Lesson for Sunday School: Panley "Monastery. Artistic and Picture Circle Drawing Lesson in Sunday School for Holiday

He serves the Lord Prayer and tells children about the beauty of God's world with the help of paints. Ierodiakon Paisius (Novozhanov) from the Holy Assumption Monastery in the city of Staritsa under Tversule is an amazing person. The author of books and films for spiritual topics, he is engaged in an icon painting, makes watercolor illustrations for children's books and leads an office at the monastery educational center "Image". Phasea's father's student drawings are alive and clean, touch the soul, cause lunizing and joy. About how and what the monk-artist teaches the guys, is a conversation with him.

- Father of Paisius, and where did the guys come to the monastery circle? Are these children parishioners?

The big joy is that my current disciples are absolutely secular children. These are ordinary schoolchildren who do not go to church, children are not from Orthodox families. There are even several Muslim girls. Honestly, I do not know how it happened. This is some kind of miracle! Just think: secular children come to the monastery to the monk teacher. Ourselves! Not because their parents led. This is a wonderful opportunity to tell the guys about God, about Orthodoxy.

I have the most difficult version - mixed groups. They are engaged in the guys 6-14 years old. Children are exactly 50, they are divided into two groups of 25 students. Basically, schoolchildren are studying 4-7 grades, but there are older artists and shame.

- How did you gain current disciples? And how long have you been teaching drawing?

In 2003, I began to teach visual art in the Palace of Culture. I liked this work so much, so inspired that now I can not imagine my life in the separation of teaching activities. Since then, I have been constantly engaged in organizing circles, studios, Sunday schools and electives - in Sergiev Posad, Rzhev, Tver. Now in the old man, in the monastery, where I was sent six months ago.

When I arrived in this city, first of all went to schools - we have three of them. He passed in classes, in each of them opened a large folder with the best children's drawings of the former students and showed the guys. Invited in the House studio under the monastery of everyone. A lot of schoolchildren came - as much as 44 people! Then they became friends to bring, sisters brothers, as a result, we have 50 children.

Once, when I myself studied in the second grade, a young teacher of drawing from the school of arts came to the lesson, showing his graphic work, invited to school. I liked the drawings so much that I went to learn. And now I myself use this technique.

- Father, how do you spend classes? What do you pay attention to?

The most important thing is the most difficult - the creation of the correct training atmosphere. On the one hand, the teacher must be tried to ensure that children are interested - so that a good cheerful friendly medium formed in the classes. It is also important to build lessons so that students acquire skills skills and knowledge revealed talents.

I constantly worry that they should develop their talents, to be purposeful, to work every day over self-development, try to determine their tendency. And there are already small glimpses. One day a little girl came up to me, her name is Masha, and she said: "Passing father, it seems I have my own talent." I will explain what it is about. What I draw on the board, this student redraws exactly. Other kids are mostly improvised on the topic "What a father of Paisius showed us," and in this, of course, also has its own meaning. Unique things are obtained, sometimes even in the style of Picasso. And this girl very precisely follows what is shown on the board, correctly transmits proportions and contours, the corner of the line is even guessing. As if my drawing was transferred to its sheet - only in a reduced form. Before that, I constantly said: you have a special talent, develop it. She only giggled in response. And then I thought about my little head.

Convincing guys in giftedness, I do not prickly provoke, but I teach a responsible attitude towards my talents

Here I would like to clarify: I am convincing the guys in the giftedness, I do not pride in them, but I teach a responsible attitude towards my dating. Gifts - from God. And you can not be neglected, but you need, on the contrary, to multiply them. Therefore, I constantly inspire children that time is preciously that life is built by a fruit.

Sometimes I take the book by Evgeny Schwartz "Tale of the Lost Time" and read from there out loud passages while they draw. In order to be deeper into the guys, an understanding of the jewelness of time, especially in the youth period, when their future life is formed. Sometimes imperceptibly for others I lean over someone, helping to draw, and quietly speak some useful word.

- What do you do with mischievous?

If a bad manifests themselves in some of the guys, not having ridicule it with all the class, alone I give advice. Even big dumplings must be tolerated. Reasonably, of course. But you should not cut off the sore branch ahead of time, while there is no hope to heal. I have a good example on this topic. A student came to me - with the most bad behavior. In winter, when I left the school, he, to me, the teacher and the church, in the back of a lump of snow threw. And a lot of things still did a bad one. Both the director and the teachers constantly pointed to me, they prepared him to deduct him from Sunday school.

I thought: Well, I will have a little bit of him. I was sure that the boy did it from stupidity, not with evil. After all, I felt giftedness and enthusiasm. I think, and twisted him because he was very emotional, hyperactive. I called him on the conversation, said that he was worth hearing about his behavior, tried to reach the very depths of his heart. And, you know, soon there was a victory. Here, maybe, not at all our conversations caused, maybe some life circumstances, but soon the boy became more serious. This, of course, the Lord acts on those who give hopes. This dumplings became the best student. Better even those considered the most nonsense. And now he is studying at the third year of the Moscow Seminary. Good guy, above me.

Pupils in front of the teacher - as on the palm. The studio is very clearly visible, what kind of bad habits have. It seems to them that I do not notice them, it stands in a trip, and I see everything. I understand who the dowl, who is chittrate who are willing others to hurt, who are in the despondency, because in the family, the breakdown between parents. Everyone today lacks the kindness of adults, some kind of tenderness.

- And how do children themselves teach to be kinder, if kindness is missing around?

How? I dont know. But I never offend the children, I do not scold them. I hope this spirit of kindness will communicate without teaching, will be transferred as a state. You can learn from being silence, and sympathize, listening to their children's experiences about who in the courtyard what said, did and how to be now.

In extreme cases, if they start to indulge, apply the "Method" technique. As the old good grandmother, which is told: "Oh, and what now to do something?!", I start walking around them and complain. They guess that the borders switched and calm down.

I hope the guys will remember how to leave unpleasant situations, covering mistakes of other love

And when someone overthrows the jar with a gouache on the snow-white floor, I do not look with the disservice on them, they say "what they have done!" ... They are habit to die and look at me, opening her eyes wide. Because they know the equivalent of punishment in such cases from the experience of secondary school. But then I have a chance to show how the teacher takes their guilt. I calm them right away at once, I carry a bucket and start to wash the floor. And they join the joyfully and, as obedient angels, everything is completely wiped. And so we keep your nerves to each other. I really hope that they, becoming adults, will remember how to leave unpleasant situations without scandals and screams, and covering mistakes around them.

Each time the guys cease to draw and begin to talk about something, laugh, joke, it seems to me that a strict chin of a lesson is disturbed. At these moments I remember the engraving of Peter Breygel: "If the school teacher is daring." There was depicted in the Kaftana of the teacher, and the children are chaotic around him who do anything. This, of course, is unacceptable. The lesson must be systemic, with discipline. But without inflection, without spinning nuts. Colleagues often say to me: "Be with the children of the lead." But what does "initiate" mean?

More than half of the students there are no fathers, because parents divorced. This is a tragedy for a child. One boy does not have a mother, she refused him, a guy grandmother. Another boy my mother died in an accident ... Well, how to be strict with these guys, what is the authorized discipline to arrange?!

Sunday School is a good pastime, and it will then remember all my life

Sunday School is a different mood, a cheerful lesson for good communication. This time must be especially memorized and liked. It is not necessary to report a lot of information here, to arrange Mashter and the van on the topic "What color should be anal." The main thing in Sunday schools is to learn the spirit of moral good life. Let sometimes classes pass by balagurn, but with all this creates a cultural space, a creative cultural and ethical field that forms the souls of children. This is a good pastime afterwards all my life will be remembered by the guys. And it does not matter that at such a lesson the student can not write anything on a white sheet of notebook. The child contemplated her life and rejoiced her, looked at the faces of his comrades and laughed from the heart, and his memory turned out to be a notebook, there was a wonderful day in it, and this memory will support him in the future in all.

What I mentioned in several examples above is that there are some my principles to which I came, working with children.

- Father Paisius, and what is the global goal of your pedagogy?

I am confident, art is able to transform a soul of a person, instilling feelings of justice, encourage to commit noble deeds. Through everyday perfection in the sciences and arts, students come to understand the patterns of spiritual life. Subsequently, someone will become a doctor, someone by the teacher, and someone scientists, but everyone will be grateful to remember his music teachers and drawing, inspired them to the feat of the life, who managed to instill an understanding of the beauty of the world and the grandeur of the human soul.

- Where did you educate paintings?

To the icon-painting school I was lucky to study on the painter-teacher in the Tver Art School named after Alexey Gavrilovich Venetsian. Before the monastics - he studied in an amazingly interesting icon-painted school at the Moscow Spiritual Academy in the Trinity-Sergius Lavra. Laurea is a unique place for Russian Orthodox culture. Outstanding creative people are gather here: the most experienced icon painters, the restoration masters and the Golostera, Relant, Philology - editors, composers, directors, photographers, missionaries, talented teachers, professors, art historians, writers, prudence monks-prayermen.

For five years, we studied ancient Russian painting, made lists of the oldest icons of the Pereslavl Museum, the Rostov Kremlin, the Novgorod Museum, the Icon's Hall of the Tretyakov Gallery, visited the ancient monasteries in the "Golden Ring" of Russia. All this gave a good idea of \u200b\u200bthe essence of Russian Orthodox art, put an understanding of genuinely high and beautiful. In the iconographic school, the traditional technique of icon painting was held, monumental painting - fresco, restoration of icons. All I learned and saw there, helps a lot in working on benefits on Orthodox culture.

The study time has become an invaluable dating time with the millennial heritage of the culture of Saint Rus, her temples and paintings - from the old Ladoga to Yaroslavl. We talked with the Lavrian elders - Shimonakh and the oldest archimandritis, communicated with interesting people. And in the measure of our opportunities drew spiritual wisdom from them.

I think it is precisely in such educational institutions that the right education is being implemented when a relatively healthy spiritual life is also held together with intellectual development.

- And when did they start learning children with drawing, everything turned out at once?

Of course, at first I made a lot of mistakes. But through this experience I understood better: it is necessary to thoroughly study the technique and history of pedagogy. For this four years ago, I decided to enroll in Tver University at the Department of Theology of the Pedagogical Faculty. And now I am glad that I did it. It was extremely necessary in order to competently approach studies for schoolchildren.

Now I work on the program of teaching visual art in Sunday schools. While the work is in limbo. In my opinion, before pressing theoretical benefits, they need to be tested, to refine, considering realities, and only then release.

Teaching in Sunday schools - in principle, the case is not easy. Teachers from, for example, we need knowledge in the field of world artistic culture and church art. The theory obtained in universities is required to be translated into category for children. One day someone from the guys asked the lesson why they were given in the landscape always seem to be blue, because the trees that grow there are green. He remembered the interesting book "Painting" J. Wibera, where it was said about the refraction of light, the types of rays, their length and the characters of passing through various medium. He began to talk about all this children. Little guys, 7 years old, looked at me with bewilderment. And I said everything, I could not fully express my idea to the end, at the end completely confused and barely trusted an explanation. The disciples looked at me stupidly. I realized that I was confused by complex explanations and they hardly caught something.

You need to talk with children not only in the language of words understandable to them, but also in the language of their perception of concepts

This case made me more seriously approach the issue of adaptation of the theory of fine art. We need to speak with children not only in the language of words understandable to them, but also in the language of their perception of concepts.

It does not always manage to find methodological aids for the desired topic. Therefore, I am also used to that it is often necessary to develop certain lessons yourself. I am confident, for many years of teaching, many of my teachers colleagues are born interesting ideas and techniques. I would like to find a platform where you could meet with colleagues and discuss actual problems of teaching the "Fundamentals of Orthodox Culture", "World Art Culture", from, the history of Christian art. Not at all I do not consider myself a professional in the field of teaching, but I am looking for like-minded people with whom we can discuss the problems of this sphere.

From the notes of the father of Paisius

He told the guys about the history of our monastery, about how two monks came here 900 years ago, equipped the territory, erected a wooden celu. He told about how the fire happened to the monastery. In essence, the history of the foundation of all Russian monasteries is similar. Be sure the first monks, having come, quickly built small temples, and the fires have always been a typical phenomenon. Interestingly, children, these little sensitive analysts, surprisingly impendably portrayed everything heard in stages.

The first drawing was dedicated to the monk-ascetic monk with pickle in his hand. He sullenly dropped limestone mountain. There are many limestone in the old man, there was a large white stone mining. Someone from the boys asked: "Can I rain?" How exactly! This is the image of temptations and difficulties that are always present at the basis of monasteries.

Another boy drew a few lightning in the sky, and one of them landed in the head of the monk. He was saved. A strong monk continued his work in the same time, and the boy explained that in those days there was still no thunder. I allowed the presence of such energy. After all, grace is also a kind of divine energy that helps in the exploits. However, I was alert: "What are the next they come up with?"

Girls brought all the severity to not. They have shone in the drawings of the sun, the earth flourished after the rain. One girl asked: "Can I have a dog there?" She diligently depicted next to the Black Figurine of the Hermit of the Lamintian Spotted Puppy. I would never have thought of this. Soon all girls in the drawings were depicted Dalmatians, flowers, rosettes, birds. In general, in the end, the abode we founded cheerful.

When I go and knock on a wooden beat, convening to the service, I see how several dozen wonderful sparrows sit on the electric pipes, they are not afraid of my knock, look with curiosity and twist. Looking at them, I think that the monks are the wires of the power plant, according to which spiritual energy is moving in the city. The wires seemed to be simple, and small birds can sit on them safely, but at the same time, the force that passes through them, then spreads the bridges, lights the streets, lights light in thousands of apartments. I knock on my beat, silent and think: how to combine divorced bridges between God and hundreds of our compatriots who do not know Jesus Christ? How to light up the dark streets of false teachings with the light of Christ, in the darkness of which so many people wander today?

Explanatory note

The teaching of drawing in our school somewhat contradicts the generally accepted method. The school places three main objectives:

Do not thunder from nature the gift of the student capable of drawing;
- Teach to draw and develop the artistic taste of children who have no innate increasing to draw;
- Prepare students for further vocational training without hurting.

The art perception of the world in our school is studying in the literature lessons, folklore games, labor education, calligraphy. In the drawing lessons, he is taught to draw and love this occupation. From 6 to 12 years old, children are offered in a definitely developed sequence simplified (non-professional) method of equalizing various objects of alive and inanimate nature. The child complements the drawing with its own frame. In addition to this work, children are learning to draw in memory, but only those objects that were drawn away by the equal.

The need for independent creativity is satisfied in the lessons of reading and history when children are invited to illustrate various plots (6 hours a week).

Most of the time of drawing lessons, the older children copies the work of artists.

Copy work is carefully selected. They should drive the author's personal kindness and love of the world around them. "Pulling up" yourself to the author's vision of the world, the child overcomes sometimes its own negative inclinations.

By 12 years, many children acquire persistent interest in artistic creativity, desire to capture seen on their own, delicate taste, feeling of composition, colors.
At 13 years old with this baggage can already be moved to vocational training.

The school can have an icon-painted class, class of masters of decorative creativity, painting and graphics.

But if the school's capabilities do not allow continuing further training, then you can be satisfied with the fact that in children at least developed skills and hunt for drawing.

Thus, the goal of active education is achieved: love and ability to object is raised.

I Year of study
Explanatory note

In the first year of learning, drawing lessons closely intertwined with other educational items.

In reading lessons, children paint drawings made by the artist in the coloring alphabet. In history lessons, children illustrate a teacher's story (homework); illustrate the learned poems; Many drawings are performed in the lessons of natural science; In church-Slavic language, it is rather drawn than Cyrillic (alphabet) is prescribed.

Thus, the thrust of children to independent creativity is satisfied.
Therefore, in the drawing lessons, the guys teach how to draw a concrete subject. At the same time, considering the youngster of students, not a professional approach is used (it can only cause boredom and despair), but a lightweight way. Children perform a phased contour image, for example, God's cows.

During drawing, you need to use riddles, songs, fairy tales about the depicted creature. If you inform something good during work about the imprint object, it will be much better. The child should love what he is depicting. It should be achieved from the child's maximum effort, especially when coloring. To the drawn believer, at its discretion, add the shower wishes. The drawing "takes" into the frame that a child can come up with himself if he is pre-showed 5-6 possible options for framing work.

It is noted that children open to the world fill the space around the item depicted with plenty of bugs, flowerfish, etc. The frames of their intricate, painted everything bright, colorfully and carefully. In other words, there is a desire to enjoy creative love (and in a Christian understanding to the act of creation) and other creatures.

Discardial to life, sluggish or very selfish children leave the space around some kind of drawn item deserted. Certain spiritual anomalies are visible both by sharp angular lines, the thrust of the depicted objects indicate not only about the defects of vision. Characteristic is the choice of color. Tract for dark colors (purple, blue, black) is always alarming: wait from the child inadequate reaction in the usual everyday situation. Pale, pallets are not always talking about mental sophistication, but more often that the toddle is the toddle of the old man. He is badly apatic, does not like funny children's games.
Copying the drawings devoid of these flaws makes the child to strain their mental forces as much as possible, entitled to the generosity of the artist's souls, to his spiritual health.

And vice versa, forcing only a child's self-expression with moral challenges, you once again record and exacerbate the illness of his soul.
Drawing lessons in our school in this or another doors children's soul.

1. Filling of contour drawings of vegetation objects. (Fungus, aches, cherries, apple, bunch of rowan, bump, spruce twig, leaves).
2. Filling frames with floral ornament.
3. Filling frames with geometric ornament.
4. Filling of contour drawings of different insects. (Ladybug, fly, ant, beetle, butterfly, bee).
5. Filling out contour drawings of pets. (Cat, piggy, doggy, cow, lamb).
6. Filling the contour drawings of animals. (Bunny, teddy bear, chanterelle, hedgehog, mouse).
7. Filling in contour drawings of birds. (Chicken, cockerel, chicken, husken, duckling, pile, owl, swan).
8. Filling in contour drawings of fish. (Keith, Karasik, Russh, Shuchka).
9. Filling out contour drawings of objects of inanimate nature. (Sun, bagel, cup, samovar, oven, dress, mittens, fur coat, boots).
10. Coloring colored pencils.
11. The study of the memory, previously depicted objects of alive and inanimate nature.
12. Filling of drawings with a complex composition consisting of several previously drawn items.
All contour drawings are performed from the board, equally, for the teacher.

Methodical features

All types of work are not performed in a strict sequence, but to each other. Pictures are performed in the same plane. For a six-year-old child, the contour similarity and similarity of color is important. To draw objects of alive and inanimate nature, there is some anthropomorphism of these subjects, such subjects are attached, for example: a tannishki, a cockerel - a cake, the chicken - a bow on the head, the races of the sun brakes in pigtails, in mushrooms, acorns , apples are eyes, mouths, leg handles, etc. As already mentioned, you need to tell the fairy tale, or to make a riddle, or sing a song about the drawing object.
If the material is not selected, then in your own words to tell about the benefits that the animals, plants, etc. bring pictures and nature. Drawing a lamb, you can ask for children a number of questions and prompt them answers. For example: What do we do from a lamb fur? What could be better than boots in our running winter? What do the mittens knit? Who knows how to melt in the mouth of the cheek?

Drawing a birch leaf, remember how much good people gives a birch: firewood, bark, to come, brooms for a bath, etc.

Let me remind you again: love all causes a business. The child should love something
what he depicts.

The riddles offered to children should be shaped, and several riddles can be might.

By the end of the year I, children should be able to:

1. Draw a lot like a teacher, a number of objects of alive and inanimate nature, make a contour drawing.
2. Thoroughly paint your contour drawing with colored pencils.
3. Note to your drawing a frame with vegetable or geometric ornament.
4. Draw from memory individual objects of living and inanimate nature (approximately 10 pcs.).
5. Draw a drawing with a complex composition where there are several objects that the child can draw in memory.
6. Use color pencils, circle contour lines with a bright felt-tip pen. Coloring felt-tip pen is prohibited.

II year of study
Explanatory note

The second year of study duplicates classes I years. Still, children are trained in contour drawing, painting with colored pencils. The composition of the figure is complicated, the poses of depicted birds, insects change, i.e. There is a different contour drawing.

ILL year of study (8-9 years).
Explanatory note.

In the third year of study, work I and II year continue. The coverage of the features of the objects is expanding, the composition is complicated, the variability of the framework increases.

Lessons are accompanied by reading artistic works (teacher reads).

By the end of the III, children should be able to:

1. Site for the teacher from the board rather complicated on the composition
Pictures.
2. Near memory about 30-40 items in different positions.
(Pose).
3. Imagine the intricate pattern for the frame.

IV year of study (9-10 years)
Explanatory note

At the IV year of training, the exhaust sketching from the board is complemented to handling postcards and various pictures. At this stage an individual approach is important. It is necessary to take into account congenital abilities for drawing from individual students and give them more complex pictures to refine. Since the teacher knows his students well (children have another teacher almost in all subjects), he should feel that I want to draw a child at the moment: a plant or home interior, or an illustration for a fairy tale.

At the IV year, work begins on the volumetric image. The first volumetric drawings are flowers and the temple of God.

As with the help of color, transfer the volume, the teacher shows on the blackboard with colored shallow (can be white) on the example of roses.

In the IV year of learning, children are offered a gathering drawing of letters initials from ancient Russian handwritten books. ("Gospel", "Apostle"), screensavers and frames from the same books.

By this time, children learned how to write small texts in the lessons of the Slavic language, so you can raise this skill on the drawing lessons to a fundamentally new level. After all, the writing of the letters of Cyrillic is the artistic.

Also in the IV year of study, the first forms are made. Children make small their own illustrated books of proverbs or alphabet pages.

1. Work on the bulk pattern. Transmission volume with color.
Image of flowers (poppy, rose, rosehip, peony, pansies). Value drawing for the teacher.
2. Image of the temple. Volumetric drawing (church of Pokrov-on-Nerley, Novgorod Sophia Cathedral). Value drawing for the teacher.
3. Sweeping volumetric patterns.
4. Drawing a photocartine.
5. Drawing by memory.
6. Work on Cyrillic.
7. Work on the design of its books or only pages.
8. Crying the initial letters, frames, screensavers from the Russian manuscripts.
9. Synoding contour drawings (equally).

Methodical features

From this year an individual approach is possible. As with the help of a color to convey the volume, all children should begin to study. But those students who, after repeated attempts, do not be able to do it beautifully, can continue to draw pictures with a plane image. This remark concerns both the workbook and handling complex capital letters, sketches.

Children who have congenital painting abilities, are the first to master these types of work. The rest can repeat attempts in the middle or at the end of the year, or postpone these classes until the next class.

All students periodically draw a memory, come up with the letters of Cyrillic, come up with their own frames for drawings, refer to the teacher individual objects of living and inanimate nature.

By the end of the year IV, children should be able to:

1. Make contour picture pictures of about 30 objects of live and inanimate
nature (in different positions).
2. Carefully paint with colored pencils.
3. Self selected in color when painting with a pencil.
4. Perform bulk drawing of roses, poppy, peony, pansies.
5. Draw as a teacher, copying from the board, some initial
letters from vintage handwritten books, copy frames, screensavers.

V year of learning (10-11 years)
Explanatory note

In the V Year of study continues to perform the work of the IV year.
Fundamentally new is the work of the pen. Students perform some drawings with pen and carcass using hatching.
Drawing lessons help calligraphy lessons, at which, at this time, children are prescribed by the pen letters of Cyrillic and saying from the Holy Scriptures.

V year of learning completely coincides with the content of the IV year. The difference consists only that new postcards with a volumetric image are used to draw, still preference is given to the image of beautiful colors and temples. Postcards last year are distributed to students who could not cope before with a bulk pattern.
By the end of the year v year, children must learn to perform the same works as the end of the IV class, but at a higher level.
Separate students should make a book. ("ABC", "Proverbs", "Studying from the Holy Scriptures", a book with folk texts).

VI year of study (11-12 years)

In the VI year of study, the most capable children start working as watercolor. Color pencils for 5 years, work with feather and ink prepared children to rapidly master watercolor technique.
In the 6th year, work continues to handle pictures (postcards), which for individual children are replaced by photos. Copying photos prepares children to the Etudea works on the captivity. Memory drawings are performed, the ability to work in mascara and pen. Children learn to illustrate books.

By the end of the VI year of study, students should be able to:

1. Follow the sketch of about 40 objects of living and inanimate nature.
2. Using the color to transfer the volume.
3. Perform a drawing with pen and carcass using hatching. Make your handwritten book, artistically arrange it.
4. Some students should be able to draw photographic images.
5. Some students should be able to work as watercolor.

VII year of study (12-13 years old)

In the VII year of study, vocational training begins. If the school's capabilities do not allow to have an icon-painted class, a class of decorative painting, graphics, etc., a work may continue under 15 years old, which was conducted in the VI class.

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Director of Department Savenko Larisa Yuryevna, the teacher of the highest qualification category, graduate of the Volgograd State Architectural and Construction Academy, Master of Artistic Education. Older pedagogical work 19 years. In DSHI "Sunday" has been working since 1998. Students Savenko Larisa Yuryevna have repeatedly become laureates of urban, All-Russian and international competitions, continued their studies in Volgograd universities; Anikeev Ilya became the owner of a cash premium VI of the International Competition of Children's Drawing for the Best Postcard Art City, St. Petersburg.

Savenko L.Yu. In different years, he became a laureate of the Open City Festival "Artsintez-Competition" among teachers, awarded a cash prize, a laureate and a diploma of the regional plenu-competition in the nomination "Graphics", the winner of the All-Russian Competition "Blagovest", the laureate and teacher-master of the International Competition of the Spiritual and Pech And the visual art of Rus is called the Holy ", awarded a special prize" for professionalism and high level of work presented ". He was awarded diplomas, honorary certificates and letters of letters for high pedagogical skills and vocational training of competition winners. He was awarded honorable certificates and thanks to the Ministry of Education and Science of the Volgograd Region, the Volgograd Regional Duma, the Volgograd City Duma, the Administration of the Kirovsky District of Volgograd, the Administration of the Children's School of Arts "Resurrection", a thankful letter from the parents and graduates of the Resurrection of the Branch of Fine Arts and other awards . There is active pedagogical and creative activities: visits various modern master classes, awarded a diploma for the achieved successes in artistic training in the master class "Decorative painting of fabric".

Methodical development :

• Additional general educational overall program in the direction "Fine Art" (drawing, painting, composition, sculpture, plenuer)
• Additional Prefigation Secondary Program in the field of art painting (drawing, painting, composition, clear air)
• Methods of formation of the spiritual and moral basis of the personality of students in the process of training academic discipline "Plenuer"
• Plan-abstract lesson on academic discipline "Plenuer"
• Development of didactic games for educational discipline "Figure".

Fragment of the lesson "and draw and sing", teacher L.Yu. Savenko

Pedagogical composition of the department

1. Litvinova Galina Borisovna , teacher of the highest qualification category, holder of the status title "Pedagog-Master", graduate of the Almaty Acting Pedagogical Institute (artistic and graphic department, diploma with honors), a member of the expert commission on certification of artistic disciplines, laureate of All-Russian, regional, city creative contests and festivals.

Creative projects, Realized by GB Litvinova on the basis of separation: 1) "Ancient-Russian lettering" (study of the foundations of calligraphy); 2) "Writing icons on ancient canon" (the use of traditional technologies and materials); 3) "Icon painted images of honored saints "(execution of a series of works in the batik technique); 4)"Portrait with a registered icon "(Modern understanding of Orthodox traditions in visual art through the formation of a personal relationship of students to them), 5)"Pushkin and music. "

Contests, exhibitions, festivals are always bright and significant events in the life of each student, but no less important is the creative process of preparing and creating work, from its plan until the moment of registration, presentation and awarding.

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2.
Zabneva Elena Vladimirovna - teacher of the highest qualification category. Education Medium-Special OE, Casimov Pedagogical School, teacher-artist. Starting pedagogical work 30 years. In DSHI "Sunday" has been working since 2000. He is a laureate of All-Russian competitions "Blagovest" and "Rus called the Holy". Elena Vladimirovna's students have repeatedly become laureates of urban, all-Russian and international competitions, there are entered art universities. It leads active creative activity: revives the traditions of ancient Russian facial sewing. Icons embroidered by Elena Vladimirovna are located in the Temples of Volgograd and in the cabinets of Dshi "Resurrection".

3.
Lysikova Alexander Vasilyevna , teacher of the highest qualifying category. Higher education: Moscow State Humanitarian University named after M.A.Sholokhov, artist-teacher. Pedagogical experience for more than 12 years. In DSHI "Sunday" has been working since 2013. He is a laureate of All-Russian competitions "Blagovest" and "Rus called the Holy". Students Alexandra Vasilyevna have repeatedly become laureates of urban, All-Russian and international competitions. It leads to active pedagogical and creative activity: engaged in machine painting, owns many types of traditional artistic painting, constantly improves his skills: visits modern master classes, mastering new artistic techniques and technologies (mastered the drawing technique of sand).

5.
Mostvlyl Irina Grigorievna , teacher of the first qualifying category. Education Higher, Volgograd Socio-Pedagogian University, teacher-artist. The experience of pedagogical work is 7 years, in the child's "Resurrection" - 7 years. He is a laureate of the international competition "Rus is called Holy". Students of Irina Grigorievna are laureates of urban, All-Russian and international competitions. The artist-design of Era leads active creative activity.

The history of the departments of the Fine Art of the Children's School of Art "Resurrection" began with the history of the creation of the school. In the origins of the creation of the department stood teachers Zabneva Elena Vladimirovna, Litvinova Galina Borisovna, Savenko Larisa Yuryevna. Inna Alexandrovna, Candidate of Pedagogical Sciences, Associate Professor, Candidate of Pedagogical Sciences, Associate Professor, Associated Teacher of Theoretical Disciplines For many years. Since 2006, a young and promising specialist has been working at the department Mostvlyl Irina Grigorievna. In different years, the teaching staff joined Lysikov Alexander Vasilyevna and Uscache Irina Anatolyevna. In the period 1998-2012, the department was taught Safonova Muza ViktorovnaThe unique teacher of the Old Russian facial sewing, the work of which was exhibited at exhibitions in St. Petersburg, Moscow, the temples of Volgograd and the Volgograd region are decorated.

The learning program includes:
-the results (technique of working with paints);
-runition (technique of working with a pencil);
- Creativity (handmade crafts).

A special training program will make it easy to develop drawing skills and shallow motility, creative abilities and creative thinking of a child. The program forms an interest in creativity.
It develops imagination, fantasy, emotional responsiveness.
Harmonizes the child (over-excited - can calm down, inhibited - "wake up").
Helps to train attention, memory, thinking as such, as well as, diligence and independence.
Forms the skills of visual activities.

At every lesson, we learn something new, breaking the riddles, talk. Talent is in every child! The main thing - to develop it correctly!

Very often after the lesson I hear from my parents: "Can't be! My child does not draw at home! Yes, he does not know how! This is what you painted for him))) "No! I did not draw. Just when small students come to me on the lesson - I see an adult in them, absolutely talented, I sincerely believe in their abilities, and most importantly I never forget that everyone knows how to draw. We just need to help him reveal to him.

Scold or not scold a child for failure? For what he did not succeed? TO PRAISE!!! We scold, because they do not justify our expectations. It is likely that the child put all his efforts, and he simply did not succeed .... And we immediately think that I did not try and begin to scold. As a result, you beat back completely desire to continue doing something further. And we produce fear make mistakes. To the child's errors need to be approached differently !!! No need to spill your indignation, your fatigue after a hard working day, angry with an unjustified expectation !!! What do you need to do? You must first note all the best in this work, which I made a child. It can not be that everything is bad. Be sure to eat something good. And you, as an experienced and adult, should see it and show, praise the child. And in general, the baby sees what he portrayed, not at all as we. There can be no stamps here. On the contrary, in a small artist, it is necessary to develop individuality, and not so if we draw something, then everyone should have everything equally. Each person, even the smallest has the right to express his thoughts in his own way.

In our mid-studio, we try to follow this.

And most importantly, never engage in the baby creativity, if you do not have a mood. Children are emotionally very susceptible: the child will not draw if it does not feel your passion. One girl very often sings during drawing, thereby expressing the flight of his soul. Yes, and some parents can also not bother, seek to make their amendments to the drawings of children, especially dad. Our first exhibition of work took place at the opening of the Sunday school. From 7 to 14 October, the drawings of children were at the exhibition in kindergarten No. 25 of Lipetsk. Currently, new exhibitions are planned. Look at our work - we do not have two the same !!!

A coordinated claim

_________________ ________________________

Primer of the Temple Director Sunday

Nativity of the Educational Group Christ

s.Ilovai - Christmas christmas christmas temple

archpriest Sergiy Baev with. Ilovai - Christmas

"__" __________ 2015 Meshcheryakova Ekaterina Yurevna

«__» __________ 2015

Working programm

additional education

"Art"

(the initial stage)

p. Pervomaysky

Explanatory note

Art- God's gift to people.It connectsuswith God blessingthen whenwe are tryingcomprehend him with spiritual gaze:in Godtruthand beauty.beautyand harmonyartistin the worksharpens the attention of a person, makes thinkingabout Creatoruniversein itintegrityand manifold.

The program "Fine Art" is compiledbasedsecondary school programswith consideringfeaturesand traditionschristianorthodox faith.

Art education is one of the most important ways to develop a child's personality, his spirituality, creative potential.

It is necessary at an early age to lay a harmonious idea of \u200b\u200bthe world and the correct attitude to reality, which is possible only on the basis of moral and moral values \u200b\u200band the spiritual foundations. It is important to reveal to children to the purpose of art, as the service of man for the elevation of his spirit, the initial appointment of the artist - the creation of works that serve, primarily spiritual food, representing a combination of beauty and highly moral, good meaning.

The study of the program on the visual arts is aimed at mastering the elementary skills of an artistic letter, gaining knowledge about the composition, color, drawing, decorative images of plant forms and animal forms, which contributes not only to artistic and aesthetic education, but also the spiritual and moral development of the child. I want to notespiritual Since it helps the formation of the child's personality by means of spiritual art.

The program is calculated for one year of study in the amount of 28 hours.

The "Fine Art" program is aimed at achieving the following goals and tasks.

purpose : Development of moral and aesthetic responsiveness for excellent in life and in art, the provision of freedom for the artistic and creative decision of a common learning task.

To achieve the goal, it is necessary to solve the following Tasks:

Fastening the material studied on the versulers.

Development of associative thinking, fantasy, imagination.

Formation of knowledge about the name of the main and composite colors, their emotional characteristics.

Formation in the class of emotional atmosphere, the atmosphere of love and soverollifications, gradually drawing children in the awareness of the topic, joint dialogue, reasoning, etc.

Establishing durable ties with the outside world, with a person (with himself), attracting personal experience of children (emotional, visual, domestic).

Using the interior design of the class of children, exhibitions.

Using the method of free choice in a system of restrictions (content theme, colors, shapes, structures, etc.).

Education, patience, accuracy, mutual assistance skills.

Classes of fine art help the formation of morality and the knowledge of Christian culture, strengthening faith in God, the ability to see and know the beauty of the world around the world as the creation of God, to introduce to the world of art, to acquaint with the works of painting and icon painting, artists and icon painters.Classes are closely related to the lessons of the law of God and the church calendar.

When organizing educational and educational activities on visual arts appropriate to use various Work methods: verbal; visual; practical; Problem-search.

Classes on visual art are accompanied by conversations of love, compassion, respect and mercy to people, helping patients, weak, care for the near, good and evil.

Along with the training activities, the program provides exhibitions, holidays (Christmas, Easter, etc.), competitions, during which children have the opportunity to receive additional knowledge of folk traditions.

For development program "Fine Arts" must be achieved by the followingthe results of training and education.

Subject results.

Pupils must know:

basics of flower science, composition;

the leading elements of the visual letters: line, barcode, tone in the picture and in painting;

concepts: Linear perspective, main, secondary, composite center;

distinctive features of the main species and genres of fine art.

Pupils must be able to:

transfer the mood in work;

transmit on paper shape and volume of objects, correlate them in space and in accordance with this - to change the dimensions;

perform decorative and workout work on given topics;

to own gouashev, watercolor paints, graphic material, use a healthy material.

Personal results:

show interest in the first creative success of comrades;

show emotionally value attitude towards the world around;

show the ability to aesthetic and moral assessment of works of art,

assessing their own and other people's actions, the phenomena of the surrounding life;

creatively respond to events of the surrounding life;

the ability to apply the knowledge gained in your own artistic and creative activities.

Educational and thematic plan

No. p / p

Topic Title

Number of hours assigned to the study of the topic

Theoreticals

Practical

Introduction "Our amazing world"

Creating a person. Figure "Butterfly".

Christmas of the Virgin. Pictureautumn landscape watercolor.

Pokrov to the Most Holy Virgin. Decorative drawing. We decorate the handkerchief patterns.

The law of God and the affairs of people. Figure "Good deeds of people."

Biblical characters.Painting Positive characters.

Word is the gift of God's man.

Virgo is introduced into the temple. Picture winter landscape watercolor.

Angel and angelic world. Making a Christmas-tree toy "Angel".

. Drawing still life.

Nativity. Picture- landscape "Christmas Night"

From Christmas to the baptism of the Lord. Winter landscape "By the river".

Presentation of the Lord. Figure small chick.

Forgiveness resurrection.

Evangelical P.ritchi. Figure on one of the parable.

Annunciation of the Blessed Lady. Figure "First Spring Flowers"

Entrance of the Lord in Jerusalem.Drawing Verba Spreads

Easter - Great Holiday. Easter patterns. Painting eggs.

Temples. Frescoes.

"Day of Slavic Culture and Writing." Drawing letter.

The main content of the program

"Our amazing world" (1 hour)

Theory. God in nature. What made an incomprehensible god to express themselves.

Practical part. Presentation in the world.

Creating a person (1 hour)

Theory. Man is a crown of creation. Man's soul. The life of the first people in paradise.Caring for people about wildlife and the whole world.

Practical part. Picture "Butterfly". Paradise garden on the wings of the butterfly on the one hand, autumn - on the other.

Christmas of the Virgin (1 hour)

Theory. Tradition about the birth of the Virgin Mary. Virgin Icons.A variety of color shades.

Practical part. Picture autumn landscape watercolor.

Pokrov to the Most Holy Virgin (1 hour)

Theory. History of the holiday of the Intercession of the Most Holy Virgin.

Practical part. Decorative drawing. We decorate the handkerchief patterns.

The law of God and the affairs of people (1 hour)

Theory. Looking law. How to live on the commandments of God?

Practical part. Figure "Good cases of people"

Biblical characters (2 hours)

Theory. Life of people after the fall. Positive and negative Bible characters.

Practical part. Painting Positive characters.

Word - Dar of God's person (2 hours)

Theory. About prayer. The Word of God and the Word of Human.

Practical part. Registration of brief prayer with ornament in Old Russian motives.

Virgo is introduced into the temple (1 hour)

Theory. The Most Holy Mother of God as the presenlation of the New Testament. Story about the holiday of introduction to the temple of the Most Holy Mother of God.

Practical part. Picture winter landscape watercolor.

Angel and Angelic World (2 hours)

Theory. Who are the guardian angels? Color value in Orthodoxy.

Practical part. Making a Christmas-tree toy "Angel".

(2 hours)

Theory. The post is work, but the work is joyful. Types of post.

Practical part. Drawing still life.

Nativity (2 hours)

Theory. Christmas as a picturesque story. Christmas of Christ in Russian painting.

Practical part. Picture- landscape "Christmas Night"

From Christmas to the baptism of the Lord (2 hours)

Theory. Sky. The history of the celebration of the density of Russia. The baptism of the Lord in Jordan. Epiphany water and its wonderful properties.

Practical part. Winter landscape "At the river"

Presentation of the Lord (1 hour)

Theory. History of the holiday.Folk customs and signs of step. Color spectrum.

Practical part. Figure small chick.

Forgiveness Resurrection (1 hour)

Theory. Forgiveness Resurrection - as a bridge leading to a great post. Maslenitsa.The subject row in still life as an expression of a semantic start.

Practical part. Drawing still life "Damn Mourning"

Evangelical P. ritchi. (2 hours)

Theory. What is the parable. Composite techniques in the allocation of the main and secondary.

Practical part. Figure on one of the parable.

Annunciation of the Blessed Virgin Mary (1 hour)

Theory. Annunciation is one of the most common plots of Russian iconography.

Practical part. Figure "First Spring Flowers"

Entrance of the Lord in Jerusalem (1 hour)

Theory. Palm Sunday. The meaning of the holiday. A variety of shades in the surrounding reality.

Practical part . Drawing Verba Spreads

Easter - Great Holiday (2 hours)

Theory. Holidays holiday and celebration from celebrations. History of the holiday. A variety of forms of surrounding items. Dependence of the placement of the pattern from the form of the subject.

Practical part . Easter patterns. Painting eggs.

Temples. Frescoes (1 hour)

Theory. The concept of the temple. The value of the temple in Orthodoxy. Architecture and symbols of the temple.

Practical part. Graphic solution of the architectural appearance of the temple.

Day of Slavic Culture and Writing (1 hour)

Theory. Teachers Slovenian Cyril and Methodius. Slavic language - the liturgical language of the church.Decorativeness of the color solution in the composition.

Practical part. Drawing letter.

The paper uses various non-traditional drawing techniques.

Stitching hard semi-dry brush

Means of expressiveness: Texture coloring, color.

Materials: Hard brush, gouache, paper of any color and format or cut silhouette of a fluffy or barrier animal.

the child lowers the brush into the gouache and hits it on paper, holding vertically. When working, the brush does not fall into the water. Thus, the entire sheet, contour or template is filled. It turns out imitation of the texture of the fluffy or barbed surface.

Drawing fingers

Means of expressiveness: Spot, point, short line, color.

Materials: Bowls with gouache, tight paper of any color, small sheets, napkins.

The way to obtain an image: the child lowers his finger into the gouache and puts points, specks on paper. Each finger is gaining paint different colors. After working, the fingers are wiped with a napkin, then the gouache is easily flushed.

Drawing palm

Means of expressiveness: Spot, color, fantastic silhouette.

Materials: Wide saucers with gouache, brush, dense paper of any color, large-format sheets, napkins.

The way to obtain an image: the child lowers his palm in the gouache (the whole brush) or paints it with a brush (from 5 years old) and makes a print on paper. Drawn and right and left hands painted with different colors. After work, the hands are wiped with a napkin, then the gouache is easily flushed.

Screwing paper

Means of expressiveness: texture, volume.

Materials: Napkins or color double-sided paper, PVA glue, poured in a saucer, dense paper or color cardboard for the base.

The way to obtain an image: the child knows the paper in the hands until it becomes soft. Then rolls the ball from it. Its dimensions can be different: from a small (berry) to a large (cloud, com for a snowman). After that, the paper lover is lowered into glue and glued to the base.

Prince Porolone

Means of expressiveness: Spot, texture, color.

Materials: The bowl either plastic box in which the stamped pillow of a thin foam invested, impregnated with gouache, dense paper of any color and size, pieces of foam rubber.

The way to obtain an image: the child presses the foam rubber to the stamped pillow with paint and puts off the paper. Other bowl and foam rubber are taken to change the color.

Penoflastic prints

Means of expressiveness: Spot, texture, color.

Materials: A bowl or plastic box in which a stamped pillow of a thin foam, impregnated with gouache, dense paper of any color and size, foam pieces.

The way to obtain an image: the baby presses the foam to the stamped pillow with paint and puts off the paper. To get another color, both a bowl and foam.

Crushing with confused paper

Means of expressiveness: Spot, texture, color.

Materials: The saucer or plastic box, which invested a stamped pillow of a thin foam, impregnated with gouache, dense paper of any color and size, crumpled paper.

The way to obtain an image: the child presses a crumpled paper to a stamped pillow with paint and puts off on paper. To get another color, change and saucer, and crumpled paper.

Wax crayons + watercolor

Means of expressiveness:

Materials: Wax chalk, dense white paper, watercolor, brushes.

The way to obtain an image: a child draws waxy chalk on white paper. Then paints watercolor sheet into one or more colors. Figure shames remains impaired.

Candle + watercolor

Means of expressiveness: Color, line, stain, texture.

Materials: Candle, dense paper, watercolor, brushes.

The way to obtain an image: a child draws a candle on paper. Then paints watercolor sheet into one or more colors. The pattern of the candle remains white.

Informational and logistical

ensuring the educational process

For successful teaching, certain conditions are necessary:

availability of an educational office, educational board;

availability of necessary technical means: computer, media projector;

availability of tutorials: Illustrated Material, reproductions of icons and paintings by artists;

video recording discs;

tools and materials:colored and simple pencils, brushes, scissors, glue, watercolor paints, pastel, gouache paint, wax chalk, paper watercolor, colored paper, cardboard.

Educational literature for teacher

Abramova M. A. Conversities and didactic games in the lessons on fine art: 1 - 4 CL. / Skrebtsova M. A .. - M.: Humanit. Ed. Center Vlados, 2003.

Shalina L. S. Lessons for the smallest / l. S. Shalina // Young artist. - 1991. - № 6. - p. 45.

Vinogradov G. Drawing lessons from nature: a manual for the teacher. -M.: Enlightenment, 1980.

Training literature for pupils and parents

Alekseev S.V. Encyclopedia of the Orthodox icon. - St. Petersburg., 2005.

Dresnina MG "Every child is an artist." M., 2002.

Barilo O.S. Orthodoxy for children. - Kostroma, 2002.

Kameneva E. What color is the rainbow. - M.: Children's literature, 1977.

Form of control and assessment of the achievements of pupils

The priority role in the evaluation of the results under the program "Fine art" is performed by such forms of control and evaluation, as a representation of creative work at exhibitions for holidays, as well as participation in various competitions.