Parfenova Anna
The material is based on the literary works of the subject "Literature" in the 8th grade.
Objective of the project:
The study of the role of illustrations in understanding a literary work,
Study and analysis of works of fiction,
Making illustrations for works of fiction,
Development of skills in collecting, filtering and systematizing material from sources of fiction.
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"Illustration in the perception of works of fiction" Project work performer: Anna Parfenova, 8th grade leaders: Suglobova L. G., Yusupova M. N. Chekhov, 2015
The purpose of the project: -studying the role of illustrations in understanding a literary work, -studying and analyzing works of fiction, -performing illustrations for works of fiction, -development of skills in collecting, filtering and systematizing material from sources of fiction.
Planned result: - to convey through the illustration the inner meaning of the work and the nature of the writers' creativity, - the creative mastery of knowledge of artistic literary works, - the ability to use visual images in the understanding of artistic literary works.
The role of illustration in understanding a literary work: An illustration is a drawing related to a certain part of the text, explaining some point and at the same time decorating the book. Illustrations bring joy to the reader, activate his feelings, thoughts, broaden his horizons, contribute to the assimilation of the native language, help to deepen the perception and understanding of works of art. Illustrations that more accurately and consistently convey the main points of the content of the text allow you to follow the events that are being told step by step, which increases the efficiency of reproducing the content. The perception of a literary work is impossible without the active work of the imagination. Illustration as a kind of art is closely related to the book. The ability to perceive it in unity with the text is one of the indicators of aesthetic perception, since a graphic image makes it possible to see and understand the content of a poem, story or fairy tale. It is no coincidence that readers choose books with illustrations and try to "read" with their help. The aesthetic perception of illustration is manifested in the ability to describe the depicted action, to understand the relationship between the characters, the heroes of the work. The significance of the illustration should be highly appreciated, since another stage in the knowledge of the environment begins with its examination, readers willingly follow the artist into a new world of living images, fiction, a combination of the real and the fabulous. They join this process with interest, this game of fantasy and imagination. An illustrator must be able to speak to the reader in a simple, clear, and extremely sincere “language”. Understanding more complex content - the inner meaning of the work, the social significance of the characters' actions, the moral meaning of their behavior - presents great difficulties for the reader. In overcoming these difficulties, illustration again begins to play a significant role: in order to understand the most difficult moments of the text, the reader should be able to turn to a visual image and trace on it those actions, relationships of characters in which their inner meaning is more clearly revealed.
M. Yu. Lermontov “Mtsyri” “Down deep below me, A stream amplified by a thunderstorm Noisy, and the noise of its deaf Angry hundred voices succumbed. Although without words I was intelligible to that conversation, Silent murmuring, eternal dispute With a stubborn pile of stones. Now it suddenly subsided, then it resounded more strongly in the silence; And so, in the misty heights, the birds sang, and the east became rich; a damp breeze stirred the sheets; Sleepy flowers died, And, like them, towards the day I raised my head... I looked around; I don’t melt: I was scared; on the edge of the threatening abyss I lay, Where howled, spinning, an angry shaft; There were steps of rocks; But only an evil spirit walked on them, When, cast down from heaven, In the underground abyss disappeared.
M. Yu. Lermontov "Mtsyri" ESSAY. This episode is the most beautiful in the work. The reader understands that the hero does not have a chance to find his homeland among the great, endless expanses of the Caucasus. This illustration reads hopelessness, but not quite fatal. The reflection of dawn over the mountains is like a symbol of hope in the soul of a boy who is determined to find his homeland. It can be seen how the hero would like to soar with the eagles and fly away to his homeland.
A. S. Pushkin "Dubrovsky". Marya Kirilovna greedily availed herself of the permission to leave. She ran to her room, shut herself up, and gave vent to her tears, imagining herself to be the wife of the old prince; he suddenly seemed disgusting and hateful to her... marriage frightened her like a chopping block, like a grave... "No, no," she repeated in despair, "it's better to die, better to go to a monastery, I'd better marry Dubrovsky." Then she remembered the letter and greedily rushed to read it, foreseeing that it was from him. In fact, it was written by him and contained only the following words: “In the evening at 10 o’clock. in the same place."
A. S. Pushkin "Dubrovsky". ESSAY. The main character Masha Troekurova reads a letter from Dubrovsky. In this illustration, I conveyed the condition of the girl. She was seized with sadness and sadness due to the fact that she would have to marry an unloved person. The letter in her hands perhaps gives her hope that there is still a way out of a seemingly hopeless situation. The letter relieves stress and a state of hopelessness, acts as the only chance for salvation from an unequal marriage.
V. A. Zhukovsky "Svetlana". “Here is one beauty; He sits down by the mirror; With secret timidity she looks into the mirror; Dark in the mirror; around Dead silence; A candle with a quivering fire A little radiance shines... Timidity in her agitates her chest, It's scary to look back, Fear clouds her eyes... The light puffed with a crash, The cricket called plaintively, Herald of midnight.
V. A. Zhukovsky " Svetlana". ESSAY. In this illustration, I depicted a moment of divination in front of a mirror. In my opinion, this is precisely the meaning of the ballad and the mood of the heroine Svetlana is visible. She, of course, is scared, but the desire to see her fiancé is stronger than fear.
N.V. Gogol "Taras Bulba". “When Taras Bulba woke up from the blow and looked at the Dniester, the Cossacks were already on the canoes and rowing with oars; bullets rained down on them from above, but did not reach them. And the joyful eyes of the old ataman flashed. - Farewell, comrades! he shouted at them from above. -Remember me and come here again next spring and have a good walk! What did you get, damn Poles? Do you think there is anything in the world that a Cossack would be afraid of? Wait, the time will come, the time will come, you will know what the Orthodox Russian faith is! Even now peoples far and near are sensing that their tsar is rising from the Russian land, and there will be no power in the world that would not submit to him! Is there such fires, torments and such a force in the world that would overpower the Russian force! When Taras Bulba woke up from the blow and looked at the Dniester, the Cossacks were already in the canoes and rowing with oars; bullets rained down on them from above, but did not reach them. And the joyful eyes of the old ataman flashed. - Farewell, comrades! he shouted at them from above. -Remember me and come here again next spring and have a good walk! What did you get, damn Poles? Do you think there is anything in the world that a Cossack would be afraid of? Wait, the time will come, the time will come, you will know what the Orthodox Russian faith is! Even now peoples far and near are sensing that their tsar is rising from the Russian land, and there will be no power in the world that would not submit to him! Is there such fires, torments and such a force in the world that would overpower the Russian force!
N.V. Gogol "Taras Bulba". I depicted the moment in which the greatest qualities of the hero are revealed - his loyalty and love for his comrades, readiness for self-sacrifice for the sake of others. Old Taras Bulba is mentally glad that his comrades escaped from enemies, despite the fact that his death is already inevitable.
V. G. Korolenko "In a bad society." “I involuntarily remembered the words of Valek about the “gray stone” that sucked her fun out of Marusya, and a feeling of superstitious fear crept into my heart; it seemed to me that I felt on her and on myself an invisible stony gaze, fixed and greedy. It seemed to me that this dungeon was sensitively guarding its victim.
V. G. Korolenko "In a bad society." Essay. I decided to dedicate this illustration to Marusya, because her image evokes the strongest feeling of pity. Marusya sits near her favorite place - near the gray stone. The illustration is made in graphics, which allows you to show the tragedy of the story. Marusya is motionless, almost lifeless and looks like a statue. The empty space in front of her is a sign that death is approaching Marusa.
A.P. Chekhov "Chameleon". Ochumelov makes a half turn to the left and strides towards the crowd. Near the very gates of the warehouse, he sees, the above-mentioned man in an unbuttoned waistcoat is standing and, raising his right hand, shows a bloodied finger to the crowd. On his half-drunk face it seems to be written: “I’ll rip you off, rogue!” and the very finger looks like a sign of victory. In this man, Ochumelov recognizes the goldsmith Khryukin. In the center of the crowd, spreading his front legs and trembling all over, sits on the ground the culprit of the scandal himself - a white greyhound puppy with a sharp muzzle and a yellow spot on his back. In his watery eyes, an expression of longing and horror. - On what occasion is this here? - asks Ochumelov, crashing into the crowd. - Why is it here? Why are you fingering?.. Who was screaming? “I’m on my way, your honor, I’m not bothering anyone ...” Khryukin begins, coughing into his fist. a person who works ... My work is small. Let them pay me, because - I may not move this finger for a week ... This, your honor, is not in the law, to endure from the creature ... If everyone bites, then it’s better not to live in the world ... - Hm! .. Good ... - says Ochumelov sternly, coughing and moving his eyebrows. - Well... Whose dog? I won't leave it like this. I'll show you how to let the dogs loose! It's time to pay attention to such gentlemen who do not want to obey the regulations! How they fine him, the bastard, so he will learn from me what a dog and other stray cattle mean! I'll show him Kuz'kin's mother!.. Eldyrin, - the warder addresses the policeman, - find out whose dog it is, and draw up a protocol! And the dog must be killed. Immediately! She must be mad... Whose dog is this, I ask? - This, it seems, is General Zhigalov! shouts someone from the crowd. - General Zhigalov? Hm!.. Take off, Eldyrin, take off my coat... Horror, how hot it is! It must be before the rain... There's only one thing I don't understand: how could she bite you? - Ochumelov turns to Khryukin. - Will she reach her finger? She is small, and you are so healthy! You must have cracked your finger with a nail, and then the idea came to your head to rip it off. You're... well-known people! I know you, damn!
A.P. Chekhov "Chameleon". ESSAY. This episode is the main one in the work, so I chose it. The illustration captures the moment when ... shows his bloodied finger to the general, in the hope that the culprit, the dog, will be punished. A crowd gathered to “stare” how it would all end. The spirit of hypocrisy permeates the entire conversation around this situation.
A. A. Blok “Verbochki” “Boys and girls Candles and willows Carried home Lights are glowing, Passers-by are baptized, And it smells of spring. A distant breeze, Rain, little rain, Don't blow out the fire! On Palm Sunday Tomorrow I will rise first For the holy day.
A. A. Blok "Verbochki" ESSAY. In this illustration, I wanted to convey a good spring mood, a feeling of light that permeates the entire poem. I used these images to make the picture radiate goodness and the approach of the holy holiday of Easter.
A. S. Pushkin “Eugene Onegin” “Here is the north, catching up the clouds, He breathed, howled - and now the sorceress-winter herself Comes, she crumbled; Hung in tufts on the boughs of oaks, Lay down like wavy carpets Among the fields around the hills. Brega with a motionless river Leveled with a plump shroud; Frost has flashed, and we are glad of the leprosy of mother winter.
A. S. Pushkin "Eugene Onegin". I was impressed by A. S. Pushkin's vivid poetic description of the Russian winter. Winter is especially good in the countryside: a plump, snowy shroud covered the rivers, fields and houses. The sparkle of frost is reflected in many shades of blue. I came to the conclusion, reading this passage, that true beauty lies in simplicity.
Conclusion: -Artistically executed illustration affects, first of all, aesthetically, gives knowledge of life and knowledge of art, -Artistic illustration is the most important element of the book, which largely determines its artistic value, the nature of emotional impact, the possibility of using it in the process of aesthetic education of readers.
Source of information: 1.A. A. Blok "Verbochki". 2.A. P. Chekhov "Chameleon". 3.A. S. Pushkin "Eugene Onegin". 4.A. S. Pushkin "Dubrovsky". 5.B. A. Zhukovsky "Svetlana". 6.B. G. Korolenko "In a bad society". 7.M. Y. Lermontov "Mtsyri". 8.N.V. Gogol "Taras Bulba". 9. http:// answer . mail. ru / question /34536311 10. http:// www.bestreferat.ru/referat- 380962.html
ILLUSTRATION - in Latin illustratio - lighting, visual image Object, image, to some extent similar (but not identical) to the depicted object.
In books, magazines, newspapers, next to the text, we often see drawings by artists or photographs. Such images are called illustrations. This word comes from the Latin "illustratio" - lighting, visual image. Their purpose is to help to understand what is said in the text, to highlight its content, to make it clear, visual.What makes an illustration artistic, on what grounds can we classify it as high art? What distinguishes illustration as a special genre of fine art? These are questions you need to answer for yourself before making any judgments about the quality of the illustrations.
In the art of the past, the works of Homer, Ovid, Virgil and other ancient authors played an important role. Bible, Gospel, works of Shakespeare, Cervantes. The genres in which the artists expressed their content were the most diverse: fresco, easel painting, tapestries, painting on vases, graphics on separate sheets, prints, etc. And of course, a special place belongs to the book.
Book illustration is a genre of graphic art.
Naturally, the book, by its size and its structure, cannot but influence the features of the illustration.
The pictorial language of an illustration depends on the time of its creation. The circumstances under which the book is published are also decisive. The handwritten and limited edition book was decorated and illustrated by the best masters. Becoming a hot commodity, a book of the late 19th century often ends up in the hands of artisan illustrators.
General culture and aesthetic education are obligatory and necessary for a correct understanding of artistic illustration.
History of the illustration genre
Open art lesson in6 classroom
On this topic "Illustration for a literary work"
(V. Kataev "Flag")
Fine art teacher:Merkulova E.N.
Bogorodsk 2015
Lesson topic: Illustration for a literary work
Lesson Objectives: introduce students to book graphics
Lesson objectives:
to teach children to speak out about the content of the listened and considered works of literature and illustrations;
to consolidate the skills and abilities acquired earlier in thematic drawing lessons.
correction and development of students' emotional and purposeful perception of works of fine art and literature.
develop the ability to listen to another student and answer the question;
to cultivate a sense of pride for the people who defended their homeland during the Great Patriotic War.
Didactic:
Correction-developing:
Educational:
Equipment: computer; multimedia projector, presentation "Artists about the Second World War"
students
: a blank landscape sheet, a simple pencil, an eraser, watercolors, brushes, jars of water.
Part of the blackboard is decorated with illustrations about the Great Patriotic War.
DURING THE CLASSES
I. Organizational moment
– Is everyone ready? Well done! They smiled at each other. Sit down.
II. Motivation. Statement of the learning task
– Today we have an unusual lesson: it is dedicated to a big, joyful holiday that the whole country will celebrate in early May. What holiday is this?(Victory Day, May 9) 70 years of Victory!
– On June 22, 1941, the Great Patriotic War of the Soviet people against the Nazi invaders began. Today, in the lesson, works of fine art and literature created during the war years will tell about these pages in the history of our country. You need to watch the presentation as closely as possible; listen, and try to understand the content of the story in order to complete the task:
illustrate an excerpt from the work of Valentin Kataev "Flag".
III. Listening to excerpts from V. Kataev's story "Flag"
It just dawned. It was a dark windy dawn in late autumn. Through binoculars, the German Rear Admiral saw a small granite island on the horizon. He lay among the gray, ugly sea. Angular waves with wild monotony repeated the shape of coastal cliffs. The sea seemed to be carved from granite.
A flotilla of German landing boats and torpedo boats headed towards the island. The island grew, approached. Now, with a simple eye, one could see a bunch of sailors standing on the square near the church.
At that moment, the crimson sun appeared. It hung between the sky and the water, its upper edge going into a long smoky cloud, and its lower edge touching the jagged sea. A gloomy light illuminated the island. The flag on the church turned red, like red-hot iron.
"Damn it, it's beautiful," he said.
von Eversharp
- the sun played a good joke on the Bolsheviks. It painted the white flag red. But now we will make him turn pale again.
ABOUT
showered with fragments of brick and plaster, knocked out by explosive bullets from the walls of the church, with faces black with soot, covered in sweat and blood, plugging wounds with cotton wool torn from the lining of pea jackets, thirty Soviet sailors fell one after another, continuing to shoot until their last breath.
Above them fluttered a huge red flag, sewn with large sailor's needles and severe sailor's thread from pieces of the most diverse red matter, from everything that was found suitable in sailor's chests. It was sewn from cherished silk handkerchiefs, from red scarves, crimson woolen scarves, pink pouches, from crimson blankets, T-shirts, even underpants. The scarlet calico binding of the first volume of the "History of the Civil War" was also sewn into this fiery mosaic.
At a dizzying height, among the moving clouds, it fluttered, flowed, burned, as if an invisible giant banner-bearer was swiftly carrying it through the smoke of battle forward to victory.
Teacher. Why did I choose this piece? V. Kataev wrote many wonderful novels and stories about the war, at that time he worked as a war correspondent and saw with his own eyes how bravely our soldiers fought. But the flag is the symbol of the state.Flag
always symbolized national honor. When the war began, the men stood "under the banner" and took an oath of allegiance to their country. To be a standard-bearer in battle was considered very honorable, and to capture an enemy banner meant to accomplish a real feat. If the banner was in the hands of the enemy, shame fell on the whole army. The highest state honors are given to the national flag. Its dignity is protected within the country and abroad. Insulting the flag is considered as an insult to the honor of the state and nation. In those years, the color of the USSR flag was red. The red flag symbolizes law, strength, courage, love, bravery, war.
IV. Conversation on paintings about the Second World War
(show presentation)
- You have seen many films about military events, how can we characterize them? What did the artists reflect on their canvases? The teacher puts up key words(courage, courage, heroism, tragedy)
v. Fizminutka
VI. Completing a task
Everything on your tables is prepared for work with paints, but you can do this work with colored pencils, and with one simple pencil, i.e. in the chart. Or you can mix techniques.
As a reminder, the progress of the work:
simple pencil sketch
fill the background with a wide brush
after the background has dried, drawing details with a thin brush or color. pencils, you can also use a felt-tip pen (black and red)
The teacher can suggest drawing according to the model, showing the stage-by-stage execution of the illustration on a piece of paper attached to the easel.
VIII. Summing up the lesson
– What works of art did we get acquainted with in the lesson?
What practical task did you do?
The teacher gives grades to those students who actively worked in the lesson, finished drawing the illustration, and comments on the grades.
courage
courage,
heroism,
tragedy
The book itself is entertaining and interesting. However, in order to make it easier for the reader to endure three hundred pages of solid text, great people invented such a thing as illustrations for them. Agree, the moral load on the brain is wonderful. But in order not to fall into boring monotony, sometimes a drop of visual pleasure on the pages of our favorite book will not hurt us.
Colorful pictures from children's books immediately come to mind, but the more significant the book in world culture, the more serious and deeper the artists approach the matter of creating the image. And here already no drawings of “Aibolit” will be next to what people create under the impression of cult books. Today I want to show you 7 different views of illustrators on books created in different eras, but equally leaving a mark on world literature. They are arranged in chronological order. Enjoy!
"Romeo and Juliet" - Savva Brodsky
And since I decided to follow the chronological sequence, the first on the list will be illustrations for Shakespeare's famous tragedy Romeo and Juliet. Sava Brodsky is a Soviet artist and book illustrator, whose work for the tragedy could not fail to attract attention. Each of them is literally permeated with the spirit of sad events: dark colors, pale faces and a hint of gothic style - all this gives the images a touch of bitterness, and the paintings - the atmosphere of a truly “sadest story in the world”.
Don Quixote - Salvador Dali
Salvador Dali is a restless genius who created as many as four diverse cycles of illustrations for the most famous book after the Bible - Don Quixote. But, perhaps, I will show you fragments to the very first cycle of Cervantes' novel, since it was Dali who loved him the most and admired him alone. These illustrations, unfortunately, are little known in the world, but they deliver aesthetic pleasure no worse than other famous works of the great artist.
The ABCs of Edgar Allan Poe - Ero Nel
Poe's works themselves were clearly not famous for their positivity and iridescence. And if you remember his "Black Cat" and "Raven", then in general, a cat's tail will remain from a good mood, and the body will be covered with trembling from the tickling of the nerves with the black feather of "Nevermore". It was this atmosphere that the young artist Anastasia Chernaya (Ero Nel) managed to convey in the so-called “ABC Po”. Each picture is a separate story of the writer. Each capital letter is part of Allan Poe's alphabet.
B - "Berenice"
U - "Murder on the Rue Morgue"
Ch - "Black Cat"
"Jen Eyre" - Elena and Anna Balbusso
In order to create a contrast, after the gloomy and frightening Po, I will introduce you to the “warm” Balbusso sisters. The very work of Charlotte Bronte, although it contains frightening events in places, is nevertheless a touching and sincere novel, where bright colors of love prevail against a dark background. In the illustrations of the artists, warm shades play an important role, which pierce with sincerity even the most frightening moments of the book.
"Transformation" - Eda Akaltun
Eda Akaltun is a contemporary illustrator who created a series of images for Franz Kafka's notorious novel The Metamorphosis. The drawings, filled with just three colors, were supposed to capture and denounce the dark humor and atmosphere of the claustrophobia of the story itself rather than its narrative.
"1984" - Andrey Zamura
Mint a step. Walk in formation. No, this is not the army, this is Orwell. It is not enough to say that the famous dystopia “1984” influenced art alone. No, she influenced the vision of the whole world. And how to depict it more clearly and “safer”, except in the image? This is exactly what the modern Russian illustrator Andrey Zamura tried to do. Rigid lines, abstract figures and a maximalist vision are the perfect recipe for an image inspired by George Orwell's 1984.
"The Old Man and the Sea" - Slava Schultz
Slava Schultz, a student of the Kharkov Academy of Design and Arts, created an impressive series of illustrations for E. Hemingway's novel "The Old Man and the Sea", which was difficult to pass by without admiring. The technique of oil painting on photographic paper, adding to this book graphics and, of course, cold colors that make the blood run cold - this is a near-ideal recipe for brilliant work, warmly received by the public.
The Lord of the Rings - Greg and Tim Hildebrandt
And finally, I will still dilute the already created gloomy atmosphere with fabulous illustrations by the Hildebrant brothers based on Tolkien's novel “The Lord of the Rings”. More vivid and impressive illustrations are hard to find. They are full of colors, life and emotions. And it seems that, looking at them, any adult person plunges into a fairy tale for a moment and feels this wild desire, taking a book and a flashlight, climb under the covers and drown in the vast world created by the brilliant writer John Tolkien.
Leviza Nikulin
Tasks for participants in grades 5-6
The first type of tasks
Indicate the titles of the works and their author, the country of creation, describe the plot.
1 2 3
1Eng fairy tale translated by L.N. Tolstoy
2. Boy-with-finger Charles Perrault France
3. Snow Queen Hans Christian Andersen Denmark
The knowledge of the plots of literary works and their authors, the country of the created works, the formation of ideas about illustration are assessed.
For each correctly named work, the author is awarded 1 point. For the description of the plot, 3 points for each work. The maximum number of points is 20.
Listen carefully to the piece of music. Determine the composer, name, genre of music. Describe the plot.
(P.I. Tchaikovsky, "Waltz of the Flowers" from the ballet "The Nutcracker".
For the correct title - the work, the author is awarded 1 point. For the description of the plot up to 10 points.
The second type of tasks
1. A fragment of a painting is given. Recognize the work by its fragment. Write the title and author. Describe what surrounds this fragment, is to the right and left of it.
Shishkin "Morning in a pine forest"
For each correct title of the work, the author is awarded 1 point. Up to 10 points per description The maximum number of points is 12.
2. Continue: “Opera is a musical performance in which all the characters are ______________. Give examples of operatic works
(sing).
The third type of tasks
A number of names are given. They can be divided into 2 and 4 groups. Submit your breakdowns. Give a name to each group.
Hercules, Ilya Muromets, Pushkin, Thumbelina, Winnie the Pooh, Marshak, Snow Queen, Gerda, Chekhov, Alyosha Popovich, Aphrodite, Tyutchev, Dobrynya Nikitich, Andersen.
NAMES
GROUP NAME
NAMES
GROUP NAME
The ability to classify, generalize knowledge from different periods of cultural development is assessed. Points are recommended to be awarded for each word included in a reasonably compiled series and separately for the accuracy of determining the principle of systematization.
The fourth type of task
Mozart, Tchaikovsky, Pushkin, Glinka,
Andersen, Repin, Brothers Grimm, Lewis Carroll
paints, brushes, piano, watercolor, palette,
____________________________________________________________________
accordion, waltz, violin, harp, cello.
____________________________________________________________________
Fifth task type
The school is preparing an autumn ball. How would they decorate the hall, what kind of musical compositions were used.
Tasks for participants in grades 7-8
The first type of tasks
1. Illustrations for literary works are given.
Indicate the titles of the works and their author, artist, describe the plot.
The knowledge of the plots of literary works and their authors, the formation of ideas about illustration are assessed.
1. The Tale of the Fisherman and the Fish 2. The Tale of Tsar Saltan, of his glorious son Gvidon Saltanovich and the beautiful Swan Princess 3. The Tale of the Golden Cockerel
A.S. Pushkin, artist Ivan Yakovlevich Bilibin
1 2 3
For each correctly named work, the author is awarded 1 point. For the description of the plot, 3 points for each work. The maximum number of points is 15.
Since the task involves listening, probably collectively, to music files, it is recommended to put it first in a set of tasks so that each participant can then move on while completing the tasks at their own pace, without being distracted.
The teacher on duty in the audience invites the participants to get acquainted with the content of the task and the material of the table for the task, announces that the files can be listened to twice
Listen carefully to the piece of music. Determine the composer, name, genre of music. In a short story, express your judgment and the influence of music on the listener.
Beethoven "Symphony No. 5"
For the correct title - the work, the author is awarded 1 point. Up to 10 points per story.
The maximum number of points is 12.
The second type of tasks
1. A fragment of a painting is given. Recognize the work by its fragment. Write the title and author. Describe what surrounds this fragment, is to the right and left of it.
Write 5-6 words or phrases that convey the mood of the work.
Surikov "Boyarynya Morozova"
Knowledge of paintings, general ideas about composition, the ability to feel and convey the mood of the work are assessed.
For each correct title of the work, the author is awarded 1 point. Up to 10 points per description The maximum number of points is 12.
2. Confusion: Musical terms got into this confusion of letters. Help them find them, and sign the musical words correctly.
A) SYANBALM
B) AFAR
B) AKMINAID
D) YTNO
D) STILOS
A) an ensemble
B) harp
B) dynamics
D) notes
D) soloist
1 point is awarded for a correct answer. 1 point for each correct title. The maximum number of points is 15.
The third type of tasks
If you correctly solve the crossword puzzle horizontally, then vertically in the selected column the name of the artistic creation as a whole will be determined.
5
1. A type of fine art based on the combination of black and white.
2. The doctrine of the ways of transferring space on a plane.
3. Depiction of comically exaggerated human traits.
4. A type of fine art, the works of which have a three-dimensional form and are made of solid or plastic materials.
5. The simplest graphic image.
6. Display of works to the general public.
7. A work of art that captures the appearance of a person.
8. The main expressive means of painting.
9. A genre of fine art in which objects surrounding a person are depicted.
Answer.
1 G
R
A
f
And
To
A
2 P
e
R
With
P
e
To
T
And
V
A
3 To
A
R
And
To
A
T
at
R
A
4 With
To
at
l
b
P
T
at
R
A
5e
With
To
And
h
6 V
s
With
T
A
V
To
A
7 P
O
R
T
R
e
T
8 c
V
e
T
9 n
A
T
Yu
R
m
O
R
T
The ability to highlight the main thing, classify, generalize knowledge, and master terminology is assessed. Points are recommended to be awarded for each correctly entered word, an additional 1 point is given for the final word vertically.
The maximum number of points is 10.
The fourth type of task
Given a series of words. Find the extra word in each line and cross it out. Briefly explain your decision.
Lermontov, Tolstoy, Tchaikovsky, Pushkin
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Levitan, Polenov, Vasnetsov, Shishkin
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sauce, gouache, wax crayons, helium pens, markers
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opera, waltz, ballet, musical.
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Knowledge from different areas of art is assessed, the ability to see the principle of generalization and systematization, the ability to name a phenomenon that does not fit into a generalization.
Fifth task type
The kindergarten is preparing a New Year's party. How would they decorate the hall, what kind of musical compositions were used. Based on what literary works would you write a script for a matinee.
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Creativity and metasubjectivity are evaluated. The maximum number of points is 20.
TASKS OF THE SCHOOL STAGE OF THE ART OLYMPIAD 2015
Tasks for 9th grade participants
The first type of tasks
1. Get acquainted with the signs of a work of art given in the text. Make an analysis of the work in accordance with the plan:
1. Determine the work according to the listed signs.
2. Specify the type of art to which it belongs.
3. Justify your choice of art form by highlighting the information in the text that helps you find the answer.
4. What culture does the work belong to?
5. Indicate the century or era when it was created.
6. If possible, indicate its location.
Sample text
In this work, all the smallest details are reproduced, which only the subtlety of painting can convey. Therefore, the eyes have that brilliance and that moisture that are usually seen in a living person ... Eyelashes ... could not be depicted with more naturalness. The nose, with its lovely openings, pinkish and tender, seems alive. The mouth, slightly open, with the edges connected by the redness of the lips with the physicality of its kind, does not seem to be paint, but real flesh. In the deepening of the neck, with a careful look, you can see the beating of the pulse. The smile is given so pleasant that it seems as if you are contemplating a divine rather than a human being; the portrait itself is revered as an extraordinary work, for life itself could not be otherwise.
The task allows you to determine the range of knowledge of specific works of art: Mona Lisa (Gioconda) by Leonardo da Vinci. Louvre Paris France
Knowledge of paintings, general ideas about composition, the ability to describe works according to the algorithm and respond with a full sentence in the form of text are assessed
For each correct complete sentence, 1 point is awarded. For additional information on each item, 2 points additionally. The maximum number of points is 18.
LEONARDO DA VINCI
Write:
3. time of their creation
1. Acropolis of Athens. Ancient Greece
2. Bust of Nefertiti Ancient Egypt stored in the Berlin State Museum
3. Discus Thrower. Ancient Rome is kept in the National Museum in Rome.
The second type of tasks
1. Take a close look.
1. If you recognize the work, write its title, author and time of creation.
2. Describe this work.
3. Describe the history of the creation of the work.
4. Name at least three famous works of the same city, their authors.
The Bronze Horseman (monument to Peter 1 in St. Petersburg) sculptor Falcone
The recognition of the work and the sculptor, knowledge of the history of its creation, general ideas about the composition, the ability to feel and convey the mood of the work are assessed. As well as general cultural development.
For each correct answer, the author is awarded 1 point. Up to 10 points for description and history of creation. For general knowledge of information on the culture of St. Petersburg - up to 10 points.
The maximum number of points is 32.
2 . Since the task involves listening, probably collectively, to music files, it is recommended to put it first in a set of tasks so that each participant can then move on while completing the tasks at their own pace, without being distracted.
Sample list of episodes:
1. romance "I remember a wonderful moment" music by M.I. Glinka, lyrics by A.S. Pushkin (detail). performed by Dmitry Hvorostovsky
2. Ruslan's aria from the opera by M.I. Glinka "Ruslan and Lyudmila" (detail). Performed by Fedor Ivanovich Chaliapin
The amazing story of creation reveals in many ways the secret of the unsurpassed lyrical charm of this work. Pushkin dedicated his lines to Anna Petrovna Kern, a married beauty, unhappy in her marriage. Glinka, years later, fell in love with her daughter, Ekaterina Ermolaevna. But being a married man, he also did not have the opportunity to connect his fate with his beloved. Tenderness, sadness, hope - and all this is "doubly" washed by Pushkin's genius and Glinka's talent.
Exercise
3. Give examples of works in these musical genres (other works by different authors).
Music genres
Number of the sounding fragment, title, music, lyrics, performer
Task 3
romance
opera
4. Write the story of the author's creation of a literary work based on musical fragment No. 1.
For the correct name - title, music, words, performer, definition of the genre, 1 point is awarded. For a brief description of each work, up to 10 points are awarded. For examples of other works in these genres, 1 point for the title, music, words, artist.
The third type of tasks
Consider and analyze the picture of B. Kustodiev "Morning".
1. Describe the overall composition of the work and the functions of the figures depicted on it.
2. Name significant memorable details, their place in the composition and function.
3. Determine the general mood of the picture.
4. Name 3 works of pictorial art that depict everyday scenes.
5. List 3 famous works by the same artist.
Knowledge of paintings, general ideas about composition, the ability to feel and convey the mood of the work are assessed.
Up to 10 points per description
For additional correct answers to questions No. 3 and 4, an additional point is awarded.
The maximum number of points for correct answers to questions 3 and 4 is 6 points.
The fourth type of tasks
1. Combine concepts and terms into groups.
2. Define each term.
Symphony. Poem. Portrait. Sonatina. Epigram. Still life. Scenery. Oh yeah. Anapaest. Graphic arts. Oratorio. Aria.
Group number
Group name
1 point for each correct grouping. The maximum number of points is 3.
The maximum score for the entire task is 15.
Fifth type of tasks
Create a presentation "Art Album" of 5 slides (sheets) from the works used in the tasks of the Olympiad. Try to present the found information about the works you have chosen as fully and concisely as possible.
Creativity and metasubjectivity are evaluated. The maximum number of points is 20.
TASKS OF THE SCHOOL STAGE OF THE ART OLYMPIAD 2015
Tasks for 10th graders
The first type of tasks
Images of 3 works of art are given.
Write:
2. to which era in the history of European culture, they belong,
3. No. 1. Art form, material, No. 2 art form, what used to be in this place No. 3. Art form, technique
3. their current location.
1.
2.
3.
1.
1. Birth of Venus, BotticelliBirth of Venus Botticelli.Material - tempera material. Painting, canvas. Currently stored at the Uffizi Gallery, Florence.
2. St. Peter's Basilica in Rome by Michelangelo Buonarroti. Architecture. Located in Rome. There used to be a circus here.
3.The Last Supper by Leonardo Vinci. Fresco is painting on wet plaster. Monastery of Santa Maria delle Grazie in Milan.
2. Rebirth, or Renaissance succeeded and preceding. It falls - in Italy - at the beginning (everywhere in Europe - from the 15th-16th centuries) - the last quarter and in some cases - the first decades.
This type of task is aimed not only at recognizing a particular work, but also at the formation of certain skills in analyzing a work, understanding the belonging of a particular work of art to a certain type of art, the era (time) of its creation. An extension of the answer in this case is the knowledge of the authors of the work, the location of the work (if we are talking, for example, about an architectural structure). The participant is not required to know the exact dates.
Knowledge of additional information reveals the most prepared participants.
For each correct answer, 1 point is awarded.
2. 3 images of art monuments are given.
Write:
1. the names of the monuments depicted in the illustrations,
2. what country or culture they belong to,
3. the time of their creation,
4. their current location.
1
2
3
1. NikeSamothracean Ancient Greece Paris Louvre
2. The Great Sphinx of Giza Ancient Egypt
3. Colosseum Ancient Rome
This type of task is aimed not only at recognizing a particular work, but also at the formation of certain skills in analyzing a work, understanding the belonging of a particular work of art to a certain type of art, the era (time) of its creation. An extension of the answer in this case is the knowledge of the authors of the work, the location of the work (if we are talking, for example, about an architectural structure). The participant is not required to know the exact dates.
Knowledge of additional information reveals the most prepared participants.
For each correct answer, 1 point is awarded.
It is recommended to provide points for possible additional information. The recommended maximum score for the task is 20 points.
The second type of tasks.
1. Since the task involves listening, probably collectively, to music files, it is recommended to put it first in a set of tasks so that each participant can then move on while completing the tasks at their own pace, without being distracted.
Participants are invited to listen to 2 musical episodes.
Suggested range of musical episodes for grade 10:
1. L. Beethoven Sonata No. 14 (lunar)
2. Mozart Symphony No. 40;
The teacher on duty in the audience invites the participants to get acquainted with the content of the task and the material of the table for the task, announces that the files can be listened to twice. Before turning on each fragment, the teacher on duty in the audience announces: "Fragment No. 1", "Fragment No. 2", etc.
Exercise
1. Get acquainted with the material of the table. Listen to 2 pieces of music. Determine the genre of each of them.
2. Fill in the table, indicating the number of the sounding fragment. If you know the title and the author, please indicate them. Give a brief description of the work.
Music genres
Sounding fragment number
sonata
symphony
The maximum number of points is 40.
The third type of tasks.
Consider and analyze the famous work of the Russian school.
1. Write the title of the work and the name of its author.
2. Describe the overall composition of the work and the functions of the figures depicted on it.
3. Name significant memorable details, their place in the composition and function.
5. Name famous works of the same genre.
Knowledge of paintings, general ideas about composition, the ability to feel and convey the mood of the work are assessed.
For the correct title of the work, the author is awarded 1 point.
For the description (question No. 2,3,4) up to 10 points for each.
The maximum number of points is 32.
For additional correct answers to questions No. 5,6, 1 additional point is awarded
The maximum number of points is 40.
The fourth type of tasks.
12 names, concepts and terms related to art are given.
Classicism. Bach. Hall. Spire. Romanticism. Modernism. Arch. Chopin. Column. Scene. Backstage. Mozart.
1. Combine names, concepts and terms into groups. Give a definition.
Group number
Group name
Definition of each term in the group
1.
2.
3.
4.
1 point for each correct grouping. Maximum points 4
For each correct definition of the term in the group, 1 point. The maximum number of points is 12.
The maximum number of points for the entire task is 16.
Fifth type of tasks.
(performed after the participant submits written answers)
Make a proof that the 1 object you have chosen in your area can be called the "eighth wonder of the world". You can choose an object from any cultural and historical era, artistic direction or works of art.
Creativity and metasubjectivity are evaluated. The maximum number of points is 20.
TASKS OF THE SCHOOL STAGE OF THE ART OLYMPIAD 2015
Tasks for 11th graders
Recommended time for completing assignments by students of grade 11 within 4 astronomical hours 1.
2.
3.
1.
Lady ermine" was written Leonardo DaVinci. Paris Louvre
2. Birth Venus Sandro Botticelli. Currently stored in the Uffizi Gallery, Florence tempera, painting, canvas 3. David- marble statue of work Michelangelo. Located in Florence.
This type of task is aimed not only at recognizing a particular work, but also at the formation of certain skills in analyzing a work, understanding the belonging of a particular work of art to a certain type of art, the era (time) of its creation. An extension of the answer in this case is the knowledge of the authors of the work, the location of the work (if we are talking, for example, about an architectural structure). The participant is not required to know the exact dates. Knowledge of additional information reveals the most prepared participants. For each correct answer, 1 point is awarded. It is recommended to provide points for possible additional information. The recommended maximum score for the task is 30 points. The second type of tasks.
1.
Since the task involves listening, probably collectively, to music files, it is recommended to put it first in a set of tasks so that each participant can then move on while completing the tasks at their own pace, without being distracted. Participants are invited to listen to 2 musical episodes. Suggested range of musical episodes for grade 11:
1. Fryderyk Chopin Waltz No. 7 Kismoll
2.Frederic Chopin Spring Waltz (Waltz of Love)
The teacher on duty in the audience invites the participants to get acquainted with the content of the task and the material of the table for the task, announces that the files can be listened to twice. Before turning on each fragment, the teacher on duty in the audience announces: "Fragment No. 1", "Fragment No. 2", etc. Exercise
1. Get acquainted with the material of the table. Listen to 2 pieces of music. Determine the genre of each of them. 2. Fill in the table, indicating the number of the sounding fragment. If you know the title, author, genre, please indicate them. Give a brief description of the work (the theme of the work). 3. Give examples and works in these musical genres (other works by different authors). Music genres Sounding fragment number For the correct name - title, author, definition of the genre is awarded 1 point. For a brief description of each work, up to 10 points are awarded. For examples of other works in these genres, 1 point for the title, author. 3. Describe the overall composition of the work and indicate the number of figures depicted on it. 4. Determine the general mood of the work. 5. Name significant memorable details and their functions, the history of their writing. 6. Indicate famous works of the same artist. Knowledge of paintings, general ideas about composition, the ability to feel and convey the mood of the work are assessed. For the correct definition of the main character: Portrait of Chaliapin Kustodiev, the title of the work, the author, the genre is awarded 1 point. For the description (question No. 3,4,5) up to 10 points for each. The maximum number of points is 33. For additional correct answers to question No. 6, 1 additional point is awarded. The maximum number of points is 40. Task of the fourth type.
10 concepts and 9 definitions are given.
Match the concepts with their definitions. Insert the corresponding letters into the table. Define the rest of the concept. 1 - Adagio. 2 - High relief. 3 - Life. 4 - Impasto. 5 - Buttress. 6 - Metaphor. 7 - Performance. 8 - Plein air. 9 - Syncope. 10 - Eclectic. A. the shift of the rhythmic support in music from a strong beat to a weak beat, that is, a mismatch between the rhythmic accent and the metrical one. B. thick, juicy overlay of colors, often used in painting with oil paints, especially to enhance the lighting effect. B. additional support that takes on the weight of the ceiling. Vertical abutment inside or outside the building. G. slow pace; a piece of music or a part of it performed at this tempo is usually one of the middle parts of a symphony, quartet, sonata, etc. D. painting technique of depicting objects in natural light and in natural conditions. E. a genre of church literature that describes the life and deeds of the saints. G. type of artistic trope (Greek tropos - “revolution”), one of the ways of artistic shaping, which consists in the convergence and connection of individual images that are not interconnected in real life into a whole. Z. a form of contemporary art in which the actions of an artist or a group in a particular place and at a particular time constitute a work. I. artificial combination of elements of content and form that have different origins. Table for the task.
1
2
3
4
5
6
7
8
9
10
Letters
Definition:
The task is aimed at identifying the level of special subject competencies, the degree of understanding by the participants of the meaning of the expressive features of different works of art. Participants must not only explain specific definitions, but also demonstrate the correlation of these definitions with the figurative structure of various phenomena in art. The maximum score is 20 points. Fifth type of tasks.
(performed after the participant submits written answers) Make a proof that the 1 object of Moscow or St. Petersburg you have chosen can be called "the eighth wonder of the world." You can choose an object from any cultural and historical era, artistic direction or works of art. Creativity and metasubjectivity are evaluated. The maximum number of points is 20.
