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

The program and teaching materials of B.M. Nemensky "School of Russia"

Lesson topic: Image and fantasy. Fantasy 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;

To develop the ability to compare, combine, analyze, make a choice, develop fantasy and imagination, skills of independent creative thinking;

Improve the technique of working with graphic materials;

Cultivate love for animals, interest in the subject.

Lesson Form: lesson-acquaintance with art.

Integration: fine arts, history, the world around.

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

Forms and methods of teaching:

Explanatory and illustrative;

Frontal and individual.

Personal:

be aware of the need for a respectful attitude to works of decorative and applied art, the importance of an emotional and value attitude to one's own activity, as the basis of creativity;

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

Cognitive:

to analyze the real-life forms of animals and the ability to creatively transform the forms of the real animal world into conditionally decorative ones.

Regulatory:

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

Communicative: develop the need for teamwork, 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:

to understand the "language" of decorative art, to master the basic methods of stylization and combination of forms to obtain a new fictional form, to form fine skills, skills, a sense of form, rhythm.

Equipment:

crafts with images of fabulous birds, cards for group work, children's work, presentation on the topic of the lesson.

Art materials:

watercolors, brushes, paper.

During the classes

1. Organizational moment

Checking the readiness of students for the lesson.

Thanks, have a seat.

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

2. Workout 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 kind of material for drawing fills the face with shame?

Her artist "drives into the paint." Name her.

What, according to artists, you can't spoil with oil?

(picture)

Fabric in the language of the painter - what is it?

(Canvas, canvas)

3. Updating knowledge

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

exhibition of children's drawings.

Teacher: - Who was depicted in the last lesson of fine arts?

Students: - We drew birds of our native land.

Teacher: - What is the name of the artists depicting animals?

Students: - They are called animalists.

Teacher: - Right, but how did this word come about?

Students: - From the Latin word "animal" - an 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 really exist in the world around us. What is reality? Reality is what is around us, what really exists. The real world in all its variety of manifestations is an invaluable storehouse from which the artist draws themes for his paintings.

Is our school real?

Is lunch at the school cafeteria a fantasy?

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

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

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

5. Group work

Repetition of the rules of work in the group.

Each group receives a card. The group members are introduced to 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 Minute

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

To draw beautifully

We need to stretch our fingers.

The fists are all tightly clenched

And they held on a little.

They held it and unclenched it.

They showed me the hands.

Do it fast, kids.

Now it's time to draw.

7. Work with the textbook

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

Students: - With a fabulous bird.

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

Students: - Did not see.

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

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

Students: - These are parts of a bird and a person.

Teacher: - The artist combined different parts of different images into one whole. In this he was helped by fantasy.

Task: come up with and portray 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 activity of students

Repetition of safety and personal hygiene rules with paint, brush and water.

The fantasy of the artist is generous,

She gives us so many surprises...

Imagine how poor life would be

Kohl would not be in it miracles unseen.

Create! I wish you success in your work.

10. Electronic physical minute for the eyes "Bee"(http://pedsovet.su)

Purpose: effective switching of attention and removal of fatigue from the oculomotor muscles.

11. Summary of the lesson

What is fantasy?

What inspires Image Masters to come up with fantastic images?

What animals did you invent 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: mold a fantastic animal from plasticine and give it an oral sketch-characteristic.

Green Group: Find a photo or drawing of a fantastic animal and enter into its image.

14. Emotionally - artistic reflection

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

15. Workplace cleaning

List of used literature

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

2. Koroteeva E. I. Visual arts. Art and you. Grade 2: textbook for educational institutions / E. I. Koroteeva; ed. B. M. Nemensky. - M.: Education, 2013.

3. Nemenskiy B. M. Methodological guide to textbooks in fine arts. Grades 1-4: a guide for the teacher / B. M. Nemensky, L. A. Nemenskaya, E. I. Koroteeva. - M.: Education, 2010.

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

Internet resources

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

Class type: Perception of art. Form, proportions, design (drawing of an animal from nature and representation).

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

Tasks:

• Improving the ability of students to draw animals, deepening knowledge about size, anatomical structure, color, spatial position;
• Development of the ability to coordinate details in a large form and generalize the silhouettes of animals;
• To teach the characteristic features and proportions of objects: general and individual in the structure of the body of animals (especially related ones);
• Expansion of ideas: animal characters in literature, oral folk art (omens, riddles, mythology);
• Develop knowledge of graphic materials and means of artistic expression;
• Education of accuracy in the performance of work, a conscious attitude of students to the drawing process, the desire to complete the work.

Teacher equipment: books with illustrations, photographs, postcards, methodical manual "The sequence of drawing a drawing of an animal of the cat family."

Literary series: riddles for children.

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

During the classes

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

2) Learning new material. Introductory conversation.

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

Mustachioed muzzle.
striped coat,
Washes often
And I don't know about water. (Cat)

Crying at the threshold
hides claws,
Quietly enter the room
Murmurs, sings. (Cat)

When he is in a cage, he is pleasant,
There are many black spots on the skin.
He is a predatory beast, although a little,
Like a lion and a tiger, like a cat. (Leopard)

Eyes, mustache, tail,
And it washes cleaner. (Cat)

They have a very strange look:
Dad has curls in a wave,
And my mother has a haircut.
Why is she offended?
Get angry often
For all mother ... (Lioness)

pointed ears,
Pillows on paws.
Mustaches like brushes
Arched back.
Sleeps during the day
Lies in the sun.
wanders at night,
He goes hunting. (Cat)

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

B) Visual analysis. A conversation about the animalistic genre.

The image of animals is perhaps the most ancient theme in art. Even primitive people depicted bison, horses, hunting scenes on rocks, walls of caves. Artists of all times drew, sculpted, painted animals - our smaller brothers, who, like us, live on planet Earth. So born animalistic genre in the visual arts. This genre exists in painting, and in graphics, and in sculpture. animalists draw pictures, sculpt sculptures about the life of animals, birds, insects, illustrate books about nature. They are well aware of the habits, lifestyle and appearance of the animals they depict.

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

Remind about the attachment of domestic animals and birds to the person - the owner, friend, about the difficulties of the life of wild and homeless animals, about the preservation of the natural world on earth, about the responsibility of man for the ecological well-being of the planet.

Questions for students:

• What books, films about animals have you watched or read?
• Do any 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? What?
• What do animals and birds have in common? (There is a head, torso, limbs, neck, the body is covered with wool 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?
• What animal of the cat family is listed in the Red Book? (Lynx)

C) The teacher's story about cats.

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

Man tamed a 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.

A fascinating and instructive story of the relationship between man and cat. In Sanskrit, the word "cat" is 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 III millennium BC. tamed cats lived in houses, guarding barns with grain from rodents.

They were revered, considering them "sacred" animals, for their murder they were often punished with 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. During a fire, the Egyptians first of all took out a cat from the fire, and in the event of her death, all family members shaved off their eyebrows as a sign of mourning.

Centuries passed, and small fluffy human companions spread across Africa and Asia, came to Europe.

In medieval Europe, cats were often persecuted as "witchspawn", mainly because of their mysterious nocturnal lifestyle. These animals, useful to humans, were ruthlessly burned at the stake by the Inquisition (sometimes along with their owners). For the destruction of cats, the Europeans paid with outbreaks of plague and other diseases caused by freely breeding 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 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, signs and works of applied art.

Question for students:

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

Cats were given the honorable place of the keeper of the hearth. According to popular beliefs, the cat feels all sorts of changes - both for good and for bad. It is said that by observing the behavior of a cat, one can predict the weather, the arrival of guests, impending illness or misfortune. It is probably not for nothing that cats have always been associated with the supernatural, and cat eyes have been called "windows to another world." The Slavs have a lot of different signs associated with this beloved beast, which are largely intertwined with the signs of other peoples.

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

• She was the first to be launched into a new house “for good luck”.
• A cat or a rooster was considered by the people as the “double” of the owner. Since ancient times, when settling into a new house, they first let in the twins of the owners. 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 is not a pity ... Although this is a Slavic belief that whoever crosses the threshold of a new house first will die first. And our ancestors considered a cat to have a short life.
• A folk sign says that there are already spirits in a house or apartment that are different from humans, and only a cat can negotiate with them. The natural spirit, which will later become the guardian of the house, the brownie, is more attached to the first person who enters and loves (or hates) him more than others. Therefore, our ancestors let the first cat in. In addition, they brought a loaf of bread with salt and left it in the house, saying at the same time: “Father brownie, take us home, protect and save ... (the names of the household were listed)”.

There is another Slavic sign.

Trouble is not far off 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 the left shoulder and continuing on by folding the fiddle in your pocket or holding on to a button, but it is better to stop and wait for someone else to pass.

D) The teacher explains the manual"The sequence of execution of the drawing of an animal of the cat family." Analysis of the shapes of animal body parts.

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

• Now on our planet there are more than 400 million domestic cats.
  For several millennia of domestication, the appearance of our murka has not changed much. 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 that she leads. Maximum mobility for a small predator, the elegance of feline movements is provided by the spine, which is easily bent and stretched. This explains the virtuosic ability of the cat to roll over in the air around its own axis. The strongest of the five hundred feline muscles are located on the hind legs, shoulders and neck. This allows Murka to jump up to 3 meters in height, and in length for a distance 15 times the length of her 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 looks like a circle, and the body looks like a triangle. In other postures of this animal, one can also find a similarity to geometric figures. The shape of the object conveys its characteristic features, makes it recognizable.
• Animals of the cat family jump, pushing off with their hind legs. At the same time, 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 time of takeoff, the cat's body is stretched, and when landing it is compressed so much that the hind legs are in front of the front ones.
• In the schematic drawings, you can see what simple geometric shapes will help you cope with the drawing of an animal of the cat family.

3) Practical work.

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

Themes:

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

First group. Draws a domestic cat. The drawing must be plot, 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 feline. The drawing is plot, the choice of technique of execution is any.

Third group. Artists - illustrators. Draw illustrations for the work of R. Kipling "Mowgli".

Fourth group. Imagine that we went on a space trip with the task of bringing photographs of animals from various planets to earth. On our way there were many interesting planets 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 work:

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

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

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

• anatomically correct drawing;
• proportions are observed, a fairly large size in the sheet;
• successful transmission of movement;
• worked out small details;
• general expressiveness, completeness, accuracy;
• good choice of technique.

Guys who liked the lesson - meow, who don'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. - Minsk: 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 drawing from ancient times to the Renaissance. - 2nd ed., Rev. / Ed. collegium: M. Aksenova, N. Maisuryan, D. Volodokhin and others - M .: AVANTA, 2005. - 688 p.

State Autonomous Vocational Educational Institution

Chuvash Republic "Kanash Pedagogical College"

Ministry of Education and Youth Policy of the Chuvash Republic

Trial Lesson Plan

fine arts

group 401 students

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 the 2nd "b" class at the MBOU "Secondary School No. 3" of the city of Kanash, Chuvash Republic.

Theme of the lesson: “Image of an animal in volume. The image of an animal in an expressive pose. Plasticine."

Target : To acquaint children with sculpture and teach how to perform the image of an animal in a plastic way from a whole piece of plasticine and convey a pose.

Planned results:

personal:

- acquire a positive attitude to learning, to cognitive activity;

- be aware of their difficulties and strive to overcome them, master new activities

metasubject:

Skill accept and save the learning task;

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

Ability to control the process and results of activities, make the 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 rags

Plan:

Organizing time

Pedagogical display

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 lesson in fine arts. Sit down.

Introduction to new material

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

Say what works of art can tell about (about the mood, about the character of the characters, 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)

Pay attention to how the artist depicted these slides (with a pencil, paints.)

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

What materials did the animal artist use?

The art of creating volumetric works of art by carving or modeling is calledsculpture.

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

Formation of the topic of the lesson. goal setting

Let's solve the riddle!

I blind anyone

Wolf, doll in a fashionable dress.

We create in class.

I really need ... (plasticine)

And now guys, tell me, what are we going to do today?(we will be engaged in modeling figures from plasticine)

What are your goals for this lesson?

Guys, what are the works made of plasticine, in contrast to the works made in graphics and painting? Volumetric! Right!

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

Pedagogical display

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

Guys, what needs to be done first with 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 big blank. I squeeze a piece of plasticine. I form it in the form of a rounded carrot.

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

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

5. In order to make legs, I cut the lower part in half with a stack. I stretch out my front legs with my toes. Then the hind legs. I'll bend my paws.

6. It remains for me to make ears, a mane, a tail, some elements can be done by pinching, for example, ears. Look.

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

And 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 put my feet in a running pose.

Now I'll arch my back.

Setting a creative task

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

You can not throw, do not scatter plasticine

Have a board and a cloth with you, etc.

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

In addition, good mood and fantasy!

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. Set aside stacks and rags on the edge of the desk. Get ready for the topic.

What is the art of sculpting called?

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

Exhibition of works

Now carefully bring your work to the exhibition. (on the desk at 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 portray, show us with this work?

What do you guys think, did he succeed?

Today they did a good job, everyone worked hard. Get back into your seats.

This concludes our lesson, you can be free.

ART

7TH GRADE

LESSON # _________ DATE _______

SUBJECT. ANIMAL GENRE IN FINE ARTS

Target:

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

Improve your animal drawing skills.

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

Education of respect for nature and smaller brothers; accuracy at work.

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

Lesson type:

Combined lesson

Forms: frontal, group, individual.

Learning principles:

Scientific

visibility

Subsequence

Availability

Activity

Independence

Creation of the 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 a 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, a sheep came out.”
But with the same drawing, I went to my dad.
And dad said to me: "Great goat!".
Then the little sister praised:
"You made a very good kitten."
And my older brother praised me
He yawned and said: "Not a bad crocodile."

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

Today our lesson is devoted to this genre. You will learn how to depict animals correctly, who are animal artists, how the animalistic genre developed. And why such a strange name, which means ... (guys' answers)

Right. We will travel with you to 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 animalistics, about animal artists.

Artists of all times drew, sculpted, painted animals with paints. The image of animals is the oldest theme in art. It was he who paid the most attention to the first artists. 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. Animal artists are called animalists. (Slide 4).

Animals were depicted by many artists, and some devoted all their work to this genre.

Let's get to know them better. Vasily Vatagin(student says) Evgeny Charushin(student says). (Slide 5-12).

Serov's drawings. (Slide 13-14).

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

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

4. Algorithm for depicting animals. Performing the exercise "Drawing an animal"

Drawing animals is not so easy, they will not pose. The animalist has to diligently observe and study their habits and character.

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

The horizontal position of the body, 4 limbs, neck, head, tail. But there are also differences (what?).

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

Sketching animals in pencil.

The transfer of wool is performed using a stroke or stroke.

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 to read books about animals, look at their drawings, find out where they live, what they eat, what their character is. Let's take a look at them - what are they? (watch video). (Slide 27-42).

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

Listen to job requirements:

Compliance with proportions

Successful transfer of the character of the animal

Working out small details

General expressiveness

completeness

Accuracy

I have divided you into three groups. The first group of children work on easels and, making a journey into the past, depict dinosaurs - the most ancient animals. The second group, making a journey into the future, draw fantastic animals that do not really exist, come up with them and come up with a name for each. The third group of children draws animals of the present time, living in the forest, desert, savannah, in reservoirs, jungles, 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 draw with paints.

6. Practical implementation of the task. Sounds background music.

7. Summing up. Vernissage of works.

8. Conclusion.

This is the end of our journey into the past, present and future. You did a very good job today. I hope you learned something new for yourself. You've got some great work - individual, original. Where most often we see the work of animal artists (in books, textbooks). Works of the animalistic genre call to protect, love and study the animal world, nature. Many of you have beloved pets. You look after them, educate them, observe their habits, but often we see dogs wandering in search of food, cats meowing in basements - they have been 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(testing students' readiness)
To become a friend of nature
Know all her secrets
Unravel all mysteries
Learn to observe
Together we will develop mindfulness,
And our curiosity will help to 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 the Gorodets painting: a horse, a cat, a lion, a peacock; folk embroidery, Zhostovo trays).

III. Exploring a new topic.
Today in the lesson we will get acquainted with the work of Russian animal artists who devoted their whole lives to animals: they studied their habits, drew, embodied their image in various artistic materials. Animals are the main theme, the "hero" of the work, his image is the main goal of the artist.
Artists working in this genre are called animalists.
Animalism (from lat. animal animal, beast) is one of the oldest genres of fine arts dedicated to the animal world.
Primitive art provides examples of unsurpassed perfection in the depiction of animals. Rock paintings found in Spain (Altamira), France (Lascaux, Font-de-Gaumes), Russia (in the Southern Urals) amaze with the amazing vitality of the transfer of the appearance and movements of animals - bulls, wild horses, deer, bears, bison. They were portrayed by simple means: charcoal, clay.

In ancient Egypt, in the states of ancient America, images of animals, in which the incarnations of the gods were seen, are found in painting, sculpture, and jewelry, which often served as "amulets" from evil forces. A cat, a crocodile, a black bull, a scarab beetle - all these are the sacred animals of Egypt.

Fizminutka "Animal exercise"

Animal charging
Once - an oath,
Two - jump.
This is a rabbit load.
And the foxes how to wake up
(rub eyes with fists)
They like to stretch
(stretch)
Be sure to yawn
(yawn, covering mouth with hand)
Well, wag your tail
(moving hips to the side)
And the wolf cubs bend their backs
(bend forward in the back)
And lightly jump
(light jump up)
Well, the bear is clubfoot
(arms bent at the elbows, palms joined below the belt)
Paws wide apart
(feet shoulder width apart)
One, then both together
(stepping from foot to foot)
Long time treading water
(swinging the torso to the side)
And for whom charging is not enough -
Starts all over!
(spread your arms to the sides at waist level, palms up)

Vasily Vatagin's student was Dmitry Vladimirovich Gorlov. Gorlov's creative activity is closely connected with children and work for them.
The artist was engaged in the development of children's toys.
At that time there was a boring assortment of lifeless dummies with natural coloring.
He developed more than a hundred samples of wood and papier-mâché products, many of which are with movement, with hinges. His baby elephant, made of various details, was a success. He moved his ears and trunk, he 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. Name them please.
Students:"Swan, Cancer 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. Consolidation of what was learned in the lesson.
At the heart of the work of the artists we met today was 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 he does not care what art materials to work with.

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

Horizontally:

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

3. Lives calmly, not in a hurry,
He carries a shield just in case.
Under it, not knowing fear,
Walking ... (turtle)

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

Vertically:

2. What kind of horses -
On all the vests.
(Zebras)

4. Crying at the threshold
hides claws,
Quietly enter the room
Murmurs, sings.
(Cat)

5. Sleeping in winter
In the summer - the hives stir.
(Bear)

6. Behind the trees, bushes
It flickered like a flame.
Flashed, ran...
There is no smoke or fire.
(Fox)

Homework: try to make a copy of the animal drawing made by the animal painter.
I will be glad to constructive criticism.

Art activities for schoolchildren