- If you have experience in pencil, you can safely start learning painting;
- If you have zero experience, then first we recommend that you take the Basic Course at the adult painting school. At the end of this course, you will find it much easier to paint;
- If you have serious experience in drawing with pencil and paint, you can start, under the guidance of an experienced teacher, to create your portrait, copy masters or develop your ideas.
Painting works
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| Natalya Kudryavtseva 3 months of training (oil); |
Nastya Khokhlova 3 months of training (pastel) |
5 months of training (oil) |
Nastya Trosnova about 6 months of training (pastel) |
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| Elya Grudina (12 years old) 6 months of training (oil) |
Katya Popova (16 years old) 8 months of training (oil) |
Tanya Nigay (24 years old) 7 months of training (oil) |
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| Elena Orlova about 2 years of study (watercolor) |
Valya Shvets (27 years old) 4 months of study (pastel) |
Valya Shvets (27 years old) 8 months of study (pastel) |
Graphic arts
The individual approach used in the Art-Idea studio assumes that the teacher deals with you based on your goals and needs. In this regard, you can improve in any drawing technique you are interested in, whether it is thin and transparent watercolor or more pasty oil painting technique. Also at the painting school for adults you can get acquainted with the most delicate pastel technique, glossy gouache technique, matte tempera or dry brush technique.At the Art-Idea school, painting can be taught to adults and children.
School of painting
Works done with a palette knife
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Coming in painting school, we usually assume that we will draw on a sheet of paper and with a brush! This is our usual representation. Interesting fact: The Italian school of painting does not recommend the use of brushes by the beginning artist. At first, they learn to display something in general and only with a palette knife. The brush draws attention to the little things that are not needed at an early stage of training.
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Learning color is a lot of fun! You have probably heard that different colors have different effects on a person. So red is able to excite, and blue calms, yellow brings joy, and green brings harmony. In the life of a modern person, pure bright colors are often lacking, hence the depressed mood and despondency. Painting training in this sense, it is healing for most people, adding to their lives the vibration and harmony of those colors that they lack! There is even such a direction - art therapy, where people are treated with the help of color. Thus, painting often harmonizes not only the soul, but also the human body!
Painting training takes place in Studios №1(m. pl. Vosstaniya) or Studios №2(m. pr. Enlightenment or m. Grazhdansky pr.)
The work of Dmitry Revyakin is very diverse and covers a wide range of areas - from oil painting and tempera to woodcarving and the creation of author's objects in the Steampunk style. A special place is occupied by works that are the visiting card of the author - painting and woodcarving in one work. The versatility of artistic skills and the high level of Dmitry Revyakin's skill allows him to create original creative works that represent the organic unity of painting and woodcarving - paintings and frames as its semantic continuation.
Dmitry Revyakin's painting is imbued with love for Russian nature. His paintings speak of the endless variety of beauty, the beauty of all seasons and the artist's reverent attitude towards his native land. Landscapes and still lifes in oils are characterized by the brightness of the painting, the expressiveness of details, the beauty of light nuances, and the general feeling of cheerfulness.
Copies of paintings
(paintings made at master classes)
Choose a picture (s), in the order, instead of the name of the film, indicate the name of the picture and within 1-6 hours you will receive payment details by e-mail
Do you want to buy a painting at the lowest price in Moscow? Please contact us, because at master classes in painting, explaining to students how to paint this or that landscape, still life, Dmitry paints a picture, and then we sell it. The most cheap oil painting Only here! If you find paintings in Moscow cheaper than in Leonardo's studio, write to us where this place is! You can see and order oil painting or purchase from below. Dmitry Revyakin is an excellent painter and master of his craft, you can order him copy any known paintings or order a painting from a photo. Below is a part of the author's works by Dmitry Revyakin (all paintings are for sale).
Wood carving D.V. Revyakina.
Dmitry is engaged in woodcarving, works in the technique of marquetry. You can see photos of D.V. Revyakin below.
Wood carving is a traditional Russian art that has gained worldwide recognition. Natural wood objects fill the interior with special comfort and warmth, create the image of a house rich in traditions and appreciating stability. The site presents the following products with wood carvings that you can buy: chaban (tea board), mirror frame, jewelry box, carved furniture, etc.
Steampunk.
D.V. Revyakin works in the Steampunk style (see photo below). You can order a steampunk portrait framed in a steampunk frame. The artist will be able to fulfill any order. Steampunk (or steampunk) is a direction based on fantasy, creating a new reality, objects, with the help of mechanical and technological elements of steam engines. Steampunk as a style is common in painting, graphics, sculpture and design, and everyday items created in the Steampunk style are very popular among young people. You can also order a fantasy portrait, and Dmitry will paint an excellent picture.
Plein air.
Dmitry Revyakin very often paints from nature. Any artist will confirm that the only way to gain the experience of a real painter is to work en plein air, studying nature. It is a fascinating activity to find a place in nature and early in the morning to paint a beautiful landscape from nature. It is best to work in the morning or in the evening, because the colors at this time are most interesting for the artist. By studying nature, you will learn real, not fictional shades, find and compare complex color combinations with the reality around you.
"A painter's picture will not be perfect if he takes the pictures of others as an inspiration; if he learns from natural objects, he will produce a good fruit" Leonardo Da Vinci.
1st year students of the specialty "Painting"
for independent homework on still life painting
Homework list
by still life painting
Exercise 1. Still life of household items in the technique of grisaille
Exercise 2. Still life of household items in color.
Exercise 3. Still life of household items similar in color
Exercise 4. Still life of household items, contrasting in color
Exercise 5. Still life of white objects.
Exercise 6. Still life in the interior.
Exercise 7. Still life in the open air.
Explanatory note
In the painting curriculum for 1st year students of the specialty "Painting", a significant place is given to still life: 36 hours in the 1st semester and 132 hours in the 2nd semester. Another 50% of this time is devoted to independent homework. A consistent development of still lifes is envisaged, starting with simple natural productions and ending with complex thematic still lifes. In productions made up of everyday objects, problems are solved related to the study of chiaroscuro and tonal solution of form, color relationships and color, that is, those means of expression that the artist uses when creating a work.
Simple, clear geometric forms that underlie the study of still life, enable first-year students to get acquainted with the means and methods of constructing a three-dimensional image on a plane in connection with the environment.
Mastering the technique of watercolor painting is a mandatory requirement of the program for the 1st course. Watercolor has great pictorial possibilities, convenient and efficient, allows you to use a variety of techniques.
Both in classroom practical classes and in independent homework, special attention is paid to the acquisition of knowledge and skills in building a form, the ability to see and convey a diverse state of nature depending on lighting conditions, and the correct methodological sequence of work on still life painting.
When performing a still life sketch, the number of stages is determined by the complexity of the field setting, but the following are considered to be the main stages:
1) compositional placement of the image of the entire group and individual objects on the plane of the sheet;
2) linear-constructive solution of the form, taking into account their proportions, movement and spatial position;
3) determination of the overall color tone; transfer of general large tonal and color relationships proportional to nature;
4) modeling the three-dimensional form of objects, identifying the gradations of light and shade and their pictorial study, taking into account the aerial perspective;
5) a generalizing stage of work on the completion of the study; identification of the main and secondary in the color structure of the study; subordination of all parts of the image to the whole.
A cycle of homework in still life painting, in close connection with homework in drawing and composition, leads to the development of artistic observation, figurative thinking, creative imagination, a sense of color and color relationships.
Ultimately, students should acquire a solid knowledge of still life painting, necessary for independent work.
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On the topic: methodological developments, presentations and notes
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Anna Klimova
Project "Amazing Possibilities of Painting"
Project« Amazing Painting Possibilities»
Relevance project
Advanced pedagogical experience shows that at the present stage of development of society, it is not enough just to teach a child something. Activity, independence, initiative, creativity are leading in determining the direction of personality development in modern conditions. The implementation of independent, practical and creative activities of children in the field of artistic and aesthetic development is aimed primarily at the comprehensive development of the child's personality.
The influence of art on the formation of a person's personality, its development is very great. V. A. Sukhomlinsky wrote: “During childhood, thought processes should be as closely connected as possible with living, bright, visual objects of the surrounding world. Emotional saturation of perception is the spiritual charge of children's creativity.
Getting acquainted with outstanding works of art, preschoolers learn to understand the harmony of nature, learn the culture and history of Russia, learn the norms of behavior and spiritual values accepted in society, get acquainted with the life and work of people in various fields of activity, a special place painting occupies in the development of speech. By using painting thinking develops activity: the ability to generalize based on analysis, compare and explain, develop inner speech (inner speech helps the child plan and express his judgments, correlate the conclusions resulting from the perception of the artist's intention, it also contributes to the manifestation of his own intellectual and emotional associations). Art contributes to the perception of various feelings and the formation of the initial foundations of the worldview. Children enrich their moral experience, their moral consciousness is formed. They learn to compare their experience with the experience of the people depicted by the artist, and to transfer what they perceive into the genre. painting ways of relationships between people in real life situations.
It is important that the formation of a comprehensively developed personality of a preschooler occurs in a single process of familiarizing children with fine arts, folk art, culture, aesthetic values, and the nature of their native land. Work painting rich in their ideological content and perfect in artistic form. Therefore, they form the artistic taste of preschoolers, the ability to understand and appreciate the beautiful, not only in art, but also in life, nature, everyday life. Painting recreates all the richness and diversity of the world with spatial depth, volume, color, light and air.
Thus, there is a contradiction between painting possibilities as a means of comprehensive development of the personality of a preschooler and its insufficient use in the pedagogical process.
Target project: Comprehensive development of preschoolers in the process of familiarization with painting.
Tasks project:
1. To introduce children to Russian artists and their works and to arouse in children a steady interest in painting;
2. Encourage parents and children to actively interact with teachers, stimulating the desire to seek additional information on the topic;
3. Develop a system of classes to familiarize children with painting(forward planning for the academic year);
4. Increase the level of knowledge of teachers and parents about the possibilities of the impact of painting for the all round development of the child.
Type project
By time - long-term;
Duration project– September – April (2013-2014 academic year)
According to the dominant project activities - practice - oriented;
By the nature of contacts - intragroup;
By the number of participants - collective;
Age of children - 5-6 years;
Members project - teachers, children of the senior group, parents;
Product design activities - long-term planning, a cycle of classes, materials and additional information on the topic.
Expected results
1. Formation in children of a system of knowledge about artists and their works;
2. Systematization of methodological information;
3. Selection of literature and development of a long-term plan to familiarize children with painting;
4. Systematic use in the work of cycles of classes to familiarize children with painting;
5. Saturation of the methodological base with additional information and materials for classes to familiarize children with painting.
Main stages project
1 - creating a practice-oriented problem
Coming to a lesson to familiarize children with painting, I exhibit reproductions depicting an autumn landscape. In the course of the lesson, we listen to music, read passages from poems that help perception painting. Children correlate musical and literary works with reproduction and justify their choice, but there is one reproduction (Savrasov A.K., "Autumn. Tree by the brook" for which there is no suitable music and poem. Rises question: "What to do?".
2 - putting forward hypotheses to solve the problem
Children offer to involve a librarian who comes to them weekly and ask him to help make a selection of poems about autumn. And also, contact the music director with a request to select musical works. Unexpectedly, Valya recalls that not so long ago her sister, a schoolgirl, taught a very beautiful poem about autumn and promises to ask her mother to write it down for us, etc.
3 - distribution into groups
After we have decided what we need for further work, I suggest that the children discuss this problem at home with their parents and involve them in a joint search for information, and perhaps supplementing our plan for solving the problem. Thereby, discussing problem and ways to solve it again, children with their parents unite in micro-groups to collect the necessary information.
4 - practical solution Problems:
Creation of a music library of classical music, children's songs;
A selection of works of literature (stories and poems, Russian folklore (Proverbs and sayings);
A selection of illustrations for viewing;
Exhibition of children's works on drawing, application, modeling and manual labor;
Excursions to the Exhibition Hall, the Winter Garden of the CDC "Arctic";
Walks and excursions;
Formation of an electronic catalog of works painting;
Drawing competition "Seasons";
5 - presentation of results
All the information collected with the help of parents, teachers, librarians was accumulated, generalized and systematized. After processing the collected information:
A long-term plan has been written to familiarize children with painting, indicating sources and a selection of additional materials;
A number of abstracts have been developed classes: About what and how he speaks painting» , “Colors of evening landscapes. Examination of the painting by I. I. Levitan "Summer evening", "Golden autumn. Examination of the painting by I. I. Levitan "Gold autumn", “Such a different autumn. Examination and comparison of landscape paintings "Gold autumn" I. I. Levitan and "October" E. E. Volkova, "Winter" I. I. Shishkin” and others;
Thematic presentations: "Hello golden autumn", "Signs of Autumn", "Autumn through the eyes of artists", "Russian landscape painting» , "Still life", "Primitive Art", "Landscape painting. Russian landscape painters" and etc. ;
Conducted consultations for educators on the impact painting on child development: "Russian landscape painting» , "Organization of the perception of still life by children of preschool age", "Autumn, sung by poets and painters in works of art”, etc.;
Seminar - workshop for teachers "The nature of winter in the works of artists";
Theme week "Winter fun", "Autumn sketches";
For parents exhibited folders - movers "a poetic image of nature in a child's drawing", "Art and education", "Learning to observe nature" and etc. ;
An open lesson for parents, using the collected information "The sorceress Winter is coming...";
Monitoring the enrichment of children's knowledge and the level of formation of ideas about painting.
Bibliography
1. Ashikov V. Preschool education in the new century // Preschool education. -2000. - No. 1. - S. 8-11.
2. Upbringing and education of children of the sixth year of life. / Ed. Ushakova O.S., Paramonova L.A. - M.: Enlightenment, 2001. - 160p.
3. Grigoryeva G. G. Visual activity of preschoolers. - St. Petersburg: Detstvo-Press, 1997. - 224 p.
4. Children and landscape painting. Seasons. We learn to see, appreciate, create beauty. - St. Petersburg: CHILDHOOD - PRESS, 2004. - p. 272 / Program Library "Childhood"
5. Zubareva NM Children and fine arts. Still life and landscape in the aesthetic education of children aged 5-7. M., "Education", 1969. - 111 p.
6. Kazakova T. G. Develop creativity in preschoolers. - M.: Enlightenment, 2005. - 146s.
7. Komarova, T. S. Children's artistic creativity. - M., 2005. - 160 p.
8. Krasnushkin E. V. Visual arts for preschoolers: still life, landscape, portrait. For work with children 4-9 years old. - M.: MOSAIC-SYNTHESIS, 2012. - 80 p.
9. Medvedev L. G. Formation of a graphic artistic image in the classroom for drawing, 1986.
10. Mikhailova T. Feeling and color. The technology of “emotional mood” of children in the process of mastering technology painting. // Art at school. With. 39, 2010.
11. Panksenov G.I. Painting. shape, color, image: textbook for students. higher thin educational institutions. - M.: Publishing Center "Academy", 2008.
12. Psychology of gifted children and teenagers: Textbook / Yu. D. Babaeva, N. S. Leites. - M.: "Academy", 2000.
13. Sakulina N. P., Komarova T. S. Visual activity in kindergarten. - M.: Enlightenment, 2003. - 208s
14. Chumicheva R. M. Preschoolers about painting: Book. for educators children. garden. – M.: "Education", 1992. - 126 p., 16 sheets. ill.
15. Federal state educational standard for preschool education (approved by order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155)
If there are several publications on a particular issue, you need to familiarize yourself with all the publications in order to understand how the point of view on the issue under study has changed.
Collection and processing of factual material (sketches, sketches, sketches and compositional searches)
The collection of factual material is a crucial stage in the preparation of the practical part of the course work. Its quality largely depends on how skillfully and fully selected the actual material.
disciplines of subject training are sketches, sketches, sketches, compositional searches for plastic forms, decorative panels, examples of performance techniques, source images for computer graphics, reproductions of works of art.
Factual material for term paper on general professional disciplines- these are data from an experimental study based on the results of practical activities at school.
Collection and processing of natural material (sketches, etudes and sketches), compositional searches are a laborious stage in the course work. In order to speed up the processing and systematization of the material, the successful completion of the work, students are given the right and opportunity to use educational, scientific laboratories and workshops, the funds of the library and the reading room.
Preparation for defense and defense of term paper
Completed and properly designed term paper is submitted to the head no later than two weeks before the defense at the department. The head of the work checks the work, signs it and presents it to the head of the department. Based on the submitted documents, the head of the department decides on the admission of the work to the defense. Permission for admission is drawn up on the title page of the course work and sealed with the signature of the head of the department. If the head of the department does not consider it possible to admit the student to the defense, the issue is resolved at a meeting of the department with the participation of the head and the author of the work.
In this case, the head of the department makes the decision on admission to the defense based on the decision of the members of the department.
The work admitted for defense is returned to the student for correction of remarks and preparation of abstracts for defense.
Coursework defense is held at an open meeting of the department, in which scientific supervisors of work, faculty teachers, students, etc. participate. All those present can ask the defendant questions about the content of the work, participate in its discussion.
No more than 20 papers are submitted for defense at one meeting. No more than 15 minutes are allotted for the defense of one work, including 5-7 minutes for the student's report.
The graduate report (1-1.5 pages) contains:
Work theme;
Goal of the work;
The relevance of the topic under study, its justification;
Characteristics of the scope and structure of the work;
Sequence of implementation of the practical part;
Conclusion.
The report is presented freely, clearly; the student does not read the text, but logically presents his observations and conclusions.
The student's answers to the questions of those present, their completeness and depth affect the evaluation of the course work.
After the presentation of the author of the work and his answers to questions, the leader comes forward with his review. After discussing the work, the student is given the opportunity to respond to the comments made. Coursework is evaluated on a four-point system: "excellent", "good", "satisfactory", "unsatisfactory". In doing so, members of the department are guided by the following criteria:
Professionalism of skills and abilities in the implementation of the practical part;
Defense of the work: the student must show how deeply the topic is comprehended by him, the ability to navigate the scientific problems related to the topic of the work: the student must show the ability to briefly and clearly express his thoughts, give comprehensive answers to questions, logically and correctly conduct scientific controversy;
Design of work: compliance with the design rules recommended by this regulation, spelling, punctuation and stylistic literacy; correct bibliography.
The student needs to know that the assessment is made up of many indicators, the decisive indicator is the defense itself. Discussion of the results of the defense of each work is held at a closed meeting of the members of the department. The decision on evaluation is made by a majority of votes, the vote of the head of the department counts as 2 votes. The results of the defense of term papers are announced on the same day after the approval of the defense protocol by the head of the department.
With an "unsatisfactory" assessment, the student has the right to re-defend the work within the next semester after making additions, corrections, improvements, but not more than once.
The general results of the defense of term papers are necessarily discussed at the department. Based on the results of the defense, the department can recommend individual works for publication in collections of student scientific papers.
The theoretical part of the course work for 2 years from the date of defense is stored in the methodological office of the faculty, where it can be used (on a common basis with educational and scientific literature) by students, teachers, teachers, etc. The practical part is stored in the exhibition fund and is used for exhibitions and as a teaching aid in the classroom.
Withdrawal of materials, changes, additions to the term paper are not allowed. If necessary, the author of the work has the right to make copies of the materials available in the work.
