The Artistic Culture of the Age of Enlightenment. Great enlighteners

Questions at the beginning of a paragraph

Cultural figures of the Enlightenment can be considered the heirs of the humanists of the Renaissance, since they asserted the value of a person as a person, his right to freedom, happiness, development, like humanists. In their views on society, the humanists of the 15th–16th centuries, like the enlighteners of the 18th century, called for the construction of a humane society through ethics based on human and other natural values, in the spirit of reason and free search, through the use of human abilities. As an example, we can compare the main principle of the humanists - the doctrine of the high purpose of a person, about his dignity (dignitas, which said that a person endowed with reason and an immortal soul, possessing virtue and unlimited creative possibilities, free in his actions and thoughts, is placed at the center of the universe itself nature) and Rousseau's idea that morality and kindness are inherent in man from birth.

Questions at the end of the paragraph

Question 1. What do you think, what did the enlighteners see as the purpose and main purpose of art?

The purpose and main purpose of art is to serve humanistic ideals. The center of attention of art should be the human person, free, with rights.

Question 2. Like the literary heroes of the Renaissance, the characters of many enlightenment novels also set off on a journey. What calls Robinson and Gulliver to distant countries?

Robinson and Gulliver to distant countries were called by interest in learning new things.

Question 3. What is the difference between the work of "painters of the nobility" and "singers of the third estate"?

The work of "painters of the nobility" and "singers of the third estate" has significant differences. The canvases of the former are far from reality, full of carefree lightness. And the "singers of the third estate" depict the real life around them, often ordinary workers become the heroes of the paintings.

Question 4. Prepare a message about the life path and work of one of the Enlightenment artists mentioned in the paragraph.

Johann Sebastian Bach (1685-1750) - the great German composer, organist, music teacher, master of polyphony. Bach's work includes more than 1000 works of various genres.

Born (21) March 31, 1685 in the city of Eisenach, his ancestors were professional musicians.

At the age of ten, Johann Bach was taken in by his brother Johann Christoph. He taught the future composer to play the clavier and organ. At the age of 15, Bach entered the vocal school named after St. Michael, in the city of Lüneburg. There he gets acquainted with the work of modern musicians, develops comprehensively. During 1700-1703 the musical biography of Johann Sebastian Bach begins, the first organ music is written.

After graduation, Bach was sent to Duke Ernst as a musician at the court. Dissatisfaction with a dependent position forces him to change jobs. In 1704, Bach received the post of organist of the New Church in Arndstadt. During this time, he created many talented works. Collaboration with the poet Christian Friedrich Heinrici, court musician Telemachus enriched the music with new motives.

In 1707 Bach moved to Mühlhusen, continued to work as a church musician and engage in creativity. The authorities are satisfied with his work, the composer receives a reward.

In 1707 Bach married his cousin Maria Barbara. He again decided to change jobs, this time becoming court organist in Weimar. In this city, six children are born in the family of a musician, three of them become famous musicians in the future.

In 1720, Bach's wife died, but a year later the composer married again, now to the famous singer Anna Magdalena Wilhelm.

In 1717, Bach entered the service of the Duke of Anhalt - Köthen, who highly appreciated his talent. During the period from 1717 to 1723, Bach's magnificent suites appeared (for orchestra, cello, clavier).

Bach's Brandenburg Concertos, English and French suites were written in Köthen.

In 1723, the musician received the position of cantor and teacher of music and Latin in the Church of St. Thomas, then became musical director in Leipzig. Johann Sebastian Bach's wide repertoire included both secular and brass music. During his life, Johann Sebastian Bach managed to visit the head of the music college. Several cycles of the composer Bach used all kinds of instruments ("Musical Offering", "The Art of the Fugue")

In the last years of his life, Bach was rapidly losing his sight. His music was then considered unfashionable, outdated. Despite this, the composer continued to work. In 1747, he creates a cycle of plays called "Music of the Offering", dedicated to the Prussian King Frederick II. The last work was the collection of works "The Art of the Fugue", which included 14 fugues and 4 canons.

Johann Sebastian Bach died on July 28, 1750 in Leipzig, but his musical legacy remains immortal.

Tasks for the paragraph

Question 1. Hogarth's self-portrait shows three books. The authors of two are already familiar to you - Shakespeare and Swift. Is it by chance? How can you explain the choice of the artist?

Hogarth's self-portrait depicts the books of Shakespeare and Swift for a reason. Hogarth was the author of illustrations for the books of these authors

Question 2. Suppose that in the works of court painters modern viewers could highly appreciate, and what could cause criticism.

In the works of court painters, modern viewers could highly appreciate the level of skill of artists. Beautifully painted landscapes, light, pleasing to the eye; skillfully conveyed moods of the characters; the general dreamy mood of the paintings. Criticism could be caused by a feeling of unreliability, unreality of the plots presented, far from real life.

Question 3. Beethoven said about Bach: “Not a stream! The sea should be his name ”(“ Bach ”in German - a stream). Do you agree with this statement?

Beethoven greatly appreciated Bach's music, calling him "the true father of harmony" I agree with his statement, because Bach's talent is unlimited, "like the sea", his creative heritage is huge, includes more than 1000 works of various genres. In the work of Bach, all significant genres of that time are represented, except for opera; he summarized the achievements of the musical art of the Baroque period. Bach is a famous master of polyphony, a successor to ancient traditions; polyphony reaches its peak in his work.

Question 4. What work mentioned in the paragraph have you read? Tell us about your impressions. What has changed in your attitude to the work or its characters after studying the topic?

The novel Gulliver's Travels. Looked like a very interesting piece. Those countries where Gulliver visited seem unusual, it is interesting to read. In the inhabitants of the countries described in the novel, human and social vices are ridiculed. After studying the topic, the understanding came that the described countries have their prototypes in real European states. So, Lilliput is a parody of England.

Question 5. Using additional textbook material, characterize the architectural styles of baroque and classicism. What ideas of the era are reflected in these architectural styles? Think about what kind of music could accompany your viewing of a baroque or classicist architectural monument. Explain your point of view.

The Baroque style is distinguished by complexity, whimsicality and pomp of forms, an abundance of decorations and details. Baroque is ideal for embodying the greatness of the Catholic Church and absolutism; it is no coincidence that the main customers of Baroque buildings were the church and kings.

Particular attention in these buildings was paid to the decoration of the premises, which architects and artists tried to give an elegant, magnificent appearance. The refined and aristocratic style of the Baroque did not meet the philosophy of the Enlightenment thinkers. The appeals of Voltaire, Rousseau, Locke to be guided by reason and morality, to return to nature, predetermined for art a passion for antiquity. Severity of lines and noble simplicity, imitation of the calm grandeur of Greek designs, come into fashion. Supporters of classicism in architecture reject baroque splendor and take as a model the naturalness and harmony of ancient buildings: smooth surfaces, modest decor, porticoes and columns give buildings a chilly elegance.

French painter Jean-Baptiste Siméon Chardin (1699-1779).
Jean-Baptiste Siméon Chardin (1699-1779) - French painter, one of the most famous artists of the XVIII century and one of the best colorists in the history of painting, famous for his work in the field of still life and genre painting.
In his work, the artist deliberately avoided the solemn and pastoral-mythological plots characteristic of the art of his time. The main subject of his still lifes and genre scenes, based entirely on field observations and essentially hidden portraits, was the everyday domestic life of people from the so-called third estate, conveyed in a calm, sincere and truthful manner. Chardin, whose activity as an artist marked the heyday of realism in the 18th century, continued the traditions of the Dutch and Flemish masters of still life and everyday genre of the 17th century, enriching this tradition and introducing into his work a touch of grace and naturalness
Jean Baptiste Simeon Chardin was born on November 2, 1699 in Paris into a family of cabinet makers. He worked in the workshop of Pierre Jacques Kaz, then with the famous painter and sculptor N. N. Kuapel, in whom Chardin began to paint from nature. Among Chardin's mentors was also J. B. Vanloo, under whose guidance the young artist took part in the restoration of frescoes of the 16th century. at the Palace of Fontainebleau.
In 1728, Chardin organized an exhibition in the gallery on the Place Dauphine, which brought him great success. The still lifes exhibited on it were made in the spirit of the Flemish masters of the 17th century. Thanks to these works, among which were the famous Skat and Buffet, the artist was elected a member of the Royal Academy as "a painter of flowers, fruits and characteristic subjects."
In the 1730s - 1740s. Chardin created his best genre scenes, depicting the life of ordinary urban workers, people of the “third estate” (“Laundress”, “Peddler”, “Hardworking mother”, “Prayer before dinner”).

Caring Nanny, 1747.
Oil on canvas, 46.2 x 37 cm.

Laundress
Canvas, oil. 37.5 x 42.7
State Hermitage Museum, St. Petersburg

peddler

Prayer before dinner
Many of Chardin's paintings are dedicated to children ("Little Teacher", "Soap Bubbles", "House of Cards", "Girl with a Shuttlecock"). The images captured on Chardin's canvases are marked by vital immediacy, simplicity and sincerity.

Little teacher [ca. 1736]

Soap bubbles [ca. 1739]

House of cards

Young draftsman 1737. 81x65
In 1731, Chardin married the daughter of a merchant, Marguerite Sentar. They had a daughter and a son (who also became an artist). Chardin's daughter died in infancy; Almost simultaneously with her, Margarita also died. In 1744 Chardin married Marguerite Pouget. The daughter, born from the second marriage, also died. The son of Chardin also died (already in adulthood).
In his work, Chardin constantly refers to still life. There are very few things on his still lifes, arranged carefully and thoughtfully: several vessels, several fruits, kitchen utensils, modest food of a simple person (“Silver tureen”, “Copper tank”, “Still life with a pheasant and a hunting bag”, “A glass of water and jug”, “Pipes and jug”, “Still life with brioche”, “Silver goblet”).

Silver goblet [ca. 1768]

A glass of water and a pitcher [ca. 1760]

Pipes and jug

Fruit, jug and glass

Still life with grapes and pomegranates, 1763, 47x57
Louvre, Paris
Over the years, the popularity of the artist is growing. Engravings made from his paintings are sold out very briskly. The painting "Bar-organ" for 1500 livres is purchased by the king himself. In 1743, Chardin became an adviser, and in 1755, the treasurer of the academy. He is entrusted with the organization of annual exhibitions. In 1765, Chardin was elected a member of the Rouen Academy of Painting. The artist is honored with orders from high-ranking persons. He paints several still lifes for the Choisy castle, for Empress Catherine II he creates the painting “Still Life with Attributes of the Arts”.

Still life with attributes of the arts
In 1770, the powerful J. B. M. Pierre became the director of the Academy, who overthrew the patrons of Chardin; as a result, the artist loses his posts. Chardin is experiencing financial difficulties, he is even forced to sell his house.
Due to deteriorating vision, the artist is forced to leave oil paints and work with pastels (“Self-Portrait”) or draw with a pencil. One of the last works of Chardin - the famous "Self-portrait with a green visor" - the pinnacle of the master's work.

Chardin, Jean Baptiste Simeon
The famous self-portrait with a green visor (1775) is the pinnacle of creativity. One of the last works of the master.
Paper, pastel. Louvre, Paris
December 6, 1779 Chardin died, leaving behind over a thousand paintings. Contemporaries soon forgot Chardin. Former glory returned to him only in the middle of the XIX century.

Original entry and comments on

Option 2

A1. "Age of Reason" is called: 1) XVI century. 2) XVII century. 3) XVIII century. 4) XIX century.

A2. Enlightenment thinkers: 1) J. Huss, F. Bacon 2) D. Diderot, Voltaire 3) F. Rabelais, W. Shakespeare 4) J. Bruno, I. Newton

A4. Which of the following thinkers can be attributed to the English Enlighteners of the 17th century: 1) John Locke 2) Voltaire 3) Adam Smith 4) Jean Jacques Rousseau 5) Francis Bacon

A5. The comedy The Marriage of Figaro was created by an Enlightenment writer:

1) I.V. Goethe 2) J. Swift 3) T. More 4) P.O. Beaumarchais

A6. "The singer of the third estate" was called the artist of the Enlightenment:

1) I.S. Bach 2) W. Hogarth 3) J. B. Chardin 4) J.A. Houdon

A7. The result of the Enlightenment is: 1) the beginning of the process of secularization of culture 2) the approval

humanistic values 3) elimination of illiteracy of the population 4) liberation

the oppressed masses

A8. This thinker denied any benefit of church rituals and prayers. church he

considered the main enemy of the Enlightenment. 1) John Locke 2) Voltaire 3) Adam Smith 4) Jean Jacques Rousseau 5) Francis Bacon

IN 1. What ideas did the Enlighteners put forward?

the need for an absolute monarchy

the need to strengthen the estate system

3) education is the main way to improve society

4) the need to provide people with civil rights and freedoms

5) revolution is the only possible way to reorganize society

6) The main source of people's well-being is labor.

B 2. Make a sentence using the words and phrases below: Enlighteners are ________________________________________________________________________________________________________________________________________________________________________________ who contributed, writers, achievements, all those knowledge, scientific, outstanding thinkers, dissemination, scientists,

AT 3. Who is it about: The main merit of this English thinker of the 17th century was in the creation of the doctrine of the natural rights of man: the right to life, liberty, property. The scientist was sure that all people are equal by nature. He was also a teacher and attached great importance to the education and upbringing of man and citizen.

Answer__________________

AT 4. Who is it about: His contemporaries called him a true miracle of the 18th century. his life

was short, full of deprivation and loneliness. From the age of 3 he began to study music, at the age of 4 he composed his first concerto, at 12 he wrote an opera, which premiered at the Milan theater, and at 14 he was already an academician of the most prestigious music academy in Italy.

Answer__________________

AT 5. Establish a correspondence between the cultural figure and the work.

B6. Determine the heroes of which works are depicted in the figures

Answer: _____________________

AT 7. Find the missing word:
Enlighteners believed that all people are naturally endowed with ____________________, in particular the right to life, liberty and equality. It followed from this that all the differences existing in society (between the poor and the rich, rulers and subordinates, nobles and ordinary people) were established not by God, but by the people themselves, taking this into account, they had to change what they themselves created.

Test Great Enlighteners of Europe.The world of artistic culture of the Enlightenment.Option 1

A1. The beginning of the Enlightenment refers to: 1) XVI century. 2) the end of the 17th century; 3) the end of the 18th century. 4) early XIX

3) T. More, Erasmus of Rotterdam 4) J.-J. Rousseau, C. Montesquieu

A3. Enlightenment figures expressed ideas of social class:

l) bourgeoisie 2) aristocracy 3) peasantry 4) hired workers

A4. Which of the following thinkers can be attributed to the French Enlightenment of the XVIII century: 1) John Locke 2) Voltaire 3) Adam Smith 4) Jean Jacques Rousseau 5) Francis Bacon

A5. The novel "Gulliver's Travels" was created by the writer of the Enlightenment:

1) I.V. Goethe 2) C. Montesquieu 3) J. Swift 4) T. More

A6. "The first painter of the king" was called the artist of the Enlightenment:

1) F. Schiller 2) J.L. David 3) F. Boucher 4) J.B. Chardin

A7. The result of the Enlightenment is: 1) the destruction of medieval consciousness and the preparation

soil for bourgeois revolutions 2) overcoming the cultural gap between the nobility and

the third estate 3) the growth of the well-being of the inhabitants of Europe 4) the invention of printing

A8. He was a supporter of universal suffrage. 1) John Locke 2) Voltaire 3) Adam Smith 4) Jean Jacques Rousseau 5) Francis Bacon

IN 1. What provisions correspond to the views of the enlighteners:

faith in the human mind

the need to abolish private property

the church is the main pillar of the state and society

a way to rebuild society is to educate people

5) to achieve stability in society, it is necessary to restrict the rights and freedoms of people

6) The ideal of social organization is an enlightened monarchy headed by a philosopher-king.

B 2. Make a sentence using the words and phrases below:

AT 3. Who is it about: French educator, a native of a noble family. The thinker outlined his political views in a book on the spirit of laws. The central place in his work was occupied by the idea of freedom: "Freedom is the right to do everything that is permitted by law." He also said that individual freedom is possible in a society where there is no abuse of power. Developed Locke's doctrine of the separation of powers, pointed out that the 3 branches of government (legislative, executive and judicial) should be separated. Legislative power should belong to the people, who elect a parliament, where various sections of the population are represented, executive power to the monarch, who appoints the government, and judicial power to independent judges.

AT 4. Who it's about: He has been living in Vienna since he was 22. He is young, full of energy, famous, publishers

willingly publish his works. Only one thing upsets - the attacks of a terrible disease are increasingly repeated: "My hearing is getting weaker and weaker, the terrible noise in my ears does not stop day or night." And yet the composer does not give up. He created the work: “Sonata in the Kind of Fantasy” (“Moonlight”) - a touching story about the unhappy love of the composer,

B5. Establish a correspondence between the cultural figure and the work

One element of the left column corresponds to one element of the right column.

B6. Determine the heroes of which works are depicted in the figures

AT 7. Spot the Missing Word: Philosopher Denis Diderot saw it as his task to make modern knowledge as accessible to everyone as possible. Such attempts have taken place before, but they did not have such a scope. The publication was called ______________. The organizers managed to attract the great philosophers and writers of that time to the work, but most of it was written by less famous people, but no less educated.

AT 8. Before you are extracts from the works of French philosophers, reflecting on the need to transform society. In their writings, they called for better human life. Read the texts and think about what ideas of the Enlightenment thinkers are reflected here. Write down the answer.

1) “... When in the same person or in the same government body the legislative power is combined with the executive power, there is no freedom, since one can fear that the same monarch or the same senate, which can issue tyrannical laws, will carry them out in a tyrannical way.
There is still no freedom in cases where the judicial power is not separated from the legislative and executive powers. If it is united with executive power, then the judge turns into an oppressor ... ”(Ch. Montesquieu),
2) “... The Church has always wanted to spread and used all kinds of weapons to take away our property and our lives from us... The history of the Church is a continuous chain of strife, deceit, oppression, fraud ... murders; and thus it is proved that abuse belongs to the very essence of the matter, as it is proved that the wolf has always been a predator and did not at all drink the blood of our sheep due to some accidental abuse.
Religion causes... only evil. Wherever you turn, you will see that the priests invariably preached slaughter...
The most absurd of all despotisms, the most humiliating to human nature, the most incongruous and the most pernicious, is the despotism of the priests...
It is difficult to understand how the saints, who have taken a vow of humility, humility and chastity, nevertheless own a whole state in your state and command slaves ... ”(Voltaire).
3) “In order to correctly understand political power and determine the source of its occurrence, we must consider the state of nature in which all people are, and this is a state of complete freedom in relation to their actions and in relation to the disposal of their property and person in accordance with the fact that they consider it suitable for themselves within the limits of the law of nature, without asking the permission of any other person and without depending on anyone's will.

It is also a state of equality in which all power and all jurisdiction are mutual—no one has more than the other.” (D. Locke).

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Jean Baptiste Simeon Chardin (1699 – 1779)

In the self-portrait we have before us not an aristocrat, but a man of labor. The head is wrapped in a scarf, over which is a green visor that protects the artist's eyes from bright light.

"Self-portrait"

Singer of the third estate and its ideals, the finest master of genre painting and still life.

"Cook Cleaning Turnips"

"Laundress"

The labor third estate - the main characters of Chardin's canvases

There are a lot of "small Dutch" in Chardin. Work from nature became his main school, while at the Academy great importance was attached to drawing from ancient casts. But Chardin managed to reach such heights in the "low" genres, which were considered still life and genre.

hardworking mother

Still life with a copper teapot

With extraordinary warmth, he unfolds a simple narrative before the viewer. The family gathered at the table. The young mother, while pouring the soup, apparently reminded her daughters of the need to repeat the words of the pre-dinner prayer. Chardin's great creative success is the image of the youngest girl, which is one of the best children's images created by him. .

Prayer before dinner

Municipal State Educational Institution "Troitskaya Secondary School" of the Novokhopersky Municipal District of the Voronezh Region

Development of a lesson on World History Grade 7

"The Artistic Culture of the Age of Enlightenment"

Prepared by: history teacher

MKOU "Troitskaya secondary school"

Novokhopersky municipal district

Perfileva Elena Petrovna

Perfilyeva Elena Petrovna, MKOU "Troitskaya secondary school", Troitskoye village, Novokhopersky district, Voronezh region.

Lesson "Artistic culture of the Enlightenment"

Lesson Objectives:

Developing:

;

Continue work on

. Educational:

Acquaintance with the main directions of the artistic culture of EuropeXVIII

Follow the trends in the development of art inXVIIIcentury.

Educational:

Awaken interest in reading classical literature;

To contribute to the development of the desire to perceive and understand classical art;

Develop creative and intellectual abilities;

To instill a desire for self-improvement, for finding inner harmony through an integrated perception of classical art and music.

Planned results :

Personal: fostering a sense of self- and mutual respect; fostering interest in history as a science; development of creative and intellectual abilities.

Metasubject: speech development; formation of skills to compare, generalize facts and concepts; the development of students' independence, the ability to draw conclusions, the formation of a culture of thinking and speech.

Subject: development of skills to work with a textbook, fiction and encyclopedic literature, Internet resources

Mmethodical methods: solving cognitive and creative problems, discussion, compiling a summary,immersion in history.

: collective, individual, work in groups.

Means of education:

Basic concepts studied in the lesson: classicism.

Equipment:

(a rough table with a candle in a rough candlestick, a quill pen with a pen nib inserted into it, what an old "ledger" or a few gray sheets of wallpaper cut and fastened like a notebook; some kind of vest-lining from a jacket or fur vest, rickety chair).

The epigraph of today's lesson (on the blackboard) is the words of the Russian philosopher A.I.XVIIXVIIIcentury"

During the classes.

Motivation for learning activities.

XVIII

Dialogue between them:

XVIIIcentury!

They leave.

Teacher:

XVIII

Student responses

Teacher:

Students express their opinions Teacher : We will talk about this and not only today at the lesson. Try to formulate the topic of today's lesson?

Teacher

III Discovery of new knowledge

Teacher

1 (a presentation begins, which consists of pieces of children's presentations, the first is a portrait of D. Defoe, maybe the cover of his book, an excerpt without sound about the adventures of sailors, or from a movie about Crusoe)

Student message ( exemplary ):

later in the book)

Teacher:

Student versions

Teacher:

(notebook entries)

Music Mendelssohn "Allegro"

2. Student's message (slide presentation).

Teacher:

Student versions:

Teacher

3. Student's message ( presentation-2-3 slides).

King LouisXVI

Teacher

Student versions

Student:

Teacher:

In the first halfXVIIIrococo, from Frenchrocaille -

Student group message (presentation 5-7 slides).

rococo

4. Another artist, but already an Englishman, William Hogard. He is also nicer to ordinary people who have their own concepts of honor and dignity. It was them that Hogard wrote in his most sincere works. With his work, the artist wanted to improve society, correct the morals of fellow citizens. But then how did English bourgeois society get it! Especially in the series of prints "Elections", where Hogard creates the history of elections to Parliament. The painting “Fashionable Marriage” is known, the theme of which is a marriage of convenience. In the middle of the 18th century in any English shop or bookstore you could buy Hogard's engravings cheaply and they decorated the walls of ordinary people's houses. Therefore, Hogarth, like Chardin, can rightfully be called the "Singer of the Third Estate."

Teacher

Suggested answers: I think that they also belonged to the enlighteners, and thus wanted to introduce the common people to art.

These artists, depicting ordinary people in their paintings, wanted to show that a person is beautiful even in hard work.

They wanted to draw attention to the needs of the people in this way.

Notebook entry.

MUSIC.

Teacher

Student message

(in the course of the story about musical works, music from them sounds and the narrator pauses the story a little)

Hearing.

Teacher:

IV .Independent work (total).

It should turn out (vertically) - classicism

V . Evaluation.

Lesson - project "Artistic culture of the Enlightenment"

Type: lesson-learning a new topic

Type of lesson: an integrated lesson-conference (history, music, painting, German language) with elements of theatricalization.

Preparation: Researching the culture of the Enlightenment and preparing messages and presentations for the lesson.

Lesson Objectives:

Developing:

Continue to work on the development of speech skills,ability to organize their work in a group;

Continue work onteaching the skills of research work not only with educational, but also with fiction and encyclopedic literature;practical skills to work independently with additional literature, historical sources.

Arouse interest in works of classical music and literature, fine arts.

. Educational:

acquaintance with the main directions of the artistic culture of EuropeXVIIIcentury, with classical works of literature and art.

trace the trends in the development of art inXVIIIcentury.

Educational:

arouse interest in reading classical literature;

promote the development of the desire to perceive and understand classical art;

develop creative and intellectual abilities;

to instill a desire for self-improvement, for finding inner harmony through an integrated perception of classical art and music.

Contribute to the formation of a culture of thinking and speech, skills of mutual cooperation.

Planned results :

Personal: fostering a sense of self- and mutual respect; development of cooperation when working in pairs; fostering interest in history as a science, development of creative and intellectual abilities.

Subject: development of skills to work with a textbook, fiction and encyclopedic literature, Internet resources

Mmethodical methods: solving cognitive and creative problems, building logical circuits, discussion, compiling a summary, brainstorming,immersion in history.

Forms of organization of cognitive activity of students : collective, individual, work in groups and pairs.

Means of education: presentation, textbook, cards with tasks for independent work, blackboard, historical documents, statements of historians.

Basic concepts studied in the lesson: classicism.

Equipment: presentation for each message, a board with an epigraph(a rough table with a candle in a rough candlestick, a quill pen with a pen-tip inserted into it, what an old "ledger" or a few gray sheets of wallpaper cut and fastened like a notebook; some kind of vest-lining from a jacket or fur vest, rickety chair).

Students have books by D. Defoe, D. Swift, etc. on their tables.

The epigraph of today's lesson (on the board) is the words of the Russian philosopher A.I.XVIIage, and through its evening twilight a wondrous, powerful, active age was already peeping out,XVIIIcentury"

( And you can take these words as an epigraph for all lessons on the 18th century .. and then ask what epigraph we have, etc.)

During the classes.

I .Motivation for learning activities.

Against the background of classical music (“Little Night Serenade” by Mozart), a boy and a girl come out, dressed in costumes close to clothesXVIIIV. This is Rosina and Dr. Bartolo from the comedy by P.-O Caron de Beaumarchais "The Barber of Seville".

Dialogue between them:

Rosina: Oh, Mr. Bartolo, you always scold our poorXVIIIcentury!

Bartolo: Forgive my insolence, but what did he give us that we could praise him for? All kinds of nonsense: freethinking, universal gravity, electricity, religious tolerance, smallpox vaccination, outrageous music and petty-bourgeois dramas!

They leave.

Teacher:

The hero of this dialogue is a Frenchman, Mr. Bartolo fromXVIIIcentury listed the most outstanding achievements of the 18th century. Of all the things that Mr. Bartolo has listed, what do we already know about, what achievements have you already met in the past lessons?

Student responses : Universal gravitation - the laws discovered by I. Newton; religious tolerance. Freethinking is the main thing that Voltaire called for: so that a person would not be persecuted for his religious beliefs, the publisher of the Encyclopedia in France, Denis Diderot, believed that people, without exception, should be equal before the law; The smallpox vaccine saved thousands of lives...

Teacher: What else did Bartolo mention?

Pupils express their opinions.( about outrageous music, philistine dramas).Teacher : That's about it and not only we will talk today at the lesson. Try to formulate the topic of today's lesson?

II Updating knowledge and planning activities.

Teacher : The form of today's lesson is unusual - a lesson-conference for which you prepared in advance, read fiction, studied critical literature, got acquainted with the work of artists and composers. (The lesson-conference plan is displayed on the screen).

Today you will listen and be able to appreciate the speeches of your classmates about the literary works they have read, about composers and artists of the 18th century. But ... a lesson is a lesson, and during the lesson I ask you to write down the names, titles of works and their authors in your workbook. All this will come in handy at the end of the lesson.

So, we begin our immersion in the world of art of the 18th century.

III Discovery of new knowledge

Teacher : Fiction has at all times a huge influence on the views and behavior of people. Literary images, even fantastic, fictional still reflect the features of reality.

In the 17th, and even in the 18th centuries. In fiction, the tastes of the nobility and the court aristocracy dominated. The honor of the nobility, loyalty to the king, the ability to sacrifice everything for the sake of the king were sung. These ideas were extolled in court theaters, where tragedies were staged based on scenes from ancient history and mythology. Images of ordinary people, their feelings were expressed in folk art, sometimes on the stage. But in the 18th century Gradually, the views and tastes of the bourgeoisie began to win in literature. Enlightenment writers denounced the arbitrariness of kings, ridiculed the court nobility, opposed class privileges. They called for the establishment of equality of people in rights. And one of the first such works was the work that will tell us about ...

Messages from students about the main works.

1 .The Life and Adventures of Robinson Crusoe by Daniel Defoe(a presentation begins, which consists of pieces of children's presentations, the first is a portrait of D. Defoe, maybe the cover of his book, an excerpt without sound about the adventures of sailors, or from a movie about Crusoe)

Student message ( verbatim ):

I watched a movie about Robinson Crusoe a long time ago with my older brother. Then in 5th or 6th grade we read The Life and Wonderful Adventures of Robinson Crusoe when we studied adventure literature. Robinson has become one of my favorite characters. The amazing adventures of a sailor from York came up with the Englishman Daniel Defoe. The son of his turbulent age, Defoe himself more than once embarked on stormy adventures, got rich, went bankrupt and got rich again. He was a merchant and a sailor, tried himself in journalism and as a spy, was involved in politics, and a year before 60 he became a writer. He condemned the persecution of advanced people, ridiculed the prejudices and arrogance of the English aristocracy. By order of the authorities, Defoe was tied to the pillory three times, but this only increased his fame.

The novel about Robinson is written for adults and not to amuse them. Defoe endowed their hero with efficiency, extraordinary diligence, faith in their own strength. He believed that the new man of capitalist society is just such.

Dramatization of an excerpt from the novel against the background of music: Robinson sits at a table and by the light of a candle writes with a quill pen, dictating to himself:

September 30, 1659. I, the unfortunate Robinson Crusoe, was cast ashore on this island, which I called the Isle of Despair. All my companions are dead.

- from September 1 to September 24, I transported everything that was possible to the ship on a raft ... ( later in the book)

Teacher: What examples from the novel can you confirm Robinson's enterprise, his steadfastness? What does the novel teach us?

Student versions : Courage and perseverance in the development of nature, a bold fight against dangers. The history of Robinson showed the value of experience and knowledge, entrepreneurship.

With extraordinary perseverance, Robinson builds on a desert island, where he ended up after a shipwreck, the only survivor from the team, his own home, makes furniture, makes dishes, tames and breeds cattle.

Or maybe Defoe's hero saved more than one human life, when people who found themselves in a similar situation were helped by Robinson's experience. After all, Defoe's hero is a vivid example of the fact that one should never give up.

The novel teaches us that the human will, the mind can overcome even seemingly insurmountable things. Roman Defoe is a symbol of the victory of man over the elements.

Teacher: Let this work be written for adults and maybe with some kind of hidden connotation. I just want to say that over the long three centuries this work has not become outdated, we still read it with pleasure, watch the film. On the example of the life of this hero, more than one generation of young inhabitants of the earth has grown up.

(notebook entries)

Music Mendelssohn "Allegro"

2. Student's message (presentation 2-3 slides).

I was very interested in the hero of another English writer -

Gulliver Jonathan Swift. Jonathan Swift's Gulliver's Travels is written in a completely different style. Describing Lilliput, or the country of the giants, where Gulliver visited, Swift wrote a satire on the secular society of the mid-18th century. He castigates the prejudices and ignorance of his contemporaries. The country of the Lilliputians is ruled by a tiny creature who calls himself "the joy and horror of the universe." And readers guessed in Lilliput a caricature of the English constitutional monarchy of the 18th century. Swagger and arbitrariness, greed and suspicion, injustice and intrigue in the Lilliputian state reflected the features of the English royal court.

The enlightened monarchy of the country of the giants is organized as the philosophers of the 18th century imagined: a wise, kind king-scientist condemns wars, loves art, patronizes the sciences, strives for a reasonable order in the country. But he is not the only one who governs the state and he cannot do much: he is not able to overcome stupidity, greed, narrow-mindedness, unwillingness to change anything, the depravity of his subjects. The rudeness of court morals was shown by the writer, describing the good-natured, but stupid giants of the Brobdingnags.

Then Gulliver enters the country of intelligent horses and meets disgusting Yehu, the descendants of people who ended up on the island after a shipwreck. These strong, daring, but Gulliver sees with horror that "at the same time they are cowardly, which makes them arrogant, low and cruel."

Teacher: What did Swift want to warn people against?

Student versions: With his works, Swift wanted to warn people against becoming like that, to warn against bestiality, to help people in all situations to maintain their human appearance. This work is like a cry: don't become like that. I think it is still relevant today.

(Don't forget to take notes in your notebooks)

Teacher : And, finally, about one more "misfortune" in the list of Dr. Bartolo (question to the students - which one?) petty-bourgeois dramas. The music of Mozart "Serenade 13" "Crazy Day or The Marriage of Figaro" by Beaumarchais will tell us what it is.

3. Student's message ( presentation-2-3 slides). I sometimes hear from my mother the words: “What are you like figaro, do you want to be in time everywhere?”. I was curious to know who it was. To do this, I had to get acquainted with the work of the author of plays about Figaro.

The radiance of the mind and the power of the talent of Daniel Defoe and Jonathan Swift lit up the Age of Enlightenment with an unfading brilliance. But in the rays of glory of these Englishmen, the name of the Frenchman does not fade - Pierre Augustin Caron de Beaumarchais. The talented son of the Parisian royal watchmaker, who managed to buy the title of nobility, make his way to the royal palace. He knew well what the “powerful ones of this world” stand for. A native of the third estate, Beaumarchais opposed estate privileges and the rule of aristocrats.

Until the middle of the 18th century, classical tragedies were popular in the theater. Beaumarchais wrote, criticizing that "these passions are always exaggerated and as far from human nature as they are unheard of among our morals." And Beaumarchais proposed to replace the classical tragedy with a stage genre closer to modern mores. And he called this genre a serious and funny comedy. In his comedy, Beaumarchais portrayed ordinary people, with their modest joys and sufferings, morally beautiful ordinary people. The king's entourage found this genre dangerous. This work favored the commoners from the third estate and denounced the aristocrats.

King LouisXVIexclaimed angrily when he read Beaumarchais's comedy: "The Bastille must be destroyed to allow this on the stage!" but after a few months. Despite the fact that the Bastille fortress continued to stand, the Parisian theatrical audience spread the sharp words of Figaro around the city. He entered the colloquial speech, they ridiculed the aristocrats.

The hero of the comedies "The Barber of Seville" and "The Marriage of Figaro" is a clever and charming, resourceful and intelligent servant. Figaro, like his creator, "made fun of fools, was not shy in front of the evil ones, laughed at his poverty, but never sold his human dignity," as the author himself said about him.

Beaumarchais was imprisoned for this play, but his fame was already so great that he was released a few days later. And then the plots of his comedies were used by Mozart and Rossini to write operas. Meet the heroes of Beaumarchais.

Dramatization of an excerpt from the play "A Crazy Day or The Marriage of Figaro"(the moment where Figaro speaks with Count Almaviva, with whom he serves, about continuing his service in England, where the Count is going to take him with him, where he is, that he knows English)

Teacher : Let's think about what qualities Figaro shows in life, judging by this episode from the play?

Student versions : irony, fearlessness, self-criticism.

Bach's fugue "E-minor" sounds, against the background of music, the student reads the quatrain of I-V Goethe in German (possibly about a pine tree, then a message)

Student: We got acquainted with the life and a little of the work of German writers at the German lessons. These lines were written by the great German poet Johann Wolfgang Goethe. This(name the work, therefore it is better "pine", since there is a translation of Lermontov)

But the most important work of Goethe is the tragedy "Faust", which he wrote all his life. Goethe rewrote the old German legend about Faust, who sold his soul to the devil, and in return received the opportunity to fulfill all his desires.

Goethe's Faust evokes powerful dark forces in the form of Mephistopheles. Mephistopheles gives Faust to experience various temptations: wealth, fame, love and find among this the main thing for himself. Life is not enough for Faust to solve an important question: what is the purpose of man on earth, what is the meaning of human life. He, as the truth, he is looking for at all times, makes mistakes, does a lot of harm to people who love him. But Faust does not find happiness in anything: neither in the innumerable treasures that he had, nor in eternal youth (how terrible it is to see how those you love die), nor in love, nor in the knowledge of the world.

But as a result, Mephistopheles wins, remaining a man. Faust comes to the conclusion that it is not terrible to live and die for only one thing - this is service to people, work, struggle for the sake of people's happiness. And he wants to build a just society for people, using his opportunities:

This is my highest and last feat!

I will create a whole region, vast, new.

And let millions of people live here

All my life, in view of the severe danger,

Relying only on your free labor!

I am committed to this idea! Life years

Gone in vain, it's clear before me

The final conclusion of earthly wisdom,

Only he is worthy of life and freedom,

Who every day goes to fight for them!

So that I can see in the brilliance of wondrous power

Free land, my free people!

Then I would say: a moment,

You're great, hold on!

Teacher: According to some researchers, Goethe's tragedy sums up the time of the Enlightenment.

So what conclusion does Faust come to at the end of his life? In what does he find the happiness of human life?OR What does Goethe call for, what does he want from a person?

Task: formulate a conclusion yourself and write it down in a notebook.

Teacher: The next point in the plan of our conference "Architecture and Painting" of the Age of Enlightenment.

In the first halfXVIIIV. the leading direction in architecture and fine arts has becomerococo, from Frenchrocaille - shell decoration is a whimsical, artsy style. (presentation 2-3 slides)

Student group message (presentation 5-7 slides).

1. I really like to draw and get acquainted with the work of artists of different times with particular interest. Of particular interest to me is the art of the Renaissance, the continuation of which was the painting of the 18th century. It had many styles and trends. French representativerococo was François Boucher. "The first artist of the king" was a true son of his age, she did everything herself: paintings for palaces, theater scenery, illustrations for books, drawings for wallpaper and fans. He was a master of mythological and pastoral subjects. The gentlemen and ladies in his paintings are having fun and dancing. Airy and beautiful nature. Everything captivates with fragility and harmony. But far from real life, his paintings adorned the houses and palaces of the rich.

2. Antoine Watteau painted his paintings in the same style. The heroes of his paintings live surrounded by forests, gardens, meadows. The characters in his paintings are neither good nor evil. The artist was only interested in the world of feelings of these people. Everything that Watteau created on his canvases is beautiful, but almost unreal. Watteau loved the theater and often wrote scenes from the life of the theater. But his personal fate was not as easy as that of the heroes of his paintings. A merciless disease - tuberculosis, interrupted the artist's life in the prime of his life.

Were people of other classes alien to the art of painting?

3. Quite different than Boucher, ideas in art were developed in his work by another French artist Jean Baptiste Simeon Chardin, who was nicknamed "the singer of the third estate." The son of a craftsman, accustomed from childhood to unhurried, systematic work, he also belonged to creativity. Chardin began with still lifes, then moved on to genre painting, and then began to paint portraits of ordinary people. In his still lifes, instead of exotic fruits and silver utensils, the simplest utensils and products that could be found on the table of a poor merchant or artisan appear. In scenes of family life of the third estate, Chardin painted women engaged in household chores and raising children. But it turned out that these works of Chardin touch upon many problems in society, drawing attention to them. Chardin's paintings are a challenge to frivolous court art.

Teacher : Guys, why do you think Hogard and Chardin refused to create a world of artificial beauty.

Suggested answers: -I think that they also belonged to the enlighteners, and thus wanted to introduce the common people to art.

These artists, depicting ordinary people in their paintings, wanted to show that a person is beautiful even in hard work.

They wanted to draw attention to the needs of the people in this way. -

- Or maybe he wanted to show that a person's happiness is not in eternal entertainment, but in creative work.

Notebook entry.

MUSIC.

Teacher : You probably noticed that the whole lesson goes against the background of beautiful music. At music lessons, you got acquainted with the work of composers of the 18th century. Can you remember their names? (Georg Friedrich Handel, Franz Joseph Haydn, Christopher Willibald Gluck, Antonio Vivaldi)

Today you will learn about the work of the three most famous around the world. These composers were given to the world by Austria. In the traditions of that time, all three wrote music, earning a living, for the church, for religious subjects. And in the 18th century in Catholic cathedrals, the main musical instrument was the organ, and composers created a lot of organ music.

A recording of Bach's organ music sounds.

Student message accompanied by excerpts from the works: Mozart "Turkish March", "Rondo", "Requiem"; Beethoven "14th Moonlight Sonata", "Appassionata"; Bach "Tokatto", "Joke", "Matthew Passion".

The results of his work on these composers presents…

I am deeply moved by the work of the German composer Wolfgang Amadeus Mozart and I would like to title my story about him “If the whole world could feel the power of harmony”.

This composer played the violin and wrote music at an age when other children do not know how to add letters. Wolfgang's extraordinary abilities developed under the guidance of his father, the violinist and composer Leopold Mozart. At the age of 4, Wolfgang composed his first concerto, at the age of 12 he wrote an opera, which premiered at the Milan theater, and at the age of 14 he became an academician of the most prestigious music academy in Italy. “If the whole world could feel the power of harmony,” exclaimed the young genius. In his operas Don Giovanni and The Magic Flute, Mozart created living human characters. The success of his opera The Marriage of Figaro, based on the play by Beaumarchais, was enormous. The singers were called to the stage many times. But this is not the main thing. Opera melodies sounded everywhere: in the streets, squares, in taverns, even itinerant musicians performed them. Contemporaries called Mozart a true miracle 18. His life was short, full of poverty, humiliation and loneliness. Although there were great joys in it, love, happiness, creativity. Mozart's last work, "Requiem", from lat. "calm". The requiem was performed in the church in memory of the deceased. Mozart was commissioned anonymously by a wealthy music lover, but it seemed to the composer that he was writing music for himself. The author was not destined to wait for its execution. There is a legend that the one who ordered the requiem never came for the score of the work.

( in the course of the story about the works, music from them sounds and the narrator pauses the story a little)

Mozart himself said about this German composer: "The time will come and the whole world will talk about him." And this prophecy came true. “Music should strike fire from people's hearts,” said Ludwig van Beethoven. He was a man of republican views, inspired by heroic subjects in art. Beethoven's life was connected with Vienna. Here he admired Mozart's playing, studied with Haydn, and became famous as a pianist. Elemental strength, loftiness of lyrics, lively, sometimes rude humor - all this is in the rich world of his sonatas. There are ten of them, among them the most famous Kreutzer Ninth. The 14th lunar reflected the composer's despair during the most difficult period of his life, when Beethoven lost his hearing, fell hopelessly in love and was close to suicide. But the composer did not give up. The crisis was overcome, the human will defeated a terrible disease. Half deaf, he writes the Third "Heroic Symphony". The theme of an indomitable rebel, a brave, courageous person, is also heard in the Appassionata sonata.

Hearing.

Of interest is the work of a composer who was not recognized during his lifetime. Unrecognized even by his own children, three of whom became famous in their time. But it was his father, Johann Sebastian Bach, who became the most famous among all Bachs. Interest in his music arose only 80 years after the death of the author. Bach's heirs considered his music obsolete and most of his manuscripts were simply lost. Why is she special?

The aristocrats did not understand the depth and seriousness of his works, and the church considered his music too lively, humane, exciting, and after all, church music was supposed to lead a person into an unearthly world.

And in many of his works, Bach was not afraid to introduce melodies of folk songs and dances, which made complex music accessible to parishioners in the church. The largest work, The Passion According to Matthew, was written for choir, soloists and orchestra and tells about the sufferings (passions) of Jesus, told by the disciple of Jesus - Matthew. Bach's gospel legend becomes a folk drama in which the hero - Jesus - sacrifices himself for the salvation of people.

Teacher: you got acquainted with the work of three world-famous composers. Tell me where you can hear their music now, in our time? (Student answers: feature films, cartoons, TV shows)

Teacher:

So our immersion in the art of the Enlightenment ended. What conclusion can we draw from what we hear? What new have we learned?

Suggested student responses: In all countries in the 18th century. we meet in art and literature criticism of the feudal order, denunciation of injustice, the lack of rights of the people, showing the hopeless life of the common people. And enlighteners in their musical works, artists and writers with their creativity tried to draw attention to the needs of the people.

Teacher: But along with those artistic styles and trends in art and literature, which we learned in more detail today, there was a style (or genre, if we talk about literature) that most suited the revolutionary spirit that was coming in the last quarter of the 18th century, time which demanded heroism and citizenship. What kind of style it is, you will find out if you solve the string word.

IV .Independent work (result).

Students in groups solve the string word using the notes in the workbook.

Title of Mozart's last work (requiem)

This Beethoven sonata was named after the night celestial body (Lunar)

Painter of the French Rococo style (Watteaux)

The country that gave the world three famous composers at once (Austria)

The writer who sent his hero to the land of the giants (Swift)

Composer who composed his first piece at age 4 (Mozart)

The name of the hero, which has become a household name and means "giant" (Gulliver)

Comedy hero who succeeded everywhere (Figaro)

What was the name of the man who lived on a desert island for 27 years (Robinson)

The surname of the writer, whose hero just managed to do it everywhere (Beaumarchais)