Art work programs 3. Forms of organization of the educational process

annotation

The textbook was created in accordance with the requirements of the Federal State Educational Standard for Primary General Education. and the work program “Fine Arts. Work programs. The subject line of textbooks edited by B.M. Nemensky. 1-4 grades. The topics of the textbook “Art in your home”, “Art in the streets of your city”, “The artist and the spectacle”, “The artist and the museum” correspond to the topics of the quarters of the program for grade 3.

For each topic, a system of artistic and creative tasks and questions is given, the purpose of which is to develop figurative thinking, observation and fantasy of the child, the ability to master a variety of artistic materials. The textbook includes wonderful works of domestic and foreign art. At the end of the textbook - guidelines for teachers and parents.

Textbook example

You continue to study art and have already understood that in order to be both an artist and a spectator, you need to know and be able to do a lot. Little by little, year after year, you and I will gain this knowledge and skills. Yes, these are the skills to draw, sculpt, paint, design. But not only. There is also the ability to see in the surrounding lives what others do not notice, do not see. The ability to carefully peer into life is the most important skill! The artist depicts not only what he sees, but also what his imagination tells him.

You can also learn to imagine, to fantasize like an artist. The ability to peer into life, multiplied by the imagination, helps to understand a lot. And above all, other people. This is the main thing that art teaches. Understanding others, you become more attentive to them, kinder, and seeing this, they will be kinder to you. You will become closer and more interesting to them. Who doesn't want to be interesting?

Dear friend! 3
Masters of Image, Building and Decoration 7
Art materials 8
ART IN YOUR HOUSE
your toys
Dishes at home
Wallpaper and curtains in your home
Mom's scarf 30
Your books 34
Postcards 40
An artist's work for your home 43
ART ON THE STREETS OF YOUR CITY
Monuments of architecture 46
Parks, squares, boulevards
Openwork fences
Magic Lanterns 60
Showcases 64
Amazing transport 68
The work of an artist on the streets of your city 73
ARTIST AND SPECTRUM
Circus Artist 77
Theater artist 80
Puppet theater 88
Mask 94
Poster and poster 98
Holiday in the city 102
School carnival 104
ARTIST AND MUSEUM
Museum in the life of the city 108
Picture - a special world 110
Art museums 112
Landscape painting 114
Portrait painting 121
Still life painting 126
Historical and everyday paintings 130
Sculpture in the museum and on street 132
Art Exhibition 138
Every person is an artist! 140
To teachers and parents 142

Also read along with this:

Explanatory note

The program was developed on the basis of an exemplary program in fine arts and the author's program of B.M. Nemensky "Art", M.: "Enlightenment" 2011. It complies with the requirements of the federal state educational standard of general primary education

Visual arts in elementary school is a basic subject. Compared to other academic subjects that develop a rational-logical type of thinking, fine arts are mainly aimed at the formation of an emotional-figurative, artistic type of thinking, which is a condition for the formation of intellectual and spiritual activity of a growing personality.

general characteristics educational subject.

Target subject "Fine Arts" in a secondary school - the formation artistic culture students as an integral part of the spiritual culture, that is, the culture of world relations developed by the generation. These values ​​are like highest values of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and the ugly in life and art, the vigilance of the soul of a child.

The program was created on the basis of the development of the traditions of Russian art education, the introduction of modern innovative methods and on the basis of a modern understanding of the requirements for learning outcomes. The program is the result of a holistic complex project developed on the basis of systematic research and experimental work. The semantic and logical sequence of the program ensures the integrity of the educational process and the continuity of the stages of training.

The artistic and aesthetic development of the student is considered as an important condition for the socialization of the individual, as a way of his entry into the world. human culture and at the same time as a way of self-knowledge and self-identification. Artistic development is carried out in a practical, activity-based form in the process artistic creativity every child. The goals of art education are to develop the emotional and moral potential of the child, his soul by means of familiarization with artistic culture as a form of spiritual and moral search for humanity. The content of the program takes into account the growing role of the visual image as a means of cognition and communication in modern conditions.

The cultural-creating role of the program also consists in the education of citizenship and patriotism. This task does not limit links with culture different countries peace. Russia is part of a diverse and integral world. The child discovers the diversity of cultures step by step different peoples and value ties that unite all the people of the planet.

The connections of art with human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child is the main semantic core of the program.

Fine art as a school discipline has an integrative character, as it includes the foundations of different types of visual-spatial arts: painting, graphics, sculpture, design, architecture, folk and decorative applied art, depiction in the performing and screen arts. They are studied in the context of interaction with other, that is, temporary and synthetic arts.

The systematizing method is to identify three main types of artistic activity for visual spatial arts:

Visual art activity;

Decorative art activity

Constructive artistic activity.

Three ways of artistic assimilation of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, decoration, construction. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art.

When highlighting the types of artistic activity, it is very important to show the difference in their social functions: an image is an artistic knowledge of the world, an expression of one's attitude towards it, an aesthetic experience of it; constructive activity is the creation of a subject-spatial environment; decorative activity is a way of organizing communication between people, which has communicative functions in the life of society.

It must be borne in mind that in elementary school three types of artistic activity are presented in a playful way as Brothers-Masters of Image, Decoration and Buildings. They help in the beginning to structurally divide, and therefore, to understand the activity of arts in the surrounding life, to realize art more deeply.

Thematic integrity and sequence of course development help to ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, on the steps of cognition of personal connections with the whole world of artistic and emotional culture.

The subject "Fine Arts" involves the co-creation of a teacher and a student; dialogue; clarity of tasks and variability of their solution; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Main types learning activities- practical artistic and creative activity of the student and the perception of the beauty of the world, works of art.

Practical artistic and creative activity (the child acts as an artist) and art perception (the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students learn different art materials(gouache and watercolor, pencils, crayons, charcoal, pastels, plasticine, clay, different kinds paper, fabrics, natural materials), tools (brushes, stacks, scissors, etc.), as well as artistic techniques (applique, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is the constant change of artistic materials, mastering their expressive possibilities. The variety of activities stimulates the interest of students in the subject, the study of art and is a necessary condition for the formation of the personality of each.

The perception of works of art involves the development of special skills, the development of feelings, as well as mastering the figurative language of art. Only in the unity of the perception of works of art and their own creative practical work does the formation of figurative artistic thinking of children take place.

A special activity of students is the implementation of creative projects and computer presentations. This requires working with dictionaries, using your own photographs, searching for various artistic information on the Internet. The program is designed to give students a clear understanding of the system of interaction between art and life.

A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Job based observation and aesthetic experience of the surrounding reality is important condition development of program material by children. The desire to express one's attitude to reality should serve as a source of development of figurative thinking.

The development of artistic and figurative thinking of students is based on the unity of its two foundations: the development of observation, i.e., the ability to peer into the phenomena of life, and the development of fantasy, i.e., the ability to build an artistic image on the basis of developed observation, expressing one’s attitude to reality.

Observation and experience of the surrounding reality, as well as the ability to realize one's own experiences, one's own inner world are important conditions for the development of course material by children. The ultimate goal is the formation in the child of the ability to independently see the world, think about it, express his attitude on the basis of mastering the experience of artistic culture.

Thematic integrity and consistency help to ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, on the steps of cognition of personal connections with the whole world of artistic and emotional culture. The principle of relying on the personal experience of the child and expanding, enriching him with the development of culture is expressed in the very structure of the program.

The theme of grade 3 is "Art around us." The presence of spatial-visual arts in the reality around us is shown. The student learns what role the arts play and how they affect us at home, on the street, in the city and the countryside, in the theater and the circus, at the festival - everywhere, all people live, work and create the world around them.

Perception of works of art and practical creative tasks subordinated to a common task, create conditions for a deep understanding and experience of each proposed topic. This is also facilitated by appropriate music and literature, which help children perceive and create a given image in the classroom.

The program "Fine Arts" provides for the alternation of lessons of individual practical creativity of students and lessons of collective creative activity.

Collective forms of work can be different: work in groups; individual-collective work, when everyone does their part for a common panel or building. Joint creative activity teaches children to negotiate, set and solve common problems, understand each other, treat the work of a friend with respect and interest, and the overall positive result gives an incentive for further creativity and self-confidence. Most often, such work is a summing up of some big topic and the possibility of a more complete and multifaceted disclosure of it, when the efforts of everyone, put together, give a bright and holistic picture.

The artistic activity of schoolchildren in the classroom finds various forms of expression: the image on the plane and in volume (from nature, from memory, from imagination); decorative and constructive work; perception of the phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; studying artistic heritage; selection of illustrative material for the topics studied; listening to music and literary works(folk, classical, modern).

Artistic knowledge, skills and abilities are the main means of introduction to artistic culture. The means of artistic expression - form, proportion, space, light tone, color, line, volume, texture of the material, rhythm, composition - are mastered by students throughout the course of education.

The lessons introduce game dramaturgy on the topic being studied, links with music, literature, history, and labor are traced.

The systematic development of the artistic heritage helps to realize art as a spiritual chronicle of mankind, as an expression of a person's attitude to nature, society, and the search for truth. Throughout the course of study, students get acquainted with outstanding works of architecture. sculpture, painting, graphics, arts and crafts, studying classical and folk art from different countries and eras. Knowledge of the artistic culture of one's people is of great importance.

Discussion of children's works in terms of their content, expressiveness, originality activates the attention of children, forms the experience of creative communication.

The periodic organization of exhibitions gives children the opportunity to see and appreciate their work again, to feel the joys of success. The work of students completed in the classroom can be used as gifts for relatives and friends, can be used in the design of the school.

Description of the value orientations of the content of the subject.

The priority goal of art education at school isspiritual and moral developmentchild, i.e. the formation of his qualities that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The cultural-creating role of the program also consists in educatingcitizenship and patriotism. First of all, the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal culture”. The child discovers step by stepdiversity of cultures of different peoplesand value ties that unite all the people of the planet. Nature and life are the basis of the formed world relation.

Links between art and human life, the role of art in everyday life, in the life of society, the importance of art in the development of each child is the main semantic core of the course. The program is designed to give students a clear understanding of the system of interaction between art and life. A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Work based on observation and aesthetic experience of the surrounding reality is an important condition for children to master the program material. The desire to express one's attitude to reality should serve as a source of development of figurative thinking. One of the main objectives of the course is the development of the childinterest in the inner world of man, the ability to deepen oneself, to realize one's inner experiences. This is the key to developmentempathy abilities. Any topic in art should not only be studied, but lived, i.e. passed through the feelings of the student, and this is possible only in an activity form,in the form of personal experience.Only then do knowledge and skills in art become personally significant, associated with real life and emotionally colored, going on personal development child, his value attitude to the world is formed.

The special nature of artistic information cannot be adequately conveyed in words. Emotional-valuable, sensual experience expressed in art can only be comprehended through one's own experience -living the artistic imagein the form of artistic actions. For this, it is necessary to master the artistic-figurative language, the means of artistic expression. A developed ability for emotional assimilation is the basis of aesthetic responsiveness. This is the special strength and originality of art: its content must be appropriated by the child as his own sensory experience. On this basis, the development of feelings, the development of the artistic experience of generations and the emotional and value criteria of life take place.

Pedagogical goal and objectives

Course Objectives:

• education of aesthetic feelings, interest in fine arts; enrichment of moral experience, ideas about good and evil; education of moral feelings, respect for the culture of the peoples of multinational Russia and other countries; willingness and ability to express and defend their social position in art and through art;
• development of imagination, desire and ability to approach any of their activities creatively, the ability to perceive art and the world around them, the skills and abilities of cooperation in artistic activities;
• mastering the initial knowledge of the plastic arts: fine arts, arts and crafts, architecture and design - their role in human life and society;
• mastering elementary artistic literacy; the formation of artistic horizons and the acquisition of experience in various types of artistic and creative activities, various art materials; improvement of aesthetic taste.

Learning objectives:

• improvement of the emotional-figurative perception of works of art and the surrounding world;

• development of the ability to see the manifestation of artistic culture in real life (museums, architecture, design, sculpture, etc.);

the formation of skills in working with various artistic materials.

The results of the study of the subject.

Personal Outcomesare reflected in the individual qualitative properties of students, which they must transform in the process of mastering the subject under the program "Fine Arts":

• a sense of pride in the culture and art of the Motherland, one's city;
• respect for the culture and art of other peoples of our country and the world as a whole;
• understanding of the special role of culture and art in the life of society and each individual;
• the formation of aesthetic feelings, artistic and creative thinking, observation and fantasy;
• the formation of aesthetic needs (needs for communication with art, nature, needs for a creative attitude to the world, needs for independent practical creative activity), values ​​and feelings;
• development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;
• mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;
• the ability to cooperate with comrades in the process of joint activities, to correlate their part of the work with general idea;
• the ability to discuss and analyze one's own artistic activity and the work of classmates from the standpoint of creative tasks given topic, in terms of content and means of its expression.

Metasubject Resultscharacterize the level of formulation of the universal abilities of students, manifested in cognitive and practical creative activity:

• mastering ways to solve problems of a creative and exploratory nature;
• mastering the ability of creative vision from the standpoint of the artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;
• formation of the ability to understand the reasons for the success of the failure of educational activities and the ability to act constructively even in situations of failure;
• mastering the initial forms of cognitive and personal reflection;
• mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics;
• mastering the ability to conduct a dialogue, distribute functions and roles in the process of performing collective creative work;
• use of funds information technologies to solve various educational and creative tasks in the process of searching for additional pictorial material, implementation of creative projects, individual exercises in painting, drawing, modeling, etc.;
• the ability to plan and competently carry out educational activities in accordance with the task, to find options for solving various artistic and creative tasks;
• the ability to rationally build independent creative activity, the ability to organize a place of employment;
• a conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject Results characterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the subject:

• formation of initial ideas about the role visual arts in a person's life, his role in the spiritual and moral development of a person;
• the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, the aesthetic attitude to the world; understanding of beauty as a value, the need for artistic creativity and communication with art;
• mastering practical skills in the perception, analysis and evaluation of works of art;
• mastering elementary practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, animation elements, etc.);
• knowledge of the types of artistic activity: visual (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);
• knowledge of the main types and genres of spatial visual arts;
• understanding the figurative nature of art;
• aesthetic assessment of natural phenomena, events of the surrounding world
• application of artistic skills, knowledge and ideas in the process of performing artistic and creative work;
• the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;
• the ability to discuss and analyze works of art,
• expressing judgments about the content, plots and means of expression;
• assimilation of the names of the leading art museums in Russia
• and art museums in your region;
• the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a holiday;
• the ability to use various artistic materials and artistic techniques in artistic and creative activity;
• the ability to convey character, emotional states and one's attitude to nature, man, society in artistic and creative activity;
• the ability to compose a conceived artistic image on the plane of the sheet and in volume;
• mastering the skills to apply the basics of color science, the basics of graphic literacy in artistic and creative activities;
• mastering the skills of modeling from paper, modeling from plasticine, image skills by means of appliqué and collage;
• the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;
• the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of a person in a variety of natural conditions create their own original artistic culture;
• depiction in creative works of the features of the artistic culture of different (familiar from the lessons) peoples, the transfer of features of their understanding of the beauty of nature, man, folk traditions;
• the ability to aesthetically, emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;
• the ability to give examples of works of art that express the beauty of wisdom and a rich spiritual life, the beauty of the inner world of a person.

Place of the course in the curriculum

In the federal basic curriculum for the study of fine arts in each class elementary school allotted 1 hour per week, total 135 hours (grade 1-33 hours, grades 2-4 - 34 hours)

Educational and methodological support for the implementation of the curriculum

Tutorials:

N.A. Goryaeva, L.A. Nemenskaya. Art around us. Textbook for grade 3-M. Enlightenment, 2013.

Additional materials:

Methodological guide to textbooks on fine arts, ed. B.M. Nemensky. Grades 1-4. - M .: Education, 2013.

ICT and DER:

Logistics educational process.

Specific support (equipment):

Reproductions of paintings in accordance with the subject and types of work;
-portraits of artists; tables on color science, perspective, ornament construction;

Tables on styles of architecture, clothing, household items;

Schemes for drawing objects, plants, animals of a person;

Postcards and calendars with reproductions;

DPI tables;

Racks (shelves) for storage;

Demonstration and production materials;

Various art supplies.

Electronic software:

Digital Libraries in art;

Presentations for lessons on disks and flash media;

DVD - films on fine arts;

Recordings of classical and folk music.

Technical training aids:

Multimedia projector,

laptop with art programs,

interactive board;

Music Center;

Magnetic board.

Thematic planning for fine arts. Grade 3

Section 1. ART IN YOUR HOUSE(8 ocloc'k)

Section 2. ART ON THE STREETS OF YOUR CITY(8 ocloc'k)

Section 3. ARTIST AND SPECTRUM(10 hours)

S e c tio n 4. ARTIST AND MUSEUM(8 ocloc'k)

Thematic planning for fine arts. 4th grade.

Section 1. ORIGINS OF NATIVE ART(8 ocloc'k)

Section 2. ANCIENT CITIES OF OUR LAND(8 ocloc'k)

Section 3. EVERY PEOPLE IS AN ARTIST(10 hours)

S e c tio n 4.ART UNITES PEOPLES(8 ocloc'k)

Explanatory note

The work program in fine arts for grade 3 was developed and compiled in accordance with:

federal law dated December 29, 2012 No. 273-FZ “On education in Russian Federation»,

Federal State Educational Standard of Primary General Education (grades 1-4) (2009);

Sample Programs

Nemensky B.M. Art. Work programs. Subject line of textbooks "School of Russia". 1-4 grades

Curriculum of MAOU "Secondary School No. 8" 2017,

Implemented through UMK Visual Arts. Art is around us. Grade 3: a textbook for educational institutions / authors (N. A. Goryaeva, L. A. Nemenskaya, A. S. Piterskikh, etc.); ed. B. M. Nemensky. – 6th ed. – M.: Enlightenment, 2016. – 144 p.

The aim of teaching fine arts in 3 classroom is:

Introduction to art as a spiritual experience of generations, mastering the ways of artistic activity, development of the individuality, talent and creative abilities of the child.

The study of fine arts is aimed at the implementation of the main tasks:

develop ability to emotional and value perception of a work of fine art, expression in creative works of one's attitude to the world around;

master primary knowledge about the world of plastic arts: fine arts, arts and crafts, architecture, design; about the forms of their existence in the daily environment of the child;

master elementary skills, skills, ways of artistic activity;

­ bring up moral and aesthetic feelings: love for the native nature, one’s people, the Motherland, respect for its traditions, heroic past, multinational culture, emotional responsiveness and culture of perception of works of professional and folk fine art.

For the subject "Fine Arts", the curriculum of the MAOU "Secondary School No. 8" is assigned 34 hours -1 hour per week, 34 training weeks

1st quarter - 8 hours 2nd quarter - 8 hours 3rd quarter - 10 hours 4th quarter - 8 o'clock

Logic of presentation and content the author's program Nemensky B.M. And work program in fine arts in grade 3 fully complies with the requirements of the federal component state standard IEO, therefore, in the author's program in fine arts no changes have been made.

Characteristic academic discipline(course)

The subject "Fine Arts" is included in the educational area "Art".

The results of the development of the subject:

Subject Results

As a result of studying fine arts in grade 3, children should

know/understand:

The main types and genres of fine arts;

Fundamentals of visual literacy (color, tone, proportions, composition);

Names of prominent representatives of Russian and foreign art and their main works;

Names of the largest art museums in Russia;

Names of famous centers of folk arts and crafts in Russia

learners should be able to:

Design and sculpt.

Draw from nature and representation

Build a rhythm, choose visual motifs, turn them into a composition.

Work with watercolor and gouache;

Carry out construction: volumetric image items made of colored and white paper.

Perform sketches.

Work in watercolor, gouache; in mixed media (background - landscape, appliqué; layout, design)

Decorative and applied art

The form of organization of educational activity is a lesson, adhering to the typology of lessons according to the Federal State Educational Standard.

1. Lesson of discovery of new knowledge (ONZ).

2. A lesson in developing skills and reflection.

3. Lesson of creativity (lesson - research).

4. Lessons in building a knowledge system (general methodological orientation).

5. Lessons of developmental control.

Lessons are also used - excursions, lessons - travel. This is reflected in lesson planning.

Calendar-thematic planning.

Educational and methodological support

Required work schedule:

Bibliography:

When preparing the program:

Federal State General Educational Standard.

B.M. Nemensky. Art. Work programs. Grades 1-4.: Education, 2012.

Art. Art is around us. Grade 3: textbook for educational institutions / (N. A. Goryaeva, L. A. Nemenskaya, A. S. Piterskikh and others); ed. B. M. Nemensky. – 6th ed. – M.: Enlightenment, 2016. – 144 p.

How to design UUD in elementary school. Asmolov A. G., Volodarskaya I. A. Enlightenment, 2009.

For the teacher:

1. Art. Art is around us. Grade 3: textbook for educational institutions / (N. A. Goryaeva, L. A. Nemenskaya, A. S. Piterskikh and others); ed. B. M. Nemensky. – 6th ed. – M.: Enlightenment, 2016. – 144 p.

   Programs of primary general education. In 2 hours. Part 1-2 ed.-M.: Enlightenment, 2011.-526s. - (Standards of the second generation)

School of Russia. Concept and programs for beginning classes SH67 At 2h. Part 1 / [M.A. Bantova, G.V. Beltyukova, S.I. Volkov and others]. -4th ed.-M.: Enlightenment, 2009.-158s.-

For students:

Art. Art is around us. Grade 3: textbook for educational institutions / (N. A. Goryaeva, L. A. Nemenskaya, A. S. Piterskikh and others); ed. B. M. Nemensky. – 6th ed. – M.: Enlightenment, 2016. – 144 p.

The work program includes an explanatory note, a general description of the subject, the value orientations of the subject, the planned results of studying the subject, the content of the subject, thematic planning, and the material and technical support of the educational process.

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Work program of fine arts 3rd grade 2015-2016 academic year

EXPLANATORY NOTE

The work program was developed on the basis of the Federal State Educational Standard for Primary General Education, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the planned results of primary general education, an exemplary program in fine arts and the work program "Fine Arts" by the authors B.M. Nemensky, L. A. Nemenskaya, N. A. Goryaeva, O. A. Koblova, T. A. Mukhina. Moscow: Enlightenment, 2016

The program is based on the ideas and provisions of the Federal State Educational Standard of Primary General Education and the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen.

The program was created on the basis of the development of the traditions of Russian art education, the introduction of modern innovative methods and on the basis of a modern understanding of the requirements for learning outcomes. The program is the result of a holistic complex project developed on the basis of systematic research and experimental work. The semantic and logical sequence of the program ensures the integrity of the educational process and the continuity of the stages of training.

The artistic and aesthetic development of the student is considered as an important condition for the socialization of the individual, as a way of his entry into the world of human culture and at the same time as a way of self-knowledge and self-identification. Artistic development is carried out in a practical, activity-based form in the process of artistic creativity of each child. The goals of art education are to develop the emotional and moral potential of the child, his soul by means of familiarization with artistic culture as a form of spiritual and moral search for humanity. The content of the program takes into account the growing role of the visual image as a means of cognition and communication in modern conditions.

The cultural-creating role of the program also consists in the education of citizenship and patriotism. This task in no way limits the connection with the culture of different countries of the world, on the contrary, the program is based on the principle “from the native threshold into the world of universal culture”. Russia is part of a diverse and integral world. The child, step by step, discovers the diversity of cultures of different peoples and the value ties that unite all the people of the planet.

Links between art and human lifethe role of art in its everyday life, in the life of society, the importance of art in the development of each child is the main semantic core of the program.

The study of Fine Arts in Grade 3 aims to achieve the following goals:

The formation of the artistic culture of students as an integral part of the spiritual culture, i.e. culture of world relations developed by generations;

The development of general artistic abilities of students, as well as figurative and associative and spatial thinking, fantasy and creative imagination, emotionally-valuable attitude to the phenomena of life and art;

To achieve the set goals, it is necessary to solve the following tasks :

Cultivate interest, the most important personal qualities, creative and cultural-building abilities of an emotional and value attitude and love for fine arts, artistic taste, moral and aesthetic feelings of love for one's neighbor, for one's people, for the Motherland;

To educate moral and aesthetic responsiveness to the beautiful and the ugly in life and in art;

To develop interest in the basics of different types of visual and spatial arts: painting, graphics, sculpture, design, folk arts and crafts, the inner world of a person, the ability to correlate one's experiences and value relationships with the experiences of other people;

Accumulate thesaurus - luggage artistic impressions, intonation-figurative dictionary, initial knowledge of fine arts and about fine arts, creative abilities in various activities.

To improve the emotional-figurative perception of works of art and the world around them;

Develop the ability to see the manifestation of artistic culture in real life (museums, architecture, design, sculpture, etc.);

Develop skills in working with various art materials.

GENERAL CHARACTERISTICS OF THE SUBJECT

Fine art as a school discipline has an integrative character, as it includes the foundations of different types of visual-spatial arts: painting, graphics, sculpture, design, architecture, folk and arts and crafts, image in visual and screen arts. They are studied in the context of interaction with other, that is, temporary and synthetic arts.

The systematizing method isidentification of three main types of artistic activityfor visual spatial arts:

- visual art activity;

Decorative artistic activity;

Constructive artistic activity.

Three ways of artistic assimilation of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, decoration, construction. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art.

These three types of artistic activity are the basis for dividing the visual-spatial arts into types: fine arts, constructive arts, decorative and applied arts. At the same time, each of the three types of activity is present in the creation of any work of art and therefore is the basis for integrating the entire variety of art forms into a single system, divided not according to the principle of enumerating the types of art, but according to the principle of highlighting one or another type of artistic activity. Isolation of the principle of artistic activity focuses not only on the work of art, but also onhuman activity, on revealing his connections with art in the process of daily life.

The subject "Fine Arts" involves the co-creation of a teacher and a student; dialogue; clarity of tasks and variability of their solution; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Main types of learning activities- practical artistic and creative activity of the student and the perception of the beauty of the world and works of art.

Practical artistic and creative activity(the child acts as an artist) andart perception activity(the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials (gouache and watercolor, pencils, crayons, charcoal, pastels, plasticine, clay, various types of paper, fabrics, natural materials), tools (brushes, stacks, scissors, etc.), as well as artistic techniques (application, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is constant change of art materials,mastering their expressive abilities.Variety of activitiesstimulates the interest of students in the subject, the study of art and is a necessary condition for the formation of the personality of each.

Perception of works of artinvolves the development of special skills, the development of feelings, as well as mastering the figurative language of art. Only in the unity of the perception of works of art and their own creative practical work does the formation of figurative artistic thinking of children take place.

A special activity of students is the implementation of creative projects and presentations. This requires working with dictionaries, searching for a variety of artistic information on the Internet.

Development of artistic and figurative thinkingstudents is built on the unity of its two foundations:development of observation, i.e. the ability to peer into the phenomena of life, andfantasy development, i.e., the ability to build an artistic image on the basis of developed observation, expressing one's attitude to reality.

Observation and experience of the surrounding reality, as well as the ability to realize one's own experiences, one's inner world are important conditions for children to master the course material. ultimate target - spiritual development of the individual,that is, the formation in the child of the ability to independently see the world, to think about it, to express one's attitude on the basis of mastering the experience of artistic culture.

Thematic integrity and sequence of course development help to ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, on the steps of cognition of personal connections with the whole world of artistic and emotional culture. The principle of relying on the personal experience of the child and expanding, enriching him with the development of culture is expressed in the very structure of the program.

The theme of the 3rd grade is "Art around us." The presence of spatial-visual arts in the reality around us is shown. The student learns what role the arts play and how they affect us at home, on the street, in the city and the countryside, in the theater and the circus, at the festival - wherever people live, work and create the world around them.

The program "Fine Arts" provides for the alternation of lessonsindividualpractical creativity of students and lessons collective creative activity.

Collective forms of work can be different: work in groups; individual-collective work, when everyone performs his part for a common panel or building. Joint creative activity teaches children to negotiate, set and solve common problems, understand each other, treat the work of a friend with respect and interest, and the overall positive result gives an incentive for further creativity and self-confidence.

The artistic activity of schoolchildren in the classroom finds various forms of expression: the image on the plane and in volume (from nature, from memory, from imagination); decorative and constructive work; perception of the phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; study of artistic heritage; selection of illustrative material for the topics studied; listening to musical and literary works (folk, classical, modern).

Artistic knowledge, skills and abilities are the main means of introduction to artistic culture. The means of artistic expression - form, proportion, space, light tone, color, line, volume, texture of the material, rhythm, composition - are mastered by students throughout the course of education.

The lessons introduce game dramaturgy on the topic being studied, links with music, literature, history, and labor are traced.

The systematic development of the artistic heritage helps to realize art as a spiritual chronicle of mankind, as an expression of a person's attitude to nature, society, and the search for truth.

Discussion of children's workin terms of their content, expressiveness, originality, it activates the attention of children, forms the experience of creative communication.

periodic organization of exhibitionsgives children the opportunity to see and evaluate their work again, to feel the joy of success. The work of students completed in the classroom can be used as gifts for relatives and friends, can be used in the design of the school.

THE PLACE OF THE SUBJECT IN THE CURRICULUM

To study the subject"Fine Arts" in the 3rd grade is given 1 hour per week, a total of 35 hours.

VALUE REFERENCES OF THE SUBJECT CONTENT

The priority goal of art education at school isspiritual and moral developmentchild, i.e., the formation of qualities in him that correspond to ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The cultural-creating role of the program also consists in educatingcitizenship and patriotism. First of all, the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal culture”. Russia is part of a diverse and integral world. The child opens step by stepdiversity of cultures of different peoplesand value ties that unite all the people of the planet. Nature and life are the basis of the formed world relation.

Links between art and human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child - the main semantic core of the course.

The program is designed to give students a clear understanding of the system of interaction between art and life. A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Work based on observation and aesthetic experience of the surrounding reality is an important condition for children to master the program material. The desire to express one's attitude to reality should serve as a source of development of figurative thinking.

One of the main objectives of the course is the development of the childinterest in the inner world of man, the ability to deepen oneself, to realize one's inner experiences. This is the key to developmentempathy abilities I.

Any topic on art should not only be studied, but lived through, i.e. passed through the feelings of the student, and this is possible only in an active form, in the form of a personal creative experience.Only then, knowledge and skills in art become personally significant, associated with real life and emotionally colored, the development of the child's personality takes place, his value attitude to the world is formed.

The special nature of artistic information cannot be adequately conveyed in words. Emotional-valuable, sensual experience expressed in art can only be comprehended through one's own experience -living the artistic imagein the form of artistic actions. For this, it is necessary to master the artistic-figurative language, the means of artistic expression. A developed ability for emotional assimilation is the basis of aesthetic responsiveness. This is the special strength and originality of art: its content must be appropriated by the child as his own sensory experience.On this basis, the development of feelings, the development of the artistic experience of generations and the emotional and value criteria of life take place.

PLANNED RESULTS OF STUDYING THE PROGRAM

• the foundations of artistic culture will be formed: ideas about the specifics of art, the need for artistic creativity and communication with art;
• imaginative thinking, observation and imagination will begin to develop, Creative skills, aesthetic feelings, formed the basis of the analysis of works of art;
• the foundations of the spiritual moral values personality, an emotional and valuable attitude to the world, artistic taste will be manifested;
• there will be an ability to realize creative potential in spiritual, artistic and productive activity, diligence, openness to the world, dialogism will develop;
• a conscious respect and acceptance of traditions, forms of cultural, historical, social and spiritual life of the native land will be established, the content of the concept of "Fatherland", "native land", "my family and clan", "my home" will be filled with specific content, the acceptance of culture and spiritual traditions will develop the multinational people of the Russian Federation, a socially oriented view of the world will be born;
• the foundations of Russian civic identity, a sense of pride in their homeland will be laid, there will be an awareness of their ethnic and nationality, responsibility for the general well-being.

Students:

• master the skills and abilities of perception of works of art; will be able to understand the figurative nature of art; give an aesthetic assessment of the phenomena of the surrounding world;
• acquire the skills of cooperation with adults and peers, learn to conduct a dialogue, participate in the discussion of significant phenomena of life and art;
• learn to distinguish types and genres of art, be able to name the leading art museums in Russia (and their region);
• will use expressive means to embody their own artistic and creative intent; will be able to perform simple drawings and ornamental compositions using the computer graphics language in the Paint program.

PERSONAL, META-SUBJECT AND SUBJECT RESULTS

As a result of studying the course "Fine Arts" in elementary school, certain results should be achieved.

Personal Outcomesare reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the subject under the program "Fine Arts":

• a sense of pride in the culture and art of the Motherland, its people;
• respect for the culture and art of other peoples of our country and the world as a whole;
• understanding of the special role of culture and art in the life of society and each individual;
• the formation of aesthetic feelings, artistic and creative thinking, observation and fantasy;
• the formation of aesthetic needs (needs for communication with art, nature, needs for a creative attitude to the world around, needs for independent practical creative activity), values ​​and feelings;
• development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;
• mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;
• the ability to cooperate with comrades in the process of joint activities, to correlate their part of the work with a common idea;
• the ability to discuss and analyze one's own artistic activity and the work of classmates from the standpoint of the creative tasks of this topic, from the point of view of the content and means of its expression.

Metasubject Resultscharacterize the level of formation of the universal abilities of students, manifested in cognitive and practical creative activity:

• mastering ways to solve problems of a creative and exploratory nature;
• mastering the ability of creative vision from the standpoint of the artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;
• formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure;
• mastering the initial forms of cognitive and personal reflection;
• mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics;
• mastering the ability to conduct a dialogue, distribute functions and roles in the process of performing collective creative work;
• the use of information technology tools to solve various educational and creative tasks in the process of searching for additional visual material, the implementation of creative projects, individual exercises in painting, drawing, modeling, etc.;
• the ability to plan and competently carry out educational activities in accordance with the task, to find options for solving various artistic and creative tasks;
• the ability to rationally build independent creative activity, the ability to organize a place of employment;
• a conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject Resultscharacterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the subject:

• the formation of initial ideas about the role of fine art in human life, its role in the spiritual and moral development of a person;
• the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, the aesthetic attitude to the world; understanding of beauty as a value, the need for artistic creativity and communication with art;
• mastering practical skills in the perception, analysis and evaluation of works of art;
• mastering elementary practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, animation elements, etc.);
• knowledge of the types of artistic activity: visual (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);
• knowledge of the main types and genres of spatial visual arts;
• understanding the figurative nature of art;
• aesthetic assessment of natural phenomena, events of the surrounding world;
• application of artistic skills, knowledge and ideas in the process of performing artistic and creative work;
• the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;
• the ability to discuss and analyze works of art, expressing judgments about the content, plots and means of expression;
• assimilation of the names of the leading art museums in Russia and art museums in their region;
• the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a holiday;
• the ability to use various artistic materials and artistic techniques in artistic and creative activities;
• the ability to convey character, emotional states and one's attitude to nature, man, society in artistic and creative activity;
• the ability to arrange on the plane of the sheet and in volume the conceived artistic image;
• mastering the skills to apply the basics of color science, the basics of graphic literacy in artistic and creative activities;
• mastering the skills of modeling from paper, modeling from plasticine, image skills by means of appliqué and collage;
• the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;
• the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of a person in a variety of natural conditions to create their own original artistic culture;
• depiction in creative works of the features of the artistic culture of different (familiar from the lessons) peoples, the transfer of features of their understanding of the beauty of nature, man, folk traditions;
• the ability to aesthetically, emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;
• the ability to give examples of works of art that express the beauty of wisdom and a rich spiritual life, the beauty of the inner world of a person.

Subject Grade 3 - "Art around us."One of the main ideas of the program: "From the native threshold - to the world of culture of the Earth", that is, from familiarization with the culture of one's people, even from one's own culture " small homeland"Without this there is no way to universal human culture.

Education in this class is based on introducing children to the world of art through the knowledge of the surrounding objective world, its artistic meaning. Children are brought to the understanding that objects have not only a utilitarian purpose, but are also carriers of spiritual culture, and this has always been the case - from ancient times to the present day. It is necessary to help the child to see the beauty of the things around him, objects, objects, works of art, paying special attention to the role of artists - "Masters of Images, Decorations, Buildings" - in creating the environment for human life.

At the end of the year, children should feel that their life, the life of every person, is daily connected with the activities of the arts. The final lessons of each quarter should contain the question: "What would happen if the "Brothers-Masters" did not participate in the creation of the world around you - at home, on the street, etc.?" Understanding the huge role of the arts in real everyday life should be a discovery for children and their parents.

IN subject contentincludes the aesthetic perception of reality and art, the artistic practical activity of students.

Main types of educational activities- practical artistic and creative activity of the student and the perception of the beauty of the world, works of art.

The lessons introduce game dramaturgy on the topic being studied, links with music, literature, history, and labor are traced. In order to gain experience in creative communication, collective tasks are introduced into the program.

The main forms of artistic activity of students: image on the plane and in volume (from nature, from memory, from imagination); decorative work; perception of the phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; study of artistic heritage; selection of illustrative material for the topics studied; listening to music and literature.

Art in your home (9 hours)Art objects in human life: toys, dishes, scarves, wallpapers, books. The figurative content of the design and decoration of the object. Creation of an expressive plastic form of a toy. Aesthetic evaluation of different types of toys, the materials from which they are made. The unity of the material, shape and external design of toys (decorations). The connection between the form, decor of dishes (her in an artistic way) and its purpose. The constructive image (the image of the form, building) and the nature of the decor, decoration. Creation of an expressive form of dishes and its decoration in modeling. The role of color and decor in creating the image of a room. The role of the artist and the stages of his work (building, image, decoration) when creating wallpaper and curtains. Creating a sketch of wallpaper or curtains for a room in accordance with its functional purpose.

A variety of options for painting fabric on the example of a scarf. The dependence of the nature of the pattern, color solution handkerchief from the one to whom and for what it is intended. The main options for a compositional solution for painting a scarf (with an emphasis on a pictorial motif in the center, in the corners, in the form of a free painting), as well as the nature of the pattern (vegetative, geometric). Construction (composition), decoration (character of decor), image (stylization) in the process of creating the image of a scarf. Creation of a sketch for painting a scarf (fragment), expression of its purpose (for mother, grandmother, scarf positions of the intended image). The role of the artist and the Brothers-Masters in the creation of the book (variety of book forms, cover, illustrations, drop caps, etc.). Children's toy book project. The role of the artist and the Brothers

Masters in creating forms of postcards, images on them. Creating a postcard for a specific event or a decorative bookmark (work in the technique of scratching, graphic monotype, appliqué or mixed media). Laconic expressive image. The important role of the artist, his work in creating the environment of human life, the objective world in every home.

Art on the streets of your city (7 hours)Formation of artistic ideas about the work of the artist on the streets of the city. Attributes of modern city life: lanterns, shop windows, parks, fences, squares; their figurative solution. Architectural image, image of the urban environment. Aesthetic merits of ancient and modern buildings of the native city (village). Features of the architectural image of the city. Architectural monuments are the property of the people. The image of the architecture of their native places, building the composition of the sheet, conveying in the drawing the unique originality and rhythmic orderliness of architectural forms. Parks, squares, boulevards in terms of their different purposes and arrangements (leisure park, playground, memorial park, etc.). The park as a single, integral artistic ensemble. Creating an image of the park in the technique of collage, gouache or alignment volume-spatial paper compositions.

Aesthetic assessment of cast-iron fences in St. Petersburg and Moscow, in his native city, their role in decorating the city. Comparison of openwork fences and other objects (wooden architraves, carved gates, chimneys, etc.), Project (sketch) of an openwork lattice. The use of an openwork lattice in overall composition with the image of a park or square, their role in decorating the city. Creation of elegant lanterns. Image of unusual lanterns, using graphic tools, creationunusual constructive forms of lanterns, work with paper (twisting, twisting, gluing). A showcase as a decoration of a city street and a kind of advertising for a product. Linking the window display decoration with the store profile. Creative storefront design. Compositional and design skills in the process of creating an image of a showcase. Image in the form of a machine, different decoration. The connection of natural forms with engineering structures and figurative solutions for various types of transport. Creationimages of fantastic machines. Paper construction. important and the right job artist and Masters of Building, Decoration and Image in the creation of the image of the city.

The Artist and the Spectacle (10 h. ) The activity of the artist in the theater, depending on the types of spectacles or features of the work. The important role of the artist in the circus (creating colorful scenery, costumes, circus props, etc.). Creation of colorful expressive drawings or applications on the theme of a circus performance, the transfer of movement, characters, relationships between characters in them. The image is bright, cheerful, mobile. Objects, elements of the theater and stage world. Interesting expressive solutions, the transformation of simple materials into vivid images. The role of the theater artist in the creation of the performance. "Theater on the table" - a cardboard layout with voluminous (stucco, constructive) or planar (painted) decorations and paper figures of fairy tale characters for playing a performance. Different types of puppets (glove, cane, puppets) and their stories about puppet theater today. Creation of an expressive doll (characteristic doll head, characteristic details of the costume, appropriate fairy tale character). Work with plasticine, paper, threads, pieces of fabric. doll to play in puppet show. The character, mood, expressed in the mask, as well as the expressiveness of the form and decor, consonant with the image. The role of the mask in the theater and at the festival. Designing expressive and distinctive masks for a theatrical performance or holiday. Appointment of a theater poster, poster (attracts attention, tells the name, succinctly talks about the performance itself). definition in posters - image, decoration and buildings. Creation of a sketch of a poster for a play or circus performance. Figurative unity of image and text. Laconic, decorative and generalized image (in the process of creating a poster or a poster). The work of the artist to create the image of a festive city. Decoration of the city for the Victory Day (May 9), New Year or Maslenitsa, making it elegant, colorful, unusual. Creating a holiday design project in a drawing.

Artist and Museum (9 hours)Acquaintance with the genres of fine art, the largest museums in Russia and the world. The role of the art museum. Great works of art are a national treasure. The most significant art museums in Russia are the State Tretyakov Gallery, the State Russian Museum, the Hermitage, the Pushkin Museum of Fine Arts. Different types of museums and the role of the artist in creating their expositions. The picture is a special world created by the artist, filled with his thoughts, feelings and experiences. The creative work of the viewer, about his experience of perceiving works of fine art. Pictures - landscapes. The mood and different states that the artist conveys with color (joyful, festive, sad, mysterious, tender, etc.). Names of the largest Russian landscape painters. The image of the landscape according to the idea with a pronounced mood. Expression of mood in a landscape with color. Fine genre - portrait and several well-known painting-portraits. The person depicted in the portrait (what is he, what is his inner world, features of his character). Creating a portrait of one of the dear, well-known people (parents, classmate, self-portrait) according to the idea, using the expressive possibilities of color. A still life painting as a kind of story about a man - the owner of things, about the time in which he lives, his interests. An important role in the still life of the mood that the artist conveys in color. The image of a still life according to the idea with a pronounced mood (joyful, festive, sad, etc.). Names of artists who worked in the genre of still life. Paintings of historical and domestic genre. The most liked (favorite) paintings, their plot and mood. Image of a scene from your daily life (at home, at school, on the street, etc.), building a plot composition. Image in mixed media (drawing with wax crayons and watercolor). Aesthetic attitude to the work of sculpture, explanation of the significance of the surrounding space for the perception of sculpture. The role of sculptural monuments. Familiar monuments and their authors, Discourse on created images. Types of sculpture (sculpture in museums, sculptural monuments, park sculpture. Materials used by the sculptor. Sculpting the figure of a person or animal, conveying expressive plasticity of movement. Exhibition of children's art. The role of the artist in the life of every person.

Calendar-thematic planning

MATERIAL AND TECHNICAL SUPPORT OF THE EDUCATIONAL PROCESS

Textbook ”for students of the 3rd grade of educational institutions / Edited by B.M. Nemensky. -M.: Education, 2013.

A manual for teachers of educational institutions grades 1-4. Pourochnye development edited by B.M. Nemensky.-M.: Enlightenment, 2014.

Work programs. Fine art of the authors B.M. Nemensky, L. A. Nemenskaya, N. A. Goryaeva, O. A. Koblova, T. A. Mukhina. Moscow: Enlightenment, 2016

Collections of articles about the fine arts.

Books about artists.

Scientific - popular literature on art.

Portraits of artists.

Video films, dedicated to creativity outstanding artists

Personal Computer.

Interactive board.

ICT and DER:

Catalog of educational resources on the Internet: http://katalog.iot.ru/

Single window of access to educational resources: http://window.edu.ru/window

Unified collection of digital educational resources: http://school-collection.edu.ru/

DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF THE CITY OF BRATSK

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION

"SEVERAGE SCHOOL № 28"

MUNICIPALITY OF THE CITY OF BRATSK

Working programm

subject

"Art"

for 3rd grade students

for 2015-2016 academic year

Educational area: "Art"

Developed by:

Gomzyakova E.P.,

art teacher

Bratsk, 2015

1. Explanatory note

1.1 The work program in fine arts for grade 3 was developed in accordance with the requirements of the Federal State Standard for Primary General Education, an exemplary program for primary general education in fine arts based on the author's program of Nemensky B.M., Nemenskaya L.A. "Fine art grades 1-4", - M .: "Enlightenment" 2014. and main educational program primary general education MBOU "Secondary School No. 28".

1.2 Pedagogical features learning in this class.

For cognitive activity the primary schoolchild is characterized primarily by the emotionality of perception. A picture book, a visual aid, a teacher's joke - everything causes an immediate reaction in them. Younger schoolchildren are at the mercy of vivid fact; the images that arise on the basis of the description during the teacher's story or reading a book are very vivid.

In junior school age the foundations of such social feelings as love for the Motherland and national pride, students are enthusiastic about patriotic heroes, brave and courageous people, reflecting their experiences in games, statements.

Junior schoolboy very trusting. As a rule, he has unlimited faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher in all respects be an example for children.

The more observant the child, the more inquisitive he is, the more convincing his drawing will be, even with the technical helplessness of the author. Drawing, the child not only depicts other objects or phenomena, but also expresses his attitude towards the depicted by means within his power. Therefore, the process of drawing in a child is associated with an assessment of what he depicts, and in this assessment there is always big role play the feelings of the child, including aesthetic ones. In an effort to convey this attitude, the child is looking for means of expression, mastering the pencil and paints.

Among children who draw, two types of draftsmen can be found: the observer and the dreamer. For the creativity of the observer, images and plots seen in life are characteristic, for the dreamer - images of fairy tales, images of imagination. Some draw cars, houses, events from their lives, others - palm trees, giraffes, ice mountains and reindeer, space flights and fairy-tale scenes.

Along with visual methods of teaching visual activity, verbal methods and techniques are used (conversations, explanation, questions, encouragement, advice, artistic word). The physiological basis of the unity of verbal visual methods is the teaching of I.P. Pavlova about the interconnected work of two signaling systems. One of the leading verbal teaching methods is conversation.

A conversation in fine arts lessons is a conversation organized by a teacher, during which the teacher, using questions, explanations, clarifications, contributes to the formation of children's ideas about the depicted object or phenomenon and how to recreate it in a drawing, sculpting an application.

The specificity of the conversation method provides for maximum stimulation of children's activity. That is why the conversation has found wide distribution as a method of developing communication of visual activity.

The conversation is usually used in the first part of the lesson, when the task is to form a pictorial representation, and at the end of the lesson, when it is important to help see your work, feel their expressiveness and dignity, and understand weaknesses. The method of conversation depends on the content, type of lesson, specific didactic tasks.

At the end of the lesson, you need to help the children feel the expressiveness of the images they have created. Teaching the ability to see, feel the expressiveness of drawings, modeling is one of the important tasks facing the teacher. At the same time, the nature of the adult's questions and remarks should provide a certain emotional response in the soul of the children.

Explanation is a verbal way of influencing the minds of children, helping them to understand and learn what and how they should do during the lesson and what they should get as a result. The explanation is made in a simple, accessible form at the same time to the whole class or to individual children. Explanation is often combined with observation, showing the ways and techniques of doing work.

Tip - used in cases where the child finds it difficult to create an image. But do not rush to advice. Children with a slow pace of work and who are able to find a solution on this issue often do not need advice. In these cases, the advice does not contribute to the growth of independence and activity of children.

Reminder in the form of brief instructions is an important teaching method. It is usually used before the start of the imaging process. Most often it is about the sequence of work. This technique helps children start drawing on time, plan and organize activities.

Encouragement is a methodical technique that should be used more often in working with children. This technique instills confidence in children, makes them want to do a good job, a sense of success. The feeling of success encourages activity, keeps children active. Of course, the older the children, the more objectively justified should be the experience of success.

Artistic word is widely used in the classroom visual activity. The artistic word arouses interest in the topic, the content of the image, helps to draw attention to children's work. The unobtrusive use of the artistic word in the course of the lesson creates emotional mood, brings the image to life.

Verbal methods and teaching techniques in the process of directing visual activity are inseparable from visual and game ones.

1.3 Goals and objectives of the program:

The purpose of the subject "Fine Arts" in the general education school is the formation of the artistic culture of students as an integral part of the spiritual culture, that is, the culture of world relations developed by the generation. These values, as the highest values ​​of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and the ugly in life and art, the vigilance of the child's soul.

Course objective:

personal development of students by means of art;

obtaining emotional and valuable experience of perception of works of art and experience of artistic and creative activity.

Study objectives:

upbringing interest in fine arts; enrichment of moral experience, the formation of ideas about good and evil; development of moral feelings, respect for the culture of the peoples of multinational Russia and other countries;

development imagination, creative potential of the child, desire and ability to approach any of their activities creatively, abilities for an emotional and valuable attitude to art and the world around them, skills of cooperation in artistic activities;

O appropriation initial knowledge about the plastic arts: fine arts, arts and crafts, architecture and design - their role in human life and society;

mastery elementary artistic literacy, the formation of an artistic outlook and the acquisition of work experience in various types of artistic and creative activities, various artistic materials; improvement of aesthetic taste.

1.4 General characteristics of the subject

Visual arts in elementary school is a basic subject. Compared to other academic subjects that develop a rational-logical type of thinking, fine arts are mainly aimed at the formation of an emotional-figurative, artistic type of thinking, which is a condition for the formation of intellectual and spiritual activity of a growing personality.

Fine arts as an academic subject is based on such primary school subjects as: literary reading, Russian language, music, work, natural history, which allows you to feel the practical orientation of the lessons of fine arts, their connection with life.

Planned results of mastering the subject

As a result of studying fine arts at the stage of primary general education, students:

the foundations of artistic culture will be formed: an idea of ​​the specifics of fine arts, the need for artistic creativity and communication with art, the initial concepts of the expressive possibilities of the language of art;

figurative thinking, observation and imagination, educational and creative abilities, aesthetic feelings will begin to develop, the foundations of the analysis of a work of art will be formed; an emotionally valuable attitude to the world, phenomena of reality and artistic taste will be manifested;

the foundations of the spiritual and moral values ​​of the individual will be formed - the ability to evaluate and build on the basis of traditional moral norms and moral ideals embodied in art, attitude towards oneself, other people, society, state, Fatherland, the world as a whole; a stable idea of ​​good and evil, proper and unacceptable, which will become the basis of independent actions and actions based on moral choice, understanding and maintaining moral principles that are reflected and appreciated in art - love, mutual assistance, respect for parents, care for younger and older , responsibility for another person;

there will be a readiness and ability to realize one's creative potential in spiritual and artistically productive activities, diligence, optimism, the ability to overcome difficulties, openness to the world, dialogism will develop;

conscious respect and acceptance of traditions, original cultural property forms of cultural, historical, social and spiritual life of the native land, will be filled with the specific content of the concept of "Fatherland", "native land", "my family and clan", "my home", the acceptance of the culture and spiritual traditions of the multinational people of the Russian Federation will develop, a holistic , a socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions;

the foundations of Russian civil identity, a sense of belonging and pride in their homeland, the Russian people and the history of Russia will be laid, there will be an awareness of their ethnic and national identity, responsibility for the general well-being.

Students:

master practical skills in the perception of works of plastic arts and in various types of artistic activity: graphics (drawing), painting, sculpture, architecture, artistic design, decorative and applied arts;

will be able to understand the figurative nature of art; give an aesthetic assessment and express their attitude to events and

phenomena of the surrounding world, to nature, man and society; embody artistic images in various forms of artistic and creative activity;

learn to apply artistic skills, knowledge and ideas about the plastic arts to perform educational and artistically practical tasks, get acquainted with the possibilities of using various ICT tools in creativity;

they will acquire the skills of cooperation with adults and peers, learn to conduct a dialogue, participate in the discussion of phenomena of life and art that are significant for a person, will be able to take the position of another person;

be able to implement their own creative potential, applying the acquired knowledge and ideas about the fine arts to perform educational and artistic and practical tasks, act independently in resolving problematic and creative situations in everyday life.

1.5 Forms of organization of the educational process:

The organization of the educational process is based on the technology of a student-centered approach, in accordance with which the form and structure of the lesson are selected:

individual;

group;

individual-group;

frontal;

practical work.

1.6 Value orientations of the content of the subject

The priority goal of art education at school is spiritual and moral development child.

The culture-creating role of the program is to educate citizenship and patriotism: the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal culture”. Nature and life are the basis of the formed world relation.

Links between art and human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child - the main semantic core of the course .

The program is designed to give students a clear understanding of the system of interaction between art and life. A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Work based on observation and aesthetic experience of the surrounding reality is an important condition for children to master the program material. The desire to express one's attitude to reality should serve as a source of development of figurative thinking.

One of the main objectives of the course is the development of the child interest in the inner world of man, the ability to deepen oneself, to realize one's inner experiences. This is the key to development empathy abilities I.

Any topic on art should not just be studied, but lived in an activity form, in the form of a personal creative experience. For this, it is necessary to master the artistic-figurative language, the means of artistic expression. A developed ability for emotional assimilation is the basis of aesthetic responsiveness. On this basis, the development of feelings, the development of the artistic experience of generations and the emotional and value criteria of life take place.

1.7 Description of the place of the subject in the curriculum

In the federal basic curriculum for the study of fine arts in the 3rd grade, 1 hour per week is allotted, a total of 34 hours.

2. Educational and thematic plan

Art in your home

Art objects in human life: toys, dishes, scarves, wallpapers, books.

your toys.

Dishes at home.

Wallpaper and curtains in your home.

Mother's scarf.

Your books.

Postcards.

The work of an artist for your home (generalization of the topic).

Formation of artistic ideas about the work of the artist on the streets of the city. Attributes of modern city life: lanterns, shop windows, parks, fences, squares; their figurative solution.

Architectural monuments.

Parks, squares, boulevards.

Openwork fences.

Magic lanterns.

• Amazing transport.

  The work of an artist on the streets of your city (village) (generalization of the topic).

The artist and the spectacle

The activity of the artist in the theater, depending on the types of spectacles or features of the work

Circus artist.

Theater artist.

Puppet Theatre. Masks.

Poster and poster.

Holiday in the city.

School carnival (generalization of the topic).

Artist and Museum

Acquaintance with the genres of fine art, the largest museums in Russia and the world.

Museum in the life of the city.

Painting is a special world. The picture is a landscape.

Portrait painting.

Still life painting.

Paintings historical and domestic.

Sculpture in the museum and on the street.

Art exhibition (generalization of the topic).

4. Planned results of studying the subject

4.1 Personal development

Personal Outcomes are reflected in the individual qualitative properties of students, which they must transform in the process of mastering the subject under the program "Fine Arts":

a sense of pride in the culture and art of the Motherland, one's city;

respect for the culture and art of other peoples of our country and the world as a whole;

the ability to discuss and analyze one's own artistic activity and the work of classmates from the standpoint of the creative tasks of this topic, from the point of view of the content and means of its expression.

4.2 Formation of general educational skills, skills and ways of activity

Regulatory UUD:

Speak the sequence of actions in the lesson.

Learn to distinguish the right task from the wrong one.

Cognitive UUD:

Navigate in your system of knowledge: to distinguish the new from the already known with the help of a teacher.

Transform information from one form to another based on the algorithms specified in the textbook and workbook to independently perform creative tasks.

Communicative UUD:

Be able to use the language of fine art: convey your position to the interlocutor;

Form your thoughts into oral(at the level of one sentence or a short story).

Learn to work cooperatively in a group

Learn to plan work in a group;

Learn to distribute work between project participants;

Understand common task project and accurately perform their part of the work;

Be able to perform various roles in the group (leader, performer, critic).

To master the methods of searching and using information, working with available electronic skills resources, to achieve higher and original creative results.

4.3 Formation of ICT competence of students

The student will learn:

make an information connection to local network and the global Internet;

enter the information environment educational institution, including via the Internet, place various information objects in the information environment;

Communication and social interaction

The student will learn:

seize opportunities Email for information exchange;

to carry out educational interaction in the information space of an educational institution (receiving and completing tasks, receiving comments, improving one's work, building a portfolio);

comply with the norms of information culture, ethics and law; respect the private information and information rights of others.

Search and organization of information storage

The student will learn:

use various methods of searching for information on the Internet, search services, build queries to search for information and analyze search results;

use methods of information search on a personal computer, in the information environment of the institution and in the educational space;

use various library, including electronic, catalogs to find the necessary books;

search for information in various databases, create and fill in databases, in particular, use various identifiers;

4.4 Fundamentals of teaching, research and project activities

The student will have the opportunity to learn:

independently conceive, plan and carry out educational research, educational and social, creative project;

use conjecture, insight, intuition;

purposefully and consciously develop their communication skills, master new language means;

be aware of their responsibility for the reliability of the knowledge gained, for the quality of the completed project.

4.7 Substantive results

Subject Results characterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the subject:

the formation of initial ideas about the role of fine art in human life, its role in the spiritual and moral development of a person;

the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, the aesthetic attitude to the world; understanding of beauty as a value, the need for artistic creativity and communication with art;

mastering practical skills in the perception, analysis and evaluation of works of art;

mastering elementary practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, animation elements, etc.);

knowledge of the types of artistic activity: visual (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);

knowledge of the main types and genres of spatial visual arts;

understanding the figurative nature of art;

aesthetic assessment of natural phenomena, events of the surrounding world

application of artistic skills, knowledge and ideas in the process of performing artistic and creative work;

the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;

the ability to discuss and analyze works of art,

expressing judgments about the content, plots and means of expression;

assimilation of the names of the leading art museums in Russia and art museums in their region;

the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a holiday;

the ability to use various artistic materials and artistic techniques in artistic and creative activity;

the ability to convey character, emotional states and one's attitude to nature, man, society in artistic and creative activity;

the ability to compose a conceived artistic image on the plane of the sheet and in volume;

mastering the skills to apply the basics of color science, the basics of graphic literacy in artistic and creative activities;

mastering the skills of modeling from paper, modeling from plasticine, image skills by means of appliqué and collage;

the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;

the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of a person in a variety of natural conditions to create their own original artistic culture;

depiction in creative works of the features of the artistic culture of different (familiar from the lessons) peoples, the transfer of features of their understanding of the beauty of nature, man, folk traditions;

the ability to aesthetically, emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;

the ability to give examples of works of art that express the beauty of wisdom and a rich spiritual life, the beauty of the inner world of a person.

5. Educational and methodological support of the program

The artistic and aesthetic development of the student is considered as an important condition for the socialization of the individual, as a way of his entry into the world of human culture and at the same time as a way of self-knowledge and self-identification. Artistic development is carried out in a practical, activity-based form in the process of artistic creativity of each child. The goals of art education are to develop the emotional and moral potential of the child, his soul by means of familiarization with artistic culture as a form of spiritual and moral search for humanity. The content of the program takes into account the growing role of the visual image as a means of cognition and communication in modern conditions.

The systematizing method is to identify three main types of artistic activity for visual spatial arts:

Visual art activity;

Decorative art activity

Constructive artistic activity.

Three ways of artistic assimilation of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, decoration, construction. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art.

When highlighting the types of artistic activity, it is very important to show the difference in their social functions: an image is an artistic knowledge of the world, an expression of one's attitude towards it, an aesthetic experience of it; constructive activity is the creation of a subject-spatial environment; decorative activity is a way of organizing communication between people, which has communicative functions in the life of society.

The subject "Fine Arts" involves the co-creation of a teacher and a student; dialogue; clarity of tasks and variability of their solution; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Main types of learning activities- practical artistic and creative activity of the student and the perception of the beauty of the world, works of art.

Practical artistic and creative activity(the child acts as an artist) and art perception activity(the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials (gouache and watercolor, pencils, crayons, charcoal, pastels, plasticine, clay, various types of paper, fabrics, natural materials), tools (brushes, stacks, scissors, etc.), as well as artistic techniques (application, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is constant change of art materials mastering their expressive abilities. Variety of activities stimulates the interest of students in the subject, the study of art and is a necessary condition for the formation of the personality of each.

Perception of works of art involves the development of special skills, the development of feelings, as well as mastering the figurative language of art. Only in the unity of the perception of works of art and their own creative practical work does the formation of figurative artistic thinking of children take place.

The program is designed to give students a clear understanding of the system of interaction between art and life. A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Job based on observation and aesthetic experience of the surrounding reality is an important condition for the development of program material by children. The desire to express one's attitude to reality should serve as a source of development of figurative thinking.

Development of artistic and figurative thinking students is built on the unity of its two foundations: the development of observation, that is, the ability to peer into the phenomena of life, and the development of fantasy, that is, the ability to build an artistic image on the basis of developed observation, expressing one's attitude to reality.

The program "Fine Arts" provides for the alternation of lessons individual practical creativity of students And lessons of collective creative activity.

Artistic knowledge, skills and abilities are the main means of introduction to artistic culture. The means of artistic expression - form, proportion, space, light tone, color, line, volume, texture of the material, rhythm, composition - are mastered by students throughout the course of education.

The lessons introduce game dramaturgy on the topic being studied, links with music, literature, history, and labor are traced.

The systematic development of the artistic heritage helps to realize art as a spiritual chronicle of mankind, as an expression of a person's attitude to nature, society, and the search for truth. Throughout the course of study, students get acquainted with outstanding works of architecture. sculpture, painting, graphics, arts and crafts, studying classical and folk art from different countries and eras. Knowledge of the artistic culture of one's people is of great importance.

Discussion of children's work in terms of their content, expressiveness, originality, it activates the attention of children, forms the experience of creative communication.

periodic organization of exhibitions gives children the opportunity to see and evaluate their work again, to feel the joys of success. The work of students completed in the classroom can be used as gifts for relatives and friends, can be used in the design of the school.

Formation of subject and metasubject results learning (UUD) in the classroom contribute to educational technologies:

Teaching Design Technology

Technology of student-centered learning

Developmental learning technology

Problem learning technology

Personality self-development technology

Gaming technologies

Group activity technologies

Information educational technologies

Teaching methods:

explanatory-illustrative, or informational-receptive: story, lecture, explanation, demonstration of paintings, films and filmstrips, etc.;

reproductive: reproduction of actions for applying knowledge in practice;

problematic presentation of the studied material;

partial search, or heuristic method;

research method, when students are given a cognitive task that they solve on their own, choosing the necessary methods for this and using the help of a teacher.

6. Forms of monitoring the level of students' achievements and evaluation criteria

Assessment of knowledge, skills and level of development of students is carried out according to a five-point system using testing, a list theoretical issues, practical work and assignments throughout the year.

Forms of control:

Quizzes

Crosswords

Reporting exhibitions of creative (individual and collective) works

Testing

Criteria for assessing oral individual and frontal responses

participation activity;

detailed answers, figurativeness, reasoning;

independence;

originality of judgments;

Criteria for evaluating creative work:

solution composition: how the plane of the sheet is organized, how all the components of the image are coordinated with each other, how it is sustained general idea and content;

the nature of the shape of objects: the degree of similarity of the image with the objects of reality or the ability to notice and convey the most characteristic in the image;

the quality of constructive construction: how the constructive basis of the form is expressed, how the details of the object are connected with each other and with the general form;

possession of technique: how the student uses a pencil, brush, how he uses a stroke, a stroke in building an image, what is the expressiveness of a line, stroke, stroke;

general impression of the work.

the student's abilities, his success in the development of his spo.

Grading norms

Rated "5"

the student fully copes with the goal of the lesson;

correctly presents the studied material and is able to apply the acquired knowledge in practice;

correctly solves the composition of the picture, i.e. harmoniously coordinates among themselves all components of the image;

knows how to notice and convey the most characteristic in the image.

Rated "4"

the student has fully mastered the program material, but when presenting it, he admits inaccuracies of a secondary nature;

harmoniously coordinates among themselves all components of the image;

knows how to notice, but does not quite accurately convey in the image the most
characteristic.

Grade "3"

the student does not cope well with the goal of the lesson;

allows inaccuracies in the presentation of the studied material.

Grade "2"

The student fails to achieve the objective of the lesson.

7. Logistics of the educational process

Specific support (equipment):

Reproductions of paintings in accordance with the subject and types of work;
-portraits of artists; tables on color science, perspective, ornament construction;

Tables on styles of architecture, clothing, household items;

Schemes for drawing objects, plants, animals of a person;

Postcards and calendars with reproductions;

DPI tables;

Racks (shelves) for storage;

Demonstration and production materials;

Various art supplies.

Electronic software:

Digital Libraries for Art;

Presentations for lessons on disks and flash media;

DVD - films on fine arts;

Recordings of classical and folk music.

Technical training aids:

Multimedia projector,

Laptop with art programs,

Interactive board;

Music Center;

Magnetic board.

8. Information support

8.1 Literature used in the preparation of the program

Concept and programs for primary school"School of Russia" 2, - M.: "Enlightenment", 2008

Kosterin N. P. "Educational drawing", - M: "Enlightenment", 2004

Nemensky, B. M. Fine arts and artistic work: 1-8 grades. - M.: Education, 2011.

Fedotova I.V. “Fine art grade 3: lesson plans according to the textbook by L.A. Nemenskoy". - Volgograd, "Teacher", 2013

Visual arts: Art around us: textbook. for 3 cells. early school /[ N. A. Goryaeva, L. A. Nemenskaya, A. S. Piterskikh and others]; ed. B. M. Nemensky. – 8th ed. - M: Enlightenment, 2013.

Workbook for the textbook by E. I. Koroteeva “Fine Arts. Art and you, edited by B. M. Nemensky for the third grade of elementary school. // M: Education, 2013.

8.3 Internet resources

http://www.proshkolu.ru

http://pedsovet.org

http://www.k-yroky.ru/load/73-1-0-5219

http://www.deti-66.ru/forteachers/educstudio/presentation/918.html

CALENDAR AND THEME PLANNING

Theme of the year: "Art around us"