Teaching methods and their functions. §4 Elements of shaping
SHAPE AND COLOR OF OBJECTS Aims: to continue the formation of workplace organization skills; give primary ideas about the shape of objects, colors; learn the technique of watercolor painting; develop observation; cultivate accuracy. Equipment: watercolors, pencil, palette, water, brushes, napkins. Figurative series: geometric shapes (circle, oval, triangle, square); a sample of a pedagogical drawing, objects of various shapes or their drawings (ball, Christmas tree, etc.); a dark sheet of paper measuring 60 × 80 cm, sets of colored stars; colored paper flags of the primary colors of the spectrum and their shades. Literary series: Russian folk riddles, poems. H o d r o k a I. Organization of students. 1. Checking the readiness of students for the lesson. Teacher. I will give you riddles. I will ask you not to name the answers to them, but to show them. So we will check if you forgot to prepare these necessary supplies for the lesson. He confessed to the knife: “I am without a job. Shave me, my friend, so that I can work. (Pencil.) Multi-colored sisters Were bored without water. Aunt, long, thin, Carries water to them, sighing. (Paints and a brush.) Do you have a drawing master - Bright, cool? .. (Felt-tip pen.) 2. Wetting paints. II. The topic of the lesson. Teacher. Today in the lesson we will learn how to work with watercolor paint, learn that each object has some form, and draw the sun.
III. Introductory conversation. 1. Acquaintance with the form of objects. Teacher. Every item has a shape. According to their outlines or silhouette (“shadow image”), objects are similar to various geometric shapes. Do you know what geometric shapes are called? (Children's answers.) That's right, it's a circle, an oval, a triangle, a rectangle and a square. Can you tell what shape the ball is? (Student answers.) That's right, the ball has the shape of a circle, so they say: "The ball is round." What other objects are shaped like a circle? (Student answers.) Yes, and a striped watermelon, and a ruddy apple, and a bright, warm sun have the shape of a circle. What objects are oval shaped? (Student answers.) Listen to the hint: It may break, It may weld. If you want, it can turn into a bird. (Egg.) That's right, a balloon, an egg, a plum have an oval shape. What objects are shaped like a triangle? (Student answers.) Listen to the hint: What a beauty - Stands, shining brightly, How magnificently dressed ... Tell me, who is she? (Spruce.) Objects such as a book, a satchel, a wardrobe have a rectangular shape ... Why do you think you need to know what shape an object has? (Student answers.) Knowing the shape of an object is very important for an artist, as it allows you to most accurately and accurately draw. 2. Didactic game "Lay out the object." Description. Children must create dissected images of objects of complex shape according to the idea, using a combination of geometric elements. This game requires creative manipulation of ideas - the ability to compose objects from geometric shapes according to the plan. M a t e r i a l. Each student has two sets of six different figures: squares (5 × 5 cm and 2.5 × 2.5 cm); large and small triangles;
circle with a diameter of 1.25 cm; semicircle (a circle cut in half with a diameter of 1.25 cm) - a total of 12 figures. Management. The teacher gives an assessment, encourages students who have completed successful and original images. 3. Acquaintance with the color of objects. Teacher. All objects have not only some form, but also painted in different colors. The world very multicolored and varied in colors. Everything around is some color - bright or faded, dark or light. What colors do you know? (Student answers.) YELLOW POEMS Canaries watered Yellow meadow from a yellow watering can. You do not believe? And don't believe! Run and check for yourself! - Show paints of this color. Name those objects of the world around us that are exclusively yellow. GREEN POEMS Poems are completely green, They are green ... Window and balcony door Open wide! Let the green fragrance burst into the room, And the forest, And the meadow, And the garden, dress in green. Everything, everything grows green In the green month of May, Open the balcony door And grow up too. - Show paints of this color. Name those objects of the world around us that we can only meet green. BLUE POEMS The sky fell into the river
And it faded a little. Shedding? Shedding! The river also turned blue, Like a flower Cornflower, Like a mother's handkerchief. - Show paints of this color. Name the objects of the world around us that we know only as blue. Red, yellow and blue colors are called the main ones, since when they are mixed, you can get other colors and shades: orange, green, etc. comparison and generalization of objects by color). Description: Several students are given flags of different shades of the same color (from dark to light). The teacher names a color. A student with a flag of this color approaches him. This student chooses his comrades (in accordance with the color gradation of shades). All other students follow the actions of the playing children. If the color scheme is chosen by them correctly, they invite comrades to their place, if it is wrong, they explain in chorus: "Correct the mistake and then come." In case of difficulty, the teacher helps the children to make the right color scheme, to pick up comrades. M a t e r i a l. Colored paper flags of the main colors of the spectrum and their shades (one for all playing students). Yellow, red colors are perceived as warm, and green and especially blue give "coldness". Warm colors seem to bring the subject closer, while cold colors move away. All these and many other properties of color are used by painters. The picture has no real depth - it is located on a flat canvas or paper. But the art of the master is such that using various properties of color, he achieves the depth of space, airiness and even movement. 5. Didactic exercise "Fireworks". Teacher. IN holidays in the dark sky, multi-colored red, yellow, green, blue stars light up and fall down. This is fireworks. At first, the salute stars are bright, then they become paler and paler, until
do not fade at all. How are fireworks pictures born? You will now see and even participate in their creation. The teacher pins a row of colored stars on a dark sheet of paper, students mark the color of the stars, arrange the stars of color tones from bottom to top in descending order of brightness (from dark to light), name the color of each star in the row (for example, dark red, red, pink, light pink) . At the end of the painting, students admire the harmony of colors. There will be fireworks in the evening, Everyone will go to watch it. A bright festive bouquet In the sky, the stars will bloom. M. Ivensen 6. P riemy of work with watercolors. Teacher. When drawing with watercolor, the pencil should not show through the layer of paint, so the lines are usually made pale. We must not forget that corrections when working with watercolors are almost impossible. Yes, and the eraser with which you erase the pencil can break the top layer of paper so that the colors will go unevenly. Therefore, learn to apply the drawing accurately. This will help you to visually study the shape of the object being drawn. Then it is important to determine the color scheme of the depicted nature as accurately as possible. But then you started to draw and suddenly you see that there is no paint of the desired shade in the box. What to do? It turns out that you need to learn how to mix different colors to get the desired shades. This is where we need a palette. Paint is applied to the palette and either diluted with water to obtain light colors, or mixed with some other paint. Let's try to learn this now. IV. Updating students' knowledge. Teacher. Today we will draw the sun. Look at the pictures of the sun. (The poster is hanging on the blackboard.) What can you say about each of these wonderful suns? Which one do you like the most? What would you like to draw? Why?
What do all these suns have in common? (Children's answers.) The golden air balloon stopped over the river, swayed on the water, and then disappeared behind the forest. V. Tolokonnikov Tell me what shape the sun has - square, oval or some other. (Student answers.) That's right, the sun is round. And what color is it? (Student answers.) Yes, the sun is yellow. But is it always? Why do they say about the morning sunrise: "Scarlet Dawn"? (Student answers.) In the morning the sun is big and scarlet, that is, with a red tint. Have you noticed that the higher the sun rises, the brighter it becomes, changing color from yellow to light yellow? So today we will draw three suns: scarlet, yellow and light yellow. Fizkul'tminutka Exercise "Mill" to develop smooth, plastic hand movements that help when drawing. It can be performed without musical accompaniment, but it is better for any leisurely piece of music or a waltz piece. The exercise is performed as shown by the teacher.
The children are standing. The arms are slightly bent at the elbows and raised to the sides. Lightly swing their arms in front of them, crossing them in front of the chest, then waving them to the sides. They make circular movements with their hands, starting with a small amplitude and gradually increasing it. With small circular swings, children slightly spring their legs at the knees. With each new stroke, the movements are set energetic, at the same time the children rise on their toes. The swings gradually decrease and stop. V. Stages of drawing. 1. Composition of the drawing. Let's mark the location of objects on the plane of the paper so that they look beautiful. First, we draw horizontal lines, marking the position of objects in height, and then determining the position of the central object and, relative to it, the position of the other two. (Appendix, Fig. 1.) Control: objects do not touch each other; there is less space between them than around them. 2. Determination of the form of an object. We draw three identical circles along the marked lines. (Appendix, Fig. 2.) 3. Filling the outline with color. We paint the first circle with light yellow paint, to obtain which we dilute the yellow paint on the palette with water. The second circle is painted with yellow paint without dilution. To color the third sun on the palette, mix yellow paint with red to get an orange tint. The drawing is ready. (Appendix, Fig. 3.) VI. Practical work. Assignment: to draw the "Solar circle" with coloring it with different shades of yellow. VII. Summary of the lesson. 1. Exhibition of student works. For each completed work, the teacher selects the appropriate one. Shows a specific drawing of the sun, a quatrain. commenting on it with a poem.
1) The sun is shining brightly, Cheerfully in the world. Tweedledee, trawler, Fun in the world. A. Ganchev 2) It became clear the sun was baking, baking. The earth, like gold, pour, fill. O. Vysotskaya 3) Brighter, sunshine, shine, A merry May has come to us. Cloud, swim past. N. Naydenova 4) Oh, you, the sun is clear, shine, shine! Mother earth bread, freak, freak! O. Vysotskaya 5) The sun shines early in the morning, Sends a smile to the whole earth. We go out to the clearing, the brook sings in the forest. 6) In the morning the sun rises, Calls everyone to the street, I leave the house. Hello sun, it's me! K. Ibryaev 7) It is not easy for us to get to the sun, yes, it is not easy. The sun is shining, laughing High, yes, high. 8) Sunshine, come out from behind a cloud, Sit on a stump, take a walk all day. 9) Among the field of blue - The bright brilliance of a large fire. Slowly, that fire walks, Bypasses Mother Earth, Shines merrily in the window, Well, of course, this is ... (sun). 10) Nuka, which of you will answer: Not fire, but it burns painfully, Not a lantern, but shines brightly, And not a baker, but bakes? (The sun.)
2. Generalization of the studied material. Questions to the students: - What new did you learn at the lesson? How can you get the right shade of paint? Why do we study the shape of an object? How did you use what you learned today? - How did they help you? - What did you like about the lesson? Where will you apply the skills you have learned? Teacher. Everyone managed to draw amazingly beautiful, funny drawings. Look how many suns we have! Well done! 3. And gr and "Sun". That's how the sun rises - Higher, higher, higher! Children slowly rise on their toes, simultaneously raising both hands higher and higher; looking at hands. By the night the sun will set - Lower, lower, lower. Children slowly lower their arms along the body and stand on a full foot. Okay, okay Sunshine laughs. And we all have fun under the sun! Children smile, clap their hands, dance freely in place.
The functional approach is the basis for creating a system of methods in which they act as relatively separate ways and means of achieving didactic goals. Let's consider some of them.
Methods of organizing educational and cognitive activity.
For the transfer of educational information in teaching fine arts, a story, explanation, instruction, demonstration, independent observations of students, and exercises are used.
The use of verbal methods presupposes the observance of several indispensable conditions.
Good diction, accessible pace and clarity of speech are very important for the perception of educational material by students. Clearly pronounced terms, accompanied by pauses for their comprehension, descriptions given at such a pace that they are understood and remembered - all these are mandatory requirements for the use of verbal methods.
It is very important to understand that one must use the word skillfully. If schoolchildren have to carefully consider something (a poster or a frame of a filmstrip), then a mandatory pause is needed. You can draw their attention to any element, but the appropriate explanation should not accompany the consideration of what distracts attention, but follow it. By the way, experienced actors know this very well, sometimes words are more important than gestures, they try to ensure that all the viewer's attention is turned to speech. Thus, the connection of the word with the display must be thoughtful.
The success of a verbal presentation largely depends on its emotionality. When students see and understand how indifferent the teacher himself is, how he sincerely wants the material presented to be perceived by them, they respond to his efforts.
Consider the features of each of the verbal methods.
During the story, students get acquainted with certain objects, phenomena or processes in the form of their verbal description. This method is more suitable for primary school age. The effectiveness of the application of the story depends mainly on how the words used by the teacher are understandable to the students.
In teaching fine arts, a variety is much more often used. story- an explanation, when reasoning and evidence are usually accompanied by an educational demonstration.
It is necessary to explain the peculiarities of using certain materials, the rules for constructing an image, etc. In high school, lectures are more often used, which usually serves to convey certain information from the field of the history of fine arts, technology and technology for the use of materials. The lecture differs from the story in that it not only affects the imagination and feelings and stimulates concrete-figurative thinking, but also activates the ability to select and systematize the material presented. Its structure is more strict than that of the story, and the course is more subject to the requirements of logic.
Story, explanation and lecture are among the so-called monological teaching methods (“monos” - one), in which the performing, reproductive activity of the trainees dominates (observation, listening, memorizing, performing actions according to the model, etc.). In this case, as a rule, there is no “feedback”, i.e. information necessary for the teacher about the assimilation of knowledge, the formation of skills and abilities.
more perfect verbal method is an conversation, during which the teacher, using the knowledge and experience of the students, with the help of questions and the answers received, leads them to an understanding of the new material, repeats and checks what has been passed. Conversation differs from previous methods in that it not only requires students to mentally follow "the teacher", but also forces them to think independently. It allows to activate the mental activity of schoolchildren to a greater extent and develop their attention and speech.
A conversation in a visual activity class is a conversation organized by a teacher, during which the teacher, using questions, explanations, clarifications, contributes to the formation of children's ideas about the depicted object or phenomenon and how to recreate it in drawing, modeling, appliqué. The specificity of the conversation method provides for maximum stimulation of children's activity. That is why the conversation has found wide distribution as a method of developing teaching of visual activity.
The conversation is usually used in the first part of the lesson, when the task is to form a visual representation, and at the end of the lesson, when it is important to help children see their work, feel their expressiveness and dignity, and understand weaknesses. The method of conversation depends on the content, type of lesson, specific didactic tasks.
In plot-thematic drawing, when children are taught to convey the plot, in the process of conversation, it is necessary to help students imagine the content of the image, composition, features of the transfer of movement, the color characteristic of the image, i.e. think over visual means to convey the plot. The teacher clarifies with the children some technical methods of work, the sequence of creating an image. Depending on the content of the image (according to a literary work, on topics from the surrounding reality, on free theme) the methodology of conversations has its own specifics. So, when drawing on the theme of a literary work, it is important to remember its main idea, idea; emotionally enliven the image (read lines from a poem, fairy tale), characterize the appearance of the characters; recall their relationship; clarify the composition, techniques and sequence of work.
Drawing (sculpting) on the themes of the surrounding reality requires reviving the life situation, reproducing the content of events, the situation, clarifying expressive means: composition, details, ways of conveying movement, etc., clarifying the techniques and sequence of the image.
When drawing (sculpting) on a free topic, preliminary work with children is necessary. In conversation, the teacher revives childish impressions. Then he invites some children to explain their plan: what they will draw (blind), how they will draw, so that it is clear to others where this or that part of the image will be placed. The teacher specifies some technical methods of work. Using the example of children's stories, the teacher teaches schoolchildren how to conceive an image.
In the classroom, where the content of the image is a separate subject, the conversation often accompanies the process of examining it (examination). In this case, during the conversation, it is necessary to evoke an active meaningful perception of the object by children, help them understand the features of its shape, structure, determine the originality of color, proportional relationships, etc. The nature, content of the teacher's questions should aim the children at establishing dependencies between the external appearance of the object and its functional purpose or features of living conditions (nutrition, movement, protection). The fulfillment of these tasks is not an end in itself, but a means of forming generalized ideas necessary for the development of independence, activity, and initiative of children in creating an image. The degree of mental, speech activity of schoolchildren in conversations of this kind is the higher, the richer the experience of children.
In the classes on design, application, arts and crafts, where the subject of examination and conversation is often a sample, they also provide for a greater degree of mental, speech, emotional and, if possible, motor activity of children.
At the end of the lesson, you need to help the children feel the expressiveness of the images they created. Teaching the ability to see, feel the expressiveness of drawings, modeling is one of the important tasks facing the teacher. At the same time, the nature of the questions and comments of the adult should provide a certain emotional response to the children.
The content of the conversation is influenced by age characteristics, the degree of activity of children. Depending on the specific didactic tasks, the nature of the questions changes. In some cases, questions are aimed at describing the external features of the perceived object, in others - at recall and reproduction, at a conclusion. With the help of questions, the teacher clarifies the children's ideas about the subject, phenomenon, and ways of depicting it. Questions are used in general conversation and individual work with children during the lesson.
It should be borne in mind that the time spent during the conversation is greater and it requires better preparation on the part of the teacher. Requirements for questions are of a general pedagogical nature: brevity, logical clarity, accessibility and clarity of wording, emotionality. Do not ask vague questions that can be answered with more than one answer. Difficult questions should be broken down into several simpler ones. Each question asked should be logically related to the previous one and the whole topic as a whole. The most typical questions include:
activating the previous knowledge and practical experience in the memory of the trainees (“Tell me, in what sequence did you draw from life?”, “What is a “tonal scale”?”, Etc.);
facilitating the formation of concepts, establishing links between facts, phenomena and processes (“Name the types and causes of errors in depicting the perspective of prismatic bodies?”, etc.);
aimed at the practical application of knowledge in educational creative activity(“What thickness of gouache paint provides easy brush control?”).
The problem statement of questions is especially effective in the conversation. Such a conversation, in contrast to reporting and reproducing, is called heuristic. It contributes to the activation of thinking, develops the independence and initiative of schoolchildren.
Among verbal methods training should be named such as:
Explanation - a verbal way of influencing the minds of children, helping them to understand and learn what and how they should do during classes and what they should get as a result. The explanation is given in a simple, accessible form simultaneously to the whole group of children or to individual children. Explanation is often combined with observation, showing how and how to do work.
Advice used in cases where the child finds it difficult to create an image. NP Sakulina rightly demanded not to hurry with advice. Children with a slow pace of work and who are able to find a solution to a given issue often do not need advice. In these cases, the advice does not contribute to the growth of independence and activity of children.
Reminder in the form of brief instructions - an important teaching method. It is usually used before the start of the imaging process. More often we are talking about the sequence of work. This technique helps children start drawing (sculpting) in time, plan and organize activities.
promotion - a methodical technique, which, according to E.A. Flerina, N.P. Sakulina, should be more often used in working with children. This technique instills confidence in children, makes them want to do the job well, a sense of success. The feeling of success encourages activity, keeps children active, and the feeling of failure has the opposite effect. Of course, the older the children, the more objectively justified should be the experience of success.
art word widely used in art classes. The artistic word arouses interest in the topic, the content of the image, helps to draw attention to children's work. The unobtrusive use of a literary word during the lesson creates an emotional mood, enlivens the image.
Independent work with educational and additional literature is a teaching method based on the word, and is one of the most important means of both cognition and consolidation of knowledge. When teaching, an effective means of monitoring and evaluating the results of self-education is also working with a book. It is recommended to familiarize the children with the methods of working in library catalogs and with various kinds of auxiliary materials, i.e. reference books, encyclopedias, etc.
The fine arts lesson also provides for another type of verbal teaching method - m dialogue method. Here the teacher and the student are interlocutors. The teacher of art must become a master of the word in the same way as the teacher of literature. We are not preparing a craftsman, but a person who knows how and thinks. The student must learn to express his thought both in practical work (drawing, painting, construction, etc.) and in words. By gradually training the translation of internal speech into external, backward to the interlocutor, the teacher must lead the child to free associative forms of thinking and expression both in visual language and in verbal speech. That is why the monologue method, the method of imparting knowledge, is intolerable. Understanding also requires its training of thought, checking it with words. Naive verbal images of children, naive associations are invaluable material for a teacher” (10, pp. 118-120).
When the dialogue method is included in the work, it must be remembered that the dialogue takes place in the form of questions and answers, and the question is asked to the whole class or to an individual student, but with an appeal to the whole class; this can be dialogue-thinking, when the teacher, as if reflecting, consciously gives students the opportunity to correct or supplement it.
“Pedagogically organized artistic perception of works of art should exclude passive, disinterested contemplation. A dialogue form of communication can activate the processes of perception, while it is impossible to “talk” to children, to impose someone else’s will, a third-party concept of a work of art. This can lead to distrust of one's own intuition, to rejection of personal impressions.
In the dialogue form of communication, two types of surveys can be distinguished - "real" and "inspiring".
The first leads the respondent to the answer that the teacher expects to hear, the second “turns on”, that is, it motivates the statement and the search for an answer from the outside. “Dialogue in an art class is a new style of collaboration, a new style of thinking, a new style of relationship. In dialogue, children learn to defend their opinion and agree or disagree with the opinion of another person, learn the culture of support, learn to think” (10, pp. 43-44).
A special place among verbal teaching methods is occupied by briefing , which is understood as an explanation of the methods of action with their visual display, the prevention of possible errors, familiarization with the rules of work in the material. Allocate introductory, current and final instruction to students. The first type of briefing serves to prepare students for specific independent work, the second - to analyze its progress, and the third - to summarize.
In some cases (technological complexity of working methods, objects of labor), it is possible to provide students with written instructions on special handout cards.
Closely related to instruction demonstrations (as a special case of the observation method). So it is customary to call a set of actions of a teacher, which consists in showing students the objects themselves or their models, as well as in presenting them with certain phenomena or processes with an appropriate explanation of their essential features. When demonstrating (showing), students form a specific pattern of visual actions, which they imitate and with which they compare their actions.
Topic: Getting acquainted with objects for fine arts.
Goals:
- educational: to acquaint students with materials and equipment for fine arts validity
- developing: develop attention,expand students' knowledge of basic art materials.
- educate: educate careful attitude to surrounding objects, accuracy.
Type: practical lesson.
Predicted result: the ability to determine the types of papers, pencils, paints.
Equipment: easel, paper, glue, scissors, pen.
During the classes.
Organizing time.
Learning new material .
1. Introductory conversation.
The teacher introduces children to the peculiarities of the fine arts lesson, talks about the goals and objectives of the subject.
Without this lesson, you will not be able to discover the world in all its beauty.
2. Work with the textbook p.4-7
Look at the pictures in the textbook and describe what they show.
one). Types of easels. Preparing small tablets for work.
2). Types of paper and requirements for an album for drawing.
3). Pencils (T-hard, M-soft), eraser, pen, ink.
4). Types of paints: watercolor, gouache; colored pencils, markers.
five). Modeling materials: plasticine, clay; wire, ingots, stand.
6). Materials for application and design: colored paper, scissors, glue, natural materials(leaves, branches, roots, flowers, fruits).
Required information. There are different types of paper: thin, thick, smooth, rough, glossy, colored. For drawing, use special albums or a sheet of drawing paper.
The ancient Egyptians and Hindus used palm leaves for writing and drawing. The Persians used animal skins for these purposes, the Chinese made drawings and hieroglyphs on fabrics.
In Russia in 1564 and the city of Moscow, the first paper mill was built, which made paper from wood.
The pencils . Pencils are divided into two types: hard and soft. A hard lead is marked with a printed letter T, and a soft one is marked with a printed letter M. On imported pencils, the H sign corresponds to the T indicator, and the B sign to the M indicator.
Professional artists use Italian-made pencils, because these pencils have thick and soft leads, so they are comfortable to work with.
Types of paints . In elementary school, watercolor, gouache, and ink are used. "Watercolor" - translated from Latin means "soluble in water." Watercolor paints dissolve well in water and lie flat on paper. In the 16th and 17th centuries, artists made paints from plant roots.
Gouache - paint, ground on water with glue and an admixture of white, gives an opaque layer.
watercolor You can work on dry and damp paper. In this case, a large number of colors should not be mixed, since this leads to dirty colors. Store paints in a dry, cool place.
Black saturated paint is calledink.Japanese artists have created ink, which includes glue, soot. The ink dries quickly and doesn't smudge. Ink work is carried out using a pen with a pen. With their help, it is easy to perform a variety of lines.
Types of brushes . When working with paints, brushes play an important role. For watercolor painting, brushes made of squirrel wool, sur-ka, kolinsky are indispensable. The brushes are round and flat. After work, they are washed and dried.
Rubber used to erase unwanted lines. It should be soft.
Easel special device for drawing.
Plasticine - This is a material intended for modeling. It is soft and very flexible. For modeling, you need a stand and a frame.
Conclusions.
Anchoring .
Practical work.
a) determining the type of paper, pencil, paints prepared by children.
b) viewing illustrations and paintings made in pencil, watercolor paints, gouache, oil paints.
Conclusions.
Summing up.
Homework : prepare an album, paint.
1 class
Fine art lessons No. 2-3.
Topic: Line types. We depict things and objects.
Goals:
- educational: give an idea of the types of lines: vertical, long and short, horizontal and
- inclined, broken, wavy, arched; introducefrom color and shadow
- learn to draw simple objects of various shapes.;
- developing: to develop the ability to perform lines of different types, creativity;
Type: a lesson in mastering new knowledge.
Type: practical lesson.
Predicted result: the ability to perform lines.
Equipment: reproductions of paintings, cardsfrom depiction of line types.
During the classes.
Organizing time.
Learning new material.
1.Introductory conversation:
- Required information. Folk art - source folk wisdom. Kazakh folk decorative art is works created by the hands of folk craftsmen. Works of decorative art are produced by handicraft and industrial methods.
Ornament is an integral part of the Kazakh folk decorative art. You can call it language calling card Kazakh people. (ornament display )
To learn how to depict objects so beautifully, you need to learn how to draw lines correctly.becauseThe basis of any image is a line. The line conveys movement in different directions. Lines are straight, oblique, wavy, arched, dotted, broken.
The ability to draw lines will help you draw freely and easily.
2. Work with the textbook
a) familiarity with the types of lines p.10
Conclusions.
3. Show samples and children's work.
4. The game "Who will complete this task faster and more correctly?"
The organization of the game is necessary to raise the emotional mood and exercise in the image of lines.
After the end of the game, you need to look at the work of students and find out how the necessary knowledge and skills are formed.
Conclusions.
Anchoring .
Practical work. The image of the subject.
P.11 of the textbook - What geometric shape do they resemble?
Stages of learning .
Learn how to make vertical and oblique lines.
stroke are called lines that convey the forms of objects. After transferring the form, we learn to hatch.
Getting to know the concepts"light", "shadow".
Light is a stream of rays that fall on an object. The unlit part of an object is called a shadow. Reviewing the work done by students, correcting the mistakes made.
The next step is to learn how to draw a saukele headdress. When placing a drawing on a sheet, you should take into account what shape the object you have chosen for the image is. First, we outline the height, width, shape of the object.
Conclusions.
Summing up.
Exhibition of works . Grading.
Homework : colored paper, glue, album, pencil, brush.
1 class
Fine art lessons No. 4-5.
Topic: Journey into the world of colors .
Goals:
- educational: give the concept of the light spectrum; learn to distinguish and name colors, use paints correctly.
- educating: to cultivate accuracy in work.
Type: a lesson in mastering new knowledge.
Type: practical lesson.
Expected result: the ability to use watercolors.
Equipment: guides to familiarize colors. Types of colors. Multi-colored pencils, an album for drawing.
During the classes.
Organizing time.
Learning new material.
1.Introductory conversation:
The world around us is rich in various color combinations. Autumn foliage amazes us with a wealth of colors and shades. Look out the window and pay attention to the autumn attire of trees. (Answers of first-graders are heard).
After the harvester harvests the wheat, the field turns yellow. The winter sky seems to be light blue. A variety of colors is often used in riddles.
2. Game "Think and decide"
Students are asked to solve riddles.
Winter and summer in one color.(Christmas tree)
The river is under the ice, everything is white around, The blizzard winds... What is the name of the time?(Winter)
Hanging - turns green, lies - turns yellow, Falls - turns black.(Pear)
3. Teacher's explanation.
All colors are divided into warm and cold. Warm ones are red, yellow, orange, and cold ones are blue, purple, gray. Combinations of warm and cold colors make it possible to convey the shape, volume, beauty of objects or things.
The main feature of painting lies in the various combinations of color shades. Therefore, primary school students should learn the features and names of colors well.
Now let's draw a rainbow in which all the colors are arranged in order. After that, from the primary colors, by mixing, we get arbitrary colors.
Red+yellow = orange
Red + blue = purple
Yellow+blue = green
A person gets acquainted with different colors in two ways:
1) in a scientific way;
2) in practice.
For the Kazakh people, each color carries a symbol. So white symbolizes honesty, truthfulness; red - fire, sun; green - spring and youth; yellow - intelligence, prosperity, black - earth; blue - the sky, etc. In the process of making household items, the Kazakhs got acquainted with color, shape, learned how to make vegetable paints.
Anchoring .
Work according to the textbook p.12-15 of the textbook
Practical work.
a) Drawing a rainbow.In the rainbow, all the colors are arranged in order.
b) Drawing vegetables and fruits.
Conclusions: arbitrary colors are obtained by mixing primary colors.
Summing up.
Exhibition of works . Grading.
Homework
1 class
Fine art lessons number 6.
Subject: U we want to compose .
Goals:
- educational: learn to arrange objects on paper; give an understanding of composition and exercise in
- composition composition.
- developing: develop the ability to mix paints;
- educating: to cultivate accuracy in work.
Type: a lesson in mastering new knowledge.
Type: practical lesson.
Expected result: the ability to compose compositions.
Equipment: reproductions of works by artists, didactic and visual materials,
cards, tables.
During the classes.
Organizing time.
Learning new material.
1.Introductory conversation:
Artists, creating their beautiful works, first of all thought over the most successful options for the arrangement of objects so that they all fit together. In the language of artists, the word "layout" means drawing up a plan for the arrangement of all objects on the plane of a sheet or canvas.
Word "composition " means building a drawing, coordinating all its parts. The artist strives to depict a harmonious combination of man and nature.
2. The game "True-False"
C.17 - determine the correct layout of the drawing.
3. Teacher's explanation.
a) be able to see;
Having determined the main shape of the object and outline the object on the sheet with light lines. Specifying the features of the depicted object, draw all its parts and small details. The size of the picture should correspond to the size of the sheet, i.e., free space must be left at the top and bottom. The nature used should not be moved or rotated, it should always be in a certain position.
In the process of work, students get acquainted with such concepts as far - close, high - low, small - large, which form the basis of the composition.
From the point put on the sheet, we make light lines and with their help we convey the shape of the object. Let's do the table exercise. We carry out a drawing consisting of three different objects.
This is the first special introduction to the concept of composition.
Anchoring .
Work according to the textbook p.17-19 of the textbook
Practical work.
a) Drawing a composition of 2-3 items (at the discretion of the teacher)
Working with watercolor consists of two stages. First, you need to cover the subject with a pale color, and then paint with darker colors.
Conclusions: arbitrary colors are obtained by mixing primary colors.
Summing up.
Exhibition of works . Grading.
Homework : album, paints, brush, fruit or vegetable.
1 class
Fine art lessons number 7.
.
Goals:
- educational: to acquaint students with the works of folk craftsmen of decorative art; give a concept of ornaments, teach how to make sketches of an ornament from plant elements,
- developing: develop the ability to mix paints;
Type: a lesson in mastering new knowledge.
Type: practical lesson.
Equipment:
During the classes.
Organizing time.
Learning new material.
1.Introductory conversation:
2. Teacher's explanation.
To correctly complete the drawing, you need:
a) be able to see;
b) be able to correctly compose;
c) be able to convey the idea of the drawing.
Conclusions: it is necessary to correctly arrange objects on the sheet.
Anchoring .
Work according to the textbook p.20-21 of the textbook
Practical work.
a) The teacher depicts on the board some elements of floral ornament
b) students without drawing with a pencil dash immediately perform them with paints.
Working with watercolor consists of two stages. First, you need to cover the subject with a pale color, and then paint with darker colors.
Conclusions: arbitrary colors are obtained by mixing primary colors.
Summing up.
Exhibition of works . Grading.
Homework : album, paints, brush.
1 class
Fine art lessons No. 8-9.
Topic: Types of floral ornaments . maple branch .
Goals:
- educational: the formation of knowledge about speciesornaments, learn to make sketches of an ornament from plant elements,
- developing: develop the ability to mix paints;
- educating: to cultivate accuracy in work,arouse interest in decorative art.
Type: a lesson in mastering new knowledge.
Type: practical lesson.
Expected result: the ability to perform floral ornaments.
Equipment: works of folk craftsmen of decorative art, didactic and visual materials.
During the classes.
Organizing time.
Learning new material.
1.Introductory conversation:
Today we are visiting folk masters. A peculiar world of folk art is revealed when studying painting. Painting of large flowers and leaves mixed with bunches of currants, grapes and apples.
On the vast territory of the Central Asian republics from ancient times folk craftsmen pass on from generation to generation the wonderful traditions of decorative and applied arts associated with the processing, manufacture and ornamentation of products. Elements of the Kazakh ornament are widely used in the pattern design and decoration of many items.
In each case, the masters of folk art think over what colors to take so that the ornament turns out to be bright and elegant. In addition, the beauty of the ornament is associated with the repetition of the same element in the pattern, in combination with other colors. For folk ornament characterized by an extraordinary variety of plant motifs, in which the natural forms of tulips, carnations, mallow, various leaves receive a bright decorative interpretation.
2. Teacher's explanation.
To correctly complete the drawing, you need:
a) be able to see;
b) be able to correctly compose;
c) be able to convey the idea of the drawing.
Drawing ornaments is a good school for the development of artistic taste, imagination, eye, development of small muscles of the fingers and coordination of movement.
Not only toys are decorated with ornaments, but also national clothes, architectural structures, dishes, musical instruments, etc.
The ornament may consist of plant, geometric, animal elements. So, when painting the product, the master depicts leaves, flowers, and a skilled embroiderer decorates the towel with roosters and fabulous birds. When decorating the armor and clothes of the hero, animals, birds, etc. are depicted.
Conclusions: it is necessary to correctly arrange objects on the sheet.
Anchoring .
Work according to the textbook p.22 - 23
a) Acquaintance with the image sequence of a maple branch.
b) looking at plant ornaments.
Practical work.
a) The teacher draws a maple branch / flowers on the board.
b) Drawing up ornaments
Working with watercolor consists of two stages. First, you need to cover the subject with a pale color, and then paint with darker colors.
c) Independent work.
Conclusions: arbitrary colors are obtained by mixing primary colors.
Summing up.
Exhibition of works . Grading.
Homework : album, paints, brush.
1 class
Lessons of fine arts No. 10.
Topic: Types of fine arts.
Goals:
- educational: the formation of knowledge about the types of fine arts, to learn to compose a story based on a picture;
- developing: develop students' speech
- educate: educateinterest in fine arts.
Type: a lesson in mastering new knowledge.
View: standard.
Predicted result: the ability to compose a story based on a picture, name the types of fine art.
Equipment: postcards, illustrationsand visual materials.
During the classes.
Organizing time.
Learning new material.
1.Introductory conversation:
Types of fine arts - painting, graphics, sculpture, arts and crafts. These types of fine arts correspond to certain types of artistic activity. Painting, graphics, sculpture constitute a special group of fine arts.paintings.
2. Teacher's explanation.
Graphics(Greek I write, I draw, I draw) is a type of fine art, and in which the tasks of figurative reflection and knowledge of phenomena and objects of objective reality are solved with the help of a drawing.
Painting- one of the most important types of fine arts, in which the tasks of figurative reflection, interpretation and knowledge of phenomena and objects of objective reality are solved by color, inextricably linked with the drawing.
Sculptureattaches artistic image imagery and integrity through the volume of the form. The main feature of the sculpture is its volume-plastic, three-dimensional form.
Arts and Crafts- the manufacture of household items that have artistic, aesthetic qualities and are intended not only for use in everyday life, but also for decorating dwellings, architectural structures, parks, etc.
Anchoring .
Work according to the textbook p.24-27.
Acquaintance with fine art works
Practical work.
Drawing up a story from a picture.
Conclusions: graphics, painting, sculpture. arts and crafts art - views ISO.
Summing up.
Name the types of fine arts.
What artists do you know?
Exhibition of works . Grading.
Homework :from. 24-27 compose a story.
Artists and sculptors, designers and architects - all these people daily bring beauty and harmony into our lives. Thanks to them, we look at statues in museums, admire paintings, marvel at the beauty of ancient buildings. Modern fine art amazes us, classical art makes us think. But in any case, human creations surround us everywhere. Therefore, it is useful to understand this issue.
Fine arts
art is spatial. That is, it has an objective form that does not change over time. And it is precisely by the way this form looks that the types of fine art are distinguished.
They can be divided into several categories. For example, according to the time of appearance. Until the 19th century, only three types were considered the main ones: sculpture, painting and architecture. But the history of fine arts developed, and graphics soon joined them. Later, others stood out: decorative and applied, theatrical and decorative, design and others.
To date, there is no consensus on what types of fine art should be distinguished. But there are a few main ones, the existence of which does not cause any controversy.
Painting
Drawing is a type of fine art in which images are conveyed with the help of dyes. They are applied to a solid surface: canvas, glass, paper, stone and much more.
For painting, different colors are used. They can be oil and watercolor, silicate and ceramic. At the same time, there is a wax painting, enamel and others. It depends on what substances are applied to the surface and how they are fixed there.
There are two directions in painting: easel and monumental. The first combines all those works that are created on various canvases. Its name comes from the word "machine", which refers to an easel. But monumental painting is a fine art that is reproduced on various architectural structures. These are all kinds of temples, castles, churches.
Architecture
Construction is a monumental form of visual art, the purpose of which is to construct buildings. This is practically the only category that has not only aesthetic value, but also performs practical functions. After all, architecture implies the construction of buildings and structures for the life and activities of people.
It does not reproduce reality, but expresses the desires and needs of mankind. Therefore, the history of fine arts is best traced through it. At different times, the way of life and ideas about beauty were very different. It is for this reason that architecture makes it possible to trace the flight of human thought.
Also, this species is highly dependent on the environment. For example, the shape of architectural structures is influenced by climatic and geographical conditions, the nature of the landscape, and much more.
Sculpture
This is an ancient fine art, samples of which have a three-dimensional appearance. They are made by casting, slotting, hewing.
Basically, stone, bronze, wood or marble are used to make sculptures. But recently, concrete, plastic and other artificial materials have gained no less popularity.
Sculpture has two main varieties. It is circular or embossed. In this case, the second type is divided into high, low and mortise.
As in painting, there are monumental and easel directions in sculpture. But separately also distinguish decorative. Monumental sculptures in the form of monuments and monuments adorn the streets, they designate important places. Easel used to decorate the premises from the inside. And decorative ones decorate everyday life like small items of small plastic.
Graphics
It is a decorative art that consists of drawings and artistic prints. Graphics differs from painting in the materials, techniques and forms used. To create engravings or lithographs, special machines and equipment are used to print images. And the drawings are made with ink, pencil and other similar materials that allow you to reproduce the shapes of objects, their illumination.
Graphics can be easel, book and applied. The first is created thanks to special devices. These are engravings, drawings, sketches. The second decorates the pages of books or their covers. And the third is all kinds of labels, packaging, brands.
The first works of graphics are rock paintings. But its highest achievement is vase painting in ancient Greece.
Arts and Crafts
This special kind creative activity, which consists in the creation of various household items. They satisfy our aesthetic needs and often have utilitarian functions. Moreover, earlier they were made precisely for practical reasons.
Not every exhibition of fine arts can boast of the presence of arts and crafts, but they are in every home. These are jewelry and ceramic products, painted glass, embroidered items and much more.
Fine and applied art most of all reflects national character. The fact is that its important component is folk art crafts. And they, in turn, are based on the customs, traditions, beliefs and way of life of the people.
From theatrical and decorative art to design
Throughout history, more and more new types of fine art appear. With the formation of the first temple of Melpomene, theatrical and decorative art arose, which consists in the manufacture of props, costumes, scenery and even makeup.
And design, as one of the art forms, although it appeared in antiquity, has only recently been singled out into a separate category with its own laws, techniques and features.
Fine art genres
Each work that comes out from the pen, hammer or pencil of the master is dedicated to a specific topic. After all, creating it, the creator wanted to convey his thoughts, feelings, or even the plot. It is according to these characteristics that the genres of fine art are distinguished.
For the first time about any systematization of a huge number of cultural heritage thought in the Netherlands in the 16th century. At that time, only two categories were distinguished: high and low genres. The first included everything that contributed to the spiritual enrichment of a person. These were works devoted to myths, religion, historical events. And to the second - things related to everyday life. These are people, objects, nature.
Genres are forms of displaying life in the visual arts. And they change with it, develop and evolve. Entire epochs of fine art pass, while some genres acquire a new meaning, others die off, others are born. But there are several main ones that have passed through the centuries and still exist successfully.
History and mythology
The high genres in the Renaissance included historical and mythological. It was believed that they were intended not for a simple layman, but for a person with a high level of culture.
The historical genre is one of the main ones in the visual arts. It is dedicated to recreating those events of the past and present that are of great importance for a people, a country or a separate locality. Its foundations were laid back in ancient Egypt. But it was fully formed already in Italy, during the Renaissance, in the works of Uccelo.
The mythological genre includes those works of fine art that reflect legendary plots. Already in ancient art the first examples of it appeared, when epics became ordinary instructive stories. But the most famous are the works of the Renaissance. For example, frescoes by Raphael or paintings by Botticelli.
The plots of works of art of the religious genre are various episodes from the Gospel, the Bible and other similar books. In painting, his famous masters were Raphael and Michelangelo. But the genre also found its reflection in engravings, sculpture and even architecture, given the construction of temples and churches.
War and life
Display war in art began in antiquity. But this theme was actively developed in the 16th century. All kinds of campaigns, battles and victories found expression in sculptures, paintings, engravings and tapestries of that time. They call works of art on this topic a battle genre. The word itself has French roots and translates as "war". Artists who paint such pictures are called battle painters.
In contrast, there is an everyday genre in the visual arts. It is a work that reflects everyday life. It is difficult to trace the history of this direction, because as soon as a person learned to use tools, he began to capture his harsh everyday life. household genre in the visual arts allows you to get acquainted with the events that took place thousands of years ago.
People and nature
A portrait is a depiction of a person in art. This is one of the most ancient genres. It is interesting that initially it had a cult significance. Portraits were identified with the soul of a deceased person. But the culture of fine arts developed, and today this genre allows us to see the images of people from past eras. Which gives an idea of the clothes, fashion and tastes of that time.
Landscape is a genre of fine art in which the main object is nature. It originated in Holland. But on my own landscape painting very varied. It can display both real and fantastic nature. Depending on the type of image, rural and urban landscapes are distinguished. The latter includes such subspecies as industrial and veduta. In addition, they talk about the existence of panoramic and chamber landscapes.
Animation genre is also distinguished. These are works of art depicting animals.
Marine theme
Seascapes represent primarily early Dutch painting. The fine arts of this country gave rise to the marina genre itself. It is characterized by reflections of the sea in all forms. Marine artists paint the seething elements and serene water surface, noisy battles and lonely sailing ships. The first painting of this genre dates from the sixteenth century. On it, Cornelis Antonis depicted the Portuguese fleet.
Although the marina is more of a genre of painting, you can find water motifs not only in paintings. For example, decorative and visual arts often use elements seascapes. It can be tapestries, jewelry, engravings.
Items
Still life - mainly also a genre of painting. Its name is translated from French as "dead nature". In fact, the heroes of still lifes are various inanimate objects. Usually these are everyday things, as well as vegetables, fruits and flowers.
The main characteristic of a still life can be considered its apparent plotlessness. Nevertheless, this is a philosophical genre that at all times reflected the connection between man and the outside world.
The prototypes of still lifes can be found in the monumental painting of Pompeii. Later this genre became part of other paintings. For example, religious paintings. But the name behind it was established only in the 16th century.
Fine art is a way of knowing reality and the place of man in it. It allows you to recreate reality with the help of various visual images. Works of this art find their place not only in museums or at exhibitions, but also on city streets, in houses and libraries, books and even envelopes. They are all around us. And the least we can do is learn to appreciate, understand and preserve the amazing heritage that we have inherited from the great masters of past eras.
§4 Elements of shaping. Simple and complex shapes
Simple-shaped objects basically have one geometric figure, and complex-shaped objects have several geometric shapes.
More complex objects are usually called combined, meaning that this object basically represents the sum of geometric bodies. Such objects include, for example, a car of any kind, animals and many other objects of reality.
It is no coincidence that artists, emphasizing the geometric shape of objects, say: “This object has a cubic shape, this one is cylindrical, and that one is spherical, etc.”
The geometric basis of the structure of the objects of the surrounding world does not mean at all that when drawing it is necessary to depict geometric shapes. The problem is as follows: behind the external outlines of the object, it is necessary to see its design, and then in the drawing to build the shape of the object in the form of simplified geometric bodies, figures or planes, complicating it to a complete realistic image.
Before proceeding to the depiction of a jug from nature, it is useful to analyze what geometric shapes it consists of. If you mentally dissect the shape of the jug, discarding the spout and handle, then you can imagine that the neck is a cylinder, and the main part of the vessel consists of a ball and two truncated cones (ill. 39).
39. Analysis of the structure of the shape of the jug
Let's make an analysis of the form of objects included in a simple still life (Fig. 40).
The arrows show the main directions of shaping. The green arrows show in which directions external forces “force” the surface to curve, and the red arrows represent forces within the object itself, which seem to push the shape apart.
In order to most accurately convey the volume of objects in the drawing, such an analysis should be mentally carried out.
A complex subject for the image is a horse. It is possible to imagine the features of its structure with the help of geometrization and generalization of the form. Compare the geometric design of the horse's shape and its realistic depiction.
40. Still life
"Cutting off" the form helps to better present the three-dimensional image, the perspective reduction of surfaces. The horse's head is a truncated pyramid, the body is a cylinder.
41 a. Geometric generalization of the shape of a horse (A. Laptev) b. realistic image horses
42. The sequence of movement of a running horse (according to A. Laptev)
The drawings of the outstanding Japanese artist K. Hokusai represent a significant phenomenon in the world graphics. Many of them are examples for textbooks. Hokusai's compositions and drawings are built on the basis of plastic analysis and constructive analysis of form. He shows that all living forms are based on geometric figures. However, the analysis does not obscure the sensations of nature, the poetic perception of nature. The clarity of the wizard's method is evident from the comparison of schematic drawings and completed works.
43. K. HOKUSAI. Animals. From the album Quick Drawing Guide. 1812-1814
In addition to the design and general form objects, we see and convey in the drawing a contour (outline), that is, an external outline.
44. Apple transformations
It is interesting to note that it is possible to form a new form not only by adding volume, as in modeling, but also by subtracting volume, as in sculpture. In this case, the external outlines of the object may change beyond recognition. See what metamorphoses have taken place with the apple (ill. 44). How its round shape has changed!
Please note that the contour of objects in the drawing must correspond to their structure and general shape.
A complex object, from the point of view of shaping, is a person. One can imagine that the head is a ball, the neck is a cylinder, the chest is a barrel, arms and legs are also cylindrical, etc.
On the example of a generalized geometrized plaster head of “stumping” (Fig. 46), it can be seen that the head as a whole is built according to the principle of geometric volumes and its image consists of a combination of complicated geometric bodies. In such a geometrized-generalized form, the volumetric construction of the head and its details is very clearly and clearly deciphered.
In the future, when drawing a living head, it is necessary not to lose the feeling of those large planes that are so clearly visible in the “cutting”.
45. RUBENS. Schematic drawing of a human head
Geometric schemes also help in drawing a person. This funny drawing shows the transformation of a face into an ornament.
46. A. DURER. Analytical drawing of the construction of a human head
47. Human skeleton
The shape and movement of the human body is largely determined by the skeleton. It also plays the role of a frame in the structure of the figure (ill. 47).
It is useful, when conveying the shape of the human body and any other object in a drawing, not only to take into account, but also to outline its frame, even in those cases when it is inside and can only be imagined.
With the help of such little men (ill. 48) it is easy to convey any movement. First, we draw, as it were, a wire skeleton, and then we turn it into a person, increasing the volume.
48. Wire men
49. Hockey players
50. Cheerful little men Such funny little men, drawn with the help of ovals, also help to convey a variety of movements.
From the book The Way of Song Poetry. Author's song and song poetry of ascent author Grachev Alexey Pavlovich2. ARTIST SONG LIFE FORMS Author's song clubs Author's song clubs (originally called amateur song clubs - KSP) became the first natural form of life of the art song movement, which grew out of constant meetings of authors, performers and amateurs
From the book On Art [Volume 1. Art in the West] author Lunacharsky Anatoly Vasilievich From the book Fundamentals of Drawing for students in grades 5-8 author Sokolnikova Natalya Mikhailovna From the book Fundamentals of Composition. Tutorial author Golubeva Olga Leonidovna From the book Articles from the magazine Art of Cinema author Bykov Dmitry Lvovich§2 Perception of form. Variety of forms Everything that surrounds us strikes with a variety of forms: the majestic outlines of mountains, the bulk of multi-storey buildings, the streamlined shapes of airplanes and cars, the graceful outlines of flowers, butterflies, birds, the plasticity of the human body and
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