Master class in fine arts on the topic “creating the image of an animal using graphic materials.” Summary of the lesson in fine arts “Image of an animal in volume”

Fine art lesson

in 2nd grade

Program and educational complex of B.M. Nemensky “School of Russia”

Lesson topic: Image and fantasy. Fantastic animal.

The purpose of the lesson:

introduce the concept of “fantasy”, images of fabulous birds and fantastic animals.

Lesson objectives:

To give an idea of ​​the role of fantasy in art, in the work of an artist, of the connection between fantasy and reality;

Develop the ability to compare, combine, analyze, make choices, develop fantasy and imagination, independent creative thinking skills;

Improve the technique of working with graphic materials;

Cultivate a love for animals and interest in the subject.

Lesson form: lesson - introduction to art.

Integration: fine arts, history, the world around us.

Lesson type: introduction and communication of new knowledge using ICT.

Forms and methods of teaching:

Explanatory and illustrative;

Frontal and individual.

Personal:

realize the need for a respectful attitude towards works of decorative and applied art, the importance of an emotional and value-based attitude towards one’s own activities as the basis of creativity;

develop fantasy and imagination, the ability to create an artistic image, aesthetic appreciation of works of art and the works of students.

Cognitive:

carry out an analysis of actually existing forms of animals and the ability to creatively transform the forms of the real animal world into conventionally decorative ones.

Regulatory:

to form independent work skills, develop imaginative imagination, the ability to be creative, plan time, work, evaluate and analyze the results of work.

Communicative: develop the need for collective activity, contribute to the accumulation of experience in communication, dialogue, discussion, determine a common goal and ways to achieve it, take an active part in working in pairs, learn to express and defend one’s opinion.

Subject:

understand the “language” of decorative art, master the basic methods of stylizing and combining forms to obtain a new fictional form, develop fine arts, skills, a sense of form and rhythm.

Equipment:

handicrafts with images of fairy-tale birds, cards for group work, children's work, presentation on the topic of the lesson.

Art materials:

watercolor paints, brushes, paper.

During the classes

1. Organizational moment

Checking students' readiness for the lesson.

Thank you, sit down.

The motto of our lesson will be the words of the director, actor and teacher Konstantin Stanislavsky: “Fantasy, like imagination, is necessary for an artist” (presentation material)

2. Warm-up for artists

1) Drawing in the air.

Your hand is a brush. We draw a flower, a butterfly, a house in the air.

2) Blitz tournament (accompanied by presentation material: photos, illustrations)

What are the names of artists who paint without brushes and paints?

(Frost, Autumn)

Name the only drawing creature on Earth.

(Human)

What drawing material makes your face flood with shame?

The artist “drives her into color.” Name it.

What, according to artists, cannot be spoiled with oil?

(Picture)

What is fabric in the painter's language?

(Canvas, linen)

3. Updating knowledge

On the board there are photos of animals, reproductions of paintings (presentation material),

exhibition of children's drawings.

Teacher: - Who was portrayed in the last art lesson?

Students: - We drew birds of our native land.

Teacher: - What are the names of artists who depict animals?

Students: - They are called animalists.

Teacher: - That's right, how did this word come about?

Students: - From the Latin word “animal” - animal.

Teacher: - What animal artists do you know?

Students: - Vasily Vatagin, Evgeny Charushin, Valentin Serov.

4. Conversation on the topic of the lesson

Teacher: - In the last lesson we drew birds that actually exist in the world around us. What is reality? Reality is what is around us, what actually exists. The real world in all its diversity of manifestations is an invaluable storehouse from which the artist draws themes for his paintings.

Is our school a reality?

Is lunch in the school cafeteria a fantasy?

Serpent-Gorynych, studying with us in the class, is this reality? This is, of course, a fantasy.

Fantasy is an improvisation on a free theme. To fantasize means to imagine, compose, imagine. Fantasy is a dream, a product of the imagination, helps to create something new, enriches a person.

The Master of Images draws not only what he sees around him, but also what his fantasy tells him. The basis of any fantasy is the truth of life. After all, an artist is able to fantasize only on the basis of what he sees in the world around him.

5. Group work

Reviewing the rules of working in a group.

Each group receives a card. Group members meet a fantastic animal to tell the class about it.

Who did the Image Master see?

Each group introduces their information to the class. (accompanied by presentation material: illustrations)

6. Physical exercise

Goal: to distract the child, redirect his attention, relieve fatigue, restore strength and teach the basics of a healthy life.

To draw beautifully,

We need to stretch our fingers.

Fists clenched tightly

And they held it for a while.

They held it and unclenched it.

They showed me their palms.

Do it quickly, kids.

Now it's time to draw.

7. Working with the textbook

Teacher: - Open the textbook on page 62. Today we will get acquainted with a real or fairy-tale bird?

Students: - With a fairytale bird.

Teacher: - Have you seen such a bird in nature?

Students: - Didn’t see it.

Teacher: - This is the fabulous bird Sirin, one of the most beloved images of Russian decorative and applied art. Once upon a time, in the old days, legends about the sweet-voiced bird Sirin were brought to Rus' by merchants and travelers. She was endowed with a strong voice that captivated people and drove them crazy. The bird Sirin flies from Paradise once every hundred years. People listened to the sweet and tempting songs of the bird, followed it, which is why they inevitably died.

You said that you have not seen such a bird in nature, but individual elements, parts?

Students: - These are parts of birds and humans.

Teacher: - The artist combined different parts of different images into one whole. His imagination helped him with this.

Assignment: come up with and depict your own fantastic animal, similar to an animal, bird or fish.

8. Work in pairs

Discuss with your partner what animal you came up with and decided to portray.

9. Creative practical activities of students

Review safety and personal hygiene rules with paint, brush and water.

The artist's imagination is generous,

She gives us so many unexpected things...

Imagine how poor life would be

If only there were no unprecedented miracles in it.

Create! I wish you success in your work.

10. Electronic physical training for eyes “Bee”(http://pedsovet.su)

Goal: effective switching of attention and relieving fatigue from the extraocular muscles.

11. Lesson summary

What is fantasy?

What inspires the Master of Imagery to come up with fantastic images?

What animals did you come up with and depict?

12. Exhibition and analysis of drawings

13. Homework(differentiated)

Red group: find examples of fantastic animals in literary works, bring books to class.

Blue group: sculpt a fantastic animal from plasticine and give it an oral sketch and description.

Green group: find a photo or drawing of a fantastic animal and enter its image.

14. Emotional - artistic reflection

Students are offered two images - landscapes. One picture is imbued with a sad, melancholy mood, the other – with a joyful, cheerful one. Students choose the landscape that matches their mood from the lesson and place a star magnet there.

15. Cleaning the workplace

List of used literature

1. Bushkova L. Yu. Lesson developments in fine arts according to the program of Nemensky B. M. “Fine arts and artistic work”: 2nd grade. M.: VAKO, 2011.

2. Koroteeva E.I. Fine art. Art and you. 2nd grade: textbook for general education organizations / E. I. Koroteeva; edited by B. M. Nemensky. - M.: Education, 2013.

3. Nemensky B. M. Methodological manual for textbooks on fine arts. Grades 1-4: a manual for teachers / B. M. Nemensky, L. A. Nemenskaya, E. I. Koroteeva. - M.: Education, 2010.

4. Svetlova I. E. Developing imagination and fantasy. M.: Eksmo, 2005.

Internet resources

Subject:"Image of felines." Combined lesson for 5th grade.

Type of lesson: Perception of art. Shape, proportions, design (drawing of an animal from life and from an idea).

Target: To introduce schoolchildren to the animalistic genre in art, animal artists; to cultivate love and respect for our smaller brothers.

Tasks:

• Improving students’ ability to draw animals, deepening knowledge about size, anatomical structure, color, spatial position;
• Developing the ability to coordinate details in large form and generalize the silhouettes of animals;
• Teach the characteristic features and proportions of objects: general and individual in the structure of the body of animals (especially related ones);
• Expanding ideas: animal heroes in literature, oral folk art (signs, riddles, mythology);
• Develop knowledge of graphic materials and means of artistic expression;
• Fostering accuracy in performing work, a conscious attitude of students towards the drawing process, and the desire to complete the work.

Teacher equipment: books with illustrations, photographs, postcards, teaching aid “The sequence of drawing a feline animal.”

Literary series: riddles for children.

Equipment for students: pencils, colored pencils, watercolors, gel pens, gouache, markers, drawing paper.

During the classes

1) Organizational part of the lesson. Preparing students for active educational and cognitive activities. Communicate lesson objectives.

2) Studying new material. Introductory conversation.

A) The lesson begins with reading riddles about cats and their “relatives” from the animal world.

The muzzle is mustachioed.
Striped fur coat,
Washing frequently
But I don’t know about water. (Cat)

Crying at the threshold
Hides his claws
He will quietly enter the room,
He will purr and sing. (Cat)

When he is in a cage, he is pleasant,
There are many black spots on the skin.
He is a beast of prey, albeit a little bit,
Like a lion and a tiger, similar to a cat. (Leopard)

Eyes, mustache, tail,
And he washes himself cleaner than everyone else. (Cat)

They look very strange:
Dad has wavy curls,
And mom wears her hair cut.
Why is she offended?
No wonder you get angry often
Everyone's mom... (Lioness)

Pointy ears
There are pillows on the paws.
Mustaches like brushes
Arched back.
Sleeps during the day
Lying in the sun.
Wanders at night
He goes hunting. (Cat)

Soft Paws,
And in the paws there are DAC scratches. (Cat)

B) Visual analysis. Conversation about the animalistic genre.

The depiction of animals is perhaps the oldest theme in art. Even primitive people depicted bison, horses, and hunting scenes on rocks and cave walls. Artists of all times have drawn, sculpted, and painted animals - our little brothers, who, just like us, live on planet Earth. Thus was born animalistic genre in fine arts. This genre exists in painting, graphics, and sculpture. Animalists They draw pictures, make sculptures about the life of animals, birds, insects, and illustrate books about nature. They know well the habits, lifestyle and appearance of the animals they portray.

Let's look at photographs and reproductions of paintings (discussion of viewed reproductions).

Remind about the attachment of domestic animals and birds to a person - an owner, a friend, about the difficulties of life of wild and stray animals, about preserving the natural world on earth, about human responsibility for the ecological well-being of the planet.

Questions for students:

• What books, films about animals have you watched or read?
• How many of you have a pet cat or cat?
• Where can you see wild animals if you live in a city? (At the circus, zoo)
• How many of you have seen living wild relatives of a cat? Which ones?
• What do animals and birds have in common? (There is a head, torso, limbs, neck, the body is covered with fur or feathers, “dressed”)
• How do cats move? Where do they live, what do they eat?
• Do you know what the “Red Book of Nature” is?
• Which cat animal is listed in the Red Book? (Lynx)

B) The teacher's story about cats.

Today we will draw felines. What do we know about the cat?

Man domesticated the cat much later than other domestic animals: dogs, horses, sheep. She forever became his companion, retaining, however, the characteristic behavior of her wild ancestors. She quickly and firmly becomes attached to the owner, without losing her independent character.

The story of the relationship between man and cat is fascinating and instructive. In the Sanskrit language, the word “cat” was known long before the beginning of our chronology. The image of this animal can be found on frescoes and bas-reliefs Ancient Egypt. There already in the 3rd millennium BC. domesticated cats lived in houses, protecting grain barns from rodents.

They were revered, considered “sacred” animals, and their killing was often punished by death. Goddess Bast in ancient Egyptian mythology - she personified joy and fun, she was depicted as a cat or a woman with a cat's head. When there was a fire, the first thing the Egyptians did was take the cat out of the fire, and if it died, all family members shaved off their eyebrows as a sign of mourning.

Centuries passed, and the small furry companions of man spread across Africa and Asia, ending up in Europe.

In medieval Europe, cats were often persecuted as "witches' spawn", mainly due to their mysterious nocturnal lifestyle. These animals, useful to humans, were mercilessly burned at the stake of the Inquisition (sometimes along with their owners). The Europeans paid for the destruction of cats with outbreaks of plague and other diseases caused by unchecked rats.

In Rus', domestic cats began to be bred in the 7th century. They lived at churches and monasteries, in royal chambers and village huts. They were considered very useful animals and were highly valued. The fine for stealing a cat was as high as for stealing an ox. The popularity of the cat is evidenced by Russian folk tales, songs, omens and works of applied art.

Question for students:

Guys, why do you think our ancestors had a sign that was passed down to us by “inheritance” - to let the cat into the house first?

Cats were given an honorable place as guardians of the hearth. According to popular belief, a cat senses all sorts of changes - both good and bad. They say that by observing the behavior of a cat, you can predict the weather, the arrival of guests, an impending illness or misfortune. It’s probably not for nothing that cats have always been associated with the supernatural, and cat’s eyes have been called “windows to another world.” The Slavs have many different signs associated with this beloved animal, which are largely intertwined with the signs of other peoples.

In Slavic countries and regions of our country, there are different interpretations of this folk sign:

• “Luckily” she was the first to be let into her new home.
• A cat or a rooster was popularly considered a “double” of the owner. So, since ancient times, when settling into a new house, doubles of the owners were first allowed in. If the double spent the night safely, then it was possible to move in. If he died, then special rites of consecration of the house were required. The rooster personified the element of fire and was a talisman against evil spirits.
• The Egyptians believed that she had 9 lives, so one would not be a pity... Although this is a Slavic belief that whoever first crosses the threshold of a new house will be the first to die. And our ancestors believed that cats have a short life anyway.
• A folk sign says that there are already spirits in the house or apartment that are different from humans, and only a cat can come to an agreement with them. The natural spirit, which will later become the guardian of the house, the brownie, becomes more attached than others to the first person to enter and loves (or hates) him more than others. That's why our ancestors let the cat in first. In addition, they brought a piece of bread with salt and left it in the house, saying: “Father brownie, take us home, protect and save us... (the names of the household members were listed).”

There is another Slavic sign.

Trouble is not far away if a black cat crosses the road. It is especially bad if the cat runs “in the bosom”, i.e. towards the fastener on the garment. Misfortune can be averted by spitting three times over your left shoulder and continuing on your way, putting a fig in your pocket or holding a button, but it is better to stop and wait for someone else to pass.

D) The teacher explains the manual“The sequence of drawing a feline animal.” Analysis of the shapes of animal body parts.

During the story, the teacher points out the corresponding body parts of the animals and also draws the outline of the cat on the board.

• There are now more than 400 million domestic cats living on our planet.
  Over several thousand years of domestication, the appearance of our murka has hardly changed. Fluffy soft fur, fast energetic movements, expressive eyes, strength and temperament combined with plasticity... The structure of her body is ideally adapted to the lifestyle she leads. Maximum mobility for the small predator and the elegance of cat-like movements are provided by the spine, which easily bends and stretches. This explains the cat’s masterful ability to turn over in the air around its own axis. The strongest of the cat's five hundred muscles are located in the hind legs, shoulders and neck area. This allows the murka to jump up to 3 meters in height, and in length at a distance 15 times the length of its body.
• The body of all cats has an elongated oval shape, a rounded head, and a long fluffy tail. Even from a distance we recognize a sitting cat by its silhouette. You can imagine that the cat's head is like a circle and its body is like a triangle. In other poses of this animal one can also find similarities to geometric figures. The shape of an object conveys its characteristic features and makes it recognizable.
• Animals of the cat family jump, pushing off with their hind legs. In this case, the line of the back, like a wave, bends from the head to the shoulder blades, to the sacrum and further to the tip of the tail. At the moment of takeoff, the cat’s body stretches, and upon landing it contracts so much that the hind legs are in front of the front legs.
• In the schematic drawings you can see what simple geometric shapes will help you cope with the drawing of a feline animal.

3) Practical work.

We will work in groups. A representative from each group draws lots for the theme of the drawing.

Themes:

1. "Cat is a pet"
2. "A member of the cat family."
3. “Illustration for R. Kipling’s book “Mowgli.”
4. "An Unseen Beast"

First group. Draws a domestic cat. The drawing must be plot-based, i.e. come up with a composition in which the cat is the main character. You can work in any technique.

Second group. Draws a wild representative of the cat family. The drawing is subject to any choice of technique.

Third group. Artists - illustrators. They draw illustrations for R. Kipling’s work “Mowgli”.

Fourth group. Imagine that we went on a space journey with the task of bringing back to earth photographs of animals from various planets. On our way we met many interesting planets that were inhabited by amazing inhabitants. However, before we had time to take pictures, the camera broke down. I had to pick up felt-tip pens, markers, pencils and draw them.

Teacher's job:

• monitor the sequence of work;
• cultivate accuracy when drawing;
• individual assistance to students in resolving emerging issues.

4) Summing up the lesson, analysis and evaluation of the results of artistic and creative activities.

Express - viewing of drawings, analysis of successful works. The analysis is carried out in accordance with the work requirements:

• anatomically correct drawing;
• the proportions are respected, the size of the sheet is quite large;
• successful transfer of motion;
• fine details have been worked out;
• general expressiveness, completeness, accuracy;
• good choice of technology.

Guys, who liked the lesson - meow, those who didn’t - you can snort.

Literature used in preparation for the lesson

1. Brown David. Learn to draw cats M.: Potpourri, 2005. – 46 p.
2. Gura A.V. The symbolism of animals in the Slavic folk tradition. M.: AVANTA, 1997.
3. Loiko G.V., Zhabtsev V.M. School of Fine Arts. – Mn.: Harvest LLC, 2004.
4. Stanier P., Rosenberg T. Practical drawing course Drawing: Textbook. – M.: VLADOS, 2004.
5. Encyclopedia for children. T. 7. Art. Part 1. Architecture, art and painting from ancient times to the Renaissance. – 2nd ed., rev. / Ed. board: M. Aksenova, N. Maysuryan, D. Volodokhin and others - M.: AVANTA, 2005. - 688 p.

State Autonomous Professional Educational Institution

Chuvash Republic "Kanash Pedagogical College"

Ministry of Education and Youth Policy of the Chuvash Republic

Trial lesson plan

in fine arts

students of group 401

school department

Kanash Pedagogical College

Fedorova Kristina Valerievna

Teacher: Blinova T.I.

______________________

Methodist: Semenov P.S.

______________________

The lesson is held on October 11, 2018 in grade 2 “b” at the Municipal Budgetary Educational Institution “Secondary School No. 3” in the city of Kanash, Chuvash Republic.

Lesson topic: “Image of an animal in volume. An image of an animal in an expressive pose. Plasticine."

Target : Introduce children to sculpture and teach them how to make a plastic image of an animal from a whole piece of plasticine and convey the pose.

Planned results:

personal:

- acquire a positive attitude towards learning and cognitive activity;

- realize your difficulties and strive to overcome them, master new activities

meta-subject:

Skill accept and save the learning task;

Skill plan necessary actions, operations, act according to plan;

Ability to monitor the process and results of activities, make necessary adjustments

subject:

Understanding the importance of art in human life and society,

Further development and deepening of knowledge about sculpture;

Development of creative abilities, the ability to perform a figure in volume

Lesson equipment:mini exhibition of sculptures - figurines, slides, one-color plasticine, stacks, modeling board, hand cloths

Plan:

Organizing time

Pedagogical demonstration

Setting a creative task

Practical work of students

Summing up the lesson

Exhibition of works

During the classes:

Organizing time

- Hello guys, my name is Kristina Valerievna and I will give you a fine arts lesson. Sit down.

Getting to know new material

Guys, let's remember what topic you are working on this quarter? (What art says)

Tell me what works of art can tell about (about mood, about the character of heroes, about good and evil).

Guys, pay attention to the slide that you see here.? (statues made of wood, animals)

Describe them, their character, mood.

How did you determine that this animal statue is very serious, and the other, on the contrary, is cheerful?(by facial expression, by their posture, how they stand, etc.)

Have you seen anything like this in our city?(yes, in our city park, for example)

Please note how the artist depicted these slides (pencil, paints.)

Now look, I brought you these products(showing figurines of animals.) These are figurines.

What materials did the artist use to create the animals?

The art of creating three-dimensional works of art by carving or sculpting is calledsculpture.

What materials can sculptures be made from? (wood, bronze, plaster, cast iron).

Formation of the lesson topic. Goal setting

Let's solve the riddle!

I will blind anyone:

A wolf, a doll in a fashionable dress.

In class we create.

Really needed... (plasticine)

Now guys, tell me, what are we going to do today?(we will be sculpting figures from plasticine)

What goals will you set for yourself in this lesson?

Guys, how do works made from plasticine turn out, as opposed to works done in graphics and painting? Volumetric! Right!

What do you think the stack is for? Look on your tables, what do you think it is? - Knife, that’s right! And what is it for? To decorate the product and help with sculpting.

Pedagogical demonstration

Now I will show you how to correctly sculpt an animal figurine. Demonstration of work on the product.

Guys, what should you do first with the plasticine?(knead well)

1. So, guys, first I will knead the plasticine well with my hands so that it is pliable.

2. I need to make a large piece. I squeeze a piece of plasticine. I shape it in the form of a rounded carrot.

3. I will now stretch out the narrow part of the carrot with my fingers even more, I will get the neck of an animal.

4. Then, bend a small part of the neck forward - you will get a head. I finish it with my fingers, giving it the shape of the head.

5. To make the legs, I cut the bottom part in half with a stack. I will stretch out my front legs with my fingers. Then the hind legs. I'll bend my paws.

6. All I have to do is make the ears, mane, tail; some elements can be done by pinching, for example the ears. Look.

7. Decoration can be done in a stack - scratch the fur, outline the eyes, mouth.

Now the most important thing is that I will give the figure a pose.

For example, if I bend my hind legs, the animal is sitting. (show)

I'll put my feet in a running position.

Now I’ll arch my back.

Setting a creative task

- Before you start doing this, let's remember the rules for working with plasticine.

Don't throw, don't throw plasticine

Have a board and a cloth, etc. with you.

So, children! You have to sculpt a figurine of an animal and give it an expressive pose. What will you need for this?

Besides this, good mood and imagination!

Practical work of students

Guys, you need to work in silence, to quiet music.

But don’t forget about time, we don’t have much of it.

Summing up the lesson

So guys, our lesson is coming to an end. Place stacks and rags on the edge of the desk. Get ready for the conclusion of the topic.

What is the art of sculpting called?

How can you convey the character and mood of an animal in a sculpted image?

Exhibition of works

Now carefully bring your works to the exhibition. (on the desk near the blackboard)

Get up, calm down. Let's take a step back! We are at an exhibition of animal sculptures.

Tell us about your work. What did you want to depict and show us with this work?

What do you guys think, did he succeed?

We worked well today, everyone worked hard. Get back to your seats.

This concludes our lesson, you can be free.

FINE ARTS

7TH GRADE

LESSON No. _________ DATE _______

SUBJECT. ANIMAL GENRE IN FINE ART

Target:

Expand your knowledge of the animal genre. Introduce animal artists.

Improve your skills in depicting animals.

Development: creativity, visual memory, attention and observation, imagination.

Fostering a caring attitude towards nature and our smaller brothers; accuracy in work.

Equipment: poems, illustrations, drawings by children and teachers, multimedia presentation ( Annex 1), words-terms, background music.

Lesson type:

Combined lesson

Shapes: frontal, group, individual.

Principles of training:

Scientificity

Visibility

Subsequence

Availability

Activity

Independence

Creation of necessary sanitary and hygienic conditions

DURING THE CLASSES

1. Organizational part.

Guys! Check if you have everything ready for work. Let's start the lesson.

2. Introduction to the topic of the lesson.

Let's start our lesson with a poem (read by the student):

I spent half a day drawing a handsome horse.
And everyone praised me for the drawing.
First my mother said a word to me:
“Wonderful, Mishenka, the little lamb came out.”
But I went to my dad with the same drawing.
And dad told me: “Great goat!”
Then the little sister praised:
“You made a very good kitten.”
And my elder brother praised me
He yawned and said: “Not a bad crocodile.”

Guys, name the genre in which Misha worked. (guys' answers)

Today our lesson is dedicated to this genre. You will learn how to correctly depict animals, who animal artists are, how the animalistic genre developed. Why such a strange name, what does it mean... (guys' answers)

Right. We will take you on a journey into the past, present and future, see what ancient animals looked like, get acquainted with the animals living on our earth and dream about the animals that exist in our fantasies.

3. Theoretical part.

A story about the history of the development of animal art, about animal artists.

Artists of all times have drawn, sculpted, and painted animals. The depiction of animals is the oldest theme in art. It was to him that the first artists paid most attention. Images of animals were found on the walls of caves, in drawings and frescoes on the walls of buildings and in sculpture of ancient times. (Slide 2, 3).

Let's give the correct definition of the genre. This genre exists in painting, graphics and sculpture. Artists who depict animals are called animalists. (Slide 4).

Many artists depicted animals, and some devoted their entire work to this genre.

Let's take a closer look at them. Vasily Vatagin(student says) Evgeny Charushin(student says). (Slide 5-12).

Drawings by Serov. (Slide 13-14).

If we compare the drawings of Vatagin and Charushin, the first one has images of adult animals with character, while Charushin has charming soft animals that you want to cuddle.

But there are other artists who depicted animals. Check out their work. (Slide 15-22).

4. Algorithm for depicting animals. Doing the exercise “Sketch of an animal”

It's not so easy to draw animals; they won't pose. The animalist has to diligently observe and study their habits and character.

What is common in the structure of the body of animals.

Horizontal position of the body, 4 limbs, neck, head, tail. But there are also differences (which ones?).

Watch the sketch of the animal. They start with the general shape of the body - this is the largest part of it. Limbs. The head grows from the body, but do not forget to draw the neck and tail. If the main parameters are determined, then you can draw the details.

Sketching animals in pencil.

The transfer of wool is done using a stroke or smear.

After drawing a sketch, determine the color of the animal. The body is voluminous, so you need to highlight its light part and the shadow part.

Physical education for fingers.

5. Statement of the artistic task:

Today we will be animalists. Let's make drawings of animals. Before the lesson, you were given the task of reading books about animals, looking at their drawings, finding out where they live, what they eat, and what their character is. Let's look at them - what are they? (watch the video). (Slide 27-42).

The animals you will portray live somewhere. So, think about what will surround it. But do not forget that the animal is the main figure in your drawing. Emphasize the main elements so that it doesn't get lost.

Listen to the job requirements:

Maintaining proportions

Successful transfer of the animal's character

Working on small details

General expressiveness

Completeness

Accuracy

I have divided you into three groups. The first group of children work on easels and, traveling into the past, depict dinosaurs - the most ancient animals. The second group, traveling into the future, draws fantastic animals that don’t actually exist; imagine them and come up with a name for each one. The third group of children draws animals of the present time, living in the forest, desert, savannah, ponds, jungle, etc. We will find out who they chose at the end of the lesson.

Creative success. Let's get to work. We make a quick sketch and paint with paints.

6. Practical implementation of the task. Music plays in the background.

7. Summing up. Vernissage of works.

8. Conclusion.

Our journey into the past, present and future has ended. You did a very good job today. I hope you learned something new for yourself. You have produced wonderful works – individual, unique. Where most often we see the work of animal artists (in books, textbooks). Works of the animalistic genre call for protecting, loving and studying the animal world and nature. Many of you have favorite pets. You look after them, educate them, observe their habits, but often we see dogs and cats wandering in search of food, meowing in the basements - they were abandoned!

It is impossible to be a humane person without love, without a kind and caring attitude towards all living things. Think about it, guys.

Conversation for younger schoolchildren on the topic: "Acquaintance with the work of animal artists, the founders of the animalistic genre in Russia."

Materials and equipment: photographic materials about the work of artists, a crossword puzzle about animals in riddles.
During the classes
I. Organizational moment(checking student readiness)
To become nature's friend,
Find out all her secrets,
Solve all the riddles
Learn to observe
Let's develop mindfulness together,
And our curiosity will help us find out everything.

II. Updating students' knowledge on the topic:
Teacher: Guys, in the last lesson we looked at how the image of an animal is embodied in folk arts and crafts.
- Let's remember what folk toy we met? (Bogorodskaya, Gorodetskaya, Filimonovskaya).
- The image of what animal is embodied in them? (horse, deer, turkey, ram, chickens, bear).
- What other types of decorative folk art have we considered, where is the image of an animal found? (the image of the animal is also found in Gorodets painting: horse, cat, lion, peacock; folk embroidery, Zhostovo trays).

III. Studying a new topic.
Today in the lesson we will get acquainted with the work of Russian animal artists who devoted their entire lives to animals: they studied their habits, drew, and embodied their image in various artistic materials. Animals are the main theme, the “hero” of the work, its image is the main goal of the artist.
Artists working in this genre are called animalists.
Animalism (from the Latin animal, beast) is one of the oldest genres of fine art, dedicated to the animal world.
Examples of unsurpassed perfection in the depiction of animals are provided by primitive art. Rock paintings found in Spain (Altamira), France (Lascaux, Font-de-Gaume), Russia (in the Southern Urals) amaze with their amazing vitality in conveying the appearance and movements of animals - bulls, wild horses, deer, bears, bison. They were depicted using simple means: coal, clay.

In Ancient Egypt and the states of ancient America, images of animals, in which they saw incarnations of gods, are found in painting, sculpture, and jewelry, which often served as “amulets” against evil forces. The cat, crocodile, black bull, scarab beetle - all these are sacred animals of Egypt.

Physical exercise “Animal exercise”

Animal exercise
Once - squat,
Two - jump.
This is a rabbit exercise.
How can the little foxes wake up?
(Rub your eyes with your fists)
They like to stretch for a long time
(stretch)
Be sure to yawn
(yawn, covering your mouth with your palm)
Well, wag your tail
(movement of hips to the sides)
And the wolf cubs arch their backs
(bend your back forward)
And jump lightly
(light jump up)
Well, the bear is clubfooted
(arms bent at the elbows, palms connected below the waist)
Paws spread wide
(feet shoulder width apart)
Either one or both together
(stepping from foot to foot)
Marks time for a long time
(swinging the body to the sides)
And for those who don’t have enough charging -
Starts all over again!
(spread your arms to the sides at waist level, palms up)

Dmitry Vladimirovich Gorlov was a student of Vasily Vatagin. Gorlov’s creative activity is closely connected with children and work for them.
The artist was involved in the development of children's toys.
At that time there was a boring assortment of lifeless dummies with natural colors.
He developed more than a hundred samples of wood and papier-mâché products, many of which had movement and hinges. His baby elephant, made from various parts, was a success. He moved his ears and trunk, and could either walk sedately, like an adult elephant, or run mischievously. And the puppy turned its head and, depending on the degree of rotation, was either sad or cheerful.

Guys, you are all probably familiar with the fables of Ivan Andreevich Krylov. Please name them.
Students:“Swan, Crayfish and Pike”, “Crow and Fox”, “Pig under the Oak”.
Teacher: Well done! Dmitry Vladimirovich Gorlov created a series of eight high reliefs for the monument to Krylov made of bronze.

IV. Reinforcing what has been learned in the lesson.
The work of the artists we met today was based on an inexhaustible love for the animal world, admiration and admiration for its amazing diversity and perfection.
To become a good animal artist, you need to deeply study nature, collect a lot of material about animals, their habits and life. For starters, you can start with the zoo.
If an artist has a love for a certain topic, then it does not matter to him what artistic materials he uses.

V. The final stage of the lesson.
1) Today in class we learned in more detail which genre of fine art? (animalistic)
2) What is animal art? (image of animals).
3) Who was the first to draw animal drawings and where were they located? (primitive people painted in caves)
4) Which Russian animal artists did you meet in class today? (Serov, Vatagin, Gorlov, Efimov).
5) What materials did the artists use to embody the image of the animal? (clay, metal, painted with watercolors, pencils).
If time permits, you can invite children to solve a crossword puzzle.

Horizontally:

1. Who is cold in autumn
Walking around gloomy and hungry?
(Wolf)

3. He lives calmly, is in no hurry,
Carry a shield just in case.
Under him, without knowing fear,
Walking... (turtle)

7. I am a hunchbacked beast
And the guys like me.
(Camel)

Vertically:

2. What kind of horses -
Everyone is wearing vests.
(Zebras)

4. Crying at the threshold
Hides his claws
He will quietly enter the room,
He will purr and sing.
(Cat)

5. Sleeps in winter
In the summer - he stirs up the hives.
(Bear)

6. Behind the trees and bushes
It seemed like a flame.
It flashed, ran...
There is no smoke, no fire.
(Fox)

Homework: try to make a copy of an animal drawing made by an animal artist.
I will be glad to receive constructive criticism.

Art activities for schoolchildren