WORKING PROGRAMM

subject "Fine Arts"

basic level, grade 5, GEF

1 hour per week, 34 hours per year).

Compiled by:

Efimova Olga Petrovna

art and drawing teacher

MAOU secondary school №43, Ulan-Ude

Secondary special education.

Considered at the meeting

pedagogical council

protocol no.

from "_ 1 » September 201_

The program was developed on the basis

programs of educational institutions "Fine Arts"

(under the direction of B.M. Nemensky); Moscow "Enlightenment", 2013

2015 – 2016 academic year

Program type: general educational

The program is based on:

1. Federal basic curriculum and exemplary curricula for general educational institutions of the Russian Federation approved by Order of the Ministry of Education of the Russian Federation No. 1897 dated December 17, 2010;
2. Exemplary program of basic general education in informatics and ICT (approved by order of the Ministry of Education of Russia dated 09.03.04 No. 1312)
3. Methodical letter of the Ministry of Education of the Republic of Belarus
4. Requirements for equipping the educational process in accordance with the content of educational subjects of the federal component of the state standard of general education.
5. Art. Work programs. The subject line of textbooks edited by B.M. Nemensky grades 5-9: a guide for teachers of educational institutions.- M .: Education, 2011.
6. Visual arts and artistic work. Programs of educational institutions. Grades 1-9. - M .: Education, 2011.
7. Goryaeva N.A. Art. Decorative and applied art in human life. Toolkit. Grade 5 / ed. B.M. Nemensky.- 3rd ed.- M.: Enlightenment, 2010.

The program was discussed at a meeting of the Ministry of Education of Teachers_________________________________

"__" ________ 2015

Approved by the Methodological Council "__" _______ 2015

Chairman: ____________

(signature, full name)

1. I. Explanatory note

Document status

This work program in fine arts for grade 5 is based on the federal component of the state educational standard for basic general education. The program was compiled in relation to the curriculum "Fine Arts and Artistic Work", developed under the guidance and editorship of the People's Artist of Russia, Academician of the Russian Academy of Education and the Russian Academy of Arts B. M. Nemensky (2013 edition).

"Fine Arts and Artistic Work" is a holistic integrated course that includes all the main types of art: painting, graphics, sculpture, decorative and applied arts, architecture, design, spectacular and screen arts. They are studied in the context of interaction with other arts and their specific connections with the life of society and the individual.

The work program corresponds to the federal component of the state educational standard. (Order of the Ministry of Defense of the Russian Federation.); The work program has been drawn up taking into account the Basic Plan of General Educational Institutions of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation. The federal basic curriculum allots for the study of the subject "Fine Arts" in the 5th grade -34 hours, at the rate of 1 academic hour.

The standard is focused on mastering the content and language of the group of decorative arts, most related to the daily life and life of every person, the connection with folklore and fairy tales, with the national and folk roots of decorative art.

The program "Decorative and Applied Arts in Human Life" for the 5th grade is the first year of study at the basic school, it is built as a continuation and development of a part of this program for elementary school, it is a holistic integrative course aimed at the development of the child, the formation of his artistic and creative activity, mastering the figurative language of decorative art through the formation of artistic knowledge, skills and abilities. The priority goal of art education at school is the spiritual and moral development of the child, i.e. the formation of qualities in him that correspond to the ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The work program is built on the basis of continuity, variability, integration of plastic arts and an integrated artistic approach, the emphasis is on the implementation of the ideas of developmental education, which is implemented in various types of artistic and creative activities: decorative and applied, artistic and constructive and design.

The content of the lessons includes drawing up a decorative composition of traditional motifs of Gzhel, Khokhloma, Gorodets, Zhostovo, painting, creating toys in the tradition of one of the crafts: Filimonov, Kargopol, Dymkovo, drawing up sketches of jewelry based on Ancient Egypt, developing sketches of collective panels and stained glass windows. The combination of individual and collective forms of work and the implementation of artistic and creative projects, allows you to develop the creative imagination and artistic-imaginative thinking of students and increase the motivation for learning.

The systematizing method is the allocation of three main types of artistic activity for visual spatial arts: constructive, pictorial, decorative. These three types of artistic activity are the basis for dividing the visual-spatial arts into types: fine - painting, graphics, sculpture; constructive - architecture, design; various decorative and applied arts. But at the same time, each of these forms of activity is inherent in the creation of any work of art and therefore is a necessary basis for integrating the entire variety of art forms into a single system, according to the principle of the type of artistic activity. Identification of the principle of artistic activity focuses on the transfer of attention not only to a work of art, but also to human activity, to identifying its links with art in the process of daily life.

The connections of art with human life, the role of art in its daily existence, the role of art in the life of society, the importance of art in the development of each child is the main semantic core of the program.

The fifth grade is devoted to the group of decorative arts, which preserve the practical meaning for children, the connection with folklore and fairy tales, with the national and folk roots of art. The specific decision of this year's program requires an emphasis on local artistic traditions and crafts (NRK).

General characteristics of the subject

Such patterns of fine arts are studied, without which orientation in the flow of artistic information is impossible. Students get an idea of ​​the fine arts as a holistic phenomenon. This makes it possible to preserve the value aspects of art and not reduce its study to the narrowly technological side.

The content of art education provides for two types of students' activities: the perception of works of art (student - spectator) and their own artistic and creative activity (student - artist). This makes it possible to show the unity and interaction of the two sides of human life in art, to reveal the nature of the dialogue between the artist and the viewer, to avoid a predominantly informational approach to the presentation of the material. At the same time, the child's own emotional experience of communicating with works of art is taken into account, which makes it possible to bring to the fore the active development of fine arts.

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

Along with the main form of organizing the educational process - a lesson - there are excursions to local history museums; video materials about art museums and art galleries are used.

The main content lines of the subject

In the work program for fine arts grade 5, 4 main content lines are identified that implement the concentric principle of presenting the content of education, which makes it possible to gradually expand and complicate it, taking into account a specific stage of education: “Ancient roots of folk art”; "The connection of times in folk art"; "Decor, man, society, time"; "Decorative Arts in the Modern World".

The systematizing method is the allocation of three main types of artistic activity: constructive, pictorial, decorative.

These three types of artistic activity are the basis for dividing the visual-spatial arts into types: fine - painting, graphics, sculpture; constructive - architecture, design; various arts and crafts. But at the same time, each of these forms of activity is inherent in the creation of any work of art and therefore is a necessary basis for integrating the entire variety of art forms into a single system, not according to the principle of listing art forms, but according to the principle of the type of artistic activity.

Three ways of mastering artistic reality are presented in elementary school in a playful way, as Brothers - Masters of Image, Decoration, Construction, these three types of artistic activity accompany students throughout the year of study. They help at first to structurally divide, and therefore understand the activity of arts in the surrounding life, and then to realize art more deeply.

The purpose of artistic education and training of the child in the 5th grade is the formation of ideas about arts and crafts, the diversity of artistic cultures of the peoples of the Earth and the unity of ideas of peoples about the spiritual beauty of man.

The educational tasks of the year provide for the further development of skills in working with gouache, pastel, plasticine, paper. The tasks of labor education are organically linked with artistic ones. In the process of mastering the skills of working with a variety of materials, children come to understand the beauty of creativity.

In the 5th grade, the importance of collective work in the educational process increases. A significant role in the program of the 5th grade is played by musical and literary works, which make it possible to create a holistic view of the culture of the people.

Learning objectives

The study of fine arts in grade 5 is aimed at achieving the following goals:

• development ability to emotional and value perception of a work of fine art, expression in creative works of one's attitude to the world around;
• development primary knowledge about the world of plastic arts: fine arts, arts and crafts, architecture, design; about the forms of their existence in the daily environment of the child;
• mastery elementary skills, skills, ways of artistic activity;
• upbringing emotional responsiveness and culture of perception of works of professional and folk art; moral and aesthetic feelings: love for the native nature, its people, the Motherland, respect for its traditions, heroic past, multinational culture.

The main principles of the program:

The program is designed as an integral system of introduction to artistic culture

The principle of "from life through art to life"

The principle of integrity and unhurried development of the material of each topic.

The principle of unity of perception and creation.

Living as a form of learning and a form of mastering artistic experience is a condition for comprehending art.

The development of artistic and figurative thinking, artistic experience leads to a cruel refusal to complete tasks according to schemes, samples, according to a given stereotype.

The form of conducting classes according to the program is a lesson.

In art lessons, it is important to strive to create an atmosphere of enthusiasm and creative activity.

The program "Fine Arts" provides for the alternation of lessons of individual practical creativity of students and lessons of collective creative activity. From lesson to lesson there is a constant change of artistic materials, mastering their expressive capabilities. The variety of activities and forms of work with students stimulates their interest in the subject, the study of art and is a necessary condition for the formation of the child's personality.

Learning technology

The study of art in elementary school is designed to form students' artistic way of understanding the world, to give a system of knowledge and value orientations based on their own artistic and creative activity and the experience of familiarizing themselves with the outstanding phenomena of Russian and foreign artistic culture. The contribution of the educational field "Art" to the development of the personality of a graduate of a basic school lies in the development of an aesthetic perception of the world, the cultivation of artistic taste, the need to communicate with beauty in life and art, in ensuring a certain level of erudition in the field of fine arts, in a conscious choice of types of artistic and creative activities in which a teenager can show his individuality, realize his creative abilities.

The main interdisciplinary connections are carried out with the lessons of music and literature, while passing certain topics, interdisciplinary connections with biology (the structure of plants, animals, human plastic anatomy, connections in nature), history (the image of the era and style in art, outstanding events in history - the historical genre in art), mathematics (geometry), physics (optics), technology (technologies for the artistic processing of materials), computer science (computer graphics).

General learning skills, skills and activities:

Students should know:

• the origins and specifics of the figurative language of arts and crafts;
• features of the unique peasant art (traditionality, connection with nature, collective origin, the scale of the cosmic in the figurative system of man-made things, the multiplicity of options (variation) of traditional images, motifs, plots);
• semantic meaning of traditional images, motifs (tree of life, horse, bird, solar signs);
• several folk art crafts of Russia, distinguish them by the nature of the painting, use the techniques of traditional writing when performing practical tasks (Gzhel, Khokhloma, Gorodets, Polkhov-Maidan, Zhostovo, Borisov ceramics).

Students should be able to:

• to distinguish by stylistic features the decorative art of different times (for example, Ancient Egypt, Ancient Greece, China, medieval Europe, Western Europe of the 17th century);
• to distinguish modern arts and crafts (art glass, ceramics, forging, casting, tapestry, batik, etc.) by material, technique of execution;
• to identify in the works of decorative and applied art (folk, classical, modern) the connection of constructive, decorative, pictorial elements; unity of material, form and decor.

In the process of practical work in the classroom, students should:

• skillfully use the language of arts and crafts, the principles of decorative generalization;
• convey the unity of form and decor (at a level accessible to a given age);
• skillfully build decorative, ornamental compositions in the tradition of folk art based on the rhythmic repetition of pictorial or geometric elements;
• create artistic and decorative projects of the subject environment, united by a single style (household items, furniture, clothing, interior details of a certain era);
• possess practical skills of expressive execution of texture, color, shape, volume, space in the process of creating planar or volumetric decorative compositions in a particular material;
• possess the skill of working in a specific material, stained glass, batik mosaic, painting, etc.).

Possess competencies:

communicative, personal self-development, value-oriented, reflective.

Forms of control of knowledge, skills, skills (current, milestone, final).

Criteria and norms for assessing students' learning

1. Art materials are available, volumetric search and research activities were carried out in full in the form of d / z, essays, etc., independent creative artistic activity was actively carried out
2. Shows an emotional attitude to the perceived and depicted phenomenon, internal motivation dominates, which gives pleasure from work
3. The presence of strong-willed personality traits that ensure the practical implementation of creative ideas, the presence of perseverance and perseverance in search of a solution to a new work, its interpretation
4. Constant need for creativity, interest expressed in the systematic implementation of home and other creative work
5. Feelings of form and texture are conveyed. Figurative solution of the plot with the use of color color combinations of colors, emotional and color execution of the idea was decided
6. Correspondence of the chosen artistic technique to the theme of the idea, a variety of expressive means
7. The presence of originality and individuality in the work, expressed through an unconventional solution to the plot, the dominance of one's point of view on the solution of a given topic
8. Adequately developed student self-assessment of their cognitive and creative activity (the student objectively evaluates his progress in the lesson and reasonably gives them a description)

Forms of control of the level of training:

1. Quizzes
2. Crosswords
3. Reporting exhibitions of creative (individual and collective) works
4. Testing

Start control at the beginning of the year. It determines the initial level of learning. Practical work or test.

Current control in the form of practical work. With the help of current control, it is possible to diagnose the didactic process, identify its dynamics, compare learning outcomes at its individual stages.

The milestone control performs a staged summing up for a quarter after passing the topics of the quarters in the form of an exhibition or test.

Final control. Diagnostic methods - drawing competition, final exhibition of drawings, project, quiz, test.

Control system

Identification of the level of mastery of educational results by students through the control system and includes:

1. teacher control
2. self-control
3. mutual control of students

Criteria for assessing oral individual and frontal responses :

- Participation activity.

- The ability of the interlocutor to feel the essence of the issue.

- Sincerity of answers, their development, figurativeness, reasoning.

- Independence.

— Originality of judgments.

Criteria and system for evaluating creative work:

All these components add up to an overall assessment of the student's work:

- How the composition is solved: the correct solution of the composition, object, ornament (how the plane of the sheet is organized, how all the components of the image are coordinated with each other, how the general idea and content are expressed).

- Possession of technique: how the student uses art materials, how he uses expressive artistic means in completing the task.

- General impression of the work. Originality, brightness and emotionality of the created image, a sense of proportion in the design and compliance with the design of the work. Accuracy in all work.

The criteria for judging children's works in Fine Arts are as follows:

"Great"– the work is done in accordance with the above requirements, it discloses the problem posed, formulates conclusions that have a theoretical and - or practical orientation for modern society.

"Fine"– the work was done in accordance with the above requirements, it discloses the problem posed, however, the conclusions are not clearly formulated, the theoretical and, or practical significance of the work performed is not sufficiently disclosed.

"satisfactorily"- the work is done in accordance with the above requirements, the problem is not clearly formulated in it, the conclusions are not clearly formulated, its theoretical and, or practical significance is not sufficiently disclosed.

"Unsatisfactory" - the work was not performed in accordance with the above requirements.

The place of the subject in the basic curriculum

In the federal basic curriculum, 1 hour per week is allotted for the study of the subject "Fine Arts". In total, the study of program material is given 34 hours. Work program on the subject "Fine Arts" Grade 5 developed on the basis of the educational and methodological set "School of Russia", namely the author's program of B. M. Nemensky, L. A. Nemenskaya.

To implement the work program, various types of educational and cognitive activities of students are provided, such as: frontal conversation, oral discussion, collective and independent work.

1. II. Personal, meta-subject and subject results of mastering a subject

Personal Outcomes are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the subject "Fine Arts":

• Education of Russian civil identity: patriotism, love and respect for the Fatherland, a sense of pride in their homeland, the past and present of the multinational people of Russia; awareness of their ethnicity, knowledge of the culture of their people, region, the foundations of the cultural heritage of the peoples of Russia and mankind; assimilation of humanistic, traditional values ​​of the multinational Russian society;
• Formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition;
• Formation of a holistic worldview that takes into account the cultural, linguistic, spiritual diversity of the modern world;
• Formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;
• Development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;
• Formation of communicative competence
• Awareness of the importance of the family in the life of a person and society, acceptance of the value of family life, respectful and caring attitude towards members of one's family;
• The development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activities of an aesthetic nature.

Metasubject Results characterize the level of formation of the universal abilities of students, manifested in cognitive and practical creative activity:

• The ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;
• The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems;
• The ability to correlate their actions with the planned results, to control their activities in the process of the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;
• The ability to assess the correctness of the implementation of the educational task, their own ability to solve it;
• Possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;
• Ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group; find a common solution and resolve conflicts on the basis of coordinating positions and taking into account interests; formulate, argue and defend your opinion.

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

• Formation of the foundations of the artistic culture of students as part of their general spiritual culture, as a special way of knowing life and a means of organizing communication; development of aesthetic, emotional and valuable vision of the world around; development of observation, empathy, visual memory, associative thinking, artistic taste and creative imagination;
• Development of visual-spatial thinking as a form of emotional and value exploration of the world, self-expression and orientation in the artistic and moral space of culture;
• Mastering artistic culture in all its diversity of types, genres and styles as a material expression of spiritual values ​​embodied in spatial forms (folklore art of different peoples, classical works of domestic and foreign art, modern art);
• Raising respect for the history of the culture of their Fatherland, expressed in architecture, fine arts, in national images of the subject-material and spatial environment, in understanding the beauty of man;
• Acquisition of experience in creating an artistic image in various types and genres of visual and spatial arts: fine arts (painting, graphics, sculpture), arts and crafts, architecture and design; gaining experience in working on a visual image in the synthetic arts (theatre, cinema);
• Gaining experience in working with various art materials and different techniques in various types of visual-spatial arts, in specific forms of artistic activity, including those based on ICT (digital photography, video recording, computer graphics, animation and animation);
• Development of the need to communicate with works of fine art, the development of practical skills and abilities of perception, interpretation and evaluation of works of art; formation of an active attitude to the traditions of artistic culture as a semantic, aesthetic and personally significant value;
• Awareness of the importance of art and creativity in the personal and cultural self-identification of the individual;
• Development of individual creative abilities of students, the formation of a sustainable interest in creative activity.

Educational and thematic plan for fine arts Grade 5

The work program considers the following distribution of educational material

Educational and thematic plan for fine arts

Grade 5

№	Section names	Total hours	Including on:
			theoretical	laboratory and practical	control
1	introductory lesson	1 hour	1
2	"Ancient Roots of Folk Art"	9 o'clock	2	5	1
3	"The connection of times in folk art"	7 o'clock	2	4	1
4	Decor, man, society, time	10 hours	2	5	1
5	Decorative arts in the modern world	8 ocloc'k	3	6	—
6	Reserve	1 hour	1	2
TOTAL		35	10	20	4

III. Contents of the course topics

Decorative and applied art in human life-34 hours

Target: The study of folk art and traditions of the continuity of the spiritual culture of Russia. Development of creative abilities and improvement of skills in comprehending the means of arts and crafts, enriching the experience of perception and evaluation of works of arts and crafts, the formation of value-semantic competence.

Topic of the first quarter:

"Ancient roots of folk art" (8 hours)

1). . Symbolism of color and form.

Traditional images of folk applied art. Solar signs, a horse, a bird, mother earth, a tree of life as an expression of a person's mythopoetic ideas about the life of nature, about the world, as a designation of meanings that are vital for a person.

2). Russian hut decor.

A house is a world inhabited by man, an image of a developed space. The house is like a microcosm. Huts of the North and Central Russia. The unity of construction and decor in a traditional Russian dwelling.

3). The inner world of the Russian hut.

Rural wisely arranged life. The arrangement of the internal space of a peasant house, its symbolism (ceiling - sky, half - earth, underground - underworld, windows - eyes, light). Vital centers in a peasant house: stove, red corner, konik, bed. A range of household and labor items (loom, spinning wheel, cradle, light, etc.).

5). Construction, decoration of objects of national life and labor.

Russian spinning wheel, carved and painted wooden utensils, objects of labor. The unity of utility and beauty, design and decor.

6). Images and motifs in the ornaments of Russian folk embroidery.

Peasant embroidery is the keeper of the most ancient images and motifs, the convention of the language of the ornament, its symbolic meaning.

7). Contemporary everyday decorative art. What is design?

Benefit, beauty, practicality of household items. The concept of design.

8) Diagnostic work on the topic "Ancient roots of folk art"

Topic II quarter:

"The connection of times in folk art" (7 hours)

Inclusion of children in search groups for the study of traditional folk art crafts of Russia (Zhostovo, Khokhloma, Gzhel). When introducing students to Filimonovo, Dymkovo, Kargopol folk clay toys, attention should be paid to the vitality of the most ancient images in them: a horse, a bird, a woman.

• Ancient images in modern folk toys.

The magical role of clay toys in ancient times. Traditional ancient images in modern folk toys. Features of the plastic form, painting of clay toys belonging to various arts and crafts.

• Sculpting and painting your own toy model.

Unity of form and decor. Features of the color system, the main decorative elements of painting toys.

3). Folk crafts. Their origins and modern development.

Traditional folk crafts are the pride and heritage of the national domestic culture. Crafts as art of artistic souvenir.

4)Blue flowers Gzhel.

Brief information about the history of the development of Gzhel ceramics. The value of craft for national folk culture. Natural motifs in the products of Gzhel masters.

• Zhostovo bouquets.

Brief information from the history of the development of Zhostovo. The value of craft for national folk culture. Natural motifs in the products of Zhostovo masters.

6)Khokhloma.

Brief information from the history of the development of Khokhloma. The value of craft for national folk culture. Natural motifs in the products of Khokhloma masters.

7) The origins of Gorodets. Painting cutting boards.

Brief information from the history of the development of the city. The value of craft for national folk culture.

Natural motifs in the products of Gorodets craftsmen.

8) Diagnostic work "The connection of times in folk art"(practice).

Theme of the third quarter:

"Decor - a person, society, time" (10 hours)

Show an emotional response, interest in the variety of forms and decor in the classical arts and crafts of different peoples, countries, times; see social coloring in his works. Focus on the social function of this art, sharpening ideas about its role in organizing the life of society, in the formation and regulation of human relations, in distinguishing people by social and professional affiliation. The conversation about the social role of decorative art should be closed on the present, in order to show students that the costume, its decor still conveys information, fixed in the form of insignia. These signs have social and symbolic meaning. Getting acquainted with the image of the artistic culture of the ancient Egyptians of Ancient Greece, the East on the example of Japan, Western Europe of the Middle Ages, the main emphasis is shifted to the decorative, symbolic, social role of the costume and, in addition, the emotional interest of students in the figurative, stylistic unity of the decor of clothing, household items, interiors belonging to a certain era.

Familiarization with the coats of arms and emblems of the Belgorod region, about the symbolic nature of the language of the coat of arms as a distinctive sign, about its components, about the symbolic meaning of pictorial elements and colors in the art of heraldry, about symbols and emblems in modern society.

1)The role of decorative art in the era of ancient Egypt.

Ornaments in the life of ancient societies. Symbols and images.

Emphasizing the power, power, nobility of the Egyptian pharaohs with the help of decorative art.

2) Ornament, color, signs are symbols in the decorative art of Ancient Egypt. Pharaoh Tutankhamen's mask, sarcophagus.

The symbolism of decorative elements in the works of Ancient Egypt, their connection with the Egyptian worldview (image of a lotus, a scarab beetle, a sacred cobra, a boat of eternity, a wadget eye, etc.).

4)Legends and myths of Ancient Greece.

The symbolism of decorative elements in the works of Ancient Greece, their connection with the worldview of the Greeks.

5)Greek pottery. Painting on vases.

The symbolism of decorative elements in the works of Ancient Greece, their connection with the worldview of the Greeks.

Plots of painting on ancient Greek vases.

6)Clothing speaks about a person.

7)Collective creative composition "Ball in the Palace"

Clothing, costume not only serve practical purposes, but are also a special sign - a sign of a person's position in society and his role in society. Medieval clothing.

8) Collective creative composition "Ball in the Palace"

Clothing, costume not only serve practical purposes, but are also a special sign - a sign of a person's position in society and his role in society. Medieval clothing.

9)What do the coats of arms tell about? What are emblems, why do people need them.

Decorative, ornamental, pictorial conventionality of the art of heraldry. The first emblems of the Middle Ages. The role of heraldry in the life of knightly society. The family coat of arms as a sign of the dignity of its owner, a symbol of the honor of the family. Types of emblems.

10)Generalizing lesson on the theme "Decor-man, society, time"(practice).

Topic IV quarter:

"Decorative art in the modern world" (8 hours)

1) Folk holiday clothes.

Folk festive costume is a complete artistic image. North Russian complex (based on a sundress) and

South Russian (based on panev) complex of women's clothing. A shirt is the basis of men's and women's costumes. A variety of forms and decorations of a folk festive costume in various regions of Russia. The protective function of the decorative elements of the peasant costume. The symbolism of color in folk clothes.

2) Making a doll-beregini in a Russian folk costume.

3) Making a doll-beregini in a Russian folk costume.

The form and decoration of women's headdresses. The sequence of making a coaster doll. Embroidery in folk costume.

4) Sketch of a Russian folk costume.

5) Sketch of a Russian folk costume.

Creation of sketches of folk festive costume

6) Festive festivities. Maslenitsa. Collective work.

7) Festive festivities. Ivan Kupala. Collective work.

Folk traditions and holidays. Panel making

8) Man and fashion.

Performing creative work in various materials and techniques.

9) A general lesson on the topic "The role of arts and crafts in human life" (practice).

IV.

Calendar-thematic planning in fine arts in grade 5

According to the program of B.M. Nemensky, fine arts

No. p / p		Subject	Class		date		Type of control (practical work)	Characteristics of the activities of students	Planned results
					plan	fact
1		2	3		4	5	6	7	8
Iquarter : "ANCIENT ROOTS OF FOLK ART"
1	Ancient images in folk art Lesson of discovering new knowledge				September		Drawing on the theme of ancient images in embroidery patterns, paintings, woodcarving (tree of life, mother earth, bird, horse, etc.). Group Ch. the artist performs the frieze composition "Rural Landscape". Gouache or watercolor.	To be able to explain the deep meanings of the main signs-symbols of traditional peasant applied art, to note their conciseness and expressive beauty. Compare, compare, analyze the decorative solutions of traditional images in the ornaments of folk embroidery, carving and wood painting, to see in them a diverse variation of interpretations. Create expressive decorative-but-generalized images based on traditional images. Master the skills of decorative generalization in the process of performing practical creative work.	Personal: knowledge of the world formation of a holistic worldview, taking into account the cultural, linguistic, spiritual diversity of the modern world; In communication and cooperation with peers, adults in the process of educational, creative activities; education of patriotism
2	Ancient images in folk art Combined lesson		5a		September		The invention of ways to depict the primary elements of ancient Slavic mythology - water and fire, improvisation on the theme of ancient images in the ornament for window shutters or platbands. Gouache.
3	Decoration (Decor) of a Russian hut (start of creative project)				September		Work in pairs on the decorations of the elements of the hut (pediment, platbands, prichelina, frontal board) with solar signs, grows. and zoomorphic motifs, geometric elements, building them into an ornamental composition. Inclusion of Russian huts in the collective work "Here is my village". Colored paper, scissors, glue.	Understand and explain the integrity of the figurative structure of the traditional peasant dwelling, expressed in its tripartite structure and decor. To reveal the symbolic meaning, the meaningful meaning of the signs-images in the decorative decoration of the hut. Define and characterize the individual details of the decorative decoration of the hut as a manifestation of constructive, decorative and pictorial activity.
1	2		3		4	5	6	7	8
4	Space house. The unity of form, design, decor in the people's dwelling. A lesson in reinforcing new knowledge.				sss			Find common and different in the figurative structure of the traditional dwellings of different peoples. Create sketches of the decorative decoration of the hut. To master the principles of decorative generalization in the image.	Metasubject: formation ability to organize their workplace, educational cooperation and joint activities with the teacher and peers; work individually and in a group; With planned results ability to evaluate Subject: the ability to explain the deep meanings of the main signs-symbols of traditional peasant applied art, the ability to distinguish decorative solutions of traditional images in the ornaments of folk embroidery, carving and painting on wood, creation of decorative-generalized images based on traditional images, arranging them into ornamental-mental compositions; the ability to reveal the symbolic meaning, the meaningful meaning of signs-images in decorative decoration
5	The inner world of the Russian hut Combined lesson		5a		September		Work on a drawing on the topic “In a Russian hut”: an image of the interior decoration of a Russian hut with the inclusion of details of a peasant interior (stove, benches, table, household items and labor); choice of composition, watercolor underpainting.	Compare and name the constructive decorative elements of the living environment of a peasant house. Recognize and explain the wisdom behind traditional living environments. Compare, compare the interiors of peasant dwellings of different peoples, find in them the features of national identity. Create a color composition of the interior space of the hut.
6	Design and decoration of folk items Combined lesson		5a		October		Making a sketch of the decorative decoration of peasant household items (ladle, spinning wheel, roller, etc.); decoration with an ornament of objects of labor (spinning wheels). Materials: mixed media (drawing with wax crayon and watercolor filling or sanguine of different shades), brush, paper.	Compare, find common and special in the design, decoration of traditional items of peasant life and labor. Discuss the links between works of peasant art and nature. Understand that decor is not only decoration, but also a carrier of vital meanings. To note the characteristic features characteristic of folk craftsmen. Depict the expressive form of peasant household items and decorate it. To build an ornamental composition in accordance with the tradition of folk art.
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7	Images and motifs in folk embroidery ornaments Combined lesson		5a		October		Creation of a sketch of an embroidered towel based on folk embroidery; decorating your towel with lace cut out of thin paper. Gouache or wax crayons, watercolor, fine brush, felt-tip pens, paper, scissors.	Analyze and understand the features of the figurative language of folk (peasant) embroidery, a variety of interpretations of traditional images. Create independent variants of embroidery ornament based on folk tradition. Highlight the main motive (mother earth, tree of life, bird, etc.) with the size, expressive contour of the picture, color	huts, household items, clothes; identification in the works of folk arts and crafts, the connection of constructive, decorative, depicting elements; image of expressive forms of peasant household items, clothing and their decoration; highlighting the main motif of the ornament (mother earth, tree of life, bird) by the size, expressive contour of the drawing, color; correlation of the decor of the hut, festive costume with the worldview of our ancestors; creation of sketches of a wooden hut, objects and things of folk life, a festive costume based on folk tradition.
	Folk festive costume Combined lesson		5a		October		Creation of a sketch of a folk festive costume from different regions (or peoples) of Russia using various techniques and materials: 1c - women's costume, 2c - men's costume. Inclusion of sketches of festive costumes in the collective composition "Folk holiday rites"	Understand and analyze the figurative structure of the folk festive costume, give him aesthetic estimate y. Correlate the decor of a women's festive costume with the worldview of our ancestors. Explain the general and special in the images of folk festive clothes from different regions of Russia. Recognize the importance of the traditional festive costume. Create sketches of a folk festive costume using the example of North Russian or South Russian costumes.
9	Folk holiday rituals holiday lesson		5a		October		Generalization of the theme of the quarter. Completion of the collective creative project "Folk Holiday Rites" (individual-collective work), improvisation on the theme of folk holiday festivities; disclosure of the symbolic meaning of the ritual action on the example of one of the calendar holidays; selection of riddles, jokes, proverbs, sayings, folk songs for a specific folk holiday (optional).	Characterize the holiday as an important event, as a synthesis of all types of creativity (fine, musical, oral and poetic). Participate in the artistic life of the class, school, create an atmosphere of festive action, play folk songs, ritual actions. Show yourself in the role of connoisseurs of art, craftsmen, experts. To find the unity of constructive, decorative and pictorial activity in works of folk art.	Personal: formation communicative competence in the process of creating a holiday atmosphere; development artistic heritage of the peoples of Russia in creative activity. Metasubject: ability to organize educational cooperation and joint activities with the teacher and peers; Subject: the formation of ideas about the holiday as a synthesis of all types of creativity (fine, musical, oral and poetic). perception works of folk art in the unity of constructive, decorative and pictorial activity.
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IIquarter: "LINK OF TIMES IN FOLK ART"
9		Ancient images in modern folk toys Lesson of discovering new knowledge	5a		november		Creating your own image of a toy and decorating it with decorative painting in the tradition of one of the crafts (Dymkovo, Filimonovo, Kargopol). Plasticine or clay.	Reflect, talk about the origins of modern folk toys. compare, evaluate shape, decor of toys belonging to various arts and crafts. To carry out one's own artistic conception related to the creation of an expressive form of a toy and its decoration with decorative painting in the tradition of one of the crafts. To master the techniques of creating an expressive form based on folk traditions. To master the basic elements of folk ornament and the features of the color system characteristic of a particular craft.	Personal: knowledge of the world through images and forms of decorative and applied art; formation of artistic taste as the ability to feel and perceive folk arts and crafts; the ability to objectively evaluate one's own artistic activity, comparing it with the work of classmates; formation of communicative competence in communication and cooperation with peers, adults in the process of educational, creative activities; education of patriotism, love and respect for the Fatherland, folk wisdom;
10		Gzhel art Combined lesson	5a		november		An image of an expressive dish shape with characteristic details (spout, handle, lid) on a sheet of paper (or using glued	Emotionally perceive, express one's attitude, give an aesthetic assessment of the works of Gzhel ceramics. Compare the harmonious combination of blue and white in nature and in
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							plasticine jar); decoration of a flat (cut out of paper) or three-dimensional (base - jar) form with elegant Gzhel painting. Gouache, brushes, paper.	niyah Gzhel. To realize the inextricable connection of constructive, decorative and pictorial elements, the unity of form and decor in the products of Gzhel masters. To master the techniques of the Gzhel brush stroke - “a smear with shadows”. Create a painting composition in the process of practical creative work	the ability to express one’s attitude, to give an aesthetic assessment to the works of folk crafts: Gzhel ceramics, Gorodets and Khokhloma wood painting, Zhostovo painting on metal, etc. Metasubject: formation skills of independent work in the performance of practical creative work; ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group; the ability to correlate one's actions with expected results ability to evaluate the correctness of the implementation of the educational task, their own ability to solve it; Subject: comparison of harmonious combinations of colors in nature and in the works of various folk crafts; implementation of one’s own artistic conception associated with the creation of an expressive form of a toy, dishware or household item and decorating its decorative
11		Gorodets painting Combined lesson	5a		november		Making a sketch of one of the household items (a board for cutting bread, a teapot stand, a box, a spinning wheel blade, etc.), decorating it with traditional elements of Gorodets painting. Gouache, large and small brushes, wood tinted paper.	Emotionally perceive, express one's attitude, aesthetically evaluate the works of the Gorodets craft. To identify commonality in the Gorodets and Gzhel paintings, to determine the characteristic features of the works of the Gorodets craft. Master the basic techniques of Gorodets brush painting, master decorative skills. Create a mural composition in the tradition of Gorodets.
12		Khokhloma Combined lesson	5a		December		Depiction of the shape of an object and decorating it with herbal ornaments in a sequence determined by folk tradition (pointing the stem - kriulya, depicting berries, flowers, adding grass). The shape of the object is preliminarily tinted with a yellow-ocher color. Gouache.	Emotionally perceive, express one's attitude, aesthetically evaluate the works of Khokhloma. Have an idea about the types of Khokhloma painting (“grass”, painting “under the background”, “Kudrina”), distinguish them. Create a composition of grass painting in unity with the form, using the main elements of the grass pattern.
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13		Zhostovo. Painting on metal Combined lesson	5a		December		Implementation of a fragment based on the Zhostovo painting, including large, small and medium forms of flowers; drawing up a common flower arrangement on a large tray. Gouache, large and small brushes, white paper.	Emotionally perceive, express one's attitude, aesthetically evaluate the works of the Zhostovo craft. Correlate the multicolored flower painting on trays with the beauty of flowering meadows. Recognize the unity of form and decor in the products of masters. Learn the basic techniques of Zhostovo writing. Create a fragment of painting in the picturesque improvisational manner of Zhostov	painting in the tradition of one of the crafts; development of the basic elements of folk ornament and features of the color system characteristic of a particular craft; mastering various methods of brush painting: the Gzhel “stroke with shadows”, the refined linear urban and free Khokhloma painting, the graphic ornamentation of the Mezen painting, the Zhostovo pictorial improvisation; creation of a painting composition in the tradition of one of the crafts in the process of practical creative work; awareness of the inextricable connection of constructive, decorative and pictorial elements, the unity of form and decor in products; identification general and particular in art. works.
14-15		Chips. Painting on bast and wood. Embossing and carving on birch bark Combined lesson	5a		December		1. Creation of a sketch of one of the craft items, decorating this item in the style of this craft. 2. Creating the shape of a box (or pencil case) from thick paper. Pencil, paper; cardboard, brown paper, colored paper, scissors, glue.	Express your personal attitude, aesthetically evaluate the products of the masters of the Russian North. Explain what the unity of material, form and decor means in birch bark and wooden utensils. Recognize and name characteristic peculiarities Mezen wooden painting, its pronounced graphic ornamentation. Learn basic painting techniques. Create a composition or its fragment in the tradition of Mezen painting.
16		The role of folk art crafts in modern life Exhibition-Fair	5a		December		Exhibition-fair of children's creative works "Inspired by folk crafts", generalization of knowledge about folk crafts in Russia. Task: participation in the speeches of the search groups, in an entertaining excursion around an impromptu fair, in the systematization of the visual	Participate in the report of the search groups on the collection of material, in the presentation of exhibition works. Analyze Explain the importance of preserving artistic crafts in modern conditions. Identify the common and the special in works of art	Personal: formation artistic taste; the ability to objectively evaluate one's own artistic activity, comparing it with the work of classmates; formation of communicative competence V
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16							material on a certain basis.	Distinguish and name the works of the leading centers of folk art. crafts.	communication and collaboration with peers and adults. Metasubject: participation in the presentation of exhibition works; ability to evaluate and analyze their creative work and the work of their comrades. Subject: awareness the importance of preserving artistic crafts in modern times. conditions, recognition works of leading centers of folk art crafts.
IIIquarter: "DECOR - PERSON, SOCIETY, TIME"
17		Why do people need jewelry Lesson of discovering new knowledge		January			Consideration and discussion (analysis) of a diverse visual range, selected according to the topic. Drawing sketches of ancient Egyptian jewelry	To characterize the meaning of decor not only as decoration, but first of all as a social sign that determines the role of the owner of the thing (carrier, user). Identify and explain what is the connection between the content and the form of its embodiment in works of arts and crafts. Emotionally perceive, distinguish by characteristic features the works of decorative and applied art of Ancient Egypt. Participate in a dialogue about why people need jewelry, what it means to decorate a thing.	Personal: the formation of artistic taste; the ability to objectively evaluate one's own art. activity, comparing it with the work of classmates; development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world; Metasubject: formation of communicative competence through participation in individual, group, collective forms of activity, the ability to correlate their actions with the planned results.
18		Decor and position of a person in society Combined lesson	5a	January			The image of the details of wives. and husband. costume, jewelry or accessories for people of different social groups in the Ancient	Reveal the relationship of constructive, decorative and pictorial elements in the works of fine arts, as well as the unity of materials, form and decor.
							China or Japan (individual-collective work).	Conduct search work (selection of cognitive visual material) on the arts and crafts of ancient China and Japan. Create sketches of jewelry based on the arts and crafts of ancient China. Master the skills of decorative generalization in the process of performing practical creative work.	Subject: the ability to explain what is the connection between the content and the form of its embodiment in the works of the DPI; revealing the relationship of constructive, decorative and pictorial elements in the works of art and crafts; creation of sketches of jewelry based on the arts and crafts of Ancient Egypt or China.
19		Clothes speak about a person creative project	5a	January			Step-by-step implementation of the collective panel “Ball in the Palace” or “Streets of a Medieval City”: Lesson 1 - preparing the basis for teamwork (interior of a palace or medieval street)	To speak about the variety of forms and decor in the clothes of the peoples of different countries and among people of different classes. Participate in search activities, in the selection of visual and cognitive material on the topic "Costume of different social groups in different countries". Correlate the figurative structure of clothing with the position of its owner in society. Participate in individual, group, collective forms of activity related to the creation of creative work. To convey in creative work with color, shape, plasticity of lines the stylistic unity of the decorative solution of the interior, household items and clothes of people.	Personal: formation of communicative competence: participation in individual, group, collective forms of activity related to the creation of creative work; Metasubject: participation in search activities, in the selection of visual material on the topic; subject : correlation of the figurative structure of clothing with the position of its owner in society, the ability to convey the stylistic unity of the decorative solution of the interior, household items and clothing with color, shape, plasticity of lines.
20			5a	February			2nd-3rd lessons - Creative workshop "Design of historical costume" - creating a female and male image;
22			5a	February March			4-5th - completion of the collective panel: finalization of costume details, depiction of furniture and interior items; 6th - protection works (composing stories or fairy tales about life in a medieval city).
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25		What emblems and emblems tell about Combined lesson	5a	marchmart			1. The invention of heraldic elements for your coat of arms (emblem) 2. Drawing (or embossing) the coat of arms of the family, the emblem of the class or school.	Understand the semantic meaning of figurative and decorative elements in the coat of arms of the native city, in the coats of arms of various Russian cities. Define, name the symbolic elements of the coat of arms and use them when creating your own design of the coat of arms. Find in the coats of arms under consideration, the connection of constructive, decorative and pictorial elements. Create a decorative composition of a coat of arms or emblem, achieving conciseness and generalization of the image and color scheme.	Personal: formation communicative competence: participation in individual, group, collective forms of activity related to the creation of creative work; Adoption multicultural picture of the world; awareness the importance of the family in the life of a person and society, respectful attitude towards family members. Metasubject: participation in search activities, in the selection of visual material on the topic. generalization and systematization of the studied material. Subject: determination of the symbolic elements of the emblem, understanding the semantic meaning of the figurative and decorative elements in the emblems of various cities; finding connections of constructive, decorative and pictorial elements; Creation decorative composition of the coat of arms or emblem; understanding and the use of new artistic terms in speech.
26		The role of decorative art in human life and society lesson game	5a	March			Generalization of the theme of the quarter. Final quiz game using analytical and creative tasks for groups: consider the costumes and determine their owners, systematize the visual material, see the inaccuracies made by the artist.	Participate in the final quiz game with the active involvement of visual material on arts and crafts. Recognize and systematize visual material according to social and stylistic features. Correlate the costume, its figurative construction with the owner. Use new artistic terms in speech.
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IVquarter: « DECORATIVE ARTS IN THE MODERN WORLD»
27					April		1. Perception (examination) of various works of contemporary decorative art; reasoning, participation in a dialogue related to identifying the differences between modern decorative art and folk traditional art, with awareness of the role of expressive means in creating a decorative image in a particular material, with an understanding of the expression "a work speaks the language of the material." The concept of "project"	Navigate a wide variety of modern decorative and applied arts, distinguish between art glass, ceramics, forging, casting, tapestry, etc. by materials and technique. Identify and name the characteristic features of modern arts and crafts. Find and define in the works of decorative and applied art the relationship of constructive, decorative and fine activities. Use in speech new terms related to arts and crafts. Explain the differences between modern arts and crafts and traditional folk art.	Personal: knowledge the world through images and forms of arts and crafts; formation artistic taste as the ability to feel and perceive modern arts and crafts; the ability to objectively evaluate one's own artistic activity, comparing it with the work of classmates; formation of communicative competence in communication and cooperation with peers, adults in the process of creative activity; the ability to express one's attitude, to give an aesthetic assessment to the works of the DPI. Metasubject: formation skills of independent work in the performance of practical creative work; skill independently plan ways to achieve goals; ability to organize educational cooperation and joint activities with the teacher and peers; work independently and in a group;
28		Modern exhibition decorative art					2. Development of a project for a collective decorative panel (or decorative product) to decorate the interior of the school using traditional images of folk art: the tree of life, mother earth, bird, horse (deer), northern motifs, their interpretation. Making a sketch.
29 30 31 32		You yourself are the master (creative project)			April		Implementation of an individual project (for example, painting a kitchen board) or collective work in a specific material (weaving, collage, ceramic relief, wood painting, etc.) of various creative ideas (panels)	Develop, create sketches of collective panels, stained-glass windows, collages, decorative decorations for school interiors. Use the language of arts and crafts, the principles of decorative generalization in the process of performing practical creative work.
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			5 B		May		1st lesson - material selection, division into modules, preparation of templates, etc.; 2nd-3rd lessons - phased implementation of the project; 4th lesson - completion of the project in detail; 5th lesson - project protection	Possess practical skills in the expressive use of form, volume, color, texture and other means in the process of creating planar or volumetric decorative compositions in a particular material. Assemble separately made parts into larger blocks, i.e. work on the principle "from simple to complex". Participate in the preparation of the final exhibition of creative works.	the ability to correlate one's actions with expected results Subject: implementation of one's own artistic idea related to the creation of a decorative panel to decorate the school; the ability to distinguish between materials, technique of execution, characteristic features of art glass, ceramics, forging, casting, tapestry, etc .; creation of sketches for collective panels, stained-glass windows, collages, and other decorative decorations for school interiors. application of the principles of decorative generalization in the process of performing practical creative work. mastering the practical skills of expressive use of form, volume, color, texture and other means in the process of creating decorative compositions in a specific material. identifying the differences between modern arts and crafts from traditional folk art.
34		The value of decorative art in people's lives	5a		May		Generalization of the topic of the quarter, summing up the results of the year	Identify and name the characteristic features of their own decorative work. To speak about the role of expressive means and the plastic language of the material in the construction of a decorative image. Find and define in a work of arts and crafts the relationship of constructive, decorative and fine activities. Use in speech new terms related to arts and crafts.

Educational, methodological and logistical support

educational process

Federal list of textbooks on the subject "Fine Arts" recommended (approved) by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions that implement educational programs of general education and have state accreditation for the 2015-2016 academic year (Order of the Ministry of Education and Science RF dated July 28, 2014 No. 822).

• Goryaeva N.A., Ostrovskaya O.V. Decorative and applied arts in human life: A textbook on fine arts for grade 5 / Ed. B.M. Nemensky.- M.: Enlightenment, 2005
• Goryaeva N.A. Your workshop: Workbook on fine arts for grade 5 / Ed. B.M. Nemensky.- M.: Enlightenment, 2004
• Goryaeva N.A. Methodological guide to the textbook "Decorative and applied art in human life." Grade 5 / Ed. B.M. Nemensky.- M.: Enlightenment, 2004

Additional teacher aids:

1. ON THE. Goryaeva, O.V. Ostrovskaya. "Art. Decorative and applied art in human life. Grade 5, edited by B.M. Nemensky, M. "Enlightenment", 2015;
2. Electronic supplements to the textbook (1DVD), authors - compilers: O.A. Koblova, I.B. Polyakova
3. Aranova, S. V. Education in Fine Arts. - St. Petersburg: Karo, 2004.
4. O.V. Pavlova., Fine arts: 5-7 classes. Terminological dictations, crosswords, tests ... - Volgograd: Teacher, 2009;
5. O.V. Sviridova, Fine Arts: Grades 5-8. Verification and control tests - Volgograd: Teacher, 2009.
6. Nemensky, B. M. Art around us. – M.: Enlightenment, 2003.
7. Nemensky, B. M. Fine arts and art work: grades 1–8. – M.: Enlightenment, 2003.

Additional student aids:

Workbook "Your workshop" - M .: Education, 2008.

Internet resources that can be used by the teacher and students to prepare lessons, messages, reports and abstracts:

	Resource name	Link	Brief annotation
1	Our wonderful world Virtual exhibition of children's drawings	http://kidz-art.narod.ru/	Non-commercial project. Participation in the exhibition, posting information about the studios, creating and posting a portfolio on the Art Portfolio website for teachers is free of charge. The material is arranged by topics and by authors of works.
2	Children on the Internet Virtual gallery of children's drawing	http://www.newart.ru/	The magical world of children's creativity. Graphic and pictorial works of children from 4 to 14 years old and funny statements of children are accepted.
3	Stars of the new age Gallery of children's creativity	http://www.znv.ru/	This gallery exhibits everything that can be photographed and scanned in children's art: drawings and crafts of your children and teams. The maximum age is 14 years old. The gallery is preparing to launch online competitions for children's work in various categories.
4	Children's drawing gallery	http://www.rndavia.ru/gallery/	Catalog. Picturesque and graphic works. The gallery accepts works made using any technology by children under the age of 18. Works must be accompanied by data: age, name and surname of the author, title of the drawing, manufacturing technology (watercolor, gouache, computer graphics, etc.).
5	Newspaper Art	http://art.1september.ru/index.php	Educational and methodical publication for teachers of the MHC, music and fine arts, thematic numbers, tables.
6	Art in school	http://art-in-school.narod.ru/	Scientific and methodological illustrated publication dedicated to the totality of the problems of teaching the arts (artistic culture, fine arts, music, theater), both in school and in extracurricular forms.
7	Arts and education	http://www.art-in-school.ru/art/index.php?page=00	Theory and practice of art, aesthetic education, issues of pedagogy (theory and methodology), programs, textbooks.
8	Visual arts at school	http://www.art-in-school.ru/izo/index.php?page=00	Pedagogy and psychology, problems of art education, art lessons at school, master classes.

CIM in fine arts

diagnostic test.

To determine the student's readiness to master creative operations, a double execution of tasks of the same type is carried out: in the first case, the task is performed without prompting the principles for solving this task “creatively”, and in the second, ways of creative solution are suggested.

The student is asked to complete the set of elements (two straight lines, a semicircle, a triangle without one side, a rectangle without one side, an oblique line and a dot) into complete, meaningful shapes. In the second, third grade - sign their names.

After completing the first task, it is analyzed. Students are told that the following indicators are taken into account when creatively solving it:

a/ “going out” beyond the limits of the elements, when they become the basis of an associative combination, a holistic picture;

b/ drawings are diverse, belong to different categories;

c/ under them are the original signatures (in the senior classes).

Then students are asked to repeat the task of new elements, taking into account what has been said.

The indicator is the ease of changing the style of the task. Doing it on the same basis, or worse than the first one, is an indicator of low learning ability.

The task allows you to identify specific manifestations of learning - the adequacy of the response to one of any components of the instruction. For example, after the instruction, the child gives a variety of drawings, not paying attention to other indicators of creativity. Comparison of the performance of tasks of types 6 and 7 provides a basis for judging what level of stimulation the student needs.

Some students do only the very first task creatively - drawings like cups. Others are only the most complex, that is, those when a creative solution is programmed in advance, and the cups are drawn formally, casually.

This gives the teacher reason to judge what type of assignment is most suitable for a particular student.

Test No. 1

1. Russian log house:
2. Kremlin
3. tower
4. chambers
5. A log crowning the roof of a Russian hut:
6. sanctuary
7. temple
8. Cathedral
9. What were the names of architects in ancient Rus'?
10. architect
11. sculptor
12. ofenya
13. peddler

Competence-oriented task

to the lesson “The Art of Gzhel. Origins and modern development of the fishery

F.I.

Exercise

1. Read the text carefully.

Blue-blue roses, leaves, birds.

Seeing them for the first time, everyone will be surprised.

A miracle on porcelain is a blue font.

This is simply called Gzhel painting.

On white porcelain, like on a snow-covered field,

Blue flowers grow from under the white snow.

Porcelain teapots, candlesticks, clocks,

Animals and birds of unprecedented beauty.

The village in the suburbs has become famous, now

Everyone knows its name - Gzhel.

In Gzhel, the inhabitants of heavenly blue are proud.

You will not meet such beauty in the world.

Her grass is silk, her flowers are spring

And the craftsmanship is magical, worthy of admiration.

1. Find in the text and write down in the table the obtained information about Gzhel ceramics in the form of keywords (for example, blue, herbs, etc.), distributing them into the proposed columns of the table.

1. Fill in the gaps in the text with the keywords listed in the table.

“……………. called the birthplace and cradle of Russian ceramics.

Gzhel ceramics is ………………. and pottery, which is still produced in ceramic industries in the villages …………………… .

Gzhel masters make ………….., ………………., …………….., ……………., ……………….., as well as kvass, tureens, dishes, dishes.

Articles covered with ……………. glaze, painted …………………. and ……………… paints. These are lush garden ……………, large ………………, fantastic ……………, field …………… and …………..….. . Beauty is born under the artist's brush, and despite the fact that only one color is used in the painting - cobalt blue.

TECHNICAL TRAINING TOOLS

• Projector
• Screen
• Computer

TABLES

• Khokhloma
• gzhel
• Dymkovo toy
• Zhostovo
• Introduction to floristry.
• Decorative and applied art.

METHODOLOGICAL FUND

• Collection of products of arts and crafts and folk crafts
• Reproductions of paintings by various artists.
• Models for drawing
• A series of photographs and illustrations of nature.
• Photos and illustrations of animals.
• Geometric bodies
• Items for natural setting (jugs, clocks, vases, etc.).
• Sequential drawing tables by topic and class (in folders)
• Children's work as examples of creative tasks.
• Topic presentations. (write by topic)

Sections: MHK and IZO

Since the tasks of additional education are different from the tasks of general education, the use of the program edited by B.M. Nemensky “Fine Arts and Artistic Work” in the conditions of school additional education becomes inappropriate. But the principle of constructing the content of this program, which is a mutually developing fusion of two lines: the line of understanding the connection between art and life and the line of accumulating language knowledge and skills, is universal for any program of teaching plastic arts, including in additional education.

“It is impossible to truly captivate and interest children, to encourage them to seek their own creative path, without asking themselves the questions “Why?”, “Why?”, “For what?”, Without understanding the fundamental meaning of “teaching art”. The principles of the program "Fine Arts and Artistic Work" are built on these pillars, so only based on them you can be able to competently and professionally determine the goals and objectives of your studies. Let's consider these principles and methods in more detail.<Annex 1>

1. The law of assimilation is one of the central problems of artistic pedagogy. In whatever form we introduce children to art - be it a lesson, a class, a studio, we must be aware of assimilation as the main one, perhaps the only real way to live the content, and not just understand.”

For the author, the topic of assimilation has become an important discovery, a starting point in working with children. “It is easier for a child,” writes B.M. Nemensky, “he always plays a role, portraying himself as a train, even drawing this train.” Given this childish feature, you can very easily get away from the “carrot trees”, you just need to invite everyone to feel like an old, creaky or slender, light tree.<Рисунок 1>

Rice. 1

When creating the work “Bears in the rain”, all the difficulties in depicting animals disappeared as soon as the boy imagined himself in their place, he himself briefly became a bear.<Рисунок 2>

Rice. 2

A very strong impression on the children was made by stories from the life of the peoples of the North, a story about the nature of this region, so unusual, even, at first glance, unfriendly. This is a completely different way of life, different relations of people with animals, with nature. Each child seemed to have been there, felt how cold air can burn, how unusual and beautiful the shining snowy plains and mountains are, how interestingly everything is arranged in these northern regions - even the bears are white there. There, snowmen do not stay bored alone at night - they have a good company.<Рисунок 3>

Rice. 3

Various artistic and pedagogical games are indispensable for enhancing the creative activity of children, their passion for art, developing interest in the subject and revitalizing classes. The nature of these games may be different.

The Magic Brush Studio is visited by elementary school students. For children of this age, emotional and artistic content in the process of playing is in the first place. Therefore, role-playing and simulation games are selected, aimed at experiencing the figurative content - the game activates the imagination, interest in the upcoming activity. Often such a game in our classes becomes a “fairy tale”. As it turned out, children are familiar with a very small number of works from those on which we grew up. Therefore, such games for them are also an opportunity to touch the treasury of world literature. It is especially useful to play fairy tales of the peoples of the world with children in such classes, accompanying or preceding the game with acquaintance with the customs and traditions of the people living there. And then for our children, the Chukchi will never become “mother-in-law in the family of peoples” - in the apt expression of T. Tolstoy - so ridiculous, so funny. If today we do not take every opportunity to instill tolerance in children, will there be a place for us tomorrow in the world that they will build?

2. One of the most important principles of the program is the principle of integrity and unhurried emotional development of the material. The principle of learning through immersion. So, at one of the very first classes in our studio, the children were given the task to portray their mood during the day. First, it was necessary to remember what happened that day, then listen to yourself, correlate the received emotions with different colors. The children expressed their thoughts about the consonance of the mood with a certain color, explained their choice, prompted each other. From a point in the middle of the sheet in a spiral, the children told in color what happened to them on some day. We got some very interesting work. One was made up of warm, delicate flowers - it was made by the most friendly and non-confrontational girl of the group. Yellow was replaced by another black color, then red and purple, then a light green lull and a new explosion of emotions for a short time. It worked as a troublemaker, living at a very fast pace and requiring a special approach. The third work struck with the most diverse shades of gray. It turned out that the boy’s mood was “so-so” all day long.

Such an exercise helped to learn a lot about the guys who came to classes for the first time. The temperament of everyone, their passions, features became clear. Starting from this task, it was easy to help them in the future to draw an analogy with the depiction of the moods of nature. And already, for example, the sadness of nature was not something abstract for them, this emotion was experienced as one's own and depicted without difficulty.

The method of unity of perception and creation at every lesson has become indispensable. Only the unity of all types of activity - viewing the visual range, listening to poetry, prose, music, doing practical work - is a means to achieve unity of awareness and emotional experience. So there is a gradual development of figurative thinking of the child. Thought, feelings, hands of the child in unity create any creative work. And only in the process of this creativity of the child is the real product of creativity inseparable from the process of its conception.

At one of the lessons, the children were asked to illustrate Bazhov's tale "Silver Hoof". For the musical series, among other musical fragments, the music of P.I. Tchaikovsky was chosen - the cycle “The Seasons”, “April”. As a result, many works shimmered with gems, children imagined the Silver Hoof in different ways - in the forest, on the lawn, on the roof of the house, only one boy depicted a small, lost house surrounded by trees with a lighted window. The child described his work as follows: “The goat has not yet come here.” This is a personal emotional experience by the boy of this tale - the ending of the tale seemed uninteresting to him, and he illustrated the passage of the work that struck him the most - the isolation of the characters from the world.<Рисунок 4, 5>

Rice. 4

Rice. 5

3. The principle of constancy of connection with life.

Connection with life is the most important aspect of the content of art education. Therefore, a formula-slogan "from life - through art - to life" has been developed. The phenomena of art should gradually help the child to feel and understand his own life deeper, his connections with the outside world, family, friends, society, humanity as a whole.

The emotional and figurative development of a child is impossible without immersion in the activities of all the arts, “realization of personal connections, personal feelings and their expression in art”. The child must be gradually led to the idea that art does not simply depict or decorate the world, but expresses “and therefore builds relationships with this world. The attitude towards nature, as well as towards human society, is realized. In the soul of a child, this process should gradually grow into the construction of a personal relationship - through the connection of living images of art with one's own life. And this getting used to should imperceptibly build, step by step, his relation to the world.

To build connections between art and life, the teacher must form in children the ability to “competently communicate with various arts that constantly surround them”, children need to be explained that different types of arts have different spiritual and social functions and, consequently, different figurative languages. Here the three Brother-Masters come to the aid of the teacher and the children, who, in a playful way, help to realize the specifics of the connections with the life of each artistic activity.

Speaking with children about nature, as about a wise builder, we touched on the following question: is it possible to say that there is a mess in the forest? Or order? A random question brought the children to the realization of very important things: only at first glance it seems that the anthill is a pile of garbage, and the cobwebs are sticky untidy threads. It is worth taking a closer look at them, and we see how everything is reasonably thought out in the anthill, and the cobweb that the spider weaves, hanging in the air, is just a work of art and a sample of order. And since everything that we see in the forest is so wonderfully built, then, turning to the Masters of Image and Construction, we can invite others to admire what has been revealed to us. And no one will raise a hand to destroy an anthill, such a complex natural house.<Рисунок 6>

Rice. 6

One of the most important methodological ways in the implementation of this principle is the method of decorating the interior of the school with the work of students. In the studio "Magic Brush" the children also make special works for the interior design of the school, both collective and individual, and at the same time, the children's works are presented in a permanent changing exhibition. Such expositions change every quarter, including one work from each child. At the end of each quarter there is a review of all works, collective discussion and selection of the most interesting for the exhibition.

One of the exhibitions is called "City". All the children who presented their works for the exhibition live in one of the “dormitory” districts of Moscow, and the works turned out to be very different. Before embarking on such a large topic in practice, the guys observed, purposefully “accumulated” impressions. Then everyone answered the question: “How did you see your city?” The variety of childhood experiences is amazing. The work “Clouds over the city” is very interesting.<Рисунок 7>

Rice. 7

Against the backdrop of the sunset sky, clouds swirl over the red-violet city, but they are not at all menacing, not disturbing, not terrible. Not even clouds, but so, clouds, one might say, very cheerful - and all because the mood is good. And if it is good, everything attracts, pleases, amuses, wherever you look. And everyone in the world wants to say: “Do not worry, guys, in fact, everything is fine with us, look around with different eyes!”

Rice. 8

Taken into the granite shores, fenced off from people with twisted bars, it sadly rolls its waters. Dirty sky, dirty water, faceless silhouettes of houses emphasize the bleak atmosphere of an autumn day. What month is in the yard? November? Brr, I'll stay at home, look out the window at the street. And so is my city.

But before us are completely different autumn days. Look, what a beauty! Open your eyes, admire the corner of your native land, your city. Hurry up on paper to capture what you feel, share with others!<Рисунок 9>

Rice. 9

There are also winter sketches. The soft light of lanterns, an alley in the park, shadows in the snow - everyone saw it on a walk in winter, everyone keeps their memories. How well the author conveyed his mood, that everyone seemed to inhale the frosty air, tried how a wet mitten was glued to a cold cast-iron fence, ran through the virgin snow and still walked and walked, but it’s getting dark, it’s time to go home, tomorrow will be a new day.<Рисунок 10>

Rice. 10

There are among the works, for example, “City of Machines”.<Рисунок 11>

Rice. eleven

Dark, unkind sky, asphalt and a lot of cars scurrying in different directions. Where are the people in this city? Probably, everyone who does not drive a car sits at home, and maybe no one sits - everyone has their own shell on wheels - their own little world ... It would seem that houses painted in bright colors should bring a joyful note, but it turns out , however, not a very cheerful picture. Most likely, the original intention of the author of the work was not quite like this - above I quoted the result of the discussion of the group, but the children were so convincing that there were no objections. Unfortunately, it is not always possible to implement the plan. Sometimes a child puts up with what he has done, sometimes he experiences real torments of creativity - he wants to say a lot, but he doesn’t know the language ... Here the following principle comes into play.

4. The principle of creating a need for the acquisition of knowledge and skills.

A number of methods developed to implement this principle helps the teacher to activate the consciousness of students, their interest in the tasks. These methods help to master the available skills of image, design and decoration.

Forming the creative potential of the student, it is necessary to teach the child to gradually and consciously direct any of his work, gradually master skills and knowledge. It is also a matter of self-discipline - to train yourself, moving from one limitation to another, in order to be able to clearly solve any task set before him. And at the same time, the range of possibilities for solving the problem can be very wide. The method of freedom in the system of restrictions is one of the most important in any training. You cannot deviate from this path. Otherwise, you will have to follow the lead of each child, from lesson to lesson, answer in detail the questions “why can’t I draw a little dog that sleeps on a pink pillow today?”

The Lord of the Rings is very popular today. When the children wanted to illustrate it, they were given the task of depicting either Farnhorn, a forest inhabited by live oaks and elms, or Quentlorien, inhabited by elves, i.e. certain restrictions were set. The children understood well how to convey the difference through color, images of trees, the very atmosphere. Before you - no doubt, Quenthlorien.<Рисунок 12>

Rice. 12

If the teacher manages to create a special atmosphere of enthusiasm in the classroom, then the child during work is covered by bright and joyful energy, which is transmitted to everyone who meets the drawing.

dialogue method. Entering into a dialogue with children that awakens in them the need for independent reflection, the need to express thoughts both in practical work and in words, the teacher receives invaluable material for his use - naive verbal images and associations of children. At such moments, each child reveals himself in a new way, and at the same time, you can determine for yourself the characteristics of perceived phenomena and objects that are common to all children, in order, in turn, to come up with new techniques and approaches in working with children. The following images are presented in the treasury of our studio today:

- snowfall is like a construction site, where snowflakes, like small bricks, pile on top of each other and create something new;
- wrinkles and folds on old shoes look like different facial expressions.
- when the wind collects and circles the garbage, it seems that someone is dancing;
- the foliage on the tree looks like a raincoat and hair at the same time;
- flowers look like lips;
- a jellyfish looks like a web;
- the tree resembles bread when it begins to stale;
- ripples on the water like goosebumps;
- the snow writhes in the spring, because it does not want to melt.

Method of comparison as a way to activate the need for independent thinking.

For the author of this work, this method involves creative and search activities for the selection of visual material to demonstrate the multivariate possibilities for solving the same problem. In working with children, comparison helps to reveal the content behind the external form, promotes creative thinking. Consider the work "Sad Clown". What can help a child to portray the sadness of a person on whose face a painted mouth smiles, clothes are full of bright colors? Only comparison. The child recalls how he was once struck by the eyes of people in the Faiyum portraits. And there is such anguish in the eyes of the clown that no one will be mistaken in assessing his emotional state.<Рисунок 13>

Rice. 13

Application of the principle of relying on the apogee of a phenomenon in art. From the very first classes, this principle is included in the work, gradually there is an acquaintance with both the language and the content of art. As part of the study of various means of artistic expression, we choose from all the objects and phenomena that surround us only those that amaze us the most.

In order for children to wean themselves from the image of a blue sky, covering half of the sheet in a single tone, the task is to show such a sky that fascinates, makes you worry, from which you just can’t take your eyes off. It is very difficult in this case to break the prevailing stereotype, only some of the children enter this game with pleasure. The next step is the image of a tree against the background of this sky, and the child draws this tree no longer as usual, he tries to work in a new way with a brush.<Рисунок 14, 15>

Rice. 14

Rice. 15

In the works “Heat” and “Frozen Tree”, children depicted not ordinary trees that surround them in everyday life. Using the possibilities of warm and cold colors, they sharpened the problem: how to depict a tree in such a way that it becomes clear that it is so hot that the air melts, the outlines of the plant are distorted and “float”. Or convey the feeling of cold when the branches are covered with ice crystals and ring in the wind, and the icy air froze everything around and froze itself. Everyone felt like such a tree, so he was able to convey to the audience all the sharpness of sensations.<Рисунок 16, 17>

Rice. 16

Rice. 17

5. The principle of the unity of form and content in the learning process, the constant connection of content with form both in perception and in practical activities. Emotional and relational tasks that are set at each lesson are the main method in this principle. Simultaneously with the formulation of these tasks, there is a conversation about plastic means of expressing content.

Particular attention at the beginning of training should be paid to the rhythm of spots, volumes and lines, as the basis for the expressiveness of the composition.

In such classes, motor games are widely used to immerse yourself in the topic. The guys rush in all directions, walk in single file, try to portray a school of birds, a herd of elephants, the movements of any animals of their choice, randomly move around the office in a different rhythm. Children reincarnated easily and with pleasure. Practical work turned out to be very different. Most of them were landscapes with flying birds, but there were also unexpected ones. A shoal of fish of bright colors, as if obeying some kind of signal, moves rapidly, and it becomes clear to the viewer in what a fast rhythm these fish live. The small artist's brush barely has time to throw paint spots on the sheet - after all, you still need to have time to fold the sheet diagonally before the work has dried - we got acquainted with monotype.<Рисунок 18>

Rice. 18

The life of jellyfish is completely different. These amazing creatures are measuredly moving somewhere without haste and fuss, their legs are moving sluggishly, their bodies are swaying - their life rhythm evokes a dream. The child draws jellyfish after jellyfish, his movements are smooth, measured. Graphic materials came to the rescue, the child saw this image in such a way.<Рисунок 19>

Rice. 19

Bringing children to an understanding of the imagery of the artistic materials themselves occurs simultaneously with the study of rhythm as a means of expression. Then each child will depict, for example, an autumn forest in a different way - after all, the possibilities of materials are so great. The expressiveness of each line, the role of lines of different nature in their own works invariably delights children. If you bring a tree to life and assume, for example, that it can get excited, say hello, bow, then you get works of very different emotional sounding.<Рисунок 20, 21, 22>

Rice. 20	Rice. 21
Rice. 22

6. The principle of unity of reality and fantasy.

The formation of creative activity is impossible without the formation of such important artistic skills as observation and fantasy. The amazing ability of a child to see the unusual in the ordinary, to be surprised where for many adults there is nothing special, is known to every parent and teacher. Adults need to carefully develop and train these skills, draw the attention of the child to the fact that it is not evil and hatred that rule the world, but goodness, love and humanity. Then a small person will be able to "separate the beautiful from the ugly, a person with a downed moral sight will not hatch out of him."

One can see how correctly the children notice the positive character traits of their characters. How they convey love in their works, how they sneer at the weaknesses of their heroes, how they hate evil. In the presented drawing, with the playful name “Sea lads”, the child depicted three fish, as if declaring: “Who is on us?”. When this work was discussed, the children said that they know such characters personally, they are brave only when together and against the weak, and one by one they are rare cowards, especially if they meet someone stronger. Such conversations at the end of the lesson gradually lead the children to an awareness of a life position that they will never take.<Рисунок 23>

Rice. 23

It is possible to form and develop fantasy and imagination only together with observation. If you observe natural phenomena together with children, an immense scope for imagination will open up. Who do the clouds floating in the evening sky above the roofs of houses look like? And outlandish animals and easily recognizable animals appear) And if you first read to the children a poem written by a little girl,

White feather beds, white sofas -
You are flying in the sky – it is very strange.
White puppies, white kittens
They played enough in the sky and fly somewhere ...
The clouds were flying, the clouds were silent,
They seemed sad
It looks like you're bored...

then there will be works that are consonant with it.<Рисунок 24>

Rice. 24

Children were brought to the Magic Brush studio for various reasons - someone wants to learn how to draw, someone's parents want their child to draw, someone just came and stayed - children try themselves in different activities. It is important for me that all the children who come to me should not be afraid that something may not work out for them, but boldly embody any of their ideas, and most importantly, they want to draw.

The situation in society today is such that most children cannot imagine their lives without TV, computer, Internet. All this deprives the child of the need to think independently. There is a risk of getting a generation of emotionally undeveloped people with whom you can’t cook porridge. The famous American writer Kurt Vonnegut wrote in his novel “Timequake” about people who, with the development of technological progress, have forgotten how to read interesting life stories from each other’s faces, have lost this ability.

To prevent this from happening, you need to talk a lot with children - why we are all different, why the same person is different in different circumstances. We need to teach children to recognize emotions, to read them, so as not to be callous and deaf to each other, to the feelings of other people. Children should know that each grandmother's wrinkle can tell a lot about her life.<Рисунок 25>

Rice. 25

Then everyone will draw a very emotional portrait, and not “dot, dot, two hooks”. If these portraits are put together, you will get a collective work “I, you, he, she – together the whole country”, which, of course, is a friendly family.<Рисунок 26>

Rice. 26

In order for the child to not just “bake” beautiful pictures, it is necessary to set relational tasks, and in their work, children will talk about what worries them.

A few years ago, when I was offered to work with children in the studio, I got acquainted with many exemplary programs for the block of additional education. I liked some classes in one program, some in the second, but in general there was a feeling that there were dozens of doors in front of me and not a single key.

It was the program "Fine Arts and Artistic Work" that became the key - the principles and methods of this program simultaneously reveal the features of the transfer of artistic knowledge and help to form in children the ability to acquire this knowledge. This is a completely different touch to the soul of a child.

Having worked out on his own experience the basic principles and methods of the program “Fine Arts and Artistic Work” under the guidance of B.M. Nemensky in the conditions of additional school education, the author comes to the following conclusions:

- the principles that are the basis of the program "Fine Arts and Artistic Work" work perfectly in school additional education;
- these principles are fundamental for the development of the creative potential of the child;
- it is impossible to fully convey any topic to the child without using these principles, which enrich not only the child, but also the teacher.

It is through these principles that all the tasks that are set for the child in any field of art education, including in additional school education, are carried out.

When implementing the principles and methods of this program, the problems of creative development are solved, children consciously use the expressive features of artistic materials and techniques to translate their ideas. Life, the world around the child gives an infinite number of themes, plots. They depict the people they love, nature. which surrounds them, the city in which they live, the fairy tale they are immersed in, children learn life through art, feel and understand their connections with the outside world, family, friends, society, humanity as a whole. The principles of the program "Fine Arts and Artistic Work" make it possible not only to develop creative potential, they also contribute to the development of a caring attitude towards the world around us, people and animals; help the child's socialization, his adaptation to a difficult life in modern society.

Literature

1. Nemensky B. M. Pedagogy of art. M. “Enlightenment”, 2007.

· The concept of the process of artistic and aesthetic education.

· Synthesis of arts in an active game form as the basis of the methodological principles of the program.

· Structure, tasks, types, topics of classes.

Boris Mikhailovich Nemensky - artist, teacher, laureate, state prize, corresponding member of the Academy of Pedagogical Sciences. Many schools are engaged in his program, which is called "Fine Arts and Artistic Work."

The program is a holistic, integrated course that includes various types of art: painting, graphics, sculpture, architecture and design, folk decorative arts, modern types of spectacular and screen arts. The program introduces students to the three main types of artistic activity: constructive, graphic, decorative activities. Nemensky notes 3 ways of artistic development of reality: pictorial, decorative and constructive.

Program goal: formation of artistic culture as a part of spiritual culture.

Tasks:

development of students' ability to empathize, understand, realize their experiences in the context of cultural history

artistic development,

the formation of artistic thinking,

The assimilation of emotional and sensory experience

The main principles of the program:

1. The principle of "art as spiritual culture" - the unity of thought and feeling towards all phenomena of life (nature, man and society).

2. The principle of dialogue of cultures (national and historical forms).

3. The principle of mandatory inclusion in the three groups of art: fine, decorative and constructive, i.e. to all the richness of the plastic arts, really, daily surrounding the child in life.

4. The principle of connection with life and the system of tasks for understanding the surrounding reality (dialogue of the lesson with life).

5. Block-thematic principle of building a program:

The block of topics for each academic year is a phased disclosure of the topic of a given stage of education (elementary, middle and high school);

· thematic blocks of quarters are a phased disclosure of the theme of the year;

· the topics of each lesson "brick by brick" build knowledge of the topic of the quarter, and the "bricks" again do not repeat, but develop step by step the unified idea of ​​the quarter.

6. The principle of unity of form and content for the program is also fundamental. No task should be given without emotional content.

Main activities

The image on the plane and in volume (from nature, from memory and from representation); decorative and constructive work;

application;

· volume-spatial modeling;

design and constructive activity;

artistic photography and video filming; perception of the phenomena of reality and works of art;

discussion of the work of comrades, the results of collective creativity and individual work in the classroom;

study of artistic heritage;

listening to music and literature

Educational and methodological support - methodological kits for the program, including textbooks, workbooks for schoolchildren and teaching aids for teachers. All publications are edited by B.M. Nemensky.

The structure of the fine arts training program of B.M. Nemensky

The program is designed to give students a clear understanding of the system of interaction between art and life. It provides for the broad involvement of the life experience of children, living examples from the surrounding reality (observation and study of the surrounding reality).

Artistic knowledge, skills and abilities are grouped around common problems; form and proportions, space, tonality, color, line, volume, material texture, rhythm, composition.

The program consists of thematic blocks.

Stage I - elementary school.

Grade 1 - foundation - familiarity with the ways of working, various artistic materials, the development of vigilance and mastery of the material. "You depict, decorate and build."

Grade 2 - "You and Art" - introducing children to the world of art, emotionally connected with the world of personal observations, experiences, thoughts. Formation of ideas about the content and role of art

Grade 3 - "Art around you" - introducing children to the world of surrounding beauty.

Grade 4 - "Every nation is an artist" - the formation of an idea of ​​\u200b\u200bthe diversity and fascination of art. creativity in all corners

land and every nation.

II stage - high school. Fundamentals of artistic thinking and knowledge. An in-depth study of various types and genres of art in the context of historical development, interdisciplinary connections with history lessons are strengthened.

Grade 5 - Connections of the decorative arts group with life. Feeling in harmony with the material

Grade 6 - 7 - Connections of the visual arts group with life. Mastering the artistic and figurative patterns of art and their systematization. Creativity of artists.

Grade 8 - "Connections of the constructive group of arts with life." Architecture is a synthesis of all art forms.

Grade 9 - a generalization of the passed. "Synthesis of Spatial and Temporal Arts".

III stage. Fundamentals of artistic consciousness. Division of practical and theoretical work into parallel courses.

10-11 classes - Historical connections of arts.

ART AND ART WORK

Explanatory note

Target the subject "Fine Arts" in a secondary school - the formation of the artistic culture of students as an integral part of the spiritual culture, that is, the culture of world relations developed by generations. These values, as the highest values ​​of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and the ugly in life and art, that is, the vigilance of the child's soul.

The program is based on the ideas and provisions of the Federal State Educational Standard of Primary General Education and the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen.

General characteristics of the subject

The course is designed as an integral system of introduction to artistic culture and includes on a single basis the study of all the main types of spatial (plastic) arts: fine arts - painting, graphics, sculpture; constructive - architecture, design; various types of arts and crafts, 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 is identification of three main types of artistic activity for visual spatial arts:

- visual art activity;

- decorative art activity;

- constructive artistic activity.

Three ways of artistic assimilation 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 activities allows them to systematically introduce them to the world of art.

These three types of artistic activity are the basis for dividing the 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 integrating the entire variety of art forms into a single system, divided not according to the principle of enumerating the types of art, but according to the principle of highlighting one or another type of artistic activity. Isolation of the principle of artistic activity focuses not only on the work of art, but also on human activity, on revealing his connections with art in the process of daily life.

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

Thematic integrity and sequence 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, on the steps of cognition of personal connections with the whole world of artistic and emotional culture.

The subject "Fine Arts" involves the co-creation of a teacher and a student; dialogue; clarity of tasks and variability of their solution; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Main types of learning activities- practical artistic and creative activity of the student and the perception of the beauty of the world and works of art.

Practical artistic and creative activity(the child acts as an artist) and art 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, pastels, plasticine, clay, various types of paper, fabrics, natural materials), tools (brushes, stacks, scissors, etc.), as well as artistic techniques (application, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is constant change of art materials, mastering their expressive abilities. Variety of activities stimulates the interest of students in the subject, the study of art and is a necessary condition for the formation of the personality of each.

Perception of works of art involves the development of special skills, the development of feelings, as well as mastering the figurative language of art. Only in the unity of the perception of works of art and their own creative practical work does the formation of figurative artistic thinking of children take place.

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

Development of artistic and figurative thinking students is built on the unity of its two foundations: development of observation, i.e., the ability to peer into the phenomena of life, and fantasy development, i.e., the ability to build an artistic image on the basis of developed observation, expressing one's attitude to reality.

Observation and experience of the surrounding reality, as well as the ability to realize one's own experiences, one's inner world are important conditions for children to master the course material. ultimate target - spiritual development of the individual, that is, the formation in the child of the ability to independently see the world, to think about it, to express one's attitude on the basis of mastering the experience of artistic culture.

The perception of works of art and practical creative tasks, subject to a common task, create conditions for a deep understanding and experience of each proposed topic. Appropriate music and poetry also contribute to this, helping children perceive and create a given image in the classroom.

The program "Fine Arts" provides for the alternation of lessons individual practical creativitystudents and lessons collective creative activity.

Collective forms of work can be different: work in groups; individual-collective work, when everyone performs his part for a common panel or building. Joint creative activity teaches children to negotiate, set and solve common problems, understand each other, treat the work of a friend with respect and interest, and the overall positive result gives an incentive for further creativity and self-confidence. Most often, such work is a summing up of some big topic and the possibility of 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: the image on the plane and in volume (from nature, from memory, from imagination); decorative and constructive work; perception of the phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; study of artistic heritage; selection of illustrative material for the topics studied; listening to musical and literary works (folk, classical, modern).

Artistic knowledge, skills and abilities are the main means of introduction to artistic culture. The means of artistic expression - form, proportion, space, light tone, color, line, volume, texture of the material, rhythm, composition - are mastered by students throughout the course of education.

The lessons introduce game dramaturgy on the topic being studied, links with music, literature, history, and labor are traced.

The systematic development of the artistic heritage helps to realize art as a spiritual chronicle of mankind, as an expression of a person's attitude to nature, society, and the search for truth. Throughout the course of study, students get acquainted with outstanding works of architecture, sculpture, painting, graphics, arts and crafts, study classical and folk art from different countries and eras. Knowledge of the artistic culture of one's people is of great importance.

Discussion of children's work in terms of their content, expressiveness, originality, it activates the attention of children, forms the experience of creative communication.

periodic organization of exhibitions gives children the opportunity to see and evaluate their work again, to feel the joy of success. The work of students completed in the classroom can be used as gifts for relatives and friends, can be used in the design of the school.

The place of the subject in the curriculum

The Visual Arts curriculum is designed for grades 1-4 in elementary school. The study of the subject is given: in grades 1-2 for 2 hours a week, in grades 3-4 for 1 hour per week (subject "Fine Arts"). The subject is studied: in grade 1 - 66 hours per year, in grade 2 - 68 hours per year, in grades 3-4 - 34 hours per year (with 1 hour per week).

Value orientations of the content of the subject

The priority goal of art education at school is spiritual and moral development child, i.e., the formation of qualities in him that correspond to ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The cultural-creating role of the program also consists in educating citizenship 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 culture”. Russia is part of a diverse and integral world. The child opens step by step diversity of cultures of different peoples and value ties that unite all the people of the planet. Nature and life are the basis of the formed world relation.

Links between art and human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child - the main semantic core of the course .

The program is designed to give students a clear understanding of the system of interaction between art and life. A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Work based on observation and aesthetic experience of the surrounding reality is an important condition for children to master the program material. The desire to express one's attitude to reality should serve as a source of development of figurative thinking.

One of the main objectives of the course is the development of the child interest in the inner world of man, the ability to deepen oneself, to realize one's inner experiences. This is the key to development empathy abilities I.

Any topic in art should not only be studied, but lived, i.e. passed through the feelings of the student, and this is possible only in an activity form, in the form of a personal creative experience. Only then, knowledge and skills in art become personally significant, associated with real life and emotionally colored, the development of the child's personality takes place, his value attitude to the world is formed.

The special nature of artistic information cannot be adequately conveyed in words. Emotional-valuable, sensual experience expressed in art can only be comprehended through one's own experience - living the artistic image in the form of artistic actions. For this, it is necessary to master the artistic-figurative language, the means of artistic expression. A developed ability for emotional assimilation is the basis of aesthetic responsiveness. This is the special strength and 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 the artistic experience of generations and the emotional and value criteria of life take place.

Personal, meta-subject and subject results of mastering the subject

As a result of studying the course "Fine Arts" in elementary school, certain results should be achieved.

Personal Outcomes are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the subject under the program "Fine Arts":

§ a sense of pride in the culture and art of the Motherland, its people;

§ respect for the culture and art of other peoples of our country and the world as a whole;

§ understanding of the special role of culture and art in the life of society and each individual;

§ the formation of aesthetic feelings, artistic and creative thinking, observation and fantasy;

§ the formation of aesthetic needs - the needs for communication with art, nature, the needs for a creative attitude to the world around us, the needs for independent practical creative activity;

§ mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;

§ the ability to cooperate with comrades in the process of joint activities, to correlate their part of the work with the general idea;

§ the ability to discuss and analyze one's own artistic activity and the work of classmates from the standpoint of the creative tasks of this topic, from the point of view of the content and means of its expression.

Metasubject Results characterize the level

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

§ mastering the ability of creative vision from the standpoint of the artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;

§ mastering the ability to conduct a 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 tasks in the process of searching for additional visual material, the implementation of creative projects of individual exercises in painting, drawing, modeling, etc.;

§ the ability to plan and competently carry out educational activities in accordance with the task, to find options for solving various artistic and creative tasks;

§ the ability to rationally build independent creative activity, the ability to organize a place of employment;

§ a conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

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

§ knowledge of the types of artistic activity: visual (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);

§ knowledge of the main types and genres of spatial visual arts;

§ understanding of the figurative nature of art;

§ aesthetic assessment of natural phenomena, events of the surrounding world;

§ application 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 means of expression;

§ assimilation of the names of the leading art museums in 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 holiday;

§ the ability to use various artistic materials and artistic techniques in artistic and creative activities;

§ the ability to convey character, emotional states and one's attitude to nature, man, society in artistic and creative activity;

§ the ability to arrange on the plane of the sheet and in volume the conceived artistic image;

§ mastering the skills to apply in artistic and creative activities the basics of color science, the basics of graphic literacy;

§ mastering the skills of modeling from paper, modeling from plasticine, image skills by means of appliqué and collage;

§ the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;

§ the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of a person in a variety of natural conditions to create their own original artistic culture;

§ depiction in creative works of the features of the artistic culture of different (familiar from the lessons) peoples, the transfer of features of their understanding of the beauty of nature, man, folk traditions;

§ the ability to recognize and name which artistic cultures the proposed (familiar from the lessons) works of fine art and traditional culture belong to;

§ the ability to aesthetically, emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;

§ the ability to explain the significance of monuments and the architectural environment of ancient architecture for modern society;

§ expression in the visual activity of one's attitude to the architectural and historical ensembles of ancient Russian cities;

§ the ability to give examples of works of art that express the beauty of wisdom and a rich spiritual life, the beauty of a person's inner world.

YOU DRAW, DECORATE AND BUILD

You portray. Acquaintance with Image Master. Images are all around us. The Image Master teaches you to see. You can depict a spot. You can depict in volume. It can be shown as a line. Multicolored paints. You can depict what is invisible. Artists and viewers (generalization of the topic).

You decorate. Acquaintance with the Master of Decoration. The world is full of decorations. Beauty must be seen. Patterns created by people. How a person decorates himself. Master of Decoration helps to make a holiday (generalization of the theme).

You are building. Introduction to the Builder. buildings in our lives. Houses are different. Houses built by nature. House outside and inside. We are building a city. Everything has its own structure. We build things. The city in which we live (generalization of the topic).

Image, decoration, construction always help each other. The Three Master Brothers always work together. "Dreamland". Creation of a panel. "Spring Festival". Paper construction. A lesson in love. The ability to see. Hello summer! (generalization of the topic).

ART AND YOU

What and how artists work. The three primary colors are red, blue and yellow. Five colors - all the richness of color and tone. Pastel and colored crayons, watercolor, their expressive possibilities. Expressive applications. Expressive possibilities of graphic materials. Expressiveness of materials for work in volume. The expressive power of paper. For the artist, any material can become expressive (generalization of the topic).

Reality and fantasy. Image and reality. Image and fantasy. Decoration and reality. Decoration and fantasy. Construction and reality. Building and fantasy. Brothers-Masters Images, decorations and Buildings always work together (a generalization of the theme).

What art says. An expression of the nature of the depicted animals. Expression of a person's character in an image: a male image. The expression of a person's character in the image: the female image. The image of a person and his character, expressed in volume. Image of nature in various states. Expression of a person's character through jewelry. Expressing intentions through decoration. In the image, decoration, construction, a person expresses his feelings, thoughts, mood, his attitude to the world (generalization of the topic).

As the art says. Color as a means of expression. Warm and cold colors. The struggle between warm and cold. Color as a means of expression: quiet (deaf) and sonorous colors. Line as a means of expression: the rhythm of lines. Line as a means of expression: the nature of lines. The rhythm of spots as a means of expression. Proportions express character. The rhythm of lines and spots, color, proportions are means of expression. General lesson of the year.

ART AROUND US

Art in your home. Your toys were designed by an artist. Dishes at home. Mother's scarf. Wallpaper and curtains in your home. Your books. Greeting card. What the artist did in our house (generalization of the topic).

Art on the streets of your city. Monuments of architecture - the legacy of centuries. Parks, squares, boulevards. Openwork fences. Lanterns on the streets and in parks. Shop windows. Transport in the city. What did the artist do on the streets of my city (village) (generalization of the topic).

The artist and the spectacle. Circus artist. Theater artist. Masks. Puppet Theatre. Poster and poster. Holiday in the city. School holiday-carnival (generalization of the topic).

Artist and museum. Museums in the life of the city. Art. Landscape painting. Portrait painting. Still life painting. Paintings historical and domestic. Sculpture in the museum and on the street. Art exhibition (generalization of the topic).

EVERY PEOPLE IS AN ARTIST (IMAGE, DECORATION, CONSTRUCTION IN THE CREATIVITY OF THE PEOPLES OF THE WHOLE EARTH)

Origins of native art. Landscape of native land. Harmony of housing with nature. The village is a wooden world. The image of human beauty. Folk holidays (generalization of the topic).

Ancient cities of our Earth. Ancient Russian city-fortress. Ancient cathedrals. The ancient city and its inhabitants. Ancient Russian warriors-defenders. Cities of the Russian land. Pattern of towers. Festive feast in the chambers (generalization of the topic).

Every nation is an artist. Land of the Rising Sun. The image of the artistic culture of Japan. Art of the peoples of the mountains and steppes. The image of the artistic culture of Central Asia. The image of the artistic culture of Ancient Greece. The image of the artistic culture of medieval Western Europe. The diversity of artistic cultures in the world (generalization of the topic).

Art unites peoples. All peoples sing of motherhood. All peoples sing the wisdom of old age. Empathy is a great theme of art. Heroes, fighters and defenders. Youth and hope. Art of the peoples of the world (generalization of the topic).

The distribution of the main content and the number of hours by class and topic is presented in the thematic planning.

Program * "Fine Arts and Artistic Work"

Explanatory note

The program "Fine Arts and Artistic Work" is a holistic integrated course that includes all the main types: painting, graphics, sculpture, folk decorative arts, architecture, design, spectacular and screen arts. They are studied in the context of interaction with other types of arts and their specific connections with the life of society and the individual.

The systematizing method is the allocation of three main types of artistic activity for visual spatial arts: constructive, pictorial, decorative.

These three artistic activities are the basis for the division of visual-spatial arts into types: fine - painting, graphics, sculpture; constructive - architecture, design; various arts and crafts. But at the same time, each of these forms of activity is inherent in the creation of any work of art and therefore is a necessary basis for integrating the entire diversity of art forms into a single system, not according to the principle of listing types, but according to the principle of the type of artistic activity. Identification of the principle of artistic activity focuses on the transfer of attention not only to works of art, but also to human activity, to identifying its links with art in the process of daily life.

The links between art and human life, the role of art in everyday life, the role of art in the life of society, the importance of art in the development of each child is the main semantic core of the program. Therefore, when highlighting the types of artistic activity, it is very important to show the difference in their social functions.

The program is designed to give students a clear understanding of the system of interaction between art and life. A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Work based on observation and aesthetic experience of the surrounding reality is an important condition for children to master the program material. The desire to express one's attitude to reality should serve as a source of development of figurative thinking.

One of the main goals of teaching art is the task of developing a child's interest in the inner world of a person, the ability to "deep into oneself", awareness of one's inner experiences. This is the key to developing empathy.

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

The lessons introduce game dramaturgy on the topic being studied, links with music, literature, history, and labor are traced. In order to experience creative communication, collective tasks are introduced into the program. It is very important that the collective artistic creativity of students find application in the design of school interiors.

The systematic development of the artistic heritage helps to realize art as a spiritual chronicle of mankind, as a person's knowledge of the relationship to nature, society, the search for truth. Throughout the course of study, students get acquainted with outstanding works of architecture, sculpture, painting, graphics, arts and crafts, study classical and folk art from different countries and eras. Knowledge of the artistic culture of one's people is of great importance.

The thematic integrity and consistency of the development of the program helps to ensure strong emotional contacts with art at each stage of education, avoiding mechanical repetitions, rising year after year, from lesson to lesson, along the steps of the child's knowledge of personal human connections with the whole world of artistic and emotional culture.

Artistic knowledge, skills and abilities are the main means of introduction to artistic culture. Form, proportions, space, tonality, color, line, volume, texture of material, rhythm, composition are grouped around the general patterns of artistic figurative languages ​​of fine, decorative, and constructive arts. Students master these means of artistic expression throughout the course of their studies.

Three ways of artistic assimilation of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: images, decorations, buildings. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art. It must be borne in mind that, being presented in elementary school in a playful way as "Brothers-Masters" of images, decorations, buildings, these three types of artistic activity should accompany students throughout the years of study. They first help to structurally divide, and therefore understand the activity of arts in the surrounding life, and then help in a more complex understanding of art.

With all the assumed freedom of pedagogical creativity, it is necessary to constantly keep in mind the clear structural integrity of this program, the main goals and objectives of each year and quarter, which ensure the continuity of the progressive development of students.

BASICS OF ARTISTIC REPRESENTATIONS (PRIMARY SCHOOL PROGRAM)

1st class (30–60 h)

You depict, decorate and build

Three types of artistic activity, which determine the whole variety of visual spatial arts, form the basis of the first, introductory class.

To help the children (and the teacher) comes a playful, figurative form of initiation: "Three brothers-masters - the Master of the Image, the Master of Decoration and the Master of Construction." The discovery for children should be that many of their everyday everyday games are artistic activities - the same as adult artists do (not yet art). It is an interesting game to see the work of this or that brother-master in the surrounding life. This is where the knowledge of the links between art and life begins. Here the teacher lays the foundation in the knowledge of the vast, complex world of plastic arts. The task of this year also includes the realization that the "Masters" work with certain materials, and also includes the initial development of these materials.

But the "Masters" do not appear before the children all at once. At first they are under the "cap of invisibility". In the first quarter, he takes off his “hat” and begins to openly play with the children “Master of the Image”. In the second quarter, he will help to remove the "invisibility cap" from the "Master of Decoration", in the third - from the "Master of Construction". And in the fourth, they show the children that they cannot live without each other and always work together. It is also necessary to keep in mind the special meaning of generalizing lessons: in them, through the work of each "Master", children's art work is connected with adult art, with the surrounding reality.

Topic 1. You portray.
Acquaintance with the "Image Master" (8–16 h)

"Image Master" teaches to see and depict.
And all subsequent years of study will help children in this - help them see, consider the world. To see, one must not only look, but also draw oneself. This must be learned. Here, only the foundations of understanding the enormous role of the activity of the image in people's lives are laid, in the coming years the teacher will develop this understanding. The discovery of the quarter also includes the fact that in art there is not only an Artist, but also a Spectator. Being a good viewer also needs to be learned, and Image Master teaches us that.

The task of the "Master" is also to teach children the primary experience of owning materials available to elementary school. This experience will be deepened and expanded in all further work.

"Image Master" helps to see, teaches to consider

Development of observation and analytical capabilities of the eye. Fragments of nature. Animals - how they are similar and how they differ from each other.

materials: paper, felt-tip pens or colored pencils, or crayons.

visual range: slides depicting drawings of animals or live animals.

Literary series: poems about animals, about noses and tails.

musical series: C.Saint-Saens, suite "Carnival of the Animals".

You can depict a spot

Take a closer look at different spots - moss on a stone, scree on a wall, patterns on marble in the subway and try to see any images in them. Turn the spot into an image of an animal. The spot, pasted or painted, is prepared by the teacher.

materials: pencil, crayons, black ink, black felt-tip pen.

visual range: illustrations for books about animals by E. Charushin, V. Lebedev, T. Mavrina, M. Miturich and other artists working as a stain.

Can be depicted in volume

Let's turn a lump of plasticine into a bird. Modeling. Look and think about what voluminous objects are similar to something, for example, potatoes and other vegetables, driftwood in a forest or park.

materials: plasticine, stacks, plank.

visual range: slides of natural volumes of expressive forms or real stones, the shape of which resembles something.

Can be shown as a line

The line can tell. "Tell us about yourself" - a drawing or series of consecutive drawings.

materials: paper, black felt-tip pen or pencil.

visual range: linear illustrations of children's books, drawings on the themes of poems by S. Marshak, A. Barto, D. Kharms with a cheerful, mischievous development of the plot.

Literary series: funny poems about life at home.

musical series: children's songs about life in the family.

You can depict what is invisible(mood)

Show joy and show sadness. We draw music - the task is to express in the image images of musical pieces that are contrasting in mood.

materials: white paper, colored markers, colored pencils or crayons.

musical series: happy and sad melodies.

Our paints

Color test. Joy of communication with paints. Mastering the skills of organizing a workplace and using paints. Color name. That in life resembles every color. A playful image of a colorful multicolor rug.

materials: paints, gouache, large and thin brushes, white paper.

Artists and audience (generalization of the topic)

Being a spectator is interesting and not easy. This must be learned. Introduction to the concept of "work of art". Painting. Sculpture. Color and paint in the paintings of artists. Development of perception skills. Conversation.

visual range: V. Van Gogh "Sunflowers", N. Roerich "Overseas guests", V. Vasnetsov "Three heroes", S. Konchalovsky "Lilac", M. Vrubel "The Swan Princess".

Theme 2. You decorate.
Acquaintance with the "Master of Decoration" (7-14 hours)

The "Master of Image", whom the children met in the first quarter, is the "Master of Knowledge", a careful look into life. The "Master of Decoration" does something completely different in life - this is the "Master of Communication". It organizes the communication of people, helping them to openly identify their roles. Today we go on a hike, tomorrow we go to work, then to a ball - and with our clothes we talk about these roles of ours, about who we are today, what we will do. More clearly, of course, this work of the "Master of Decoration" is manifested at balls, carnivals, in theatrical performances.

Yes, and in nature, we distinguish some birds or butterflies from others by their decorations.

The natural world is full of decorations

The development of observation. Aesthetic experience. Butterfly wings decoration. The butterfly is decorated according to the blank cut out by the teacher or can be drawn (large, on the whole sheet) by the children in the lesson. The variety and beauty of patterns in nature.

materials: gouache, large and thin brushes, colored or white paper.

visual range: slides "Butterflies", collections of butterflies, books with their image.

The image of an elegant bird in the technique of volume application, collage. Development of a decorative sense of combining materials, their colors and textures.

materials: multi-colored and diversified paper, scissors, glue.

visual range: slides and books depicting various birds.

musical series: children's or folk songs with a pronounced playful, decorative moment (bell ringing, imitation of bird singing).

Beauty must be seen

Discreet and "unexpected" beauty in nature. Examination of various surfaces: tree bark, wave foam, drops on branches, etc. Development of a decorative sense of texture. Experience of visual poetic impressions.

Image of the back of a lizard or tree bark. The beauty of texture and pattern. Acquaintance with the technique of one-color monotype.

materials: for the teacher - a knurling roller, gouache diluted with water or printing ink; for children - a board made of plastic, linoleum or tile, sheets of paper, a pencil.

visual range: slides of various surfaces: bark, moss, ripples on the water, as well as slides showing lizards, snakes, frogs. If possible - genuine bark, saw cuts of wood, stones.

How, when, why does a person adorn himself

All human jewelry tells something about its owner. What jewelry can tell. We consider the characters of fairy tales - what kind of decorations they have. How do they help us recognize the characters. Images of selected fairy tale characters and their decorations.

materials: colored paper, gouache, brush.

visual range: slides or illustrations with characters from famous fairy tales.

Literary series: fragments of fairy tales with a description of the appearance of the hero.

musical series: songs of fairy-tale heroes.

"Master of Decoration" helps to make a holiday

Room decoration. Making festive New Year's garlands and stars. Decoration of the classroom and your home for the New Year holidays. Collective panel "Christmas tree".

materials: colored paper, scissors, glue, foil, serpentine.

visual range: children's work completed in a quarter.

Literary series: poems about the holiday of the New Year.

musical series: Christmas and New Year holiday songs, P. Tchaikovsky fragments of the ballet "The Nutcracker".

Topic 3. You build.
Acquaintance with the "Master of Construction" (10-20 hours)

"Master of Image" - "Master of Cognition", "Master of Decoration" - "Master of Communication", "Master of Construction" - this is the "Master of Creation" of the objective environment of life.

In this quarter, his brothers take off his "cap of invisibility" and hand over the reins of government to him. People can learn about the world and communicate only if they have a humanly organized environment. Every nation has been building since primitive times. Children also build in their games from sand, cubes, chairs - any material at hand. Before the beginning of the term, the teacher (with the help of the children) must collect as much "building material" as possible: milk cartons, yoghurts, shoes, etc.

home for yourself

An image of a home made for myself. The development of the imagination. Think of a home. Different houses for different fairy-tale characters. How can you guess who lives in the house. Different houses for different things.

materials: colored paper, gouache, brushes; or felt-tip pens, or colored pencils.

visual range: illustrations of children's books depicting dwellings.

musical series: children's songs about builders-dreamers.

What can you think of at home

Modeling fabulous houses in the form of vegetables and fruits. Construction of boxes and paper comfortable houses for elephant, giraffe and crocodile. The elephant is large and almost square, the giraffe has a long neck, and the crocodile is very long. Children learn to understand the expressiveness of proportions and the construction of form.

materials: plasticine, stacks, rag, plank.

visual range: illustrations for the fairy tales of A. Milne "Winnie the Pooh", N. Nosova "Dunno in the Flower City", J. Rodari "Cipollino", A. Volkov "The Wizard of the Emerald City".

Literary series: descriptions of fabulous towns.

musical series: music for the cartoon and the ballet "Cipollino".

"Master of Building" helps to create a city

"Fairytale City". An image of an image of a city for a particular fairy tale. Construction of a game city. Game of architects.

materials: gouache, colored or white paper, wide and thin brushes, boxes of various shapes, thick paper, scissors, glue.

visual range: illustrations of children's books.

Literary series: descriptions of a fabulous city from a literary work.

Everything we see has a structure

Make images of different animals - a zoo-design of boxes. Make boxes of funny dogs of different breeds. The material can be replaced with an application: various images of dogs are made by gluing pre-prepared single-color paper scraps of various geometric shapes onto a sheet.

materials: various boxes, colored and white thick paper, glue, scissors.

visual range: photographs of animals or reproductions of paintings depicting animals.

All items can be built

Construction from paper, packaging, coasters, flowers and toys.

materials: colored or white paper, scissors, glue.

visual range: slides from various subjects relevant to the task.

Literary series: poems about cheerful hardworking masters.

House outside and inside

The house "looks" at the street, but they live inside the house. "Inside" and "outside" are very interconnected. The image of the house in the form of letters of the alphabet as if they have transparent walls. How could little alphabetic people live in houses-letters, how rooms, stairs, windows are located there.

materials: paper (white or colored), pencils or crayons.

visual range: illustrations of children's books.

City where we live

Assignment: "I draw my favorite city." Image "by impression" after the tour.

materials: paper, gouache, brushes or crayons (at the choice of the teacher).

Literary series: Poems about your city.

musical series: songs about your city.

Generalization of the topic of the quarter

Exercise: exhibition of works made in a quarter. Children learn to look at and discuss each other's work. Playing artists and spectators. You can make a generalizing panel "Our city" or "Moscow".

Topic 4. "Masters of the Image, decorations, buildings" always work together (5-10 hours)

We recognize the joint work of the "Masters" in our works of the past quarters and in works of art.

The generalization here is the 1st lesson. Its purpose is to show children that our three "Masters" are in fact inseparable. They constantly help each other. But each "Master" has its own work, its own purpose. And in a specific work, one of the "Masters" is always the main one. Here, for example, are our drawings-images: where is the work of the "Master of Construction" here? And now these works adorn the classroom. And in the works where the “Master of Decoration” was the main thing, how did the “Master of the Image”, the “Master of Construction” help him? The main thing is to remember with the guys what exactly the role of each "Master" is and what he helped to learn. The best work of children for the whole year should be exhibited in the classroom. A kind of reporting exhibition. It is desirable that each child has some exhibited work. Children learn to talk about their works and about the drawings of their comrades. At the end of the lesson, slides of works of adult art are shown, and the children should highlight the "participation" of each "Master" in these works: a vase with a figurative drawing; a vase whose shape depicts something; a picture with an architectural building; fountain with sculpture; palace interior with bright decor, sculpture and paintings; interior of a modern building with monumental painting.

"Masters" will help us see the world of a fairy tale and draw it

Collective panel and individual images of the fairy tale.

materials: paper, gouache, brushes, scissors, glue, colored paper, foil.

visual range: music from cartoons, film or ballet based on this fairy tale.

Literary series: a fairy tale chosen by the teacher.

A lesson in love. The ability to see

Observation of wildlife from the point of view of the "Three Masters". Composition "Hello, summer!" by impressions of nature.

2nd grade (34-68 hours)

you and art

The theme "You and Art" is the most important for this concept, it contains the fundamental sub-themes necessary for the initial familiarization with art as a culture. Here are the primary elements of the language (figurative structure) of the plastic arts and the basis for understanding their connections with the surrounding life of the child. Understanding the language and connections with life are built in a clear methodological sequence. Violation of it is undesirable.

The task of all these topics is to introduce children to the world of art, emotionally connected with the world of their personal observations, experiences, thoughts.

Topic 1. What and how artists work (8–16 hours)

Here the main task is to get acquainted with the expressive possibilities of artistic materials. Discovery of their originality, beauty and character of the material.

Three basic colors that build the multicolor of the world

Primary and secondary colors. The ability to mix paints right at work is a living connection of colors. Depict flowers, filling in large images the entire sheet (without a preliminary drawing) from memory and impression.

materials: gouache (three colors), large brushes, large sheets of white paper.

visual range: fresh flowers, slides of flowers, flowering meadow; visual aids showing the three primary colors and their mixing (composite colors); practical demonstration of mixing gouache paints.

Five colors - all the richness of color and tone

Dark and light. Shades of color. The ability to mix colored paints with white and black. The image of natural elements on large sheets of paper with large brushes without a preliminary drawing: thunderstorm, storm, volcanic eruption, rain, fog, sunny day.

materials: gouache (five colors), large brush, large sheets of any paper.

visual range: slides of nature in pronounced states: thunderstorm, storm, etc. in the works of artists (N. Roerich, I. Levitan, A. Kuindzhi, etc.); practical demonstration of color mixing.

Pastels and crayons, watercolor - expressive possibilities

Soft velvety pastels, fluidity of transparent watercolors - we learn to understand the beauty and expressiveness of these materials.

The image of the autumn forest (from memory and impression) in pastel or watercolor.

materials: pastel or crayons, watercolor, white paper, harsh (wrapping).

visual range: observation of nature, slides of the autumn forest and works of artists on this topic.

Literary series: A. Pushkin poems, S. Yesenin poems.

musical series: P. Tchaikovsky "Autumn" (from the cycle "The Seasons").

Expressive application possibilities

An idea of ​​the rhythm of spots A rug on the theme of autumn earth with fallen leaves. Group work (1-3 panels), according to memory and impression.

materials: colored paper, pieces of fabric, thread, scissors, glue, paper or canvas.

visual range: living leaves, slides of autumn forest, ground, asphalt with fallen leaves.

Literary series: F. Tyutchev "Leaves".

musical series: F. Chopin nocturnes, P. Tchaikovsky "September" (from the cycle "The Seasons").

Expressive possibilities of graphic materials

The beauty and expressiveness of the line. Thin and thick, moving and viscous lines. Image of a winter forest on white sheets of paper (from impression and from memory).

materials: ink (black gouache, ink), pen, wand, fine brush or charcoal.

visual range: nature observations or winter forest tree slides.

Literary series: M. Prishvin "Stories about nature".

musical series: P. Tchaikovsky "December" (from the cycle "The Seasons").

Expressiveness of materials for work in volume

The image of the animals of the native land by impression and from memory.

materials: plasticine, stacks, plank.

visual range: observation of expressive volumes in nature: roots, stones, slides of animals and sculptures, slides and small plastic from different materials in the original; reproductions of works by sculptor V. Vatagin.

Literary series: V.Bianki "Stories about animals".

The expressive power of paper

Mastering the work with bending, cutting, gluing paper. Translation of a flat sheet into a variety of three-dimensional forms. Gluing simple three-dimensional forms (cone, cylinder, "ladder", "accordion"). Construction of a playground for sculpted animals (individually, in groups, collectively). Imagination work; if there is an additional lesson, you can give an origami task.

materials: paper, scissors, glue.

visual range: slides of works of architecture, layouts of past years made by students, showing techniques for working with paper.

For an artist, any material can become expressive. (generalization of the topic of the quarter)

Understanding the beauty of art materials and their differences: gouache, watercolor, crayons, pastels, graphic materials, plasticine and paper, "unexpected" materials.

Image of a festive city at night using "unexpected" materials: serpentine, confetti, seeds, threads, grass, etc. against the background of dark paper.

Topic 2. Reality and fantasy (7-14 hours)

Image and reality

The ability to peer, to see, to be observant. Image Master teaches us to see the world around us. Images of animals or animals seen in the zoo, in the village.

materials: gouache (one or two colors), colored paper, brush.

visual range: works of art, photographs depicting animals.

Image and fantasy

The ability to fantasize. Fantasy in people's lives. The image of fabulous, non-existent animals and birds, combining elements of different animals and even plants. Fairy-tale characters: dragons, centaurs, etc.

materials: gouache, brushes, a large sheet of paper, preferably colored, tinted.

visual range: slides of real and fantastic animals in Russian wood and stone carvings, in European and Oriental art.

musical series: fantastic images from musical works.

Decoration and reality

The development of observation. The ability to see beauty in nature. "Master of Decoration" learns from nature. Image of cobwebs with dew and branches of trees, snowflakes and other prototypes of decorations using lines (individually, from memory).

materials: charcoal, chalk, fine brush, ink or gouache (one color), paper.

visual range: slides of fragments of nature, seen through the eyes of the artist.

Decoration and fantasy

Without imagination, it is impossible to create a single piece of jewelry. Decoration of a given form (collar, valance, kokoshnik, bookmark).

materials: any graphic material (one or two colors).

visual range: slides of lace, bijouterie, beadwork, embroidery, etc.

musical series: rhythmic combinations with a predominance of a repeating rhythm.

Construction and reality

"Master of Construction" learns from nature. The beauty and meaning of natural structures - honeycombs of bees, poppy heads and forms of the underwater world - jellyfish, algae. Individual-collective work. Paper construction "Underwater world".

materials: paper, scissors, glue.

visual range: slides of a wide variety of buildings (houses, things), natural structures and forms.

Construction and fantasy

"Master of Construction" shows the possibilities of a person's imagination in creating objects.

Creation of models of fantastic buildings, structures: a fantastic city. Individual, group work on the imagination.

materials: paper, scissors, glue.

visual range: slides of buildings that can awaken children's imagination, works and projects of architects (L. Corbusier, A. Gaudi), student work of past years.

"Brothers-Masters of Images, Decorations and Buildings" always work together (generalization of the topic)

Interaction of three types of artistic activity. Design (modeling) in the decoration of Christmas toys depicting people, animals, plants. Collective panel.

materials: paper, scissors, glue, gouache, thin brushes.

visual range: children's work for the quarter, slides and original works.

Topic 3. What art says (11-22 hours)

This is the central and most important theme of the year. The previous two lead to her. The main task is to master the fact that nothing in art is ever depicted, decorated, built just like that, just for the sake of skill. "Brothers - Masters", that is, art, expresses human feelings and thoughts, understanding, that is, the attitude to what people depict, to who or what they decorate, by construction they express attitude to the one for whom and for what they build. Prior to this, the issue of expression had to be felt by children in their works only on an emotional level. Now for the children all this should move to the level of awareness, become the next and most important discovery. All subsequent quarters and years of study under the program, this topic should be constantly accentuated, fixed through the process of perception and the process of creation, in each quarter, each task. Each task should have an emotional focus, develop the ability to perceive shades of feelings and express them in practical work.

Expression of the nature of the depicted animals

The image of animals is cheerful, swift, threatening. The ability to feel and express the character of the animal in the image.

materials: gouache (two or three colors or one color).

Literary series: R. Kipling fairy tale "Mowgli".

visual range: V.Vatagin's illustrations for "Mowgli" and other books.

musical series: C. Saint-Saens "Carnival of the Animals".

Expression of a person's character in the image; male image

At the request of the teacher, for all further tasks, you can use the plot of a fairy tale. For example, "The Tale of Tsar Saltan" by A. Pushkin provides rich opportunities for connecting figurative solutions for all subsequent topics.

Image of a good and evil warrior.

materials: gouache (limited palette), wallpaper, wrapping paper (rough), colored paper.

visual range: slides of works by V. Vasnetsov, M. Vrubel, I. Bilibin and others.

Literary series: "The Tale of Tsar Saltan" by A. Pushkin, excerpts from epics.

musical series: music by N. Rimsky-Korsakov for the opera "The Tale of Tsar Saltan".

Expression of a person's character in the image; female image

Depiction of fairy-tale images opposite in character (the Swan Princess and Baba Babarikha, Cinderella and the Stepmother, etc.). The class is divided into two parts: one depicts the good, the other - the evil.

materials: gouache or pastel (crayons) on a colored paper background.

visual range: slides of works by V. Vasnetsov, M. Vrubel, I. Bilibin.

Literary series: "The Tale of Tsar Saltan" by A. Pushkin.

The image of a person and his character, expressed in volume

Creation in volume of images with a pronounced character: the Swan Princess, Baba Babarikha, Baba Yaga, Bogatyr, Koschey the Immortal, etc.

materials: plasticine, stacks, boards.

visual range: slides of sculptural images of works by S. Konenkov, A. Golubkina, ceramics by M. Vrubel, medieval European sculpture.

Image of nature in different states

Image of contrasting states of nature (the sea is gentle, affectionate, stormy, disturbing, joyful, etc.); individually.

materials

visual range: slides depicting the contrasting moods of nature, or slides of paintings by artists depicting different states of the sea.

Literary series: fairy tales by A. Pushkin "About Tsar Saltan", "About the fisherman and the fish".

musical series: opera "Sadko", "Scheherazade" by N. Rimsky-Korsakov or "The Sea" by M. Churlionis.

Expression of a person's character through decoration

By decorating himself, any person thereby tells about himself: who he is, what he or she is: a brave warrior - a protector or he threatens. The decorations of the Princess Swan and Baba Babarikha will be different. Decoration of heroic armor cut out of paper, kokoshniks of a given shape, collars (individually).

materials: gouache, brushes (large and thin), blanks from large sheets of paper.

visual range: slides of ancient Russian weapons, lace, women's costumes.

Expression of intent through decoration

Decoration of two fabulous fleets opposite in intentions (good, festive and evil, pirate). The work is collective-individual. Application.

materials: gouache, large and thin brushes, glue, pins, glued sheets or wallpaper.

visual range: slides of works by artists (N. Roerich), illustrations of children's books (I. Bilibin), works of folk art.

Together "Masters of Images, Decorations, Buildings" create houses for fairy-tale characters (generalization of the topic)

Three "Brothers-Masters" together with children (groups) perform several panels, where, with the help of appliqué and painting, they create the world of several fairy-tale characters - good and evil (for example: the tower of the Swan Princess, the house for Baba Yaga, the Bogatyr's hut, etc. ).

A house is created on the panel (with stickers), the background is a landscape as a figurative environment of this house and a figure is an image of the owner of the house, expressing these images by the nature of the building, clothing, shape of the figure, the nature of the trees against which the house stands.

Generalization can be completed with an exhibition of works based on the results of the quarter, its discussion with parents. Groups of "tour guides" should be prepared for the discussion. The teacher can use additional hours for this. An exhibition prepared by a teacher and presented to parents (viewers) should become an event for students and their families and help to consolidate the most important significance of this topic in the minds of children.

Topic 4. As art speaks (8-16 hours)

Starting from this quarter, you need to pay attention to the expressiveness of the means constantly. Do you want to express it? But how, what?

Color as a means of expression: warm and cold colors. The fight between warm and cold

The image of a fading fire is a "struggle" of heat and cold. Filling the entire sheet, freely mix paints with each other. The fire is depicted as if from above, dying out (work from memory and impression). "Feather of the Firebird". Paints are mixed right on the sheet. Black and white paints are not used.

materials: gouache without black and white paints, large brushes, large sheets of paper.

visual range: slides of a fading fire; methodical manual on color science.

musical series: N. Rimsky-Korsakov fragments from the opera "The Snow Maiden".

Color as a means of expression: quiet(deaf)and vibrant colors. Mixing with black, gray, white paints(dark, delicate shades of color)

The ability to observe the struggle of color in life. Image of the spring earth (individually from memory and impression). If there are additional lessons, they can be given on the plots of creating a "warm kingdom" (Sunny City), a "cold kingdom" (Snow Queen), achieving color richness within one color scheme.

materials: gouache, large brushes, large sheets of paper.

visual range: slides of the spring earth, stormy sky, fog, teaching aids on color science.

musical series: E. Grieg. "Morning" (fragment from the suite "Peer Gynt").

Literary series: M. Prishvin stories, S. Yesenin poems about spring.

Line as a means of expression: the rhythm of lines

Image of spring streams.

materials: pastel or colored crayons.

musical series: A. Arsensky "Forest Stream", "Prelude"; E. Grieg "Spring".

Literary series: M. Prishvin "Forest Stream".

Line as a means of expression: the nature of lines

An image of a branch with a certain character and mood (individually or by two people, according to impression and memory): gentle and powerful branches, while it is necessary to emphasize the ability to create different textures with charcoal, sanguine.

materials: gouache, brush, stick, charcoal, sanguine and large sheets of paper.

visual range: large, large spring branches (birch, oak, pine), slides depicting branches.

Literary series: Japanese verses (tanks).

The rhythm of spots as a means of expression

Basic knowledge of composition. From a change in the position on the sheet, even identical spots, the content of the composition also changes. The rhythmic arrangement of flying birds (individual or collective work).

materials

visual range: visual aids.

musical series: fragments with a pronounced rhythmic organization.

Proportions express character

Designing or sculpting birds with different character proportions - a large tail - a small head - a large beak.

materials: white paper, colored paper, scissors, glue or plasticine, stacks, cardboard.

visual range: real and fabulous birds (slides of book illustrations, toy).

The rhythm of lines and spots, color, proportions are means of expression (generalization of the topic)

Creation of a collective panel on the theme "Spring. Noise of birds".

materials: large sheets for panels, gouache, paper, scissors, glue.

visual range: children's works made on the theme "Spring", slides of branches, spring motives.

General lesson of the year

The class is made up of children's work completed during the year. The opening of the exhibition should be a joyful holiday, an event in school life. The lessons are held in the form of a conversation, consistently reminding the children of all the topics of the training quarters. Three "Brother-Masters" help the teacher in the game-conversation. Parents and other teachers are invited to the lessons (if possible).

visual range: children's work expressing the tasks of each quarter, slides, reproductions of works by artists and folk art, helping to reveal the topics.

3rd grade (34-68 hours)

Art around us

One of the main ideas of the program: "From the native threshold - to the world of Earth culture", that is, from familiarization with the culture of one's people, even from the culture of one's "small motherland" - without this there is no way to universal human culture.

Education in this class is based on introducing children to the world of art through the knowledge of the surrounding objective world, its artistic meaning. Children are brought to the understanding that objects have not only a utilitarian purpose, but are also carriers of spiritual culture, and this has always been the case - from ancient times to the present day. It is necessary to help the child to see the beauty of the things around him, objects, objects, works of art, paying special attention to the role of artists - "Masters of Images, Decorations, Buildings" - in creating the environment for human life.

At the end of the year, children should feel that their life, the life of every person, is daily connected with the activities of the arts. The final lessons of each quarter should contain the question: "What would happen if the "Brothers-Masters" did not participate in the creation of the world around you - at home, on the street, etc.?" Understanding the huge role of the arts in real everyday life should be a discovery for children and their parents.

Topic 1. Art in your home (8-16 hours)

Here, the "Masters" take the child to his apartment and find out what each of them "did" in the immediate environment of the child, and in the end it turns out that without their participation not a single object of the house was created, there would not be a house itself.

your toys

Toys - what they should be - was invented by the artist. Children's toys, folk toys, homemade toys. Modeling toys from plasticine or clay.

materials: plasticine or clay, straw, wood blanks, paper, gouache, water-based paint for soil; small brushes, swabs.

visual range: folk toy (slides): haze, gorodets, filimonovo, carved toy from Bogorodsk, toys from improvised material: packaging, fabric, fur.

Literary series: proverbs, sayings, folklore, Russian folk tales.

musical series: Russian folk music, P. Tchaikovsky "Children's Album".

Dishes at home

Everyday and holiday utensils. Design, shape of objects and painting and decoration of dishes. The work of "Masters of Construction, Decoration and Imagery" in the manufacture of utensils. Image on paper. Modeling of dishes from plasticine with painting on a white primer.

At the same time, the purpose of the dishes is necessarily emphasized: for whom it is, for what occasion.

materials: tinted paper, gouache, plasticine, clay, water-based paint.

visual range: samples of utensils from natural fund, slides of folk utensils, utensils from different materials (metal, wood, plastic).

Mom's handkerchief

A sketch of a scarf: for a girl, for a grandmother, that is, different in content, pattern rhythm, color, as a means of expression.

materials: gouache, brushes, white and colored paper.

visual range: slides of natural motifs for scarves, scarves and fabrics, samples of children's work on this topic.

musical series: Russian folk music (as a background).

Wallpaper and curtains in your home

Sketches of wallpaper or curtains for a room with a clear purpose: bedroom, living room, nursery. It can also be done in the technique of heeling.

materials: gouache, brushes, cliches, paper or fabric.

visual range: excerpts from some fairy tale, which provides a verbal description of the rooms of a fairy-tale palace.

musical series: musical excerpts characterizing different states: stormy (F. Chopin "Polonaise" in A flat major, op. 53), calm, lyrically tender (F. Chopin "Mazurka" in A minor, op. 17).

your books

The artist and the book. Illustrations. book form. Font. Initial letter. Illustrating the chosen fairy tale or designing a toy book.

materials: gouache, brushes, white or colored paper, crayons.

visual range: covers and illustrations for well-known fairy tales (illustrations by different authors for the same fairy tale), slides, toy books, children's books.

Literary series: The text of the selected story.

greeting card

Sketch for a postcard or decorative bookmark (based on plant motifs). Execution in the technique of scratching, engraving with stickers or graphic monotype is possible.

materials: small paper, ink, pen, wand.

visual range: slides from woodcuts, linoleum, etchings, lithographs, samples of children's work in various techniques.

What did the artist do in our house (generalization of the topic). The artist took part in the creation of all the items in the house. He was assisted by our "Masters of Image, Decoration and Construction". Understanding the role of each. The shape of the object and its decoration. At a generalizing lesson, you can organize a game of artists and spectators or a game of guides at an exhibition of works completed during the quarter. Three "Masters" are talking. They tell and show what objects surround people at home in everyday life. Are there any objects at home that the artists did not work on? Understanding that everything related to our life would not exist without the work of artists, without the fine, decorative and applied arts, architecture, design, this should be the result and at the same time a discovery.

Topic 2. Art on the streets of your city (7–2 pm)

It all starts at the doorstep of your own home. This quarter is devoted to this "threshold". And there is no Motherland without him. Not just Moscow or Tula - but exactly the native street that runs "near the face" of your house, well-trodden by feet.

Monuments of architecture - heritage of centuries

The study and image of an architectural monument, their native places.

materials: tinted paper, wax crayons or gouache, white paper.

Literary series: Content related to the selected architectural monument.

Parks, squares, boulevards

Architecture, construction of parks. The image of the park. Leisure parks, museum parks, children's parks. Image of a park, square, a collage is possible.

materials: colored, white paper, gouache or wax crayons, scissors, glue.

visual range: view slides, reproductions of paintings.

Openwork fences

Cast-iron fences in St. Petersburg and in Moscow, in his native city, wooden architraves openwork. The project of an openwork lattice or gate, cutting out of folded colored paper and gluing them into a composition on the theme "Parks, squares, boulevards".

materials: colored paper, scissors, glue.

visual range: slides of ancient fences in Moscow and St. Petersburg. Modern decorative lattices and fences in our cities.

Lanterns in the streets and parks

What are lanterns? The shape of the lanterns is also created by the artist: a festive, solemn lantern, a lyrical lantern. Lanterns on city streets. Lanterns are the decoration of the city. The image or design of the shape of a paper lantern.

materials

Shop windows

If you have extra time, you can make group volumetric layouts.

materials: white and colored paper, scissors, glue.

visual range: slides with decorated showcases. Children's work of previous years.

Transport in the city

The artist also participates in creating the shape of the machines. Machines of different times. The ability to see the image in the form of machines. Invent, draw or build images of fantastic machines (land, water, air) out of paper.

materials: white and colored paper, scissors, glue, graphic materials.

visual range: photos of transport. Slides of old vehicles. Reproductions from magazines.

What did the artist do on the streets of my city (in my village)

Again, the question should arise: what would happen if our "Brothers-Masters" did not touch anything on the streets of our city? In this lesson, one or more collective panels are created from individual works. This may be a panorama of the street of the district from several drawings glued into a strip in the form of a diorama. Here you can place fences and lights, vehicles. The diorama is complemented by figures of people, flat cuttings of trees and bushes. You can play "tour guides" and "journalists". Tour guides talk about their city, about the role of artists who create the artistic image of the city.

Theme 3. The artist and the spectacle (10–20 h)

The "Brothers-Masters" have been involved in the performing arts since ancient times. But even today their role is irreplaceable. At the discretion of the teacher, it is possible to combine most of the lessons of the topic with the idea of ​​​​creating a puppet show, for which a curtain, scenery, costumes, puppets, and a poster are sequentially performed. At the end of the generalizing lesson, you can arrange a theatrical performance.

Theatrical masks

Masks of different times and peoples. Masks in ancient images, in the theater, at the festival. Designing expressive sharp-character masks.

materials: colored paper, scissors, glue.

visual range: photographs of masks of different nations and theatrical masks.

Theater artist

Fiction and truth of the theater. Theater holiday. The scenery and costumes of the characters. Theater on the table. Creation of the layout of the scenery of the performance.

materials: cardboard box, multi-colored paper, paints, brushes, glue, scissors.

visual range: slides from sketches of theater artists.

Literary series: selected tale.

Puppet Theatre

Theatrical puppets. Petrushka Theatre. Glove puppets, stick puppets, puppets. The work of the artist on the doll. Characters. The image of the doll, its design and decoration. Making a puppet in class.

materials: plasticine, paper, scissors, glue, fabric, thread, small buttons.

visual range: slides depicting theater puppets, reproductions from books about puppet theater, filmstrip.

theater curtain

The role of the curtain in the theatre. The curtain and the image of the play. Curtain sketch for the performance (teamwork, 2-4 people).

materials: gouache, brushes, large paper (can be from wallpaper).

visual range: slides of theatrical curtains, reproductions from books about puppet theater.

Poster, poster

The meaning of the poster. The image of the performance, its expression in the poster. Font. Image.

Poster design for the performance.

materials: large format colored paper, gouache, brushes, glue.

visual range: theater and circus posters.

Artist and circus

The role of the artist in the circus. The image of a joyful and mysterious spectacle. Image of a circus performance and its characters.

materials: colored paper, crayons, gouache, brushes.

How artists help make a holiday. The artist and the spectacle (summary lesson)

Holiday in the city. "Masters of Image, Decoration and Buildings" help create the Holiday. Sketch of the decoration of the city for the holiday. Organization of an exhibition of all works on the topic in the class. It’s great if you manage to make a performance and invite guests and parents.

Topic 4. The artist and the museum (8-16 hours)

Having become acquainted with the role of the artist in our daily life, with various applied forms of art, we conclude the year with the theme of the art that is kept in museums. Every city can be proud of its museums. Museums of Moscow, St. Petersburg and other cities of Russia are the keepers of the greatest works of world and Russian art. And every child should touch these masterpieces and learn to be proud of the fact that it is his hometown that keeps such great works. They are kept in museums. In Moscow there is a museum - a shrine for Russian culture - the Tretyakov Gallery. She needs to be told first. Today the Hermitage and the Russian Museum play a huge role – centers of international artistic relations, there are many small, also interesting museums and exhibition halls.

However, the topic "Museums" is wider. Museums are not only art, but all aspects of human culture. There are also "home museums" in the form of family albums that tell about the history of the family, interesting stages of life. Maybe a home museum of toys, stamps, archaeological finds, just personal memorabilia. All this is part of our culture. "Brothers-Masters" help in the competent organization of such museums.

Museums in the life of the city

Various museums. The role of the artist in the organization of the exhibition. The largest art museums: the Tretyakov Gallery, the Museum of Fine Arts. A.S. Pushkin, the Hermitage, the Russian Museum, museums of the native city.

The art that is kept in these museums

What is a "picture". Still life painting. still life genre. Still life as a story about a person. Image of a still life on representation, expression of mood.

materials: gouache, paper, brushes.

visual range: slides of still lifes with a pronounced mood (J. B. Chardin, K. Petrov-Vodkin, P. Konchalovsky, M. Saryan, P. Kuznetsov, V. Stozharov, V. Van Gogh, etc.).

Homework: to look at the museum or at the exhibition of still lifes of different authors.

landscape painting

We are watching famous landscapes: I. Levitan, A. Savrasov, N. Roerich, A. Kuindzhi, V. Van Gogh, K. Koro. The image of the landscape according to the presentation with a pronounced mood: a joyful and festive landscape; gloomy and dreary landscape; gentle and melodious landscape.

Children in this lesson will remember what mood can be expressed with cold and warm colors, deaf and sonorous, and what can happen when they are mixed.

materials: white paper, gouache, brushes.

visual range: slides with examples of a picturesque landscape with a pronounced mood (V. Van Gogh, N. Roerich, I. Levitan, A. Rylov, A. Kuindzhi, V. Byalynitsky-Birulya).

musical series: The music in this lesson can be used to create a specific mood.

Portrait painting

Introduction to the genre of portraiture. A portrait from memory or from an idea (portrait of a girlfriend, friend).

materials: paper, gouache, brushes (or pastel).

visual range: slides of picturesque portraits of F. Rokotov, V. Serov, V. Van Gogh, I. Repin.

The museums keep sculptures by famous masters

Learning to look at sculpture. Sculpture in the museum and on the street. Monuments. park sculpture. Sculpting a human or animal figure (in motion) for park sculpture.

materials: plasticine, stacks, cardboard stand.

visual range: slides from the sets "Tretyakov Gallery", "Russian Museum", "Hermitage" (works by A.L. Bari, P. Trubetskoy, E. Lansere).

Historical paintings and paintings of everyday genre

Acquaintance with works of historical and everyday genre. An image based on the presentation of a historical event (on the theme of Russian epic history or the history of the Middle Ages, or an image of one's daily life: breakfast in the family, we play, etc.).

materials: a large sheet of colored paper, crayons.

Museums preserve the history of artistic culture, the creations of great artists (generalization of the topic)

"Tour" of the exhibition of the best works of the year, a celebration of the arts with its own scenario. To summarize: what is the role of the artist in the life of every person.

4th grade (34-68 hours)

Every nation is an artist (image, decoration, building
in the work of the peoples of the whole earth)

The purpose of the artistic education and training of a child in the 4th grade is to form an idea of ​​the diversity of artistic cultures of the peoples of the Earth and the unity of peoples' ideas about the spiritual beauty of man.

The diversity of cultures is not accidental - it always expresses the deep relationship of each people with the life of nature, in the environment of which its history develops. These relationships are not immovable - they live and develop in time, are associated with the influence of one culture on another. This is the basis of the originality of national cultures and their relationship. The diversity of these cultures is the wealth of human culture.

The integrity of each culture is also an essential element of the content that children need to experience. The child today is surrounded by a multifaceted disorder of cultural phenomena that come to him through the media. A healthy artistic sense is looking for order in this chaos of images, so each culture must be conveyed as a "holistic artistic personality."

Artistic representations should be given as visible tales of cultures. Children by age are not yet ready for historical thinking. But they are characterized by a desire, sensitivity to a figurative understanding of the world, correlated with the consciousness expressed in folk arts. Here "should" dominate the truth of the artistic image.

By joining through co-creation and perception to the origins of the culture of their people or other peoples of the Earth, children begin to feel themselves participants in the development of mankind, open the way for further expansion of susceptibility to the riches of human culture.

The diversity of ideas of different peoples about beauty is revealed in the process of comparing native nature, labor, architecture, human beauty with the culture of other peoples.

The educational tasks of the year provide for the further development of skills in working with gouache, pastel, plasticine, paper. The tasks of labor education are organically linked with artistic ones. In the process of mastering the skills of working with a variety of materials, children come to understand the beauty of creativity.

In the 4th grade, the importance of collective work in the educational process increases. A significant role in the program of the 4th grade is played by musical and literary works, which make it possible to create a holistic view of the culture of the people.

Topic 1. The origins of the arts of your people (8-16 hours)

Practical work in the classroom should combine individual and collective forms.

Landscape of native land

Characteristic features, originality of the native landscape. Image of the landscape of his native side. Bringing out its special beauty.

materials: gouache, brushes, crayons.

visual range: slides of nature, reproductions of paintings by Russian artists.

musical series: Russian folk songs.

The image of a traditional Russian house(huts)

Acquaintance with the design of the hut, the meaning of its parts.

Exercise: paper modeling (or modeling) of the hut. Individual-collective work.

Material: paper, cardboard, plasticine, scissors, stacks.

visual range: slides of wooden ensembles of ethnographic museums.

Homework: find images of the Russian village, its buildings.

Decorations of wooden buildings and their meaning

Unity in the work of the Three Masters. Magical representations as poetic images of the world. Hut - the image of a person's face; windows - the eyes of the house - were decorated with platbands; facade - "brow" - frontal board, berths. Decoration of "wooden" buildings created in the last lesson (individually-collectively). Additionally - the image of the hut (gouache, brushes).

materials: white, tinted or wrapping paper, scissors, glue or plasticine for bulky buildings.

visual range: slides from the series "Ethnographic Museums", "Russian Folk Art", "Wooden Architecture of Rus'".

musical series: V.Belov "Lud".

Village - wooden world

Acquaintance with Russian wooden architecture: huts, gates, barns, wells... Wooden church architecture. Image of a village. Collective panel or individual work.

materials: gouache, paper, glue, scissors.

image of human beauty

Each nation has its own image of female and male beauty. Traditional clothing expresses this. The image of a man is inseparable from his work. It combines ideas about the unity of mighty strength and kindness - a good fellow. In the image of a woman, the understanding of her beauty always expresses the ability of people to dream, the desire to overcome everyday life. Beauty is also a guardian. Female images are deeply connected with the image of a bird - happiness (swan).

The image of female and male folk images individually or for a panel (pasted in a panel by the group of the main artist). Pay attention that the figures in children's works should be in motion, not resemble an exhibition of clothes. With additional lessons - making dolls according to the type of folk rag or stucco figures for an already created "village".

materials: paper, gouache, glue, scissors.

visual range: slides of materials from ethnographic museums, books about folk art, reproductions of works by artists: I. Bilibin, I. Argunov, A. Venetsianov, M. Vrubel, etc.

Literary series: fragments from epics, Russian fairy tales, excerpts from Nekrasov's poems.

musical series: folk songs.

Homework: find the image of male and female images of labor and holiday.

Folk holidays

The role of holidays in people's lives. Calendar holidays: autumn harvest festival, fair. A holiday is an image of an ideal, happy life.

Creation of works on the theme of a national holiday with a generalization of the material of the theme.

materials: glued wallpaper panel for panels or sheets of paper, gouache, brushes.

visual range: B. Kustodiev, K. Yuon, F. Malyavin, works of folk decorative art.

Literary series: I. Tokmakova "Fair".

musical series: R. Shchedrin "Naughty ditties", N. Rimsky-Korsakov "Snow Maiden".

Topic 2. Ancient cities of your land (7-14 hours)

Every city is special. It has its own unique face, its own character, each city has its own special destiny. Its buildings in their appearance captured the historical path of the people, the events of their lives. The word "city" comes from "to fence", "to fence off" with a fortress wall - to fortify. On the high hills, reflected in the rivers and lakes, cities grew with white walls, domed temples, and the chiming of bells. There are no other cities like this. Reveal their beauty, the wisdom of their architectural organization.

Ancient Russian city-fortress

Task: study of the structures and proportions of fortress towers. Construction of fortress walls and towers from paper or plasticine. An illustrative version is possible.

materials: according to the selected job option.

ancient cathedrals

Cathedrals embodied the beauty, power and strength of the state. They were the architectural and semantic center of the city. These were the shrines of the city.

Acquaintance with the architecture of the ancient Russian stone church. Construction, symbolism. Paper building. Collective work.

materials: paper, scissors, glue, plasticine, stacks.

visual range: V. Vasnetsov, I. Bilibin, N. Roerich, slides "Walking around the Kremlin", "Cathedrals of the Moscow Kremlin".

Ancient city and its inhabitants

Modeling of the entire residential content of the city. Completion of the "construction" of the ancient city. Possible option: image of an ancient Russian city.

Old Russian warriors - defenders

Image of ancient Russian warriors of the princely squad. Clothing and weapons.

materials: gouache, paper, brushes.

visual range: I. Bilibin, V. Vasnetsov, illustrations for children's books.

Ancient cities of the Russian land

Moscow, Novgorod, Pskov, Vladimir, Suzdal and others.

Acquaintance with the originality of different ancient cities. They are similar and unlike each other. Image of different characters of Russian cities. Practical work or conversation.

materials: for graphic technique - crayons, for monotype or painting - gouache, brushes.

Pattern of towers

Terem architecture images. Painted interiors. Tiles. Image of the interior of the ward - preparing the background for the next task.

materials: paper (tinted or colored), gouache, brushes.

visual range: slides "Ancient chambers of the Moscow Kremlin", V. Vasnetsov "Chambers of Tsar Berendey", I. Bilibin, A. Ryabushkin, reproductions of paintings.

Festive feast in the chambers

Collective applicative panel or individual images of the feast.

materials: glued wallpaper for panels and sheets of paper, gouache, brushes, glue, scissors.

visual range: slides of the Kremlin and chambers, V.Vasnetsov illustrations for Russian fairy tales.

Literary series: A. Pushkin "Ruslan and Lyudmila".

musical series: F. Glinka, N. Rimsky-Korsakov.

Topic 3. Every nation is an artist (11-22 hours)

"Brothers-Masters" lead children from meeting with the roots of their native culture to understanding the diversity of artistic cultures of the world. The teacher can choose the optimal cultures in order to have time to live them interestingly with the children. We offer three in the context of their links to the culture of the modern world. This is the culture of Ancient Greece, medieval (Gothic) Europe and Japan as an example of the culture of the East, but the teacher can take Egypt, China, India, the cultures of Central Asia, etc. for study. It is important for children to realize that the world of artistic life on Earth is extremely diverse - and this is very interesting, joyful. Through art, we join the worldview, the soul of different peoples, empathize with them, become spiritually richer. That is what needs to be done in these lessons.

The artistic cultures of the world are not the history of the arts of these peoples. This is the spatial and objective world of culture, in which the soul of the people is expressed.

There is a convenient methodological and playful way, so as not to deal with history, but to see a holistic image of culture: the journey of a fairy-tale hero through these countries (Sadko, Sinbad the Sailor, Odysseus, the Argonauts, etc.).

Each culture is viewed in four ways: the nature and character of buildings, the people in this environment, and the holidays of peoples as an expression of ideas about the happiness and beauty of life.

The image of the artistic culture of ancient Greece

Lesson 1 - the ancient Greek understanding of human beauty - male and female - on the example of the sculptural works of Myron, Polykleitos, Phidias (man is the "measure of all things"). The sizes, proportions, designs of the temples were in harmony with the person. Admiration for a harmonious, athletically developed person is a feature of the worldview of the people of Ancient Greece. Image of figures of Olympic athletes (a figure in motion) and procession participants (figures in clothes).

Lesson 2 - the harmony of man with the surrounding nature and architecture. The idea of ​​Doric ("masculine") and Ionic ("feminine") order systems as a character of proportions in the construction of a Greek temple. Image of images of Greek temples (semi-volumetric or flat applications) for panels or volume modeling from paper.

Lesson 3 - ancient Greek holidays (panel). It can be the Olympic Games or the Great Panathenaic Festival (a solemn procession in honor of the beauty of a person, his physical perfection and strength, which the Greeks worshiped).

materials: gouache, brushes, scissors, glue, paper.

visual range: slides of the modern image of Greece, slides of the works of ancient Greek sculptors.

Literary series In: Myths of Ancient Greece.

The image of the artistic culture of Japan

Depiction of nature through details typical of Japanese artists: a tree branch with a bird, a flower with a butterfly, grass with grasshoppers, dragonflies, a cherry blossom branch against the background of fog, distant mountains...

An image of Japanese women in national dress (kimono) with the transfer of characteristic facial features, hairstyles, wave-like movements, figures.

Collective panel "Cherry Blossom Festival" or "Chrysanthemum Festival". Individual figures are made individually and then glued into a common panel. The group of the "lead artist" is working on the background.

materials: large sheets of paper for collective work, gouache, pastel, pencils, scissors, glue.

visual range: engravings by Utamaro, Hokusai - female images, landscapes; slides of modern cities.

Literary series: Japanese poetry.

The Image of the Artistic Culture of Medieval Western Europe

Craft workshops were the main strength of these cities. Each workshop had its own clothes, its own insignia, and its members were proud of their craftsmanship, their community.

Work on the panel "Holiday of craftsmen's workshops on the city square" with the preparatory stages of studying architecture, clothing of a person and his environment (objective world).

materials: large sheets of paper, gouache, pastel, brushes, scissors, glue.

visual range: slides of Western European cities, medieval sculpture and clothing.

Diversity of artistic cultures in the world (generalization of the topic)

Exhibition, conversation - fixing in the minds of children the theme of the quarter "Every nation is an artist" as the leading theme of all three quarters of this year. The result is not the memorization of names, but the joy of sharing the discoveries of other cultural worlds already lived by children. Our three "Brothers-Masters" in this lesson should help the teacher and children not to study, memorize monuments, but to understand the difference in their work in different cultures - to help them understand why buildings, clothes, decorations are so different.

Theme 4. Art unites peoples (8-16 hours)

The last quarter of this class completes the elementary school program. The first stage of training ends. The teacher needs to complete the main lines of awareness of art by the child.

The themes of the year introduced children to the richness and diversity of peoples' ideas about the beauty of the phenomena of life. Everything is here: the understanding of nature, and the connection of buildings with it, and clothes and holidays - everything is different. We should have realized that it is wonderful that humanity is so rich in different artistic cultures and that they are not randomly different. In the fourth quarter, the tasks change fundamentally - they seem to be opposite - from ideas about great diversity to ideas about unity for all peoples to understand the beauty and ugliness of the fundamental phenomena of life. Children must see that no matter what the difference, people remain people, and there is something that is perceived by all the peoples of the Earth as equally beautiful. We are a single tribe of the Earth, despite all the dissimilarity, we are brothers. Common to all peoples are ideas not about external manifestations, but about the deepest, not subject to external conditions of nature and history.

All nations sing of motherhood

Every person in the world has a special relationship with his mother. In the art of all peoples there is a theme of chanting motherhood, the mother who gives life. There are great works of art on this subject, understandable and common to all people. According to the presentation, children portray mother and child, trying to express their unity, their affection, their attitude towards each other.

materials

visual range: "Vladimir Mother of God", Raphael "Sistine Madonna", M. Savitsky "Partisan Madonna", B. Nemensky "Silence", etc.

musical series: lullaby.

All nations sing the wisdom of old age

There is beauty external and internal. The beauty of spiritual life. Beauty in which life experience is expressed. The beauty of the connection between generations.

Task for the image of a beloved elderly person. The desire to express his inner world.

materials: gouache (pastel), paper, brushes.

visual range: portraits of Rembrandt, self-portraits of V. Tropinin, Leonardo da Vinci, El Greco.

Empathy is a great art theme

Since ancient times, art has sought to evoke the empathy of the viewer. Art affects our feelings. Depiction of suffering in art. Through art, the artist expresses his sympathy for the suffering, teaches to empathize with someone else's grief, someone else's suffering.

Exercise: a drawing with a dramatic plot invented by the author (a sick animal, a dead tree).

materials: gouache (black or white), paper, brushes.

visual range: S. Botticelli "Abandoned", Picasso "Beggars", Rembrandt "The Return of the Prodigal Son".

Literary series: N. Nekrasov "Crying children".

Heroes, fighters and defenders

In the struggle for freedom and justice, all peoples see the manifestation of spiritual beauty. All peoples sing of their heroes. In every nation, many works of art - painting, sculpture, music, literature - are devoted to this topic. The heroic theme in the art of different peoples. Sketch of a monument to the hero at the choice of the author (child).

materials: plasticine, stacks, plank.

visual range: monuments to the heroes of different nations, monuments of the Renaissance, sculptural works of the 19th and 20th centuries.

Youth and hope

The theme of childhood, youth in art. An image of the joy of childhood, dreams of happiness, exploits, travels, discoveries.

Art of the peoples of the world (generalization of the topic)

Final exhibition of works. Open lesson for parents, teachers. Discussion.

materials: paper for paperwork, glue, scissors, etc.

visual range: the best works for the year or for the entire elementary school, collective panels, art history material collected by children on topics.

Literary and musical series: at the discretion of the teacher as an illustration to the messages of the guides.

KNOWLEDGE AND SKILLS OF PRIMARY SCHOOL STUDENTS

As a result of studying the program, students:

master the basics of primary ideas about the three types of artistic activity: the image on the plane and in volume; construction or artistic design on a plane, in volume and space; decoration or decorative art activity using various art materials;

acquire primary skills in artistic work in the following arts: painting, graphics, sculpture, design, the beginnings of architecture, arts and crafts and folk art forms;

develop their observational and cognitive abilities, emotional responsiveness to aesthetic phenomena in nature and human activity;

develop fantasy, imagination, manifested in specific forms of creative artistic activity;

master the expressive possibilities of artistic materials: paints, gouache, watercolor, pastel and crayons, charcoal, pencil, plasticine, design paper;

acquire primary skills of artistic perception of various types of art; an initial understanding of the features of the figurative language of different types of art and their social role - the significance in the life of a person and society;

learn to analyze works of art; acquire knowledge of specific works of outstanding artists in various art forms; learn to actively use artistic terms and concepts;

master the initial experience of independent creative activity, as well as acquire the skills of collective creativity, the ability to interact in the process of joint artistic activity;

acquire primary skills in depicting the objective world, depicting plants and animals, initial skills in depicting space on a plane and spatial constructions, primary ideas about depicting a person on a plane and in volume;

acquire communication skills through the expression of artistic meanings, expression of the emotional state, their attitude to creative artistic activity, as well as in the perception of works of art and creativity of their comrades;

acquire knowledge about the role of the artist in various spheres of human life, about the role of the artist in organizing the forms of communication between people, creating a living environment and the objective world;

acquire ideas about the artist's activity in synthetic and spectacular art forms (in theater and cinema);

acquire primary ideas about the richness and diversity of the artistic cultures of the peoples of the Earth and the foundations of this diversity, about the unity of emotional and value relations to the phenomena of life.

PROGRAM DESIGN

This scheme reveals the content of the program - its "three stages".

The first stage - elementary school - as if the pedestal of the whole building - is composed of four steps and is of fundamental importance. Without having received the development laid down here, it is (almost) useless to gain knowledge of the next stages. They may turn out to be external, not included in the construction of the personality. We constantly repeat to teachers: from whatever class you start working with unprepared, "raw" children, you need to start from this stage.

And here the content of the first two classes is especially significant - they cannot be bypassed, they lay the foundations of the entire course, all stages of the formation of artistic thinking.

Missing the basics laid down here is like missing an elementary introduction to the existence of numbers in mathematics, with the ability to add and subtract them. Although more complex foundations of the arts are also laid here.

As the diagram suggests, the first stage, the primary classes, are aimed at an emotional familiarization with the links between art and life. In general, this problem is the basis of the essence of the program. Art is cognized precisely in this connection: its role in the life of each of us is cognized and the means are realized - the language through which art performs this function.

At the first stage, the arts are not divided into types and genres - their life roles are learned, as it were, from the personality of the child into the breadth of the cultures of the peoples of the Earth.

The second stage is completely different. Here, links with life are traced precisely to the types and genres of art. A large, at least a year, integral block is dedicated to each. Immersion in feelings and thoughts and awareness of the peculiarities of the language of each type of art and the reasons for this particularity, the uniqueness of the spiritual, social function, role in the life of a person and society. Year - decorative and applied arts. Two years - pictorial. The year is constructive. Ninth grade - synthetic arts.

And the third stage is the final secondary education. Here everyone needs to be given a fairly serious level of knowledge of art history either in the course of "World Artistic Culture", or in the courses of parallel programs of plastic arts, music, literature, cinema. Each option has its own advantages and disadvantages.

But in parallel with this theoretical course, one of the practical courses should have been given, at the student’s choice, but precisely to everyone, one of the practical courses: “graphic literacy”, “decorative literacy”, “design literacy”, “fundamentals of spectacular culture”. Only by creating such a dual unity of the theoretical and practical at the stage of completion of general education, we will be able to compete in the economy (and in culture) with economically developed countries. This way of completing secondary education, for example, has been operating in Japan for more than fifty years.

Today we are raising the problem of the connection between the arts and the attitude of the world. But no less significant are its links with the economy. It is this side that experts from different countries emphasize, where art is given space (up to six hours a week).

This program is designed for 1-2 teaching hours per topic. Ideally, the implementation of all topics should take at least two hours (double lesson).

However, with a clear use of the methodology developed by us, it is realistic (albeit weakened) to conduct classes on the topic in one lesson. Everything depends on the school's understanding of the role of art education.

* The program "Fine Arts and Artistic Work" for secondary general educational institutions was developed under the guidance of the People's Artist of Russia, a full member of the Russian Academy of Education, director of the Center for the National Art Association B.M. Nemensky team of authors: V.G. Goryaev, N.A. Goryaeva, G.E. Gurov, A.A. Kobozev, M.T. Lomonosov, L.A. Nemenskaya, A.S. Petersburg.