms, figurative turns of speech that children can use in their judgments; to develop a sense of the relationship of pictorial images with images of other arts according to the emotional mood reflected in them.
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 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 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, 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 in different classes, in games, everyday life, everyday activities. The second - in the classroom for familiarization with the portrait and in artistic activities.
AT Everyday life the educator develops children's attention, observation, understanding and awareness of the manifestations of emotions in peers and adults (external expression of states). For example, Natasha entered the group, she elegant dress, laughing, joyful. The teacher says to the children: “Oh, what a cheerful, joyful Natasha is today, she’s just all glowing! And her dress is beautiful! Or draws the attention of several children to Sasha: “Look at Sasha, someone offended him. He's crying now! Look at the drooping shoulders and head, and the face, how offended: the eyebrows are raised at the corners, and the tips of the lips are lowered. Let's quickly go to him, take pity on him and console him!
The educator constantly draws the attention of the children to the emotional state of adults - parents, educators, educator assistants. In addition, he clearly conveys his feelings to children, clearly showing them outwardly: both in speech, intonations, and in facial expressions, pantomime (gestures, posture, movements). Children should be taught to understand sign language, facial expressions, posture expression. good educator often instead of a stream of words, he uses a gesture, facial expressions. 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 shake your finger, shake your head, spread your arms (“Well, well!”). "Go 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 hold special classes: “When we have fun, when we are sad”, “What does it mean « frightened", "surprised"?", "Guess what I'm saying" (use of facial expressions and pantomime). The purpose of such classes is to bring children to an understanding of the emotional states of a person and their external expression. When conducting music lessons or speech development classes, one should pay attention to the emotional mood, the feeling that the work or character of the story, fairy tale expresses.
It is good to use imitative-figurative games, dramatization games, in which children practice in characteristic gestures, postures, and facial expressions. For example, to show how a cunning fox walks, how a frightened bunny jumps, how a clumsy bear waddles through the bushes.
Watching filmstrips, films and illustrations for fairy tales about animals and humans can help here. After reading a fairy tale, it is good to consider illustrations about its heroes. How the artist painted an evil wolf, a good owl-owl, etc. For the same purpose, you can use artistic and educational games. For example, “Who is laughing, who is crying” or “Who is happy, who is sad”, “Remove the excess” (children compare the bright emotional states of people depicted on the cards and sort them into groups by commonality).
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”.
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 At preschool age, it is necessary to make the most of the enormous possibilities of fine art, which affects the inner world of the child, expands his emotional experience, and teaches him to understand the aesthetic richness of life.
Examples of outlines of classes for familiarizing children
Middle preschool with portrait painting
Conversation “WHOM THE PORTRAIT TELLS ABOUT”
Program content. Arouse in children an interest in a new genre of painting - a portrait, a desire to carefully examine it, emotionally respond to the mood of an artistic image, experience pleasure and joy from meeting it. To give children an idea of some types of portraits (female, male and mixed ages). Enrich the vocabulary of children with emotional and aesthetic terms, figurative expressions. To develop a sense of the relationship between the moods of visual and musical images.
Preparatory work. The system of classes to familiarize children with still life, landscape. Drawing, modeling, application of images of people.
Materials. Reproductions of portraits "Margot is dancing" by P.P. Konchalovsky; “The Laughing Soldier” (a fragment of the painting “Suvorov Crossing the Alps”) by V.I. Surikov; "Portrait of a peasant woman in a Russian costume" by I.P. Argunov; "Portrait of F. Yusupov with a bulldog" V.A. Serov; "Portrait of L.N. Tolstoy" N.N.Ge. musical piece"Dreams" from the "Album for Youth" by R. Schumann.
Course progress.
caregiver . Guys, now we're going to the exhibition art paintings and love them. You will quietly enter the hall, try to walk around the paintings and examine them carefully, and then you will tell me who these paintings are about. When the music ends, go to the chairs and sit down.
Children enter under quietly sounding music into the hall, approach the stands and examine the portraits. After 2 minutes, the teacher turns off the player.
Did you like the pictures? (Children's answers.) Who is depicted in these pictures? Yes, girl, boy, man, woman, an old man- adults and children, but in general - people. Such paintings are called portraits. A portrait is an image real person who lives now or once lived. The portrait should be very similar to the person the artist is painting, but the artist tries to depict him in such a way that everyone can see how kind he is or not, cheerful or sad, cunning or simple-hearted.
Usually the artist paints a portrait of the person he knows, loves or respects. So, often artists paint portraits of their children or children of acquaintances. Look at the painting “Margot is dancing” by Pyotr Petrovich Konchalovsky, he painted his mischievous daughter. Sometimes portraits are ordered to the artist, and sometimes he himself chooses a model for himself, that is, the one he wants to draw. For example, Nikolai Nikolaevich Ge had great respect for famous writer Leo Nikolayevich Tolstoy, he painted him - look at the portrait.
But the portrait of the boy Felix Yusupov to the artist Valentin Aleksandrovich Serov was ordered by his parents. The boy was very fond of his dog - a bulldog, the artist painted him.
Did you like the portraits? We will see them again. And now let's look at them, admire and listen to beautiful music. (Includes for 1-2 minutes an excerpt from the musical work "Dreams" by R. Schumann.)
SPANISH DANCE
Examination of the painting "Margot is dancing" (P.P. Konchalovsky, 1949)
Program content. Arouse in children an interest in the portrait of a girl, a desire to carefully examine it, emotionally empathize with her, correlate what they see with own experience develop imagination, creative thinking, fantasy. Enrich the vocabulary of children with the concepts of "gesture", "pose"; "naughty", "sly", "minx"; "castanets", "Spain", " spanish dance". To develop in children the ability to speak out, evaluate, communicate about what they see; to feel and establish a connection between the moods of visual, poetic and musical images.
Preparatory work. Consider illustrations with dancing people, paying attention to the location of their arms, legs, the whole figure, consider diagrams of different poses of dancing people. If possible, invite dancers to demonstrate the Spanish dance, examine the clothes and castanets. On the musical lesson teach the children some Spanish dance moves.
materials . Reproduction of the portrait "Margot is dancing" by P.P. Konchalovsky. Musical composition"Espana Cani" or "Malaguena" by I. Albeniz.
The course of the lesson.
Children sit near the stand, it is closed.
caregiver . Children, recently we saw a beautiful Spanish dance. Did you like it? With what? (Children's answers.) Today I have prepared a picture for you (opens). Look at it and admire it, and I will turn on the music, it will help us understand what this picture is about, and remind us of something. (Turns on the melody "Espana Cani", after 1-2 minutes turns off the player.) So what did the music remind you of? (Children's answers.) Fervent Spanish dance to the castanets. The composer conveyed it with sounds and rhythm. What did the artist see? (Children's answers.) He saw his naughty and mischievous daughter dancing the Spanish dance beautifully and gracefully.
Margarita was playing with a ball, jumping rope, but suddenly she heard music and began to dance. Her mother saw this and dressed her daughter in her silk blue dress with three frills at the bottom and on the sleeves. She wore a fluffy white skirt underneath. She tied a bright yellow scarf around her neck. What a beautiful combination of colors turned out - cold blue with bright yellow! Mom attached two flowers to the girl's hair. It turned out to be a charming Spaniard!
Look at the girl's face and tell her how she's feeling. (Children's answers.) Cheerful, mischievous, crafty, perky - her mouth is open in a smile, even white teeth are visible. Big brown eyes gleam merrily and look straight at us. The girl's hair is lush, dark brown. Now tell me, what does the girl do? (Children's answers.) How did you guess? Pose dancing man- raised arms and legs. What is it in her hands? Rattles, like a dancer's castanets, beat the rhythm.
How beautiful the graceful and bright figure of a girl looks on a light background! What would you name this portrait? (Children's answers.) And the artist called his painting "Margot is dancing." With gentle humor and love, he named his daughter a little in Spanish. And now let's listen to another Spanish melody and, looking at the girl, imagine that she is dancing to this music. (At the end, you can invite the children to join the dance.)
Elena Klyuchnikova
How to introduce portraiture to preschoolers. Work experience advice
Consultation
How to acquaint preschoolers with a portrait
All children love to draw people. But for many, the image of a person causes great difficulties. Therefore, a large work to familiarize children with the portrait, first with the concept « Portrait» . When I spend with preschoolers game"Painting", I suggest looking at each other through the frame and tell about what you saw. We find out that the eyes are located on the face much lower than the level where children usually draw them; that the forehead is located above the eyes (you can put your hand on your forehead). Children's eyes are located on horizontal line dividing the face in half, and in an adult just above this line. The distance between them is not great, no more than one eye. Inside the eye is a colored circle and a small pupil. Ask what is above the eyes (brows). Where is the nose. The nose ends in the middle of the distance from the eyes to the end of the face. Explain to the children that a person's nose is the same color as the face, so you can only draw the tip of the nose. We also find out that from the tip of the nose to the end of the face (chin) lips are in the middle. The upper lip is different in shape from the lower. How? On the upper lip- two waves, and on the bottom - one. Then I give a description of one of the children, indicating the color of his eyes, hair, hairstyle, nose shape, and other features. Ask the children to describe portrait of a friend. Then I move on to pictures. famous artists – portrait painters.
We are surrounded by a large wonderful world! many interesting and wonderful people around. Artists paint so that everyone can see them. They are drawing portraits of people different professions. In addition to external similarities, artists strive to convey the character of a person, his spiritual world. By facial expressions, we learn about the feelings that people experienced - joy or sadness ... We determine with the children the expressive funds: color, posture, facial expressions portraits of various artists: V. Serova "Mika Morozov", "Peach Girl", Z. Serebryakova "Girl with a doll", V. Tropinina « Portrait of the artist's son» , I. Repina "Dragonfly" and others. Looking at the picture, we note the mood of the hero, what his face, eyes say, what means of depiction the artist uses. By the clothes, by the actions of the people depicted in the picture, you can find out who they are. We often compare pictures, finding obvious differences. I tell the children about what are portraits(chest, waist, full length). Subdivided into picturesque ( portrait, self-portrait, sculptural and graphic.
I invite children to bring joy to each other by depicting portrait of a friend, girlfriends. So that the oval of the face in children does not turn out to be too small, or does not look like an oval, I first suggest that the children use a stencil of the oval of the face with eyes. The outer stroke is the oval of the face, the inner stroke is the eyes. When the eyes found their place on the face, it was not difficult to add a nose and mouth. I show the children several options for depicting the nose and mouth. Then we study together facial expressions: the shape of the mouth, eyes and position of the eyebrows. Then we study the hairstyles of boys and girls, we find differences from the hairstyles of adults. We also find out that hair of different colors and qualities (straight and curly). And the oval-shaped ears, located under the line of the eyes, are not visible behind the hair. I draw the attention of the children to the fact that the neck is narrower than the face, and the shoulders are wider than the head.
Before drawing a human figure, consider the parts of the body. I draw the attention of the children to the beauty of the human figure, its plasticity, the proportionality of all parts of the body. Learning to see the similarity of poses in a schematic image - lay out the little men in different poses, we repeat the movements, taking the necessary posture, denoted by words.
Line, spot, color, volume are the means of conveying the artist's thoughts, as necessary as words for a writer and sounds for a composer. If you master these magical tools, then the desire to convey your impressions and fantasies on paper will become a reality. Small man, perceiving and mastering the world around him, reflects the experienced feelings in the drawing. He, as it were, re-creates the situation for himself, waving and generalizing it into drawings. The kid still does not know how to depict space, small parts when drawing a person, therefore he often accompanies his drawing with a story. Growing up, he begins to increase the requirements for himself as an artist, he tries to draw in such a way that "it seems". At this stage, failures can have a negative impact by the appearance of a feeling of insecurity in their abilities, a weakening of interest in fine art. Therefore, it is very important to help the child to develop possession skills. artistic means. A child easily learns new skills if this an experience comes during the game, entertaining action, emotionally colored experience. Introduction to working methods, with modes of activity in various types fine arts then it is carried out without undue effort, setting the child up for the success of his activity.
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MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN OF GENERAL DEVELOPMENT No. 8 “FAIRY TALE” From work experience Topic: “Environmental.
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Kuznetsova Olga Vladimirovna
Target: acquaintance children with one of the genres of painting (portrait) ; consolidate knowledge about the profession "painter"; to form in children a positive emotional response to works of art art; to cultivate respect for the work of the artist; enrich children's vocabulary « portraitist» ).
preliminary work: looking at illustrations, children's work in the art studio, cutting loto "Professions"; di "Who needs what to work", "Guess the Mood"; conversations with children about the work of adults; guessing riddles; reading the story of N. Nosov "Adventures of the Dunno".
Equipment: two easels, toy "Queen - tassel", markers, small unfinished girl portraits(according to the number of children, a beautiful box (package, large envelope, reproductions portraits of artists. Repin, B. Kustodieva, palette, paints, pencils, sheet of paper, brush.
Lesson progress:
(Children are sitting on chairs, there is a knock on the door, a doll appears - a brush with a beautiful box and a large envelope)
Doll: Hello guys! You recognized me? I - "Queen Tassel"- the most important over all brushes.
Play: Tassel, why are you so cheerful today?
Doll: I went to art gallery (museum). There's a lot beautiful pictures. I really liked them, so I'm so cheerful and satisfied.
What is your mood today? (Good, funny) Smile, stretch!
On the way to visit you, I went to the post office and brought this parcel (nice box) and an envelope. Curious to see what's in there?
But first guess mine riddle:
I have a pencil
colorful gouache,
watercolor, palette, brush
And a thick sheet of paper
And also a tripod easel,
Because I…. (painter)
Well done, you got it right! So tell me please, who is the artist? (A person who paints pictures).
Now let's see what's in this package.
(In turn, the teacher takes out from the parcel items: sheet of paper, brush, pencils, paints, palette, children name them)
Who needs all these items? (for the artist)
Where do you guys think the artists keep their paintings? (in the museum, art galleries)
That's right, the museum then makes exhibitions of paintings. You can go there and look at them.
Since you are so good at solving riddles, try again once:
In a painted picture
This is the main face.
Maybe mom or dad
Maybe grandpa and me
Painted in a painting
Maybe my whole family.
It's easy to guess here.
There is no uncertainty
What a beautiful picture
It's called…. (portrait)
Correctly. A portrait is such a picture, on which the artist draws a person's face or depicts him in full growth. The artist conveys the features of a person, his character. Such pictures are called « portraits» , and the artists who draw them are called "artists- portrait painters» .
(Children get up and go to the easel)
Doll: And now it's time to see what's in this big envelope.
(The teacher takes out of it alternately reproductions of paintings and hangs them on an easel)
Look guys at this portrait of a girl. It was painted by the artist Boris Kustodiev. On this portrait he portrayed his daughter, whose name is Irinka. Do you like her? (Yes)
What did you like about the girl? (She's beautiful)
See which one is shown on the artist's portrait of his daughter, why?
What is Irinka wearing? What is in her hands?
Where do you think the girl might go?
Who else is in the picture? (dog). Her name is Shumka.
Looking at this portrait try to find words that will tell about Irinka. What is she? (Beautiful, small, cheerful, smiling, smart).
In the next picture, which was painted by the artist Ilya Repin, a girl is also drawn - his daughter, whose name is Nadia.
Which artist painted it?
Why can she be so sad, what could have happened to her? (Sick, sad, waiting for mom, tired.)
What words can you pick up for Nadia, drawn on this portrait? (Sick, sad, thoughtful, tired.)
Tell the guys, and these two girls, painted on these portraits are similar?
What guys, you are great! Perhaps you are tired? Now we will play with you.
(Children go to the middle of the group)
Physical education minute "Young Wizards"
Rise up, stretch
Two - bend, unbend.
Three - in the hands of three claps,
Three head nods.
Four - arms wider,
Five - wave your hands,
Six - sit down quietly.
Let's draw together
And create pictures.
Play: Guys, who creates the paintings? (painters).
Look, is there anything else in the envelope? (Pulls out small unfinished portraits) . What's this? What is the name of the painting in which the artist paints only the face? (portrait) .
To finish these portraits, we need to turn into real artists. For this you have to say "magic words":
(Children cover their eyes with their hands)
One, two, three - spin
And become artists.
(children sit at the tables, draw a face on portrait)
Play: Now our portraits are ready. We have a whole art gallery.
brush do you like portraits that the guys drew?
tassel: Yes. They are wonderful. I liked you so much that I decided to stay in your group.
Play: Stay brush, you will be interested in us. And now guys, let's invite all the guests to our exhibition, but for this we need to turn from artists back into guys.
(Children close their eyes)
One, two, three - spin
And turn into a kid.
(Guests with children are considering portraits)
