Presentation on the topic “Spectator skills, their importance for a modern person. Diagnostic conversation-game to identify spectator skills of senior preschool children Illustration art
who squandered his fortune, but strives for external brilliance and for show of life. On the canvas we see young man- an impoverished aristocrat - in a luxurious interior. He is having breakfast, leafing through a yellow-covered booklet. The mise-en-scene shown depicts the moment preceding the appearance of the guest in the room. The dog was already worried, the door was about to creak ... The noise caught the young man by surprise. Confused and awkwardly, he tries to cover up with a book the evidence of his trouble - a poor breakfast consisting of a slice of black bread. The painting has a very expressive composition. Fedotov depicts the world in which an aristocrat lives - a ghostly world of illusions. He masterfully paints the interior of the room: a carpet under the feet of a young dandy, bright paintings on the wall, a polished table made of rare wood, an elegant armchair. The author does not skimp on accessories - we see a basket in the shape of an antique vase, a figurine, a lamp in a lace lampshade, an empty wallet turned inside out. In comparing the world of expensive things and the hero himself, there is a shade of comic relief. Against the background of the object environment lovingly depicted by the artist, vanity and petty vanity seem even more convex, forcing the hero to hide his essence. So in the painting "Breakfast of an Aristocrat" with a fair amount of irony and humor, Fedotov vividly depicts human weaknesses - hypocrisy, striving for a show of life, poverty under the guise of external gloss.
Spectator skills, and their significance for the modern person Art speaks more clearly, more concretely, more beautiful - what everyone would like to say, but cannot. Art is like a guiding star that illuminates the path for those who strive forward to the light, want to be better, more perfect. This is the true meaning of art ... And arts serve to give the possibility of knowledge, good and evil. Art does not fake or replace the real world, but explains it, expands and continues.
Vermeer Delft Jan (Dutch painter. The largest master of Dutch genre and landscape painting. The vast majority of Vermeer's paintings that have come down to us are genre sketches. Their plots are typical: a small part of the room, women immersed in certain occupations: reading and writing love letters, examining jewelry, playing music, communicating with gentlemen, etc.
FEDOTOV Pavel Andreevich (), painter-draftsman. While serving in the guards regiment in St. Petersburg, Fedotov became interested in drawing, independently took important steps towards mastering the skill of an artist, took painting lessons from teachers of the St. Petersburg Academy of Arts, but did not have a special art education. Fedotov began his creative activity with caricatures. After retiring, he portrayed the events of everyday life in a satirical, often grotesque, form. His first significant painting was a small genre work The Consequence of Fidelka's death (1844). Fedotov is called Gogol in Russian painting. In small paintings Fedotov denounced, admired, laughed and cried in a Gogol manner. The content of the paintings does not expose the characters depicted as such, but the circumstances, conditions of the then life. Harmony of composition and color solutions is inherent in his paintings and drawings. Fedotov is considered the founder of critical realism in Russian fine arts. Milestones on Fedotov's path to critical realism were his paintings: The Fresh Cavalier (1847), The Choosy Bride (1847), The Major's Matchmaking (1848). Fedotov's later works reflected feelings of longing and loneliness: Widow, Anchor, even anchor, etc. (185152). Fedotov illustrated the works of contemporary writers, in particular F.M.Dostoevsky.
None of the European artists in the 19th century enjoyed such a grandiose triumph as the young Russian painter Karl Pavlovich Bryullov, when in mid-1833 he opened the doors of his Roman studio for the audience with his just finished painting The Last Day of Pompeii. Like Byron, he had the right to say about himself that one fine morning he woke up famous. The word "success" is not enough to characterize the attitude towards his picture. There was something more - the picture aroused an explosion of delight and admiration among the audience for the Russian artist, who seemed to open a new page in the history of world art.
Word and image. Temporary and spatial arts.
The visible side of reality, a visible artistic image.
Illustration as a form of the relationship between a word and an image.
Self-illustration. The clarity of literary events and the ability of illustration to express the deep meanings of a literary work, the author's style, the mood and atmosphere of the work, as well as the originality of his understanding by the artist's personality, his attitude to the subject of the story. Famous book illustrators.
Exercise: choose a literary work and a number of interesting episodes from it; collect the material necessary for illustration (the nature of the characters' clothing, the nature of buildings and premises, typical household details, etc.); build sketches of future illustrations and execute.
Materials: graphic materials (optional) or gouache, watercolor, brushes, paper.
^
Theme. Spectator skills and their importance for a modern person
The language of art and means of expression. The concept of "artistic image".
Different levels of understanding of the work visual arts: subject level and plot level; the level of emotional assessment, empathy; the level of the artist's value ideas about the world as a whole, about the connection of phenomena, about what is beautiful and what is ugly.
Composition as the construction of reality in the space of the picture. Construction of the work as a whole. Visual and semantic organization of the picture space. The pictorial and semantic organization of the space of the picture. Visualization as an expression of sensory sensations and experiences of the phenomena of life. Decorativeness as a property and means of expressiveness in a work of fine art.
The personality of the artist, his creative position and the world of his time in a work of art. The personal nature of the creation and perception of works of art.
The creative nature of the audience's perception. The culture of perception as the ability to build personal audience experiences in oneself. Works of art are links in a cultural chain.
Exercise: deeper and more systematic analytical analysis of works of fine art.
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Theme. History of art and history of mankind. Style and direction in the visual arts
Historical and artistic process in art. Style as an artistic expression of the perception of the world, characteristic of people of a given cultural era; the system of art of a certain era, country. Changing images of different eras and the variability of the language of art.
Examples of various large styles: Gothic style medieval Europe, the style of the Muslim East, the Renaissance, baroque and classicism, modern.
Trends in the art of modern times. Direction as an ideological union of artists who are close in understanding the purpose and methods of their art. However, the direction did not become the general norm of the artistic culture of its time.
Impressionism and Post-Impressionism. The Wanderers. "World of Art". Examples of artistic directions XX century.
Exercise: analysis of works from the point of view of belonging to their style, direction.
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Theme. Major museums of fine arts and their role in culture
World museums: the Tretyakov Gallery in Moscow, the Hermitage and the Russian Museum in St. Petersburg, the Pushkin Museum of Fine Arts in Moscow, the Louvre in Paris, the Old Masters Art Gallery in Dresden, the Prado in Madrid, the Metropolitan in New York.
Each museum has its own history of formation. The principles by which national museum collections were formed have largely influenced the people's perception of values in art and the further development of art (for example: the role Tretyakov Gallery in the formation of a special person in Russian painting).
Knowledge of Russian museums should be complemented by familiarity with local museums. The list of foreign museums can be changed and supplemented.
Work on a project (individual or group work, work by a group of students; implementation project during the whole quarter).
Project work.
Selection and justification of the topic.
Concept and development of sketches.
Discussion and defense of the project idea.
Collection of material.
Development and refinement of the idea.
Implementation of the project in the material.
Materials: at the choice of students in accordance with the idea and content of the artistic and creative project.
^
FORMATION OF ARTISTIC KNOWLEDGE, SKILLS AND SKILLS
Students should know:
On the genre system in the visual arts and its significance for analyzing the development of art and understanding the changes in the vision of the world, and, consequently, the ways of its depiction;
On the role and history of thematic painting in the visual arts and its genre types(household and historical genres, mythological and biblical themes in art);
About the process of the artist's work on a painting, about the meaning of each stage of this work, about the role of sketches and studies;
About composition as the integrity and figurative structure of the work, about the compositional structure of the work, about the role of the format, about the expressive meaning of the size of the work, about the relationship between the whole and the detail, about the meaning of each fragment and its metaphorical meaning;
About the poetic beauty of everyday life, revealed in the works of artists; about the role of art in affirming the significance of every moment of a person's life, in understanding and feeling a person of his being and the beauty of the world;
About the role of art in the creation of monuments in honor of major historical events; about the influence of the image created by the artist on the understanding of the events of history;
On the role of artistic images of fine art in understanding the eternal themes of life, in creating cultural context between generations, between people;
On the role of artistic illustration;
On the poetic (metaphorical) implementation of reality in all genres of fine art; about the difference in plot and content in the picture; on the role of constructive, visual and decorative principles in painting, graphics and sculpture;
the most significant series of great works of art on historical and biblical themes in European and Russian art; to understand the special cultural and building role of the Russian thematic painting of the XIX-XX centuries.
^ Students should have an idea of:
About the historical artistic process, about meaningful changes in the picture of the world and the ways of its expression, about the existence of styles and trends in art, about the role of the artist's creative individuality;
About the complex, contradictory and full of artistic events path of Russian and world fine arts in the XX century.
^ In the process of practical work, students should:
Get the primary skills in depicting the proportions and movements of a human figure from nature and from representation;
Learn to master the materials of painting, graphics and modeling at an age-appropriate level;
To develop the skills of observation, the ability to visualize the surrounding daily life, which form the sensitivity and activity of perception of reality;
Get creative experience in the construction of thematic compositions, involving the collection of artistic and cognitive material, the formation author's position on the chosen topic and the search for a way to express it;
Get the skills to correlate your own experiences with the contexts of artistic culture.
^
EXPLANATORY NOTE
The working curriculum is developed on the basis of the Federal component of the state educational standard of basic general education in Art, an approximate program of basic general education, on the basis of the concept of the author's program of G. P. Sergeeva, I. E. Kashekova, E. D. Cretskaya “Art 8-9 classes ", the authors of the program" Music 1-7 grades. Art 8-9 grades "; "Fine arts 5-9 grade", the author of the program ND Nemensky ND, Moscow, Education, 2012.
This program is designed for two years of study - in grades 8 and 9. In accordance with the curriculum in grades 8-9, 70 hours are allocated for the subject "Art", 1 hour per week.
goals x art education and aesthetic education in basic school:
development of emotional and aesthetic perception of reality, artistic and creative abilities of students, figurative and associative thinking, fantasy, visual-shaped memory, taste, artistic needs;
Education of a culture of perception of works of fine, decorative and applied arts, architecture and design, literature, music, cinema, theater; mastering the figurative language of these arts based on the creative experience of schoolchildren;
Formation of a sustainable interest in art, the ability to perceive its historical and national characteristics;
Acquisition of knowledge about art as a way of emotional and practical development of the surrounding world and its transformation; about expressive means and social functions of music, literature, painting, graphics, arts and crafts, sculpture, design, architecture, cinema, theater;
Mastering the skills and abilities of a variety of artistic activities; providing opportunities for creative self-expression and self-affirmation, as well as psychological relief and relaxation by means of art.
^ Purpose of the program- the development of the experience of the emotional-value attitude to art as a socio-cultural form of mastering the world, affecting a person and society.
Tasks implementation of this course:
Updating the students' experience of communicating with art;
Cultural adaptation of schoolchildren in the modern information space filled with various phenomena of mass culture;
Formation of a holistic view of the role of art in the cultural and historical process of human development;
Deepening of artistic and cognitive interests and development of the intellectual and creative abilities of adolescents;
Education of artistic taste;
Acquisition of cultural, cognitive, communicative and socio-aesthetic competence;
Formation of skills and abilities of artistic self-education.
Information and computer technologies, audio and video materials should acquire special importance in organizing lesson and extracurricular forms of work with students.
When studying individual topics of the program, it is of great importance to establish interdisciplinary links with the lessons of literature, history, biology, mathematics, physics, technology, computer science. Knowledge of students about the main types and genres of music, spatial (plastic), screen arts, about their role in the cultural development of mankind and about the importance for the life of an individual will help to navigate the main phenomena of domestic and foreign art, to recognize the most significant works; aesthetically assess the phenomena of the surrounding world, works of art and express judgments about them; analyze the content, figurative language of works of different types and genres of art; apply artistic means different arts in his work.
The approximate artistic material recommended by the program assumes its variable use in the educational process, makes it possible to actualize knowledge, skills and abilities, ways creative activity acquired by students in the previous stages of training in the subjects of the artistic and aesthetic cycle.
On specific works of art (musical, visual arts, literature, theater, cinema), the program reveals the role of art in the life of society and the individual, the community of expressive means and the specificity of each of them.
^ The results of mastering the program "Art"
The study of art and the organization of educational, artistic and creative activities in the learning process ensures the personal, social, cognitive, communicative development of students. The emotional and spiritual sphere is enriched in schoolchildren, value orientations are formed, the ability to solve educational, artistic and creative tasks; artistic taste is brought up, imagination, imaginative and associative thinking, the desire to take part in socially significant activities, in the school's art projects, cultural events in the region, etc.
As a result of mastering the content of the course, the intellectual and emotional development of the student's personality is harmonized, a holistic view of the world is formed, imaginative perception develops, and through aesthetic experience and the development of ways of creative self-expression, cognition and self-knowledge are carried out.
^ Subject results classes under the "Art" program are:
Mastering / appropriation works of art as a spiritual experience of generations; understanding the importance of art, its place and role in human life; respect for the culture of other people;
Knowledge of the basic laws of art; mastering the specifics of the artistic image, the characteristics of the means artistic expression, the language of different types of art;
Sustained interest in different types educational and creative activities, artistic traditions of their people and the achievements of world culture.
^ Basic school graduates will learn:
To perceive the phenomena of the artistic culture of different peoples of the world, to realize the place of national art in it;
Understand and interpret artistic images, navigate the system moral values presented in works of art, draw conclusions and inferences;
Describe the phenomena of musical, artistic culture, using the appropriate terminology;
To structure the material studied and information obtained from other sources; apply skills and abilities in any kind of artistic activity; solve creative problems.
Metasubject the results of the study of art are the mastered methods of activity, applicable in solving problems in real life situations:
Comparison, analysis, generalization, establishment of connections and relationships between cultural phenomena;
Working with different sources of information, striving for independent communication with art and artistic self-education;
Cultural and cognitive, communicative and socio-aesthetic competence.
Interdisciplinary communications.
The program deals with a variety of phenomena musical art and their interaction with the artistic images of other arts: literature - prose and poetry, fine arts - painting and sculpture, architecture and graphics, book illustrations and others, theater - opera and ballet, operetta and musical, rock - opera, as well as cinema.
^ Requirements for the level of training of students:
Graduates will learn:
navigate the cultural diversity of the surrounding reality, observe the various phenomena of life and art in educational and extracurricular activities, distinguish between true and false values;
organize your creative activity, determine its goals and objectives, choose and apply in practice ways to achieve them;
think in images, make comparisons and generalizations, highlight individual properties and qualities of an integral phenomenon;
to perceive aesthetic values, to express an opinion on the merits of works of high and mass art, to see associative connections and to be aware of their role in creative and performing activities.
a developed aesthetic feeling, which manifests itself in an emotional and value relationship to art and life;
realization of creative potential in the process of collective (or individual) artistic and aesthetic activity in the embodiment (creation) of artistic images;
assessment and self-assessment of artistic and creative possibilities; the ability to conduct a dialogue, to argue their position.
accumulate, create and broadcast the values of art and culture (enriching your personal experience with emotions and experiences associated with the perception, performance of works of art); to feel and understand their involvement in the world around them;
use the communicative qualities of art; to act independently in the individual implementation of educational and creative tasks and work in a project mode, interacting with other people in achieving common goals; show tolerance in joint activities;
to participate in the artistic life of the class, school, city, etc .; analyze and evaluate the process and the results of their own activities and correlate them with the task at hand.
The curriculum provides for the formation of general educational skills and abilities in students, universal modes of activity and key competencies.
Mastering the content of basic general education on the subject "Art" promotes:
the formation of students' ideas about the artistic picture of the world;
mastering the methods of observation, comparison, comparison, artistic analysis;
generalization of the received impressions about the studied phenomena, events of the artistic life of the country;
expanding and enriching the experience of performing educational and creative tasks and finding, at the same time, original solutions, adequate perception of oral speech, its intonational-figurative expressiveness, intuitive and conscious response to the figurative and emotional content of works of art;
improving the ability to formulate one's attitude to the studied artistic phenomenon in verbal and non-verbal forms, to enter (in direct or indirect form) into a dialogue with a work of art, its author, with students, with a teacher;
formulating one's own point of view in relation to the studied works of art, to events in the artistic life of the country and the world, confirming it with specific examples;
acquiring the ability and skills to work with various sources of information.
mastering by students the skills and abilities to control and evaluate their activities;
determining the scope of their personal preferences, interests and needs, inclinations for specific activities;
improving the skills to coordinate their activities with the activities of students and teachers, assess their capabilities in solving creative problems.
^ Requirements for the level of preparation of students in grades 8-9:
Arts education in basic school should provide students with the opportunity to:
have an idea of the genres and styles of classical and contemporary art, features of the artistic language and musical drama;
to determine the belonging of works of art to one of the genres on the basis of characteristic means of expression;
know the names of prominent domestic and foreign composers, artists, sculptors. directors, etc., to recognize their most significant works;
reflect on a familiar work, expressing judgments about the main idea, the means of its embodiment, intonation features, genre, form, performers;
give a personal assessment of the music played in the classroom and outside of school, arguing their attitude to certain musical phenomena;
perform folk and modern songs, familiar melodies of studied classical works;
carry out creative assignments, participate in research projects;
use the knowledge about music and musicians, artists, gained in the classroom, when compiling a home music library, video library, etc.
^ COURSE CONTENT
VIII CLASS
DESIGN AND ARCHITECTURE IN HUMAN LIFE (19)
Design and architecture are constructive arts among the spatial arts.
Visually - plastic language and aesthetic content of design and architecture. Their place in the family of spatial arts, the relationship with the visual and decorative arts.
Architecture as a reflection of social relations and aesthetic ideals of any century, any nation in the form of domestic, public and cultural buildings, the role of architecture in the organization of the spatial and structural environment of the city, which largely determines the way of life of people. Design is a logical continuation of the artist's contribution to the formation of an eternal object environment, a man-made world: from clothes, furniture, dishes to machines, machine tools, etc.
Design and architecture as the creation of a "second nature", the man-made environment of our habitat. The diversity of the modern material and clothing environment. The unity of expediency and beauty, functional and artistic in the best examples of architectural and design creativity. Individual and collective practical work.
^
Section 1: Artist - Design - Architecture.
Foundations of Composition in the Constructive Arts. Harmony, contrast and emotional expressiveness of a flat composition or "Let's bring order to chaos!"
Color is an element of compositional creativity. Free forms: lines and spots.
Letter - string - text. Font art.
When text and image are together. Compositional foundations prototyping in print design.
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Section 2: In the world of things and buildings. The artistic language of the constructive arts. Object and space
From planar image to volumetric layout.
The relationship of objects in the architectural layout.
Construction: part and whole.
Color in architecture and design
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Section 3: City and people. The social significance of design and architecture in human life
City through times and countries
City today and tomorrow
Thing in the city and at home.
Urban design. Design of the space and clothing environment of the interior.
You are an architect.
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Section 4: Man in the Mirror of Design and Architecture. Lifestyle and custom design
My home is my way of life.
The interior that we create.
Fashion culture and us.
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Section 5: Genre diversity of music
The song is the most democratic genre of musical art. Feature of song music.
Variety of folk genres song folklore.
Spiritual and secular song art.
Dance music development.
Dance, its meaning in human life.
Features of marching music. Variety of genres.
Marsh, its significance in human life.
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Section 6: Musical style- Cameron era
Musical style.
Renaissance music.
Baroque music.
Music of the era of classicism.
Music of the era of romanticism.
Music of the era of realism.
Neoclassicism and classical avant-garde.
Tradition and innovation in music.
^ EDUCATIONAL - THEMATIC PLAN
| № p / p | Section, lesson topic | Number of hours | Of them | Note |
||
| Test | ^ Practical work | Creative work |
||||
| 1 | Artist - design - architecture. The art of composition is the foundation of design and architecture | 5 | 5 | |||
| 1 .1 | Fundamentals of Composition in the Constructive Arts The concept of line and the organization of space | 1 | 1 | |||
| 1.2 | Color - elements of compositional creativity. Freeforms: lines and tone spots | 1 | 1 | |||
| 1.3 | Letter - string - text. Font art | 2 | 2 | |||
| 1.4 | When text and image are together | 1 | 1 | |||
| ^ In the world of things and buildings. The artistic language of the constructive arts | 4 | 4 | ||||
| 2.1 | Object and space The relationship of objects in an architectural layout | 1 | 1 | |||
| 2.2 | Construction: part and whole | 1 | 1 | |||
| 2.3 | The most important architectural elements of the building | 1 | 1 | |||
| 2.4 | Color in architecture and design. The role of color in form creation | 1 | 1 |
| 3 | ^ City and people. The social significance of design and architecture in human life | 6 | 6 | |||
| 3.1 | City through times and countries | 1 | 1 | |||
| 3.2 | City today and tomorrow. | 1 | 1 | |||
| 3.3 | Thing in the city and at home | 1 | 1 | |||
| 3.4 | The interior and the thing in the house. Design of the space and clothing environment of the interior | 1 | 1 | |||
| 3.5 | You are an architect | 2 | 2 | |||
| 4 | Man in the mirror of design and architecture. Lifestyle and custom design | 4 | 4 | |||
| 4.1 | My home is my way of life | 1 | 1 | |||
| 4.2 | The interior that we create | 2 | 2 | |||
| 4.3 | Fashion, culture and you. | 1 | 1 | |||
| 5 | Genre variety of music | 8 | 8 | |||
| 5.1 | The song is the most democratic genre of musical art. Song Music Feature | 1 | 1 | |||
| 5.2 | Variety of genres of folk song folklore | 1 | 1 | |||
| 5.3 | Spiritual and secular song art | 1 | 1 | |||
| 5.4 | Dance music of the past and present. | 1 | 1 | |||
| 5.5 | Dance music development | 1 | 1 | |||
| 5.6 | Dance, its meaning in human life | 1 | 1 | |||
| 5.7 | Features of marching music. Variety of genres | 1 | 1 | |||
| 5.8 | Marsh, its meaning in human life | 1 | 1 | |||
| 6 | Musical style - the era's chamber | 8 | 8 | |||
| 6.1 | Musical style | 1 | 1 | |||
| 6.2 | Renaissance music | 1 | 1 | |||
| 6.3 | Baroque music | 1 | ||||
| 6.4 | Music of the era of classicism | 1 | ||||
| 6.5 | Music of the era of romanticism | 1 | 1 | |||
| 6.6 | Music of the era of realism | 1 | 1 | |||
| 6.7 | Neoclassicism and classical avant-garde | 1 | 1 | |||
| 6.8 | Tradition and innovation in music | 1 | 1 | |||
| Total | 35 hours |
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Section 1: ARCHITECTURE AND DESIGN - CONSTRUCTION ARTS IN A RANGE OF SPATIAL ARTS.
^ THE WORLD THAT CREATES HUMAN
ARTIST - DESIGN - ARCHITECTURE. THE ART OF COMPOSITION - THE BASIS OF DESIGN AND ARCHITECTURE (5 hours)
The emergence of architecture and design in different stages social development. Design and architecture as creators of "second nature", our man-made environment. The unity of purposefulness and beauty,
functional and artistic.
Composition as the basis for the implementation of an idea in any creative activity. Plane composition in design. Elements of composition in graphic design: blot, line, color, letter, text and images. basic compositional techniques: search for balance (symmetry and asymmetry, dynamic balance), dynamics and statics, rhythm, color harmony. Rhythm and statics, movement, in music.
Various forms of graphic design, its artistic - compositional, visual psychological and social aspects.
Diagnostic studies and exercises to identify the directorial skills of older preschoolers.
Diagnostic studies and exercises to identify the acting skills of older preschoolers
1. The child is invited to convey the content of the text, reading the intonation with which this text sounds: a) Wonder island! b) Our Tanya is crying out loud ...
c) Karabas-Barabas
d) First snow! Wind! Coldly!
2. Children are invited to pronounce with different intonations (surprise
lazily, joyfully, questioningly, angrily, affectionately, calmly, indifferently)
text. For example,
Two puppies, cheek to cheek, Nibbling a brush in the corner.
3. Pantomimic sketches (to convey the various actions of kittens):
Sleep sweetly;
Wake up, wash with a paw;
Mom's name;
Trying to steal a sausage;
Are afraid of dogs;
They hunt.
Pantomimic studies (to convey the actions of fairy-tale characters):
How the fairy godmother dances at Cinderella's ball;
How angry the scary witch is at Cinderella's ball;
How strong Hercules lifts a heavy stone;
How surprised the Ninja Turtle is;
How to greet The Snow Queen;
How offended Winnie the Pooh;
How Batman rejoices.
Pussy, what's your name?
Meow! (Gently)
Are you keeping the mouse here?
Meow! (affirmatively)
Pussy, do you want some milk?
Meow! (with great satisfaction)
And as a companion of a puppy?
Meow! fff-rrr! (to portray in different ways - cowardly, fearfully ...). Intonational reading of verses-dialogues.
5. Speaking tongue twisters with children:
The rubber Zina was bought in the store, the Rubber Zina was brought in the basket, the Rubber Zina fell out of the basket, the Rubber Zina got smeared with mud.
6. Tap, clap, stomp your name: “Ta-nya, Ta-ne-chka, Ta-
nu-sha, Ta-nu-shen-ka ".
7. Figurative exercises to the music of E. Tilicheyeva "Dancing Zai
chik ", L. Bannikova" Train "," Airplane "," March of wooden soldiers
kov ", V. Gerchik" Clockwork Horse ".
· Children are invited, based on a literary plot or based on children's songs, to compose a script, organize a performance (distribute roles between children, justify their choice, conduct a rehearsal).
· Modeling by a child of literary plots from pictures for staging a performance, discussing the idea, idea of staging with a preschooler.
Diagnostic sketches and exercises to identify the skills of a decorator (graphic designer) in older children preschool age
■ Children are invited to design the scenery, costumes for the play, and offer the necessary game props based on a literary plot or based on children's songs.
■ Discussion of the concept, idea of the production with the preschooler in the context of the scenery he offers.
After the children have watched the play, the dramatization game, a diagnostic conversation is held. Recommended questions To conversation:
What did the play tell you about? What did you understand? (understanding main idea works);
What character did you like the most? Why? What is his character? (understanding the character of the characters);
How did you feel when the hero was ... events (specifically in action)?
Would you like to change anything in the play? What exactly?
Who did you like the most from the actors of the play? Why?
Do you like watching the play? Why?
Tell in the drawing (suggest other means of conveying the impressions received) about the performance, about what you saw now?
After carrying out diagnostic studies and exercises, it is necessary to analyze the skills of children in accordance with the selected criteria:
"Acting" skills:
- understanding the emotional state of the character and, in accordance with this, the choice of adequate expressive means to convey the image of the character - voice, facial expressions, pantomime;
- the nature of the expressiveness of motor skills:
In pantomime - naturalness, stiffness, slowness, impetuosity of movements;
In facial expressions - wealth, poverty, lethargy, liveliness of manifestations;
In speech - a change in intonation, tone, rate of speech;
– independence of the task, the absence of stereotyped actions.
"Directing" skills:
– understanding the motives of the heroes' actions;
– following the storyline (establishing a causal relationship, understanding the sequence of events);
– distribution of roles, preparation of the gaming environment;
– the ability to manage several players at once.
"Design" skills:
– artistic and visual vision of the storyline of the literary basis of the performance;
– adequate reflection of the plot line of the performance in the scenery, costumes, game attributes, theatrical props;
Have preparation of the gaming environment.
Spectator skills:
– the ability to understand other people's emotional states and to show empathy for the characters of the work;
– the presence of an active spectator position: an expression of opinion about what he saw, the presence of an attitude to what he saw (liked, did not like, indifferent);
- Expression of opinion on the performance of the actors.
Diagnostic test "ZAR" for teachers and parents
The purpose of the test: to study the opinion of parents and educators about the child's preferences in the choice of playing positions.
Dear teachers of preschool education, parents You need to answer a number of statements using the answer options "YES" or "NO".
Assertions:
1. More often the child pays attention to the concept of a literary work, its artistic idea.
2. More often the child reacts to the heroes of a literary work.
3. More often the child pays attention to the setting, place and time of the storyline of the work.
4. The child perceives a literary work as a whole.
5. The child understands well the emotional state of the heroes of a literary work and interprets the images in an interesting way.
6. The child loves to ask questions about the work read to him.
7. The child loves to draw literary plots, fantasize on paper.
8. The child can organize play with other children.
9. It is easier for a child to appreciate the game of another person than to play himself.
10. The child easily creates images of literary characters using intonation, facial expressions and pantomime.
11. The child easily selects the necessary attributes and decorations for the dramatization game.
12. The child can express his opinion about the characters he liked or did not like.
13. The child is well developed creative imagination, gravitates towards improvisation.
14. The child has leadership qualities.
15. The child feels color, shape well, seeks to express his impressions about literary work, characters works on paper with their help.
16. The child knows how to prompt and show other children how and what to portray in the dramatization game.
17. The child knows how to empathize with the playable characters.
18. The child is characterized by such qualities as perseverance, purposefulness, as well as the ability to overcome setbacks, resolve conflicts.
19. The child has developed elements of self-control in theatrical activity (he can follow the storyline, he brings the theatrical performance to the final result).
20. The child has developed artistic and visual skills, he draws well, prefers drawing to other types of children's artistic activities.
Test results evaluation technology:»
The answer "YES" is worth one point. Points are summed up for each position (actor, director, viewer).
Position "director" - answers "YES" to questions 1,8,14,16,18.
Position "decorator" - answers "YES" to questions 3,7,11,15,20.
Position "actor" - answers "YES" to questions 2,5,10,13,19.
Position "viewer" - answers "YES." To questions 4,6,9,12,17.
In which position the greatest number of points was obtained, the child has the greatest inclination, in the opinion of teachers and parents, to that position.
It is necessary to correlate the obtained test results with the results of observation and interviews with the child in order to obtain a more reliable picture and the conclusion of the diagnosis.
For solutions the third task of pedagogical diagnostics a questionnaire for kindergarten teachers has been developed.
Historically stable forms of existence and development of art have developed - architecture, arts and crafts, painting, sculpture, graphics, art photography, literature, music, choreography, theater, cinema, television, art ...
Historically, stable forms of existence and development of art have developed - architecture, arts and crafts, painting, sculpture, graphics, art photography, literature, music, choreography, theater, cinema, television, variety art, circus. Certain types of artistic activity correspond to these types of art. Each of the types of art, reflecting the world as a whole, has certain advantages in a more direct, brighter and more perfect reflection of some of its sides, facets, phenomena. Fine art is one of the most ancient, but it is also eternally young. The artists created “images” many millennia ago, and they still create them today. This art is huge! To know it better, not to get lost in it, you need to study it. The first thing that people who want to know the land they are interested in do is study its language ...
Fine art lesson in grade 7 on the topic: "Spectator skills and their meaning for modern man" (Rembrandt and his painting "The Return of the Prodigal Son") Section: "Great themes of life." Objectives: 1. To form an idea of the special language of art and the means of its expression. 2. To develop the personal character of the creation and perception of works of art. 3. To acquaint students with different levels of understanding of works of fine art: subject level and plot level; the level of emotional assessment, empathy; the level of the artist's value ideas about the world as a whole, about the connection of phenomena, about what is beautiful and what is ugly. 4. To foster a moral and aesthetic attitude to the world and art. Equipment and materials: 1. Reproductions of paintings for thematic discussion and practical work: Painting by Vermeer Delft Jan, "Girl reading a letter". ... ... "Anchor, another anchor!" - Pavel Andreevich Fedotov "Bryullov KP The Last Day of Pompeii Rembrandt The Return of the Prodigal Son LESSON PLAN 1. Conversation about the creative nature of the audience's perception, its culture and skills. 2. Statement of the artistic task. 3. Practical implementation of the task. 4. Summing up the lesson and receiving homework... The course of the lesson Epigraphs: This is what the arts serve to give the opportunity to know good and evil. A. Durer Art does not fake and does not replace the real world, but explains it, expands and continues. K. F. Yuon Sorokina A. I. teacher of Fine Arts MBOU "Secondary School No. 2" in Melenki
... Art speaks more clearly, more concretely, more beautiful - what everyone would like to say, but cannot. Art is like a guiding star that illuminates the way for those who strive forward, towards the light, want to be better, more perfect. This is the true meaning of art ... MM Antokolsky Historically, stable forms of existence and development of art have developed - architecture, arts and crafts, painting, sculpture, graphics, art photography, literature, music, choreography, theater, cinema, television, variety art, the circus. Certain types of artistic activity correspond to these types of art. Each of the types of art, reflecting the world as a whole, has certain advantages in a more direct, brighter and more perfect reflection of some of its sides, facets, phenomena. Fine art is one of the most ancient, but it is also eternally young. The artists created “images” many millennia ago, and they still create them today. This art is huge! To know it better, not to get lost in it, you need to study it. The first thing that people who want to know the land they are interested in do is study its language ... So today in the lesson we will talk about the language spoken by the artist-painter. The artist can depict everything: forests - fields, trees - grasses, cities - mountains, oceans - space ... It can be an animal and a bird, a flower and a sunny meadow, a smile and a tear of a person. It can be sorrow and joy, nobility and meanness, truth and lies, good and evil. This can be the life of people living next to us, people who have long gone, which means that today's life, past or even not come. The artist depicts the world as we all see it, and as only he sees it, the only artist, although there are many artists. They work with the help of different visual techniques, and therefore the masters of the visual arts are distinguished and named differently. How? (Sculptors, graphic artists, architects, painters.) Painters work with brushes and paints. Let's look back, in the distant times, when the word "technique" meant "art", "skill", which depends not on machines, computers and ingenious electronics, but on the personal skill of a master artist, on his skillful hands. Possessing one or another art technique, he knew how to do it, that is, he knew how to use the conceived image, which means that he performed it in technique ... The artists have a lot of techniques, although for the most part they work by the same simple means as their great-great-grandfathers ( remember that brushes were also used in distant prehistoric times). However, mastering the technique of image is only half of the work, which in art is called creativity. And creativity arises only when the artist not only knows how to do it, but he has something to tell people! There are thoughts, but necessarily their own and in no case the repetition of the thoughts of others; have their own ideas, their own worries and joys, but at the same time they are important for all other people. And that's when "what" and "how" (in other words - "content" and "means") are inseparably connected with each other, are combined into a special merged unity, thanks to the skill of A. Sorokin, art teacher MBOU "Secondary School No. 2" Town of Melenki Page 2
artist and his excited attitude to life, this is creativity, and in creativity there is a work of art with its unique content and artistic language. In fine arts lessons, we feel and create like artists, but more often than not, when we refer to works of art, we are spectators. Being a spectator is also an art. Such a statement may seem strange at first glance. Indeed, we are accustomed to consider the creation of pictures, the composition of music, books as creativity. But such a seemingly easy and purely passive activity, like contemplating canvases, reading novels, listening to symphonies - can you call this a business creative nature? Yes, you can. Moreover, there is every reason to say that the fate of the development of all types of art largely depends on the state, level, nature of the audience's creativity. After all, the moment when a writer finishes a book, a painter finishes a painting, these works are, so to speak, facts from the personal biographies of their creators. The true life of any artist's work begins only when readers, spectators, listeners can get to know it, when a public appraisal of the work arises. If this assessment is negative or, even worse, indifferent, the work is quickly forgotten and, as it were, dies. As soon as the artist's work did not find a living echo in the souls of people, it means that she was stillborn and justly quickly outlived her moth age. So, the creation of works of art and their perception, understanding, evaluation are closely related and dependent. One does not exist without the other, together they form a single whole, what is called the artistic life of society. Time, society demand from the master of art to create strong, exciting, significant works, imbued with cutting edge ideas era; clothed in a vivid and original art form. It is a pity for the artist who, due to mediocrity or adherence to flawed, fruitless methods of creativity, failed to win the audience's favor sooner or later. Any consolation is useless here. If he didn’t conquer, it means that there was nothing to conquer ... But the viewer who is ready to dismiss the work only because at the first acquaintance it seemed incomprehensible, strange, unusual to him is worthy of regret. Of course, it may be that behind this strangeness lies absolutely nothing good, and then contemptuous indifference to a bad, tortured picture or book is fully justified. But it happens, and quite often, something completely different: you need to think about the artist's work, understand its original features, deep intention, and as a result, the viewer will be generously rewarded: some previously unknown facet of reality will open before him, new features of spiritual life for him contemporaries, it turns out that this work is capable of delivering both the joy of cognition and great aesthetic pleasure. This kind of tension of spiritual forces when meeting a work of art is a kind of creativity. Moreover, of course, this creative principle manifests itself not only when the viewer encounters something that he does not immediately like. And in those cases when the work captures from the very first moment of meeting it, a great work of feeling, thought, fantasy is going on, a wonderful, most precious process of comprehension takes place, which can so enrich the mind and soul of a person, make them deeper, thinner, more mature. After all, for the sake of this, there is, in fact, artistic creation. Sorokina A. I. Fine arts teacher MBOU "Secondary School No. 2" in Melenki Page 3
So, the art of being a spectator, like any other art, requires spiritual ascent, flight of thought, as well as certain skills and knowledge. When photography was invented more than a hundred years ago, voices were heard that the art of painting had come to an end, and it would soon die out as unnecessary. Indeed, even the most skillful and painstaking artist is not able to give such a perfectly accurate reproduction of nature, which is instantly achieved with the help of a camera. But decades have passed. Photography has improved from year to year, received such technical capabilities that its discoverers never dreamed of. Moreover, over time, photography has brought forward a whole galaxy of remarkable masters of their craft, who have created and are creating works that undoubtedly deserve the right to be evaluated as works of real, great art. However, painting still exists and develops as a special and unique type. artistic creation without taking any damage from competing with photography. Rather, even painting has benefited from this rivalry, because for new generations the peculiar, original qualities and characteristics of the creations of the masters of the brush have become even clearer and more obvious. What has shown the creative competition of two types of fine arts - the new and the old? Let's imagine that a photographer and a painter decided to capture the same landscape or, say, create an image of the same person. A photographer - if he is not a "cold artisan", but a person with the soul and experience of an artist - of course, will work a lot and thoroughly before taking a picture. Guided by the goal of achieving this or that particular impression, the photographer-artist will choose the most favorable shooting point of view for the photographic picture he has conceived, think deeply about the nature of the lighting, frame boundaries, etc. for her pose, she will strive to capture such an expression on her face that will allow her to understand the character, psychology of this person. As a result, as we know, the photographer can achieve impressive, artistically valuable landscapes and portraits. This is all true. But the photograph is always based on documentary accurate, photomechanical reproduction of nature. Even the most gifted and inventive photographer, no matter what tricks and tricks he resorts to, cannot somehow change or, even more so, generalize nature (that is, not just copy it, but select and reveal it in a wide artistic image its most characteristic features): this is not allowed by the nature itself, the technical basis of his profession. In this sense, we can say that painting only begins where photography ends. For any painting is a generalization. The main difference between the work of a painter and a photographer is not that for the second of them it is unattainable to use the free movement of a brushstroke or, for example, preliminary processing (priming) of the canvas to give expressiveness to the surface of the paintings; not that his art allows a painter to achieve a lively trepidation of every millimeter of images, completely subordinate to his creative will, tastes, style, etc., and the photographer still cannot overcome the certain deadness, the “machine” chill of photo optics. This is all very important, but that is not the point. In the possibilities of photography to achieve a very expressive recreation of the external appearance of an event, person, object, landscape. But she is completely chained to this external appearance, to a single fact. The photographer cannot give the viewer an imaginary picture that absorbs the generalized experience of hundreds and thousands of everyday observations, cannot create typified images. Sorokina A. I. Fine arts teacher MBOU "Secondary School No. 2" in Melenki Page 4
And the task of painting is not only to show something, but also to reveal the inner essence of what is depicted, to reproduce "typical characters in typical circumstances." Sometimes (and not infrequently) it happens that the pictorial details form the basis of the story in the picture, play a decisive role in revealing its figurative design. Here is a painting by the Dutch artist of the 17th century J. Vermeer Delft "Girl with a Letter". The plot is very simple here, devoid of any sharpness and effectiveness. The girl who reads seems to be frozen, her expression is calm and serene, and does not at all cause the viewer to think about some kind of emotional excitement, difficulties, deep thoughts. In general, although the figure occupies the central place in the picture, it attracts no more attention than the rest of the details of the canvas. But all these details are written out with the utmost tactility. We fully comprehend the beauty of the soft pile of the red carpet, the delicate charm of fruits piling up on a thin metal dish, the freshness of the air flowing from the window. Our vision seems to sharpen when we get acquainted with this picture, and we notice the smallest lines of the fringe of the curtain, subtle reflections of warm daylight, which literally permeates the entire image. However, all this extremely detailed, detailed story about details objective world surrounding a person is by no means an end in itself; it has a deep meaning, is associated with a certain philosophy of life. The poetry of the everyday, the affirmation of the beauty of simple things, of peaceful everyday life, so characteristic of democratic Dutch painting of the 17th century, found in this painting by Vermeer the highest and subtlest expression. In the named picture, the details are the main "heroes" of the image, they are significant in themselves; to show the beauty of their appearance meant for the artist to tell about the charm of the everyday environment of a person bearing the stamp of his tastes, traditions, ideas of beauty. But something else also happens: the details in the picture acquire a sort of allegorical meaning, they turn out to be “ actors»A dramatic story about a person's life. Let us recall in this connection P. Fedotov's painting "Anchor, another anchor!" (Anchor (encore) - more (fr.)). Its plot can be summed up in just a few words. This is happening in some provincial town in the middle of the last century, when a cruel serf regime reigned in Russia under Nicholas I. In the hut, lying on a bench, a half-dressed officer amuses himself Sorokina A. I. Fine arts teacher MBOU "Secondary School No. 2", Melenki Page 5
by making the dog jump over the shank. That, in fact, is all. However, one more detail emerges from the name: shouting at the dog, the officer confuses Russian words with French. It would seem, what can you expect from a picture created on the basis of such an uncomplicated plot? An ingenuous everyday scene, no more. But before us is one of the deepest and most significant works of painting that told about the heavy, gloomy Nikolaev timelessness. To comprehend the content of this story, you must, first of all, take a close look at all the details of the image. The artist showed the cramped space of a hut with a heavily overhanging ceiling. A flowing candle barely illuminates the hut, ominous shadows rush along its walls and corners. A guitar on a stereo, things scattered on the table: a razor, dishes, leftover food in a bowl - all this, as it were, marks the flow for the officer. Through a tiny window, a desolate winter landscape illuminated by the cold moonlight is visible. As you can see, this whole story was not created with the help of dramatic action, a detailed description of events, incidents. Here the details are narrated, the setting tells, pictorial juxtapositions and effects speak eloquently. They vividly and poignantly recreate the feeling of woeful loneliness to which the officer is doomed. Descended, mired in the muddy mud of cruel and wretched everyday life, this man has lost all taste for life, wasting it senselessly, stupidly, wallowing for whole days, killing time for empty fun, like the depicted game with a dog. One more thing is noteworthy: Fedotov did not find it necessary to clearly show the officer's face. There was no need for this, it might have been an over-emphasis on what is already clear. Such an expressively shown setting, the story of things, details gave us a complete, comprehensive idea of the hero of the picture. Even if we do not see his face, it is already clearly drawn in our imagination: a dull look, flabby features, bearing the fatal stamp of inner emptiness. This picturesque story reveals with remarkable power tragic fate a person under the conditions of a vile feudal regime, mercilessly distorting and humiliating human souls... One could name a great variety of plot pictures in which the story of a certain action, event recedes into the background in comparison with the narrative meaning of pictorial details - whether it be the works of a Russian master early XIX century A. Venetsianov, "Towards the night" by M. Vrubel, canvases by J.-B. Chardin, a French painter of the 18th century, who most often depicted the life of the common people, and others. One must be able to understand the content of those pictures where there is almost no action, there is no multilaterally developed "literary" plot. Such paintings were and are created very often. The art of being a spectator is a big and difficult art. It requires patience and thoughtfulness, a broad outlook, understanding of the peculiar laws and characteristics of each type and genre of creativity. It requires the development of not only physical, but also a special, spiritual vision, artistic vision. In other words, in order to fully understand the artist, you must, in a certain sense, be an artist yourself, a person of creative perception, worthy to be a friend, a fair judge and, as it were, a co-author of a master of art. An understanding of painting, like any other kind of art, does not come by itself: it crowns a long, persistent and versatile work to educate in oneself the qualities of an advanced spectator-artist. But this work is generously rewarded: a sensitive, thoughtful, understanding viewer of a work of art is greeted as an equal, Sorokin A.I.
