Types of activities in art lessons in various teaching concepts. Comparative analysis

Ministry of Education and Science of the Russian Federation

Course work

Features of the methodology of teaching fine arts in elementary school

Introduction 3

Chapter 1. Features of the methodology of teaching fine arts in primary school 4

1.1. Pedagogical conditions for teaching fine arts in primary school 4

1.2. Methods of teaching fine arts in grades I-IV 4

Chapter 2. Thematic planning and production of visual aids for lessons according to the program “ art and artistic work" 8

2.1. Fundamentals of Artistic Performance (Primary School Curriculum) 10

1st class (30–60 hours) 10

2nd grade (34–68 hours) 15

3rd grade (34–68 hours) 21

4th grade (34–68 hours) 27

2.2. School curriculum design art education. 34

Conclusion 37

List of used literature 38

Introduction

Fine arts, as one of the academic subjects in secondary schools, occupy an important place in the education of students. A careful analysis and generalization of the best pedagogical experience indicates that fine arts classes are an important means of developing a student’s personality. Fine art, especially close to younger schoolchildren for its clarity, has one of the leading places in the process of developing children's creative abilities, creative thinking, introducing them to the beauty of their native nature, the surrounding reality, and the spiritual values ​​of art. In addition, fine arts classes help children master a range of skills in the field of visual, constructive and decorative activities.

Purpose writing this course work is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work aims to: tasks:

Studying the methodology of teaching fine arts in primary school, consider its features,

To identify pedagogical conditions for the successful education of young children school age fine arts, as well as drawing up a thematic annual plan and lesson plan for primary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in primary school

In the development of children's artistic creativity, including visual creativity, it is necessary to observe the principle of freedom, which is generally an indispensable condition for all creativity. This means that children’s creative activities can be neither obligatory nor compulsory and can only arise from children’s interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who do not intend to later become professional artists, drawing has enormous cultivating significance; when colors and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images what cannot be brought to his consciousness in any other way.

One of the problems with drawing is that for children primary classes Activity alone is no longer enough creative imagination, he is not satisfied with a drawing made somehow; in order to embody his creative imagination, he needs to acquire special professional, artistic skills and abilities.

The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is, teaching methods. There have been debates about this issue among scientists since the very inception of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the research of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research. 1

1.2. Methods of teaching fine arts inI- IVclasses

Teaching, as a rule, begins with the explanatory and illustrative method, which consists of presenting information to children different ways- visual, auditory, speech, etc. Possible forms of this method are the communication of information (story, lectures), demonstration of a variety of visual material, including using technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, and remember information for further manipulation.

The explanatory and illustrative method is aimed at assimilation of knowledge, and to develop skills and abilities it is necessary to use the reproductive method, that is, to reproduce (reproduce) actions many times. Its forms are varied: exercises, solving stereotypical problems, conversation, repetition of a description of a visual image of an object, repeated reading and memorization of texts, a repeated story about an event according to a predetermined scheme, etc. Preschoolers are expected to work both independently and together with the teacher. The reproductive method allows the use of the same means as the explanatory and illustrative method: words, visual aids, practical work 2.

Explanatory, illustrative and reproductive methods do not provide the necessary level of development of children's creative capabilities and abilities. A teaching method aimed at preschoolers independently solving creative problems is called research. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Problems can be inductive or deductive, depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for methods of activity. Once again I would like to emphasize that this method is entirely based on independent work.

Particular attention should be paid to the importance of problem-based learning for children's development. It is organized using methods: research, heuristic, problem presentation. We have already considered the research one.

Another method that helps creative development is the heuristic method: children solve a problematic problem with the help of a teacher; his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, words, text, practice, visual aids, etc. are also important.

Currently, the method of problem presentation has become widespread; the teacher poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of presentation, control it, participating in the decision process. In the course of a problem presentation, both an image and a practical demonstration of action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in the educational process stimulates preschoolers to creatively obtain and apply knowledge and skills, and helps to master the methods of scientific knowledge. 3 Modern training must necessarily include the considered general didactic methods. Their use in fine arts classes is carried out taking into account its specifics, objectives, and content. The effectiveness of methods depends on the pedagogical conditions of their application.

As practical experience shows, for the successful organization of fine arts lessons it is necessary to create a special system of pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly influence the development of artistic creativity in preschool children, and we propose to consider it. We believe that this group of conditions consists of:

developing interest in the study of fine arts;

a combination of systematic control over the visual activities of preschoolers with pedagogically appropriate assistance to them;

instilling in children faith in their strengths and their creative abilities;

consistent complication of visual activities, ensuring prospects for the development of children’s artistic creativity;

teaching the language of fine, folk, decorative and applied arts and design, mastering the means of artistic expression of the plastic arts;

purposeful, systematized use of art history stories or conversations that activate the child’s attention, the work of his thoughts, his emotional and aesthetic responsiveness;

selection of works of fine art for study;

the use of technical teaching aids in fine arts classes, especially video and audio equipment, and special visual aids;

active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of decorative and applied art, culture and everyday life, historical architectural details;

introduction of creative, improvisational and problem-based tasks into the lesson;

the use of a variety of artistic materials and techniques for working with them;

change of types of visual activities during school year(graphics, painting, modeling, design, decorative work, etc.);

a combination of individual and collective forms of work with children;

introduction of game elements and artistic and didactic games into the structure of the lesson; use of competition elements;

systematic development of pedagogically appropriate relationships between sections of the academic subject “Fine Arts”, between this and other preschool disciplines, integrated teaching of art at school. 4

An important condition for the development of artistic creativity of preschoolers in fine arts classes is the use by teachers of technical teaching aids, especially video and audio equipment, and special visual aids. The role of visualization in learning was theoretically substantiated back in the 17th century. Ya.A. Komensky, later the ideas of its use as the most important didactic tool were developed in the works of many outstanding teachers - I.G. Pestalozzi, K.D. Ushinsky and others. The importance of visibility in teaching was emphasized the great Leonardo da Vinci, artists A.P. Sapozhnikov, P.P. Chistyakov et al. 5

Successful implementation of the principle of clarity in teaching is possible with the active mental activity of children, especially when there is a “movement” of thought from the concrete to the abstract or, conversely, from the abstract to the concrete.

At all stages of the lesson, whenever possible, creative, improvised and problem-based tasks should be introduced. One of the main requirements in this case is to provide children with the greatest possible pedagogically expedient independence, which does not exclude providing them with pedagogical assistance, as necessary. So, for example, in elementary grades, especially in the first grade, the teacher, proposing this or that plot, in many cases can draw the attention of preschoolers to the main thing that must be depicted first and foremost, and can show on the sheet the approximate location of the objects of the composition. This help is natural and necessary and does not lead to children’s passivity in visual creativity. From restrictions in choosing a theme and plot, the child is gradually led to their independent choice.

Chapter 2. Thematic planning and production of visual aids for lessons in the program “Fine Arts and Artistic Work”

This is the world - and in this world I am.

This is the world - and in this world WE are.

Each of us has our own path.

But we create according to the same laws.

May the path of the creator be long and the bread of the creator be difficult.

And sometimes I want to give you some slack.

But take your palms away from your face.

And again you give your heart. And again. ...

Organization: GBOU Lyceum No. 1367

Location: Moscow

“Creativity,” writes V.V. Davydov, “is the lot of everyone,... it is a normal and constant companion of child development.”

Every person has a need for creativity. But as often happens, this need remains unfulfilled. In childhood, especially at school age, a person looks for an opportunity to unleash his creative potential. And if you don’t give him this opportunity, then in adolescence he will form the opinion that this direction of development is inaccessible to him.

When a child enters school, a special role is given not only to the period of adaptation, but also to the period of self-development of the child at this stage.

Personal development and formation occurs, both through educational activities and participation in various events (competitions, project activities), which need to be approached with desire and imagination. Imagination– a universal human ability to construct new holistic images of reality by processing the content of existing practical, sensory, intellectual and emotional-semantic experience. (L.S. Vygotsky)(4)

Creativity is continuously linked to imagination. And where, if not in art classes, to develop these abilities? Think creatively, come up with a plot, composition.

The main feature of visual arts classes is that they are closely related to classes on speech development, familiarization with the surrounding life and the surrounding nature.(1)

In art classes, the first person to see the child’s mental state from the drawing is the teacher. It is the teacher who can notice the child’s anxiety or joy by looking at the color palette and composition of the picture.

Works completed by children according to their plans contribute to the development of creative abilities. Some students depict complex and mysterious compositions, others choose an easy plot and solve it primitively, others like to depict the same objects, for example, cars, rockets, dolls, but are indifferent, for example, to nature.

In order to involve a child in creative activities, a number of techniques can be used in fine arts lessons:

1. Give maximum freedom to express creativity.
2. Include elements of gaming activities.
3. Do not subject the finished product of children's activities to criticism.
4. Organize exhibitions of children's work, where children can compare and analyze their results and the results of their peers.

It is necessary not to forget about the methods known in pedagogy. Observation method is the main thing in teaching fine arts. The development of creative abilities depends on how a child makes connections and observes transferring his ideas onto a piece of paper. Visual method training.Working from life carries an image of an object with certain point vision, in the position in which it is in relation to the eye of the drawer.The use of nature embraces the child’s entire imagination, but also facilitates the work of memory. The process of transferring from life fully embraces the child’s perception. The student must convey volume, the fall of light and shade, and show complex angles. Verbal teaching method. Conversation is one of the important methods in the visual arts lesson. It shouldn't be long. This method leads to the topic of the lesson, thereby getting the children interested. It’s good if the conversation is emotional and meaningful. (3)

Creative skills– these are the individual characteristics of a person’s qualities that determine the success of his performance of creative activities of various kinds. (3) How to develop children's creative abilities? I thought seriously about this question. Based on practice, children have a very poor imagination; only a few approach the process creatively. Students are not interested in expressing themselves. For them, a lesson in visual arts does not contain anything new, except to take paints, a sheet of paper and start ordinary drawing, where you do not need to express yourself in any way, use your imagination, or approach the process creatively.

This problem helped me create a block of lessons (2), which will contribute to the development creativity in fine arts lessons:

1. Working on crumpled paper. For this work you will need a white sheet of paper, which needs to be crumpled into a ball, then straightened and glued to the background (a sheet of colored cardboard). Then moisten the sheet with water, do not wait for it to dry completely, but use a thin brush tip to draw objects.

1. Gratage or gratography (scratching). Sequence of work: first, children paint over a white sheet of paper watercolor paint. Wait for it to dry completely. Rub the top of the leaf wax candles. Next, black paint or mascara is applied. After drying, start scratching (you can use a toothpick).

1. Dropcography. A drop of paint is applied to a white sheet of paper. To make it blurry, children tilt the sheet to the side. Then they turn on their imagination, look at what it looks like, and draw the missing details for their drawing.

1. Working in the wet. A sheet of paper is generously moistened with water; there is no need to wait for it to dry. Children apply paint to a wet sheet, trying to depict the outlines of real objects.

1. Working with thread. A sheet of paper is folded in half, a thread (previously soaked in black gouache) is placed in the center, then the thread is pulled to different ends of the sheet. After removing the thread, an imprint will remain. We wait for it to dry, turn on our imagination and complete our work.

1. Drawing with a paper ball. For this type of work, you need a newspaper or magazine; these items must be pressed into a ball, then the workpiece is dipped in paint and applied to a sheet of paper previously painted with watercolors.

1. Drawing with a sponge. The subject of the drawing is drawn in pencil, then the sponge is painted in desired color and soaking with jerky movements covers the form. A new color is applied on top of the main color. We complete the drawing with a dark color.

1. Mirror image. Fold the white sheet in half. Select any symmetrical image. First, draw half of this object and press it to the second half of the sheet. The result will be an imprint that gives the whole image. Since the paint dries quickly, prints of different parts of the image can be made in parts. If desired, you can use a brush to correct the design.

The block includes 8 lessons that were conducted throughout the year. During the classes, each child was able to truly express themselves. If before this it was difficult for the student to modify the object, decorate it, or convey the background of the picture. Now the children have acquired originality, the emotional intensity of the depicted plot has increased, their interest in the activity has become more persistent, due to the fact that it is easier for students to approach the process creatively.

Now visual activities arouse increased interest and desire to work even among children who do not have a talent for drawing and make the process more successful.

Children's creativity is most often filled with bright, good emotions. That is why the lesson of fine arts can be called significant in the development of creative activity of children of primary school age. Students are interested not only in the result of the final product, but also in the step-by-step implementation of the stated task.

Dictionary

Development - irreversible, directed, natural change in material and ideal objects.

Creation -an activity that generates something qualitatively new, something that has never happened before.

Capabilities - individual personality characteristics, which are subjective conditions for the successful implementation of a certain type of activity.

Lesson - the main form of the educational process in a modern school.

FINE ARTS - a specific type of artistic creativity, the creation of visually perceptible fixed man-made artistic forms.

Art - one of the forms of social consciousness, the most important component of spiritual culture; a special kind of spiritual development, knowledge of reality in all the richness of its manifestations.

Education - a purposeful process of bilateral activity between the teacher and the student in the transfer and assimilation of knowledge.

Junior school age This is an age that covers the period of life from 6 to 11 years and is determined by the most important circumstance in a child’s life - his entry into school.

Used Books:

Levin V.A. Nurturing creativity.-Tomsk: Peleng, 1999.-56p.

Program for secondary educational institutions “Fine arts and artistic work”, Moscow, 2001

Komarova T.S. Children in the world of creativity: A book for teachers. M.: Mnemosyne, 1995. 160 p.

Vygotsky L.S. Educational psychology / Ed. V.V. Davydova. – M., 1991.

Vygotsky L.S. Psychology of art. – M., 1968.

Back forward

Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

Working with children of primary school age, I was faced with the problem of introducing them to the world of genres and types of fine art. It is difficult to surprise modern “computerized” children, so there was an urgent need to create a presentation that would help captivate, interest in this topic, and provide an accessible, easy-to-understand visual. Through the process of explanation, students discover a wonderfully diverse world of art, which is why selecting specimens and reproductions for presentation is especially important.

Each teacher has formed his own vision of the world, which he transmits to his students; schoolchildren integrate different ideas about the world, and on their basis they form their own vision. But in order for students to be able to form their own value system, the teacher needs to design conditions that provide opportunities for choice, meaningful actions and decisions, moral choice in problematic situations. The use of presentation in practical teaching activities will help the teacher fill the socialization of schoolchildren with cultural meaning, ensure the transformation of cultural values, cognitive motivation in the study of fine arts. Before talking about art, it is first necessary to explain the concept of “culture”.

Culture(from lat. culture, from the verb colo, colere– cultivation, later – upbringing, education, development, veneration)

There are many interpretations of the definition, however, it is worth paying attention that for children of primary school age many of them will not be clear. Therefore, it is enough to explain that

“Culture” is something created by the hands and mind of man.

Art occupies a special place in culture. For a long time view was considered art cultural activities, satisfying a person’s love for beauty. Along with the evolution of social aesthetic norms and assessments, any activity aimed at creating aesthetically expressive forms has gained the right to be called art. It is this that has an extremely wide range of influence on the development and formation of personality due to the combination of all types of activities in it: value-oriented, creative. L.S. Vygotsky writes that the entire applied value of art ultimately comes down to its educational effect.

Fine arts in primary school are aimed at developing abilities and creative potential child, the formation of associative-figurative, spatial thinking, emotional assessment, the ability to understand the world through feelings and emotions. In accordance with the Federal State

According to the New Generation Educational Standard, the objectives of studying a course in fine arts in the context of the main pedagogical objectives of education are as follows:

Perception of interest in fine arts - enrichment of moral experience, formation of ideas about good and evil - development of moral feelings - respect for the culture of the peoples of multinational Russia and other countries.

Therefore, it is necessary, starting from the beginnings of childhood, to show the world to the younger schoolchild with love and appreciate all manifestations of this life.

Let's start with the definition of the concept.

Slide 2 Fine art is one of the largest sections of art.

art– a type of artistic creativity, the purpose of which is the reproduction of the surrounding world. The concept combines various types of painting, graphics and sculpture

In our presentation we will consider only the main types and genres.

Slide 3 Fine art is divided into types and genres. They are classified according to the objects of application of creative efforts, the artistic and technical means used and historically established concepts of creativity

sculpture
painting
graphic arts
photographic art
arts and crafts

Slide 4 Genres of fine art. Genre (from the French genre – genus) – general concept, reflecting the most essential properties and connections of phenomena in the world of art, the totality of formal and substantive features of the work; historically established internal divisions in most art forms. The principles of division into genres are specific to each area of ​​artistic creativity. In the visual arts, the main genres are determined, first of all, by the subject of the image (landscape, portrait, everyday genre, historical genre, animalistic genre, etc.) Let us consider only the most basic genres:

Portrait
Scenery
Still life
Genre composition
Decorative and applied composition

Slide 5 A portrait is an image of a person or a group of people who exist or existed in reality. “The portrait depicts the external appearance (and through it the inner world) of a specific, real person who existed in the past or exists in the present.” Portrait can be divided into “subgenres.” The boundaries of the portrait genre are very fluid, and often the portrait itself can be combined in one work with elements of other genres.
Historical portrait- depicts a figure of the past and is created from the memories or imagination of the master.
Posthumous (retrospective) portrait- made after the death of the people depicted, based on their lifetime images, or even completely composed.
Portrait painting– the person being portrayed is presented in a semantic and plot relationship with the world of things around him, nature, architectural motifs and other people.
Portrait walk– the image of a walking man against the backdrop of nature arose in England in the 18th century and became popular in the era of sentimentalism
Portrait type– a collective image, structurally close to a portrait.
Costume portrait– a person is presented as an allegorical, mythological, historical, theatrical or literary character.
Self-portrait– it is customary to separate it into a separate subgenre.
Religious portrait- an ancient form of portrait, when the person who made the donation was depicted in a picture (for example, next to the Madonna) or on one of the doors of the altar (often kneeling).

By the nature of the image

Ceremonial portrait– as a rule, involves showing a person in full growth.
Half-dress- has the same concept as a ceremonial portrait, but usually has a waist-length or knee-length cut and fairly developed accessories.
Chamber portrait– a waist-length, chest-length, shoulder-length image is used. The figure is often shown against a neutral background.
An intimate portrait is a rare type of intimate portrait with a neutral background. Expresses a trusting relationship between the artist and the person being portrayed.
Small-format and miniature portraits made in watercolor and ink.
More detailed genre differentiation is due to the fact that in artistic creativity cognitive, ideological-evaluative, figurative and artistic elements merge, and each work of art also has a specific functional purpose. So, since the ideological-evaluative position portrait artist can be not only objective or apologetic, but also ironic or angry and accusatory; a portrait can take the form of a cartoon or caricature. Depending on its purpose, the same portrait can be ceremonial, intimate, intimate, etc.

Slide 6 Scenery– a genre of painting in which the main subject of the image is pristine nature, or nature transformed to one degree or another by man. It existed since antiquity, but lost its importance in the Middle Ages and reappeared during the Renaissance, gradually becoming one of the most important painting genres.

Slide 7 Still life– (Dead nature) depiction of inanimate objects in the visual arts. Originated in XV-XVI centuries, but it only took shape as an independent genre in the 17th century in the works of Dutch and Flemish artists. Since then it has been an important genre in painting, including in the work of Russian artists.

Slide 8 Genre composition is a part everyday genre in fine arts. Everyday scenes have been the subject of painting since ancient times, however, as a separate genre, genre painting emerged only in the Middle Ages, receiving especially strong development in the era of social changes of the New Time.

Slide 9

Types of fine art and their interaction with genres. Here it is worth paying special attention to the relationship between types and genres, since each of the above main genres can be realized in sculpture, painting, graphics, and any other form of fine art.

Slide 10

Sculpture(lat. sculptura, from sculpo- cut, carve) - sculpture, plastic - a type of fine art, the works of which have a three-dimensional form and are made from solid or plastic materials - in the broad sense of the word, the art of creating an image from clay, wax, stone, metal, wood, bone and other materials humans, animals and other objects of nature in their tactile, bodily forms. Based on the principle of volumetric, physically three-dimensional image.
An artist who devotes himself to the art of sculpture is called a sculptor or sculptor. His main task is to convey the human figure in a real or idealized form, animals play a secondary role in his work, and other objects appear only as subordinates or are processed exclusively for ornamental purposes.

Slide 11

Painting a type of fine art whose works are created using paints applied to any hard surface. Painting can convey a state of staticity and a feeling of temporary development, peace and emotional and spiritual richness, the transient immediacy of a situation, the effect of movement, etc.; In painting, a detailed narrative and a complex plot are possible. This allows painting not only to visually embody visible phenomena of the real world, to show a broad picture of people’s lives, but also to strive to reveal the essence of historical processes, inner world person, to express abstract ideas

Slide 12

Graphic arts(Greek γραφικος - written, from Greek γραφω - writing) - a type of fine art that uses lines, strokes, spots and dots as the main visual means.

Slide 13

Photographic art – art creating artistic photography. That is, a photograph that reflects the creative vision of the photographer as an artist. This is one of the new, “young” types of contemporary fine art.

Slide 14

Decorative-applied art(from Latin deco – decorate) – wide section art, which covers various branches of creative activity aimed at creating artistic products with utilitarian and artistic functions.

Slide 15

Sculpture. Artistic and expressive means of sculpture - construction volumetric shape, plastic modeling (sculpting), development of silhouette, texture, and in some cases also color. There are different types of round sculpture (statue, group, figurine, bust (sculpture of a head with part of the chest)), viewed from different sides and surrounded by free space; and relief. With relief sculpture, the figure appears to be partly immersed in a flat background and protruding from it by less or more than half its thickness (in the first case, a bas-relief, in the second, a high relief). Monumental sculpture (monuments, monuments) is associated with the architectural environment, is distinguished by the significance of its ideas, a high degree of generalization, and large sizes; monumental and decorative sculpture includes all types of decoration of architectural structures and easel sculpture, independent of the environment, has dimensions close to life or smaller, and has a specific in-depth content. Regarding the material and method of execution of the image, sculpture, in the broad sense of the word, falls into several branches: modeling or modeling - the art of working from a soft substance, such as wax and clay; foundry, or sculpture in the strict sense - the art of carving an image from stone, metal, wood and solid substances in general; Among the branches of sculpture one can, in addition, include sculptural carving on hard and precious stones and the production of stamps for coins and medals (medal art).

Slide 16 Main genres of sculpture– portrait, historical, mythological, everyday, symbolic, allegorical images, animalistic genre (depiction of animals).

Slides 17, 18, 19, 20 In works of art created by painting, color and design, chiaroscuro, expressiveness of strokes, texture and composition are used, which makes it possible to reproduce on a plane the colorful richness of the world, the volume of objects, their qualitative, material originality, spatial depth and light-air environment. Painting can be performed oil paints, tempera, acrylic paints and watercolors.

Slides 21, 22, 23 Graphics use lines, strokes, spots and dots as the main visual means (Color can also be used, but, unlike painting, here it traditionally plays a supporting role. In modern graphics, color can be no less important than in painting). When working in graphics technology, they usually use no more than one color (except for the main black), in rare cases - two. Except contour line, in graphic art, strokes and spots are widely used, also contrasting with the white (and in other cases also colored, black, or less often textured) surface of the paper - the main basis for graphic works. The combination of the same means can create tonal nuances. The most common distinctive feature of graphics is the special relationship of the depicted object to space, the role of which is largely played by the background of the paper (in the words of the Soviet graphic master V. A. Favorsky, “the air of a white sheet”). A large number of colors can be used in graphics (when creating some engravings, more than a dozen printing forms can be used, each of which “adds” its own color).

Slides 24, 25 The special place of Photography in artistic culture is determined by the fact that it became the first “technical” art in history, which could arise only on the basis of certain achievements in science (physics, chemistry, optics) and technology. One of the inventors of photography, L. J. M. Daguerre, was an artist, and the first photographs (daguerreotypes) were created in line with the traditional painting genres of portrait, landscape and still life. As at the turn of the 19th and 20th centuries, modern art photography is developing, sensitively reflecting the diverse trends in fine art, including many of its crisis trends. Modern photographers, changing scales and textures beyond recognition, create compositions in the spirit of abstract art, or follow more traditional directions and genres.

Slides 26, 27Arts and crafts– a collective term that conventionally unites two broad types of arts: decorative and applied. Unlike works of fine art, intended for aesthetic pleasure and related to pure art, numerous manifestations of arts and crafts can have practical use in everyday life.
Works of decorative and applied art meet several characteristics: they have aesthetic quality; designed for artistic effect; used for home and interior decoration. Such products are: clothing, dress and decorative fabrics, carpets, furniture, art glass, porcelain, earthenware, jewelry and other artistic products.
In academic literature, from the second half of the 19th century, a classification of branches of decorative and applied art was established by material (metal, ceramics, textiles, wood), by technique (carving, painting, embroidery, printed material, casting, embossing, etc.) and by functional characteristics of the use of an item (furniture, dishes, toys). This classification is due to the important role of the constructive and technological principle in the decorative and applied arts and its direct connection with production.
I would like the initial acquaintance with art forms to be remembered and to be a strong motivational incentive for their further development.

Bibliography:

1. Parnakh M. Fine art lessons. Lesson 3. Art//Art at school. – 2001. No. 2. – P.26.
2. Parnakh M. Fine art lessons. Lesson 6. Rose//Art at school. – 2001. – MZ. – P.57
3. Parnakh M. Fine art lessons. Lesson 10. Flying bird//Art at school. – 2001. – No. 4. – P. 42.
4. Magazines « Young artist» 2000 – 2012
5. M.K. Prete, A. Capaldo, “Creativity and Expression” (art education course) part 1 – M. Soviet artist, 1981.
6. M.K. Prete, A. Capaldo, “Creativity and Expression” (art education course) part 2 - M. Soviet Artist, 1981.
7. Grigorieva G.G., Game techniques and teaching children visual activities. – M: Education, 1995.

Classification of occupations. Drawing from life. Thematic drawing. Decorative drawing. Conversations on fine arts. a brief description of each type.

Drawing from life is a method of visual learning; it teaches you to think and make purposeful observations, and awakens interest in analyzing nature. When drawing from life, the student strives to mark it characteristics, understand the structure of the subject. Learning to draw from life at school leads to the development of mental abilities, teaches correct judgment about the shape of objects, the influence of perspective, the theory of shadows, color science, and anatomy. Great importance Drawing from life is for the development of spatial thinking and imagination. Affects the development of memory and abstract thinking. Drawing from life can be long-term for two lessons, and short-term for 5-10 minutes. To develop memory, drawing from memory and imagination is used. In elementary school, handouts for desks (vegetables, fruits) of at least three still lifes per class. Below the horizon line in elementary school, in a frontal or profile image, no more than two objects. From the fourth grade it becomes more difficult to study perspective, design, light and shade, two vanishing points (angular perspective) 3-4 subjects. Thematic still lifes, warm and cold colors. For clarity, you can use visual aids with sample tasks, tables with step-by-step completion of the task. The teacher should guide the children's activities by asking leading questions.

Organization and methodology of conducting decorative drawing lessons. Folk art in decorative drawing lessons.

The creative abilities of students are especially effectively developed in decorative drawing lessons. The program includes tasks on drawing up patterns, designing albums, and decorating rooms. Serves to awaken the creative powers and independence of students.

Decorative drawing aims to familiarize students with the basic principles of decorative and applied art. The decorative design of an object is carried out on the basis of certain rules and laws: adherence to rhythm, symmetry, harmonious combination of colors. In decorative drawing lessons, students learn to create patterns, learn the laws of composition, and master the skills of working with watercolors, gouache, and ink. Ornamental creativity - introduces the basics of artistic design; decorative drawing should be closely related to drawing from life. When composing patterns, you need to show the student how to use the forms of nature: leaves, flowers, birds, and how to process these forms in your compositions. Showing samples is of great educational importance. folk ornament. In the elementary grades, decorative drawing classes are mainly limited to copying folk patterns. The beginning of the work is to copy from samples, creating simple patterns of straight and curved lines. This is followed by a combination of elements of the folk pattern according to the compositional scheme given by the teacher. Work on decorative drawing is completed with tasks on drawing up sketches of decorative design, graphic work with the introduction of fonts. Folk art is a special branch of creative arts in which the creative process proceeds on the basis of the hereditary transmission by masters from the people of a whole system of traditions and art. Principles, canons, samples, plots, ornamental motifs. Folk craft is one of the historically established forms of folk arts and crafts, which is the commercial production of artistic objects wide application with the obligatory use of creative manual labor. The content of thematic drawing lessons includes depicting various scenes from life, illustrating literary works, creative essay paintings on a variety of topics. Thematic drawing enables students to acquire the ability to convey their thoughts and ideas through the means of OZO art. During the lesson, the teacher can conduct a preliminary conversation, use excerpts from literary works, and show examples from the work of outstanding artists. To draw a thematic composition, students need to make sketches from life.

The thematic drawing helps the teacher to become more familiar with the spiritual world of students, to trace how their abilities of figurative representation and imagination develop.

CONVERSATIONS ABOUT FINE ARTS

The school drawing program also provides special hours for conversations about fine arts. During these lessons, the teacher introduces schoolchildren to the life and work of outstanding painters, sculptors and architects. Children will learn how and by what means artists achieved ideological depth and emotional expressiveness in their works. Systematic familiarization of students with the works of artists is one of the means aesthetic education. In outstanding works of artists, typical phenomena of life are collected as if in focus; These works make you look at the world in a new way and notice its beauty. Abilities and skills in the field of perception and evaluation of works of art increase cultural level students. Knowledge and skills gradually develop - starting from the basic ability to look at a picture and understand its contents to understanding artistic means expressions with which the artist was able to convey his idea.

Conversations about fine arts are an important means of not only aesthetic, but also ideological and political education of students. During conversations, the teacher shows the children pictures that reflect the nature of our Motherland, events from the history of the country, portraits of people who glorified the Fatherland. When during a lesson a teacher shows a reproduction of a painting in which the artist’s patriotic feeling and his love for his native nature are clearly expressed, this also evokes in children a feeling of love and admiration for their Motherland. The more vivid and emotional a picture is told about the life of our country, its landscape, etc., the more feelings it will evoke in the child, the more clearly it will be imprinted in his consciousness (Fig. 45, 46). To prepare for conversations about art, we can recommend: Conversations about painting at school. M., 1966; V. Alekseeva. Fine arts and school. M., 1968; N. A. Dm i t r i e v a. A Brief History of Art. M., 1969;P. K. Suzdalev. Soviet art during the Great Patriotic War and the first post-war years. M., 1963; V. K emenov. Against abstractionism in the realism debate. L., 1969; Art and military-patriotic education of schoolchildren. / Ed. V.V. Neverov and B.M. Sapunov. M., 1975; Popular art encyclopedia. M., 1986. So, we see that the variety of classes in the fine arts is of great importance not only for developing knowledge, skills and abilities in drawing, but also for general development students.

Drawing classes are structured in compliance with a logical sequence in the presentation of educational material, calculating the volume, time and depth of the topic. The entire drawing course is determined by the level of knowledge and skills that each student needs to learn. The volume and content are determined by the curriculum and program.

The curriculum contains a systematic list of all topics of assignments and performances that make up the content of drawing in high school. All educational material is distributed by year of study based on accounting age characteristics schoolchildren. By determining the amount of knowledge, skills and abilities in drawing, the program gives the teacher instructions on the sequence of studying and planning the material. New tasks are introduced as the knowledge and skills necessary for their conscious implementation are mastered.

IN curriculum There is an explanatory note that concisely and clearly sets out the goals and objectives of teaching, indicates the basis for the proposed content of the classes and gives the general methodological direction of the work. In order to correctly and successfully achieve all the goals and objectives set by the program, it is necessary, first of all, to thoroughly understand the methodology of working with students, the principles and laws of constructing the educational process that give the best results. Only with the correct methodological guidance to students does drawing in school acquire the necessary educational and educational significance.

In the work program “VISUAL ARTS IN PRIMARY SCHOOL” an explanatory note is presented, which gives general characteristics academic subject in accordance with the new standard, the basic principles of the educational complex “School of Russia” are indicated, the value guidelines of the content of the educational subject are determined, personal, meta-subject and subject results of mastering the academic subject, the main content lines of the course “Fine Arts”, as well as the content of the course “Fine Arts” " (1 class).

Download:

Preview:

State educational institution

Secondary school No. 854

Agreed Approved by order

On the method. association of the head

2011 educational institution

Chairman No. _____from ________________

join method

_______________

Working programm

Visual arts in elementary school

1-4 grade

Educational and educational complex "School of Russia"

Plotnikova S.N.

FULL NAME. teacher-developer

2011

ART

EXPLANATORY NOTE

General characteristics of the subject

primary goal educational course “Fine Arts” - the formation of the artistic culture of students as an integral part of spiritual culture, that is, the culture of world relations developed by generations. These values, as the highest values ​​of human civilization, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and ugly in life and art, that is, the vigilance of the child’s soul.

Course objectives:

Nurturing aesthetic feelings, interest in fine arts, enriching moral experience, readiness to express and defend one’s position in art and through art;

Development of imagination, creativity, skills and collaboration skills in artistic activity;

Mastering initial knowledge about the plastic arts, their role in human life;

Mastering basic artistic literacy, gaining experience in various types of artistic activities and various materials.

The objectives of the implementation of the subject area are the development of abilities for artistic, imaginative, emotional and value perception of works of fine art and the surrounding world, expression in creative works of one’s attitude to the surrounding world.

The work program is based on the program “Fine Arts and Artistic Work”, developed under the leadership of People’s Artist of Russia, Academician of the Russian Academy of Education B. M. Nemensky and sample program in fine arts (Series “Second Generation Standards”, directed by A.M. Kondakov, L.P. Kezina). The program involves a holistic integrated course, including types of art: painting, graphics, sculpture, folk and decorative arts, and is based on the domestic traditions of humane pedagogy. The goals of art education are to develop the emotional and moral potential of the child, to develop his soul by means of familiarization with artistic culture as a form of spiritual and moral search for humanity.

The program is based on the ideas and provisions of the Federal State Educational Standard for Primary General Education and the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, the basic principles of the educational educational complex “School of Russia”:

1. The principle of citizen educationensures the implementation of the ideological basis of the Federal State Educational Standard - the Concept of spiritual and moral development and education of the personality of a citizen of Russia, which formulates the modernnational educational ideal. This is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of responsibility for the present and future of his country, strengthened in spiritual and cultural traditions multinational people of the Russian Federation.
2. The principle of value guidelinesprovides for the selection of educational content and types of activities for junior schoolchildren, aimed at forming a harmonious system of personal values ​​in the process of learning and upbringing. The basis of the formed value system isbasic national values presented in the Concept of spiritual and moral development and education of the personality of a Russian citizen.
3. Learning Principle in activities assumes that the achievement of the goals specified in the Standard and implemented in the educational complex “School of Russia” is ensured, first of all, by the formationuniversal educational actions (UAL): personal, regulatory , cognitive , communicative, which act as the basis of the educational and educational process.
4. The principle of working for resultsmeans purposeful and consistent activities of teachers and students to achieve personal, meta-subject and subject results of mastering the basic educational program of primary general education. For this purpose, the structure and content of textbooks includestask system,aimed at including younger schoolchildren in the activity-based mastery of educational material in order to master educational learning and develop the ability to independently successfully assimilate new knowledge, skills and competencies, including leading educational competence - ability to learn.
5. The principle of synthesis of tradition and innovationmeans relying on the besttraditions of the national school in combination with innovative approaches, ensuring the development of education at the present stage of the country’s life.
   In the educational courses of the educational system “School of Russia”, innovations such as the formation of universal educational activities, the organization of project activities, work with various media, the creation of student portfolios, final complex works and others of both a general and subject nature are widely and consistently used.
   Based on the development of the traditions of Russian art education and on the basis of a modern understanding of the requirements for learning outcomes, the School of Russia has built acomplete subject line of textbooks "art» (the principle of relying on the child’s personal experience and expanding, enriching it with the development of culture is expressed in the structure of the textbook material):

In accordance with the requirements for the results of mastering the basic educational program of primary general education, textbooks for grades 1-4 in fine arts are aimed at achieving personal, meta-subject and subject results by students.

The course is designed asa holistic system of introduction to artistic cultureand includes, on a unified basis, the study of all main types of spatial (plastic) arts: fine arts - painting, graphics, sculpture; constructive - architecture, design; various types of decorative and applied arts, folk art - traditional peasant and folk crafts, as well as understanding the role of the artist in synthetic (screen) arts - the art of books, theater, cinema, etc. They are studied in the context of interaction with other arts, as well as in the context of specific connections with the life of society and man.

The systematizing method isidentifying three main types of artistic activityfor visual spatial arts:

- visual artistic activity;

Decorative artistic activities;

Constructive artistic activity.

Three methods of artistic exploration of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, decoration, construction. The constant practical participation of schoolchildren in these three types of activities allows them to systematically introduce them to the world of art.

These three types of artistic activity are the basis for dividing visual-spatial arts into types: fine arts, constructive arts, decorative and applied arts. At the same time, each of the three types of activity is present in the creation of any work of art and therefore is the basis for the integration of the entire variety of types of art into a single system, divided not according to the principle of listing types of art, but according to the principle of distinguishing one and another type of artistic activity. Highlighting the principle of artistic activity focuses attention not only on the work of art, but also onhuman activity, identifying his connections with art in the process of daily life.

It must be borne in mind that in elementary school three types of artistic activities are presented in a playful form as Brothers-Masters of Image, Decoration and Construction. They first help to structurally divide, and therefore understand, the activities of the arts in the surrounding life, and to more deeply understand art.

Thematic integrity and consistency of course development help to ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, through the steps of learning personal connections with the whole world of artistic and emotional culture.

The subject “Fine Arts” involves the co-creation of teacher and student; dialogical; clarity of tasks and variability of their solutions; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Basic types of educational activities- practical artistic and creative activity of the student and perception of the beauty of the surrounding world and works of art.

Practical artistic and creative activities(the child acts as an artist) andart perception activity(the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials (gouache and watercolor, pencils, crayons, charcoal, pastel, plasticine, clay, various types of paper, fabric, natural materials), tools (brushes, stacks, scissors, etc.), as well as artistic techniques (appliqué, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is constant change of art materials,mastering their expressive capabilities.Variety of activitiesstimulates students' interest in the subject, the study of art, and is a necessary condition for the formation of everyone's personality.

Perception of works of artinvolves the development of special skills, the development of feelings, as well as mastery of the figurative language of art. Only in the unity of perception of works of art and one’s own creative practical work children's imaginative artistic thinking is being formed.

A special type of student activity is the implementation of creative projects and presentations. This requires working with dictionaries and searching for a variety of artistic information on the Internet.

Development of artistic and imaginative thinkingstudents is built on the unity of its two foundations:development of observation skills, i.e. the ability to peer into the phenomena of life, anddevelopment of fantasy, i.e. the ability, based on developed observation, to build an artistic image, expressing one’s attitude to reality.

Observing and experiencing the surrounding reality, as well as the ability to understand one’s own experiences, one’s inner world, are important conditions for children to master the course material. Ultimate target - spiritual personal development, that is, the formation in a child of the ability to independently see the world, think about it, express his attitude on the basis of mastering the experience of artistic culture.

Perception of works of art and practical creative tasks, subordinated to a common task, create conditions for deep awareness and experience of each proposed topic. This is also facilitated by appropriate music and poetry, which help children in the lesson to perceive and create a given image.

The Fine Arts program provides for alternating lessonsindividualpractical creativity of students and lessons

Collective forms of work can be different: work in groups; individual-collective work, when everyone does their part for a common panel or building. Joint creative activity teaches children to negotiate, set and solve common problems, understand each other, treat each other’s work with respect and interest, and a common positive result gives incentive for further creativity and self-confidence. Most often, such work is a summing up of some large topic and the opportunity for a more complete and multifaceted disclosure of it, when the efforts of everyone, put together, give a bright and holistic picture.

The artistic activity of schoolchildren in the classroom finds various forms of expression: depiction on a plane and in volume (from life, from memory, from imagination); decorative and constructive work; perception of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in lessons; study of artistic heritage; selection of illustrative material for the topics being studied; listening to musical and literary works (folk, classical, modern).

Artistic knowledge, skills and abilities are the main means of familiarization with artistic culture. Means of artistic expression - form, proportions, space, light tonality, color, line, volume, texture of material, rhythm, composition - are mastered by students throughout their studies.

In the lessons, play dramaturgy is introduced on the topic being studied, connections with music, literature, history, and labor are traced.

The systematic development of the artistic heritage helps to understand art as the spiritual chronicle of humanity, as an expression of man’s relationship to nature, society, and the search for truth. Throughout the course of study, students become familiar with outstanding works architecture, sculpture, painting, graphics, decorative and applied arts, study classical and folk art different countries and eras. Understanding the artistic culture of your people is of great importance.

Discussion of children's worksfrom the point of view of their content, expressiveness, originality, it activates the attention of children and forms the experience of creative communication.

Periodic organization of exhibitionsgives children the opportunity to see and appreciate their work again and feel the joy of success. Student work completed in class can be used as gifts for family and friends, and can be used in school decoration.

Place of the subject in the curriculum

The Fine Arts curriculum is designed for grades 1 - 4 of primary school.

1 hour per week is allocated for studying the subject, a total of 135 hours per course.

The subject is studied: in grade 1 - 33 hours per year, in grades 2-4 - 34 hours per year (at 1 hour per week).

Value guidelines for the content of the academic subject

The priority goal of art education in school isspiritual and moral developmentchild, i.e. the formation in him of an emotional, value-based, aesthetic perception of the world, qualities that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The culture-creating role of the program also consists in educatingcitizenship and patriotism. First of all, the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal human culture.” Russia is part of a diverse and integral world. The child opens step by stepdiversity of cultures of different peoplesand value ties that unite all people on the planet. Nature and life are the basis of the formed worldview.

Connections between art and human life, the role of art in everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the course.

The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. Widespread involvement is envisaged life experience children, examples from the surrounding reality. Working on the basis of observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking.

One of the main objectives of the course is the child’s developmentinterest in the inner world of a person, the ability to deepen into oneself, to become aware of one’s inner experiences. This is the key to developmentempathy abilitiesI through fairy tales, parables, situations from life, literary and musical series.

Any topic in art should not just be studied, but lived, i.e. passed through the student’s feelings, and this is only possible in an active form, in the form of personal creative experience.Only then, knowledge and skills in art become personally significant, are connected with real life and are emotionally colored, does the child’s personality develop, and his value attitude to the world is formed.

The special nature of artistic information cannot be adequately conveyed in words. Emotional, valuable, sensory experience expressed in art can only be comprehended through one’s own experience -living an artistic imagein the form of artistic actions. To do this, it is necessary to master artistic-figurative language and means of artistic expression. Developed ability to emotional assimilation is the basis of aesthetic responsiveness. In that special power and the originality of art: its content must be appropriated by the child as his own sensory experience.On this basis, the development of feelings, the development of artistic experience generations and emotional and value criteria of life.

Personal, meta-subject and subject-specific results of mastering an academic subject

As a result of studying the course “Fine Arts” in primary school, certain results should be achieved.

Personal resultsare reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the academic subject in the “Fine Arts” program:

• a sense of pride in the culture and art of the Motherland, one’s people;
• respectful attitude towards the culture and art of other peoples of our country and the world as a whole;
• understanding the special role of culture and art in the life of society and each individual;
• formation of aesthetic feelings, artistic and creative thinking, observation and imagination;
• the formation of aesthetic needs - the need for communication with art, nature, the need for a creative attitude towards the surrounding world, the need for independent practical creative activity;
• level of skills:

• mastering the skills of collective activityin the process of joint creative workin a team of classmates under the guidance of a teacher;
• ability to collaboratewith comrades in the process of joint activity, correlate your part of the work with the general plan;
• the ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of a given topic, in terms of content and means of expression.

Meta-subject resultscharacterize the level

the formation of students’ universal abilities, manifested in cognitive and practical creative activities:

• mastering the skill of creative vision from the position of an artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;
• mastering the ability to conduct dialogue, distribute functions and roles in the process of performing collective creative work;
• the use of information technology tools to solve various educational and creative problems in the process of searching for additional visual material, performing creative projects and individual exercises in painting, graphics, modeling, etc.;
• the ability to plan and competently carry out educational activities in accordance with the assigned task, find options for solving various artistic and creative problems;
• ability to rationally build independent creative activity, ability to organize a place of study;
• conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject resultscharacterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the academic subject:

• knowledge of types of artistic activity: fine (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);
• knowledge of the main types and genres of spatial-visual arts;
• understanding the figurative nature of art;
• aesthetic assessment of natural phenomena, events of the surrounding world;
• the use of artistic skills, knowledge and ideas in the process of performing artistic and creative work;
• the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;
• the ability to discuss and analyze works of art, expressing judgments about the content, plots and expressive means Oh;
• mastering the names of presenters art museums Russia and art museums in their region;
• the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a festival;
• the ability to use various artistic materials and artistic techniques in artistic and creative activities;
• the ability to convey in artistic and creative activity character, emotional states and one’s attitude towards nature, man, society;
• the ability to compose a conceived artistic image on the plane of a sheet and in volume;
• mastering the ability to apply the basics of color science and the basics of graphic literacy in artistic and creative activities;
• mastering the skills of paper modeling, plasticine modeling, image skills using appliqué and collage;
• the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;
• ability to reasonabout the diversity of ideas about beauty among the peoples of the world, the ability of man in a variety of natural conditions to create his own original artistic culture;
• depiction in creative works of the features of the artistic culture of different (familiar from lessons) peoples, conveying the features of their understanding of the beauty of nature, man, and folk traditions;
• the ability to recognize and name which artistic cultures the proposed (familiar from lessons) works of fine art and traditional culture belong to;
• the ability to aesthetically and emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;
• ability to explainthe importance of monuments and the architectural environment of ancient architecture for modern society;
• expression in visual activity of one’s attitude to the architectural and historical ensembles of ancient Russian cities;
• ability to give examplesworks of art that express the beauty of wisdom and rich spiritual life, the beauty of the inner world of man.

Main content lines of the course “Fine Arts” grades 1-4 (135 hours)

The educational material is presented in four blocks:

"Types of artistic activity"(reflects the content of the educational material):

Perception of works of art (artistic image - H.o.);

Drawing (graphics, materials, means of expression, working techniques - G );

Painting (materials, color basics, means of expression - Ts);

Sculpture (materials, working methods, means – WITH );

Artistic construction and design (variety of materials, work techniques, modeling and design in human life, here architecture is A );

Decorative and applied arts (origins, synthetic nature of folk culture, fairy-tale images and the image of man, folk crafts of Russia - DPI);

"ABC of Art"(gives tools):

Composition (elementary techniques, composition center, main and secondary, symmetry and asymmetry, rhythm, transmission of movement in composition - TO );

Color (color - primary and composite colors, warm and cold, color mixing, emotions and color), drawing (line, stroke, spot, tone, emotionality of lines) - C;

Form (variety of forms of the objective world, geometric forms, natural, influence of form on the character of the image, silhouette, proportions - F);

Volume (in space and on the plane, methods of conveying volume, expressiveness of volumetric compositions, perspective - horizon line, basic laws - P);

"Significant Arts"(outlines the spiritual, moral, emotional and value orientation of the assignment topics):

The earth is our common home (observation of nature, landscape, buildings in nature, perception of works of art, vibrant cultures of the world, the role of nature in the nature of cultural traditions - Z);

My homeland is Russia (the nature and culture of Russia, the unity of the decorative system in decorating the home, household items, costume, human beauty, the image of the defender of the Fatherland - R );

Man and human relationships (image of man in different cultures, portrait, images that awaken the best human feelings, evil feelings, themes of love, friendship, family - H);

Art gives people beauty (types of art, artistic materials and means of expression, role in human life, still life, artistic design - AND );

"Experience in artistic and creative activity"(contains types and conditions of activities where artistic and creative experience is acquired):

Ability to learn - U (organize a workplace, plan work time, bring work to a result, restrain emotions, take into account others, summarize the work);

Participation in various types of visual, decorative, design activities;

Mastering the basics of drawing, painting, sculpture, creative arts;

Mastering the basics of artistic literacy;

The choice and use of expressive means to realize one’s own idea (creative idea - Tk ), various art technician and materials;

Conveying mood using color, tone, composition, space, line, stroke, spot, volume, texture of material;

Discussion and expression of your attitude to the work

Theme of the year: You depict, decorate and build

Three types of artistic activity (visual, decorative, constructive), which determine the entire diversity of visual spatial arts, are the basis for understanding the unity of the world of these visual arts. A playful, figurative form of introduction to art: three Brother-Masters - Master of Image, Master of Decoration and Master of Construction. To be able to see the work of one or another Brother-Master in the life around us - interesting game, from which the knowledge of the connections between art and life begins. Primary mastery of artistic materials and techniques.

Section 1. You are pretending. Meet the Image Master (8 hours)

The Image Master teaches you to see and depict. Primary experience of working with art materials, aesthetic assessment of their expressive capabilities.

Spot, volume, line, color are the main means of image.

Mastering the primary skills of depicting on a plane using line, spot, color. Mastering the primary skills of visualization in volume.

Images are all around us

Images in human life. By depicting the world, we learn to see and understand it. Development of observation and analytical capabilities of the eye. Formation of a poetic vision of the world.

Subject "Fine Arts". What will we learn in art lessons? Art cabinet - art workshop. An exhibition of children's works and the first experience of discussing them.

Meet the Image Master.

The Image Master teaches you to see

The beauty and diversity of the natural world around us.

Development of observation skills. Aesthetic perception of the details of nature.

Introduction to the concept of “form”. Comparison of the shape of various leaves and identification of its geometric basis. Using this experience to depict trees of different shapes.

Comparing the proportions of parts in composite, complex forms (for example, what simple forms make up the body in different animals).

Can be depicted as a spot

Development of the ability of holistic generalized vision.

Spot as a method of image on a plane. Image on a plane. The role of imagination and fantasy in spot-based imagery.

A shadow is an example of a spot that helps to see a generalized image of a form.

Metaphorical image of a spot in real life(moss on a stone, scree on a wall, patterns on marble in the subway, etc.).

Spot-based image in illustrations famous artists(T. Mavrina, E. Charushin, V. Lebedev, M. Miturich, etc.) to children's books about animals.

Can be depicted in volume

Volumetric images.

The difference between an image in space and an image on a plane. Volume, image in three-dimensional space.

Expressive, i.e. figurative (resembling someone), three-dimensional objects in nature (stumps, stones, snags, snowdrifts, etc.). Development of observation and imagination in the perception of three-dimensional form.

Integrity of form.

Techniques for working with plasticine. Modeling: from creating a large form to working out the details. Transformation (change) of a lump of plasticine using methods of pulling and pressing.

Modeling of birds and animals.

Can be depicted with a line

Introduction to the concepts of “line” and “plane”.

Lines in nature.

Linear images on a plane.

Narrative possibilities of the line (line - narrator).

Multi-colored paints

Getting to know color. Gouache paints.

Skills in working with gouache.

Organization of the workplace.

Color. The emotional and associative sound of color (what does the color of each paint resemble?).

Sample of colors. Rhythmic filling of the sheet (creating a colorful rug).

You can also depict what is invisible (mood)

Expressing mood in an image.

You can depict not only the objective world, but also the world of our feelings (the invisible world). Emotional and associative sound of color. What mood do different colors evoke?

How to portray joy and sadness? (Depiction using color and rhythm can be non-objective.)

Artists and spectators (summarizing the topic)

Artists and spectators. Initial experience of artistic creativity and experience of perceiving art. Perception of children's visual activity.

We learn to be artists, we learn to be spectators. The final exhibition of children's works on the topic. Initial formation of skills of perception and evaluation of one’s own artistic activity, as well as the activities of classmates.

Initial formation of skills in perceiving easel paintings.

Introduction to the concept of “work of art.” Painting. Sculpture. Color and paints in artists' paintings.

Art Museum.

Section 2. You decorate. Meet the Master of Decoration (8 hours)

Decorations in nature. You need to be able to notice beauty.People rejoice in beauty and decorate the world around them.The Master of Jewelry teaches you to admire beauty.

Basics of understanding the role of decorative artistic activity in human life. The Master of Decoration is a master of communication; he organizes communication between people, helping them clearly identify their roles.

Primary experience in mastering art materials and techniques (appliqué, paper-plastic, collage, monotype). Primary experience of collective activity.

The world is full of decorations

Decorations in the surrounding reality. Variety of decorations (decor). People rejoice in beauty and decorate the world around them.

Meet the Master of Decoration. The Master of Jewelry teaches you to admire beauty and develop observation skills; it helps make life more beautiful; he learns from nature.

Flowers are the decoration of the Earth. Flowers decorate all our holidays, all events of our lives. A variety of flowers, their shapes, colors, patterned details.

You have to be able to notice beauty

Development of observation skills. Experience aesthetic impressions of the beauty of nature.

The Master of Decoration learns from nature and helps us see its beauty. Bright and discreet, quiet and unexpected beauty in nature.

The variety and beauty of shapes, patterns, colors and textures in nature.

Acquaintance with new possibilities of art materials and new techniques. Development of skills in working with paints and colors.

Symmetry, repetition, rhythm, free fantasy pattern. Introduction to the technique of monotype (imprint of an ink spot).

Graphic materials, fantasy graphic patterns (on the wings of butterflies, fish scales, etc.).

Expressiveness of texture.

Relationship between spot and line.

Volumetric applique, collage, simple papermaking techniques.

Suggested assignment plots: “Patterns on the wings of butterflies”, “ Beautiful fish", "Bird decorations".

Patterns that people have created

The beauty of patterns (ornaments) created by man. A variety of ornaments and their application in the human environment.

The Master of Decoration is a master of communication; he organizes communication between people, helping them clearly identify their roles.

Natural and figurative motifs in the ornament.

Figurative and emotional impressions from ornaments.

Where can you find ornaments? What do they decorate?

How a person decorates himself

A person's jewelry tells a story about its owner.

What can jewelry tell? What kinds of jewelry do different people have?

When and why do people decorate themselves?

Jewelry can tell others who you are and what your intentions are.

The Decoration Master helps to make a holiday (summarizing the topic)

There is no holiday without holiday decorations. Preparing for the New Year.

Traditional new Year decoration. New Year's garlands, Christmas decorations. Decorations for the New Year's carnival.

New skills in working with paper and summarizing the material of the entire topic.

Section 3. You build. Meet the Master of Construction (11 hours)

Primary ideas about constructive artistic activity and its role in human life. Artistic image in architecture and design.

The Master of Construction is the personification of constructive artistic activity..The ability to see the structure of the shape of an object is the basis of the ability to draw. Different types buildings Primary skills to see the structure, i.e. the construction of an object.

Primary experience in mastering art materials and design techniques. Primary experience teamwork.

Buildings in our life

Initial acquaintance with architecture and design. Buildings in the life around us.

Buildings made by man. They build not only houses, but also things, creating the desired shape for them - comfortable and beautiful.

Meet the Build Master, who helps you figure out what they will look like. different houses or things, for whom to build them and from what materials.

Houses are different

Variety of architectural buildings and their purpose.

The relationship between the appearance of a building and its purpose. What parts can a house consist of? Components (elements) of a house (walls, roof, foundation, doors, windows, etc.) and the variety of their shapes.

Houses that nature built

Natural buildings and structures.

The variety of natural structures (pods, nuts, shells, burrows, nests, honeycombs, etc.), their shapes and designs.

The Master of Construction learns from nature, comprehending the forms and designs of natural houses.

The relationship between shapes and their proportions.

House outside and inside

The relationship and relationship between the appearance and internal structure of the house.

The purpose of the house and its appearance.

The internal structure of the house, its contents. Beauty and convenience of home.

Building a city

Construction of a game city.

The Construction Master helps you come up with a city. Architecture. Architect. City planning. Activities of an artist-architect.

The role of constructive imagination and observation in the work of an architect.

Techniques of working in paper-plastic technique. Creation of a collective layout.

Everything has its own structure

The design of the item.

Formation of primary skills to see the design of an object, i.e. how it is built.

Any image is an interaction of several simple geometric shapes.

We build things

Design of household items.

Development of primary ideas about the constructive structure of household items.

Development of constructive thinking and paper construction skills.

Introduction to the work of a designer: The Master of Construction comes up with shapes for everyday things. The Master of Decoration according to this form helps to decorate things. How do our things become beautiful and comfortable?

The city we live in (topic summary)

Creating an image of the city.

Walk through hometown or a village in order to observe real buildings: examining the street from the perspective of the creativity of the Master of Construction.

Analysis of the shape of houses, their elements, details in connection with their purpose. Variety of urban buildings. Small architectural forms, trees in the city.

Creating an image of the city (collective creative work or individual work).

Initial skills of collective work on a panel (distribution of responsibilities, combining parts or elements of the image into a single composition). Discussion of work.

Section 4. Image, decoration, construction always help each other (5 hours)

The common principles of all spatial-visual arts are spot, line, color in space and on the plane. Different uses of these elements of language in different types of art.

Image, decoration and construction are different aspects of the artist's work and are present in any work that he creates.

Observation of nature and natural objects.Aesthetic perception of nature.An artistic and imaginative vision of the surrounding world.

Skills collective creative activity.

The Three Master Brothers always work together

Interaction of three types of artistic activity.

Three types of artistic activities are involved in the process of creating practical work and in analyzing works of art.

Three types of artistic activity (three Brother-Masters) as stages, the sequence of creation of a work. The Three Master Brothers are inseparable. They constantly help each other, but each Master has his own job, his own purpose (his own social function).

In a particular work, one of the Masters is always in charge; he determines the purpose of the work, i.e., whether it is an image, decoration or building.

Exhibition best works students. Discussion of the exhibition.

"Dreamland". Creating a panel

Creation of a collective panel.

Image of a fairy-tale world. Masters help you see the world of a fairy tale and recreate it.

Collective work with the participation of all students in the class.

The expressiveness of the placement of elements of a collective panel.

"Spring Festival". Paper construction

Designing nature objects from paper.

Development of observation and study of natural forms. Spring events in nature (the arrival of birds, the awakening of bugs, dragonflies, insects, etc.).

Designing nature objects from paper (birds, ladybugs, beetles, dragonflies, butterflies) and decorating them.

A lesson in love. Ability to see

Perception of the beauty of nature.

Excursion into nature. Observation of living nature from the point of view of three Masters.

View slides and photographs with expressive details of spring nature (branches with budding buds, flowering catkins, blades of grass, snowdrops, tree trunks, insects).

Repetition of the theme “Masters of Image, Decoration and Construction learn from nature.” Brothers-Masters help to consider natural objects: structure (how it is built), decor (how it is decorated).

Hello summer! (topic summary)

The beauty of nature delights people; artists glorify it in their works.

The image of summer in creativity Russian artists. Painting and sculpture. Reproduction.

The ability to see. Development of spectator skills.

Creating a composition based on impressions of summer nature.