Presentation on the topic "The concept of culture: its forms and varieties." Presentation "General concept of culture
Culture
Art culture
Art
Teacher of fine arts and art school
What is associated with the word art?
Antique sculptures
Landscapes by K. Monet
Paintings by Leonardo da Vinci
Ancient rock paintings
Creative experiments of V. Kandinsky
At first glance, it seems easy to distinguish what can be classified as art and what cannot. But in reality it is not simple. Many questions immediately arise.
- Is a child’s drawing, a Khokhloma spoon, or a glass flask displayed as a postmodern museum exhibit art?
- Are “art” and “artistic culture” the same thing?
- And what does “artistic” mean? ?
Culture.
Let's start with the broadest concept in this series - the concept of “culture”.
The word culture comes from the Latin word "culture" what does it mean “process”, “cultivate”. In ancient Rome, this concept related mainly to agriculture.
This word has come into wide circulation
“Culture or civilization, understood in a broad ethnographic sense, is a complex whole that includes knowledge, beliefs, arts, morals, laws, customs and any other habits acquired by a person as a member of society.”
E. Taylor
Today, the word culture has acquired many meanings and meanings; science has accumulated a huge number of definitions of culture. Most of them boil down to the following:
culture is everything that appeared as a result of human creative activity, everything that was created by man;
– this is what exists in man himself and separates him from the animal world;
– This is a way of human existence, his continuous creative activity.
Spiritual culture
Spiritual culture is the totality of the products of human spiritual activity.
The concept of spiritual culture:
contains all areas of spiritual production (art, philosophy, science, etc.),
shows the socio-political processes occurring in society (we are talking about power structures of management, legal and moral norms, leadership styles, etc.).
Material culture
Material culture is traditionally understood as a set of things, devices, structures, i.e. the objective world artificially created by man. It is sometimes called “second nature.”
Art culture.
One of the most important structural elements of culture is artistic culture.
In everyday life we come into contact with many of its manifestations: music, theater, cinema, painting, folklore, amateur art, creativity of professional artists .
Artistic culture is, first of all, the process of artistic activity and its result, its product.
The concept of “artistic culture”, in addition to direct artistic activity, also includes a person’s figurative thinking is his ability to perceive and understand artistic images created by people.
Art.
Art is a type of human creative activity, the goal and result of which is the creation of special works. They are called artistic works or works of art .
Their value is determined by the artistic image they contain. A work of art is the material embodiment of an artistic image.
The task of art is to reflect the beauty of the surrounding world, to understand its beauty.
The understanding of beauty in different eras and among different peoples was very different, for example, Gothic seems to us a beautiful, sublime style, but the Renaissance considered it barbaric.
Art helps us understand another very important truth. In addition to beauty, there is an even more important and valuable property of the world - the manifestation of beauty.
Beauty is only an external form.
Beauty is the harmony of internal and external beauty.
A huge number of works of art are dedicated to the mystery of beauty, people’s desire for it, and the dramatic discrepancy between internal and external.
Kinds of art
Graphic arts
Painting
Sculpture
Architecture
Applied and decorative arts
Literature
Theater
Circus
Artistic photography
Cinema, television.
Visual arts
Those arts that we perceive with our visual organs are called visual types of art.
These include painting, sculpture, architecture, design .
Classroom arts
Types of art that are perceived by hearing belong to classroom art forms: music.
Literature and theater are classified as both classroom and visual forms.
Spatial arts.
Spatial types include those that exist in three dimensions:
- architecture,
- sculpture,
- graphic arts,
- painting.
They are also called fine arts.
Temporary arts.
Temporary art forms are those whose performance has a beginning and an end: for example, music.
Space-time arts
Cinema, theater, ballet refer to
spatio-temporal species
Synthetic arts.
This is an organic fusion of different types of art, forming a qualitatively new and unified aesthetic whole. This includes first of all theater(drama and opera) ,ballet, circus, pop art , photography, design.
Genres of art
In each of the arts, this division occurs on the basis of its own principles.
So, for example, in painting, genres differ from each other in the subject and theme of the image:
- portrait(special person),
- scenery(environment),
- still life(objective world and the world of dead nature), history painting(significant events),
- household painting(everyday life)…
Genres of art
In cinema, the genre criterion is the nature of events:
drama, melodrama, comedy, detective, thriller, western,
science fiction, mystery and horror.
Each genre develops according to its own laws and uses special means of expression. Sometimes (especially in contemporary art) genres are mixed and very original works of art are created.
Style in art.
The word style comes from the Latin word stylos. In ancient Rome, this was the name given to a pointed stick that was used for writing on tablets coated with a thin layer of wax. Each writer develops his own handwriting. And handwriting also began to be called style. Then the style of speech, syllable, manner began to be called style.
Therefore, the word style began to be used for designations of common features characteristic of works of art of an entire era.
In European art, styles successively replaced each other: Romanesque, Gothic, Renaissance, Baroque, classicism, romanticism, realism, modernism, modernism (avant-garde) and postmodernism.
Some styles covered all types of art, they are called large, for example Baroque, Renaissance style. Others arose only on the basis of several or even one type of art.
These include, for example, mannerism.
Review questions
- What is culture?
- What is artistic culture?
- What is spiritual culture?
- What is material culture?
- List the genres of fine art.
- What is style?
Slide 1
Homework:
No. 20, Vocabulary work Tasks 4, 6 “Echoes of the era”
Slide 2
Lesson topic: Artistic culture
S.I. Andrianova, teacher of the MBOU gymnasium named after F.K. Salmanov Surgut, 2015
Slide 3
Preparing for the Unified State Exam in Social Studies
Concept Historical examples
Culture In modern times, artistic culture acquires stylistic diversity and becomes the property of a significant part of society, and begins to acquire the features of mass culture. Culture is increasingly connected with other spheres of social life - economics and politics
Slide 4
Practical work
Theme: “Artistic culture of the 17th - early 19th centuries.” Tasks for practical work and indications of the sources used are placed in the textbook on p. 269
Slide 5
Homework:
No. 21, Vocabulary work Project group work aimed at creating a virtual museum of Western art of the late 16th - 19th centuries.
Slide 6
General recommendations for group work:
The first stage is the search stage. At this stage, it is necessary to study the chosen topic and select at least 7-10 objects that reflect the theme of the hall. Objects can be such information units as text (fragments of works of art), images (architectural structures, paintings), sound (pieces of music). The main selection criteria are thematic affiliation, significance for revealing the features of an artistic style or direction, quality (which is especially important for visual and sound sources), as well as the balance of the collection according to the types of objects used. The second stage is the design of the catalog of the virtual museum hall. The catalog should include cards of all information objects.
Slide 7
Sample card:
Name of the property …
Author …
Object type Painting, cathedral, novel, opera, etc.
Time Time of creation of the original version of the object (exact or in an approximate time range)
Place Where the original version of the object was created
Location of the original version Name of the museum, archive, etc. (if possible to establish)
Description Brief description of the object - no more than 5-6 lines
Source Address of the website from which the object was borrowed, bibliographic description of the book from which it was scanned, etc.
The relevance of this topic is due to the focus of the modern school on cultural education, which shapes the student’s personality, teaches him to respect everything created by man, develops the ability not only to master information, but to see the dynamics of the development of human consciousness from mythological consciousness to religion and scientific understanding of the world around him, to a personal level. – oriented education and the concept of developmental education.
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The relevance of the topic is determined by the focus of the modern school on cultural education, which shapes the student’s personality, teaches him to respect everything created by man, develops the ability not only to master information, but to see the dynamics of the development of human consciousness from mythological consciousness to religion and scientific understanding of the world around him, to a personal level. oriented education and the concept of developmental education.
In this regard, an important role is given to the harmonious development of the emotional and intellectual spheres of the personality of schoolchildren on the basis of their assimilation of the fundamentals of world artistic culture. The modern concept of teaching the subject of MHC is based on an approach that involves creative personal development and the formation of key competencies that allow the use of previously acquired knowledge and developed skills to meet the educational standard in the field of “Art.”
OBJECT OF RESEARCH: CULTURAL EDUCATION. SUBJECT OF RESEARCH: WORLD ARTISTIC CULTURE IN THE CONTEXT OF CULTURAL EDUCATION. PURPOSE OF THE WORK: TO PROVIDE ANALYSIS OF THE MHC COURSE IN THE CONTEXT OF CULTUROLOGICAL KNOWLEDGE.
TASKS to achieve the goal Culturological education is one of the priority areas in the modernization of modern schools. Determine the basis of the educational course - Consider the theoretical and methodological basis for the study of MCC in the education system. Determine the components of cultural knowledge within the framework of MCC. Determine the ways of establishing MCC as an educational one. subject in the educational system and its significance Consider education as a way for a person to enter the world of science and culture Consider the principle of integration as a way of forming a cultural paradigm, the general structure of an integrated humanitarian cycle Consider cultural education as a factor of sociocultural competence
Knowledge of world culture is an integral part of a person’s intellectual potential. Introducing schoolchildren to the masterpieces of world artistic culture is a single and continuous process that allows us to establish successive connections between all subjects of the humanities and arts.
The practical significance of the thesis lies in the fact that its materials can be used by both novice teachers and experienced ones to choose a program when teaching students World artistic culture.
THE DEGREE OF STUDY OF THE PROBLEM: THEORETICAL AND METHODOLOGICAL BASIS OF THE RESEARCH WERE: THE WORKS OF PHILOSOPHERS, TEACHERS, PSYCHOLOGISTS, REVEALING THE IMPORTANCE OF ARTISTIC EDUCATION IN THE DEVELOPMENT OF PERSONALITY AND SOCIETY: - A. Arnoldov. Man and the world of culture - M. Bakhtin. Aesthetics of verbal creativity. - L. Vygotsky. Psychology of creativity. - M. Kagan. Prospects for the development of the humanities in the 21st century. - D. Kabalevsky. The beautiful awakens the good. Research by well-known teachers working in the system of basic training of art teachers paid attention to the multiprofessional functions of their activities: - L.G.Archazhnikova. Profession: music teacher. - L.A. Nemenskaya. About new federal standards An important role in creating a new image and place of culture was played by theoretical works on the problems of the spiritual life of society and public consciousness: -Z.S. Markaryan. Theory of culture and modern science. - N.Z.Chavchavadze. Basic approaches to defining culture.
Chapter I. “Integration foundations for the formation of cultural disciplines” Education as a way for a person to enter the world of science and culture Cultural education as a factor in the formation of sociocultural competence General structure of the integrated humanitarian cycle Integration of scientific approaches in the content of the MHC course Personally-oriented orientation of the MHC
Chapter II. “MCC in cultural studies education” Ways of establishing MCC as an academic subject in the education system Cultural studies as one of the priority directions in the modernization of modern school The importance of the course of World artistic culture in the education system Culturology as the basis of an educational course Culturological principles, methods, approaches to constructing a course program MHC Course software, lesson planning, method of artistic and pedagogical dramaturgy in MHC lessons in the context of cultural knowledge
The results of the analysis carried out in the first chapter of the thesis “Integration foundations for the formation of cultural disciplines came to the conclusion that in the process of education a person masters cultural values (historical heritage of art) Since cognitive achievements represent the totality of the material and spiritual heritage of mankind, to the extent that the development of basic scientific principles is also the acquisition of cultural values. As a result, the didactic concept of culture was formulated - training and education of the younger generation through cultural means. Education is the social institution through which basic cultural values and development goals of society are transmitted and embodied: its meaning is not only the transmission of social experience over time, but also the reproduction of established forms of social life in the space of culture.
Complex integration processes have emerged in science itself, which has led to the emergence of borderline scientific disciplines. In connection with the “cultural revolution,” which raised the question of cultural conformity, the need arose to build a cultural school.
Of particular interest is the appearance of such documents as “Strategy for the modernization of the content of general education” “Concept for the modernization of Russian education for the period until 2010” In this vein, such a new direction in Russian education as cultural education is being updated.
According to the opinion of: A. Ya. Flier, it is defined as: 1) the direction of higher education in the specialty “cultural studies”; 2) a general education course in cultural studies, included as a mandatory course in the cycle of humanitarian and socio-economic disciplines of the curricula of all universities in all specialties according to the current standard of higher professional education. Many researchers, such as I. E. Vidt. “Education as a cultural phenomenon: The evolution of educational models in the historical and cultural process” indicates that the boundaries of cultural education are so wide that cultural studies becomes a system-forming principle of school and higher education.
Cultural education of schoolchildren is the most important component of the general education process, because cultural knowledge opens up the opportunity for students to master the most important spiritual values developed by humanity in the course of historical development. Such education is a factor of sociocultural competence; education represents a complex system of cultural knowledge, skills and experience in analyzing cultural phenomena, understanding culture as a system, and the presence of one’s own value attitude to the cultural phenomena of a given community.
The results of the analysis carried out in the second chapter of the thesis “MHC in cultural studies education” came to the conclusion that the Course reveals the history of more than one or several types of art from different countries and peoples, the relationship between artistic phenomena, problems, theories, types of art and, more broadly, the connections between entire areas of humanities. a multi-subject basis that makes it possible to access the integration of subjects, the meaning of which is to combine this knowledge into a single whole at the basis of a common approach. The integration of scientific approaches in the content of the course “World Artistic Culture” is considered; the most common in educational literature are methodological approaches to the history of culture, when initially a historical outline of the development of culture is given, and then follows an analysis of the most important cultural texts illustrating the nature of the era, the dependence of spiritual culture on social – economic structure in the life of society.
The educational subject “World artistic culture” reveals to schoolchildren the unity and diversity of the artistic picture of the world constantly created by humanity, shows its connection with the whole life of people: with religion and history, philosophy and everyday life, etc.; through the power of the influence of a complex of arts and organized creative practice, it develops artistic abilities, an understanding of the kinship of the arts, enriches the spiritual world of a growing person, and helps his personal development in a particularly crucial period of growing up.
The tendency to integrate scientific knowledge about culture was expressed in the formation and development of cultural studies as a complex of humanities that covers the entire body of knowledge about culture. This science studies society and man, taken specifically in a certain historical and cultural era, their relations regarding culture, its emergence, development and changes in the future. It reveals patterns of cultural development. Determines the place and role of man in cultural processes. Interacts with other sciences studying culture, explores typologies of cultures, the development of various cultures, identifying connections between cultural elements.
The main tasks of cultural studies: a deep, complete and holistic explanation of culture, its essence and content, characteristics and functions; studying the genesis of culture, as well as individual phenomena and processes in culture; determining the place and role of man in cultural processes; development of categorical apparatus, methods and means of studying culture; interaction with other sciences studying culture; study of the development of various cultures, highlighting connections between cultural elements; research into the typology of cultures and their underlying norms, values and symbols; research into problems of sociocultural dynamics.
Based on specific research goals, subject areas and levels of knowledge and generalization, certain elements of cultural studies as a system of knowledge are identified. Within the framework of fundamental (theoretical) cultural studies, the following elements should be noted: Philosophy of culture (cultural philosophy) acts as a general theory of culture Historical cultural studies, which studies specific historical types of cultures, their events and achievements Cultural anthropology, which studies specific values, traditions, forms of communication, results of cultural activities in their dynamics, mechanisms for transmitting cultural skills from person to person. Social anthropology, which studies the development of man as a social being, as well as the main structures and institutions that contribute to the process of human socialization. etc.
Culturology teaches to recognize the thought of eras and generations, imprinted in artifacts, symbolic and sign systems, the socio-economic structure of each cultural and historical era, created by the total human experience, any manifestation of human creative activity.
The relationship between cultural studies and the educational course “World Artistic Culture” In cultural studies, all methods of socio-humanitarian knowledge are used. To prove that the World Artistic Culture course is integrative within the framework of cultural disciplines, let us consider some of the methods used in the lessons:
The dialectical method involves considering culture as a developing, internally contradictory, multifaceted phenomenon that requires specific study; Systemic method Cultural anthropological method Art history method Historical method allows us to consider culture as a system, the elements of which are in unity and form an integrity through their interaction, in the light of which each element has meaning; culture is considered as a set of specific values, forms, social connections, objectified forms cultural activity, the mechanism of transfer of cultural skills from person to person, comparison of artistic forms, evolution and traditionalism in the development of artistic culture
Culturological method - the study of cultural texts Diachronic method Empirical method Allowing the study of cultural processes and phenomena in chronological order and over a certain time description, classification, observations, interviews
Axiological approach Consistent consideration of religious, intellectual and artistic values Forsological approach Theory of mentality Study of strong centers of cultural functioning in time and space Represents the “image of the world”, shows the unity of the era by considering the worldview and worldview
The process of cultural education is a constant entry into culture with the goal of maximum personal development. The problem of personality has always been the focus of cultural research, since culture and personality are inextricably linked with each other. On the one hand, culture shapes one or another type of personality. On the other hand, personality recreates, changes, and discovers new things in culture. Thus, the individual is the driving force and creator of culture, as well as the main goal of its formation. The influence of cultural knowledge on a person occurs in the processes of enculturation (teaching a person the traditions and norms of behavior in a particular culture) and socialization (the process of an individual’s assimilation of social roles and norms). At the same time, a person is formed as a personality, socially and culturally adequate to society
The creator and subject of all achievements and processes of culture is man. The MHC course studies the history of culture - the history of people's lives, their hopes and anxieties, joys and sorrows, beliefs and convictions. Without the “human factor,” cultural history is lifeless. It risks turning into a scheme inevitably associated with simplification and even falsification, in which the soul and spirit of culture disappears. That is why the MHC course attaches such great importance to anthropology in its philosophical, social, historical, and psychological aspects.
Consideration of a person in all the diversity of his experiences, feelings, intellectual and emotional stress is an important methodological guideline and principle of historical cultural studies. At the heart of every cultural phenomenon, every work of art are human views on the world, unique and inimitable in every culture. A complex of ideological concepts constitutes what is called a world model or a picture of the world. Only by understanding the structure of this model, as well as the similarities and differences in different models, can one deeply understand the content and characteristics of various traditions and works of art. The study of the worldview is the subject of cultural studies.
The personality-oriented, transformative and evaluative function of art contributes to the development of the student’s emotional and value sphere; the cognitive function of art affects its intellectual sphere; communicative influences social and cultural development. Culture-creating function (culture-forming), ensuring the preservation, transmission, reproduction and development of culture through education. The implementation of the culture-creating function presupposes the orientation of education towards the upbringing of a Person of Culture. A necessary condition for this is the integration of education into culture and, conversely, culture into education. Culture cannot be preserved except through humans. To do this, education must build into it a mechanism of cultural identification. Culturology is the science of culture, and the most important function of culture is humanistic, or educational, spiritual and moral.
Thanks to the cultural knowledge of the study of world artistic culture, the main object of research is to analyze the general cultural patterns of development of the image of a person in the context of his social and cultural history. The MHC integration course is based on cultural knowledge, which opens up the opportunity for students to master the most important spiritual values developed by humanity in the course of historical development. All the secrets and mysteries of culture are revealed by man. Man is the soul and heart of cultural knowledge.
Modern lesson of MHC
objectives - Create organizational and pedagogical conditions for students to comfortably master world artistic culture, accumulate research experience when working with cultural heritage monuments; - To reveal the personally significant nature of the great works of the world historical and cultural heritage for each student; show their modern sound and enduring value for all times; - Show the possibilities of art as a unique way of knowing and mastering the world around us, give experience in its use in educational activities; Modern lesson of MHC
Objectives - To acquaint students with the specifics of artistic language, to promote the formation of skills in its development; - To prepare schoolchildren to understand the importance and necessity of forming their own point of view on facts, phenomena, problems, to help them gain the ability to express their own versions, hypotheses, assumptions and to defend them reasonably and conclusively; - Help develop skills in using the entire space of world culture as a resource for solving life problems; Modern lesson of MHC
The specificity of art in the MHC course is considered as: - A unique pedagogical tool for the holistic and harmonious development of the individual (at the same time, art does not lose its specific nature, does not turn into a “didactic aid”); - A space in which a student receives the opportunity for cultural self-identification, gains a full-fledged experience of existing in culture, realizes his natural potential as fully as possible, and develops various models of life behavior. Modern MHC lesson
goal setting of the lesson The formulation of the goal of the lesson should be based on a clear understanding of what “steps” (tasks) the teacher needs to take in order to achieve the main thing. The main goal of the entire course is the “framework”, the main semantic setting for the goals that the teacher formulates for each lesson, taking into account the chosen program and the age of the students. Modern lesson of MHC
The process of mastering the course content assumes that the center of the study of the culture of each chronological period is a person, his ideas about the world and his place in the universe, and creative activity. The main criterion for selecting works is the feasibility of including works of different types of art in the educational process. Modern lesson of MHC
The selection of works is carried out in accordance with the content of the mkhk course program, the goals and objectives of a particular lesson, taking into account their adequacy to the age and general cultural level of students. - The works offered to students for study should be characterized by ambiguity, the presence of problems, the discussion of which “provokes” discussion. - The number of works considered in a lesson depends on the content of a particular lesson and the level of preparation of the class. Modern lesson of MHC
Principles of studying works of art 1. The principle of relative sovereignty Art is considered as a sovereign area of a person’s spiritual life. Various types of art are considered and perceived as relatively sovereign; each type has its own artistic language and specific techniques for creating an artistic image. Relativity lies in the fact that the construction of an artistic image in different arts in a given era is built according to similar models. 2. The principle of the unity of cognitive and emotional-value Mastering the layers of culture through their “living” and empathy (expression of emotions, impressions, sentiments of the students themselves about the work) Modern MHC lesson
Principles of studying works of art 3. Personal principle The perception of works of art depends on the personality of a person (his age, life experience, views on the world, etc.) and can undergo significant changes in the process of communication with cultural values. The teacher does not impose ready-made assessments, categorical statements, unambiguous interpretations, “correct” answers, nor does he bring the opinions of students to a “common denominator” 4. The principle of visibility Forming one’s own opinion and attitude towards a work is possible only by communicating with it, in the process of thoughtful viewing, reading, listening, thinking Modern MHC lesson
Algorithm for analyzing works of art The MHC course involves regular analysis of various works of art. Such an analysis should be aimed at developing the student’s personality, his ability to perceive and understand art, and not at testing his memory. In all cases, we begin the analysis with the student’s direct “communication” with the work, with the formulation of the student’s impression; only after this can we move on to considering the work in the context of art history. Modern lesson of MHC
Mandatory structural elements of the analysis of a work of art 1. What I see/hear/read in the work 2. What impression does what I see/hear/read in the work make on me 3. Does the work have an author(s). What place does this work occupy in his/their work? 4.Can this work be attributed to any style, direction, trend? What features of this style, direction, movement can be seen in this work. 5.When was this work created? What features of the era of creation are reflected in the work. What does the work tell about the time of its creation? 6.What place does the work occupy in the history of world culture? How it influenced the further development of art. What is the life of this work today? Modern lesson of MHC
Forms of lessons MHC lessons within the traditional class-lesson system are recommended to be carried out in the form of: - discussions that contribute to the formation of students’ own opinions; - seminars that allow you to expand and deepen your knowledge, developing the ability to prove, convince, and defend your opinion; - Lessons with elements of theatricalization, allowing you to learn to see, feel, understand art through the prism of your own experience; - Project activities. Modern lesson of MHC
Homework The nature of homework is determined by the specifics of the MHC subject, the purpose of which is not limited to mastering the sciences. Homework is aimed at enabling the student to self-realize in the cultural space. Homework can: - have a repetitive nature and be aimed at consolidating the knowledge and ideas acquired during the lesson; - have a proactive nature and serve as a preparation for subsequent lessons - involve independent search and analysis of information, which will allow students to expand their understanding of the culture/era being studied, to become more familiar with the work of famous masters, the history of the creation and existence of world masterpieces; - be aimed at students mastering a variety of ways to interact with cultural objects, allowing them to analyze and evaluate these works, and form their own opinion about them; - be creative in nature and involve rethinking the historical and cultural experience mastered in the MHC course, using it in one’s own activities, developing a certain experience in creating various texts, comments, essays. Modern lesson of MHC
Levels of difficulty of homework The first level is the reproduction of information contained in textbooks and textbooks; The second level is independent selection and processing of information from various sources; The third level is the use of one’s own experience in the development of cultural heritage sites; The fourth level is the identification of problem situations and ways to solve them based on the experience accumulated by world culture; The fifth level is the creation of your own cultural texts; Students’ oral answers should be comprehensive and contain not only an informational component but also value judgments. Students must justify their opinions and turn directly to the work they are talking about. Students should actively use authentic cultural texts - quotes from literary works, historical documents, memoirs, etc. Modern MHC lesson
Methods and techniques of control The implementation of current and final control in MHC lessons is closely related to the specifics of the subject, the creative nature of its development, which involves the addition of traditional forms and methods of control with specific ones. * interview (individual and group). Provides the opportunity for informal individual work with students, helps to identify the degree of their personal development; * filling out the “Diary of a reader, viewer, listener.” This form of “control” was specially developed for the MHC course, but in practice it is used relatively rarely, since it involves quite painstaking individual work; * tests allow you to diagnose the level of knowledge acquisition and the degree of their awareness. In addition, tests contribute to the accumulation of new information, form intellectual skills and systematize knowledge. Considering the specifics of the subject, it is not recommended to give tests for the reproductive reproduction of information. Tests aimed at listing dates of life, names of creators of art, titles of works should be limited; Modern lesson of MHC
Methods and techniques of control * the seminar provides an opportunity, based on the students’ existing knowledge, to expand and deepen it, develops the ability to prove, convince, and defend one’s opinion. During the seminar, existing knowledge is summarized and consolidated; * test is one of the forms of generalizing final repetition. The goal is to systematize the material covered, to create in students a holistic understanding of any block of material being studied. This form makes it possible not only to check the level of mastery of new material, but also promotes self-testing of knowledge, accustoms students to independent work, and increases students’ responsibility for the learning process. The forms of tests may be different, but for MHC it is recommended to use them with game elements; *an abstract is the most complex form of written work, combining an outline and a summary. This form testifies to knowledge of the literature on a specific topic, the student’s own opinion about the problem being presented, the skills of analyzing and summarizing the material studied, and the ability to correctly format the work. The abstract is the first scientific experience of students. It can be devoted to a narrow topic or be designed as an assignment for the entire MHC course; Modern lesson of MHC
Methods and techniques of control * portfolio of the student’s creative works. The portfolio creation activity can be divided into three stages. At the first stage, the main goal is to master various techniques of action that allow one to analyze and evaluate works of art from different angles, from different points of view. In the second, students try to independently find a way to solve the problem. By the third stage, they are ready to independently formulate problems and look for their solutions; * the Olympiad allows the teacher not only to test the quality of knowledge, but also to increase interest in the subject and identify capable students with a desire for creativity. * final exam. Given the different programs taught, the organization of the exam and the development of its content require the coordination of common approaches. Modern lesson of MHC
Results As a result of adequate implementation of the course program, effective conditions are created to achieve the following results: - The general cultural competence of the student is formed; - The student’s communicative competence is formed; - The information competence of the student is formed; - The student’s social competence is formed. Modern lesson of MHC
Requirements for the level of training of graduates As a result of studying MHC at a basic level, the student must: know/understand - the main types and genres of art; - studied directions and styles of MHC; - masterpieces of the MHC; - features of the language of various types of art; be able to - recognize the studied works and correlate them with a certain era, style, direction; - establish stylistic and plot connections between works of different types of art; - use various sources of information about MCC; - carry out educational and creative tasks (reports, messages); Modern lesson of MHC
Requirements for the level of training of graduates As a result of studying MHC at a basic level, the student must: use the acquired knowledge and skills in practical activities and everyday life to: - choose the paths of their cultural development; - organizing personal and collective leisure; - expressing one’s own judgment about works of classics and modern art; - independent artistic creativity Modern lesson of the MHC
IN THE WORLD OF ARTISTIC CULTURE Life is short, art is forever
What is culture?
Culture - Old Latin wordorigin. In translation there are several
values, for example:
Level of development of any area
economic or mental activity;
Availability of living conditions appropriate
the needs of an enlightened person;
Enlightenment, education,
erudition;
Growing, cultivating any
plants.
What is culture?
Among the French enlighteners of the 8th century itmeant "intelligence" in the device
social order, political
institutions and measured by achievements in
fields of science and technology, art.
From the Roman cultural figure Cicero
the word "culture" appeared in the meaning
mental activity of a person in
the opposite of ignorance and lack of culture
barbarians. CULTURE
MATERIAL
tools,
means of production,
cloth,
life, home,
means of communication
- all that
what got the name
artificial habitat
humanity is
result of human activity
SPIRITUAL
ideology,
morality,
spiritual
communication,
artistic
creation,
religion The cultural heritage has evolved over the course of
huge time slice and spatial
coverage, constantly enriching itself with its own and
world cultural experience.
There are more than 250 countries on our planet, where
There are several thousand peoples living in each
which have their own traditions and characteristic
traits.
Culture is traditions and norms, customs and
preferences, assessments and tastes, interests and
needs. Culture is the actions of people, their
way of life typical for a given society.
What is culture?
Culture is not only nearby and around – it’s insideus. It is in our names, legends, sayings and
proverbs, customs, games, favorite books.
Culture brings us closer and at the same time distinguishes us from
the rest of the world.
Each culture grows in certain
living conditions - GEOGRAPHICAL,
HISTORICAL, TECHNOLOGICAL,
HOUSEHOLD.
She unfolds her HISTORY, LANGUAGE AND
your WORLDVIEW.
"German precision"
"French gallantry"
Characteristics and traits that have developed among a certain people over the years
"Africantemperament"
"Georgian Hospitality"
Characteristics and traits that have developed among a certain people over the years
"Hot temperItalians"
"The Coldness of the English"
In Egypt - pyramids
In Paris - Eiffel Tower
Each nation has its own symbols that reflect their idea of the world
Statue of Liberty in USAImperial Palace
"Forbidden City" for China
Each nation has its own symbols that reflect the artistic idea of the world
KremlinFor Russia
Poetic symbols
Bizarrely curved branches of a low-growing cherry tree - sakura - a poetic symbol of JapanIf you ask:
What is the soul?
Islands of Japan?
In the aroma of mountain cherries at dawn.
(Norinaga)
The sakura flower is a living being,
capable of experiencing the same feelings as a person.
The beauty of the flowers faded so quickly!
And the charm of youth was so fleeting!
Life has passed in vain...
I look at the long rain
And I think how everything in the world does not last forever!
(Komachi)
Poetic symbols
The white-trunked birch has become a poetic symbol of RussiaThe artist I. Grabal (1871-1960) said: “What can be
more beautiful than a birch, the only tree in nature, the trunk
which is dazzlingly white, while all the other trees
in the world have dark trunks. Fantastic
supernatural tree, fairy tale tree. I'm passionate
I fell in love with the Russian birch and spent a long time almost writing it alone.”
My Rus', I love your birches,
From the first years I lived and grew up with them,
That's why tears come
On eyes weaned from tears.
N.Rubtsov