Spectator skills their meaning of a modern person. Presentation on the topic "Spectatical skills, their meaning for a modern person
Diagnostic etudes and exercises to identify directorial skills of senior preschoolers.
Diagnostic etudes and exercises to identify acting skills of senior preschoolers
1. The child is invited to transfer the content of the text, reading the intonation with which this text sounds: a) a miracle island! b) Our Tanya cries loudly ...
c) Karabas Barabas
d) First snow! Wind! Cold!
2. Children are invited to pronounce with different intonations (wondering
Lightly, joyfully, questioning, angry, gentle, calm, indifferent)
text. For example,
Two puppies, cheeks to the cheek, pulls the brush in the corner.
3. Pantomimic etudes (transfer various actions of kittens):
Sweet sleep;
Wake up, the paw is washed;
Name mom;
Try to drag off the sausage;
Fear dogs;
Hunt.
Pantomimic etudes (passing the actions of fabulous characters):
How dancing fairy dancing on the ball at Cinderella;
How the terrible witch is angry with the Ball of Cinderella;
How strong heracles raises heavy stone;
How the ninja turtle is surprised;
As the snow queen greets;
How the Winnie Pooh is offended;
How Batman is rejoiced.
Pussy, what is your name?
Meow! (Gently)
Are you a mouse here?
Meow! (affirmative)
Pussy, do you want milk?
Meow! (with great satisfaction)
And in the comrades of the puppy?
Meow! Fff-RD! (Picture in different ways - cowardly, buggy ...). Intonation reading dialog records.
5. Prophovarifying with children.
Rubber zin bought in the store, rubber zin in the basket brought, rubber zina fell out of the basket, rubber zina flashed in the mud.
6. Chatting, stroll, to protrude your name: "Ta-Nya, Ta-non-Chka,
Nu-Sha, Ta Nu-Shen-ka.
7. Fashionable exercises for the music of E. Tilicheeva "Dia
Chick, "L. Bannikova" Train "," Plane "," Marsh of Wooden Soldati
Cove ", V. Göchchiki" Round horse ".
· Children are offered on the basis of a literary plot or based on children's songs, compose a script, organize a performance (distribute the roles between children, justify your choice, carry out a rehearsal).
· Simulation by a child of literary plots on pictures for performing a performance, discussion of the plan, ideas of setting up with a preschooler.
Diagnostic etudes and exercises to identify the skills of the decorator (artist-designer) in children of senior preschool age
■ Children are offered on the basis of a literary plot or on the basis of children's songs, design decorations, costumes for the performance, offer the necessary game props.
■ Discussion of the plan, ideas of performing a preschooler in the context of the decorations offered by him.
After watching the play, the game-dramatization is carried out a diagnostic conversation. Recommended questions toconversation:
What did the performance told about? What did you understand? (understanding of the main thought of the work);
What character did you like most? Why? What is his character? (understanding of the character of the characters);
What did you feel when the hero happened ... events (specifically in action)?
Would you like to change anything to you in the play? What exactly?
Who did you like most from the actors of the play? Why?
Do you like watching a play? Why?
Tell me in the picture (offer other means of transferring your impressions) about the play, about what you saw now?
After diagnostic etudes and exercises, it is necessary to analyze the ability of children in accordance with the dedicated criteria:
"Acting" skills:
- Understanding the emotional state of the character and in accordance with this the choice of adequate expressive means to transfer the character's image - voices, facial expressions, pantomimics;
- The nature of the expressiveness of motility:
In the pantomimik - naturalness, stiffness, slowness, piggyness of movements;
In facial expressions - wealth, poverty, lethargy, manifestation;
In speech - change in intonation, tone, speech pace;
– independence of the task, no stereotypes.
"Director's" skills:
– understanding the motives of the actions of heroes;
– following the storyline (establishing the causal relationship, understanding the sequence of events);
– distribution of roles, preparation of the gaming environment;
– the ability to lead several players at once.
"Decorative" skills:
– artistic and visual vision of the storyline of the literary basis of the performance;
– adequate reflection of the plot line of the performance in scenery, costumes, game attributes, theatrical details;
W.preparation of the gaming environment.
"Spectatical" skills:
– the ability to understand other people's emotional states and exercise the EM-Pathia to the characters of the work;
– the presence of an active audience position: the expression of the opinion about what he saw, the presence of a relationship to what was seen (liked, did not like it, indifferent);
- Expression of opinions about the game of actors.
Diagnostic test "Zar" for teachers and parents
Test Purpose:examine the opinion of parents, educators on the preferences of the child in the choice of game positions.
Dear teachers of pre-school education, parents you need to answer a number of statements using the options for answers "Yes" or "No".
Approval:
1. More often, the child draws attention to the idea of \u200b\u200bthe literary work, his artistic idea.
2. More often, the child reacts to the heroes of the literary work.
3. More often the child draws attention to the situation, the location and time of the story of the story.
4. The child perceives a holistic literary work.
5. The child understands the emotional state of the heroes of the literary work and interesting interprets images.
6. The child loves to ask questions about his work read.
7. The child loves to draw literary stories, fantasize on paper.
8. The child can organize a game with other children.
9. The child is easier to appreciate the game of another person than playing himself.
10. The child easily creates images of literary characters using intonation, facial expressions and pantomimics.
11. The child easily selects the necessary attributes and scenery for dramatization games.
12. The child can express his opinion on the most liked or incomprehensible characters.
13. The child has a well-developed creative imagination, and improvisations.
14. The child has leadership qualities.
15. The child feels well the color, shape, seeks to express his impressions of the literary work, the characters of the work on paper with their help.
16. The child knows how to tell and show other children, as well as portraying in the game-dramatization.
17. The child is able to empathize with game characters.
18. The child is inherent in such qualities as perseverance, purposefulness, as well as the ability to overcome failures, solve conflicts.
19. The child has developed elements of self-control in theatrical activity (it can follow the storyline, the theatrical formulation brings to the final result).
20. The child has developed artistic and visual skills, he draws well, prefers drawing to other types of children's artistic activities.
Test results assessment technology:»
The answer "Yes" is estimated at one point. Points are summed up for each position (actor, director, viewer).
Position "Director" - Answers "Yes" to questions 1.8.14,16,18.
Position "Decorator" - Answers "Yes" to questions 3.7,11,15,20.
Position "Actor" - Answers "Yes" for questions 2.5,10,13,19.
Position "Spectator" - Answers "Yes". Note questions 4,6,9,12,17.
In what position it turned out the largest number of points, to the child and has the greatest tendency, according to, teachers and parents.
It is necessary to correlate the results of the test with the results of observation and interview with the child to obtain a more reliable picture and making diagnostics.
For solutions third Tasks for Pedagogical Diagnosticsa questionnaire has been developed for kindergarten educators.
Word and image. Art temporary and spatial.
The visible side of reality, visible artistic image.
Illustration as a word interconnection form with the image.
Independence illustration. Visuality of literary events and ability to illustrate the deep meanings of the literary work, the style of the author, the mood and the atmosphere of the work, as well as the originality of the understanding of his artist's personality, his attitude to the subject of the story. Famous illustrators of the book.
The task:choose a literary product and a number of interesting episodes from it; to collect the material necessary for illustrating (the nature of the clothes of the heroes, the nature of buildings and premises, characteristic household parts, etc.); Build sketches of future illustrations and execute.
Materials:graphic materials (optional) or gouache, watercolor, brushes, paper.
^
Subject. Spectator skills and their meaning for a modern person
Language of art and means of expressiveness. The concept of "artistic image".
Different levels of understanding the works of fine art: the subject and plot level; level of emotional assessment, empathy; The level of value ideas of the artist about the world as a whole, about the connection of phenomena, about what is beautiful and what is ugly.
Composition as constructing reality in the picture space. Building a work as a whole. The visual and meaning organization of the picture space. Fine and sense organization of the picture space. Fine as an expression of sensory feelings and experiences of life phenomena. Decorativeness as a property and means of expressiveness in the product of visual art.
The personality of the artist, his creative position and the world of his time in the work of art. Personal nature of the creation and perception of works of art.
The creative nature of the audience perception. Culture of perception as a skill to build personal audience experiences. Works of art - the links of the cultural chain.
The task:a deeper and systemic analytical analysis of the works of fine art.
^
Subject. History of art and history of mankind. Style and Direction in Fine Arts
Historical and artistic process in art. Style as an artistic expression of the perception of the world, peculiar to people of this cultural era; Building art of a certain era, country. Changing images of various eras and variability of the language of art.
Examples of various large styles: Gothic style of medieval Europe, the style of the Muslim East, the Renaissance, Baroque and Classicism, Modern.
Directions in the art of the new time. Direction as an ideological association of artists, close in understanding the purpose and methods of their art. However, the direction does not become the general norm of the artistic culture of its time.
Impressionism and postpressionism. Movements. "World of Art". Examples of artistic directions of the XX century.
The task:analysis of works from the point of view of accessories to their style, direction.
^
Subject. The largest museums of fine art and their role in culture
Museums of the World: Tretyakov Gallery in Moscow, Hermitage and Russian Museum in St. Petersburg, Museum of Fine Arts named after A. S. Pushkin in Moscow, Louvre in Paris, art gallery of old masters in Dresden, Prado in Madrid, Metropolitan in New York.
Each museum has its own history of formation. The principles under which national museum collections have developed, largely influenced the submission of the people about values \u200b\u200bin art and for further development of art (for example: the role of the Tretyakov Gallery in the formation of a special person of Russian painting).
Knowledge of Russian museums should be supplemented with familiarity with local museums. The list of foreign museums can be changed and supplemented.
Work on the project (individual or collective work, work by a group of students; project implementation throughout the entire quarter).
Project work.
Selection and justification of the topic.
The design and development of sketches.
Discussion and protection of project ideas.
Collecting material.
Development and refinement of the idea.
Project execution in the material.
Materials: According to the choice of students in accordance with the idea and content of the artistic - creative project.
^
Formation of artistic knowledge, skills and skills
Students should know:
About the genre system in the visual art and its meaning for analyzing the development of art and understanding changes in the vision of the world, and, consequently, the methods of its image;
On the role and history of the thematic painting in the visual arts and its genre types (by household and historical genres, mythological and biblical topics in art);
About the work of the artist over the picture, the meaning of each stage of this work, about the role of sketches and etudes;
About the composition as integrity and shaped strictly product, about the compositional construction of the work, about the role of the format, on the expressive value of the size of the work, about the ratio of the whole and part, the value of each fragment and its metaphorical sense;
On the poetic beauty of everyday life, disclosed in the work of artists; On the role of art in approving the significance of each person's lifetime, in understanding and sensation by the person of their being and beauty of the world;
On the role of art in the creation of monuments in honor of large historical events; On the impact of the image created by the artist, on understanding the events of history;
On the role of artistic images of visual art in understanding the eternal threshold, in creating a cultural context between generations, between people;
About the role of artistic illustration;
On the poetic (metaphorical) reality transit in all genres of visual art; about the difference of the plot and content in the picture; On the role of constructive, visual and decorative began in painting, graphics and sculpture;
the most significant number of great works of visual art for historical and biblical topics in European and domestic art; Understand the special cultural and construction role of the Russian thematic picture of the XIX-XX centuries.
^ Students must have a presentation:
About the historical artistic process, about the meaningful changes in the painting of the world and the ways of its expression, on the existence of styles and areas in art, on the role of the artist's creative individuality;
About the complex, controversial and rich art events of the path of Russian and world visual art in the 20th century.
^ In the process of practical work, students should:
Get the primary skills of the image of the proportions and movements of the person's figure from nature and on the presentation;
Learn to own painting materials, graphics and modeling at the affordable age level;
Develop observation skills, the ability to form a form of surrounding daily life, forming the sensitivity and activity of reality perception;
Get creative experience in building thematic compositions, involving the collection of artistic and cognitive material, the formation of the author's position on the selected topic and the search for the method of its expression;
Get the correlation skills of their own experiences with contexts of artistic culture.
^
Explanatory note
The working curriculum was developed on the basis of the federal component of the state educational standard of basic general education in art, an exemplary program of basic general education, based on the concept of the author's program G. P. Sergeyev, I. E. Kashekova, E. D. Cretskaya "Art 8-9 Classes ", the authors of the program" Music 1-7 classes. Art 8-9 classes "; "Fine Arts 5-9 Class", author of the program N.D. Nemensky N.D, Moscow, Enlightenment, 2012.
This program is designed for two years of study - in 8 and 9 classes. In accordance with the curriculum in 8-9 classes on the training subject "Art" is given to 70 hours, 1 hour per week.
goals x.hortal education and aesthetic education in the main school:
development of the emotional and aesthetic perception of reality, artistic and creative abilities of students, figurative and associative thinking, fantasy, visual-shaped memory, taste, artistic needs;
Education of the culture of perception of works of fine, decorative and applied arts, architecture and design, literature, music, cinema, theater; development of the figurative language of these arts based on the creative experience of schoolchildren;
Formation of sustainable interest in art, the ability to perceive its historical and national characteristics;
Acquisition of knowledge of art as a method of emotionally practical development of the world and its transformation; On expressive means and social functions of music, literature, painting, graphics, decorative and applied arts, sculptures, design, architecture, cinema, theater;
Mastering the skills and skills of various artistic activities; Providing opportunities for creative self-configuration and self-affirmation, as well as psychological unloading and relaxation by means of art.
^ Program goal - The development of the experience of an emotionally value attitude to art as a sociocultural form of the development of the world, affecting a person and society.
Tasks Implementation of this course:
Actualization of student experience with art with art;
Cultural adaptation of schoolchildren in modern information space filled with various phenomena of mass culture;
The formation of a holistic understanding of the role of art in the cultural and historical process of human development;
Deepening artistic and cognitive interests and the development of intellectual and creative abilities of adolescents;
Education of the artistic taste;
The acquisition of cultural and cognitive, communicative and social and aesthetic competence;
Formation of skills and skills of artistic self-education.
Of particular importance in the organization of the urgent and extracurricular forms of working with students should acquire information and computer technologies, audio and video materials.
When studying certain topics, the establishment of intergovernmental Relations with literature lessons, history, biology, mathematics, physics, techno-logies, computer science. Knowledge of students about the main types and about the genres of music, spatial (plastic), on-screen arts, about their role in the cultural formation of humanity and the meaning for the life of a separate person will help to navigate in the main phenomena of domestic and foreign arts, to recognize the most significant works; aesthetically evaluating the phenomena of the surrounding world, works of art and express judgments about them; analyze the content, figurative language of works of different types and genres of art; Apply the artistic and expressive means of different arts in their work.
The approximate art material recommended by the program involves its variable use in the educational process, makes it possible to actualize knowledge, skills and skills, creative activities, acquired by students at previous stages of training in the art and aesthetic cycle.
On specific artworks (musical, visual arts, literature, theater, cinema), the role of art in the life of society and a separate person, the generality of expressive means and the specifics of each of them are revealed.
^ The results of the development of the program "Art"
The study of art and the organization of educational, artistic and creative activities in the learning process provides personal, social, educational, communicative student development. Schoolchildren enriched an emotional and spiritual sphere, formed value orientations, the ability to solve educational, artistic and creative tasks; An artistic taste is raised, imagination, figurative and associative thinking develop, the desire to take part in socially significant activities, in artistic projects of school, cultural events of the region, etc.
As a result of the development of the course, there is a harmonization of the intellectual and emotional development of the personality of the student, a holistic understanding of the world is formed, a figurative perception is developing and through the aesthetic experience and the development of creative self-expression methods and self-knowledge is carried out.
^ Subject results Classes under the art program are:
Mastering / assigning artistic works as a spiritual experience of generations; Understanding the importance of art, his place and role in human life; respect Kul-tours of another people;
Knowledge of the basic laws of art; assimilation of the specifics of the artistic image, features of the means of artistic expressiveness, language of different types of art;
Sustainable interest in various types of educational and creative activities, the traditions of their people and the achievements of world culture.
^ Graduates of the main school will learn:
Perceive the phenomena of the artistic culture of different peoples of the world, to realize the place of domestic art in it;
To understand and interpret artistic images, orient in the system of moral values \u200b\u200bpresented in artwork, draw conclusions and conclusions;
Describe the phenomena of musical, artistic culture, using appropriate terminology for this;
Structuring the studied material and information obtained from other sources; apply skills and skills in any form of artistic activities; solve creative problems.
MetaPermet The results of studying art are mastered ways of activity applicable to solving problems in real life situations:
Comparison, analysis, generalization, establishment of connections and relations between cultural phenomena;
Work with different sources of information, the desire for independent communications with art and artistic self-education;
Cultural and educational, communicative and socio-aesthetic competence.
Intergovernmental ties.
The program addresses a variety of musical arts and their interaction with artistic images of other arts: literature - prose and poetry, visual art - painting and sculptures, architecture and graphics, book illustrations, etc., theater - Opera and ballet, operetta and musical, rock - Operas, as well as movies.
^ Requirements for the training of students:
Graduates will learn:
navigate in the cultural diversity of surrounding reality, observe various phenomena of life and art in educational and extracurricular activities, distinguish true and false values;
organize your creative activity, identify its goals and objectives, choose and apply in practice how to achieve them;
think images, compares and generalizations, allocate individual properties and qualities of a holistic phenomenon;
perceiving aesthetic values, express the opinion on the advantages of the works of high and mass art, to see associative connections and aware of their role in creative and fulfilling activities.
a developed aesthetic feeling that manifests itself in an emotionally valid attitude to art and life;
implementation of creative potential in the process of collective (or individual) artistic and aesthetic activities in the embodiment (creating) of artistic images;
evaluation and self-assessment of artistic and creative possibilities; The ability to keep a dialogue, argue its position.
accumulate, create and broadcast the values \u200b\u200bof art and culture (enriching their personal experience with emotions and experiences associated with the perception, execution of works of art); feel and understand your concern to the world around;
use communicative art quality; to act independently with the individual implementation of educational and creative tasks and work in project mode, interacting with other people in achieving common goals; exercise tolerance in joint activities;
participate in class, school, city, city, etc.; Analyze and evaluate the process and results of your own activities and relate them to the task.
The curriculum provides for the formation of general scientists and skills, universal ways of activity and key competencies.
Mastering the main general education on the subject "Art" promotes:
the formation of students from the ideas about the artistic picture of the world;
mastering the methods of observation, comparison, comparison, artistic analysis;
summarizing the impressions of the studied phenomena, the events of the russian life of the country;
expanding and enriching the experience of performing educational and creative tasks and finding original solutions, adequate perception of oral speech, its intonational-shaped expressiveness, intuitive and conscious response to the figurative and emotional content of works of art;
improving the ability to formulate its attitude to the studied artistic phenomenon in verbal and non-verbal forms, to join (in direct or in indirect form) into a dialogue with the work of art, his author, with students, with a teacher;
formulating your own point of view in relation to studied works of art, to events in the russian life of the country and the world, confirming it with concrete examples;
acquisition of skills and skills of working with various sources of information.
mastering the skills and skills of control and evaluation of their activities;
determine the sphere of their personal preferences, interests and needs, inconsistencies to specific activities;
improving the ability to coordinate their activities with students and teachers, to evaluate their capabilities in solving creative tasks.
^ Requirements for the training level of students of 8 -9 class:
Learning art in the basic school should provide students with the opportunity:
have an idea of \u200b\u200bgenres and styles of classical and modern arts, features of the artistic language and musical drama;
identify the belonging to artistic works to one of the genres based on the characteristic means of expressiveness;
know the names of outstanding domestic and foreign composers, artists, sculptors. directors, etc., recognize the most significant works;
reflect on a familiar product, expressing judgments about the main idea, the means of its incarnation, intonation features, genre, form, performers;
give a personal assessment of music sounding in class and out of school, arguing its attitude to one or another musical phenomena;
execute folk and modern songs, familiar melodies of studied classic works;
perform creative tasks, participate in research projects;
use knowledge of music and musicians, artists obtained in the lessons, when drawing up home phonothek, video records, etc.
^ Course content
VIII Class
Design and architecture in human life (19)
Design and architecture - constructive arts in a number of spatial arts.
Visually - plastic language and aesthetic design of design and architecture. Their place in the family of spatial arts, the relationship with the visual and decorative and applied arts.
Architecture as a reflection of the social relations and aesthetic ideals of any century, any people in the form of household, public and cultural buildings, the role of architecture in the organization of the spatial-structural environment of the city, in many respects determining the lifestyle of people. Design - a logical continuation of the artist's contribution to the formation of an ever-objective environment, a man-made world: from clothes, furniture, dishes to cars, machines, etc.
Design and architecture as the creation of the "second nature", the manual environment of our habitat. The diversity of the modern material is a worn environment. The unity of expediency and beauty, functional and artistic in the best examples of architectural and designer creativity. Individual and collective practical work.
^
Section 1: Artist - Design - Architecture.
Fundamentals of the composition in constructive arts. Harmony, contrast and emotional expressiveness of a plane composition or "make order in chaos!"
Color - element of composite creativity. Free forms: lines and stains.
Letter - string - text. Art font.
When text and image together. Composite frameworks of polygraphic design.
^
Section 2: In the world of things and buildings. Art language of constructive arts. Object and space
From a plane image to a volumetric layout.
The relationship of objects in the architectural layout.
Design: part and integer.
Color in architecture and design
^
Section 3: City and man. Social meaning of design and architecture in a person's life
City through times and countries
City today and tomorrow
Thing in the city and house.
City design. The design of the space-worn interior environment.
You are an architect.
^
Section 4: Man in design mirror and architecture. Lifestyle and Individual Design
My house is my lifestyle.
The interior we create.
Fashion culture and us.
^
Section 5: Genre Music Mature
Song is the most democratic genre of musical art. Peculiarity of song music.
The manifold of the genres of folk song folklore.
Spiritual and secular song art.
Development of dance music.
Dance, its value in the life of a person.
Features of marching music. The variety of genres.
March, its value in the life of a person.
^
Section 6: Music Style - Cameron Epoch
Musical style.
Music of the Renaissance.
Music Baroque era.
Music of the era of classicism.
Music of the era of romanticism.
Music of the era of realism.
Neoclassicism and classic avant-garde.
Traditions and innovation in music.
^ Educational - thematic plan
| № p / P. | Section, theme lesson | Number of hours | Of them | Note |
||
| Test | ^ Practical work | Creative work |
||||
| 1 | Artist - design - architecture. Art composition - the basis of design and architecture | 5 | 5 | |||
| 1 .1 | Fundamentals of the composition in constructive arts Concept of line and organization of space | 1 | 1 | |||
| 1.2 | Color - elements of composite creativity. Free forms: lines and tone spots | 1 | 1 | |||
| 1.3 | Letter - string - text. Art font | 2 | 2 | |||
| 1.4 | When text and image together | 1 | 1 | |||
| ^ In the world of things and buildings. Art language of constructive arts | 4 | 4 | ||||
| 2.1 | Object and space The relationship of objects in the architectural layout | 1 | 1 | |||
| 2.2 | Design: part and integer | 1 | 1 | |||
| 2.3 | The most important architectural elements of the building | 1 | 1 | |||
| 2.4 | Color in architecture and design. Color role in molding | 1 | 1 |
| 3 | ^ City and man. Social meaning of design and architecture in a person's life | 6 | 6 | |||
| 3.1 | City through times and countries | 1 | 1 | |||
| 3.2 | City today and tomorrow. | 1 | 1 | |||
| 3.3 | Thing | 1 | 1 | |||
| 3.4 | Interior and thing in the house. Design of the space-worn interior environment | 1 | 1 | |||
| 3.5 | You are architect | 2 | 2 | |||
| 4 | Man in design mirror and architecture. Lifestyle and Individual Design | 4 | 4 | |||
| 4.1 | My home is my lifestyle | 1 | 1 | |||
| 4.2 | The interior we create | 2 | 2 | |||
| 4.3 | Fashion, culture and you. | 1 | 1 | |||
| 5 | Genre manifold music | 8 | 8 | |||
| 5.1 | Song is the most democratic genre of musical art. Peculiarity of song music | 1 | 1 | |||
| 5.2 | Variety of genres of folk song folklore | 1 | 1 | |||
| 5.3 | Spiritual and Silent Song Art | 1 | 1 | |||
| 5.4 | Dance music of the past and present. | 1 | 1 | |||
| 5.5 | Development of dance music | 1 | 1 | |||
| 5.6 | Dance, its meaning in human life | 1 | 1 | |||
| 5.7 | Features of marching music. Mature genre | 1 | 1 | |||
| 5.8 | March, its meaning in human life | 1 | 1 | |||
| 6 | Music style -Cameron era | 8 | 8 | |||
| 6.1 | Musical style | 1 | 1 | |||
| 6.2 | Music of the Renaissance | 1 | 1 | |||
| 6.3 | Music Baroque era | 1 | ||||
| 6.4 | Music of the era of classicism | 1 | ||||
| 6.5 | Music of the era of romanticism | 1 | 1 | |||
| 6.6 | Music of the era of realism | 1 | 1 | |||
| 6.7 | Neoclassicism and classic avant-garde | 1 | 1 | |||
| 6.8 | Tradition and innovation in music | 1 | 1 | |||
| TOTAL | 35 hours |
|||||
Section 1: Architecture and Design - Constructive Arts in a number of features.
^ The world that creates a person
Artist - design - architecture. The art of composition is the basis of design and architecture (5 hours)
The emergence of architecture and design at different stages of social development. Design and architecture as the creators of the "second nature", the manual environment of our habitat. Unity of expediency and beauty,
functional and artistic.
Composition as the basis for the implementation of the plan in any creative activity. Plane composition in design. Composition elements in graphic design: stain, line, color, letter, text and images. Main composite techniques: search for equilibrium (symmetry and asymmetry, dynamic balance), dynamics and static, rhythm, color harmony. Rhythm and statics, movement, in music.
A variety of shapes of graphic design, its artistic - composite, visual psychological and social aspects.
Spectator skills and their meaning for a modern person (1 h.)
Language of art and means of expressiveness. The concept of "artistic image".
Different levels of understanding the works of fine art: the subject and plot level; level of emotional assessment, empathy; The level of value ideas of the artist about the world as a whole, about the connection of phenomena, about what is beautiful and what is ugly.
The personality of the artist, his creative position and the world of his time in the work of art. Personal nature of the creation and perception of works of art.
The creative nature of the audience perception. Culture of perception as a skill to build personal audience experiences. Works of art - the links of the cultural chain.
Task: a deeper and systemic analytical analysis of the works of fine art.
Spectator: Return to the works already familiar to the previous lessons.
History of art and history of mankind.
Style and direction in visual art (2 hours)
Historical and artistic process in art. Style as an artistic expression of the perception of the world, peculiar to people of this cultural era; Building art of a certain era, country. Changing images of various eras and variability of the language of art. Examples of various large styles: the gothic style of medieval Europe, the style of the Muslim East, the Renaissance, the Russian style of the 20th century, Baroque and classicism, modern.
Directions in the art of the new time. Direction as an ideological association of artists, close in understanding the purpose and methods of their art. However, the direction does not become the general norm of the artistic culture of its time.
Impressionism and postpressionism. Movements. "World of Art". Examples of artistic directions of the twentieth century.
Task: Analysis of works from the point of view of accessories to their style, direction.
The visual series does not go beyond the works of the previous work.
The personality of the artist and the world of his time in works of art (2 h.)
Conversation. The ratio of universal and personal in art. The style of the author and an increase in the creative freedom and the original initiative of the artist. Direction in art and creative individuality of the artist.
Great artists in the history of art and their works.
The holistic image of the creativity of two or three great artists chosen by the teacher.
Task: Works chosen for conversation about artists.
The largest museums of fine art (4 h.)
Museums of the World: Tretyakov Gallery in Moscow, Hermitage and Russian Museum in St. Petersburg, Museum of Fine Arts named after A. S. Pushkin in Moscow, Louvre in Paris, art gallery of old masters in Dresden, Prado in Madrid, Metropolitan in New York.
Each museum has its own history of formation. The principles for which national museum collections have developed, greatly influenced the submission of the people about values \u200b\u200bin art and for further development of art.
Knowledge of Russian museums should be supplemented with familiarity with local museums. The list of foreign museums can be changed and supplemented.
Spectator: albums, selections of slides, video devoted to the collections of museums.
Educational and thematic plan
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(month, quarter) |
training | Section, Topic | Forms of monitoring results |
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Image of man shapes and man image | ||||
september 1 quarter | Image of a man figure in art history | |||
september 1 quarter | Proportions and structure of a person's figures | |||
september 1 1 Quarter | Maspeake figures of man | |||
september 1 1 Quarter | Sketch of a person figure from nature | |||
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1 1 Quarter | Understanding the beauty of a person in European and Russian art | verification work |
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Poetry everyday life | ||||
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1. Third | Poetry of everyday life in the art of different peoples | |||
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1. Third | Thematic picture. Household and historical genres | |||
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2 quarters | ||||
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2 quarters | The life of every day is a big topic in art. | |||
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2 quarters | Life in my city in past centuries | |||
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2 quarters | Holiday and Carnival in Fine Arts | verification work |
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Great topics of life | ||||
December - January 2, 3 Chet. | Historical and mythological topics in the art of different eras | |||
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3 quarters | Thematic picture in Russian art of the XIX century | |||
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3 quarters | The process of working on the thematic picture | |||
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3 quarters | Biblical themes in Fine Arts | |||
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3 quarters | Monumental sculpture and image of the history of the people | |||
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3 quarters | Place and role painting in the art of the XX century | verification work |
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Reality of life and artistic image | ||||
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3 quarters | Art art. Word and image | |||
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3 quarters | Constructive and decorative principle in fine art | |||
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3 quarters | Spectator skills and their meaning for a modern person |
Historically, sustainable forms of existence and development of art - architecture, decorative and applied arts, painting, sculpture, graphics, art photography, literature, music, choreography, theater, cinema, television, art ...
Historically, sustainable forms of existence and development of art - architecture, decorative and applied arts, painting, sculpture, graphics, art photography, literature, music, choreography, theater, movies, television, pop art, circus. These arts correspond to individual species of artistic activities. Each of the types of art, reflecting the world as a whole, has certain advantages in a more straight, bright and perfect reflection of some of its parties, faces, phenomena. Fine art is one of the most ancient, but it is always young. "Images" Artists created many millennia ago, create them today. This art is huge! To find out better, do not get lost in it, it needs to be studied. The first thing people make wishing to know the land of interest are studying his language ...
The lesson from the 7th grade on the topic: "Spectator skills and their meaning for a modern person" (Rembrandt and his picture "Return of the Prodigal Son") Section: "Great Topics of Life." Objectives: 1. To form an idea of \u200b\u200bthe special language of art and the means of expressiveness. 2. Develop the personality character of creating and perceiving works of art. 3. To introduce students with different levels of understanding the works of fine art: the subject and level of the plot; level of emotional assessment, empathy; The level of value ideas of the artist about the world as a whole, about the connection of phenomena, about what is beautiful and what is ugly. 4. Educating moral and aesthetic attitude to peace and art. Equipment and materials: 1. Reproductions of paintings for thematic conversation and practical work: Painting Vermer Delftan Yang, "Girl reading a letter." . . "Anchor, Ankor!" - Pavel Andreevich Fedotov "Bullelov K. P. Last day Pompeii Rembrandt Return of the prodigal son Lesson 1. Conversation about the creative character of the audience perception, his culture and skill. 2. Statement of the artistic problem. 3. Practical performance. 4. Summing up the lessons and obtaining homework. The course of the lesson of the epigraphs: to this and serve art to enable the knowledge of good and evil. A. Durer Art does not fake and does not replace the real world, but explains it, expands and continues. K. F. John Sorokina A. I. Teacher from MBOU "SOSH No. 2" Melenki Page 1
... Art says clearer, more precisely, the fact that everyone would like to say, but can not. Art is like a guide star illuminating the path to those who seek forward to light, wants to be better, perfect. This is the true meaning of art ... M. M. Anticolish historically developed sustainable forms of existence and development of art - architecture, decorative and applied arts, painting, sculpture, graphics, artistic photography, literature, music, choreography, theater, cinema, television, pop art, the circus. These arts correspond to individual species of artistic activities. Each of the types of art, reflecting the world as a whole, has certain advantages in a more straight, bright and perfect reflection of some of its parties, faces, phenomena. Fine art is one of the most ancient, but it is always young. "Images" Artists created many millennia ago, create them today. This art is huge! To find out better, do not get lost in it, it needs to be studied. The first thing that people do who want to know the land of interest are studying his tongue ... So we will talk about the language today at the lesson on the lesson about the artist. Picture artist can all: Forests - Fields, Trees - Herbs, Cities - Mountains, Oceans - Cosmos ... It can be a beast and a bird, a flower and a sunny meadow, a smile and a tear of a man. It may be grief and joy, nobility and meanness, truth and lies, good and evil. It may be the lives of people living with us nearby, people long have long been gone, which means today's life, who has passed or even coming. The artist depicts the world as we see it all, and just he sees him, a single artist, although many artists. They work with various visual techniques, and therefore the masters of the visual art distinguish and are called differently. How? (Sculptors, graphics, architects, painters.) Paints work with brushes and paints. Look back, in distant times, when the word "technique" marked "art", "skill", depending not from cars, computers and ingenious electronics, but from the personal skill of the artist's master, from his skillful hands. Owning a particular art technique, he knew how to do, that is, I knew how to use a planned image, which means that I performed it in the technique ... Many artists technician, although most of them work as simple means as their Prapradeda ( Recall that the tassels used in distant prehistoric times). However, to own the technique of the image is just half the work, which is called creativity in art. And creativity arises only when the artist not only know how to do, but he has something to tell people! There are thoughts, but necessarily their own and in no case repeating thoughts of others; There are ideas, your alarms and joy, however, important and for all other people. And when "what" and "how" (and in other words, "content" and "means") are connected inextricably with each other, they are connected to a special fusion of unity, thanks to the skill of Sorokina A. I. Teacher from MBOU "SOSH No. 2" Melany Page 2
The artist and his excited attitude towards life, this is creativity, and in the work there is a work of art with its unique content and artistic language. In the lessons, we feel and create as artists, but most often, turning to the works of art, we are the audience. Being a viewer is also an art. Such a statement may seem in the first glance. In fact, we used to consider creativity creating paintings, writing music, books. But such, it seems to be a slight and purely passive occupation, as contemplating the canvas, reading the novels, listening to symphony - is it possible to call it a matter of creative character? Yes, you can. Not only to: there is every reason to say that the fate of all types of art largely depends on the state, level, the nature of the audience creativity in many ways. After all, the moment when the writer ends the book, the painter - the picture, these works are, so to speak, the facts of the personal biography of their creators. The true life of any work of the artist begins only when readers, spectators, listeners may become familiar with it, when a public assessment arises. If this assessment is negative or, even worse, indifferent, the work is quickly forgotten and as if dying. Since the artist's work soon did not find a lively essay in the souls of people, it means that she was stillborn and in fairness quickly narrowed her moth. So, the creation of works of art and their perception, understanding, the assessment is in close connection and dependence. One does not exist without the other, together they form a single whole, the fact that the artistic life of society is called. Time, society requires the art of creating strong, exciting, significant works imbued with the advanced ideas of the era; Wrapped in a bright and original art form. Peresnye is the artist who is due to non-priority or commitment to flawed, farewell methods of creativity - I failed to conquer the situation of the audience before or later. Any consolations are useless here. It did not conquer - it means there was nothing to conquer ... But the suggestion of regret and the viewer who is ready to dismiss the work only because it seemed to him in the first dating to him, strange, unusual. Of course, it may be that there is nothing good for this oddity, and then the contemptuous indifference to a bad, learned picture or a book is quite justified. But it happens, and often, completely different: you need to think about the work of the artist, understand its original features, a deep plan, and as a result, the viewer will be generously rewarded: some unknown to be revealed to him before contemporaries, it turns out that this work is able to deliver and the joy of knowledge, and a large aesthetic pleasure. Here is such a tension of spiritual forces when meeting the work of art and there is a kind of creativity. Moreover, of course, this creative beginning is manifested not only when the viewer faces something that he doesn't immediately like it. And in cases where the work captures already at the first moment of meeting with him, there is a lot of feelings, thoughts, fantasies, there is a wonderful, precious process of comprehending, which can enrich the mind and soul of a person, to make them deeper, thinner, mature. After all, the sake of this and there is actually artistic creativity. Sorokina A. I. Teacher from MBOU "SOSH №2" MEENNKI Page 3
So, the art of being the audience, like any other art, requires spiritual lifting, the flight of thought, as well as famous skills and knowledge. When a hundred more years ago, a photo was invented invented, the voices were heard that the art of painting came the end, and it will soon dismissed as unnecessary. In fact, because even the most skilled and painstaking artist is not able to give such ideally accurate reproduction of nature, which is instantly achieved by the camera. But the decades have passed. From year to year, he was improved from year to, received such technical capabilities that her discovers did not dream of. Moreover, over time, the photo put forward a whole pleiad of wonderful masters of his case, which created and create work, undoubtedly, deserving the right to evaluate as works of real, large art. However, painting and today exists and develops as a special and unique type of artistic creativity, no damage from rivalry with a photo. Rather, even painting won from this rivalry, for for new generations, it was even clearer and obviously peculiar, original qualities and features of the creation of masters of the brush. What showed a creative competition of two species of fine art - new and old? Imagine that the photographer and painter decided to capture the same landscape or, let's say, create an image of the same person. Photographer - If he is not a "cold artisan", and a person with the soul and experience of the artist - of course, a lot and thoroughly will work before take a picture. Guided the goal of achieving a certain definite impression, the photographer-artist will choose the point of view of the shooting most favorable photocartine for him, deeply thinks over the nature of the lighting, the borders of the frame, etc. By taking a person, he will try to "burst" his model in the most familiar and natural For her posture, it will strive to capture such an expression of a person who will allow to understand the nature of this person's psychology. As a result, as we know, the photographer can make the creation of impressive, artistic valuable landscapes and portrait works. All this is so. But the picture is based on a documented, photomechanical playback of nature. Even the most gifted and ingenious photographer, to no matter how tickling and tricks he resorted, cannot somehow change or, especially, to summarize nature (that is, not just copy it, but to select and disclose its most characteristic features in a wide artistic image ): This does not allow this very much nature, the technical basis of his profession. In this sense, we can say that painting is just starting where the photo ends. For any painting is a generalization. The main difference between the work of the painter and the photographer is not in the fact that for the second of them is unattainable using the free movement of the smear or, for example, pre-treatment (primer) of the canvas to give expressiveness of the surface surface; It is not that the painter his kind of art allows you to achieve the living trepacy of each millimeter of images, entirely subject to his creative will, tastes, style, etc., and the photographer is still not able to overcome the famous madness, "machine" cold photo optics. All this is very important, but the essence of the case is not in this. In the possibilities of photography, achieve a very expressive reconstruction of the appearance of a particular event, a person, subject, landscape. But this appearance, it is fully chained to a single fact. The photographer can not give the viewer an imaginary picture, which absorbs the generalized experience of hundreds and thousands of everyday observations, cannot create typed images. Sorokina A. I. Teacher from MBOU "SOSH №2" MEENNKI page 4
And the task of painting is not only to show anything, but also to reveal the inner essence of the pictured, reproduce "typical characters in typical circumstances." Sometimes (and often) it happens that the visual details make up the story of the story in the picture, play a crucial role in the disclosure of its figurative plan. Here is the picture of the Dutch artist of the XVII century J. Vermera Delftsky "Girl with a letter." The plot tie here is very simple, deprived of anything and effectiveness. The reading girl seems to be frozen, the expression of her face is calm and serene, does not cause the viewer of the thought of some mental unrest, difficulties, deep thoughts. In general, although the figure occupies a central place in the picture, it attracts no more attention than the remaining parts of the canvas. But all these parts are discharged with marginal tactacations. We are fully comprehended by the beauty of a soft pile of a red carpet, a gentle charm of fruits, praying on a thin metal dish, freshness flowing from the air window. Our vision seems to be exacerbated when familiarizing with this picture, and we notice the smallest lines of the curtains fringe, thin glaves of warm daylight, which literally impresses the entire image. However, this whole extremely thorough, a detailed story about the details of the objective world surrounding a person is by no means an end in itself; It has a deep meaning, is associated with a certain philosophy of life. The poetry of the daily, approval of the beauty of simple things, peaceful everyday life, so characteristic of the Democratic Dutch painting of the XVII century, found the highest and subtlest expression in this canvas. In the title picture, the details are the main "heroes" of the image, they are significant in themselves; show the beauty of their appearance - meant for the artist to tell about the charm of the everyday environment of a person who carry the seal of his tastes, traditions, ideas about the beautiful. But it also happens: the parts in the picture are obtained by allegorical importance, turn out to be "acting persons" of the dramatic narration about the human life. Recall the P. Fedotov P. Fedotov's cloth "Ancor, more Ancor!" (Anchor (Encore) - more (FR.)). Its plot can be stated literally in a few words. The case is happening in some kind of gravity town in the middle of the last century, when in Russia with Nicolae I reigned the most severe serfdom. In the hut, lying on the bench, the half-breed officer is amused by Sorokina A. I. Teacher from MBOU "SOSH №2" G. Meleneki page 5
By what makes the dog jump through the Chubuk. Here, actually, and that's it. However, one more detail appears from the name: smoking on the dog, the officer confuses Russian words with French. It would seem that we can expect from the picture created on the basis of such an uncomplicated plot? Probrusive household scene, no more. But in front of us are one of the deepest and most significant works of painting, who told about the grim, the gloomy Nikolaev Sorrow. To comprehend the contents of this story, it is necessary, first of all, to look closely to all the details of the image. The artist showed a close spacing of the hut with a heavy ceiling. The seerful candle barely illuminates the hut, the sinister shadows are moving along its walls and corners. Guitar on stereo, things scattered on the table: a razor device, dishes, food remains in a bowl - all this as it would noted the current for the officer. Through a tiny window, a desert winter landscape is visible illuminated by cold moonlight. As you can see, this whole story is not created with the help of a dramatic action, deployed descriptions of events, incidents. Here are narrated by the details, the situation tells, the visual comparisons and effects say eloquently. They brightly and acutely recreate the feeling of sorrowful loneliness to which an officer was doomed. The desired, mired in the muddy tine of cruel and mute weekly, this man lost every taste for life, squandering her meaninglessly, stupid, laying for all day, killing time on empty fun, like a picture of the dog. It is noteworthy one more thing: Fedotov did not find it necessary to clearly show the officer's face. There was no need for this, it may have been excessive emphasising that it was so clear. So expressively shown the situation, the story of things, the details gave us a complete, comprehensive idea of \u200b\u200bthe hero of the picture. Let we see His face, it is already clearly painted in our imagination: a dull look, flawed features that carry the fatal printing of internal emptying. In this picturesque story with a wonderful force, the tragic fate of a person was revealed in the face of a vile serfdom, mercilessly distorted and degraded human souls. A great many plot paintings could be called, in which the story about some definite action, the event retreats to the second plan relatively with the narrative value of the visual parts - whether the works of the Russian master of the beginning of the XIX century A. Venetsianova, "By night" M. Vrubel , Brushes Brushes J. -B. Sharden, French painter of the XVIII century, most often portrayed the life of common, and others. We must be able to figure out the content of those paintings where there is almost no action, there is no multilaterally developed "literary" plot. Such pictures were created and created very often. The art of being the audience is a big and hard art. For him, patience and thoughtfulness, wide range, understanding of peculiar laws and features of each type and genre of creativity are necessary. It requires development not only physical, but also special, spiritual vision, artistic vision. In other words, in order to fully understand the artist, it is necessary in a certain sense and to be an artist, a man of creative perception, worthy of being a friend, a fair judge and as if co-author of the artist of art. Understanding painting, like any other type of art, does not come by itself: it matures a long, stubborn and versatile work on education in itself the qualities of an advanced viewer-artist. But this work is generously rewarded: a sensitive, thoughtful, understanding the viewer of the work of art meet as equal, Sorokina A. I. Teacher from MBOU "SOSH №2" G. Melenki page 6