Style diversity of art of the 17th and 18th centuries. Stylistic diversity of art of the XVII-XVIII centuries

Blended Learning Technology Lesson

Module "Change of work areas"

Subject - World artistic culture Grade 11

Teacher of the MHK and music, the highest qualification category - Ochirova Z.M., "Honorary Worker of General Education"

Lesson topic"The variety of styles in the culture of the 17th-18th centuries"

So much news in 20 years

and in the realm of the stars,

and in the area of planets,

the universe crumbles into atoms,

All ties are torn, everything is crushed into pieces.

The foundations have been shaken and now

everything has become relative to us.

John Donne (1572-1631) poet

The purpose of the lesson

Reveal the characteristic features of the diversity of cultural styles of the 17th-18th centuries.

Tasks

Determine the pattern of changing artistic styles.

Develop students' ability to select and analyze information. The ability to verbalize one's feelings and feelings

Educating students more conscious perception of works of art.

lesson type - generalizing lesson of complex application of knowledge/lesson of developing control/.

Form of study: frontal, group

Formed UUD

Communicative– acquisition of skills to take into account the position of the interlocutor (partner), organize and implement cooperation and cooperation with the teacher and peers, adequately perceive and transmit information.

cognitive

the ability to express the main idea and isolate the main meaning.

the ability to analyze a task from different points of view and on the basis of different parameters.

Personal

ability to listen and hear the interlocutor.

the ability to formulate one's position in a correct and convincing manner, showing respect for the position and opinions of other people.

Regulatory (reflexive)

The ability to control one's speech, taking into account the communicative situation, ethical and sociocultural norms.

The ability to predict the perception of the interlocutor.

Lesson equipment: personal computer (4 pcs.), interactive whiteboard, multimedia video projector, audio recordings, tape recorder, presentation for the lesson in Microsoft Office PowerPoint format, handouts (reproductions of works, cards with texts, test tasks).

Lesson Plan

1. Organizational moment 1-2 min.

2. Introduction to the topic 2-3 min.

3.Front survey 3-5 min.

4. The main stage of the lesson 25 -30 min.

5. Summing up the lesson 3-5 min.

6. Reflection 1-2 min.

7. Conclusion 1-2 min.

During the classes

Organizing time- greetings.

/On the slide is the name of the topic of the lesson, an epigraph. The teacher starts the lesson against the background of soundIVparts of the cycle "The Seasons" by A. Vivaldi - "Winter" /

2.Introduction to the topic

The 17th-18th centuries is one of the brightest and most brilliant eras in the history of world artistic culture. This is the time when the usual, seemingly unshakable picture of the world was rapidly changing, the collapse of the ideals of the Renaissance took place in the public consciousness. This is the time when the ideology of humanism and belief in the limitless possibilities of man were replaced by a different sense of life.

Each time carries its inherent laws and expediencies. It is known that works of architecture, sculpture, music, arts and crafts, painting, etc. are a kind of means of encoding “cultural messages”. We communicate with past eras using our ability to abstract perception. Knowing the "codes", and in our case these are the features and signs of art styles of the 17th-18th centuries, we will be able to perceive works of art more consciously.

So, today our task is to try to identify the pattern of changing styles and learn to see the “code” of a particular style (slide concept “style”). Style is a stable unity of expressive means that characterizes the artistic originality of a work or a set of works.

3 .Frontal survey- Guys, who can name the main styles in the art of the 17th-18th centuries? Students name the main styles of this period (mannerism, baroque, rococo, classicism, romanticism, realism).

Over the course of a series of lessons, you have become familiar with each of them. We, of course, agree with the statement of the modern Russian art historian Viktor Vlasov: “Style is the artistic experience of time”

Let's briefly describe each of them. A verbal definition is given for each style.

4. The main stage of the lesson. So, today we are working on the “Change of work areas” module. The class is divided into 4 groups, each of which performs its task. Your ability to work together, consulting with each other and coming to a common opinion is very important.

Group "A" (weak students) works with handouts, which must be distributed among the 6 named styles. Here you have the definition of style, and the features of each of them, reproductions of paintings, sayings and poetic lines of famous people.

Group "B" (students of secondary education) works with test items on our topic.

You need to correlate the name of the paintings with the name of the author, the style with the name of the painting, the features of the style with its name, etc.

And the group - "D" (excellent students), she works with the presentation "Styles in art of the 17-18th centuries ..." on laptops with Internet access. This is a practical work, it contains difficult tasks that require deep knowledge of the MHC subject.

Guys, you complete tasks for 10-12 minutes, and then change your working areas: group “A” moves to the place of group “B” and vice versa; group "C" changes with the working area of group "D". I am a teacher, I work closely with group “A”, and my assistants work with the other three - winners of the MHC Olympiads, let's call them tutors. On the slide- « Tutor - from the English "tutor" - curator, mentor, educator. A tutor can help solve organizational issues, support the desire to complete assignments and independence, solve organizational problems, establish contact between students, psychologically set up a ward for productive work, and is a link between students and a teacher.

During the lesson, you are invited to find out the reason for the change in styles and try to identify patterns in this process. This will be the result of our today's work.

Students work in groups. The teacher unobtrusively monitors the process of completing assignments, and if possible corrects the answers within the group. Tutors coordinate the work in each group.

With group "A" more painstaking and carefully controlled work is needed. For higher motivation, it is necessary to create problem situations and set individual tasks. For example, when determining the style of a painting, pay special attention to the details in the reproduction, which will help to more accurately cope with the task. And when working with a poetic text, find key words or phrases that help determine the style and direction in art.

5. Summing up the lesson.

Well, let's find out how you coped with the task and what conclusions did you draw? Representatives of each group express their point of view .... The teacher indirectly leads the students to the correct formulation of answers: creative people have always strived for something new, unknown, which made it possible to create new masterpieces; 17-18 centuries - the time of scientific discoveries, which led to a change in all spheres of life, including art; changing styles is a natural process of mastering the world according to the laws of beauty, a natural reflection of human life….

The final word of the teacher- Thus, we have come to the conclusion that the environment, the environment and the reflection of the world in motion becomes the main thing for the art of the 17th - 18th centuries. However, art is by no means limited to the aesthetic sphere. Historically, works of art performed not only aesthetic (artistic) functions in culture, although the aesthetic has always been the essence of art. Since ancient times, society has learned to use the powerful effective force of art for a variety of social and utilitarian purposes - religious, political, therapeutic, epistemological, ethical.

Art is a settled, crystallized and fixed form of mastering the world according to the laws of beauty. It is aesthetically meaningful and carries the artistic concept of the world and personality.

6. Reflection

And now try to evaluate today's lesson and your attitude towards it. The questionnaire is anonymous.

/ against the background of the sound of L. Beethoven's play "For Elise" /

7. Conclusion

And now it remains for us to evaluate your work. The members of each group receive the same marks. So the scores are... ( group “A” gets a well-deserved “four”, and the rest of the students, I think you will agree with this, get a mark of “five”).

Thanks everyone for the lesson!

Vanyushkina L.M., Modern Lesson: World Artistic Culture, St. Petersburg, KARO, 2009.

Dmitrieva N.A., A Brief History of Arts, Moscow, Art, 1990.

Danilova G.I., World Artistic Culture: Programs for Educational Institutions. Grade 5-11, Moscow, Bustard, 2010.

Danilova G.I., World art culture. Grade 11, Moscow, Interbook 2002.

Polevaya V.M., Popular Art Encyclopedia: Architecture. Painting. Sculpture. Graphic arts. Decorative art, Moscow, "Soviet Encyclopedia", 1986.

In Europe, the process of separation of countries and peoples has been completed. Science has expanded knowledge about the world. The foundations of all modern natural sciences were laid: chemistry, physics, mathematics, biology, astronomy. The scientific discoveries of the beginning of the 17th century finally shook the image of the universe, in the center of which was man himself. If earlier art affirmed the harmony of the Universe, now man was afraid of the threat of chaos, the collapse of the Cosmic world order. These changes were reflected in the development of art. The 17th-18th centuries is one of the brightest pages in the history of world artistic culture. This is the time when the Renaissance was replaced by the artistic styles of baroque, rococo, classicism and realism, which saw the world in a new way.

MANERISM Mannerism (Italian manierismo, from maniera manner, style), a trend in Western European art of the 16th century, which reflected the crisis of the humanistic culture of the Renaissance. Outwardly following the masters of the High Renaissance, the works of the Mannerists are distinguished by their complexity, intensity of images, mannered sophistication of form, and often sharpness of artistic solutions. El Greco "Christ on the Mount of Olives", Nat. Gal., London

If in the art of the Renaissance a person is the lord and creator of life, then in the works of Mannerism he is a small grain of sand in the world chaos. Mannerism covered various types of artistic creativity - architecture, painting, sculpture, decorative and applied arts. El Greco "Laocoön"

The Uffizi Gallery of the Palazzo del Te in Mantua Mannerism in architecture expresses itself in violations of the Renaissance balance; using architectonically unmotivated structural solutions that cause the viewer to feel uneasy. The most significant achievements of Mannerist architecture include the Palazzo del Te in Mantua (the work of Giulio Romano). The building of the Uffizi Gallery in Florence is sustained in a mannerist spirit.

The main features of the Baroque are splendor, solemnity, splendor, dynamism, life-affirming character. Baroque art is characterized by bold contrasts of scale, light and shadow, color, a combination of reality and fantasy. Cathedral of Santiago de Compostela Church of the Sign of the Virgin in Dubrovitsy Moscow.

It is especially necessary to note in the Baroque style the fusion of various arts in a single ensemble, a large degree of interpenetration of architecture, sculpture, painting and decorative art. This desire for a synthesis of the arts is a fundamental feature of the Baroque. Versailles

The main themes of the art of classicism were the triumph of public principles over personal ones, the subordination of feelings to duty, the idealization of heroic images. N. Poussin "The Shepherds of Arcadia" Louvre, Paris

In painting, the logical unfolding of the plot, a clear balanced composition, a clear transfer of volume, the subordinate role of color with the help of chiaroscuro, and the use of local colors have acquired the main importance. Claude Lorrain "Departure of the Queen of Sheba" The artistic forms of classicism are characterized by strict organization, balance, clarity and harmony of images.

In the countries of Europe, classicism existed for two and a half centuries, and then, changing, was reborn in the neoclassical trends of the 19th - 20th centuries. The works of classicist architecture were distinguished by the strict organization of geometric lines, the clarity of volumes, and the regularity of planning.

The image of a person lost its independent meaning, the figure turned into a detail of the ornamental decoration of the interior. Rococo painting was predominantly decorative. Rococo painting, closely associated with the interior, was developed in decorative and easel chamber forms. Antoine Watteau "Departure for the island of Cythera" (1721) Fragonard "Swing" (1767)

REALISM Realism (French réalisme, from late Latin reālis "real", from Latin rēs "thing") is an aesthetic position, according to which the task of art is to capture reality as accurately and objectively as possible. The term "realism" was first used by the French literary critic J. Chanfleury in the 50s. Jules Breton. "Religious Ceremony" (1858)

Thomas Eakins. “Max Schmitt in a Boat” (1871) The birth of realism in painting is most often associated with the work of the French artist Gustave Courbet (), who opened his personal exhibition “Pavilion of Realism” in 1855 in Paris. realism was divided into two main areas naturalism and impressionism. Gustave Courbet. "Funeral in Ornan"

Conclusions: In the art of the 17th - 18th centuries, various artistic styles coexisted. Diverse in their manifestations, they nevertheless possessed unity and commonality. Sometimes completely opposite artistic solutions and images were only original answers to the most important questions of the life of society and man. It is impossible to unequivocally express what changes happened by the 17th century in the attitude of people. But it became obvious that the ideals of humanism did not stand the test of time. The environment, the environment and the reflection of the world in movement become the main thing for the art of the 17th - 18th centuries.

Perform test tasks: Each question has several possible answers. Correct, in your opinion, answers should be marked (underline or put a plus sign). For each correct answer you get one point. The maximum amount of points is 30. The amount of points scored from 24 to 30 corresponds to the test. 1. Arrange the epochs, styles, trends in art listed below in chronological order: a) Classicism; b) Baroque; c) Romanesque style; d) Renaissance; e) Realism; f) Antiquity; g) Gothic; h) Mannerism; i) Rococo

2. Country - the birthplace of the Baroque: a) France; b) Italy; c) Holland; d) Germany. 3. Match the term and definition: a) baroque b) classicism c) realism 1. strict, balanced, harmonious; 2. reproduction of reality through sensory forms; 3. lush, dynamic, contrasting. 4. Many elements of this style were embodied in the art of classicism: a) antique; b) baroque; c) gothic. 5. This style is considered lush, pretentious: a) classicism; b) baroque; c) mannerism.

6. Strict organization, balance, clarity and harmony of images are characteristic of this style: a) rococo; b) classicism; c) baroque. 7. The works of this style are distinguished by the tension of the images, the mannered sophistication of the form, the sharpness of artistic solutions: a) rococo; b) mannerism; c) baroque. 8. Insert the architectural style “Architecture ……… (L. Bernini, F. Borromini in Italy, B. F. Rastrelli in Russia) is characterized by spatial scope, fusion, fluidity of complex, usually curvilinear forms. There are often deployed large-scale colonnades, an abundance of sculpture on the facades and in the interiors "a) Gothic b) Romanesque style c) Baroque

9. Representatives of classicism in painting. a) Delacroix; b) Poussin; c) Malevich. 10. Representatives of realism in painting. a) Delacroix b) Poussin; c) Repin. 11. Periodization of the Baroque era: a) c. b) c. c) 17th century (late 16th-mid 18th century). 12. G. Galileo, N. Copernicus, I. Newton are: a) sculptors b) scientists c) painters d) poets 14. Match the paintings with the authors: a) Claude Lorrain; b) Nicolas Poussin; c) Ilya Repin; d) El Greco

In the art of the 17th - 18th centuries, various artistic styles coexisted. The presentation gives a brief description of the styles. The material corresponds to Danilova's textbook "World Artistic Culture" grade 11.

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Slides captions:

Style diversity of art of the XVII-XVIII centuries Brutus Guldaeva S.M.

ARTISTIC STYLES Style is a combination of artistic means and techniques in the works of an artist, an artistic movement, an entire era. Mannerism Baroque Classicism Rococo Realism

MANERISM Mannerism (Italian manierismo, from maniera - manner, style), a trend in Western European art of the 16th century, reflecting the crisis of the humanistic culture of the Renaissance. Outwardly following the masters of the High Renaissance, the works of the Mannerists are distinguished by their complexity, intensity of images, mannered sophistication of form, and often sharpness of artistic solutions. El Greco "Christ on the Mount of Olives", 1605. National. Gal., London

Characteristic features of the style Mannerism (artsy): Sophistication. pretentiousness. Image of a fantastic, otherworldly world. Broken contour lines. Light and color contrast. Shape lengthening. Instability and complexity of poses.

BAROQUE Baroque (Italian barocco - whimsical) is an artistic style that prevailed from the end of the 16th to the middle of the 18th centuries. in European art. This style originated in Italy and spread to other countries after the Renaissance.

CHARACTERISTIC FEATURES OF THE BAROQUE STYLE: Splendor. pretentiousness. Curvature of forms. Brightness of colors. An abundance of gilding. An abundance of twisted columns and spirals.

The main features of the Baroque are splendor, solemnity, splendor, dynamism, life-affirming character. Baroque art is characterized by bold contrasts of scale, light and shadow, color, a combination of reality and fantasy. Cathedral of Santiago - de - Compostela Church of the Sign of the Virgin in Dubrovitsy. 1690-1704. Moscow.

CLASSICISM Classicism from lat. classicus - "exemplary" - an artistic trend in European art of the 17th-19th centuries, focused on the ideals of ancient classics. Nicolas Poussin "Dance to the Music of Time" (1636).

CHARACTERISTIC FEATURES OF CLASSICISM: Restraint. Simplicity. Objectivity. Definition. Smooth contour line.

ROCOCO Rococo (French rococo, from rocaille, rocaille - a decorative motif in the shape of a shell), a style trend in European art of the 1st half of the 18th century. Church of Francis of Assisi in Ouro Preto

CHARACTERISTIC FEATURES OF ROCOCO: Refinement and complexity of forms. Fancifulness of lines, ornaments. Ease. Grace. Airiness. Flirtatiousness.

Originating in France, Rococo in the field of architecture was mainly reflected in the nature of the decor, which acquired emphatically elegant, sophisticated and sophisticated forms. Amalienburg near Munich.

REALISM Realism (French réalisme, from late Latin reālis “real”, from Latin rēs “thing”) is an aesthetic position, according to which the task of art is to capture reality as accurately and objectively as possible. The term "realism" was first used by the French literary critic J. Chanfleury in the 50s. Jules Breton. "Religious Ceremony" (1858)

CHARACTERISTIC FEATURES OF REALISM: Objectivity. Accuracy. Concreteness. Simplicity. Naturalness.

Thomas Eakins. "Max Schmitt in a boat" (1871) The birth of realism in painting is most often associated with the work of the French artist Gustave Courbet (1819-1877), who opened his personal exhibition "Pavilion of Realism" in 1855 in Paris. realism was divided into two main areas - naturalism and impressionism. Gustave Courbet. "Funeral in Ornan". 1849-1850

Realistic painting has become widespread outside of France. In different countries it was known under different names, in Russia it was known as Wanderers. I. E. Repin. "Barge haulers on the Volga" (1873)

References: 1. Danilova G.I. World Art. Grade 11. - M.: Bustard, 2007. Literature for additional reading: Solodovnikov Yu.A. World Art. Grade 11. - M .: Education, 2010. Encyclopedia for children. Art. Volume 7.- M.: Avanta+, 1999. http://ru.wikipedia.org/

Perform test tasks: Each question has several possible answers. Correct, in your opinion, answers should be marked (underline or put a plus sign). For each correct answer you get one point. The maximum amount of points is 30. The amount of points scored from 24 to 30 corresponds to the test. Arrange the epochs, styles, trends in art listed below in chronological order: a) Classicism; b) Baroque; c) Romanesque style; d) Renaissance; e) Realism; f) Antiquity; g) Gothic; h) Mannerism; i) Rococo

9. Representatives of classicism in painting. a) Delacroix; b) Poussin; c) Malevich. 10. Representatives of realism in painting. a) Delacroix b) Poussin; c) Repin. 11. Periodization of the Baroque era: a) 14-16 centuries. b) 15-16 century. c) 17th century (late 16th-mid 18th century). 12. G. Galileo, N. Copernicus, I. Newton are: a) sculptors b) scientists c) painters d) poets

13. Match the works with styles: a) classicism; b) baroque; c) mannerism; d) rococo 1 2 3 4

The 17th century turned out to be surprisingly favorable for the development of artistic culture. The successes of natural science have significantly expanded and complicated the concept of the world as a boundless, changeable and contradictory unity. The feeling of man's inextricable connection with this world, his dependence on the surrounding reality, on the conditions and circumstances of his existence dominated. That is why not only a person becomes the bearer of artistic creativity, but also the whole diversity of reality, its complex connections with a person. Accordingly, the themes of artistic creativity, the plot repertoire, became richer, new independent genres and styles were developed, those that had developed in previous cultural eras developed and deepened. In the 17th century, styles appeared almost simultaneously that had a national character and encompassed different types of art - classicism and baroque.

Classicism is represented in literature by such names as P. Corneille, J. Racine, J. B. Molière (France), D. Fonvizin (Russia); in painting - N. Poussin, K. Lauren (France); in sculpture - E. M. Falcone (France), Thorvaldsen (Denmark); in architecture - J. A. Gabriel, K. N. Ledoux (France); in music – K. V. Gluck, W. A. Mozart (Austria).

The prominent representatives of the Baroque style in literature were Calderon (Spain), D. Milton (England); in painting - P. P. Rubens (born in Germany), in architecture - L. Bernini (Italy); in music - J. S. Bach, G. F. Handel (Germany), A. Vivaldi (Italy).

European art of the 18th century combined two different antagonistic principles: classicism and romanticism. Classicism meant the subordination of man to the social system, developing romanticism sought to maximize the strengthening of the individual, personal principle. However, the classicism of the 18th century changed significantly in comparison with the classicism of the 17th century, discarding in some cases one of the most characteristic features of the style - ancient classical forms. In addition, the "new" classicism of the Enlightenment, at its very core, was not alien to romanticism.

An important new beginning in the art of the 18th century was the emergence of trends that did not have their own stylistic form and did not feel the need to develop it. Such a major culturological trend was primarily sentimentalism, fully reflecting the enlightenment ideas about the original purity and goodness of human nature, lost along with the original "natural state" of society, its distance from nature. Sentimentalism was addressed primarily to the inner, personal, intimate world of human feelings and thoughts, and therefore did not require special stylistic design. Sentimentalism is extremely close to romanticism, the “natural” man he sings inevitably experiences the tragedy of a collision with natural and social elements, with life itself, which is preparing great upheavals, the anticipation of which fills the entire culture of the 18th century.

One of the most important characteristics of the culture of the Enlightenment is the process of replacing the religious principles of art with secular ones. Secular architecture in the 18th century for the first time takes precedence over church architecture in almost all of Europe. Obviously, the invasion of the secular principle into the religious painting of those countries where it previously played a major role - Italy, Austria, Germany. Genre painting, reflecting the artist's daily observation of the real life of real people, is becoming widespread in almost all European countries, sometimes striving to take the main place in art. The ceremonial portrait, so popular in the past, is giving way to an intimate portrait, and in landscape painting, the so-called “mood landscape” (Watto, Gainsborough, Guardi) appears and spreads in different countries.

A characteristic feature of the painting of the XVIII century is the increased attention to the sketch, not only among the artists themselves, but also among connoisseurs of works of art. Personal, individual perception, mood, reflected in the sketch, sometimes turn out to be more interesting and cause a greater emotional and aesthetic impact than the finished work. Drawing and engraving are valued more than paintings because they establish a more direct connection between viewers and the artist. The tastes and requirements of the era have changed and the requirements for color picturesque canvases. In the works of artists of the 18th century, the decorative understanding of color is enhanced, the picture should not only express and reflect something, but also decorate the place where it is located. Therefore, along with the subtlety of halftones and the delicacy of colors, artists strive for multicolor and even variegation.

The product of a purely secular culture of the Enlightenment was the style "rococo", which received the most perfect embodiment in the field of applied art. It also manifested itself in other areas where the artist has to solve decorative and design tasks: in architecture - in planning and decorating the interior, in painting - in decorative panels, murals, screens, etc. Rococo architecture and painting are primarily focused on creating comfort and grace for the person who will contemplate and enjoy their creations. Small rooms do not seem cramped thanks to the illusion of “playing space” created by architects and artists who skillfully use various artistic means for this: ornament, mirrors, panels, special colors, etc. The new style has become, first of all, the style of poor houses, in which, with a few tricks, he introduced the spirit of coziness and comfort without underlined luxury and pomposity. The eighteenth century introduced many household items that bring comfort and peace to a person, warning his desires, making them at the same time objects of genuine art.

An equally significant aspect of the culture of the Enlightenment was the appeal to the artistic means of capturing the sensations and pleasures of a person (both spiritual and bodily). Among the greatest thinkers of the Enlightenment (Voltaire, Helvetius) one can find "gallant scenes" in which the protest against the sanctimonious morality of the time sometimes develops into frivolity. In France, from the very beginning of the 18th century, both the public and critics began to demand from the new art, above all, "pleasant". Such requirements were made to painting, and to music, and to the theater. "Pleasant" meant both "sensitive" and purely sensual. Voltaire's famous phrase "All genres are good, except boring" most clearly reflects this requirement of the time.

The attraction of visual arts to entertaining, narrative and literary explains its rapprochement with the theater. The 18th century is often referred to as the "golden age of the theatre". The names of Beaumarchais, Sheridan, Fielding, Gozzi, Goldoni constitute one of the brightest pages in the history of world drama.

The theater turned out to be close to the very spirit of the era. Life itself went to meet him, suggesting interesting plots and conflicts, filling old forms with new content. It is no coincidence that it was during the Enlightenment that the famous Venetian carnival became not just a holiday, but precisely a way of life, a form of life.

Music occupies an important place in the hierarchy of spiritual values in the 18th century. If the fine arts of the Rococo strive, first of all, to decorate life, the theater - to denounce and entertain, then the music of the Enlightenment strikes a person with the scale and depth of analysis of the most hidden corners of the human soul. The attitude towards music is also changing, which in the 17th century was just an applied instrument of influence both in the secular and in the religious spheres of culture. In France and Italy in the second half of the century, a new secular form of music, opera, flourished. In Germany and Austria, the most "serious" forms of musical works developed - the oratorio and the mass. The achievement of the musical culture of the Enlightenment, no doubt, is the work of Bach and Mozart.

The Age of Enlightenment is characterized by a craving for adventure, adventure, travel, the desire to penetrate into a different "cultural" space. She found her manifestation in magical operas with many extraordinary transformations, in tragicomedies, fairy tales, etc.

An outstanding contribution to the history of world culture was the publication of the fundamental Encyclopedia of Sciences, Arts and Crafts, launched D. Diderot(1713-1784) and D "Alamber. The Encyclopedia systematized the most important scientific achievements of mankind and approved a system of cultural values that reflected the most progressive views of that time.

He fully reflected in himself the signs of the time, all its complexity and inconsistency - a philosopher, naturalist, poet and prose writer - Voltaire. One of the most profound and sharply satirical works of Voltaire "Candide, or the Optimist" fully reflected the general trends in the development of educational literature.

The founder of enlightenment romanticism in literature - J. J. Rousseau. His moral and aesthetic ideals are fully reflected in the most famous and significant novel "New Eloise". The followers of Russianism were Karamzin ("Poor Lisa"), Goethe ("The Suffering of Young Werther"), Chaderlo de Laclos ("Dangerous Liaisons").

The Age of Enlightenment was a major turning point in the spiritual development of Europe, which influenced almost all spheres of socio-political and cultural life. Having debunked the political and legal norms, the aesthetic and ethical codes of the old class society, the Enlighteners did a titanic work on creating a positive system of values, addressed primarily to a person, regardless of his social affiliation, which organically entered the flesh and blood of Western civilization. The cultural heritage of the 18th century still amazes with its extraordinary diversity, richness of genres and styles, depth of comprehension of human passions, great optimism and faith in man and his mind.

Blended Learning Technology Lesson

Module "Change of work areas"

Subject - World artistic culture Grade 11

Lesson topic "The variety of styles in the culture of the 17th-18th centuries"

So much news in 20 years

and in the realm of the stars,

and in the area of planets,

the universe crumbles into atoms,

All ties are torn, everything is crushed into pieces.

The foundations have been shaken and now

everything has become relative to us.

John Donne (1572-1631) poet

The purpose of the lesson

Reveal the characteristic featuresvariety of cultural styles of the 17th-18th centuries.

Tasks

Determine the pattern of changing artistic styles.

Develop students' ability to select and analyze information. The ability to verbalize one's feelings and feelings

Educating students more conscious perception of works of art.

lesson type - in generala lesson in the complex application of knowledge / a lesson in developmental control /.

Form of study : frontal, group

Formed UUD

Communicative – acquisition of skills to take into account the position of the interlocutor (partner), organize and implement cooperation and cooperation with the teacher and peers, adequately perceive and transmit information.

cognitive

the ability to express the main idea and isolate the main meaning.

the ability to analyze a task from different points of view and on the basis of different parameters.

Personal

ability to listen and hear the interlocutor.

the ability to formulate one's position in a correct and convincing manner, showing respect for the position and opinions of other people.

Regulatory (reflexive)

The ability to control one's speech, taking into account the communicative situation, ethical and sociocultural norms.

The ability to predict the perception of the interlocutor.

Lesson equipment : personal computer (4 pcs.), interactive whiteboard,multimediavideo projector, audio recordings, tape recorder, presentation for the lesson in the format of the programMicrosoftofficePowerPoint, handouts (reproductions of works, cards with texts, test tasks).

Lesson Plan

1. Organizational moment1-2 min.

2. Introduction to the topic2-3 min.

3.Front survey3-5 min.

4. The main stage of the lesson25 -30 min.

5. Summing up the lesson3-5 min.

6. Reflection1-2 min.

7. Conclusion1-2 min .

During the classes

Organizing time - greetings.

/ On the slide is the name of the topic of the lesson, an epigraph. The teacher starts the lesson against the background of sound IV parts of the cycle "The Seasons" by A. Vivaldi - "Winter" /

2.Introduction to the topic

XVII-XVIIIcentury - one of the brightest and most brilliant eras in the history of world artistic culture. This is the time when the usual, seemingly unshakable picture of the world was rapidly changing, the collapse of the ideals of the Renaissance took place in the public consciousness. This is the time when the ideology of humanism and belief in the limitless possibilities of man were replaced by a different sense of life.

So, today our task is to try to identify the pattern of changing styles and learn to see the “code” of a particular style (slide concept “style”).Style is a stable unity of expressive means that characterizes the artistic originality of a work or a set of works.

3 . Frontal survey - Guys, who can name the main styles in the art of the 17th-18th centuries?Students name the main styles of this period (mannerism, baroque, rococo, classicism, romanticism, realism).

Over the course of a series of lessons, you have become familiar with each of them. We, of course, agree with the statementcontemporary Russian art critic Viktor Vlasov: "Style is the artistic experience of time"

Let's briefly describe each of them.A verbal definition is given for each style.

4. The main stage of the lesson . So, today we are working on the “Change of work areas” module. The class is divided into 4 groups, each of which performs its task. Your ability to work together, consulting with each other and coming to a common opinion is very important.

Group "B" (students of secondary education) works with test items on our topic.

You need to correlate the name of the paintings with the name of the author, the style with the name of the painting, the features of the style with its name, etc.

And the group - "D”(excellent students), she works with the presentation “Styles in Art of the 17th-18th centuries ...” on laptops with Internet access. This is a practical work, it contains difficult tasks that require deep knowledge of the MHC subject.

Guys, you complete tasks for 10-12 minutes, and then change your working areas: group “A” moves to the place of group “B” and vice versa; group "C" changes with the working area of the group "D". I am a teacher, I work closely with group “A”, and my assistants work with the other three - winners of the MHC Olympiads, let's call them tutors.On the slide - « Tutor - from the English "tutor" - curator, mentor, educator. A tutor can help solve organizational issues, support the desire to complete assignments and independence, solve organizational problems, establish contact between students, psychologically set up a ward for productive work, and is a link between students and a teacher.

During the lesson, you are invited to find out the reason for the change in styles and try to identify patterns in this process. This will be the result of our today's work.

Students work in groups. The teacher unobtrusively monitors the process of completing assignments, and if possible corrects the answers within the group. Tutors coordinate the work in each group.

5. Summing up the lesson.

Well, let's find out how you coped with the task and what conclusions did you draw?Representatives of each group express their point of view .... The teacher indirectly leads the students to the correct formulation of answers: creative people have always strived for something new, unknown, which made it possible to create new masterpieces; 17-18 centuries - the time of scientific discoveries, which led to a change in all spheres of life, including art; changing styles is a natural process of mastering the world according to the laws of beauty, a natural reflection of human life….

The final word of the teacher - Thus, we have come to the conclusion that the environment, the environment and the reflection of the world in motion becomes the main thing for artXVII – XVIIIcenturiesHowever, art is by no means limited to the aesthetic sphere. Historically, works of art performed not only aesthetic (artistic) functions in culture, although the aesthetic has always been the essence of art. Since ancient times, society has learned to use the powerful effective force of art for a variety of social and utilitarian purposes - religious, political, therapeutic, epistemological, ethical.

Art is a settled, crystallized and fixed form of mastering the world according to the laws of beauty. It is aesthetically meaningful and carries the artistic concept of the world and personality.

6. Reflection

And now try to evaluate today's lesson and your attitude towards it. The questionnaire is anonymous.

/ against the background of the sound of L. Beethoven's play "For Elise" /

7. Conclusion

And now it remains for us to evaluate your work. The members of each group receive the same marks. So the scores are... (group “A” gets a well-deserved “four”, and the rest of the students, I think you will agree with this, get a mark of “five”).

Thanks everyone for the lesson!

Vanyushkina L.M., Modern Lesson: World Artistic Culture, St. Petersburg, KARO, 2009.

Dmitrieva N.A., A Brief History of Arts, Moscow, Art, 1990.

Danilova G.I., World Artistic Culture: Programs for Educational Institutions. Grade 5-11, Moscow, Bustard, 2010.

Danilova G.I., World art culture. Grade 11, Moscow, Interbook 2002.

Polevaya V.M., Popular Art Encyclopedia: Architecture. Painting. Sculpture. Graphic arts. Decorative art, Moscow, "Soviet Encyclopedia", 1986.